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DOCUMENT RESUME ED 055 247 52 VT 014 110 AUTHOR Righthand, Herbert TITLE Improving the Preparation of Professional Personnel for Vocational Education in Metropolitan Areas. Volume VII, Final Report. INSTITUTION Temple Univ., Philadelphia, Pa. Div. of Vocational Education. SPONS AGENCY National Center for Educational Research and Development (DHEW/CE), Washington, D.C. BUREAU NO BR-9-0535 PUB DATE Feb 71 GRANT 0EG-0-9-480535-4435(725) NOTE 137p.; Part of Short Term Institutes for In-service Training of Professional Persons Responsible for Vocational-Technical Education in Eastern Metropolitan Areas EDRS PRICE DESCRIPTORS ABSTRACT MF-$0.65 HC-$6.58 Educational Administration; Educational Improvement; Educational Needs; Educational Planning; *Inservice Teacher Education; *Institutes (Training Programs); *Metropolitan Areas; *Professional Education; Resource Materials; Teacher Education; Technical Education; Vocational Education; *Vocational Education Teachers This institute was designed to study the needs and problems of vocational teaching in metropolitan areas and to recommend model teacher preparation practices. A total of 60 participants, representing 23 states, Washington, D.C., and the Virgin Islands, took part in this program, ich consisted of general sessions, homogeneous and heterogeneous S' 'T7Oup sessions and a field trip to an inner city program. The -1-PP al conclusion was that there is need for great flexibility and bh in teacher requirements, certification, and preservice and inservice education. Recommendations include occupational experience for guidance personnel, guidance courses for vocational teachers, vocational courses for all teachers, flexible curriculums and methodologies in the areas of sociology and psychology, and that colleges and universities should provide a vocational-technical teacher preparation program which extends beyond the confines of its classrooms. (GEB) 1 TXPS49 r 9zzAct.tv:,icsosi-7-6-70-:"946'.iaqta-rtistxtrei A UM:MUM MILLLISNI U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED PROM THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS OF VIEW OR OPIN- IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFiCE OF EDU- CATION POSITION OR POLICY Final Report Project Number 9-0535 Grant Number OEG-0-9-480535-4435(725) IMPROVING THE PREPARATION OF PROFESSIONAL PERSONNEL FOR VOCATIONAL EDUCATION IN METROPOLITAN AREAS VOLUME VII Part of Short Term Institutes for In-Service Training of Professional Persons Responsible for Vocational-Technical Education in Eastern Metropolitan Areas Dr. Herbert Righthand University of Hartford 200 Bloomfield Avenue West Hartford, Connecticut 06117 February 1971 Sponsored and Coordinated by the Division of Vocational Education, College of Education, Temple University Phi1adelphia, Pennsylvania The research reported herein was performed pursuant to a grant with the office of Education, U. S. Department of Health, Education, and Welfare. Contractors undertaking such pro- jects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the pro- ject. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U. S. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE Office of Education "ational Center for Educational Research and Development CONTENTS Page Foreword . . . . 0000000000000 3 Summary 5 Introduction . ..... Mathods 11 Results and Findings 15 Conclusions and Recommendations ...... . . . 19 Evaluation 23 ,Jbliography 29 Appendixes A. - Program 31 B. - Participants and Resource Personnel ..... 37 C. 7 Presentations 47 D. - Recorders/ Overviews 139 E. - Evaluation Form #3 147 F. - Distributed Resource MatetLals 148 FOREWORD The problem of preparing teaching personnel for vocational education in metropolitan areas is critical if education is to serve the urban areas more effectively. Despite the mechanistic learning devices and techniques, the teacher-pupil relationship is the key factor in providing meaningful educational programs. By design and careful selection the participants at the Institute were concerned professionals who came from various educa- tional and geographic backgrounds. Their active participation in the deliberations of the Institute is the primary factor that led to the significant body of recommended changes and strategies geared to the improve- ment of the pteparation of vocational teachers. In addition to the contributions of the participants and the resource personnel, special acknowledgement must be made of the work of the recorders, Sidney"Cohen, Constance McKenna, Virginia Vespoli, and Richard W. Whihiield, who found themselves playing many roles in the conduct of this program. Credit for the smooth. operation of this Institute must be given to Douglas M. Fellows who, as Co-Director, arranged for an excellent facility at the University of Hartford which contributed to a climate conducive to professional effort. The final evaluation of j rropm lies in 'he implementation of the tecommendatio-- ,ped that tu t,. partfzIpants will be able to affect some of the desirable changes indicated in this report ani it is also hoped that educatinnal systems not represented at this Institute will avail them- selves of these findings and make use of them in their programs. Herbert Righthand Assistant Director Division of Vocationl Education Connecticut State Deartment of Education / SUMMARY GRANT NUMBER: 0EG-0-9-480535-4435(725) TrrLE: Institute Number V, Improving the Preparation of Professional Personnel for Vocational Education in Metro- politan Areas - one of Ten Short Term Institutes for In-Service Training of Professional Personnel Responsible for Vocational-Technical Education in Eastern Metropolitan Area INSTITUTE DIRECTOR: Dr. Herbert Righthand, Consultant INSTITUTION: DIRECTOR OF INSTITUTES: SPONSORING INSTITUTION: TRAINING PERIOD! i-roblem University of Hartford 200 Bloomfield Avenue West Hartford, Connecticut 06117 Dr. C. Thomas Olivo, Professor Division of Vocational Education College of Education Temple University Philadelphia, Pennsylvania 19122 June 15, 1970 to June 19, 12(.3 A democratic nation bears the 2e3ponsibilitv of providing an educa- tional system which serves the yo-17-77g and the old, the advantaged, the disadvantaged, and the "in-between.- Congress has recognized vocational education as a means by which th i. responsibility can be met and has provided increased support and extended the scope of Vocational education. Vocational educators are cognizant f the problem faced as a result of this broadened scope, as well as-the: continual demand of improving, modifying, and "up-dating" programs. The teacher is the key factor in the development of effective prog7er.s and it is this problem of pre- paring a competent, motivated, an-2f concerned vocational teacher that was faced by this institute. Objectives The objectives of this instit:te were to study the needs and problems of vocational teaching in metronc:Iitan areas and to recommend model teacher preparation practices whfch uill tend to meet these needs. The outcomes sought were: Determination of teacher manpower needs and recommended teacher requirements. Delineation of skills and understanding necessary for effective teaching. Development of model pre-service curricula. Identification of in-service activities and programs essential to the improv:ment and "up-dating" of vocational teaching practices. Recommendat/on of modol relationships between metropolitan school systems, the State departments of education, and teacher training institutes. Procedures A total of sixty participants took part in this program. There were eighteen representatives from metropolitan educational agencies, twenty- nine from teacher education institutes, ten from State departments of education, and three from the United States Office of Education. This representation covered twenty-three states, Washington, D. C., and the Virgin Islands The occupational roles of the participants included city superintendents, principals, directors of teaching personnel, coor- dinators ef vocational programs, college instructors, and college adminis- trators. The program consisted of general sr-,ions, homogeneous 'nd heteregenous small group sessions and a field tr" 'iner city pro, - The resource .-:onsultants through their p,_. r.. tIons at the gesteral sessions and their participation at the small group rrictings provided an input of information and problems as well as indicating their ideas of possible approaches to these problems. The groups formed on the basis of similar occupational roles identified the teacher education needs, while the re- structured small groups with representation from various occupational roles dealt with these problems and sought to identiry appropriate strategies and plans of action. Conclusions and Recommendations The general conclusion arrived at by the participants is the need for greater flexibility and breadth in teacher requirements, certification, and pre-service and tn-service education. There should be diverse ways of entering the teaching field for pro- fessional and para-professional personnel in vocational education in order to enable schools to employ teaching personnel with essential occupationa experience and skills, greater understanding of the community problems, and better empathy with the students from the inner city. Certification requirements should be based on teaching effectiveness and should vary.with the particular vocational teaching assignment. Job analysis should be the basis of setting teaching and certification require- ments. - 6 - 6 Though opinions varied as to the extent of work-experience essential for teaching skills, there was agreement that "live" experience is neces- sary and that this experience should be evaluated through competency examination (coordinated through a national consortium) and that college credit be given for this experience. The value of work-experience after employment was stressed and recommendations were made that this "up-datin_ experience be credited towards final certification and granuate study. Cities, communities, businese and industry should play a more active role in determining teacher qualifications and pre-service and inservice education. Closer relations between teacher training institutions and State departments of education are vital for improved teacher preparation. Colleges and universities should provide a vocational-technical te-lcher preparation program which extendE beyond the confines of its classrooms. The program should consider work-experience, field experience in metro- politan areas, and carefully stractured internships as a basic aspect of pre-service and in-service programs. Flexible curricula and methodologies are necessary to provide breadth in the areas of urban sociology and psychology and other subjects which can lead to a better understanding of the problems of the inner city. At the same time it was emphasized that vocational teacher educators should be involved in the curriculum development of the general subjects so that these subjects do not become too "academic" and lose relevancy to the future or present occupational teacher. Continuous education through broad and flexible in-service programs mist become basic to effective teacher preparation. Consistent with this strategy, there is need for providing incentives to vocational teachers through scholarships, fellowships, sabbaticals, and financial rewards. Vocational teachers lacking degrees should be encouraged and provided assistance in obtaining a degree. Other recommendations included occupational experience for guidance personnel, guidance courses for vocational teachers, vocational courses for all teachers, research courses for vocational teachers and exploration of techniques used by the Teacher's Corps and the Training Teachers of Teachers program. Research on the value of work experience and continued study of more effective curm:.cula and methods of preparing teachers was recomended. A six-month follow-up revealed that specific actions and plans from the institute deliberations were in the areas of extensive dissemination of the institute recommendations: continued study and investigation of the identified problems: and modifications in teacher education, personnel practices, and certification requirements. Section I INTRODUCTION A democratic nation bears the responsibility of providing an educational system which serves the young and the old, the advantaged, the disadvantaged, and the "in-between". In this society education must not be livited to the educationally or financially elite; it must also serve the handicapped, the poor, the racial minorities and the academically deficient. There people are founA throughout the nation, but are generally concentrated in the urban areas. They seek an educational system which will be relevant and meet their needs, a program of studies which can lead to a good life. Ic is impossible for them to enjoy the good life when they are limited to a marginal existence level. Education must provide them with the tools and skills essential for employment so that living in a democratic society can be more than just a struggle for existence. The Vocational Education Act of 196 and the Amendments of 1968, as passed by Congress recognize the need for greater emphasis on vocational education and fur the need of extending vocational education in order to serve these disadvantaged groups. The United States Office of Education, recognizing the need for implementation of the goals set forth in the Voca- tional Education Act, has provided support for several series of institutes to deal with these problems. One of these series of institutes consisted of ten short term institutes serving the metropolitan areas of the states east of the Mississippi, Washington, D. C., and the territories of Puerto Rico and the Virgin Islands. These institutes sought through the involve- ment of leaders and decision-makers from the metropolitan areas, education, and the community to develop strategies and techniques which would improve vocational education and training. The institute, "Improving the Preparation of Professional Personnel for Vocational Education in Metropolitan Areas," was one of these ten and as the title indicates was concenaed with the preparation of teachers who could more effectively serve the youth and adults of the metropolitan areas through a meaningful vocational education program. Vocational programs have been criticized, sometimes justly and sometimes unjustly, however, there can be no, question that changes in the impact of vocational education require changes in the preparation of professional personnel. There have been many techno- logical changes in education; despite the innovative techniques of computer- instruction, micro-teaching, programmed learning, etc., the well-prepared, motivated and concerned teacher is the key to a successful educational pro- gram. All the technological trappings and all the computers will fail unless the teachers have the human understanding and the pedagogical "savvy." It was the need for modification and "up-dating' teacher preparation that was the underlying theme of this institute. The primary objective to study the needs and problems of vocational teaching in metropolitan areas and to recommend model teacher preparation practices which till tend to meet these needs. The specific outcomes identified for this institute were: Determination of teacher manpower needs and recommended teacher requirements. Development of model pre-service curricula. Delineation of skills and understanding necessary for effective teaching. Identification of in-service activities and programs essential to the improvement and "up-dating of vocationel teaching practices': Recommendation of model relationships between metropolitan school systems, the State departments of education, and teacher training institutes. The charge presented to the participants of this institute was to respond to the question: What changes are needed to improve the quality of teacher preparation so as to serve the students of vocational education more effectively? In dealing with this question and in seeking the outcomes indicated above, the goal set forth was not only to benefit the participants and the agencies they represent but through the dissemination of the findings and recommenda- tions to provide meaningful ideas to those not present. - 10 - 9 Section TT METHODS In order to deal with the goals of the institute, it was necessary to provide an environment in which concerned and knowledgeable educators could meet, and with the aid provided by resource people, tackle these specific challenges and seek out strategies which could lead to resolution of the prob- lems (See Appendix A). A key factor in the effectiveness of such an institute is in the caliber and character of the participants (See Appendix 13). Participants It was apparent that if changes in professional preparation were to be developed, representation from the teacher educational institutions was essen- tial. However, in order to provide these participants with a first-hand under- standing of the teacher problems faced in the metropolitan areas, it was essen- tial that representation from these groups be obtained. The third group of participants vital for effective interchange and di.,cussion were the vocational teacher educators and leaders representing State and Federal agencies. There were eighteen (18) representatives from metropolitan agencies of which Eifteen(15) were from cities with populations over 100,000. Teacher education institutions were represented by twenty-seven (27) participants plus two graduate students. The third group consisted of ten (10) from State Departments of Education and three (3) from the U. S. Office of Education. Twenty-three (23) states, Washington, D. C., and the Virgin Isalands sent participants to this institute. Practically all participants were in positions of responsibility where decisions of change can be made or initiated. The participants included school superintendents, principals, directors of teach- ing personnel, coordinators of vocational programs, college instructors, and college administrators. Eleven (11) of the participants were not specifically identified as vocational educators,but had responsibilities which included the professional preparation of vocational teachers. The diverse professional backgrounds of the participants made it possible to approach the problems with a broad perspective and exposed many of the participants to fresh viewpoints. Resource People Resource people were used in two ways; as speakers who met with the total group, and as consultants who sat in and participated in the small group dis- cussions. Their role was to provide the specialized knowledge and insight which their experiences had provided. The consultants were selected on the basis of their experience in teacher preparation or city, state, and Federal *roles (See Appendix B). In addition to participating at the general sessions, all consultants took part in the workshops and most played dual roles by stay- ing on for several days or the full week, taking part as participants. Small Group Sessions The small group sessions represented the work aspect of the institute. It was here that the data and understandings contributed by the participants and added to by the resource people were used as a basis for discussion, for the identification of problem areas, and the development of strategies. The workshop meetings on the first day were structured homogeneously accord- ing to the participant's role in vocational education. This resulted in two groups representing colleges and universities, one group representing local educational agencies and one group consisting of personnel from State and Federal agencies. The goal set forth for these four groups was to identify the problems encountered in the utilization, preparation, and development of profess- ional staff in vocational education. The specific areas for discussion were: Personnel shortages Quality of preparation Certification requirements Relevance of preparation to problems of urban areas Teacher obsolescence City-State-College relations Ancillary services (research, curriculum development, internships, etc.) In summary, these groups, meeting on the first day and working with their colleagues with similar backgrounds, were asked to identify problem areas which would then provide a frame of reference for the subsequent sessions of the re- structured work groups. The workshops held on the next three days were organized so that representatives from various aspects of vocational education had an opportunity to discuss the changes needed in the professional preparation of vocational teachers. These groups were cognizant of some of the problems identified by the first day "In-Group" workshops and had the opportunity of listening and reacting to the challenges and information presented by the various consultants. Since the presentations of the speakers provided vital data respective to the three workshop topics discussed, a rotating schedule of workshops was followed. The schedule of discussions is indicated in the program (See Appendix A) The workshop group approached each topic with the question: What changes are needed to improve the quality of teacher education so as to serve vocational education more effectively? Within the framework of this objective, three topics for discussion were identi- fied; namely, teacher requirements, pre-service and in-service education. The 12 - restructured heterogeneous work groups were aware that these broad topics were arbitrary and undoubtedly would lead to some overlapping in the dis- cussions and in the findings. In order to provide a framework for approaching these major topics the following sub-topics were suggested for consideration: Topic 1 Vocational Teacher Requirements (a) Employment standards (.b) Certification (c) Work experience (d) Academic requirements (e) Use of teacher aids (0 Use of minority representatives (g) Role of state, city, and college in developing effective teaching (h) Competency tests as an employment tool (i) Administrative opportunities for vocational teachers (j) Use of associate degree graduates Topic 2 Pre-Service Programs (a) Professional education courses, guidance, urban problems, etc. (b) Professional vocational education courses, (:ooperative education, methodology, etc. (c) Academic courses . (d) Credit for work experience (all fields) (e) Competency tests (f) Practice teaching, interships, cooperative work study. Topic 3 In-Service Programs (a) Graduates degree programs (b) In-service certification programs (c) Credit for summer industrial experience (d) Workshops and Institutes (e) Scholarships and fellowships (f) Tuition reiMbursement or support (g) Summer experience in ghetto areas (h) Special updating courses i.e., data processing, urban problems, serving disadvantaged and handicapped The group leaders for the first day workgroups and for the subsequent workshops were chosen by the respective members. Recorders were assigned to each group and were responsible for reporting to the large group as to the position taken by each workshop. In addition, the recorders provided a summary of recommendations and findings of the groups. The fundamental output was derived from the reports of the recorders. - 13 - Field Trips The time at which this institute was held made it impossible to visit vocational educational programs. However, it was possible to visit a Concentrated Employment Program operated in the hearbof the ghetto area of Hartford. This visit had special significance since it was in this environment that teacher educators were exposed to the needs and responsi- bilities of teachers working with the disadvantaged. The program visited was under the sponsorship of the T.T.T. (Training Teachers of Teachers). - 14 - 13 Section 111 RESULTS AND FINDINGS In th,_ '71 of reference of n Insttate, the section "Results and Findit-s' d a113 with th,_ identification of proolems. The resource personnel 1.'-d1e Drov- ling data relevant tn their particular role in education a:Is() pcui on the problem:3 the faced (see Appendic C). Another solle c:mtrILuting to the find1nF_5; of this institute was the report of t crkshe-os held on the first aay. TI-is identification of problems ie r.c.crted 'clow according 50 sLarce, resource personnel, and workshops. Resource Persc,mel Dr. Irvinc- tarr, Dean of the School of Education of the University of Hartford, .:.:71,rtecf from the usual welcoming address and reflected or the need radicel changes in the teacher preparation process as practiced in colleges and universities. He urged that college credit be allowed for significant experiences in business, industry, and urban areas. Representing urban chool administrators, Mr. Lester Silverstone, Superintendent of Schools in Bridgeport, Connecticut, supported a similar position by speaking of the need for breaking away from the conventional baccalaureate program for the preparation of teachers. He indicated the need for specialized preparation for teachers who will be working in urban areas and the necessity for developing new sources of supply of teachers and effective means of recrditing and training voca tional teachers. Expansion of undergraduate and inservice programs, depth experience in the world of work and special programs for teachers of the disadvantaged were identified as necessary steps in improving teacher preparation by Dr. Byrl R. Shoemaker, the State Director of Vocational Education in Ohio. He referred to a study which reported that the work experience of a vocational teacher was a significant factor in the success of his students. Stated from the point of view of a Head of the Division of Vocational Education, New York University, Dr. Martin liaMburger, the certification of teachers is archaic but still provides a degree of flexibility. Changes in certification should be based on changes in occupational education which, in turn, should be served by teachers capable of accepting student involvement and able to provide necessary incentives and relevancy needed by students from -he inner city. Teacher training institutions should direct ttanselves to this kind of preparation and "exorcise" prerequisites and course secuerv.:es. 15 Dr. Gordon MCMahon, Chairman, Department of vDcatienal-Technical Educa- tion at the New York State University at Oswego, dealt with the reed for more adequate pre-service preparation and on-the-fob supervision for new instructors Re described the patten of preparation in order to- improve such programs. In order to meet the needs of vocational edu.cation in metropolitan areas, teacher trainin institutions should not prepare "two-by-four" teachers, who teach b- -een the two covers of a textbook and within the four walls of the room. This was the point made by the Asoistant Director of the TTT prof -am in Hartford, Mr. Robert L. Lewis, Jr. He stated that effective tEaohers have an interest in the students, recog- nize that some subjects are not relevant, develop empathy and not sympathy and know the community. The Educational Professional Development Act can provide support for the much needed improvement in the preparation of professional personnel in vocational education. Dr. J. Ned Bryan, Bureau of Education Personnel Development of the USOE provided information concerning this act and identified some of the means by which teacher preparation in vocational education can profit from this act. Dealing with the topic of "Preparing Teachers for Post-Secondary Programa," Dr. Durwin Hanson, Head of Department of Vocational-Technical Education of North Carolina State University at Raleigh, North Carolina, presented guidelines for the preparation of such personnel. He stated that it is imperative that in-service teacher education be considered "in tandem" with pre-service. He also offered the Information that the three courses found most vital in the preparation of vocational teachers are trade analysis, methods of teaching, and the development of instruc- tional materials. A relevant curriculum must be presented in a relevant manner. The utilization of appropriate and well-prepared instructional materials is an essential aspect of good teaching and a responsibility of the teacher preparation Institutions. Mr. Benjamin Shapiro, Director of the Vocational Curriculum Laboratory at Rutgers University in New Jersey spoke on this topic. His emphasis was on the teacher's relations with the student and the relevancy of the curriculum. He implemented his talk with examples of individual instructional materials found to be especially effective. Dr. Robert L. Prater, the Associate Dean of the School of Tndustries at Texas Southern University, Houston, Texas, dealt with the contribution research made to vocational education and with the role of the teacher educator in relation to research. He reported on some of the findings of research relative to metropolitan problems. Dr. Prater felt that the teacher educator should prepare the vocational teacher as a consumer of research and also as a potential researcher. To indicate the development and role of a Department of Vocational- Technical Education in a teachers college, Dr. Robert B. Hayes described the process at Marshall University in West Virginia. He recommended that vocational education broaden its horizon, regard itself as of the highest order and expect more from Higher Education. - 16 - 15 Charged with the responsibility of reacting the various presenta- tions, Dr. William Reynolds, Director of Vocati(-1al-Technial Education at the New York State University College, at Buffaii, stated -1-lat the areas of coacern in tLe improvement of teacher preparaAon can bH place e. in three categories: selection and admission of teacher _andidates; quality of teacher education programs; and the need for research i development. Vocational teachers must be made aware that they are not :raining directors in industry and skill acquisition is not their sole purpose:_ but that the total develop- ment of the individual is also their responsibity. Workshop Findings The findings reported here resulted from the sessions held on the first day in which four groups met, each group structured according to the role of the participants, thus the output came from two groups of teacher educators, one group of local educators, and one group of State and Federal personnel. The problems and needs identified by these groups were often synonomous with recommendations and provided the framework for the develop- ment of recommendations for change. Generally, it waS felt that same of the problems of teacher preparation in vocational education stem from the inadequate recognition that vocational education receives. Another aspect of this problem is in the demands placed on education - demands for which educational solutions are inadequate or inappropriate. The need for well-prepared teachers was indicated by all groups. Special emphasis was placed on the need for improvement of techniques of recruit- ment, increased use of qualified teachers from minority groups and the use of personnel from business and industry. In order to obtain teachers in the fields where shortages exist, there was a need identified for the correlation of manpower projections and teacher preparation. State and Federal partici- pants suggested an exploration of regional approaches to meet some of the problems of vocational teacher recruitment. The workshop groups felt there was a need for analyzing the character- istics of teachers who have proven to be effective in an urban environment. All groups felt the need for experiences outside of the college for the preparation of teachers, though some of the teacher educators suggested studies as to the value of work experience. Further study is needed in order to identify the most effective methods of te:.ching and the various alternate approaches. At the same time, there is need for a broader and more diversi- fied preparation of teachers of vocational subjects. Correlated with this and with the need for the determination of appropriate preparation for teachers of the disadvantaged; there is need for specialized preparation of vocational teachers who will work with the handicapped. - 17 16 Problems of certificaticn rece the desirability of continuation c- standard and based on teacher eff(- is an obvious need flr close relat preparation and teat:...aer in-sernrice primarily by the te,7-!her educators : creasing administrative responeLbil, the general dearth of funds for tee A a g ea.t deal of attention indicating lertifLcation, but with a more flexible _Irenes:23 rather than course work. There -1ship between certification and tea:ther tucation. Other problems, identified 7am the colleges, dealt mith the in- .-Aes placed on teacher educators and 'ter preparation. In addition to providing a sum: of 'le workshop recommendations, the recorders submitted an overview cf the general tone and position of the respective groups (See kppecii.x D). - 18 - Section IV CONCLUSIONS AND RECOMMENDATIONS The restructured workshops attacked the problem of making recommen- dations and indicating strategies which could be used to resolve some of the problems identified previously. These groups were heterogeneous in make-up and utilizing the materials of the speakers, the earlier workshops, and their own experience sought to identify the changes necessary to improve the quality of teacher preparation. Their discus- sions were split into three categories; Teacher Requirements, Pre-Service, and In-Service Teacher Education. Though these categories were not com- pletely independent of each other, they provided a convenient framework for discussion and summarization. The Teacher Requirements category dealt with the problems of recruitment, selection and certification of vocational teachers. Also included in this discussion was the identi- fication of the roles of the state, Federal, city, and teacher educational agencies. The Pre-Service topic centered around the type of preparation provided a student prior to his employment as a vocational teacher, while In-Service dealt with the vital'areas of continuing education for the employed teacher. Teacher Requirements Changes in the recruitment and selection of teachers should lead to increasing the teaching staff with professional and para-professional personnel drawn from the metropolitan areas and from minority groups. This type of personnel should provide the understanding and empathy needed to work with the disadvantaged. By the use of differentiated staffing, flexibility in employment and teaching assignment can be established and no forced equalization of personnel is necessary. In all cases, however, it is recommended that appropriate pre-service preparation be provided for the new teachers. A correlation of this recommendation is the position taken that urges that diverse ways of entering the teaching field be established. The need for certification WAS generally accepted by the participants but the emphasis was placed on flexibility and the need for constant re- view of the standards. Certification requirements should vary with the teaching assignments and should provide for temporary or emergency certi- fication. Certification by a college is inadequate; greater emphasis, especially in final certification, should be placed on teaching perform- ance rather than on academic studies. - 19 - 18 The issue of required occupational experience in the area of the skill to be taught was debated. Representatives frem colleges tended to recom- mend research as to its value anisuggested consideration of alteenatives. Those engaged in vocational education had very strong feelings that part- time or simulated work experiences cannot replace the "real" work experience necessary for teaching vocational skills. Despite some of the differences indicated there was apparent agreement that work-experi- ence is essential, that college credit should be given for such experience, and that the value or quality of this experience should be assessed by standardized competency examination. The recommendation made in reference to competency testing was that national coordination in the development of these tests be sought. The participants also recommended exploration of screening and predictive tests in order to provide a greater degree of asnurance as to the possible success of the candidate for a teaching job. Associated with testing but relevant to pre-service education was the recommendation that student-teachers be permitted to take tests in any subject, and, if passed satisfactorily, receive credit for the course without having to take it. Cities and communities should take a more active role in identifying the qualifications of teachers and the essential pre-service and in- service preparation. Business and industry.should also be involved in this process. A strong recommendation was made for closer relations between state education departments and teacher training institutes. A recommendation was made that, in order to assess effectively and efficiently the essential qualities required of a vocational education teacher, a job analysis should be made and that the findings of such an analysis be used to set certification standards, essential work experience, and pre-service and in-service teacher education programs. Pre-Service Preparation The program of preparation prior to employment as a teacher, generally conducted by colleges and universities should be extended beyond the cloistered confines of these institutions. This concept permeated most of the recommendations made concerning the improvement of pre-service education. rield experiences in metropolitan areas, work experiences in business and industry, and internships should be included in the pre- serviee.program and should be given appropriate college credit. Once again the need for an analysis of the vocational teaching job and the setting forth of clear objectives for the teacher education pro- gram were recommended as necessary fundamentals for the development of an effective teacher preparation program. This program must be developed around the needs of the vocational student and the person preparing to teach. This requires a flexible curriculum and methodology that provides sufficient breadth in the areas of urban sociology and psychology, pre- pares for individualized instruction, teaches the problems of the urban areas through "on-site" and first hand experience and instills an under- 20 standing of a total approach towards the individual. Pre-service programs should provide for entry at various levels according to the age and back- ground of the individual. Significant occupational experiences should be required of those preparing for the field of vocational guidance; on the other hand, it was concluded that it may not be necessary for vocational guidance personnel to be immersed in professional education courses which have little or no relevency to his required on-the-job skills. The participants also recommended that (1) the profeseional courses most closely related to the task of teaching be offered first; (2) all teachers learn same of the fundamental principles of guidance; (3) that professional courses be relevant and meaningful to the future teacher, and that (4) teaching experience obtained through a paid position (i.e. MDTA) be accepted in lieu of practice teaching. An essential approach in seeing that the "liberal arts" courses required for student teachers are meaningful to the vocational teacher is the establishment of communications between vocational teacher trainers and their liberal arts colleagues. If student teaching is to be effective, the total program must be carefully coordinated between student-teacher, teacher training institute, and the vocational school in which the practice teach- ing is taking place. Finally, continuous evaluation of the pre-service curriculum, the qualifications of the professors and the methodology used, must be con- ducted and changes made as needed. In-Service Preparation Continuous education is being promoted as essential in all walks of life and in practically All occupations. Certainly the educator must realize that the completion of his pre-service program and his ensuing employment do not indicate a termination point of study. All teachers (even Latin teachers) must continue their studies in view of the changes in society and in the student population. The vocational teacher must face the same changing socio-economic situtation as well as the ever- changing technology in his area of occupational skill. An in-service program must (once again) be flexible; it must not be limited to college campus courses but must include workshops and insti- tutes dealing with educational, Indeetrial, community, and socio- economic problems. Occupational and field experiences, and special industry training programs are vital components of an effective in- service program for vocational teachers. Changes are needed which will recognize these aspects of education and provide proper credit for them. Vocational instructors should be offered Incentives through scholar- ships, fellowships, sabbatical and other financial rewards. The possibility of employing vocational teachers on a full year basis and using same of the summer period for "up-dating" was recommended as a possible strategy. Vocational teachers lacking degrees should be encouraged and assisted to work toward a baccalaureate. However, the main emphasis of in-service preparation should be on working in or with business and industry, thus enabling the teacher to keep current with his skills and at the same time to maintain contact with industry. - 21 - 20 Other recommendations for cnanges in In-service education were ex- posure to the problems of the Inner city through living In or working in these areas in order to get a better understanding of their students, home visits to the disadvantaged students and the utilization of such approaches as those conducted by the TTT. Teachers should be trained In techniques of research so that they can better apply the findings and conduct research themselves. A recommendation was made that teacher educators utilize their sabbaticals to go back to vocational school programs and experience the current problems of vocational teaching. New teachers should not be thrown into a "sink or swim" situation; careful supervision and continued orienta- tion should be provided. The techniques used by the Teacher's Corps should be explored in order to ascertain the possibility of using some --)f their proven techniques as an in-service training device. General Recommendation One recommendation made by several of the workshops and not really fitting into any one of the above categories and not specific to the voca- tional teacher, stated that the educational program for all teachers and administrators should include a course in vocational education or occupa- tions. This could be a certification pre-service or in-service require- ment and improve the preparation of teachers at all levels and in all fields. Section V EVALUATION In order to assess the effectiveness of the institute, three different instruments were used: Institute Evaluation Form #1 (Attitude Toward Vocational Education), Institute Evaluation Form #2, (Institute Evaluation) and Institute Evaluation ForM #3 (See Aprsndix E). Institute Evaluation Form #1 This form contained fifty-two (52) items concerning the total area of vocational education which were administered in all of the Institutes and fifteen (15) specific items, 53 through 67, which were particularly applicable to institute VIII. An analysis of items from #V-53 to V-67 was made since these items dealt with teacher preparation. The three items which by observation showed the greatest shifting in attitude are listed below: V-66. The rapport between the academic and vocational teachers in metro- politan cities is as good as can be expected. Strongly Strongly ree Agree Undecided 21AASE22 Disagree Pre-test 1 9 6 21 5 Post-test 0 5 2 30 5 Agreement with this statement was reduced from ten to five while the disagreement was increased by nine responses. The four added responses may have been drawn from the "Undecided." V-58. The requirements for entrance to and graduation fram a college or university are so academically oriented that few vocational shop teachers see the value of aspiring to earn a bachelor's degree. SA Pre-test A U D SD 16 7 17 1 Post-test 0 24 2 14 1 This item contained sixteen changes showing an increase of eight in agreement and decrease of three in disagreements. - 23 - 22 V-63. The administration of the metropolitan city school plan, initiate, and conduct in-service programs designed to make the entire professional instructional staff knowledgeable concerning vocational education. Pre-test SA A SD 6 7 5 20 4 Post-test 8 9 0 23 2 Fourteen changes occurred in this item though the shifting was slight, since the major change appears to be the reduction of five undecided to zero, with four representing the increase in agreements and one the growth in disagreement. Institute Evaluation Form #2 This form explored the individualts reaction to the program and his assessment of the value of this institute. Responses on thirty of the thirty- eight items were indicated on five categories with a scale ranging from strongly agree to strongly disagree. These items were analyzed by assigning weights ranging from +2 for a strongly favorable response toa -2 for a strongly un- favorable response with 0 being used for the undecided response. The evaluation factors obtained were all positive ranging from +34 to +73 and averaging 71-51.5. Another evaluation of the responses for the thirty items referred to above was made by counting the number of favorable, undecided, and unfavorable re- sponses and converting this to percentages based on total responses. This summary is provided below: Summary of Responses: Total Favorable % Favorable Total Undecided % Undecided Total Unfavorable % Unfavorable 1,332 69 71 Total Responses 1,472 Responses to Items 37 and 38 are shown below: 90.5 4.7 4.8 100.0% 37. If you had it to do over again would you apply for this institute which you have just completed? Yes 43 No 1 Uncertain 2 . 38. If an institute such as this is held againewould you recommend to your peers that they attend? Yes 43 No 1 Uncertain 2 The most frequent responses for items 31 and 32 are given below: 31. As a result of your participation in this institute, what plans have you formulated which you may present through appropriate channels for consideration and action in your community either now or the immediate future? Outline briefly the key points. Most frequent responses: Analyze and strengthen pre-service and in-service teacher training programs to serve urban areas more effectively. - 24 - 31. (Cont.) Most frequent responses: Effect better communications between vocational teachers and academic teachers, inner city residents and policy makers. Explore and Utilize TTT program. Disseminate and utilize ideas obtained at institute to strengthen vocational education. Work toward certification revision. Re-evaluate curriculum, plan workshops, assess EPDA program, and conduct relevant research. 32. As a result of your contacts with Ihe participants and consultants ar this institute, have you decided to seek some continuing means of exchanging information with any of them? What types of informa- tion can the consultants or participants contribute that would be helpful to your work? Most frequent responses - Continuing means of exchange of information. Arrangements for exchange of ideas already made. Use participant list for further contact. Ittvite participants as consultants or resource people. Most frequent responses - Types of information: Curriculum Staffing Recruitment In-service Career Orientation The list below indicates the most frequent responses indicating strengths and weaknesses of the institute. These were summarized from Items 33 to 36. Most frequent resporlseStrerIgSt-ts Informality, opportunity for exchange of ideas and small group sessions. Heterogenity of participants. Planning and structure of institute. Most frequent res onses - Weaknesses Need for more field trips. Lack of recreational activities. Include teachers, students, urban respresentatives and policy makers. Too much stress on T & I. - 25 - 24 Some interesting evaluations where differences of opinion are shown with the number of responses: Comment Strength Weakness Quality of Speakers 7 6 Housing 5 3 Too long 2 Too short 1 Field Trip (TTT) 1 2 Institute Evaluation Form III The Evaauation Form III was sent to fifty-two of the participants in order to obtain information concerning the actions taken or planned as a result of their participation at this ir.stitute. Th!s form was sent out six months after the conclusion of the institute ar was directed to those participants who were in full attendance and w_10 were not in directIng or consulting roles. Thirty-mine returns (75%) were received and all but one provided responses. The form (see Appendix E) listed eleven possible ac,vities and pro- vided for the addition of others. The respondent was asked to indicate whether he had accomplished any of these, attempted them or was planning to take some action in the near future. The bulk of the actions taken of the 119 identified dealt with different approaches to disseminating the findings and recommendations of the institute. Of the thirty-six who reported to their colleagues, ten submitted written reports. There were 12 meetings or conferences held to discuss the outcomes of this institute. Two attempted to hold such meetings and two others are planning to hold discussions on the topics of the institute. Another area of extended communication resulted throughthe use of institute participants as consultants by other participants. Four have already done so, three have attempted to and eight are planning to in- vite other participants to their cities or college institutions. Other accomplishments and plans are indicated below: Action Accomplished Planned Further study or investigation 10 7 Modified personnel practices 3 6 Modified teacher education curriculum 6 9 Revised pre-service teacher education 1 10 Changed certification requirements - 6 EXpanded and/or modified in-service program 4 10 Improved relationship between business and trade and industrial teacher educators. 1 - Participated in inner city program. 1 1 - 26 - In addition to the above, thirty-seven attempted actions were not fully consummated at this time. The main reason given for the inability of participants to affect changes was the limits of their position for introducing changes. Radical changes affecting certification, teacher preparation and personnel practices involve the actions of many educa- tional leaders and it is doubtful wthether any one person can really be in the position of affecting such changes. Reasons given as obstacles to introducing changes were: Limited funds 11 Rejection by administration Little support from colleagues 8 Reconsideration or modification of change Lack of time 11 Limits of your pos=71Lon to introduce change- 25 Lack of personnel 1 The follow-up 7-2.1c,rt indicates that the main accomp:-Lshments of this institute as they-eke:7.e reported stx months later were: 1. The disseminattcLI of the ideas and recommendations this institute far beyond the r71.-4ribicipants. Through verbal and written reports, meetings and me-c of institute personnel, the strategie6 recommended have been presented to a broad base of educators. 2. Continued study and investigation of the problems identified is indicated. 3. Modifications in teacher education curriculum, pre-service and in- service teacher education, personnel practices, and certification requirements have been Initiated and are planned for the near future. BIBLIOGRAPHY Bjorkquist, David C., Brandon, George L. Finch, Curtis R. Impellitteri, Joseph T., and Wiersteiner, S. Richard. Trade and Industrial Teacher Education: A Research Critique and Model for Action. Vocational Education Department of the Plnnsylvania State University, No. 1, March 1968. Brown, Donald. National Seminar for Vocational Teacher Educators. University of Tennessee, August 11-22, 1969. Connecticut. Connecticut State Plan for the sAministration of Vocational Education Under the Vocation 1 Education Amendments of 1 z68. State Board of Educatton, July 19 9. Connecticut. Occupational Outlook, 1968-1975,. Labor Depa:Ament, EMploy- ment Security Division. Connecticut. Teacher Education in Connecticut. Commission for Higher Education, January 1967. Doane, Raymond C. Prolect Guidance Practices for Career OTientation and Instruction in Connecticut. School of Education, University of Connecticut, May 1970. Doane, Raymond C. Professijnal Pre aration Goals of Occu ation-0riented Educators in Connecticut. School of Education, University of Connecticut, May 1970. Ferguson, Edward T., and Garry R. Bice, eds. Third Annual National Voca Technical TeaJSmerEducatiorerainar_Proceedis-TeacDisadvantaed Youth. Center for Vocational and Technical Education, Ohio State University, January 1970. Hensel, James W., Bishop,Douglas D., and Crunkilton, John R. Enlisted Men k_psgifslitsotenti.a1earatiFromtIMISourceofTeachers for Vocational and Technical Schools. Research Seried No. 13, Center for Research and Leadership Development in Vocational and Technical Education, Columbus, Ohio, October 1967. Moms, Jerome, Jr. Review of Research in Vocational Technical Teacher Education. Minnesota Research Coordination Unit, University of Minnesota, SepteMber 1967. Pratzner, Frank C., and Marjory Hanson. The Re/ative Effectiveness of Two Vocational-Industrial Teacher Education Lessons. Minnesota Research Coordination Unit in Occupational Education, University of Minnesota, April 1969. 2 9 - Reese, -:,?obert H. Trade qndLIndustria:_ Teachgr Education and Certifica- tlom: Report of a National Invitation.4Apsearch Datlopment SemLnar. Center for Research and Leadership Development in Vocational and Technical Education, Ohio State University, ColuMbus. Center for Occupational Education, North Car7r1ina State University, Raleigh, Novsmber 1968. Rogers, Arthur, and James F. English, Jr. Education and Traininz Programs for Connecticut Health Oncupations. Connecticut Commission for Higher EduJzation, Hartford. Connecticut Regionalliedical Program, Mew Haven, February 1970, U. S. Cffice of Education., The Education Professions A Re ort on the Wa8hingt7n, D. C.: Goirernment Printing Office, June 29 9. U. S. Office of Education. The Prer7,-,ration or Professional Personnel for for Vocational Technical Educatin. VIP Code 700410, ERIC 1-2scriptive Grcnup Number 140-380-410. Washi7ton, D. C. University of the State of New York_ Teacher Education Pro rams and Ceztification Policies State EL7acation Department, 1969. PROC.RAM Monday, :June 15 Time ACTIVITY 8:00 BreakfLst 9:00 Registation 10:00 Introdu_ction Mr. Douglas M. FeLlows, Consultant for Technical EducLtion, University of iartford 10:15 Break 10:30 Institute Objectives =61 Procedures Dr. Herbert Righthand, Chief, Bureau of Vocational Services, Connecticut State Department of Education 11:15 Lunch 1:00 "The Preparation and Need of Vocational Teachers" Mr. Lestev Silverstone, Superintendent of Schools, Bridgeport, Connecticut Dr. Byrl R. Shoemaker, Director of. the Division of Vocational Education, Ohio State Department of Education 2:15 Break 2:30 Workshops: "IDENTIFICATION OF PROBLEMS" Group. I Group II Group III Group IV 4:30 Adjournment 6:00 Dinner - Teacher Educators - Teacher Educators - Local Educational Agencies - State and Federal Educators - 31 - 29 APPErDIX L. Time Tuesday, June 16 ACTIVITY 7:30 Breakfast 8:30 Reports of Group Leaders 9:00 "Vocational Teacher Requirements" Dr. Martin Hamburger, Professor of Education, Head of Division of Vocational Education, New York University, New York City 9:45 Break 10:00 Workshops: Group A Group B Group C Group D 11:45 Lunch - Topic 1 - Teacher Requirements - Topic 2 - Pre-Service - Topic 3 - In-Service - Topic 1 - Teacher Requirements 1:00 "An Overview of Teacher Education Practices" Dr. Gordon McMahon, Chairman, Department of Vocational-Technical Education, New York State University College, Oswego, New York 1:45 Workshops: Same as A.M. schedule 2:15 Break 2:30 Workshop Sessions Continued 4:30 Adjournment 5:30 Dinner 3 0 Time Wednesday, June 17 ACTIVITY 7:30 Breakfast 8:30 Reports of Group Leaders 9:00 "Preparing Teachers for Minority Groups and Disadvantaged Students" Mt. Robert L. Lewis, Jr:, Assistant Director, Hart;ord Training Teachers of Teachers, Hartford, Connecticut 10:15 Break 10:30 "The Educational Professional Development Act and Teacher Education" Dr. J. Ned Bryan, Assistant Director, Division of School Programs, Bureau of Education Personnel Development, U. S. Office of Education, Washington, D.C. 11:45 Lunch /:00 "Preparing Teachers for Post-Secondary Programs" Dr. Durwin Hanson, liead of Department of Vocational-Technical Education, North Carolina State University, Raleigh, North Carolina 1:45 Break 2:00 Workshops: Group A Group B Group C Group D 4:30 Adjournment 6:00 Dinner - Topic 2 - Pre-Service - Topic 3 - In-Service - Topic 1 - Teacher Requirements - Topic 3 - In-Service 3_3 Thursday, June 18 Time ACTIVITY 7:30 Breakfast 8:30 Reports of Group Leaders 9:00 "Role of Teacher Educator in Curriculum Development" Mr. Benjamin Shapiro, Director, Vocational Curriculum Laboratory, Rutgars University, New Brunswick, New Jersey "Role of Teacher Educator in Research" Dr. Robert L. Prater, Associate Dean, School of Industries, Texas Souchrn University, Houston, Texas 11:00 Field Trip Visit to a Concentrated Employment Program Used by TTT for Professional Development 11:45 Lunch 1:00 "The Department of Vocational-Technical Education in a Teachers College" Dr. Robert B. Hayes, Dean of Teache'..a College, Marshall University, Huntington, West Virginia 1:45 Workshops: Group A - Topic 3 - In-Service Group B Topic 1 - Teacher Requirements Group C Topic 2 - Pre-Service Group D Topic 2 - Pre-Service 2:15 Break 4:00 Adjournment 5:30 Social Hour 6:00 Banquet 3 2 - 34- Friday, June 19 Time ACTIVITY 7:30 Breakfast 8:30 Reports of Group Leaders 9:30 "What They Are Saying About Teacher Education" Dr. William Reynolds, Director of yocational Technical Education, New York State University College Buffalo', New York 10:15 Break 10:30 Final discussion, evaluation, and closing remarks 11:45 Lunch 1:00 Adjournment - 35 - APPENDIX B PARTICIPANTS AND RESOURCE PROPLE Mrs. Dorothy S. Anderson Acting Director Center for Occupational Education Jersey City State College Jersey City, New Jersey 07305 Phone 201-432-6000 Ext. 291 Mt. Maurice L..Archer, Director Lexington Technical_Institute University of Kentucky Lexington, Kentucky 40506 Phone 606-258-9000 Ext. 2769 Mr. Harold W. Bennett Teacher Educator Purdue University South Campus Courts - C West Lafayette, Indiana 47907 Phone 317-743-3175 Dr. Ted Buila. Assistant Professor Agriculture & Biological Sciences Southern Illinois University Carbondale, Illinois 62901 Phone 618-453-2421 Dr. Robert A. Campbell Associate'Professor of Vocational and Technical Education University. of Illinois 349 Education Building Urbana, Illinois Phone 217-365-2660 Mr. Louis S. Chickos, Supervisor Vocational Education Buffalo Board of Education City Hall Buffalo, New York 14202 Phone 716-634-5875 -.5q- 37 Mr. Sidney Cohen, Consultant State Department of Education P. O. Box 2219 Hartford, Connecticut 06115 Phone 203-566-3577 Dr. Theodore J. Cote, Chairman Department of Industrial Education Temple University Philadelphia, Pennsylvania Phone 215-787-8376 Ht. Lawrecr H. Custis Specialist, Industrial Training Maryland State Department of Education 600 Wyndhurst Avenue Baltimore, Maryland 21210 Dr. Ralph Dirksen, Assistant Professor Western Illinois University Department of Industrial Education Macomb, Illinois 61455 Phone 309-899-2465 Dr. H. Dean Evans, Assistant Superintendent Metropolitan School District of Washington Township 1605 East 86th Street Indianapolis, Indiana 46240 Phone 317-257-6261 Mts. Elizabeth L. Feely, Coordinator Teacher Education Atlanta Public. schools 2930 Forest Hills Drive, S.W. Atlanta, Georgia 30315 Phone 404-373,-3497 Mk. Douglas.M. Fellows Consultant for Technical Education University of Hartford 200 Bloomfield Avenue West Hartford, Connecticut 06117 Phone 203-246-7431 Mrs. Ella Fisher, Teacher-Coordinator Charlotte-Heck. Schools Occupational Education Department P. O. Box 149 Charlotte, North Carolina 28201 Phone 704-399-6663 - 38 - 35 Co-Director Mk. Douglas T. Foster, Professor Industrial Education Rhode Island College 600 Mt. Pleasant Avenue. Providence, Rhode Island Phone 401-434-5757 Mr. Philip A. Haight, Senior Supervisor State Department of Education 182 Tremont Street Boston, Massachusetts 02111 Phone 617-727-5732 Dr. Martin Hamburger School of Education New York University Washington Square New York, New York 10003 Phone 712-598-2200 Dr. Durwin Hanson Head of Department of Vocational- Technical Education North Carolina State University Box 5096 Raleigh, North Carolina 77607 Phone 919-755-2241 Mr. Robert H. Hallsted Director of Personnel Wilmington Public Schools Box 869 Wilmington, Delaware 19899 Phone 302-798-8719. Mrs. Esther Y. Hargrave Vocational Home Economics Independende High School Charlotte-Meck Scl!ools 1967 Patriot Drive Charlotte, North Carolina Phone 704-399-8897 Dr. Robert B. Hayes Dean of Teachers College Marshall University Huntington, West Virginia 25701 Phone 304-696-3130 - 39 - 0 Consultant Consultant Consultant Dr. James L. Hoerner, Supervisor Vocational Teacher Education Service Dade County Public Schools 1410 Northeast 2nd Avenue Miami, Florida 33132 Phone 305-621-7133 Dr. Joseph T. Impellitteri, Co-Chairman Department of Vocational Education The Pennsylvania State University University Park, Pennsylvania Phone 814-865-2597 Ruth M. Jones, Teacher Educator Hbrehead State University U.P.O. Box 818 Morehead, Kentucky 40351 Phone 606-784-9101 Rita Kalfai, Consultant Handicapped and Disadvantaged State of Illinois Division of Vocational and Technical Education 160 North LaSalle Street Room 1800 Chicago, Illinois 60601 Phone 312-793-2713 Ht. William F. Krell, Assistant Professor State University of New YOrk at Oswego Oswego, New York 13126 Phone 315-341-4276 Mr. James J. Krivich Personnel Specialist Atlanta Public Schools 224 Central Avenue, S. W. Atlanta, Georgia 30303 Phone 404-522-3381 Mk. John E. Lavin Dean of Admissions and Curriculum Worcester I-Adustrial Technical Institute 26 Salisbury Street Worcester, Massachusetts 01605 Phone 617-752-1587 Mk. Earl Leonard, Assistant Principal Providence Street Junior High 211 Providence Street Worcester, Massachusetts 06107 Phone 617-755-1343 - 40 - /47- ',obert L. Lewis, Jr. Ac-i-stant Executive Director Hartfo77d Training Teachers of Teachers 1170 A1beriv Avenue HartLord, Connect:icut 06117 Phonr 203-51,7-7213 Ht. Jam2s D. Harsh, Supervisor Vocational Lducation Memphis City Schools 2597 Avery Street Memphis, Tennessee 38112 Phone 901-682-4785 Constance McKenna, Instructor University of Connecticut U-93 Storrs, Connecticut Phone 203-774-6857 Dr. Gordon McMahon, Chairman Department of Vocational-Technical Education State University College Oswego, New York 1311,6 Phone 315-341-4047 Mr. Thomas Miller Specialist, Business Educatior State of Maryland 600 Wyndhurst Avenue Baltimore, Maryland 21210 Phone 301-666-0095 Mt. McKinley Nash E.P.D.A. Fellow University Of Illinois Urbana, Illinois 61801 Phone 317-344-5477 Mr. George B. O'Connor Principal and Supervisor of Curriculum Essex County Vocational and Technical Schools 90 Washington Street East Orange, New Jersey 07017 Phone 201-992-7696 Mt. 144ax O. McKitrick Associate Professor of Business Education Western Michigan University Kalamazoo, Michigan 49001 Phone 616-383-1908 Consultant Recorder Consultant -41 - 38 Mr. Frank A. Oliverio, Assistant Director Construction and Equipment State Deixirtment of Education Division of Vocational Education 612 State Office Building Columbus, Ohio 43215 Phone 614-885-1917 Mr. Forrest E. Orebaugh, Associate Director Division of Staff Personnel Cincinnati Board of Education 230 East Ninth Street Cincinnati, Ohio 45202 Phone 513-661-3291 Helen K. Powers, Program Officer Secondary and Post Secondary and HeAlth Occupations Division of Vocational and Technical U. S. Office of Education Washington, D. C. 20202 Phone 202-963-7648 Dr. Robert L. Prater, Associate Dean School of Industries Texas Southern University Houston, Texas 77004 Phone 713-528-0611 Mt. Walter Purvis, Graduate Student University of Connecticut School of Education U-93 Storrs, Connecticut Phone 203-429-3311 Ext. 763 Mt. Albert Ragster, Sr. Supervisor of Trade and Industrial Education State Department of Education St. Thomas Virgin Islands 00801 Phone 809-774-5481 Ht. Lewis E. Randall Associate Education ConEmatant State Department of Education 165 Capitol Avenue Hartford, Connecticut 06106 Phone 203-875-6542 -42 - Dr. Reynolds, Director Vocational-Technical Education State University College at Buffalo 1300 Elmwood Avenue Buffalo, New york 14222 Phone 716-862-5504 Dr. Herbert Righthand Chief, Bureau of Vocational Services State Department of Education State Office Building Hartford, Connecticut 06115 Phone 203-566-5128 Mr. Robert Rinas, Assistant Professor Central Connecticut State College 1615 Stanley Street New Britain, Connecticut 06053 Phone 203-224-0313 Dr. Raymond Ross Vocational Teacher Education University of Vermont VOTEX Education Department Burlington, Vermont 05401 Phone 802-864-4511 lir. William J. Schill Associate Professor University of Washington Miller Hall Seattle, Washington 98105 Phone 206-543-1391 Mk. Benjamin Shapiro Vocational Curriculum Laboratory Building 4103 Kilmer Campus . Rutgers University New Brunswick, New Jersey 08903 Phone 201-247-1766 ConsultLat Director Consultant Mr. John P. Shea Assistant Director of Secondary Education Hartford School System 249 High Street Hartford, Connecticut 06105 Phone 203-521-2621 - 43 - 4 0 Dr. Byrl R. Shoemaker Director of the 24_vision of Vocational Education State Department of Education Room 612 65 South Front Street Columbus, Ohio 43215 Phone 614-469-3430 Mr. Lester Silverstone Superintendent of Schools City Hall 45 Lyon Terrace, Room 303 Bridgeport, Connecticut 06604 Phone 203-333-8551 Dr. J. Ned Bryan, Assistant Director Division of School Program3 Bureau of Educational Personnel Development U. S. Office of Education 7th and D Streets, S. W. Washington, D. C. 20202 Phone 202-962-7041 Mr. James R. Spengler Research Associate State University of New York at Buffalo Buffalo, New York Phone 716-823-7922 Dr. Irving S. Starr, Dean College of Education University of Hartford 200 Bloomfield Avenue West Hartford, Connecticut 06117 Phone 203-523-4811 Mr. James R. Stratton Associate, Higher Occupational Education New York State Educational Department Room 255 800 North Pearl Street Albany, New York 12204 Phone 518-474-6440 Mt. John M. Suddeth Vocational Supervisor Phillips High School 2316 7th Avenue North Birmingham, Alabama 35203 Phone 205-631-4873 41 - 44 - Consultant Consultant Consultant Consultant Mt. Jesse A. Taft, Vocational-Technical Educa,:ion Program Officer U. S. O. E. Region J. F. Kennedy-Fcderal Building Bost-on, Massachusetts Phone 617-223-6814 Miss Virginia A. Veapoli, Guidance Counselor 44 Brook Street Hamden, Connecticut 06514 Phone 203-248-6885 Mr. Arthur W. Ward, Assistant Professor Southern University P. O. Box 9852 Baton Rouge, Louisiana 70813 Phone 504-356-2996 Dr. R. W. Whinfield, Assistant Professor University of Connecticut U-93 Storrs, Connecticut Phone 103-429-3311 Ext. 763 - 45 - 4 ) Recorder THE CLIMATE OF THE PROBLEM By Lester S. Silverstone Superintendent of Schools Bridgeport, Connecticut Let me begin by showing how far we must go. I quote flom an article by Jenkin Lloyd Jones, President, Chamber of Commerce of the United States, printed in a local Chamber of Commerce publicatioa in May, 1970. "'.Aiblic Education must be restricted", says Mt. Jones. "We are going to huve to junk the sentimental, but utterly unrealistic idea, that every- body is potential college material and we are going to have to lead into positions of self-reliance and self-respect those not so endowed." Mr. Jones continues, "We do need a host of skilled workmen who come from the ranks of those young people who are currently providing sone of our most distressful social problems." Mr. Jones goes on to say other things about youngsters sitting in academically oriented classrooms with increasing incomprehension. He says that at the eights grade they are three years behind. Of course, he doesn't say behind what. Mr. Jones says of high school Juniors, "There is hardly anything on the blackboard they understand." I am afraid that Mr. Jones reflects the opinion of many members of the Chamber of Commerce, many leaders of industry and many totally incor- rect "viewers with alarm" of public education. These men believe that it is possible to have a youngster at the age of 13 or 14 select a vocazional area, be trained in P. public sehoo1 for that area, to be turned out as a competent workman in that area and that when the public schools learn how to do this, the millennium will have arrived. There will be no more prob- lems. This is turning the clock back 60 years. All the reasons why this system didn't work have been forgotten. Mr. Jones mentions nothing about job obsolescence; nothing about the unwillingness of Industry to support expensive educational programs -- for Vocational Education is much more expensive than the so-called "Academic" education; nothing about the cruelty and loss of abilities to a community that forces vocational decisions on youngsters who don't even know what a vocational choice means. - 47 - Children of 12, 13 and 14 years of age are apparently going to be told that there are approximately 45,000 different jobs. Choose one and let's go! We'll show you how to do it. Years of working with children ma.ke it apparent that career decisions at this time are no more valid than the decision to becone a cowboy, or a private eye, because of ;_-.1..!vision expJsure. RELEVANCY--OR WHAT GOOD IS THAT GOING TO DO ME? Perhaps at this point, we should mention the word "relevancy", and then never again. In a world of work where many of the career opportuni- ties of the present elementary school population have not yet been esta- blished -- what does "relevancy" mean? In the 1930's and 40's, we were told, "If you don't want to teach, doa't major in physics or math. There are no professional jobs." How wrong that was. Conversely, school systems have set up elaborate vocational programs in welding,.for example, only to have these jobs made obsolete by new processes. Just what is being done in our high schools? What are the mistakes; what cre the sacred cows that must be sacrificed and what are the totally mistaken ideas about what is useful and what is not? There seems to be a wide-spread misconception in this country that if a boy is taught Algebra and Geometry and Trigonometry for college, that this in useless for Industry. There seems to be a prevailing notion that if a youngster takes English in his plan to go to college, that this English is not usable if he decides to be a machinist. There even seems to be a mistaken idea that if a youngster learns Spanish to satisfy the language requirement for college, that this Spanish couldn't be used if he is the clerk in a store in a Spanish neighborhood. BEWARE! This Conference has as its title, "The PLaparation of Professional Personnel for Vocational Education". I would hope that a teacher of a vocational area will be teaching in a comprehensive high school. I am deliberately making this statement in this way to lead into my next stae- ment -- that no child should be forced into a vocational or career decision at the age of 14. Some children think they h:Ive made such a decision by the time they are 10. I am afraid some people never make the decision. But that's not the point. We must be thoroughly aware of the fact that a classless society which, hopefully, is what we are, allows any youngster to pursue any voca- tional ambition- 48 - What I am afraid we have done in the past, incorrectly, is to over- sell the idea that success lies in changing a "blue" collar for a "white" collar, and exchanging a "tool" for a "pencil". What has happened is that social status has become more importaut than the job. Let me give you an example. Girls who volunteer for a program to become waitresses and attendants in restaurants are entirely different than girls who volunteer for a pro- gram to be airline stewardesses, and, basically, how much difference is there in what they are doing? As a matter of fact, the waitresses may actually earn more -- but the airline stewardesses have pretty uniforms and glamor, and so we have an entirely different kind of girl and an entirely different social status. There are many examples -- the college graduate who shuns an oppor- tunity to be an electrician or plumber at $15 to $20,000 a year, to be an office worker at far less. The entire problem of jobs and social status must become a matter of great concern to industry and school people. I hereby volunteer for the task force. THE VOCATIONAL TEACHER I would never hire, if I had a choice, a teacher in a vocational area unless that teacher really liked to do the work that he was talking about - enthusiasm, I suppose it is called -- and while I do not believe enthusiasm can be taught in college, certainly the colleges can determine whether a student has this. Recently I heard of a college professor of Astronomy who said that there were many highly competent mathematicians in his program, but very few probably astronomers, because, he said, there were few there who loved the stars. I want to go back for a moment to make a point about preparation of the vocational teacher. I do not believe that these teachers necessarily need to h e Bachelor degrees from colleges. Somehow, we must find a way of doing the "in-service" training necessary for what we consider to be the background knowledge necessary for a teacher to have to be able to properly and professionally work with childrea. The fact that someone is a good electrician is not necessarily a criterion that he will be a good teacher of electrical work; but the same thing applies to Chemistry. I suppose even the course in Educational Psychology does not make either one of them necessarily a good teacher. What we are doing, however, is to try to insure thz.t at least there will be understanding that teaching involves reaching minds not just making electric connections properly, or mixing chemicals. - 49 - The question as to whether it 5c necessary to have a course in the history of Education to be able to t machine shop practice, is one that I would be afraid to answer honestly in this gathering. But, I must state categorically, that I feel that any professional teacher of any sub- ject should know something about the background and history of his profes- sion -- and to go one step further, understanding and discussing the Philo- sophy of Education will make for better understanding of how to work with young people. I am afraid I cannot guarantee that the person who has all of this will turn out better machinists than the one who does not. But if I were to pick a group of 200 teachers of Machine Shop, divide them randomly into two groups of 100, gave one group History and Philosophy and Educational Psychology and the other group nothing, I am sure that the first group, as a group, would be more successful in teaching. HISTORY REPEATS ITSELF Many years ago, we used to have Trade Schools, but at the same time, we used to have young men going directly into a lawyer's office from high school, and we used to have young men going directly into a pharmacy from high school, and by study and examination, these people became lawyers and pharmacists, and from the Trade Schools cane some of our most success- ful technicians and, subsequently, business men. But we dropped that because it was felt that broad, general education for the attorney and the pharmacist and for the technician was necessary for many reasons. It is possible, however, that we have added to wnat we consider to be essential background knowledge, merely to round out the number of years we think young people should be in school. It may be that we need to reas- sess these decisions. This brings me to the question of recruitment of vocational teachers. Notice that I have kind of "fudged" on the preparation, but will get back to it. Is it possible to teach plumbing, electrical work, carpentry, print- ing, without having been a practitioner in this field? The answel: is, pro- perly, What has happened in car Industrial Arts course is something a little different from the teaching of a vocrtion. The problem is more complex even than that, since it is estimated that in a man's lifetime his job might become obsolete aboutthree times. Can we possibly turn out people who will be fit only for the scrap heap known as "public welfare" if they cannot learn a new job at the age of 45? - 50 - We, all of us, realize that the basis for any kind of training and retraining, is whet we call "solid basic education", including comprehen- sive skills, academic and manipulative skills, and, I would have to add, a general education -- and I also include the Arts, Music -- that will make it possible for him to learn how to learn by himself. So I would add to our ..rement that the vocational teacher be enthusiastic about his vocation. I would think that it is necessary that his education, wherever it took place, must make him enthusiastic about learning. Let me say parenthe,tically here that I know of no high achievement, in any area -- intellectual, technical, or even athletic, that was accomp- lished unless the person concerned studied, practiced or worked by himself because he desired to. While sparks can be ignited in a classroom, the fire can only be kept going by the individual. A great teacher stimulates and motivates -- he dosn't do the studying. THE GOAL OF EDUCATION Our job in public education in all areas, vocational as much as -7.ademic, is to prepare young people to learn how to educate themselves. Vocational courses must be so structured that the graduate of such a course can continue to learn his trade because he knows the theory of the techno- logy, as well as the practice. The teachers who teach tl-,?..se youngsters must be able not only to get this kind of training across, they must be able to motivate or arouse the enthusiasm to insure, that such will be the result. I realize I am asking for the moon, but that does not seem impossible any more. A HINT OF THE FUTURE We have reached that tine in American Public Education which will be designated the "vocational skills explosion time". The latest Congress- ional Acts, I believe, are the symptoms both of the need for technicians (trained) and the recognition of that need, and indeed, the recognition that the job must be done in the public schools. The obvious way -- I say obvious when I mean that, as I see it -- will be to prepare youngsters for a vocational area -- with options, not on;y to -thoose the specific vocation -- bricklaying, for example -- in the general area of Building Trades, but also with an option to go on to Post Higl, School education, if desired. - 51 - Before i :e.,7; any futher, it is important to point out that there is the possibility that the professions.. teacher organizations will oppose the certification of teachers without a B.A. degree. We must break out of these restrictive bonds that were designed to keep people out of profes- sions when applicants far exceeded demand. Of course, there were academic reasons, also -- but it cannot be an automatic situation, or else we shall never accomplioh these programs. We must face these serious and vital issues: (1) High School dropouts will continue to increase, unless we find an alternate to an essentia3ly academic high school. (2) High School organization will have to become more flexible. It is possible that the entire senior year should be run on an academic morning and an optional afternoon -- work or school. (3) We must have another source of teachers to s-atisfy the demand for meaningful education (job field training). (4) We must learn how to recruit and train these teachers. (5) We must learn how to design "curr.,cula" to do the job in vocational training %ie need to do. (6) We need to get the money. (7) Last, and not least, we neec: to get the leadership to get the job done. THE STATE DIRECTOR LOOKS AT THE PREPARATION OF VOCATIONAL TEACHERS By Byrl R. Shoemaker Director of Vocational Education State of Ohio It would be a trite statement to say that a Director of Vocational Education looks upon the expanding needs of teacher education as a chal- lenge_ It is trite because the area of teacher education probably has always been a challenge in the area of vocational education and because the teacher education problem today represents just one of the many issues fac- ing those responsible for working with thc immediate and long range develop- ments in vocational education. The viewpoint of a state director concerning the preparation of voca- tional teachers depends upon his concepts of vocational education and the Plans that are evolving within his state for the expansion of vocational eclucation programs. This topic, therefore, can hardly be entitled 'The State Director", but might more accurately he described as "A State Director" and a view of the prepara,ion of vocational teachers. In looking at teacher education, there was a time when all agriculture teachers could be prepared in the agriculture education college and come out fully quali- fied to enter the agriculture programs within the state and to exert a posi- tive influenceupon the total agricultural program in the public schools -- there was a time when all business education teachers graduated from the business education program at the university with a shorthand-based program, prepared to be employed in any business education program in the state or nation. They were secure in their knowledge that their shorthand and typing-based curriculum was adequate for preparing youth for the world of business--there was a tine when all teachers in vocational home c.conomic programs following the vocational home economics curriculum at the colle- giate level graduated, secure in their knowledge that they could teach in any vocational homemaking program within the state and establish a well balanced program in the area of foods, nutrition, child care, etc. -- there was a timewhn all traee and industrial edlIcation teachers could be selected from the occupational world and prepare:' through in-service pro- grams or the pickup method to teach in the vocat 71al programs of our state and nation. 53 The program of vocational education has changed radically in the past few years and will continue to change. If we look at the modern concept of vocational education, we find a significant difference in the scope of voca- tional education today as compared with yesterday. The following program in vocational education at one of our area vocational centers will illustrate these differences: PENTA-COUNTY VOCATIONAL SCHOOL AND TECHNICAL COLL,G9: GENERAL INFORMATION Instruction in all six areas of vocational education will be available to high school students. These are as follows: I. A. Agriculture 1. Training for Non-Prodion Agricultural OcoupatiOns 2. Vocational Horticulture 3. Advanced Farm Business Management and Accounting 4. Advanced Agricultural Equipment and Mechanics B. Business Education 1. High Skill Steno/Entry Secretarial 11-12 2. Account Clerk 11-12 3. Entry Business Data Processor 11-12 4. Office Machines Operator 11-12 5. Cooperative Office Eduation (12th only) 6. Office Reproduction Specialist 11-12 7. Intensive Horizontal Business Office Edu,7, o (12th otly) C. Distributive Education 1. Retail Selling, Buying and Pricing of Merchandise and Personnel Management D. Home Economics 1. Child Clre Assiatant 2. Chil(f_ Care Worker 3. Homemaker's Assistat.; 4. rietary Aid E. Trnde and Industrial Education 1. Machine Trades 2. Auto Mechanics 3. Auto Body. Repair 4. Cosmetology 5. Dra. 6. Elec, _.;a1 Conruc- 7. Comnerzia1 .Po% a. Carpentry 9. Dental Assistant 54 10. Medical Laboi7atory Assisi 11. Industrial E1ect:7onics 12. Welding and Sheet Metal 13. Commercial Foods 14. Printing F. Occ.upational Work Experience Program II. Within these areas we will be concerned with preparing young people for initial employment. In the areas where apprenticeship or other advanced training programs exist, young people will be prepared for entry into those programs. III. The preparations of youth for initial employment will be concerned with three specific areas of instruction. A. Related Technical Information B. Skills C. Occupatioual Information IV. Related technical information will deal with such subjects as mathe- matics, blueprint reading, materials, equipment and machinery of the specific occupation and the standard operating procedures involved. V. The teaching of skills involves such manipulative action as is fov-i in typing, macaine shop,carpentry, etc. VI. Occupational information basically involves a student's attitude toward himself, his fellow worker, hin employer and hi's job. The kind of action on the part of the student that will give him the best possible oppor- tunity to get a job, to hold the job and then to adva.__e in the job will be stressed. This is one of the most important parts of vocational training. VII. The subjects to be offered in the school have been determined by a survey among students and NAth industry. Where students indicated a desire to learn a given subject and industry indicated a need for trained personnel, the subje,t has become part of the school's offering. VIII. Adult Education L. Ar-renticeship 1. Any area that calls for journeyman status B. Trade Extension 1, Any c :ea in which adults need additional training so that they can keep up with the technological chanc'es involved in their lob or to attain technical information or skill that will help them advance. - 5 5 - C. Manpower Develope_ni: and T:aining Act 1. Racilitics will be available for this program D. Vocational IX. Technical cp_atag 1. Data Processing Technoiogy 2. Chemical Engineering Technology 3. Electrical Engineering Technology 4. Mechaaical Engineering Technology 5. Civil Engineering Tachnoloay 6. Tool and Manufacturing Technology 7. Weldina Engineering Technology 8. Accountiag 9. Food Service Management 10. Vlaolesala Management 11. Others The agriculture program at the vocational education center is no longer one program, but four different programs, calling for depth of technical know- ledge and skill in each of these areas. The successall horticulture teache in this program was a successful greenhouse operator with some horticulture college background no agriculture education background. The agriculture mechanics teacher who haa a shop 559 x 60° and loaded most of the time with the most recent equipment in the area of agriculture, gained experience in an agricultural equi.pment dealership rather than through the agricultural educa- tion college program. Depth of skill, depth of technical knowledge, qualifi- cation through work experience now has become important n the field of agriaulture. If we loW.--; at the vocational programs in the area of busiaeas, we fina that a number of the programs are not shorthand-based, btu.. require skills and technical knowledge in occupational areas unknown in our public schools ten years ago. A recent call was from a major city vocational directory frantically looking for a person to teach his unit record operation program which bordered on the level of computer programming. Very few of the business education graduates from our colleges have the depth of experience that will enable them to prepare youth to enter and succeed in the area of data proces- sing, now identified as unit record operation. How many business teachers of the old school have sufficient backgroand in the area of office duplication to take over a sophisticated office duplication unit and prepare the people in the area of photogranhy, offset press and other supplemental equipment items relating to office operation? How mnny home economics teachers trained in our tried and true voca- tional home economics college programs have suff:.cient depth o: experience and knowledge to teach commercial foods, child care and development for the preparation of child care aids and housekeepiag duties to the point of sucess- ful employment in hospitals, nursing homaJi, etc. - 5 6 DE, Distri:astive Education saograms, which have not yet moved into specialized araas with a large number of differentiated programs, still are essentially sales based. Where would you get teachers, however, if your distributive education unit wasa assigned a responsibility for the establishment of an ocaupational work adjustment program for 14 and 15 year olds? As a matter cf feet, what are such programs? In the area of trade aa. lntiustrial education we iind aany of the occupational areas repaesenead still require paople with high skills and technical knowledges to be selected from the areas of business and induatry and to be prepared for teaching th::cro.gh the in-service method of teacher education. 'Are present in-servica education programs, however, adequate for the expanding opportunities in srade and industaial education? If we would look at ahe new pi-ograms for the disadvantaged, a number of whica fit into each. of Cry ,,road ,:c.upational categories, and some of which overlap ail of the occ categories, Atere do we find teachers for such programs? Programs VI efer to might be identified as follows; OHIO VOCATIONAL PROGRadS FOR MAKING STUDENTS EMPLOYABLE Occupational Work Eaperience The Occupational Work Experience Program is designed for youth 16 years of age and older who are unable to succeed in regular vocational education programs. They may have socio-economic, academic, or cultural handicaps which prevent them from succeeding in school. This program is operated on the basis of one-half day in school and one-half day on- the job with a teacher-coordlnator having a minimum of IZ and a maximum of 25 studenta. This program was first started in 1962. We now :save 267 units. Approxi- mately 857k of all the students enrolled in this paogram graduate from high school and are presently working full time. Occupations Laboratories The Occupations Laboratory is designed to provide disadvantaged youth with an opportunity to become work-adjusted through participation in a light industry operation conducted within the school. The laboratory produces products used by the school on an assembly line basis, and the coordinator places the students in Occupational Work Experience as soon as they have developed the necessary attitudes and employability skills. These labora- tories are operatlaig in our large cities and in some area vocational centers. Ocsnpational Work Adjustment This is a school supervised, work experience and career exploration program for dropout prone 14-15 year olds. It is designed so that students gain their regular academic requiremests and are enrolled in at least two periods of work adjustment and employability skill instruction conducted by a tescher-coordinator during school hours. The teacher-coordinator works with the studsnts, parents, and employer so that these youth have a totally integrated school work experience program, enablin3 them te develop to their highest potential and move to higher levels of vocational and acade- mic instruction. This program operates unelar the prs-isions of ths recent temporary amerW- -nt to child labor regulation #3. This is the f4,rst year of operation au -sere are 39 units. There will be lsast an additional 70 units next ye-s. Career Orientation This is an exemplary program designed to provide all seventh and cighth grade students with a realistic exposure to the jubs, careers, and pro- fessions in the world of work. It is a regularly scheduled curriculum inclu- ded at the seventh and eighth grade level, aud all students gain a minimum of 540 hours of career orientation curriculum exposure over a two-year period. The emphasis is upon field trips, student activity, and use of resource persons so that students gain an understanding of all jobs and careers broken into large groups according t) the Scandard Industrial Classification. Career orientation curriculum units are taught by the teachers in the regular subject areas, ramely: science, English, math, social studies, etc. The program util! ; parent, business, industrial and professional persons in an sdvisory sspacir,. Six major school districts have this program in operation involving 6,500 Etudents. Cooperative Vocational Programs Include Distributive Education, Diversis'Aed Cooperative Trainiug, Coopera- tive Office Education, Agri-Business Coop., and Home Economics Job Training Cnop. These programs are high skill in nature and include skill and techni- cal related instruction within the school coupled with job training plans and on-the-job supervision and coordination. In addition to these programs, many high skill programs include cooperative placement of students during their last semester prior to graduation and entrance to the world of work. Presently there are approximately s8,000 students enrolled in cooperative vocational prcssams. This includes tIssse enrolled in the OWE and OWA Programs. New Pnograms and Services to Provide Vocational Education for the Disadvantased All schools are provided with information and application 4orms so that they san apply for approsul of new and innovative programs and services desigaed to prepare disadvantaged persons for jobs and careers. ss - New Programs aud Services to ?rovide Vocatiunal Education for the Handicapped Al/ schools are provided with information and application forms so that they can apply for approval of pew and innovative programs and services designed to prepare disadvantaged persons foz jobs and careers. Centers for Vocational Rehabilitation and Job Preparation Centers are being established in each of Ohio's eight major cities. These centers are designed to serve schoul alienated youth who may be disadvan- taged and handicapped and need a special environment in order to become rehabilitated and prepared for jobs. World of Work Programs designed for all childern in Grades K-6 to provide them with a basic understanding of various occupations with which they come in contact. careaE-E2.12.I.21.1-Pn New and innovative programs designed to provide all students in grades 9-10 with information and actual on-the-job experier.ces in clusters of occupations. What collegiatu program is prepe-'.ng people for programs planned speeitally to serve disadvantaed ith? These are gro,,:"ng signiacantiv in our state. Net year programs planned specifically for disadvantaged youth will serve over 17,000 youth within our state. This representE:, however, less taan the half of the number of programs that we should have functioniag within the state of Oh77o, 'If you look at our prograp for pre-vocational education which has become a function of the vocational education program as a result of the Vocational 2ducation kaendments of 1068, where will we get teachers for a system of ,iocational guidance and vocational education which will initiate the programs listed below? We have accepted the following as a goal for the qtate of Ohio: First Six Grades (All s'_:udents) 1. Respect for the World of Work 2. Motivatton to want to do some part of the World of Work Grades 7 & 8 Career orientation to ur (Ali students) technical society - 5 9 Gradt,s 9 & 10 (A1:_ students in one of two programs) Grades 1.1 & 12 (or 16 years of age and np) 1. Exploration for occupational enpice 2. Wc,nk adjustnent programa for school disoriented youth Broad goaL-centered educational program, including a brnad vocational education program The outlook in terms of a ctate director relating to the preparation of vocational teachers also depends upon plans for the future. What size of vocational education programs do you envision for your state? Within Ohio ,n! have a new state law, identinJed C-L3 Amenen4 Sub. H. B. 531, whir.' -equires all school districts unLthin the state to .abl!,s. an adequate program of voca- tional education by 1974. This requires ell L-7,1n3ol districts to submit a plan by April 1 nf this year a7,d requined the State Board of Education to establish a plan for the sate whj.nn leaas no districL: out of the plan. The law requires schools with fewer than 1500 students in the upper four graCes tc) cooperate together for purposer. of planning an adequate program. Onr State Board of Education established minimum requirements as to an adequate program of vocational education, and nas stated that a mini7lum program would require no fewer than 12 different vocational offerings and 20 different classes, and that in any cooperation between school districts, one district must offer at least 10 programs with 20 different vocational education offerings. The .regn- lations further indicated that in the allocation of construction funds, dis- tricts or combination of districts with 3,000 or more in the upper four grades would receive a priority. The law enabled the districts to plan alone if they had 1,500 on more in the upper four grades; f not, they would need to combine, either through a joint vocational school district, or in a meaningful con- tractual relationship. Such action on the part of the state legislature will result in a plan which, instead of providing for 638 administrative units for vocational education, will provide for no more than 105 vocational planning units within the state. Our projected plans would suggest that we should have no more than 56, but the law-does not permit us to reach this goal. Needless to say, this broad planning will have great implications upon our conern for both quality and quantity of vocational teachers as we move to implement snch plans. The fact that our legislature backed their legislative acts with money was indicated in that they provided $5,000,000 of state funds to be used to match 1 cal funds for the construction of area vocational education facilities. The legislature also provided more units for growth in this next year under our szane foundation program than we hnd in our total voca- tional educatior program in 1963. This confidence and encouragement on the part of the state legislanure and our State Board of Education has led us to establish goals which will have a direct implication upon our need for teachers, both at the high school and the adult level. - 60 - As a part of our planning we have moved our coals from the coe?1:s of generalizat:ion !_ntc very definitely quantified objectives. The oLje:o- tives established in our state rlan to be achieved by 1975 established for our state are as follows: 1. To provide e work oriew7.stion program fur 900,6C9 or 75% of the 1,200,812 students, at the K-6 grade level which will encourage constructive work attitudes in all youth. 2. To provide a career orientation program for 270,484 or 757. of the 360,645 .3tudents, at the 7th and 8th grade level cf 12 and 13 years of ,ge to build a basis for a career exploration program realistic in light of all the circumstances surrounding them and the actual and potential labor zlarket demands for gainful employment. 3. To prcvide a career exploration program for 299,170, or 757 of the 398,894 students, at the 9i:ti and 10th grade level or 14 and 15 years of age. 4. To provide a dropout prone youth occupational work adjustment ',roc .am for 79,778, or 1007. of the 79,778 dropout prone students, which comprises 207. of all youth at the 9th and 10th grade level or below 16 years. 5. To provide a preparatory job training vocational education program for 166,958 or 407. of the 417,395 students at the llth and 12th grade level or 16 years of age and above, including: 46,957, or 75% of the 62,609 disadvantaged school youth who comprise 15% of all youth at the llth and 12th grade level or 16 years of age and above, who have academic socio-economic, or other handicaps that prevent them frm succeeding in a regular voca- tional education program, and 20,869, or 50% of the 41,739 handicapped school youth who comprise 10% of all youth at the llth and 12th grade level or 16 years of age and above, who, because of their handicap, cannot succeed in a regular vocational educatior. program. 6. To provide a post-secondary program for 27,411 or 3.27. of the 856,656 persons 18 to 22 years of age. 7. To provide retraining and upgrading vocational education programs for 414,222, or 10% of the 4,142,229 adult workers. 61 8. To provide four residential vocational schools for 2,000 youth 16 to 21 years of age who can profit from this type of an instructional program. 9. To provide a vocational home economics consumer and home- making education program for 90,103, or 25% of 360,412 girls at the 9th thru 12th grade level and 20.910, or 247. of the 85,457 adult women in a one-year age s/en which will prepare them for the zole of homemaker in their dual role of home- maker and wage earner. 10. To provide a vocational home economics consumer and home- making education and family life program for 7,893 or 507. of the 15,786 dropout prone girls at the 7th and 8th grade level which comprises 13.2% of th girls at the 7th and 8th grade level and 95,498, or approximately 50% of the 190,995 adult women in a three-year age span living in the culturally and socially depressed areas. 11. To provide a vocational cooperative education program for 79,778, or 1007. of the 79,778 Who are dropout prone or who could benefit from financial assistance and who comprise 207. of all youth basically in the 9th and 10th grade level. 12. To provide a vocational work study program for 50,087, or 30% of the 166,598 vocational students basically in the 11th and 12th grade vocational program, who are 15 through 21 years of age, and who are in noed of earnings from employment to pursue a vocational education program. If we would look, therefore, to changes in our teacher education Programs, I would suggest that agriculture teachers will need to be Prepared to depth in such new occupatiohal programs as horticulture, agriculture engineering, agri-business in other agriculture departments and then receive methods of teaching within the college or department of agriculture education. This brings us headlong into a conflict between colleges competing for enrollments. The ad;ustment to these new needs for teacher education is proving to be no small problem. In addi- tion to collegiate preparation of agriculture education teachers, teacher certification procedures must provide for the employment of teachers directly from the employment market related directly to the new vocational education opportunities in agriculture. Teacher educa- tion in our colleges end universities must make provisions for a broad and intensive in-service program for such teachers similar to daose provided for many years in trade and industrial education. In the area of business and office education, there must be pro- visions for entrance into the business ani office education programs in the last two years of four-year colleeate programs from two-year 62 5 (8 associate degree technical education programs. Such a practice would provide for a variety of different skills and technical knowledges for the people.planning to enter the business field. Our business and office education program can no longer be shorthand-based. We must provide for the development of skills in such areas as unit record operation, office duplication, accounting, etc. In addition, this service must llso provide for entrance of persons into employment in the teaching of business programs from the world of work in business who have the technical knowledge and skills in occupational areas now included in tLe new business pLograms. In the area of home economics, the addizion of responsibility for job training programs has brought about the problem of providing people with job experieece and with training in depth of skills and knowledge in occu- pations related to homemaking. Child care and development, commercial food, commercial sewing, housekeeping--all these areas represent occupations in which greater skills and work experience are required as they teach for job preparation as compared to the utilization of these skills in the home as a homemaker. In .addition, the area of homemaking is expanding to innlude special programs within the inner city sections of our major cities, requir- ing new competencies on the part of the teachers in adjusting to the disad- vantaged youth enrolled. Future expansion_ of our homemaking program to pre- pare girls and women for the useful work in the home is tied closely with new types of programming in the innen city section. Looking at the new job training responsibilities in homemaking, there must be a means of preparing teachers in specialties at the collegiate level and of accepting teachers into the instructional program based upon their occupational experiences which give them depth of skill and technical know- ledge gained through their work. In trade and industrial education, a major factor is the broadening into new occupational areas, representing new levels of ability and interest. The call of the President to expand the occupations in the areas of construc- tion fields will provide trade and industrial education with a particular challenge as it attempts to match the salaries in industry for people with skills nnd competencies in the building crafts. Trade and industrial education has for many years faced the problem of providing an in-service teacher education program for taachers direct from industry. It is my observation that such programs cannot be campus-based, but must be based upon concen- trated pre-service instruction and continuing in-service programa of visita- tion to the teachers as they are teaching in the field. An allocation under the EPDA program has enabled Ohio to establish a four-week intensive full-time pre-service program for persons brought in from occupations prior to the opening of school in the first year in which they are employed, followed by visitations by a teacher-educator to such teachers at the campus serving as a center for the teacher education program. At the end cf the first year there will be a two-week seminar, again at the - 63 - 59 university, to assist these new teachers with one year of experience to reorganize their educational programs in preparation for the second year of teaching. The in-service teacher education program will again follow these teachers during their second year on an evere-other week visitation basis, plus the seminar activities for rae total class group. By the end of the second year the teachers will have completed a ccurse of study and gained competencies in the ability to organize classes, instruct students and manage equipment and materials. This program is DOW in its second year and shows great promise for the adequate conversion of highly quali- fied skilled workers into competent teachers. Perhaps this concept and program will have applications in the other occupational areas. As we leave our regular service-oriented occupational programs, how- ever, what about the program planned for disadvantaged youth which are based not upon providing these youth with a depth of skill, but with pro- viding them with an honest job and helping them to learn to be successful in that job and adjust to the workaday world? What university programs are preparing people for this type of program? These people need a depth of understanding of youth, a broad understanding of the learning process, capabilities in the area of school and community relationships and an orientation almost as a social worker and alter-parent. There are no pro- grams in our universities as yet planned and organized for chess people, no programs organized as a part of the regelar university program to pro- vide the skills and knowledges needed. The number eequired is not yet large enough to encourage universities to establish the types of educational programs to prepare this type of person. This type of person must possess: background in the world of work which will enable hiM to understand the nature of business and industry into which the young people will go; skills in teaching and ability to work with youth groups; a deep dedication to the needs of disadvantaged youth; an ability to open doors for the students within the industries and businesses in the community. Teachers for this type of program will ceme largely from persons selected from a vocational, practical arts, or social science background who have had work experience and who can be prepared for the new type work through pre-service workshops and in-service teacher education. Where will we get the teachers to assist the students in the area of remedial education who can adjust to the more mature student and meet him at his level ofinterest? Is this a function more of a person to guide the learning and who can utilize the many fine individual learning processes which have grown up within the last few years? Our experiences at some of our area vocational education centers would suggest that youth enrolled in vocational education programs will readily accept help in the area of reme- dial education if approached on a no-threat basis and provided with the tools of our modern technology to assist in the teaching process. What about teachers for a system of vocational edncation and vocational guidance? The key factor here is that there is no intent to buy a new school system, but to change and convert the one which exists. If we buy - 64 - this concept, then we start wlth the --achers that are there, and encourage in-service teacher education programs. Through leadership and through pro- viding funds for supplemental services and instructional materials develop- ment we assist them to develop the type of program which will enable youth to become motivated towards work, to become oriented towards the world of work and to explore the world of work. Throughou. this system of vocational guidance and vocational education and throughout zany of the vocational programs, instructional materials will be extremely important. The first source of these instructional materials should be the commercial publishers, but it is not likely that many of the materials needed will itatially be worth the investment of the commercial publishers as programs move faster than the field of publications. Teacher education centers have a responsibility to cooperate with state offices in the establishment of instructional materials laboratories to serve the needs for instructional materials not served by commercial publishers. The plan for teacher education for all vocational areas must include provision for entry into teaching from depth of experience in the world of work. A research study conducted in trade and industrial education in Ohio used test results as a basis for study of program success. One of the back- ground that correlated with student success was the number of years the teacher had spent'working in the occupation before becoming a teacher. There was no significant correlation with such factors as age or college credits. It is my judgement that teacher education in this fast-changing field of vocational education sour as undergraduate preparation is concerned, will follow the developments in the field, rather than lead these develop- ments. Expansion of undergraduate programs as described earlier will, of course, be essential. The key relationship between our teacher education programs in our vocational education programs, will be a broad in-service education program to convert existing teachers to new jobs or to convert existing workers Into persons who can teach in our schools. A short pre- service experience under the direction of persons knowledgeable about and experienced in the new programs, followed by an intensive and rather expen- sive in-service c:eacher education program, must be one of the main bulwarks of our teacher education program for the future. OCATIONAL TEACHER REQUIREMENTS IN URBAN SETTINGS By Martin Hamburger School of Education New York University The rather innocuous title of this paper hides much mote than it reveals and promises much more than I can deliver. For one thing even the published standards as issued by various state departments hide more than they reveal. For another the matter is not primarily technical, that is, dependent on professional analyses resulting in the adoption of expert adv%ce as to what an acceptable "vocational teacher" should be like. Still another consideration is t.af this particular 2ield is the most heterogeneous, the most dependent on the supply and demand in other fields, and the greatest patchwork in all the specialties of teaching. To continue, rather than expound on requirements which already exist in print in vast and deadly detail, it may be more helpful to dig even deeper into the issues of certification themselves, especially in our sub- ject field. Here the credentia" 1 barrier - artificial requirements which deter the recruitment of desire 1 staff - is one of several challenges tn traditional formulations of certification problem. No field demands sucil re-examination as much as an occupational education, and I hope that willing to suspend Jst assumptions about requirements until the special-problems of new ta: et groups in our inner cities are fully evaluated .as the chief determi at of future certification. We need to be reminded thirgt for the people in the ghetto, "standards" and "certification" have as frequently been seru as exclusionary as pro- tective of public interest. We also need to remember how often we have resorted to "equivalency" and "substitution" when it suits us. This is most apparent'in vocational education, where under the same huge umbrIAlla, we have insisted on degrees in business education, clearly expected experience as an equivalent in trade and industrial, done one thing in food and cosmetology, another in electronics, still another in home econo- mics, etc. Merely listing our constituencies, and then adding "related" surely demonstrates that we are hardly able to talk about requirements in a global sense. =.;,/ - 67 - I assume that our common purpose is to !_mprove the supply of occupa- tional teachers in the urban schools. Perhaps it is now possible after seve- ral years of breastbeating and headknocking to consider what an ideal urban occupational teacher should be, for the moment using the term globally, To meet the minimum demands being made, he should have a good general education, business or industrial experience, preferably an apprenticeship or equivalent, a guidance certificate, should come from a disadvantaged backeround, should be especially competent in reading instruction, and should have "positive attitudes" and so on. Are the courses, the degrees, the person, the experience, the most important? Which can be substituted? Old questions, but nowhere more difffcult to answer than in occupational education. And even more so in the urban school. The paragon I have described does not exist as a person but such roles and functions must be performed and system changes to facilitate their development must be accelerated. Yet the basic dynamic of certification acts_to prevent change. Ny pot I : .0- prvn by th ,7! fac. t that tl,c single most apt generalization about teacher certlfication is that every mem- ber of the educational community insists it is someone else that prevents change. Thus, schools of education and teachers colleges blame state depart- ments -- the latter are frequently far more permissive than the colleges; the boards of education blame the others; the unions play their role -- and alto- gether the compromise contributes to keeping down the supply and discouraging new entrants. At the risk of being repetitious, I am suggesting that before we can achieve our objective of getting more and better occupational educators, we must first abandon the myth that there is something impartial, objective and detached about certification and recognize rather that it is more likely illogical, a standoff to different pressure groups, (primarily within the several vested interest groups in education) and hardly designed to be an educational innovation ageecy. Further, even if it has served a useful role for occupational education as a whole, the very fact that .we are concerned here with urban disadvantaged means that the demands placed on occupational educators in the future will be vastly greater than ever before. Thus the majority of previous occupationally-oriented students were, to a greater ex- tent than is often credited, able to profit from their courses because of varying degrees of pre-selection. The evidence is very clear that students with the characteristics enabling them to enter occupational education (espe- ebaly the more demanding programs) will now seek college courses; and the less equipped will more often than ever before be the target population of urban occupational education. Consider one further challenge: the image of voca- tional education is especially tarnished among various minority groupe who have often been excluded from the better courses, the union, the jobs, etc. So the technically proficient teacher who catered to students now no longer likely to come into the program is no more a premium person. Since I am more concerned with reformulating the issue than with a syste- matic exposition of the entire problem, I hope that by suggesting some possible . approaches to Eapid change in this field you will ur.derstand that I put them forth to improve the discussion rather than to present a program. First, it behooves us to look at successful occupational training wherever we find it, especially where the teachers are not certified - the military, industry, manpower training programs, OIC and other self-help or cowimu- nity-based programs. Reccgnize the difference - accept the failures - acknowledge that the school seeks more than a marketable skill -- but what do these agencies offer us as models? Second, exorcise the demon of pse-requisites and its twin, se- quence.. Especially in occupational education, just what is pre-service, in-service, concurrent? (What I saY here goes for secondary students as well, I should like to add). Whether it is the number of hours, of years, of credits - if they are barriers to training, good people with qualifications - they must be sharply modified. The corollary is the increase in and improvement of proficiency examinations so that more effective ways of determining competency than number of years, for example, may be available. Fourth, redefining the job - determining the potential for differential staffing, should go far to eliminate still another myth in teaching - that of equality and equivalency - which stands in the way of our objective. The strenuous effort to equate non-equatable things is especially absurd in ocoz;.pational educa- tion there need to be various kinds of educational personnel - not one global title: teacher. I could continue to list other suggestions but it should be apparent by now that my overall recommendation deals more with changfng the pro- gram of occupational education and then determining certification than with.another set of a priori standards. It is not so much what people come with that counts but what they are encouraged and enabled to do that will be the major impetus to recruiting and further training of new and better teachers. One example: the difference between an occupa- tional educator (generic title for all such staff members rather thaa vocational education teacher) and his counterpart in industry or the military is that he is expected to develop a person, not only to produce a marketable skill. Accordingly, the occupational educator must be able to do one thing that he does very little now: he must be able to meet and talk with and plan with and correlate curriculum with the general educator.. Occupational education must play the role, especially in the ihner city, of both preparatimi for work as well as incentive for learning and springboard for general education. The hierarchy within the educational system will continue and the teachers within it will continue to be a class structure unless and until we in occupational education take leadership in our own general education role without sacrificing preparation for work. 69 f-7-; el In closing, I want to reiterate my previous implication - that even frequently archaic certification standards allow a great deal of experi- mentation and flexibility to those who are willing. Further, this has not been an attack on certification as much as oo, some assumptions that accom- pany its development and use. Finally, in the broad field of occupational education which has the most heterogeneous manpower supply, the greatest openness in the actual teaching situation, the greatest amount of active student participation, the most advantageous opportunity in terms of incen- tive to learn and relevancy, and, in the inner city, the further oppor- tunity of meeting immediate needs -- here the possibilities foc change are enormous and I see intended discussion as a contribution te such change. AN OVERVIEW OF TEACHER EDUCATION PRACTICES By Gordon G. Mcaahon Chairman, Department of Vocational-Technical Education New York State University College my topic, "An Overview of Teacher Education Practices," should have been qualified by the addition of the phrae, "in Trade and Indus- trial Education." I am by no means unfamiliar with the practices of teacher education. in agriculture, business, and distributive but my inter.:t and experience lie in the areas of trade and industrial educa- tion and health occupations. Whatever expertise I may have has been gained through twenty-four years of concentrated participation in this are. of education. When a speaker furnishes a biographical sketch which lays special emphasis upon is experience, he may be suspected of attempting to set himself up as a great authority, thus assuring in advance a favorable reception for his ideas. my motives are much simpler, since I only wish to establish my right to speak on this subject and to reassure you that I will not stray from discussion of th-: concerns which have occu- pied most of my waking hours and some of my nightmares for so many years. It is always difficult to assess without previous knowledge the probable background of the participants in an institute of this kind. At the risk of being unnecessarily repetitious for sone of you, let me try to outline the basic differencesbetween teacher education in general and teacher education in trade and industrial education and attempt to clarify the reasons for the practices which we follow. We are, first of all, concerned with adults. A new approach to educational psychology has had to be developed by our teacher educators to compensate for the differences in attitude, educational background and emotional maturity which we find among our students as contrasted with the typical undergraduate. Our people are at once more mature and more dependent. They have no fear or hesitation about demanding special considerations while at the same time they tend to lean upon us for every ser.:Ice from that of employment agent to father confessor. I can vividly recall the student from Montana who sat in my office at Colorado State University pouring out her tale of woe about an unnanage- able four year old while the child in question rifled ly file drawers and tipped over the ash trays; or thr>_ TandI student who circulated a petition on the Oswego campus to demand that the college provide more recreational activities for the students families. We deal with people who, through work experience, have already mastered the subject area which they propose to teach. There are winds of change whistling about our ears and carrying a warning that we way face pressure to provide laboratory experiences or internships as a substitute for industrial experience; but to date none of our states have t60;en any substantial step in this direction. Such a change, if it comes, will probably appear as cautious pilot programs which will be carefully assessed in terms of end product before many of us will agree to the change. Change today has become the watchword of the young and anyone who appears to resist change is obviously out of touch with the times. What youth fails to realize is that much of what is good in American life, parti- cularly in education, is the result of an endless series of changes and refinements. I know of no other segment of our national life where there is more soul searching, internal criticism, and ceaseless effort to find a better method than there is in teacher education. Trade and industrial teacher education is no different in this respect. We have had to struggle so long and so hard for even token recognition that we have perhaps over-compensated. We meet endlessly, coming from all parts of the country to exchange ideas, compare notes, and cooperate with each other on studies and experiments. There is little institutional jealousy, and promising new ideas are generously shared. We are honestly searching for new techniques, new instructional objectives, anything which would favorably affect the preparation of our teachers. But while we continue to look there are certain basic procedures in almost all T and I teacher educa- tion across the nation which we sincerely believe have been adequately tested and which we will continue to use until we find viable alternatives. Naturally, every state or every institution within a state which is responsible for T and I teacher education has its own approach, from selec- tion through graduation. I will confine my discussion to practices in New York State and particularly to my own operation out of the State Un4versity at Oswego. New York has three centers for T and I training -- one in New York City; one at the State University at Buffalo; and one at Oswego. The New York City office services the city and immediate surrounding area; Buffalo covers the counties adjoining Buffalo; and Oswego hes the bulk of the land area -- the remaining 48 counties. Each of these offices operates independently, but since the New York City office can not yet offer a degree program, Oswego handles many of the graduates of New York's be6sic program who want to secure college degrees. I meke this point particularly because this series of institutes has been concerned with preparing Vocational Edu- cational personnel for work in metropolitan areas and I need to es',.ablish - 72 - my claim to a working relationship with the problems of our metro- politan area. Through oe' contacts with the New York City and Long Island teachers we are made acutely aware of their problems and their needs and we have in addition our own teachers in Syracuse, Albany, Rochester, and Binghamton who share many of the big city problems. One problem which we have shared with general education involves the accusation that teachers in deprived areas have historically been the despised white, middle class, Anglo-Saxon peotestants who allegedly have neither understanding nor compassion for the inner city child. None of us would question that these stereotypes appear tn all schools but I believe that the nature of our recruitment and selection procedures in T & I 1.3 a powerful force opposing such a condition. Our teachers tend to take positions and frequently to live in the areas in which they are recruited. We do not send up-state welding teachers to Bedford-Stuyvesant or transplent many Brooklynites to Syracuse. Our programs are open to any intelligent crafteman who can prove an acceptable amount of work experience and demonstrate ability to do college level work. His color, race, religion, er national origin have absolutely nothing to do with his selection. Graneed that since T and I is still largely concerned with the skilled trades and since some minority group members have found it hard to get into those trades, we cannot recruit as many negroes or other minority group members as we would like. But this situation should improve as the high school graduates who are now in the building trades and other trafts break into the labor market. Some of them will be attrac- ted after a few years to go into teaching. Meanwhilee we continue our practice of recruiting as close as possible to the areas requiring teachers; and believe me, the men and women who enter our programs are no strangers to the lives of the children they will teach. The NeweYork City center is located at 'Manhattan Community College in the heart of Nanhattan; the Buffalo office is in the city of Buffalo; while I have three cenzers--in Syracuse, Rochester, and Albany. Each center recruits for its own area; and through a combination of courses taught in the centers, courses taught in the field, and summer and Saturday classes on the campus at Oswego we prepare teachers who usually go to work at or near their current homes. Thereeis, of course, mobility, particularlyamong vocational directors, but we are concerned here primarily with the classroom teacher:. Since I have referred frequently to recruitment it may be of some interest to you to examine our recruitment procedures. There is sone difference of opinion among vocational educators on the importance of certain parts of our selection process. I have worked with both informal and formal approaches and am convinced that the effort involved in careful selection ie well-repaid by the elimination of many problems which would otherwise not be suspected until too late. 7 3 We conduct a continuing campaign through word-of-mouth advertising and at certain intervals by newspaper advertiseuent to find experienced people who might be interested in becoming teachers. We conduct meetings to explain the program, discuss job opportunities and clarify items on the "Application for Evaluation" which each individual must submit. With his application we require letters verifying the experience which he claims, his high-school record, and transcripts of any college credit he may have. Within the next three months the applicant must arrange to take the State University Admissions Examination; the California Test of Mental Maturity, Short Form, which we administer; and the written or theory section of one of our occupational competency tests. When all of these scores have been received we arrange a personal interview. Armed the results of the three tests and his scholastic records we are prepared to eliminate anyone who does not show evidence of ability to do college-level work; anyone who exhibits signs of emotional instability; individuals whose physical appearance would probably interfere with their effectiveness as teachers or whose speech patterns or voice quality are unacceptable. We cannot expect teacher education to remake anyone and since some of these people may begin teaching at the same time they enter our pro- gram, they must be acceptable in Most of thesa areas. On occasion I have assisted with these interviews and have found it to be a highly selective process. One of my center directors has been known to interview 150 people and admit only 24, even when he knew that the demand exceeded that number. We sincerely believe that this selectivity pays off in fewer pr-' ' ms -5or the local program dlrectors and.in increased teacher effectir also:must influence the per cent of retention of teachet ld. One of our center directors made a follow-up study coveriL, many years and found a ,tter than 80 per cent retention for those who had completed the program. We might compare this with the startling figures reported in the May 1970 edition of Phi Delta Kappan con- cerning the attrition rate among graduates of teacher education colleges. A study released by the U. S. Office of Education showed a loss of 30 per cent who nPver enter teaching and a further loss of 60 per cent who leave within five years.* Granted that those figures include large nunber of girls who marry at or before graduation, there must be some moral to be drawn concerning selection procedures. When the interviews have been completed and the final selections made, each selected candidate is required to take and pass the manipulative or practical part of our competency tests. lin sure that some of you have already made note to ask how we could possibly have a test already prepared "Books," Phi Delta Kappan, May 1970, p.498 74 for each of the many instructional areas. Obviously we cannot. We have 25 tests that are currently up to date, with 10-15 under handling the applicant for whom we have no test available. When the manipulative test score has been added to the candidate's file, a final judgment is made and he is accepted or notified of rejec- tion. To date we have had no court challenges claiming infringement upon human rights when we ha-Je rejected an applicant. We have had a few instances of protest with threats to appeal to the governor but have not yet been compelled by any higher authority to reverse a deci- sion. Before turning to a discussion of our basic or introductory pro- gram, I should insert a word about our long-range plans for everyone who enters the program. Since my division is a part of the State Univer- sity of New. York, everyone entering the program must be admitted to the University. I feel very strongly that all vocational teacher education should be conducted by or through a university so that even the beginning courses which are offered in so many different ways in different states may be the first steps toward a bachelor's degree. We have done our people no favor through the years by allowing them to attain permanent certification without a degree. If they are intelligent enough to teach our children, they are intelligent enough to do college work. If the program that is offered leading to a degree is meaningful, few good vocational teachers will object to following it. I. think we must keep in mind that even twenty years ago the scholarship and loan program for people of marginal means wno wanted to attend college was much less comprehensive than it is today. Many people went to work who might, under more favorable circumstances, have gone to college. In many cases these are the people who respond to the challenge to become teachers even at middle age. Having selected our students we ere immediately faced with the fact that at least 70 per cent of them will begin teaching at approximatel- the same time they enter our basic program. Am the. Year progresser tional numbers of them will accept positions so that by the end of '- academic year as many as 90 out of a hundred may be employed. We acknow- ledge that it is regrettable that we cannot hold them out of teaching until we have had a chance to provide them with a basic instructional program. They must, of course, continue in our Classes, which are arranged on evenings and Saturdays; and to maintain their temporary certification they must pursue these courses without any major interruption. To disgress for a moment, since the teacher education system is charged with the responsibility for finding, preparing, and recommending these people for certification, we feel very strongly that our voices should be heard and heeded when state certification requirements are set. Some states have persisted in lowering work experience require- ments for no valid reason, since there is a larger supply of properly 75 experienced people available than there is money available to train them as teachers. You will no doubt deduce that we are currently engaged in such a hassle in New York. New York and Ohio have been leaders in the area of maintenance of high standards for certification and by so doing have main- tained a hiah level of T and I instruction. Some states have so watered down their requirements that they are offering little more than a high caliber industrial arts program. But in almost every case you will find that the teacher education divisions were not responsible for the lowering of standards and indeed have fought this action to the limits of their political power. You are all aware that there have been endless attacks upon all teacher education programs, aimed at reducing the number of credit hours of required professional courses while increasing the nUmber of hours in the specific teaching field. As our degree program is presently set up, we are permitted to grant 30 hours credit fos successful completion of the trade test--the equivalent of a major in a subject area; 60 hours must be taken in liberal arts; and 32 hours are alloted to us to prepare the individual for his actual classroom and shop performance. The liberal arts people would like to increase their share to 90 hours, forgetting that, in effect, the hours granted for the trade test are equivalent to 'the block of time which the general elementary or secondary teacher would to master English, German, biology, reading, or what have you. We are already left with what seems to us to be precious little time to indoctrinate our mechanic, cosmetologist, dressmaker, machinist, electrician or carpenter into the mysteries of handling a roomful of adolescents. There is a tre- mendous gap between the world of work and the classroom; and skill in a craft is no promiae of skill in teaching. We are compelled to begin on the lowest possible level of comprehension of the meaningof education as an occupation. Try to.put yourself in the position of the man or woman whose only contact with -1,1cation has been his own possibly unsatisfactory experience as a his intermittent contacts as a parent. Eliminate everything _rned in college, in the classroom, orby exchange of ideas with your peers... Now where would I have to start to help you understand the nature of thejob you were about to assune? Well, that is where we start--at the bottom--with an overview of the purposes; the objectives, and the philosophy of vocational education. We introduce the student to the entire field, trying to give him a picture of all the vocational services with enough of the underlying philosophy of each to assure a reasonably tolerant attitude. Vocational people can be as intolerant of each other as general educationists are of vocational people. While each student cannot follow a rigidly prescribed progression of courses, we like to see him move next into analysis--not psychoanalysis but job analysis. He already knows his job but he has to be taught how to 76 - think of it in terms.of classroom presentation. He seldom realizes how little the high school student knows about any skill and he must be helped to an understanding that nothing can be taken for grented. He learns to think of his trade in sequential terms and to see it as a succession of interlocking experiences. Course organization follows analysis. The student learns how to organize the content of his course into a sequence for teaching. He learns to consider the age of the youth who will take the course, the level of communication skills they will probably possess, the skill difficulty level that is appropriate for the age group, and the amount of time available for each class period and for the total course. Throughout the organization course, he is encouraged to concern himself with the relevance of each part of his outline to the industrial or trade situation as it actually exists. Methods of teaching--that much maligned title--is a course which we consider vital in this e rly period of our new teacher's experience. The ability to translate cne's own experience into terms that are understandable to the adolc_cent, techniques for catching and holding attention, classroom or s!lc7, organization, practical approaches to dis- cipUne are on17 a few of rie topics that are considered in a methods course. Many of us who a-, graduates of colleges of education still harbour feelings of reserrment over the failure of our instructors to prepare us.for the realit..-s of life in the classroom. We makeevery effort to avoid the POLL1A1NA approach and to offer instead some pragmatic advice that wiLl at least support the new teacher until he is confident enough to dc elop his own approaches. At this point we tr: zo work in a course in educational psycho- logy, taught in our centers by a member of our college psychology department or taken at another unit of the State University. Knowledge of how children learn and how they forget as well as how they react to certain stimuli isimportan,_ in all educational planning. Such knowledge affects the interpersonel ...elationships between teacher and student and certainly is prerequi-ite to our course in evaluation of instruction. Learning how to construct a test, how to administer and score it, and how to evaluate its results is a valuable tool for any teacher. Even if he relies more heavily upon performance than upon written evaluative instruments, he can use his knowledge to judge the relia- bility and validity of such tests as are given. Even a short teacher- made quiz can be subjected to evaluation, frequently resulting in em- barrassment for the maker. Perhaps even more tmportant to our beginning teacher is the know- ledg that not all testing has student evaluation as its purpose. The various reasons for testing--instruction, diagnosis, etc.-- are 77 72 emphasized, helping to put the entire testing program into proper pers- pective. If our teachers will carry this knowledge into their practice much of the student resentment against tests can be softened, with resul- ting gains for pupil-teacher relationships. Demceetration teaching is a course which has been greatly altered in recent years by the addition of micro-teaching and video-tape recording. In 1968-69 we cooperated with the Center for Research and Leadership Deve- lopment in Vocational and Technical Education at Ohio State in a study to determine the merit of these techniques as an aide in our student teaching program. We discovered that rapid feed-back, allowing the student teacher.to see the segment of teaching which had been recorded and to make an immediate self-critique before anyone else is allowed to offer any criticism, is immensely important. Re inevitably caught his most glaring errors or omissions and was thus in a position to point them out himself. We are all well enough aware of the operation of the defense mecha- nism in our own behavior to recognize that if we are thrown on the defen- sive we tend to gloss over our own errors in the course of our defense. By offering immediate feed-back of the tape, we put tue student in a posi- tion which allows him to point out his own most obvious weaknesses and then ask for advice or additional criticism from the instructor or the members of the class. We have always, of course, used demonstration teaching as a part of our teacher preparation program, with demonstrations performed before the peer group and with the instructor acting as chief critic. Even though the student has always been given the opportunity for self-criticism before anyone else. speaks, he has not been able to offer a particularly valid critique of his own work since he has only his memory to rely on. The instructor inevitably is burdened with the task of criticismiesince the other students in the class tend to be reserved in their comments. We see in the development of video-tape recording a substantially new role for both the teacher educator and class members as consultants rather than judge and jury. A further advantage which accrues to both student and instructor from the nature of the micro-teaching experience is the student's acceptance of the need for careful planning. Those of you who have known the pain of trying to convince the beginning teacher of the necessity for planning would be delighted to observe the effect which the five to eight minute time limit has upon the student. He may not have his four steps well-outlined and organized the first time; but he learns quickly when he finds himself cut off in the middle of step two. He learns that he has a limited amount of time to establish rapport with his class, present his subject matter concisely and in language his students can understand, allow for a return demonstration or explanation, and move to the evaluative step to learn whether he has really made his point. - 78 In some of our teacher-training classes we have students who have had teaching experience--some for instance with e:-?erience teaching in a two-year college. They find it particulary hard to believe that all this talk About planning and precision applies to them. Working with post high school age groups, they may have developed a habit of rambling, lengthy introductions, possibly in a misguided effort to establish a man-to-man relationship. We have not found anything more effective than the embarrassment they feel on seeing themselves recorded on tape with their time gone before they ,e even started the lesson. Until any individual recognizes his ow nadequacy, he can do nothing to remedy it. We are seeing the possibility of some rather far-reaching implica- tions for application to methods classes not directly concerned with student teaching. A practice teaching and observation course follows demonstration teaching. One requirement is the making of observations of acknowledged master teachers with a lengthy critique on each visit. We find that obser- vation techniques are much sharper after the student has participated in the demonstration teaching course. Audio visual methods end materials of instruction may be taken at any point in the sequence of courses. Our AV department at Osweg tailors the course somewhat to emphasize techniques that are particularly appli- cable to voCational technical subjects. We Conr;lude our 32 hour block of professional courses with a profes- sional block in favor of additional liberal arts courses, we are compelled to justify our insistence upon retaining our present requirements. Ail of the members of my staff have been teachers. As we look at each of the eleven courses, we can see none which could be eliMinated without loss to the student. On the contrary we have to guard against a desire to cram more and more into each course as the demands on T and I education increase. We are charged with providing classes for the mentally handi- capped and for.those crippled by social and sultural are expected to prepare teachers who will le cooperate with oille=. vocational.services to provide courses which cut across long-established lines. We.hear rumbliggsof demands that no child be permitted to graduate from high schOol until he has acquired a salable skill. We may, in the end, be required to produce teachers who are, literally, all things to all people. Since all speeches must end with a summary let me summarize not the contents of this paper but a few thoughts on how we can improve the prepara- tion of teachers for work in metropolitan areas. I obviously do not believe that we have been doing an inadequate job, considering the tie and money we have had available. I should, however, like to see our teacher edUcation centers provided with enough money to allow us first to pre-train our teachers so that no one begins his teaching career until - 79 - 74 he has completed the basic 32 hour program. This would obviously involve the admission of many more candidates and would, of course, require a buffer period before we could accumulate a pool of trained personnel. Second, I would like enough money to provide supervisory service in the shop and classroom for .all first year and, if necessary, sone second year teachers. Sending an inexperienced, partially prepared teacher into a school and abandoning him to the sketchy supervision of a busy building principal or a local director is a shortsighted procedure. If we could provide the sup- port of t. teacher-trainer on a regular schedule of visits and observation, our new teachers would benefit out of all prdportion to thz money expended. There is actually no lack of fuuds in the federal appropriations but the newest legislation does not earmark these funds for teacher education. In other words the law specifies that adequate training activities are to be conducted, then proceeds to make a lump sum allocation to the state to be expended at the discretion of the state director. If the director happens to feel that more political hay may be made by program development or equip- ment purchase he may eliminate teacher education from his budget altogether. Money, certainly, is no substitute for quality but in these days of runaway inflation, we must have money to expand our operations and to attract and hold people with the enthusiasm and intelligence necessary to implement an adequate program of teacher education. CONCERN AND RESPECT FOR THE ciam YOU ARE TEACHING By Robert L. Lewis Assistant Director Hartford Training Teachers of Teachers Hartford, Connecticut Most of your preconceived ideas about the inner-city youngster and the community in which he lives are atrociously in error: and if these misconceptions are not corrected soon, teachers are going to run into more problems than they now have or will be able to handle. If one were to try to list the number of "myths", he would find little time to do much else. Since I am interested in doing much than listing, I shall give only thre.1 rather typical "myths" ar t share my thinking with you on ways in which to deal with these misLon- ceptions. Let me-presume for a moment that there would be no one here unsure of my definition. I shall quote from Webster's Seventh Collegiate Dic- tionary - "Myth: a pers3n or thing having only an'imaginary or unveri- fiable existence; an ill-founded belief held uncritically, especially by an interested group". Let me. presume again. Permit me to feel as if you are "an interested group". Otherwise, nothing that I shall say will have much meaning for you. Both you. and I know that interest not only in her work but funda- mentally in her students is essential for a teacher. If you are a teacher, you should have discovered by now that youngsters start school wanting to learn. You should also have discovered that each youngster differs in hie learning capadity. Moreover, if you are concerned you should have begun to realize that some of the subjects that you are teaching the youngster have no bearing on or -relevance to his cultural background or to his community. I pose the question: "To what extent can a youngster relate or should be expected to relate to concepts which ignore things which have meaning to him? Instead of being disgusted by the way some of the children look (some have slightly soiled or run-down shoes; others have no coat or rubbers for foul weather) ; why not harness that same disgust - 8 1 - 76 toward learning. Some of the why's: (1) Learn what that child's background is, (2) Seek to develop empathy--not sympathy, mind you! They have had enough of that. (3) Direct your talents toward helping that youngster read better, to write better as well as to learn basic arithmetic by doing all these things, and many more, keeping in mind that each youngster should be expected and helped to produce to the besz of his learning capacity. Remember that education must relate to youngsters and to their lives' styles. What do you know--anything about the children you teach or the community in which they live? What makes black children so very different from other children? They are humansvery much so! They suffer, cry, laugh, and have the same mentality as any other individuals of different races, creeds or colors. You are going to have to learn about the community and that it has within it the good as well as the bad. Through your own association in the community you will come to know and understand many of the wise. I think we are molded by persons with whom we have close relations, not- ably our parents and our teachers. It is not merely what we do, but also what we are that influences persons in our charge. Youngsters become what they are by identifying with and imitating us. There is, therefore, a new ethical duty which falls upon all of us as adults: to become free, loving, warm, cooperative, affirmative personalities. Second myth! DILlum_natjAralts aren't interestedAn the education or welfare of their-children. Oh, we know that there are a few parents inevery race who are not concerned. But basically and over all, most parents regard- less of what they are--ba it a housewife, a welfare client, an ADC, a strumpet or a harlot--care about their children. Often, whether you know it or not (and some of you haven't taken the necessary steps to find out) some of the parents do not know what their youngsters are doing in school, especially insofar as their behavior is con- cerned. Many of the same youngsters who misbehave at'sehool toe the mark at home. Consequently, you will need to take the necessy steps to reach parents or use other resrouces in the community. Often, many of these parents will not be home betause they are working or moonlighting. With effort, you will usually discover that there are agencies or ...7..:reational centers in the community in Which many of the youngsters are known by the community workers or directors of various-centers. Reach these resource persons and you will get a long way toWard reaching the students. The Third Myth: inner-city children, hyperactive and extremely mischie- vous, don't respect white teachers. Let's face the facts! Respect, a quality which is earned, is color-blind. Just as I will and do respond to you fairly much as you act toward me, so it is with youngsters and their teachers, regardless, of color. Youngsters don't really respect teachers whom they can hoodwink and who give them free rein. Understandably, youngsters like to enjoy themselves; and they will go as far as they are allowed. During recess or lunch period or any other unstructured period within the day, talk with youngsters and you will gain insignts into the things that they appreciate and the people whom they respect. Your job is to teach, a responsibility which you violate once you become too friendly and too much concerned with being liked as a person to the exclusion of your being liked as a teacher. When teachers teach, youngsters learn. Most inner-city youngsters learn because of the teachers, not in spite of them. Therefore, I charge you to be concerned and to show respect for the children you are teaching. To accomplish that, you cannot be a 2 x 4 teacher: one who always stays between !:le twO covers of the textbook and within the four walls of the classroom. Tin EDUCATIONAL PROFESSIONAL DEVELOPMENT ACT AND TEACHER EDUCATION By J. Ned Bryan, Assistant Director Di*ision of School Programs Bureau of Education Personnel Development U. S. Office of Education Washington, D. C. Based on the article "Getting Into the EPD Act" Don Davies, Associate Commissioner Educational Personnel Development U. S. Office of Education A High school counselor, expert in directing students to suitable colleges, exhibits appalling ignorance when it comes to advising about opportunities in the world of work. A home economics teacher, wise in the ways of efficint food prepara- tion and household management, is woefully unprepared to teach consumer education--a vital element in alficient budgeting. A superintendent is acutely aware of the gapbetween occupationaland general education and seeks ways to interrelate the two so that one rein- forces the other. An industrial recruiter voices despair as he observes the lag between what is taught in the schools and what is practiced in industry. He con- cludes that .industry must find sources other than the schools to provide competent manpower. A manpower expert observes the heavy emphasio on machine shop and carpentry and other yesterday-oriented programs. Re shakes his head know- ingly as he thinks of the potential for persons trained in police and fire sciences, health and medical services, industrial and engineering technolo- gies, and the host of other emerging occupations. An economist tries to reconcile the manpower needs of the country with the skills young people are learning, and he comes up with painfullyIop- sided charts and graphs. A parent in a poverty area, himself a victim of blind-alley employment, harbors ambitions for his sons. But he doubts that they will have readier access than he did to jobs offering responsibility and advancement. These may all be hypothetical characters and they do not typify all of the problems inherent in the present state of vocational education. But there is nothing hypothetical about the circumstances, predicaments, and apprehensions they reflect. They exhibit in microcosm the plight of all persons concerned with changing the direction of vocational education and changing its relationships with all education. When I say "concerned persons" I am not confining the term to educators, for occupational training is the first step toward meaningful employment. Employment is directly related to the country's economic and social health. It is reflected in the gross national product as graphically as in the shat- tered glass of riot-pocked cities. Both manpower needs of industry and em- ployment needs of citizens have worked their way into the platforms of poli- tical parties and onto the agendas of the highest councils of the government. Much of what is now being recognized is what forward-looking educators, both vocational and otherwise, have been saying for a long time. The message is coming across loud and clear, and so are some of the strategies for rffec- ting desired change. I see a basic strategy in the provisions of the Education Professions Development Act. It says, in effect, that the kind of educational change we are seeking requires one thing -- changing people.- It means re-educating the education professions in the kinds of attitudes, and skills, and know- ledge they need-to perform effectively in a new setting ar,d under new condi- tions. That means changing ourselves and everyone else who ha s. anything to do with running or serving the schools - teachers, aides, counselors, super- intendents, teachers of teachers. It means recruiting and training new kinds of people. In the case of vocational education, it means persons with up-to-date skills in developing industries and services who may teach either full or part-time - whO will move the campus tovihere the action is, if necessary. It means retraining other personnel to meet the needs of the latter part of the twentieth century. It means establishing new relationships and accep- ting new concepts and attaching new values to a variety-of occupations and stripping them of their "huMble" or "exalted" labela.- Further, it means accepting a whole new concept of what education should be. Whether we like to admit it or not, our present.school and college struc- ture from kindergarten to graduate school, is geared to producing winners and losers. No one.is more acutely aware of the debilitating and crushing effects of that structure than people in vocational education. The painful fact is - 86 - that vocational education is, in academic circles, too often a eup- hemism for loser, whether the term is applied to teachers or students, although the growth of two-year community colleges is beginning to ease this situation somewhat. SNOBBERY & REVERSE SNOBBERY This circumstance can be traced in part to the pecking order edu- cators have established within their ranks, an order that has been com- pared to the barnyard hierarchy that brings the stronger, more confident chickens to the feeding trough before the skinny, introverted ones. Our pecking order is only slightly more genteel. It is characterized by a kind of academic snobbism that says those of us who teach English or mathematics rate a favored position at the trough ahead of those who teach all of the "grubby" vocational and technical subjects or those who teach in the home economics department. We've consigned a good many fields to their own little subject- area ghettos and we've ignored them and the students in them far too long. On the other side of the coin, it would be dishonest to ignore the reverse snobbism applied toward people who are "academic," who can't qualify on the vocational payroll, who themselves can't perform in a skilled occupation. How can the Education Professions Development Act right past wrongs? No act of Congress can by its wording bring about the kind of movement and change we are seeking. What it can and does do is open up a series of opportunities to bring about changes in ourselves. It has given us an option to invest in a better integration of vocational and general education, to peel "voc ed" or "academdc" labels off both teachers and students, to break down the artificial barriers that sepa- rate us, to combine achievement in academic subjects with achievement in vocational subjects. The Act, by its very nature forces a kind of eCumenical arrangement upon us.. In the past, vocational and technical education nroarams have been grouped together under legislation isolated from other education measures'-- the Smith-Hughes Act, the George-Barden Act, the Vocational Education Act of 1963. Many of these were either repealed or merged with the Vocational Education Amendments of 1968. The Amendments placed the responsibility for training of educational personnel for vocational and technical subjects under the umbrella of EPDA, as Part F of the Act. As you must know by now, two new programs of training and development are offered under Part F: first, a graduate fellowship program for personnel in the vocational and technical educa- tion fields; and second, a program of inservice training for vocational and technical personnel at all levelse - 87 - For the first time, vocational education is part of thf, broad scene, interrelated with other fields and other subject areas. If we exploit the potential of the Act, we cannot help but rub new elbows, combine new forces, establish new relationships, and join in long overdue alliances. This should help break down the barriers and convince everyone involved that academic and vocational obligations need not be in conflict. FUNDING IN TEN AREAS What is the potential of the Act? The Bureau of Educational Personnel Development, which administers EPDA, has identified 10 specific problem areas and is funding projects designed to recruit, train, and retrain personnel in those areas. Vocational education is one. The others are: Basic Studies - to improve the subject matter competency of teachers. Career Opportunities - to attract persons, including veterans, from low-income areas into the schools on a work-study basis and permit them to climb a career ladder that could lead to teaching or other educational posi- tions. Early Childhood Education - to meet the growing need of personnel to work with children age 3 to 9. Educational Administration - to increase the competence of people who now serve or intend to serve as administrators in elementary or secondary school systeMs, Mbre Effective School Personnel Utilization - to train personnel for new roles resulting from the adoption of differentiated staffing patternsis. Special EdUcation - to train regular classroom personnel to meet the needs of handicapped children in regular classrooms. Support Personnel - to train media specialists to assist teachers in designing, selecting, and employing materials and to increase the competence of present and future counselors, psychologists, and others engaged in pupil personnel services. Teacher Leadership Develo ment - a fellowship program to prepare parti- cipants for significant and responsible instructional and decision-making roles as teachers. Trainers of Teacher Trainers - to increase the competence of those who train teacher trainers who in turn affect large numbers of educational personnel. 88 82 THE VOCATIONAL EMPHASIS The vocational and technical education program itself is one on which we are putting heavy emphasis. We are supporting projects likely to pro- vide for: 1. Exchange of personnel to insure the continuing relevance of train- ing programs to the actual employment situation. These projects should involve either the exchange of vocational education teachers and other staff with skilled technicians or supervisors in industry, or cooperative teaching programs in vocational schools and experience in commercial, indus- trial, or other public or private related employment, as appropriate to the individual need. 2. UpdatinE the --.3mpetencies of experf..enced teachers, to :familiarize them with new curule-r development:s and tc expand the depth oi their knoledge in their specialty. 3. Inservice :roining for all school personnel including vocational educators, academic zzchers working direct-y with vocational educational programs, supervisory ?ersonnel coordinator2, and guidance counEalors. Pro- jects having an on-th,t-job training component are encouraged. 4. Career ladder programs with a degree as an ultimate goal. These should be designed to improve the qualifications of persons entering or re- entering the field of vocational education. Project proposals may be submitted by state boards of vocational edu- cation in cooperation with institutions of higher learning, local school districts, and/or business and industry. Institutions of higher education may also develop projects if they offer graduate study in a comprehensive program of vocational education that is approved by the state board of vocational education. Participants in training projects apply to the project director, not to the Office of Education. PROGRAM MIX ENCOURAGED To make the vocational education and other programs more effective, we are encouraging a cross pollination of one program with another. For instance, there is a specific provision for institutions of higher edu- cation and state and local education agencies to develop projects with a vocational education component and submit them under one of the other nine program areas. I see no reason, for instance, why a project to train kindergarten teachers to Offer youngsters a realistic picture of the many occupations and skills and services required in this complicated world could not be submitted under the Early Childhood Education Program. Projects submitted under the Support Personnel Program are a natural for training and - 89 - retraining counselors who are deficient in advising about job require- ments and opportunities. Certainly there is a crying need for vocational education teachers to prepare the handicapped for suitable occupations. That element can readily be worked into projects submitted under the Special Education Program. While vocational education teachers are not eligible to submit project proposals on their own, I wo they woul2 put pressure on their local and state agencies to bc incluce_t the planning and development stages. I suspect that the most effecti 711. pr:2jects will ae those which tap the experience and knowledge of voc=io=i-Ll ed;ication people who are actually in the classrooms and workshops. Still another avenue is ope f=- supr,Irt of vocational edccation rro- jects under EPDA. Part B-2 of prc -ides for a stat?-grants program to meet imnediate critical shortalge, of classroom personnel anc aides. The projects are developed and submitte-' to t.-= states by local edccation agen- cies, a level at which teachers and ether ilersonnel may participate more readily in the planning. Since the state-grants prou.:2J.1. specilically encourages recruitment of persons from the community who ma7 be "otherwise engaged," I see an oppor- tunity to tap persons from industry, service occupations, and the like who could serve either full or part time. This is the kind of recruitment we have been eyeing for a long time, and now we have a tailor-made vehicle for moving ahead. I began this article by voicing sone of the circumstances, predicaments, apprehensions, and frustrations common to persons in vocational education. The Education Professions Development Act cannot allay all of them. But it is a start in the right direction, and it can help make vocational education a part of the bold new strategy that is on the drawing board for all educa- tion -- one which promises a free, open, compassionate, non-racist, multi- cultural, and prodctive system. Basic to that strategy is the re-education of the education professions in the techniques of equalizing and individualizing and humanizing all of education, and doing so in ways which have a multiplier effect. The solutions we find to educational problems are going to be better solutions if they grow out of the kind of collaboration the Education Pro- fessions Development Act requires. I welcome the opportunity we now have to learn from one another. - 90 - "PREPARING TEACHERS FOR POST-SECONDARY VOCATIONAi EDUCATION PROGRAMS" By Durwin M. Hanson Professor and Head Department of Industrial and Technical Education North Carolina State University Raleigh, North Carolina It is an extreme pleasure to have this opportunity to participate in a most, timely institute devoted to vocational teaching. In review- ing the research regarding teacher education for vocational education teachers; one of the most recent in-depth study related to this topic was undertaken by Dr. John Walsh and reported in 0E-84006 publication Teacher Com etencies. The study by Walsh (1958) included 514 successful teachers of trade and industrial subjects. The knowledge, understanding, concepts, skills and abilities identified and described as essential to teaching related to the following: Orientation to public education Interpersonal and group relations . Understanding the student and learning situation Developing functional curriculums . Selecting, developing and using instructional materials Teaching methods Shop and classroom organization and management. According to Walsh the teachers were emphatic in selecting trade ana- lysis and course construction, methods of teaching, and development of instructional materials as the three courses contributing to their teaching success. 91 85 Review of research regarding preparation of teachers for poE-:- secondary vocational-technical educ.:ation programs indicates need _Dr a national study somewhat similar tc Walsh's research to bring into :focus areas in our present day teacher education curriculums which need. re- vision(s). Perhaps one of the outcomes of this institute will be a pro- posal to undertake such a study tc involve art vocational-technical teacher education groups since WaLsh's study was based on trade in- dustrial education teachers. INFLUENCING FACTORS The process of developing a curriculum involves a number of acti- vities and considerations. Curriculum examination, appraisal, evlua- tion and revision are essential tc keep educational offerings at a pro- ductive level and equal to the demands of a dynamic ,society and troubled world. Relevancy, seemingly an overworked term, plays an important role in our design of the vocational-technical teacher educat;,on curriculum. According to Wood (1963), it has been said that curriculum is molded by time, place and circumstance. What are some of the factors and forces . that potentially effect establishment of a vocational-technical teacher education curriculum? Any attempt to identify all of the factors which might influence curriculum design would be futile. Traditionally, one of the factors to be considered would be accreditation agencies. Accreditation must be ,Jonsidered from standpoint of state, regional and national teacher educa- tion accreditation as well as those agencies responsible for institu- tional or program accreditation. At the present time 3ince we do not have an agency responsible for accreditation of technical teacher educa- tion programs many teacher education institutions employ the standards of the National Council for Accreditation of Teacher Education (NCATE) and the state agency responsible for teacher certification. In addition it is possible that the standards of the regional accrediting agency may have sone influence on the curriculum design. Another factor, briefly mentioned in accreditation, would be the status of teacher certification requirements. State vocational-technical certification studies by Cottrell (1970) and Fagan (1968) revealed con- siderable variation from state to state. On the post-secondary school level a number of states do not employ teacher certification standards or requirements. A third factor influencing design of the vocational-technical teacher education curriculum may be identified as the "consultant body." Frequently a teacher education institution may employ outside consultant(s) 92 to assist in formulating the curriculum and it is 7 background and experience of the consultant(s) may the curriculum structure. The employment of an a6,:, is highly recommended with the cautm that th,. co. sentative of employing institutions .:ts well as statr cal department personnel and if pos,-*ble recent grac _siblz that the -7eatly influence sory committee "-ttee be repre- vocational-techni- Aatas. The philosophy, goals and organizational si ruc -Ire of the state agencies responsible for post-secondary vccatio-lalchnical education programs may be another area to consider as influen-Lng the design of the teacher education curriculum. Added to the ph_i_)sophy and goals of the state agencies may be the philosophy and goa,3 of local adminis- trative units. Technical education at one tim- waJ ccmcerned with occupations clz,sely related to engineering or manufa..cturang and indus- trial areas of our economy. Today this term has tal.en on a much broader concept and the title of technical educatior Is now found not only in fields of engineering, science, manufacturi:-g and research, but in business, health, life sciences, distributic-: anel agriculture or combinations of the aforementioned. During the reriod of growth in technical education programs we have witnessed the oansion of junior and/or community colleges and provisions for post-s, .sondary vocational- technical education within this structure. OtheJ factors which must be considered include federal and state legislation pertaining to vocational education, degree of articulation and coordination of secnndary and post-secondary vocational education programs, special projects and/or pilot prograus initiated by state agencies, financial assistance available for vocational teacher educa- tion and receptiveness of colleges and universities to share (financially and philosophically) in the preparation and in-service programs in voca- tional teacher education. CONCERNS AND CHALLENGES As we plan programs for vocational-technical teachers it might be well to keep in mind the factors briefly discussed and plan a new approach for teacher education rather than spend our time reviewing the traditional or typical patterns related to specific courses. It is believed that to break from tradition is important since concerns regarding relevancy, flexibility and the demands of. the inner-city, urban, rural, and world affairs currently places more demands teachers than any time in our history. As we look at anumber of our current problems I am reminded of a number of vocational programs aimed at low income groups and the fail- ure of such programs to fully accomplish their goals. Programs such AS - 93 R 7 "Operation, Second Chance," "Bootstrap," "Earning and Learning" and others did not fully succeed due to inadequate preparation of the leaders and teachers of such programs. In cne instance, programs were developed in a large city, yet no provision was made for trans- porting the unemployed and underemployed from their homes to the school. In another case where transportation was provided the pro- gram lacked coordination and supervision and as a result the prospec- tive students merely used the transportation as a means of travel to the city: students would obtain the transportation, attend one or two hours of class/laboratory instruction and disappear until time to return home. Another example of lack of planning is shown in the case where a person was employed to coordinate a community project and was unable to relate to the "real" problems of the unemployed or underemployed. The latter case was salvaged when the administra- tion analyzed the problem and assigned a team (black and white) to coordinate the program. This is not to say we should rid ourselves of the traditional approach to the preparation of teachers. However it may be that we must take a closer look at the courses being offered and not only consider changes in course content but giving some thought to a dif- ferent approach to preparing teachers. Traditionally the prospective teacher is given a course in methods, a course in introduction to education, and exposure to principles and history of education. Fol- lowing the introductory courses the student in-1st pursue a list of general education courses; subject matter, technical or other spe- cialized courses; complete the series of professional courses capped off by student teaching. Traditionally there has been very little time devoted to observation prior to student teaching. A number of teacher education institutions have initiated observation oppor- tunities as a part of the "early" experience in the curriculum, where- by students are afforded the time to serve as teacher aides in secon- dary schools, technical institutes, community colleges and in some cases correctional institutions. A recent publication Teachers for the Real World (1968), American Association of Colleges for Teacher Education, points out the need for reviewing the present day teacher education curriculum. The following statement from the AACTE piupoints this concern:- "Unless there is scrupulous self-appraisal, unless every aspect of teacher training is carefully re- viewed, the changes initiated in teacher preparation as a result of the current crises will be, like so many changes which have gone before, 'merely differences which make no differencel." How is it possible to design a vocational teacher education curriculum without the knowledge of inner-city problems, knowledge of the needs of youth, knowledge of the demands of employing institutions, and the - 94 - expectations from agriculture, busiress and industry with regard to the vocational-technical students they anticipate employing? How is it possible for a teacher education institution to prepare teachers if the college or university is unaware of the socio-economic conditions and learning environment of the inner-city? Dr. Virgil Lagomarcino (1969) in a presentation during the Third Annual National Vocational- Technical Teacher Education Seminar held in Miami, Florida stated what may be a summary to this challenge: "It seems to me that in vocational-technical teacher education our concern is two-fold. One, we need to prepare students to become employable participants in the 'existing world of work.' Two, we need to help them to be inherently flexible and prepared for new demands that will emerge as a result of the changing society." The qducation of teachers is no longer the exclusive province of colleges and universities responsible for teacher preparation. It is a major problem which requires the cooperation of the teacher education institutions, school systems, state departments and the community. With this in mind it appears difficult to develop a national model of preparing vocational-technical teachers. Attention must be directed to teacher education institutions to work in cooperation with the communities they serve to develop their own model program. PROGRAM APPROACHES In attempting to develop programs for vocational-technical teacher education a report 'ay Joseph P. Arnold (1967) may prove helpful. The docu- ment prepared by Arnold contains guidelines aimed at providing direction for those involved in initiating or revising baccalaureate technical teacher (post-secondary) education programs. The following guidelines represent the culmination of organized effort by participants and presenta- tions by speakers during the Institute for the Improvement of Technical Teacher Education Programs conducted at Purdue University, summer 1967. The guidelines were developed within six categories, namely: (a) General Education, (b) Mathematics, (c) Science, (d) Technical Content, (e) Occupa- tional Experience, and (f) Professional Education. The guidelines are a'..1 follows: General Guidelines 1. The level of instruction for the technical teacher (parti- cularly in science, mathematics, and the technical areas) should be at least commensurate with that expected of the graduates of the technical program in which the prospec- tive teacher is most likely to be placed. 95 2. Coursework and ether instructiorwl activities for the technical teacher should, whenever 'possible, reflect an understanding and awareness of the functional role of the graduates of tha program in which the technical teacher is most likely to serve. 3. Balance between theoretical and applied content for the technical teacher should be carefully established and maintained to provide a meaningful frame of reference while retaining the theoretical basis necessary for ad- justment to technological advances. General Education Guidelines 1. Courses and activities which enable the technical teacher to communicate ideas mathematically,linguistically, and graphically should be included in the program. 2. Non-technical elective courses and related activities should be required as part of the program to enrich the technical teacher's academic background. 3. Instruction in the social sciences should be provided to broad3n the tchnical teacher's awareness, understanding, and intelligent participation in the activities of a com- plex society. Mathematics Guidelines 1. Mathematical knowledge and facility for the technical teacher should be at least equivalent to that expected ,of graduates of the type of technical program for which the teacher is being prepared. 2. Additional mathematical competency (beyond that outlined in the preceding guideline) should be required of the technical teacher in programs where the technology demands additional competency in order to understand and commuui- tate the technical content. 3. Mathematics cumrses for the technical teacher should emphasize applications appropriate to the orientation and job function of the technician. Science Guidelines 1. Scientific knowledge required of the technical teacher should be at least equivalent to that expected of graduates of the type and level of technical program for which the teacher is being prepared. 2. Additional scientific background (beyond that outlined in the preceding guideline) may be required for study in those technologies where additional depth and/or breadth is necessary to understand and communicate the scientific bases of the technical content. 3. Science courses should provide the technical teacher with the laboratory emphasis appropriate to the job function of the technician. Technical Content Guidelines 1. Depth and breadth in technical courses for the prospective teacher should extend beyond that required of.the graduates of the program in which employment as a teacher is anticipated. 2. TechniCal content for the prospective teacher should be integrated with science, mathematics, communications, and professional courses. 3. Technical content for the prospective teacher should be distributed and scheduled throughout the entire span of the baccalaureate program. 4. TechniCal content for the prospective teacher,:ahould employ .a laboratory emphasis which strongly .relates to the:occupational objective of students in the type of program for which the prospective teacher is 'preparing. Occupational Experience Guidelines 1. Technical level occupational experience should provide the teacher with depth and breadth as well as knowledge of current industrial or business practice at a level mini- mally commensurate with that associated with'the employ- ment expectations of graduates of technical programs of the type and level for which the prospective teacher ks being prepared. 97 .2. Occupational experience requirements for the prospec- tive teacher should emphasize prearranged, supervised, cooperative programs rather than evaluation of previously obtained employment experience. 3. The amount and emphasis of occupational eXperience required of the technical teacher should relate to the requirement of the technology. 4. The major portion of the occupational experience of the teacher can often follow graduation from the baccalaureate . program. Professional Education Guidelines 1. Professional courses for the technical teacher should fOcus on the adult as a learner. 2. An integrated sequence of professional courses should be designed to provide the prospective teacher with an understanding of the methods and problems associated with technical teaching. 3. The evolution and function of technical.education should be taught in the technical teacher education program. 4. A:supervised teaching experience or teaching internship ahOuld be completed in the technology in which the student is being prepared to teach. One of the first questions to come to the.anrface early in designing a:vocational-technical teacher educatiOnprOgram usually involvea:a.decision as to establishing a curriculuM for each of the vocationaltechnical.disciplines or developing a:teChnical education curriculum with options in the major vocationall-technical Areas. In either casethe next question arises as to identifying those courses which may be considered as the core of subject Matter for the pro- fessional, eduCation needs for teachers of vocatiOnaltechnical edu- cation. Another consideration early in the planning stage usually involvesithequestion as to the level of instruCtion or type of technical:education program the teachers plan to.enter, i.e., Associate degree, diploma, certificate ow other siMilar designations. SUMMARY AND CONCLUSIONS Although we have not mentioned in-service teacher education it is imperative:that in-service training be carried on:in tandem with the pre-service-effort. Close working relationship'of the colleges and 98 9 2 universities must consider gradufte programs in vocational-technical education to increase the leadership capabilities on a long range basis. Graduate programs must be available for teachers as well as for those planning careers in administration and/or supervision. To insure a coordinate program of vocational-technical teacher edu- cation it is considered essential that some thought be given to a state- wide council of vocational-technical teacher education with representatives of higher education -- secondary and post-secondary schools (teachers and administrators), state departments (divisions) of vocational education, industry, business, health, agriculture and professional organizations. Finally, continuous evaluation or appraisal must be present to effectively meet the needs and demands of teacher education as well as certification requirements. The impact of instructional technology places an added dimension to evaluation of teacher effectiveness and the role teacher education institutions should take in preparing teachers. trust as we reshape our teacher education program in vocational- technical edutation that a new inspired educational partnership between the university, state department or division of vocational-technical education, local school units,,and the community will provide the basis for making necessary changes. THE RELEVANT CURRICULUM By Benjamin Shapiro Director, Vocational Curriculum Laboratory Rutgers University New Brunswick, New Jersey If someone were to ask me for my definition of good education, I would, of necessity, have to over-simplify, but it would come down to: relationships between teacher and pupil and a relevant curriculum. The lack of these two conditions is, I believe, at the source of much of the turbulence and disturbances we read about in the newspapers. Human 'relationships in the school environment Are many-faceted and complicated. For example: What is the relationship between the academic faculty and the vocational faculty? Is there, on the one Immd, a feeling of disdain or even outright hostility, a feeling of superiority? How does the academically oriented teacher feel about that uncooperative kid in the dungarees who cares only about the auto shop? Haw does the college-prep student feel about the vocational student? Is the vocational student socially acceptable or is he a second-class citizen? Would that I could give positive answers to these queries, but I am not too sure that if / did, I would be right.. You may, at this point, well ask, "What has all this to do with relevant curriculum?" The answer, I think, is that you can't have relevant curriculum without a teacher who understands and, if not loves, at least has empathy for the pupil who is not the "hot shot" on the way to Harvard. Doesn't this have implications for teacher training? Yes, some- how it all goes way back to that every time. "Hardware" courses for teachers we have plenty of. How to make a progress chart, how to take care of records, etc. 7 this is available. But what of developing teachers who have a knowledge of the human condition, an understanding ofWhat makes these kids "run". How about teachers who are friends rather than enemies or, at best, indifferent? Does the teacher know what happens to this pupil outside the school? Does the teacher know his friends, his home, his values? Or does the teacher see him through the spectacles of the great middle-class? I think these understandings are more often than not, missing and perhaps it goes back, in part at least, to the kind of teacher training we have dished out. I refer you to a page from a 1965 issue of Harpers which will be dis- triLAted at the conclusion of this talk. I call to your attention the cultural chasm between the middle class and the lower class. If the teacher doesn't see this chasm, he can't cross it. Another point to make is that if a teacher is to improve his occupa- tional orientation offerings, he should know something about occupations, either from observation or through experience, and not only from a book, even if it be the "Dictionary of Occupational Titles". Ergo: it would be a good thing if teachers of occupational orientation programs would know something about the world of work. Thus, point one is the teacher. A relevant curriculum must be geared to realities of life for the student: What does he need in order to succeed vocationally, personally, and socially? How does the curriculum help him to reach his success? Obviously this means a new look at age-old courses (the kind I got when I went to high school). We must ask the difficult question: What goes in, and what goes out? I throw you this curve - and then I'll duck. It is possible for a teacher to know too mu,..th about his subject for the good of his pupils. Let's take a history teacher. To him, history is a way of life and his whole ',being as an historian is embued with the beauty and importance of his field. The text book he uses or writes is extensive, inclusive, voluminous, detailed, annotated, footnoted, etc. and as a result, the kids never get beyond the first half. The second half of the book stays clean and the class is stuck forever, right in the middle of the Revolu- tionary War. Exaggerated? Sure, but there is a point to be made here. We must think about what is best for the pupil in the time available. We do not have unlimited time, so we must make choices - what stays in, what goes out. These choices must be based on the pupil's needs and not on what is academically respectable. 102 9 5 Since I was for many years a teacher of English in a vocational high school, I would like you to bear with me while I use English as an example of what I am talking about. Traditional English courses offer little interest to the pupil who is a slow learner or a terminal student with a job objective. Thereforc, the problem of motivating this type of youngster is crucial. We can be reasonably sure tha t we cannot motivate him in the tradi- tional mode. The traditional English curriculum has been a failure with him and he with it. He couldn't care less. To persist in more of the same is simply to beat one's head against the save stone wall. It is my view that what You leave out of a course is in a very real sense just as important as what you put into it. You can decide what to leave out only in the ligiat of your aims. What do you expeut. your English course to accompli for this pupil? What does this pupil need in order to succeed -zzi 1.s environment, not yours? What can the study of English bring him to help him succeed in his world? What is his worLd? Is it world of the learned professionalL Is it the world of the highly 0-7 Is it the world ol the worker, the craftsman, the setvizau? In am overwhelialug number of instances, it is the latter wor14. Remembering that this world -Is totally valid and vitally important to society, we must do our utmost to help the youngster to succeed in it. Here we must make choices: How much time should be given to grammar? How much to literature and reading? How much to written expression? How much to oral expression? From past experience it app-,:-ars that a superstructure of grammar with all its rules and nomeuclature is of little value and tends to be rejected as a basis for expression. To insist on having some pupils learn it leads only to frustration on both the teacher's and the stu- dent's part, Students learn to express themselves by force of habit. Their teacher should, therefore, set up many situations in which they can practice good speech habits Under some gentle guidance. The more opportunities evailable in class for student expression, the more likely the teacher's success. 103 9 6 We say gentle guidance advisedly, for the teacher must realize that language keeps changing. Many mistakes that were unacceptable yesterday are considered acceptable today. The academic English teacher would do well to adjust his backgLound in traditional grammar to the realities of modern usage and avoid morali- zing or handing down rigid grammatical rules. He can insist to his stu- dents that "it should be this way", while in reality it may aot be "this" way. Several illustrations will suffice to underline this point. It wasn't too long ago that the teacher instated on the nominative pronoun after a form of "to be." Granted, "It is I" is grammatically correct, but how many of your pupils say it that way? How many adults say it that way? Many people, it seems never have heard of "whom". The term is be- coming obsolete. "Everyone take his seat," is correct '.Lccor=ing to traditional grammar, but . . . We recommend that the teacher listen carefully and list gross errors his students make - those still unacceptable today - and work on their elimination. Should he succeed in eradicating gross errors, he will have made a major contribution to his students. And he doesn't need to build that superstructure of grammar to do it. In selecting reading materials for these students the teacher must think in terms of the students' interests. He should take the trouble to find out what his students want to read. This probably will not be literature as it has been traditionally taught. The greater the students' interest in the reading matter, the greater the opportunity for incul- cating in them a liking for reading. A preliminary survey of the class or classes for a possible common interest is a sound basis upon which to develop the reading program. In dealing with this type of student, we must first make him want to read. Therefore, the teacher should not be too distressed if his students' tastes are not very elevated. Evea if the student starts at a level just above the comic strip, he has made a beginning. The teacher's task then is to develop the students' capacities, using the student's own tastes as the starting point. Then, too, the teacher should be careful not to punish, knowingly, the youngster in whom he is trying to instill an enjoyment of reading. A prime example of this punishment is the written book report or test. 104 9 First we try to get a pupil to read; thel when he does bc:!gin to read, and maybe even enjoys it a little bit, we clobber him wi7n an unplasant ahore - a book report. In this way we build up an unfor7unate assc,ciation; read. a book - write a report. Eventually the mere mentn of readng a book carries with it an urn-pleasant connotation L:for the Etludent. It is far more profitable and interesting to the stAents if lAtera- tura is deal: with in very informal, unstructured discussions, in which pup-Lis converse about an 1...-ateresting experience - a book they enjoyed res-Ang. It is not likely that the pupils we are dealing witLI will be required to -/rite critical analyses of their reading as adults. The facts of life seoom to dictate for the overwhe_.-7.ing majority oral ccmmunicat-lon as the 7.r.L.:TLary mode. Normally writing w-LL: involve a mini- mal effort - an occasloz2d letter, making out a bill, .:::cquisitioning tczls and materials from the stock room, filling out fanms. The great nA is for ease and clarity in speech. It can then b assumed that the effort in the classroom should be weighted rather heavy in favor of oral rather than written expression. Situations must set up to allow these pupils maximum opportunities to express themselveE - orally. In addition to attempting to motivate a student by showing him how useful the material will be to him, the teacher should present this material in such a manner as to increase the pupil's chances for suc- ceeding with it. Minds should be stretched, as the old cliche would have it, but only up to a point. Goals we set should be realistic and attainable. This means that vocabulary - improvement exercises should not be geared to raise the student to a high academic level of expres- sion. Written and oral expression does not have to be literary, but only needa to be acceptable and express an idea with clarity. What we are looking for is a certain amount of improvement, an amount the pupil himself can accomplish and accept, and an amount his peer group will accept in their relations with him. The teacher of the slow-learner group must try very hard to make his presentation interesting. He oust put on a bit of a show by demonstrating to his students that he is enthusiastic about the mate- rial. He should use the pictorial approach as an important adjunct. For example, the overhead projector offers many opportunities for the imaginative teacher to win over his class. In the English class many lessons can be enhanced by using transparencies and the text as inte- gral and complementary parts of a lesson. It is my conviction that English for these pupils should be some- what different from the English taught in an academic class. It should be practical, stripped of nonessentials, and wherever possible, related primarily to the world of work. It should be a useful tool. - 105 - 98 Many of these students have develzTed a resentment toward English because of the way they have been expoeed to it; to cffer them more of the same would be self-defeating. We must try a new app7-aach and we must sell that approach. Why strew a pupil's path with fa!Ie educational u=dles? We are not training editors, preachers, lecturerE, writers; we c'e trainitg workmen, aad the English they need and will lern should be e: prima factor deter- nining what they are taught in their Flglish classes. The matter of "culture" has ever concerned the teacher, and he wants to expose his pupils to it. But expose to whose culture? The teacher's? Well, since it is usually the only cul.,:ure with which he is familiar, it usually is the teacher's. And often this is wrong. 3cnetimes it is even hypocritical. Do we practice what we )reach? We w=lt our boys and girls to read the classics. Do we read the 2.1assics? Or is it more likely to be Portnoy's Complaint? Do we insist that the New .L'rE Times is a better newspaper than the New York Daily News! Granted. Bt/ then why is the Daily News in the teachers' room? Are the old classics the only ones to read? Is there no modern writing that is worthy and relevant? The thing to do is to really find out what interests our pupils. We need rethinking about English, and by extension, our other courses. We must motivate and one way to motivate is the job. So we must bring the job into the curriculum. We must reassess our definition of "culture" to fit the modern age and the social group of our students. We must use imagination in our methods of presentation. Now that we retrained our teachers and taught them all about the relevant curriculum, we ought to give them an opportunity to do sonething about it. I will describe one way to do it, as we in New Jersey do it. We utilize the curriculum laboratory. The Vocational-Technical Curriculum Laboratory is housed at Rutgers and is a part of the Vocational-Technical Education Department in the Graduate School of Education. It must be made clear, that it is a child of the Division of Vocational Education of the New Jersey Department of Education Because of this, there is a close working relationship between the Division and the Laboratory. Physically, the laboratory is equipped to help teachers devise curri- culum materials, edit them critically, prepare them for printing, print them, bind them and distribute them. This means we have a director, - 106 - assi2.eant director, editors, typists, proof readers, press opera:ors, col cc: s, bders, and mailers. We process the whole bit from the the teacher's eye to the finished product. he overriding objective is to strengthen vocational education in Nei.7 Jersey through curriculum development. In addition, we look upon this process as a means of teacher training. A teacher who goes through this process of curriculum organization, research,development, innovation, and methodology, surely must get something out of it. The Curriculum Laboratory takes as its concern, any area the Division oi 7c:cational Education takes as its concern. This Would include these: Introduction to Vocations Vocational Guidance Agriculture and Combinations thereof Trades and industries Business and Office Occupations Technical Occupations Home Economics Industrial Arts Cooperative Education Health Occupations Maintenance Occupations Service Occupations Teacher Training Occupations for Slow Learners Training for the Disadvantaged Or you might look at it this way: Secondary Vocational Programs in High Schools and Vocational High Schools Evening Programs Apprentice Programs Special Needs Programs Pre-vocational Post High School Technical Institutes Community Colleges Teachers to participate in curriculum development are selected in two ways: local appointments, and state appointments. The local appoint- ment is determined by the staff of a local vocational program in relation to its local needs. A teacher or teachers are assigned to work on a curriculum problem pertinent to the local school system. - 107 - 100 The state appointment is made by an appropriate supervisor from the Division of Vocational Education who identifies a problem of state-wide significance and the teachers who will work on it. The designated participants are then well-briefed as to the scope of the project and the methods of accomplishing its completion. They then attend a workshop which lasts through the month of July at which time they work six hours per day to meeting their assignment. Since this is a Rutgers course, it offers three credits toward degree and for teacher certification. The teachers also receive a subsidy. Where a project is finished by the writer, the Curriculum Laboratory brings it to completion, i.e. produces it. It can be a student text, work- book, teacher guide, course of study, lesson plans, guidelines for setting up a ptogram, lesson sheets, tests and many more. Then too, it can,be the creative art work for overhead transparencies or it can be the production of single concept loop movie-films, or it can be colored-slides, or film strips. I have brought samples of various printed items produced by us, and I should like at this point to demonstrate some of th'a things we have been doing with the overhead projector and the movie film. - 108 - 10 .1 "ROLE OF TEACHER EDUCATOR IN RESEARCH" By Robert L. Prater Associate Dean, School of Industries Texas Southern University Houston, Texas Dr. Righthand, Mr. Fellows, and participants in Institute No. 5 of the Eastern Metropolitan area series. It is always an inspiration to me to have the privilege of participating in an activity such as is being conducted here. It is likewise a rewarding experience to visit the state of Connecticut. It is my first visit to your state and your city. Since I had to rely solely on printed materials about Connecticut, let us hope it was authentic. Among the several items which I noted, one stands out now is the state motto. There were three listed but the one, "Land of Steady Habits", seems to stick with me. I guess the critical aspects to this is to be sure the habit is a profitable one. If my sources were correct, you are a state of about 3,000,000 with a non-white population of about 3%. It has a diversified economy with almost half of its nonagriculture workers employed in manufacturs. Our.Institute Theme: "Improving the Preparation of Professional Personnel.for Vocational Education in Metropolitan Areas" suggests that there is a recognition of the responsibility for the metropolitan areas in providing appropriate kinds of vocational education - appro- priate both in quantity and qualit Y. You are to be congratulated for putting Sorth this effort in an attempt to improve the quality of voca- tional education. The various topics you have programned for discussion represent significant areas of concern. As a participant in this institute, I have a special advantage by being from another state some distance from here. This way, I can be an expert since it is well-known that the farther one gets from his home base the more of an expert or specialist he can pretend to be. I prefer the word expert over specialist because the specialist is de- fined as "one who learns more and more about less and less until pretty - 109 - 10 2 soon he knows everything about nothing." Inasmuch as there is no one here who has known me over the years, I will not be in the embarassing position of the newly elected Baptist minister as related in this story I will re- cite to you. ("If thou seest me and knoweth me, say nothing and I will see thee later"). I wish it were possible tc bring you a glowing report about the sta- tus of Vocational Education in the City of Houston and the State of Texas. Though some progress is being made, there is about 997. more to be done. A recent study, in which I was co-investigator revealed that vocational education is available only in a limited amount to many high school youth in that large metropolitan area. As would be expected still less is avail- able for Blacks and Mexican Americans. Our values are also mixed up as they are elsewhere in America. For example, we spent 40 million dollars to build a baseball field, put a roof on it and air-condition it, yet we will not train young people for decent jobs. As I approach my topic: "The Role of Teacher Educator in Research", I do so with the senses of humility revealed in the biblical verse: "If any onejmagine that he knows something, he does not yet know as he ought to know.(1 Corinthians, 8-2). An examination of the many problems which face vocational education reminds us that an effective program of teacher preparation both pre- service and in-service will require the inclusion of the research com- ponent. The teacher, by the very nature of his closeness to the action, represents a potential researcher and should thus be encouraged and nurtured in this direction. The teacher educator can be a vital stimulus in this process. The following statement by Rivlinlpoirrs out the critical vocational research need: "To sum up, one thing that is clearly wrong with voca- tional education is that we know so little about it. We badly need information about costs of alternative methods of training and abclit the income and empXoyment histories of graduates. We need far more Ixperimentation with new methods of teaching, new ways of combining classroom instruc- tion and on-the-job training, and new methods of financing occupational training. We also need to examine the effects of local decision-making on the distribution of educational resources and to develop methods of transmitting the skill needs of the nation to local schools and individual students." 1Rivlin, Alice M. "Critical Issues in the Development. of Vocational Education.' Unemployment in aprosperous Economy, A Report of the Princeton Manpower Symposium. (Edited by William G. Bowen and Frederick H. Harbison.) Princeton University Industrial Relations Section, Princeton, N. J., 1965, pp. 153-166. _ no _ 03 Those of us in the field of vocational education and allied fields should be concerned about the paucity of scholarly research by our colleagues. I am also concerned about the fact that we seem to be depending on the researchers in other fields to provide us with the answers to our many questions. THE MEANING AND IMPORTANCE OF VOCATIONAL RESEARCH According to accepted definitions research is defined as "studious inquiry or examination; examination orexperimentation aimed at the dis- covery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws." Vocational means that which relates to being in training in a skill or trade to be pursued as a career. Put together "vocational research" means a study of jobs, job training, job demands, etc. Vocational research include the collection, analysis, and interpretation of information and data for presentation to adminis- trators at all levels, to improve the decisions relative to vocational education. It is a quest for new knowledge or for a more useful inter- pretation of facts which are already known. In recent years we have witnessed significant emphasis on the re- search activity in vocational education. This has been both in the pro- duction of research as well as in dissemination. Much of this has been due to the provision of Part C of the Vocational Education Act of 1963 and the subsequent amendment of 1968. However, much of the credit goes to individual initiative and efforts of many persons such as are repre- sented by those of you who are present today. In order to be specific in citing the apparent importance given to research in recent years, I remind you of the follawing events, publications: 1. An entire chapter of the 64th Yearbook of the National Society for the study of Education (1965) was devoted to: Research in Vocational Education (G. L. Brandon and Rupert Evans). 2. rxesearch Visibility" section the AVA Journal now in its third year. March 1970 issue devoted to the status of vocational research. 3. Review of Educational Research, 1962 4, National Conference on Research, Oklahoma State Univr- sity,1969 (Research Handbook for Vocational-Technical Education). 1011 5. "Manpower Needs, National Goals and Research Priori- ties in Vocationat-Technical Education", by Leonard Lecht, Center for Priority Analysis, National Planning Association. 6. Establishment of the State Research Coordinating Units and the Centers for Occupational Education and for Vocational and Technical Education. Vocational research, when viewed in its broad context, may incorporate numerous type studies. Some of the more common types and/or categories are as follows: 1. Manpower needs and employment opportunities. 2. Curriculum Development and Experimentation 3. Educational Programs 4. Instructional Materials and Devices 5. Learning Process and Teaching Methods 6. Student Personnel Services 7. Facilities and Equipment 8. Administration and Supervision 9. Teacher Education 10. Program Evaluation 11. Vocational Behavior 12. Organizational Structure 13, Oc.cupational Information and Career Choice 14. Personal and Social Significance of Work APPROACHES TO THE PROBLEMS I submit that there are at least two dimensions to vocational research competencies, both of which can be influenced by the teacher educator. That is,the teacher educator must develop within the vocational teacher a - 112 - 105 desire to be both a consumer of research and a researcher. I cannot overemphasize the need for the teacher to be able to consume - that is, read and interpret the finding of research studies - as well as being able to gleam the underlying meaning, implic_tions and in general, reading "between the lines." Only when you have a firm in- sight and understanding of the state of affairs of a given subject can you then proceed to explore and research the unanswered questions. The consumer of research deliberately and parposefully attempts to keep a storehouse of important statistical findings and data at his command either through memory or by some well-catalogued system for easy retrieval in time of need. Although many may disagree, I am convinced that one of the most proba*ole generators of vocational research studies is one who lets significant statistical data and facts become embedded in his make-up. I refer, for example, to such findings below taken from various studies and reports. These are cited only as examples. 1. Of the millions of workers who enter the labor force during the 70's, only about 207 will be college graduates. 2. The percentage of Connecticut draftees who failed the mental induction exams in 1968 was 20.27. but for Mississippi the failure rate was 68.67.. 3. During the 1960's approximately 7.5 million youth dropped out of school before completing 12 years of school (N.E.A. Research Bulletin). 4. Thirty-four per cent of the white youth found jobs for which they were trained, while only 17 per cent of the Negro youth found jobs related to training received. (Houston Teenage Study - Robert L. Prater) 5. Thirty-three percent of the white graduates esimated that about half of their high school courses were vocationally oriented, whereas only 6% of the Negro graduates reported same. (Houston Teenage Employment Study - Prater and Champagne) 6. Although Negro workers in thc, IlUES area had completed more years of school than their white counterparts (10.7) compared to 9.99 years), greater proportions of white workers held desirable jobs. Large propor- tions of white male high school graduates held mana- gerial and professional and technical jobs, while Negro graduates were still frequently found in less skilled occupations. (Houston Urban Employment Survey). This was one of six urban surveys conducted July, 1968 to June 1969. In addition to Houston, it covered poverty areas in Atlanta, Chicago, Detroit, Los Angeles and New York. - 113 - Thirty-four percent of white youth found jobs for which they were vocationally trained; 17 percent of the Negro youth did. Forty-four percent of white youth found their vocationi-1 training not helpful in securing employment; 67 percent of the Negro youth felt the same way. Thirteen percent of the white males were unemployed; 39 percent of Negro males were unemployed; 40 percent of white females were unemployed; 61 percent of females were unemployed; 16 percent of white graduates were unemployed; 52 percent of Negro graduates were unemployed; 41 percent of white dropouts were unemployed; 54 percent of Negro dropouts were unemployed. Most teenagers (85 percent of white and 97 of Negroes) report ;that they would enroll in job training if necessary for a better job. Only small differences between white and Negro teenagers exist in respect to their opinions as to how much srhooling is necessary for a good job. Thirty six percent of tha whl.tes feel high school or less is sufficient and 28 per- cent of Negroes feel the same. However, 27 percent of the graduates feel that way, but 40 percent of the dropouts do. 7. Work attitudes a.):e au important frictional factor in the work experience of threshold workers. It will be the job of educators and society in general to attempt to cope with these frictions, to minimize unfavorable attitudes, and to capitalize on attitudes which are demonstrated to bring about a successful transition into the world t-f work for youth who are "on the threshold" ("Youth Unemployment Friction in the Threshold of the Work Career" - H. G. Rene- man and Rene V. Davis - University of Minnesota). 8. Although education is the single greatest determinant of income for both white and Negroes, a Negro male over his lifetime earns only 47 to 64 percent of what his white counterpart with equal education can earn. In fact, a Negro college graduate will earn lass over his lifetime than a white high school graduate. 2Wachtel, Dawn Day, The Neg,ro ssmuit.usiEinationinloment, Institute of Labor and Industrial Relations. The University of Michigan-Wayne State University. 1965 - 114 - 107 The United States of Ame, ,.L,...richer in material wealth, higher in the percentage of people eIlgageei in education--than any nation in the history of the '4orld--enters Ole 1970's with this manpower imbalance... The greatest shortL,7 rf technical manpower in the nation's history. Yet, the world's highest unt,nnioyment rate among youth and he elderly, with 18 percent of all young Americans, 30 per- cent of young black Americans, unemployed. More than 3,000,000 illiterates in the adult population. Yet few jobs, and fewer each day, for illiterate and semi- literate people. Modern technology, while regularly creating new careers, automates 33,000 Amaricans out of jobs--each week. Yet, more than half the adults in the work force do not have a high school education on which to build new careers. Meanwhile, the System grinds on, quite if every secondary school student were lege degree - while in fact, 80 perce- out, most of them unprepared for...the indiscriminately, as destined to get a col- do not, and qrop World-of-Work. I submit these comments to you because I feel that F4snificant docu- mented findings as above serve as springboards for the vocational resear- chers. As we approach our research endeavors we must do it with a broad understanding of the total situation in which we operate. We must not attempt to isolate ourselves from the rest of society. The problems of the vocational teacher and researcher are the problems of all society. Those who do not seriously recognize and understand such sobering statis- tics cannot truly be "turned on" in respect to vocational research and education. In regards to the development of researchers per se there are several areas of responsibility which the teacher educator should be aware of and respond to positively. These are expressed basically as concerns and directions which are paramount in his teaching approach. These responsibilities may not always be obvious to the teacher educator but they should be part of his mission. They are as follows: 1. Promote the kinds of discussions - in and out of the classrooms which will challenge his students to see our society in its totality - its strengths, its weaknesses: its consistencies, its inconsistencies. We profess to be - 115 - vocational educators, first and foremost, but now and in the days ahead the effective vocational educator must also be a sociologist, an economist, a manpower specialist, voca- tional counselor, a civil rights activists, concerned that all people who desire it have the right to his commodity- vocational education. 2. Assure that his students are well-informed of the ,ources of potential support for research studies. 3. Encourage participation in professional organizations which are not traditionally thought of as "vocational" but which can provide some input which might strengthen our under- standing of the role and scope of the vocational education in our society. We must rub elbows professionally with all kinds of persons. 4. Initiate discussions and programs in which the major con- cern will be the discussion of research findings. We know much more than we are making use of. 5. Encourage and participate in the dissemination of research findings with special emphasis on those which may be help- ful in changing attitudes relative to the value of occupa- tional training. 6. Utilize and acquaint the students with a variety of sources of state and local manpower projections - Employment Secu- rity, Labor Departments, etc., Resource Centers at various universities, School districts, etc. 7. Instill innovative ideas into the students by personal action, ideas and programs. 8. Strive to be a constant inspiration to those around you. ("The mediocre teacher tells, the good teacher tells, raises questions, etc., but the superior teacher inspires.") 9. Deliberately relate and inspire research interest in fields which represent areas of national concern with emphasis on implications of these trends for the future of vocational education. I refer to such things as air and water pollu- tion, quality of life, crime control and prevention, equa- lity of opportunity, educational and employment. For example, in projecting manpower and training needs. What consideration are we going to give to the fact that: (1) almost overnight we have approximately 500 companies en- gaged in the design and manufacture of pollution control devices and that th- House recently passed a $775 million dollars pullution bill, (2) that we might soon set out on an ambitious task of building 100 new small cities, or (3) that as millions of minorities begin to experience real equality of educational and employment opportunities ("The Good Life"). We will demand and be able to pay for an unimagineable amount of goods and services not within economic reach at this point. All of these are relevant issues, events and concerns which the teacher educator must make a part of his efforts to foster meaningful creative research in the profession. Unless there is con- sideration of these trends the inadequacy of vocational research and vocational training will become progressively more severe. 10. Look for and develop new research tools in program planning. According to Brandon and Evans4the basic tools for program planning in vocational education include community surveys, recommendations of local advisory committees and occupa- tional analysis. While these approaches are still valid, workers mobility and changing occupational requirements demand that we look beyond our local job market and that future job analysis must be based on factors other than jobs or corporations. 11. Utilization of Research Studies done by industry, the armed forces, local and state government, etc. as well as the utilization of research techniques developed by economists, psychologists, and sociologists. 12. The utilization of the computer as a research tool. In addition to these, I have personally phrased I also submit to you twelve specific suggestions for developing research personnel as deline- ated by Brandon andjvanEt in the 64th National Society for the Study of Education Yearbook.' 1. Early identification and stimulation of research interest and potential of professional personnel at all levels. 2. Deliberate, planned instruction in research in the profes- sional preparatory and in-service programs of teacher 4 National Society for the Study of Education. 64th Yearbook, "Research in Vocational Education." p. 263 5op. cit. p. 271 - 117 - uo 3. Generous, research-encouraging provisions and standards in administrative regulations to make researcn-personnel- training eligible for employment in a multitude of research- personnel categories. 4. Provision of many formal and informal reselrch activities to foster research interest, experience, and competency development. 5. Delineation of research-personnel classifications as aids, assistants, inter s, technicians, and the like, and educa- tion and utilization of persons with research potential in appropriate classification. 6. Recognition of and granting credit for research experience not limited to that acquired in the field of education. 7. The stimulation of interest, participation and development of competency through grants, loans, scholarships, and fellowships specifically for research that may or may not have direct application. S. . Concentrated attention to broadened research activity (as differentiated from teaching and supervisory activity) in programs of college Seniors and graduate students. 9. Pre- and in-service program development of interdisciplinary research activities including research design, methodology, and experimentation employed in the major disciplines and professions. 10. Planned interdisciplinary seminars of varying degrees of sophistication and research understahding. 11. Realistic allocation of the work loads of supervisory and teacher-education personnel to permit developmental re- search activities and programs to be planned and carried forward. 12. Employment of interdisciplinary research talent and leader- ship to develop research and research personnel. CONCLUSION In conclusion, I reemphasize that the teacher educator is in a most critical position in terms of his ability to effect changes and determine the direction of vocational education. In a real sense he stands at the door through which future leaders in the field must pass. I consider that the key points which have been expressed can be sum- marized as follows as a means of reemphasis. - 118 - 1. Leaders in the field have recognized and spoken out force- fully regarding the rleed for an improvement of the quality of vocational research as well as an increase in rhe quan- tity. Because of his captive audience the teacher educa- tor is in a unique position tc convey the message. 2. The teacher educator must inspire his students to read widely and become obsessed with significant research findings, data, and statistics. This should not be done for the sake of whetting one's memory but as a means of molding his attitudes and strengthening his convictions about the need and directions of vocational research and programs. 3. The teacher educator must have a systematic plan for increasing research personnel. 4. Current and projected national problems must be considered as the basis for research topics as they may be expected to affect program planning and needs in vocational educa- tion. As the teacher educator stands at the doorway to careers in voca- tional education and research he must stand tall; he must have the desire to see diet his students are inspired to a degree that they will be nur- tured beyond his fondest expectations. He must be aware that his students will need to have compassion, be people-oriented and have a desire to make the American dream become a reality for all of its people. He must have his pupil know that vocational education is not black or white but that it is "education for work." And finalJy. the teacher educator would do well to instill within those with wh-m km2 works the message in this anonymous quotation. It is one which might give some directions toward more action research and program. It reads as follows: "If a man has a talent and cannot use it he has failed; if a man has a talent and uses only part of it he has partily failed; but if a man has a talent and can use the of it he has gloriously succeeded and won a triumph few men ever know." - 119 - 112 DEVELOPMENT OF THE DEPARTMENT OF VOCATIONAL-TECHNICAL EDUCATION IN TEACHERS COLLEGE, MARSHALL UNIVERSITY By Robert B. Hayes Dean of Teaeaers College Marshall University Huntington, West Virginia As I begin this paper permit me to admit that which will only too quickly becone apparent tc you. Although I have been in professional education for nearly twenty years I have only recently gotten more chan cursory involvement in the area of occupational education. As a principal in the public schools of Kansas and as a student and teacher of the con- tent of professional education I have had some acquaintance with the sub- ject but not much more than one gets from the pages of a book. In 1965 when I returned to West Virginia my real eaucation began. As I traveled around the state during the summer and fall oi 1965 it became obvious that the curricula of thse schools was much the sane as they had been for several decades and that they were little different from those of the prep schools and suburban schools. The other observation was that too large a percentage of those who would complete a high school program would never go to college. As a dean I had further, information which added to my education. Of the high school graduates who enter the college program for which I was responsible I found only 50% obtaining a degree. I recognized that those not obtaining degrees were little better prepared for the world of work than those who never entered'college. This new awareness of the needs of my people and the inadequacies of the public school system of my state caused me to seek ways to aler the situation. It was this awareness and this desire to see the situation changed that started me to talking with the staff of -.he State Department of Educatiot . and to public school personnel to discover how the Teachers College fr which I had administrative responsibility could be of assistance. Their guidance was not long in coming and I now have another department - the Department of Vocational-Technical Education - as a part of the Teachers College organization. Let me tell you a little about my school to help you understand the setting for this new department. Teachers College is not large by the standards of many of your metropolitan institutions but it prepares - 121 - 113 approximately one out of three teachers for West Virginia. It has one of two graduate schools for the state with 286 masters degrees granted in 1970. Teacher education is the largest program in Marshall University with a graduating class which exceeds in numbers the total of the other three undergraduate colleges combined. This school is located in a tri- state area(West Virginia, Ohio and Kentucky) containing 260,000 people with a service commitment to the southern half of the mountainous state of West Virginia and the adjacent areas of Ohio and Kentucky. There are two small branch colleges in the heart of the southern coal fields for which the University is responsible and most of the on-campus students, 907, come from Appalachia. In the past five years the staff of Teachers College has focused on getting out in the schools to precipitate change in curricula and methodology. Many members of the staff have assignments in the schools each term. Wt-,, believe that the improvement of our state will come through education. We also believe that the improvement of the educational enterprise in our state depends upon the improvement of pre- paration progranm for professional educators and for this we are responsible. Expanding vocational-technical facilities and growing enrollments in occupational education programs, created in part by the Vocational Act of 1963 and the 1968 Amendments, have developed an acute need for additional instructors, supervisors, and administrators. Also the need for the up- grading of employed vocational educational personnel has been intensified by changes in occupations and by the emerging of new occupations. These developments have brought about the expansion of teaching staffs a part of which must be selected from those with little or no professional training and the assignment of experienced vocational teachers to supervisory and/ or administrative roles for which they have little or no preparation. These influences caused concern at the state level and the administrator of the Division of Vocational-Technical Education began searching for a means to provide for a systematic program of professional development for vocational-technical personnel. To aid in the search for the type of program needed in West Virginia Dr. Albert E. Jochen was engaged as a consultant. As a result of his study Dr. Jochen submitted three reports which provided guidance for the State Department of Education and for Marshall University as the program in vocational-technical education was developed. These reports 1. SUGGESTED DATA ESSENTIAL TO THE ESTABLISHMENT OF A DEPARTMENT OF VOCATIONAL-TECHNICAL TEACHER EDUCATION AND TRAINING AT A UPIVERSITY IN WEST VIRGINIA 2. SUGGESTIONS FOR DEVELOPING A COMPREHENSIVE PLAN FOR GRANTING A BACHELOR'S AND MASTER'S DEGREE IN VOCATIONAL- TECHNICAL EDUCATION 3. VOCATIONAL-TECHNICAL EDUCATIONAL CERTIFICATION - 122 - were instrumental in establishing the cooperative relationship which exists between the State Department of Education and Marshall Univer- sity and in directing the staff of the University in the initial step taken to design the new Department of Vocational-Tchnical Education. The West Virginia State Director of Vocational-Technical Educa- tion approached the Dean of Teachers College in the Fall of 1968 a few months after the submission of the Iochen Reports. He suggested that Teachers College submit to him a proposal for the establishment of a Department of Vocational-Technical Education at Marshall Univer- sity. Proposals were developed, discussed and revised. The final revision called an Agreement For Services was submitted and signed in April 1969. In this Agreenent the responsibilities of the two agenci3, Marshall University and the State's Division of Vocational Education were outlined. Marshall University agreed to a. Recruit staff for the Marhsli University Department of Vocational-Technical Education. b. Provide adequate facilities for the Department of Vocational-Technical Education. c. Conduct research essential to the development and operation of the Department of Vocational-Technical Education. d. Design the curriculum and develop course outlines to prepare administrative, supervisory, and teaching personnel to meet requirements for state certifica- tion, advanced degree, or additional credits in a com- prehensive vocational-technical teacher educaLion program. e. Organize and conduct in-service professixial improve- ment courses in vocational-technical education on the Univers j campus and elsewhere as needed. f. Develop a program to improve the instructional compet- encies of certificated vocational-technical education instructors. g. Develop and provide a program of teacher preparation for skilled worl.trs, technicians, and others who are or expect to be employed as vocational-technical teachers of short unit courses for out-of-school youth and adults. - 123 - h. Develop courses which will provide opportunities for educators to become conversant with the aims, objec- tives, and philosophies of vocational-tt -ical edu- cation. i. Prepare proposals under Title II, Vocational Education Leadership and Professional Development Amendment of the Higher Education Act of 1965, Part F, to meet the needs of vocational-technical education personnel for programs of leadership development, institutes, in- service education and other related programs. Provide professional assistance including placement, counseling, and follow-up to students and graduates in vocational-technical education. k. To cooperate with the Division of Vocational Education and local school personnel in determining vocational- technical teacher education needs and priorities. The Division of Vocational Educatlion agreed to a. Act with the Dean of Teachers College in the planning, establishment and continued operation of the Department of Vocational-Technical Education. b. Provide consultation and review of program and course developixent by the Department of Vocational-Technical Education. c. Provide funding in the amount needed to develop and maintain a program of quality. d. Join Marshall University in the project evaluation. The evaluation to be in terms of actual services pro- vided according to the agreement and details outlined under the attached articles of agreement. These responsibilities were outlined in more detail in the Articles of Agreement adopted by both agencies. These Articles of Agreement are sub- jected to review and revision for each, contract period but they cannot be altered without the consent of both parties with less than six months noti- fication. To date there have been only minor revisions and no couflict of any substance has arisen. The Dean of Teachers College had the responsibility of the recruit- ment of the chairman for the new Department of Vocational-Technical Educa- tion. The selection was made in consultation with staff members in the State Department of Education and the new department had its beginning on July 1, 1969. - 124 - Lib Initial activities of the Department have focused on continued study of the needs of vocational personnel, on preparation of a tenta- tive plan and to make recommendations to assure maximum impact on occupational education in West Virginia and the surrounding region. The first course in the department will be provided in the summer of 1970. As most of us know the ways outlin e,. r getting thirgs done in higher education often leave us perplexed if not totally frustrated. The maze created for initiating new programs or for getting a new course in the schedule takes a professional to master and he must have much time and patience. Many of the procedures are necessary to assure orderly progress but this does not make the task of building less diffi- cult. Prior to the creating of a new department on the Marshall Uni- versity campus there are several steps to 1Y taken. Approval must be obtained from the Teachers College academic planning committee, the Graduate Council and the University's Academic Planning and Standards Committee. On-campus approval must come from the state's governing board for higher education. All these steps were taken before July 1, 1969, when Dr. Marles I. Jones, the department chairman, was employed. As Dr. Jones and his colleagues built the program they found that they had to seek approval of each course from the Teachers College Curri- lum Committee, from the Graduate Council and from the Ac,..demic Plan- rg and Standards Committee. At this date a part of this task has been completed. To assur ,. the designing of programs which would best serve the clientele for which it was designed Dr. Jones and his colleagues in- volved many persons in the developmental stage. In addition to the members of the Division of Vocational-Technical Education in the State Department of Education many on-campus and off-campus persons who would be in some way interested or involved in vocational-technical education were consulted. On campus staff members in home economics, business education and professional education were regarded as officially a part of the study group. Four out-of-state consultants were utilized for reviewing the initial plans of the Department. Dr. Harold Hinkley, Chai-man Division of Vocational Education University of Kentucky Dr. Joseph Nerden Professor of Technical Education North Carolina State University Dt. Robert Reese, Chairman Vocational-Technical Education College of Education The Ohio State University - 125 - 11? Dr. Peter Haines, Chairman Department of Vocation Michigan State University The first document produd by the Department was A Plan to Provide Professional Education 2222Etuaities for Vocational-TechnLcal Personnel. This publication was submitted to all on-campus committee members and all consultants. After a period of time for revlew the off-campus consultants were invited to campus individually to mect with the staff and committees. Each consultant was asked to submit a written critique as well as to meet for an extended period of time with the staff of the department and with a review committee. This interchange of ideas provided the basis for a re- vision of the original plan. A second document was produced to be used by the on-campus committees which would be responsible for final review and approval of the program. The Proposed Program of the Department of Vocational-Technical Education provided material related to admissions, individual student program design and courses which were proposed. At this date the program is ready to receive its first enrollee but there remains much to be done. We who are most directly involved with the development T this new program are determined that it shal., not fall into t.he same restrictive pattern which binds most of higher education. Even with this determination we find ourselves confronted by many formidable problems. Not least among these problems are the restrictions imposed by our own thinking. We are products of the academic world and we iind it difficult to break from our moorings. We are inclined to think in terms of our particular specialities, semester hours, on-campus classrooms, books and papers. Another problem relates to the experiences which are the basis for decisions of our collea- gues. They like most of us in higher education have had little experience with the world of work and therefore have little understanding or apprecia- tion for the needs of occupational education. These colleagues must accept or reject this new vocational-technical education program much of which differs with what they believe to be the very foundations of the academic world. We must be able to influem:e these persons to a change of attitude which will not only permit them to accept this Department of Vocational- echnical Education as equal to all others but also cause them to become involved in this effort to improve public education. We need not merely to lessen their opposition - we need their full support of the efforts to unet the educational needs of 604% of our public school population. Other :)roblems we are confronting are related to designing a program which meets the criteria of relevance, comprehensiveness and flexibility. These three characteristics must apply to planning, implementation and evaluation of all our individual and departmental activities. We expect to depart from the usual format followed by institutions of higher educa- tion and plan to use these three obje A.ves as our guidelines. To assure relevance we will (1) give attention to the felt needs of the personnel to be served (2) study the positions and resronsibilities of the personnel to be served (3) follow the current and emerging nature of man power needs in West Virginia and the contiguous states. To provide comprehensiveness we will (1) emphasize principles and pracLices common to all fields of vocational education rather than follow the categorical approaches of the past (2) follow an interdisciplinary approach including con- cepts from psychology, sociology, economics, politi- cal science and other appropriate fields of study (3) make study opportunities available to educators across the state (4) utilize resources - personnel, library and facilities - wherever they can be found and adapted for use (') provide offerings which will permit all professional personnel to begin at their individual level and to advance at a rate and to a level suited to their needs aud responsibilities. To assure'flexibility we will (1) provide, insofar as it possible, for the diverse needs of educato:,s throughout the state (2) provide experiences as convenient to the personnel as possible. (3) plan programs for individuals with needs, interests and education level of the enrollee as the guide (4) schedule activities to the convenience of the majority of the enrollees rather than according to an academic calendar. Maybe what 1 have just stated can be reiterated in a more succinct manner. - 127 - (1) We are using the needs of vocational-technical teachers as the basis for Lae curricula. (2) We will utilize the entire state as the campus. (3) We plan to employ regardless of his (4) We will adapt any facility. any qualified person for the faculty regular position. appropriate available space as the These plans represent a great departure for institutioas in our area. We have tended to build walls around our campuses. We provide doors in the walls through which thf-.; select may cove and after we have transmitted a portion of what we assume to be t.,:n, to them we provide letters which can be added to theirnames and we , , them forth back through the gates to save the world. The only thiag that has bcen wrong with this procedure is that it never did work well and it is totally inadequate for this age. A staff today that is not on the firing line is soon presenting obsolete material and a curriculum which has not been subjected to a review and change in the _ast thirty- six months is probably somewhat out-of-date. Never before have teacher educators had such a challenge and nevet before have the opportunities been so inviting. It is our day and we must make the most of it be- cause for us there will not be another. you. Let me just briefly review what I have attempted to discuss with (1) West Virginia is attempting to meet the challenge of expanding vocational-technical education by improving training opportunities for professional personnel. (2) An extensive effort has gone into the developing of programs to meet the needs of the professional vo,:a- tional-technical educator. (Z) Marshall University has been selented to guide the effort wf_thin the. state. -(4) The staff is attealpting to avoid the trap of putting new wine in csld bottles. New and different programs and course formats are being sought. (5) Resistance is being met as some traditions of the academic world are being quest.,_oned. 1 - 128 - you. (6) Relevance, comprehensiveness and flexibility are the guidelines for program and course development. (7) We are attempting to focus our attention upon the opportunities for service to the masses of our people who will not graduate from degree oriented professional programs. As I conclude this paper let me make a few recommendations to (I) Vocational-technical educators must broaden their vision. Too much is made of the special categories in which you have found yourselves for the past forty years. (2) Regard yourselves as educators of the highest order. No group in our professional society has a more important taak than the one that is yours. Society will soon fuliy recognize this. (3) Expect more of your colleagues in higher education. Institutions are made to serve men and colleges have neglected for too long the majority of our people. Get the many dis-iplines of higher education involved in your work. - 129 - 121 WHAT THEY ARE SAYING ABOUT TEACHER EDUCATION By William S. Reynolds, Director Vocational Technical EducP.tion Division State University of New York College at Buffalo I have been asked to draw together what appears to be the key reco- mmendations that have been made during our four days of presentations and discussions, and to give my reactions to these suggestions. The interpretations and emphasis are my own and do not necessarily represent a consensus of this group of vocational technical leaders from the eas- tern United States. Many educators, including some in the vocational technical erne, would have us believe that our educ.f.:tional system is falling apart, that we are to blame for student unrest and baif the other major world prob- lems. I take the opposite view! Education today is more exciting, more challenging, more interesting and more productive than ever in its history! We are: reaching more people, developing better facilities, improving the curricula, doing and using more research, and searehing for better methods to effectively communicate with youth and adull.s. These activities represent the re- birth of education, not its decline! The very fact that we are at this Institute is an excellent example of the forward thrust of vocational technical education! The major purpose of Institute V was to respond to the question "What changes are needed to improve the quality of teacher education in order to serve vocational education more effectively?" Before we consider this question, perhaps it would be worthwhile to remind ourselves of our major purpose as teacher educators, supervisors or administrators. Too often we become engrossed with the mechanics of our profession and forget that our goal, simply stated, is to provide all youth with the maximum educational opportunity. Of' course, we in vocational education should add "aduns" to this goal. If this is true, then Ale criteria for educational decision making may be found bl askiL3 the question: "Will our action improve the educational opportunity for youth and adults?" The thrust of this Institute is, "How aan we improve teacher education in order to develop 71.1e maximum educationa/ opportUnity for youth and adults." I would like to discuss with you some of the major improve- ments needed, keeping this purpose in mind. There seems to be three key areas of concern around which our dis- cussion could center. These are: 1- The selection and admission of teacher candidates 2. The quality of the teacher education program 3. The need for research and development Selection and Admission Procedures Looking at the first of these topics, selection and admission of teacher education candidates, the initial approach relates to deter- mining what the needs for teachers will be. Those who are involved in pre-service as well as in-service teacher preparation will need to make projections at least three years ahead. There are a number of ways to access vocational education teacher needs in any given area or state. Perhaps the most direct way is to ask the consumers of teachers. We use an annual survey at Buffalo wnich is sent tn all of the vocational education administrators responsible for staffing. They are asked to indicate expected needs for each of the next five years in both the standard trades and thcse now developing. Another source of data that may be helpful is to look at the projected manpower needs in the area served by the teacher education agency. Follow-up studies are helpful in determining the placement loss. Enrollment must take into consideration the percent of graduates who do not enter teaching after completing the program and those who may drop out. After estimating the need for teachers, it is important to develop a recruiting plan. Prior to the expansion of vocational technical education under the 1963 and 1968 Acts, rec7uitment was often handled by the "amigo system." Today, we need more than word-of-mouth announce- ments about teacher vacancies. We should "go public' and let people know about the nature of and qualifications for becoming a vocational technical teacher. We need a continuing public relations program so that industry, trade organizations and other sources of candidates are awaa of the opportunities of a teaching career in this special field. A sonrce of future candidates ofren overlooked is the vocational school. We need to explore ways to encourage outstanding high school students to plan for a teaching careei- through various types of work- study or internship programs. - 132 - 123 lhe actual selecion of candidates from a group of applicants is a difficult and often ,ubjective process. Each state te ds to d_velop its own procedures. Most teacher education programs require candidates to have a high school (or equivalent) education, in-depth trade exper- ience of several years, and an interview to access t1-2 candidates general potential as a teacher. If we are to be more effective in the selection process, we must be more objective and use valid Leasuring instruments. Although edu-_a- tion in general lacks reliable predicting instruments to determine who will or will not be an effective teacher, it is relatively easy to mea- sure specific trade skills. The main deterrent in developing these t.,-sts has been the lack of adequate nds and a national cooperative effort. Furtunately a start is beiT, ude to overcome t'Ais gap. A is now under way to develop some model national trade tests. When standardized trade tests become available, we will have a more accurate means to determine trade competency. Certainly time on the job alone is not an adequate indicator of skill and understanding. It is very possible to have one year of experience five times, Interviews are used for a variety of purposes, but it would seem that this is an opportunity to inquire about the candidates inter9.:;t in youth, his respect for the trades, and any obvious defects that would __Iriously limit his effctiveness as a teacher. Some candidates hope to escape from their trade or to retire to an easiaar job. Their potential may be seriously questioned. Considering the fact that most vocational technical te !'ker educa- tion programs are now located at universities, the potential ! the candidate to do college level work should also be examined. lite typ cal co.lege admissions tests geared to high school students mt:y be inadequate tor adults seeking entry into the vocational technical education program. Other types of tests appropriate for adults, such as the California Mental Maturity, will be more helpful in making reliable judgements. Quality of the Teacher EducaSionILDR Although considerable progress has been made in developing adequate teacher education programs in the last decade, the quality of the programz as reported in our Institute varies greatly. We seem to have agreed that a good balAc pgram should at least include: cou ,es relating to orient..tion to vocational technical education, job analysis and course organization, educational psychology, methods of teaching, evaluation of instruction, and student teaching. What should be added to these blsic ingredients? We can assume from the success of vocatirnal tLchnical rducation that these ingre- dients were adequate for their time, and we can also assume that what - 133 124 was appropriate 10 or even 5 years ago is not adequate for the 70's. Perhaps the greatest need for improving the teacher education program is in the area of developing courses and live experiences for under- standing the natur nf the disadvantaged youth. There is a shortage of qualified teacher educors in this field, so we must seek oucside resources. In-ervice courses and experiences must be developed for the teache-..: of teachers in order to provide rapid dissemination of the appropriate knowledge and skills. Ef.forts to prepare teachers to deal e'..fectively with the problem of the disadvantaged have thus far been largely emergency and stop-gap in structure. The nature of the urban crisis required swift action, but now it is time to h7lild the required content and experiences into ...he basic teacher education program. All tEachers, and especially vocational technical teachers who have so much to offer these nc-dy youth and adults, must be prepared to meet the challenge. Someone mentionea here that vocational technical t-gchers tend to be somewhat provincial in their interest and background. Today's tea- cher faces youth who are exposed to a wide variety of high impact educa- tional media. If the teacher i to be a teacher of the whole child, he must know more than the correct welding techniques or how to set up and punch out numerical control tape. He needs to listen to, understand and communicate with the "now" generation. He might even find that he can learn more about .hem by listening to their music: Whoever th: ght that such weird and funny names as thE Beatles cx Simon and Garfunkej could produce such beautiful music and lyrirs? Speaking of communication, this is an area where all too frequently the beginning vocational technical teacher has problems. 7i- background as a skilled worker has not required a mastery of the La: ge. It is imperative that the teacher education curriculum provide ..sa opportunity for the beginning tearher to develop acceptable speaking and writing skills. The typical college freshman English course is in most cases unsuitable for vocational technical students. A communication course should be designed to meet their unique needs. This experience should be available early in the program witt- nn opportunity for constant prac- tice and evaluation during all other courses. Another factor to consider in improvi-ig the basic program is the need to in ure that the novice teachers understand the philosophy of vocational technical educationav it relates to education in general. Special subject teachers, and others too, often become so absorbed in their "part" that they fail to see thu whole fabric of education. We have discussed many things dur:.ng the past fivc days that would improve the quality of the content and organization of the program, but it seems that we ;lave overlooked some of the more obvious aspects. A cooperative approach to development is needed. How many teacher ..clucation - 134 - -1 2.5 programs provide an opportunity for feedback from the vocational technical students? Every vocational technical teacher education department should have a student adviscry cozincil to provide both a sounding board and an opportunity for student participation in policy of concern to them. Students shculd be directly involved in improving the curiculum. Community advisory councils, long a part of vocational education at the local level, need to be activitated at the college level. Opportunity fol. parti:Apation in improving the teacher education pro- gram should be extended to representatives from a variety of con- cerned groups inclnding: vocational tc:chnical teachers, administrators, alumni, the state departments where appropriate, minority groups, unions, industry, and commerce. It would be worthwhile to bae repre- sentatives from the liberal studies area of the college too, '3-2 they need to understand the unique purposes of our program As noted previously, we need to 1.3ring in specialists to help us develod programs in areas where we lack expertise. We urgently need curriculum consultants for developing programs relating to the urban and rural disadvantagei and the handicapped as a start. The curricnlum for preparing teachers should be under constant review. Teacher educators should resist the establishment of state education regulations which identify courses for teacher certification. Rigid regulations tend to limit curriculum development, experimenta- tion and change. The colleges, in conjunction with appropriate advi- sory groups, should determine the curriculum. The teacher education faculty should be encouraged to experiment with new tecthniques, methods and approaches such as: the use of video corders for lesson analysis and other purposes, micro lessons, intern- ship patterns, broad area studies instead of subject blocks, computer assisted instruction and mixed media approaches. They should be knowledgeable about developments in educational technology and psy- chology that I. Are implications for vocational technical teaching. The teacher education program is no better than the talents of the faculty and administration. The program is a reflection of their abilities. The quality of the instructional staif is the key to aa effective program. How can we improve the faculty (including adminis- tration)? We have agreed that the teacher education programs should be centered at coneges because of their many facilittes Zor learning. It seems just as obvious that most of the faculty should be full time so that their major efforts are devoted to the taskck preparing teachers. A part-time staff just dcles not have time for curriculum development, student counseling ana all the ether professional duties. Another area relating to faculty development is rec?-uitment. We need to se'ect viable peop7e with a variety of talents. They should have sufficient teaching experience so that they know and understand - 135 - 126 teenagers. They should have high level contemporary teaching skills and a willingness to study and grow in the profe.2sion. The faculty should be provided with an opportunity to participate in policy decisions, to do research and to engage in educational experi- ments. They should be encouraged to conduct self evaluations and to accept student evaluation in appropria'3 areas. The faculty is the best means of telling the rest of the college about the vocational technical program. They should be encouraged to develop communicsi.tion links with other disciplines. In many cases it may be possible o develop some courses in the vocational technical division which would be appropriate to offe: as all college courses, e.g., philosophy of technology, development of American industry. Need for Research and Development The list of needed research in our field is lengthy and there is much to be done despite sCastantial progre'ss in recent years. Similarly, program development requires constant effort if we are to meet the criti- cal needs of youth. Perhaps the area chat needs our most urgent attention now is the selection of teacher education candidates referred to earlier. We need to know the appropriate kind and length of trade experience required for be- coming a knowledgeable trade teacher. Is it necessary to have a lengthy, e.g., seven years, experience or would three years be sufficient? Should required experience be identified "beyond the learning period" when we know that unions tend to inflate learning period requirements to limit trade entry? Educational technology has made trcmendous progress. since World War II, but application or the technology to vocational technical education has been notably slow. Training directors in industry and commerce have generally been at the cutting edge in exploring the use of new and more efficient learning methods. They are basically concerned with two aspects - what will the method cost and will the learners achieve maximum skill and know- ledge. Although education is just beginning to apply cost analysis tech- niques, we have not given serious concern to this aspect in the past. We need to learn how to effectively use the tools and methods that are now available including video tapes, film loops, audio cassettes, overhead projectors and proprammed instructional materials. There are many combina- tions of t'',- '7ools which would improve the efficiency of the teacher, and more impoi , ,_acilitate learning by the student. We need to experiment with new ways to keep teachers who have completed their teacher education programs abreast of current thinking in both their tchnical areas and teaching methodology. The "more course work" approach - 136 - of in-service programs is the common answer, but not necessarily the most productive. Could programmed instruction, film loops, and various types of cross-media instruction be more effective in helping teachers improve instruction in areas in which they may be weak or out-of-date? What of graduate program development; have we stayed too long with narrow curriculums aimed at preparing administrators and with "polishing" teachers? Should we be developing vocational technical teachers who can become specialists in working with the disadvantaged or the handicapped who can do basic applied research and will enjoy this activity, or who have special skills related to retraining adults? Are we attempting to identify outstanding students who show unusual leadership potential so that they may be encouraged 1:o enter advanced degree programs? Finally As we strive to bring about the needed changes to fulfill the pro- mise of vocational education, let us remember that: Vocational teachers in the public schools-are different than training directors in industry, that they are not concerned with developing skill as their prime purpose, but they must be concerned with the total development of the child, as are all other public school teachers, so that he can lead a satisfactory and productive lif. All of us, as a result of this Institute, have become more accutely aware of changes we can make to improve our teacher education programs to provide better educational opportunities to youth and adults. Many of the ideas were not new, most are being experimented with in some fashion. I have faith that each of us will go back to our schools and make some of the changes recommended, especially in areas of our own programs we recognize as needing major improvements. There really is no other choice, if we uphold our responsibility to our youth. - 137 - 128 OVERVIEW Groups I & B Constance McKenna, Instructor University of Connecticut In the early stages of discussion there was quite a bit of hesitancy on the part of some members of.the group about making innovative recommenda- tions which would pressure institutions to change currently established practices and accepted policies. However, after reaffirming the purposes of this institute, the group agreed to make whatever recommendation its members felt to be in the best interest of vocational education. These recommendations, then, would at least be available for consideration by those concerned with improving the quality of vocational teacher education. The insights that members provided from their various professional perspec- tives helped us all to understand the total vocational education situation more clearly. The daily reports revealed a wealth of icieas exchanged in group neetings. Concerning recommendations for change, there was a feeling of some pressure at times to "get it done in writing." Some of the philosophical discussion the group would have liked to carry further would have, by its nature, had to be rambling and, therefore, less productive in terms of printable output. The one basic conflict in Group B related to the purpose of vocational education. The minority point of view was that vocational education is pri- marily job education. Therefore, the essential characteristics for successful teaching relate to job skill. The majority.held that all education, including vocational education, should be for the enrichment of the total person - - that skills in human relations and interpersonal communication, and developin,g the individual's potential for total growth, are as important as providing a marketable skill. In spite of differences in specific instances, the group did arrive at a consensus. New directions for vocational teacher education programs should be deter- mined by the role vocational education is expected to play in the schools, secondary and post-secondary, serving target student populations. The primary focus of public education is to provide the student with skills necessary to survive in society. Vocational education shares this goal with general education and should be seen, not as something apart from general education, but an alternate route to acquiring the basic general educational background and social skills which will equip the student to function successfully in life's situations including a variety of jobs. Vocational education progrfs utilized for reaching these objectives should not be confined to traditional interpretations of programming or physical limitations of the school plant. In suMmary, our discussion was very open - freely admitting divergent opinions - and.the recommendations produced attest to the courage and dedica- tion with which Group B approached its assigned task. It was a privilege to work with these fine people and I'm happy to have had the opportunity, which this institute provided, to do so. - 139 - 1 2 9 OVERVIEW Groups II & A Dr. R. W. Whinfield, Assistant Professor University of Connecticut As expressed earlier, the problems we were discussing are terribly complex and are impounded within very restrictive conditions. Same of the changes suggested would require rather massive readjustments by organization, administration, and programs which are strongly entrenched and deeply rooted in the past. Yet many of the suggestions are possible. The extent to which they might improve the present situation is not really known, but they should be tried. Even though Workshop A came up with rather generalized recommendations, for the most part, it wae, in the opinion of most of the participants, vere useful. The major problem was that few had had direct, meaningful experiences, or had limited experiences in dealing with programs in the metropolitan area. The discussion constantly hung on the full-time high school teacher and his environment, and to a considerable extent, was limited to the T & I teacher. The expectations of such a teacher assume such proportions 3$ to be ridiculous- highly skilled (up-to-date on all aspects of his trade), be able to individ- ualize instruction (in group), give guidance in vocational choice, conduct research, effect administrative changes, effect curricular changes from elementary through high school, be a community leader, understand and respond effectively to a multi-cultural environment - and more. Our ideals are admirable, but unattainable. Some of elle problems we expect teachers to solve, or to be solved by an educational input, might better be done by administrative changes (policy revision, reordering of priorities, and other devices) than trying to incorporate the solut:_on through teacher education programs. Some of these suggestions are incorporated in the recommendations. There is no reason why teachers and teacher educators should not try to influence such changes. (For example, certification should not restrict teacher education programs to limited parameters). Teacher educators should vigorously pursue such requirements as permit alternatives. Great as Vocational Education traditions may be, we have to vigorously move in new directions, with greatly expanded dimensions and an open-mindedness we are not used to having. - 141 - 130 OVERVIEW Groups III & C Virginia A. Vespoli, Guidance Counselor Hamden, Connecticut An important realization overcame Group C as it was concluding its final workshop meeting. That realization resulted in a recommendation the group urged upon itself. 1 think it is an important general reconmendation which, somehow, may be worked into the final report of the institute even though it may not fit under the three categories provided for recommendations. The wording of the recommendation is mine, but it does incorporate the feelings, thoughts, and even some oi the phrases that came out of the group's concluding moments of discussion. We recommend that as individuals each one of us must work to change the constricting attitudes toward vocational education that we encounter in our own personal sections of the world in which we work. To do this we must make a greater personal effort to reach and sensitize the vast number of parents, general educators, school administrators, and guidance counselors who do not have the facts they need to adequately under- stand and appreciate vocational education opportunities for our youth. Finally, there is one suggestion that occurs to ne after having reviewed my notes of the institute. A well-planned and deliberate public relations effort needs to be made by vocational educators to improve the image of their product. In fact, sone of the advertising methods and sales technlques used in business might be stndied and adapted for use in developing wider public acceptance of vocational education. Could a future workshop in public relations for vocational educators be sponsored and funded under the existing legislation which pertains to vocational education? - 143 - 131 Appendix D OVERVIEW Groups IV 6, D Sidney Cohen, Consultant State Department of Education Hartford, Connecticut The consensus of the group was that the Institute was helpful in focusing on the problems of educatien teachers and service personnel engaged in vocational education. The problems of all states were similar and were being faced with varied approaches within the same framework. Almost all participants had a sense of healthy, professional frus- tration throughout the institute because more problems were brought to the surface than could be solved in the limited time of an institute. The search for resources to help solve these problems is a continuing one. Few definitive answers were available for the problems facing vocational educe- tors today, in spite of the urgency te develop new approaches for improved expanding vocational education system. Most participants felt that the thruet of this institute, namely, to train professional p rsonnel for vocational education more effectively, was most timely. Howe-,er, it was felt that the colleges and universities were poorly equipped to provide training for vocational-technical fields that were constantly changing. Often change at colleges and universities to meet changing vocational-technical teacher education and training need was slowed down by their own slow-moving hierarchical attitudes and lack of understanding of vocational education by their administration. Some general a vocational educatore leok with disdain at the educa- tional efforts of C OIC, JOBS, etc., and ignore the possibilities of these programs for avative approaches to occupational training that may be developed. The eost unlimited federal funds per pupil available for such programs, in atrast to the limited per pupil funds available to vocational educati, , were often envied. In fact, limited funds, administra- tive restrictions, 4nd vocational personnel's lack of authority, more often than know-how, pre,ented the development and institution of vocational education programs essential to serving the occupational needs of the total community. As a result, such organizationshave taken over training areas that vocational education should have as their field of responsibility. Often these organizations impinge on areas being serviced within the field of vocational education and wasteful competition and duplication of effort and faculty often results. Vocational educators should be involved in the occupational education and training of all youngsters not going up the academic ladder to college, otherwise their function may be diminished by the efforts of outside agencies and a dual educational system may result. A change in attitude toward vocational education and more knowledge concerning vocational education by all educational personnel is needed if education is to serve all of the people. Urban areas have additional needs and it is necessary for the schools to cooperate with all agencies and services in structuring an educational 145 - 132 delivery system that will benefit all persons in urban America. A positive attitude toward urban vocational-technical education by leader- ship personnel must be developed if a program is to be successful. Lack of vocationally oriented administrators will often vitiate a basically sound program. The vocationally competent personnel in major metropolitan cities should be vocationally oriented. Change in business and industry is evolutionary and vocational educa- tion must change in a similar manner rather than with drastic periodic attempts to catch up. Opportunities to hire vocational teachers and other professional personnel to meet the needs of new and developing industries must be kept open. Performance of vocational teachers should be considered of prime importance and should be tested first in competency examinations for which college credit may be given. These tests should be both academic and per- formance. The importance of maturity in a vocational education teacher is being revised in some states so that college training can substitute for part of the usual 5 to 9 years of trade experience. Competency in -,inether shop, related, cl4ss- room, or laboratory, should be the criteria for continuance of the teacher in the profession. At time of hiring, and all during his tenure as a vocational teacher, the person should understand that he has an obligation to continue his education not only in the t,-_nnical fields, but in the so-called "cultured areas." A teacher has the responsibility to the profession of teaching, not only to teach a skill, but to prepare all his students to participate as citizens, responsible individuals, and as members of families. Teachers require special education in identifying and handling the disadvantaged, the handicapped, and students with other educational disabil- ities. In urban areas all teachers have the particular need for a basic under- standing of the nature of being handicapped and its impact on the educational performance of students. This should be part of the basic training of all teachers as well as teachers in vocational education. Practical experience in areas of study for the disadvantaged and the handicapped is required if teaching is to be successful. Introductory courses in guidance, academic and occupational, should be included in its pre-service and in-service training of vocational teachers in order to give them fundamental concepts and philosophies. Education must realize its limitations. There are conditions beyond the scope of education as it is presently organized and other specialists from various disciplines should be called in to help. Trainers of vocational education teachers have the obligation and professional responsibility to use the best methodology in their presenta- tion of course material and use the best practices available in their areas zo-f instruction, including use of audio-visual materials, programmed instruc- tion and evaluation. UNIVERSITY OF HARTFORD West Hartford, Connecticut 0 6117 November 30, 1970 Dear Participant: It is now approximately six months since you attended the institute dealing with "Improving ehe Preparation of Professional Personnel for Vocational Education in Netropolitan Areas." The recorders have culled many significant recommendations from your discussions. As the evalua- tions indicated and as I mentioned in the closing remarks, it was the quality and active involvement of the participants which made this insti- tute so meaningful. It would be helpful to learn just to what extent you have been able to put into effect sone of the ideas formulated and discussed at this institute. Being aware of the short span of time and the limited acti- vity possible during July and August, we are also interested in any action that you plan to initiate by December 31, 1971. Enclosed you will find a questionnaire seeking some identification of changes instituted, attempted, or planned. By omitting responses to specific items you can indicate that you have not instituted, attempted, or planned to take such action, whether it is because of your position toward this item or because of your inability to institute such a change. In addition, we would like some general evaluation of the two instruments used at the close of the institute. Your responses will be treated confidentially and will be summarized without any individual identification. Feel free to add any comments that you may wish. In order to include the findings of this follow-up questionnaire in the final report, only those responses received by December 18 will be included in the summarization. Please complete the questionnaire and return in the self-addressed stamped envelope before you become over- whelmed in your regular workload. I wish to expresc my personal appreciation for your participation and wish you professional and personal success. HR/net Enc. Sincerely, Herbert Righthand Project Director 1;34 UNIVERSITY OF HARTFORD West Hartford, Connecticut 06117 IMPROVING THE PREPARATION OF PROFESSIONAL PERSONNEL FOR VOCATIONAL EDUCATION IN METROPOLITAN AREAS University of Hartford, 200 Bloomfield Avenue, Hartford, Connecticut Sponsored and Coordinated by the Division of Vocational Education, College of Education, Temple University, Philadelphia, Pennsylvania Under U.S.O.E. Grant 9-0535 Subject: Short Term Institutes for In-Service Training of Professional Persons Responsible for Vocational-Technical Education in Eastern Metropolitan Areas Institute #5 Name: Follow-up Evaluation Form #II1 On the lines below, check or write in whatever actions you have taken, attempted or planned as a result of your participation at this institute. kction t Use institute participants as consultants Conduct further study or investigation Reported some of the institute concepts to colleagues Modified personnel practices Modified teacher education curriculum Changed certification requirements Conducted meetings or conferences to discuss some of the information obtained Revised pre-service teacher training program expanded and/or modified in-service program a Prepared a written report on institute Gave a verbal report on institute outcome Othert Accomplished Attempted Planned ... UNIVERSITY OF HARTFORD West Hartford, Connecticut 06117 Follow-up Evaluation Form III If some attempts to introduce changes were not successful, please indicate possible reasons: 1. Limited funds 2. Rejection by administration 3. Little support from colleagues 4. Reconsideration or modification of change 5. Lack of time 6. Limits of your position for introducing changes 7. Other: S. Other: ; Several instruments for evaluation were presented at the institute, please indicate your reaction to these by circling appropriate response: Institute Evaluation Form #1 Pre-test/post-test (Vocational Education Attitudes) Strongly Un- Dis- Strongly Agree Agree decided A&E-te Disagree 1. This evaluation instrument was relevant to the Institute objectives SA A U D SD 2. The items in this instrument were generally clearly stated SA A U D SD Institute Evaluation Form #11 1. This evaluation instrument was relevant to the Institute objectives 2. The items in this instrument were generally clearly stated SA A SD SA A SD APPENDIX Distributed Resource Materials Caldern, Clarence R. Modern Nedia for Vocational-Technical Education. University of Connecticut: School of Education, 1967. Clow, Cletus A. An abstract of Business EdilEAsiga_caEriallETLIseliER- tions of the Effects of Technology on the Types of Office Machines Used b Selected Connecticut Businesses. Connecticut State Depart- ment of Education, Hartford; Central Connecticut State College, New Britain, May, 1967. Healey, Philip. T. Curricula Implications for Non-Farm Agricultural Employment in Connecticut. Connecticut State Department of Education, Hartford 1966. Miller, John G. Predictive Testing Schools. New York University; Services, 1968. Nev..: Jersey. Curriculum Materials. Division, November 1969. for Entrance in Vocational-Technical Center for Field Research and School Department of Education, Vocational New Jersey. Curriculum Materials - Trans arencies for Overhead Pro'ector Department of Education, Vocational Division, January 1970. New Jersey. Enklish at Work. Department of Education, Vocational Division. Pinsky, David. Connecticut Printing Industry Occupations. University of Connecticut: Labor Education Center, 1968. Pinsky, David. Health Service Occupations. University of Connecticut: Labor Education Center, 1967. Research Coordinating Unit. Graduate Follow Up 1968. Hartford: Connecticut State Department of Education, 1969. Stiles, Philip G., Martin, W. Howard, and Lalley, Richard. Potential for Food Handling and Distribution Traininti in Connecticut. University of -Connecticut: College of Agricultural Education, 1967. 137