DOCUMENT RESUME ED 087 719 SP 007 698 TITLE Power, Authority and Decision Making in Teacher Education. Yearbook 1971. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. PUB DATE 71 NOTE 184p. AVAILABLE FROM Publications Dept., American Association of Colleges for Teacher Education,1 Dupont Circle, N.W., Washington, D.C. 20036 ($6.00) EDRS PRICE MF-$0.65 HC-$6,58 DESCRIPTORS Annual Reports; Conference Reports; *Professional Associations; *Teacher Education; *Yearbooks ABSTRACT This document is a collection of reports of the American Association of Colleges for Teacher Education (AACTE) for 1971. The title of the document reflects much of the association's concern for that year and is close to tae theme of the association's 1971 annual meeting, "Power and Decision Making in Teacher Education." The document is divided into six sections. Section one is the listing and description of the winners and all entries of the association's 1971 Distinguished Achievement Awards. Section two is a collection of the main speeches for the annual meeting, including the Twelfth Annual Charles W. Hunt Lecture, "The Impossible Imperatives: Power, Authority, and Decision Making in Teacher Education," by Evans R. Collins. Section three is a report on the association itself and includes the report of the executive director, the President's address, and the report of the AACTE Special Study Commission. Section four presents the articles of incorporation and bylaws. Section five is composed of outlines of reports for the annual business meeting, 1971. Section six is a directory of officers, committees, and member institutions for 1971. (JA) brk PERMISSION TO REPRODUCE THIS COPY. U S DEPARTMENTOF HEALTH, RIGHTED MATERIAL HAS BEEN GRANTED By EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION ,t7/2._*. DOCHVFN HAS BEEN REPRO OU':10 FAA( it 'fAS RECEIvE0 r Rom r,-4E PERSON OR ORC,ANIZAl,ON ORIGIN TO ERIC AND ORGANIZATIONS OPERATING ATiNG I1. PO.NT, et yiE4 OR ORINiONS, UNDER AGREEMENTS WITH THE NATIONAL IN. '*'.TED 00 NO' NECESS.,R=,Y REPRE STITUTE OF EDUCATION SENT 0, , .C;AL NAT:ONAt INS To TU7E Or FURTHER REPRO- FOUCZI,ON POSITION OR POLICY DUCTION OUTSIDE THE ERIC SYSTEM RE- QUIRES PERMISSION OFTHE COPYRIGHT OWNER American Association of Colleges for Teacher Education 1971 by American Association of Colleges for Teacher Education One Dupont Circle, Washington, D. C. 20036 Library of Congress Catalog Card Number: 48-99E:4 Standard Book Number: 910052-53-0 Printed in the United States of America 0 0 The urgentcalltosetpriorities entationsofselectedprogramsin within the contemporary context of teacher education around the country, changeclearly underlined in Crisis ina closed-circuit television series ad- Teacher Education, the report of thedressed to current issues in teacher AACTE SpecialStudyCommission education, and a preconference series under the chairmanship of Dr. Truman of instructional clinics on administra- Pierceset the tone of the 1971 An- tive procedures. nual Meeting as conferees weighed the If the Special Study Commission re- theme Power and Decision Making inport sounded the call for establishing Teacher Education. What, for example,priorities, the Twelfth Charles W. Hunt should be the appropriate roles for Lecture emphasized the need for co- colleges and universities in preparing operativeaction in settingthem. teachers and other education person- Former AACTE PresidentEvan R. nel? How might the resources of overCollins, in delivering the 1971 Lecture, 850 institutions of higher education be called for a reflection upon and re- coordinated to assure the quality ofbuilding of teacher preparation pro- leadership needed in this critical field gramsin"theessentialsenseof of education? What demands are being colleagueship." Other General Session placed upon professionals and theiraddresses by Charles E. Silberman, institutions as both must relate with James Farmer, and Pauline Frederick students, other institutions and agen-pointed to the pervasive implications cies, and government units on theof day-to-day decisions in the continu- local, state, and national levels? Such ing process of adapting programs and questions helped to form the frame- procedures of teacher education to the work for the program which is reported broader needs of society. in this volume of proceedings. Throughout the conference, atten- On this year's agenda were a num-tion was given to the cooperative role ber of innovations designed to increase played by members of the American the knowledge and skill of participants Association of Colleges for Teacher in coping with the issues of the day in Education in the central process of teacher education. The program com-decision-making in teacher education mittee, under the leadership of Chair-and in their continuing work with all man Daniel E. Griffiths, instituted three groups involved in implementation of new programming approaches: a Dif-these plans. The 1971 Distinguished fusion Center featuring mediated pres- Achievement Awards reinforced the iii practical success of melding ideas with action to improve the education of teachers. Also, the numerous innova- tive programs discussed in various sec- tion meetings gave sound evidence of thevitalitycurrentlyfoundinthe decisionmaking phaseofteacher preparation. The role of the Association as stimu- lator to its membership in the improve- ment of teacher preparation was a central part of the meeting plan. As a result of actions at the Business Meet- ing,concrete steps were takento strengthen the Association's ability to speak with assurance and authority in the continuing dialogue on how school personnel should best be prepared. Each year the Annual Meeting brings to a close the administration of the electedleaderof AACTE. PaulH. Masoner, who has served the educa- tion of teachers in many ways, has giventhe Associationthroughhis leadership as presidenta new view of its task and of its responsibility to make a significant contribution to the development of American education. AACTE salutes Dr. Masoner for his service. The Association is particularly in- debted to those from its member insti- tutions who participated in the plan- ning and in the sessions themselves. Their numerouscontributionsgave substance to the many dialogues. To those members of the AACTE staff who have worked hard and dedi- catedlyin support of not only the Annual Meeting. but of all of the pro- grams and projects of the organiza- tion, sincere appreciation is expressed. EDWARD C. POMEROY Executive Director November 1971 iv iii Foreword 69 The Association 71 The President's Address: Entering a Demanding Decade Paul H. Masoner 1 Distinguished Achievement Awards 77 Report of the Executive Director Edward C. Pomeroy 17 Annual Meeting 1971 79 Report of the AACTE Special Study Commission 19 Twelfth Charles W. Hunt Truman M. Pierce Lecture: The Impossible Imperatives: Power, Author- ity, and Decision Making 85 Articles of Incorporation and in Teacher Education Bylaws Evans R. Collins 97 Annual Business Meeting 1971 31 The Classroom Crisis Stanley Elam 99 Reports of the Auditing and Charles E. Silberman Tellers Committees Daniel E. Griffiths 100 Election of New Member Henry J. Hermanowicz Colleges and Universities 53 Crisis of Education in Edward C. Pomeroy the Seventies 101 Presentation of Plaques fcr James Farmer Hosting Administrative Interns 61 Turning on the Human Frank Klassen Race Pauline Frederick 103 Directory 1971 Encouragement of Excellence Change, innovation, achievement hopefully, to stimulate other those actions which can lead to better institutions toward excellence. This teacher education begin in the section summarizes the programs of college or university. A faculty will the 1971 Distinguished Achievement gather to design a needed program for Awards recipients and of those the inner-city teaching; a teacher educatorjudges have designated worthy of comes up with a program for more special recognition. Also, each DAA individualized student work based on entry is listed. performance standards; or an idea is In addition to these awards, a implemented for a cooperative project special category of recognition in between a college and its neighboring international education has been school district so that students who created for this year. Mindful that 1970 think they want to teach can test out was declared International Education their commitment early in the Year by the United States Congress sophomore year. The project, in turn, and that numerous activities have makes an impact upon the total grown out of the action, AACTE has educational program within the added an award for the outstanding institution. Often it serves as a pilot program in international education. project leading to a larger change Entries in this special category are within the education curriculum. also noted. The main purpose of the American The Association hopes that the wide Association of Colleges for Teacher range of programs cited in this Education has always been the section will lead to further improve- encouragement of excellence by its ments in teacher education and that member institutions. AACTE's key the sense of achievement reflected by activities have been devoted to these programs will serve to remind encouraging improvements in teacher the American publicduring a time of education programs which, in turn, heavy criticisms heaped upon benefit the profession. Too often, educationthat quality preparation however, the general public or even is being provided in the training