Koff, Robert H. Nadel State Legislation

DOCUIENT RESUME ' 0 1 ED 147 "309 95 SP 011 995

AUTHOR Floriop.David H.; Koff, Robert H. TITLE Nadel State Legislation: Continuing Professional' Editation for School. Personnel. SPONS AGENCY Illinois'State Office of Education, Springfield.; National Inst. of Education (DHEN), WashingtOn,.D.C.; Roosevelt Univ., Chicago, Ill.-Coll. of Education. r PUB DATE Dec 77 . 40 CONTRACT . 400 -76 -0018 NOTE 68p. ;; For related documents, see SP011 997 and ED128 -346 4 EDRS PRICE MF-$0.83 HC-33.50 Plus Postage. DESCRIPTORS *Beginning Teachers; Cooperative Programs; Data Collection; Elementary School Teachers; Financieni Support; *Inservice Teacher Education; *Job Skills; '*Professional Continuing Education; *Schdol Personnel; Secondary,Schoof Teacherql *State Legislation IDENTIFIERS *Model Legislation; StatO Policy

ABSTRACT , 4. This model state legislation is tbt"third report

issuing from the Illinois Policy Project on Accreditation, . N Certification, and Continuing Educatiol and is a statement .of the state's role. in the professional development f inservice teachers. The legislation itself is preceded by an essay on the state's rola in supporting continuing educatiot of school personnel and the importance of continuing education at this time. The essay centers, around teacher motives or'continuing development and state concern in ipioving staff quality at a time of low teacherturnover. The 4 model legislation is presented ,in two parts Part A provides state support for continuing education programs in.lockl schools or school districts, limited only by the target population, i.e.,'student contact personneX in local schools, and- by the intendedpurpose, i.e.', the prOgia eust be designed to improve the job-related knowledge and skills of the-target population. Fart B is an experimental progrim designed-to determine the bensfits of extended school-site training for beginning teachers, a prescriptive-categorical program that will contribute'to the determination of future policy related to the preparation of leachers. Both parts encourage cOoperation,in program plannidg and operaticn among school districts and institutions of higher education. Several alternate funding procedures are provided for each part dite to the diversity of finanCial situations and desired scopes of activities among the various.states. coeseetary is included in :Order to clarify Policy issues and various sedtions Of the legislation. Appendices include: (1) a glossary of terms and (2) ah extensive.bibliography'cf seleCied sources in the areas of continuing education, teacher educatiOn programs, retearch related to teacher

effectiveness', and legal issues relating' to the preparatioi:, * certification, and ,empldyment oeteaChers. ,(MJB)

Documents acquired by ERIC Include many Informal wiptiblishod materials not available from otfrer sources. ERIC makes every effort to obtain the best copy availd'ule. Nevertheless, items of marginal reproducibility are often encountered .and this affects the quality of the microfiche and hanicopy reproductions ERICmakes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsiblefor the quality of the original document. Reproductions supplied by EDRS are the best that call be made from the orginar. . 4 V

0 .. 1-# Wc' MODEL STAT.E LEGISLATION: Cohtinuing Professional Eilucation'For ScIpool Personnel .

U S OE PARTMENT OF NE ALM EDUCATIONA WELFARE NATIONAL INSTITUTE OF EDUCATION

THIS DOCUMENT HAS BEENREPRO. `DycEo EXACTLY AS wEcEtvEo FROM 6, THE:PERSON OR ORGANIZATIONORIGIN. ATiNC, IT POINTS OF ViE11, OROPINIONS STATED DO NOT NECESSARILY *EPRE- L. SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OR POLICY

The National Institute of Education U.& Dopott000l of Noon& loloomboo sod M.M. WooAtootoo.D.0

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0 This report was prepared under Contract NIX- ::::74,400.18 from the National Institute of ion,,U.S.-Departmant of Health, Education, and/Welfare. The opioionis exprois in report do(not necessarily reflect the poeition policy of.the tional.Institute of Id tion or the Departmen f Health, Education, and Welfare. 4

M L STATE LEGISLATION: ' Continuing Pr kssional Education for School Personnel' /1

David H. Florio Northwestern University

Robert H. Koff Roosevelt. University I

December, 1977

U.S.. DEPARTMENT OF HEALTH, EDUCATION AND wk.? Joseph A. Califano Jr., Secretary Miry Berry, Assistant Secretary for

NATIONAL INSTITUTE OF,EDUCATION Patricia Albjerg Graham, Director Thomas G. Sticht, Associate Direeor, is Group Virginia toler, Chief; Teachin FOREWORD ,

c The continuous development of public school personnel is a vita congern of state departments of education. the development of public pang), in the area of continuing education needs Elle informed advice of educators from a wide variety of vantage points. - . We in the Illinois Office of Educatton have`, been pleased to sponsor and participate in- the Illinois Polidy Project:, Accred4stion, Certifina ion, and Continuing Education. The Project brought to- 1' gether educators from the state department,.the public schools, teacher a other Professional associations,IpniverWies, and the resew community. This document'by David Florio and Robert Koff has ten the work of the Project Task Force on Continuing Education altdput their recommendations into, legislative form. Although not all of the recommendations are shared by the Illinois .46 I.

Office of E 'cation and the State Board of Education, we believe .

that the *ide and recommendations of the Project are well worth the ..

consicleration. nf other states and the educational comikinity. .

Joseph M. Cronin Illinois State Superintendent of Education

( s

PREFACE

. _ This document provides interested educitors and Policymakers with

information and model legislation concerning state support fof,continuing

education of school personnel. It is the third report of the Illinois'

1 Policy Project on Accreditationertification, and Contlnuing Education. It

is hoped that this model legislation willprovidi,olitions to states wishing to

support continuing educiition for teachefs and.other school personnel. The

proposed options are developed from careful examination of relevant information

and from a synthesis of ideas concerning the ways in which professional educators

acquire skills related to successful petformance of their work at specific school

sites..

The Illinois Policy Project: Accreditation, Certification, and Continuing

Education was initiated and sponsored joint14 by the Illinois Office of Education

and:;the College of Education, Roosevelt University.Project operation was con- am ducted at the School of Edudation, Northwestern University under the direction of

Di. David H. Florio, Fr-c)ect Consultant.

The'Illinois Policy Project has been operated in three phases. Phase One

. 17as anational invitational conference; October 1975,'in whichpolic;YiSsues

relating -to accreditation, certification, add continuingieducation were identified % ana defined. In Phase' Two, task force groups exploied these issuesand made pol , recoumendartons. Phase Three was designed to coincide withfinayconsideratiofis

, , -of the taskorce reports. .A national, dissemination conference, May 1976, pro-, : vide& a preliminary critique of the task force tgcommendaiions.A variety of

individuals r!pewed the prtl ry task force reports fromdifferent perspectives,

and commented on them.

6 '1

ti r.

at The Illinois Policy Project Task Force Reports (Koff, Florio,Cronin,

August 1976),Volume IX of the Project, is a result of the finaltask force deliberations. 7 This pcument containsa summary of issues, specific policy /-

legislative recommendations,a review of selected educational reseaich'on

teacher preparation and teacheraffectiveneisr and., review of statutory

Icase, and constitutional law affecting teacher certificationand employment, program approval, andaCreditation:

Volume II, The p'ommissioned Papersof the Illinois Policy Project, (Koff

Florio, and Cronin() Eds., September1970,4coniains the papers commissioned s by the Project staff to inform and support the work of the taskforces. These pane concentrated the following areas: teacher certification issues; state program approval related tocertification, national accredi-'

tation,of professional educationinstitutions, legal, and economic issues

associated with accreditation and certification,. A final Project report, r

Volume IV, will contain a Projecthistory; a revieVand synthesisofio1icy

issues, recommendations for fuitheraction and inquiry, encia bibliography . ,

of selected resources dealingwith'the topical issues.

Dr. N.J. Chandler, Dean of the School ofEducation, Northwestern

University; has been a constant benefactor Alias Dr. Joseph.M. Cronin

Illinois State Superintendent ofEducation. It is a pleasure to-acknowledge

their support and enthusiasm folk, thisreseatch.

We alsq wish to think the Task FOrceahaiversons, Dr. William Attea,

Dr. Robert Burnham,'Dr. Robert Church, andM. Jospeh Pasteris for. heir

'contributions while serving asmembers of the Continuing EducationTask Force. 'Several distinguished colleagues have read drafts of-thismenu- ?

7 script and have givryriniously oftheirAme:. Thepinclu4: Anthony M.

11 Creswell, Northwestern UniversitymoNilliamT. Garner, Coluqbia University

Teachers College, Harold E. Geiogue,'Lesislative Analyst Office- Calif- ornia LegislatuFeT-Homer 0. Elseroad, Education Commission of the States,

Donna E. Shalela, Colurgbfa University Teachers College, ArthurSmith,

Northwestern University, and Ralph Tyler, Science ResearchAssociates:

These colleagues made detailed comments and gave helpful advice. None of these persons bears any responsibility, however, for the material presented in the report.

David H. Florio

1 Robert H. Koff 4

MODEL STATE LEGISLATION', ,Continuing Professional Educations for School Personnel

TABLE OF CONTENTS Page

FOREWORD i MODEL STATE LEGISLATION: Continuing Professional Education for School Personnel a. INTRODUCTION The State Role and PiOposed Mtdel Legislation Model Legislation

References -, 13

MODEL STATE LEGISLATION 15 PREAMBLE ... 11 AN ACT 16 'Sestiqn 1. Title "Continuing Profess ional Development-Act". 16 SeCtion 2.:Declaratiltn of Policy '17

Section 3. Definitions . . . .4 ' 18 Section 4. Duties of the Superintendent 22

PART A. THE CONTINUING EDUCATION PROGRAM 25

Section 5. Continuing Education Projecti . 25

gection 6. Professional Development Planning Councils .

Section 7. Evaluation of PrOfessionll DevelopmentAtivitie 22i PART B. THEBEGINNING TEACHER PROJECT

Section 8. Experimental Projects for'Beginning Teacher& . . . 29

Section 9."External Evaluation of Part B. : 32 Section 10. Authorization for Appropriations _for the r "Continuing Education Program" - Part A. .-..33

Alternative 1 t 34

Alternative 2 34

Alternative 3 454 Alternative 4 36 Section 11. Authorization for ApPropriatios for the A "Beginning Teacher Project' -Part B 38

9 .6 -.ye*

Alterative p. 39. Alternative 2 41 Section' 12. Administration. 42 Section 13. Severability .1 . . 40 4...... 4.d1 . 43 Section 14. EffectivePeriod , 4 11 43

S 1 APPENDiCES . , 1 I. GLOSSAR' OF TERMS '45 - II. SELECTED BIBLIOGRAPHY ` 41 49 ,A. Continuing Educationfor School Personnel: Theoriesand Programs '49 .B. Researchon Teaching- Effectiveness , 11 C. Legislittye and Judicial LawsAffecting Employment, Continuing Education, andTeacher Education Programs. . ' 54 D. Teacher Education i Programs :) .Theory, Research,Sad Evaluation . ( ., 57

19.

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vi . z .HODEL STATELEGISLATION(' . . t Continuing' Professional Education for School Personnel

. Introduction

ContinuousdevelopmentAtf skills and intellect'is a fundamental, ttnbt-of professional occupatAgns. Although the education profession has

. . a history of continuing educatiof it is difficult to define such develop- ,went. Continuing education hasa variety of.meanings and is %labeled in a number of ways, e.g., staff development, in-service,trOning, advance degree work; professional deVelopment. Further, school personnel.participate in continuing education activities for a variety ofreasonssuch,as. to increase knowledge in a. specific subject or toimprovIlthe performance

of their school unit. Others study to advance their positions on asalaryr, schedule or to retain their jobs.Advanced traininkand/or degrees enabl:e some personnel to change sobs in aschool district or to move to other 4 f education'related employment. -There is no attempt here to pass judgment on individUalmotivation. .-lbe issu5# examined herein deal with efforts tot 1 answer.-the following questions: What is the state role in the support of continuing education for. school personnel? and Why is continuing education important at this time? In an effort to answer these questions, several topicswill be dist-. a 4 cussed: aYeeonomic issues that pertain ,o contivingedUcition, b) the state government responsibility/role, c) theneed for continuing education, d) a typology for classifying various types of continuingeducatioh, and e) proposed model state legislation. Resources supporting professiOnal deGelopment come freeindividual educators themselves, the local school district, state andfederal godern-' ments, and private funding sources. The appropriai state funding role is an important issue because the presentscarcity ofk,and competition for public education resoorcerequire that allocation decisionsiirmadeven more careful* thAri inthe past. Hence the state must be selective in choosing the types ofcontinualLeducation itwishes to support. Policy- makers must choose'prdtedures designed to'reach a specifictarget"popula-

-.. tion and improve particular education delivery systems. P I f p 4 . t...... , . .' . , . , . ,. t 7, j-.. .) . . ..,. , / .. 0 The public character, ofit4ic. sportedschoolsincreasesthe-importance

. 4 . 0 , . of decisions onCernint suppdrt fo`ec7ontinuingeddCation. kalph Tyler. (1976) hiSpointe4'uto that cantinuliveducation.for , . .,' - school personneL can. be classified,intd devtrai; niO4i'ssariTrsmutuallyexclusIve,. cattglories: A 4 ' I' ' e -; 0 problem 'sol'ving, 4},remed?i%3) motivational, and .41 upward professional mobility. A fifth type, defensive, should also beadded ts it (elates to education for job secutity. This typology r5lates to the expected. benefifi

, . 7% ofcontinuingeducation and: canassist4rolicymakers indetermining how.- .

_.!. , . public funds should be spent. . V N ... .° , I. ',Problem solving continuing ' education is a type of stafede'velop-,/. %,. ment designed to help schoOl personnelgain skills and kndwledge necessary, 0...... to solve problems identified vii.thin thelocal 'school or schObldistrict.. Such staff development efforts coact 41or example.provide for the. adaptatiOn . and iiPlementatianoCan innovative instructional program,offerlearuing . about the transition from youth to acAlthood,sAmproVe sharing of ideasamong', 4 o . ) school personnel, cw14.ncrease accesstoot skills in analyzing knformation s

. related ta'researchfindings. . , A

. , /. Remedial continuing education is deiigned'to : ------. - htlp personnel . . 1,., develop necessary. work-related skillsnot gained'through prqviolis tr4idingr or, education.

a. New teaching context coatiquingeducation aids the.beginning te4vper, theteacher re?-entering teaching aftera period'of absence, or-'the teaeherjne to a spgcific teact)ing context,.- . Since every context is m ked by,a diverse set of enViron-

mental circumstances, ad tional trait to meet .a new

, . situation is often necessary, particularly for tHe'beginning . . . teacher with less experiencd ork`liMitedprofessional social, ization to draw upon. (b. Non-teaching continuing education, in 4.. part, fall's underAe oremedial*Categpry in that teachers ofteilfind, themselvei called upon to"perform duties, workwith'comMunities; teke ____, leaderihip positions in unions, andso on, fdr which-teacher

- education or classroom experiencep ;ovides no preparation.

311, Intivationalationtinuing educationaddressei,the needs of school , personnglowho find traditional practiceor personal Stimulus inadequate as

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;

they approach the problems and learning deeds of their students or other client grpups. Teachers, ,finding themselves in an instractional "rut," maineed additional ieducation to provide tools and motivation to-change,

Or -improve. Left unattended, a pattern of unmotivated routine. work may lead toobsolespence in all forms of professional work. 4.- Upward professional mobility -- continuing education is sought when personnel need new knowledge, skills, or credentials which will allow them

to seek, employment -in jobs with-higher:0'pm, increased status, 9 ffer7 . ent loCations. Such persons often leave teaching. work for' of school and.now-school jobs, Including counseling, administration, curricu- ,., lum design, and so forth, Others may simply advance on the sarary.scale.

5. Defensive/security, ,continding'edubation is any education or learn-" - . .

ing experience entered ,into as a condition Of employment or certification , 4 maintenance. Employers may require-a:given amount of educattbn in order

, to retain a professional position in the schools. Several states are requiring additiohal education in order to move from a provisional to a permanent certificate or tg renew a current certificate. In order to- .- . defend one osition, therefore, continuing education becomes essential for job security ,A1 Until recently, little thought.habeen given to which types of cont-

. inuing educationshould,be supported by state and local eduCa4ion agencies:

. jAlthough directstsAfor continuing education have, in large measure, been . - . -,: paid out of the.podkets of educators, the financial reward 'systems of school districts have indirectlysnworted individual initiatives for increased education. $tudies On continuing education and teacher effect 7 iveness have provided little effdence to support the contention that additional schoolOng for teachers significantly increases student achieve-

ment (Manual/a, 1972; Murnane, 1975). Efforts to relate investments ilii..-:, e -..ir - ; - extended Professional training to student achievement have been Weak'and fraught with measurement problems (Averchi 1970, _Typical measures of

.... duoational attainmentattainient havebeen based on years of schooling, adv/nced"

-1110egreellearned and courses taken. To condemn,the investment of public funds for continuing education on the basis of such studies is to disregard critical probl'ems associated with reward systems, possible misplaced

. -. . - .. allocation of resources for professional development, and/or the nature of. '. L,, v . the education .received.

313

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I . e Schooling is a labor intensive Andustry.with 'salaries taking . . . 70 to . . 80 percent of schdoi district budgets; 'In Illinois, typical of most states, the costs of education are dominated by instructional (' costs, mostly salaries . 056:2 percent; including teacher and principalpalaries; 'Illinois Office of Education, 1.975). High salaries are, in part, a function of local 1. reward structures that provide increasedpay to teachers.and other pro-

. - fessionals on the baSis oadvanced schooling..A closer scrutiny of such incentive systems is neededto ascertain if continuingeducation is,related

to, the district's pupil achievement goals. If sc districts' reward teachers for extending.their kofessionaltraining(or punish.them for failing to do so) without regard to how that education relatesto teaching work, the district must rely on the chvice that such training willimprove

performance inclassrooms. -Schobl districts--and the local,.state, and , 4ederal publics that pay the bills--cannot afford investments which return 'few benefits in terms of client-centered achievement. In order to reach a deciion concerning state suppOrt to; continuing education, the second central question becomes tmportant, ile., why is continuing education forschool personnel important now? In the past; policymakers have been preoccupied with the initial training and cettitica- tion of school personngl; however,,changes in thena re of and projected

. conditions for school personnel have increased the /salienceof thf continu- ingeducationissu6. Accpeding to'the National Center for.Education Statis- tics (1976), it is anticipated that by ,19D0 there will be nearly two begin- -.- ning teachers for everyavailable teaching job. This condition will discourage the mobj.lity of teachers. The reduced need for new teachers and the atability.of teaching faculties have shifted the attention of educators . _ and policymakers to the need to develop staff already in place. A typical method usedby school systems to upgrade performance7 and- stimulate theintrodeCtionof ideas has been thwinfusion of new talent. - . This option is clearly Inthe state of Illinois, for \ example, not only is itlearly impossible to hire new teachers, butmany recently hired. teachersare being disiissed due to local and state financial- * constraints. This situation has been exacerbated by seniority piavisions in teache' dismissal, policies dqveloped by local boards andVor state legis- latures.., The pediin age for Il4nois.teachers i 33, with 7.4 years of experience for elementary schdol teachers'ane8 yrs for secondary school

4 $ 14' teachers (Illinois Office of Education, 1975).. It seems'clear that-school faculties will remain relatively /able while growing in maturity.Without strong and sustained opportunit es for continuous detrelopnent, teachers

cannot be mected th retain an essential vitality. Severe limitations NW be placed-on the use of new knowledge and skill for'the improvement of teaching performan e. The responsibil y of governments to support the continuing develop- A ment of'personnel'in public agencies is assumed. Public policy has been shaped around theas umption that education should be designed to improve a chiles future abi Aty to participate in the social, economic, and political life of the's ciety. This is believed to be so important that children have been requi ed to attend school, i.e. a conscripted clientele.

Thf state's reipon ibility fOr school personnel development is thus'iZrease. Qther social systems, bath public and private, provide pertinent examples of support for continuing education. Many organizations recognize the'threat of obsolescence that rigidity of practice and neglect of cont-

7 inuing development pose for their work forces. IBM, for exadigle,-,requires nearly 80 days a year for professional development activities related to the work of service personnel. The military invests agreat. deal in the idprovement'of thg,perfotpance capabi\itiesof Its persoilhel. Public health, the Internal Revenue"Service, and Cooperative. Extension Service (agriculture) personnel are continuously engaged'in learhing activities designed to. increasellirowledge or skill's related to work performance. The direct costs

- of these continuing education, programs are paid for brothe employing comp- , any or govermdent agency. Education is the largest single industry in our country.. Financial investment in elementary and secondary education has risendraiistically in the United States. In the 16 yeirs between 1960 and 1976, school costs increased from $18 billion to $75.1 billion (National Center Apr Education Statistics, 1976); 80 to 90percent of those-costs.are tied to salaries, i.e., human resource investment. Yet, relatively little is invested in . , the continuous maintenance or improvement of those human resources. 'Few school.districts,have ddt aside signifidant funds for the devel- * opmegt of student coi tacX personnel . Where such expenditure. are made,

r *Student contact personhel are those individuals whose employment functions must be perfolmed by.coming into contact and interacting with students teachers, principals, etc.).

515 f

they have been used for sporadic in-service programs and tii.reimburse

personnel for advanced degrAe programs, institutes,course work, and SQ on. v. s edon reportIvby teachers and teacher organizations, this type of invest,,

t provides little setisfestion ambn' teachers. Irv.service programs are called "1,4eceme " "patchwork ,"!' aphazaid,",and "ineffective" (Edelfelt ) and Lawrehce, ;95):, Teachers ;particularly displeased with inservice programs thrnst ponthelMWith little Opportunityto participate in their AL 0 design, plannin, andimplementation.

Where stafdevelopment programs have been tiedto a particular innovation or, taching:technology, barriers to,adoptitideptation exist both within andoutside of s of systems. One of those barrier's has been thelack of asYstemalltcatt tto identify.the needs, prpblems, and concerns of teachers prior to initiation of a program,' Another has been

a failure to set aside time for te#chefs to analyze, experimentwith, and f -evaluate the appropriateness of a particular innovationor technique (Grass, Ziacquinta, and Bernstein, 1971). he literature on resistance tobchange in sdliools indicates that ,teacher preparation, theteaching conteXt, and .0 . e/' other context - specific conditions of work oftenact to hinder professional ruP develdPment. Teaching, for example, is Cheracterivamehy limitedprepara- tion, task performance isolate from prOfesdional peireweakauthorityto . - act, and insufficient time for personal growth (Dreeben, 1970; Sarason, 1971; . Ldrtie, 1975?-1 These problems are particglarly acute for'the beginning

teacher. There 1413 little, support forhelniag-beginning teachefs.make the transition from the canva 4 to the1 classrl6ots. .

- One of the striking features of teaching. is the ebrUptneis -with whtch,full.resPonsibility is assumed. In fact, a young man ory6Man typically"is a student in June and a fufly responsible teacher in September... It isno ,iiccident that some. refer to this, as the 'sink -or- swim' approboh. (Lortie, 1975, , . .

pp. 59 -60),. . .

There is ample evidence that continuing educationOrogramsdir the developmeht of student contact'personnel,must command akcommlitment of , ' - , -- the participants.(Zaltman,TiOrib,ang,Sikorski, 1977). Teacher involve- .4; ment in problem definition,40rogram planning, and implementationofstaff/7 development programs is,viewed as being essentialto:the development of staff commitment tocdntinuing education. The model legislation presented . , . . . 'herein is designed so.00p frograms for'conlinuingeducation deal with -,,,. ,,5, . \ 1. I "

.4" F6 O

concerns identified at the 16.cai. school or district level.Specific'pro- . vision's for beginning teachegs are included; however,the program design is to be determined bmNteachiong, support, and administrative personnel at the local school or school district level.

1 7

7 THE STATE ROLEland PROPO MODEL LEGISLATION* Categorical Aid and olitical, Issues,

The Illindis olicy Proiject Task rprce onContinuing E- ducation reviewed % thefive typesof continuingeducatid e.g., problem solving, remedial, motivational, up, ird mobilit ,'and d ive) and the issues presented

above. It wa heir percept on that h of the public investment for continuing education provides fer assuran that continuing education viuld /

, be /inked to the workirelate needs o student-contact personnel in schools. ,.144h of that investment his ied mainl to the upward inopility of the sclool

14rsonnel involved. The Tas Force members decided that this should be a' lower priority item. in the us opublicfunds. That is,-they recommended . i'that the'ajorul role of the state should be to provide funds for continuing i \ --- y education more directly related to problems,motivational. eeds, and . skiX1 development'at the focal education 'agency level (Koff, Florio,

' and'Cronin, 1976).Investmenti in learning for upward mobility, it was .

. determined, should be primarily left to individualemOloyees. Political issues relating Co continuing education led to the canegdri- .11

tft cal natnre, of,the model, state,legislatioa: Catego4cil vs, general aid** orschool' isa'ourreat debite.topio.inpolicyhiaking CIrraes at theloCal, , state, and federal levels of government. Problema with categorical aid

include: a):difficulties in adjusZing.external mandates to meet context - Specific problems in local schools; 13 an emphas3s on regulation rather' than,suppnit for imp;ovement;.and c) local compliance casts of meeting .1 bareaucratic'guidelines. GeneAl aid' ars() Presents problems because:

* Seyeral states have recently passed or are considering continuing education legislation .g., Colorado, tflnnhota, Connecticut, California, et al). The Selected 'Bibliography, Appendix II, provides citations-related to . this activity. 411 16 *..*Categoricalaid is A financial'supportprocedure in which funds are all pated by a legislative body for specific purposes. Gendral aid is also' a legistative"mechanism to'provide finandial support; however, thefunds ;are allocaged to.aparticulat'boay with few -)restrictions on the purpose(s) for which-they may be spent. State :funding for education for eille handicapped is,a categlricill aid ftogram and the funds'issued to a chool district fon'the basis of s, per pupil fprmuia is a general aid P gram..

9 18

!' 1,k) it prjvides,feAsurances that the public interestidentified at the . . state or federal level will be met; b)there are -no enforcement mechanisms' to avoidlocal misuse of state and/or federalfunds; and c).funds cannot , . ole held'safe:.for specifibpurpoaes. 4 , The rationale' for the categoricalprograms in the.model?gislation . ,

.... , fis primarily basedOnthe need two specifythe use of funda for an important. public purpose. The legislationis designed t16'Yavpid &number 0I.problems

. . $ . s) .with., Categorical aid. For example, categories a . , used only to identify target populations, to provide. for evaluative /descriptiveinformailbn for .

. the deve opmelli of future policy, knd . experiment with lidditTonal train-. . .

, . ) % frig for Wginning mothers. ,. 'Other prograt aspects, e.g.,,program content

( .4 -, and design, are to beAletertinedlocally: '> . ' . ..\ The current political and economic . ,climate of school finance and . . . . resouice-alloationc increasess the,needto*ldsafestate resourcesfor .$ . k a /66 , continuingieducatiOn. R011661041 in:school,facuktydue to,declininglocal . economies,andenrollments are coupled with teacher . . - details for lower,oaaaa . . . . . size and jOb securfrity ProvOionts. Staff.deve16pmentprograms are given low , . , a priority --at the tollecttve bargainihohteble. Strong add 0.verie pressures for the'use of property-taxrevenuee provide little hope that substantial '`local funds willje , deyotedto continufni.edilcatiOn.. trhere . . . is alsoareluc:- . ,.. tance.among the members of Congress lo Providefederel resources for the'' J . A'N... '' devgdopmerit of schoolpersonnel., :congressional perceptions concerning the' .1 , teacher "oversupply" have reduced :their Intereit'in4upporting.such Orograms, Currently only about .08 Percent of federal exPindituresfor elementary and secondary schools Is'devotedto the development-of school personnel (National Center for Education Statistics, f'876). If state pOlidymakers I r - , . . . believe that staff-develapent Fscritical :for, the maintenance and imprdVd- . a 0 : . ,,, 'ment.ofkublic,eduatiOn,state fuoda must"Ne made availa8le.for.thatpurpose. ../ Political issues also relate to initialcertificat4on of teachers and the relationship of continuing education to certification renewal (seeZ.e, . . 6 1;jinois Policy Prolect Task Force.Neuoits, Koff, Florio, and Cronin, 1976). , . , - , Thereis.a-growing demand in everul states for. increasingthe pre-service. training requireMenta'forobtainInga teaching certifiAte.Nany currently

, employed teuchers have supported such prOposalsin part because of their IP 19 10 own experienced with preparation and entry into,..the teaching profestiono and in part because this would increase jeb aeculity.,.For example, the'

hiring of lower saillried beginning teachers to replace teachers withmore experience and'higher pay is a growing concern among teachers. This

concern was exacerbated by the recent United'StateS Supreme Court decision 111, in the Rortonville case (1976)' in Which_the Court upheld a school, district's . right to fire striking teachers. Knowledge concerning the benefits of 'increased education and training at-the school site Is limited. The model legislation is designed to experi- , A ,mpint wt(h"one procedure for increased training for beginning teaChets. . Howeve, the legislation is designed to produce information relating to the benefitt of all continuing education programs. This will enable future policy concerning professional development tebe determined from a more systematic base of information. In short, the recurrent theme in the model legislation is that exploration should be conducted priot to making regu-

. latoryonandates. Iducation has been criticized often for trained o6soles-

., cence, Iadidm, and skipping from one policy to.anothet with little support 41r(change. It is the specific intent of the model legiEhation'to generate increased information through evaluation research on the 'merits of alternative delivery mechanisms for_continuing education.

. MODEL LEGISLATION The Abdel statelegislation is presented in two parts. Part A provides state support for continuing education prograis in local chools or Sthool districts. The program design is limiteAonly by the t get population, i.e.,. student contact personnel in local schools (with specific provisions' for beginning teachers)and by the intended purpose, i.e., ehe program must)*

4. . designed to improve the j-cib7related knowledge andWcils of the target population. The structure and content'of the local pro am, including problem identification and plannipg efforts, are:to be 1§c lly determined. There is a specific requirement for internal and external eireruationsof

funded projects. .. -1 Part B is an experimental program designed to determine the benefits of extended school-site training for beginning teachers% This is a prescriptive categorical program which Will hopefully contribute to the

1110 20 y

11. determination of future policy (elated to the preparation'.ofteachers. "b s Both parts encourage cooperation in program planning andoperation . de among school distticts and institutions of higher,educationiwithknowledge and expeiience id the preparation and continuingeducation of school personnel. The experimntal project fOrbeginning teachers mandates'such . .collaboration. There are several alternative 7 " .funding procedures foreach part. Options are providedOpecause of fhe diversity of financial situationsand desired 'scope of activitids among the various states. Four alternative'appropria- tion options are prqvided fot Part A and two are providedfor Part B. The'model state legislation follows: Commentary is intOded in order to clarify several policy issues and the various sectionsof the legislation. Appendices include: I) a glossary of terms and II)a bibliography -of. selected sources in the areas of continuing education,teacher education programs, research related to teachereffectiveness, and legal issues_ . relating to the preparation, certification, and employmentof teachers.

12 References( ar. Averch, HarVey A.;.Carroll, Stephen J.; Donaldson, Theodore S44Kiesling, Herbert J.;and.Pincus, John.' How Effective is Schooling? A Critical ,Review of Research. Englewood Cliffs, New Jersey: Educational' Technology Publicationi, 1974.'

'The Condition of Education, 1976. Washington, O.C.: National Cedter for Educ4tion Statistics, U.S Government Printing Office, March 1976.

Dreeben, Robert. The Nature of Teachingwc Schools and the Work, of Teachers. Glenview: Illinois: Scott Fpresman and Company,1970.

Edelfelt, Roy A. and Lawrence, Gordon."In-Service Education: The State of the Art." In Rethinking In-Service Education. Washington, D.C.: ,National-)Education Association, 1975.

Gross,'Neal;'Giacguinta, J.B.; and BernsteinM. "Barriers to the Implement- ationnf the Innovation: Obstacles Encountered by the Teachers." Chapter 6 in Implementing Organizational Innovations, pp. 122-248. kblor. York: Basic Books, 1971.

Hanushek, Eric A. Education and RaceAn Analysis of the Educational

' Vroducrtion Process. Lexington, Massachusetts: D.C. Heath & Company,

Hanushek, Eric. "The Values of Teachers in Teaching," American Economic Review. (May 1971).

Hortonville Joint School District.v. iortonville Education Association,

96 S. Ct. 2308 (1976). ,

Education in 19751 /Progress and Problems.Joseph M; Cronin, Superintendent. Springfield, Illinois: Illinois Office of Education, 1975.

Koff, Robert H.; Florio, David H.; and Cronin, Joseph 4.,Illinois Policy Project: AccreditationCerti.fication,' and Continuing Education Task Force Reports.. Volume I prepared for the National Institshe of Education, Evanstton, Illinois, 1976.

litLortie, Dan C. Schoolteacher. Chicago: University o icago Press., 1975.

Murnane, Richard J. The Impact of School Resources on the Learning of . Inner City Children. Cambridge, Mass.: Ballinger Publishing Co., 19A9.

22. q 13 a

Sarason, Seymour B. The Culture of the School and the Problems of Mange. 4oston: Allyn & Bacon, Inc., 1971.

Tyler, Ralph W. Critical Comments Made on the Task Fora Draft Report, Illinois Policy Project National Dissemination Confererice, Evanston, Illinois, May 17-18, 1976.

Zaliman, Gerald; Florio, David; and Sikorski, Linda. "Forces for and Against Change in Education." Chapter 2 in Dynamic Educational giple. New York:. Free Press forthcoming publication due February

4 23

14 Pr

S MODEL STATE LEGISLATION

Re: Continuing Professional Education for School Personnel

Text Commentary

PREAMBLE .

Be it resolved that the people of tie

state of , in order to provide quality education for all children, find that continuing education of certified school per-

sonnel is essential; therefore:

It is the intent of the legislature to Thislegislation is directed toward public school per- establish.continuing-Professional development sonnel. Some states may wish to consider the poticy programs for elementary and secondaiy certified issue of whether such aid should be available'for school personnel throughout the state of private schools. Further, some,states may wish to and for specific school site training programs include non-certified4er- songs]. in local continuing for beginning teachers. This Act is'designed education programs Uydelet- ipg the "certified" to support efforts to improve the job-related limitation on school personnel. participation. skills of student contact personnel in public

schooli. It is also the intent ofihe legis-

lature to provide for the Systaatic collection

of information concerning how best to provide

staff development programs Which emphasize

r. soiling problems identified at specific school.

sites.

: It is the. -further intent ofthe legisla- et ture.to: a) provide that such continuing

15 r

Text Commentary

-education shall, where possible,be conducted

under joint programs involving schooldistricts

and institutions of highereducation; b)' provide

for the integration andcoordination of school

district, state,. federal, and otherresources

related to. professional developmentof certified

.school personnel with fundsgranted to local \ f"' educationIgencies underprovLionsof thisAct;

and c) provide information relatedto advanced

training for beginning teachers beyondinitial,

A certification tlo the legislature.the State

Office, and other interested publics.

I AN ACT

To provide for the continuing professionat'

development of public elementaryand secondary

certified school personnel andto provide for

additional school-site training forbeginning

teachers.

BE IT SO ENACTED BY THE STATELEGISLATURE:

Section 1. Short Title. This Act shall be

cited as the "Continuing ProfessionalDevelopment

Act of 19 II

(a) Part A of this ACt shall be 1111414as

the "Continuing Education Piogram";

(b) Part B of this Act shall be knownas t 16 25

C.. A

Text Commentary

the "Beginning Teacher Project."

Bsction,2. Declaration of Policy. It is Section'2 establishes a state policy in support of

. the pUrpose of .this Act-to encourage` certified continuous professional 4 improvement for,. certified . school persbnnel,particularly those whose work- j5ublic school employees. The five year authoriza- is done in direct contact with students, to part- tion will allow the state time to determine whether Acipate in programs deal.fned to improve job- this IegislaEiveivehicle is , the most appropriate means related skills-in the eleMentary and secondary of Promoting local school it distriCt programs 6r-staff schools in the state of . The Act development. By specifyihg student contact personnel k\ I authorizes the State Superi l4tendent of education as the target population, the state is recognizing. - -(insert other chief state s ool officer title that teachers, their supervisors,and support if approp )-----forive years to personnel are essential resources for providing implement a categorical aid grant program in quality education fon

all chi/At-en in'the ,

twd parts: public schools. ,

(a) a general tontinuing education-program The Continuing. Education Program is intentionally . , _---fbr local education agencies (LEAs) to provides not prescriptive. The state is,116601nizing that continuing education for student contact 'per- problems identified at the local school'site ionne1 and supervisors of student contact should be the principal determinant of the program personnel with specific proviskbnfkithecont- content and structure. As a trial program, the legis- inuing development of beginning-teachers. The lation is designed To that a variety of staff develop- 'highest priority should-be given to the improvement efforts can be observed and evaluated. went of job-related knowledge and skills,of Limitations are set by indicating the target student contact personnel at the local school\ population, the general outcomes improve- site, and ment of job -relatedknow- ledge and skills), and the focus of deiiree' improvement (i.e., the school site staff). The provision for beginning teachers is 26 am. Text . Commentdry * . (b) a schoql-site training .., project included to overcome the 0. isolited.trialanderror (recommended threeto five sits) fa: beginning , efforts of teachers to ,' , . orient /adj t them elves . , teachers collAborativeryplanned and operated 4 to a) a ne41Frofession and/ . or b) practicing their I by local education agenciesand institutiohs of r profession in'a new or I,: different 'teaching ' . hiiher,education. . i.' 4 context. ' 4

,,, - VW The Beginning Teacher °- t. 41 Project is an'experiment 1 legislative program to to=t the benefits of-additiona field-based training'beyo d more,traditional four-yea . , teacher training programs. Three to five sites (depen ing on the size of the sea and the number of teacbei training institutions) will}. be esta),lished fn local

, . . . schools. The local didtric . and onivr more teacher , training institutions will . cooperatiVely pladrilld 1. . operate the pregrtm at each site. This Act offers a .. s..- ' middle lround between man-- dating additional training' / . and ignoring the potential benef7its of training beyond , a .traditional programs. -gection 3. Definitions. The terms used,

,,in this Act shall have the . following meaningd,

except when the context otherwiserequires.r

specifies:

(a).- "Certified personnel ": Allirsonnel a ,4111N employed Ity:a,..,school didtrict in-those positions ,. , .., , r-2--,7requiring certatiOn ,under the(insert state) of **School

vs (b) *(Splent Conte t.Personnel: Those These persognil may include teachers, princ,ipals, .." counselors,etc. :" 18 2 Her

. Text. Commentary

- . - individuals whose employment function's must

be performed by coming into contact and inter

askting with siudenis;'

(c) "BegifiningTeacher":All elementary The definition of beginning teacher is and secondary school teachers who within the oended to include teachers with similar past twelve months haVe: concerns regarding entry into a new loc different (1) started teaohing for the first teaching context. It is recognized that, ih time; addition to the new teachr, all chool (2) etarted,teaching in a local. educa- teachers mayace an experie e t t needs tion,agency or school site context-specific orientation and support. _ different from past expdri,ence; or ' . e (3 returned to teaching after a A . . \ . 'period of absence from thatrole;

.(d) "School Code": The state statutes

relating to the public elementary andsecondary

(4 schools;

(e) "Local Education Agency": twiocal

. :IF school district as represented by its school

charged with operation of elementaryand/or 4 ,secondary schools (herafter referred to as the

LEI);

(f)4"Project":_inyprogram operated

under the provlaioli of Part' A or Part B of

4. this Act;

Needs shotild be broadly (g) "Needs Aasessimener.a systematic s.' defined .to Include all ," attempt to identify the professional development concerns relating to '28' 19 411

Text 4 Commentary -

needs, of student 'contact personhel; dis$onance between skills 4111w and"knowledge necessary fop A job performance and skills and knowledge held by 9 student contactpersonnel. (h) "Staff Development"; The Continuing educition of certified school personneldirected' -0 a"thestiffin a local school site, (forpur- e poses of this Act, staff development and in- . .. o service education will'be used interchangeably);

(i) "Professional Development Activities" 4 Program 'content is not f inclu4ed in order that include but are not'limited to the following local projects may have wide latitude in program (for purposes of thisAct): development. There are some limitationseplace4 (1) school site staff development on the general goal of O staff development,These projects for student contact limitations relate to the operation of educational personnel; programs iii local schoOls.

44 ,;(2) intra-district projectsfor cert.%

,ified personnelin LEA,schools;,.

(3)-interdistrict consortia incooper- V

ation with one or more institutions

of higheveducation;

(41 LEA collaborative projects with 4

.professional education programs

in institutions of higher

education;'

(5) school-site projects withinLEAs Groups of teachers or a , staff of eelocal school ' ( a competitive granr,strogrant design a plan for a profdae- - ionel development program. Administered by the Brofeseibnal 'And'submit it for funding *- to the Professional Develop - Development PlahnIngtouncil); ment Plaiinipg Council. fa 13 Text MIL -7, Commentltry, ,(j) "Mperidtendent": The State Super-

inteddenr pf Educatibn or the chief state school

4 officer charged` ith sdritniktering ele-

mentary and,secondary education policy in

(insert state).

(k) "State Office": The State govern- ; A mental agenty charged with .mplementing State'

educational policy fpr the elementary and

secondary-Sthools. st ir (1) "Lpcal Board": The policymaking body

.autherizelundei provtpions of the School Code

to make policy for a local education agency.

(m) "State.Board of Education":The '

policymakidg authority for the public elementaky a and seconde6 school in the State (granted

authority under provisions of the State '

Constituticid or School Code);

(n) "Professions/ Development Planning / Council": the body charged with the planning

Sndoperation of each project funded under

provisiods of this Act;

(o) "Institution of Higher Education": A

postsecondary education institution with an

AJI4ntifiable school,.college, or department

of education with one or more state approved 4 00. 6 .professional tducatidn programs.

.3 0 21

1 Text Commentary c Section '4: Duties .of the Superintident.. The duties of-the chief state school officerund '(a) The-Superintendent is authorized:it° the State Office staff

. are supportive, and informa- develop and issue guidelines and regulations. tional: Information gener- ated by on -going continuing concerning the application for-grants under education efforts should -guide policy planning and provisions of Part, A and Part Bof this ACt. revision. The demand for sound dValuStive infortpa- The Superintendent shall,wi the assistance. tion is based on the trial/ ; experimental nature of this. of such State Office personnel ai'arenecessary Act. A major responsibility .

of-the Superintendent anc - or by contracting with expert evaluationresource staff is to provide'information relating to existing persons and /or agencies, conduct an evaluation staff development activities, outcomes of projects funded of, each project funded und er provisions ofthis -under provisions of this Act, and recommendations Act. The Superintendent shall also evaluate for policy and/orresource J.support needed 0o improve the effectiveness of,Parts A and B of this Ac't current practice. This information isto be on an annual basis. The results.of such eval- disseminated to state palicymakers, school dia- uations shellobe replittin thg_SuperintendenWs 1tricts, institutibns of higher education, and other.. professional development frian as-set. forth in interested publics. The Act provides the Super- Section 4,4b) below. intendent with an advisory council to assist in the -) review of actions'and development of a state continuing education plan. Thisbo y, is representative of number of interested parties and is an appropriate folk= for discussion of continuing education policy. (b) The Superintendent shall also develop

a statewide planfor the development, coordina-

tion, ale evaluation of professional development

activities conducted for certified personnel .t2' 4 at the local echicationagency level._ The plan

22 31 44.

A p t -

Text Commentary

Alan include a'report of existingprograms,,.

activities,evaluation; funding soutces

ing,' but not limited to,tSolse fielded under ,6 this Act), and recommendations for addressing 4 `need being met-by existing local, 4edaral,

state, or privately funded programs.' -the plan

and report shill be"developpd with the assis-

tance of an advisory body,to be appointed by

the Superintendent. The advisory body shall

s include representatiVes of the following '

groups: classroom teachers, local education

agency admints'trators, local,boards, beginning

Leachers, faculties,and administrators of

education units' withkn institutions bf higher t. education, and others which the Superintendent.

. judges to be of,importance, 'The Plan shall he

iaaued annually to coincide with 'de effective

period of alikrization ofthis Act and "ahatl.

be issued to theState Bbard of Education, the

State Legislature, each local education agency a-

' within the State, each institution of higher - education with an approved teacher educatioh 4 6 program, and other publics as.the Superintendent

deems appropriate. The first such plan shall

. 0 be issued.m6 later,than one' alendar year

following the'effectiVe date of pis Act. 1

Text, . Commentary

(c) AW Additional Setivitrlsor activities The duties of thel, designed to implement Superintendent are also subsections (a) and (b) designed to aid school districts in applying shall include but not be limited to the' for funds. The legisla- ;following: tive intent is to reacha

large numben and variety . of school,districts rather (1) assist Lins in developing, imple- than funding only those wi*the xesources.and menting, and evaluating profess- experience to. write'a "fundable" proposal. an ional development activities; addition, the Superinten- dent should encourage (2) 'survey local education agencies ,direct contact among continuing education concerning existing or developing micnmalegge producers, and potential users of such / professional developmentpolicies knowledge (local education agencies). and practices for thepurpose of '4

identifying those policies and

-ast4vities which couldserve as

, examples for other local education

agencies;

(3) disseminate informatiOn oneffect-

ive continuirt,educationfunded

under provisions of thisAct;'

(4) serve'as liaison betweenlocal

education agencies, educationunits

. ..--.- in institutions of highereducation,

-and other agencies providingpro- ,. . . fes(f ional developmentactivities

for certified school personnel;

(5) disseminate informitipokconcerning ,

model staff dpveloPmentactivities ,

24 dl 33 4 Text .Commentary

(both within Ind outside of the

state); ,

(6) assist local education agencies in This duty is included d to indicatethat the obtaining financial support for state encouraged broad support for local continuing professional education iprojecterather than .: exclusive state funding., projects from state, federal, and

private sector funding sources.

t." PART A -- THE CONTINUING EDUCATION PROGRAM

. . Section-5, Continuing' Education Projects. -Consistent with the

- inteQt of 'improving job- .The Superintendent isauthorized to issue gtants, related skills and know-, ledge of student contact tp-loc 1 education1 agedcies to conduct continu- personnel, the program encourages cdoperAtion ing educagon,_projects designed to improve the among school systems and between school districts job-related skills and knowledge of student and training: institutions. Each-local project is contact personnel in school districtsdilocal free to.construct s devel- -opmentamprovemeni-promn, school-Sites in the state of (insert state) . of their own design-asldki as they have identified and Any local education agency or institution of are attempting to meet needs of'student contact

higher education, in collaboration with one or ,personnel (with specific . provisions for beginning more local education agencies, may make appli- teachers). Some states , may wish to consider whether cation to the State Office for funding aprOject profit /lion- profit groups should be eligible to undeg this part, Such applications shall include receive funds.andtorcplla- borate with LEAs under a description of the project and a projectplan provisions of this Act.

Which shall.includeithe following elements: ay. (a) a plan for the idAtification of the With limited fund' not i all needs can bemet each needsof,clissrooM teachers and other student year. A plan should focus on the needs most contact personnel 'developed by the-Professional important in improving- the schools' educational efforts. 2534 '

Text ---- ComnentaFy

-Development Council;

(b) the purposes andspeciflcobjectives

of thp project designedto improve the job-.

related skills of studentcontact personnel;

'(c) a continuing education plan for

-student contact personnel and othercerified

personnel designet to address thegoals and

- objectives for professional developmentin the

local school, local educationagency, or con-

tsortium of-local education agencies;.

(d) - a plan for the continuing-Professional

. .development of beginning teachers. Such a

pi ) shall.focus on the specificeducation / and orientation needs of the'localeducation . agency beginning teachers;

(e)a plan for the internailuation It shpuld be emphasized that this legislation of the project whicti.ittill account for: . provides for experimentation designed to gain information (I) the allocation of projeCtfunds; on alternative means for staff developme4. Thus, '(2) the extent to which the project the evaluation And dissemL" ination component' for each plan has been implemented; local project are essential to the intent of the law., (3) theext#nt to whichpurposes and

objectives have been.achieved;

) the dissemination of the project'

..fl ' )description and evaluative infor-

is ,(4 a statement of approval of the.project The Council ,is designed

a Text Commentary

plan signed by the authorized agents of the so that Policy and programs can be developed 'Professional Development Planning Council and from a number of perspectives. The legislation, the. local board. however, recognizes the `legal responsibilities of the local board Bever all programs under its juris- The'tuperintendent shall revijeach diction. 11, application and shall award such funds made

available for the purpose of this part or the The dec ion-to fund any progi should be based

basis of project merit. The Superintendent is on ability of the 4/. pro ect ...... clearly authorized to make planning-grants to local the-iiiient and operation plan of the local contin- education agencies or stitutions of higher ding education project.

. The 'Act includes an auth- education in collaboratidn witone or more orization,for planning grants in order that local education agencies for the purpose of planning and initial > operating efforts. can be preparing applications for funding under accomplished.

provisions of thi part.

1,-

Section 6. Pr essional Development -

.Planning Conpcils. e planning and operation A fundamental reason for 'creating the Professional mfor each continu ng education project funded Development.Planning - %. Council is ro recognize p under provisions f thia partshall/be initiated thatifiducation is a public' entepriseand, as a con- and implemented by a. Professional Development sequence, a variety of ,perspectives needs to 134 Planning Codhcil which is advisory to the -Local taken into consideration in the planning and imple- board. Each Council shall include:1 mentation of each local. project. Student contact personnel,'the population most affected by each local project,.must have a sense of'ownership and involvement in all aspectsofplanning, implementing, and operating staffdeVelopment projects.

27 36 Text Commentary

Significant involvement by 1 teachers will increase their commitment to the supcessful tkplementation and operation of the local project.

(a) representatives from the local, Each'state sh6Old determine, the percent of teacher education agency(ies) classroom teacher 'representation,

faculty(ies) selected by their.fellow teachers-

to compose not less than percent of

the Council;

(b) the local education agency.(ies) :

administration;

board; and

,(d) institution(s) of higher education.

Section 7. Evajuation ok Professional

Development Activities. All professional )-T' ''development projects_ funded under provisions of

'Part.A of this Act shall be evaluated -by the

Supertnteindent with the tooperatTon of tWW State

Office and by each project. Internal project

evalUations shall include components describe4l

underSubsection-(e)of Section 5 of th/s part.

External 'evaluationsof each prbject-conducted

by the State Office under the aegis of thel

Superintendent shall include an audit of project

funds and an assessment of:

P3 37' Text Commentary

(a) the extent to which needs of ,classroom The Importance of, internal and external evaluation teachers and other student, contact personnel has been previoUsly noted. The external evaluatioh have been Systematically identified; must determine whether thg local projectLplan has been adequately implemented prior to -making judgments about project success. This procedure emphasizes'the importance of both formative and summative evaluations. (b) the extent to which the project plan

has been implemented;

purposes and specific objectives are beint met;

( ) the extent to which the program meets

the specific development and orientation nee

"t= of the beginning teacher.

The State Office shall Have the authority

to contract with education evaluation experts

and/or agencies for conducting the above

evaluations.

PART B -- THE BEGINNING TEACHER PROJECT

1111 Section 8.'Experimental Projects for' This is an dcperimental project and ia_Aignificantly Beginning Teachers. The Superintendent is -preatriptive than the general program. the local _authorized to issue grants to local education projects are limited by'the target populaon (beginning agencies or institutions of higher education teachers), thIpthcation Of the project4(local school),

collaboration with a local education agency) the planning and operating . agencies (collaboration to plan, operate, and evaluate schoo -site between a local education 38 29 Text Commentary,

projects that Are designed to improve job- agency and one or more institutions of higher related skills of beginning teachers. Each such education), and the types of project experiences project will be operated cooperatively by one .(teaching, superviiing, counseling, learning out-, local ed#ation agency and one or more ipatitutionside of classrooms, etc.).

The number of sites should . (s) of higher education.- It is the intent of be lifeited to allow for the' C>' intensive study of each this part to increase the knowledge of the local project.- The primary purpose of this section (8) effects of additional school site training on is to determine if there is significant value in a the job-related skills of beginning teachers. particular type of additional traininvforbeginning. The Superintendent shall issue planning grants teachers*(i.e., field- based training with strong to project applicants4in the first year of the supervision and supportive I learning). This part of

A authorized period of this Act. No more than the Act is designed to use Information derived from (insert number of experimental project sites the projects to determine how additional training appropriate for the state) operating grants shall will-improve knowledge and job-related skilli of be 'issued under provisions of this part. Each teachers: Collaboration between teacher training applicatidn for a project grant shall provide a institutions and local education agencies is Nan of operation which shall include; mandated' however, the specific nature of the (a) a procedure for selecting participants relationship should be determined by.the parti- from among the beginning teacher applicants; cipating organizations. Decisions regarding grad- (b) a statement of the maximum number of uate credit, tuition, degrees offered, and program participants for which the project will be able content,-within the above' limitations, are open to to provide at least.one'year of school-site local-determination.

training;

OM. experiences provided for beginning teachers;

(d)': a description ob staffing arrangements

involving professional.faaaltvand support staff

30 39

. St Test Commentary,

adequate to implement and operate thdcomponents'

of the project;

V (e) provision for reducing the teaching

assignment of beginning teachers and project

'staff (selected from =brig the classroomi,teachers

in the Meal education agency);

(f) provision for On-site activities ti

designed to:

(1) address the special' concerns and t..

problems,of beginning_ieaches;

.(g), introduce begfnning.teachers to a

variety of job - related skills;

(3) assure that procedures' are available

-for supervisionand prpfessional

development counseling'for beginning

teachers;

(g) a description of local education agency

facilities available to 'meet project nee

(h) a plan for the internal evaluat ofi of

the project which will account for: . .

(1) /he allocstio f_proje%f\fpnds; A

n:4 (2) the'extent to which the project plan,

_ . 4 has been implemented; e

(3) the extent to which the purposes and I.

o6jectives of this part have been

achieved; i4 v. a eXt', Commentary

0 (4) the effects'of the project activities

on the,ljob-related skills ofbegin- - nine teachers;

(5) the continuing review of the Oer-

lo ncef beginning teachers who

hay ompreted the eXperimektal

program;

(6) thedisseminationof information

'about thepleroxloperationand

, evaluation;

(i a statement of approval of the project A 0 _plan signed by-the authorizedagents V

the cooperating. institutions.

The Superintendent shall rev/poach

application and,shall award ouch funds Made

-avAtlable for the putpose of this part on the

basis A merit. ; V

' % 4

. . oft 9. ExternilEvaluation ofForel! Internal # d external . evaluative infprmetion All procts,fundedunder/provi lions.of Part B will be-ured to devel2z public policy, regarding shall be evaluated by the State Office under the the initial and contin- ' ufng education'of teachers, .asgis uperIptendent.' The State'Office. (e.g., certifCcation', W . ! requirements, increiged. 4 shall have the ithority to contract with'eVal- public svpporf for.rield- t, i. . , based.- trainingneeds fork `tuition resource persons. and /or agencies to further cd

, . , development effOrts, conduct the evoldations hick shall includean local employment criteria, e Broaddissemina- audit of project,funde and At'assessmentof: _ . pion of evsitilive inforM- ation will be useful for 4. . _ ', .?' %, v..)1, . . 32 Text . toMmentary polic'y decisions in (a) the-extent to which theproject,meets teacher trainingingti .tutions; national the specific educationInd orientation neos of accr editingbodies, and -othefipci of education ,beginning teachers; poll y determinations. -1016 ...A A `0) . the extent to whichthe project plan

ti 'has been implemented;"

(0" the eient.tb h. theproject

activities haveimprir the jells-related 4 skills a of-beginning teachers;

+(d)1othpr project oimpOn'antS,JbUtcbm . ,as thelUitfintendent deems a appropriatet includ I the. adequacy of the r intetnal-eValugtion. :

Sectioa 10.-,Authoriaatiop for AppropriationsThere are sepafate

for "The 'Continuing Education Ji appropriations'sections : Program.,' - '.'Part A. for' Part A and Part f B of the Act. =The Continuing' Eduiation Program (Part A) +. hltsofour alterdailvesfor authiping appropriations. Aliernati'ves-1 shd 2are a- full fundingpro balePr for. continuing educatibn\ rograms. 41ternaeive,3

afull funding proposal' . with additional- citing for . those)dittric receiving federal f for instruct-. tonal rposes;:however, . * a dificatiOn of dieplan could impit.the funding$0, those diicilcts:rece;ivipg feder 1.fUnds.Alttrdative. 4"is phaded".funding' progr 'for those states'. 4 , eithe not wiphtnr to. fund,a 1 disirictsor wishift.tosee expertnenial results before fully fund- Ina contibuirig education O`programs.roirams.- .4 4

'13

4 Commentary - Text

. Alternative 1. There are authorized to be appro- Alternative 1 provide /pupil cant- ,Impriated such.sums as are necessary for issuing inning education grant program. Under this . / project grants in accordance with provisions of alternative, each state will need to determine

. Part A o'thisiOt. Each project grant applicant the appropriate funding level consistent with

"shall be eligible to receive funds necessary to . available resources. Any district with a program conduct a continuing education project when plan approved by the Superintendent may receive approved by the Superintendent under provisions an amount liom the state's general or samol revenue of Section Part A, provided that such funding fund equal to $ /

' pupil. Any local project not exceed an adount equal to $ per, pupil y supplement state funds with additional e

- in amerage daily (attendance, enrollment, memb" local, federal, or pri- 1-y vate funds. All districts ship -- insert appropriatiterm for the state), in the stateifhall be . eligible for such funding ,./ .... within the'particigating local education agency ovided,that they meet gu defines specified in '.(ies1 in each project. Each. project funded under Part A (this is a full funding proposal).' provisions of Part A shall be.eligible for annual

grants during thes effective period of this Act. TheSuperinrendent is authorized to issue planning / grants to project applicants for a pp-rod of one

yeat.in an amount not to exceed $ for Planning grant ceilings shall be determined by the purpose of prepaz.4ng a project plan and each state.

kapplication under provisions of section 5, Part'A I AL, of this Act. .

Alternative 2. Each local education agency fundedAlternative 2 if a /pupil mdndatory under pravisions'ofthe State general public set-aside of state aid for continuing education school aid formula shall, set -aside $ per projects, The funding coMies from the state's pupilAl4ivera daily (Attendance/enrollment/ public school distributive etA.d formula. This alterna- membership) for'the.ptirpo,e of conducting a tive is a full funding

34 4 ,e ea. 4 "Text Commentary

continuing edUcttion project under the provisions proposal i& which all districts must provide of Section 5, Part A of his Act. The funds for for funding continuing education in an amount conducting such.projects shalhbe seaside from not less than,a sum equal to $ //pupil. those funds received from the school aid fund

of theltate of (insert state). The local educe'. Sc

tionagency(ies) participating in each project

may supplement state funds with lbcal, feder14,

or private funds for carrying tout the project

plan.

Alternative '3. Notwithstanding any other provi- Alte0rnative3 is also a mandatory setasidepro- sion of the law to the contrary, the locil board .0`osal in which percent-af state74Ehnds of each local education agency incthe state of and federal instructional 0 r found= must be used for 7' (insert state) shall provide for the expenditure contiing education Progr This propbsal of not less than Percent of thg funds' ni,a44be ified in- several was. Where there alloaated to the local education agency. fbr are no federal funds, the 001W proposal }s a full funding' instructional- purposes under the stateshbol. aid hanism using a percent' of state aid instead of a formula, Title I of the aimentarklatid: &ary par pupib man8hte. The

- , vropbsallEould be written Education Act of 1965 Ass At-ended), and,any ther Volsrinclude.only-a set-aside - ... -'' of federal funds. This funds allocated, forins5ruttionslpurposes y the would limit the program to ...... ,_ 1 . .thosedistricts with federal federal governmeaeforpurpose iOfcarrying' tout- fundi; however, such,a plan' ' could be coupled with Alter- a continuing education project under provisions native or 4 as a .supplemenpul funding pro- of Section 5; Part A of this *Attpr,--The Superin- cedure far districts,ret- , 4' ceiving,fediral funds. ,tendent under .the aegis pof Oe State Board shall Another'rdifieation would be include theifederal adopt regulations to ensure local education, set-aside add add -a state, percent Iset.-aside for a agency compliance Vith ssection. limited nftmber of state catirricIllaid programs (e.g.,liducation for the, tot 44 a

Text" Commentary,

0 handicapped, bilingual. education, vocational education,-etc.). Alternative 4. 00 There art authorized to be apprbpriated,$2,000,000 for the first yeat oe Alternative 4 is a plan fd providing a given ,' the effective dates of this Act for-Ithe Super- amount of state aid each year for planning and intendent to issue up to 30 planning grants, not operating local continu- to, exceed $20,000 each, to local education ing education projects. agencies or institutions of'higher education in FOR PURPOSES OF ILLUSTRATION, SPECIFIC DOLLAR AMOUNTS AND collaboration with one or more-local educaticin TOTAL NUMBER OF GRANTS"ARE PROVIDED. Eact state agency(ies) with an averagelMaily (attendance/ need fo deterMtne apprppri- enallment/membership) of fewer than 1000 pupils, ate funding levels and number of projects. and up to 70 planning grants, not to exceed $20,000 each, to local education agencies or The amount of state aid is increased each year in order -insttutions of higher education in collaboration that anexpandingnumber with one or more local education agency(ies) with of projects can be fundid

over the five year author- ' as average /daily (attendance /enrollment /member- ization of the Act. .This ship) of 1000 or more pupils for the purpose of phased funding program allows for '100 planning c pfeparing a program plan and application for a grants the first yeai and continuing'education project grant under provi- 20 operating grants the .. second, year.' Operating sions of Section 5, Part A of this Adt. If the grants receive $25/pupil ,apRropriefions from the State Legislature in any and shall continue to - tective the same amount of given year-are inadequate to fund all grants, the

, funding over the remaining nuoyer of grants sheiX be proportionately (in a years of the effective period of:the Act. In the : 3 to 7 ratio) distributed betweenthese two third ye(r, the cycle begins groups. .If the number of applicants from either. again with 100 planning grants and in the fourth- groupin any year is insufficieneto use the full year an additional 20 amount allocated.for that group, the balance of operating, grants are issued. -This pattern of issuing av4ilable finds may be used for additional grants planning and operating to the Other group. grants continues over the effec4ve period of the Act: This also provides fbr the State to review continuously staff development efforts In districts%This is a provigion for assuring that both small and large districts'are givenTfilding considerationi.

. 36 45

a OP Text Commentary ., (b),, In the Second' year o.f the effective

dates of-this Act,"therd are authorizedto be

appropriated such surds as are necessaryfor the 0. Superintendent to issue Continuing education

project grants under provisior of Section 5,

Part A of this Act to each of five local education

ag6ncies or institutions of higher education in

collaboration ith one or more local education A -- ,n I A agency(ies) ithfanaverage daily (attendance/

enrollment member hAp) of'fewer than 1000 pupils, 4

and each of t5 focal education agenciesor .

institutions of higher education in collaboration

. , . wit' one or more local education:agency(ies) with

a average daily (attendance/enrollment/member- .

ship) of 1000 or more pupils. Suth grants' shall

be in an'ameunt no greater than $25per pupil

in average daily (attendance/enrollment/member- gib

ship) in the locA education agency(ies) partici-

. pating in each project for the purpose of 411 implementing-the project plays described in la

application developed under provisions of the

planning grant. The funding atthe level of .

$25 pep*upil in average daily (attendance/ S enroilmedemembership)shall togpinue during the

remaining. years of theeffeetive dates of this

,.Actfor each project funded under previsions of

Seaton 5, Part A of this Act.

t vA "4.6 Text 'Commentary,

- , (0- -In the third year of the effective dates t p of this Act,,there is authorized to be appropriated

$2,000,000 for the Superintendent to, issue 100 planning grants in the.manger.described in Section

10 (Alternative 4, Sa):of this Act.

(d) In the fourth year of the effective 4 dates of this-Act, there authorized to be r 1ppropriated,such--sumsas are necessary fqr the

Suporihtendent to issue 20 project grants.in the manner described in SeCtion 10 (Alternative 4),

(b) of this Act., 0

Section 11. Authorization for Appropriations In kee with the ntal intent of Apr the "Beginning Teacher Project." -- Part B. e Beginning Teacher toject, the authorization 4 for appropriations is designed to fund projects,in four types of seftings:'a) an urban School, b) a suburban school, c) a school in

a smaller city, and d). , a school serving A rural population. THE SIZE AND DEMOGRAHPIC CHARACTER OF SOME STATESMAY.GALLFOR MODIFICATION OF THIS pull

4 hqwever, the intent to experiment indifferent types of schools should be retained.

40fr FOR PURPOSESOFILLUSTRA-41/ TION,SPECIFIC DOLLAR AMOUNTS AND TOTAL NUMBER, 07 GIANTS ARE GIVEN ,FOR 4 EACH ALTERNATIVE. Each atate.wiMneed to`deter mine appOlOriate funding

I. 4t. -* i, 4 Commentary Xelct at. levels and number of projects.

Alternative 1. (a)" There are authorized to be The experiment calls "for significant planning and appropriated $400,000 for the first year of the development; therefore, both Alternative / and 2 %or effective datesof this Act for the Superintendent have the same'funding procedure for planning to issue planning grants not to exceed$50,000 grants. Planning grants should, where pasible, eachlo each of eight local, education agencies beissued to more than one potential project for in collaboration with one ot".-re institutions each type of training 'site.

4 of 4igher education or toinstitutions of higher

education in collaboration with a local education

agency for the purposeof'develoPlnga project

plan of operation and application under provisions

of Section 8, Part B of this Act. Two such plan-

ning grants shall be issued to applicants with

'projects involving a local education agency with rd an average daily (attendance/enrollment /member-

ship) of 50,000 or more pupils. Two such planning

granttshall be issued to applicants with prejects

involving a local education agency in a suburban .

area within commuting distance from a central

city. TUE) such planning grants shall be issued

to applicants with projects involving alocal

education agency with less than 50,000 pupils

in average (attendance /enrollment /membership)

serving an independent city beyond_commuting

'distance from a central city, and two such

db, 48 39 Text:- 4' Commentary

planning-grants shall by issued to applicants Flat operating grants are if sued to each training with projects involvinea local education agency project; however, supple- mentalfunding should be serving a predominantly rural population of allowed from other sources (e.g., local district, elementary and secondary school pupils. If the higher education institution, tuition, federal grant, appropriations from the State Legislature in the or private funds). Once- funded, the project shall first year of the effective jlates of this Actare be eligible for continued funding for the four years inadequate to fund 711 such planning grants, the. of'operation remaining in the Act. number of planning grants shall be proportionately

distributed among the four groups. If the number

of applicants from any of the four groups is

insufficienttto use the full amount-allocated

for that group, the balance of available funds

may be used for additional grants to any of the

Other groups.

(b) There are authorized to be appropriated

41,000,000in'the second year and'each of the

remaining years of the effective dates ofthis

Act for the Superintendent-to issue foUr project

grants 'under provisions of Section 8, Part B of

this Act. One grant shall be issued to each of r.

the four gkoups of project applicants involving

local education agencies as- described in Section

11 (Alternative 1), (a) of this Act providing

thaI adequatefundLhhva'been appkopriated and

project applications meet the proftsions of

Section 8, Part B of this Act. No grant issued

40 49 ly Text Commentary

for the purpose of operating a Beginning Teacher

Project, under provisions of Section 8, Part B

of this Act, shall be in an amount greater than

$250,000. Funding at a level not to exceed

$250,000 for each approved project shall continue

during the effective dates of Section 8, Part B

/of this Act. If the appropriations framthe

/,State Legislature in the second and remaining,

years of the effective dates of Section 8, Part B

of this Act are inadequate to fund all four Oro-

jects, the available funds shaV be distributed

by the Superintend& to as many of the projects

as appropriated funds' can support. Tf4he number

of applicants from any of the four groups is ,

insufficient to use the full amount allofated-for

that group, or such applications, do not meet the

provisions of Section 8, Part B of this Act, they

balance of available fundmay be used for

additiodal grants to any of the other groups.

Alternative t.. (a) Sam4"aa Section 11lter- Flat grants are also . issued under this proposal; native I), (a)7iiiianning grants. however, there is a provi-,, sion for additional matching (b) There are authorized to be appropriated funds. Thivalternative is specifically designed $8Qp,000 in the second year and each of the to encourage the project to seek or generate outside* remaining years of Section 8, Part B of this Act fund,ini or local project contributions by the part- Arbe allocated among four, projectsLunder the icipating organizations.

same provisions found in Section 11(Alternative"4,

(b) /. However, Section 11 (Alternative 1),,(b)

41 50 'Text Commentary

is (for Alternative 2) amended by inserting after Theses grants may be most appropriate for states the Second, sentence, "Each project funded under intending that local projects eventually take provisions of Section 8, Part B of this Act shall more trIsibility for their unding. This be eligible for an operating grant of $200,000 will allow for expanding the project to other-iites for each of the remaining years of'the effective if the legislation is extended and/or if add- dates of Sect, ,On 8, Part B of this Act." And itinnal.experimentation viewed as necessary. A" the following two sentences beginning,"No'grant modification of this alternative could 'include issued..." and "Funding at a level..." 4.n Section a phased reduction of the flats grant_ with 11 (AlEernative,1), (b) are deleted. increased emphasis on the matching grant component. -

. (c) There are authorized to be appropriated

such sums as are necessary to allocate to each

of the projects funded under provisions of

Section 8," Part B and Section 11 (Alternative 2>,-

(b) of this Act, additional funds, above the -

amount of the. basic gra , Which will be equal

to any local education agency or federal govern-

ment funds specifically allocated for the.purpose

of carrying out the project plan of the "Beginr r ning Teacher Proje " funded' under provisions of

Part B of this A t. The -matching state funds

provided for eacti"project shall be an amount not

greater than $50,000.

Section 12..Administration. (a) With

the exception otexiernal evaluations, no more

42. 51 a

Text Commentary

than "- percent 9f the funds herein appro-- There should be funds made available to the priated may be used by the Superintendent and ,State Office in order that the Superintendent State Office for purposesof carrying out the can effectively carry

out assigqed duties. / administration of this Act. There mush also be specific allocations for (b) There are authorized to be appropriated evaluation; however, the amount is not specified. dollars (depending upon which funding Depending on the number of projedts funded, alternatives are selected for the state) to the each state will need to determine the appropria- Superintendent and State Office for purposes of tions for administration and evaluation.. 'carrying out the project evaluations under

provisions of Section 7, Part A and Section 9,

Part B of this Act.

Section 13. Severability. If any provii:

ion of this Act or the application thereof to any I ?-

person or circumstance is held to be invalid, . 4 the invalidity does not affect other.provisions

or applications of this Act which can be given

effect without the invalid proviiion or,applica- .

tion,.and to this end the provisions of this-,

Act are declared to be severable.

Section 14. Effective Period.

Alternative 1. This Act shall take effect upon 0

iip bedoming law antis althorized for a

period of five years...

41tdrnative 2. This Act shall take effect with

52 43 4

Text Commentary

the beginning of the fiscal year of the State

following its becoming a law and is authorized

for a period of five years beginning with

the effective date.

c J '4.

wo.

4 53 " 4111 a

APPENDIX I .

GLOSSARY

following glossary has been provided to.avoid sdMantic inconsistencies associated with specific phrases and terms frequently referredto in the legislation.

1 , beginning teacher -- All elementary and secondary school teachers whowithin' the past twelve months have: r

1) started teaching for the first time,-- - 2) started teaching in a local educationagency or school site different

4 'from past experience, or_ # k 3) returned r'teaching after a period of absence from that role.

. (Beginning teachers inclute all teachers with similar concerns tegarding- . entry into a new or different teaching context. It is recognized that, in addition to the new teacher, all school teachersmay face an experience that needs context-specific orientation and suRport.) , r-

certified personnel -- School district employees whose positions requirecert- -ification under the laws of that State.

clinical training- Cooperatively planned educational experiences designed for beginning teachers which occur in a variety of teaching /Yearning settings,(e.g., vsehool-clasaspoms, etc.). These educational experiences are under the super---.--c_v vision and aftapices of the local educationagency and institutions, f hifther education (professional educatioh unit). For purposes of this document, field- > basedrtraining.andclinical training may be used pterchingeab*:' .

4P continuingeducation -- For the purpoles of this legislation, the development of certified school personnel beyond-the initial trainingprogram. Learning experiences include both formal and informal education, such as in-Service training, staff development programs, education foI continued employment and/ or advancement in employment status, and other learning activities designed to enhance the work-relited skills of the professional educator. 7 SI education clients -- Participants. in leUrning programs in. educational insritu, tions, e.g.', students in schools, studehts inscmes(defindd below), and personnel in continuing education programs.' ...... education unit or SCBE .-- Schools, college4or departmegts of education.withial

' Institutions of higher education.This component within a college or'university can be identified by performance in the areas of.Iducation research, or ptofepi- tonal education preparation and/or. continuing education ograms, e.g., teacher education, administratiolminagement education, and cou00614-education pro'grados.

. - .-- ____ ' . . P. . elementary/secondary education -- Any educational program for children operated by a local school district to include early childhodd-tpreachoolY _through. ./.4..a -Ate school (grade 12). ._ A,

. . . '

.5 4 45 . UP tr t: ...... - Z. ha _/- . ,,,,. lir . . . ts ,. me ' t - I , r -e ,v ° I,. . . ,

evaluation The proces4 of `ass Ssing or judgi4ngthvalueeng or amount of , sohehing,by some standowl(s) of appraisal. For the purposes of this .liegislation,.program evaluati n will refer to,ph-e tOpralsal ofI the effA0r ivedesi of wpIoject in terms ot the degree to whiCh the project Pion has tteenilimplemented\a.e., internal" standards and-,the extent to which the

project has toritrhuted_to the improvement of the job-relateknowledge . * --aid""skirls of participants (i.e.., external standards). Refer nce is made . .. 4.* 1 . to tiiatinctions betwerea.internal'veisuaexternal evaluationq an between formativ and aummative evaluationwtherefore: L

--. / -' , . . . ' internal evaluatiOn -, refers tp the evaluation procedures constricted andimpllexeuted by the rojecr staff and must. include information, related, .410to °'the following .0.. ents:

, .

t ',I '1) to alitocati project funds, . , . r . extent towhilph.the project planhaillAnimplemented, :thethe extent to which purposes Apd-objectiVes have been achieved, and ,4) the degi'ee to which the prOjet.faeseription',endevaluationinforma- .. _x. ,-- tiOn have beetdisseminatedt 4 ,. e.., -1)' external eltaluation - .refers the evaluation procedures,.. conducted' by doxterRal,evaluaEors...and, for pu d -es of this legislation, includes an audit of prolete,funds,and an assasament of: . . "'- 411, ....,0 1) the extent to which needs of classroomteachari and other student 4 Ill .contaet, pe'rsonne'l 'have been'sysWematicaaly ideRfified, 2) the extent to which the prOject4plan has been implemented, 3) theexteaCo whichldentified project purposes and specific

0 objectives arebeingTer, and . . -Os the extent to wtiA thprogram meets specific development and ' * onientation needs of beginning teachers. . . AV . i, A . . . dfOrtfvea evaluation;- applies to pbriodie assessments of theploject, project context; or prbject component partsfrom the pl'anningthfough

. the operational Cages,of each project,' Information derived froi form- . I .- ,._...ativeevaluatiOn Procedures is used to *Ike decisions with- regard to -

A aeveloping,,sustaining, or.reforming the project. ',.

. -,

shmmtive evallhainn -;.-applies to the overall assessment of the impact . ' or effectiveneit of the project"onde the project plan,has been, put into,' a . - nptration. Although'summetfve evaluation tilformation is generally .

... i5tendedlo5 external4pudiences, luch,Inftrmation should alsebe used - T NI mo , for pioject7improvements. . ,

No* BothoeYpes a evaluation are applicable to the internal'and ..,,, external evaluation procedures mandated in the legislation.

, . , . . 4, '' ,, . experimental beginning teacher projects-- School-site 'projecta designedto becrease the knoiedge and improve thd job-related skills,of beginni g teachers. *`.For fiurposes of t legislation, such projects are ()berated cooper vely by

: ne local education agency and one or More institutiqn(s), of high ucatton:

. * *7'. . -

- A '''''11111416 r . 1146 . vit , . AL ,.:, . , . , le' . o 0 ,I e ts institutions of higher education ".."- A post-secondaryeducatiilfl LS ution.t; with so:identifiable school, college,or depattment of educarlon one, or more state approved professional education programs. ,

. r . iobrelated skills --.The,knoledge and abilitynecessary to carT outaome identified work performance. ''TiV, professional educationwork, recognizing the limited.knowledge concerning a generic descriptionof roleeperformatIm. the skills must be reasonably relatedto the type of w,,:rk done.in a :P. gpecif conteft. . 1 . ' o . . . . . , Alocalloard -- The policynakinsbody authorized under provisions of-the: Sthoolgtode to make polity fob local educationagency. 1 local education agency --,A 1 cal,school distrAtas represented by its chool board charged with operation of elementary and/opsecondary schools. . ( ereafter referred toas LEA).

n ds 'assessmen -- A systematic attempt to identify-- the professional dakrel- ment needs "of student contact personnel. '

planning grant -- Irtindig Om some ekteroalsource sihich ii provided to an. organization or consortia of organizationsaforAheurpose of developinga program/project plan-(e.g., ,coductins'a needs assessment,developins,a program design, identifying an implemintacion,strategy, designing an)nternalk

.ellivation,eto.). . . ,,4,....16, ! _ t ,,

- prliessianaldevelopmegt.activities -- For the purpose of t is document, these are to includes but are' not -limited to,

--) . . . ' , ' 1) school site staff deyqlopment prolects for stude ontact p sonnel, ., 2) iptra-district projects. for certified personnel'ih LEAscho . 3) interdiatricteonsortis in-cooperation With:one . 410, ormore" ins.0)tUtiOnis) of hiShei education, , , . r 4) LEA collaborative projycps withprjessional'education programs in A' insttions of highefedscation, and- = '.. - , . , - 5) school site prdjedts within LEAs ,,(a competitive grant program

' , ,. administered by the Prdfessional 4veloPment Planning:touno

. ,- / 4 L,7projeZ,t=i-.For thepurposesp Of thisdocument, anyprogra p ated under the -provisions Ofthe continuing Professional Tevelo / .-- . . s.'.

A 0 /''' . . prole n -- A statement ofA0iended action and formance,(i.e., a means offaccompiishing some specified end(s) to be carr ied out at egiven continuing .._ educatioNprogram site." prajec.,,plan include's: 4 '

1).a_procceure for identifying the-needs'ofprogram/ paltic*Ints, 2)-- a siatAkent.,of purposes atid.--apecificObjectives of the,program, 3)'operationai piovisions.formeeting.the identifiedneeds of prbgram `,participant ? -,.- e 4 a proced, e-for an-internalevaluatidoafrhe project, and '5) a:stat ent of,- approval signed by.the authority-responsible for,...., planningandOperating the localproject.andthe local boaild.0'

' V . e .

V wo=111 V6 . .. , . . school code ,-- The collection of state statutes relating to the public 71 elemedtary and secondary schools.schools. . , . . .. r,,, r r school-site traidltia -, A form of clinical. training, in which beginnin eachers

. or pre - service stMenti participate in a local school In Learning eriences related .to profeAsionaIywork.

. . . i staff davelophlent.-- The continuing eduCation of certifie vschool personnel :. directed at the at a Aocal school site (for purpo s of this document,

. staff development and inservice educatioh will be d interchangeable). .

. . . . .- State Board ofEducation -- The policymaki",adthor ty for the publicelermen- tiryand reF.ondaiy schools in the state- anted authority under provisions :of the,State Congt÷fution or; School . ./ ,. N- *.: State Office -- The state gornmental a charged with implementing state education poticypretgecelemenpar secondary schools. %

' student contactpersonnel -- Those indiliduals whose employmentfu trims must -.;° beixerfotte-15-Y coming into'oontact and interacting with student e.g., ....,, teacher, principals,counselors, etc.).

. . . / 't 4 , perintendent,-- The State Superintendent of Eduation or the chief state School officer charged with administering public elemedtary and secondary . -... school policy.

p .

a I

a'c.

Att 1 oyt

-4

S R, 48 11

-, , ,AITENDIX II , . 2 . "--.'.SefeSiedlabliograpb

The_refer.eges cited herein are a dollection of sources in theareas % of: a)' continuing education for school.personnel, b) research on teaching' I VO1 effectiveness, c) legislagve and judicial Law affecting employment, continuing educate n, and teacher education programs, and d).theory, research, 4 , and evaluation of teacher education Programs. Thtse categories were developed

. ' to 404theittder'inidentifying theliteraturere ted to specific interests ..:', and concerns. The entries cited represent works t were particularly c 0 relevant to the research 'efforts of this projet; they shouldnot fie consid- ered to be'a definitive list of the literature,' f. A. continuing Education for School Personnel: AinsWorth, Barbara'A. 'Teachers Talk About Insej.ce ;duration,.". Journal of Teacher Education 27'(Summer 1976) pp.107-109.

Bell, Harry and Peightel, 411n. Teacher Centers and Inserv.ce Education. Bloomington, Indiana: The Phi Delta Kappa EdUcational Foundation, 1976. :!4. Berk,"Ivan. Education, and Alps: The Great Training RcibOary.,Boston: Beacon Press, 1971. a

,.. ; , Davis, Daniel R. and Armiste'ad,^Catherine 6,,' Inservice Education. Cuirent Trends in School Policies and Programs. Arlington, Virginia: National P School Public Relatdions Association, 1975.

.. 4 A Denemark, George W. and Yeff, Joost. Obligation. The Final R port of the Higher Education Task Forceiron Improvement and Reform in -rican Education. Washington, -D.C.: American Association of C leges for .. .

Teacher 'Education, January 1974. , ...... , .? .., Illt \ Dreeben, Robert. The Natureof Teaching. Schools and the Work-ofTeachers% Glenview, Illinois:- Scott Poresmanand Company, 1970.

Ebel, ROWE L."Therite ofTests,inEducational Licensing, Elaployment', and Promotion,ff Education and-Urban Society 13 (November 19/5) pp. 19 -32. .

Edelfelt, Roy.A. and Lawrence, Gordon.,"In-Service Education: The State,of the Art." In Rethinking In-Service Education. Washington, 15.C.: NationalEduCarion Association, 1975. I J Gage, Nathaniel L.', ed. Aandated EvaluatAlpn.of Educators:' A °Deference on

California's Stull Act. StanfOrd Center for Research and Development . in Teaching;'Schbol of Educaien, Stanford University, California, 1973.

4.5S 49 fr AI I. Gondlad; John'. I. "Rrincipals Are the Key` to Change." In Naw6D ohs for Educating Youth: U.S. Office of Education and-the4lationa ssociatiom of Secondary School Principals, August 1976, :pp. 74-741,-

Gottman, John Mordechai and Clasen, Robert-Earl. Bvaluation in Education': A Practitioner's Guide. ,Itasca Illinois: F.E. Peacock Publishers, " Inc., 1972.

4 dbideines, and Probedures for the Development and,Apkroval of,Inservice, Activities for Standard Certification. Hartford, Connecticut: Joint ° Teacher Educition Committee of the Commission for Higher Editcation`'' and Stag Board of Education, AughSt 1976. \' 0Higley, Jerry. "Inservicearaining for Staff andAdministraltors." School

° teaderahip Digest. Ailington, ViTginia: Natiomal Association ar--- * 4 Eletentary School Principals, 1974.

. ' Hodgkinson, garold L. "Evaluation to, mprove Performance," In Dyckman W. Vermilye, ed. Learner Centered Reform, WashingtOn;,D.C. ; JOssey-Bass,

. . 1975. pp. 116-125. .- -. . . P '

.rInservice cation: Current Mends-in SchoolPOlichiesand Programs. e 4 Arlington,Virginia: AationarSchool Public Relations Association,1975,; ' . . Inservice Education and Teacher Cen " Instruction anProfessi 1 Developmant: Briefing Memo, Nations , dmcation Association, 3 (Fall19173). 11

, . - , 'Journal of Tea5Ier Education, Thematic Tectibn"Profeesionalb forlDur Learning Society." 25 (Spring 1974).

Lortie, Dan C. Schoolteacher. Chicago: University of Chicago Press, 1975, 4 A Luke, Robert A. "Collective Bargaining and Inservice Education," Phi Delta Kappan 57 (March 1976) pp. 468-470.

Mohan, Madan and'Hull, Ronald E., eds.. Teaching Effectiveness: -Its.Mianing, . Assessment, an. Improvement. Engiewood Cliffq, New Jersey:Educational 'Technology Publications, 1975.'

Peelle, Carolyn. "A NeW'Design for Higher Education: The UMass Center for Urban Education," Phi,Delta Kappan. 56 (February 1975) pp. 399-402.

Rodin, Miriam. "Rating the-Teachers," the Center ,Magazine. 8 (Septembef/ f. October 1975). t

4. a/ lyanS, David Go."Teacher Behavior Can Be EviOnated.", In Madan'Mohan and, ,Ronald Hull, eds. Teaching Effectiveness: Its Meadidg,'Astessment, and Improvement. Englewood Cliffs,,New Jersev:7.4dUcational Technology Publications, 1975 /

Sagan, Edgar0.... and Smith, Barbata G. Aternative'Model4 for the Co- Operative Goverdanke of Teacher Education,PrograMi,:,,Lincelq, Nebyska: Deans. Committee of the Study CommissiOn on Undergraduate Education and the Education of Teachers; April, 1973, , , Sarason, Seymour B. The CUlture of the School and the Problem of Change. Boston: & Sacon,-Inc., 1971. .

.Sinnetti Manual.on.Standard AffNtin& School Personnel in the United States. Washington, .C.: Instruction and ProfessionalDevelopment NationalEducation Associ1tion, 1974. `0!

' Staffing the Darning Society: Recommendations for Federal legislation. A Report to the President and the Congress, Natiftal Advisory Council on Education Professions Developient, March 1975.

' 1 Vermilye, Dyckman, eI. Learner Centered Reform. Oashington, D.C.: ,Jossey=

Bass, 1975. 1

Waller, Willard. The Sociology ot Teaching. New'York: John Wiley & Sons, Inc.; 1932.

' B. Researchon Teaching EffecriVtness

. ' Averch, Harvey i0.; Carr011, Stephen J.; lonaldson, Theodoie.44Kiesling, Hfrbert, J.; and Pincus, J.",-How Effective is Schooling? ,Critical .1thview-of'Restirch., Englewoed CIJ.ffs, New Jersey:' nal Tech- nology Publications, 1974. .= .

, Bertifter, David lir "Impediments to the Study of TeechprEflctiveness,"

Journal' of oiNacher Education. '27 (Spring 1976) pp. 5-13.- , , , II , Brophy, Jere E. and Evertson, Carofin M. ,"Teacher Effectiveness, and Developmental Psychology.":An expanded version of a piper entitled

"Teaching the Preoperational Child." 'Parer presented at the annual .- meeting of the American Pskchological.AssoCiation, chitgo, U,11inois, 1975. .."

.., . . Clark, Christopher M; Gage, Nathaniel I..--; Marx, Ronald W.; Peterson, -* . .jenelope. L.; Stayrook; Nicholas C.; and Winne, Philip H., rPrell6insry. port of Factoiially Dekigned Experiment om Teacher Structuring, soliciting, and Reacting," Occasional ParAr-No.7,-,Sianford Centet-lop

Researdh and Development in Teaching, Sehool of tducatioa,Stinfyid . ;, ,

University, Stanford, Califoimia,40dtober 1975.4 I a - Coleman, James, S.;"Campbell, Ernest Q.; Hobson, CarolJ.;'MCiartalnd, James Mood, Alexander It; Weinfeld; Frederic D.; andletk, Robert Equality of Educational Opportunity. Washington,: D.C..t ,U.S..G6verpment Piinting Office, 1966. . ' d '''' .* Conference on Studies in Teaching; National Institute of EducatfOit';Wastling- ton, D.C.: U.S. Department of Health, Education, and101fate,',' Juni 16-20, .: ,

1974 . . - ,

Cruickshank, pon ald Il.'"gyntheses of Selected, Recent Research ea'Teaching' Eff#cts," Journal ofTeacher Education, 27 (Spring.1976)

540 w. ,e

MP. Do Teachers Make a Difference? ,Washington,, D.O.: , U.S. Government Printing v' Office, 1970. ' 4 Dunkin, Michael J. and Biddle, Bruce J. The Studyof Teaching.' New York: Holt, Rinehart and Winston, Inc., 1974. -,

40 Ela'shoffo,J.D. and Snow, R.E. eds.Pygmalion Reconsidered. Worthington, Ohio: Charles A. Jones, 1971.

Gage, Nathaniel L. ed. Handbook of Research on Teachihg,Chicago: Rand

. . McNally, 1963.

'It Gage,NathanielL.-"Models fOr ReSearch on Teaching. ". OccasionalPaper No. 9. Stanford Center for Research and Deyelopment in Teaching, Schoolof 4 .Educati6n; Stanford University, Stanford, California, MarchQ76.

. . - . . 1 . , Gage, Nathaniel L. Teacher Effectiveness and Teacher Education. The Search fora Scientific Basis. Palo Altn.L_L'ec alifornia: PacifiC Books, 1972.

Good,,Thomas L.; Biddle, Brute J.; and Brophy Jere W. Teachers Make a . 4":.....'.biiference. New York: Bolt, Rinehart and Winston, 1975.

Guthrie, iemep. "A Survey of School Effectivenebs Studies." In Do Teachers - Make a Difference? Washington, GOvernment Printng Office, 1970. r Hanual14, 'Eric A.:Education and Race: An Analysis of the Educational Produc- tion Process. Lexington, Massachusetts: VOC,Heath & Company, 1972, `f

Hinushek,.Efic A. "The Valuesvf Teachersin Teaching." American Economic Review. (May 1971).

How Teachers Make A Difference.Washington, D.C.: U.S. Government Printing ..Office, 1971.

Hyman, Herbdrt, H.; Wright, Charles R.; and Retd, John S. rin Effects of Education. Chicago, Illinois: University of Chica:Press, 1976. Ey c '

Jackson, Philip. "The Difference Teachers Make." In HowTeachet Make a Difference. Washington, D.C.: U.S. Government Printing Office, 1971..

Levin, Henry M. "ACcreditation, Certification and the Economics of,Informa- tion,.! in Koff, RA.; Florie4 D. H.; and Gronin, J.M. eds. ,Commissioned Papers of the Illinois Policy Project: Accreditation, Certification, and Continuing Education. Evanston, Illinois, September 1976.pp. 119:151. s. -". .... , , . . Levin, Henry M.%."Effects of Expenditure Increaseson Educational Resource . .Allocation and Effectiveneis." Im School Finance in Transition: The . Courts and Educational Reform. Edited by' John. Pincus, . Cambridge, Mass.: Ballinger-Nblishing Company, 1974.pp. 177-198.

6.1 41, 41111,

McDonald, Frede4ck. "Report on Phase 411 of the BeginningTeacher EValuation i. Study," Journal of Teacher Education. 27 (Spring 1976) pp. 39-42. 1 Mayeske, George W. "1eher Attributes and School Achievement.". In Do Teachers Make a Difference? Washihgton, D.C.:'J.S.Goveramedt 'printing Office,. 1970. pp. 100-119.

Mood, AleXander. "Do Teachers _Make a Difference?" In Do Teachers-Make-a Difference?. Washington, D.C.: U.S. GovernmeNrinting Office, 1970. pp. 1-24. Alm

Mood, Alexander. "How teachers Make A Difference." In How Teachers MakeA Difference, Washington, D.C.: U.S. Government Printing Office, 1971.

pp. 1-20. 41..

Murnanei Richard J. The Impact'of School Resources on the Learninik of Inner ' City Children. Cambridge, Mass.: Ballinger Publilhing Co., 1975.

Pintus, John. ed. School Finance in Transition: The Coufts,and-Educational 'Reform. Cambridge; Mass.: Ballinger Publishing Company,4.. 1974. Powell, Marjorie. "Teacher Certification and. Educational Research in California." Paper pres ed at the Aherican Educational Research Asso= ciation, Washington, D.C., Egril 1975.

' Pedhazur, E.J: "Analytic Methods in Studies of Educational Effects." In'Fred Kerlinger, ed. Review of Research in Education, VoiuswilI, Illinois: F.E. Peacock Publishers, Inc., 1975, pp. 243-286.

Rosenabige, Barak.'"New DPVections for ResearCh on Teaching." In }ow Teachers Make a Difference. Waishington, D.C.: U.S. Government Printing Office, 1971. pp. 66-95. 4 Rosenshine; Barak. "Recent Research on Teaching Behilkors andStudent Achieve- ment," Journal of Teacher Education. 27 (Spring 1976)pp. 61-64.

, Rosenshine, B, and Furst, N. " esearch on Teacher Perform .anceCriteria." In B.O. Smith, ed. Research in Teacher Education. EnglewoodCliffs; New Jersey: Prentice-Hill, 971: (R Rosenthal, Robert and Jacobson, Lenore. Pygmalion in dierClassroom...kew.York:

Holt, Rinehart and Winston,Inc., 1968. 0

Ryan, Kevin. ed,'Teacher Education. The-Seventy-fourth Yearbook of theNational 'Society for the'Study of Education, Part II. Chicago, Illinois: The .

UniVersity of Chicago Press, 1975. ,.

Snow, Richaid.E. "Designs for Research on Teaching,!! Review of Educational Research. 44 (Summer 1974) pp. 265-291.

53 , Soar Robert S. and Spar, Ruth M.,P,Oin Attempt to Identify Measures of Teacher Effectiveness from Four.Studies," Journal of Teacher Education, 27 (Fall 14760 pp.261-267.

) Spady, William. "The Impactiof School Resources on Students." In Fred

Kerlinger, ed. Review of Research tn Education. Volume II Illinois: . F.E. PeacockPublishers, Inc., 1973, pp. 135-177.

. .4 Stallings, Jane A. "How Instructional Processes Relate to Child Outcomes in a National Stud? of Follow Through," Journal of Teacher Education 27 (Spring 1976) pp. 43-47.

Travers, Robert ed. Second Handbook of Research on Teaching. Chicago, Illinois: Rand McNally & Company, 1973.

Summers, Anita A. and Wolfe; Ba'tbara L. Equality of Educational Opportunity Quantified. A production Function Approach.Philadelphia: .Department of Research Federal Reserve Bank of Philadelphia, 19751k

Ward, Beatrice A. Ind Tiknoff, William J. "The Effective Teacher Education ,Program. Application of Selected Research Results and Methodology , to Teaching," Journal of Teacher'Educatio4, 27 (Spring 1976) pp. .44-52.

C. Legislative and Judicial Laws Affecting

Employment, Continuing Education, and Teacher education Programs 0 Armstead v. StdrkvilleMLnicipal Separate School District, 325 F. Supp. 560:(N.D. Miss. l971)4, afftl\in partrev'd in part, 461 F. 276 (5th Cir.,1972).

Baker v. Columbus, 462 F. 2 1112 (1972). 1

Board'of Regents v. Roth, 8 U.S. 564 (1972).

California Education Code, "Teacher Preparation and Licensing Law of 1970," sec. 13102.

Carroll' v. Board of Education, U.S. District Court, W.D. Tenn. (18 May 1973).

Castro v. Beecher, 334 F. Supp. 930 (4. Mass. 1971). ti Chance .w. Board Examiners, 458 lY. 2d 1167.(1971); aff'd4d Cir. 330 F. Supp. 4 203 (1972). Colorado, State of,-Teacher Certification Act of 1975 Rules foi Implementing approved by the Attorney General effective November 1, 1977.

Congressional Research Service,,Library of Congress.The Constitution of the ,.., United States of America:Analysis and Interpretations. W1aahington, D.C.: U.S. Government Printing Office, 1973.

5463 Conner v. "Higgenbothim, 403 U.S. 207 (1971). 4 "Court Okays Job Teat Despite High Black Failure."Education Daily, 9 /- (June i976).

EEOC Guidelines, (1970). See The Federal Register Vol. 35, N. 149 (Sec. 1607), pp. 12333 - 12336.

Geffert, Hannah; Harper, Robert Jf; and Schember, Daniel M.State Legislation Affecting Inservice Staff Development in Public Education. Lawyers' Committee for, Civil Rights Under Law, Washington, D.C. March 1976.

Georgia Association of Educators, Inc et P.Nix, 'Individually and as State Superintendent of Schools, State OT Gedrgia,'et al. 407 F. Supp. 1102 (N.D. Ga..1976).

Griggs v. Mike PoTier Company, 401 U.S. 424 (1971)'.

Hazard, William R. "In ional Accreditation and Teacher Certbfication: Notes on the State of the w;" in Cammissi,onid Papers of the Illinois Policy Project: Accreditation, Certification, and Continuing Education. Edited by Robert tl.:Koff, David H, Florio, and Joseph M. Cronin, Evanston, Illinois; September 1976.

Hazard, William R."SchOoling and the Layi: Rections on Social Change," Education andUrban Society. 8 (May.19 pp.307-332.

Hazard, William R. Student Teaching and the Law. Washington, p.c.: ERIC

Clearinghousedof Teacher Education. (January, 1976). .

Hopkins, John O. Basic Legal Issues in Sew York State on Teacher'Certification. Lincoln, Nebraskai University,of Nebraska, Septembef 1973. ,

. _ 'Hortonville Joint School District v. Hortonville Education Association, 96 $ S.' Ct. 2308 (1976). * . . r_ , ,_,,, . . , Huff, Shelia. "Credentialing by Tests or by Degrees: Title VII of the Civil Rights Act 'and Griggs v. Duke Power Company. Harvard Educational ,Review '44 (May 1974), pp.. 246269. . . . 0 , - * Huff,'Shelia.,"EdUcatton, Work, and Competence." Transaction/Social Science anctModern Society. 13 (January/February 1976): pp. 44-51. w Hunnicutt v. Burge, 356 F. Supp. 1227 (073).

. .

Ianiell University of Bridgeport (1974) Second Circuit Court, County o airfield, Close No. 21748 100009.

s, State of, Tile Constitution of the-State of Illinois. (1970)

Pflinois, State of, The School Code of Illinois, ChapterA22., sec. 21-23 (1974).

64 55 41. se Lad wt Nichols, 414'U.S. 563 (1974). Ar

)

"Legislative Connsel's Digest" AB 3407, Introducad'by AssetblymenKart and Vas'concellos, March '10, 1976 (Amendedon May 5 and April 15), California Legislature, 1975-1976 RegularSession.

Levitov, Betty. ed. Licensing and Accreditationin Education:--The Law and the State Interest. Study Commission on UndergraduateEducation and the Education of Teachers, University ofNebraskaPrintingeand Dupli- cating Office, 1976."

Model State Legislation. Report of the Task Force on Model State Legislation for Approval of Postsecondary EducationalInstitutions and Authorization to Grant Degrees. DenvEr7-Colorado;, Education Commission of the States, June 1973. 7.4

, - Perry y. Sindermann, 408 U.S. 593 (1972)

Peter Doe v. San Francisco Unified SchoolDistrict 4t al. (1973) Sup. Ct. of California, COunty of Sari Francisco,Case No. 65/-312.

PorCeiliv. Titus, 108 Super. 301, aff'd 2d (ApP. Div. 19'9)

Rebell, Michael A. ,"The Law, the Courts, and TeacherCredentiallingRtform." In Licensing and Accreditation in Education:theLaw and State Interest. Edited by Betty Levitov, University of NebraskaPrinting and Duplica- ting Office, 1976.

Schlochower.v. Board'of Education, 350 U.S. 551 (1956). .

8-erne-v. -Partatts-Muniap-di Sdhools,'351 F:lepp..1279-83 (D. NM 1972), aff'd, 499 F. 2d 1147 (10th Cir., 1974). .

Spurlock v. United Airlines, 475 F. 2d 216; 218(1972)'.

"Staffing the'Learning Society: Recommendations for Federal Legislation," A Report to the President and the Congress, bythe National Advisory Council oni,Education Professions Development,March 1975, Washington D.C.

State Board of Education. "Illinois State Board of Education GoalsStatement." Springfield, Iklimuis: State*Board of Education, 13 November1975. IP^ Tractenberg, Paul,L. "Legal Issues in the Testing of adasiol Personnef;" 'Phi Delta Kippan 5741(May 1976) pp.602-605. t' Virginia,\the Commonwealth of, Standardsof Quality for Public Schools in 'Virginia 1976-1978. StandardsA. and B., The General Assembly of Virginia, 1975.

Watson v. Country School Board of NansemondCounty, 472 F. 2d 919 (4th Cir., 1974).

Wieman v. Updegraff, '344 U.S. 183 (1952).

&MO Wood v. Strickland (1975) 4201'U.S. 308.

p. Teacher Education Programs::

Theory Research an&Evaluation

Bloom, Benjamin. Handbook an Formative and Summativ valuation of Student Learning., New York: McGraw-HillBook Comiany, 971. 7 Blumberg; Arthur. Supervisors and Teachers: APrivate Cold War,. Berkeley California: -McCutcfian-PublishingCompany; 1974.4 .

Chartea W. and Olson, Paul A. lads. The Future: Createor Inheri.t. Lincoln, Nebraska: Training Document prepared by the Dean's Committee_ 6 of the Study Commission on Undergraduafe Education and the Education of Teachers, 1974.

. Cnrk, David and Guba, Egon.,"Research on Institutions of Teacher Edudation," I 'Bloomington, Indiana: Indiana University, 1975.

Competency,Based Teacher Education: Toward a Consensus.' Washington, D.C. Prepared by the Nitional Advisory Cou4"cil on Education Professions Developmet() Spring 1976.

The-Condition of Educavlon,'1976.Washington, D.C..: National Center for Education Statistics, U.S. Government Printing Office, March 197V7 4

Gunninghamf,.LuvernL. "Effecting Reform id a College of.Education." In . Donald"McCarty,-ed. Nri Perspectives on Teacher Education. San Francisco: Jossey -Bass Pu4lishers, 1973. '

Davis, Claire Ashby; Cortright, gichard;' andanispel,_ Margaret R. Partici- patory Governance in Elibietfe: The Tchingirofession.. Washington D.C.: Natiwl Education AssoCiation, Anit 1975.

Donald J. and AllAppn,Clinton Dickinson, B. Competency-Bated Teacher., ' Education: For and Against. Knoxville, Tennesape: flureaU of Educational Research and'Service, College of Education, The. Univeisity of Tennessee, 197.5. See Harry S. Broudy, "AA Critique of Performance-Based Teacher 'Education," pp. 27-42 and Daniel E. Griffiths, "Intellectualiim and

Professionalism,",pp. 50-58, = Sik 11

Gross, Neal; Giacquinta, J.B.; and Bernstein M.-"Harriers to.the'Implementation of the Innovation: Obstacles Encounteied by the Teacheri.," Chapter 6 in Implementing Organizatidhal Innovations. New York: Basic Books, 1971, Pp.122-248.

Heath, Robert W. and Nielson, Mark A:,"The Researcg-Basii fon PerformanCe- . Belied Teacher'Education, ". Review of Educational Research 44 (Fill 19741; e pp. 463-484: - 4

66 57 Hertzberg, Haze l Whitman. "Competency-Based Teacher:boes it Have a Past 4 or Future? Teachers College Record 78 (September 1976), pp. 1-21. Howsam, Robert B.; Corrigan, Dean C.;Denemark, George W.; and Nash:,.Robert.;4. Educating a Profession. Washington, D.C.: American Association of Colleges

for Teacher Education, 1976. .

Howsam, Robert B. "Now You Shall Be Real to Everyone." 17th Annual CharlesW. Sint Lecture. Washington, D.C.: The American Association Of Colleges - ,for Teacher Education, 1976.

4 Illinois Education in 1975: Progress and Problems. Joseph M. Cronin, Super intendent (Springfield, Illinois: Illinois Office of Education, 1975)..

ionovation in Teacher Education.A Report of a'Conference at Northwestern Univeriity. Evanston, Illinois:, Northwestern University Press, 1965.

Kay, PAtricia "Fairness in Assessment for Personnel Selection," Education and UrbanocietT 8 (November' 1975), pp. 63 -72.

Kemble,, Eugenia and McKenna', Bernard H. PBTE: Viewpoints of Two Teacher Organizations.Washington, D:C.:American Associationeof Colleges tTor Teacher Education, September 1975.

. Kbff, Robert H.; Florio, David H.; and Cronin, Joseph M. Illinois Policy Project: Accreditation, Certification, and Cont nuink Education Tabk , Force Reports. Volume I, Prepared for the Natio Institute of Educiti,on, Evanston,, Illinois, 1976.

Koff, Robert H.; Florio, David H.; and Cronin, Joseph M.; Eds.Commissioned Papers of the Illinois Policy Project: 'Accreditation, Certification, and Continuing Education. Volume II. 'Evanston, Illinois, September 1976.

Lanier, Perry E. and Henderson, Judith E. "The Content and Process of Teacheri, Education: A Critique and i Challenge." Unpublished paper, E'st Lansing

Michigan,SchOol of Teacher *cation, Michigan State Universit ,

McCarty, Donald J: ed. New Perspec tives on Teacher-Education. San Franciscb, CaifIrnia:JosseyBassPublishers 1973.

Meww, JOhn G. The Politics of Competence: ftview of Conpetency -Based Teacher Education.Washington, D.C.: U.S. Department of Health, Education, and Wel4are, 1975.

Nasstf, Paula; Rpbinstein, Sherry And; and Gorth,Wiliam P. "Criterion- *- . Referenced 'listing: A New 641ension in State Teacher,Certification," Provincetown,kMasa.: Conferenceof the New England EduCational Research Organization,\Kay 19766.

_ Pomeroy, Edward C., "What's Going On In Teacher Education- The View from Washington," 4 Annapolis,, Mary.land: Speech presentedto the Leadership

- Trainingaigtute of the AAdTE; August 1975. . - 0

lirldr

w. 15

58 Rebell, Michael A. "Teacher Credentialing Reform in New York Stater A . Critique and a Suggestion for'New Directions." Paper presented at the Study Commission on Undergraduate Education and Education of Teachers,

University of Nebraska, Lincold, Nebraska. .

_ Rosenshine, Barak.' "Teacher Competency Assessment." Report to the National Conference on Competency Assessment, Research and Evaluation, Dallas, A Texas:March 1974, pp. 12-15.

Smith, E. Brooks; Collier, Riche:* McGeo'h, Dorothy M.;Ablsen, Clinical Experiences in Teacher Education.Presented for Study by the Executive Committee Assopiation for Student Teaching, Washington, b.c.: Association of Teacher Educators,, A National Affiliate of the Nationai.

Education Association, February,1970. ) '

. Smith, B. Othanel; Cohen, SauTO.;and Pearl, Arthur. Teachers for the Ke World. Washington, D.C. The American Association of Colleges for -- Teacher Education, 1969.

Teachers Can Change Teacher Education.Washington, D.C. National Education Association 1976.

Teacher Education in the United State: The Responsibility jap.A Report by 4 The Study Commission on Undergraduate Education and the Education of 4 Teachers. Lincoln, Nebraska: University of Nebraska Press,-1976.

Warren, qik."The Supreme CbIrt Looks at Testing for Employment," Educational Researther. 5 (June 1976) pp. 8-9.

Zaltman, Gerald; Florio, David; and Sikorski, Linda."Forces for and Against Change in Education." Chapter 2 in Dynamic Educational Change. New York:, Free Priss,forthcoming publication due February 1977. ik tit

1 .

4.s.GOVEIMOIONT Parma oeits. 197f 732-902/162 1-3 59 '