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ED 150 1.13 DESCRIPTORS An-OE-77-12012 -DOCUMENT RESUME ED 150 1.13 - 95 SP 011897-- 9 TITLE Teacher Centers: Commissioner's Report on the Education Professions 1975-76. .=.4' O INSTITUTION . Oesice of Education (DREW),-Washington, D.C. REPORT-NO An-OE-77-12012 . PU Q DATE 77 s. NOTE '' 252p. ;AVAILABLE FROM SuperintendentofDocuments,O* Ooveinment Printing Office,,Mashington, D.C. (Sto4 No. 017-080-01809-8) N 4?' BDRS PRICE MF-$0.83:HC-$14.05 PluS P6stn,,e. DESCRIPTORS Decisiob Making; FederaAidf'Foreign Countries; .anservice Programs; *IseTlyle Teacher Edgcation; Interinstitutional C ation; *Professional- Continuing Education ogram Descriptions; *Resource Centers; Tea 4T-'Centers; Teacher improvement; Teachr lo ABSTRACT:' This r t on/the educationprofessions_covers-the current federally funded ,tacher'.cente-i-,i, the antecedent Federal role in the. development of teash' er'benters, and, teacher center development in.several,other countrieS,: It"-is divided into four major categories. Part-Cis-contains two articles- -one on the history cf the Federal Tole in ,the development of teachercenters., the other on the scope °. ,and rationale,0f,tinservice education and. teacher centers. In the second part ,current efforts in. teacher center-development are disc,ussedsiiihes6riptions of several active centers. The third --sectiofi examines possible new directions for teacher centers. The kina]..,part c9nsists-of.two appendixes: a comprehensiveindexed -lib4pgr,aphyd(and. a, directory of centers. (JD) . ' C e' . ( , ******.***************************************************************.** * Reproductions supplied by EDRS'are'the best that can be made- * * from the original document. ._ * ************************************************f********************** 14 COMMiSSIOIC/ER'SREPORT -ON THE EDUCATION PROFESSIONS 1975-7Q. e cner nters 4i *TSDEPARTMENT OF,HEALTN EDUCATION LWELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENTHAS BEEN REPRO. 'OUCEO. EXACTLY ASRE CEIVED FROM THE PERSON ORORGANIZATION.ORIGIN ATING IT POI ITSOF,VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRt- INSTITUTE OF SENT OFFICIAL NATIONAL EDUCATION POSITION ORPOLICY -^ , -- I e 0.1 I O .te DISCUANATION PRCHIBITED.--No person in the United States shall,on the ground of race, color, ornational origin, be excluded from par- ticipation in, be denied the benefitsof,or be subjected to dis- crimination under any program. or activity receiving' Federalfinancial assistance:or be so treated on the basis of sex under most education programs or activities receiving Federalassistance. 4 ' f. 4 0 -HEW Publication No. (SE) 77-12012 3 COMMISSIONER'SREP N RT ON THE EDUCATION PROFESSIONS175-76 4. Teache Centers a 0 0 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Joseph A. Califano, Jr.,Secretary Mary' F. Berry,Assistant Secretary for Education - Office of Education Ernest L. Boyer,Commissionez.---- 1' 0.3 o a 1 a tl.S.GOVERNMENT PRINTING OFFICE WASHINGTON1197-7--- , Forsale by tho Supelintendent of Documents, U.S. Goverhment Printing Ofilco, Washington, D.C. 20402 Stock No. 017-090-01800-8 1 \ FOREWORD Section 503(b) of the,Education Professions Development Act (20 U.S.C. * 1901b), enacted June 29, 1967, P.L. 90-35, requires that "the Commissioner Shallprepare and publish annually a report on the education professions..." In meeting the above requirement this report, the fifth in the series, distinguishes itself in several ways. With kespect to the subject treated,.it is sthe most comprehensive effort in the.eptire EPDA report series, covering not only the current federally funded teacher centers and the antecedent Federal role in the development Gof teacher centers, but also describing teacher center development in several other countries. Additionally, the report treats the rationale or philosophy of the move- ment, thus facilitating understanding of the basic assumption that teacher-governed centers are inherently good for education, and especially for American education. Also, since the interest and views of the various client groups will bear crucially on the future effectiveness of the center movement, major professional organizations and others concerned about teacher centers accepted our invitation to contribute chapters to the report. The leadership of the American Association of Colleges for Teacher Education, The American, Federation of Teachers, and the National Education Association have, for the first=time in the history of this report series, lent their strong and informed voices to this comprehensive overview of the teacher center movement, its beginnings, its problems and especially its promise as a strategy for the improvement,of American education. The Teachers' Centers Exchange, a project supported by the National Institute of Education, also. contributed a useful chapter to the report. And finally, the publication of the report coincides fortui- tously with the imminent launching of the first federal program "in_which teachers themselves will help decide what they need to study," to quote Commissioner Boyer. The Commissioner added, "It seems incredible that something so obvious--giving teachers control over their own continuing education--has taken so long..."AS the teachers nationwide begin to organize locally to participate in the program they will find in this report a useful store of information to assist them in their planning efforts. It is expected, additionally, that the report will be useful to the Congress, to policy-makers at the local, State and Federal levels and to other persons concerned about effective strategies and program designs for enhancing the professional growth of teachers. W._ Thomaa -Carter Director, Division of Educational Systems Development iii 6 CONTENTS Page Fdreword iii PART ONE: THE CONTEXT Chapter A Partial Histoy of the Federal Role insthe -; Develppment ofTeacher Centers 1 II: Inservice Education- and. Teacher Centers t 20 PART TWO: CURRENT EFFORTS -/ III: Understanding Existing Teacher Centers 41 IV: The Texas Teacher Center Project 56 V: The Rhode Island Teacher center: A State Based Teacher Center 78 VI: The Bay Area Learning Center: A Study in District Cooperation . * 91 VII: The Informal Work Place: An Approach to . Teachers' -Centers 108 VIII: The Teacher Center Experience Around the World 121 PART THREE: NEW DIRECTIONS IX: The New Teacher Center Program 133 X: At Last,.Teacher Centers That Are Really For Teachers-(AFT)- , 141 XI: The NEA and TeacherCentefs 148 -. XI: American Association of Colleges For Teacher Education On Teacher Centers 151 PART FOUR: RESOURCES 4111, Appendix A: AComprehensive Indexed Bibliography . 100_ Appendix B:-A Directory. -of t enters' 204 O a ota c, P PART ONE: THE CONTEXT S .10 O ,ro ti ERRATA o PART ONE Chapt,r I ).. Page 2, first. line should read: "toward introducing the related concept into the bancational system." P4ve .3, first paragraph line.5: read American Association of Colleges" for "American Association of College." Pagel, last paragraph, line 4:read "perform" for "preformU Page 4,*tHird paragraph, line 7: bead "cormnunities""for communities" o, Page 7, #2, line one:.add "generally supporting" between "Although" and "the." 4 Page 7, sixth paragraph, line 5: read "millS):" for"mill:" Page 9, third paragraph, line 8: read "Wyerhaeuser" for "Wyethaeuser." line 14, insert "and" between "needs" and "for." Page 11, first paragraph, line 6: substitute "later" for "above." e Page 12, first paragraph, line 6: read "strengthening" for "strengthen," line 8: delete "and." Page 14, second paragraph, line 2: read,"from" for "for." 1 Page 15, third paragraph, last line: read "its" for "the': Page 17, first paragraph, line 3: read "teacher/teaching center experience" for "teacher/teaching experience." ft Page 18, NOTES,,, #2:lead"detail7.for "detailed ;" #3 read "Education Professions Development !I for "Education Development ;" #4.read "Reform" for Erformi" #224rehd!'Educational for "Education." (In,both cases) 0 a PART TWO a Chapter -VIII Page 122, after first parggraph insert heading "Participants;" after second paragraph, insert headin§ "Facilities." Page 123, after first paragraph insert heading "Instructional Programs." Page 123, second paragraph, line 6: read "intense" for"internal." Page 124, first paragraph, line 1 second word: read "nations" -for "centers;" line 6: read "needs" for "need;" line 7: read "either or syndrome" for "either or." -* Page 125, third.parggraph, line 4: read "participants as colleagues," for "participant colleagues.; 4 11 e 0 . 10 Part Three Chapter IX page 133, firstparagraph,line:24: read "Nation's" for "Natpin's" mim page 133, last paragraph , line 4: the copy of the laT./ referred to is apRended to this erratasection page 134, #1, line 2: deletedash page 138; last line: read"through" for "thorugh." page 139, #3: read "individual" for"individuals" Chapter X page 142, line 8:read "ago" for the first "as" page 143, lastpara(raph, line 1: read "new" for "nive." page 147, 3rdparagraph, line 1: read-"should" for"shouls" Chapter XI Chapter XI has.beei reproduced in its entirety ,aspart of this errata section. Chapter XII page 151, firstparagraph, line 2: read "endorsed" for"endoresed." page 151, last parag aph,line 10: read "training': for,"trianing." page 152, second pa agraph,line 3: read "participation" for ,- page 154, #1, lin 3: delete "education" ,page 155, last ine: read "evaluation" for "evaluation." o page 156, lin2: read "conversely" for "conersely." 4 , page 156; ne 4: read"provision" for "fliovidion" . .4 f 6 11' . V, 4" - - Part Four Appendix B Page 207, first paragraph, line read
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