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MOORE, Lowell Thomas, 1940- AN ANALYSIS OF THE HISTORY OF THE COLUMBUS PUBLIC SCHOOL'S ADMINISTRATIVE CADET PROGRAM. The Ohio State University, Ph.D., 1972 Education, administration
University Microfilms, A XEROX Company, Ann Arbor, Michigan
THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. AN ANALYSIS OP THE HISTORY OP THE COLUMBUS PUBLIC SCHOOL'S ADMINISTRATIVE CADET PROGRAM
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By Lowell Thomas Moore, B.S., M.A.
***«###
The Ohio State University
1972
Approved by
Adviser-School of Education PLEASE NOTE:
Some pages may have
indistinct print.
Filmed as received.
University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS
The writer would like to express his sincere appreciation tot Dr. W. Frederick Staub, who v/ith encouragement and guidance gave this writer needed and valued support* My wife, Diane, and our sons, Scott and Martin, for their, love, patience, and understanding. The Columbus Public Schools for permitting access to data and personnel, without which the study would have been impossible. Karen Schmitt, a friend, for being a typist with concern, and Patti Denney for her help v/ith the final draft. VITA
October 8 , 19*1-0 Bom - Marion, Ohio 1962* . B.S., The Ohio State University, Columbus, Ohio 1965 . M.A., The Ohio State University, Columbus, Ohio 1962-65 . Elementary School Teacher, Columbus Public Schools. 1965-Present... Elementary Principal, Columbus Public Schools.
FIELDS OF STUDY
Major Fields* Educational Administration Advisor, Dr. W. Frederick Staub Curriculum and Instruction Advisors* Dr. Alexander Frazier Dr. James Burr Dr. James Duncan Minor Field* Sociology Advisor, Dr. Ronald G. Corwin CONTENTS Page ACKNOWLEDGMENTS...... ii VITA ...... iii TABLES ...... vi Chapter I. INTRODUCTION AND RATIONALE OF THE STUDY 1 The Problem Goals Methodology Definition of Terms Limitations of the Study Organization of the Study II. A REVIEW OF RELATED LITERATURE...... 16 Historical Developments Selection Practical Training Experiences III. METHODOLOGY...... 56 IV. FINDINGS NON-QUESTIONNAIRE...... 7^ Philosophy and Goals Selection Procedures Application Forms Cadet Examinations Activities and Programs Interviews and Personal Questionnaires V. PRESENTATION OF STATISTICAL DATA...... 10** Questionnaire Data Supplementary File Information Questionnaire Cross-Tabulations VI. SUMMARY OF THE FINDINGS# IMPLICATIONS# AND RECOMMENDATIONS...... ZOk Page APPENDIXES...... 252 BIBLIOGRAPHY...... *4-1? TABLES Chapter IV* Table Page 'I. Record of Application Forms Surveyed... 84 II. Record of Cadet Examinations Surveyed.. 87 Chapter V * Table Page I. Analysis Of Respondents By Position.... 108 II. Participation Of Respondents In Cadet.. 110 Program
III. Most Recent Type Of Contact With The Cadet Program...... Ill IV. Date Of Last Contact With Program..... 112 V. Sex of Respondents ...... 113 VI. Marital Status Of Respondents...... 114 VII. Age Of Respondents...... 115 VIII. Race Of Respondents....*...... 116 IX. Experience of Respondents...... 117 X. Position History ...... 118 XI. Academic Degrees Of Respondents...... 120 XII. Semester Hours Beyond The Highest Degree...... 121 XIII. Teaching Certification...... 122 XIV. Areas Of Teaching Certification...... 123 XV. Administrative Certification...... 124
vi Table Page XVI. Year Respondent Was A Cadet And Minority Cadets By Year...... 127 XVII. Length Of Cadet Experience...... 129 XVIII. Sufficiency Of Cadet Training...... 130 XIX. Flexibility Of Cadet Training...... 131 XX. Participation In Training Activities* and Value of Activities...... *...... 133
XXI. Opportunity For Responsibility...... • 136 XXII. Participating In A Decision Making Process...... *...... 136 XXIII. Opportunity To Develop Solutions 137 XXIV. Expectations Of Program Met...... 138 XXV. Expressed Value Found In Cadet Training...... 139 XXVI. Evaluation of Cadet Performance...... 140 XXVII. Manner Of Selection Of Those Without Cadet Training Program...... 144 XXVIII. Criteria For Selection Of Those Without Cadet Training Program...... 145 XXIX. Method Of Practical Training For Those Without Cadet Training...... 146 XXX. How Cadet Program Might Have Helped?.. 14? XXXI. Job Satisfaction...... 149 XXXII. Motivation For Becoming An Administra tor...... 150 XXXIII. Was The Cadet Program A Factor In Choosing Columbus?...... 151 XXXIV. Career Goals When Becoming An Administrator...... 152
» * Vll Table Page XXXV(A) Present Career Goals ...... 153 XXXVI(A) Factors Used In Waking Initial Assign ments Of Administrators...... 155 XXXV(B) Factors Playing The Greatest Role In The Selection Of Cadets...... 159 XXXVI(b) Suggested Changes In Selection Proce dures...... 163 XXXVII. Should Recruitment From Outside System Take Place? ...... 164 XXXVIII. Should Teaching Experience 3e Required Of Administrators?...... 165 XXXIX. Problem And Skill Areas Selected By Administrators As The Areas Given The Host and Least Attention In Training For Cadets...... 167 XL. Can The Administrator Be An Adequate Instructional Leader?...... 170 XLI. Instructional View Given Cadets During Training...... 171 XLII. Necessary Changes To Enable The Admini- stator Become A More Adequate Instruc tional Leader...... 173 XLIII. Cadet Program Goals...... 174 XLIV. Number Of Times Applicants Applied...... 178 XLV. Average Graduate and Undergraduate Point Hours of Applicants For Cadet Principal Training...... 179 XLVI. Did Applicant Hold Administrative Certification At Time Of Application..... 179 XLVII. Age Of Applicants...... 180 XLVIII. Total Experience In Years At Time Of Application...... 181 * * £ Vlll Table Page XLIX. Degree Held At Time Of Application.... 182 L. CrossTabulations - Set 1...... 190 LI. CrossTabulations - Set II...... 193 LII. Cross Tabulations - Set III...... I96 LIII. CrossTabulations - Set IV...... 199 CHAPTER I INTRODUCTION AND RATIONALE OP THE STUDY
There has been a direct relationship between histori cal improvements in the field of educational administration and the ever-increasing interest in improvement of selection and development of persons to hold administrative positions
in our schools* Administrator selection and development would not have progressed as significantly as it has with out the efforts of boards of education to improve admini strator effectiveness*
Gregg has pointed out that the extraordinary number of changes in our world has demanded that educational administration adjust periodically since it has become a serious area of interest in education* Progressing from a time when meager teacher training was all that was required to administer a school, one finds that changes in society, have created a complex situation in which today's educational administrator must operate with skills once not thought necessary*1 Skills in the field have moved from an emphasis on scientific management, to empha sis on human relations, and the ability to use the social
1-Russell T. Gregg, "Preparation of Administrators," Encyclo pedia of Educational Research. MacMillan Co. Tronto, Ontario, P.993-** sciences. The field has developed most recently a con cern for the theoretical and scientific basis of educa tional administration*
The critical factor in the successful development of the field of educational administration is the selec tion of the right administrator* Trump, of the NASSP refers to the principal as the "ley person to start change rolling*" and Gross refers to the elementary principal as the one official "in the complex bureauracy that manages public school systems in the United States who has at his command great potentialities for influencing directly the type of and quality of education young pupils are to re ceive* "3
If the key to improvement in educational circles is the administrator, then one can understand the great con cern in the field with the selection and development of qualified and able persons* Since its inception, the
University Council for Educational Administration (UCEA) has had an intense interest in the selection and recruit ment of administrators* Of course this interest has led to extensive research,** and later to the improvement of 2-J. Lloyd Trump, Experience in Leadership. National Association of Secondary School Principals, Washington D*C* p* 6* 3-Neal Gross and Robert E. Herriott, Staff Leadership In Public Schools. John Wiley and Sons, Inc. N.Y. p. 1. ^-Kenneth McIntyre, Selective Recruitment of Educational Leaders. UCEA, I9 6 6 , p. l-lo. of university programs for training administrators. Less publicized! but growing out of the same period of interest in selectiona were the programs developed by school systems for training needed administrative manpower* "One approach a number of school systems adopted was a formal program of leadership development including an internship phase in which the prospective administrator worked for a period of time in the field in order to develop a capacity to carry out professional responsibilities. Such a period of internship not only helped the teacher ’break into* administration! but also greatly lessened the risk involved in moving teachers Into administrative positions."^ While not receiving the attention of recent university-oriented intern programsf one report shows that in 1968 over one- half of the programs reported for the purposes of giving prospective administrators a practical transitional experi ence! were organized and administered entirely by local school systems.^ McIntyre reported that no college or university preparation program# regardless of how effective it is# can adequately and completely educate a prospective school administrator.?
5-Educational Research Service# Developing Administrative Leadership A AS A, Washington D* C* Circular No. 6# 19 tive cadet program for nearly twenty years* During this time Columbus Schools have had phenomenal growth* For this reason the administrative cadet program developed, as did many other in school systems across the country, o almost out of necessity* The pupil enrollment in Columbus increased from ^6,^06 in 1950 to 109,793 in 1970. To house this increase in size, 77 new schools have been built since 1956. The growth in enrollment and in new facilities caused an urgent need for new administrators in the school system* Documentation for this need is the fact that Columbus has added an average of fifteen additional administrators each year since 1956* Those responsible for the administrative cadet program are quick to point out that "New administra tors for our system had to be developed. The Educational Research Service Circular No* 6 re ports that "emphasis in promotion policies is shifting from selecting administrators to developing administrators. Referring to university programs, Gregg reports that "Plans for recruiting educational leaders have not met the competi tion successfully. Education has not attracted its share of blue ribbon talent.Whether university internship 8-Hugh Stanley Morrison, Selective Process for Princinalship Positions. O.S.U. Dissertation Ph. D. 1957* p. 1-5* 9-Prom a report for the Superintendent by the Division of Administration, Columbus Public Schools, April 19, 1971* 10-ERS Circular, op.cit* p. 2. 11-Gregg, op.cit. p. 995* programs will grow enough to meet the developmental needs of new administrators# or whether the role of the school systems will expand in this regard is a question which awaits future development. The Columbus Public School's Administrative Cadet Pro gram Is one example of a school system oriented developmen tal program for administrators# and is among the first of such programs begun in the nation.^3 This particular train ing program# being both accessible and interesting is the center of attention for this study. Having existed since the year 1952# the Columbus Admini strative Cadet Program stands as a prime example of the on- the-job development programs for processing administrators into the field of administration in the public schools. In a position paper# UCEA points to the Columbus program and describes it as a program where "professionals exhibiting unusual competence are identified and programs are designed to give these promising individuals some leadership respon sibilities within the school district. The cadet program was established to enable future administrators to view the school district from a broad perspective# and to help them grasp the significance of the team approach to administration 12-Lloyd J. Trump, "A Report on the NASSP Administrative Internship Project"# NASSP Bulletin Vol. 53# Number 333 Jan. 1 9 6 9 * 13-ERS Circular, op.cit. l^f-Kenneth McIntyre, "Selective Recruitment..." op.cit. p. 16 6 The problem in this study is to obtain a complete analysis of the history of the Administrative Cadet Program. Being historical in nature, the study will utilize histori cal data gathering procedures and meet basic historical goals. I. Goal Historical methods involve the establishment of truth through the collection of observations and/or participants views. It is the general goal of this study to collect adequate historical data which will provide a comprehensive description and permit an analysis of the Columbus Admini strative Cadet Program. Such a goal would, of course, include a supportive literature review which would be productive to the point of establishing common elements used to create and judge such programs, and thereby provide a means of comparing the Columbus program with the elements of recommended programs. Inherent in the goal will be a product which completely describes the program analyzes the program's development, describes its operations, establishes historical evaluation, and conclude with recommendations and observations leading toward an improved training program for school administrators. The collection of the data for this study should pro vide answers to the following questions! 1. What historical developments have taken place in the development of the cadet program? 2. Which of these developments have been noted by the present administrators in their experiences? 3* What goals are seen by the present administrators for the Cadet Program, and in the opinion and perception of these persons to what extent have these goals been reached? Who are the Columbus Administrators? What kind of administrative personnel profile can be drawn to show the kind of applicants and the kind of product the Cadet Program has produced? 5< What variations in the perceptions of the program, its goals, and its accomplishments, are held by the various administrative groups according to years of experience? 6. How might the participants over the years change the Cadet Program? ?• What general provisions of the Cadet Program did the participants find particularly helpful? 8. In what way has the routing of administering the Cadet Program been conducted and how has this changed? II. Purposes* These questions generate some rather well defined purposes. The purposes of this study are to* 1. Determine the goals of the cadet program as perceived by the administrators and assess to 8 what extent they feel these goals are being met. 2. Develop a description of the products of the cadet program and show the relationship between the historical development of the cadet program and the individuals who have participated in its development. 3* Determine the perceived criteria used in the selection process and the degree to which the administrators perceive them to be adequate. Determine which portions of the training program have been most helpful, and which portions ought to be changed. 5* Develop a complete description of what the cadet program is today, including its formation, its administration, its utilization, and its achieve ments . In summary. The purpose of this study is to produce an analysis of the history of the Columbus Public Schools Administrative Cadet Program, including description, evaluation, and recommendations for the future. Ill• Methodology In the process of collecting data and establishing materials from which to reach conclusions, all possible data sources were considered. The three major sources identified werei 1* Application forms completed by prospective administrators over the years* 2. Individuals who had developed the cadet program* 3* Individuals currently serving in administrative positions* Chapter III presents a complete description of these sources and the material which they could provide* Each of the sources created its own manner of handling data* In general the processing included* 1* Application Data* A survey of application forms was made showing the development and emphasis of applications over the years* A survey of former written examinations and answers was made showing emphasis and change in tests from 1952 to the present* Miscellaneous items were gathered which in total helped to tell the cadet story (communications, summarized applicant informa tion, etc*) 2* Data from program developers* After identification of individuals with possible unique contributions to the story of the cadet program, interview guides and individual ques tionnaires were developed which attempted to capitalize on particular knowledge or opinions of the individuals* 10 3* Data from practicing administrators! With the aid of a special committee of principals, and with collected background in the literature* the writer developed a fourteen page questionnaire to be sent to threee-hundred and twenty administra tors in the Columbus Schools. Processing of the data obtained involved the use of computer facilities at the Ohio State University. The resulting analysis included simple tabulations* cross comparisons* and statistical tests* IV. Definition of Termsi During the course of the study* several terms are used quite freely in describing programs* and individuals or groups of people participating in these programs* and have a direct relation to this study* Because of the nature of the confusion which exists concerning certain terms in the literature, and in order for the reader to be in complete understanding when these words or phrases are used* they are defined in the following paragraphs* Internship. In this study the term "internship" is not used except in contrast to another central term, "Cadet Program". "The internship in school administra tion may be defined as a period of training after or in conjunction with graduate work, during which the intern has the opportunity to work in a practical school situa tion under the supervision of the university, an advisor, 11 K as well as the immediate school administrator.” J Cadet Program. One will find in contrast to the above defined term, the term ”On-the-Job Preparation Program”, or something very similar, in the literature. Featherstone*s definition here is informative and helpful in preparing a definition and understanding of what is meant by Cadet Pro gram in this study. "An on-the-job preparation program is a period of training coming after formal academic work, in an actual school situation where pre-planned structured experiences have been developed and supervision by the school district is furnished. The on-the-job programs differ from the internship previously described only to the extent that there is no formal university connection."^ Definition in this study is made relatively easy, by the fact that the study is an historical one dealing with one system and one program. When used in this study the term "Cadet Program” will refer to the Columbus Public Schools* Administrative Cadet Program which includes an established procedure for application and selection of administrators in that city, and contains an educational program designed to prepare the prospective administrator to be able to operate with a broad perspective of the 8ystem*s goals and operations. In this respect the cadet ^-Richard L. Featherstone, Selection and On-The-Job Train ing of Elementary School Principals In Ohio. OSU, Ph. D. _ , Dissertation, 195^# P* 16-Ibid. 12 program is what might be referred to in the literature as an on-the-job preparation program described above* It is not an internship. In the course of this study it is necessary to refer to several groups of people, since the program being studied deals with many persons as sources of data* The following clarification is made to reduce the confusion In reporting and analyzing data. The groups are basically defined apart from each other on the basis of their rela tionship to the Cadet Program• 1. Applicantsi This term refers to all persons who have in the history of the Cadet Program applied to be an administrative cadet* 2* Administratorsi This term applies in this study to all of the persons who are now in an admini strative position in the Columbus Public Schools and appear on the administrative roster of that school system* V* Limitations of the Study This study has been designed as an analysis of the history of the Columbus Public School's Administrative Cadet Program. This task presents some very real limita tions which are pertinent to the interpretation and read ing of this study. These limitations are not listed so as to cast doubt upon the worth of the study. Rather. they indicate the writer's awareness of factors which by the nature of the study are uncontrollable factors in the conducting of the research at hand. 1. The findings, conclusions, and recommendations may find usefulness in many situations, but in reality these can only be applied to one program defined as the Columbus Administrative Cadet Program. 2, The gathering of historical data is limited considerably to what is available. Reconstruc tion of the past, its goals and activities con cerning the Cadet Program, depend on the inter pretation given the data, its completeness, and the conclusions reached. The study is limited to the extent that these sources provide correct and complete data. 3* The nature of a questionnaire limits the study somewhat. The unwillingness of participants to answer, or their inability to answer with complete frankness or accuracy is always a limitation. 4. The review of the literature will show how limited the literature is in dealing with on-the-job train ing programs. Research being conducted at the university has tended to deal with internship programs rather than with school system-oriented 14 programs. This is a limitation in building a proper comparison of the program to be studied. VI. Organization of the Study The balance of this study as reported here will be presented as follows* Chanter II includes an extensive review of the re lated literature which is divided into two kinds of mater ial* First, a review of previous studies in the selection and development of educational administrators with programs designed and carried on by local school systems; second, current thoughts and writings showing recent efforts in the area of on-the-job preparation programs, and their relation ship to current internship programs. Chanter III presents a detailed outline of the research design and methodology, including a complete description of the instruments and a report of their development. Techni ques used to gather file data are also discussed. Chanter IV includes the findings of the study gathered through sources and techniques not including the question naire. These data include materials from records, interviews, and questionnaires. Chanter V includes statistical findings gathered from the Administrative Cadet Questionnaire, the personnel files dealing with applicant information, and results of cross tabulation of selected items. Chapter VI, includes a summary of the findings, further further interpretation, implications, and recommendations* CHAPTER II A REVIEW OF RELATED LITERATURE This chapter contains a review of material which develops both a rationale and a description of practical training programs for school administrators• The Colum bus Public Schools Administrative Cadet Program can best be understood in the context of such a review. This review has two purposes* 1. To develop the historic framework within which the cadet program developed and provide the kind of rationale upon which such programs are built and administered* 2* To develop several criteria by which one could evaluate or build a practical program of admini strative training containing the generally accepted areas of importance* The Material which follows can be summarized in this brief outline) I. Literature giving historical prospective. II* Literature dealing with selection of admini strators* III* Literature dealing with the practical aspects of administrative preparation* 16 1? A. The Internship B. System Oriented On-the-Job Programs IV. Criteria for Practical Training Programs In the course of reviewing the literature it seemed that some reoccuring questions or issues kept surfacing. Rarely were the issues discussed with reasonably complete description, but during the reading of this chapter, the writer would hope that several questions would be kept in mind. I. What is the source of the confusion which exists in the literature concerning internship programs, and how does the lack of well defined terminology contribute to the problem? II. What is the relationship between the university- oriented internship programs, and the school system-oriented on-the-job training programs for admin i s trators ? III. Are three very old questions still pertinent? Who is going to support the trainee whether he be a university person or a person from within the system? Who is going to select him? Who is going to be responsible for his supervision? I. HISTORICAL DEVELOPMENTS Educational Administration has developed relatively quickly, and professional preparation of administrators is 18 still in a developing state. History of the profession says that prior to the 1900*s the requirements for pre paration as an administrator of a school were very few indeed. “The administrator could learn his profession effectively while serving within the position by a trial and error process. Little if any formal specialized preparation was needed* and none was provided.“*■ Not only was there little practical preparation, but there was almost no academic preparation. “As late as 1900 no colleges or universities offered courses designed speci- 2 fically to prepare administrators." Through the efforts of men like Strayer on the East coast and Culbertson on the West coast, university preparation was up-graded.3 Of course these early attempts saw no great emphasis on the selection and recruitment of administrators! rather the early development of the field were concerned with the specific skills of the task. Early stages of the field moved from scientific management to emphasis on human relations. Most recently the emphasis has been improving the theoretical and scientific basis for the profession. The development of specific interest interest in selection and practical preparation of educational admini- Russell T. Gregg, “Preparation of Administrators", Encyclopedia of Educational Research, MacMillian, Tronto Canada, p. 993-100*4- 2-Ibid. p. 99*4 3-Ibid. strators came much later. In 1938 Waterhouse prepared a historical review of literature as a basis for his thesis. His thesis was concerned with development of an on-the- job training program for administrators in Akron* Ohio. He reported that "little change had occurred in the method of appointing principals since 1918." In making this point he was very concerned with the improvement of the principal as a means of improving elementary education.^ In order to achieve this kind of improvement, the areas of recruitment, selection, preparation, and practical experience programs for administration need to be up graded. In reviewing the literature one is made aware of the void which occurs in the early Forties. World War II no doubt had its effect on the progress of educational administration, as it must have had on educational acti vity in general. In 1952 Newell reported that "Internships for pros pective school administrators developed during the last five years." He pointed out that in 19^7 there were only two universities which had intern programs in the field of educational administration and that at the date of this writing there were twenty universities with such ^-Ralph Waterhouse, "Training Elementary School Principals", unpublished Master's Thesis, Ohio State University, 1938 - P* 11- 5-Ibid. p. 12 20 programs.** In this article Newell points out some his torical developments in the internship program which he feels are significant in the historical basis of admini strative preparation* -19^7 saw a National Conference of Professors of Educational Administration face the question of internships. -1951 saw the Mid-Atlantic Work Conference on Internships in Educational Administration. -1952 saw the internship fully established. In the same series of articles, however, Yeager reported that "considerable difficulty has been encoun tered with school systems about cooperative arrangements because the nature of the administrative internship has 7 not been clearly understood." He reported that many questions still remained, and were making establishment of internships difficult. Among these was the question of who was to have the responsibility for administering the programs. Yeager further stated that, "there is good reason to think that school systems would enter into internship arrangements much more enthusiastically if g they had a major role in the selection of the intern." He did not mention financial support of such programs, but it is reasonable to conclude that school systems 6-C. A. Newell et.al. "Internships in School Administra tion* A Symposium", Nations Schools Vol. 30 , November „ 1952, pp. 51-62. 7-Ibid. p. 52 8-Ibid. p. 5h would have been interested in the support of internships as well. The literature does refer at times to state departments assuming financial partnership in the intern programs. Reference to Shillington's thesis at this point is out of place chronologically, but her own review of the literature is quite pertinent. It points up many of the developments taking place in relation to practical experi ences and the emphasis at the turn of the decade in 1 9 5 0 i "The report of a workshop held at Kent State University in 1950 appears to be the first publi cation resulting from an internship conference held in Ohio. The recommendations of this con ference called for more careful selection of pre paratory curriculum in programs for potential public school administrators." Shillington goes on to say* "Funds made available through the W. K. Kellogg Foundation in 1951* made possible many studies and Co-operative Programs in Educational Administration (CPEA) activity centers. These studies represent efforts at the university level to achieve co-opera tion in evaluating and perfecting various phases of the preparation program for educational administra tors. Among these was the report of the National Professors of Educational Administration which stated guiding principles for internships* -Careful selection of situations with regard to needs of student and the institution. -Continuous supervision and evaluation of the internship needs to be provided by the insti tution and the co-operating agency, including observation and consultation with the student on the job. 9-n . H. Shillington, "Selecting and On-the-Job Training Programs For Elementary School Principals", unpublished Master's Thesis, Ohio State University, 1964, p. 15. 22 -Internship should provide opportunity for leadership and result in a contribution to the co-operating agency. -There should be no exploitation of the student or recipient agency.*'*0 The review of the literature reveals that these guide lines are still among those suggested for intern programs today. Interestingly enough9 a large number of programs meeting part of the criteria developed under the sponsorship of local school districts. Featherstone prepared a study in 195** in which he was interested in various programs for selection and on-the-job preparation of elementary school principals in effect in Ohio cities. Featherstone was defining a type of program other than internship, sponsored by, supported by, and supervised by local school systems. Featherstone said, "These programs differ from the accepted definitions of "internships'* only to the extent that the programs for selection and on-the-job training have not been initiated by a university or formal academic training group."11 Shillington*s study is a follow-up of the Featherstone study, but ten years later Shillington*s review of the literature reveals vividly that the confusion still existed. Her study was concerned with on-the-job, system-oriented programs, and yet a strong center of attention was intern programs still being defined in terms of university parti- I°-Ibid. p. 16. H-Richard L. Featherstone, "Selecting and On-the-Job Training of Elementary Principals in Ohio, unpublished Doctor's Dissertation, Ohio State University 195**# P» 11 • 23 cipation. The balance of this review will show how the area is still not clear* It might be well to state more clearly how the writer views the confusion between uni versity-oriented and local school-oriented on-the-job programs for those becoming administrators. Ramseyer, and other university personnel* have held that the internship is the "Sine Qua Non” of m o d e m pro grams of preparation of administrators* The literature clearly shows that the university person has given much attention to the internship, and hopes for its growth through increased state aide, expanded cooperative pro grams with school systems, and improved recruitment and selection of interns to participate in new generalized programs* “However, unless the university is heavily committed to field supervision there is a tacit understand ing that in fact much of what really is the internship is shaped by the cooperating agency and acquiesced in by the 12 university and the intern." Historic perspective shows that school systems faced with tremendous growth in their school populations and building programs, faced critical needs for administrative personnel, and this necessitated development of local- school on-the-job training programs. A UCEA position paper refers to the Columbus Program and its goalsi 12-samuel A. Moore, "Who Expects What From the Internship?*' Peabody Journal of Education 4^ i279“81, March 196?. 24 "The Columbus Ohio Public Schools are consciously attacking the leadership recruitment problem through a 'Cadet Program'. Professionals exhibiting unusual compe tence are identified and programs are designed to give these promising individuals some leadership responsibil ities within the school district. The cadet program was established to enable future administrators to view the school district from a broad perspective* and to help them grasp the significance of the team approach to administration. II. SELECTION A recent AASA yearbook makes a pertinent point in refering to preparation and practical training of admini strators! "...it is still obvious that a planned* deter mined* and intelligent program involving many people would do a better job, and would make for a better bat- 14 ting average." The necessity of thinking about the batting average of selection comes from the inability of the field of education to produce sound recruitment and selection procedures based on research. Authors point out often the "need for experimentation in matters of recruitment, selection* internship* and other components 13-Selective Recruitment of Educational Leaders. University Council for Educational Administration* Columbus, Ohio 1 9 6 6 , p. 16. x -Professional Administration for American Schools. Amerlcan^ssocIaTtlon-of™SchooI"™Adiimn^tr5rtor7™3 5 th Yearbook* Washington D. C. 1 9 6 9 . 25 of training programsMcIntyre suggests that* "The best time to solve a personnel problem is before the problem signs a contract#"-'-6 More seriously he points out thati "The selection of school administrators has been hampered by a shortage of research dealing with several persistent problems# In fact# when one contemplates what we do not know about predic ting human behavior# we could well wonder how we have managed to recruit# select# and place people for so long with so few cries of outrage from indignant critics.,fl7 This need for research in the selection area is also mentioned by Gregg in his summary. He reports* "In spite of the number of publications# only a few important research studies have been conduc ted. There have been doctoral studies# usually of normative nature based upon response to ques tionnaires, but ordinarily they have not made significant contributions to the basic problems of recruitment and selection#"1 “ In reviewing six studies on the prediction of administrative behavior of elementary principals done by doctoral candidates# McIntyre suggests# "we don't really know anything new# but we have added a little more support to some old notions# and we are in a posi tion to ask some new questions#"*9 According to McIntyre# 15-Luvem Cunningham and Rapheal Nystrand, "Toward Greater Relevance in Preparation Programs for Urban Administra tors# Educational Administration Quarterly# Volumn V.# Winter 19^1# p» 6-23# 16-McIntyre# Kenneth, Selection and On-the-Job Training of School Principals. University of Texas, Austin# I960 p. 4. 17-Kenneth McIntyre "Six Studies On the Prediction of Administrative Behavior# "Educational Administration Quarterly, Volumn # Columbus# Ohio# Winter I9 6 8 , p. 51. 1 8 -Gregg, Op.Cit. p. 995 19-McIntyre, "Six Studies#.." Op.Cit. p# 45 26 it is now a well-documented fact that global or general behavior characteristics are more predictable than specific behaviors are. Those who are responsible, he says, for recruitment and selection of prospective school administrators must still make decisions based on the best predictive evidence available, and perfor- 20 mance tests of some type seem particularly appropriate. McIntyre has summarized certain truths, or "quasi truths," having an important bearing on the selection of school administrators.2^- -Selection is a problem in prediction, and hence is susceptible to scientific treatment. On the other hand, because of the nature of the problem of predicting human behavior, selection decisions must be made on a probablistic basis. We must, at least for the present, be content with pre dicting only the general directions of behavior — not specific content. -Selection takes place at many points along a time continuum. -Selection for the preparation program must usually be accomplished without benefit of knowing the specific situation in which the prospective admini strator will first be employed. -School administration should be competitive with other fields. McIntyre, continues by saying that as far as research is concerned we need to "test the effectiveness of various recruitment devices, to determine the best sources of administrative talent, and to show the effects of promotion 20-Ibid 21-Kenneth McIntyre, Selection of Educational Administrators, University of Texas Press, Austin, 1966 p. 1. (to principalships and other positions) from within the organization compared with selection from outside the system."^ (All of these points are especially pertinent to the present investigation.) Stating further research concerns# McIntyre suggests that we, Mneed to investigate the informal structures and processes of advancement in school systems# to discover how the successful climbers actually gain visibility and rise in organizational hierarchy. Furthermore# we need to turn some of our attention to those who do not get selected# to learn why."^ He warns of finding significant relationships and assuming that the relationship is useful for predictive purposes. He says that traditions of the past# the trait approach need for extensive teaching experience and interviews have not proved to be assets in selection processes.^ Pro mising new tools which have recently been mentioned are sociometric ratings# situational performance tests# and simulation programs. In summarizing his research McIntyre says that admini strative behavior is a product of environmental contraints as well as personal need dispositions. We know little about the interaction of situational and personal variables. We do know that administration has not presently attracted its share of the most able young people in the population. ^-Kenneth McIntyre# Selection of Educational Administrators# op.cit. p. 3. 28 We must think in terms of multiple criterian*2^ Gregg reports in the Encyclopedia of Educational Research several interesting pointsi2^ -A 1965 McIntyre study reported that of 93 fields of study* including 18 in Education* the field of educational administration and supervision ranked third from the bottom in the percentage of students with high academic competence* Only two per-cent of the educational administration students were in the superior group* -McIntyre reports that, of the usual procedures used in selecting and admitting students* unpro ductive criteria are* interviews, letters of recommendation* rating scales, and transcripts of college credits. -Hemphill's 1962 study showed that apparently useful criteria in selection included mental ability* general educational background, and knowledge of the profession* He showed that years of experience, amount of professional preparation, and sex* are not valid criteria regardless of their wide use* Campbell reviewed one research study early in the development of selection and recruitment activity and summarized what could be said with some assurancei2? -Advanced chronological age or long experience in teaching are not necessary to administrative effectiveness. -Despite some cultural predictions to the contrary sex is not a differentiating factor in determining administrative effectiveness. -If there is one sine qua non of effective admini stration, it is communication. 2|-Ibid p. 18 2°-Russell T. Gregg op.cit. p. 995* 27-Ronald F. Campbell* "Research and Selection and Prepara tion of School Administrators”, Education Research Bulletin OSU, Volumn XXXV Number 2, February 8, 1956 p. 32* 29 -Democracy avowed by the administrator is not a trait necessary for faculty productivity. Schutz embarked on a study in 1961 with a premise that "at present there is available no satisfactory plan for local school systems to use in selecting their principals and superintendents from available personnel, nor for colleges and universities to use in identifying persons who should be encouraged to prepare for such positions."28 The goal of his project was to develop more effective selection procedures than are currently available, to build those procedures around an evolving theory of school administration, and to take into account a number of aspects of school administration, including situational factors, psychological factors, cognitive abilities, and life history data. This research assumed that not only the personal characteristic, but also the personal inter actions of the administrator in his school community must be studied if the administrative behavior is to be understood sufficiently to be predictively useful. The hypothesis seemed compatible with McIntyre's thoughts* "The compatability of an administrator and his interactor is positively correlated with the interactor's rating of the administrator's effectiveness."^ His findings were tentative and require further research, but seemed that parents and teachers like and respect principals who are 28-wiiiiam Schutz, "Procedure for Identifying Persons with Potential for Public School Administrative Posi tions". Co-Research Project #6? Berkeley, California* University of California, 1961, p. 1. 29-Ibid. 30 similar to themselves with regard to how they handle dif ficult situations. If a principal has several years* tenure# teacher's opinions of his overall ability seem to be a function of his warmth and personal closeness. This type of research may someday offer valuable infor mation to the selection process* Evidence of studies in Dissertation Abstracts reveals activity in research dealing with criteria in the selection process* Drake's study indicates that 'experts' interviewed show that no single characteristic# trait# or talent# when considered alone# can be used to Identify general leadership success in the secondary school principal or executive in business and industry. On the contrary# success depends on the whole man and not his separate traits and abilities. The really significant point is perhaps the interpersonal contributions of which the individual becomes capable in a specific job setting-- an interaction process between individuals and the position. It appears that desirable ends in school administration# as well as in business and industry can be achieved by indivi duals having widely different personality and behavior characteristics. No one procedure or set of procedures can assure a board of education success when it undertakes# the crucial task of filling a vacancy for the principalship. However# there is evidence to support the need for a well- planned program aimed at the recruitment, selection# and 31 final appointment of the best candidate available in the position*"3° Justice's study sought to evaluate a set of criteria for the selection of elementary school principals in Georgia on the basis of ratings of a panel of professionals* to determine the criteria used by Georgia superintendents* and to develop criteria that may be followed in selection of principals. His study produced the following suggested criteria Physical Appearance -Posture -Poise -Grooming -Facial Expressions -Pronun c i at i on -Enunciation -Fluency -Diction -Voice Modulation -Effectiveness of Expression Understanding of Children -Self-control -Tact -Patience -Sense of Humor -Enthusiasm -Friendliness Knowledge of Teaching Methods -Resourcefulness -Ability to Plan 30-jackson M. Drake* "An Analysis of Reported Criteria and Procedures Used In the Selection of Secondary School Principals By Certain School Districts In the State of Illinois", (unpublished doctor's dissertation) Columbia University, 1965* 31-Arthur Justice, "Criteria for the Selection of Princi pals in the State of Georgia", (unpublished doctor's dissertation) Duke, 1 9 6 5 * 32 -Knowledge of Classroom Management -Ability to Maintain Discipline -Knowledge of how to teach, test# re-teach# and grade Understanding of Good Human Relations -Ability to build and maintain good human rela tions Personal-Professional Attributes -Cooperativeness -Frankness -Honesty -Soundness of Judgment -Dependability -Resourcefulness Professional Experience Teaching experience should be required, with no limit as to number of years* It should be elementary school experiencei however, both elementary and secondary school teaching experience are preferred by superintendents. Leadership -ability to communicate -ability to delegate -ability to work with parents -ability to work with community leaders Job Location of Candidate Applicant considered regardless of where he may be located* Sex of Candidate -no regard to sex Maximum Age Limit -no set age limit Rather than a specific list as above# Briner lists three broad categories to be used in appraising qualifi cations 8f an administratori 32-Conrad Briner, "Identification and Definition of the Criteria Relevant to Selection of Public School Admini strative Personnel." (unpublished doctor's dissertation) Stanford, 1958. 33 -the physical and character Image, -levels of professional and personal potential, -levels of demonstrated professional and non-profes sional competence. In his general conclusions, Briner states that super intendents agree on an intellectual level as to which cri teria are relevent to the selection process and how they rank in order of importance, but they disagree when defining the criteria at a personal level. Another study was done by Foteet at East Texas State University. He presents findings which are related to the criteria used in Texas schools for elementary school principals selection. Among the more pertinent comments arei -larger districts are more inclined to formal programs and to using competitive examinations. (This will be compatible with Ohio studies discussed later.) -three-fourths of the superintendents consider the individual interview to be one of the most important means of selection. -he found that a candidate's philosophy, resourceful ness as a teacher, and ability to command respect of elementary age students all seem to play an important part in the selection in Texas. A broader study dealing with current practices was reported in the abstracts, and discussed selection proce dures in cities with a population of over 250,000. Green's findings included several interesting points* over half of the cities made no public announcement about vacancies, 33-Ralph Poteet, "Criteria For the Selection of Public Elementary School Principals" (unpublished doctor's dissertation) East Texas, I9 6 8 . 3^ 90# accepted only applications from within, fewer than half made a periodic job analysis, 40# use written tests, and 80# depend almost entirely on interviews. It' is clear, from this limited review of the litera ture dealing with selection of personnel in administration, that we have a difficult area to research. In recognition of this point, the AASA has stated that "Until research produces more specific guidelines, the recommendation of AASA is that stress be put upon high intelligence, superior scholarship at the undergraduate level, emotional maturity, and demonstrated leadership.”^ In 1966 UCEA listed the following points as important positions in the area of recruitment and selection!^ Position One* In an age when there are unprecedented incentives to attract talented personnel into science and technology, there are insufficient counterbalancing incentives to attract personnel into positions of leadership* Position Two i As more and more personnel are required to manage increasingly large organizations, the competition for executive talent becomes exceed ingly intense! those recruiting educational leaders have not developed programs adequate to meet the competition. Position Three i Because the age group from which society will draw its intellectual and leader ship talent during the next decade will be relatively small, the challenge confronting those recruiting educational leaders is further dramatized. 3^-Jay Green, "Current Practices In the Selection of Principals" (unpublished doctor's dissertation) New York University, 1955* 35-Professional Administrators for American Schools, op.cit. 36-selective Recruitment of Educational Leaders, op.cit. p. 1-16. 35 Position Fourt The challenge facing those recruiting educational leaders is further heightened because there will be few# if any# organizations in society during the next decade whose scope and magnitude will increase as rapidly as those in education* Position Five* A unique set of factors# which relate to the perceived role of educational leaders# the career routes they pursue, the channels through which they are recruited and the training programs they experience, combine to increase further the special challenges shared by those who would influence talented individuals to enter leadership careers in education* Position Six* The national thrust toward educational excellence makes the qualitative aspects of the recruitment challenge even more compelling than the quantitative one* Position Seven* The major identifying characteristics of talented prospective educational leaders in clude at least the following* high intelligence# broad educational background# strong motivation to contribute to education# and successful leader ship experience. Position Eight* The most accessible talent pool from which to recruit educational leaders is comprised of professional personnel already in education* Position Nine* Recruitment procedures are needed to attract talented leaders* Position Ten* Better methods are needed for encour aging secondary school students to consider leader ship careers in education* Position Eleven* Women should not be overlooked in recruitment. Position Twelve* There is a need for better informa tion on leadership careers in education. Position Thirteen* In order to attract competent people an image should be projected that is positive and authentic 36 Position Fourteen* Recruitment efforts should be supported adequately by financial incentives to enable talented personnel to obtain needed preparation. Position Fifteen* Professionals at all educational levels need procedures for encouraging those with unusual talent to prepare for leadership careers in education. Position Sixteen* Additional research evidence is needed to guide the efforts of those responsible for recruiting educational leaders. PRACTICAL TRAINING EXPERIENCES Bridging the gap between academic administration and real responsibility can be accomplished in one of two ways* internships and system oriented on-the-job programs. Many writers point to the need for this practical training. Gregg says that these experiences give the student of administration an opportunity to develop a realistic under standing of the s t e m realities of the field, the obstacles to professional leadership, and the strategies for dealing with these obstacles.^7 The AASA sees the local school system as the single most potent force in the locating of prospective administrators and in encouraging them to pre pare for the profession.-*® Understanding of the two main approaches to practical training is the goal of the balance of this review. Intern Experiences* The previously mentioned principles, dealing with internships, have not been changed greatly since they were 37-Russell T. Gregg, op.cit. p. 999 38-Professional Administration for American Schools, op.cit. P- 150 37 first stated in 1951* Internships have increased and generally spread to various levels of educational programs* This expansion can be seen in a recent journal of a North Carolina community college which reports that internships have developed within the community college world to pro vide good training for an expanded community college system* The criteria and activities used in this program are similar to those recommendations for general admini strative internships in education.^ Culbertson talks of the internship as the experience that moves the trainee into action. The most effective internships offer significant responsibility and time to understand and evaluate the experience.^0 Davies agrees that at least five major factors contribute to a worth while internship* -the experience should be an integral part of the intern's academic program. -the experience should include a large block of time* -the student should be expected to carry real and continuous responsibilities in his field of study. -the board of education in the cooperative venture should support the policies of internship listed* -the university should have supervision responsi bility* ^ 39-Dewey A. Adams, "Internship in Administration", The Open Door, Volumn 5 Number 2, Spring 1 9 6 9 , p. 6-5+7 ^°-Jack Culbertson and Stephen Hencley, Preparing Admini strators * New Prospectives. Chapter 10, UCEA, Columbus . Ohio, 1962. ^■-Daniel R. Davies, The Internship in Educational Admini- stration. Center for Applied Research in Education, Washington D* C. 1 9 6 2 , p. 1-3* 38 Other authors stress the fact that an internship should be a workable partnership between four parties* the state departments of education# the universities or 42 colleges# the school system, and the intern. Baber made a critical appraisal of internship theories and practices as they related to the professional preparation of educational administrators. The purpose of his study was to ascertain the status of selected intern ship programs in Educational Administration# to make a critical appraisal of major assumptions, and synthesize the opinions of a jury of educators regarding was ought to be included in an internship.^ He found that the number of intern programs was increasing considerably# and that there seemed to be a strengthening of opinion favoring the internship# as expressed by leading educators and professors of educational administration. Most felt that the internship would be superior to a series of brief disconnected field experiences because it provided the intern with opportunities to develop an understanding of the job in its entirety. He found these weaknesses of proper relationships between extended field experience agencies and the on-campus supervisors, and insufficient ^2-Harry J- Hartley and George Holloway, "Critique of the Internship in Educational Administration*', Peabody . Journal of Education. Volumn 43, January 1966, p . 202-20?. ^3-Eric Baber, "A Critical Appraisal of Internships Relating to the Professional Preparation of Educational Administra tors" unpublished doctor's dissertation Michigan State University, 1953* 39 financial support. His criteria for a good intern program are similar to those already mentioned and emphasize the flexibility needed. The Administrative Internship Project sponsored and directed by the National Association for Secondary School Principals, is an example of different approach to intern- ships for administrators. Largely under the direction of J. Lloyd Trump, this project represents to the writer a creative attempt to provide a meaningful internship. The NASSP project was an outgrowth of the staff utili zation studies which NASSP sponsored in 1956-62 with the Ford Foundation, The program*s "goal is not conservation— but innovation. Its intent- not to preserve the estab lished educational order, but to challenge it.”^ This internship was directed at principals, because the project participants believed that the responsibility for seeing that something takes place in a school lies with the principal. He is the one who must work regularly with teachers, raising the right questions and guiding their efforts toward the improvement of instruction. The principal must know where he is going, design a continuous progress in-service curriculum for teacher, and give new programs a chance to succeed. The Executive Secretary of the NAASP, Owen Kieman, states that in this effort of ^-J. Lloyd Trump, "A Report on the NASSP Internship Pro ject”, The Bulletin of the NASSP. Volumn 53 Number 333 1967, p. 3* 1*0 the association and the cooperating schools and universities* "it was recognized by all parties that the existing system of 'going through the chairs* would produce neither the number nor the quality of administrators desired. There was no guarantee either that the men and women entering the field of administration would possess the necessary ingredients to serve effectively as constructive agents for change. Even the most casual examination of the appended roster of parti cipants and the current positions attests to the fact that the objectives of the project were achieved in full measure* and that change is taking place in our schools.m£^5 This internship program was intent upon creating prin cipals who were change agents. The need for this direction in the training of administrators has been created says the report, because of several years of turmoil in the secondary schoolst -Change in education cannot be ignored, scoffed out of existence, or swept under the rug. -Dissatisfaction with traditional school organization, curriculum and teaching methods, is not limited to a few cranks, but is real, widespread, and serious. -The impulse and desire to change begins in an indi vidual's head and heart. Although the principal is key person to start change rolling in his school he cannot implement it by administrative fiat, big- daddism, or boss-man tactics. He needs a new set of skillsi persuasion, communications, and human rela tions. -Curriculum improvement is a full time task. It is not something the principal does in his spare time. This program used several "yardsticks" to determine the progress being made by an intern during the year's experience! ^5-0wen B.Kieman, Experience in Leadership. NASSP, Washington D. C. p. v. ^6-Ibid. p. 3 4i -Did the intern implement innovative approaches to instruction? -Did he use alternative courses of action to achieve a goal? -Did the situation provide a risk orientation for the intern? -Was there systematic evaluation of the intern's experience? -Were priorities for time set? In summarizing the new project in internships Trump says* "More than a decade ago* the staff utilization studies showed what had to be done* teachers free and un frightened, must be encouraged to pursue their own personal and academic growthj students must get such a charge out of learning that they will plunge into it on their own* the school's atmosphere must be natural, informal, and stimulating* the curriculum must be meaningful and contemporary, and the principal must be the mover of it all, bringing both creativity and courage to the school's renewal."*•’7 Another unique intern program is taking place under the auspices of the Institute of North Carolina.**® In this pro ject, several local systems, two universities, the State Department of Public Instruction, and the Richardson Founda tion have all united to find better means of early identifi cation of possible educational leaders, assess their potential, and direct them into programs of advancement. The project, which became operational in the summer of I9 6 8 , takes place in the form of an administrative leadership identification and advancement program consisting of three components* ^7-lbid. p. 41 ^ - Developing Administrative Leadership. Educational Research Service, AASA and NBA, Washington D. C. Circular No. 6, I9 6 8 , p. 42. hz -The first component is under the direction of the Richardson Foundation which will attempt to apply the many reliable methods of assessing potential leaders in business and industry. -Component two consists of a fellowship program which will place teachers in roles of leadership in their school systems with a stipend of $500 for the year. -Component three includes a period of approximately fourteen months in a full time administrative internship program conducted by the employing school system and the two universities. Activities in this program includei summer school courses* a series of seminars* work in local schools* work at the Department of Public Instruction, and evalua tion sessions during the last summer. Salary is set at $6,500 for the fourteen months. In summary, one can say with assurance that the intern ship was identified very early in the movement to upgrade the field of Educational Administration. Having the begin nings in the late Forties, and meeting the crisis of school population in the early Fifties, internships quickly caught on and were established by universities with cooperation of other agencies. There does not seem to be widespread acceptance of the internship by local school systems. Evidence seems to point to the fact that school systems in this period met a critical need for preparing administra tors through system sponsored and supervised programs. SYSTEM ORIENTED ON-THE-JOB PROGRAMS In a recent circular by ERS, the results of a survey in which they concentrated on reporting programs which had i*3 been created by local school system, the importance of such programs is clearly seen*^9 The report shows the increasing need for "internships1'. The term is still applied to programs showing no university connection, and thus is another case of the definition be confused. This particular research shows that "administrative intern" is the title the greatest number of systems use to designate their prospective administrators. "Admini strative Trainee" was reported by five systems, and other designations included, "Intern Principals", Cadet Princi pals ", and "Cadet In Training".^ The circular reports the research taking place in January of 1 9 6 8 , when a postal card questionnaire was mailed to all school systems with over 12,000 enrollment in order to identify those which operate a formal intern ship program for potential administrators among their own employees, as opposed to those systems which accept only degree seeking graduate students participation in an intern ship sponsored by a near by university. One hundred nineteen systems reported such programs and they were requested to provide complete descriptions of their programs. In the report, twenty-nine programs are described as being repre sentative of the various types of programsAbout half of the programs reported utilization of nearby universities ^9-lbid. p. 1. 50-ibid. p. 3 . 51-Ibid. p. 5-^1* to help conduct seminars etc., and the rest use no univer sity connection* All of the programs in this study provide for selection of an intern program by the school system. A summary is amde of the kinds of qualifications, selection processess, areas of internship, assignment procedures, length of internships, salary practices, and duties, in programs maintained by school systems. An interesting thing to note is that of the majority of the twenty-nine programs reported in this study, few have a history of participation of more than five years, with most being organized since 1966. The ERS circular is an informative report showing the tremendously wide variation of programs created by local school systems. Waterhouse prepared a study in 1938 in which he traced the historical development of the principalship and suggested some qualifications that applicants need in order to fulfill the responsibilities of the job.^2 He suggested methods of on-the-job training for these potential principals, in pro grams operated by the local school system. His recommenda tions include supervision of the trainee by an experienced principal, much the way his own school system was operating at the time in Akron. This study is reported in related studies which follow and has become a landmark in research studies in the field of selection and on-the-job training programs. 52-Waterhouse, op.cit. ^5 Professional journals contain several articles report ing how school systems select and prepare school principals. An often-quoted set of guidelines was prepared by Hadley in 1952. He pointed out that many educators were of the opin ion that the shortage of educational leaders is due more to the lack of sound selection policies and procedures rather than a shortage of available leadership material. His article included the following suggestions 1 -The job of the principal should be defined in terms of the individual position to be filled. -The superintendent should have the responsibility for execution of selection policy as agent of the board. -Screening should be continuous, its aim being the retention and addition of highly qualified candi dates, rather than elimination of those not well qualified. -The potential for professional growth should be the determining factor in selection of a princi pal* development of this potential will largely determine the effectiveness of the selection.53 Examples of two articles which describe individual system's programs for developing administrators have been selected to represent the kind of activities both large and small school systems are conducting in this area. O'Brien describes the Los Angeles Administrator Develop ment Program as a program to provide experiences like those administrators and supervisors might have on the job. Trainee activities include* teaching in two grade levels, 53-William M. Hadley, "The Selection of School Principals", American School Board Journal. July 1952, pp. 26-28. 46 teaching special children, working in a variety of commun ities, and working with a variety of administrators. An intern will spend three to four years in this system's program.-'■ 54 Cosgrove relates how the shortage.of qualified admini strators caused a relatively small system to develop its own potential. This Framingham, Massachusetts experience divided training activities into administrative, super visory, and managerial, and capitalized on the available human resources within the system.^ The on-the-job system-oriented program has taken development of administrators seriously. The Columbus Public Schools have stated that the good of the Cadet Program is the development of administrators, and the ERS circular quoted earlier mentioned that in 1966 a definite turn took place when emphasis was not so much on selection, but on development of administrators. The literature makes it clear that* "no formula has been devised for the development of an administrator training program. It can take many forms and can be aimed at any number of current goals. Each district must examine its own needs, personnel, and finances, and then construct its program to satisfy such criteria as are developed from the situation".5° ^-Beatrice O'Brien, "Administrative Developmenti Los Angeles Elementary School Administrator Development Program." National Elementary Principal. Volumn 45 April 196 6 , p. 72064. 55-Gail Cosgrove, "Home Grown Administrators", American School Board Journal, Volumn 155» October 196?, p. 21-22. 56-professional Administration for American Schools, p. 167 op.cit. A study by Featherstone in 195^* sought to locate the various programs for the selection and on-the-job preparation of elementary school principals in Ohio cities, to evaluate the existing programs in light of criteria recommended by educators* and to develop a guide relating to programs for the selection and on-the-job preparation of elementary school principals which might be used by Ohio superintendents to plan such p r o g r a m s . 57 Featherstone was concerned with delineating the programs in existence and developing guides for future programs. He reported that "There are almost no well-defined programs for the selection of candidates to the elementary principalship in Ohio cities."58 He further stated that* "The majority of candidates for the principalship in Ohio cities are selected on the subjective judgment of the superintendent* without the use of objective data other than college credentials and without consideration of the thinking of other professionals".59 His jury of professional persons placed great importance on certain personal attributes a candidate should have* high moral values, enthusiasm for his work, convinced that democracy is a desirable way of life, and be an emotionally stable person. Shillington made a •follow-up* study of Featherstone*s dissertation.^0 Her objectives were to determine answers to the following questions* 57-Richard L. Featherstone, op.cit. 58-Ibid. p. 201 59-ibid. p. 203 60-n . H. Shillington, op.cit. 48 -Are the programs for selection and on-the-job training of elementary school principals in Ohio increasing in quantity? -Does the size of the school system effect the establishment of the selection and preparation program? -Are superintendents of school systems now showing ✓ more concern with the internship programs offered?61 Her findings showed that in the decade from 1954 to 1964 selection and on-the-job training programs for ele mentary school principals did increase in quantity in Ohio city schools, but not as rapidly as predicted by Featherstone. Larger school systems did report "100 per cent well defined programs" while nearly half of the smaller systems reported no general program at all* Size then did seem to be a factor. Superintendents of Ohio city schools are interested in broadening the responsi bility for the selection of elementary principalship candidates* This is evident from their tendency at this time to include the opinion of greater numbers of persons in the selection process. Specific measuring instruments are being used to a greater extent.**2 Included in Shillington's recommendations was the following* "A remaining issue is whether pre-service (intern) or in- service (system oriented) programs are the most practical"^ for training new administrators. Morrison's study is an important one which helps to determine the relative status of system-oriented practical 61-n . H. Shillington, op.cit. °2-Ibid. p. 56-58 63-Ibid. k9 programs during the year of 1957*^ It is an intensive look at seven city school systems in Ohio* and their programs for developing administrators. Historical reference is made to the fact that these programs were well developed and had all developed since 19^8 * with the exception of Akron, which began in 1928. Morrison points out that little had been written at that time about procedures established by individual school systems. A CPEA report which he quotes says that a casual survey of the literature indicates that little if anything has been written on the subject of recruitment and selection practices of school systems in regards to administrators. His study was similar to previous studies mentioned, but Morrison added an investigation into systems across the United States. Morrison's findings include the following* -A total of eleven school systems in Ohio had developed their own preparation programs since 19^8. -Administrators and teachers had been participa ting in selection procedures. -A majority of the eleven systems had received help from the OSU Educational Research Division which had drawn up a set of guidelines. ^-Hugh Morrison* “The Selective Process for Principals In Seven City School Systems", unpublished doctor's dissertation 1957* 50 -Very few systems took applications from outside the system# General processes of selection included* -securing evaluation evidence from a variety of sources# -gaining assistance of different people in the appraisal• -employment of a variety of examination procedures# Morrison reported the following difficulties with the systems* programs* -Dealing with unsuccessful applicants# -Dealing with persons outside the systems# In general Morrison reports the processes used greatly assist superintendents in discovering competent persons for principalship positions* they provide a ready source of competent persons for future vacancies* they permit teachers within the system to take initiative in seeking promotion* they permit teachers to compete for promotion on a common basis* and the procedures provide fairness# Morrison*s study includes descriptions of similar programs to the seven programs studied* including* Redwood City, Alamada California* Philadelphia, Wilmington* Delaware* and White Plains* New York. Cultice also made a study of in-system training programs in the public schools of Ohio. He broadened the study to include superintendents* in 1956* His survey sought material about the selection procedures being used and the training process* He used the term •internship programs* to refer to system-oriented pro grams* Superintendents reported some added incentives for having such programst more organized procedures* reducing administrative turnover* and stimulation of the system by causing persons to return to college for more training* He called attention to the disadvantages reported* in-breeding activities tend to restrict trends and philosophies and the selection process seemed to drain off valuable teachers* He noted nine systems had fully developed programs for training elementary school principalsi Akron* Alliance* Canton* Columbus* Cuyahoga Falls, Lorain, Mansfield* Warren* and Youngstown*^ Evidence can be found of several other studies dealing with various facets of the practical system- oriented program for administrators* Penn found, in a study at Columbia, that on-the-job experiences should require a new role for the trainee* He recommended emphasis on real jobs with real and full responsibilities* This program would come toward the end of the doctoral program. He attempts to provide a 65-Wendell Cultice, MA Survey of Internship Programs for Elementary Principals in Ohio*'* (unpublished Master’s thesis) Bowling Green State University* 1955* 66-Ibid. 52 new on-the-job experience, but fails to delineate it from intern programs.^ Banta conducted a study at USC similar to the survey studies done in Ohio* He found sporadic pro grams with little regularity in the types of programs from system to system. He recommended basic things, such as written objectives, policy formation, univer se sity help, and evaluation of success.DO Stapley prepared a study to determine the methods used to select and train elementary school principals in Indiana Schools. The results were much like the Ohio studies of Morrison, Featherstone, and Shillington.^ A program for selection and training in Hawaii is revealed in the study by Chang. He used the Ohio State Leader Behavior Description Questionnaire to deter mine agreement on role areas and expectations of princi pals according to teachers and administrators. His report is given in the form of a description of what kind of administrator ought to be selected for Hawaiian schools. Further research into this system's method of training would be of use, and this approach to selection and program ^-Edwin Penn, "The On-the-Job Experience* A New Method of Preparation", unpublished doctor's dissertation, Columbia. 6°-Arthur Banta, "Pre-Service Training of Prospective Elementary School Principals", unpublished doctor's dissertation, USC. 69-Howard Stapley, "A Study of the Identification of pre service Training in Selected Indiana Schools", unpubli shed doctor's dissertation, Indiana University, 1958. 53 70 building might be beneficial.r Moberly did a study in I965 which provided informa tion concerning problems of beginning elementary school principals. His intent was to find implications for on-the-job training programs. He found that these pro grams did not seem to lessen the problems of new princi pals. He suggested that areas of human relations and methods of evaluating teachers be given more attention in training programs. A study which is closely related to the present one is that one done by Simonds in I9 6 5 * using the Lavonia, Michigan Administrative Internship Program. This school system did, however, use help from a nearby university. Many general suggestions were made to Lavonia Schools*^ IV. CRITERIA FOR PRACTICAL TRAINING PROGRAMS In summary, it would seem that whether the practical educational experience previous to administrative assign ment is university or school system-oriented, one must surely seek some common ground upon which to compare these practical experiences. As a way of summarizing, the following are presented as the writer's compiled 70-Alvin Chang, "Role Norms To Guide Administrator Selection", unpublished doctor's dissertation, Stanford. 71-David L. Moberly, "Problems of Beginning Elementary School Principals," unpublished doctor's dissertation, Kent State, 1965* 72-john Simonds, "An Evaluation of the Educational Admini stration Internship Program at Lavonia Michigan Public Schools", unpublished doctor's dissertation, Wayne State, 1 9 6 5 * criteria which should at least in part be used to compare and analyze practical preparation programs for school administrators. A practical training program for administrators should contain* 1. Provision for real responsibility and opportunity to demonstrate leadership. 2. An established selection procedure which is well defined and objective. Selection should be based in part upon intelligence, educational preparation, and general knowledge. 3* Provision for experiences which develop in the trainee an awareness of the reality of the administrative world. Activities based upon a philosophical foundation. 5* Activities which take place in a continuous block of time rather than an interrupted experi ence. 6 . Activities and training directly related to the expected administrative role. This review has presented both summaries of articles and research related to the selection, history, and content of programs structured to provide administrators new to the field pre-service practical experience. Several issues or questions were considered, and an attempt was made to link the Columbus Administrative Cadet Program to the general movements and emphasis in the field of educational administration. The Columbus Program is not unique in the sense that it represents something that no other school system has* nor is this study the only one which was intensely interested in on-the-job training programs. But* the Columbus System is definitely engaged in a system-oriented program for administrators with many of the characteristics which will make the close observation of this program worthwhile. This study will add to the fund of literature by providing an intense look at the facets of the Columbus program. It is hoped that the literature reviewed has placed the program in a proper context* and provided a wide basis on which to consider the present research. CHAPTER III METHODOLOGY The development of thought and practice in the area of practical training for school administrators has been presented as a movement of national importance in educa tional administration. The review of the literature took two basic directions* first, the area of the intern ship-oriented programs involving universities was dis cussed, and second, the local school system training program was described. In addition to these descriptions. Chapter II provided a basis for a summarized set of criteria by which one might analyze or critique a program of practical education for administrators* Essentially, the criteria presented could be applied to either of the basic approaches reviewed, realizing that the reasons for the two approaches develop from philosophical view points as to the optimum manner of providing practical experience. The central purpose of both methods is the same; to provide the trainee a pre-service practical experience. The present study offers a thorough description of one particular training program, the Columbus Public Schools Administrative Cadet Program. The perceptions 56 of those involved with this program over many years have been obtained. Included in this chapter are detailed analyses of the procedures, instruments, populations, and over-all steps which the writer took during the pro cess of data collection. Before presenting this analysis one must remember that objectives of the study determine to a great extent not only the kind of data gathered, but also greatly effect the nature of the data collection techniques and limitations of sources of data. Any historical study has limited sources. Generally these sources are the memories of persons and their interpretation of these memories. Recorded data are also a valuable source. In this particular study the sources include both per ceptions of individuals and file data available from the Columbus Schools. The sources were limited naturally by the nature of the purposes for the study. The following list of objectives will serve as a restatement of study goals, and presentation at this point is made to help with the understanding of the developments leading to instrumentation and other data gathering activities. The goals of this study were outlined in Chapter I as followsi 1. To determine the goals of the Cadet Program as perceived by the administrative staff of the Columbus Schools, and to assess to what extent they feel these goals are being met. 2. To develop a description of the "products" of the cadet program and show the relation ship between the historical development of the cadet program and the.individuals who have participated in its development. 3* To determine the perceived criteria used in the selection process and the degree to which the administrators perceive these to be adequate. To determine which portions of the training program have been most helpful# and which areas ought to be changed. 5* To develop a complete description of what the cadet program has become in the Columbus Schools, including its formation# administra tion# utilization# and its achievements. Without restricting the outcomes of this study, it was decided that these objectives would guide the data gathering process. A process based upon these objectives was developed and provides in subsequent chapters informa tive description# evaluative remarks# and recommendations for the future of the Columbus Public School's Cadet Pro gram. Flexibility in data collection allowed unantici pated data to be utilized. The design permitted the flex ible gathering of all pertinent data. Methodology Data Sourcesi The situation provided two kinds of data sources from which to develop a meaningful history* 1* The first type of source included documents and file materials available in the files of the Board of Education. 2. The second source included the perceptions of those who were concerned with the cadet program* Included in the valuable file information was mater ial which had been kept on individuals who had applied to be cadets, both those who were accepted and those not accepted. These materials contained applications, exam ination questions, individual examination booklets* references for applicants, etc. Included in the sources termed perceptual sources were perceptions of those administrators who are presently serving the Columbus Schools* Whether or not they had been connected with the cadet program, or had a cadet experience, their administrative position identified them as persons with opinions and perceptions of value. The number of administrators included in this description from the administrator's roster amounted to approximately 320. Categories included were* Assistant Principals, Principals, Supervisors, Directors, Executive Directors, Assistant Superintendents, and the Superintendent. 60 Perceptions from a few individuals no longer connected with the school system were considered valuable* These persons offered definite insight because of their relation ship to the cadet program during its development and imple mentation* Data Gathering Processi The techniques used in gathering data are directly related to the sources just described. The following is a description of the process developed by which information was obtained from the various sources* The files of the Teacher Personnel Department pro vided a wealth of information, including pertinent records connected with the recruiting phases of the Cadet Program, materials concerning publicity for the program, receipt of applications, compilation of applicant information, and written and oral examinations* The writer extracted materials from these files through a series of surveys made according to particular interest areasi 1. Survey of the Cadet Examinations took place through the use of a combination of sources* No collection of examination questions existed in the files showing developmental growth in the questionnaire over the years. Almost no copies were found on file. Through a search of the applicants* personnel files, the writer was able to obtain some examination questions. At the writer's request, individual's files were obtained by secretaries for previously identified years. As persons were identified as having been cadets during particular years, their examination questions were extracted from their folders, or if actual examination was not included, the individuals1 answer booklet was analyzed to discover what topics were important. Survey of the Cadet Application Forms. Very little effort had been made over the years to keep different application forms as they were revised. Information obtained in the same manner as above, produced an analysis of the emphasis of data required of applicants during recruitment over the years. Survey of the Miscellaneous File Materials. The personal file of the Assistant Superinten dent entitled "Cadet Program" produced impor tant information as followst summarized data sheets of the applicants over the years, inter office communications concerning the cadet program, brief summaries of cadet activities over the years, related studies from other systems concerning training programs, and a variety of notes and letters containing 62 pertinent commentary on the Cadet Program. Much of the data produced in this gathering process was transferred to the writer's collection in order to analyze the data at a later date. The data produced enabled the writer to obtain more precise information than perceptual data on the areas surveyed in the file materials. The writer also included in data gathering processes a number of personal questionnaires and interviews in order to obtain data from special persons or persons who had held unique positions in relation to the cadet program. Data collection revealed these persons to be important in individual ways to the gathering of all pertinent data. The writer decided on an individual interview guide for three of the persons mentioned in the following list* and a personal questionnaire for those not as accessible. This technique produced data which gave insight to the factual and perceptional portions of this study. Among such persons in this area of data gathering were the following! President Novice G. Fawcett of The Ohio State University. Dr. Fawcett was Superintendent of Schools in Columbus at the time of the Cadet Program's formation and in such capacity administered the first few years of the program. He was sent an individual questionnaire. (See Appendix A) 63 Former Superintendent of Schools* Dr. Harold H. Eibling, administered the Cadet Program for the longest period of time, and during that period of time when the schools met their greatest growth. He was sent an individual questionnaire. (See Appendix A) Present Superintendent Dr. John Ellis, whose new outlook on the training of administrators would add the latest thought on the direction of the Cadet Training Program. An interview was arranged. Deputy Superintendent Cleo L. Dumaree was interviewed because of his direct responsibility for the administration of the Cadet Program since the mid-Fifties. Executive Director of Administrative Services, Robert Carter, who in recent years has taken an increasingly greater responsibility for arranging training activities and assignments, was interviewed. Dr. I. F. Young, former Assistant Superintendent, Personnel, was largely responsible for the testing, application procedures, and interviews for Cadets during most of the past fifteen years. He was sent a personal questionnaire. (See Appendix A) W. W. Miller, former Curriculum Director, had much responsibility helping new principals in the years prior to the Cadet Program. He was sent a personal questionnaire. (See Appendix A) Instrumentationi Gathering data from the 320 admini strators presently working in Columbus Schools was most important. Their opinions and perceptions of the Cadet Program, and related administrative topics# were considered the prime source of information for this study. It was hardly feasible for the writer to obtain direct informa tion from these persons# and a questionnaire seemed the most appropriate tool for the purpose involved. The writer's position as one of these administrators seemed a good reason for having fair expectations that administra tors would realize our common concern for better training of administrators# and would feel a rapport with the study which might not have been obtainable by a person not so close to the persons who were to react. The development of the questionnaire took place in a series of related stages. A series of possible issues# or areas of concern, were developed which related to the Cadet Program. These areas were produced through the writer's contact with his colleagues# concerns discovered in the review of the literature# and examination of other studies which looked closely at the training of administra tors. To further insure the validity of the instrument to be used in the collection of perceptions and opinions# a committee of administrators invited to react to the issues and areas of concern selected by the writer. The panel consisted of the nine principals- Represented on the committee were the following! a high school principal, a junior high school principal, a director and six ele mentary school principals- The panel included members of both sexes, members of both the Black and White races, and members with a variety of experiences. Nineteen topics which had been developed from the previously mentioned initial process in identification of problem areas or issues were listed on individual sheets of paper* These issues were presented to the committee members one at a time* The issue was stated, and beneath it several questions pertaining to that parti cular area were listed* The panel considered each topic and question, engaged in comment, further questioning, and discussion of the merits of the topic. The writer recorded further questions, and in effect expanded the single issue with questions which the panel thought about which had not been previously listed. No decision was made as to whether the topic should be included in a questionnaire, but rather the group discussed the topic until they felt all angles had been exhausted and then the group moved to the next issue. The nineteen issues were* -Value of teaching experience to administration -Description of Cadets and Administrators in Columbus -Problems facing administrators -Role of the Assistant Principal -Success of the Cadet Program -Role of the principal in the Cadet Program -Image of the Principal -Growth and expansion of the school system -In-breeding -Training activities -Goals and objectives -Expense and gain -Evaluation of performance -Administrative teams -Selection procedures -Routes to administrative positions -Qualifications -Assignment procedures -Supervisory capacity Appendix B shows the complete set of reaction sheets, each having the issue and several questions concerning the issue beneath* One example would be the issuet Description of Cadets and Administrators In Columbusi Who are they? What experience do they have? What age, sex, races, etc* do they represent? How have their member's statistics changed over time? 67 This topic and Its four sub-questions were presented and the panel of administrators was asked not to discuss the topics» nor try to come up with answers to questions. They were asked to broaden the issue if possible with more questions. The panel in this example added the following items to the above example reaction sheeti What is their background? What are their assignments? Where is the administrative staff going— what are their goals? What motivation caused them to enter the field of administration? Have the motivations or outlooks been realized— self evaluation? Following the process just described the panel was asked to rank the broad areas in the order that they considered them important to the questionnaire being developed. Close inspection of the instrument (Appen dix C), reflects the meaningfulness of the process just described. The ranking of the topics and the broadening of each issue helped the writer to develop an instrument with areas emphasized which now could be felt to be most pertinent. The ranking procedure produced an informal calculation which determine the panels feelings toward the issues. The writer looked first for those topic areas which were most frequently ranked top five. The 68 following areas were identified as being more Important to panel members than all other areasi Problems facing administrators Training activities Goals and Objectives What are the selection procedures and qualifications? The development of the questionnaire shows much atten tion given to these areas* Other areas identified as being more important than the last group, but were selected by three or more persons as ranking between choices 6 through 10 were* Description of Cadets and Administrators Success of the Cadet Program Administration and Instructional Ability (this issue added by the committee) In-breeding Administrative Teams Supervisory Capacity Most of these topics are included within the question naire but not generally developed as a main section* Areas which were selected after all the rest were used very little or not at all* These data, put together with the objectives of the study, helped to develop the final form of the questionnaire* This process produced an instrument which reasonably represented areas of emphasis not only geared to the objectives of the study, but also an instrument which would be relevant to the subjects engaged in com pleting the questionnaire. A certain authenticity was added by the involvement of those who were going to eventually be answering the questionnaire. The question naire in its final form could therefore be considered to be a reasonably valid instrument for obtaining the infor mation and data necessary to reach the study's objectives. The last stage in the development of the instrument was to produce an instrument in suitable form. That is, a form which was efficient, comprehensive, and properly organized. The questionnaire was written and re-written at least five times. After two preparations, three members of the original panel were asked to react to the questionnaire in terms of how well the instrument incor porated the interest of the group who had helped prepare the ground work. The writer also kept a constant watch on the objectives and at the same time tried to build within the instrument the desired flexibility. The instrument at this point was given to Dr. Joseph Davis, Assistant Superintendent, Columbus Public Schools. His suggestions, along with those of the writer's advisor, resulted in revisions of certain questions, thus resulting in better responses. Dr. Howard Merriman, of the Columbus Public Schools Department of Evaluation, was consulted regarding the actual format of the instrument. Format and content became almost final at this time. 70 The final form of the questionnaire can be described in terms of its various parts* Part I of the questionnaire was entitled Personal Data* This section contained items directly concerned with achieving objectives of the study regarding the description of the administrative staff of the Columbus Schools. This description was intended to provide per sonal kinds of information. Part II, Cadet Experience, and Part II-A aimed directly at recording the impressions of administrators concerning their actual cadet experience, or, in the case of II-A, their pre-service training other than the Cadet Program. This section provided for obtaining information concerning these objectives dealing with selection and training activities. Part III and IV, Career Goals and Assignments, and Selection and Qualifications of Cadet Administrators, provided data for the study which added to the descrip tive material of the personnel involved, and dealt with outlooks, plans and both perceived and suggested criteria for selection of Cadet Administrators. Part V and Part VI sought to acquire administrator's thoughts on Problem Areas, and Administrative Skills, including the role of the administrator as an instructional leader. Data provided in this section helped to describe both how administrators felt the program was meeting the 71 needs of today's school leader, and what activities ought to be included in his training. Finally the per ceived and suggested goals for the program were surveyed. The questionnaire was given to four principals. Two of these were original committee members in the development process* and two had never discussed the project with this writer. Only minor changes were made from these contacts. An appropriate letter was attached showing that proper approval for the study for which the respondent's help was being solicited. The 320 admini strators mentioned earlier received the questionnaire. A second copy with a second letter was sent after the twelve day time limit had elapsed. The second letter described the importance of each subject's responses* eliminated the need for identification* and gave assur ance that materials were to be reported in groups of administrators rather than reporting individual responses. The final copy of the instrument and the two cover letters are included in Appendix C- Organisation and Analysis of Datai The data received on the questionnaire, and the data received from some of the files* were placed on data cards for processing. The unit card approach was usedi key punching* verifica tion* and duplication of card sets. Consultant service of the Computer Center, Systems Engineering, Ohio State University was engaged. The programs used in having materials compiled by computer were simple programs in the bank of programs contained at the computer center. The programs enabled the writer to obtain frequence counts, means and ranges cross tabulations of variables selected by the writer, and simple chi-square significance testing. Comparisons of variables within the questionnaire, in terms of chi-square, will permit relationships between various questionnaire items to be revealed with a bit more assurance that some relationship exists other than surface analysis of the accumulated data. The computer program described in Chapter V was able to provide this simple comparative information and also produced a contingency coefficient which allowed the degree of relationship to be observed. None of the statistical measures used enabled the individual com ponents of cross tabulated questions to be directly related. Rather, only the broad relationships of selec ted variables could be indicated. However, this analysis produced additional information, which, when included, provided more data than would have been previously obtain able. Non-questionnaire data compiled during the research has been presented in Chapter IV in a narrative fashion. Both sets of data together will produce the complete 73 historical analysis, based on material and data collected for this study. Summaryt This chapter is one which reports many details of the plan used in gathering information rela tive to the objectives of this study. Chapter IV and V report the findings of this study. Chapter IV reports all data not collected through the questionnaire. This is done by a historic narrative of the development of the program, a description of steps to cadetship, a survey of application forms and examination questions, and a presentation of thoughts and evidence collected through research. Chapter V presents perceptual infor mation collected through the questionnaire and relates statistical data. Together the following two chapters presents the findings of the research. The analysis produced is the basis for recommendations and conclusions researched in Chapter VI. CHAPTER IV FINDINGS NON-QUESTIONNAIRE In discussing Methodology, Chapter III outlined the sources and process for collecting data to meet the purposes of this study. This chapter will present find ings of a non-statistical nature which are an accumula tion of pieces of data collected through personal inter views and questionnaires, a search of Columbus Board of Education files, bulletins, and news articles dealing with the cadet program. Chapter V will report only the findings of the questionnaire which was used in obtaining the opinions and perceptions of the 250 persons answering the Administrative Cadet Program Questionnaire and other statistical data. Together, these two chapters contain the findings of the study. One of the purposes of this study was to develop a complete description of the major components of the cadet program. Information has been included in this descrip tion dealing with the purposes of the cadet program, its administration, its utilization, and its achievements. Basically this chapter has sought to describe the routine functioning of the cadet program. Through historical 7** 75 insight one can look at the various components and see vital development in this program of practical training. The Cadet Program can be viewed as having developed several important componentsi basic philosophy and goals* selection procedures* and training activities. This chapter contains a thorough description of these components, based on data acquired in researching this project. Basic Philosophy and Goals* From its inception in 1952 the stated goals and purposes of the Columbus Admini strative Cadet Program have not changed very much.^ Pre vious to this, administrators in the Columbus Schools were chosen primarily on the basis of their performance in a teaching position and placed directly into their new administrative posts* No formal program of selection or of training existed. The need for such a program was being expressed many years previous to its actual develop ment. One executive director reported his superiors discussing possibilities for such a program as early as 1938. It took the impetus of tremendous growth in enrollment and subsequent new facilities to bring about a need strong enough to produce the Columbus Public Schools Administrative Cadet Program. A position paper in the board files states, 1-The Weekly Guide, Staff Newsletter, May 21, 1970, p. 5 . 76 pupil enrollment has increased from 46,406 in 1950 to 109,793 in 1970. To house this increase in size 77 new schools have been built since 1956- The growth in enrollment and in new facilities has caused an exorbitant need for additional administrators can best be expressed by the fact that we have added an average of fifteen new personnel to our admini strative staff each year since 1956".2 And then to emphasize and underscore the vital need for practical training, the writer of the above saysi "New administrators for our system had to be developed".^ The basic reason for development was seen as a method of providing "a skilled and steady hand at the helm of a public school."** which was the important a notion to be left to chance- From this basic foundation of need for trained personnel grew a program which, under the leader ship of Mr- C- L.Dumaree, was to train most of the admini strators now working in the Columbus Public Schools- Mr- Dumaree took charge of the program in 1956 and states as the goals and purposes of the program the following! 1. To prepare and train administrators so they can provide the best possible leadership for our boys and girls* 2. To provide experiences in advance of actual assignment so each administrator will be at ease and knowledgeable about his job*5 One can probably assume that under the same leader ship for most of the past, there has been little reason 2-Position Paper, April 19w 1971» written for the superin tendent, Board files- 3-Ibid. ^-Op.cit. The Weekly Guide 5-Ibid. 77 for changing the basic goals and purposes there has been. Mr. Dumaree considers the program unique in that administrative cadets are not under the direct supervision of one" principal and limited to that experience. There has been a broad emphasis on acquainting the cadets with the many facts of the entire Columbus School System. The assumption has been that a broad basis of knowledge con cerning the system in which they are working would tend to enable cadets to later provide effective leadership. Mr. Dumaree has stated that three main facets of a prin cipal's role are* 1. The principal is an instructional leader inter meshing teacher, staff, and curriculum to pro vide the best learning environment for the child. 2. The principal has an important and fast-growing role in school-community relations. 3* The principal has a strong public relations role in communication with teachers, students, and partners.© In summary, the basic philosophy and purposes of the Columbus Administrative Program seem to rest first on a basic need to supply a great many administrators a broad orientation to the mechanics and policies of the entire school system the experience should also provide a tran sition period which will help the administrator perform more adequately. Selection Procedures. Becoming a cadet administrator in the Columbus Schools has an established pattern which applicants have generally followed during the past nine teen years. Through the years, however, there have been some minor changes in the procedures. Emphasis on basic requirements has changed slightly, with more recent changes being the most dramatic. The first step in this process has always been a formal announcement to all principals stating that applications for cadet positions would be accepted. In this announcement would be applicants were given details of how to proceed with application, and qualifications were publicized. Included in Appendix D are four forms of the general announcement circulated by the Office of Assistant Superintendent, Personnel, in 1955-56, l956-57t 1959-6 0 , and 1969-7 0 . Qualifications and procedures have remained somewhat stable over the years. General require ments which have been maintained aret 1. Each candidate shall hold a Master*s Degree in School Administration or some closely related field. (This was not a requirement at first.) 2. Each candidate should be under years of age and in good health, but superior candidates over this age will be considered. 3 . Each candidate shall have at least three or more years of teaching experience, two of which shall be at the level for which he is applying. Inspection of the announcements included in Appendix D will show that these provisions have remained about the same. At times the notification of the acceptance of applications would be handled separately between elemen tary and secondary# and at times the areas were recruited simultaneously. The extensiveness of the first two announce ment forms show the need for giving much detail as to the procedures. These procedures being more established are not outlined in later announcements. By the turn of the decade in i960 very little change had taken place# and procedures were apparently well established. Three provisions of the qualification list appeared on the I969-7 O announcement to have been added or altered 1 3* Each candidate must have completed at least four or more years of teaching experience in the Columbus Public Schools. Applicants should have experience in the area for which they are apply ing as well as inner-city experience. 5* Applicants living within the City of Columbus are normally given preferential consideration.7 The addition of "inner-city experience" as a quali fication is indicative of a basic change in the qualifi cations# and a recognition of the needs of the administra tive personnel. Four years' experience requirement is indicative of less demand for principals, and a desire for more teaching experience. The 1968-69 requirements showed a desire to have applicants attend a specific 7-1969-70 "Administrative Cadet Opportunities, Appendix D. 80 series of in-service meetings, prior to application, deal ing with human interaction. These signs in announcements are indicative of selection procedures attempting to meet the demands of the times. The would-be applicant responded to the above kind of announcement and has been directed in the past to request application forms from the Assistant Superinten dent, Personnel. Application forms ask the applicant to provide personal data, broad professional viewpoints. Four application forms are included in Appendix E. This chapter contains an analysis of the type and content of applications used during the history of the program. Reference letters are collected from a variety of persons including persons who know the candidate's profes sional work, and at least two university professors. The following letter has been sent to those given as references* ______of Columbus, Ohio, is a candidate for a position as an administrative cadet in the Columbus Public Schools. He/She gives your name as a refer ence* We would appreciate it very much if you would send us a statement giving your appraisal of his/her probable success as an administrator* Any information you send will be used in a professional and confidential manner. Very truly yours, Irvin F. Young, Asst. Super intendent Teacher Personnel8 8-From the files if the Board of Education-Personnel. 81 Interesting to note is the statement "probably success*" which gives some indication as to the purpose of the screening procedure# The entire objective of any standard procedure is to try to insure good selec tion for probable success* The next step in the process of becoming a cadet is in the form of an announcement to applicants of their written examination time* At the same time* appointments are made for the oral examination and interview with the selection committee* which includes the Assistant Superintendent of Personnel* Assistant Superintendent of Administration* Director of Elementary Education (or Secondary Education), and a principal and teacher of the appropriate level* The announcement of examination and appointment times is sent to all persons completing applications and meeting basic qualifications* Apen- dix P has two samples of such announcements* After the application and written examinations have been completed, the selection committee considers the material collected on each individual applicant* The selection committee seeks to do the following* reconsider personal information and experience, question the candi date further on his professional views, and to observe the candidate in a live situation* A simple balloting procedure takes place and candidates are selected* An 82 actual ballot can be found in Appendix F. Appendix P contains a sample of the interoffice communication which is sent to the office of the Super intendent . Copies are also sent to committee members. Sometimes the committee recommends that certain addi tional requirements be met by a particular candidate. For instance* it is not unusual for a candidate with limited experience to be asked to teach an additional year in a different situation. The Superintendent has a personal interview with all candidates and reserves the final decision on those to be appointed cadets* Appendix F contains a copy of the resolution pre pared for the Board of Education* It is clear in this piece of information that the decision to appoint admini strators lies mainly with the Superintendent. This historical procedure has been relatively unchangeJ• An early communication from James B. Burr* Professor of Education* to Mr. I* F. Young, Assistant Superintendent Personnel, reads in 1956 as followsi "I think that your plan for selecting the cadets is one of great fairness and I am glad to be able to help." This letter, found in Appendix G, is indicative of the use of university personnel for part of the selection procedure. Just four years earlier. Superintendent of Schools, N. G. Fawcett wrote a letter to a would-be applicant. Parts of this letter show the formation of the 83 new cadet procedures, but also show a lack of final organization. These openings are the result of a city which is growing in population from year to year. We have established a cadet program for elementary princi pals through which we are requiring all people to pass before they are eligible for appointment. If your interest lies at the elementary level, and you are qualified for consideration, and if you would be willing to go through a pattern of pre paration, then I would suggest that your request an opportunity to talk with Mr. Miller about the possibilities in the future.9 A relatively short time was needed to establish fairly sound and stable selection procedures. Evidence presented here shows these procedures to have changed very little over the nineteen year history of the cadet program. Recently, however, seems to be looking for a different kind of applicant; one with inner-city experi ence, more teaching experience, and one already certi fied in the field of administration. Analysis of Application Formsi Historically, the application form of the cadet program represents one piece of data upon which some evidence of change in emphasis of screening and selection procedures. The following analysis will show that over the years of the cadet program there was surprisingly little change in the application form and information collected concerning candidates. While we noted some change recently in qualifications of future cadets, the 9-Let ter-Appendix 6 p. 3^5. 8^ data gathered on cadets has remained even more stable than qualifications. Table I represents a description of the applications which were studied. The process of surveying applications established the fact that there were basically four different applications which have been used in connection with the cadet program. All forms were presented in Appendix E. For purposes of identification the writer has numbered the applications in the order of their use-Applications I* II# III# and IV. Table I RECORD OF APPLICATION FORMS SURVEYED Year Evidence of Application 1952 No Application Found 1953 No Application Found 195^ Application I 1955 Application I 1956 Application II 1957 Application III 1958 Application III 1959-1970 Application IV Application I and II are very similar. They both contained a simple request for biographical information including "family# school, and community background." The balance of this application served to provide profes sional views of the applicants requiring essay and multi ple choice type answers about educational questions. It appears that in the earlier years there was no additional 85 written examination# which explains the more extensive questioning in earlier applications. Candidates were asked to express why they were interested in administra tion at their particular level. Their philosophy was questioned as the application sought their thoughts on the role of the public school. Their ideas were requested for improving the Columbus Schools# and some other rela tively routine questions. Application II contained a question on organization of staff meetings and how to prepare a bulletin for teacher direction. Both of these applications contained five multiple choice questions which the samples in Appendix E show to be general situational type of ques tions concerning the behavior of an administrator. Application III was discovered as having been used first in 1957* This application had a well-organized personal data sheet including personal data# professional preparation# teaching and administrative experiences, and other experiences. The second page contained a statement concerning professional certification requirements and demanded only that the applicant be eligible for the administrative certificate. Generally the rest of this application was similar to that of Application II. Application IV was first used in 1959* By 1959 more alterations had taken place in the application. 86 Mainly under the Organizations and Activities candidates were asked to expand on their church and other organiza tional activities# At this time the application stated that an applicant must have a principal's certificate before making application as an administrative cadet# The balance of the application had changed to three broad questions allowing for essay type response* 1. Identify what you believe to be the most impor tant responsibility of a principal in an ele mentary/secondary school. 2* How would you plan and organize professional staff meetings for your school? 3# Why do you believe yourself to be suited for assuming administrative responsibilities in elementary/secondary education. One finds the applications changed little since 1959• There was no evidence that the questions in the applica tion are centered around issues which have changed over the years. The questions were most general and the responses of individuals seemed to be general also. Analysis of Cadet Examinations* The writer surveyed examination questions used with candidates in the written sessions* It was felt that this information might help to describe the changes in emphasis in selecting administrators and emphasis on program goals over the years* The evidence is that there were definite changes of interest on the part of the administration as evidenced by the examination questions. Table II records the years 87 which produced evidence of examinations, and years from which question areas were extracted from applicant answer booklets rather than from actual examinations. This process was necessary because very few examinations were located. Appendix H contains several actual cadet examinations for the years 1957* 1 9 5 8 . 1 9 6 2 , 1965* and 1970. Elementary and Secondary examinations were often similar but almost always different in exact wording and sometimes the area of emphasis. Table II is quite incomplete regarding test questions as very few were available* However, sample answer book lets from all but two years provided useful data. Table II RECORD OF CADET EXAMINATIONS SURVEYED Year Test Questions Surveyed Answer Booklets Surveyed Elementary Secondary Elementary Secondary 1952- 1955 No evidence of separate examination session, other than application 1956 4 2 1957 Dec. 9* 1957 1 1 1958 Oct. 6 , 1958 None available 1959 1 i960 1 1961 1 1962 Fall 1962 1 88 1963 1 1964 1 1965 Fall 1965 Fall 1965 0 1966 1 1967 2 1968 2 1969 1 1970 Fall 1970 Fall 1970 None available In 1956 questions included how the candidate would evaluate education in the classroom, handle discipline cases, communicate goals of the school to the community, view the job of administration, list the characteristics of a good principal, and comment on merit pay# Questions for both secondary and elementary during this year seemed much alike. It is clear that the emphasis is on the situation and the role of the principal in those situa tions* The next year, 1957* brought similar questions but asked the candidate more specific questions concerning situations and educational thought. For example* How would you react to the PTA expenditure of funds for softball equipment? What do you feel is the place of Special Educa tion in the school? The 1961 secondary examination contained the usual questions on qualities of a good principal, discipline, 89 and situations, but contained a number of new direct questions on curriculum. Included in the responses desired were thoughts on the following* multi-track curricula, opinions as to required courses, instructional help to a teacher, and a philosophical question on the obligation of the junior high school to be an experience in exploratory education. The 1962 elementary examination looked almost exactly like the 1957 version, but the secondary level continued to be heavy on curriculum innovation, super vision, and in-service education. The I965 examination took a sharper turn toward instruction in approaching directly the role of the principal in this area. The candidate was asked for the first time to express his particular preference for socio-economic schools and why he preferred one to the other. 1967 brought an emphasis in elementary areas on staff relations, and utilization of art, physical educa tion, and music specialists in the elementary school. This problem was one of current interest in the system at that time. The 1968 secondary examination became even more specific with regard to curriculum questions. Included were questions on grouping, new trends in reporting to parents, new science and math programs, use of educational 90 aides, etc* Among items discussed in the elementary portion werei opinions on the self-contained classroom, homogeneous groups, and how to replace an incompetent teacher. The latest version of the examination questions are evidence of interest in candidats who are knowledgeable about current educational problems. Included in the 1970 secondary exam are questions ont vandalism, peach marches, underground newspapers, and the grading system. The elementary section asked questions concerning drugs, elementary lunch rooms (a new venture in Columbus), class size, and space problem alternatives. In summary the examinations generally show in this surveyi 1. A trend toward asking topical situational questions. 2. An emphasis on instructional leadership. 3* Emphasis on the role of the principal in relation to a variety of persons with whom he might deal. A trend toward developing an examination which would identify persons who are knowledgeable regarding problems. An important thought which arises, which further in formation will help answer, is the relationship between selection topics and training activities, and the atten tion given at both steps in the cadet process. Cadet Training Activities and Programming* While 91 the questionnaire data in the next chapter will report much about Columbus administrator's impressions concern ing their training, the stated objectives of the program do show an interest in training activities. In a summary of the program on file at the Board of Education, the training program is described as follows* They visit and observe in elementary, secondary, and special schools; act as assistants in the absence of principals; assist in the development of projects or studies being prepared for schools; meet directors of the various departments and become acquainted with the functions of each; have contact with groups and community agencies that work closely with schools in the interest of children; and in general become actively involved in administrative procedure. Through visitations, discussions, and participation, the total operation of the system is revealed, and the personal contact with many persons in the schools and the community develops in cadets a sensitivity in the area of human relations. A weekly seminar conducted by Assistant Superinten dent, Administration, gives cadets the opportunity to develop philosophy, explore problem situations, and hear policies to broaden and make more mean ingful all of the orientation experiences to which the cadets are exposed* (Appendix K) One can see from Appendix I that the program the second half of the school year holds a great deal of informational content for cadets. The first half of the semester is generally filled with more lengthy and project-oriented assignments. (Appendix I) The director of Administrative Services works with and provides current assignments for cadets. Included in Appendix I is a reproduction of an actual assignment 92 sheet by weeks. This process provides the flexibility to involve the cadet in actual experience situations. Central office activities include class size studies# population and district line studies and the voluntary enrollment program. V/hen other central office department personnel have an opportunity to be with the cadets# they design a meaningful variety of programs to explain their particular department. Appendix I which was conducted for cadets by the Special Education Department. Included in Appendix I is another department's plan for cadets. Interview and Personal Questionnaires! This chapter has sought to provide a presentation of data not provided in the questionnaire sent to many administrators in Columbus. The data provided here is a compilation of "paper" items and individual comments gathered and compiled in an attempt to piece together the details and descriptive material concerning the cadet program. Several persons considered as individuals with unique relationships with the cadet program were asked to engage in interviews or complete individual questionnaires. The following con cerned interviews which took place. Interview with Mr. C* L. Dumaree. Deputy Superin tendent* Mr. Dumaree, since the mid-fifties has held the position of Assistant Superintendent, Administrative 93 Services. Recently, when the school system changed superintendents, his position was upgraded to Deputy Superintendent with official capacity as the number two person in administrative leadership* Mr. Dumaree was asked several questions (see Appendix A), but the fol lowing represent the major views he presented. Question Number li What are the goals and objectives of the cadet program? Mr. Dumaree reiterated his previously-stated objec tives in the process of the interview. He considers the two broad objectives of the program to be* 1. To prepare and train administrators so they can provide the best leadership for boys and girls. 2. To provide experiences in advance of actual assignment so each administrator will be at ease and knowledgeable about his job. His major concern in response to this question was that the writer understand that the process which had been followed in the history of the program was not the entire program conceived in the initial planning stages. The original program would have contained two full years of practical training, consisting of one year much as has been described in training activities, and a year work ing under an assigned administrator. Question Number 2* How were administrators selected and trained prior to this program? 9U- In response to this question* Mr. Dumaree reported that there was almost no practical training. Administra tors were teaching one day and told the next to "take the keys and good luck." Central office personnel realized that a need for training had been evident for some time. Pressure of an expanding system made this a reality, according to Mr. Dumaree. Question Number 3* How should the cadet program be changed in your opinion? Mr* Dumaree pointed out that the selection criteria and process had recently been altered. The qualifications used in selection showed evidence of needing more emphasis on teaching experience, human relations, and more variety of experience in types of situations served. This conclu sion was reached via discussion with the superintendent and later discussions with the entire administrative cabinet. These persons expanded the qualifications recently and Mr. Dumaree pointed out that these items were about the only changes made during the history of the program. The program has remained "relatively stable" over the years. In looking to the future, Mr. Dumaree hopes to re store the cadet program which has been curtailed because of the financial crisis facing the school system. Goals and changes beyond the present program would include realization of an original goal to have at least a two- 95 year program. Such a program would include more on-the- job training under present administrators, and an empha sis on the area of human relations. Probably part of the present difficulties of some administrators could have been avoided with increased training. A new extended program could provide the cadet the following experiences* -A year long experience in central office head quarters. -1 year with a present principal -And, some budget experiences which the future of administration in Columbus will require* Question Number What is needed most in an admini strator today and how can the cadet program provide this experience? Mr. Dumaree states that we need responsible leadership in administrators, and that the extensive background of experiences of a candidate and a two year training period could help provide this necessary ingredient. Interview with Mr. Robert Carter. Executive Director. Administrative Services* Mr. Robert Carter, Executive Director, has held primary responsibility for training activities since I9 6 3 * Mr. Carter, himself, was a cadet who was assigned his present post directly after the cadet experience. Mr. Carter was asked the following questions (A complete 96 copy of the interview guide used is included in Appendix A)* Question Number li What are your responsibilities in relation to Hr# Dumaree's? Mr. Carter describes his position as an assistant to Mr# Dumaree. With regard to the cadet program, he coordin ates and administers the details surrounding the administra tive cadets and their activities. Question Number 2* What are the goals and objectives of the cadet program? Rather than speaking directly to this question Mr. Carter decided to discuss what things the cadet program does very well and what things the cadet program could do better. First, he feels that the program provides a good transitional experience between the classroom and the "broader responsibilities of administration." He feels policies and procedures are giv«n a sound explanation and ample opportunity is afforded for discussion and inter pretation. Generally, a sensitivity to administrative problems can be acquired by the candidates. Mr. Carter expresses a definite feeling that there are some things the program should do better. A more in-depth practical experience needs to be a part of the program. The cadet needs more training in becoming an instructional leader as well as an administrative head. A weakness in human relations might be met with extended field experiences. However, as far as human relations 97 is concerned he feels selection procedures should improve to include identification of persons who have an "innate ability to display good human relations practices." Beyond the basic cadet program, Mr. Carter expressed a need for an extended program in the■form of sound in- service opportunities for present administrators. This might become a part of the future cadet program. As a support for this continuation of training would be an evaluation procedure for administrators in the system. Concerning the kinds of persons needed in the cadet program, Mr. Carter expressed as desirable traits, loyalty, integrity, and intelligence. These three would help support what has developed in Columbus as a strong "team approach" to administration. He sees having been an excellent teacher as a necessary ingredient to good ad ministration. Mr. Carter ha3 found that total success of the Admini strative Cadet Program would be a bit unrealistic, but has seen in many areas. Personal Questionnaires* Of the following persons sent a personal questionnaire (see Appendix A), three persons completed and returned the instruments. Those returned were from W. W. Miller, former Assistant Super intendent of Instruction, I. F. Young who had formerly been Assistant Superintendent of Personnel, and Dr. Harold Eibling, recently retired Columbus Public Schools Super 98 intendent of Schools* Not responding were present Super intendent Dr. John Ellis, and Dr. Novice G. Fawcett former Superintendent of schools and new President of Ohio State University. W. W « Miller - Questionnaire Response* This person was asked the following questionsi Question Number 1* How have administrators in Columbus been selected and trained in four years with the Columbus Schools prior to 1952? Answer* "Nominations for administrative positions were usually made by fellow administrators and teachers already in the schools. After a few short training sessions with central office staff new administrators were assigned to regular positions. Frequent short interviews were afforded new administrators during their early period of service." Question Number 2* Do you recall the nature of the motivation for desiring to establish the cadet program? Answer* "Rapid growth of the school population increased the number of administrative positions and this resulted in more orderly and productive arrangements for the selection of candidates. The need for additional orientation activities and in-service education was also recognized at this time." Question Number 3* What do you recall concerning the objectives and goals of the cadet program for admini strators in its early development? Who's initiative started the program? Answer* Dr. Novice Fawcett, president of Ohio State University, while Superintendent of the Columbus Schools initiated the cadet principal program. He also encouraged applications from individuals outside of the Columbus Schools. Colleges of Education by this time developed programs especially for school administrators. 99 Question Number 4i Mr. Orrin Smucker mentioned to me that in talks with you he recalled discussions as early as 1938 concerning the need for more development of new principals. Do you recall this, and why was it not until much later that Columbus began its cadet pro gram? Answer t "School enrollments twixt 1938 and 1 9 ^ were relatively stable and comparatively few administrative positions were open. Pupil-teacher ratios were high and supervisory personnel very limited. Economic conditions made additional school funds hard to come by. This all changed rapidly after the Korean War." Otheri For a long time new administrators were selected primarily from within the system. As a result young administrators from rural areas came to Columbus as teachers. It was also common practice to promote success ful elementary school principals to secondary school administrative positions. Frequently new elementary principals were selected from successful secondary school teacher lists. About 19^0 this changed and new procedures were more functional. I* F. Young - Questionnaire Response) This person was asked the following questions) Question Number li What would you consider to be the goals of the Columbus Cadet Program during the time you were concerned with the program? Answer) To seek out and train the best possible administrators for the Columbus Public Schools. The original goal was never fulfilled to the utmost. Because of the systems growth we were never able to keep the 100 cadets in training for the two to three years that was the goal. Training experience in many areas, main office, schools, community organizations, etc., was provided to some degree but not as fully as originally planned. As you know this was due to the system's growth.** Question Number 2i To what extent do you feel the program has been able to reach its goals? Answer i **lt was able to meet the goals in the con centrated effort that was put in by the cadets in exper iencing as many as possible of the various areas of experiences but in a brief period of time with extended effort on the part of the cadets we also found that the person with only three years of teaching experience oftentimes had difficulty in administrations therefore it was changed to four years.'* Question Number 3* Would you change the program at this time in any manner? Answers 1. Make every effort to have at least two years of cadetship. This should include full time exper ience of £ year at two different schools. Secondary (£ Jr., £ Sr.), elementary £ lower grade school, £ upper grade)• 2. Extend the previous experience of teach ing to five years. 3* Insist that all applicants have exper ience in both inner city and outer city. While this was not in the original goals, it was included in more recent years but for many (because of need in certain areas) it was not enforced. Question Number What criteria used did you find generally most helpful in selecting administrators? Answeri 1. Good recommendations from the college, including all areas. 2. Types of recommendations that were supplied by supervisors, principals and others well acquainted with the individuals. 3* Some indication of human relations, tact, sense of humor of individual. 101 Question Number 5* Over the years* who wrote the examination questions and to what extent were they re written to meet new purposes? Answer* They were written by suggestions made from the members of the evaluation team* Some were taken from publications in this area* however* not too many systems had this type of a program* Columbus was almost original in the program and it was not easy to get material from other systems* They were constantly writing to us for our procedures* The questions were rewritten almost every year to meet changing situations in our school system as well as changes in education* Some basic questions usually remained even though the wording was changed* Dr* Harold Eibling - Questionnaire Response* Question Number It What would you say were the major goals of the Columbus Administrative Cadet Program? Answer* To give practical on the job training to those selected to become school administrators in a wide variety of schools and situations* This makes it much easier for the newly appointed administrator to meet daily challenges and provides a better education for the youth* Question Number 2* Were these goals generally met? Answer* All evidence is strongly in favor of this kind of a program. A great majority of Columbus School Administrators have been in the Cadet Principal program* Question Number 3* In what way could the Cadet Program be changed to make it an even more valuable tool for preparing administrators? Answer* It may be advisable to make it a two year program some time in the future* It would also be advis able to cooperate with some university that would be wil ling to grant some graduate credit for the work and experience as an intern program* 102 Question Number What role do you see for the university in the future in practical training of admini strators? Answeri The university must realize that it must cooperate with large school systems to provide the practical experience which is often more valuable that the theory or "book learning". Question Number 5* What criteria did you feel* or tools* were the most useful in selecting administrators? Answeri The written examinations) the oral inter view and examinations) the recommendations of others in the field of administration) and the academic record of the individual together with the experience as a teacher in the school system. Question Number 6 i How did the cadet program develop leadership in future administrators? Answeri Qualities of leadership must be evident in the initial selection of the Cadet. These qualities can be further developed through experience in the field) seminars; conferences; and interviews. Question Number ?i Were administrators chosen for their ability in instructional-curriculum concerns primarily* or for their managerial talents? Explain. Both! It is not possible in my opinion to isolate abilities in curriculum* classroom instruction* or general managerial performance. All these and more are necessary for the successful school administrator. A good personality; Ability to make friends; Ability to speak to groups; Interest in young people and their future; Vision for the ways to improve education; Imagination in planning for the future developments and improvements; Evidence of qualities of leadership in past experience; Good academic record. 103 These are only a few of the necessary qualifications for the successful school administrator* Summaryt This chapter has presented findings of a non-statistical nature* Evidence has been presented deal ing with the basic goals and philosophy of the school, with the actual selection procedure of the cadet program, analysis of application forms, an analysis of cadet exam inations, and impressions of the persons who have had particularly close responsibility for development of the cadet program* The next chapter presents more statistical data, directly derived from the questionnaire used in this study, or materials gathered of a statistical nature in personnel office files* Together these chapters contain the data upon which the conclusions, implications, and recommendations are made in Chapter VI* CHAPTER V PRESENTATION OF STATISTICAL DATA This chapter presents the data collected during this study by using the Administrative Cadet Questionnaire* and by searching the personnel files of the Columbus Board of Education for related statistical data* Included are i -Tabulations showing frequency counts and percentage figures for individual questionnaire items. Meaning ful averages are included. -Tabulated supplementary data from the surveyed personnel files. -Cross tabulations of questionnaire items using selected variables. The responses of two-hundred and fifty (250) persons who answered the questionnaire are included in this presen tation. The questionnaire was designed to produce as much data as possible relative to the purposes of the study. Generally, the process included gathering as accurately as possible the perceptions and impressions of the cadet program as held by Columbus Public School's administrators. It was reasoned that this group pf administrators would, by the nature of their positions, provide a source of data 10/+ 105 uniquely related to the historical development of the cadet program. Some information in this chapter has been reported relative to non-respondents and applicants who were not selected for the cadet program. This infor mation was gathered from personnel files* and has been reported here because of its close relationship to the overall purpose of the study. The presentation of the questionnaire data has been organized to follow the pattern of the instrument* The questionnaire was structured to provide critical data concerning portions of the cadet experience and rationale for the cadet program. The major divisions of the questionnaire includedi Personal Data* Cadet Experience* Training Prior To Cadet Program* Selection and Qualifica tions* Career Goals and Assignments* Current Administra tive Problems and Skills* and Cadet Program Goals. These major questionnaire headings were directly related to the purpose of this study. In reporting the following data* an effort has been made in identifying which purposes of the study apply to the data being reported. This chapter has three main divisions* I - Analysis of Questionnaire Data II - Supplementary Personnel File Information III - Questionnaire-Cross Tabulation Data 106 I - Analysis of Questionnaire Data Part I - Personal Datai The data collected in this section of the question naire directly related to the following purposes found in Chapter 1* Purpose 2* To develop a description of the products of the Administrative Cadet Program, and show the relationship between the historical development of the cadet program and its individuals who have participated in its development. Purpose 5* To develop a complete description of what the cadet program is today, includ ing its formation, its administrative programs, its utilization, and its achievements« 10? Respondents* Out of a possible three-hundred and twenty (3 2 0 ) questionnaires sent to persons on the Columbus Public School's Administrative roster, two- hundred and fifty persons returned questionnaires* This represented a seventy-eight per cent return (7 8 .I). Tables I through IV describe the respondents* Table I describes the respondents according to the administrative position held* Included in this table are materials providing data for those who did not answer the questionnaire, but for whom data was avilable. The larger percentage, forty-five percent, (U5#) of those answering were elementary principals or assistants* Twenty-nine percent of the respondents were assistants In the secondary school or principals of those schools* Together these groups represented seventy-four per cent (7^ ) of the respondents. Even though perceptions of all administrators participating were considered important to this study, Table II has reported that portion of the respondents and non-respondents who had an administrative cadet experience. TABLE I ANALYSIS OP RESPONDENTS BY POSITION Number Position of Total Administrators Answering Respondent In Each Position Questionnaire Assistant Principal 11 10 Elementary Assistant Principal 56 40 Secondary Principal-Elementary 130 103 Principal-Secondary 44 33 Supervisor 36 30 Director 25 20 Executive Director 5 4 Supervising Principal 3 3 Assistant Superintendent 5 2 Cadets 1 1 Not Identified * 4 4 Totals 320 250 TABLE I (CONT'd) Percentage of all Administrators Percentage of Questionnaire In Each Category Answering Administrators Answering 91.00 ^.00 71.00 16.00 71.00 Ul.20 75*00 13.20 83.00 12.00 80.00 8.00 80.00 1.60 100.00 1.20 fcO.OO .80 100.00 .ItO 100.00 . 1.60 Totals 100.00 TABLE II PARTICIPATION OF RESPONDENTS IN CADET PROGRAM Percentage of Non- Experience Respondents Respondents Respondents Totals Those having Cadet Experience 181 72.^0 224 Those having no Cadet Experience 68 27.20 31 99 No Data 1 .40 0 1 Totals 250 100.00 7** 324 Ill Seventy-two percent of those who participated in the study had administrative cadet training* More than half of those not responding had also had cadet experience. These figures establish that most persons holding admini strative positions in the Columbus Schools have partici pated in its training program for administrators. In describing the group which responded to the ques tionnaire it seemed appropriate to present data describing the kinds of contact and the recency of the contact with the Administrative Cadet Program on the part of respondents* Tables III and IV present data describing the current relationship of administrators with the cadet program. TABLE III MOST RECENT TYPE OF CONTACT WITH THE CADET PROGRAM Type of Number Percentage Contact Responding Responding Host to cadets in meet 77 30.80 ing or on visit As a cadet 46 18.40 Participated in help 37 14.80 ing to train cadets Cadet substituted for 5 2.00 respondent Cadet assigned to 12 4.80 respondent Served on selection panel 1 .40 Other Contact 7 2.80 No Contact 66 26.00 Totals 250 100.00 112 TABLE IV DATE OP LAST CONTACT WITH PROGRAM Year Respondents Percentage of Respondents 1952-1959 5 2.00 1960-1964 14 5-60 1965-1969 91 36.40 1970- 83 33-00 No Contact 57 22.80 Personal Characteristics! Further description of those answering the questionnaire and of those not answering the questionnaire are found in Tables V through VIII* The items included arei sex* marital status* age* and race of respondents* TABLE V SEX OP RESPONDENTS Sex Number of Percentage of Number of Percentage Total Respondents Respondents Non-respondents Non-respondents Female 53 21.20 11 15.6 6** Male 19** 77.60 32 **5.8 226 No Data 3 1.20 27 38.6 30 Total 250 100.00 70 100.00 320 TABLE VI MARITAL STATUS OF RESPONDENTS Number of Percentage of Number of Percentage Status Respondents Respondents N on-re spondents Non-respondents Total Married 218 87.20 3^ ^9-5 252 Single 22 8.80 7 10.0 29 Divorced 7 2.80 2 2.9 9 No Data 3 1.20 27 38.6 30 Total 250 100.00 70 100.00 320 TABLE VII AGE OP RESPONDENTS Age Number of Percentage of Number of Percentage Group Respondents Respondents Non-respondents N on-respondents Total 20-29 8 3.20 9 12.8 17 30-39 83 33-20 23 32.8 106 40-49 88 35-20 7 10.00 95 50-59 Ifif. 17.60 4 5.8 48 60+ 11 4,40 11 No Data 16 6.40 27 38.6 43 Total 250 100.00 70 100.00 320 116 TABLE VIII RACE OF RESPONDENTS Race Number Responding Percentage Responding Non-minority 217 86.80 Minority 29 11.60 No Data k 1.60 Total 250 100.00 Tables V through VIII have reported personal character- istics of persons who have had cadet experience in the Columbus Public Schools* Partial data on those not parti cipating in answering the questionnaire, but having cadet experience were included. Experience* Tables IX and X present data concerning the experience and position history of the respondents to the questionnaire. The following table presents a compo site of a variety of experiences. TABLE IX EXPERIENCE OF RESPONDENTS Years of Years In Years In Years In Years In Adm. Experience Education Cols. Schools Administration In Columbus No. Per Cent No. Per Cent No. Per Cent No. Per Cent 0-1* 3 1.2 8 3.2 79 31-6 85 34.0 5-9 18 7-2 34 13.6 69 27.6 69 27-6 10-11* 70 27-0 71 2 1 .1* 1*9 19*6 ^7 18.6 15-19 50 20.0 75 30.0 31* 13-6 33 13-2 20-21* 61 21*.l* 32 12.8 10 1*.0 11 !*.!* 25-29 12 6.1* 12 1*.8 1* 1.6 3 1.2 30-31* 12 l*.8 11 l*.l* 3 1.2 2 • 8 35-39 19 7-6 2 .8 1 .1* 1*0+ 3 1.2 2 • 8 1 .1* no data 2 .8 2 .8 2 .8 2 .8 Totals 250 100,00 250 100.00 250 100.00 250 100.00 Average Number 18.7 15-9 9*1 8.6 TABLE X POSITION HISTORY Number of Average Number Positions Number Percentage of Years In Number Percentage Held Responding Responding One Position Responding Responding 1 85 34.00 0-** 166 66.40 2 71 28.1*0 5-9 62 24.80 3 39 15-60 10-1** 11 6.40 4 28 11.20 15-19 0 .00 5 12 **.80 20-2** 3 1.20 o o 6 3 1.20 25-29 0 . ? 1 .**0 30-**o 3 1.20 8 1 .**0 More than 8 5 2.00 No data 5 2.00 No data 5 2.00 Totals 250 100.00 250 100.00 Average Number of years in one Position 4.4 years Table X provides two alternative ways of viewing the experience of the respondents. These figures under score the relatively young and inexperienced staff from which the respondents are taken. The greater number of administrators have held only one or two positions* and the tenure in positions likewise is a few years. Sixty- six per cent (66%) of the administrators averaged less than four years in their positions* with the greater number of administrators averaging two or three years in a position. Turnover in administrative positions appears to be high. This material can be studied with Table IX. Table IX shows the average number of years an administrator in Columbus to be almost nine years. With a turnover of every four years as shown in Table X* two- thirds of the administrators in Columbus apparently have -« - a brief experience in any one position. The figures in these two tables are complementary. Academic Worki In completing the personal data for respondents* academic training was investigated and has been reported here. As might be expected the majority of principals and other administrators in the Columbus Schools have their Master’s Degree. A few have only their Bachelor’s and a few have a Doctorate. Tables XI and XII present this data on academic work. TABLE XI ACADEMIC DEGREES OP RESPONDENTS Degree Number Percentage Responding Responding Master's 233 93.20 Bachelor's 7 2.80 Doctor's 8 3.20 00 0 No Data 2 • Total 250 100.00 121 TABLE XII SEMESTER HOURS BEYOND THE HIGHEST DEGREE Hours Number Percentage Responding Responding 0-9 80 32.00 10-19 60 2*t. 00 20-29 26 10.40 30-39 25 10.00 l*0-i*9 10 1*. 00 50-59 8 3.20 60-69 3 1.20 70-79 2 • 80 8 O-89 3 1.20 90-99 100+ 6 2.1*0 No Data 27 10.80 Total 250 100.00 Certification! The materials presented here with regard to certification consider both teacher certifica tion and administrative certification. Tables XIII and XIV present data concerning teaching certification of administrators# and Table XV presents data concerning administrative certification. Table XIII includes only the respondent's highest level of teaching certificate, but Table XV considers highest level of administrative certificate, plus multiple areas of certification. Total figures would not be meaningful in Table XIV and XV. TABLE XIII TEACHING CERTIFICATION Type of Number of Percentage Certificate Respondents Responding 4 yr. Provisional 11 4.40 8 yr. Professional 62 24.80 Permanent 167 66.80 No Data 10 4.00 Total 250 100.00 123 TABLE XIV AREAS OP TEACHING CERTIFICATION Number Number Teaching Area Responding Area Con't Con't Elementary Driver Education 120 Education 9 Social Studies 26 Counseling 8 English Physics 8 Physical Education 36 Fine Arts 7 History 3^ Kind e rgar ten- 6 Pri. Math 30 Languages 5 Biological Political Sciences 22 Science 3 General Sciences 20 Slow Learners 3 Health 1? Home Economics 2 Industrial Arts 10 Nursing 2 Education Physical and Earth School Sciences 13 Psychology 2 Business Education 11 Vocational Edu* 2 Chemistry 9 Deaf Education 1 Music 9 Distributive Edu. 1 Speech and Drama 9 Library Science 1 124 Administrative certification is reported in Table XV, This table includes the number of responses in each category under the appropriate year. Many principals are included in more than one category. The aggregate numbers of certificates are reported. TABLE XV ADMINISTRATIVE CERTIFICATION 4 Yr. 8 Yr. Type of Provis Profes Certificate ional sional Permanent Elementary Principal 40 47 46 Secondary Principal 41 35 26 Supervisors 21 21 11 Local Superintendent 5 2 2 Educational Administra 8 3 1 tive Specialist Superintendent 6 2 3 The Personal Data section of the Administrative Cadet Questionnaire has been reported in Tables I through XV. These data provide materials with which to describe respon dents and in a few cases those that did not respond# but who have had cadet experience. Part II-Cadet Experiencei The data collected in this section of the questionnaire are related to the following two purposes found in Chapter I* 1 2 5 Purpose 4 i To determine which portions of the training program have been mOBt help ful, and which areas ought to be changed. Purpose 5* To develop a complete description of what the cadet program is today, including its formation, its admini stration, its utilization and its achievements. The emphasis in this section is to report that portion of data collected which might describe the actual experience of those serving as cadets. Reported in the following tables are respondents* reactions to experiences and impressions of the cadet program. Actual Experiencei Several basic questions are con sidered in the following datai 1. How many respondents actually served as cadets? 2. When did they serve as cadets? 3. How long was the cadet experience of the indivi duals? Table II presented data which showed that seventy-two per cent i?2%) of those responding have had the cadet experience. In the following tables. Tables XVI through XXVI, only the responses of those persons who were expected to answer, because of cadet training, were included. 126 Therefore, totals in these tables consider only those persons expected to answer. Excluded are approximately sixty-eight (68) persons who were not to answer this section and not included in percentage computation. The figures in Table XVI show a definite growth in numbers of persons being trained in the cadet program and an increase in the recruitment of minority group members. The five year summary shows that cadet parti cipants nearly doubled every five years. Most recently a sharp decline in the 1970-71 years can be attributed to a school system austerity program. TABLE XVI YEAR RESPONDENT WAS A CADET AND MINORITY RACE CADETS BY YEAR Member of Number Percentage Five Year Five Year Five Year Minority Year Responding Responding Period Total Percentage Race 1950 1 .50 1950-54 10 5*40 0 1952 6 3*3 0 1953 1 • 5 0 1954 2 1.1 1 19 55 8 4.50 1955-59 35 19.50 . 0 1956 7 3.9 0 1957 12 6.7 0 1958 6 3.3 0 1959 2 1.1 0 I960 11 6.2 1960-64 51 29*40 3 12 1961 11 6.2 2 ? TABLE XVI (con't) 1962 9 5.08 0 1963 12 6.7 3 1964 8 4.5 1965 13 7.3 1965-69 74 41.7 2 1966 19 10.7 2 1967 10 5-8 2 1968 17 9*5 4 1969 15 8.4 4 1970 5 2.8 1970- 7 3-9 2 1971 2 1.1 Totals I?? 100.00 177 100.00 129 TABLE XVII LENGTH OP CADET EXPERIENCE Number of Percentage of Time Period Respondents Respondents Less than 1 month 7 4.00 One to Three months 15 8.00 One Semester 68 38.00 Two Semesters 76 42.00 Three Semesters 10 6.00 Pour Semesters 3 2.00 Total 179 100.00 It is worthwhile to point out that these opinions represent a diverse group of people with a variety of cadet experiences. They differ not only as to the date of their participation, but also in the actual length of their experience. The length of a practical training situation was a subject of speculation when the program was formed, and remains a question in the literature when the program was formed, and remains a question in the literature when considering optimum program time. The greater number of respondents served one or two semesters as cadets, and only a few reached the two year mark. Respondent*s Opinion of Cadet Experience* In 130 determining which portions of the program were most help ful, and in order to collect data describing the character istics of the training experience, several questions were asked dealing with the nature of the experience and/or activities provided* Tables XVIII and XIX deal with sufficiency of the training received, and with the flexibility which the training permitted in meeting individual needs* Most of the former cadets felt the experience to be sufficient and a good per cent would term the experience very suffi cient* Nearly the same results are reported for the flexibility question. TABLE XVIII SUFFICIENCY OF CADET TRAINING Number Percentage Answer Responding Responding Very Sufficient 42 25.00 Sufficient 112 64.00 Insufficient 18 10.00 Very Insufficient 2 1.00 Total 1?4 100.00 In the criteria for a good training program summarized in Chapter II, great emphasis is placed upon the need of the program to meet individual needs of those being trained. The questionnaire asked, "Did you find the Cadet Program and activities flexible enough to provide for individual needs of trainees?" Table XIX presents these responses* TABLE XIX FLEXIBILITY OF CADET TRAINING Number Percentage Answer Responding Responding Very Flexible 49 28.00 Flexible m 65.00 Inflexible 8 5*00 Very Inflexible 3 2.00 Total 17^ 100.00 The actual kinds of experiences provided cadets over the years have not changed very much according to Mr* Robert Carter (Interview, November, 1971)* A variety of experience has been reported and Table XX provides a description of those activities. The table not only reports the quantity of the experiences participated in by cadets, but also tells which activities they considered to be most profitable. Respondents were asked to mark each category either "participated in” or most profitable. Therefore total participation is seen in Table XX by adding the two columns together. The most profitable activities cited were cadet seminars conducted by Mr. Dumaree and Mr. Carter, and working under the supervision of a school principal. The high percentage of responses in these areas gave indication of great agreement on the part of cadets as to what they considered most profitable. The question shows several of the categories with well over a hundred participants. TABLE XX PARTICIPATION IN TRAINING ACTIVITIES AND VALUE OP ACTIVITIES Number Percentage Number Who Type of Participating Participating Rated Activity Training Activity In Activity In Activity Most Profitable Assisted In A Central 63 25.20 26 Office Position Worked Under One Principal 30 12.00 99 Observed In Classrooms 97 38.80 10 Assigned a "Cadet Office 110 44.00 13 Task." Attended Cadet Seminars 33 13.20 126 PTA Workshop 118 47.20 14 Field Trip (system) 97 38.80 35 Field Trip (outside) 88 35.20 17 Written Projects 45 18.00 7 School Visits and Talks 88 35.20 47 With Principals Attended Board Meeting 115 $6.00 13 Other 14 5.60 35 TABLE XX (con't) Percentage Who Total Total Rated Activity Participation Percentage Most Profitable (Columns 1-3) Participating 1 0 .1*0 89 35-60 39-60 129 51-60 **.00 107 1*2.80 5-20 123 1*9-20 5 0 .1*0 159 63-60 5-60 132 52.80 11*. 00 132 1*2.80 6.80 105 1*2.00 2.80 52 20.80 18.80 135 5**. 00 5-20 128 51-20 10.00 39 15-60 H U) •P- 135 In the process of determining the impressions sub jects had of their cadet experience# it seemed wise to include some characteristics considered important in educational leadership- Responsibility# decision making# and solution development all seemed to be a part of the literature's emphasis in the area of training. The panel which helped to develop the questionnaire felt these to be important areas# too. The criteria developed in Chapter II for a good training program also pointed out the importance of these three areas. The following questions were askedt Question 25* Do you feel you had an opportunity to carry any significant amount of respon sibility? Question 26i Were you ever a part of a decision making process, as a cadet, which would effect any part of the educa tional program in Columbus? Question 27* Did you have in your cadet experience an opportunity to solve or seek solutions to problems presented to you? The responses to these questions are presented in Tables XXI through XXIII. It should be pointed out that in the area of decision making and in the area of seeking solutions, administrators felt they were less trained than in having opportunities for carrying responsibilities. 136 TABLE XXI OPPORTUNITY FOR RESPONSIBILITY Number Percentage Answer Responding Responding Many Opportunities 77 44.00 Some Opportunities 68 39.00 Few Opportunities 28 15-00 No Opportunities 3 2.00 Total 176 100.00 TABLE XXII PARTICIPATING IN A DECISION MAKING PROCESS Number Percentage Answer Responding Responding Often 18 11.00 Sometimes 70 39*00 Seldom 47 26.00 Never 24.00 Total 178 100.00 137 TABLE XXIII OPPORTUNITY TO DEVELOP SOLUTIONS Number Percentage Answer Responding Responding Often 45 25.00 Sometimes 91 51*00 Seldom 32 18.00 Never 10 6.00 Total 178 100.00 Expectation and Evaluationi Those having had the cadet experience were asked the following questionsi Question 28 * Were your expectations of the cadet program met? Question 21* What is the major contribution which the cadet program made to your pre paration as an administrator? Question 29 * Was your performance as a cadet evaluated and discussed with you? The perceptions and reactions to these questions seemed most important. If the program was not meeting the expectations of the cadets this information would be important. If expectations were being met generally this would be important in considering other impressions* The open-ended question concerning contribution gave respondents the opportunity to be more specific than just indicating general approval. Question 29 sought to discover if cadets felt they had been evaluated. Tables XXIV through XXVI present the data for these three questions. TABLE XXIV EXPECTATIONS OF PROGRAM MET Number Percentage Answer Responding Responding Yes 11*8 87.00 No 21 13*00 Total 169 100.00 139 TABLE XXV EXPRESSED VALUE FOUND IN CADET TRAINING Number Percentage Contribution Responding Responding Provided an overall know ledge and experience of the school system 92 53.00 Provided an opportunity to observe other principals 16 9.00 Provided discussion time 3 2.00 Provided a valuable relation ship with Mr. Dumaree 10 6.00 Provided opportunity to have practical experience 29 16.00 Provided good transitional experience 19 11.00 Provided opportunity to work with curriculum 0 0.00 Other k 3.00 Total 173 100.00 TABLE XXVI EVALUATION OF CADET PERFORMANCE Number Percentage Answer Responding Responding Yes 45 25.00 No 129 75.00 Total 174 100.00 141 Part II-A Pre-Service Experience Without Cadet Training* Approximately sixty-eight (6 8 ) persons among those who responded to the questionnaire did not serve in the capacity of cadet principal. While Tables XVI through XXVI presented the perceptions of respondents who had participated in the cadet program, the following tables, Tables XXVII through XXX, present the responses of that portion of the total respondents who did not have a cadet experience. Both groups answered separate portions of the cadet questionnaire. These persons were considered important to the study since their positions as admini strators made their impressions and opinions of the cadet program important. This section of the question naire had been constructed so as to produce comment con cerning training activities prior to the cadet program itself. However, indications were that many persons responded to this portion of the questionnaire who never had cadet training but who had become administrators within the last twenty years during the history of the cadet program. Two purposes of this study were directly related to this section of the questionnaire* Purpose 1* To determine the goals of the cadet program as perceived by the administra tors and assess to what extent they feel those goals are being met. 1^2 Purpose 2 i To develop a description of the pro ducts of the Administrative Cadet Pro gram, and show the relationship between the historical development of the program and its individuals who have participated in its development* The intention in gathering this information was to gain a more in-depth understanding of the cadet program's objectives. The present could be contrasted with the past. While the total number of persons eligible to answer this particular section of the questionnaire was approximately sixty-eight, fewer than fifty felt that the questions were applicable. Table IX revealed only eighteen persons who had Columbus experience in administration dating back before the cadet program. The balance of those persons choosing to answer this section appear to have been administrators serving without cadet experience, but who have been administrators since 1952. Generally these persons were hired in specific interest areas requiring specific training and knowledge, such as 1 evaluation, health services, food services, etc. The following represents the summarized responses to the open-ended questions concerning pre-service train ing of those not having a cadet experience. Question 301 What was the manner in which you were selected for your first position and 1^3 what do you feel those selecting you were looking for in an administrator? Question 31* How would you describe the "practical” training you had previous to your first full time appointment as an administrator? Question 32* As you remember your first administra tive position* how were new administra tors helped in the carrying out of their new duties? Question 33* At this point in your career* how might a cadet program have contributed to your administrative experience? JM Table XXVII presents data discussing the manner of selection reported by respondents who had no cadet exper ience. TABLE XXVII MANNER OF SELECTION OF THOSE WITHOUT CADET TRAINING PROGRAM Percentage Procedure Response Responding Asked by Superintendent 25 5^.00 Held a position close to Admini stration which made selection natural 6 13.00 Subject urged fcy building principal to become admini strator 3 7*00 Sought position on a com petitive basis 9 19.00 Other 3 7*00 Total 100.00 1^5 Table XXVII reports what this small group felt those hiring them were looking for in an administrator. TABLE XXVIII CRITERIA FOR SELECTION OF THOSE WITHOUT CADET TRAINING PROGRAM Percentage Characteristic Respondents Responding Personal trait (sex, youth, etc.) 4 10.5 Communication Ability 10.5 Academic Training k 10.5 Special area of knowledge 19 50.0 Leadership Ability 1 2.6 Ability to Handle a variety of situations 3 7.8 Administrative Skills 3 7-8 Total 38 100.00 The next question sought to determine the extent and method of practical training received by the person answering this section. Table XXIX presents this information. / 146 TABLE XXIX METHOD OF PRACTICAL TRAINING FOR THOSE WITHOUT CADET TRAINING Percentage Method Respondents Responding Little or none 13 28.00 Called Superiors or worked 30 66.00 closely with them Brief orientation 2 . k7oo No data 1 2.00 Total 46 100.00 The persons without cadet experience were asked what activities such as the cadet training provided might have added to their ability to carry out their present responsi bilities. Table XXX presents this material. 147 TABLE XXX HOW CADET PROGRAM MIGHT HAVE HELPED Percentage Response Responding Responding Little or no help 15 35.00 Would have helped to know system better 8 19*00 Help to provide ideas 4 9-0 0 Help to provide skills 1 3*00 Provide transitional experience 1 3.00 Provide practical experience 9 20.00 No data 5 11.00 Total 43 100.00 Indications from data presented in Tables XXIX and XXX are that the group of persons without cadet training received very little pre-service training and felt no particular need to have been exposed to such a program. A few people felt that the experience might have helped in knowing the system, and providing some practical experience* 148 Part III-Career Goals and Assignmentsi The balance of the questionnaire, beginning with this section, sought to obtain impressions, opinions, and perceptions from all respondents regardless of their cadet training experience. Data collected in this por tion of the questionnaire were related to the following purposes! Purpose 2t To develop a description of the products (administrators) of the cadet program and show the relationship between the historical development of the cadet program and the individuals who have participated in its development. The following tables add further descriptive data by discussing job satisfaction, career goals, career motivation, and initial assignments- Job satisfaction! A direct question was asked to determine the degree of satisfaction administrators would state with their administrative positions. Table XXXI presents these datai 149 TABLE XXXI JOB SATISFACTION Number of Percentage Response Responses Responding Very Pleased 101 40.40 Pleased 68 27*20 Satisfied 48 19*20 Less Than Satisfied 9 3.60 Dissatisfied 3 1.20 No Data 28 8.40 Total 250 100.00 Motivationi Question thirty-four asked respondents what their motivation for seeking a career in administra tion had been# and question thirty-nine asked a question to determine if the cadet program itself in Columbus was a motivation in choosing Columbus as a school system in which to work* Tables XXXII and XXXIII present the related data* 150 TABLE XXXII MOTIVATION FOR BECOMING AN ADMINISTRATOR Number of Percentage of Response Respondents Respondents Money 36 l^.Uo Power and/or prestige 19 7.60 To make education changes 28 11.20 To be a leader IK) 16.00 To be more service to kids 23 9-20 Challenge of position 20 8.00 Special interest area 7 2.80 For variety 12 4.80 Urged by others 37 lfc.80 No data 2b 9*60 Other b 1.60 Total 250 100.00 151 TABLE XXXIII WAS THE CADET PROGRAM A FACTOR IN CHOOSING COLUMBUS * Number Percentage Response Responding Responding Yes 15 6.00 No 224 89*60 No data 11 4.40 Totals 250 100*00 It Is interesting to point out that the desire to be a leader and the desire to make educational changes, two related areas, were among the top responses in the area of motivation* CAREER GOALSi A variety of objectives were revealed when administrators were asked about their original career goals and about present career goals* Responses to these areas are presented in Tables XXXIV and XXXV* 152 TABLE XXXIV CAREER GOALS WHEN BECOMING AN ADMINISTRATOR Number Percentage Goal Responding Responding To become a principal 139 55.60 To become an assistant principal 2 .80 To obtain an administrative post other than princi pal 26 1 0 .1*0 Uncertain 10 4.00 To obtain higher academic degree 10 4.00 To work in a special field 6 2.40 To remain a teacher 8 3.20 Other 18 7.20 No Data 31 12.40 Total 250 100.00 153 XXXV (A) PRESENT CAREER GOALS Number Percentage Goal Responding Responding To remain in present position 115 46.00 To attain a higher local position 33 13.20 To attain another similar position 16 ■ 6.40 To attain a central office position 21 8.40 To move outside system 4 1.60 Other 37 14.80 No data 24 9.60 Total 250 100.00 Initial Assignment Factorsi Following logically from the goals reported by administrators would be the opinions of factors leading to initial assignments. This assignment process was a natural extension of the training program. The cadet program logically should have provided data on participants on which initial assignments should be based. Respondents were asked to give their opinion as to what factors they felt were used in making initial assignments and what factors ought to be used. (Question 3 8 ) The following purpose of this study is directly related to this questions Purpose 3* To determine the perceived criteria used in the selection process and the degree to which the administrators perceive this process to be adequate. Table XXVI presents a complete presentation of impressions and opinions in the area of initial assign ment and factors used to determine a new administrators first assignment. 155 TABLE XXXVI (A) FACTORS USED IN MAKING INITIAL ASSIGNMENTS OF ADMINISTRATORS Factor Used Factors now being used 1st Choice 2nd Choice 3rd Choice # % # % # % Responding Responding. Responding Sex 23 9.20 22 8.80 20 8.00 Experience 26 10.40 26 10.40 21 8.40 Maturity 7 2.80 18 7.20 12 4.80 Race 4 3 17.20 46 18.40 25 10.00 Professional Views 8 3*20 6 2.40 15 6.00 Administra tive Abil ity 39 15*60 40 16.00 35 14.00 Recommenda tions 27 10.80 25 10.00 23 9*20 . Intelligence 0 0 0 3 1.20 8 3.20 Position Available 36 14.40 21 8.40 41 16.40 Other 7 2.80 3 1 .20 6 2.40 No data 34 13.60 40 16.00 44 17-60 Totals 250 100.00 250 100.00 250 100.00 156 TABLE XXXVI (A) FACTORS USED IN MAKING INITIAL ASSIGNMENTS OF ADMINISTRATORS (con't) Factor Used Factors which ought to be used 1st Choice 2nd Choice 3rd Choice # * # * # * Responding Responding Responding Sex 3 1.20 1 .40 3 1.20 Experience 23 9.20 42 16.80 65 26.00 Maturity 16 6.40 37 14.80 37 14.80 Race 1 .40 4 1.60 9 3.60 Professional Views 14 5.60 29 11.60 23 9*20 Administra tive Abil ity 133 53*20 48 19-20 14 5-60 Recommendations 5 2.00 16 6.40 20 8.00 Intelligence 9 3*60 25 10.00 22 8.80 Position Available 16 6.40 12 4.80 17 6.80 Other 4 1.60 7 2.80 5 2.00 No Data 26 10.40 29 11.60 35 14.00 Totals 250 loo.oo 250 100.00 250 100.00 157 It would appear that administrators in Columbus perceive initial assignments being made "now" on the basis of race* administrative ability* and positions available* Experience of the cadet is a close runner- up in important factors* as large percentages of first* second* and third choices are tabulated* Heading the list of factors in the "ought" category are administra tive ability* experience* and maturity* These three factors the respondents felt to be the factors which ought to be used in making assignments initially. The major change appeared to be in the role which race played as respondents chose their answers* It is inter esting that almost no one felt intelligence played a role at present in initial assignments* Part IV Selection and Qualifications of Cadet Administratorsi Another function of the cadet program and similar training programs is to provide a mechanism for selection of administrators* Qualifications and procedures for selections of candidates can be an integral part of such programs* Part IV of the administrative cadet question naire asked for perceptions of respondents in order to identify the areas they felt played the most important role In the selection of candidates at present and the most important factors they felt ought to used in the selection of administrative personnel* Question *K) was directly related to one of the stated purposes of this studyi Purpose 3 i To determine the perceived criteria used in the selection process and the degree to which the administrators perceive these to he adequate* Question * Please identify the three areas* from those listed below* which you feel now play the most important role in the selection of a cadet administrator* Also* identify the three areas which you feel ought to play the most impor tant role* TABLE XXXV (B) FACTORS PLAYING THE GREATEST ROLE IN THE SELECTION OF CADETS Factor Now Playing Greatest Role Ought To Be Playing Greatest Role 1st Choice 2nd Choice 3rd Choice 1st Choice 2nd Choice 3rd Choice # * # * # * # % # % # % Responding Responding Responding Responding Responding Responding Race 37 11*. 80 21* 9.60 21* 9-60 2 .80 3 1.20 5 2.00 Position Avail. 14 5*60 12 1*.80 18 7*20 16 6 .1*0 7 2.80 11 4.1*0 Sex 3 1.20 10 1*.00 5 2.00 1 .1*0 1 .1*0 1 .40 Prof. Views 6 2 .1*0 8 3.20 11 1*.1*0 21 8 .1*0 25 10.00 19 7.60 Former Eval. 3 1.20 6 2 .1*0 7 2*80 2 .80 9 3*60 9 3.60 University Records 1 .1*0 1 .1*0 3 1.20 0 0 3 1.20 Interview (oral exam) 21 8 .1*0 36 11*. 1*0 29 11.60 13 5.20 23 9*20 35 14.00 Personal p Charact. 10 1*.00 19 7.60 12 1*.80 33 ll*.20 37 11*. 80 1*0 1 6 .00$ TABLE XXXV (con’t) Written 1 .40 6 2.40 9 3 .60 2 .80 3 1.20 5 2.00 Exam. Ques. In Applic. 2 .80 1 .40 3 1.20 1 .40 0 0 Interview (Supt.) 1 .40 3 1.20 4 1.60 3 1.20 4 1.60 6 2.40 Personal Data 2 .80 ? 2.80 1 .40 2 .80 5 2.00 3 1.20 Prof. Prep. 19 7*60 12 4.80 15 6.00 4? 18.80 23 9 .20 28 11.20 Teaching Exper. 8 3*20 15 6.00 17 6.80 11 4.40 25 10.00 25 10.00 Adm. Exp. 2 .80 2 .80 1 .40 7 2.80 10 4.00 9 3 .6O Org. and Activities 0 1 .40 4 1.60 0 2 .80 3 1.20 Other Work Experience 1 .40 1 .40 0 0 2 .80 3 1.20 College Recomm. 2 .80 1 .40 3 1.20 3 1.20 2 .80 2 .80 Supv. Recomm. 73 29.20 40 16.00 35 14.00 64 25.60 49 I9 .6O 26 10.40 160 TABLE XXXV (con’t) Other 2 .80 2 .80 3 1*20 5 2.00 1 .40 0 No data 42 16.80 43 17*20 46 18.40 17 6.80 17 6.80 1? 6.80 Total 250 100.00 250 100.00 250 100.00 250 100.00 240 100.00 250 100.00 162 Respondents perceived the factors playing the great est role in the present selection of administrators as beingi supervisor's recommendations, the oral interview or examination, and race* Those factors which respondents felt "ought" to play the leading role in selection of cadets were supervisor's recommendations, personal char acteristics, and professional preparation* Question 41 asked if there were "any qualifications an applicant must have in order to be selected" that they did not see revealed in question Question 40. While the question received very little response, some persons did write in some additional kinds of factors including! a thorough health examination, ability to handle a variety of situations, moral orientation, ability to work with others, opinions of peers and students, and one person added "common horse sense*" Another question which received very little response was the one dealing with changes respondents would make in the selection procedure* Those changes and responses can be summarized as follows in Table XXXVI(B). 163 TABLE XXXVI (B) SUGGESTED CHANGES IN SELECTION PROCEDURES Number of Percentage of Response Responses Respondents More Objective Selection 18 7*20 More Publicity of Program 3 1*20 Increase Requirements 8 3*20 Involve Building Principals 23 9.20 Improve Selection Procedure 16 6.40 Let those who fail know why 6 2.40 More administrative exper ience 2 .80 More emphasis on instruc tional ability 2 • 80 No data 143 57.20 Other 29 11.60 Total 250 100.00 Two questions related to selection were asked in addition to those having already been askedi Question 43* Should administrators be recruited from outside the system as well as from with in the system? 164 Question 44t Do you feel teaching experience Is a necessary pre-requisite for being a local building administrator? Most respondents felt that such recruitment should be taking place outside the system. Almost 70# of those responding to the questionnaire felt this way. Table XXXVII has presented this detail. Table XXXVIII presents opinions of respondents in the companion question dealing with the necessity of administrators having teaching experience. The response was an expected large majority feeling that teaching experience is necessary* TABLE XXXVII SHOULD RECRUITMENT PROM OUTSIDE SYSTEM TAKE PLACE? Number of Percentage of Response Respondents Respondents Yes 1?4 69.60 No 57 22*80 No data 19 7.60 Total 250 100.00 165 TABLE XXXVIII SHOULD TEACHING EXPERIENCE BE REQUIRED OP ADMINISTRATORS? Number of Percentage of Response Respondents Respondents Yes 226 90.40 No 13 5*20 No data 11 4.40 Total 250 100.00 Parts V and VI Current Problem and Skil^ Areasi Section V and VI of the administrative cadet question naire dealt directly with the problem areas and skill areas which might be perceived as part of the present cadet pro gram and with the opinions of administrators as to which areas ought to be stressed in the future* Administrators were asked to list the problems which they felt were being faced by administrators and the skills required for solu tion of the problem, and then were asked to select the problem and skill areas being given the least attention and the most attention by the program. These data are directly related to the purposes of the study and bear most directly on the following purpose* Purpose 4 i To determine which portions of the train ing program have been most helpful, and which areas ought to be changed* Table XXXZX presents the combined results of ques tions UU and 45* dealing with the problem areas and skill areas now receiving the most attention and the least attention by the cadet program. TABLE XXXIX PROBLEM AND SKILL AREAS SELECTED BY ADMINISTRATORS AS THE AREAS GIVEN THE MOST AND LEAST ATTENTION IN TRAINING FOR CADETS Problem and/or Skill Problem Areas Area Selected by Given Most Attention Given Least; Attention Respondents Number Percentage Number Percentage Human Relations 27 10.80 8 3.20 S taf f-Admin i s trat or Relationships 11 4.40 21 8.40 Communication 25 10.00 13 5.20 Administrative Skills 25 10.00 8 3.20 Ins true tional-Curri cular 5 2.00 42 16.80 Philosophy and Personal Views 0 2 .80 Student Involvement Participation, etc. 28 11.20 12 4.80 Other 3 1.20 12 4.80 No Data 126 50.40 132 52.80 Totals 250 100.00 250 100.00 TABLE XXXIX (con’t) Skill Areas Given Most Attention Given Least Attention Number Percentage Number Percentage 19 7*60 15 6.00 5 2.00 13 5*20 22 8.80 8 3.20 51 2 0 .if0 20 8.00 if 1.60 34 13.60 0 7 2.80 9 3*60 if 1.60 2 .80 5 2.00 138 55*80 l4if 57.60 250 100.00 250 100.00 168 Noticeably fewer persons answered these questions than had been true of other questions. Prom comments written on the questionnaires# and from the nature of the question format# it would seem that many persons failed to give answers because they felt they were asked for too direct an opinion# and had not enough information to deal with the question effectively. A possibility existed that the questionnaire had become too laborious* Of those answering, respondents felt that human relations, communication skills# and administrative skills were among the problem areas receiving the most attention in the cadet experience* Statf-administrator relationships and instructional-curriculum areas were receiving the least attention. Those answering the question under skill areas expressed the opinion that the same identical areas were receiving the most attention at present from the cadet program under skills developed. The skill areas receiving the least attention were in the area of instruc- tional-curriculum skills* To continue with the presentation of data from Part VI# several questions were asked dealing with the instructional role of the administrator* Because Columbus Schools rely so heavily on their administrators for instructional and curriculum leadership the following questions were asked■ Question *4-61 Can the administrator of a school be an adequate instructional leader? 170 Question 4?i As far as the curriculum and instruc tional programs are concerned, which of the following best represents the apparent role outlined to cadets which administrators should follow* Question 481 What change would be necessary in the position of school administrator to allow the administrator to be a more adequate instructional leader? TABLE XL CAN THE ADMINISTRATOR BE AN ADEQUATE INSTRUCTIONAL LEADER Number Percentage Response Responding Responding Most Adequate 31 12.40 Adequate 114 45.60 Inadequate 85 34.00 No data 20 8.00 Totals 250 100.00 171 TABLE XLI INSTRUCTIONAL VIEW GIVEN CADETS DURING TRAINING Number Percentage View Responding Responding Encouraged to maintain 17 6.80 present program Encouraged to maintain 92 36.80 the present program and participate in system oriented instructional projects Encouraged to lead instruc 90 36.00 tional staffs to new ex perimental and or inno vative programs Other k 1.60 No data U7 18.80 Total 250 100.00 Very few persons felt the administrator could be a most adequate instructional leader* A substantial one- third of all respondents felt that he could only be an inadequate person in the instructional leadership role. A larger percentage chose to say only that he could be adequate* Only six per cent would choose to say that the administrator could be most adequate* In Table XLI response is evenly divided on the ques tion of view point given to cadets in the area of instruc tion and their role they are expected to play* More than 1?2 one-third would say that the administrator is encouraged to maintain the present program and participate in system- oriented instructional projects* More than one third would say that cadets are encouraged to lead instructional staffs to new experimental and/or innovative programs* The old question of how to increase the ability of the principal to be an instructional leader is dealt with in Table XLII. In the opinion of respondents, changes which would make the administrator a more able instruc tional leader are mainly in the area of more helping persons• 173 TABLE XLII NECESSARY CHANGES TO ENABLE THE ADMINISTRATOR TO BECOME A MORE ADEQUATE INSTRUCTIONAL LEADER Number Percentage Response Responding Responding More Time ZUr 9 .6 O More Help 103 1*1.20 Improved Programs and Materials l* 1.60 Freedom to Experiment 21 8 .1*0 In-Service for Principals 18 7-20 Selection of teachers by administrators 3 1.20 Other 16 6 .1*0 No data 57 22.80 Total 250 100.00 Part VII-Goalsi The last major question deals with goals of the cadet program* Again respondents were asked to deal not only with the way they perceive the cadet program goals to be, but were asked to say what they felt the goals ought to be in the future* This section produced data directly related to the following study purposei Purpose 1* To determine the goals of the cadet program as perceived by the admini strators and assess to what extent they feel these goals are being met. Table XLIII presents these data related to goals* Present goals as seen by Columbus Public School admini strators for the cadet program are* to help make the transition from the classroom, to help the cadet become a more effective communicator, and to help the cadet learn how to evaluate and help classroom teachers* The goals that "ought** to be are the same. The goal which received the greatest amoung of first choice indications in the * ought to be goals* category was helping the cadet learn how to evaluate and help classroom teachers* This shows the importance of the thought of administrators and how they ought to be leading staffs in instructional development* Almost fifty per cent of the respondents answered affirmatively when asked if they would change the cadet TABLE XLIII CADET PROGRAM GOALS Now First Now Second Now Third Goal 7° § * % Provide Experience in prac tical situations 8 3.20 6 2 .1*0 3 1.20 Provide system of recruiting and selecting administrators 2 .80 3 1.20 3 1.20 Provide administrative answers for future decisions 6 2.*K> 5 2.00 11 4.1*0 Provide an overview of the working operations of the school system. 9 3.60 13 5.20 13 5.20 Develop leaders for our schools 2 .80 10 1*.00 11 4.40 Help make the transition from the classroom 31 1 2 .1*0 28 11.20 20 8.00 Help cadet become adjusted to a position of authority 24 9.60 8 3.20 6 2.40 Help cadets become familiar with and carry out Board policy 7 2.80 8 3-20 1* 1.60 TABLE XLIII (con * t) 22 8.80 3k 13.60 k7 18.80 65 26.00 lk 5.60 13 5*20 8 3.20 12 if.80 18 7*20 3 1.20 2 .80 6 2.^0 3 1.20 18 7.20 20 8.00 CO 0 2 • 3 1.20 2 .80 28 11.20 32 12.80 33 . 13*20 250 100.00 250 100.00 250 100.00 TABLE XLIII (con't) Help the cadet become a more effective communicator k2 16.80 55 22.00 57 Ik.QO Help the cadet learn how to evaluate and help classroom teachers 23 9.20 6 Z.kO 13 5.20 Increase the amount of pro fessional knowledge the cadet possesses Ik 5.60 19 7.60 32 12.80 To provide opportunities to learn how to be decision maker 7 2.80 2 .80 7 2.80 Provide experience in hand ling responsibility Ik 5.60 2k 9*60 27 10.80 Other 2 .80 0 1 .^0 No Data 59 23.60 59 23.60 62 2J+.80 Totals 250 100.00 250 100.00 250 100.00 TABLE XLIII (con*t) Ought First Ought Second Ought Third ft // ■ % # y° # /° 26 10.40 20 8.00 14 5.60 14 5-6 27 10.80 14 5.60 0 .0 5 2.00 8 3.20 14 5.60 19 7.60 21 8.40 3 1.20 16 6.40 18 7.20 49 19.60 41 16.40 30 12.00 11 4.40 5 2.00 5 2.00 2 .80 2 .80 1 .40 P^T program in any manner. However, few mentioned how they might plan to make changes. Giving cadets a broader practical experience, and including more experience under the direction of a good administrator, were among the few suggestions. Tables I through XLIII have presented the data collected in the Administrative Cadet Questionnaire. The following section will present additional and rela tive personnel file data from the Teacher Personnel Division. 176 II-INFORMATION ON APPLICANTS OBTAINED FROM BOARD OF EDUCATION RECORDS While the data presented in the previous section contained data concerning only the two-hundred and fifty respondents to the questionnaire* the following information is representative information concerning all persons who at one time applied to be cadet princi pals* The data are termed "representative** because records concerning administrative applicants have been kept by the personnel department* but they are not complete* Included under the term "applicant" would be the following persons* -those persons who answered the questionnaire in this study. This group accounts for two- hundred and fifty persons/. -those who were part of the three-hundred and twenty persons on the administrative roster receiving the questionnaire but did not respond. (This group accounts for seventy persons.) -those who applied but never became administra tors in Columbus. (The records surveyed produced approximately one-hundred and forty such persons* and the number varies according to the information recorded.) These persons considered as a group allow a new perspective to be used in presenting data. Our attention can be directed at the group* as a group of applicants. The information presented is uniformly extracted from records recorded at the time each person applied to be an administrator. This material is far from complete. The numbers and individuals do not remain constant# and thus no attempt has been made to summarize data in totals* The file data have been kept informally and thus lack consistency* There are no data for some applicants who never became cadets# no data for some who did# and a complete absent of data in all three categories of appli cants at times. AppendixP on page338 provides an example of the kind of data from which the following six tables have derived their figures. It can be observed in Table XLIV that relatively few people took the cadet examination more than once. Appli cants are generally permitted to apply three times. These figures might be related to the effectiveness of the cadet program as a screening procedure. TABLE XLIV NUMBER OP TIMES APPLICANTS APPLIED TO BE CADET PRINCIPALS Applicant Applied Applied Applied Category Once twice Three Times Those responding to questionnaire 101 27 5 Those now administra tors but who did not respond to questionnaire 31 12 0 Never became a Columbus administrator 10? 30 3 Tables XLV and XLVI deal with two other pieces of applicant information* The first presents the average point hour reported In screening information at the time of application for administrative position* The second table deals with the question of certification at the time of application. All of these tables in this section are the results of information gathered and compiled with regards to applicants. 179 TABLE XLV AVERAGE GRADUATE AND UNDERGRADUATE POINT HOURS OF APPLICANTS FOR CADET PRINCIPAL TRAINING Applicant Undergraduate Graduate Category Point Average Point Ave. Those responding to questionnaire 2.7 3*3 Those now administrators but not responding to the questionnaire 2.7 3*2 Never became a Columbus administrator 2.7 3-3 TABLE XL VI DID APPLICANT HOLD ADMINISTRATIVE CERTIFICATION AT TIME OF APPLICATION? Applicant In Category Yes No Process Those responding to questionnaire 89 23 1^ Those now administrators but not responding to the questionnaire 36 3 2 Never became a Columbus administrator 100 17 16 180 The last three tables in this section deal with three additional factors collected from application for cadet training or an administrative position* Table XLVII presents the average age of the applicants in the three applicant categories* Table XLVIII pre sents the total experience of applicants in education at the time of application* And, Table XLIX presents the degree held by the applicant when applying* All of the tables in this section can be considered in light of the fact that the information is uniquely that information concerning "applicants" as a group. TABLE XLVII AGE OP APPLICANTS Applicant Category Average Age of Applicants Those responding to study 35.1 questionnaire Those now administrators but not responding to study questionnaire 35-7 Non-administrators who have applied to be cadets 35.5 TABLE XLVIII TOTAL EXPERIENCE IN YEARS AT TIME OF APPLICATION Applicant Category Average Number of Years In Educa tion At Time of Application Those responding to study questionnaire 9-6 Those now administrators but not responding to study questionnaire 9 0 Non-administrators who have applied to be cadets 8.7 TABLE XLIX DEGREE HELD AT TIME OP APPLICATION Applicant Category Master*s Bachelor's Doctorate No Data Those responding to study questionnaire 233 7 8 2 Those now administrators but not responding 37 6 Non-Administrators who have applied to be cadets 126 11 1 18 182 183 III-CROSS TABULATIONS OF SELECTED ITEMS Upon completion of frequence counts of questionnaire data it seemed appropriate to examine data for possible relationships between questionnaire items* A procedural goal throughout the data collecting process has been to include all information which might help with the goals and purposes of this study. The testing of relationships between the variables represented in the questionnaire would be yet another source of data with historical impli cations* For this reason the next data gathering step was to utilize another computer program to produce contin gency tables and to make simple chi square significance tests* Chi square was chosen because the data in the ques tionnaire were nominal in nature* This statistical test was also chosen because it could be used without making any statistical assumptions about the distribution of the data* Chi square has been considered appropriate when there are data that have been expressed in frequencies or in terms of percentages which can be reduced to fre quencies* ^ The data collected met these terms and chi square was selected because it could be used to determine if a certain distribution differs from some predetermined theoretical distribution* One can use this test of 1-Downie, N. M.and Heath, R. Vf. Basic Statistical Methods. Harper and Row Publishers, New York N. Y. 1965, p* 160. 184 of significance in testing a null hypothesis of no signi ficant difference between or among the responses of two or more sets of data. In order to make the reporting of this tabulation clear, simple null hypothesis exist for all tabulations allowing for the utilization of chi square. One model hypothesis can be stated for reading all cross tabulated data presented in Tables L through LIII. A model null hypothesis reads as follows* One variable of the Administrative Cadet Question naire when cross tabulated with another variable of the questionnaire will produce a distribution which is no different than what could be expected in a tabulation resulting in a distribution based on chance. The data collected and tabulated presented almost unlimited possibilities for combinations between the various questionnaire items* The writer selected six key variables which were compared with other selected questionnaire items. The six key variables act as common variables in six sets of cross tabulations. The six variables were* age, sex, race, position, cadet experi ence, and year in which respondent served as cadet. Two of these variables produced almost no results and thus there is no cross tabulation table presenting the results of these combinations. Reasons for this are given in the case there were not the required number of minority respondents to compute cells in order to produce possible chi square, and in the second case a flaw in the recording of the data on computer cards made tabulation impossible* The results of the other four sets of cross tabulations are presented in the tables which follow. Since chi square is a statistical test based on the probability of combinations of data occuring by chance, the use of a probability table was necessary.^ This required selection of a stringency level at which the null hypotheses could be accepted or rejected. In the field of education the most stringent tests have not always been reliable because too stringent a test might result in statistical error refered to in texts as "error 1".^ This type of error says, for example, that at the selected level of significance of .05 there are five chances in on-hundred that we are wrong in rejecting the null hypothesis and that it actually should have been accepted. The writer has chosen the .05 level as the level of significance for rejecting the null hypothese as it seemed a reasonably rigorous level. More stringent levels seemed more unreasonable. By selecting this level chances were increased that a type ”11 error" might occur. This error refered to in tests indicates that when we reduce our chances of making a type I error, we are increasing our chances of making a type II error. This error consists of not rejecting the null hypothesis when it should be rejected. In the following presentation of 186 cross tabulation tables# information is also presented showing how the null hypotheses would be treated at the •10 level of significance* This is the lowest level of significance reported in the tables* However# for the purposes of acceptance of significant relationships beyond that expected by chance distribution# the *05 level is to be considered the appropriate level for accepting or rejecting a null hypothesis in this presen tation of data* The computer program producing the statistical com parisons also produced a contingency coefficient describ ing the degree of strength the significant relationship has reported significant by chi square. The contingency coefficient is significant if chi square is significant and is presented in the tables in the order of diminishing degrees of relationships among the variables* The rela tionship expressed in a contingency coefficient can exist on a scale from zero to one* The closer the reported coefficient to one the greater the degree of relationship* The computer program which handled the data were programs obtained from the computer bank of programs at Ohio State University* The identification of the compu ter program used in simple tabulation of questionnaire items was BMDOID-Simple Data Description# Revised July 14-# 1 9 6 9 , Health Sciences Computing Facility# UCLA. The program used in cross tabulations was identified as 18? BMD02S Contingency Table Analysis-Version of June 15* 1966* These programs were used in the Ohio State University Computer Terminal Laboratory, Systems Engin eering' Building* Frequence tables were made and then collapsed to the point that a more meaningful chi square could be obtained. This process of collapsing data for chi square computation was a part of the program used, and explained by Siegel in the following manner 1 Contingency tables with df larger than 1. When k is larger than 2 (and thus df is greater than 1), the x2 test may be used if fewer than 20 per cent of the cells have an expected frequence of less than 5* and if no cell has an expected frequency of less than 1. If these requirements are not met by the data in the form in which they were originally collected, the researcher must combine adjacent categories in order to increase the expected frequencies in the various cells* Only after he has combined categories to meet the above ^ requirements may he meaningfully apply the x2 test* The following presentation of the series of cross tabulations tables has been produced to identify the common variable in each set of cross tabulations* identify the selected variable being cross tabulated* show the rela tive position to the selected alpha level as indicated by its x2 score* and show the degree of the significant rela tionship by listing the contingency coefficient. Also* listed are variables which when cross tabulated with the common variable in the particular set* did not produce a significant chi square at either the *05 or *10 level* 188 Cross Tabulationsi Set I i In this set of comparative data (see Table L), the age of the respondent was the common variable. The following represents the findings of these tabulations and the implications they seem to create because of their signi ficant relationships* 1. There is a significant relationship between the age of the respondent and the position of the respondent* Examination of the raw data found in Appendix L on page 385 indicates a probable and expected concentration of younger persons in principalships, as opposed to other positions* 2. There is a significant relationship\ between the age of the respondent and the opinion held of the instruc tional view given cadets during their training about the instructional role to be played by administrators* While the exact placement of the relationship within the raw data in Appendix L on page387 cannot be determined, examination of the data shows a greater portion of those in the age categories of fifty and over to indicate that the administrative role is to lead staffs instructionally. This is in contrast with a greater proporation of those in both age categories of twenty to thirty-nine, and forty to fifty, who indicate that the view given cadets is to maintain the instructional program, or to maintain and help teachers participate in the system's innovative program* 189 This would seem to imply that younger administrators and those not in central office positions see the instructional role differently than older administrators. TABLE L CROSS TABULATIONS-SET I* Main Cross Tabulated With Variable Alpha Level Contingency Variable Producing Significant Rela Coefficient tionship^2 Age of 1-Position of Respondent <.05 0.1*6?1 Respondents 2-Opinion of instructional view given to cadets during train ing about administrator’s role in instruction* <•05 0.2961 3-Problem area given least at tention by the cadet program y .05 <*io O.3M 9 Cross Tabulated With Variable Producing No Significant Rela tionship ^-Problem area given most atten tion by the cadet program 5-Skill areas given the most and least attention by the Cadet program 6-Goals of the cadet program as they are now perceived and as they ought to be stated in the opinions of respondents •Original data for significant cross tabulations are found in Annendir t.. 191 Set H i In this set of comparative data (see Table LI) the common variable was sex* The following signifi cant relationships are presented for the possible impli cations they seem to provide. 1* There is a significant relationship between the sex of the respondents and the career goals held by respondents at the beginning of their careers. Examina tion of raw data reveals a tendency for men to be seeking more definitely the position of principal, while women chose this position less directly and indicated heavy response in a variety of other career goals. (60# of the men answering this particular question sought the princi- palship while 37# of the women were doing so.) Whether this is the source of the significant distribution or not, conjecture would indicate that it was, and that men were more motivated by a specific job, for possibly status and financial reasons, while women might be more apt to be flexible in their career intentions. 2. Sex when cross tabulated with instructional view given to cadets during training presented a significant relationship. One can determine from the raw data that the identification of sources of the distribution are not nearly so clear in this tabulation. It can be said that approximately one-half of the women answering this question about instructional view saw the role given in training as a leadership task. Many more than half of the men saw the role as one of maintaining or maintaining and partici pating in system wide projects. If looked at in these terms it seems to imply that men see themselves less as leaders of the instructional process# than do women. Or, at least men feel the role outlined to cadets of a non leadership role in relation to instruction* TABLE LI CROSS TABULATIONS-SET II* Main Cross Tabulated With Variable Alpha Level Contingency Variable Producing Significant Rela Coefficient tionships2 V o Sex of 1-Career Goals at beginning of • 0.2146 Respondents career 2-Instructional view given to < -05 0.1745 cadets during training about administrator's role in instruction* Cross Tabulated With Variable Producing No Significant Rela tions hip-x*~ 4-Basis upon which initial assignments are made 5-Factors used in the selection of administrators as they are now and what they ought to be 6-Motivation to become admini strator* 193 ♦Original data for significant cross tabulations are found in Appendix L. 19^ Set IIIi In this set of cross tabulations, the respondent's administrative position is the common vari able* The following significant relationships are pre sented for possible implicationsi 1. When tabulating the position of the respondent with the opinion as to the present goals of the cadet program as they are now perceived a significant relation ship exists. Observation of the raw data in Appendix L reveals a definite difference in the persons holding an assistant principal's position in terms of goals for the program. Approximately one-seventh of the assistants answered that the following three categories of goals were most important* offering a transition experience# helping to adjust to authority positions, and providing a place to learn policy. One-third of the principals saw these areas as major goals. Indication would be that the assis tant principal would view administrative cadet experience very differently. This might imply that training and selection criteria ought to reflect the role the trainee might actually play. 2. When comparing the position of the respondent with the problem and skill areas given the most and least atten tion, one find several significant data comparisons* Con centrations in the raw data appear to show the following areas as particularly strong* administrative skills, com munication skills and human relations* Problem areas given least attention are instructional-curricular pro blems and staff relationships* Nearly the same can be said of the skill areas receiving the most attention. The skill receiving the least attention was the skill area of instruction and curriculum skills. TABLE LIT CROSS TABULATIONS-SET III* Main Cross Tabulated With Variable Alpha Level Contingency Variable Producing Significant Rela Coefficient tionships2 Position of 1-Goals of the cadet program Respondent as they are now perceived by respondents* < .05 O.5831 2-Problem areas given least attention by the cadet program <*05 0*3785 3-Skill area given the most attention by the cadet program <*05 . 0*3378 4-Problem areas given the most attention by the cadet pro gram < . 0 5 0.2171 5-Opinion of instructional view given to cadets during training about administra t o r ^ role in instruction >.05 <.10 0*3419 TABLE LII (con*t) Cross Tabulated With Variable Producing No Significant Rela tionship 6-Skill area given least atten tion by the cadet program ?-Goals of the cadet program as they ought to be in opinion of respondent 8-Ability of principal to be an adequate instructional leader ♦Original data for significant cross tabulations are found in Appendix L. Set IVi This set of cross tabulations used as a common variable the "year in which the respondent served as a cadet." Table LIII carries the statistical data related to these tabulations. TABLE LIII CROSS TABULATIONS-SET IV* Main Cross Tabulated With Variable Alpha Level Contingency Variable Producing Significant Rela- Coefficient tionship-x Year Res 1-Kind of Contribution made by pondent Was the cadet program to the A Cadet training of respondent. < .05 0.6557 2-Opportunity to have respon sibility as a cadet < .05 0.6063 3-Opportunity to engage in deci sion making effecting any part of school operations. < .05 0.5153 ^-Opportunity to seek solutions V o for educational problems . 0.5270 5-Total participation in cadet seminars <-05 0.3731 6-Total participation in system field trips < *05 0.3271 7-Total participation in working with direction of a school principal < *05 0.3232 TABLE LIII (con#t) 8-Flexibility of cadet program in ^>*05 Cross Tabulation With Variable Producing No Significant Rela tionship 9-Length of cadet experience 10-Sufficiency of training 11-Cadet Activities either parti cipated in or most profitable (central office task* observa tion in class, cadet office task, PTA workshop, filed trips outside system, written projects, school visits, attending board meeting.) •Original data for significant cross tabulations are found in Appendix L. 200 201 1. Significant relationships were found when this variable was cross tabulated with several other variables includingi the kind of contribution made by the program* the opportunity to hold responsibility, the opportunity to engage in decision making, and the opportunity to seek solutions to educational problems* Considering the contribution of the program to the administrative ability of the respondent, as compared with the year of cadetship, only surface concentrations of data could be observed* It could not be determined if one year or group of years significantly was related to a specific kind of contribu tion* It could be revealed that no person selected "work ing with curriculum,1* as a contribution made by the program* 2. When the common variable, year of cadetship, was crossed with the opportunity to hold responsibility, engage in decision making, and seeking solutions, earlier years of the program showed more evidence of persons not experi encing these cadet program benefits* More recent years revealed concentrations toward having experienced more opportunities for those experiences. This might explain the significant relationship. 3* The same common variable was crossed with all cadet activities and produced a significant relationship between the year of cadetship and three of these activities* These were the same activities which showed heavy concen trations of being profitable activitiesi cadet seminars* system field trips, and working under the direction of a principal. Examination of the raw data gives clues which indicate that principals in later cadet years felt the program activity of working under a school principal to be more profitable than did respondents who had an earlier cadetship. In the case of cadet seminars* all years consistently showed this to be a profitable acti vity except for the first five years. This can be attributed to the different manner in which activities were conducted previous to the supervision and seminars with Mr. C. L. Dumaree. Flexibility was also negatively responded to in earlier years. As far as field trips in the system were concerned it was interesting to note that fluctuation which appeared in yearly periods produced in collapsed data* resulted in a strange pattern. Con centrations were heavy as profitable experiences in the periods of 1961-196^ and 1967-1970. The yearly periods of 1952-1960 and I965-I9 6 6 , showed a definite concentra tion of persons merely participating and not recognizing that the activity seemed very profitable. Conjecture would indicate that the cadet program does respond to different interests of time times* and that program empha sis does alter itself over the years. Summary 1 This chapter has presented the findings of the study which are of a statistical naturei an analysis of the questionnaire data, supplementary data from the personnel files which were surveyed, and cross-tabulation materials- The previous chapter presented the findings of the study of a non-statistical nature, including inter view data, file survey data, etc. The next chapter presents a summary of all findings, provides for a dis cussion of implications of the data, and makes some recommendations. CHAPTER VI SUMMARY OP THE FINDINGS, IMPLICATIONS, AND RECOMMENDATIONS In summary, it can be said that the Columbus Public School's Administrative Cadet Program has a unique and interesting history. This history has been collected, in part, and the realization that this program is much more than one isolated case of educational administrative ad vancement is an important conclusion. This study has provided an example of what advancement has brought in many school systems and an indication of the results of advance ment in college preparatory programs for administrators. Of course the Columbus Program has its individual features, and its own special history but its past is closely related to a larger movement in educational administration. The purposes of this study, the review of the literature, and the findings developed through the study, represent the kind of progress made in educational administration. It also provides a beginning for further development of the field. The purpose of this chapter is to bring this study to its conclusion. In order to summarize the findings and relate them logically to the purposes of the study outlined in Chapter I and the criteria for on-the-job training 20^ programs outlined in Chapter II# the following outline 205 will be utilized in this chapter! I-Summary of the Findings A-Findings of Non-Questionnaire Sources -Interviews -File Surveys -Other recorded data B-Queetionnaire Findings XI-Implications of the Findings A-Implications considering the purposes of the study* B-Implications considering the criteria for on-the-job training programs developed in Chapter II* C-Major Highlights of Implications III-Recommendationsi A-To the Columbus Schools* B-To future researchers This study began on the assumption that the educational administrator is a person with unique possibilities for influencing the future of public education. To this extent the present study aims to supplement the developing fund of knowledge in the area of educational administration* The following purposes of the study were presented in Chapter I and are presented again here in order to remind the reader of the basic aims of the research! 1-To determine the goals of the cadet program as perceived by the administrators and assess to what 206 extent they feel these goals are being met. 2-To develop a description of the products of the cadet program and show the relationship between 'the historical development of the cadet program and the individuals who have participated in its development. 3-To determine the perceived criteria used in the selection process and the degree to which the administrators perceive these to be adequate. 4-To determine which portions of the training program have been most helpful and which areas ought to be changed. 5-To develop a complete description of what the cadet program is today, including its formation, its administration, its utilization and its achieve ments. An understood purpose throughout this historical study was to collect all possible data and to be open to new and unexpected data sources. The broad purposes of the study were to produce an analysis of the history of the cadet program complete enough on which to base informative description, evaluative remarks, and recom mendations for the future. This chapter is the logical outcome of these goals. 20? I-Summary Of The Findings Non-Questionnaire Sourcesi Interviews» The purpose for including individual interviews and personal questionnaires to some individuals was to gather the thoughts and opinions of a few persons who seemingly had a unique experience with the operation of the cadet program. Responding to interviews weret Mr. C. L* Dumaree, Deputy Superintendent of the Columbus Schools, and Mr. Robert Carter, Executive Director of Administrative Services. Responding to a personal-type, mailed questionnaire, were* K. F. Young, a former Assistant Superintendent of Personnel, W. W. Miller, Assistant Super intendent of Instruction, and Dr. Harold Eibling, who was Superintendent of Schools when the greater number of persons trained under the cadet plan served their cadetships. Those not responding were Dr. Novice Fawcett, Presi dent of the Ohio State University, and former superintendent of the Columbus Schools at the time of the cadet program formation, and Dr. John Ellis, the new Columbus superinten dent. Dr. Fawcett's office explained that the President of the university receives so many questionnaires that a policy exists whereby all are avoided. Dr. Ellis was asked to respond to a general questionnaire regarding the goals for the future of the cadet program. The writer feels that a lack of response in this case was motivated by a feeling 208 on the part of the new superintendent not to respond too quickly to something unfamiliar to him. Instead, it is hoped that he will be in a position to consider this study, and use the concentrated historic data and resul tant implications, to make future determinations with regard to administrative training. The following summary represents the thoughts of those responding and is only one source of information. The responses from those persons described above, are summarized under five broad areast Historical Recollection* Prior to the cadet program the Columbus School System found itself in a post war era when funds were difficult to obtain, clas3 size was rela tively high, and not many administrative vacancies occurred. Most vacancies that did occur were filled directly with informal induction into administrative ranks. Principals recommended teachers, and the superintendent generally approached them directly. It was not unusual for a person to be teaching one day and **handed the "keys*1 to a school the next* The elementary administrative position was often a proving ground for advancement to a secondary school. On-the-job training and informal relationships supported the new administrators. Purpose and Goals* All respondents seemed to agree that the main goal of the cadet program as it began was to "seek out and train the best possible administrators for the Columbus Schools.” By providing the administrator with an overall knowledge of the Columbus School System* and by identifying persons who could be successful admini strators* a proper environment for educating boys and girls could be achieved. The original goal was to provide approximately two full years of cadet experience. The training as it has turned out never reached the depth of experience hoped for in the original plan. Expansion of the school system, and tremendous growth in school popu lation* created a significant need for trained administra tors. The cadet was provided a good deal of practical training, which included such experiences as those in main office positions* schools, community organizations* etc. The program has provided a basis* and developed a team attitude on the part of principals. Recommended Changes* The persons represented in this unique and small group of persons interviewed felt that the cadet experience was too short, and thus too superficial. Most would recommend at least a complete two year program, with more practical experience with a present administrator. One respondent recognized that the only thing which the program now offered in instructional development was a small orientation to that department, and the fact that the cadet was picked with his teaching ability in mind. Most agreed that today's administrator needs additional training in a variety of situations* 210 that his teaching experience should be longer* and that emphasis on the human relations aspects of the training program must receive more attention in the future. One respondent would tie the program to a continuing evalu ation and in-service process for all administrators. Changes then would come in increased experiences as a teacher* increased variety of teaching backgrounds* more careful selection of persons showing ability in human relations, and more extensive practical experiences under the direction of a practicing administrator. Dr. Eibling recommended that the program be supported by some university in the granting of administrative training credits. He feels that universities have a need to recognize the usefulness of a practical training portion of preparation. Selection Criteria* Respondents differed somewhat in the areas they chose to emphasize. One person saw three main items as generally helpful to the selection process! good recommendations from colleges, recommendations from supervisors, and some indication of human relations skills. A second respondent said that experience had shown that there was more need for extensive teaching experience, greater ability in human relations, and more variety of types of background. A third respondent added that loyalty, integrity, and intelligence were key elements in the character of these future administrators. Dr. 211 Sibling was the only person who specifically spoke of selecting persons because of their leadership ability. Miscellaneous! Each respondent had particular comments and observations which were not necessarily mentioned by others. One reported that the examination questions were written almost every year to meet the changing situations, but that some basic questions re mained unchanged. Another pointed out that the present system of training provides an opportunity to acquire a sensitivity for administrative problems* In summary, a personal view of the history and operation of the cadet program has been obtained from those in special positions. These persons provided the study with a unique view and perspective which the larger surveyed population would have been unable to provide. File Survevsi Another source of data in this study involved materials the writer could observe and collect from the board of education files. Some of these items have been included as exhibits in the Appendixes. Most of the materials were collected in an organized manner and these data collections have been termed surveys* Two such surveys made were an examination of application forms and an examination of the written cadet tests. Such surveys were made in order to discover areas and topics of interest which might be representative of the 212 values and philosophy upon which the program operates# how the emphasis of the program might have changed over the years# what the cadet program was looking for in applicants# and in general the value of the instrument as a screening device* Analysis of Application Formsi From the analysis produced in Chapter IV, one can see the relatively minor changes which have taken place in the application forms which were used in recruiting and selecting administrators* Four basic applications have been reported and described* Only one major change in the application is reported to have taken place. The earlier version contained more extensive questioning# and later applications left the major reaction to the written examination process* How ever# written essay type responses were collected as a part of applications in all forms* The major use of the application in screening seemed to be in specifying the requirements# and providing an orderly process for collec tion of applicant data. Applications seemed to seek identification of the applicant's perception of the task required by administra tion. Questions were included seeking the perceptions of the applicant with regard to the principal's job* Other questions sought the applicant's administrative skill and his basic philosophy of administration* An attempt was made specifically to have the applicant describe how he 213 would organize a staff meeting. Personal committment was also an area included in the questions asked in the appli cation form. In summary the application forms appeared to do the following* -provide basic personal data about applicants -provide an organized way to gather information -initiate the gathering of the kind of data which might give some indication of the views and abilities of the applicant. Analysis of Cadet Examination Questions* The examina tion process is the second step in which candidates present their views and knowledge. This process has always been an essay type examination, requiring subjective evaluation on the part of a committee. A testing service has never been utilized. Questions throughout the history of the examinations have centered around the principal's role as an administrator and instructional leader. Curriculum and instruction centered questions were added early and have remained. About 1965 questions showed concern for the variety of situations an administrator might face. Recently very specific social problems have been included* vandalism, peace marches, underground newspapers, and the major problems facing schools today. In summary, the examination questions seem to do the following* -provide basic personal data about the applicant's views 214 -provide a vehicle around which discussion with the applicant can be produced in the interview. -provide a method of testing current educational knowledge of the applicant. Selection Proceduresi Chapter IV presented a detailed account of the documents collected during the process of researching the files at the Columbus Board of Education. Many documents showing the routine procedures followed in becoming a cadet principal were collected from formal announcements of cadet openings, to recognition of cadets by the board of education* Among these procedures was evidence supporting the following commentst -There was no evidence of candidates being selected from outside the city and no evidence of such re cruitment. This is not to say that this has not occurred. -Selection has been guided by circumstances almost as much as by design. This can be seen as one observes the steady increase and sudden decrease of those selected, due to changes in the financial situation of the system. -The selection procedure has remained relatively constant, thus seeming to indicate that the philo sophy and needs required by the school system have remained relatively stable. A change in philosophy it is inferred, would likely result in a change in procedures. Other File Data Concerning Applicantsi Some data were discovered in surveys which concerned those applying to be cadets* This material was interesting because it presented data about present administrators and about those applicants who never were selected to serve in the cadet program. A natural question asked when these data were analysed was# "Is there something in these data which would distinquish those who were selected from those who were not selected?" Another question asked in the analysis of such data was# "What are the characteristics of appli cants." Data collected indicate that* -The cadet program and selection process has appar ently been successful in drawing applicants and in acting as a screening process. Approximately half of those who applied were not accepted and a small percentage reapplied. These figures do not speak to the processes of the selection, or of its adequacy# but only to the fact that selection did occur. -The academic standings show no difference between those who were applicants and did not get accepted and those who did. The same can be said of certifi cation standings, age# and experience of the appli cants. In summary, one can see that no hard facts# or paper 216 information analyzed, revealed the specific criteria which differentiated the successful and unsuccessful candidates* In fact, it is apparent that the groups are more alike than one would expect* Questionnaire Datai In the following summary the attempt has been made to give an overview of the data collected. The next section presents implications of these data* The following is a summary of the data found in Chapter V, and seeks only to summarize the data and draw obvious conclusions. Part I-Personal Data* Yhe purpose of this section of the questionnaire was to identify and describe the charac teristics of those persons answering the questionnaire* Administrative Experience is considered in Tables I through IV, which provide information regarding the back grounds of the administrators responding. Seventy-five per cent {75%) of those responding were listed as build ing administrators. Of course the major emphasis of the cadet program is to produce persons who are principals, or assistant principals, and they would naturally represent the bulk of the respondents. Of the variety of administra tive positions held, more than seventy per cent (70#) of every administrative position answered the questionnaire with the exception of the assistant superintendents* Seventy-two per cent (72#) of those responding had had a cadet experience. These data indicated that respondents would have a certain first-hand knowledge of the program. Sixty-nine per cent (69%) of those responding had been in contact with the program in some manner. Only nineteen per cent had no contact with the cadet program since serving as a cadet. Apparently, respondents were familiar with the cadet program and had contact more recently than their own cadet experience. Tables IX and X indicate that respondents have an average number of years experience in education of almost nineteen years. Most of the respon dent's experiences in education have been in Columbus. Very few persons in administrative positions have had experience outside the Columbus system. Administrative experience within the city of Columbus averages eight and six tenths (8.6) years, as compared to just slightly higher administrative experiences in total. Very few persons brought administrative experience with them to Columbus. Recruitment, selection, and training policies of the last twenty years have produced what has been refered to as an "in grown" staff. These figures underscore the extensive ness of the limited experiences of Columbus administrators. Within that experience one might question the variety, of experiences provided the individual in preparation for administrative duties. Two-thirds (66%) of the administra tors spent less than four years in any one position. Three- 218 fourths have held three or fewer positions during their administrative experiences. The average tenure in any one position is years. Compared to the average length‘of years in Columbus, any one person would have held approximately two positions. Personal Characteristics* In describing the personal characteristics of those responding one can observe the following in Tables V through VIII. The respondents have the following characteristics* -seventy-eight percent (?8%) are male. -eighty-seven percent (8?#) are married. -sixty-eight (68#) fall between the ages of 30 and 5 0 . -eighty-seven (8?#) are of a non-minority race. Professional Preparation* Nearly all persons responding have a Master's Degree (93/0* Beyond the highest degree one finds a substantial percentage having between zero and nineteen semester hours of credit Two-thirds of the respondents are permanently certified in teaching, represen ting a variety of certification areas. Status of administra tive certification is generally as expected, falling in the areas of principalship and supervision, and nearly equally divided at the various levels of certification* Four Year Provisional, Eight-Year Professional and Permanent certification. In summarizing part I, it can be said that persons answering this questionnaire have a close relationship 2X9 with the cadet program, can be described in many ways both personally and professionally, and represent a group of individuals who together have common charac teristics. Part II-Cadet Experience* This section sought only the opinions of those persons having had the cadet train ing program. The section had two objectives* -To briefly describe the extent of the experiences. -To allow evaluation of the cadet experiences. Description* Tables XVI, through XXVII provide a brief examination of the kind of experiences respondents had with the cadet program. Five year periods show an ever-increasing number of cadets being trained since 1950, and consistently rising until austerity caused a definite drop in number of participants in the last two years. A total of seventy-four persons reported serving as cadets from 1965-1 9 6 9 * and a total of fifty-one persons served between i960 and 1 9 6^. Comparing these two five year periods with the previous ten year period, one finds a total of forty-five trainees, showing the growth in the program. The length of time cadets served varied, but the greater majority served one-half year as cadets. Approximately eighty per cent (80%) of those trained served one year or less. Thirty-eight per cent (387S) served one semester and forty-two per cent (k2%) served two semesters. The balance served a variety of time 220 periods* When asked if the cadet experience had provided them with an evaluation of their progress as cadets, the majority answering (75$) reported that no evaluation took place* Respondents evaluated their cadet experience in the questionnaire by answering a series of questions regarding the extent and kinds of participation which they experi enced* Tables XVIII through XXV provide the data for this portion of the summary. One finds that a large portion of those receiving cadet training (82#) felt that the training was sufficient in terms of their administrative experience* In terms of flexibility in meeting individual cadet needs, sixty-five per cent (65$) termed the program "flexible** and twenty-percent (20#) termed the program "very flexible*" Thirty-nine per cent (39$) of those answering felt that there was "some opportunity" for holding responsibility and forty-four per cent, (^4#) stated that "many opportun ities" were available* A definite positive response can also be reported for the activity of seeking solutions to problems. A definite drop in the assurance with which people answered was noticed when asked if they were ever a part of a decision making process. Almost as many expressed the opportunity as occuring "seldom" or "never" (50$) as did reported feeling the opportunity appeared "sometimes" or "often" 50#). In actual kinds of activities reported, most persons 221 participated about equally in most of the activities listed* Only the activities, assisting in a central office position and going on field trips outside the system, showed a smaller participation. On the basis of which two activities were most profitable, experi ences working under one principal and participation in the cadet seminars were clearly perceived to be the most profitable experiences. Seventy-six per cent (?6%) of those saying they participated in the first of these felt the activity to be one of the most popular activ ities, and seventy-nine per cent (79%) of those who participated in seminars felt they were most profitable. These two activities stand out clearly as the most profitable activities engaged in by cadets. The cadet experience can be summarized in the follow ing manner* -no great role conflict exists in what is expected of trainees and what trainees experienced. -two activities stood out as more profitable than others* the experience gained in working with principals and the experience gained in discus sion by participating in seminars. -trainees apparently felt that they had opportun ities to hold responsibility and seek solutions to problems, but less opportunity to actually make decisions. 222 Part IIA-No Cadet Experience* This section was answered only by persons who did not have a cadet exper ience* Of the sixty-eight persons eligible to answer this section only forty-three chose to do so. This probably occurred because the assumption was made that these persons were initiated into administration previous to the cadet program. This was not the case* Several persons have become administrators without having cadet experience because of special areas of knowledge which they had. The purpose of this section originally was to identify those characteristics of informal training prior to the cadet program. Since those answering did not really fit this category, the purpose of the section was not really met* One can say the following about the responses * -persons who were selected through some process other than the cadet process were mainly chosen by the superintendent. -most of these persons (approximately half respond ing in this section) felt that they were selected because of their particular area of knowledge. -the majority of those answering this section felt that practical training in administration came by working closely with superiors. -most felt the cadet experience would have been little or no help to them in their positions. 223 Part III-Career Goals and Assignments» This section asked all respondents to answer questions# This section asked several questions dealing with* motivation for careers, career goals, satisfaction with positions, draw ing power of the program, and the factors used in initial assignments. This section emphasized the beginning of the administrative experience# Ninety per cent of those answering the questionnaire indicated that the cadet program itself was not a factor in their choosing to come to Columbus Schools. Motivation for becoming an administrator presented a variety of re sponses# Two related responses were "money" and "power/ prestige", resulting in a twenty-two percent (22%) response in total. Another pair of related choices were "to be a leader" and "to make educational changes." Other choices included a variety of different kinds of answers# Career goals at present are mainly to remain in their present position (46$). Most persons are "very pleased" with their positions# In considering the initial assignment of the admini strators, respondents to the questionnaire felt the follow ing factors represented the strongest influence in making these assignments * -Race of the person being assigned. -Administrative ability of the person. -Positions available at the time of assignment# 22k When considering the factors which "ought'* to be used in making initial assignments the greater number of the respondents chose the following* -Administrative ability* -Experience of the individual should be considered* -Maturity of the individual. These choices reported here can be examined in Table XXXVI and are consistent responses. This table shows a complete reversal of the position of the respon dents relative to "race" as a factor. This factor is definitely seen as now playing an important role* and then is hardly thought an appropriate factor at all in the "ought" portion of the question. Part IV-Selection and Qualifications of Cadet Admini strators i In this section, respondents were asked to choose the factors they felt played the most important role in the selection of cadets and the factors they felt "ought" to play the most important role. The three most popular responses for the "now" choices were. -Supervisor's recommendations. -Race of the individual -Cadet oral examination The three most popular responses for the "ought" choices were* -Supervisor's recommendations -Professional preparation 225 -personal characteristics The same situation regarding race as a factor occurred again* indicating respondents* feelings toward the role of race as a factor in assigning and selecting administrators. Very few persons chose to answer the questions dealing with changes they would make in selection proce dures. Those who did answer would make the procedures more objective and involve building principals to a greater extent. A couple of related questions were asked concerning recruitment. Respondents felt that persons should be recruited from outside the system (70#). They also felt that teaching experience was a necessary factor in becom ing an educational administrator. Part V and VI-Administrative Problems and Skill Areas» Assuming that practical training would provide trainees with insight into administrative problems and provide them with abilities in administrative skill areas* respondents were asked to select five problem areas and five skill areas* respondents were asked to select five problem areas and five skill areas they felt to be a part of administra tive life. They then were asked to choose the problem area given the most attention at present by the cadet program, and that given least attention. The same was done for skill areas. Respondents felt that four problems played 226 about equal roles in the "raost" categories* -Human relationships -Communications -Administrative Problems -Student Oriented Problems The problem areas receiving the least attention were the instructional-curricular areas and staff-administrator relationships. In the skill areas the ones seen as receiv ing the most attention were administrative skills and communications skills. Again, the skills receiving the least attention were instructional-curricular skills. Following the section which dealt with general admini strative skills, the questionnaire concentrated on instruc tional skills, including the administrator's adequacy in the role of instructional leader. Fifty-eight percent (58$) responded with "adequate" or "most adequate." Forty-two percent (^2$) of the administrators felt that the person could not be adequate or had no opinion. It seemed that the view given cadets would be important in building role expectations in this area. As far as the role the admini strator plays in the instructional process, the respondents were asked to state what they felt was the role description given cadets. Almost seven percent (7$) felt they were encouraged only to maintain the present program. Added to this small percentage would be those who felt they were encouraged to maintain the present program and participate in 22? system-oriented instructional programs. This resulted in a thirty-six percent (36$) response* Almost equal to this group were those who felt that they were encour aged to lead instructional staffs to new experimental and innovative programs (36#)• In other words, one- third felt that they were expected to be instructional leaders. About forty-three percent (**3#) saw the role of the principal as that of a follower in instructional matters. A large percentage of persons suggested that "more help" could enable the principal to be a more adequate instructional leader. Part VII-Goals* In making choices as to how they see the goals of the cadet program respondents seemed confused or at least unable to come to agreement on goals. Included in their responses were the following present goals* -to help make the transition from the classroom. -to help the cadet become a more effective commun icator. -to help the cadet learn how to evaluate and help classroom teachers. Respondents chose the same areas to be goals in the "ought" section, but with a stronger concentration of answers within the above groups. Cross Tabulations* Set I* The age of the respondents when cross 228 tabulated with the position of the respondents produced a significant relationship. These data show that the younger person is in non-central office positions* Age also produced a significant relationship with the instruc tional view given cadets. Data seem to indicate, as described in Chapter V, that older persons view the role given to cadets as one of leadership, while the younger and non-central office administrator view the role given to cadets as one of maintainence or following central office instructional projects. Set H i There is a significant relationship between the sex of the respondents and the career goals held by the respondents at the beginning of the careers. Consider ing the possibilities of this relationship and examining the raw data, one is inclined to think that the data indicate that men seem to be more motivated by the actual position of principal, while somen seek a broader spectrum of general goals. Included in those goals which account for a differ ence in the motivation of women were the following goal options. Uncertain goals, higher degrees, making changes, specialized interests areas, and remaining a teacher. Many more men sought administrative positions other than the principalships than did women, and no men sought as an original goal to become an assistant principal. Two women sought that position specifically. When cross tabulated with instructional view given the 229 cadets during training, a significant relationship was produced with sex as the variable* As explained in Chapter V, the data seem to indicate that women see the instructional view given more as a leadership role than men. Almost fifty percent of the women answering expressed the opinion that the instructional view outlined for cadets was one of leading individual staffs to innovative programs. Only about one-third of the men agreed, with the greater majority of men seeing the role outlined as a maintainance and system oriented task. Set III* In this set the common variable was a respon dent's position. This variable was cross tabulated with perceived goals, problem areas given the most and least attention, skill areas given the most and least attention, and instructional view given the cadets. A most interesting finding occurred as seen in Chapter V, showing that the assistant principal sees goals of the program differently than the other administrators. The raw data indicated that while some agreement as to the goals existed between assis tants and principals, principals recognized many more goals as being important to the cadet program as it now exists than did assistant principals. Both agreed that goals new existing included practical experience and the over view of the system's operations. Principals also recognized as goals* the development of leaders, provision for a transi tional experience, and the learning of system policy. 230 Again, the problem areas and skill areas receiving the least attention as shown in concentrations in this tabulation are in the area of instructional and curricular skills and problems* Set IVi When comparing the year a respondent was a cadet with several factors concerning the cadet experience, the following can be saidt -The relationship between exact year and the contri bution of the program to the cadet could not be determined. -Not one person in any year chose to indicate that the contribution made to the cadets during his year of service was in the area of instruction and curriculum. -The program seemed to increase in its provisions to provide opportunities to hold responsibility, engage in decision making, and seek solutions, as the pro gram became more established. -Data indicate that activities considered most pro fitable varied considering the yearly periods observed. II-Implications of Findings This section of Chapter VI contains three divisions. First, the purposes of this study and implications of the data related to these statements, are presented. Secondly, the chapter restates the criteria developed in Chapter II 231 indicating the characteristics of a good on-the-job training program and presents implications related to these criteria. Lastly, the implications are highlighted in order to bring about clearly an understanding of what the findings seem to mean. The purpose of this approach is to provide a method by which the reported data will have value and provide as much insight as possible. Implications Considering Purposes of the Studyi Purpose li To determine the goals of the cadet pro gram as perceived by the administrators and assess to what extent they feel these goals are being met. Implications of the data collected would seem to be the following when considering this purposet 1. The goals of the Administrative Cadet Program can be presented in the stated form or they can be implied from collected evidence, and total agreement is not necessarily evident. Stated goals include the production of educational leaders and the provision that administrators be knowledge able about their jobs. Evidence seems to indicate that goals for the program have been largely centered around meeting the needs of the rapidly expanding school system over the last twenty years. While the goals of the program would indicate that training developed ought to meet a desired level of quality, the demands of filling positions seemed to guide the growth of the cadet program considerably. 232 2. Present administrators see the following as the main goals they now see operating in the cadet program* -Helping the cadet become a more effective communi cator. -Helping the cadet make a transition from the class room. -Increasing the amount of professional knowledge the cadet possesses. -Providing experience in handling responsibility. Respondents selected as the most popular goal for what "ought" to be, "helping the cadet learn how to evaluate and help classroom teachers." The "transitional experience" and "aiding the cadet to be a more effective communicator" remained goals, along with a heavy response in "providing experience in practical situations." The largest concentra tion of responses fell in the area of "helping teachers", indicating again the desire or recognition that the instruc tional leader role needs more attention. 3* When asked about changes they would make in the program, very few administrators chose to indicate that they would make changes. There seems to be an acceptance of the program in its present form, and while improvements might be warranted, very few make it a point to change the goals or indicate preference for change. Cross tabulations seem to indicate that the year in which persons served as cadets affected the manner in 233 they saw the program containing responsibility provisions, opportunities to seek solutions, and experiences in which decision making was necessary. Data indicate that program emphasis was not the same within one year, allowing for a different emphasis in different years.. The lack of concensus as to what the goals of the cadet program are is an indication of a need for exam ination of goals and reestablishment of priorities and purposes for the cadet program. Purpose 2 i To develop a description of the product of the cadet program and show the relation ship between the historical development of the cadet program and the individuals who have participated in its developments. Chapter V, in presenting the data concerning two-hundred and fifty respondents, meets the above study purpose. The data seem to imply the following when compared to the above purpose* 1. Administrators in the Columbus Schools are very similar when compared on such statistical data as* sex, age, marital status, race, education, and aspirations. Generalized data would produce a picture of an administrator who is male, between the ages of thirty and fifty, married, a member of the majority race, has a Master's Degree, and experience mainly in Columbus with intentions of remaining in the principalship. The data would seem to imply that candidates who do not fit the general description of cadets, especially in the area of experience, have not found easy entrance into the Columbus system as administrators. Neither has the program been a force in drawing would-be administrators to the system first as teachers. Data seem to indicate that the product created by the program is a person knowledgeable about the school system and one who is able to handle and carry out the policies and procedures because of cadet training. The team effort sought in this respect seems to have been acquired through the training program. The training does not seem to provide support to future administrators in the areas of leadership ability, decision making, and instructional and curriculum leadership skills. Data indicate that the cadet program has provided a method for producing a suitable product in the quantity demanded. All administrative positions have been filled and double assignments had been eliminated, until the last year or two when financial problems caused the re-creation of double assignments. 5* The position of assistant principal appears* at least as far as goals are concerned* to be an area of special consideration. Indications are that it ought to be considered as a unique position in training. Presently, training for those becoming assistants is identical to those becoming principals directly. Purpose 3 i To determine the perceived criteria used in the selection process and the degree to which the administrators perceive those to be adequate. 1. Administrators feel that selection is based on race* supervisor's recommendations, and the oral interviews with the selection committee. 2. Administrators feel strongly that race should not be a criterion used in the selection process. This opinion does not mean that administrators do not understand the need for such a criterion but merely indicates that they wish* other things being equal* that it need not be used* 3* Data concerning those of a minority race would indicate that active recruitment of minority race administrators has had its impetus since the year i960. The total number of minority race administrators answering the instrument in this study is about twelve percent (12^). 4. Administrators would prefer selection criteria to includei -supervisor’s recommendations, -professional preparation, -personal characteristics. However, administrators are generally satisfied with the selection procedures and offer few suggestions for change. 5» The data indicate that administrators would be receptive to a new policy of recruiting admini strators from outside the system. 6 . Two kinds of administrators are being producedi those who follow the normal procedure through the cadet program, and those who are hired because of their specialized abilities. Thought should possibly be given to the problems this might create in an over-all management team approach. Purpose 4t To determine which portions of the train ing program have been most helpful, and which areas ought to be changed. The data seem to imply that* 1. Practical experiences such as those under the direction of a local building administrator hold more chance for being profitable than most other activities. 2. Opportunity to discuss problems and procedures is a most profitable activity. 3 . The area of instructional and curriculum leader ship receives very little attention as far as cadet activities are concerned. Disagreement is evident as to what the role outlined for cadets is with regard to the instructional role of the administrator. Administrators do feel that the program provides opportunity to seek solutions# assume responsi bility, and in many cases opportunity to make decisions. Decision making opportunities, how ever, are not provided as often as other activ ities. 5* A new look at the philosophical basis upon which the activities are built might provide a differ ent kind of structure for training activities. They are now built upon the view to provide a wide knowledge of the school system. 6. A need for evaluation of the cadet with regard to activities exists. It would seem that a personal evaluation of cadets would help interpret the progress made by the various cadets as they move into administrative positions. Purpose 5* To develop a complete description of the cadet program as it is today, including its formation, its administration, its 238 utilization, and its achievements* Data indicate that* 1. The cadet program has been a success in meeting the demands of a growing school system in the area of administration* 2* Cadets are provided a variety of experiences and develop a wide experience with current operations of the system. 3. The program has reached a place where goals, purposes, and procedures are possibly no longer appropriate. Thus, a rethinking of these areas is warranted. 4. The program has changed very little since its inception. 5* The program has provided an established procedure for the recruitment and training of system admini strators. 6 . The procedures have been limited to persons within the system and apparently discourages persons applying from outside the system. ?. The program has never been able to give in-depth experiences, but utilizes the limited time for training geared to acquainting the cadet with system policies and procedures. 8 . Observation of the collected data describing the various characteristics of applicants for the cadet program revealed no criteria which might distinquish the group of persons who became cadets from those who did not. This implication led the writer to the notion that the subjective criteria applied by those persons on the selection committee must play the most crucial part in final determination in selection. The writer decided to ask one additional question which the study had not yet included. Four persons who have sat on the cadet interviewing committee and one who has had much communication with the com mittee were askedt "What factors do you use in differentiating between candidates who are accepted as cadets and those who are not?” Mr. Theodore Mayer and Miss Hortensia Dyer, Directors of Secon dary and Elementary Education respectively, were among those asked. Mr. Norval Goss who had par ticipated on the committee as a principal, and Mr. C. L. Dumaree who sat on the committee many times were asked to respond. Mr. Robert Carter also was asked. His experience had not included actually serving on the interviewing committee, but the writer felt he had had unique experiences with the committee and included his response to the question. All of the persons above listed as discriminating 2U0 factors the following type of factors* -the candidate*s ability to handle himself well in an uncomfortable and new situation. -the candidate*s ability to organize his thoughts, and outline a plan of action. -the candidate's ability to retain his composure under pressure type situations. -the candidate's ability to make a decision, but also his willingness to reevaluate his statements when pressured. -the candidate's apparent ability to relate well with staff, to have a certain amount of stamina, and good communication skills. Mr. Robert Carter raised the question as to whether the committee was choosing persons who could handle ques tions well and had a good use of their language facility, rather than persons who would actually make good admini strators. However, he too would use many of the above criteria. Mr. C. L. Dumaree mentioned first the candidates "fire and motivation" for desiring administrative status. He looks for strong personality traits including a sense of humor, a person well groomed, and one who has strong recommendations from his co-workers. Also considered strongly by him is a sense that the person likes working with young people, a person who will forget the clock for his profession, a person who wants to make a contribution to education, and a person whom he wouldn’t mind having as a boss himself. Indications from these data suggest that persons applying subjective judgment in the selection of candi dates use similar criteria. The question still remains whether these criteria are the most appropriate. Also implied is the fact that the factors are completely determined by the person sitting on the committee. Implications Concerning Criteria For Good Training Programsi Criterion 1» Provision should be made in such a pro gram for real responsibility and oppor tunity to demonstrate leadership. The data would seem to imply that* 1. Respondents to the questionnaire felt that they were able to hold responsibility and engage in finding solutions to problems. Approximately half of those answering felt that they were unable to engage in the decision-making process. Another third or more felt their ability to be a leader in instruction did not exist. Implica tions are that higher level administrative skills such as decision making, are not perceived to be a part of the cadet training by a substantial portion of respondents. 2. Former participants are generally satisfied with their experience and feel that their expectations have been met. There is a possibility that the in-grown nature of the cadet process, the general goals, and the routine activities produce a self- fulfilling prophesy. An examination of the instructional leadership in the Columbus Schools reveals an almost total dependency upon the build ing principal in the area of instructional leader ship. Implied in the data is the question of the strength of the cadet program in training admini strators to be instructional leaders. Many prin cipals might very well be good instructional leaders, but the present objectives of the program do not include training of any extensive nature in this area. 3* Emphasis in the program is on the experiences which can be provided which add knowledge about the school system rather than on the development of other leadership skills. If responsibility and leadership involve decision making, respondents did not recognize these areas as part of the goals which should be incorporated into the cadet program. Criterion 2* Establish a selection procedure which is well defined and objective. Selection should be based in part upon intelli gence, educational preparation, and general knowledge. Data would seem to imply* 1. The cadet program provides the Columbus system a procedure as stated above. Subjectivity enters the selection process at the point candidates are selected by the interviewing committee. 2. Present administrators would prefer that super visor's recommendations be considered above most other factors playing a role in selection of administrators. Professional preparation, personal characteristics, professional views, and teaching experience are high on the list of preferred factors administrators see being used in admini strative selection. General satisfaction exists with the selection procedures, although most administrators would like to include persons outside the system in competition for cadetships* Implied in the data is a subsystem of selection based on specific talents required by certain administrative positions. It would seem that if a decision were made to recruit principals who were less generalists, and more curriculum or instructionally oriented, that selection procedures and cadet activities would have to be changed. Criterion 3* Provisions for experiences which develop a trainee's awareness of the realities of the administrative world. Data would seem to imply that* 1. Administrators would have appreciated greater opportunity to have more practical training under the direction of one administrator, rather than such diverse experiences. 2* Cadets would be able to judge the relative reality of their experiences if there were a more direct personal evaluation made of cadets. 3. Satisfaction with the cadet program would seem to indicate that present administrators feel the program provides an experience related to the perceptions of the job of an administrator as it now exists. Criterion 4* Activities which are based on a philo sophical foundation. Data seem to imply* 1. The philosophical position underlying the cadet program is difficult to identify, and goals are based more in activities than in philosophy. 2. Program activities are developed from a philoso phical view that requires activities producing persons with a broad general knowledge of the school system, which enables them to be "team members•M 3. The philosophical base for activities ought to be reevaluated to include the role of an admini strator as an instructional leader, a decision maker, and a human relations expert. Criterion 5* Activities which take place in a continuous block of time are more profitable than interrupted experi ences. Data seem to imply that* 1. There is not time enough for the experiences needed. Many only serve one semester, and few serve only two. Original objectives have rarely been met in their entirety. 2. The Columbus program provides a suitable transi tional experience from which administrators gain "the feel” for administrative duties. Criterion 61 Activities directly related to the expected role of the administrator. 1. Activities are directly related to the role one is expected to play with a few important excep tions 1 as instructional leader, as a human relations expert, and as a decision maker. 2. Questions exist as to whether the administrator can be an adequate instructional leader, and 2b6 whether he is able to be a decision maker III-Recommendations The summary of the findings, and the implications of those findings, lead one naturally to the point of suggestions and conclusions* The following section of this chapter will present conclusions and recommendations in two areasi Recommendations To The Columbus Public Schoolsi 1* It is recommended that the philosophical basis for the cadet program be reevaluated and appro priate changes be made to fit the needs of today's adm ini s trators■ 2. The job description for the various administra tive positions should be more precisely drawn in order to build more appropriate training activities* 3* Cadet performance should be evaluated individually and extended into a kind of in-service training for acting principals, h-. More objective selection procedures should be explored, and built around the requirements defined in job descriptions. 5* More emphasis should be placed on intelligence, human relations skills, and the type of professional training. Experiences should become more practical and contain more opportunities for cadets to perform administrative duties carrying actual responsi bility. Positions should be real for cadets with decision making possibilities. Administrators should be recruited in part from outside the school system. More direct training of cadets in the area of instructional and curriculum leadership should be provided. For example* recently developed simulation materials both in the areas of admini stration and curriculum might be utilized. A new technique in cadet training activities might include teams of cadets, operating on a regional basis within the system, who would act as instruc tional advisors to schools requesting help. Such teams might experience real and challenging training in leading teachers in a variety of instructional situations, including evaluation, development and implementation of curriculum and/or instructional change. On a smaller and different scale, assignment of cadets to individual princi pals could produce a similar result if training expectations and directives were in these areas rather than in the area of administrative chores. 9* A more direct connection between the resources of the university and the training of cadet administrators should be built. lOi Some emphasis should be given in the early development and identification of future leaders. Teachers who show leadership ability should be identified early in their professional careers and nurtured through a program of involvement in leadership training previous to the actual cadet experience. This would enable such persons to have experience in leadership activities much earlier than actual selection as cadets, and would enable others to avoid a position they would rather not obtain. Recommendations To Future Researchers* 1. The variety of data presented here could present a person with a number of researchable problems to be tested in more definitive and sophisticated ways than those employed in the present study. Interesting areas to follow up would bei 1. A study could focus attention on one or some combination of the following facets of the cadet program* instructional leadership, role expecta tions, dimensions of subjectivity, and actual relationships of training activities to needed skills. 2. A study could be conducted using the applicants who never attained cadet status, to obtain their perceptions of the cadet program. 3*‘ A study could be made to obtain the views of other persons related to the administrative world* teachers, board members, parents, central office personnel, etc. 4. A study of sex differences in the area of admini stration might produce significant information concerning roles to be played by persons selected to be administrators. 5* A longtudinal study of a cadet class could be made in a matter of three years to determine the relationship between activities in training and activities of later administrative assignments. 6. The same kind of historical study could be con ducted on a broader scale than one system. In Summary* This writer was recently asked the following question "What in your study would convince me that the Columbus Administrative Cadet Program is not a system for perpetua ting instructional mediocrity?" This comment certainly hit at the heart of the administrative leadership responsibility. Administration should exist to perpetuate the best in educational practice and to extend and develop the new which provides challenge and improved education. Being 250 realistic* the immediate answer of the writer to the ques tion above was, that "Rather than a system of perpetuating mediocrity, it would be more accurate to maintain that the system provides a perpetuation of the status quo," Reflec tion about this answer would indicate that this statement is neither a defense nor is it a negative criticism* It is an attempt at summation. In total the program has realistically trained and provided administrators who, in a team approach, have met most of the administrative challenges offered by a greatly expanding school system. The result of this program apparently provides little training or experiences which deal with change or the directing of educational changes. A recent statement in a current education news bulle tin reported that, "...the effectiveness of the elementary school programs is directly related to the quality of the principal. Therefore, the study contends, large alloca tions of money, and the best professional educational resources must be applied immediately to our principal’s problems." The study quoted was conducted by the Center for the Advanced Study of Educational Administration (CASEA) at the University of Oregon, It further states* "Current practices for selecting, training and cer tifying principals contribute to the crisis. College preparatory programs for principals appear to be relics of a past age that provide neither the practical experience nor the skills needed for 251 the job. Preservice programs, which place little emphasis on communication techniques, are also failing to properly equip principals. Interviews with 300 principals around the country disclosed that they want to become instructional leaders but lack the ability to do so. The study notes that most of the problems identified by principals involve their difficulty in establishing and main taining successful human relationships. Their lack of knowledge of the strategies to employ in effecting educational change is also a critical factor The history of the Columbus Administrative Program would seem to support the conclusion of this recent study. Administrators are not receiving many needed areas of instruction either in college programs nor in the practical preservice programs such as the Columbus Administrative Cadet Program* The Columbus program offers evidence of being far from mediocre, but shares with other systems in the nation the difficulty in providing needed training in areas which might produce more adequate instructional leadership for today's schools. ■^-"Uncertain Role of Principals Threatens Schools," Education U.S.A. NSPRA, Washington D. C., January 2k, 1972, p. 109. APPENDIXES 252 APPENDIX A 25'+ Interview Guide* C* L. Dumaree Robert Carter 1. What are the goals and objectives of the Cadet Program? 2. How were administrators selected and trained prior to this program? 3* What do you feel are the best accomplishments of the program and where has it failed? *f. How should it be changed in your opinion? Are changes difficult? 5» What would you say has kept the universities from playing a more important role in the selection and practical training of administrators? 6. Are there any questions on the administrator question naire that particularly interest you? Interview Suide (cont'd)* 7* What is most difficult about operating the Cadet Program? 8 . Does the program do everything you hope for? 9 . Has there been a change in emphasis over the years wha.t you want to achieve with this program? 256 August 15» 1971 Irvin F. Young Dear Mr. Youngi I have recently begun a study entitled "An Analysis of the History of The Columbus Public Schools* Administra tive Cadet Program." I have, of course, begun the study under the direction of my advisor Dr. F. W. Staub, and have received the cooperation and permission to do the study from Dr. Davis and Mr. Dumaree. Of course your long relationship with the Cadet Program makes your views and thoughts on the program a valuable source of data in this historical analysis. Enclosed you will find a personal questionnaire designed with your relationship to the Cadet Program in mind. I would certainly appreciate your time and effort if you could complete the enclosed questionnaire. Sincerely, L. Thomas Moore Principal Highland Avenue Elementary encl. Questionnaire * Dr. I. P. Young 1. V/hat would you consider to be the goals of the Columbus Cadet Program during the time you were concerned with the program? 2. To v/hat extent do you feel the program has been able to reach its goals? 3* Would you change the program at this time in any manner? What criteria used did you find generally most helpful in selecting administrators? 5* Over the years who wrote the examiniation questions and to v/hat extent were they rewritten to meet new purposes? 256 August 15» 1971 W. tf. Miller Dear Mr. Miller* I have recently begun a study entitled, "An Analysis of the History of the Columbus Public Schools' Administra tive Cadet Program." I have, of course, begun the study under the direction of my advisor Dr. W. F. Staub at Ohio State University, and have received permission to do the study from Dr. Davis and Mr. Dumaree of the Columbus Schools. Your many years in dealing with new principals must have provided you with several thoughts concerning the train ing and selection of administrators. Enclosed you will find a personal questionnaire designed with your experi ence with the Columbus Schools in mind. Your thoughts are most valuable to my study. I would certainly appreciate your time and effort if you could complete the enclosed questionnaire. Sincerely, L. Thomas Moore encl. 259 Questionnaire t W. W. Miller 1. How were administrators in Columbus selected and trained in your years with the Columbus Schools prior to 1952? 2. Do you recall the nature of the motivation for desir ing to establish the Cadet Program? 3* What do you recall concerning the objectives and goals of the Cadet program for administrators in its early development? Who*s initiative started the program? 4. Mr* Orin Smucker mentioned to me that in talks with you he recalled discussions as early as 1938 concern ing the need for more development of new principals. Do you recall the tendency for these programs to begin» and why was it until much later that Columbus began its Cadet Program? 5* Other* Please feel free to answer on this form or in letter form, whichever is more convenient. 260 August 15* 19?1 Dr. Harold H. Eibling Dear S i n I have recently begun a study entitled, "An Analysis of the History of the Columbus Public Schools/ Administra tive Cadet Program.” This is a project which I am sure would be of interest to you. T have been working with Dr. Davis and Mr. Dumaree, and of course am being advised by Dr. Staub at Ohio State University. Your years with Columbus saw many administrators selected and trained. It is the purpose of the enclosed personal questionnaire to acquire some of your most important thoughts concerning the Cadet Program. I would certainly appreciate your time and effort if you could complete the enclosed questionnaire. Sincerely, L. Thomas Moore encl. 261 Questionnaire * Dr. liar old Eiblingi 1. What would you say were the major goals of the Columbus Administrative Cadet Program? 2. Were these goals generally met? 3* In what way could the Cadet Program be changed to make it an even more valuable tool for preparing administra tors? 4* What role do you see for the university in the future in practical training of administrators? 5* What criteria did you feel, or tools, were the most useful in selecting administrators? 6 . How did the cadet program develop leadership in future administrators? Questionnaire (cont'd)* Dr. Harold Eibling* 7* Were administrators chosen for their ability in instructional-curriculum concerns primarily, or for their managerial talents? Explain* 263 August 15* 1971 Dr. Novice G. Fawcett President Ohio State University Columbus, Ohio Dear Dr. Fawcettt Your position as Sujierintendent of Schools, in Columbus several years ago, makes your thoughts and opinions valu able data for a study which X have just begun entitled "An Analysis of the history of The Columbus Public Schools' Administrateve Cadet Program". I have, of course, begun the study under the direction of my advisor Dr. Vi. F. Staub, in Educational Administration, here at CSU. J also have the cooperation and permission to do the study from hr. C. 1. Dumaree of the Columbus Schools. Enclosed is a questionnaire designed for you personally which expects to obtain information which you might be able to render. I am quite aware of your valuable time, and have sought to ask only those few questions which you night be able to answer because of your unique relationship to the Cadet Program in Columbus. Sincerely, L. Thomas Moore Principal Highland Avenue Elementary Columbus, Ohio encl. 2 6k Questionnaire * Dr. Fawcett 1. As you remember, what v/as the prime motivation for setting up the Columbus Administrative Cadet Program its goals and objectives? 2* How v/as the selection and training of administrators handled prior to the implementation of the Cadet Program? 3« At the time of the development of the program was there consideration of alternative kinds of programs? (For example, v/as a university-connected intern program considered?) What do you consider today to be the primary components and goals of such a program? APPENDIX B 266 May b, 1971 Dear ______Each of you receiving this letter has in the past shown me a favor or two and still another is being asked. I'm nov; in the beginning stages of my dissertation work at OSU. The topic to which I'm to address myself is*— An Analysis of The History of the Columbus Public School Cadet Program. In gathering together thoughts and areas of concern for the preparation— my advisor, Dr. W. P. Staub, thought we should not over look all kinds of input into the identification of central points to be investi gated in a study. For instance— the role of the assistant principal after cadetship, how he views his status, and what atti tude the permanent assistant principal develops. There must be many such issues to investigate, which might go unnoticed if the development of this study uses only my own limited experience. What is it I want? Would you be willing to serve on a "committee" to spend approximately one hour of your time reacting to the importance of issues I will have identified and be willing to expand them and to add to the list of issues based on your own experience with the cadet program? (In the nature of brainstormingI) TIME btOO DATE Tuesday, May 18 PLACE 211A Columbus Education Center Please use the enclosed envelope for saying "OK"! (also for saying "No"! ) Thanks so much. Sincerely yours. Tom Moore Issue: Role of Assistant Principal 1. In v/hat way does the cadet program help provide preparation for the role of an assistant. 2. Is the role played in practice one which is compatable with expectations of cadets? 3* Hoy.' do the opinions of the assistant and princi pals differ on issues involved in the cadet pro gram? Is there a division of duties? Informal or formal? 5* Docs the cadet program prepare one for this role? 6 . Who should be an assistant? sue fr2t Issue* Supervisory Capacity 1. V/hat is the position of administrator relative to instruction? 2. V/hat is the perceived role? The role of those in different positions? 3* Can an administrator adequately be an instruc tional leader? How does the cadet program speak to this area and the above questions? 268 Issue #3' Issue * Image 1. What do administrators (and other? feel about cadets and their position? 2. How would both change the image of the cadet? 3* To what extent is image important to those who have participated in the program? 4. Is the purpose and routine of the cadet program effectively told to the school system community? Issue //4i Issue* Evaluation of Performance 1. What kind of evaluation of the cadet takes place? 2. Would evaluation be feasible? 3* Who should evaluate? 4. In what way should evaluation take place? 5* What part should the cadet play in his evaluation? Issue #5* Issue* Assignment Procedures 1. Are one's expectations generally fulfilled as actual placement takes place? 2. What is the extent of involvement a cadet might have in his placement? 3* V/hat are the arguments for and against such involvement? Issue #5 (cont*d)i k* What areas of concern are critical in assign ments and whyi -Assignments of Blacks? -Assignment of Women? -Assignment of Inner City Administrators? -Assignment to two schools? -Assignment to Assistant Principalship? Issue #6 : Issue * Administrative Teams 1. How does the school system build the team approach? 2. Does cadetship offer experiences which lead to good teaming? 3. Is a team approach encouraged? 4. What form does teaming take? Arethere guides for division of duties? Issue #7* Issue 1 Problems Facing the Administrator 1. What are the perceived problems? 2. Does the cadet program prepare oneadequately to meet the problems? 3* Are current problems included in training? Issue #8* Issue* Goals and Objectives 1. Are the goals today the same as they were when the program began? 2. Do the goals meet the expectations of administra tors? 3* Are the goals formal? Who developed the goals and objectives? Is there need for revision? 5* Do different persons consider the goals to be different or the same? (Central office, Princi pals, Cadets?) Issue #9 * Issue* Success of Cadet Program 1* V/hat evidence is there that the program is beneficial? 2. How could it be more successful? 3* V/ho feels that the program is a success? Who feels it is not a success? (Administration- Principals-Board-Cadets-Teachers-Comm) h. V/hat is considered success by those asked? Issue #10* Issue* Selection Procedures 1. V/hat criteria are used in selecting persons for administrative leadership in the school system? 2. V/hat are the formal requirements? What are the informal requirements? 3» Which of the procedures of selection seem most important? 4. Which procedures or criteria should be changed? V/hat suggestions can be made? 5- To what extent are teachers involved in selection? Issue #11* Issue* Qualifications 1. V/hat qualifications are necessary to become a cadet? 2. Are there underlying qualifications? 3* Are the qualifications compatable with tasks to be performed? Are qualifications concerned with current needs and problems? Issue #12: Issue* Value of Teaching Experience 1. How valuable is teaching experience to an admini strative post? 2* Could the job be done by a person without teach ing experience? 3* V/hat teaching experience is represented in those becoming cadets? 272 Issue #12 (cont*d): h, V/hat is the trend, rule, etc. regarding teaching experience? Issue \#13* Issue: Expense and Cain 1. V/hat expenditure per year is required to operate the cadet program? 2. How has the cost increased? 3* In terns of these figures how doadministrators value the program? Do opinions differ between those having had the training in the cadet program and those who have not? 5» Are there alternatives to the cadet program? 6. Hoy/ might the expense be defended? Issue #1*J-: Issue: Role of the Principal in the Cadet Program 1. V/hat role of the principal is built into the cadet program? 2. Is the role realistic? 3* Could the role be more well defined? Expanded? k. Does the cadet view this role differently than present principals? 273 Incur r15 * Issue: Growth and expansion cf the school, system rr.d the relationship of these factors to the cadet program? 1 . V/hat statistical picture can. be related to show the system has grovni? 2. V/hat relationship has growth to the cadet program? -problems this creates. -limitations placed on program. -change in expectation of performance. Issue #16: Issue: Routes To Administrative Positions 1. V/hat are the expectations of persons as they enter the cadet program? 2. V/hat are the routes which exist? 3 . What steps seem to be the most helpful? 4. To v/hat does one give credit for being selected? To whom? 5» What motivates a teacher to seek the cadetship? 6 . Is there active recruitment? ?. Are procedures and routes to administrative positions re-evaluated periodically? Issue #1?: Issue: Training Activities 1. V/hat do administrators consider valuable training experiences? 2?4 Issue #1? (cont*d)* 2. V/hat do administrators consider training experi ences which are less than valuable? 3'. V/hat do administrators think about* -being assigned "out", during cadetship to schools? -being assigned in a downtown office? -being used as a substitute principal? -being assigned to the cadet office? 4. Hoy/ have the activities changed over the years? 5* V/hat new activities in the training of admini strators might be appropriate? (In basket mater ials Simulation etc.) 6 . V/hat do administrators list as their most memorable activity? ?. Is instruction in board policy and procedures included in the necessary amounts? 8 . To v/hat extent are cadets responsible for their ovm program? Issue #18: Issue* In-Breeding 1. To v/hat extent are administrators aware of this area as a problem? 2* How many have worked in other systems? 3* How great is the in-breeding? 275 Issue j--18 (cont*d): 4. To what extent does the selection procedure pro duce this? 5» Mow do present administrators feel about a change in the area ox using .present Columbus teachers? 6 . V/hat evidence is available that the system should not proceed with using present administrators? 7* Are there cases of principals being brought into the system from outside? 8 . V/here would administrators suggest recruitment take place? Please number the following issues (areas) in order from 1 to 18, having number one represent the most important area to be studied, and number eighteen the least impor tant area to be studied. Value of Teaching Experience Description of Cadets and Administrators Problems Facing the administrator Role of Asst. Principal Success of Cadet Program Role of the Principal in the Cadet Program Image Growth and expansion of the school system In-Breeding 2?6 Training Activities Goals and Objectives Expense and Gain Evaluation of Performance Administration Teams Selection Procedures Routes to Administrative Positions Qualifications Assignment Procedures Supervisory Capacity Please make any comment or ask any question at this point which would help as this study is put together. APPENDIX C 278 August 18, 1971 Dear Fellow Administrator1 With the cooperation and permission of Mr* C* L* Dumaree and Dr* Joseph Davis, I have begun a study entitled, "An Analysis of the History of the Columbus Public Schools Administrative Cadet Program*" Dr. W. Frederick Staub, of The Ohio State University is advising the work of the study. It is my sincere hope that this project will contribute to an area of importance close to all Columbus administra tors* Much of my research has been done through documents and papers located at the Board of Education, but in an historical analysis one of the prime sources of data is the perceptions of those who actually have been associated with the events or programs being studied. I now need your cooperation in collecting appropriate data* Please find attached a questionnaire and a return envelope* Your name is being used not only to facilitate mailing and record keeping, but also to allow for necessary follow up questioning in a very few cases. It is impor tant for you to understand that your name will never be used in reporting the data in any form. The objectives of this study are such that the results will be applied only in finding trends and relationships in the responses from the entire group of Columbus Administrators. The degree to which you feel free to answer the enclosed questionnaire will establish the relative value of the findings. Please return the enclosed questionnaire by August 31# 1971. I am appreciative of the help you are rendering, and certainly cognizant of the valuable time which you must use. Let me take this opportunity to wish you a pleasant school year. Sincerely, L. Thomas Moore Principal Highland Avenue Elementary School 279 September 1, 1971 Dear Fellow Administratorr I'm quite sure that answering a questionnaire is not at the top of your list of important activities. However* this is a reminder that I would like to receive your copy of the "Administrative Cadet Questionnaire". In trying to win your confidence and support in helping with this study* please consider the following* 1-There is only a relatively small population from which to draw responses. Any conclusions and recommendations for the training of administra tors ought to include input of most of the administrators in our system. This is the reason that I definitely want your response. 2-If putting your name on a document such as this one bothers you, please don't sign the question naire or identify yourself in any manner. Some administrators have already taken this option. Identification merely helps in saturation of the population being studied, but is in no way critical to the study. Your response in some manner is far more critical. 3-You may feel the form doesn't apply to you. Do what others have done and fill in what you can, giving reasonable answers and opinions. After all, this is a perceptual study, and seeks not your "correct" knowledge but your opinions and feelings. Use "not applicable" when this really applies. fc-If you are concerned that your particular administrative position is relatively different than others, please feel secure in knowing that your answers will appear tabulated only in a category which is most broad such as* central office administrators, assistant principals,etc. 280 Fellow Administratori September 1, 1971 If you missed the August 31, 1971 date, please take 15-20 minutes to represent yourself, anonymously or otherwise, in what ought to be a study with some meaning to every Columbus Administrator. Your patience and help is certainly appreciated. Sincerely, L. Thomas Moore Elementary Principal Highland Avenue School 281 COLUMBUS PUBLIC SCHOOL'S ADMINISTRATIVE CADET PROGRAM QUESTIONNAIRE ************************** PART I-PERSONAL DATA* 1. Name ______. 2. Age* _____ 3* Sex* M F **. Marital Statust M S D 5* Race* Minority ____ Non-minority _ _ _ 6. Present Position (title)* 7» Total number of years in education* _ _ 8. Total number of years in The Columbus Public Schools * ____ 9* Total number of years an administrator* ____ 10. Total number of years an administrator in Columbus * _ 11. Administrative Assignments* (Example* Asst. Princi pal-Central# Principal-Barrett, etc.) Position 12. Years In That Position 1st______ 2nd______3rd______kth______ (Please use the back side of this page for more space as needed. Do this with any item of the questionnaire as you need more space.) 13* What academic degrees do you hold? Bachelor's ______ Master's ______ Doctor's 282 14. How many hours beyond your highest degree have you earned? Semester hours* ____ Quarter hours i _____ 15* What kind of Teaching Certificate (s) do you hold? 4-year provisional _ _ 8-year professional _____ permanent ______ 16. What are your areas of teaching certification? (Example* Elementary Education, American History, etc.) 17. V/hat kind of Administrative Certificate^) do you hold? Please check the appropriate spaces* Tvoe of Certificate Level of Certification 4-vr. prov. 8-vr. prof. perm. Elementary Principal ______Secondary Principal ______ Supervisor ______Local Superintendent ______Educational Administra tive Specialist _ _ Superintendent ______ 18. Did you have any experience as an administrative "cadet" in the Columbus Public School’s Cadet Program? *Yes ______ **No ______ *If you answered "Yes" please continue with PART II and skip PART II-A on page 6. **If you are an administrator who has not participated in the cadet program, please skip PART II and answer PART II-A on page 6 instead. PART II CADET EXPERIENCEi (ANSWER THIS SECTION IP YOU ANSWERED "YES" TO QUESTION 18.) 19* In what year did you begin serving your Cadet ship? ______20. How long did you serve in the capacity of a Cadet? Less than 1 month 1-3 months 1 semester 2 semesters 3 semesters 4 semesters Other 21. What is the major contribution which the Cadet Program made to your preparation as an admini strator? 22. Did you find Cadet programs and activities flexible enough to provide for the individual needs of trainees? Very flexible Flexible Inflexible _____ Very Inflexible 284 23• Do you consider the training you received in the Cadet Program sufficient? Very Sufficient _ Sufficient Insufficient Very Insufficient _ _ _ 24, Please check the training activities in which you remember participating, add any unique ones or ones omitted in this list, and then check the two most profitable experiences in your Cadet trainingi Participated Most Experience In Profitable -Assisted in a central _ _ office position* -Worked under the supervision of a school principal. ______-Observed in classrooms. ______-Assigned a "Cadet Office” task, (population studies, etc.) -Attended Cadet seminars (such as those conducted by Mr. Dumaree or Mr. Carter.) -Attended the PTA work shop for cadets. -Went on field trips (within system). -Went on field trips (outside system). -Participated in written projects. -Made school visits and talked with principals on a personal basis. -Attended a Board Meeting. 285 25* Do you feel you had an opportunity to carry any significant amount of responsibility as a Cadet? Many opportunities ______ Some opportunities ______ Few opportunities ______ No opportunities _ _ _ _ _ 26. Were you ever a part of a "decision-making” process as a cadet, which would effect any part of the educational program in Columbus? Often ______ Sometimes ______Seldom______ Never ______ 27. Did you have in your Cadet Program an opportunity to solve or seek solutions to administrative problems presented to you? Often ______ Sometimes ______ Seldom ______ Never ______28. Were your expectations of the Cadet Program met? Yes ______ No______Explain, if you wish* 29. Was your performance as a cadet evaluated and discussed with you? Yes ______No______ Explain, if you wish* 286 PART II-A This section is for administrators who have not particpated in the Cadet Program as a trainee and who did not answer PART II. When this section is completed go to PART III. 30. In what manner were you selected for your first position, and what do you feel those selecting you were looking for in an administrator? 31* How would you describe the '‘practical*' training you had previous to your first full time appoint ment as an administrator? 32, As you remember your first administrative position, how were new administrators helped in the carrying out of their new duties? 3 3 . At this point in your career, how might a Cadet Program have contributed to your administrative experience? (Please use the back of pages as needed*) 287 PART III-CAREER GOALS AND ASSIGNMENTS I 3^. What was your motivation for seeking a career in administration? 35* What would you consider to have been your "career goal" at the time you became a cadet or an admini strator? 36 . My career goal at present is* (check one) -to remain in my present position* -to attain a higher local school position (from assistant to principal.) -to attain another position similar to my present one but in a differ ent building -to attain a central office position. -to attain a position outside the school system. -other ______ 37* How would you describe your present satisfaction with your administrative position? Very Pleased _ _ Pleased _____ Satisfied Less than Satisfied Dissatisfied 288 3 8 . Please choose from the following (adding any you wish), the three factors which you feel now are used in making initial assignments of new admini strators. Also, indicate the three most impor tant factors you feel ought to be used in the making of initial assignments. Use numerals 1 , 2 , and 3 to indicate your choices in the appropriate column allowing number 1 to represent the most important factor. Factors Now Ought -Sex ______-Experience ______ -Maturity ______ -Race______-Professional Views______ -Administrative Ability __ -Recommendations______ -Intelligence __ ___ -Positions Available ______ -Other ______ 39* Was the Cadet Program in Columbus a factor in choosing Columbus as a school system in which to work? Yes ______No Explain, if you wishi 289 PART IV-SELECTION AND QUALIFICATIONS OF CADET ADMINISTRATORSt 39* Please identify the three areas, from those listed below, which you feel now play the most important role in the selection of a cadet administrator. Also, identify the three areas which you feel ought to play the most important role in the selection of a cadet administrator in Columbus. Use numbers 1, 2, and 3 in the appropriate columns* Now Ought _ _ Personal data on the application form. _ _ Professional preparation. _ _ Teaching experience. Administrative experience. _— . _ _ Organizations and activities in which the candidate has participated. _ Other work experiences (military, business, industry.) .______Recommendations from college professors. ' Recommendations from superiors or super visors within the system. _ _ Candidate's professional views. _ Former evaluations of the candidate. _ _ University record. _ Interview (oral examination). _ Personal characteristics. _ Written examination. _ Questions answered in the application booklet. Interview with the Superintendent. ___ Race Positions Available 290 Sex 291 PART IV"SELECTION AND QUALIFICATIONS OF CADET ADMINISTRATORS! 39. Please identify the three areas, from those listed below, which you feel now play the most important role in the selection of a cadet administrator* Also, identify the three areas which you feel ought to play the most important role in the selection of a cadet administrator in Columbus* Use numbers 1, 2, and 3 in the appropriate columns* Wow Ought ______Recommendations from college professors* _ _ ___ Recommendations from superiors or super visors within the system* ___ Candidate's professional views. _ Former evaluations of the candidate. _ University records* ___ Interview (oral examination)* Personal characteristics* Personal data on the application form* ___ Professional preparation. Teaching experience. _ _ Administrative experience. Organizations and activities in which the candidate has participated. _ Other work experience (military, business, industry.) _ _ Written examination. . _ _ Questions answered in the application booklet. _ _ Interview with the Superintendent. ___ Sex. Race Positions Available* 293 PART IV-SELECTION AND QUALIFICATIONS OF CADET ADMINISTRATORSi 39* Please identify the three areas, from those listed below, which you feel now play the most important role in the selection of a cadet administrator* Also, identify the three areas which you feel ought to play the most important role in the selection of a cadet administrator in Columbus* Use numbers 1, 2, and 3 in the appropriate columns* Now Ought ___ Race* Positions Available* ___ Sex. _ _ Candidate's professional views. . Former evaluations of the candidate* _ _ _ University records. _ _ ___ Interview (oral examination)* _ ___ Personal characteristics. ___ Written examinations* — . Questions answered in the application booklet. ___ Interview with the Superintendent. _ Personal data on the application form. _ ___ Professional preparation* Teaching experience* Administrative experience. _ . Organizations and activities in which the candidate has participated. Other work experiences (military, business, industry.) Recommendations from college professors. 294 Recommendations from superiors or super visors within the system. 295 40. Are there any qualifications an applicant must have in order to be selected that would not be revealed in data in the previous question? Yes______ No Please Explain* 41. If you could change anything about the recruit ment and selection procedure carried on through the Cadet Program, what would it be? 42. Should administrators be recruited from outside the system as well as from within the system? Yes ______ No Explain, if you wish* 43. Do you feel teaching experience is a necessary pre-requisite for being a local building admini strator? Yes ______No Explain, if you wish* 296 PAR? V-CURRENT PROBLEMS AND THE ADMINISTRATIVE CADET PROGRAMi bk* Please list the five (5) "Problem Areas" facing administrators today to which the Cadet Program ought to give attention in the developing of school administrators* List the problems in the order of their importance to you, and then identify the one (1) problem area which you feel the Cadet Program is giving the most attention and the one (1) pro blem area you feel the Cadet Program is giving the least attention* Problem Area Mostfl) Least (1) PART VI-ADMINISTRATIVE SKILLS AND THE CADET PROCRAMi Please list the five (5) "Skill Areas" necessary for good administration to which the Cadet Program ought to give attention in the developing of school admini strators* List the skills in the order of their importance to you, and then identify the one (1) skill area which you feel the Cadet Program is giving the most attention and the one (1) skill area you feel the Cadet Program is giving the least attention. Skill Area Mostfl) Least fl) 297 1*6. From the vantage point of your present position, can the administrator of a school be an adequate instructional leader? i Most adequate _ _ _ _ Adequate Inadequate _____ !*7* As far as curriculum and instructional programs are concerned, which of the following best repre sents the role apparently outlined to cadets which administrators should follow* -encouraged to maintain the present _ _ _ _ _ program. -encouraged to maintain the present program and participate with staff in system oriented instructional projects. -encouraged to lead instructional staffs to new experimental and/or innovative programs. _ _ _ _ _ -encouraged to sell their own per sonal views to teaching staffs. _ _ _ _ _ -other ______ 1*8. What change would be necessary in the position of school administrator to allow the administrator to be a more adequate instructional leader? 298 1*9* Based on the following list (plus any you wish to add), what do you consider to he the most important goals of the Cadet Program at the present time? What do you feel the goals ought to be? Choose three of the following and number them in order of importance in the appropriate column. Goals Wow Ought To develop leaders for our schools. ______ To help make the transition from classroom responsibilities to administrative ones* _ To help cadets become adjusted to a position of authority. ____ To help cadets become familiar with and be able to carry out Board policy. ______ To help the cadet become a more effective communicator. ______ To help the cadet learn how to evaluate and help classroom teachers. ______ To increase the amount of pro fessional knowledge the cadets possess. ______ To provide opportunities to learn how to make good decisions. ______ To provide experience in handling responsibility. ______ To provide experience in practical situations prior to actual service. j ___ To provide a system of recruiting and selecting administrators. _____ To provide administrative answers for future decisions. ______To provide an overview of the working operations of the school system. ______299 Based on the following list (plus any you wish to add), what do you consider to be the most important goals of the Cadet program at the present time? What do you feel the goals ought to be? Choose three of the following and number them in order of importance in the appropriate column. Goals Wow Ought To help the cadet become a more effective communicator. To help the cadet learn how to evaluate and help classroom teachers. _ _ _ _ To increase the amount of professional knowledge the cadets possess. To provide opportunities to learn how to make good decisions. To provide experience in handling responsibility. To provide experience in practical situations prior to actual service. _ To provide a system of recruiting and selecting administrators. ______ To provide administrative answers for future decisions. . ____ To provide an overview of the working operations of the school system. _ _ To develop leaders for our schools. To help make the transition from classroom responsibilities to administrative ones. ___ To help cadets become adjusted to a position of authority. To help cadets become familiar with and be able to carry out Board policy. _ 300 4-9• Based on the following list (plus any you wish to add)* what do you consider to be the most important goals of the Cadet Program at the present time? What do you feel the goals ought to be? Choose three of the following and number them in order of importance in the appropriate column* Goals Now Ought To provide experience in practical situations prior to actual service. ______ To provide a system of recruiting and selecting administrators. ______ To provide administrative answers for future decisions* _____ To provide an overview of the working operations of the school system. _____ To develop leaders for our schools* ______ To help make the transition from classroom responsibilities to administrative ones. ______ To help cadets become adjusted to a position of authority. ____ To help cadets become familiar with and be able to carry out Board policy. _ _ ___ To help the cadet become a more effective communicator. _____ To help the cadet learn how to evaluate and help classroom teachers. ______ To increase the amount of professional knowledge the cadets possess. ______ To provide opportunities to learn how to make good decisions* ______ To provide experience in handling responsibility. ______^ 301 50. Would you change the operations and/or procedures of the Cadet Program in any manner? Yes ______No ______Explain, if you wishi 52. When was your last contact with the Cadet Program? This contact might have been in the role of super vision, participation in goal setting, host to cadet visitors, member of the audience when program explained, etc. Please list the type of experience and the approximate year this last contact with the program would have taken place. Tvne of Contact Date (Approx.) Thank you Return toi L. Thomas Moore Principal Highland Avenue Elementary Principal by August 31* 1971 302 CODING INSTRUCTIONS Instrument Item ££ding 1 1-Subjeet Number 001 ,002, 003 • • * *n* 2 (Reserve 500 and 3 above for unsucces sful candidates-3 0 0 *s for those with Cadet exp. but who did not return the question naire ) 4 2-Age 22, 23* 24, •••*n* 5 6 3-Sex 0-M, 1-F 7 4-Marital Status 0-M, 1-S, 2-D 8 5-Race 0-Minority, 1-Non-minority 9 6-Present Position 0-Asst. Principal Ele. 1-Asst* Principal Sec* 2-Principal Ele* -Principal Sec. -Supervisor 5-Director 6-Executive Director 7-Asst. Superintendent 8-Supervising Principal 9-Present Cadet 10 7-Years In Education 01, 02, 0 3 ,.* * *n* 11 12 8-Years in Columbus 01, 02, 0 3 »•••*n* 13 14 9-Years in Adm. 01, 02, 0 3 ,•••*n* 15 16 10-Adm. In Col* 01, 02, 0 3 , * • • *n* 17 303 42 Column 39-Observed Classes Column 40-Cadet Office Column 4l-Mr. Dumaree's Cadet Seminars Column 42-PTA Workshop 4? Column 43-System Field 48 Trip Column 44-Field Trips- Out Column 45-Written Pro jects Column 46-Talked with Princ• Attended Board Meeting 47 Column 48-Other 49 25-Responsibility 0-Many Opportunities 1-Some Opportunities 2-Few Opportunities 3-No Opportunities 50 26-Decisions 0-0ften 1-Sometimes 2-Seldom 3-Never 51 27-Solutions 0-0ften 1-Sometlmes 2-Seldom 3-Never 52 28-Expectations 0-Yes 3-No 53 29-Evaluated 0-Yes 3-No 54 30-Manner of Selection 0-0ther 1-Asked By Supt. or Asst. Supt. 2-Was already in position closely associated with administration-resource, attendence* etc* 3-Sought position-applied 4-Qualified in Special Area 5-Applied and Interviewed with other Candidates 6-Building Principal urged 7-Corapetitive Exam. 304 Supervisor, the one which was being used*) 30 18-Cadet Experience 0-Yes 3-No 31 19-Year Served Cadet 5 2 , 53* 54»****n* 32 33 20-Length of Cadet Exp* 0-Less than 1 month 1-1-3 months 2-1 semester 3-2 semesters 5— 3 semesters 5-4 semesters 6-Other 34 21-Contribution 0-0ther 1-Overall acquaintance and knowledge of Col* Public Schools* 2-Opportunity to Observe other Principals 3-Discussion Time (try ideas, learn decision making etc*) 4-Relationship with Mr* Dumaree. 5-Opportunity to Practi cal Experience (Sub for Principal) 6-Transition Experience 7-Working With Curriculum 35 22-Flexibility 0-Very Flexible 1-Flexible 2-Inflexible 3-Very Inflexible 36 2 3 -Sufficiency 0-Very Sufficient 1-Sufficient 2-Insufficient 3-Very Insufficient 37 24-Activities 0-Participated In 38 1-Most Profitable 11 Column 37-Central Office 41 Column 38-Under Sch* Prin* 305 18 11-Position History 0-Punch number of 1-administrative posi- 2-tions held. 0-More j$-than 9* 5- 6- 7- 8- 9- 19 12-Years in Position Punch average length of 20 tenure in positions listed in item 11. 01. 02# 03t*••*n. 21 13-Degree 0-Bachelor's 1-Master's 2-Doctor's 22 1^-Hours beyond 000, 001# . * «n* highest degree 1 1 25 15-Teaching Cert. 0-^ yr. Prov. 1-8 yr. Prof. 2-Perraanent Punch highest certifi cate. 26 30-See 2nd part of question no. 3 0 * 27 17-Adm. Cert, and Type Column 27-^ yr. 28 Column 28-8 yr* 29 Column 29-Permanent 0-Elementary Principal 1-Secondary Principal 2-Supervisor 3-Local Superintendent 4-Educational Administra tive 5-Superintendent (In case of two areas in same column# the hardest certificate to obtain was punched— or in the case of Principal and 30-Part II-tfhat those 0-Other selecting were look 1-Personal Traits ing for. (sex* youth, etc.) 2-Communication Ability -Academic Training -Industrious 5-Special Area of Knowledge 6-Ability to handle difficult situa tions 7-Administrative Skills 8-Experience 9-Leadership Ability 31-Describe Practical 0-0ther Training 1-On The Job 2-Academic Only -Teaching Experience -Experience Other Than Education 5-Under Building Principal 6-Through Friends and Org. 7-Very little or none 32-Help to new 0-01 her principals 1-Little or None 2-Call Superiors 3-Close contact with another person in position 4-Brief Orientation 33-How Cadet Training 0-01 her might have helped 1-Little or None 2-Provide Overview of Columbus 3-Help Provide Ideas or Views 4-Help in Cur. or Instru. 5-Help provide skills ,6-in Community Rela tions 6-Better Adjustment to administrative position -7— Provide Practical -Exp/ 7-Provide Practical Exp* * 34-Motivation 0-Other 1-Money 2-Power and/or Pres tige 3-To make Educational Changes 4-To be in a leader ship position 5 -T0 be of more ser vice to kids 6-Challenge 7-Special Interest (psy*# health) 8-For variety 9-Urged by others 35-Career Goal-When 0-Other applying 1-To be a principal 2-To be an asst* principal 3-To hold administra tive position other than princ* 4-Uncertain 5-To gain higher academic advance ments (college teaching or further degrees) 6-Make changes 7-Special interest area 8-Continue as a teacher 9-Adra* Position in another city 36-Present Goal 0-To remain imposition 1-To attain a higher local school posi tion 2-To attain another position similar to present one 3-To attain a central office position 4-To attain a position outside the school system 5-Other 308 37-Satisfaction 0-Very Pleased 1-Fleased 2-Satisfied 3-Less Than Satisfied ^-Dissatisfied 38-Method Of Initial 62-lst Choice Now Assignments 63-2nd Choice 64-3rd 65-lst-Ought 66-2nd 6?-3rd 0-Sex 1-Experience 2-Maturity 3-Race 4-Prof* Views 5-Adra. Abili 6-Reco menda 7-Intelligence 8-Position Avail* 9-Other 39-Choice Factor-in 0-Yes Choosing Columbus 3-No ^0-Selection Factors 69-70 1st choice as 01* 13# etc* 01-Race 02-Positions Available 03-Sex 04-Candidates Prof* Views 05-Former Evaluations 06-University Records 07-Interview (oral exam) 08-Personal Chacteristics 09-Written Exam 10-Questions in Appl. 11-Interview with Supt. 12-Personal Data 13-Prof. Prep. 14-Teaching Exp. 15-Adm. Exper. 16-Org. and Activities 17-Other work Exp* 18-Recommendations- College 19-Recommendations- 309 Superiors or Supervisors 20-Other 21-Other CARD. # 2 x 1 Subject Number Same as on Card #1 2 I Card Number 41-Other Qualifications 0-Yes 3-No 42-Changes to make 0-Other 1-More Objective Selection 2-Increase present min- requirements* more exp. etc* 3-More publicity of prog. 4-Involve bldg. prin cipals and teachers more in selection 5-Improve selection procedure 6-Let those who fail know why 7-More emphasis on instructional ability 8-More Adm. Experience 9-Improve Training 7 43-Outside System 0-Yes 3-No 8 44-Teaching Experience 0-Yes 3-No 9-(Most) 4 5 -Problem Areas Given Punch Problem Most 10-(Least) Attention Often with 0, and Least Often-1 0-Other 1-Human Relations 2-Staff-Adm. Relations -Communication Skills i-Administrative Skills 310 5-Instruetional and Curriculum Skills 6-Philosophy or Personal Considera tions 7-Student Disruption# Involvement# etc. 11 (Most) 46-Skill Areas Given 0-0ther 12 (Least) Attention 1-Human Relations 2-Staff Development# Evaluation 3-Comraunication Skills- PR 4-Administrative Skills 5-Instruction and Curriculum Ski 6-Ind. Personality Traits and Philosophy 7-Skill in working with Students 13 47-Adequate 0-Most Adequate 1-Adequate 2-Inadequate 14 48-Instructional View 0-encouraged to main tain 1-maintain and parti cipate 2-lead -sell I -other 15 49-Change Instruction 0-01 her 1-More Time 2-More Help 3-Improved Programs and Materials 4-Freedom to Experiment 5-Improve Supportive Help (clerks# custo dians) 6-More In-Service for Prin. 7-Select Principals who are change oriented 8-Principal Choice in Teacher Recruitment 311 9-Elimination Clerical Tasks and Administra tive detail* 16 (1st Now) 50-Goals-Now and Ought 01-More effective 17 of Cadet Program communicator 02-Evaluation of 18 teachers 19 03-Increase professional knowledge 20 04-good decision learn 21 ing 05-Handling responsi 22 (1st Ought) bility 23 06-Practical experience 07-System of recruiting 2U and selection 25 08-Provide administra tive answer 26 09-0 verview of school 27 operations 10-Develop leaders 11-Transition easier 12-Handle authority 13-Carry and know policy l*i~ Other 28 51-Change 0-Yes 3-No 29 52-Contact 0-0thers 1-Host to Cadets in Meeting or Visit 2-As a Cadet 3-Participated in Training if-Had a Cadet Sub 5-Cadet Assigned 6 — 7-Selection Panel 30 53-Last Contact Year as 52, 53* etc. 31 End Questionnaire! Extra Information From Filest 32 Times Applied 1 -Once 2-Twice 3-Three Times 312 33 Did Candidate hold 0-Yes Adm. Cert, at time 3-No of Application 5-In Process 3^ Point Ave. Grad 1*5# 2.0 etc* 35 36 Po int Ave• Un. Grad. 1.5* 2*0 etc. 37 CODING INSTRUCTIONS FOR 300 Numbers* Card Column Item Code 1 Subject 300, 301» etc. 2 3 Card Number 1 22f 2 3 , etc* ! A g e 7 Sex 0-M, 1-F 8 Marital Status 0-M, 1-S, 2-D 9 9 Total Exp. Education 01, 02t 03, *. • *n. 10 11 Total Ex. in Columbus 01 , 02, 0 3 , • .• *n. 12 13 Degree 0-Bachelor*s 1-Master's 2-Doctor*s 1^ Certificate held 0-Yes when applied 3-No 5-In Process 15 Times Applied 1-0nce 2-Twice 3-Three Times 16 Point Ave. Grad. 1*5* 2.0 etc* 17 313 18 Point Ave- Un. Grad. 1*5# 2*Of etc. 19 CODING INSTRUCTIONS FOR 500 and 600 numbers# Information in files on applicants who never were selected to be cadets and an unidentafiable few who were administra tors but left Columbus. Column Item Code 1 Subject 5 0 0 , 501 ....n. 2 3 Card Number 5 Age 22, 23, ZU, ....n* 6 7 Sex 0-M, 1-F 8 Marital Status 0-M, 1-S, 2-D 9 Total Experience 01, 02, *••*n. 10 11 Total Exp. Columbus 01, 02, .*.*n. 12 13 Degree 0-Bachelor*s 1-Master's 2-Doctor*s Certification 0-Yes at application time 3-No 5-In Process 15 Times Applied 1-0nce 2-Twice 3-Three Times 16 Point Ave. Grad. 1*5, 2.0 etc. 17 18 Point Ave. Under Grad. 1*5# 2.0 etc. 19 APPENDIX D 315 COLUMBUS PUBLIC SCHOOLS OFFICE OF ASSISTANT SUPERINTENDENT IN C3IARGE OF ELEMENTARY SCHOOLS ADMIIlISTRATIVE CADET OPPORTUNITIES IN THE COLUMBUS ELEMENTARY SCHOOLS FOR 1955-1956 I. GENERAL PROVISIONS A. Applications and committee recommendations will be effective through the 1955-1956 school year only. B. Although an administrative cadet may be assigned to a regular principal*s position at any time, at least one year’s service as a cadet is desir able. C. Applicants should be sure that all their personal and professional records in the Administration Building are up to date. D. A candidate who does not meet all the educational qualifications on the date of application is eligible for consideration providing he completes the requirements within a reasonable period of time after applying for the position. E. Salaries of individuals who serve as administrative cadets are the same as for regular teaching services. II. QUALIFICATIONS A. Each candidate should have shown a keen interest in both elementary education and administration during his undergraduate and graduate studies and should hold a master’s degree with major emphasis in the field of education. B. Candidates should be under A 5 years of age and in good health. C. Each candidate should have three or more years teaching experience, including at least one year in any grade from kindergarten through grade eight. One year's experience credit may be allowed for military service. 316 III, DATS FOR FILING APPLICATIONS All applicants should cone to the auditorium of the Administration Building, 2?0 East State Street at 8 A.r. on Saturday, Hay lh, 1955* Applications should be completed by 12 Noon* IV. SCREENING PROCEDURE A* Qualifying applicants will be interviewed by a committee comprised of the Assistant Superinten dent in Charge of Elementary Schools, Coordinator of Teacher Personnel, Director of Elementary Education, an elementary principal and an elemen tary classroom teacher. The latter two shall be designated by the Superintendent*s Advisory Council, B, The list of candidates approved by the committee will be used by the Superintendent of Schools when he makes his recommendations to the Board of Education for administrative cadet assignments in the elementary fields. C. Candidates recommended to the Superintendent of Schools will be so informed by the committee. Note* These plans are effective through the 1955-1956 school year only. 317 COLUMBUS PUBLIC SCHOOLS Office of Assistant Superintendent, Personnel ADMINISTRATIVE CADET OPPORTUNITIES IN THE COLUMBUS PUBLIC SCHOOLS - 1956-1957 ELEMENTARY & SECONDARY I. Qualifications A. Each candidate shall hold a master's degree in school administration or in some closely related field, by September, 1957* B. Each candidate should be under ^5 years of age and in good health, but superior candidates over this age will be considered. C. Each candidate shall have at least three or more years of teaching experience, two of which shall be at the secondary level, if applying for secondary cadet. If applying for elementary cadet the experience should be in any grade from kindergarten through grade eight. II. Application Procedure A. Application blanks for either secondary or elemen tary cadets may be obtained at the office of the Assistant Superintendent, Personnel, Administra tion Building, 270 East State Street, after October 1 5 , 1256- B. Completed applications must be returned before Monday. October 22, 19*56 for secondary cadet applicants, and Monday. November 1956 for elementary cadet applicants. III. Screening Procedure A. An examination will be given all secondary appli cants at ^ 100 P.M., October 25, 1956 at the Administration Building and elementary applicants at ^ :00 P.M.. November 19. 1956. B. Applicants will be interviewed later by a committtee consisting of the Assistant Superintendent, Personnel; the Deputy Assistant Superintendent, Instruction; 310 Director of elementary education; a school princi pal; and a teacher. The principal and teacher shall be appointed by the Superintendent's Advisory Council. For the secondary committee this shall be a high school principal and a senior high school teacher. For the elementary committee an elementary principal and an elemen tary classroom teacher. The secondary principal may represent either junior or senior high school. C. A list of candidates selected by the committee will be presented to the Superintendent for his consider ation in making recommendations to the Board of Education for assignments as administrative cadets in secondary and elementary education. The Super intendent shall not be limited to this list in making his recommendations. IV. Additional Provisions A. Applicants are requested to see that their personal and professional records at the Administration Building are up-to-date. B. Salaries of individuals who serve as administrative cadets are the same as received for regular teaching services. 319 COLUMBUS PUBLIC SCHOOLS Office of Assistant Superintendent, Personnel ADMINISTRATIVE CADET OPPORTUNITIES - 1959-60 ELEITENTARY Arrangements are being made to give an elementary administrative cadet examination during the first or second week in September. Application blanks may now be obtained at the office of the Assistant Superintendent, Personnel, Administration Building, 270 East State Street, and must be returned by August 1, 1959* However, appli cants must fulfill the following requirements by September, 1959 in order to be considered* 1. Each candidate must have a Master's Degree in school administration or in some closely related field, and must possess the provisional principal's certificate. 2. Each candidate should be under ^5 years of age and in good health, but superior candidates over this age v/ill be considered. 3* Each candidate must have completed at least three or more years of teaching experience in the Columbus Public Schools. The experience should be in any grade from kindergarten through grade eight. h* Applicants who submitted forms previously are required to submit a new application blank this year. Hov/ever, candidates who have completed at least three previous examinations (oral and written) and have not been recommended to the Superintendent, should not submit their applications again. Additional information may be obtained by visiting or calling the office of the Assistant Superintendent, Personnel, at the Administration Building. 320 COLUMBUS PUBLIC SCHOOLS Office of Assistant Superintendent , Personnel ADniHISTUATIVg CADET OPPORTUNITIES - 1368-1069 ELEHEUTARY Ai ID SECONDARY Arrangements are being made to give administrative cadet examinations sometime during the fall of 1?££• Application blanks may now be obtained personally at the office of the Assistant Superintendent, Personnel, and returned by September 2?, 1968. However, applicants must have fulfilled the following requirements by September 1, 1?6P, 5r order to be considered; 1. Each candidate must have a Master's Degree in school administration or in some closely related field, and must possess the provisional elementary or secondary principal’s certificate by September 1, 1?63. 2. Each candidate should be under ^5 years of age and in good health, but superior candidates over this age will be considered. 3. Each candidate must have completed at least four or more years of teaching experience in the Columbus Public Schools. Applicants should have experience in the area for v/hich they are applying as well as inner city experience. They also should attend the Intergroup Education Institute meetings held at the Administration Building monthly on Saturday morning October through May. 4. Applicants who submitted forms previously are required to submit a new application blank this year. However, candidates who have completed at least three previous examinations (oral and written). Elementary and Secondary, and have not been recommended to the Superintendent, should not submit their applications again. 5* Applicants living within the City of Columbus are normally given preferential consideration* Additional information may be obtained by visiting or calling the office of the Assistant Superintendent, Personnel, at the Administration Building, 270 East State Street. ALL APPLICATIONS MUST BE RETURNED BY SEPTEMBER 27. 1068 321 PLEASE FOST IN SCHOOL OFFICE AND TEACHERS* LOUNGES COLUMBUS FUELIC SCHOOLS Office of Assistant Superintendent, Teacher Personnel ADMINISTRATIVE CADET OPPORTUNITIES - 1969-1970 ELEMENTARY AND SECONDARY Arrangements are being made to give administrative cadet examinations sometime during the spring of 1970. Application blanks may now be obtained personally at the office of the Assistant Superintendent, Teacher Personnel, and returned by February 27, 1970. However, applicants must have fulfilled the following requirements by June 12, 1970, in order to be considered* 1. Each candidate must have a Master*s Degree in school administration or in some closely related ■ field, and must possess the provisional elemen tary or secondary principal's certificate by June 12, 1970, or earlier. 2. Each candidate should be under ^5 years of age and in good health, but superior candidates over this age will be considered. 3* Each candidate must have completed at least four or more years of teaching experience in the Columbus Public Schools. Applicants should have experience in the area for which they are apply ing as well as inner-city experience. Applicants who submitted forms previously are required to submit a new application blank this year. However, candidates who have completed at least three previous examinations (oral and written). Elementary and Secondary, and have not been recommended to the Superintendent, should not submit their applications again. 5* Applicants living within the City of Columbus are normally given preferential consideration. Additional information may be obtained by visiting or calling the Office of the Assistant Superintendent, Teacher Personnel, at the Administration Building, 270 East State Street. APPENDIX E 323 ADMINISTRATIVE CADET APPLICATION - 1952 I. Please give brief biographical information, including your family, school, and community backgrounds* II. According to the Columbus Elementary Principals* Association, "An elencntary principal's primary respon sibilities are: to provide professional leadership for teachers; to attend to the daily administrative duties that are a part of managing the school's plant and per sonnel; to establish, with the help of the staff, a sound school and community relationship; and to develop, with the teachers, a set of guiding educational princi ples by which to organize the school's program." Tell why you are interested in and think you are suited for the responsibilities of an elementary administrator. III. State what, in your opinion, are the primary purposes of a public elementary school. IV. Describe any ideas you have for changing or improving the program of the Columbus elementary schools. JZU- V. List the steps you, as an elementary principal, would take to secure information and counsel which would aid you in solving problems for which you have no satisfactory answers* VI. Stated below are actual problems that have confronted Columbus elementary principals in the past. Several possible solutions are given for each problem. Indi cate what you would try if you v/ere principal by marking one or more of the proposals and/or adding suggestions of your own. A. The principal is aware that one of the first grade teachers needs help in making and using experience charts. 1. Arrange for the teacher to observe a good use of charts on her grade level. 2. Make a few charts and show the teacher how to use them. 3* Ask an experienced teacher to help her colleague with this instructional problem. 4. Other suggestions - B. An experienced teacher does not try some of the instructional techniques which fellow teachers have found to be helpful and effective. The principal believes that the teacher's methods have created an unusual number of behavior problems within her classroom. 1. Request the teacher to observe a class where certain techniques have proven to be effective* 325 2. Confer with the teacher and discuss reasons for the behavior problems and possible solutions. 3* Encourage the teacher to try some different techniques in her classroom. Other suggestions - Sometimes parents request progress report cards at times other then the scheduled distribution dates. 1. Permit parents to call for cards at the princi pal's office as soon as the reports are ready. 2. Hail report cards to parents on the regular day of distribution. 3* Give progress reports to parents whenever they request them. k* Other suggestions - A school child presents a definite behavior pro blem. If he is frustrated in any way, he is overcome by an ungovernable temper. The school psychologist recommends that the child be removed from the cause of his temper tantrum and encouraged to relate his problem. The child enjoys this pro cedure but makes no effort to change his pattern of behavior. 1* Discuss the problem with the child and together establish some steps toward improvement. 2. Obtain therapeutic aid from the Child Study Department at the Administration Building. 3* Hold a conference with the parents, teacher and child to discuss his behavior and ways of improving it. Other suggestions - 326 Frequently parents want to know how they can help their children with schoolwork. 1. Help parent study group leaders plan a meeting centered on this topic. 2. Invite educational experts to discuss, at a P.T.A. meeting, ways in which parents can help children with their schoolwork. 3* Encourage teachers to work in grade level groups and prepare lists of suggestions that nay be sent to parents. Other suggestions - ADMINISTRATIVE CADET APPLICATION - 1956 Please give biographical information briefly. Include your family, educational, and community backgrounds. a. Please tell why you decided the become a teacher, b. V/hat do you believe are the most important contri butions an elementary school can make to a child? According to the Columbus Elementary Principal's Associ ation, "An elementary principal's primary responsibil ities are* to provide professional leadership for teachers; to attend to the daily administrative duties that are a part of managing the school's plant and personnel; to establish, with the help of the staff, a sound school and community relationship; and to develop, with the teachers, a set of guiding educational princi ples by which to organize the school's program." Tell v/hy you are interested in assuming the responsi bilities of an elementary administrator. Also state why you believe yourself to be suited for assuming such responsibilities* Please list any ideas you have for improving the program of Columbus Public Schools. List the steps which you as an elementary school principal would take to secure information and counsel v/hich would aid you in solving problems for which you have no satisfactory answers. Prepare an appropriate bulletin concerning procedures to be followed when a child is involved in an accident. This bulletin is to serve as a guide for the teachers. Assume that the bulletin is an outgrowth of a previous staff meeting and that you would have the clerk type it and distribute it to all teachers in your building. As an elementary principal, how would you plan and organize professional staff meetings for your school? Stated below are actual problems that have confronted Columbus elementary principals in the past. Several possible solutions are given for each problem. Indi cate v/hich you would try if you v/ere principal by marking one or more of the proposals and/or adding suggestions of your ovm. A. A teacher with limited experience is having diffi culty in controlling her group. The children are noisy and rude to one another and the teacher, They are developing such poor work habits that they are making little progress. 329 1. Spend as much time as possible in the room helping the teacher keep order and maintain discipline. 2* Arrange for the teacher to observe in a room where a master teacher is carrying on an effective program. 3* Observe the teacher to discover her weakness and make concrete suggestions to her. Other suggestions! The P.T.A. is very eager to help the school and wishes to purchase equipment. For this purpose the organization has planned to have a money making project, such as a jitney lunch, popcorn sale, candy sale, square dance, variety show, and spring carnival, every six weeks. 1. Cooperate with the P.T.A. and help in every way possible. 2. Suggest what equipment the P.T.A* should purchase with the money. 3» Help the P.T.A. restudy its purpose and function and limit the projects to one or two activities. k* Other suggestions* An experienced teacher is reluctant to try new teaching aids, such as film strips, movies, and records, or even make use of unit libraries. 1. Ask the teacher to observe a class where cer tain techniques have proven to be effective. 330 2. Observe the teacher a sufficient number of times in order to become well acquainted with her program and be able to bring in some visual material which would meet a need. _ 3* Order material for the teacher and encourage her to use it. 4. Other suggestions* A school child presents a definite behavior problem. He is constantly infringing upon the rights of the group, destroying group projects, such as murals, interrupting discussions, etc. 1. Discuss the problem with the teacher and the child and with them establish some steps toward improvement. 2. Obtain therapeutic aid from the Child Study Department at the Administration Building* 3. Ask the parents to come to school to visit the child's room and have a conference with you and the teacher* 4. Other suggestions* A teacher v/ho is new to the building wishes to get acquainted with the parents of her group. 1. Encourage her to make home visits. 2. Help her plan and carry out a meeting for the parents. 3* Use this situation to encourage teachers to work in grade level groups to meet with the parents of their children and discuss their program. 4. Other suggestions* 332 Page 2 V Certification A# What grade and type of Ohio certificate do you now hold? ______ B. Are you eligible for a principal’s certificate? Uote* To qualify for a principal’s certificate, an elementary principal must have three years of successful classroom teaching experience and 12 semester hours of graduate credit ini (a) educational administration, (b) supervision of instruction, and, (c) the elementary school curriculum. Included in the 12 hours there must also be some work in (d) the school in the social order, and, (e) human growth and development, includ ing guidance. C. If you are not eligible for a principal’s certi ficate, please state which of the above require ments you lack* VII In the space below, identify what you believe to be the most important responsibility of a principal in a junior or senior high school. VIII As a secondary principal, how would you plan and organize professional staff meetings for your school? IX In the space below, state vdiy you believe yourself to be suited for assuming administrative responsibilities in secondary education. 331 ADMINISTRATIVE CADET APPLICATION - 1957 Page 1 I Personal Data (please type all replies) A. Present address ______B. Age ______Telephone______C. Marital status (single, married, divorced), D. Number of children ______II Professional Preparation A. Undergraduate college or colleges attended B. Graduate college or colleges attended C. Degrees presently held, with fields of specializa tion ______III Teaching and Administrative Experience A. School Location Total Months IV Other Experiences A. State briefly the nature and length of other experi ences, such as business, industry, military, etc. 332 Page 2 V Certification A. V/hat grade and type of Ohio certificate do you now hold? ______ B. Are you eligible for a principal's certificate? Uotei To qualify for a principal's certificate, an elementary principal must have three years of successful classroom teaching experience and 12 semester hours of graduate credit in: (a) educational administration, (b) supervision of instruction, and, (c) the elementary school curriculum. Included in the 12 hours there must also be some work in (d) the school in the social order, and, (e) human growth and development, includ ing guidance. C. If you are not eligible for a principal's certi ficate, please state which of the above require ments you lack. VII In the space below, identify what you believe to be the most important responsibility of a principal in a junior or senior high school. VIII As a secondary principal, how would you plan and organize professional staff meetings for your school? IX In the space below, state v/hy you believe yourself to be suited for assuming administrative responsibilities in secondary education. 333 Page 3 X. References A. List two or more people who can best judge your qualifications and capabilities for a position as a secondary school administrator* Be sure to include one or tv/o university professors with whom you have worked closely. 1. Name ______Address ______— Telephone ______Position______ 2. Name Address______Telephone ______Fosition______3* N a m e ______Address ______Telephone ______Position______ A. Name ______Address ______Telephone ______Position______5* Name ______Address Telephone ______Position______ 6. Name ______Address ______Telephone ______Position______7* Name ______Address ______Telephone Position APPENDIX F 335 TO i FRO:!: I. F» Young, Asst. Superintendent, Teacher Personnel SUBJECT* Administration Cacic 1 Examinations and Interviews The administrative cadet written examinations will be given on Wednesday, November 16, 1066 at A p.m. in Room 206 for the elementary examinations; and on Wednesday. November 16, 1q66 at k p.m. in Room 2I1A for the secondary examinations. Each applicant should make arrangements with his principal to report at the scheduled time for the examination and interview. ELEMENTARY CADET INTERVIEWS ADMINISTRATION BUILDING Friday, December 9, 1966 - Room 20? Applicant 1 8*30 - 9*00 a.m. Applicant 2 9*00 - 9*30 a.m. Applicant 3 9*30 - 10*00 a.m. Applicant 10*00 - 10*30 a.m. Applicant 5 ...... 10*30 - 11*00 a.m. Applicant 6 ...... 1*00 1*30 p.m. Applicant 7 ...... 1:30 2*00 p.m. Applicant 8 ...... 2*00 2*30 p.m. Applicant 9 ...... 2*30 3*00 p.m. SECONDARY CADET INTERVIEWS ADMINISTRATION BUILDING - Room 211A Applicant 10 ...... 8*30 - 9*00 a.m Applicant 11 ...... 9*00 - 9*30 a.m Applicant 12 ...... 9*30 - 10*00 a.m Applicant 13 ...... 10*00 - 10*30 a.m Applicant Ik ...... 10*30 - 11*00 a.m Applicant 15 ...... 1*00 - 1*30 p.m Applicant 16 ...... 1*30 - 2*00 p.m Applicant 1 7 ...... 2*00 - 2*30 p.m Applicant 18 ...... 2*30 - 3:00 p.m Thursday, December 15» 1966 - Room 211A Applicant 19 ...... 8*30 - 9*00 a.m. Applicant 2 0 ...... 9*00 - 9*30 a.m. Applicant 21 ...... 9*30 - 10*00 a.m. Applicant 22 ...... 10*00 - 10*30 a.m. Applicant 23 ...... 10*30 - 11*00 a.m. 336 Applicant 2h 1*00 - 1*30 p.m. Applicant 25 1*30 - 2*00 p.m. Applicant 26 2*00 - 2*30 p.m. Applicant 2? 2*30 - 3*00 p.m. ADMINISTRATIVE CADET APPLICANTS - PERSONAL DATA April - May 1970 • ffi 4) y j Cols*, Cols*, 0. Total Status Years Held Total Total Yrs Experienc Military Marital Name School < Degree Applicant 1 Main . 40 M 13 1.0 5.0 M.Ed Applicant 2 Northwood 4i M 9*5 .0 5.5 M.A. Applicant 3 Eastgate 39 M 19 .0 11 M.A. Applicant 4 Courtright 3^ M 11 2.0 7 M.A. Applicant 5 Fairmoor 26 M 5.0 .0 4.0 M.A. Applicant 6 Main 30 M 4.0 3.0 4.0 M.A. Applicant 7 Duxberry Park 39 M 11.0 .0 6.0 M.A* Applicant 8 Windsor 42 D 16.0 .0 10.0 M.A. Applicant 9 Beatty Park 42 M 17.0 - .0 11.0 M.A. Applicant 10 Alpine 38 M 12.5 4.0 12.0 M.A. Applicant 11 Fomof 38 M 10.0 4.0 10.0 M.A. Applicant 12 Douglas 30 M 8.0 .0 8.0 M.Ed, Applicant 13 Valley Forge 35 D 12.0 .0 10.0 M.A. Applicant 14 Milo 42 M 17.5 .0 14.5 M.A. Applicant 15 Second 27 M 5.0 .0 5.0 M.A. V > d 0 0) 0 • O tiO tlO-P Cr +> O u f t d f t d d d -p < •H p •h u P re w C P d .C 0 .C 0 Tt X 0 0 ■p o fcO W > O to > d M U O *H to *h C h < T: < p O C -H *H *H •H U • r-* d d tr> 0 d TO C *H t-i-P • r-l - p u x: f t U P •d *h +> o O C T ) o c o 0 p O .H Evaluation d ^ • h d X, *H Tj 0 Vi d o *d 0 0 OOP o o d to ^ 0 f» anci td < o w p! e n p ^ P-j 0 Pi td Renarks Applicant 1 Yes 6 3-3 2.7 OSU 26 Applicant 2 Yes Reading 3 0 3 3-1 Applicant 3 Yes 6 3.5 3.2 53>^ Applicant Ur Yes 6 3.2 2.5 37'5 Applicant 5 Yes Math Spec3*l 2.5 Applicant 6 Yes 5 2.5 2.5 OSU 23 Applicant 7 Yes 6 3.0 2.8 52^ Lang. Applicant 8 Yes Devel. 3.2 2.8 Math Applicant 9 Yes Improv. 3.6 2.9 OSU ACE Applicant 10 Yes 6 3.2 2.2 519^ Neuro. Applicant 11 Yes Adjust. 3.4 2.6 Applicant 12 Yes 5* 6 3.63 2.2^ Applicant 13 Yes 6 ^.0 2.7 w Lang. VjJ \0 Applicant 1^ Yes Devel. 3.5 2.5 Applicant 15 Yes k 3.5 2.7 3^0 To * From* I. F. Young Asst. Superintendent, Teacher Personnel Subject* Administrative Cadet Examinations and Interviews The administrative cadet written examinations will be given on V/ednesday, November 1?, 1965# a-fc ^ P*m * in Room 211-A, in the Administration Building. Each applicant should malce arrangements with their principal to report at the scheduled time for the examination and interview. ELEMENTARY CADET INTERVIEWS ADMINISTRATION BUILDING - ROOM 211A Wednesday, December 8, 1965 Name School Time Applicant 1 ...... 9*00 - 9*30 a.m. Applicant 2 ...... 9*30 - 10*00 a.m. Applicant 3 ...... 10*00 - 10*30 a.m. Applicant 4 ...... 10*30 -11*00 a.m. Applicant 5 ...... 11*00 - 11*30 a.m. SECONDARY CADET INTERVIEWS ADMINISTKATION BUILDING- room 207 ’Wednesday, December 15, 19&5 Name School Time Applicant 6 ...... 1*30 - 2*00 p.m Applicant 7 ...... 2*00 - 2*30 p.m Applicant 8 ...... 2*30 - 3*00 p.m Applicant 9 ...... 3*00 - 3*30 p.m Applicant 10 ...... 3*3° - 4*00 p.m Applicant 11 ...... 4*00 - 4*30 p.m ELEMENTARY CADET BALLOT Applicant 1 Applicant 2 Applicant 3 Applicant A Applicant 5 Applicant 6 Applicant 7 Applicant B Applicant 9 Applicant 10 Applicant 11 Applicant 12 Applicant 13 Applicant lA May 11, 1965 1 Dr. Harold Eibling Sub 3 e c t * El eiaen tary Cad e t Recommendations The committee on administrative cadets has completed its interviews v/ith the elementary applicants, and we are recommending the follov/ing people for your consideration. Applicant 1 Visiting Teacher Applicant 2 Beaumont Applicant 3 Indian Springs Applicant 4- Sharon The committee is recommending that Applicant 2 work in another socio-economic area school for at least the first semester of the next school year in order that he get a varied experience since he has only been in Beaumont. Irvin F. Young Assistant Superintendent Teacher Personnel IFYisi Committeet Cleo E. Dumaree Hortensia Dyer Helen Herold Martha Dorsey May 31* 1966 Mr. Young I have interviev/ed all of the administrative cadets^ recommended by the committee, and approved all of them for assignment, beginning September, I966. The names are as follows 1 Elementary Secondary Cadet 1 Cadet 1 Cadet 2 Cadet 2 Cadet 3 Cadet h Cadet 5 Cadet 6 Cadet 7 Cadet 8 Cadet 9 Cadet 10 Harold H. Eibling 34A COLUHBUS PUBLIC SCHOOLS January 21* 1969 TO TJIE BOARD OF EDUCATION 1 It is reported as a matter of record that the follov/ing persons have been appointed as cadet prin cipals, effective January 27# 1969* Elementary Secondary Cadet 1 Cadet 1 Cadet 2 Cadet 2 Cadet J Cadet 3 Cadet h Cadet A Cadet 5 Cadet 6 Cadet 7 Harold H. Eibling H* • • ______moved, seconded by M. . . that the above be made a matter of record. AYES* NOES: APPENDIX G 3^6 November 8, 1956 Mr. I. F. Young Columbus Public Schools Division of Teacher Personnel 270 Hast State Street Columbus 15> Ohio Dear Mr. Young* Having just completed writing five letters about prospective elementary administrative cadets, I want to add a couple of comments to you directly. Knowing how much you need frank comments and evaluations of these people, I have tried to give you honest judgments. X have not stressed in the letters that I realize that my contacts with these people have not been nearly as intensive as, for example, principals who work in the schools in which they are teaching. Thus, I would want my judgments to be considered only as hypotheses and I made my statements with this assumption. I want to say also that I should be very happy to talk with you or any other members of the Committee at any time to supplement and clarify those things that I have stressed in the letters. I think that your plan for selecting the cadets is one of great fairness and I am glad to be able to help. Very cordially yours, James B. Burr Professor of Education 3^7 April 14, 1952 Hr* Benjamin A. Bennett 100 Oakland Pari: Avenue Columbus 14, Ohio Dear Mr# Bennett: I have your letter of April 10 which states that you are desiress of being considered for a promotion in the Columbus Public Schools. If our records are correct, your experience in teaching has been from grade seven through grade twelve. My examination of your transcript for the M.A. degree reveals that the strongest emphasis was on industrial arts, with some courses taken in the area of elementary education. In any large organization there are always opportunities for advancement for people of vision and ambition. '7e have talked with many of these people in the Columbus Public Schools since there are a fevf openings from time to time in the field of elementary administration. These openings are the result of a city which is growing in population from year to year. We have established a cadet program for elementary principals through which we are requiring all people to pass before they are eligible for appointment. If you feel that your major interest lies at the elementary level, if you are willing to take additional training, if you feel that you are qualified for consideration, and if you would be willing to go through a pattern of preparation, then I would suggest that you request an opportunity to talk with Mr. Miller about the possibilities in the future. I appreciate your expression of interest and sincerely hope that you will examine your qualifications and act accordingly. Very sincerely yours. N. G. Fawcett Superintendent of Schools ccs Mr. V/. V /. Miller APPENDIX H 3^9 COLUMBUS PUBLIC SCHOOLS December 9* 1957 SECONDARY CADET EXAMINATION 1. What are five qualities of a good principal? 2. Name at least five criteria you would use to evaluate the quality of instruction as you observe teaching in a classroom situation. 3. A boy has a reputation for impudence with teachers. He is sent to the office from a classroom where he has refused to work at an assigned problem with the other pupils. He has the ability to do the work. Suggest several approaches you might use in this situation. About half of the pupils in your school who evidently have the qualities needed for successful work in math and science courses do not elect such courses. In the light of present world conditions v/hat would you do in this situation? 5. To what extent is it the responsibility of the principal and teachers to keep parents informed about the program of the school? Suggest some effective ways to communicate with parents. 6. How would you, as a principal, make use of the instru ment for evaluating professional growth and teaching service? 350 COLUMBUS PUBLIC SCHOOLS October 6, 195^ SECONDARY CADET EXAMINATION 1. YJhat are five qualities of a good principal? 2. Name at least five criteria you would use to evaluate the quality of instruction as you observe teaching in a classroom situation. 3* A boy has a reputation for impudence with teachers. He is sent to the office from a classroom where he has refused to work at an assigned problem with the other pupils. He has the ability to do the work. Suggest several approaches you might use in this situation. k. If you were the principal of a school, how would you go about setting up classes or organizing an educational program for the gifted or able learners in mathematics, science or languages? V/hat criteria would you use for the selection of these pupils? 5* To v/hat extent is it the responsibility of the principal and teachers to keep parents informed about the program of the school? Suggest some effective ways to communicate with parents. 6. How would you, as a principal, make use of the instrument for evaluating professional growth and teaching service? 351 COLUMBUS PUBLIC SCHOOLS 1961 SECONDARY CADET EXAMINATION 1. V/hat are four qualities of a good principal? 2. A boy has a reputation for impudence with teachers. He is sent to the office from a classroom v/here he has refused to work at an assigned problem with the other pupils. Me has the ability to do the work. Suggest several approaches you might use in this situation. 3. V/hat do you think about multi-track curricula for secondary schools? Discuss the problems of grading inherent in such arrangements. How would you schedule students into the different tracks? V/hat proportion of the courses in a high school do you believe should be required and what part remain elective? Give reasons for the position you take. 5« If you were the principal, or vice-principal, in a situation where a teacher was having trouble instruc ting the class in mathematics, how would you try to help the teacher? Indicate several steps you think would be appropriate in trying to analyze the diffi culties involved, 6. Is the junior high meeting its obligation as an exploratory function in education? 352 COLUMBUS PUBLIC SCHOOLS 1962 SECONDARY CADET EXAMINATION 1. V/hat are four qualities of a good principal? 2. A boy has a reputation for impudence with teachers. He is sent to the office from a classroom where he has refused to work at an assigned problem with the other pupils. Ke has the ability to do the work. Suggest several approaches you might use in this situation. 3. If you were the principal, or vice-principal, in a situation where a teacher was having trouble instruc ting the class in mathematics, how would you try to help the teacher? Indicate several steps you think would be appropriate in trying to analyze the difficulties involved. 4. What are some of the newer educational practices which seem to hold promise? Explain what promise you see in each. 5* Are there trends in curriculum which need to be considered for the up-to-date school? V/hat are they? How would you make your faculty aware of them and how would you help teachers take advantage of the new subject matter? 6. As a principal, v/hat are your responsibilities to your staff in the matters of (a) supervision, (b) in-service education, (c) discipline? 353 COLUMBUS FUBLIC SCHOOLS 1965 SECONDARY CADET EXAMINATION 1. What are four qualities of a good principal? 2. A boy has a reputation for impudence with teachers. He is sent to the office from a classroom where he has refused to work at an assigned problem with the other pupils. He has the ability to do the work. Suggest several approaches you might use in this situation. 3* If you were the principal, or vice-principal, in a situation where a teacher was having trouble instructing the class in mathematics, how would you try to help the teacher? Indicate several steps you think would be appropriate in trying to analyze the difficulties involved. What are some of the newer educational practices which seem to hold promise? Explain what promise you see in each. 5- Are there trends in curriculum which need to be considered for the up-to-date school? V/hat are they? How would you make your faculty aware of them and how would you help teachers take advan tage of the new subject matter? 6. As a principal, what are your responsibilities to your staff in the matters of (a) supervision, (b) in-service education, (c) discipline? COLIT BUS PUBLIC SCHOOLS 1965 ELEMENTARY CADET EXAMINATION Do you think that a principal has a major responsi bility for the quality of instruction in a building? If your answer is yes, list some methods you might use to determine the quality of instruction. If you believe that an informed and understanding public is a cooperative one, what steps would you, as an elementary principal, take to keep your community informed? How would you, as a principal, make use of the instrument for evaluating professional growth and teaching service? If you had a choice of assignment would you select to work in a school in a low socio-economic area or a high one? Why? What is the role of the principal in the affairs of the local P.T.A.? If an active interested P.T.A. in your school decided to have an all-day school picnic on the last Friday in May, would you approve? Defend your decision A teacher is experiencing considerable trouble with several children in her class. The children are capable of doing good work but have become defiant and are refusing to cooperate. She comes to you, the principal, for help. What would you do? 355 COLUMBUS PUBLIC SCHOOLS SECONDARY CADET EXAMINATION 1970 1. What is the major role of the principal? Explain. 2. What should a principal fook for when he visits a classroom? 3« Name and write a sentence about each of five pro mising new practices in education. 4. What changes, if any, would you make in the grading system of the Columbus Public Schools if you were appointed to do this? 5* If you were the principal of a school plagued by vandalism, what steps would you take to improve the situation? 6. A social studies teacher asks you for permission to be excused from his regular duties to partici pate in a peace moratorium march. How would you handle this? 7« As a principal you are asked by a group of students for permission to distribute a mimeographed news paper of an "underground** nature. The group is made up mostly of your better students and they convince you they are not connected with any out side organization. What would you do? 8 . 'What do you believe is the proper role of the assistant principal? 356 COLUMBUS PUBLIC SCHOOLS ELEMENTARY CADET EXAMINATION 1970 1. As principal of an elementary school you are concerned about the problem of drug abuse* What plans would you make to work at this problem? 2. As principal, v/hat is your responsibility in evalua tion and reporting pupil progress? 3* There is a teacher in your building that you consider to be a failure. What action would you take? A group of parents come to you questioning a policy you had inaugurated at the school. How would you handle this situation? 5* With school aides assisting teachers in the super vision of lunch rooms and playgrounds, some parents are questioning this plan. How would you explain this policy? 6. Your school organization in September shows a wide range of class size, from 25 to 36 pupils. Even though all classes are regular grades, would you feel obligated to create some combination classes in order to equalize class size? 7* Your school is critically short of classroom space. In order to house all regular classes you must move some special area teachers and the speech therapist into smaller quarters. These specialists are some what disturbed by the coming change. How would you deal with this dilemma? 8. Your designated and paid safety patrol supervisor has been less than effective. There is little supervision, many complaints are coming in and the morale of the safety patrol members is low. V/hat v/ould you do to improve this situation? APPENDIX I 35? 358 CADET PRINCIPALS Weekly Assignment Sheet Week of October 9-13 CADET f'ON._____ TUES._____ WEDS._____THURS. FRI. ifl Scioto Scioto Trail Trail #2 Franklin #3 Douglas Glenwood #5 Adn. Adm. Adm. Adm. Adm. Bldg. #6 Adm. Adm. Adm. Adm. Adm. Bldg. #? South #8 Ohio 359 MEMO To* Mr. Dumaree From* R. W. Carter Subject* Cadet Assignments Date* August 25# 19^9 The following administrative cadet assignments are for the beginning of the school term v/ith some assignments extending over the semester as needs are expressed* Seconda nr David Kerst Northland Richard Hall Evening Phillip 3arker Fairfax Eugene Borden Linmoor Elementary Thelma Givens Windsor Keith Rinehart Cedarwood Jonathan Stuck Fair James Vaughn Douglas cc* J. G. Henery 360 CADET ASSIGNMENTS - JANUARY 2?, 19^9 Cadet #1 Garfield Cadet n Cadet Office Cadet n Milo Cadet in Douglas Cadet #5 Deshler Cadet #6 Cadet Office Cadet ill Lincoln Park Cadet m Fairfax Cadet in Cadet Office Cadet #10 Cadet Office Administrative Cadet Training Program Special Education fiarch 13# 1968 8:15 • 8*1*5 a.m. A - General Session - Room 207 (Administration Building) 1 - Special Education - Dr. Floyd F. Keil 2 - Individual Services - Mr. Court r.iussnan 8*55 ■ 9*30 a.m. S - Third Street School (Slow-Learning) Principal - Mrs. Ruth Castner 9:50 ■ 10*30 a.m. C - Glenv/ood School (Emotionally Disturbed) Principal - Hr. William Jenkins 11:00 ■ 11*30 a.m. D - Neil Avenue School (Crippled) Principal - Mrs. Helen Herold 11*50 - 12*55 p.m. L U N C H - Pancake House (N. High Street) 1*00 • 1*30 p.m. E - Indian Springs School Principal - Mrs. Gertrude Kercher 1 - Slow Learning - Mrs. Lucille Solon, Resource Teacher 2 - Neurologically Handicapped - Mrs. Martha Serio, Consultant 1*1*0• 2*10 p.m. F - Glenmont School (Visually Impaired) Principal - Mr. William Hagans Mrs. Virginia Gullion. Consultant 2*30 • 3*00 p.m. G - Alexander Graham Bell School (Deaf) Principal - Mr. James Card 3*oo • 3*30 p*m. H - Alexander Graham Bell School (General) 1 - Work-Study - Mr. Frank Caron 2 - General Session - Questions 'g* 362 C0LUT.I3US PUBLIC SCHOOLS Department of Music Education Cadet Orientation 1 Music Tuesday, February 27» I9oP a o o - 9*00 Coffee and Conference Brookhaven 9:00 M 9:^0 Band Brookhaven 91 00 - 9*^0 Glee Club Brookhaven 9«J*3 - 10*23 Mixed Ensemble Brookhaven 10:29 " 11:09 Band Medina 11:12 - 11*52 Orchestra Medina 11*55 - 1:20 Lunch Medina 1*30 - 2 :00* Second Grade, Room 15 Huy 1:30 - 2 :00* Fifth Grade, Room 2k- Huy 2*00 - 3*25 Instrumental Music, Room 3 Huy 2:30 - 3*00* Kindergarten, Room 2 Huy 2*30 - 3*00 Fourth Grade, Room 5 Huy 3*00 - 3*25 Chorus, Multipurpose Room Huy *Tv/o groups 363 Administrative Cadet Training Pro-am Special Education April 7, 1970 8* 15 ■ 8*4-5 a.m. General Session - Room 207 (Admini stration 31dg. ) - Dr# Floyd P. Heil 1 - Special Education Preview - Hr* Jack Dauterman 2 - Indvidual Services - Hr# Melvin Freedberg 3 - Speech and Hearing Therapy - Mrs. Doris White 9*10 - 9*40 a.m. Neil Avenue School Principal, Mrs. Helen Herold 1 - Crippled 2 - Educable Mentally Retarded 3 - Spec cl: and Hearing Therapy - Mrs. Ruth Long 4 - Visually Handicapped (2 children - assisted by itinerant teacher) 9*55 - - 10*35 a.m. Indian Springs School (Neurologically Handicapped, Educable Mentally Retarded.) Frincipal - Mrs. Gertrude Kircher 1 - Neurologically Handicapped - Mrs# Martha Serio, Consultant 2 - Educable Mentally Retarded - Mrs. Lucille Bolon, Consultant 10150 -■ 11*10 a.m. Glenmont School (Visually Handicapped) Principal - Mr. V/illiam Hagans Consultant - Mrs* Virginia Gullion 11*30 ■ - 12*4-5 p.m. Lunch - Ricardo*s, 14-65 Oakland Par): 1*00 - 1*30 p.m. A. G. Bell School (Deaf) Frincipal - Mr. James Card 1*50 - 2*15 p.m. Fairfax School (Emotionally Handicapped) Principal - Mr. Mike O'Leary 2*35 - 3*00 p.m. Third Street School (Educable Mentally Retarded) Principal - Mrs. Ruth Castner 36^ 3*00 - 3*30 P.m . Third Street School - (General Meeting) 1 - VJorlz Study Program - (Educable Mentally Retarded) Mr. Frank Caron 2 - Questions m e i .:o To! Staff Members From C. L. Dumaree Subject* Information and Schedule for Administrative Cadet Training Program Date* February 19» 1970 A. General 1. All meetings are scheduled in the Board Room, Administration Building, except as indicated. 2. Approximately 20 elementary and secondary school administrative cadets and assigned administrators v/ill participate in these meetings. B. Schedule 1. General weetings Date Time Area Staff Member March 6, 1970 2*00 - 3*oo General Administration Dr. K. H. Eibling February 27, 1970 3*30 - 10*30 Instruction Mr. L. V/. Huber March 3» 1970 8*30 - 10*30 Instruction Mr. L. V\ Huber ****March b. 1970 8*15 - *{■*00 Business Affairs Mr. F. T. Rudy ****March 5, 1970 2*00 - 5*00 Elementary Art Miss Sandfort March 9» 1970 3*00 - 5*oo Summer School Mr. Paul Lindquist March 10, 1970 3 *oo - 5*00 Special Program Devel. Mr* 0. J. Smucker March 11, 1970 8*30 - 10*30 Special Services Dr. J. L. Davis March 13, 1970 8*15 - 2*30 Physical Education Mr. K. D. Sheatsley March 1A, 1970 0*00 - 3*00 Pupil Services Conf. Mr. J. S. V,rade March 16, 1970 8*30 - 10*30 Intercultural Education Mr. L. C. Y/right March 17, 1970 2*00 - 5*00 Secondary Art Miss Sandfort w - CN March 15, 1970 8*15 10*15 Fupil Services Mr. J. S. Y/ade v_r\ March 20, 1970 8*15 - ^*00 Secondary Education Mr- T. H. Mayer Schedule for Administrative Cadet Page 2 March 30, 1970 8*15 - if*oo Adult Education Mr. D. E. Thatcher March 31. 1970 3*00 - 5*oo Safety Education; Mr. H. F. Wilson Teacher Liability April 1 , 1970 8:15 - 10*15 Mathematics £ Science Mr. R. E. McHemar Education April 3. 1970 8:15 ~10*15 Teacher Personnel Mr. I. F. Young *****April 6, 1970 3*oo - 5*oo Radio, Television & Audio Mr. J. H. Sittig Visual Education April 7, 1970 8:15 - ^*00 Special Education Dr. F. F. Keil ***April 8, 1970 3*30 - 5*oo Food Services Mr. Chas. Hartman April 10, 1970 8*30 - 100 FTA Music Festival April 13. 1970 3*00 - 5*oo Publications and Public Mr. R. L. Coldren Affairs April u . 1970 3*00 - 5*oo Child Study and Student Mr. C. E. Ferrell Counseling April 15, 1970 8*15 - 4*00 Practical Education Mr. R. 0. Knight April 17, 1970 2*00 - 5*00 Academic Humanities Mr. R. V. Marsh **April 20, 1970 3*oo - 5*oo Public Information Mr. Craig Dyer *****April 21. 1970 8*15 - 4*00 Elementary Instruction Miss Kortensia Dyer April 22, 1970 8*30 - 10*30 Health Services Dr. Carey Paul April 2b, 1970 8*15 - 4*00 Elementary Instruction Miss Kortensia Dyer April 27, 1970 8*15 -12*00 School Libraries Miss Caroline Holmes April 28, 1970 8*15 - kiOO Secondary Education Mr. T. H. Mayer April 29, 1970 8*15 - 00 Pupil Personnel Services Mr. H. M. Williams May 1. 1970 8*15 - ^*00 Fine and Performing Arts Mr. Gordon Harris May 5, 1970 8*15 -10*00 School Architect Mr. David Jones May 6, 1970 8*15 -10*00 Clerk-Treasurer Mr. Win. Laughlin **** May e, 1970 8*^5 - 12*00 Program Flanning Mr. Horval Goss Mr. Howard Merriman Os ON icilc for Administrative Cadet Training Frogram Page 3 ’’ay 13, 1970 Tentative Juvenile Court Judge John VJ. Kill Hay 15, 1970 3:00 - 5 100 Professional Negotiations; Hr. Paul V,*. Kersey School Seminars 19, 1970 2:00 - 5*00 Data Processing Hr. R. E. Kitt '■'ay 20, 1970 7 0 0 - 5*00 Fairfield School for Boys Hay 22, 1970 3*oo - 5*00 School Plant Planning Mr. W. E. Beers Hay 26, 1970 3*00 - ^ 100 Elementary Administration Hr. James G. Henery & Organization Hay 26, 1970 i|*:00 - 5*00 Administrative Services Hr. R. V/. Carter *Hay 27, 1970 8*30 *~ ^*00 PTA Workshop Mrs . Stephenson, President Hay 29, 1970 2*00 - 3*00 General Administration Dr. H. H. Sibling *Assembly Room **Fift.h Street Annex ***Food Service Production Center, 835 S. "ain Street ****Starling Street 102, Administration Building VjJ On -O APPENDIX J Way h, 1971 TO* Dr. Joseph L. Davis RE 1 Dissertation on History of Cadet Program of Columbus Public Schools FROM* Tom Moore, Principal, Highland Elementary This must be the worst of times for requesting your attention to an individual request, but hopefully I can structure the request so that the response might be as easy as possible. I am moving forward on my proposed study, "An Analysis of The History of The Columbus Public Schools Cadet Program for Administrators". I have developed several step-by-step goals which you might find inter esting* 1-Kay-1971 To develop to acceptable form for my "proposal". To acquire reading committee signatures. To search Board of Education records, publications, etc. in order to have a better basis for development of a questionnaire for principals. To form a committee of principals to help develop "prime" areas of concern. 2-June and July To develop more fully the questionnaire for principals. To develop interview guides for central office personnel. To write basic chapters, (review of literature etc.) 3-August, 1971 To administer the questionnaire via school mails as principals return to their pests. Now! I am interested particularly in the third point under item number one. I feel I need some advice on how to acquire an opportunity to survey the followin types of information* 1. I would like to have access to copies of the Cadet application used in the past. 2. I would like to have access to copies of the Cadet examination given in the past. 3 . I v/ould like to have access to copies of the •'Requirements and Procedures" for making appli cation in the past. *4-. I would like to have access to statistical figures concerning applicants and those accepted in the program. 5* I would like to have access to Board publica tions dealing with the cadet program. Your help would be in helping me find a way to approach Mr. V/ade for items number 1, 2, 3, and Item 5 way require my access to Information Department records and files. Maybe you will want to give me a "letter of introduction" giving authenticity to my request for these items, or you may want to handle this in your own manner. Thank you for your continued help! Sincerely, L. Thomas Moore Principal 371 May 2U-, 1971 Mr. James V/ade Columbus Education Center Columbus, Ohio Dear Mr. V/ade 1 I really don’t mean to take more of my share of your time than I should, but now I need another favor which you in your position can provide me. I have begun a study (dissertation) centered around MAn Analysis of the History of The Columbus Public Schools Cadet Program for Administrators". I have received approval via Mr. Dumaree and Dr. Davis to conduct the study. The study will be historical from a statisti cal point of reference, and historical in ascertaining the opinions and feelings of administrators over the years. Now! I am interested particularly in several areas at this point which your division could help me considerably. I have met with Dr. Davis and he has written his approval for me to seek the following information from your division (see enclosed copy). I need to survey the following kinds of informa tion and the mechanics of doing this need to be dis cussed) 1. X v/ould like to have access to copies of the Cadet Application used in the past. 2. X would like to have access to copies of the Cadet Examination given in the past* (I can explain what I intend to do with each of these areas.) 3» I would like to have access to copies of the "Requirements and Procedures" for making application in the past. I would like to have access to statistical figures concerning applicants and those accepted in the program. I thought some advanced notice to what I might want would give you a chance to think about my request and then I will call and make an appointment with your secretary so that v/e might be able to discuss the request. I am willing to work under almost any limitations and will remove nothing from your office area if you wish. Maybe your secretary could supply me with the materials and files as I need them. I really, don’t know how it will operate, but hope you can help me. I'll call in a few days for an appointment. Sincerely, L. Thomas Moore Principal APPENDIX K COLUMBUS PUBLIC SCHOOLS Columbus, Ohio Administration Cadet Program The Administrative Cadet Program was begun in the Columbus Public Schools in 1952 for the purpose of pro viding in-service training for prospective administrators. Teachers in the Columbus Public Schools who are interested in becoming administrators may obtain an application blank for the administrative cadet examina tion from the office of the Assistant Superintendent of Personnel. Applicants must fulfill the following require ments * 1. Each cadet must have a Master’s Degree in educa tional administration or in some closely related field, and must possess the provisional elementary or secondary principal’s certificate. 2. Each cadet should be under ^5 years of age and in good health, but superior persons over this age will be considered. 3 . Each cadet must have completed at least three or more years of teaching experience in the Columbus Public Schools. Applicants should have specialized in the area for which they are applying. Qualified cadets, both elementary and secondary, take written and oral examinations, which are given on separate dates. On the basis of these examinations 375 elementary and secondary committees composed of at least one teacher (selected by the Superintendent*s Advisory Council); one principal; one director; The Assistant Superintendent, Personnel; and The Assistant Superinten dent, Administration, draw up a list of recommended cadets, which is then submitted to the Superintendent. From this list the Superintendent selects persons to become administrative cadets and presents their names to the Board of Education for approval. During a training period of approximately one year the cadets take part in many activities designed to afford practical experiences in making objective analysis of school problems. They visit and observe in elementary, secondary and special schools; act as assistants in the absence of principals; assist in the development of pro jects or studies being prepared for the schools; meet directors of various departments and become acquainted with the functions of each; have contact with groups and community agencies that work closely with schools in the interest of children; and in general become actively involved in administrative procedure. Through visitations, discussion, and participation, the total operation of the school system is revealed, and the personal contact with many persons in the schools and the community develops in cadets a sensitivity in the area of human relations. 376 A weekly seminar conducted by Assistant Superinten dent, Ad:nini strati on, gives cadets opportunities to share field experiences, raise questions, discuss trends, develop philosophies, explore problem situations, and hear policies explained. The seminars are designed to broaden and make more meaningful all of the orientation experiences to which the cadets are exposed. 377 COLUMBUS PUBLIC SCHOOLS April 19. 1971 Subject* Developing Administrative Leadership Columbus Public Schools have had a phenomenal growth over a period of the last twenty years. During that time pupil enrollment has increased from 46,406 in 1950 to 109.793 in 1970. To house this increase in size 77 new schools have been built since 1956. The growth in enroll ment and in new facilities has caused an exorbitant need for new administrators in the school system. Our need for additional administrators can best be expressed by the fact that we have added an average of fifteen (15) new personnel to our administrative staff each year since 1956. New administrators for our system had to be developed. In 1952 we initiated in Columbus the Administrative Cadet Training Program. This program of leadership devel opment was designed to incorporate an intensive orienta tion regarding the school system and to invoke an intern ship phase that would assist the prospective administrator in developing a feel for his new role in the schools. The program in brief is as follows* Teachers in the Columbus Public Schools who are interested in becoming administrators may obtain an application blank for the administrative cadet examina tion from the office of the Assistant Superintendent of Personnel. Applicants must fulfill the following require ments : 373 1. Each cadet must have a Master*s Degree in educa tional administration or in some closely related field, and must possess the provisional elementary or secondary principal * s certificate. 2. Each cadet should be under 45 years of age and in good health, but superior persons over this age will be considered. 3* Each cadet must have completed at least four or more years of teaching experience in the Columbus Public Schools. Applicants should have specialized in the area for which they are applying. Qualified cadets, both elementary and secondary, take written and oral examinations, which are given on separate dates. On the basis of these examinations elementary and secondary committees composed of at least one teacher (selected by the Superintendent's Advisory Council)* one principal; one director; The Assistant Superintendent, Personnel; and The Assistant Superintendent, Administra tion, draw up a list of recommended cadets, which is then submitted to the Superintendent. Prom this list the Superintendent selects persons to become administrative cadets and presents their names to the Board of Education for approval. During a training period of approximately one year the cadets take part in many activities designed to afford practical experiences in making objective analysis of school problems. They visit and observe in elementary, secondary and special schools* act as assistants in the absence of principals; assist in the development of projects or studies being prepared for the schools; meet directors of various departments and become acquainted with the functions of eachj have contact with groups and community agencies that work closely with schools in the interest of children; and in general become actively involved in administrative procedure. Through visitations, discussion, and participation, the total operation of the school system is revealed, and the personal contact with many persons in the schools and the community develops in cadets a sensitivity in the area of human relations. A weekly seminar conducted by Assistant Superinten dent, Administration, gives cadets opportunities to share field experiences, raise questions, discuss trends, develop philosophies, explore problem situations, and hear policies explained. The seminars are designed to broaden and make more meaningful all of the orientation experiences to which the cadets are exposed. 380 Hay 21# 1970 The Weekly Guide Page 5 CADET PRINCIPAL PROGRAM OFFERS UNIQUE WAY OF TRAINING PERSONNEL By Mary Ann Langholz A skilled* steady hand at the helm of a public school is too important a matter to be left to chance* That's the thinking behind the cadet principal train ing program followed by Columbus Public Schools for nearly two decades* Officially known as the Administrative Cadet Program* the idea of training candidates for principal assignments was begun in CPS in 1952* Four years later C* L* Dumaree* now assistant superintendent# Administration# restructured the pioneer program into substantially its present form# and has been closely associated with it ever since* Robert Carter# his right bower as executive director of Administrative Services* has handled details of the program for several years. "Columbus is basically unique in the training of its administrators#" Dumaree points out. "Many systems assign future principals to serve as interns and they are assigned to work under only one principal* Columbus Public Schools exposes the cadet to every facet of the school system to provide much broader experience." Most principal material comes from the teaching ranks* Aspirants for cadet training must meet three fundamental 381 requirements before they can be considered* They are (1) a Master*s Degree in educational administration or a closely related field, plus a provisional elementary or secondary Principal's Certificate issued by the Ohio Department of Education! (2) the candidate must be under 45 years of age and in good health* (Superior individuals over 45 are some times considered*) (3) The applicant must have completed four or more years of satisfactory teaching in Columbus Public Schools* If these requirements are met# the prospective cadet takes a written examination and is interviewed by a commit tee composed of five administrators and teachers* Their recommendations are sent to the Superintendent for his approval and that of the Board of Education* Once approved# the cadet's real training begins* About 60 applications for cadet training are received each year# Carter says* Usually a new class of cadets is started every six months# so there are two classes in progress at any time. There are 21 cadet principals in training at this time* During the training period of approximately one year# the cadets take part in a variety of activities to give them practical experience in making objective analyses of school problems* 382 They visit and observe in elementary# secondary# and special classes} act as assistants when principals are out of their building} and help develop projects or studies being prepared for schools* The in-service training includes meeting the director of each school department to familarize them with its functions* Cadets also are brought into contact with many groups and community agencies which work closely with the schools in the interests of the children* In this way the total school system is revealed and the role of the school administrators is developed* A weekly seminar conducted by Dumaree allows the cadets to share field experiences# broach questions# dis cuss trends# develop philosophies# explore problem situa tions# and hear school policies explained* The result is a broader understanding of the role and functioning of the public school* "We are shooting at two basic objectives in our Cadet Training Program#" Dumaree points out. "They are (1) to prepare and train administrators so they can provide the best possible leadership for our boys and girls} and (2) to provide experiences in advance of actual assignment so each administrator will be at ease and knowledgeable about his job." "A principal's role today has three main facets#" Dumaree adds. (1) The principal is an instructional 383 leader intermeshing teacher, staff, and curriculum to provide the best learning environment for the child) (2) the principal has an important and fast-growing role in the school community; and (3) the principal has a strong public relations role in communicating with teachers students and parents.H In the past 1^ years, Dumaree has seen nearly 150 administrators trained for school leadership in the program Before that time, teachers were appointed to head up a school without prior training and without much background for the position. Dumaree recalls. The new way is far better for all parties, he firmly believes. Carter stresses the current aspect of cadet training. “Administration today is changing rapidly,1* he states. "It's all a part of the pressure of the times. Society chooses greater involvement in schools, professional teachers are no longer followers but want a larger voice in school matters, and the student body is more sophisti cated and active than ever before. "A principal today can no longer be autocratic. He must include the students, teachers, patents, and the whole community in decision making for the school* "As today's demands are greater, the diversification of abilities calls for an individual who would be tops in any comparable business or industry. He must be the best that can be produced. No longer can we be satisfied with 384- dedication alone% we must look for and must expect to pay for the best talent that can he found — and developed*" An outside voice tells how the principal's lot has changed* Says Thomas Burke* a Chicago elementary principal* speaking in the Wall Street Journal for February 25* 1970i "Ten years ago our biggest concern as principals was why we couldn't keep on working past the mandatory retirement age of 65* Now* a lot of us wonder if we can last that long-" It's to provide that lasting power that Columbus Public Schools has been putting its principal material through a rigorous training program for the past 14 years. It seems to be paying off. APPENDIX L VO CO •-3 o 4 o w 0) _ p p § * h CD s S & J J © t h ♦* cq ♦* O S3 5) o' * 0 t+ p. p. p» P O' “ © © > 5 5 p P H* 01 p . o 3 rincipal, Ele. rincipal, Total Total £ Asst. Principal Asst. Secondary <* g j“ Supervisor Secondary Secondary £ Superintendent Supervising Asst* Principal Asst* Principal Principal, Assistant Elementary Elementary I < o S- Director Executive Director |P m III o H* O H I—1 1 1 o ro M to VO NO tO O O O n 1 o ro M o •£■ O O O O VOVO to Vr\ VO NO VJ VA J j ■CP ■*=■ O -£■ to 1—1 H M to o 00 o a a 1 1 -fr 00 VO 00 H O to Vn NO VO V VJ NjJ n o H O O M 1—' VO 1 1 O »-* o o o o O H V - o ON - 0 no O ■P" ■P" O O to o M o o H M to 00 CD CD O -O O V ro HOOH* O O O O NO NO M U) NO o to ON NO VJ VO U ) O O to VJ VA J-* -P* 00 CD * n p ■ H* rt- o M> a a ro H* p O Cl O 3 <+ H* 3 o 3 o O 3 *1 P 3 H) O p l-» -O << « n a a • o p . CJ p p n h>* 3* w O Cl o p 01 £+ M c P o -si V V U) ►CJ *Q CD (9 0- o s? © © 01 o CD *1 a a * Collapsed Categories indicated by Roman Numeral 38? Set I Tabulation #2 Cross Tabulation* Raw Data* Raw Variable * Age Column Variable* Instructional View Given Cadets a> no c *5 1 rt rt »H ■ H * H -P U o J nf o o «j 3 -p 4^ >rl to do c G +* ® rH fe *3 O *H •h -a t i -p d r - l 0) ■p O C O CJ to C CO rt v 4>"H o E; W Eh E £ S CL, p, W > EH n III 10-19 1 0 o 0 1 I 20-29 5 3 0 0 8 30-39 18 4o 23 0 81 II 40-49 23 34 29 86 50-59 11 12 21 0 44 III 60-69 3 1 7 0 11 70-79 0 0 0 0 0 61 90 80 0 231 Contingency Coefficient (raw data)* 0.2961 Chi Square (collapsed data) 11*5122 df - 4 **Collapsed Categories indicated by Roman Numeral 388 Set I Tabulation #3 Cross Tabulation* Raw Data* Raw Variable* Age Column Variable* Problems Given Least Attention- Cadet Program to u C rH u £ 0 O nf 0 0 -p •H 1 to C •rl nf +> nf »h O ■P a u to nJ fcrH *rC flj X? nf c +> C 0 -P*H P«i“H fH 0 to O •H to ^ S 3 O cJ <0 ■p »H •H »H *H CO 3 O to to C x J Ctf «H c +» g c 0 0 rH Q $% *H •h nf g •H 0) ■p U r-t rH CO to Of g H g e > M Jh -H •H £ •P o 3 a> •p O T3 *H C 3 x: 0 O O 2: W cc t n < K O < -P MOW a* cu 0 E-i I II ill 10-19 1 0 0 0 0 0 0 1 I 20-29 5 1 1 0 0 1 0 8 30-39 39 3 12 8 3 13 0 78 II 40-^9 52 2 2 5 17 0 82 50-59 26 2 k 2 0 8 2 kh III 60-69 8 0 0 0 0 3 0 11 70-79 0 0 0 0 0 0 0 0 130 8 21 12 8 hz 2 223 Contingency Coefficient (raw data)* 0.3^19 Chi Square (collapsed data) 9 .1162 df = k ** Collapsed Categories Indicated by Roman Numeral 389 Set II Tabulation # 1 Cross Tabulation* Rdw Data* Raw Variable* Sex Column Variable* Position © Vt © a o ctf K © © * 5) TJ P H S © -q c -3 Q § %* S ctf ft SS, © e ctf P p o it W it p o •H ni o ft © © O o a ft A O At a EH W K Eh EH I II III IV Male 30 118 0 22 7 7 2 3 5 194 Female 12 20 2 4 3 3 3 3 3 53 42 128 2 26 10 10 5 6 8 247 Contingency Coefficient 0.2890 Chi Square (collapsed data)* 11*9241 df * 3 •Collapsed Categories indicated by Roman Numeral 390 Set II Tabulation §Z Cross Tabulation* Raw Data* Raw Variable * Sex Column Variable* Instructional View Given Cadets a> Male 4 ? 8 1 6 5 1 9 3 Female 1 6 11 25 5 2 6 3 9 2 90 2 4 5 Contingency Coefficient (raw score) 0.1745 Chi Square (collapsed data) 7*6940 df - 2 391 Set III Tabulation I Cross Tabulation* Raw Data* Raw Variable * Position of Respondent Column Variable* Goals of the Program As They Now Operate 0) 4) 1 > 1 CD U> M c W*H ctf +> U 1 TJ o to o 1 +> +> c Ctf CD to CD •H CO .5 •H ctf O § o 3 JS a* ■a H M rH H •P Q 4> g •H H O c S •H t—I TJ P c H O CD CD *H g +» Ctf Ctf O o O O *H CO rH Ctf P . O o O Ctf > CD U •H CD M § CD *H C 2 W O o W (U CO 1 Q CO w a: & w CD II Asst* Ele. Principal 5 0 0 0 1 0 2 Asst* Sec. Principal 3 3 1 2 4-25 .Principal II [Elementary 24 0 1 2 3 0 10 Principal III Secondary 4 4 0 2 1 0 4 Supervisor 16 0 0 0 0 0 6 Director 5 1 0 0 0 0 3 Executive Director 0 0 0 0 0 0 1 IV Assistant Superinten dent o 0 0 0 0 0 0 Supervising Principal 1 0 0 0 0 0 0 58 8 2 6 9 2 31 392 Set III (con't) •p c a © «H © c 0 0 0 e 0 5 £ ■P *H 0) CO © a co *ri+> c© •H E*H -P •a ^ •H E 0 •H »H © *4 © a 0 •H © > 0) © CO h r- t O 0 -P p © >- s h +»T-\ © *a •a x ;S *H 0) O U H 0 CO V CO > rt § & 0 H >j © © > 'H >5 © © j-t X CO 3 wo; a w 4:5 0 0 w Q A tn W w < 5 iS Asst* Ele* Principal 0 0 3 3 0 0 0 14 Asst* Sec* Principal 4 1 11 2 1 1 0 40 Principal Elementary 9 4 13 10 11 4 10 101 Principal Secondary 4 1 3 6 2 1 1 33 Supervisor 1 0 5 1 0 0 1 30 Director 4 1 4 1 0 1 0 20 Executive Director 2 0 0 0 0 0 1 4 Assistant Superinten dent 0 0 2 0 0 0 0 2 Supervising Principal 0 0 1 0 0 0 1 3 24 7 42 23 14 7 14 24? Contingency Coefficient 0*5831 Chi Square (collapsed data) 3I.8 O89 df = 9 *Roman Numeral represent collapsed categories 393 Set III Tabulation #2 Cross Tabulation* Raw Data* Raw Variable* Position of Respondent Column Variable* Problems Given Least Attention In Cadet Program t to • ctf i~l ^ 89 E £89 89 d Xi 'O■Q c C *1 P *H If-* P< g < 0 o * H•H 89M 0 1 3 O P -H |.H1 *H C C 89 CO 3 r-t O W CO Ctf C P C CHh PP 3§ OO <-fft C *4 ttf *H *H o w Q 3 Ctf *P «H Ctf Ctf E'HHE •H r-f *3 © p £ ft fd £ rH Ctf H *—l E£ P **H H E > 10 O *-t *H *H P O 3 © P ©© OO Ctf Ctf A i »3 •<-» C *H 3 .« .c o g ; K K C005oo ce O O o OW w < P H 'P O W CU E-f I II III Asst* Ele* Principal 9 0 1 1 0 2 1 14 I Asst* Sec* Principal 20 1 4 4 3 3 0 35 Principal Elementary 52 12 4 2 24 1 100 11 5 Principal III1 Secondary 22 0 1 2 1 5 0 31 IV !Supervisor 25 l 0 1 1 1 0 29 Director 10 1 2 1 1 4 0 19 Executive Director 2 0 1 0 0 1 0 4 V Assistant Superinten dent 1 0 0 0 0 1 0 2 Supervising Principal 2 0 0 0 0 1 0 3 143 8 21 13 8 42 2 23? Contingency Coefficient 0.3705 Chi Square* 16.7966 df = 8 *Ronan Numeral indicates collapsed categories 395 Set III Tabulation #3 Cross Tabulation* Raw Data* Raw Variable: Position of Respondent Column Variable* Skills Given Most Attention In Cadet Program i to Ctf 1 i ■p ,&r ctf Oc ft •H to O1 I Hp oa •p •H o w C •H 01 P iH O 01 10 ctf f—f C3 Orl 60 C rH h W'H H o Q s s 0) -P H E'Hrl ■H tf> «H rH 3 S *H ctf > E +>.H 6 >-H +>to OC ti-H rH +* O 3 Asst* Ele* Principal 10 0 0 1 1 0 0 12 Asst* Sec* Principal 20 3 1 3 9 1 0 37 Principal Elementary 52 9 2 10 24 3 0 100 Principal Secondary 15 5 1 k 8 0 0 33 Supervisor 26 2 0 1 1 0 0 30 Director 10 0 1 2 6 0 0 19 Executive 3 0 0 0 1 0 0 4 Director Assistant Superinten dent 1 0 0 0 1 0 0 2 Supervising Principal 2 0 0 1 0 0 0 3 139 19 5 22 51 4 0 240 Contingency Coefficient 0.3378 Chi Square (collapsed data)* 16.2151 df = 8 *Roman Numeral indicates collapsed data 397 Set III Tabulation Cross Tabulation* Raw Data* Raw Variable! Position of Respondent Column Variablei Problems Given Most Attention In Cadet Program t ro 1 01 rH ro E ro ro (-1 rH £ £ TJ £ o -P -H p. at O < O •H « M o -p *rl •H • r l tO ro cd *H +> S X o a StS Supervisor 2b 1 1 0 3 0 0 29 Director 10 3 1 3 2 0 0 19 Executive Director 2 1 0 1 0 0 0 b Assistant Superinten 1 1 0 0 0 0 0 2 dent Supervising Principal 2 0 0 1 0 0 0 3 398 Set III Tabulation (con't) Contingency Coefficient O.386O Chi Square (collapsed data)* 10*9288 df = k ♦Roman Numeral indicates collapsed categories 399 Set III Tabulation #5 Cross Tabulation* Raw Data* Raw Variable* Position of Respondent Column Variable* Instructional View Given Cadets C a U a +> Asst* Ele* Principal 5 8 1 Ik Asst* Sec* Principal 7 15 18 1*0 jj Principal Elementary 20 *5 36 101 jjj Principal Secondary 10 10 13 33 IV Supervisor 1^ It 10 28 Director 6 7 7 20 Executive Director 1 1 2 l* V Assistant Superinten 1 0 1 2 dent Supervising Principal 0 2 1 3 6b 92 89 21*5 400 Set III Tabulation #5 (con*t) Contingency Coefficient 0.3002 Chi Square (collapsed data) 14.6111 df = 8 •Roman Numerals indicate collapsed categories. I I M 1 t-* M H* HH t- 1 H H H H O VO VO vO vO NO vO vO VO vO VO vO VO vO ON Ov ON ON ON VA Va VA Va v a Va VA Va o Va) to t-1 O vO 00 -o ON v a ■fr VO ro w to o SO 3) o P P t-3 OO to to o M o H* o to o o ro Other s 3 P £ O' 3 D c 5 PP I-* Overall Know, *i <+ p UN oo Va 00 O n H H vO Va VA h* H' ro of System H* P ft P< P *» H- O* o H* t-1 3 P P M O' Observe K o M o o O J-* O O O O o o Principal P tm K p P O' P c Discussion o MM o o o OO O o O o o o H Time o P P 3 M c+ e+ t+ 3 (->• O M Relation P* 3 < with O* 3* H O o o o o vo H O o o o © c H* % Mr. Dumaree d- O M H* 3* O 3 W P Opportunity V . to p •o ro O I—* H o o H H HH o H to prac. Q- o experience p 3 O* bd P << 3 Transitional e+ o ro o VO o M O H HO o O Experience O P fr P P m Working with c+ o o o o o o O O O O O o O Curriculum P *TJ o 0 P (K* a 2 1 1 1 1 1 p H* *1 e+ CD vO ro ON to O NO to ON Total •p- o 402 Set IV Tabulation # 1 (con * t) 1965 • 1 7 1 0 0 4 0 0 13 III 1966 0 9 4 0 2 4 0 0 19 196? 1 2 1 1 0 2 3 0 10 1968 1 5 3 0 1 4 3 0 17 IV 1969 0 8 3 0 1 2 1 0 15 1970 0 0 1 0 0 2 2 0 5 13 88 16 3 9 2? 18 0 1?4 Contingency Coefficient 0.6557 Chi Square (collapsed data) 16*9204 df = 6 ♦Roman Numerals indicate collapsed categories. 1*03 Set IV Tabulation #2 Cross Tabulation* Raw Data* Raw Variable* Year In Which Respondent Was a Cadet Column Variable * Contribution Made By Cadet Program to GO to to a) 0) a> <0 ■ rl •H •H •H P P P P •H • r t •H •H 8 § § § P P P P b *4 u >> O 1952 3 1 2 0 1953 l 0 0 0 195^ 0 2 0 0 1955 6 2 0 0 I 1956 2 4 1 0 1957 6 3 2 1 1958 3 1 2 0 1959 1 0 0 1 I960 1 7 3 0 1961 5 3 3 0 1962 1 7 1 0 II 1963 1* l* 1* 0 1961* 3 i* 1 0 404 Set IV Tabulation #2 (con't) 1965 6 6 1 0 13 1966 6 8 5 0 19 1967 3 6 1 0 10 1968 14 1 2 0 17 1969 10 5 0 0 15 1970 4 1 0 0 5 79 65 28 2 1?4 Contingency Coefficient O.6O63 Chi Square* 13.1756 df = 6 ♦Roman Numeral indicates collapsed categories. 1*05 Set IV Tabulation #3 Cross Tabulationi Raw Data* Raw Variable* Year In Which Respondent Was a Cadet Column Variable* Opportunities To Make Decisions c 1 m oE Vi o a> a> tj V -P E 6 »—1 > 3 Vi O *H 0J +> O W -P co O Sr* 1952 3 0 2 1 6 ' 1953 0 1 0 0 1 I 1954 0 1 0 1 2 1955 4 3 0 1 8 1956 0 5 1 1 7 1957 0 4 6 2 12 1958 1 1 3 1 6 II 1959 0 0 0 2 2 1960 2 3 3 3 11 1961 1 4 4 2 11 1962 0 2 4 3 9 III 1963 1 2 5 4 12 1961* 0 3 3 2 8 **06 Set IV Tabulation #3 (Con*t) 1965 1 8 2 2 13 1966 1 8 5 5 19 1967 2 7 ** 17 1968 2 9 2 2 15 1969 2 2 0 1 5 1970 2 2 0 1 5 21 67 1*6 **0 1?4 Contingency Coefficient* 0. 5153 Chi Square* (collapsed Data) 16.378** df = 8 ♦Roman Numeral indicates collapsed categories. 407 Set TV Tabulation //4 Cross Tabulation* Raw Data Raw VariabLe* Year In Which Respondent 'Was a Cadet Column Variable* Opportunities To Make Decisions e £ I W o u © C D 0 > •o CD at -p e e rH > ■ p o *(-r 1952 3 0 3 0 6 1953 0 1 0 0 1 I 1954 0 1 1 0 2 1955 6 2 0 0 8 1956 0 5 2 0 7 1957 2 7 2 1 12 1958 2 2 1 1 6 II 1959 0 1 1 0 2 1960 1 8 1 1 11 1961 3 5 2 1 11 1962 1 4 0 9 III 1963 2 5 4 1 12, 1964 1 5 2 0 8 400 Set IV Tabulation #4 (con* t) 1965 4 9 0 0 13 1966 4 14 1 0 19 1967 4 3 3 0 10 1968 5 9 0 3 17 1969 6 6 2 1 15 1970 3 2 0 0 5 ^7 89 29 9 17^ Contingency Coefficient 0*5270 Chi Square (collapsed data) 16*3784 df * 8 *Roman Numeral indicates collapsed categories 409 Set IV Tabulation 7f5 Cross Tabulation* Raw Data: Raw Variable* Year In Y/hich Respondent Was a Cadet Column Variable* Cadet Seminars i •H I O -P •H T) *H i—| •p a> +> o rt U -P to O H -P CS OS o u & o ft ft S ft rt E-t 1952 5 1 6 1953 1 0 1 I 195^ 1 1 2 1955 6 2 8 1956 2 5 7 1957 2 10 12 1958 1 5 6 II 1959 1 1 2 1960 3 8 11 1961 5 6 11 III 1962 1 8 9 kxo Set IV Tabulation 45 (con*t) 1963 2 10 12 196*f 2 6 8 1965 2 11 13 1966 5 lif 19 1967 5 5 10 1968 4 13 17 1969 if 11 15 1970 1 4 5 53 121 17^ Contingency Coefficient O.3731 Chi Square (collapsed data) 15*0753 df = 6 ♦Roman Numeral indicates collapsed categories. m Set IV Tabulation #6 Cross Tabulation Raw Data Raw Variable* Year In Which Respondent Was a Cadet Column Variable* System Field Trips to to Most 1952 6 0 Profi 6 1953 1 0 1 195^ 2 0 2 1955 7 1 8 1956 7 0 7 1957 11 1 12 1958 6 0 6 1959 2 0 2 I960 9 2 11 1961 10 1 11 1962 7 2 9 1963 7 5 12 1964 6 2 8 *H2 Set IV Tabulation #6 (con*t) 1965 11 2 13 1966 17 2 19 1967 8 2 10 1968 12 5 17 1969 13 2 15 1970 2 3 5 144 30 174 Contingency Coefficient 0*3271 Chi Square 2*7620 (collapsed data) df = 3 ♦Roman Numeral indicates collapsed categories. if 13 Se-t IV Tabulation #7 Cross Tabulation* Raw Data* Raw Variable* Year In Which Respondent Was a Cadet Column Variable* Experience With A School Principal i-ro i c •H w td o +» •H *H «H ■H 0) +» 1952 6 0 6 1953 1 0 1 I 195^ 1 1 2 1955 5 3 8 1956 3 7 II 1957 8 if 12 1958 6 0 6 III 1959 2 0 2 I960 3 8 11 1961 7 if 11 IV 1962 3 6 9 w Set IV Tabulation #7 (con't) 1963 3 9 12 196^ b b 8 1965 6 7 13 19 66 10 9 19 196? 0 10 10 VII 1968 6 11 17 1969 2 13 15 IX 1970 2 13 15 78 96 l?b Contingency Coefficient Chi Square (collapsed data) 20.2916 df = 8 ♦Roman Numeral indicates collapsed categories. 415 Set IV Tabulation #8 Cross Tabulation Raw Data* Raw Variable* Year In Which Respondent Was a Cadet Column Variable* Flexibility of Cadet Program 0) 4) iH i—I 0)0,0 ,o H r ) *rl *H & & X X •rt *H 0) O «—t >» X X «H >>M d O o V i U V i -p «H H C O C O > M > M E-t — _ _ 1952 2 4 0 0 6 1953 0 1 0 0 1 I 1954 1 1 0 0 2 1955 6 2 0 0 8 1956 4 3 0 0 7 1957 4 8 0 0 12 1958 2 3 1 0 6 II 1959 1 1 0 0 2 1960 4 6 0 1 11 1961 4 7 0 0 11 III 1962 3 6 0 0 9 **16 Set IV Tabulation #8 (con*t) 1963 1920 12 IV 196** 1700 8 1965 6 6 1 0 13 V 1966 1 15 3 0 19 1967 5 5 0 0 10 VI 1968 4 12 0 1 17 vii 1969 5 9 0 1 15 1970 0 5 0 0 5 54 110 7 3 17** Contingency Coefficient 0.4867 Chi Square (collapsed data) 12.2296 df = 6 ♦Roman Numerals indicate collapsed categories. 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