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34'L. UTBOR Wailer, Patricia TITLE Teacher Centers: Putting the Pieces Together for Sucaess., . ANSTtiTUTION Amerkeap Federation of Teachers, Washington, D. C., it,SPONS' AGENCI Natiftelif Inst. of Education (DREW), Washington, D.C., PUB DATE 16 'Oct 78 cornict 400 -77 = 0.092 / NOTE 309p.; Notyavailable in hard copy due to marginal legibili of 'original document AVAILABE PEONAmerican Federation, of Teachers, AFL-CIO, 11 DuPont Circle, N. w. e Washington, D.C..20036 (S4.00) EDRS PRICE AHF-60.83 Plus Postage..HC Not Available from MS./ 'DE SC RI PTORS Evaluation Criteria; Facilities; *Federal Aid; Falderal Government; Financial Support; Govern ancel Grants; *Policy Formation; *Program Planning; *Program Proposals; *Teacher Centers; *Teacher Influence ABSTRACT This guidebook is offered as a resod-ice for teachers who rant to take a leadership role in initiating and directing teac-ger centers. The- references.and suggestions used in preriaria9 'this publication were based on teacher center proposals. thojtAlhave been funded by the Office of Education. There are six primary areas of this.subject covered. The fitst part describes the *role of the American Federation of 'Teachers in supporting teacher centers and offers sqggesticina on project ideas..Planning a propose suggested meeting agendas, rules. anrlegulations, and exiluation, riteria' are the subject., the second part. In the= third part; ..444.1, ng,11, needs assessment istrumentfor the Vaacher center is disco,d. The personnel of the teacher center is the subject, of theifourth part4. the project staff, director qualiticatignAc apecialiits, and coordinators are considered.:Included to this sectioe are sample budget forme and methods of projecting a 'budget. The conOleted proposal for a teacher center' is the focus, of the fifth part, including suggestions on obtaining government fundilig.- Federal *). regulations. regarding teacher center funding are listed in. the final section as well as resources available for support for such projecis., ids-

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TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AND USERS OF THE ENIC SYSTEM." TEACHER CENTERS: Putting the plecs, Together form Success

....AIAIL.. Y.S. DEPARTMENT OP HEALTH, , IlolltATION A WELFARE NATIONAL INSTITUTE OF EDUCATION % THIS DOCUMENT HAS SEEN REPRO- DUCED EXACTLY AS1 RECEIVED FROM THE PERSON OR'ORGANIZATION ATING IT. POINTS OF VIEW OR OPINIONS STATEDco,lioNECESSARILY REPRE- SENT OFFICIAL NATIONALINSTITUTE OR EDUCATION POSITION OR POLICY.

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AGuidebook For Teadee *IP C . 2 Prepared b N Patridia Weiler, bi AFT Teacher Center ) Resource'Excharelpe

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The work uponw/tiohthis publication is basedWaati performed pursuarrt to Contract No. 406-77-0082 of. the National Institute 'of Educatiob. It does not,howeve\r,necessarily reflfict the-Views of that agency. The AFT TeaCher Center Ad4sory Group was created by the AmericanTederation of, Teachers ExecutiveExecutive Council'in February of 1977. The group is composed of ki* leaders various.sections.of the country who have expertise on the t. subject of teacher centers. They serve as a, resource to locali working on the.dev4opment of teacher centers and offer advice and informAt4On to the Executive, Council on the subject..,

.1 .4. MEMBERS OF THE TEACHER CENTER ADVISORY GROUP 4 %. e -Zito Areman Great peak, New York

Myrna Cooper New York City Tdidher Centers Consortiun

, RodllOis i.. 0 ,FEA/United' Florida:

Thomas Peeley Chicago Teachers Union

Nancy Xleintop Rush-Henrietta, New York

Julia Koppich San Francisco Federation of'..Teachers.

Francis M. Martin Massadhusetts FederatiOn of' Teachers ,114.)- , David Mesirow Portland Federation'of Teachers

Earline Rogers Gary Teachers Union

se Jack Steinberg Philadelphia Federation of-Meachers 4 Margaret TudOillaJ Detroit Federation of Teachers

Jac ine Vaughn Chicago Teachers n, AFT Vice:President

Lynwood Williamson k Washington Teachers Union

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PAT WEILER,-DIRECTIRR AFT TEACHER CENTER RESQUHbE EXCHANGE '11.DUPONTDUPONT. 20036- CONTENTS

A 4werbritg SSARCHING FOR PROJECT IDEAS

- ' AFT Role 2 r- , AFT Convention Resolutions... 3 Tedcher Centers For Teachers

. .1 by Eugenia Kemble 5 Developing a Project Readiness 14

. , x,. PARIITIO: LINKING*THE PROJECT PIECES

Learn the Rules and Regulations 17 . Questions and Answers ; la Planning the Proposal a...... '", 2l. Proposal Timetable.. 22 Building a Support System...,, .' 23 TEACHER CENTER POLICY BOARD:

gomposition ,...... 4 2g

Selection Process p 26 "SUGGESTED MEETING AGENDAS:. Meeting 1-Election of Officers 27 Atleance Record 28 Meeting 2-Nee Assessment...... 29 Meeting 3-Policy Board By-Laws 30, Meeting 4-Establish Subcommittees v ..34 :(,. TCPB Odhflict Resolutions 35

Meeting 57Project Plan . 36 Meeiing 6-aProposal Draft 37 Meeting 7-Proposal Revision 38 Meeting 8-Final Proposal 39 Meeting 9-Project Approval 40' Evaluation Criteria...... % 42

Project Collaboration t 48 Charts 5-0,

PART THREE: PLANNING THE PROJECT PATTERN

Evaluatibn Criterion: Teacher Student Needs 54

Itleeds. Assessment. 6 ..56 '---- Survey). 59 , Questionnaire A 62 . ( Intervlopw.Process 6.7

-ongoing Needs Assessment 6 i,- .. 69 ltvaluation Criterion: Objectives 70 0

PART THREE: PLANNING THE PROJECT PATTERN(continued) ___ Needs Assessment Sources 72 Program Objectives 76 Evaluation Criterion: Activities 78 Teacher Center Activities 4.80 ERIC 'Clearinghouse Directory 83 Evaluation Criterion: District Inservice PrograM 84i Evaluation Criterion: Evaluation and Dissemination 87 Evaluation Plan.. . 89 Dissemination Plan 91 Dissemination Sources 95 __It...... Evaluation Criterion:. Project, Size, Scope, Durhtion 96 Program Plan 98 Project Time Line 99 Evaluation Criterion: Facilities and Resources / 00

PART FOUR: STAFFING THE CENTER: PERSONNEL - e Project Stiff- 103 Evaluation Criterion: Personnel 106 ,Director" Qualifications N 108 Assistant/Director 1i0 Teaching Stiff ' 112 Center Sdrvice Specialist 117 Field Coordioator 118 Clearin§house Coordinator 119 aatherdatics Specialist 120 Reading Specialist 121 Program Demploper 122 Researcher ' 123 Evaluation Specialist 1 124

Educational Aide . 125 Secretarial Staff 126, Project Performance Controls 1 127

PAYING THE PROJECT BILLS: BUDGET

Projeci-lludget 128 k I Evaluation Criterion. 129 Budget Forms .131 SampleBudget A 134 Itemized Budget' A 136 Budget A Explenatcans 140 Itemized.Budget Boob..****, .. ..Ase. .'. e ..... : 142 Itemized Budget C. . ... - 144 - 4 PART.FIVE: PACKAGING, THE PROPOSAL PROPOSAL FORMAT: ,DO'S AND DON'TS 148 Complete Applicaton Form 149 Include Abstract 151 Table of Content's 153 Appendices 155 -Charts, Tables" 156 Index System. .. , . . . . 158

' The Geographic Area.7. -s. 159 Abbreviatioris 160 Docuoientation 161

Proposal Binding . .. 162 Funding Terms 163 References . 168 Potential Turn-Offs 169 Proposal Checklist...... - s. 170

PART SIX: SUPPORTING WITHPROliTECTRESOURCES APPENDIX

AFT Teacher. Center Adviso y Group 176 AFT. Teacher Center State etwork...-. 177 State Teacher,Center CoordinatOrs 180

Federal Funding Sources I 184

Teacher Center Bibliography ' 19 USOE Teacher Centers Program Application Al og

IfiTROpUCTIdik

'Teachers in the United Sts as well as in other countries of the world have become attuned to their new role as initiators and directors Of profes090a1 development programs. The sixty-one centers'f4nded by thi.U.S. Office ofEducationTeacher Center PrograMA131dgrept hope to all interested in inservice education produced by c011aborative planning. The long awaited, teacher center legislation has provided the impetus for searching, out unique ways of delivering relevant' programs geared to the needs of classroOm teachers. There is new excitement about classroom teachers act4ng as teacher center coniultants. Teachers are eager to partio4pate in programenthey have helped develop and to.share with others who have been successful in coping with class problerfis similarto their o4nv.- This guidebook is offered as a resource tosteAchers in their efforts to take a leadership role -in e teacher centsmovement. After numerous conversations with chers, the focui f the '' publication was aimed at federation members who wantedo begin

planning teacher-center projects'. It can also be used as a . reference' for teacher censgA4olioy board members whore revising -proposals.to be retubmittarto their State Educatiopal Agencies. The most valuable. references used in preparing this plication have been the sixty teacher center proposals funded by the Office :of'Edugation.in 1978.

We congratulate policyboard pm-cabers of all funded centers and applaud them for the creative use of visuals, organization methods and successful project planning. These proposals are now available-and provide-gr eater-insight into the Teachen6 Center Rules and Regulations. Sections from funded proposals have been photoreduced-fort easy identification. This publication is not iesigned as a comprehensive study, but rather as an introduction to project development. The teacher center isa growing concept,. . so hew materials will appear ijnyrint each month. The remqvable pages make it possible to add to the book and.to delete seetions that become obsolete: .

*lc r>/

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a. 1

Sincere appriediaiion is extended:

to lbert Shenker, President of the'American Federatliorrof eachers, who has ileen a staunch advodate of the teacher center project piogram Eugenia Kemble, AFT. Assistant the President,' who offered comments on the'finaLdLieft of this manual and suggested the reprint OftiAt Last`, 'Teacher Centers that .are Really for Teachers gh this puTblication; to *arilyn Rauth, AFT Director.of Educational Issues, who gave continued support EhroughOutrthe'project and offerea suggestions for editing.this publication; to Rene Gonzalez, National Instituttt of Education, who initiated the project and providedencouragementiduring each stage of development; to 'David B. Sherman, Bureau of Special Stake and Federal Programs, New York City Board of EducatiOnand Miriam 1 .Smith, Now York City Teacher Cente'r Consortitiw, who shared their,Project Manual for the Information Center for Proposal Development and outlined.the factors necessary for successful proposals; to Charles Lovett, U.S. Office of Education, l'acher Centers Program, who assisted in the finaNNUditing of the handbook; to'Robert Karp, Budget and Review Operations, New York A City Boaid of Educhtioni who. prepared. the model budget forms and itemized budget sheets- to Dr. Theresa Lorio, Detroit Cente. for Professiona,l- Growth' and DeVblopment, who red continued encourage- ment during each stage of the Project development;. to the Members of the AFT Teacher Center Advisory domMittee who formed Ti THINK TANK that generated ideas for thispublication;' to "1' Shirely Harris, President of the Illinofsgederation of State Office Educatorse.who suggestedJ"Ehe format for the pdblication; to all the AFT" teacher leders who have participated in the activities of the AFT,'Teacher Center Ri&ource k Exlange and have generatednew programs that are the ppngboard of this publication; tQ Sandy Gautier, .who made the final copy of this f handbook a'realXty as a result of many weeks _of planning and editing. r s

V. 0.1 0 o of- Contents for 00 Tablo I

va Criteria Used to kva4uate Pages in Handbook Which * Teacher Center Proposals Address Criterion

l . . 10 . - 416 The extent of the teacher center policy pp. 30-33; 46; 51; board's authority and responsibility for 153-54; 156-57 supervision of the project (10 points). 1& b. The poteetidel of the proposed teacher/ center fliliiincrelping the effectiveness ofu the teachers served, in terms of pp. 29-30; 37; 54-73;

, the learning needs of their students, 153-54; 156-57 ,

(20 points). '

i c. The soundness Of the proposed plan of oporttion,.ine1uding consideration of the extent towwhich-- pR. 36; 70-74; 77; 153 1. The objec ivesof the proposed . projects ae'sharply'defined,

' clearly st ted, and capable of being attained by the proposed procedures (10 points); and pp. i37-954153-54 2. Thb adequacy of provisions for , reporting of the effectiveness of the project and dissemination of its results, and for determining the extent to which the

objectives are accomplished `.1 (10 points. \

d. TheppropriatellesaApfsize, scope, and d tion of the project so as to secure pp. 96-99 u results (5 points).

adequacy of qualifications and ex- . e. . peonce of personnel designated to pp. 36; 105-127; 153 carry out the proposed project (5 points). . f. The adequacy of the facilities and resources (5 points), pp. 100-102

g. The reasonableness of estimatedOcost in relation to anticipated results,.including the proportion-of the budget repro- pp. 36; 128-145; 153 sented by costs for released time or substitutes (15 points).

h. The potential of thetealercenter to impact upon and improve the grantee's pp. 84-86; 3456-57 overall program of inservice training ' for teachers (15 points).

1. The representativeness of the teacher IT. 23-28; 44; 45; center policy board Under sec. 193.4(h) t 153-54 (10 points).

j. The extent to which federal fpnds will support new or expanded activities pp. 78-83 , rather than supporting activities which t.

are already being paid for from other . resources (5 points). . 1 a vi. SEARCHING FOR PROJECTIDEAS

- PRODUCED AND DIRECTED:

BY TEACHERS

"'", III CONTENTS

PART ONE: SEARCHING FOR PROJECT IDEAS

AFT Role 2 AFT Convention Resolutions 3 Teacher Centers For Teachers by Eugenia Kemble 5 Developing a Project Readiness t 14

t .4

AFT ROLE IN THE WOLUTION OF U S.O.E. TEACHER CENTERS

AFT leadership has set the pace for Involvement in teacher center planning on collaboration duringthis deoade. In 1971 AFT President Al Shanker cited the teacher center as a "major educational advance" and lateras a needed educational reform." His theme of forging new alliances has generated new enthusiasm for collaberative ventures necesfary for the forMation'of. local.teacher.center policy boards. Eugenia Kemble, AFT Assistant to the President, outlined the rationale for effectie teacher inservice eduottion and-high- lighted the new interest that was develdping.lp teacher centers. Since that time-the AFT leadership has supported the. governance structure that insures that "teacher centers" area for

teachers. . The AFExecutive Council members have also exerted.leadesship making recommendations for a Teacher Center Advisory Group in 1976. This group' of ten members visited existing centers and interviewed center staff. They provide Information to teachers involved in the development of their local and regional teacher center projects. In February, 1978, the National Institute of Educationprovided a further impetus to AFT. leadership erforts,. Recognizing the overall capabilities for leadership and dissemination, NIE awarded a two-year grant for the establishment of the AFT Teacher Center ResourCe Exchange. Through this project,

creative teachers have an ppportunity to become more knowledgel- able about the teacher centered inservice programs and skill in governance techniques. Activities include teacher2center seminars and conferences, and a clearinghouse of information on teacher center resources which is shared upon.. request. This publication\is made available through the AFT Clearinghouse.

4 .

'JP JP RESOLUTION ON TEACHER CENTERS t.

taU WHE S, teachers have ',long recognized' thatteacher preparation'and inservice education need to be more closelyrelated to classroom. realitieszgand

WHEREAS, teaching is a profession that can be percted nnly through -,-...-. constant shai'ngi beginning, ideally, with an internship prOgram for new teachers ;and

. , - WHEREAS, the framewOrk for the sharing of,new curricular apprOaches and of. teaching strategies'must.be determined by teachers themselves rl 'if inservice programs are to' pe.truly usefql; And ' a ...! 0 ,gi,,I 42%z J WHEREAS; new federal legiikationauthoriiing the creation of teacher

centers provides for centers to be run by policy boards composed of , a majority of teachers; and

WHEREAS,'the voice of teachers on such boards is lest reflected through democratically elected teacher organizations; therefore be it

RESOLVED, that in-all activities related to the planning, establishment, and operation of federally-funded teacher centers, local school boards and institutions of higher education must deal with the elected bargaining agent or organization representing teachers; and be it further

RESOLVED, that :teacher representatives* to,fthe policy boards that run centers be named by the elected collective bargaining agent or organization:representing teachers; and be it further

RESOLVED, that teachers serving ,on policy boards and participating in brganized in-service activities sponsored by teacher centers be 'provided with released time so that they may take full advantage of the services offered by the centers; and be it further,

4 RESOLVED, that every effort be made to work cooperatively with institutions of higher education in developing centers and in'administering their programs; and be it further

RESOLVED, that center programs Abe. made available to'all educational perSonneIyho with` :to make use of them including paraprofessionals, gmidance cou4selors, curriculum. specialists, and teachers of every ,level and specialty; and be it further

.2 RESOLVED, thatthe Atnerican,g'bderation,... of Teachers urges Congress to fully fund the teacher cexy.ter legisla.tion at its highest-authorized_

level. i .-* ': ; l,

.. , , WHEREAS,. the >Congress has provided, funds': for--teacher eentert; :and .aft,

'WHEREAS, , the Cdtbili,th.tion.of decreaSing: birth, rates. andbudget':cuts.:hasresultedin staff reductions' In school districtsthroUghout-th7 nation; and : WHEREAS, bilingual !and special *education.areamongthe few areas where there are exnanding job opportunitied; and :WHEREAS, experiencd and highlytrainedteachers have been 'laid off, while inexperienced recentcollegegraduates have been hired; thereto e be, it

RESOLVED; that theAmericanFedez4tion of-, Teachersand its affiliated locals strongly Support the-inclusion of teacher training components in -the areas of and edtica.tion in teacherCenter proposals;and be it further

RESOLVED, thatwe Urge the. American Federation4of Teache s to support legislation which wouldestablishOpportunities or the retraining ofin-service. teachers, EUaENIA KFIfti3LE*

The essential nature of teachingkasnot really ,changed verymuch in the, last century-. Theconditionsare different, thanks to unions. Thete is alsori a wider variety of teach- /ing technologies,tochoose frOm--new math or ,old math, / for example. But teachers still live an isolated working

,!` life. Their professional time it spent almost entirely with students.'Theylearn what works primarily through

; trial ,and error. And, only they have any real sense their most importantsuccesses--successes withindividual students that can rarely 'be .measured... That firat terrorizing day of total responsibility for a class, alone, is one that is well known to every teacher. To succeed ateaching is to dothe through a., rigorous' trial in which the cliief witness also happens to be the judge-;-the school printipal. Having passed the initial test the teacher only faces more .of the same. Freedom tO work privately is highly valued because it mini- mizes ,the threat of observance and provides the greatest leeway for personal fulfillment. There is nothing in teacher education that foTesta3.1s these ,developments. There is 'nothing in the structure of .schools and their administration thatwildl.encourege these Conditions to change. None of the reforms -*at periodically get dreamed up --by education schooli or goirernment officials have taken this aspect of theteacher's into,account. Most have comein the form of ,pressuresokithe teacher to produce more, such as performancecontractingor performance-based teacher certificatton. Or ;t have represented basic shifts in the substance teaR s hgve to work with, like career education, envirOnmen 'eduscation, aesthetic edudation, and many other curii arfads. Because all of these have failed to examine t e essence of teaching--or even to fairly take idiftntoaccount=-they have either re- mained both innocuous Athd ineffective or have been quickly abandoned as irrelevat failures. 1 0 Teachers know 'these things. Some--of the better" education studies ha'vedocument(ed them. Robert Dreeben v s The Nature of TeaChinty and Dan Lortie''sSchoolteatther thoroughlyaTscussthe lack of collegiality among teachers; cEugenia Nemble is Senior Speqial Assistant to the President,of, 'the American Federation of Teachers: the ways -A iiii propagation, eii'ObliSheg this,pattepni . . ,and the ' picture: of the :individual .classrook - as an isolated 'Wel.l:,..". 11g .majOr-:EitudY-:bY thei,-itand-,COrliorationi Federal Proco:ailiu--,01,itiiigotail, 4' Bd3.icvatiOn*),.::. found .....that En ors really took hold : in-, eh-c:ei1:1diiiiicts Where teachers -were. most iiivolired:-.in-:their,,,devel-OP ", Alt 'and. impleMentation.Itisreally sOrpriiking,. the .'",that re- forki; I haVe Managed. tO,:ignore #hene, isisueS. -.lip tip. now. .- , Farharis it is : toecaus*.xione of -theta' haVe 'really emerged from teacher...deMan40for,....change...... IN4ir haii'e:they ,,accepted the basic "_logic '9f. teachers' 'defens'ive :pOstnie against reform7..-the ,v4Ineraltility that 'Comes with -iscildtioti. , . .

., .

. One: differei4O4 With teaCher centiirs as .'a reform': .''-ideal. is .:that,Iteachers,'.haVeaiked.forit/tem:Anotheraer is thatdni3Of-their 'essential 'Cha.racteikettikcsis teach shaking,which gOeS to the::,heart :Of..the-.teacher. idOlation .

problem :' .-' . Isast,..'anif.most-fi*5artant..,,, . Ca .that :teaoher. centers. . areare:.by,,definktiok-7an. innvatiOn that. is controlled by ' teaChers , :th lVes. . As ,lOng. as471.1'American.',Federation of : Teachers Pre. Ident. Albert Shanker wrote in his :N e47' , York :Times- coltimn that,te'aOher: centers .inca led after their 'IfrE.rs7c7c7interparts 'could' enrich :the professional- lives of teachers by enabling. *het' to Share.;:tikilli--. and experiences with one :another. 'fOther 'Auteric'an 'educatora , ::enamored of the..open eduCatiOn approach' to leathing.".-, in :the early grades', also picked lip*bri-:the idea.But in their.,mindS: the centers. could .servire. as a :vehicle for proSelyt#ing open eduCition :.philoopy.sh ,' %'.',::'.', . ''::. A flurry of activity focusing on teacher centers; ensued but 'teacher :organizations were effectively relegated to the periphery of. the 7moverae4 -by those' in control of money, sources.Proposals submitted by;,the ;union to major foundations, AikeFord' and Carnegie were turned_ down. A report too" the,. Of fice of Education from .the Teachers National Field Task 'FOrce, which included -many teacher organization representatives, *commended, that federaIly ch) onsored ..-teacher centers b' teacher.,Controlled.yut when the Of fiCe of Education finally decided- to support some centers the entities that were created' were dominated by -State- and lbcal :administrative .bureaucracries. . So, even . though the American :Federation of. Teachers was instrumental in popular-' izing the''idea. in this `country, without -Outside zyconey it was not in a position' to play a leading role. ' With thet help oet_he,eame foundations,and thesame Federal 'bureaucrats that had ignored the union,, teacher centers began Apringing around the country.Before 1ttng.'the National. Institute of Education was supporting: something its staff called "networking. ". 'enabled centers to keepinitoUch with each other'through a central clearinghouse operation called the Teachers' Centers Ex- change lbcated at the Far We:ft Regional Laboratory in San Francisco.'The problem was that these earliest centers l'aqked any representative teacher control. They did not .really reflect what the profess4on at large wanted. As a result, many of the centers that haveemerged out of this early stage of teacher center development suffer from common problems. Among them are: Aheavy emphaSis on the needs of elementary school teachers, in particular activities concentrated on making things,by working materials. Secondary.teachers haVe rarely shown much interest in. these centers and their programs generally offer little at that level. Creation of the center by individuals who have a particular educational philosophy and therefore tend,to

constrict center programs -to meet . their biases, The result is service to a limited number -of teachers who tend to have a similar ,point of. view. Instability,,growing from insecure

-funding. - Lack of effective needs assessment mechanisms that might enable centers 'to draw ug-vbeograms that service broadly varying groups of teachers. Failure to implement effective evaluations that might show some concrete evidence o the importance of their work. As a result many school districts in which these centers operate remain unconvinced of their value.

- Insufficient staff due to funding shortages. Qovernanace mechanisms th'at are more exclusive than inclusive. Very few operating centers have working re- lationships with the union iepresent- ing teachers in their area aid few have bothe'red trying to establish them. . In the fall of 1976 -the work that the AFT and others' had done to press for a Federal te?cher center bill .finally brought SucceSs.As 'pat't., of the. Eaubation. 41Airtendments :of 1976Congress:authorized a new teacher center law that could provide up ,to $67.5 million in Federal funds for centers run by policy boards composed of a majority of teachers.A last-minute effort by teacher colleges who believed that the bill represented a olitical threat to their turf failed, and a new and pote'ally large source of Federal funds for teacher centers wacreated. Passage of the bill represented a clear departure in the dettelOpment of American teacher centers.-While the role of. organizations. aWaited, clarification_ the main governance question had been resolved.Teachers would .control the new centerS. The hodgepodge of establishments calling themeelyes teacher centers- - many of which simply amounted to 'extensions of State departments of education or universities- -were faced with a strong new definition of what a center,was. Teacher centers that received funds under the new, bill would be placed where teachers had -'the majority voice. Most centers would-be funded through locak education agencies though up to 10 percent of appropriated funds could go to institutions. of higher education.But, all centers would be run by policy boards and-all policy boards would have a majority of teacher members. Unfortunately, the new' bill 3Aaghot'warmly greeted in all quarters that might be expected to have, an interest in it.Not only were the colleges wary, but many of the new centers, that had' received life from foundations and the Office of Educatibni.were worried that. they would have to turn their centers over to teachers in order to get funds.In something of a last gasp on the subject, the Ford Foundation sponsored a conference that collected a large nuitther of activists from these centers at the UniyeKsity of. Chthitgo in June :1977.'The atmosphere among participants was largely, despondent. ,MOst Seemed to view the new bill as a threat rather than as the basis for major reforM of inservice_ /education for teachers.Rather than f,iguring but how to 41' adapt to the requisites of the new bill, most had come to the conclusion that they were not going to be part of . the action and had written the whole 'enterprise off their slate of interests.- The American Federation of Teachers began developing its response to the bill .shortly after it was. .pagsed. The Executive Council of the AFT ,named a 10-member 'Teacher Center Advisory Group composed .of teacher leaders from around the country experienced with the issue;)iiihe group' s purpose was to develop. policy' recommendations on teacher* centers;-to monitor the Federalregulatioils drafted to accompany the bill; and to act generally as asource of expertise for locals interested in establishing \ centers. nfortunately a low approl3rIation, tentatively set by e..joint committee at $8.25 milrion, for the first year of, he bill's implementation, accompanied by general -chaos in ftice of Education reorganized by a new'ad- -ministration, has sldwed the momentum for establishing new centers somewhat. But the fiidt year will still,be key since basic directions.and purposes will be determined p. by the earliest centers, funded. Directions and,purposes might well be based on British center history.:Mile the term teacher center can be applied to almost anything, as theekperience in this country demonsteates', the major purposes 'sett forth by the British centers fall into two broad Categories: curriculum development, and a more general professional growth.and inservice education emphasis that could take ,many forms. The curriculum development function was really the basii for the establishment of many of the earliest British teacher centers. The idea was to teach.British teachers, through centers, about newly developed Nuffield Math materials. Curriculum-oriented centers were also set up in conjunction with Britain's new comprehensive sdhools. According to Robert Thornbury, who headd the ,Sherbrooke Teachers' Centre in London, centers were also established for the more general professional purposes of attracting teachers to difficult urban teaching and supporting them once they got there. Revitalizing teacher education was still another, all-encompassing purpose. So far talk -and action on teacher centers inthis country have not focused much on curriculum development. . Atthis stage in our experience with, the idea lack of movement in this area is probably advisable since the focus of attention might easily, becoMe Adverted into imposing particular'curricUlums on teachers, rather 'than .o allowing the initiatives to come from them.' Yet, there are immediate needs teachers have here that demand the- specialized attention teacher centers could proiride. Basic skills in the areas of'reading and math are obvious firstt. In'the fallof 1977 the Education for All Handicapped Children Act goesiinto effect. And, as necessary as it is for ourschools!to educate handicapped children, provisions of the la*, requiring placement of children in "the, least restrictive environment"--which for the most part will mean regular classrooms--and requiring the development of individualized education plans for each child will tax teachers and school systemsgreatly. Teabher centes could provide an invaluable source of support

W^ 'and nihared140.ii*ormittionfor teaChers as th= new law is implemented. AnOther.4astie of concern is the mininium competency 'seems -to ;be'-sweeping the cdlintry.State , '.8tate; along.: With emphasis; on tests ':and accOUnt-, ability. plans. '::7TetCher centers could devote program and consultation tiinitc-t0 the Subject of :tests -show they can be used; how ,the ;Fare limited; and what constitutes as misuse oftests -either for:individual'children, for school .syStenun gor:.. States ./ % Problei areas like these "dare ones onwhich fill educational personnel, whetherguidance counseiors, paraprofessionals, orsubject area s ppecialiSis. will want tp participate..Centers should be open to all Of tkiem.:, s: , s9 that insights can be shared across,functional lines. In Aact, centers might beviewed'as Jagencies ''ot, con- , soridation when-it comes- to educatiAnal training,,forN, federally fundedspeclaltieshand1Eapped, bilingual, and vocational educatibnas wellaw-edUcation,for the-

'. disadvantaged(Title- I,ESKA). - , !-- c- , . These are the immediate probleme and' .everyday ,..,priacticalities that teachers need' help with.- But they should .not. draW' attention away from" the second area of .importanceteecher centers as an agent of reforming inservice teacher education.To begin with, teachers themselves want it changed.And, such reform may, beeven'' more possible nowgiven current characteristics of the' teaching force.Foronething,the decliningenrollment in our Nation's schools has meant a decline in teacher jobs as well.This together with high urieMployment among the general population has meant less teacher tnover; a slightly older teacher work force than' previouy; and greater likelihoodthatteachers will remain ine job for longer periods of time since fewer other jobs are available io them.A stable and, experienced teaching population is likely to be even more demanding of quality inservice education than one undergoing continuous shifts and changes.Certainly. teachers who 'have plans to stay on. the job fOr longer .periods of time will be more cop- ' cerne4 vith. their own professional renewal than transient teachert-'-,proyided they are not 'threatened by 'vindictive evaulations.cir accountability schemers.Such teachers not only. want :teacher centers as a better source of inservice education, they are also more likely to be receptive to 'the new ideas that teacher centers produce. Geraldine Joncich Clifford develops the* argument relating reform possibilities to teacher eability in her book, the Shape of American Education:

goo 4

o those Oilpiosed'tOWFd educational .!' inn ation cannot exercise influenceunless the are reUtlia in teaching .

. P1. it is "unfair and unrealisti4' to"expect perpetual beginners 'to iiiitiat40 and sustain the bordeft of profesifiral development. It would be better if the mogt,Acreative and innovative teachers were reined and given ,the seniority and recognition that would/ nliOw their efforts to gain exposure and '-influence-outside their own classrooms to et'fect-teaching generally. '

. brief careers militate igainpt the consumption of research on teaching, and against systematic efforts to improve education. They also limit the pool' of potential leaders'. Luckily teachercenters\are beginningto take hold Alt a time when the teaching population id' stable and when Wm demand for quality inservice teacher education is sur- passing that for preservice teacher preparation. 'Federal programs like Teacher Corps have reflected this by shift-

. ing'their emphasis toward inservice training. 'But these pluses are 'somewhat neutralized by the fears of the-teacher colleges. Some education schools have ventured into new concentrations on inservice programs,-but*.he process of changing emphasis has been slow and les!, than inspired. Since teacher centers are an outgrowthWo the demand for inservice refork, and because teacher control is an' inherent part of their definintion, the response' of schools of education to the new idea hhs been unenthudiastic--the commOn reaction being one of suspicion that teacher organi- aztions and their stress on inservice education will combine to put colleges out of busineps. This is an attitude that needs to be changed if teacher centers are to succeed. It is true that- while colleges of education have been . foot-dragging even as they lethargicaljy bemoan the declining'enrollment picture, teachers have-boved,in to take a leadership role. But the colleges' fears are really un- warranted. To begin with, if teachersisolation is to be one :focus of attention, the preservice role of edu-, cation schools in encouraging this will require examination as well. Ideally, teacher centers wll be a catalyst for reforming inservice staff development in relation to preservice preparation. One really cannot be changed without the other.'To do' this effectively education.schools must be a parip of the enterprise. Dan Lortie pinpoints the problem in his book 'Schoolteacher: s .

4 Their (teachers) professionartrainplg, in short, h#s not linked recurrent dilemmas to'available knowledge orto 'condensations of reality (e.g.,.cases, 'simulations) where-such issue's delliderated. The repudiation of past experience conjoins with intellectufl isolat on (a historical feature.of ' teach training) to produce curricula

whi .extoll the highest virtures but . fai :to cope with routine tactical and strategic problems. It is small wondere-ihen, that teacher* re amt. inclined to see themselves sharing in a common "memory" o telnical sub- culture. Since they h4ve n t received such instructionp.thepare forced to fall. back on inditual4recollections. which in turn are tidisplaced,by new perspectives. Such encourages conceptiori of teaching that is individ- ualistic rather than a collegial enterprise. One logical way to connect reform in preservice .education with changes in'iraervice development would be to_require that all beginning teachers undergo anintern- ship patterned after the 'medical internship for doctors. Prospective.teachers would obtain preliminary certification and then spendtheirfirst years of teaching with a partial workload. The rest of their time would be spent in consultations with experienced teachers and in maintaining course work and advisory ties with their preparatory college. .An internship for teachers requires that colleges provided key transitional support. It is a role that could be played...out best on the neutral territory of a teacher center. Institutions of higher education are central to the functioning of teacher centers whethei or ribt internship s. is involved. Their staffs can give workshops in the center and-act as advisors te.teachers who request such services. Arrangements can even be worked out where university_credits are awarded for work done in centers. To put it simply, universities-can build their own work into the new centers in ways tliat will expand upon rather than displace. their current services They caand should be part of e refoim that sweeps frompreservicjbthrough inservice development. The. world of research is another that should recognize the potential.of teacher centers. Teacher centers will provide .a new arena for the work of researchers as well as a vehiclefor disseminating'their results. The attitude

4' 12 , 7;NArs of .isdain most teaches,,feel rd acc),anied by outright-hostility toward much of their work, might:be mOdified so hat if teabhers and researchers used teacher centers as a meeting ground.--a .place to explore research needs as well was ,discuss research results. Worthwhile findings cod be introduced directly to teachers as one way of translating usable research data into real practice. While informing teacher education and disseminating research are important byRroducts,of the growth of teacher centers which may 4e univelcome to teacher educators or go unnoticed by researchers, they are not the most important aspect of the Concept. Teacherj;centexs are first and foremost fox teacherd who 'are on the job right now. As places where teachers can share ideas, develop new appr aches, meet withspecialists and coach each other, acher centers will provide the first opportunity teach s have had to grow and develop in ways. that they choos Since they will have the cont oiling voice, centers will be viewed as nonthreateni g and supportive. The beginning teacher who -is flounderin can, go there to seek advice and know lit will not become a part of his or her professional reocrd. Groups of teachers who Want to'try something-new can thrash it out at the center, ask- from whomever they choose. If a teacher is curioxis ibout-a new reading approach he or she may be able td find out 4bout it at the center. The prospect of main- streaming a number of handicapped children into a regular classroom may seem iMpodsible until one can go see where an er teacher has done it. The center can help teachers iith needs and talents like these find each other. Could emerge om this.process is a common understandi mpg teat ers of what the, knowledge and skill base for Neie pro ession really is--that thread df shared experience that can unify teachers and instill _pride in teaching. Teachers have never ,had either the freedom ox the opportunity to do this before. It will give them the kind of professional control that now exists for other professions, and the self-respdctsthat goes with it. If teacher centers succeed, teaching may no%longer be as isolated and as anxiety-ridden a cpreet as it now is. There will be a place to go where problems can be solved-- where those developing new ideas have in mind the teachers who make them work.

23 .13 D4STrOPIrAPROJECT .READINESS Thiesec tion of the publication is,Rurposely limited to sr viddup1ication of materialsfrgmeother sources.Excellent gtudies anddescriptions ofteacIferdenters are available 'tram the Teacher ,Corps and Teracher CentexlExchange, an.NIE funded project:It is an informationtar.ak, and alisis- tame agency for and about. Teacher Ceikeirs. We encourage policy board members and all teachers-to survey the literature to explore the local possibilitiei forAeveloping a teacher center throughongoing discussion andcdonmiunication with other interested teacher Center leaders. An annotated bibliographjahas been included fibr your conven- iencie and further research.It includes articles andreportsthat havebeen .published from h '1976through July, .1978.For sources' published vrior- to thirefer,,to the eXcellent bibliography published byl4ary. F.Crum*. Teacher Centers( available from the Eric Clearinghouse Teacher Education. LINKING THE IkROJECTPIECES ,PART TWO: LINKINGTHE PROJECT PIECES

PIN_ Learn the Rules andfRegulatiOns- 17

Questions andoAnsweri... - V 18 Planiling the ProRosal 21 Proposal Ti*table 22 'Building a'Support System 23 TEACHER CENTER POLICY

Colposition .. 25 Selection Process...... :.. 26

SUGGESTED MEETING AGENDAS . Meeting 1-Election of Officers 27 , Attendance Record 2a Meeting 2-Needs - Assessment 29' Meet*g.3- Policy Board-Br-Tows....t.... . ,*30

Meeting 4-EstkblierSubdominittees ' .) 34

. TCPB Conflict Resplutions 35 Meeting 5;-Project Plan 3.6

Meeting 6-Proposal Draft -,.,- 37 Meeting I-Proposal Revision .1 ....38 Meeting 8-Final Proposal 39 Meeting 9-Project Approval 40 Evaluation Criteria 42 $ Project Collaboration 4.8 Charts . kg 50 BEGINNINGS

LEARN TE,::RULES

HaVe you. ana other member'Es of the.. n discussed the e -.plassibility of a'''loeal teacher centerended by, the U.S. Office

. Education? rf your local is the b aining agent or the jority iteacher organization' in the distriCt, you can assume a leadership role. Read the Rules and inulations of the Teacher Center Program..,

flac. 197.1 *loom and purpose. 197.2 197.3 IletneDefillig:1:14tottr centers 197.4 Teacher otenter.poltCY.board. 197.5 Categories of Ilnaratial assistance. 1978 197.7 Praia* duration: 197A Allowable and unallowable costs. 197.9 AINglostIOn Minn 197.10 Review of applicati Irrilueenatnli'ncrltetl& 197.12. t of . 197.13 ecpssoWn. to State odOcatIonal Aniltitre` Be& SIM Title if-Itiftsher Zducation. Act of 1905. sa &Mottled (20-

STUDY EACH SECTION. You will note the repetition, and you. must become attuned, to the .important statements that may be overlooked during the first, or second reading.

. ;. FOCUS ON THE itIALUATION CRITERIA. Check the outline: are listed as,..197.11 in the Outline:

EVALUATION CRIITRIA WILL .BE REFERRED. TO IN THISPUBLICATION 4.43 they purpose of the How dd the 'two grants differ Teainr Center Program' reg ulations Pubiiihed in the The planning: grant pro :4' Fedi:12%1i Rettiotikii,:granuca;zi ,,describes activities s that, take 11, 1978? place .during twelye-Month' period that will enable, teachers to orga- regulatione 'nize and .cieVelop an Ofective otitfine detitile for planning a TeaCher Center. prow*: teacher center project -ae.the The operationfkgrant prop° local,level with the support cpc al outlines) a Vii Cher Center federalfunds. Program. that Will be Operational Regulations.AOverningthe-' during the first year of funding. development' of a local, teacher ;4 ineititut*on of higher education center project mandate collabt- (1HE)- may only request amitittance oration among'educational per to operate teacher .:onieWplanned sdnnel.The localeducational and establi lied with :Other ftinde.s: ei4einCy) (LEA) plans cooperatively with the teacherorganization andthe institutionsof 'higher HoW.mktny' giants Wereiawerded education for a teacher 'duringthe first. yeer.Of the centerAhatat will providean USOE Teacher. Center.' Program? inservice educationprogram'' desnignedto 'Meet' theneeds of In Angustie:1978, the f011Pwitig teachers in the area to;be ,projects were, fundecip served.. Each teacher center is operational projects. :Itlainied4,,an*-ppel rated;under.,the,,, awArde4 tq..4E

512Pervieion of .a Teacher Center .48awarded to LEA - .PoliCY board that ie.'coMposed,of 8planning projects majoritY 'of tenicherii. -*Owls 61tOTAL are;provided for the selection Of:teachernieriiberin of 'the policy- NO1Public school teachers How- long is the project mullet' be represented ithey funding period? choose to participate." .1!iv". The Commissioner approves projects for a specified project What typeS,;of teacher center period" Which generally will not grante4rikaWarded U,S0E? exceed- 36 *months, subject to the availability of...funds. The "planning grant" and the ° "implementation grant" are the common terms' used to desCribe the What Service does'.t.Ae state warde.rnacle-,bY the U.S. &minds-, educational agency. (SEA) give er :of Education.All LEA may to thOld6iil. educatiOnal -- , .,. . . forthen of, these two Aoanqr.:(LEA)In 't,hei'--teacher hiie'an'Ineti,tution of higher, CeriterbrOgram? , eiinCatiO*ktiliti for.,AhintgOper4iolui3.`tilant:": Tie state edwetiOnal"'agency ".(SEA), when-' ::notified, should pro- , t districts. cluring' 'st.age.- When the proposals are completed, they the application by the SEA. are submitted to. the SEA for, Notify. USOE 'of, intent, to appeal approval. The scheduie for sub- by telephone. This must Atisaion,is published in the. be completed before t federal Federal Register each year.. review.

4\' Does eaCh state have eval, How are proposals reviewed nation 'criteria that :differ for fundilig by the U.S. frOm the eedtral criteria? Office of.Education?'

Some states ,have.established During the first tear of the' ' special criteria to ensdre that Teacher Center Program, eachpro- federally-funded. Teacher:Centers 'posal was revieweeby a five- fib into the State plan.. for ifiser7 person panel. Compoyition of the

eduoapiOn .Information ' Panel reflected proportional regarding:thesovotbe obtained Policy Bokrd membership: from the SEA teach 'Center rep

. resentatiVe,'Whose names Can 1-teaChers -f9U114..,.6mvage 180. 1-LEA representative Give special attention to reOresentative ,the.deadline date:. no exemptions Can be

Teacher Center Program Office. - . If the proposal is not (USOE) approved by the SEA, the prOosal is, not sent to the U.S. Commis- sioner of Education. If the LEA' is it possible to resubmit a or IHE is distitisfied with. the proposal'that is not funded? FecommendetiPn of.theAEA, they may petition the U.S. Commissioner 40resA Policy Board decide to (note schedule for deadline on ubmit teacher center. proposal: Appeali in'Federal:Hegulations)nto An analysis -of the comment sheets request further consideration of prepared by the review panel can be used as a guide for areas of weakness and points.sfor revision. A .further stUdy of each -section V1 h a, focus on the evaluation Oriteria will ,prOgie effective.t-; The SEA can be contacted for assistance in the revision. For copies of proposal comment sheets, applicants contact: .

Allen Schnieder, Chief Teacher Center Program U.S: Office of EdticatiOn 1832 M Street., N.W. Suite 818/ Washington, D.C. 20036

DEPARTMENT OF HEALTH. FOUCATION. AND WELFARE OFFICE OF *OUCATiON - VIA141NOTON, D.C. 20202

APPLICATION FOR GRANTS Wirt TEACHER CENTERSPitOGRAM

(CFDA NO. 13.4161 Form ApprOmod. OMB No 51.R1019 CE FOAM 135, 10/78 Planning The Proposal

After YOU read the' R es 'and Regulations, , and ditcuse them with''Other interested teachers, if you wish td accept aleader- Ship role in developing.a- PrOPoeal to submit to the U.S. OFFICE OP EDUCAT/ON, .prepare , yourself for a challenging series .of events.

The. following-Steps:have..been outlined to assist in your planning effortsl.. Whiled they._.: are not :mandated by ,.uspp Fthey. were used by a.number of funded-prodects..;,.They. were compiled from an analysis of .Soard;minutes

teacher_icentert. . Seatiaa:-itProaatele tab-Act.1 eft I as AMY, Oats

oagutoto.witiyi .; &mu I red Comp 1 *tad

- Strategy Meet age. with , perticIpOrns LEAsittiEs/SEA/ U30E/etc.

NPS Part le 1 Pit Ion 114khIg. 'with.; MPS -101.1WSY 'MIPS Data CO1 1 set Ion `

%awls Assosament Itassarek , Oitaco,1 lint 'CM Ra*/$11V1 Of Ilia!let` Pregralla s

. Object lofts Terminal : I .;Gai 109

Activities_ 40604i-4, Work_ his

. . Evalist IonD,1111911 . Consultat!in..) Itk twatsaltor-te)

budget:it

. . Cameral'.1-Oiliest ton .I.

. tivervlos

,40.140a2 algnaturas 0,11.1eat Tag

prener,teci-,abeniti was designed to assist is ..thit. p tanni.ng, and dive loping af roposciZe4 . Inforaiation1. Center, for oi edi Manual1970A:9/7Board of York- ::. : 4 auspoINGA SUPPORT STOMA

An AFT local concerned about inservice educatl.on can: -.EST ILOisISI A TEACHER CENTER PT ING COMK/TTEE -0 -.Group of interested AFT me meet to discuss possibility of a Teacher 'Con sr in district or a consorti, Must, be made regarding- the itery .arien tb be served.' The Size of the _policy board should be -discussed (range between 15-20 suggested) -Timeline (to meet deadline forapplication) Posy.ble sites

, ENCOURAGE-COLLABORATIOW o Contact districttuperintendent* if the project istoinclu.de Aors.thanone district (consortium).:, all superintendents included.,44;k planning and ,the district' representativee-oldentified" for. the -164101ilieVen'fistePlitra-frnkliflerlifiraliiir-r- impactof working with the collettive.beigaining

agent (CBA)to Ansx.irethe success of, the-:project.';' Emphaslie the.potentialof the CBA for disEemination infornfation and projeCt supportthrough meetings,' publication,.and sahool contacts. Topies for*-discussion - Contact with' SEA fot,',Eitate. criteria and technical assistance The policy board: inelaber Ship (LEA, .(number, omentherir)"f-.

"...rinuisliile for. ptel arch'. formation . Rejiponsibilities.for :contacting ritEi school board and nonpublic SchcriOl. adminietrators dogumentatiOr,:: letters to 1HE, and responses letters:.- nonpUbAC:i-schcol..:: administrators 4'4 responses r SUPPORT FOR .PROjECT CAN BE OBTAINED. THBOUGH. MEETINGS, TELEPHONE CONVERSATIONS AND/ORCORRESPONDENCE

. Exhibit _1

Dean Graduate School =EX University

Dear Deana

The . Public °SchOols are planriing to submita proposal fqraTeapher Center pr6ject to, the U.S. Offide of Education. Enclosed is ;material' detoribing the Teacher Center Concept fOr your inforiation. Xastrtutione of higheze,eduastion witha ., *department or schocil of edUcation 'are-eligible to designate repreSentetives to the Teacherporter. PolicyBoard whidh will plan and'direct the project. 'trek:you-have reviewed the enclosed material "Wi your g, please, -let me know if

121471TE14-tYl. be ,regFegpseidprf....tneBoard. 4.716,1:_4 *end of representaiiiie tb

, soon: as passible.2

Ourdeadline, for sessionof the application .4-8'January- alst, so wif;needtoactivate the Boara quAdkly.,, I appreciate your consideration-Of this matter;and hope th7it you will be able to participate. sincerely yours, .\,/'

; Superintendent of Schools When the LA is relUctant to begin the project, there may be a lack of knowlecige of teacher centers. For assistance and resources, contact appropriate resource persons listed on p. 176. With the approval of the superintendent, the policy board can be established. Composition of the polioy board is described in the Teacher Centers Program; Rules and Regula- tions: (197.4).

TEACHER CENTER POLICY BOARD: COMPOSITION

The majority of the members of the pOlicy board shall be representative of all teachers in the area to be served by the centert .ncluding teachers for handicapped and exceptional children,' and teachers 4:pf vocational education.

197.442). LEA.- representatives of the school ,board of the area(two or more persons)'

197.4(3). .IHE - institution of higher education (one or more),

197.4(4). Nike this section for consortium or. mdlti-district project

* including' nont-pUblic schools if they wish to participate

TEACHER REPRESENTATIVENESS Each district applying for a 4rant.must assure that the board is representative of teachers by:

(i) Making the categories of teachers (e.g. vocational education teachers, special education teachers, and other teachersat both elementary and secondary levels) fairly reflect the categories oriteachers inthe Area to be .serveC including equitable representation of nOn-pUblic school teadherstif theirs are'non-public schools in the area to be served which choose to par - ticipate in the. teacher center); Teacher Center Policy'Board Selection Process

The federation committee should'identify teacher-leaders - for the Policy Board. Use one of the folloVidg options for choosing teacher members of the Policy Board,AFT recommends the use of option A or B.

TEACHER CENTER .Rules-and. Regulations

197_.4(b) SELECTION PROCESS: OPTIONS FOR'CHOOSING TEACHER `MEMBERS OP POLICY BOARD.

(A) Agreement between the local educational agenoy and the teachers' collective barsoining agentas to the specific teacher reprebentatives or. As to the procedures for,selecting the teacher, representatives;

(B) Appointment of the teacher representatives by the iteachers' collective bargaining agent;

AppointmentoftheteiCher, rprimentativesby theteachers' organization with the largest number of members:.

(D) Votiniin which all teachers in the area to be served by the center hive an opportunity,to participate, either th*ou4h.a general or schoolby- school election!

(E) Another method which permits teachers generally, either directly or through their teachers' organi-' Zation, to nominate or select the teacher repre-

sentatives on the board, or .

(F) A combination of two or more of the options4n clauses (A) through (8) of this subdivision.

Refer:,to 197.4, (p) for procedures for aistatelocal teacher center- serviiiii an entire state.: Tb0 f011oWing nine agendas are SUGGOOTIO08 for planning sessions. Common elements from planning sessions have been included.

LleY BOARD MEETING 11 31 It is appropriate for, a Federation member to act as chairPerson at this meeting

If IAgenda s

o Review4'ederal Regulations relatedto the role of the policy board o Elect a chairperson and secretary o Discuss policy board by-laws o Discuss needs assessment and recommendations for process (experts could be invited to a special session to facilitate process.

(Outcome!)Formation of policy board.

Exhibit 2 AGENDA PUblic'Schools Teacher Center Policy Board Meeting Date Superintendent's Conference Room 9:00 a.m.

Greetings and Introduction Overview of Federal Regulations Proposal Development Timeline Abstract Criteria for Evaluation Proposed by-laws Election of chairperson, secretary next meeting: MEmps ASSESSizmr: imsTmummOT and PRoCESS

27 Polomm muTzt0 Exhibit 3

ATTENDANCE RECORD

Meeting of Teacher Center Policy Board

Date

Members in Attendance Signature Representing (Affiliation) *

* TEACHERS SHOULD IDENTIFY SUBJECT AREA. OR GRADE AS WELL AS SCHOOL

4 ROLE OF THE POLICY BGARD SECRETARY DURING THE DEVELOPMENTOF THE PROACT:

o Distribute agindas before meeting (if possible) o Update all folicy Board members on project actIvities; sendlinutes-Of previous meeting o PrOvide copies of sub-ccimmittee reports for all members . o keep copies oall correspondence and Policy Board minutes spare andAteep attendance forms for aCh mestin4 to be used for doCumientab*n . . POLICY BOARD NIXTINO. .

1 AgendasI idenWication of Nadi'Assessment A ... Inetroment and ;Twits (This could be the agenda fora number of meetings.) Discussion of existing .data 74 Formation of committee to,polititirsconcept paper when planningefforts have begusiftery early,

'Discuss by-laws: voteon 'those. proposed. outcome:) Finalplans for:

o Duplicating Needs Assessment instrument 'or publishing it in local newspaper o Distributing it to teachers

o Compiling result's o Compiling existing data (include data on student needs) I.

o Concept paper (tobe 'used for dissemination of information on teacher center) 4 -DistributeTeacher Center concept taper for 'review. (Discuss the.,propoied project and the positivebenefits of collaboration -arming IBB, LEA. andteacher organization.) o publish in federation paper*

make atailable tOlooalkpaper and media* It*" '4110 o copies to be dietrtbuted to all athitini- stritors... school -board members,univerjity s and faculty S Ohool of education federation leo

t all possible meetings, should, be tO'inform leetentaryand' secondary teachers and solicit recommendei4ons...)

..flopuiwal.Activ4.ty. Preparationof an initial paper will help . pubi**ethetrirOjact!'and eneritte ; XLICY BOARD norran Agendas o Feedback on Needs Assessment Process (It is presumed mare time will be needed for the return of all forms.) ,o Formation of sub-committee toCompile result* of needs assessment and ing data, prepare report for-next meeting* o Discuss and ratify' by-laws for policy board

(outcome Policy Board By-Laws ' *Subcommittees are optional. TCPB.mmy choose to work a committee of the whole on' theproject. . as Exhibit 4:

Sample- byLaws of the Policy floard.ogo,- A

ALIF Unless-otherwise.statedt:Atabsaits Wes 44 dadta shall govern the conduct of- al meetings.

-4mr. 2. .101-Laws to'implement this policy boardshall :61 . . be enacted by a 2/3 majority vote of the Board provided 1,4, . that the 2/3-includes a majority of teachers. ,Any dispute arising in connection with the meaning,.con- .struction or interpretation of the policiei of.,Ahis board shall, be decided upon'by a majority of this poliby'board.

4. A gudium shall consist.of a majority of those present provided that a majority of those present are teacher representatives. S EstablishMent of any sub.-committees shall be by a 2/3 majority vote Of.the. policy board provided that the 2/3 includeb a.majority of teachers.

6.' Einutes of all seatings shall-be recorded, and with suggested'ohangare, if any, approved by:,w2/3 majority vote of :fisso policy (board provided that the 2/3 includes a majority', of:teacherei-:

T.. !revisions-for election Of. Chairperson, Secretary. or Other .

' toleSibhall be deCided upon by the policy board, and they shaWbeellekted by a 213 majority vote of the board.

. . :....d0ipe4er of this policy .board may designate a substitute :tS.:_xeptessist,Ilamilletofficimilly at. meetings. -

..- , .,.. ..

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r WEN111:11IP

C~ 11ha11.14:61004,4 Of ons.pt mei* pr tires elected or.. bed from'. lehefolbeingAchooleisailing AchOole,-,,,betUdindiOtwl,-6640610:' !Ift1121#40411,01*:,440410"0_01.34044i. 0A.41c4.20.F.0449P14,500040,--,AMPOWOnd!,. 4.-wwwwith0012'AltoMIWIOtalscnople, lksP.pub lerschool*witkii thc poithehic :0116 ilood.gehhty CreelbetsVnimitity,i,SedWood'ComityOffice Of'Adn4:1".. ' lb iMn -ogstCad pit, least 512 or.* total ssabisihts- .,; litichmAategliam .

IMItier is deigned ee a full-tins. emplOyee:oftlulportiolpatii6schema ortAnisstb*follewing.notification7btlWnhAlkelect en...select iter4presentative ,iruseibmg to,ltwoun orseilestiosel structure but shell.de.do4hrough eitber.ditbot- vOteoreoliciting a.ndbinstbe or appointesnt4rmi Ste here-collectfte -..bergabling Unit. leacher members will-be.tutriben int of ppeotarysecondary.. vocatiatl, *Octal edicetion,and,em*.pub/Wed 4'

b.Mittistrator Representatives, TEACHER`' CENTER) * The wfOoletment of elementary andireconderi principals- aid consult:6U; !ball :.a Job; :ostensibility of the Hood CoOety and 1441int Cress Superb a. POLICY BOARD .4. '*git,, BY-LAWS It0441be the responsibility of the the hilhei *bastion repregentetive.

Al.' board of libucation

the NoliIng Omen City and Wood County hoards of AduCation.wilLeach.designeta'a

represontacive'Xo the WIC. 7

Jectlee-2.' Atagessed terms of e4mberehip

In order to preserve comtinUitfon the-SATO ellinitiVritiesCetativesshall serve.tbrough 1979.At that tine 1/3 of the4eprssoetotives viii be toodoittf orbited to be repine** in 1980. 1911,' and 1962.- fech:replecemeat *hall then' serve a this' year tern.- It will b. the reePoesibility of the WPC to ensure that the policy board continually represents all mei:mile* of teschete.-eduiu- lettation. higher ether-Amine, ened4eiginted representativesof boards at RdUcetion. The-boliece of'represiitatives as initially aneeblished by thellifWehall , be mein- talmedw. " SectiO0 3. Replacement members : f. Stch-organisatio4 listed *bore. following notification by secretary of NATC bereeponsible for replacing their retresegiativteesber on theiloard when the individual is no longervepreseating-their organisation.The new replace- meet.14411:thsa,4empbte the unexpired term of membership on.the'llNfC until mint'regular selection dat4. Notification of this change sh011 be made in wriiIns 'to the Chairperson of the WIC.

Section 4. Other eseberships :

. . Other representatives of related troupe by ba added to the NATO at the discretion of the lend as a whole es long as the federal guidelines related to selectios ,cad totalboard compoeltioa Is ad ed too T., , Seitiom',7 Alternate.

An official alternate with Yo ogee a I be Selected by each organisation at the same time that the official Pe tatty* is selected.The alternate shell attend meetingsp4 theabsence of t regular member. The AVM Qsairperson shall be sitified,inwrigAbs, of the name o the alternate and hem c halkm-fitMississ ',---) e. AtINAgres coesecutiva uneitiused.absencespmember asbe rawliffid by the cirgeggila he orshe represents.As absence 4 excused it tbelbebefOsads an .4,41:eriate and or notifies the ITC Chairpetsea. . , .

4.0.. 7b.:4er, - abOnceS, with no alternate. relate 14,14Ps'imemberihip. and t e, ibCrepr. tat vesuet bereplacedbythe.echool eyeful or degelltation he** she

, j tv#00040* ?: . .

i . ,,,Iii, : lletlacof loss of mambarship thrOughextenateelre will be seht to the appropriate AiliiMisitien,by thellAtCfbairperion. - ,

.. . Anittrat 1. Vefiii Riebti', : ., .., , - ,.

. ALL000104i0.410ept Aires* employeas;ct 1111: shall be'litIng members. Official el lermetee WayOetaril she regularmember it*meet.: - '71-.17 ... . - "VI H.

. : e,

., AOSA*Cha#Pii11041i'441eted .b, the ,gran `_ 4011v,14411.:whosa amplOyment/asaigeneat - . . 'ilv.:4Wit, VAN* i"tiliCtiok-A.:101)* of the participating local school TiOstairt,..,me*Tleadmar. at Mblarpirson. of ',thoAdMed1 - v. ,-.-

: . i, _.4iirf, '.. . 10: :?'A Aidi4tgiy..ittir ' lb, Chairparion with the cif the 41.9,1111:- et- jil . ,vr;!1.."" !:sr-714P..4-'4,-..Y. ..1". -41,,ri.-: : ! , lisetiod 2." flestil,' and -; 'a.AiVoefAciti-rimeblie:ammbiele liefiviod standing of tle Biffe'at the, time of

'r7 ' b. Med Vi.ciklislcparie4:06.1.1 be elected for aVtvc; (2) Year "nit INK.41.111LUrie JAMIMItY, etch Mo-tiorai. ikia.oas inceearivi.raalaction and most karkeernad. on, the. &paid for .ossv. Fier bider...they are eligible for- alsctioo

°luau, rata office ao long 'Ls they raisin ditty :Metelpifted weabere,lif; the':.torgan,tzaBlon 'they originally represented. on :the 1111TC. $scttan 3 4:lisaiiiiations4ieBoard beibais Illairiglattont -OULll be pediaoted Yn writing:to tha Chairperson. Jection. 4.Vacancy Of 'Office - :' A Vacant', la an office*.spilt4on shall tie' filled for thedurationof the tel in qssitiob ritb an electicia by -Chi VIITC as:a ae the next regular or special

. gactioe..4. "irOfficer .

. . . . . :Off LOKI any 'resovod trot attics Jo. tia. following's/muter..-*Leta* coupimint. by a irgalar ardior '141). bi .preiscited "to tha cheirpersop sr' . rho shall coodutt a hearing' within foduilitiski of receipt..of. corpla.idi Tat which" the 'affair 'hia:ao opportunity...sal ,meant. hie or her r 'file officer. receiving 'the shall asks osditioa co. tha /VIC Beard.*** whole at ftt*Inixt SeetiNts:46d ainstiseetiant vote tWo-thirds of, the. Osebsia :peasant at a elating at Ohich 'a: valuta has Ural ,eatabilithod shall daciiii the ilium. Section 6...,Dutlaa of Officoes :at- chairperson Thi..iaiirperaon shall:preside at.e1l mieiligs. act as an irs.officin 'mown; of.... all. a* *Leese' sir that notices ot meting.andother relavait information Ark

VIITC:14.1>f and work closely with ,the *ITC . ',. b.Vicapaileiserion ViOrChairpieson shall:act.' *the *Smote of thee" autititittaft and

other-duties! as neadad. by the : AOC......

. The v1417 PARA sitaidenie, recOrds,..M:Cord minutes of all Board mivetligli,COOdUct 'aid!.rairork'terresposidence; and heap other apprOPriate records. . . . f *tax v.- ituurns; , Minn 1.Candace of fusineVe At .e sooting Of tgi 1111TC,, official hours* cane only be transacted when a quorum la pressat. A stools majority is suff;ciont for pialisage of issues. tactics 2. Quorum- A quorum-shall cossist of "too-thirds (2/3) of 'the total regalar. membership.

&p ins 3.- Reaular Meting* . IPITC se a Ask shall meet sootily, unless otherwisa determisod by the board. the Annul year shell big,in -January?: ;,Noticesshall,b* sant to all smilers and dasigasted intermits. bythe secretary at lout 8,11,811 (1)r.prior to each regular

Illiet.ton boesial Haitian 'Special sestillis shall be talladsk discretion of the Clairperion, oi at the immpasstvef five (3) or gore members:

11; gailydaisharc cvt..thei.(r., official alternates shall be reisbursed for basic meoessarr expliaMM:lieutrvid in eider for them to attend all 11112.0 Board one .r cosititts1 sae 4,`"11111* wipes* teclud,essilt's'', or transportation. seals/ , and indultitntes. lirtala,1 s . ,

.- . tc

iintgLE YI emanintirs..mBY-IAWS Ansndneats be- promoted in:writing to the Chairperson a must am, Sq. 41 laSt4Or .satOril at least- can (10) days prior to'. the Mext4medting....ASsep... time of An.' .may 'Diens after one immeting-'`OP dissuasion of the issues and ,tan -t4rds.liet the total beert.MilbWrekip-ati the! eenond;miveting: AlffICIA.VIII 7-4:0111=15. Bestial% 1..liesisitsbie All scameittees.meMi'limlude.; Th Oilman's= and;at least three Board members.At least .two teacher represea. tetkien suet eery. Mt' sash Sensation;OUtside spSeIntists or consultants wily bnaInvited to loin enmittimis en the need arises, but without vatimg 'privileges .,400refamberseimait). section 2.Comiltsni,lreatinas:-

Ilk order, to conduct basin:is .Soinitteas shall east necessary andshall,erform tasksviaepealfied time,lin; 'as assigned by the Board of whole.Permanent nomnittmes may.ba designated through smendpent to the by-alaws.Any equidttee not designated by.seendeentas,pereenent/slialt diesolve ones its .original task hasliesirSompleted:

ikotioa a,Paiteleneet .coMaitteee' staff Ttelaing/Ritrainini.Plituting Committee . , . Curvienlue taproVemeett/Aunie.CMapiteocies .Consittee CoMaunity hedurces add Ccien:itten..a BebOoi.PoliCY and thieetie-es ciardttee lasearch .Prestieei;tielf-DevelopMent :Censer committee

-ft

a. i

33 Exaccinsiguizann

I; Agenda: ..Draft Of, ieede..Assessment Data

toflow from Y. needs: asSessuit o eubdtithmitteeforactivities and dvaluation (Appoint subcbmmitteetoformulate and refineobjective) identify aaiiriaes, and eira/uatiOn prOgess to-.implement,. objectives _o;dentity-typplOfpiojetttObe submitted toUSOE: ;.(Planfling- or .oPerAtional grant):: Make it

OutCome :)Objectives forthe teacher centerthat are based on identified needs ofteachers ". - . .. . o abooMmendatiOn onthetype:of grant. to be submitted

USEPARP PROVE YOUR CASE.

34. -EXHIBITI,. 61 : CONFLICT RESOLUTION

Imam coeftiimitv so so

. , anticipated that:the melt Miccessful programs. will be thosisreecomosededby uninimousrdOncusrance from the board. ",

Uhenpe or more board webersdo doqUquestion proposed .'.60irdtattiAsens,:thebeirdshoeld Imo/fete full discussion of those questions: {including use ef.other.reeourco persons when apPropriateVeinee eaWboerd:membet brings, unique ereasiAsl abgiatiatisui whichimight be Unfamiliar Wetber board members.

, . . Actions!eoimalipahill...takie .simple majoilty vote, pro' , vidid-discussion las been holden questioned issues. ".

lit4000gnitima. that'Other reipoeiiiiiitlei may eau.: ..4netinivebsonges,,a-PoiiapIsoard masber-may designate an alternatiC.to-carryhie/her vote, or the apprOpriate'.organi. eatioft.may.stase a'needld'alternatethe'weanisation which .- eetige431._selette4... the bOOS-Penest:will select teplacemente4_'.

. when the-full poligyboard is not in attendance:at a mestinis'and when'. in issucesquiring,ection is in dispute, any VotinvliiSes:oraiternate:.way raise the question of ropresen- tativeness. . -

%lifts the question Of4representativeseese has been meow. sisomt,-,the cheiriabilkhave thosa4reetnt and voting determine

whether toe . .

-- . . 0pollthe eheentseleberi who do not have alternates, soemOtpronp.votps'frem absent Members/. wieromMerthos.votecfet teaching/nonteaehing member' , . to guarantee over 41$ fer teaching teacherss or &defer action for-a reconvened. More representative grow taresi,". Once the question of.representativeness hems been'rebot. lased, each vote should be subject.to74v,leet of' unreediness. Sntanida-EW trolientor defer Policy Dosird.aetion,when the eom- 'bination 4...absen4 Votes and present available votes, who indicate unreadinesa tp vote, exceeds-50S of the total board vote count. POLICY BOARD MEETING You may wish.to invite the Federal Grants Officer or DirictOr of Federal/State Programs Administrator from the LEA to this meeting.

Agenda: o,ftscusAdn'ofrefined objectives o Further identiflcation of ACTIVITIRS and evaluation techniques o Direct the subcommittee to draft a narrative of the project o Discuss the following and appoint sub6ommittee to draft: ,2 - descriptive summary of TCPB: (all information on TCPB formation) Outline: Preliminaty Activities that led to formation of TCPB TCPB Minutes of meetings Correspondence from:

Federation . IHE, LEA; nonpublic schools Business leaders ComOhnity organizations dissemination plan (strategiesficinfor- mation about the project) after.implementation - Oersonn 1 lqualifications and job descri Ions -budget (itemized account of expected expenditures), - documentation (collection of correspondence, maftttes of TCPB meetings, etc.)_ - conn9ction with local iriservice ( Outcome Revised project plan Creation of proposal subcommittees

46. 36 -needa ssntent surmnary -narrative (include proposed site) .-dissernination -documentation Recommendation should be taken backto, sub-Committee *-2 -(Each policy."Mard''mernber can getrecornmen dationi :from Constituency.Teacher members candistribu a copies & ion representative's in .each, buil ing, reque suggestions.: First draft of Proposa

r Revision of First Draft

- .comments, adations, deletions

- recommendations should be taken 'back to. committees (check with coristituency), -further additions/deletions develop abstraci (brief description ofiproject r (Outbome: Edited copy of proposal IAgenda Final 'dopy of Proposal Chairpers6n',accepts the responsibility for final editing and printin (Copies shzild be sent to polic members ,befbre next ntieeting.)-

. (Outcome:) Approved Pibpo$al

MAKE SLiRE. THE''SUPERVITENDENT WILL SIGN IT IF IT NEEDS SGIOOL BOARD APPRCiVAL, LEAVE 77ME 7,77 647/7:

39 oApprotah of finalcopy,of 'proposa all '-me'mbers -Sign approval -page

Copies are, complete' with application 'for* andassurances (copies to be sentito SEA bydeadline) (Outcome:) Proposal to be signed by Superintendent or his/her representative

PlanningExhibit 7 PROJECT APPROVAL INFORMATION

Suggested approval sheet .1 PROJECT APPROVAL INFORMATION

We, the Policy Board of Teacher Center,.

having'pa#ticipated in development and read the prO-4, ' posal requesting a gran o establish a teacher center, give our approval Of thisproposal. 41P,

Representing (Teachers note level I J Name Elementary or Secondary)*

Chairperson:

Member:

-Member:

*sobject,areet..aild sow

This is a mandated record. It verifies the fact that each teacher on the policy board played a key role in the aevelopment of the proposal, and has approved the, finalproposal.

40 ExiprTH. _TEACHER CENTER POLICY BOARDAPPROVAL FORM

The TCPB is the governance body of the teacher center project. Each 'teacher Center Policy Board 14ember 'Mistapprove the proposal' before iti is eubmitted to SEA.

Dates Plaices

gimes Malmo. Sa00 p.m. Aatimj4241141wevmoee

AmomMuiln Atteedanoi'l See Attendaioe Sheets (Attached) Materiels !Distributed* Teacher Cebters BeOgram Mule! and aegulations Project Abstract Draft Propeeal . MOS Evaluation Criteria

OINNART :

Opining remarks and- introductidns were handled by the emoting)

obilYPAYsoss. and

provided an overview of the historical backgronnd of the

fielehie Meter lreia-View-of Ebe-plAteinO-procies

to date was provided by and

summaileed the funding process following submis,

.ton of the proposal. greeted the gwoup and Aar 04

pressed his continuing, support for the. Teacbie Canter Program.

and reviewed the

project components.

The following official motions were raised. discussed at length

and acted upon by the Policy Boards

Notion to approve'role and by -laws of the Policy Board (as- incorporated in the Proposal) -.1nounsauSLYaccEPTED

- Motion to elect me Chairperson of the Policy Board - UNASIGEWLY ACCEPTED

- Motion to have proposal editors revise the narratire portion of the Needs aessaimentrelating to figure 126 - UNANIMOUSLY ACCEPTED

. - Notion to have the Policy Board participate in the =NOMselection of the project evaluator - UNANIMOUSLY

- Nationto hays this Policy Board act as the Policy Board for the Program UNANIMOUSLY ACCEPTED 4 - Motion toapprovethe proposal budget, a. submitted - UNANIMOUSLYACCEPTED

- Motion to approve. Teacher Centers application, as submitted - Sea approval signatures in proposal of Policy Board membors

The meeting was adjourned by the Chairperson at apProximataiy 5.00p.m.

41 r. Di 41214 the'VS01, reviewprocess 4mair 1978) ',indicators,vtere used by-"PrOPOsel:reviewers ..to assist in clarification :of eachevaluation..criteriOn;, Review.shee provided: space: fpr:iiei.eltifteill-140eseentis.,:,- faiiittiNere- enaway or assigned ,t# theproPosal;;:depending:Iontts'Conf ream* ithh:the. criteria...Cgoieent...eheetef' areavaileblto the. agency that 'inkhaitted...the.priopoSar frcios the Office .of the review proCess.4, .EduCatidn ''after.

. Since the* other donsidikcatiOns havebeen recommended for use in the interpretatiOSV:of *Valuation criteria; .; :1P4r4, cOnVenience.wehave included:neti-indiactOrs-develOped by state iiii4diii4,031 tigsaiioymembers of :the: NationalTeacher.centee 'Resource Center Rhode -Island SPartraerit. of Education

Teacher Center Propos sub- In evaluating am-appZication,,

mitted:to the 6.S. Office of- the. COmMiSsioner cOrisidergO.' Bducaion _for funding are 0-yak:atoll by, the StateDepart- (a)) 'Moorland of the teacher center CZybaud's euthority and empanel- sent of 'Education. (SBA) and formipereialtui at Ma "prOject (10 points/. then by -.the . CoMmissioner. On On The potentbil.ot the ototimed teacher center for bierviudng the Wee. the.:basitio- of the following . Wombs@ of the loathers set/Md. In criteria. Each criterion will terms of the kerning needs of their 'students (20point t)... : be weighted as indicated, 'Wiih (e) The :soundnese of the proposed Plan of ePeration including coasider, total for .all' criteria Mien of the extent to 'Welk, (1) 'The objectives of the 'primped ,-being 100 points. An.appli- projects ani. sharplydefined. elearlY Mated. andcapableDebi* of being attained o4ion iimist receive a minimum by. theproposedprocerturto(10 poin ts); end of SO pOints to,be 'considered (V The adequicy Pt Provtelene tor for -fumding. =Om of the effeettuLiveteSpisti Ised t. and dtaeemlna sults. and for .determining the assent to .which the 'objectives are mem- Wring the development of Plished (id Points). (d) The appropriatenessat . the project, the: Teachez. scope. and duration lit the project so as to secure productive. resuits. Center;1Dolity Board should Peinta).. (o) The adequacy of qualtheatiap .pay careful attention to the and experience of personnel designat- vo to carry out the proposed project (5 evaluation Oriterik and points). (t) The adequacy of the facilities organize the propoial so that and resources (5 popsts). there is evidence of 'confor- (g) The reasmuMmiesa of *shwas id met in relation to anticipetaresults. mance to these criteria. Including the proportion of budget represented by oasts far relented time or substitutes (5. points). (h)The potienttal of the . teacher cantor to Impact, upon and tremor* tlw grantee's overall Mama Of vim training for teachers (15 polo Olt The. representativeness of teacher center policy board 11117.4(b)(10 points). (1) The extent to which funds. will support new or expanded' activities rather thad supporting sc. Wail Which are already being paid for 'rem other resources (S) points). 52. CIPPieneetts No. US. Si 1111143 42 TO EMPHASIZE THE T OF i1AtuATior4 cRARIA,

EACH oRXTERION.4RE*0'THE:931KPCNENT''

OF THE .'.PROJECT 1T'DESCRIBES. o;ITEMS NOTtl UNDERCRiTERION WERE

.USED"BY.:PROPOSAL READERS .duiing TEACHER CENTER-POLICYBOARD REPRESENTATIVENESS

)

EVALUATION. CRITERION 191.11(i) REVIEWERS-WILL YOUR PROPOSALS WITH THESE QUESTIONS

Is the JrCIP,B adequately representative undbr Sec. 197.4(b) of the Regulations? (10 points)

Were the, classfoom teacher members of the board nominated Points or selected by the teachers generally (eithe'r directly orAssi ned through their teachers' organization) or were they selected . by some other person or persons?* Were 'the representatives ofthe school board(S), institu tion(s) of higher educationand non - public. schools desi§- nated by their constituentsor were,they selected ,by.some other person opersons? Does the teacher majority of the,poliby board fairly reflect the make-up of all teachers in the area to be served?

,CommeritA

:,,

( These cpuestibris were takedlfrota-VSOE'.comment sheet's "usecifor evalilation of teacher Cmenter_proposals, '(1978)

44 5di EVALUATION' CRITERION 1:94411 X (continued)

p alfter Suggested Indicators*: ott Points .provide.fora "chain of communication" that allows informationto flow quickly to and from policy bOard 'members antheir constituents or organizations.

Comment:

14.

r I I S i A , / 0 f s 4 '' ' i 16 t I *Co ideratiOnf recommende* bliP Teacher.. CenterState Coordiiators

National TeWer tenter: Resburce, Center', .New Orleans, for , . . ,-,c1 October, 107d , -,,,N.rniitlitt;,°'

Y BOARD AUTHORITY

ATION CRITE1i1ON

197.11(a)

REVIEWERS WILL READ YOURPROPOSALS WITH THESE QUESTIONS 4 IN MIND...

APP Does the proposalOescribe the extent of the TCPi's authority and responsibility for supervision ofhe

project? (10 points)

Policy Board--_, Points Assigned Evidence bearing on this-point would be a clear state= ment regarding the extent to whidh the teacher center. policy board (TCPB) :1 ,

will haveau:lelityto iet poliOy. for thicenter;* . will have au ity'to select and employ,its own operating staff; will have authority to select and employ congultante>---- a and expert.; will have control of tile teacher center budget and the expenditure of its. fund'; and will,have authority to plan and design all subcon- trails that'aremade 'secure technical or other *kinds of assistance. . mment:

. ti r_ r-.4) These que'stions were taken from USOE Oomment,:sheets used .for

evalUation ofteadher'Oenter proRelals,008Y '

1 56 r

EVAZUATION CRITERION 197.11(a) (continued),

Other Suggested:indicators*: Points Assi ed Bylaws should be established and clearly delineate the role, responsibility, ana. authority of the policy board, such as: (. V identifyihg eltgible .project participants; employment of operating staffe-consultants,, and/or experts;' budgeting/expenditure of funds; subcontracting 'for techniCalor other assistance.

Full participaon in development and approval of proposals bere submission and plans befbre implementation.

Provisioh for documentation of the policy board',E1 work. thXough mechanism' such. as reborded minutes of each ,meeting.

. , Statement from superintendent and-TCPB (signed): should include documentatioh.of legal andnon- legal constraints thit.bear on-the boards of authority.

Comment:

, *Considerations regommended by Teacher Center StateCoordinators Vatidn 1 Teacher Center. Resource Center,New Orleans, Octobe 1978 TEACHER:CENTER POLICY BOARD bOLLABORATION

, Each 'teacher center project that is successfully implemented is an example of collaboration of the highest degree. The policy board' 6f the' teacher, center must wrestle with ititernettl.ves and set policy; as well as establish a management .plan that will meet the needs of local teachers. Theie considerations should be part of the_policy board formation proceeds. All policies must be in compliance with Federal Regulations and included in the teacher. center proposal. Employinent provisions which govern the terms and conditions of project employees must' be in compliance with atate .and local law as well as contractual agreements.'

'AUTHORITY. OF THE TEACHER. CENTER POLICY BOARD The Federal Regulation mandates the teacher: majority.% the policy board which,will hopefully ensure the fact .that policy board decisions will raft the concerns and needs of the local classroom teachers. Althdlighthere is no regulation regarding

policy board:meetings, a number of funded , centers have schedUled monthly meetings with emergency meetings. When needed.

The 'local educational agency (LEA) for the institution of .higher ed0eatAion (1HE) submitting the proposal actsas Aoloai agent and has 24gal responsibility for the teacher centit project.'

' The isacher center policy responsible for the .04Per . boargLis, vision of the teache4 center.. ,These supervisory ctions include activities not prohibited by state or loc 11 The Oblicy board may have the authority c o to nerve as governing and .policy-making body o toplan/conduct/review theneeds assessment; b to develop/ft arize/approve the project proposal; o po approve and commend budget program modifications; o to make deciaiOns on the final budget; o to partiapate in the selection of project staff;

op to idehtify eligible pa exits the project;

o to dOseminate projec tion; f a to dete ss of teacher center ,programs land.to sPki*.#1414- Every teacher on the policy board should be. aware of his /her -- role as representative of the teachets:in the.atrea..Decisions regarding staff, bUdgetand/or program chengeswill affect the teachers served by the teacher center. Recommendations:for. staff will critically determine the manageMent and successful -implementation ofthevrOject. Careful adherence to. the,qualifications and an interview process will provide insight into, the team membirs, These.persons will 'deliver service that will beneflt teachers and"generateinterest'and.sulOort'for the project. Collaboration among. all project staff and, pol4cy' board-members is another important ingredient for -succdlis.

FUNDED PROJECTS Budget modifications will offer a challenge to policy board membev since' the original budget was prepated with greatcare. Necessary adjustments because of:changes in the funding level or rising costs should not' alter the project plan, It ippy be possible thar eparticipaiing colleges and universitietor the district ould provide an in-kind contribution. If this is impossible; explore ways of modifying without making changes that cut services to teachers.

LEADERSHIP TRAINING- (TCPB)

Ai the majority membership, teacherscan initiate leadership programs for'policy bOard members. Locals can, sponsor training session4 on parliamentary procedure, budget and finance,as well as other respects of management. As the operation of the center - elands, funding from othersources could 8p pursued. Teacher 00mbers should update. the policy board on, procurement of thesikfunds. The teacher'center provides an umbrella for, inservi programs in the district (or districts) served. Established centers demonstrate success in servingarea teachers and have the, necessary organization Ito disseminate ,*informatidn regardingnew projects. 'mat etiboute,urbanunta kcientige4 the outiioaj oi tite mita potici bowl in thi4 opiation chat,

CI owe PIOJECT 0111ECT011 Heuer rdlnotor

Program Developer, t Other IHEStaff ThZ4 ehaet-demonAtxate4 the iuneaoniso the tectihex eentex pottey boaxd .4n the devetopment Ond .imptementatiOn of the pxojeat.

s im,g5,11"0 -oy

EVALUATION PLAN

1. STAFF

.14ffisi ,rt/1/71/V, a

CONTENTS

PARTTEREE: 'PLANNINGTHE PEOJECT'PATTERN

Evaluatiiiii Criterion:Tacher StudidltNeeds' 54 Needs Assessment 56' Surve Ai: Ote*;1,411.,,*111 I 441 Iv

Oulattionnairi !!/# s; s; ido*oid:oks 62 . IntikvissePrifte 0 iv Ongoing Needs Asiessment 6 Needs "Assessment SOurces* . 000000 i oo ...... ,..** 70 Evaluation Criterion: Objectives... 74 Program Objectives.... 76 Evaluation Criterion: Activitits. 78.4e Teacher Center Activities i 80 ERIC Clearinghouse Directoryr . A...... o : o .. oo .:83. EvaluatiNV.F4t.eFion: pDis.trict Insetvice_. Progral4 ..;:...i...- 84 EValuettaN ACtitirion: EvalUition and ,DieSeminatiori...... :..7:-.. 0:17

Evaluation Plan 1.******,0 0- Dittolinatio4'Plan '91' DieMinet$On- Sources e 95

ustion , Criterion:-Project, tile,- s9ope 7- Duration i.....96 Program Plan '114i94 Project Time Line d.d 99 Evaluation Criterion: Facilities and

' Resources 100 t.

.1 VEACILEi -STUDENT NEEDS 4.?

EVALUATIONCRITERION 197.11(b) REVIEWERS WILL READ XOUR PROPOSALS WITH THESE QUESTIONS IN MIND....

DOei,the proposed teacher center have tbe.potential for increasing the effectiveness of the .teachers Iserved, in terms of the learning needs of their students? (20 points)

Judgement should be made on the extent to which Points Assi There is a clear, convincing statement of the teachers' needs for inservice_education and/or curriculum develop-

ment in relation to the students' needs; and 14- 4 There, is an identified-mechanism or ,process.for detet mining teacher ,needs; It seems,reaaonable' to believe that meeting the teachers' needs (No. 2 above) will contribute to meeting the students' needs (no. 2 above) Cominent:

* These qu4stiona'were taken from USOE comment sheets need for . evaluation of teacher center proposals, (1%78) EVALUATION CRITERION 197.11(b) (continued).

Other. Suggested. Indicators * :`,, Points .. Assi ned -Clearly identified sources and collection' 'pr9cedures for student and teacher needs. Differentiate between perceived and assessed needs. 6 S\ Deicribe relatiOnship beiWeenidentified student and teacher needs.

Describe how teacher center activitieswill potentially impact upon student needs (e.g. -.434eatual evaluation may include examination of new-or previously used data bases.) Teacher Center programs should clearly define activities in the followi areas: development and produ of curricular facilitate teacher ac to 'educational research; provide training to bettermeet special- student needs and familiarize teacheri with Current educational research in order rove teaching skills

Comment:

*Considerations recommended by TeacherCenterState Coordinators National Teacher Center Resource Center,-New Orleans, October, 1978

8E 5 NEEDSASSESSMENT

411k

Teacheri will participate in an inservice program if it is designed to meet their needs. The first phase of the project must include an asseisme*t of problem areas as perCeived by teachers. The needsasses4mentwill be the pivotal point of the teacher center proposal. Expressed .concerns bf teachers and identified needs of students will ptovide.the basis for the objectives and the program. of the'local teacher center. Each year there is. a, growing. evidence. that student needs are changing and teachers must quickly adapi,their instructional programs to meet these needs. For example, data on excessive student absente451 and truancy could be used to support teachers' needs for some type of n- service that will focus on the use of incentives or relev t instructional strategies geared to the level and experience. of those students. Policy board members acid others may be prone to surmise needs but the' most realistic inservice activities'are based on needs identified by teachers. ..The objectives of the protect should 1 flow from the needs assessment. Hard data provtded by the district-Special Projedts Office or the Curriculum'Superintendent will demonstrate general areas. of need.

1 INCLUDE EXAMPLES OF THE FOLLOWING USING CHA TS, GRAPHS, AND OTHER CURRENT DATA: GEOGRAPHICAL AREA any significant trends that are problematic example: population shift a SOCIO-ECONOMIC DATA income levels, studies of ethnic backgiounds, demographic information STUDENT POPULATION STUDIES enrollment of students in spebial Abgrams, attendance studies, absenteeism and truancy, ethnic background, TitleI studies of student population, dropout rates, achievement levels TEACHER POPULATION STUDIES age distribution of teachers, years of teaching -experience, years of experience in di'strictfs), level of acadeiic training NEEDS ASSESSMENT(CONTO.

Tfie new teacher cyhtermust focus on the development ofa program for increating the effedtiveness the teachers served, in termsof the learning needs of their students;s (197.11, a) In order to assess,student needs, the followingdata con be 'Compiled and usedas one indication of needs' o standardized adhievliont teitt scores o criterion referenced` test scores

o state. assessment test scorep

mss' district-widAstudyof subject area nstery of objectives. -Cantion must be exercised in usiwi.thiornforritation Student information compiled for.Title:I programe,CETA and the implementation of PL.94-142'is alsorelevant when assessing learner needs. .

1IF YOU DON'T, DISCUSS STUDENT NEEDS ....YOU AfAY 10.SE /0 PO/A/T3 l 4

57 G VEEDSASSESSMENTINSTRUMENT.. of inforaia galthere or this .projeCti can clearly indicate area*. 6,;t:del ed6cation need* "PubliCations, results #:..oi recent inibz4.4:. ,igniko#ii 'pals ,is riot -widestudies provide the fittiad...di--448,46f.- education s.. Parents:it-teachers. and,Itaiiinistr -41 together .iituat eeerch 'oUt the meaming_of.. the It is imperativA to go beyond the hard,da.ta to eveloptheOmit' reit:Arent ..pridgrar4,forthelocal teaca./ center':

Problem Facing the Palate; Seltoolstrehlle Optative 1st I +fr°01 t'1571714 to-;quantifir"the. specific current 14 .. . needs of teachers, as pre e}ved by tdif6hers theraselves, ,it ls.,,suggested that a survey instrument be developed to give eah teachers (or at least a ' sampling of teachers) in opportunity to ideetlify theirwn inseivice needs. ... dt, Plans for -the ividest4distribution could include publishing the list.survey in. the federation gaper or using the federation mailing

".1 Data from the 'final instrument can easily be EXHIBXT- 12 SURVEY compiled and interpreted..

SURVEY OF TEACHER 1N-SENVLCE EDUCATION NEEDS

. - 1- Strongly needed and very Important fur many Detroit' educators and I would 'choose Co . participate when possible, Program must be developed. 2- Strongly needed and very important for malty Detroit. educators but I probably would not participate. Program should be.deVelopbd.

worth con doting, forpOogram development. . 4-Nrk of high pribtiti at this time. 5-Should reyfeive licele if any consideration. Check oneLonfor each urea ... . 4

a. Individualization of instruction b. Teaching of reading

c. Teaching of mathematics Vt . d. Classroom management el Effective utilization of test data ----,--1 f. Communicating teacher expectations , 4 improving student's self image . I. g. Stimulating student motivation i

h. Teaching strategics and skills' en ilelichavior modification

j. Utiiizacion.of'media materials . . k. Effective sharing of promising I e practices

I. 'Interpersonal & intergroup relationa: student/student, student/teacher, fituieet/paient' m. Niddlo.School concerns 5:iter High School effectiveness 0.-"'Syslematic, developmntal teaching, p. HUmanizing instruction . Stuent involvement )n insiructional decision milting. increasing student

. self dtreccOon . - . 'T. Career education ' km.4.4:- it,r.rPil'.... s. Talented and glftwdstudencs . v.4".. L., ComPutOng sexism u. Competencbased eduTatlon v. +Metric education

. * Always adapt anye instTument to local. peedth:" .0.

r - 59 SURVEY A (CONT.

SUMMARY SURVEY" A IA RESPONSi:. tgACHERS .

SUMMARY OF AIL RESPONSES TO XN -SERVICE-1=0$ OPINIONNAIRE APPENDIX A:21 - ,,TEACNERIN-SERVICENEEDS . . :_ . _ .

_ . MRSO . MEAN . NUMBER. OP RATING PERSONS

a. Individdalization." 1.55. 163 of instruction b. TO ching of 1.57 .. 168 re ding .:, 157 aching 4 1.78..

thematic' ) d. assroom 1.73 160 .4 . - management . e. Effective htili ation '2.52 : 157 17 oftest 4pta , f. CommunicaVing,t ch. 1.881 ez 161 7 expectations i - " '- c proving student' self Image g. StiMulating... 1 170 student-motivition h. Teaching strategies 1.83 162 40 and IlkillsH. , i. Behavior mod.ifipation 2.09 163 8 j. Utilization of , media tateriale 2.64 156 18 k. Effective sharing of promising practices'2.70 145 20 1. Interpersonal s intergroup relational 2.34 157 11 students/stedenk,etc I. Middle School 15 concerns - 2.50 141 n. Senior .High School effectiveness, 2.64 131 19 o. Systematicidevel- opmental teaching 2.43 145 13 r p. Humanizing instruction ' 2.12 '149 10' q. Student involveent In instructional' 1.51. 46 16 deDision making. In- . craving student', . Ulf, direction s r. Career education 2.35 151 13. s. Talented and gifted students 2.09 15'9 9 3.27 146 21 t. "Combating sexism : °Do COMpOtWICy7bASed o 143 - 19 education % . 2.64 v. Metric education 2.45 149 14

%AN :

60 suRvEy4(CONT...)

-Alter an analysis .of the.needsApsessmentOUAVey or questionnaire .has%been completed, clearlydefine your local needs. This section of-the propoimlshould,precede the programplan; This;;is,anare*wheie theskill of the special projects administrator tram the districtcan fadilitate tteactivity..:Inarge distrieds digitgik -Sheetsare used and 4.1406nvation, is tabutTated

quickly by computere. .

* INSERVICE ;PRIORITIES: RESIATS.OF SURVEY RESPONSES .

EXHIBIT 14

PROBLEM AREA XXRDERGARTEN 12 INDIVIDUALIZING INSTRUCTION

TEACHING or READING

11.1411816 a

. THE AREAS OF GREATEST CONCERN FOR R-12' teachers in sdrvey A.. ,Other concerns for program development can be grioritized by using the rank lis ing.

ORGANIZATION CAN PROWIDE FOR 'SUMMARYOF RESPONSE$ ACCORDING TO CATEGORIES OFtTEACHERS

EARLY CHILDHOOD ELEMENTARY TEACHERS :MIDDLE.SCHOOL TEACHERS HIGH SCHOWTEACHERS,

41,

7 -71 .-- 15 iTIONNAIREA

CITY TEACHERCENTER

Rama ,.1 .Address -street', state . . zip , k WHAT 14-YOUrePREiENT,#AcHING ? IreMentip, ier High_ Schoot qijgh School 5 ' Grade(s)

School .District ( . :1::13 18419 SilbjectisY' - . -* 20-.21 . r / toscribe-anY Special assignmentyou have, if any 2.2.-

.WHA IS YOUR' CERTIFICATION ANDLICENSING STATUS?

. Are you fully certifiedand for yourresent asignmeht? --,--Yes ao 23.

If you are not fulty'certified andlitented-for your present teaching Blig nt,.aOproXimatelkhow manythrOe-creditcourses- do::you Weed. to o, In the.apprOftlate Certification?'Check. as many as apply. b or, two courses. in the content area 24 three or four courses in the contentarea 26 five or more courses in the content area a 26 Or two courses in educationalfoundations or methods 27 hreeior more courses in,educatio al foundationsormethOdt 28 I do not need course work butmu take and pass the apprApriate 29 icensing exam ion

ASSUME TGA A 'TEACHER CENIER-WOWIELOCAT D IN OR'NEAR.YOUR.SCHOOL. WILL PROYI THE CENTER INDIVIDUALIZED iNSERVICORAI ING FORTEACHERSTHROUGH. WORKSHOPS. COURSES, 1 'YEAR-LONG. INTENSIVE PROFESSIO AL W DEVELOPMENT ACTIVITIES, THE ACTIVITIES' CONDUCTED AND MONITOREDIWNON-SUP VISORY TEACHING SPECIALISTS IN COOPERATION WITH UNIVERSITY PERSONNEL. COL EGE PROFESSORS WILL TEACH SOME COURSES YOU COULD EARN UNIVERSITY CREDIT ANSERVICE CREDIT THROUGH YOUR PARTICIPATION IN TEACHERCENTER ACTIVITIES THECTIVITIES WOULD DE DESIGNED 'SO THAT YOU COULD ACQUIRE SKILLS. AND DEVELOP MATERIALS THAT WOULDBEAMMEDIATELY,. USEABLE IN YOUR CLASSROOM. .

Would yop like to become involvedin a year-long intensive professional developmentsequence in the center? ,yes nc Would you attend occasional university creditbearing courses . in.the area ofyour present teaching assignmentat the center? .yes no 31

Would you take the same courses for inservice:Credit or for f', no credit?' 32

. WoUld:You attend-OccaSionaiworkshops in the area of your present

teaching assignment? . no 33

. id, you attend wortsahops or courses outside the areaof present certification and teachini-iiiiinment?'_;__yes _no 34

If yes, what area. would yOu'belnost interestedin? 35 , 4 .. 36

62 QUESTIONNAIRE.A(CONT )

WHAT DO YOU THINK WOULD, HELP YOU THE MOST TO IMOR.OVE YOU(TEACHING?

Check any that apply. . 1. , _greater depth of knowledge-6 subject matter.for.the content area , ._.37 ---- iimproved ability-tostructure.Content for teaching., 38

increased knowledge about how children. learh ..:* . '39 __greater understanding of thelheories teachingof and learning ---40 better knowlvjqCabout the kinds-,of-curriculusimaterials-(bookm, 41

--kits, etc.) !rtat are available . ' . -'' to_greater skill:in adapting published amteriali-for lassroOm use -, 42 _improved ability' to develop my owa.cllisroom materials - ;Al-

' . Assistance in long-range and day-to-day-Planning. ..:: 44 -.t: more effective 'classroom management skills so that !Wilk could 45 -

t---spend their time more productively. .. ,' , better.methods.of assessing and monitoring-pupil progress_ 46 a--7-other.' ' .. 47

. - 0 , J. I HOW DO YOU THINK YOU CAN BEST LEARN ABOUT THE THINGS YOU CHECKED.ABOWE? ,.., Pleage-check no more'than-Trie of the following. .-v----- after school-single session or short term workshops 48 1.

after school university credit bearing courses . . 49 ,,,professional reading.. 50 k consultations:With, regular supervisors about teaching problems 51 consultations with non-supervisory teaching. specialists about -..--1.52

teaching problems '. -

informal conversations with otheePteachers . 53 77see4ng demonstrations in clatsramis byteacheri who are trying H '54 4.15 new techniques that have been proven effective trying out new techniques and talking'with other teachers abouttiiem' 55 examining different teaching strategies and theiropolicability to 56 various subject areas- other. PleaserspecifY 57 513

ARE THERE ANY. FACTORS THAT YOU THINK ARE IMPORTANT IN PLANNING A TEACHER CENTER THAT THE COMMITTEE SHOULD KEEP IN MIND? c

63 -4 7 A successful technique ,for; .the diitricbution . ofaquestionnaire or a survey is to publish it in the federation paper.Additional. copiescan also be made .711able thrOugh building representatives. EXHIBIT 12 provided project planners with specific information .about; teachers and their inservice needs.

EXHIBIT 16 ANALYSIS OF DIS'PRIC.T RESULT'S F SUMMARYOF 'MAJOR CHARACTERISTICS OF SURVEYPOPULATION - (#1 to 29) OF,OURVEY,) TEACHERNEEDSIN TirMSOF PROPOSED TEACHERCENTER SERVICES, (#30-36)'OF SURVEY) TEACHERNEEDS IN SPECIFIC AREAS (#37-47) TEACHER NEEDS,:,p0NOORNfNG_AppROACHES TO INSERVICE EDUCATION

(V48-58) "ft

/1 GOAL IN NEEDS ASSESSMENT IS OBVI4USLY THE NEEDS OF TEACHERS

a 64 75 DONNA:6 (CON?

=Hi BIsr...1 7 ,TEACILER NEEDSINSPECIFIC AREAS:

2MOMBMR: OF ikPiall 0?' CONCERN Ticaohns Ak REFIKINOIVG !

. . Greater dept( of itiowiledge in Subject matter. . a. for thS.00140M area 1714 63.8%

VaPretred'ability to -'structure content for.; . f44014mg. 21 78.9% , Increased knowledge about how children learn. 1318 , 48.2% areater understating of the theoriess

!tmaching and lea .823 .311.44 ° Better knowledge about the kinds .of curriculum' materials (books, kits, etc.) that are attailable '2396 .87.6% Greater skill in adapting published maiarials for claissroom use. 7530 2 5%

' Improved ability, to develop myl ownIlasarOora materials. / 2426 8.7% Aseletance in long range and day-to-day ( 15141Thing 246,-, 90.1% , : . - More effective classroom managementSkilla So. that Pupils:coula- spend their, time more: productively. - 86.34

. 'Better methode of assessing:and monitoring pupil progress. 1624

A list, of priorities compiled .from. , survey. This analysis provided the policy board- with the direction as to the kinds of direction, as to the kinds of inserVices, _activities teachers., needel, their duration and their . focus ,4, . 4 i -

L. a

65' QUESTIONNAIRE A (CONT. )

PROJECT EXPERIENCE 178 f 1 r In largeurban districts, itmay be _necessary to.establish,0 Vcen;terik.in .marethem one sc ool« satellite ire 'prOducti3.reto meet with If a survey is disiributddl)tmay be ute the.'Suz-veys'atthat time:'e teachers at those 'schoolsand 'distrib- A

VI"

EXHIBIT18: ANALYSIS 'OF QUESTIONNAIRE A

TEACHER NEEDS IN SPECIFIC S r AT PROPOSED ELEMENTARY SCHOOL SITES

a I . . (..D117100 . AREAS OF CONCERN _ 198 36 261 161 179

- . emu et ItArstas 17 20. 27 143 mummstm,

*eater depth of knowledge In subjectmatter.for the era.. 58.8 60.0 66.7, 67.4 65.6

loprevell ability to structure,conteot for teaching. .. 70.6 85.0 81.5 81.4 84.4

tweswo knowledge *bout hem children learn: 47,1 50.0 51.9 51.2 50.0

understanding of the theories of teochind'an enernIng. i , '29.4 30.0 33.4, 32.6 31.2 _ . . _ . a - .., illetior.Itnowisege about the kinds of currIculum matsrials (books. 1 hits. etca) that are available. 82.3 85 -0 85.2 86.1 '17. J r . --tr:,--. ottelik. Pillin adapting published oatbrials for CiMSSPOOM Use. 88.2 .90.0 92.6 93. 90.6, :A

leeroved ability to develop my own ciallereon neterleid. , 88.2 85.(i' 68.8 9 .7 87.5

Assistance In long range and day-to-day planning. ibi 1' 88.2 90.0 92.6 .93,0 '''93.4. Ohre effective classroom management skills so thatpupils,could 82.5, 90.0 spend their time more productively. . 92.6 90.7 90.6 , 4 4e getter methods of assessIngand sesnjtorIng pupil progress. i 64.7 '1.8 ''59.4 60.0 59.3 4

0.4 of Responses 66' PAtEr-V6-..PACE NEEDSASSESSMENT Personal contact are ;*.ime 'consuming; bUt they generate interest in tie n w.project anthe imservi,ce concept.Policy boar members can c raieonabli number of teachers to interview. Thespend approx- 20-30 minutes with each teacher.

EXHIBIT SOME SUGGESTED QUESTIONS FOR INTERVIEW .

IMISTICHS

Mhat would you. list as the three most important problems In your school that would benefit fiat* inservioe training? In your district?. .

2. Bow would you lik4 to see teacher center services Provid04. 0.g., course'', workshops, released time for visitations; short or long programs,, etc.?

If dome programs were limited terhelping you in areas that repxeeent the learning needs of your students, what would:4 these areas be?

a ) .`

Can you think of any "'extraservies or faoiliti:e6that a -teacher mantex_might.provide.that would otherwise pot be aVailablis?

. . . .

° 5.; Can you maim three,thiuga that...you would like to ses,ra teacher center providedixectly to you? ri J 0 DO you have any suggestions for the development of a teacher center that haven't been included in your remarks thus far?° _

V. . !I'.1

I *.* 67 .97 8 ,.INTERVIEW (60NT )

EXHIBIT 20: DATA FROM PERSONAL SUR4EY

PERSOMAL.CODTACTSUR4iY RESULTS FOROUESTION

. CONCERNING MOST WORTADT ID-SERVICE PROILEMS - ID SCHOOL AND DISTRICT

Number of 1 T90 Area .Coeseents Individual School

Special Learning Deeds of Children I 129 . 27.8.. (e.g. handicapped. gifted) .

-q D4gnostic 6 Prescriptive Approacho 91 ' 16:8 . to Instruction

Discipline and Classroom Management- -- . 80. 14.7 -.

Improvement Of Existing Instructional 77 14.2 Arograms

ChildreesComwonication Skills ..., 60 11..1 _ a

Teacher Interpersonal and Cocrunica. . 38 .. 7.0 tfon Skills

Social/Emolunal and Developmental 35 6.S 10. Needs o. Children

Personal/Professionll'Needs of Teachers 24 14.4

Other 8 1.5

Total 542 100.0

District . 74-. Communication withinDistrictilL .4 14 24.1' .Oveloping Reali%tic Expectations 13 22.4 for Teachers

Discipline 1 11 ' 19.0 Total -2nstructional Program .11 Improvement 11411.

Inservice for Parents. 3 :5.2

Readjng Program ! 6 10.3

Teacl?er's perceivedneeds can be ioriiized from survey results.

68 ONGOING NEEDS ASSESSMENT: 4 Needs assessment. procedures must be krailt into the project prograM.. TheAliDelta ICappi Needs Assessment kit, 9missiOn ,on...1rdudational 'Planning Box-789,8th and Union ,BlooMingion,, INDIANA 47404 Outlinesworkshop .actiitiesthat provide for individua/ decisions as. W0111 as groupinterabtion. - interviews, Works'hops and informal surveys can bescheduled, ttrough.out,--t.hedurationof theproject.. 'Adaptntton to shiftsind,::cheinges, will 'Continue to .draw teachers into greater pirticipatiowincenter ,

yF InforMation 'about the types of surveys canbe researched front ,sth, e numerous books and articles thatareavailable On needs assessmentplanning and or4anization. Comprehensive studies of the needs assessment process have been pub fished. . Policy -board members may,, wishto .use thefollowinwas_reference sources: .., , . i - , , . a I"Educational 'TechnologyAl tli).November, 1977'1. The, entire issue is focus:fed on needs asessment.

., ,._' W. bert,iioubtrton, Len Faseler,, Sarah..Wilite,\ Pri cilia Sanders, Joy Seater and William Butts.N As essi School/College/Communi411Needs, Te cher Cos Developmental Train ng Activities, 3.978. Copies 'pay ohtainAd..ff:Ra; Thetenter fit.Urban Education The University of :.Nebraskaat Omaha' 380, Sixteeintk.Street Nebr. 'ka, 681.313

69 DIRECTORY- OF SOURCES

Alameda County NeediAssessment. Model -Connectict4 Educational Needs Assessment Alameda-County Schools State Board of Education 68S A Street P.O. Box 2219 Hayward, California 94541 Hartford, Connecticut 06115

. Aspects of EdudationikAssessment .The CSE Elementary School Evaluation Kit ' Center for,Statewide Blucational Assessment Allyn aaMICon Inc., Longwood Division Educa al TestingService 470.Att venue Princet 'New jersey 08540 Boston,Massachusetts 02210 Assessing Career. Needs Of learners -Design fof.DeVeloping a' Program of School State Department of Education Improvement 942 LancasterDrIve NE State Department of Education Salem, Oregon 9731-0 " Montgomery, Alabama 36130 An Assessment of EOCational Needs for Students Developing a Workatfle. Needs Ass essment Profess.

In,Oklahoma_ . Office of the Los Angeles County Superintendent State Department of Educaticp' of Schools' .2500 North Lincoln Boulelard LosAnieles, California Oklahoma city, Oklahoma 731.05 District of Columbia's Citywjde Needs Assessment .A6ntaAssessment Project Public Schools of thebistrict of toldmbia Instructional Seskices Center Presidential Building . 2930 Forrest Hill Drive SW .415 12th Street NW Atlanta, Georgia 303t5 Washington, DC 20004 ..The Beverly HillsCoinmuilltyLabs at its Schools Districtwide Needs Assesiment Report Beverly Hills Unified School District San. Diego Community College District 255 South.Lasky Drive 3375.Camino.Del Rio South 'Beverly Hills, California 90212 San Diego, Calgornia 92108 California Assessmelit Program Education for the 70's 10 Stateepartment of 'Education Tacoma Public Schools 721 Capitol Mall,.4th Floor Tacoiana Avenue at Eighth Sacramento, California 95814 1357' , Tacoma, Washington 98401 CAM 4 Evaluation Center IEducational Goals for West Virginia Hopkins Indepe dent School District 274 Defmliment of Education Hopkins, Min to 55343 Charleston, West Virginia 25305 Citizens' ,Opinion Survey .Educational Needs Assessment Denver flub_ lic Schools. Arizona Department of E4tication 900 Grant Street,'. i, 1535 West Jefferson Stroll Denver, Colors b,80203 ' NI.-. Phoenix, Arizona 85067 .

- 1 Conduct' Local Needs Assessment: A Guide Educational Needs-Assessment ERiCRearinghouse on Tests, Measurement, and Merrill Area Public 5chools Evaluation Astr.s14,-Wisconsin 54452 Princeton, New,Jersey 08540 Educational Needs Assessment CcEnrliunity Questionnaire Northeistern Educational Intermedi hit Charleston Publicfichoolls Scranton, Pennsylvania 3 thisolm Street Charleston, South Carolina 29401 Educational Needs aisessment Westinghouse Learning Corp&ittion 8 7,13.0. Box 30 Iowa City, Iowa 52240 70 Educational Needs Aisessments Indicators and Statewide Assetsmeni Wisconsin Department of Public Initruction Division of Planning, Development, and Evaluation 126 Langdon Street : Colorado State Department of Education Madison, Wisconsin 53702 1362 Lincoln Street Denver, Colorado 80203 Educational Needs Aisessment: A State Design for Texas Louisiana Assessment of Educational Progress. Texas Education Agency The Division of InstructionalServices 201 East 11th Street State Department of Education . Austin, Texas 78701 *, -P.O. BoX 44064 Baton Route, Louisiana 70804 tablishtng Educational Priorities through the Illinois Problems Index Maine Assessment of E ucational Progress Illinois Office of Education Division of Planning, Eva ation, and!Research 100 North First Street -StateDepartment of Edut tional and Cultural Springfield, Illinois 62777 Services August.i, Maine 04330 -, Educational Values Assessment Questionnaire Behavioral Publications A Mahual of I nformation.and Guidelines for - 2852 Brdadway Teachers and AdministratOis MorningsideHeights State Department of EducatiOn New York, New York 10025 Montpelier, Vermont 05602 Fourth Annual Survey of Attitudes toward the. Materials for Use with Local Districts Interested in Public Schools of Brevard County, Florida ..DeVeloping a Systematic.Planning PrOcess Brevard County Public Schools State Department of Education 3205 S. Washington Avenue Montpelier, Vermont 05602 __ Titusville, Florida 32780 Milwaukee Public Schools Needs Assessment Fresno County Needs Assessment Process Division of Educational Research and Program Fresno County Department of Education Assessment - Fresno, California Milwaukee Public Schools Milwaukee, Wisconsin General Educational Needs Assessment in Mississippi The Minden Public School Objectives Poll Office of Planning and Evaluation Minden Public Schools N State Department of EducatiOri District. R-3 -P.O. Box 771 520 West Third Street Jackson, Mississippi 39205 P.O. Box 301 Minden, Nebraska 68959" General Needs Assessment Bucks County Public Schools Minnesota Educational Assessment Program Doylestown, Pennsylva ia Minnesota Department of Education St. Paul, Minnesota 55101 iveromprehensive Needs Assessment k I formation Analysis Associates Monticello Needs Assessment Committee ox 1421 Questionnaire esa, Arizona 26201 Monticello Public Schools Joint District No 3 Hawaii Educational Assessment 31.2 SOuth Main Street State of Hawaii Department of Education Monticello, Wisconsin 13570 P.O. Box 2360 onolulu; Hawaii 96804 National Assessment of Educational Progress Education Commission of the States In a Education Needs Assessment Project 300 Lincoln Tower Divisioof Innovative and Exemplary Education 1860 Lincoln Street State Depart nt of Public -Instruction Denver, Colorado 80203 Indianapoliscindiana 46204

71 Nebraska Needs Assessment Survey Newton Pubi4c9kiols Needs' Assessment Nebraska Departinint of Education Newton Public S Sdhools BOx 9499q y 57 trinity Streit - Lincoln, Nebraska 68509, Newton, NevEreikev.,07860 ' Needs Assisiment NextStep- Virginia Department ofgducil Worldwide Education and Research Institute Richmond, Virginia 23216 '2315 Stringhaln Avenue - Salt Lake City, tkah'89 Q9 Needs Assessment, . Accreditation and Educational improvement New Hampshire Edurational Needs Assessrrs,ene Section ; Department of Education State Depai-tment of Education 410 State House Annex- Columbia South Carolina 29201 ConcadoNew Flampshire'03301 q.6 ' NeedsAssestmentin EducatiOn- Ohio's Statevide Assessment State Department oplidikition , Slate of Ohio Division of RellearChs, Plarining,and Evaluation DeParPnent of Education 225 West State Street- ." Coluinbus, Ohio 43215 . Trenton, Nevi Jersey 08625' .The Pennsylvania Questionnaire Needs Assessment Kit 1 State Department of Education .

The Diagnostic and' Prgscriptiim centeffor Box 911 . Educationdl.Environments Harrisburg;'Pennylvartial 7126 - 121013th Street kogramPlanning Guide f Parkersburg, est Virginia 26191 or C.. Kansas State 'Oepartment of Education t4ieds'Aisesiilient Motel Kansai State'tducation Building Edutational Improvement Center 4. 120 East 1.6th Street'4,, of Education otropeka, Kansas 666127 t . Lion Trenton, New Jersey 08625 A Proposal to Assess the Needs of Students-D.-.

, Ten School Gistricts A Needs AsseSsme,nt Model for Establishing Project #2204., -f' _Personnel Training Priorities " State Fair Community College" Univirsity of Connecticut Sendalie, 653b1 -Connectidut Special. Education Resource Center Pupil;- Perceived Needs Assessment Pacicage UZ4 - Storrs, Conneejicut 06268 Research for Better Schools 1700 Market Street Needs Assessment Models: A CriticalAnalygis Philarielphia, Pennsylvania) 9103. Alameda County School. Department ; 1.4 Report of the Visiting Committee 685 A Street 9 Hayward, California 94541 Saimbn High Scholl Evaluation. " Salmon, Idaho 83467 , Needs Assessmeiri Procedures Manual Education SyStertis Associates School Climai 445 Eificutive Center Drive; Suite 205 Cheyenne Morntain Schools Atistin, Texas 78731 1118 West Cheyenne Road , Colorado SPri ',Colorado-80966 4:- A Needs Assessment ProcessiGuide Sc ool Pro Bonanza Game Priority " btew kle,SiODePartnient of EduCation s Needs ssmeat System Education Building. Ur;verity bf Georgia, vita ee,. New Mexico 87501 . , A s Georgia 30601 s , -. Nevada &feeds Assessment SkylineViide Educition-PlariF, .Li Division df Planning and Evaluatibn Dallis independent:Scitool District" NeVada State Department of EduCation 2'7,00 Ross Avenue Carson City, Nevada $970,:1`. .Dallas Texas-75204 State Needs Assessnient Project State of Idaho 9epartment of .Education" .,Len B. Jordan (*let Minding Boise, kclaho 83720 . Student ()pinion InventorY National Study of Sc aluation,: 2201 Wilson Bouleva d Arlington,. Virginia 2 201 it Survey Results: Educational. Needs ih the Pacific N., Northeast - Northeast Regional. Educational Labbratory . 710 S.W.Second Avenue Portland, Oregdn-97204.. Utah Echicational NeedsAllsesstnent PlannAg and Evaluation t.)rit Utah State*Board 6f Edutation .4 136at South lemple Salt Lakeity, Utah 84111N Wallington Statewide Educational Assessmtnt

Department of Public Instruction A -4 i1/4/01ympia, Washington 985b4 4 Workshop Packet for EducitiO-nal s and Okiectives Phr Delta Kappa, Inc. _. .Eighth and Union Str Box BloOrni PROJECTOBJECTIVES'

ALUATION:cRITERION 4. I

197.11 ye REVANERS WILL READ YOUR PROPOSALS. _WITH. THESE QUESTIRN S IN MII

Doei the proposal containsound,objectives Whicia, Eire PointE . At Asair . sharply defined, clearly statip, and capable of being

attained bytheproposedPrOttiures? ( 1 0 points)

Judgement Should made on ..the extent to. which -ObjeCtiv s relate to thestatedneeds ; -,proposed activities relate to theohjectives;.and

. . -You think, they willattain their goals. Comment:

These questions were taken from USOE comment sheets use0 or evaluation of teachei center proposals ,-11978) 3 . At . . liPAIMATION CR/TERION.197.11(c.1) (continued)

Other Suggested Indicators*: Clearly describe the scope and sequence of activites from "Day,1" of the project. Objelives should be: consistent in format; concise and cOMplete--population, expected outcome, measure(s), time: attainable in terms of face validity; w'supported by dub-objectives on other information, if needed to further explain intent(of objectives: 'clear relationship shown between goals, objectives, needs and acjvities.

.*Considera ions recommended by Teacher CenterState Coordinators Nationaleicher Center.Resourcelpenters.NewOrleans, .Octobers. 1978

75 '/DENTIZY OBJECT

PROGRAM: PLAN Performance Objectives.

When .theOresults of the .needs assessment have been completed and compiledr the program plazr can be determined. 'Objectivegi that address the:'needs outlined by local teachers must be stated in

measurable terms. 0.

Measurable,:sObjective

1.1 During the project period of September., to June, , no less that60t'lqf teachers partidipiE5i in the teacher center afternoon wbrkehops will d nstrate an .increase .in their ability to identi their .own' professional development needs in -order-to- better Serve. their students.

In maw cases, objectives are written Is goals with no possibility of xeasonab)A1 implementation. The foal owing '"objective" would not be accetable.

Objective-

1 . Tbachers will improve their ability to smote their students.

Objebtives focus on areal'', of conce identified by teachers in the neilds assessment. The evaluation criteria 'speak to "the potentlial of the prolDosed teacher center for increasing the effecillrehess of the teadiprs served in terms of the learning needs flitheir students." .This could bef accomplished through the perms:Asa growth of 'teachers, air pirofessioftkil deVelopment and acquisition of new skills. .11 (b)

Objectives may' be difficult:to define. : Howeverone Way 0 * 'makingthempreciseis to project the, schooldi;tricitwo

. years into he .future. Identify the % changes that would: be visible theiL. ' These may be the obj of -dour prof , ,

,*., . *

76 ICI, PROJECT OBJECT (CONT.)10

If time permits, policy boatd members can explore alternatives.. through the use.of workshop materials. ,Specific .instructions on the writing.of performance objectives are provided in the Workshop Packet for Educational Coale and Objectives subtitled, A Program for Community and Professional Involvemen, The packet maybe obtained from the Commission-"on Educational nanning, Phi Delta Kappa, Inc., P.O. Box 789, Bloomington, Indiana 47401.

"I cannot emphasize too Strongly the importance of stating-your " goals, objectives,, and plan of action clearly and in an orderly fashion. All parts of,the proposal must work into a single

plan. For instance,' if a statement of needs is called for, it . \_shouid be writtenso that a statement'ofobjectives will flow naturally from it. It:should be evident to the reader thit the accomplishment-of those objectives will satisfy the needs. The

statement of,objeCtives then becomes the badis for writing a' . section 0'10:c:sults or benefits expected and a section on approach (the 'how I will do it' section).

"Objectives of a proposal tell reviewers what the applicant intends to dO with the money regaled. If these objectives are couched in vague terms, then the reader gets only a vague idea . about what the proposer hopes to accomplish. That, in turn, makes it difficult to, determine if the approach the applicant describes is adequate in terms of his objectives.

"Objectives should be written precisely, and when possible,, at the 'task' level. In other words, if the applicant intends to train dOmmunity personnel in consumer education, the objectives should spell out specifically what aspects of consumer education will be zeroed in on rather than leaving them at the general 'cons r education' level." AO" Reference from Information Center for. Proposal Develoimentr. A' Project Manual. 19761977- David B. Sherman anct_Miriam'Smith, eds; *NewYork City Board of Education,. 11Q Livingston Street, Brooklyn, New YorkP11201-.

r ACTIVI

EVALUATIONCRITE510N 197.11 (j) REVIEWERS WILL READ YOUR PROPOSALS WITH THESE. QUESTIONS IN MIND... 4

Does 'the" proposal explain'the extent to which federal funds will suppott new or expanded.activities rather than support- , . ing activities which are already being paid for from other

resources? (5 points)

Is there,a statement, of. the kindS of activities that will Point be initiated, with federal funds? * Assig Does the proposal include a desCriptiomiof similar activi

ties already.being fundedrom other sources? P 1111 Comment:

*/ Those (Inactions were taken from 11808 .co t sheets used for evaluation of.teacter center proposals, 8)

78 EVALUATION CRITERION 197.11(j) (continued)

Other., Suggested Indicators*: Point's AAEU ned Describe. presept.programs,' funainglevel and source of funding.

Description'of tywas of Activitiesbeing initiated with federal funds (e.g.expanding existing progkam or'implementatiohof new program.),

0 -ON

Comment:

14, C

y. *Consideratieni recommendedby-Teacher Center State Coordinators National ftacher Center Resource Cihter, New Orleans, October, 1978 /79, ) T a (, . .CENTER ACTI17ITIES

:414. FederalAcherCentersreguiation.po;ntsilutthat eachteacher centet may afford opporiunikies for. teachers tog

(1) Develop and produce curricula fincluding the.modification or adapta- tiori.of exis ing'curricula) designed to meet the 'e Ilcationa; needs of the students sery tIe teachers; 41, (24 Use edpcational- seasch findings or new or roved me de, practices, and,techniLqugos in they eveIopment the-OurriculaT IP) P vide training desOned to: i) Enable the'teacherir to better see' he special educational needs of the students the serve(including training to en teachers to impleserve- -merit effectively spedific curricula); and (ii) Familiarize the'teachers-with developments'in curriculum and educational research, including the use of research to improve teaching

FEDERAL. REGISTER'.. 197.3 (b) INCORPORATE NEW PROJECT ACTIVITIES IN YOUR PROPOSAL

The plan of action will include the description of ells activities of the,projects... Program activities outline the step by step. pro-, cedure for implementation of the objectives.. Thli'seotion,Should outlineexattlylhow the objectives.will'be accomplfshed.

1.1 Workshops vill_be provided for teachers_on.Thursday-afterno6ft"-, between-wleHelms of .3:005:00.p.4:C. ,..SamPle kshoptopics/, based :Fgpon the Urvey of teacher. 'needs,. May in ude. ,..classroom manage- Mente.usme of multi - ethnics reading. materials, etc.

The activities will descgib4,the delivery of *service to the. teachers. Numergps modes ofinserVice education can be utilized -in the' plan. Cate should be taken in choosing the most appropriate for the activity. The following were used in.the firstyear pro- 'posals: interactive workshops/ seminars, individual advisory classroom suppoirt (peer to peer)Iwindependent study, visits to. other assrooms, university courses, and discussion groups.

80. 91. * \. INCORTATE NEW, PROJECTACTIVITIESJNTOTHE.pLAN OF.ACTION. INCENTIVE CONTRACTS

fricarit Ise Program BRIGHT,- IDEAS EVERY ,SCHOO SYSTEM

NEEDS . vHERE IS A WAY ,TO ENCOURRGE GOOD CURRICULUM IDEAS AND TURN THEM INTO REALITY.' Tea s with curriculum proposals contaqt the poli biaar4 Mini grants committee. The policy boaragorifullY reviews e*CIT .proposal which- inclU budget, the prOjAct ' s purposes and goals, and methods for sharing ttie project

,throughout the district. .Vrioritoy is giten , to projects that can be transferred to. other classrooms and othelliachools:, and to ideas which later cap be developed into district-funded * rather than, policy: board funded-p, programs.

OTRER IDEAS. THAT PROVIDED TEACIOSRS; WITH NEW INCENTIVES... 4

THE CREATION, AND )ISktRIBUTION .13F NEWINSTRUCTIONAL °IDEAS .1,1(ESIGNED BY CLASSROOM TEACHERS

UNIQUE TIME SHAIRING FOR INSTRUCTIONAL ASSISTANCE IN THE CLASSROOM -

PLANS FOR FOCUSING 01*TEACRER STRENGTHS ...teachers will-initruct other teachers in requested-workshops: for example: Reading and Star Wars Peal Taught by: Mr, Teacher cpt Elementary School

Metric.easurement for Middle SchoolTaZalners Taught by: Mrs.t Teacher at Middle, Schodl

81 ) ATIVITIES (CONY.}/rT.I

ARTISTS 7, residence- at the Teacher Center. and available. to teachers in the schools

-.MAIN CENTER - "drop-!in centers"

PURPOSE ROOM- ,..,.._ An area where chilldren of the teachers wh9f ---. attend can be cared far while teachers are

working at the center`` - oh, _ k * t.

CONSIDER IIIIENKS TO PRESENT RESOURCE BANKS FOR T E LOCAL ,RROJECT _EXPLORE WAYS IN WHICH TEACHERS CAN BE PUT' IN,ONTACT W±H THE INFORMATION BANKS. ERIC CLEARINGHOUSE on Career Education,7614/486-3655. on Counseling and Personnel - Services '313/764-'9492 on Eirly Childhood Education 217/333-1386 on Educatignal'Management .503/686-5043 on Handicapped and.Gifted Children, 703/620-3660' on Highee'Educition 202/296-2597. an Information Resourees 315/423-3640 on Junior Colleges, 43/825-391i on Languages and Linguistics 103/528-4312 : on Reading and Communication Ski s 217/328-3870 on Rural Education and gmall_Scho 505/646=2623 on Science, bfathematics, and Env* on- mental Education 614/422-671 on Social Studies/Social Science Education 303/92-8434 ''on. Teacher Education 202/293-7280 on Tests, Measurement andEvaluat4oh 609/94-8000 on Urban Education 212/678-3437- r. A

Special considetation shpild be given to the usei of theERIC System. Rental of a offiputer terminal will provide teagloters with an unlimited sour e of publications and research data.

Write to each clearing ouse: Requist copies of publications and services, and that your name beillaced on their mailinglist Fordetialson computer servicesand currentrental ctarges contact any ERIC 'Clearinghouse or AFT Teacher Center.Resource Exchange. *.,

Clearigighouses Each clue 16 ERIC.demingbesees cruets is a peededat :!hodes. ERIC Clealledhlwee IS C"73144111" (42) ERIC Clestislutese lee jades. Whys IOC) .0hio State Univekeity , Usiversky of Cellfornis at Los Angeles Center for Voce:does! Eddistion. 96 Powell Libraryi Los Angeles, c4 90024 1960 Kenai Reed, Columbus, OH 4310 Telephone). (213).823-3931 Telephone: t614) 4863655 .11111CCleariagheme N Reily Chlklised 1/111C Clusrlegiesse as restmeeling said Rdusealms (PS) ' Perseenel Sinless (CO) University of Minds, College of Education University of Michigan 805 W. Pennsylvania Ave., Urbana, IL 61801 School et !Macedon Building, Room 2108 Telephone: (217) 333.1386 ' Ann Atbor, M148109 Telephone: (313) 764.9492. Chterleallesse es Rural &beetles and Wistall Sobs& MC) ERIC Osedgilmosse ert Readies Mg1 VNire Mexico State University' Onsemodsetlea SIM (CS) JO 3AP. Las Create, NM 88003 Natiosal CoundlfTeachers,of English Telephone: .(505) 6462623 1111 Kenyon Rd., Urbana, IL 61801 Telephone: (217) 3284870 ERIC Clestinghesee ter Schmin, bletherstides, and Envhsisisehal leduseller (1111) BPC 17,19001091.9 1911-r. OblaStattU blesniesenest PIA) . 1200ChambersitheriaThird Floor.\, 'Library (South Wing), university of Oregon ColtnnbUs, OH 43212 Eugene, OR 97403 - Telephone: (616) 4224717 Telephone: (503) 6864043 ERIC cherisiou he sow salami hiiC.Qaaalir*i as Hesdleepped and Swill skim* aratenors (SO) . Gifted Claire* (EC) Social Science Educed= Consortium, Inc. CF.C186:leinatinn Center 855 Broadway, Boulder, CO 80302 The,Council for Eseepticand Children Telephone: (303) 4924434 1920 Assodsdon Dr., Reston, VA 22091 Telephone: (703) 620.3660 so3seelssr Edssedes (SP) Amadei** of Colleges for Teacher Education EEC ClemIngljett eu Ilaripar amid Dullest Ord*, Washington, DC 20036 Weill Telephone: 402) 2934260. . CenterforApplied Linguistics 1611 N. Kent St., Arlington, VA ,2220940;:, ERIC Clastiegltsues es Teets, Meeseresessi, mil Telephoto: (703) 5284312 Iltralslisin (TN) Educational Teeth% Service . ERIC Sllearlegitsese as Eghtii Meads* (HE) Rosedale load, Princeton, NJ 01040 George Washington University Telephone: (609) 9214000 (Eat. 2182) 1- Citele,-Suite 630, Washington, DC 20036 (402) 296 -2597 nib Cluidegisses ell. Zduseir. (UD) Teacher* College, 40 MEC assInglisse en lehersink. Ressurise (IR) Colombia S2S W. 120th St.;. Syracuse University1 School of Educadon ow Yea, Syracuse, NY 13210 Telephone: (212) 6784782 kt Telephone: (31S) 423-31040- DISTRICT INSERVICE PROGRAM

EVALUATIONCRITERION

197.11 (h)

REVIEWERS WILL READ,. YOUR PROPOSALSWITH THESE QUESTIONS

IN MIND... .

Does 'the teacher center have thepotential to impact upon

and improve the grantee's overallprogram of ineervice

training for teachers?-'(15 points) :1 1 Is thivre evidence that thebteachercenter activity will Points influence 'in any way the ineervice programsairpady in. Axel ed existence? * Is there a statement explaininghow the teacher center program will be coordinated.with existing inservice program?

Comment:

. . These questions weretaken frog USOE'comuent sheets used for evaluation of teacher centir 'proposals,"(1978)

6 1.

\ vg. 5. EVALUATION CRITERION 197.11(h/ (dOntinued)

Other Suggested Indicators *: Points Ansi nod .Analysis of present inservice prOgrams to establish present-Status.

Provide information about problems that can be identified in present program of inservice training.

Plan participation of those. responsible for other ilikervice programs on the policeboard (e.g. IHE RepresentativenessIR2R Coordinator.)

Develop objectives, and activitesthat supplement 'other inservice programs (e.g., IST activitymay follow -up on. an early,adtivity froM another program.)

Analyze peeds'and respond to. those thatare not being addressed in other programs. ,(D0 not complete for same audience, cooperate to provide a be t r service; e.g., provide IST to supplement de eldpment of a nett curriculum.) n Coordinate the operation.and prdcedures the:`

center with other IST prograMA.(e.g. Identification ,- of resources, delivOry of services.) 4

Comment:

*Considerations recommended by Teacher Center State Coordinators.

National Teacher Center 'Resource center, New Orleans, , .. se Octobe*, 1978.. . r 4, 96 :4111185 . \-""' I-

DISTRICT INSERVICE

.41 re Provide.if descriptive summary of the present inservice prograiiKand related activities.If there are a_ number of different programs, clearly identify the goals of each and point out the relationship of t1ie teacher center activities to the activities already being implemented. Describe the way in which this program will interface with a9d enrich the existing programs and not "supplant" them. . Up to 15 points can be awarded for (this important lection of the proposal; therefore, it is essential thata well- .docurtented review. of existing programs and projected benefits be included.If current inservice activities do not provide for teacher input,, the emphasis i#i this section- should be placed on the fact that asa result' of the- Teacher Center program, inservice programs ifbr teachers .will now be based upon teacher needs as perceived .by teachers themselves.If the present program is designed . to meet local heeds and is a part of a local or state 'plan, make this clear in your narrative. If there is no -existing inservice prograin, state this in .precise terms.Look carefully at. what ,is bein,g done.,' There may be inservice activities that/.are- notcentrally. sUpported.Again, don't overemphasize astrong, relevant: program...or-go, program at all.r* Reviewers evaluating your proposal search ,the narrative carefully for 'evidence Of district support for the project activities.Services to teacher center participants, materiels, activities supported by curriculum departments in the district and othdi related plans enhance the, project.In-kind contributionit suppg4t the teacher center and indicate built-in success factors.

r PROJECfi' EVALUATION AND DISSEMINATION.

Ey/v*1N.CRITERIONI

19.7.11 (c.2) REVIEWERS WILL READ YOUR PROPOSALSWITH THES IN MIND...

-Does the Propo9a1 provide a' plan of operationfor: reRorting on the effectivenessof the project; aissemr inationof its results;.and, determining the extent to

which the objectives are accomplished? (lO points)

Will be able to know from their repOrts 'after t.lie pro Assigned

ject,stermination whetheror not and toWOatextent, . they disseminatesAto whom and/how and

These questions wefe taken from. USOE comment sheets, uaect for evaluation of teacnei center proposals, (1918):

. *EVAI.DATION CRITERION 197.11(C.2). (continued)

, 4

Other. Suggested IndicAtori*: Points' . Assi ned Clearly describe' the scope andsequence o activites from "Day 1" of the project. Objectives shouldbe:

consisterit in gormat; concise and complete- population, eicpected

outcome, measurolge), time; . attainable in termeof,facevalidity; supported by sub-objectives on other, -information, if needed to further', explain intent of objectives; clear relationship shown between goals, objectives, needs and activities.

i* 4

4 omment:

*Considerations recommended by' Teacher Centr State Coordinitors National. Teacher Center Resource Center, ew Orleans, October,4978

C, 88 ".1'

EVALUNtION.PLAIW

. The evaluation plan describes the strategies, schedule and materials that will be used to determine the degreeto which the project's objectives were achieved. In each case, it is essential ,to include a\Eratargathering plan and the method(s) by whidh'analyses will be made. An evaluation objective should be writtenifor eachprogram objective. The time period and the instruments to be used shouldbe identified. Technical Assistance can always be obtained frbm the LEA for this section of the proposal.,Yrhe teacher.center representativein the SEA, will also bea valuable.resource in developing an evaluation design. It is recommended -that an evaluation specialist be Written into.the program, at least part time, to insure credibility in the evaluation process.

4 EVALCIA'ill'ONPLAN

PROJECT OUTCOMES

A careful studof6 the literature will reveal expeCted outcomes for the new teachers' centers.AllenSchmieder, Chief ofthe U.S. Office. of Education TeacherCenters. Program'and CharlesLovett,Administrative Assistant, made recommenda ions to new teacher centerdevelopers:

1.effectiveness as perceived by teachers 2.effectiveness as perceived by actninistrators 3. degree to which teachers' individual needs are net 4.degree' to which the high priority trainingneeds of school systems are net 5.relationship of training programs to substance df curriculum in classroom of participants 6.impact on student achievenent 7.impact an teaching' skills 8.proximity to schools and camunities of participants 9 proportion of training during "regular" school hours 10. degree ofteacher input into program develornent and implerrentation 11.exit of teather-developed curricula used in training programs 12. extent to which programs aremore ccaprehensive and systematic than traditional inservioe program 13.amount of teacher interacticn'and sharingof classroin -successes -14.increase in utilization of new learning conceits,' apoaches,pr and research-findings degree to which teachers are better prepared- in high

i priority staff developrentneeds areas; e.g.?mainstream- ing, basic skills,reading, energy education impact in terns of the above on other forms. of inservice education The New TeacherCenter Prograni" Camdasicnerts an the iklucatia: -Pro 1975-76 teacher Centers. .139-40.

:t DISSEMINATION

Since your project will be a succesw,others will be interested in every aspect of ybur project. They will beeager to read the proposal, to be placed on your mailing list and if atall possible to visit the center to gather first-hand information.

` The dissemination plan can include a sequential unfolding of program infor- . motion "with designated benchmarks for initiating new information exchanges. Consideration ,should be given to information sharing at the local, state, and national levels, Since the SEA has been allocated funds for dissemination purposes, the SEA Teacher Center Representative can be contacted for recommendations regarding, the state plan and the Wily in which the local prpjeci fits into the state plan.

A -GOOD PRO PO N AyIT st

or'

EXHIBIT 21 DIS RICT 1 ., TEACHER TER NETWORK

O.1ndividual whoa building rsgassantativas

1..Itl11 eraan liaison batmen tiiL Ilsidtace Orttort and the individual . y/'" 2.Will attend a training asernion *attar the start oe sterol la Isgamber, sedative to Ca PneWomos and passebsal *heti= of the leachers' Center and the ==s1I12at th individual Arbon/ building tahhoree at staff seating. nailed by principals, :alitielnediarCantor activated incluithg idle, new - enlabatirn ot neterials, And specific program. 4.Will pernote the Teacbars Center cheap! atresabeg toast pertialperks, Ltwolumant, utllinatign, and ingot. S.Will providit input tollie Wohhes' ,Chaber SUP =WOO; aspittir-Of the proof//'. 4.W111 distribute, collect, and Wean =plated evaluation tolls to the.lanobers, Center.

Jebeiniatratiala 1. tgan heeling, central office edadniatiaters and public and . M11-pab1ia mica prinsipala ail attend an orientation mating zugssing the purposes ani poxnhatee of the Se'rie's' Coderi 2 Jandniatiattome and rainoipal. ad.11 Amigo Inocisrat Cantor comenloctione and will be utilised rillebutO persona anogranito

C 0 N.)01Phojea4 ahe Atkengthened when ,then Wan identi4abte °then P4094016

STATE AND WiTICIAL DISSEMINATICN 44).

0. share newsletters,with'other.fundedcenters

\h.tapes, demonstration films prepared with assistance 144-26School of Communication will be developed

/- o elide -tape preseiations on educational topics will.became part o&a national clearinghouse for teacher center materials

BP o press releases and articles to:

- 1SEA monthly newsletter (list by name)

- American Teacher , \

- AFT Tewhee-OemterBesourpe\pchangFClearinghouse: T.C. Conferences - '447 American Educator

o participate in state/regional symiuin of teacher center

vities cited aboV9 are relevant for-a sinale district or a consortim

For consortiums, further exchange is encouraged:

policy board will host staff Members from other centers to exchange ideas on center operation

teacher-madeaRaterials will be exchanged'with other penter sites in the pri6ject ,

requiredAortato the U.S Office of Education will be published

ipti es will be made available upon request from other school districts

There is no end to the ever-videning sphere of inf/ that a local teacher center can have in the educational world.Al we are aware of the international implications, we reserve section to a ( subsequent study.

4L- 105 liatqWTICK SOUK= FOR DISAEMINATION:j 1978 Dissemination Netvibrks (InformAtion Repources for Education) $4.50 e. EDUCATIONAL RESOURCE CENTER 855- BROADWAY, BOULDER, CO- 80302 11 Data-Basesnorrraircesorucation and Clearinghouses °

The National Center for Research in Vocational Education Ohio Statewthiversity 1960 .Road umbus Chit) 4 3210

951 O PROJECT SICE, SCOPE AND DURATION

EVALUATION CRITERION

197.11 1d). . REVIEWERS WILL .READ YOUR PROPOSALS WITH THESEQUESTIONS IN MIND....

to 4

Is the project of appropriate size, scope, and duration

in order to insure productive results? (5 points)

Does it seem reasonable that what is proposed 'can be Points Assigned achieved within the proposed time lines? * Comment:

1. I

These questions Were taken fron7U-808 conikent sheags s d fot ekaluation of teacher center proposals. (1978

96 a EVALUATION CRITERION 197.11(d) (continued)

Other Suggested Indicators*: Points Assi ned Clear description of population .should include: area served (e.g., sch6o1 district, multiple distritts, etc.); eligible participants (e.g., regular public school, classroom 'teachers, non-pqblic school teachers, etc:) 'Face validity should be established for project objectives and activities with regardto tamelines. Documentation of the commitment of 411 constit- uencies to the project.

Develop plan of action'including size,oscope; and duiationt of project. Clearly define a plan for evaluation to insure that objectives Ore being met.

go. Clearly'deacribe the format and type of contents ( of reports.

*Considerations recommended Sy Teacher Center State Coordinators .National Teacher Center Resource Centert.New Orleans, October, 1978 97 '1 rl(-1 TEACHER-,CENTER PROGRAM PLAN

OBJECTIVES ACTIVITIES 'EVALUATION

Te9tative Objectives'for '.:theF Second and Third Yelc.1.979/8l 7 7,t hadlCional zesources 1". TeacherCenter staff shallAssessmentofthe de4ree 'to meet the immediate establish procedures for towhichthe objective perceived needs of the identification of was met will be evi-

1 %teachers will be ,instructional materials denced' by:. .

and methods to meet the' , immediate needs of teach-. 1. Project Records ers (commercially developed materials or material 2. Teacher Center }packets developed by Activity Log teachers using the Center) lr f''''r_P'! 3. Printed Copies of 1 Teacher. Ceriler.itaff shall theInstruetional catalog instructional Materials-and materials and methods for Methods Catalog inservice programs and for meeting individual needs of teachers and their students

. Teacher Center staff shall deirelop a written catalog of instructional materials and methods and shall dissemInate the catalog Co all teachers to be serviced by the Teacfier Center

4. Teacher Center staffitehall identify master teachers who will demonstrate the instructional materials and methods in the cats-, log upon request of at least ten teachers in the subject area or grade level

Upon request of a teacher, the Teacher Center staff shall research and suggest materials kxom the Center catalog to focus on the specialized needs of a student within a tsacher's classroom

98, THETIillE,LIHE'ISVITAL FOICTHEJIDVERALL:PROJECT PLAN EXHIBIT 22

MANAGEMENT TINIVLINE

4 ,., June. 1978 OCtober1, 1978° NOkember,.1978 -February 1979 February 1979 4./19/9

: Opining of center Initiate communication nirworkSummery of Product APhase -7" °Process EValua- - Evaluation tion,

7 Continuation of specific design ' .-:- . of programs of policy board, teachers and pm

. .

October 1974 November 19797February, 1980 ''. March, 1980 May,-1980

. I .

Reassessment of Planning of New Program ;Summary of Process Evalua-..Product goals and programs Dissemination 7, tion .7 Evaluation- .. .

. . Phase II . , ,

October 1980...., November 1980-February 1981 March, 1981 May, 1981

'Reassessment of i continued Promotion of.Center. SOmmary-of Process Eval- Product goals and program Planning of New PrOgrams. uation ' Evaluation

1 ' r:

99 1 0

, . . ." PROJECTFACILITIESANDRESOURCES

EVALUATION*CRITERIONU 19/.11(f) REVIEWERS WILL REAP YOUR PROPOSALS WITH THESEQUESTIONS IN MINL ,

Are the facilities and resources described in the proposal adequate for the prOject?- (5 points)

Do they describe clearly,the "sites", the place or Points places where the center's activities will occur'? * Assi he Do they describe clearly hOw they will identify and, secure the resources which are necessary to meet the identified needs? Do they make sense in relationship to the proposedobjec

Comment: A

These:questions. ,oro* were taken from USOS:CoMment'Sheets used for evaluation' of teacher centerl.propoaa16, (1978) . EVALUATION CRITERION 197.11(f) (Continut4

Other Suggested Indica ors*: Points issi ned Location for deli ery of servicessholuld' be ,clearly specified. q'acilities should match activities. Procedures for obtaipingresources a e specified (e.g., identify potentialfresouce and cost- information.)

Comment:;

*Consideratiorhs,recommended by Teacher.Center State Coordinator's National Teacher.Center. ResourceCenter, New Orleans, October, L978 TEACHECENTER FAXLITIES AND RESOURCES

A teacher cent =r site should be identified by the policy board and the distr'ct before the proposal is submitted. The center should be ealy accessible to all teachers aervedi have-ample parking anddequdte space. Ideally, areas in the building could be d ignated for different functions. It will. not always be ossible to have a large enough building but wherever poss ble ideas like the following should be incorporated: professi nal library, media room, work rooms, graphic produc- .tion ro m, dark room storage as weld as staff and meeting areas.

One ur an project devel9ped the PURPOSE AREA. This is a room. where children may be Aft to read, play or watch television whil teachers are engaged in activities at the Center. .-Pro Csed-sites for the new teacher centers were scat often se 0W:buildings. In some cases the proposed teacher center h several-rooms., A number ofural teacher centers identi- f ed centers "on wheels." It id 'nteresting to note that in everal cases, the'teacher centerould not have a "place." One "reader" of the proposal commen ed on, such a teacher o /center:

EXHIBIT 23 CENTER SITE

ApPSORC21 Basic Project as The Policy Board. which has developed this proposal envision; a; Consorthu type teacher. center as best-meetring,the needs

. of thli area., Ho single "place chatecterize the center, With expiptiOn of a pit-mealy aodeat Office, for, a direetor and his orle.We staff, ail ass* facilitated activities will coots in the ' echoolsef the wryer. area and in eadatirig '7,11edfoni.Ctillege and Virginia Palytechnie Tratitiths and State adversity. Speainli dedicated service' fecilitiint are sisplynotwithin,the local support p:tential after sapirations of pampliett. federet funding.

A description of.all resources needed by the projectsshould be included in the prbposal. It is particularly importantto identify those resources which will be provided to the project,-.at no cost to the project. Wherever'possible, budget items, should not be included for those resources which are usually available, such as some eqUipment, ,furniture, space,

some4instrUCtional supplies, et0. . ST FFING T E T HER ER ND P PING THE BILLS CONTENTS

AFFINGTHE CENTER: .PERSONNEL

Project Statf.:. 105 Evaluation Criterion: ,Personnel 106 Director' Qualifications...... 108 Assistant &rector...... 110

, Teaching Staff , 112 Center /nservice Specialist i 117 Field Coordinator 118 Clearinghouse Coordinator 119 Mathematics Specialist . 120 Reading Specialist 121 Program Developer 122 Researcher..,.., 123 ;Evaluation Specialist....., 124

Educationkl Aide .. 125 Secretarial Staff 126 Project Performance Controls, 127

PAYING THE PROJECT BII,JJS: BUDGET.

Project Budget 128 Evaluation "Criterion . 129 Budget Forms 131 Sample'Budget A .. 134' 'Itemized, Budget A 136, Budget .A Explanations 140 Itemized Budget B 14 Itemized Budget C ]44 d

. -PROJECT STAFF 4'

Staff positions-einerge,and role responsibilities can pe -clarified while the program e'volves. The "who" of the management plan identifies the duties and responiibilities of t4e staff.. A, detailea manSgetment plan will include the qualifioatiohs necessary for each position as well as'a job descriptilp for each. Positions will vary depending on the size of the project and the 'number' of the teachers to be served. The manager of the project could be a director or coordinator responsible for the effective implementation of.the project. Union contracts must be taken into account; resumes for teacher center personnel are not necessary.Equal employment practices require job announcements and consideration of all qualified applicants. FERSQNNEL QUALIFICATIONS

IMO

EVALUATIONr TEIONs

197.11W

REVIEWERS WILL READ YOUR PROPOSALS WITH 'THESE QUESTIONS IN 'MIND... -

Are the qualifications and experience of personnel desig- . , , , ., , nated to carry out the project adequate? (5 points) .

If staff members are not identified is the job description Points dhd,method of selection adequate?* Assigned

Comment:

These questions Were taken from USOE comment sheets ,used for evapation:Of teacher center proposala, (1978)

106 117 EVALUATION CRITERION 197.11(A) (continued)

L A Other Suggested Indicators*: Dints As i ned Note, ways in which teacher center staff will

insure direct linkage with classroam.teachers and ti 4hogk p oviding inservice training or' other assista e.

Provide organizational chart,.

Pibvide specific dutiei/resp9n ilities and qualifications for each po Ion. Personnel should show direct expellencefs related to duties in scope as well as oonttict.

Provide corporate or agency resumes for any contractors that will provide services to the project.

Comment:

*Considerations recommended by Teacher Center State Coordinators National Teacher Center Resource Center, New Orleans, October, 1978 107 ti 1, .

---"-\ THE FOLLOWING A.SAMPLES OF PERSONNEL QUALIFICATIONS AND JOB DESCRIPTIONS TAKEN FROM'FUNDED.TEACgER CENTER PROPOSALS.. THEY 1 ONLY PROVIDE SUGGESTIONS FOR FUTURE PROJECTS.

Director Qualifications / I4. - Possesses a validteaciaing certificate7 - Is a tenured, classroom teacher. - Ii capable of assuming administrativeresponsibility (an admAnistrative certificate is not required). - Possesses a broad-based curriculum background: - Has demonstrated involvement in edudational problems and prOcesses. Has knowledge of evaluative techniques including

statistics and collebtion of,data. - Is skilled in inter-personal communications. - Has practical experience with the represented multi- a cultural community. - Has a demonstrated bacround in ciild- centered programs.

Job Desci.ption - Teacher Center Director

Implements programs o Center as direcIatrby the) Policy Board.

a Is responsible for staff selection. Coordinates program with Center staff. Sanag9s the human and materials resources. Is responsible for the supervision of the budget is responsible for the total evaluation of staff \performance, program implementation, and fiscal fficiency._ - Is responsible for adhering `to the federalguidelines governing ,teacher centers. _ Reports periodically to all responsible agencies. _ Provides for public relations with schoolsand Com- munity. _ Provides a monthly newsletter of center activities. _ Provides for communication with the Local Education. Agency. - Attends all scheduled meetingsof the Policy Board

unless otherwise specifia. I.

108 Title of.Posiii6n: Project Director

Qualif1ations4Experience

- teacher Certification and current employment as a claSsroom teacher in the service area of the project. - Minimum of yellow experience as a aassroom teacher. - Demonstrated organizational abilities and skills necessary for implementing and sustaining* project of this etope. - Active participtation in AFT%and other professional 'organizations. - Demonstrated knowledge about the concept and implementation of Teacher Centers. - Ability to communiaate welf - orally and in writing.

Duties and ResponsAbilities: The-Teacher Center Diector will report and be directly resmpniOle to the Teacher Center PoliyBoard, and will work cooperatively with Participating agencids constituing the membership.of the Teacher Center Policy Board. Other Responsibilities and duties include:

- Initiate and;follow througKon all planned Center.activit es and workshops. 1 - Devise Methods of eliciting and analyzing eyaluativfeedback on

'- Center-sponsored activities, and institute modifications in'the project plan as deemed necessary through this evaluation process. - Maintain a system of communication with service agencies in the 'Cincinnati area and public and non-public school adidinistrators, to improve communication with teachers about serviceswailable onthtm. - Oversee Teacher Center staff and coordinate teacher'voluateers for special staffing needs. - Devise and ..ondupt a needs and strengths assessment among teachers, for the purpose of program development, and finding teacher consultants. - Work cooperatl.vely with the Teacher Building Committee chairperson in each schooi\to arrange meetings Wit t! teachers to introduce them to Teacher Center concepts ane,ppportudittes. -.Disseminate information regardebig Teacher Center operation through -local press,'T.V. and radio releases and interviews. - Prepare all financial and program report forms and maintain all budget records fvor the Teacher Center. - Consult with andoiiiit other Teaher Centers to develop,ideas for improvement and fdrther expansion.

120 109 "a.

Title of Position: Assistant Director ) Qualificats

- Masters degree ue 30 hours - Successful teachiO4 experience

Experience in panning, organizing, ''and implementing ionservice programs - Experience in0formulating innovative ed ucational experponces - Commitment to Urban Education - Experience*ith test construction and evaluatio measures - E3P6ienc in working with individuals and .grou with diverse-backgrounds - Unders ing of an4 experience with experimental ricular projects and innovative method° ogies

Du and RniPonsibilities

. t - Servefunderthe direction °rand report to the Cent* Director - in the leientation of the program design Asstit'in est hilg Center policies relevant to thei4designA - Monitor attainme t of program objectives Determine budget ry allotments according to entablished Center policies Aisume leadership of Center Advisory Committee and- nerve it liaison with other advisory committees - .Facilitate tactical support for and coordination ibf Reading Resources Laboratory and Mathematics --Education Resources Center a Receive and process required reports fromsCenter staff members Coordinate services of all components to avoid duplication of efforts and facilitate operations Communicate the-Center's purposes as needed and/or required - Accept accountability f or Center operation - Accept accountability for establishing a unique policy of Center effort,' in order that it ma lintInguished fie= existing inserviceprograms

a. 4

I 4.

110 121 Title of Position:Assistant Direttor

Qualifications A / - Teachertirtification and current employment as &classroom teacher in the service area of the project. -Minim= of 3 years experience as a classroom teacher. i - Active participation inteacher-oriented professional organization. - Demonstrated competencyin written communication skills and some experience in writing for and/or publishing &newsletter orother formal communication device. - Demonstrated tency in organizing and carrying through projects. APP Job Description: ;The Teacher Center Assistant Director will befully funded by the project.. He/she will report to aid assist thedirector in all phases of the Teacher Center operation, but will beprimarily responsible for establishilmjamittairitahning a system ofcommuld.aMticri with teachers in the project area and for organizing teacher'involvement in the planning and implementing of project activi-ies.

Responsibilities and Duties:

- Publish abi-weeklynewletter regarding Teacher Center policies, activities and services and take charge of disseminatingit to all project area teachers and local colleges of education. EStablish a system of information dissemination forteachers in conjunction with Cincinnati area colleges and universities. - Establish andcoordinate a network system of teacher-initiated and planned workshops and activities. - Organize andcoordinate other teacher oommunication approaches, e.g. bulletin boards,radio/T.V. programs, etc. - Compile a file of local resourcesfor field tripe-and speakers.

111 A. Aachen centeA pAognam must negate to the need4 06 the atassAoom teachen. TeacheAs,musthave "the 4.64i4Unce,d6 such eonsuttants and expert ts as may be necessaky to develop and ptoduce cuArticuteb utitize AetseaAch 6inding4, and pund.de twining .to improve the skit-es 06 teachea .to enabte the'teacheAs to meet betta the educationat- 'needs 06 the4A Students," (Appendix 8-5) ExpeAts. au given a

o6 dilficeuntvaniety web.

Oialikications,Of Teaching Staff

Holder Of yalid,tet;hing certificate with overlapping skills in the following aeas: elementary, seconda5, special education, v6cAionaldhand/or cOunseIing. tenured.classroom teacher. Broad-based curriblum background.

Demonstrated involveWint in educational stk problems ancrproceses: Able to assume some administrative responsibilities in Center operation. Knowledge; of evaluative techniques including designing thereof. Highiy skilled in interpersonal communications. 4 Demonstratekexperience with the represented 'mUlti-cultural community. .Demonstrated background in child-centered programs: warm, receptive,.supportive, listener, and comMunicator.

Job Description

Will design and conduct workshops. 'Will supervise and/or-design materials. Will provide on-site Assistance. Mill requisition and scrounge materials. Will be skilled in interpersonal communications.° \ Will schedule work and workshops. Is .a source bank of ideas and techniques. U Title'of.15oeition:Teaching Speciaiint C gualificattoire(Expetience-

, f. Board 'of Education licensed-.teicher. with at. least -5 yearn of.,recent teaching' EiXperienul,-

whose teaching 'styles have proven, successful. . - ClaeirOom..experienae'.Within several. school organiza- : - E3ceraplarY., knowledge about. 'content , .mater4116 and. Janthods in all curriculUm .araas. ' ! - StrongbackgrOund in learning theOri,..btiild develop- Ment.curi'culum and learning strategies and.educational research.. , - Knowledgeable about teacher , centers , inservice education and"teacher - . Wrllinglips: to .undergo 'additional wining.. . -DemonstAied;ability tocollaboka with staff/adultsJ..

-administration.: . . 7.Recommendatioh."of policy board. e Job Description' Guide participating teachers through inservice professional development activitiesusing: Ruch tedhnigued as classroom demonstrationil," peer discussicoso si.mulations, materials, development activiti4sbothduring and after

school. , Cooperating with Program diivelbPekt on design of"in.ntria- ments., for monitoridg and adcessing the progress of the 'program'. - Act ;as. afacilitator by organizinga .schedule of services' which best serve the learning needs. of teachersusing the site Cooperate with th project staff- in identifying, .dissentilr niting and .sharinf e4eMplary practices and materials generated by the individual site. "b. Title oVPosition: DemonStration Teachexs

Qualifications

Must have served,as local school curriculum committee . chairperson Or similar leadership role W Job Description

Assume responspility,as instrUctors,:demonstritors, lecurers and ctwriculum speciali t..

,, .Title of Position: Elementary/Junior High /High School Level Specialist

Qualifications/Experience

teaching license appropriate to level, Demonstrable akillAm relating to adult learners, in an educational setting. Minimum of 5 years teaching experience in a vakiety of school organizations. - Strong background in teacher training, curriculum development, leirning strategies and educational re-

r I search, ' I - Willingness to undergo additional training inrogram.A 4evelopment and research. - Recommendation of the Policy Board.

Job` Description

-Coordinatiori with program developers'in implementation of project at various sites. Participate in design of needs assessment and evaluation ,instruments for workshops and, clearinghouse components

as they address each level! ' I ,Develop and implement procedures for orienting teachers to use resources and servicjes available at: the site. - Arrange and condUct workshops in cooperation with field coordinators for staff and/or -participating teachers. Assist teachers in implementing,newtothods, strategies,, ancf materials, in cooperation with clearinghouse coordi -=

nator and field coordinators. * 4

Special Project SchoOls InserVice Specialist

Qualifications

-7.Masters degree paus'30-hours Evidence of successfUl public school or college of education

teaching cower1000 -\ - Evidence ofsuCce0Sfui experiende in designing and directing inservice training 'activities -. Familiarity with cuOent research and trends in inservice education and staff and curriCulum development',

Pili.efLNAIRAMIPH113gitli

b . - Direct, plan, develop and administer programs of professional growth and development with administrators, faculty' members

and paraprbfessionals . . .

- The Specialist assumes leadership with staff in: , - -conducting needs assessments and task analysis --planning projects to respoimd to identified needs --monitoring and evaluating professional-growth And,

developkent events . - - coordinating professional growth effortsof local school - -designing programs, writing.proposals, allocating materials and resOurces_ to support piofessional igrOwth - -serving as liaison between sCbool site, Cedter and other .... . , . - - eartpropriate institutions /offices

,...-s ing.as-Iiaisonlbetweeksite and Interdisciplinary:A TeaoherEducation PrOgraa - -determining needs for funds, supplies and resources at 'Special Project Sites .

--gaering data for. research purposes ,.. A . - -acttk4.4s :chpnge agent 1r .--motivating staff.to search for newsolutions.to educational problems - -keeping abreast hew ideas and sharing with staff - -facilitating b ldingof self-renewal in staff

-, The Inservice SCidlist attends conferences, seminars and WOrkshooe AS THEY RELA TO PROPESSIONAL GROWTH AND DEVELOPMENT Writes and publishes articles for educational journals, with Center, administrative approval, as they relate to Center development, pupil progress, and the professional growth-of administrators, teachers and paraprofessionals: 0 , Title: Cent Insoriice Specialist,

Qualifications

- Earned Mutters Degree plus 30 hours riddance of suocesiful teaching experience Evidence of successful experiences,in planning, organizing and

implementing inservice pr2grams based upon goals and objectives , Evidence of successful expOgencein working with individuals and . groups with divers& backgrounds : Evidence of successful experience, as a consItant to colleagues - 'Evidence ofexperiencein developing innovat ye and effective alto e program designs - Eviden commitment to continuous inservice training - Eviden of ability, to coordinate resoqrcee withprogram needs

Duties and Responsibilities

ManAge the delivery system'enabling educators to request their own inservice experiences Identify consultants and maintaina resource bank for field services Collaborate with requestersto design and implement inservice experiences based upon,needs and statemehts of goals and objectives Coordinate and supervise inserviceprograms as' requested for field-based sites Monitor andevdluate fieldconsultant,services Same consultant in areas of expertise -- Spec fy and obtain human and material resources thatare relevant the inservice needs of reesters COoperate with all Center CoMPInents to provide effective inservice programs - particularly: matching consultants/material resources to inservice needs ,Assist requesters with, diagnosidg andidentifying their inservice needs Facilitate collaboration withprofessional colleagues in the Universityr itherstate Department of Education, other universities/colleges,Teacher Centers and AFT DeMonstrate the commitme#t to,i0proyerstudent learning through 13rofessional'groWth anOeVelOpMent: -Manage Adgetary needs accordingto Ce,ter policies 0 Title of Position: Field Coordinator

41e5 Qualifications/Experience

teaching license; minimum of 5 years teaching.experience in .a variety of school

organizations. ' Demonstrated ability or previouts experience in coordination/administration of programs. PeMonstrated familiarity With schools.

DeMonstratid..knowledge of curricular materials, . teaaher'centers;, inservice educationand teachgr

Experience in relating-to adult learners. ?:'Willingness to.undergo additional training. Recommendation'bf the policy board:.

b Descri tion

- Assist in planning and implementingongoing inservice staff development activities during and

after school. . - Set up and maintain teacher center resource,rooms at the various sites with the assistance of. other. appropriate staff. qpsteran atmosphere of cooperation and communi-: cation Among school personnel at the local. pair-

ticipating Sites. I TacilAtate7thelypteptratiorviineVaccem**01,1*tyYV materials developed by and fart.eachers.verved-by this projeCtin cooperation with 'clearinghbUte

. periOnneI..,4 Work with.:teachers.onAn individual basis and conr -suit with .0r6upfir.of teachers regarding their in, serVice:requirements for,.eeting the Specific learning needs of Ch.ildren c. To assume responsibility for adminiatrative and; fiadal matters relatedto,the project. - -Maintainappropriate records of activities atrthe: various sitee4 4 Assist in the.performince of the Director's,dutiss. P.Can4dott tifrehou44ng and di4t4.1.bution ke..4cult.ce.6 'OA tnsexviee; wog/tams and ..ihato.ettonat, panning °site* totelude t..i.biCartiart ort dubssec# arced. .speatatt.st.The 44.ze, od .the d.1.4tic..i.et and, the number oi avaLtabbt ke4otot.c.e4 w44.4 detvtaine the. 4scope oi the poaitiOn. L

Title, of Positionf'Clearinghouse COOrdinator

gualificaono/Experience

Roard'of Education liCensed teaCher,librarian or person with similar background in library /media skills. - Knoiledgeable about informatith retrieval ,aYstems,.referencing, cataloging.. - Familiar with a wide 'range; Of 'curricular maierials'in ali.areae, teacher centers and :pipfessional, literature dealing with in-

. service training,,teaching strategies and ' . research. - Demongrated khowledge about' existing city, cultural and educational...resources. Recommendation of policy board.

Job Desctiption , Ident40,4 select_andr..ata.1.4 matai.tals, fprmitiod and resources appropriate to the -project- jam. -Disseminate inforraation,resources and materials approptiate'tp.the.vapious-site acVities. Assist the ditector ip,control and ordering of materials for the, entire ptoject. A Neep abreast of recent research, new materials 'and curriculum.develotiment throughout th'e United Statei.- - ,Incorporate producteAdf:thisjoroject into the clearinghouse-and-dissem,inate them to other

sited...... A:evelop,ateIephohe information service for 'teachers'and piojeci:Staff.

G ii ±t.

2,17eVr tiY'_e cif ' Mathematics Specialiitt..-

2ualifidations

- Minimum30 hours beyond the masters degree

- Strong background in mathematics education - - Experience in inservice education of teachirs of,mathematics Teaching excellence - Knowledge of and ability to use staff development techniques

outies and Responsibilities

- Manage the mathematics education center at the Assume leadership of the mathematics education advisory committee which consists of teachers,

, supervisors, and university faculty c- 7 Plan and administer inservice workshops and consultant services, on a group ,or individual basis, related to the teaching and learning of mathematics Conduct inservice training programs for' public school personnel in the area of mathematics lb { Document, results of nservice programs and write reports about those programs Prepare the budget and orders for materials, equipment, and supplies for the mathematics education center Title of Obeition: Reading Specialist

Qualifications

Minimum Masters degree plus 30 hours Expertise in the area of reading end the related language arts. Prior experience in inservice, preservice ,teacher training - Prior teaching experience -Prior teaching experience in an urban community - Knowledgeable in research techniques

Duties and Responsibilities

- Manage the reading resources center' - Plan and administer inservice training of public school personnel in the area of reading and the related language arts - Plan and conduct inservice workshops; provide consultant services fbrtirvidual: teachere. in relation to. a student or udents for the expressed purpose of improving instruction - Identify outside resources. - Sere* in a 1.eadership'role in relation to the ad hoc breading advisory.committee and in relation to collaboration with universities - Provide services to the canter staff when heeds are presented in the area of feeding and the related language arts. CondUct research and disseminate the.findinge of the research Assume budget responsibilities for the reading' center, Publish in .relation to learning modules, and research findings Report directly to the assistant director, Write reports requested. by director and submit

to the assistant director (

"r Sine evatuatton and keaea4ch ate impoktant components o t e teachet centeA, the poUcy boatd4 may'ehoo4e to de4ign a po4it2on ton an evataatot, on plogaam devetopen.

Title of Positions' Program Developer

Qualifications/Experience

- Advanced. degree in educational measurement and evaluation and statistics. - Experience in research on teaching. - Ability to design data collecting instruments relevant to teaching 'and teacher center- activi- ties and to apply information to inservice ittivities. Knowledge of computer programming. teaching research, ExperienceExeerience in relating research results to teachers. - Knowledgeable about schools. - Recommendation of the policy board.

Job Description

- Assist in design and training of specialistsfor the individualized professional 'development program at all levels. Assist in design Of on its, training strategies

lot programs. . Conduct:massions with participating teachers on the usof.papil and teacher data in the identi- ficatioR of professional development needs. - Train paraprofessionals to collect data, and research assistants, to interpret data. - Design system ofdata collection, processing, analysis and reporting for program developpent and evaluation purposes. - Develop modals Of effective teaching and models of effective in-service training-in cooperation with-other project staff. - Design data collection instruments for program forteacher specialists in cooperation with project staff. - Participate inthe design and implementation of needs asseatment techniques including the construction of instrUients. - Participate in delign and preparation of evaluation reports. Title of Position Researcher

Oulifipations

- Bachelors and Masters with special skills fklated to the conduct of research.

lob Description

- Assume primary responsibility foresign, collection and analysis of evaluation of the teachers' center program. To work in cooperation with independent evaluators and the division of research and evalua- a tion to make research findings available to all center staff and participants, and to public school personnel.

.223 4.

. . Title of Position: Evaluation Specialist gualiiicatione . - Masters Degree in research and evaluation -jividenoe of sucoissful experience in designing evaluation pla9ir instruments, and procedures for-public school and/or college level-edudational projscts - Evidence oelmacceStfur experience .in developing needs assessment instruments - Evidence of successful expert enjm with obsdrva- tion, interview, and feedback' 19Iohniques

Duties and Responsibilities

- Design evaluation plans for assessing the effectiveness of and each of its components: field consultant services, reading and mathematics centers, and speciil project schools -Design needs assessment instruments for determining inservice training needs of public school staffs Analyie data generatedfrom the above, prepare progress and final reports baled on the evaluation plan, and make recommendations for future.directions Write and publish -articles=-for educational-Joni:Ws, with center administrative approval, as they relate to center development and eValuation Monitor, by on-site visits, schoolprojects and prOgramX sponsored by the center Assumeleadership of the evaluation adviiory oft- Wittee Facilitate'collaborAtion with Professional colleagUSs in the universities/colleges, professional organization AU pen4onnet invotved in the pkoject actrivitite Ahoutd be aitted 4.n 4,ntekpetaonat itetatione cce weLLnAt4.n tke.in. 4pee.4,02(Med.

8.3 Educational Aide Nalificatiohi- 4

- Holder of aids certificate. -anowledge.of.Audio-visual materials and all types of produCtion machinery. Maintain the prOfessional library. Be pkeficient in typing. Have creative skills in developing a product.

8.31 Job Description of Educational Aide

- Assists clients at work in the Materials production area: locates materials, super- vises and instruct, in operation oflaminating machine, projectors, recorders VTR equipment. maintains materials and sdOply inventories. - Reorderswhin necessary. - Acts in secretarial capacity during extended day. - catalogs all materials, books, and equipment. . Organizes and maintains a system of check-out and return on materials;'books arid loan equipment. .Assists-04f as needed for seminars, workshop- activities, and desonstratiOns. - maintains the coffeepot for all visitors. .The.pftoject di44emination plan, a4 (oat o4 ;he day-to-day onganizettigh, depend4on an eWtient,,dtenicat 4 aU .Coeita'attentiona Inuat be given-to lu.atil5ica4o46 otc 4tat56 'memktiz. At

Secretarial 'Qualifications

4 High school education and one year of business 'college or vocational edUcation of comparable experience and training. One to three years of applicable' work experience, preferably within the public schools syitem. Satisfactory completion Of requirbd tests.. - Knowledge bf,general principles of-accounting, bookkeeping. ,- Ability to compose routine communications. Ability to work courteously and tactfully with people. - Superior skill.in operation cif necessary office mach es, ypiitg at 65 wpm, dictation at 80wpm wh- applicable to the needs of the staff.

Job De cri tion of Secreta

is employee performs a variety of complicated, routine secretarial, clerical, and/or accounting f ctions. -,Th- emploYee must apply appropriate procedures to he various duties. employee is responsible for accurate perfor- nce. Responsibility may extend to contact with pWrdons within and outside the school system to discuss routine busines6 matters. -. Skill in the operation of the typewriter, dicta- phone, adding machine, calculator and/or other office Machinery;is required when applicable to the needs ofhe uping school or department. Perform othe related tasks as directed by the supervisor:

126 .

EXEtirr -24'8. PROJECT PERFORMANCE..:

The fiii*Lits aril key project perfOrmanci cootie]: mechanisms

esstmearily used by the': . Teacher Caster fore the sdnisosimie of this project. Aafmternal Work maim will ba prMpagod for each Core. Staff aembisr, Part-Sias Cease/taut andPolity bird weber during: the'flist. month oi thwprMjsicet'!", This ;brit viii review the project!! objectives, . : ;'its Soki; taskoil and completion sChecbal*Mi The Work' Series will be perlOdleally:mp-dared..-;:c 2. .W413 staff aeecinps for Core Staff memberi'and ii-aoathly maeilair with Cole -staff 'rut:tire-4;es. Conialtiets:w111 -be held to discuss problems. solutions; task assipmetitii, inerelisisammito . . . .3. reports viii bo preparcidOsuaeori6s;

. a. ibramt expladLtures Setiaatisi parconr of, tanks comp feted- . Projeitei: tine *SC budipot requirmsetits . . fir task completion this report:inbe,.dOsiseerl to assure that adequate .r.siniross ars available% te:Coaplate the aftorta Proposed. .

127. The budget of the teacher -centeE; project can beaeterminee when all the components of the 'proposal are in pl,ace.Forms for the budget must be completedand an fze,budget inclUded in the final proposal.7 Items shoutld bidenti.- fied in' each category on the. form. .b. The allowable costs for the teacher center program are (or, personnel costs (management of the center) o corsultanservices o service contracts o released time or payment of substitutes (to replace center participants)! expenses ofreacherce ter policy board o other direcand indirect .operation costs UNALLOWABLE *COSTS : o remodeling of facilities coi-istrucion off:- facilities Technical assistance froln -the district.special projects, office and thestate,teacher center representative will ensure the preparation*Of-an accei5tablebUdget.

IMATCH BUDGET ITEM5 TO ACTIVITIES IN THE PROPOSAL NitItRATWE. - .PROJECT BUDGET.

EVALUATION CRITERION 197.11(g) REVIEWERS WILL READ YOUR PROPOSALS WITH THESE QUESTIONS IN MIND..

Ys the oost of the proposal budget reasonablean relation to anticipated results, including the proportion of th budget represOnted by,costslorreleased tune or substi- ,

k --

tutee? , (5triointi)

4tr 1) Does the .amount budgeted for resources and activitie9 'Points seem sufficient or too little or excessive to carry Assigned: out their plan of operation? .* 2) If mdney is budgeted for release4 time or substitutes is the amount reasonable in relation to the. amount budgeted for other activities (e.g. for providing the inservice training)?

CoMment:

. 4. . AkThese,. . qu'estione were taken from USOE comment sheets used for evaluation 'af., teacher center Troporliaip, (1918) -. - ,/ EVALUATION CRITERION197.11(g) (continued) '

Other .Suggested Indicators*: Points Assn ned Describe procedures for developing budget estimates (e.g., procuring local salary schedules, cost of IST.) Provide projected unit cost information (e.g., Cost to train each teacher, cost to pzovide information searches.) 4 Identify cost information foi comparable activities (e.g., IHE, cost to train,R &D . cott to generate search.)

Provide total cost ':information (e.g.,cost to train all teachers in proposedpopulation.) , Provide cost inforMation regardingsubstitute teachers, including unit cost, totalcost, and cotparability data. rovide information regarding the proportion of cbst allocated to release timeor ` substitutes vs. total program cost: Provide rationale for usingor not using released time or substitutes.

-A

omment:

.-s

) *ConsideratiOn recommended, by Teacher CenterState Coordinators National Teacher-Center ResourceCenter, New Orleans, October, 1978 EXHIBIT 25: PART III - BUDGET INFORMATI N*

- . Complete this form with following informatidn: . Personnel"

y, PA- 6 . Total salaries for staff members. Staff GRANTPROGRAM. ESTims FUNCTION - FEGEHAL : Ole CATALOG NO. receive amount listed ACTIVITY FEDER on LEA or .IHE salary ',, IN Id , schedule. I-'reacher Center

.. a. Fringe Benefits - . , 6b. Budget office in per- -sonnel (LEA)'can give % rates for C.O.L.A.,, .retirOment, Social s.MUMS Security, etc. (If included in in- .) S.011JECT CLASS CATEGORIES direct 9ost, don't /0)Teacher Center list here.) "... reaseatrict t

Travel b. F MHO( ITS 6c. List expenses for c. TRAVEL

Project Staff: In- .J. CiauarmeNT clude Director's trip to. Washington, D.C. IUPPLISI meetings, visits to. other centers, and I.c!srTNA.cfu*a. . visits to SEA. II. CONSTINse Twee

° Equipment h. COThrh

-.. TOTAL DIRECT CHARGE{ 6d. If equipment is es- 4 . sential'for project II.evaNall C Ir C objectives, anything ______-0 ---- over $300 is to be L. TUTALS listed. Justify your purchase in thpro- P. PlioaNahreptcosta posal narrati W 0117- Supplies

Materiali- that will be used for the duration of the project- - described on itemized budget.

* Photo reduced from application form in Appendix C-10.

sr: 141 .131 EXHI13IT 25: PART III. -' BUDGET INFORMATION (continued)

actual

6f. Total of siitic ntrac't p

withinsiiiut ons, IMAM? PAGGAAM. (SIR. 1131ACTIO1_ ITITOARAL Subcontracts /should CATALOG NO. recta ACTIVITY be included in pro- . 16/ td- posal bu t;---USOE yeachar Center must-appr .:*

Constructicn. Lo. 6g. Not aPpliable for this projiect. NA. LiTOTALS Other 6h. Reeas4ytime for P. dls)sc;CLASSCATGOGIMCII `.teachers, sub-stiltutee 97 f0 Teacher .0 nter salaries, consultant fees4ii.favel for a._ PlIalepoon. policy board, etc. b. ration eseesPots; printing, telephone ...eciiiirment rental. T. THAVAL TotalDirect Copts I. COutPler T

. a. surrLias Sumof a through h. #TOACTIOAL Ii direct Cost CONS T IIUitTION : J N /A: Fixed rate; informa-- lb. *teen /tion available from LEA -(or IHE if IHE TOTAL OIRICT cameos* / grant). I. eacelyucir camases

Total s. rear-As.s 6k. Sum of i +jdollar 1. Paoavbse emcees / amount requestdd.

If distridt Regulations do notpermitsubcontract negotiations before the grant is awarded, describe the expected-'terms. Include estimated cost, for USOE approval.

17f,:gz, EXHI:IT SECTION C - BUDGETHINFORMATION* 13, Total & 13. 1st QUarter:` 13. 2nd Quarter: Same as Budget,.. Amount budgeted 2nd 3-month sec. B, line. K for first 3 months -operation period of operation

ONO APPROVAL NO 0.0310 st;THAt C wOHPlOgRAL ACIORAcCT NI MART 11,00(1amb maAPPLIC4.1 fel VAT& tp *Twit. SOLoaces (0,1vrist 4

t. , a.

It. 13. '3rd 3rd Si. /01IPLa budget. SECTION '0,.OHICASTIO CASH NEEDS TOTAL roll err .a. NV &NW NNI 0 Paw QUARTER IS. a . 13. 4th Q.

14. WOI.PROCRAL 4th .3-mo. budget MVOTMLS- a ...... L..a a II 5110100 I -BUDGET ESTIMATESCF FEOINAL FONDS.NEE0E0 FOR BALANCEOF TOE 'EOJECT - Nu snau.'osiee ,---=Lef211 IN FIRST te) St COW0 An Trofil* /4"IOW in -Budget fr. hollowing I.& year III.

16. Budget for_ 3rd year as. TOTAL.* P a* 1 SECTION IP OTHER ISLIOGIT INFORMATION f smell dpeAtiort Mainsof aoress., _,.-,--, of I. *Noce? emafees, , operation

scamommtevemmom ..--

as. la soAeml

PART IV, PROGRAM HARRATITE ler.ch win ItrwctOens) ', 0111,140111 Dll This section F. is, the most, important. It SECTION F should,be done on sep- 21. 0014CT CHARGES: arate sheets and, keyed

to the object class . categories (lines a -k,. 22. INDIRECT CHARGES: section B) in as great detail as possible. I Readers who review 23. REMARKS: proposals will look at these peges before looking at the forms. HEyi.6013T

APPLICATION FORM ON P."179.

133 OMI APPROVAL NO, SRAM

PART III.BUDGET INFORMATION sommlimserm* SECTION A BUDGET SUMMARY

, GRANT PROGRAM, ESTIMATED UNOBLIGATED FUNDS NEW OR REVISED' NOM FUNCTION FEDERAL . CATALOG NO., FEDERAL .NoNFEOIRsi. FEDERAL , BATY , NoNFEctERAI., TOTAL (0,) , ' (6) (c) (1,), ?(e) (0_, (t),

1 s I. Teacher Centers 13.416 $ s 139,935 s ...... --...... ----.....---- .. i

, . . S, TOTALS '4 ,, s s S139e935

.,. . SECTION B BUDGET CATEGORIES

GRANT PROGRAM, FUNCTION OR ACTIVITY I TOTAL S. 011JECT'OLASS CATEGORIES Teacher , 3) (nCentsrs 42) ff) (Al iPINSONNEL $ 65,566' S 65 (566 ...... ,.... 9 INFRINGE BENEFITS 19775 19,775

g. TRAVEL . 1,000 , . , . . , 1,000 , s

41. MINOT 0 4' 0

I. SUPPLIES 3 000. 31000

f.CONTRACTUAL 32,500 32,500 ,

S. CONSTRUCTION 0'. 0,:

h.OTHER 10,878' . . 10,878

i. TOTAL DIRECT CHARGES 132,719 4.... 132,719132,

j. INDIRECT CHARGES 7,216 ,,,, 7,216 ,L TOTALS s1)9, 935. , 81391935 !

F. PROGRAM INCOME NA s NA .M1P14011 ft' 145 196 OMB APPROVACNO. .3211 . SECTION C . ROWED AL I A I II

WIJRANT'PROORAM- (A) APPLICANT (t) STATE MOTHER SOURCES NTOTALI

. . NA' 1 f .

to. . .

0 II.

. . . . .

, .

IL TOTALS f. 1 i . , SECTION D FORECASTEDCASH NEEDS,

ir TOTAL TA 1ST YEAR 1ST QUARTER 2111) QUARTER 3111) QUARTER 4T14 QUARTER .., IL TIMM. $ 69,968 23,323 $ 23,322 $ 3:391935 $ 23,322,

IC NOEDVIAL NA ,

II. fdpot,o f NA i r.

Nt SECTION 1 BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BAJPANC F T I "ROJECT

TUTU*, 111101NOPERIODSors f. (1) GRANT PROGRAM ; .

(4) 11111 ft) SECOND . 'N/IMMO ft) TOuNTH

1c Teacher Centers Program '114510N: 120,000 NA

C it t I.

0 ..,. , .

11, . . . k ,

so, TorAL8 $ 139,935 s 145,000 s 10,000, i'llk

SECTION F . OTHER BUDGET INFORMATION4fah additionalINOte If Atom )

See line-by-line budget and budget explanations on the.following pages.

INDIRECT\iNAROM. 410 1 The indirect cost rate, 7,2%, is predetermined by the SEA, In this project, the amount if indirect *costs is $7,216. LEA indirect costs will' not be applied to (III) contracted 21. REMARKS: services, 146

PART IV . PROGRAM NARRATIVE Iattschift16(I1010111).

NOW . 4 or Title of Program: Teacher' CentersProgyam Dates: July 1, 1978 - dune '.. 1979 I

Time . No. Rates - Cost FULL-TIMESTAFF

Teacher 100 %. . $19,222 $19,222 (School Logitet SOecialrst,

rSecondary. School Site) 10.

Teacher 100% ,19,222 19;222 (TeaohtngSpecialist, Elementary SChool Si te)

Teacher 10021- 19,222 19,222 (Clearinghouse4Coordinator),

Typist 2 mos. 7, SQ 7,350

FRINGE BENEFITS

: Rat' reale:It(Pella 11 447 19.85% 57,666

Ret I rement (Secretary) 1,202 16.35%x 7.350

Social Security 3,966 6.1% x 65,016

Health 1,700 4 x 425'

Wel fare 1.100 4 x 275

Unemployment Insurance 65,016.xpos

: 149 . .

A EXHIBIT 2B: ITEM f ZED SAMPLE BUDGET. A' I ntinued) t , 4 . AFTER-SCHOOL COMPONENT

Teacher '(Hourly for Workshops) -,2 H/D x 105 D 210 H x 7.75/H

;TEACHER'CENTERS.POLICY BOARD

School Secretary (Per Diem). 25 D x $22/0

Social 'Security. 34- 6.1% x 550

Local Travel foi. Policy Board Mymbers too

Office Supplies 100 ,

Postage 100

CopferenCe/Meeting Expenses 300

OTHER THANTHAN1PERSONAL-SERVICES TPS)

instructional Supp,lies S Materials 1,500 2 sites x 750 ;. Audiovisual Supplies & Materials 2 sites x 250 500

Library Resource Materials 600

Repair of Equi ment 200' 2 sites x 100

Office,Supplies *sitesx 150 Postag: WOO

Advertising of Project Activities ;:500'

Telephone .. 11:, 50P

Local Travel (Project Staff) .1400,

'Out-of-Town Travel Or-oject.Staff/Policy Board Members) A',00,

. Conferences and Related Expenses

Printing for DisseMinapon, 1,000 tXHIEIT.28: ITEMIZED SAMPLE BUDGET A (contin

Rental of Duplic tor 3,000

Consultantil -- 3,000 30 D x 100/b

Contract for University Services (Evalu ation, Training, Program DevOipment (See + below.) an4 'Research. Activities)432;500

TOTAL DIRECT psTs(LEm 100,219

INDIRECT COSTS* 7,216 x 100,219)

Subtotal 107,4g , + Contract 32,5o

ND TOTAL $139,935

+ LEA. indirect costs will not be.applied to, contractedservites. * Official rate for 1978-79,as determined by the State Education Agency.'

it ITEMIZEIYBUDqET . , .

Subiiet to grant sword It "is expeSted that the folloOng in -kinitaepiribisttons will 66 medito the , .Teacher Centers Consortium:. .t0 xispi SAMPLEAtticiETAEXPLANATIONS

SCHOOL DISTRICT X 000 Main Street City, State'00000

BUDGET' fEXPLANATIONS: ()THE,- THAN PERSONAL SERVICES (OTPS)

BUDGET ITEM , TOTAL AMOUNT EXPLANATION'

instruCtio 2 sites xy50 To provide materials and supplies . Supplies & including workbooks,. instructional Materials kits, rexographpaper and other

required workshop materials .

Audiovisual 2 x 250, To provide filmstrips, cassettes, Supplies 6 overhead transparencies, and supplies Materials for teacher -made materials 7 a ; , Librar 2x 300-- To pr vide magazine subscriptions, Reiourc edbca ;anal jourpals, reference books , Materia s on Tetource materials and other items: requested by teachers altending

workshops for the deielopment ofa '' professional library at ,each sdbol0 site and the ClearbOghouse.,

Repair of 2.X 100 No equipment will h.- pa-chased. ;1.1, EquipMent equipment-requiredftrtheordject will''r .,0e, provided by partidipatin4Tates/ v districts/offices.',A small allowance has been included forAhe repairof', equipment

Office 2 x 150 To provide materials for typing, filing Supplies 1 x 100 duplication paper, -stationery items, etc...

Postage 2 I 100 For all p roject correspondence, mailing of project curriculum materials; and

announcement of meetings, etc. -

Advertising 5,000 TO inform personnelnof workshop offer- of Project . ings. Notification will be advertised Activities monthly/bimonthly in the officialnews- paper.publication of the collective bargaining agents., This publicity will providR a cost-effectiArmephansim ,(relative to'staff time and postage costs) for imforming.hvirtdacher and paraprOfessional, each. o whom receives the newspaper, as' well as

.(Continued) EXHIBITS 2 SAMPLE BUDGET AEXPLANATIO*9 (Continued

BUDGET ITEM TOTAL AMOUNT EXPLANATION

other educational personnel of workshop topics, locations, dates and time.

Telephone 500 For monthly telephone costs incurred. in 'the operation of the program.

Local.Travel 100 For project staff at the two sites (Project Staff). to visit project activities throughout the city, for,attending site meetings, etc.

Out-of-Town Travel 1,000 'Trips to Washington, D.C. to visit (Project Staff/ ,USOE on program matters, for a Policy Board regional conference which USbE will Members) be organizing, and for project staff. visits *other Teacher Center sites in'nearby areas.,

Conferences S 250 Meeting expenses for workshOps and Related for parent, paraprofessional and Experises supervisory sessions after-school.

' Printing for 1(000 Project manual wall be-prciduced at titsemination . the end of the first year, for natOinalAissemination.

Rental of 3.i000 One duplicator will be rented to Duplicator duplicate all project materiels,- agellOs; and correspondence for the project.

Consultants 30-D,x1010/D Reknowned educators in various for Training curricular and instructional areas will provide specialized program 4., training and development activities unavailable through Board of Education personnel. EXHIBIT 30: ITEMIZED SAMPLE BUDGET'S

FOR FIRST FEAR PROJECT. USOE ADJUSTMENT INCLUDED

2101,4WILE posesiatlaa/Justitliplait ggiLii1001 wait amiwones cone' alms

eatery 100% ,441.0 Ismakss Salary-.

ftiMeSts 11%44 3410.

Pu.gg bairn ,

Wary 10ft efts Telsober Salary 1.16.1410

S+oMtita 15tof 528,1170 , Riegel...powwow

Missy woethma Illtamobar 14.870'

OposSAto ASS of $111.170

ftelaraMtetalm -

Mltsy 100% 0.480

ftmoilts III of 55.440 44240 14111ssosalar1es repsimist:highost gessibasalistiperL...... p. Of feat haw Warp Mehedsle 0141.Dwieb swahmilliarso expert. ones.) Mealiseleilly, Os sal/rise 4114 risme from $11.000 Se $30.000, beastirso. ti

ilsrUSWrpsorly

Mies 210 Ms.', $3.70lks. ignitors:. sso,us ,14iTsvidoe,Ofierieges Plagaleg Ofieektep.

/24 de}. 100 /da? .00 =MIT 3(11 SAMPLE ',wee& Ovelgetione BUDGET B. 4(continued) lhaerasia lattialee PreNielt tah1vitiee oa Prep- -= pea MriT./ng

t 3 10 *dm e SUVA* .jalk ' 'IT SUITOOLL 1,000

Po TIMMMb ocessirsmes

Cantor Staff

navel Adlisiatmetlei:oordi- nation. Development, Supervisor. Dieeemina ties: late:eel Misleation. ete. Allipugh it iiheledee Mello, Board! OP is `'°°' 27.0 adieu 10/ogle to hope . Per Dies days 44/day that the essential Connulasnts components Travel lte.tipe $S3/trip of a local Per Dies. Lela, 14 /4.p project. Maternal avaluator will not be Apar Travel. 4 tripe 0 $172/trip cut from the budget fir Diem 12 days t..44/ ay at the time Sta101e& of .fundling, samples from the first dm COMER mom Wets year review le Wive supplies 214 nstage and Telephone (Dong_Dietenne Only): 720 indicate Printing and Duplicating . soisono that drastic iletredtional materials Mst nini aOciaelary- _faP cuts are foe the Training of leiehetet.TDAse used made. These werOf.the any in. are changes emotes offerings, such as Maw hat mmteriali. made by USOE T0104Cermernially available Kite, tos, in an origina: .140 WoPoopls _- 4°.k./49 P reeleasingIvainstian budgeting (internal a imtl) - end intorinalade . request. Aseeessant Data

.41 hoar II TOrhokta:s.

12021CoTAL 13019 13 W°42° 1.276 doge $3004 47,ahso

To tree ap Teacheio - to attendItpsouvlos Offering,. Drell* Local rioula. (Modest Clasetoos- O wed reeeardh,eta:

saromu wain 10. EXHIBIT 3p ITIMiIEDTEACHER. CENTER BUDGET SAMPLE C

SsItsY 1102101* . MONA MAL

's OlsesMO 10,330 ,(I 0.070 .. 121.404

1 ikell&liesistanil ICUS 2,070 ',: 22;404.,

,.1 Librorima - , 0,380 2:074 21;404 .., 1 lissinsee air sr vow 1.930 1O.140

.1 Onsietios Satiny. 17,403 1,03S' ' 19,140

Sa la,istrativ Aida 12,914 Aa 2 Clasi4ypist 11,127 1:::1: ::1;.,:: rill+tlive torseenel SUIVKIAL. $124.44

Vali Viaaber Vey (700 )ours) 11.105*. SO1 OISO1 . MS Smart, Maapseint and WraLuation Analyst* :, 3,000 1111 3,116

WAX impart. Quest 'Brisk's* and iassultants 1.500 f7 LSO/ Suattitute Pay

1113/day $0 days (S polio? board Mambess u 10 meet- lap days) 2,100 . 142 2,542

12S/day x 20 days (fwr' teacher pextleiphtion

at Peter activities) 7.000 4sS . 7.435

4ernmes1 100101412 $152,545

export of requirement of Softie() 147.11(c) (2) regarding "adequacci, les reporting on the affootivasses. and for dectersiaing the extent Munich Ma objectives are accomPiti'lhod.'

* jasollo, and Materials 111i5f.- Of Supplies f r1,000 4 ;Mutational biski and Pats) 7,000

apikatE4.

wpogriters (2) 4 2.000

Calculator 2,400

Mart082112m.,.

lapying Machine and Paper 1,3**00

PriartIAS 3.000

Postal,' 11,300

Irelielkoneareaca Attendance

Out -of -toss. 2,000'

COneAraneev741111, -.-112200

1:2241110LIA

San*Parsonsell Subtotal $, 30,300

c1uliree2.404 eqqa10,80' 12,4118.

Project iota', . 01989.871$

AdiliOdhatl,wibidlisiedavpomisid4prtImdurisStigmnetsitr

J".trittoo*.casinosamireervIcsab StatiMetal.13)00Sal*:.: - - ;14 E;SIBIT;#31i ITEMIZED TEACEER CENTER GET SAMPLE C (continued)

IN-KIND CONTRIBUTION FROM DISTRICT

Wawa CO- Director $ 16.326 II 2,076 6 21:404

1 staff Assistant 111.328 2.076 21.404

1 Librarian ... 16.324 2,076 21,404

4 curriculum Developers Demcastration Teachers 134,424' '16,004 171,232

Substitute Pay

635/2N ,a 200 day. (for . teacher participation at Canter activities) 7,000. 443 7.445'- . .

/ . . Permoonel, Subtotal 4242.446'

Pecilities

(1) apses Mental #5.00 to 43.30 persguare foot Approximate value of smell building (290.000 ft.) 100,000

-(2) Utilities (ior ssan,building, including Weetsie. telephone, etc., per year) 7,300

(3) Cuatodial/Opareting Coats (smell blinding per year) 10,000'

(4)-depsies (small building per year) 11,200

. (3) Ihnovationihmlodel mmema

(1) Audio-Visual:Including overhead projectors.' taps' Currently recorders, ',lotto projectors, elide projectors, Available thereof's, videotape recorders/monitors, etc.

(2i Office equipment. including deliks, chairs, Currently tables, cabinets, book 'cases, etc.

(2) Aducstional.Surelles and - Materials (1SSA Title IV-3 Contributed) looks for professional library hardware/software items 420,000-440,000

Total.Project 4419,309 77.71r;.1.; ) VV4i,;, .4"

i4 . 2 ,.

pAcicA0ANG_111g plio4Eqr DESIGN

-"1111/ ' NEEDS ASSESSMENT OBJECTIVES ACTIVITIES STAFF DESCRIPTION

BUDGET

EVALUATION

159 v.

;:.! 1, CONTENTS . PART; FZ* PACKAGING THE, PROPOSAL

pROPOSAIi.F6RHAT: DO'SAND DON'TS ..148 Complete Applicaton' Form 149, Include Abstract . 151 Table ofContents.... 153 Appendicei,'i 155 CharbiL, Tables ,..156 IndezVSystem 158 The Geographic Area 4.,,, 159 Abbreqations .160 Documentation 161 Proposal Binding iii...... 41.62 Funding Terms...... +ti,.Arowl. lik 3.63 References ..: ...... ii." ,4.I, bb -... o . oo.,',:.,,i68 ,potential Turn=Offs.0, .. . oo, 00000...".,.',169. -" ,Proposal Checklist,, 170' FORMAT OF THE PROPOSAL S AND DON'T-6 *ow that'the proposal is completed, focus on yOur long. range plan having the proposal. funded. Before this happens, it will be read and evaluated by 'reviewers chosen by the SEA and USOE.

.. David p. Sherman*, outlined suggestions for your consideratiori. His points were confirmed by AFT members who reviewed teachr center proposals '78. 1 WARNING: CHECK THE FOLLOWING ITEMS: aWnecessary inforriation'on**he' /X) iee'completeapplication forge' include a one' page abstract describing. the project Vcompile a detailed table of contents prepare, illustrativecharts/tables/graphs to facilitate presentations of information lee'explainabbreviations and acronyms used throughout the narrative 1/describethe geographic location of the area to be served, assuming that the reader is totally unfamiliar with the area carefUllyindex the proposal Vef'documentall statistics used in the proposal Ve6bindthe document securely, and use a,4-(1/2 inch clip through holes punched at the top l'efassumenothing!

*,Dayid:It Sherman, Burealof Special State and Federal Programs, New York' City Board of Education

148 161 7,,I,40por77-7

APPLICATION PORN

Application ill b. Date ,completed El Completed bySEA

!wow"MIS I APO itilr 64

.144 Ila A WI lit dir 00"16 fr *WI II

niaTaama atahmaa a

nCompletedby LEA or IHE ha pt. Oaf ElReferso $23 IaaW, .

AlllltM WNW. IONWI CM MNIMAINNIala Ela. 13.416 b. Teacher Center* 'Program 16. NA atralkoarap0 List Name of Project only Check OE schedule forl M MIMini* 414* OW 1 Mum award of grants; pro ot rya 11.1 AWNizfroi 0 'Identify one or can begin shortly after combination' Ma MAU weal larNrolot who, IIII ottsIL ha a 4014XMA 11140 WWII% that'date (AU G, I) ONO Natalie Ion opplurill map

IA MOM MI WAMMOWAMMWWW 11i*I awia 1.1 0Already completed. A lfitLi AMU Grants are awarded for

0 12 month . LAI k We=111 44tall EgiList all cities'or cities ISM A Peva mmiteilee . 4 I r a g r A l e Pet at WWI NU% 11114010M4 WAIN J A I L Check schedule lor in service area NM I dui* AfAtio Mnook avaraap$144441olow.aoasa«al a IWO* ANIS mission by State.to USOE 111.01live or I dlit'3101t, A calk I, Waki1111011,D.C, 20202 pry No st number of pers a I haels10011164111 to=4:41: AbM io poalogwoosho AIM* MI ,Ail AA aloud 04 NA (teachers) to be served 400144f Iwo MAW a 11 ploy 04 0 (UMW lk OW al lo wet ol IrIMAI Mop la a awl ado I le NW. at A oak Por.iirstYear: A new Send to State agency; ir."171/11161 MOM s WOMM .Por mounding B renewal not to Washington, D.C.

Check YES if more space [1]Bequest for ,Funds- a. List Amount of is needed to explain Federal request 1 (11 to 20); use following av sal Iv ta, nowl page . List bl ci d, e if ;MID appropriate 41=1:0=1.21.*a to moit f. Sum, the above (TOTAL M b. Check with SEA for

1211, requirement v a. COgretilional :71,:=1=inamar61:=ri Signed by legally glearittreeict (14) I'111.11/hilzut mated, authorized rep of LEA amalkAamb'MMagUN amodaseAr41,1= or IHE b. Congressional Districts) in Ihich 110Completed by USOE service area is located 163 fit% PANT II ' PROJRCT APPROVAL INFORMATION

ITEM 1, e. 641.11 Mob .010.40 /tem SHIN 1.11140, 1460 C141:1104.01 Rea. Completed d by SEA; *dm.4110.10 00.0.1 E7,1Veit C":41.

rating .. ', ITM4 I. 4, ON,* *Ss tos. woodsfoto' st @town Iwo, ta Wel'. Nam. .1 Yaw, a. d.... y. ot000tosol 4*. MICA ol000soolatt 1.5,4 Completed by SEA; CV..'Om. famish Otsoosoossopol recommendations t and endoraiment Oen 00 ICUs.. #06.001 0011...011141*.kaall tAthtm, c NI stolotto wish Ohs C.4404.. A.1111 Ii MO 31.410:L., 'Cry C3N4 0 SU ,. end4 . . -IC)." Otos sot sassossefsoe boo. Stool, *ow GI Alpisos.. *spoor information (SEA '00.0...... « .i -4' .. o«. 1- 1 , Teacher Center, ., (3%. -Om. 11 Representatives 'tlu,s . . `dostli toot are listed in lew...44:»1_,...... cis.... ' APPENDIX) - bellow* OW ' 0"11,1 - Cillar" CaOlo toossimo ass

ITeal s - Inn1.11 se ssielmat 011.0 Servo F114111/01 of Posloost lossollsollos '0 1. 110111glIONION otolostoos losoofitost Issso %%OS C_'1Ves ITEM 1 the 14. peps. .4401*.pa be tw It..koros Isms Nem. of Pots. spell . wtosollthosor Lemoe.a.. Pd 404

N CDT.. 0,4 Panes. el 'moat Ills Lb 99. mod. oequirsPaa, so opeot o4 olSoot fa. aelmewir M she

`2Pas 1/114 IP 11:11 dos oos.r4 meeW41 4.sneuVv1 . of .o4lio l000low, oo.osoolo, leoutot fo.:1016 11611 Mies Os. Pam* ITO*1.

St *sot who. eiden.41 essomael on Inns innost pe.nons. Sea ms II he 041414.44.44 ep ebbaki. onbaymti ao.ON.

INIPONOT '9

.41

164 150 DO INCLCIluE AN ABSTRAw. OF THE PROJECT. nes tequest an abstract, a4summary of the Oroject,..-his descrip4on should focaloW the application rforms a The foil wing ekamples are included aaids to policyboardl. members, -bite length varies from one page to 1 1/2 pages' A

(double spaared). . 4 . . - EXHIBIT 34. ,ABkRACT A

The need for a Teacher Center. to suppor,t°the edUcatio4aK and brofessiorial groWth effoit6s ,ofthe teachers of the was established by 'several recent developments affecting the teachers and students of thiscity.Specific reference is made' to the mandate of theBoard of. Education to implement a Competendy-Based. Curriculum;the identification.' and prioritization of the School System'sInstruction-al Goals; the revised Teacher Appraisal procedures;the enactment of Public-Law 93-403, Section 204(a) requiringteacher recertifi-' cation;adecline in .the achievementscores of students in the priority 'areas of reading andmathematbcs; and the 'need to 'Pro-: vide "assistance and support-for teachersas they assume More responsibility for their own professionalenrichment. -:) The major focus of the 'Center %will beinservice training. designed for and by teachers based' upon tkeirperceptions of the kinds of assistance.,that will help themmeet the educational needs of stucitnts.To accomplisje, this the Teacher. Center win- r provide an environment 'in which ,!.%achers,can grow. role'ssionally and intellectually thiough formal" andinformal . peers, structured edubational eriences,. worksitps, conferences,. seminars,. and other indidual, small group, and large groupactivities. b The Programs planned ford the TeaegherCenter are basecj on a three year projection.The expected outcomesare tyat during that time tlid teachers of the ; Public Sch'epls will have "gaineciTfgaificultly increasedopportunities for in-, service training as will Ife eViciencedby data on the nambers of teachers who haveUsedthe Center for recertificationorother purposes; arid that the eStudentsof these ieachers will,have, made si,gnifiaant and more positive attitudes 7 toward scihool.

id (\_ ge,,NEV:71

An ab.stmet deac)a.1;big the tercelten.centex. puject 6ottow6 the.appLi.c.ati.on. 6o/um s The- Sotputing e.xampf..e Awroicutizez cuAvaet d.e.ntelt;- pito je.c.t

:;:.EXHIBIT 35 :ABSTRACT 'B..

The Teacher Center ofis ded for . . teacher directed .and managed programs thatwill governed..by a fifteen member Policy Board ofwhich$3%sare cl srOom teachers.

The Teacher Center s willsport educational.:andprofessional, growth efforts of zne..... , . teachers of.

The major focus63E'the Centerwill beinservice 'training designed to'implignent a Competencr.-Basea Curriculum. Seminars and lectures_ given. to` assist teachers with; thenew Teadher Appraisal Procedure's deli;nedtoincrease teacherac6ountability. to meet recertification requirements; workshops for teachers and L parents designed to help raise the .achieveMent scores of, the students Suppdrt; for teachers as they assume more responsibility ,for_ Town professional entrichment. . . .

The Teacher Centermillbhave aprofessional','.1.brary.with print and non vrint materials, .curricula,. Current documents and' direction eminating from Central Admihistrati gional and Union Offices; activities. or programs of teachers and students available for use by teachers upon,r,quest..

The Teacher Center will design-programs and activities, parent/teacher conferences; parent/teacher/student seminarsand exhibit centers, informal meeting nd opportunities for parent/ childinteraction. , 9`c The CentereXpectte mmodate more than 6,006 publicandnon-public school teachers in addition to parenti and students.

The envirOhment will be one in -which teachers can grow. '11 4;Professionally and personally through formala'ndinformal inter- , action with a widerange of people thr-aughoutthe city who have - an interest in children and howtteylearn.f

'c 152 inceupzA TABLE OF CONTENT8

4EXHIBIT..36, T CONTENTS A

Section of Proposal Pa's

ApplicatiOn Cover Page 2 Table of COotenti i-U Overall Table of Contents - . 3,4, - Table of dintents for USOS Evaluitibn Criteria 5-6 .Table 0/.Contents-lot Additional.Mtate-Criteria

Table of Pi in Needs Asiessiiht .. , : 1-10 - -Table of Inhibits*. '.1.1

. Remirkst Approval Signatures oflaseher-.Canters 12 1 Polley-Board Members

: . . . Letters to USOE '. 13-15e

FrOjecCvApprovai Infornation '16

Assurances (Part 1/). 17.44 List of Abbreviations 25.-27

budget Inforiation 28-41 -, Federal Budget 29-30 - Line-by-Line Budget 31-34 - Budget Explanations 3S-37 - In-kind Contributions 38-41

Project -Abstract' 42-43 1642eacber Centers tiny Bleed (TCPB) 4441 sitionf TCPB 45-50 - Ro of 'TCPB 51-52 - By- aws of a TOPE 53 - Local Advt. ry Committee S3a-b - Documentat on Concerning TCPB Members and 54-71 'Planning. C Proposal - Edutational Activities-of the UFT 4:1 72-75 TCPB Budget 76 !--Minutes.and Agenda of Final TCPB Meeting 77-81 Needs Asiassment Student Needs 82-131 IP:117 - Teacher Needs 83-107 108-131

Projecr.Overview 132-143 Objectives - ,Activities - Evaluation. 144-190 - Component ils After-School Workshops 145-164. - Component- 12: Clearinghouse ResourceCentar = Copponent 63: 16S-171 Individualized Professional 172-190 Development

Schedule of Implenentation 151 -193 - Potential. to Impact Upon And Improve-the sr LIA's Program of Tnservice Training 194-205 Ilk Weather!"

D.C. Collection/Evaluation Plow 207.-222

Qualifications and Experience of Personnel 223-230 Else. Scope and Duration of the Project 231-233 Facilities Resources " J 234-235 Nature of Wow and Expanded Activities 237-239 *Cost in Relation to Anticipated Results 240-242 Preliminary Plans for Second and Third Tears of Project 243-245

Exhibits. 246-3490,

A This° example is used as, model because it is all. inclusive. .14e recommend less than 200 pages. VV 0 4Y,,,,,Z, i'fo '''4 .4 `..--.. ,'..,r4,-',' .'44''''.'0 -":4 . n'''',.,^,% ... ,.. -424.4t1.:-:: . , 4.:-...., . . - :

. ø-...,Ig Difenritiosteklimaaher Cater 1.1 card. .

.,. USW:het Crater tails? *Dad.. ' e ...... - . , i opraggograp at Ira: liaohir.CeetArt 3

, ,.. SeV146191016G 'a -11410.4 ,- ., A ...... VII ..Sagsaialifise "of Redissaoar2tilia ...N 6 , Stadb sad Sias ... 0..0.00M.41.4440; OO 1.. I. 9

411,4041 #1. ObiGNOs_ aSt.- teaset of *ode. ask. Moult. or . .* Sapectad.' .-= .

. Setraiestise. Wad/

. Seal I Develogisiat 9

alltild a .911D11,014411111111t "Teschir Appraisal Aisistaace 16

04 : Teacher Ilacertificatios 21 . Camosidotiaeo oad"Publie Ralitioom 23 1".,rtiml!At a ,. torograms., 25 . . 11,1//sit7` .. O 26 Siwasiry of *cur -Scads 27 Decwaraicatioaof. . Ifeeli d a OO 26 11110k1raad, *sore's's, and Siatoseat of Deed.. 36

Targat"Oopalatice 39. . .

Dolga of Teacher C.earar 110004;0, OO '00140:00000

:45-.! .. Objectfte.e .,..pyi." ..40 ,,,i^:

.-.. I Radios iii i014.,..b

a Ms Of ,Actiovi Saar-bar Caste; ibdel....._ fuectioaa and Actisitias 0 i V ;.' .Facilities .. 31 . A ,g0.144t.d poals faOrher Gapter..... 33 V. 4. 'Svalsatiouriseiga6;444,: '' 33 Dissealaatioa ' 69 . thisiagasent.Piaa i : : 73-

.. .

Bastion 19:Geographic LoCa tie° -.-Scbool 'District by Dgioss 1 floor Plaas eX Proposed lu.ildiaa , .. .r...... State Idocatlea AgeOGY Ta.lthalca ASalatascs. - :' Appeadiees -us* Do incLuDit APPENDICES

EXHIBIT 38. APPENDICES a

AMEDICV

Appendix I Letters of Indoriement $2

Appemdie II Minutes of Policy bard EloptivIgs A ./# f.A5- IIIAgreement Between Board OUlducatine Sea _of the NoniciPi1School 'District Venbnv C1essroon leachers AssOcistion

Append ;IV Letters of Certification.Poiicy Doard 93 Members 'Appendix V Mods Mseassent supporting Oita, Student 02

Apimadix, VI : Public-Schnas'Eseds 113 Assessment Data

e Appendix VII Governor's Peoples' Forum on Mage- tionAleeds.Asseesment Data. 117 t Appendix VIII Public Schools, Educational 122 f Philosophy. Coals, and Objectives

Appendix Ili Teeihees' Heeds Asses...at, Target Schools 127

Appendix 'X Puller Model 12E N. IIStatement Of hapset,. Latter 129 11.12.

appendix III Persounel Policies on Hiring 130

...-

Appendix 'XIIIEvaluation, TeAchsrlIssisons Pores -. . 133.

Appendix' XIV Supply Budget Detail 133

Appendix V Salary Schedules'. 13$

Appendix in Mileage and Per Diem Rates 141

Appdadix VII Coat of Empi loyee Fringe Benefits a 142

Appendix XVIII Vita?:Applicants 143

Appendix XXX Assurances 143

155 F DQ INCLUDE CHARTS,TABLES,GRAPHS zuppcmt needs .azests.sment and to eiptai,n. the geognaphie tocatton o4 the area

, EXHIBIT j 9 TABLE:. OE CONTENTS

6 . 3 /77 lb

Title of Figure - ., 1. Ranking of-EnrolimenCof School Systeei with Enrollment of 10,000 and More, Fall 1576.

21. Enrollment In Public Schools, 84 by Level And Ethnic Background

, 2b..tero1leeet in Nonpublic $s Schools, by Grade and Ethnic Background.

3. Enrollment In Full-Time Public Elementary 86 and Secondary -Day Schools, by Level add by StatedFall 1975 and Fall 1976.

4. Enrollment of Public Elementary and $7 'Secondary Schools; Fall 1975 I . '5,. Pupils Reading Achievement LaVoie City-. Wide by Grade, 1977.

6. Pupil Reading Achievement Levels% Citywide, 89. byGrade, 1976

7. Community School District in 91

.8. Pupil Reading Achievement Levels, by Districts 92 1977 .'

9. Noh to Improve the Public Schools: Public 95. Opleadn

10. National Assessment of Educational Progress 96 air Age 9, by Subject and by Selected Characteristics of Participants: United States, 1968-73

11. National Assessment of Educational Progress in I 97 Reading for Ages 9, 13, and.17, by Selected Characteristics of Participants: United States, 1970-71 and.1974 -75

12. Students Participating in Bilingual Programs 98 (All Districts, All Language Groups)

13. Enrollment in Federally Aided Vocational 100 Education Clessei, 1949 -.1975 .

' . 14. Selected Felony-Arrests in New York City, JO by Type and Age, 1976. '

15. Public School fopulition, Absenteeism and 106

Truancy, . 1975-76 1, 16. Problems FocIngithe Public Schools: 1 147 Public boinfion i'

l7. Supply and Demand for Beginning Teachers 108

. - .. 18s. clissroom Teachers in Regular Elementary 109, end Secondacy Day Schools, by institutional Control and Orgonlaationall.evel:United States, Fall i965 to 1985 (Graph)'

. . 5 . . 18b. Classroom Teachers In Regular Elementary and 110 Secondary Vey School*, by institutional Control end Organisational Level; United Stites, Fall 165 to 1985- (Chart) 19.'lligiieitOtOi.off,Classro474:ebeeiIn 111

20.' ToO/100 Ibinerlonos of : loicisors 112 . , . .21. 'filitr1bItIon oFirondior'n In' 113

22s, Itlainnitalinnd Socoodoi*.Seboni 21:off, by ion : 114

Staims'ofCeppedency-lased 'Niched' Education, 11$ 21..lOocbiTloodi In TOros of On*ImiWitesebor 122. Wiper 24rifioo . .

,11600mods1400,6111c Areas 123

46. 'TI.Cbsv 11.04ConesralnyApproaches to Inderilce' 124".7 tdocallon- T

. . . 27. lbacbOr 1601 In Spielfle Aroathat proposed. 226 theentary.SchoottIto0 "'

. .

SOLTauber , Ing Approached to laierrvice EducatlonillIA= ElementariSchaI_Slas 127

2/6T210andher Needs Iid n SpecificAreas Propoltd Junior 129' and HIph Seolot is

20. Towheehada COncornIns Approaches to Insorvice 130, Education at Proposed Junior high and High School 2Itos. 642

TA=OF inanins

als4 mange Ill.' School Saari Issolution and Approval 4ei Nambers ow_P011oy

.0kubible 02 , Teidbir Center Seeds

SaAibie ./2 Survey of Teecl;et nerds Smbibit #4 Prollignexy Conapt Peons Sehibit IS OPT Testimony =Clenches ,Et!ters

Legislation . Imbibit'li memorandum from UST to Chapter Chairmen Ifthielt 17 Mee Ineervic. ravens for School Tear 1,77 -71

indibit IS Letters CO Local Districts and non - publicAlohool dapcesentatIvaa.Citywida

. salhit If irepoeed Project Personal DO 'INVENT iffilEX7SYSTEM Divide sections of the proposalso that there is easy' .identikication of each."

Some successful proposals -used: 4

. r windex tabg for reference "ocerefully labeledabeed section , o diffetent type to set off important statements Usw'a'crois-indexsystem for easy reference..All information On criteria componentsca* ie identifie3 quickly.0

"P. -EXHIIYIT 40'. Pages in EandhOokiftpOh terion Address. Criterion

. . .. . , TableofContents for USOE Evaluation Criteria (197.11) a. The extent of the teacher enter policy 12. 16, 44-81, 135 board's authority mad r sibilitj for .. supervision okthe project 10 Wets). 'and Exhibit 41

Ir. Teh'potential of the prOpoimedteache 82-131, 133. 138-143 tenter for.increasing the effecti es ' ofs the teachers served, in teiSs o .and Exhibit 43 the learning needs Of their,setuden

(20 pointl). . . , - ,

O. The oundneas of the proposed plan of . 138-193, 207222.:' operation, includin consideration:of' .

the extent.tovhiCh-, . 'and Exhibits 02 6 4' 1. The objectival of the proposed

Projekt* are sharply defined, . I clearly stated, and capable of .. being attained. by the proposed procedures (10.points)s and . 2. The adequacy.of provisions for reporting of the effectiveness

of the projectand disseminatbmi7 ..; ' of its results, and ler deter-. mining the extent to wnich the objectives are-accomplished (10 points). V ,

d. The appropriateness of site, scope, and 138-113, 191 -193, 231-233

duration of the project so as to secure c 243-245 . productive results (5 points). .

e. The adequacy of qualifications and ex- 223230 perience of personnel designated_to a carry out the proposed project (5 point). .1.and'Exabit49,

f. The adequacytof-the faCilitias and. . 39-41,234436

. resources (5 points). 4

g. The reasonableness of estimated cost in . 28- 41,,138- 340-242 relation to anticipated results, includ- 4. inn the proportion of the budget represented by costs for released time or substitutes (4 points). , .....--

h. The potential of the teacher center to 135, 194-206. 237-239 impact upon and improve thi grantee's overall prograllof Lnservice training and Exhibit $7

for teachers (15 points). .

i. The representativeness of the teacher 12-16, 44 -81, 135 centeropolicy board under sec. 197.4(h) (10 points).' and Exhibits 11; 6 6 8

j. The extent to which rederal funds will 194 -206, 237-219 support now Or expanded activities anther than supporting activities which and Exhibit'47 are already being paid for from other resource@ (S points).

158 .1- DONT THE. READER KNOWS THE. GEOGRAPHIC AREA

EXHIBIT 41: GEOGRAPHIC DESCRIPTION

,Describe the area served;provide an eirriro ntal setting for the vr0,ect.

Service Regial

1. Initial Service Region (1978-79) Initial Service Region Data

County toad-her! 1.' kisiiaticn - 100,500

2 Rase' ID' Service Region (1979-80) 2. School population (participants 14,327

. County 506 teadhers Cbudty 672 teachers 3.NUSber of participating sole' building! - 38 . Phase III: Service'Region (1980-81) e b - 4. NUeber of cities cr villages - County 626 teachers. 26 Cruelty 309 teidhers S. Villages less than 1,500 population - 20

6. Villages less than 1,000 e- population - 14

a Central Location 7. Largest cityin county - 24,670.6

wf, Satellite ServioeCenters EXHIBIT 42

DO EXPLAIN ABBREVIATIONS USED

it. .unpolitan.t to expkiin abbneviat,iana and aenonymau4ed the pupasat.

At AFT American Federation of Teachers t CD r Congkessional District pFDA Catalog of Federal Domestic Assistance

. tSBA 'Community School Board

ESAA Emergency School Aid A

ESEA' Elementary Secondary Ecation Act FR Federal Register

FY. .Fiscal Year

IHE Institution of Higher Education LEA' Local Education Agency NPO Nonprofit Organization NPS Nonpublic School

) OE or USOE -Office of Education

R & D Reseaih and 'Development

ROD-73 United State§, Offic of Education

Teacher Center Pro ram - 1332 M Street, N.W.f Suite 813 Washington, D.C. 20036

(202) 653 -5839 . SEA State Education Agency

- TC Teacher-Centers TCPB- Teac er Centers Policy B7and P. USOE United States'Office of Education

160

" -174 Do INCLUDE DOCUMENTATION thisi will thalidateproject-Zvents.aswell as suppokt from edUcational and community'leaders., inclu4e letters of Ohdorsement from federatten_president,. administrators (LEA and IHE) as'well as any from community leaders and bupiness.

EXHIBIT 43

MAirt.inhir

MMMANAELATIONS COMMISSION IIOS/I lie. wryMAUL

March 17, 1970'

Dr. Department of Research and Development Public Schools 230 East Ninth Street

Deek a at. We areleased to learn of your joint efforts with the Cincinnati Federation of Teachers in applying for funds to develop a teacher training center. There is a'great need for such s training faci-

lity in Cincinnati. J We are in full support of. your application, and our Education Division is looking forward to working with you in the area of training school perponnel.. If we can be of further assitstatiderin de4e1oPin the teacher training center, please feel free to. contact us at your convenience. Wood luck in. submitting yourproposal.

. 11 SAtcerely,

o Executive Director

Eq I Opportunity Employer 1. DO BIND THE PROPERLY for copies submitted to WOE punch holes at. top of Proposal. use a .24 inch metal otip twieecurely bindthe propotal

lb I

DON'T EXPECT THE' DOCUMENT TOSTAY TOGETHER IF- YOU USE: -. staples or rubber bands. Or paper.clips

-IM13ORTANTSECTIONS CAN BE MISPLACED AND VALUABLE POINTS LOST IN THE EyALUATIO, OF THE PROPOSAL,

162

:7. 7 . 4 _ DOUSE`FORDIVIII TERMS and denitonagtrate unde"ritanding of .their 'meaning

FUNDING TERMS

- Section 532 of the Higher Education Act of 1965, as enacted,Jby Public Law 94-482..

... APPROPRIATIONS. - The Congressional actionof setting atideLfunds earmarked Zara-particular federal agency or program to 'pad or lend.Appropriations made up the "budget authority."The actual expenditure Ades not havetobekmade in the fiscal -year the money is appropriated,_but USOE must make-the grant during that yeah.

AUTHORIZATION Basic substantive legislation .(assopeo;led to pirOpriatione) enacted by Congress which sets '*112 a federal prograin agency.neither. bi for a.gkireeperim4 of tiMe:' Such tometimes.tet$ limits on the amount that caestbmequentlybe appropriated, but does not usually provide budget authority. . AA' BOILERPLat - Refers to standard.printed sections, paragraphs, or pages that have repeated use and applicaton in-various contracts or'proposals. ,Boilerplate includes resumes, institutional descriptions; etc.

. . BUDGET PERIOD The periOd of time (within"the project period) covered by.a specified budget. The budget period is genegolly 36. months, but may be more .or .less if appropriate tO the.project., The beginning and ending datet of the Budget ,period are found on'

the Grant Award. .

- 'Project moneythat is allocated on the'binis of both the type and extent of benefit to be derided from the project. Generally, categorical funds are awarded' for Specific types of activity 1/11 in response to 90kific priorities of they. , Ni Vs'

. CONTINUING RESOLUTION - An interim-stopirgat?measure-passed by Congress at the, end of:each fiscal year to continue the flow ney.to programs whose regular appro-', 'pr ation bills have not been funded.

163 a f .177 FUNbINGTERMS (continued)

0 CRITERION REFERENCED TEST- A criterion referenced test is cote thatis deliberately constructed to yieldmeasurements that are directly interpretablein t4rms,of specified performance standards-Imastery4ofa% 'specific skill ok detailed learning OSjectilie.

. . EDUCATIONAL TECHNOLOSi - The designing, acquiring, disseminatingand SERVICES integrating of,learning materialsassociated with technol gy and the newemedia.

ELIGIELE.PARTICIPANTE - ln.addition to. $eachera, as defined in Section '197.2, the poisons to be.iservedby the teacher center may be determined by*.tfikteacher-center policy.board to ficitide paraprOfeseionalit teacher aides, preschool teephers, teachersof . adults below the college level"counaelois .principals, other itdMinistrators,supervisors., curriculum specialieitsi' librarians,media specialists,,elementary and secondary school. .studentsw the parents. of,eleMentary andsec- oridary school students, .substituteteachers, -part-time teachers:,teaCher, teachers 'whoareinemployed. or former teachers employed' in other capacities who intend to return to, teaching, andintern, teachers' assigned to. teach in-a schoolwhere the teachers are-being-served bra teacher.center assisted under the Act (Teacher CenterRegulatioda. l .EQUIPMENT - A movable or fixed unit. of furnitUre oefurnish- ings,- an instrument,a. machine, an apparatus', or a set of articles which meets'all'of the following conditions: (1) it retains its originalshape,- and appearance with use;(2). it is nonexpendable,' that is, if the article 'is damagedor some of its parts are loit or worn out andcosts more than $300, it is usually more feasibletccrepair it . rather than replace it witham entirely new unit;, (3) it representsan investment of money which makes it feaSible and advisableto capitalize the item; .(4) it does not loseA.ts'identity;- thrOugh incorporation ino,a differentor mdre complex unit or substanoe.,

EXEMPLARY . 7 EXemplary as applied to an educationalprogram, project, service, or activity,means one _'designed to serve as a model for a'regular . school program. .

164 .- illkOING T4RMS. (continued)

lr RMATIVE EVALUATION. - Refers to evalpatiOn that is. conducted during the operatiowirof a.Prihram for the express .pUpose of, moviding evaluative informatiod. to prograil.directors.for'their use in improving the, program.-t

- A broad, general atatdMeOt setting a sense of direction from which objectives and tasks.can be developed.

GUIDANCE - Those activities which have as their.purpose .helping pupilsassess and understand their abilities, aptitudes,interestss environmental' factors and-educational neediL-Also-iAcluded are activities which assist pupils in increasing their understanding of eduCational aid career

opi3ortunitiee through the foopmUlitiOn of ; realistic goales.. These activities)dicludef. counseling pupils and,parents',..evalliatingthe e-0 abilities of pupils, assiostihg.P4pildto mice their own educational. and.oareer plane and

. chpiceg,, assistingpupils-in-persOnal, adorsocial- adjiistmeht, dhd working with 'othersta.k.f MeiVere. in planning end conducting.guidance.prograna:

IN-KIND CONTRIBUTION Goods, or services vingmonetary,value maaip ..00ailabletto the'pk' ect as a contribution. If yoursorganization makes a mobile wm avail-. abie.for use in a project,:it makes.AVin-rkiid .cOntribliti)5re. If your organization .puts up Money to buy the van, the'contribUtion is a cash contribut,ion a*rnotan in-kind

tion., -

...

.LOCAL EDUCATTONAJ, . --kpublic board of education or other publid. .AGENCY.. authority le\gally constituted within A State .- for Ather-administration control or direction . of o.to perform a service .funs' for, public. ,elemen,tary-br secondary schools iicaodit14--- 11 . . f 'dounti, township, school district, r other political subdivision of alOtate, or-such ,.combinaiiOn of school districts or dOunties as are recogn4zed 'a State as an admluist;a- '4k . tive agency-or Its p iseleMentary or condary,"lic ls. Such teim altio' includes Rn er d institution or agency twang istra control and direCtiohk .4ks public eleme tary or.secondaryischool, apher

. Center Regulations.).* I t'..,'"

ci. . . -,--/3' -'

. -,. .g. ror

FUNDING TERMS (continued)

' 1 .- The- lack of something which, according to. the best information,,available,.isnecessaryfor theself-actualization of individuals for the . improvement, of thequality of-life ..it the community. .. .

A NON-PUBLIC SCHOOL A ,nonprofit ,elementary or Secondary'school. operaited or controlled by othertitian. a public authority, and which- islicensedor :approved by the State-.,in whikb it is located Oratten- Idance"at* Which sttlefiles applicableState compulsory' school attendance laws (Teacher Center Regillatione.) NQRM,REFERENCF,D 23ST - An obje achievement test intended to. provide liedisnriminationamong students of all levels of achievement.This test shows 'the relationship of the studentto a speciffed N population.-

71/4 °TICE OF GRAN, AIWARD , - The official document that notifies the graritee of the award ofa grant.- .. f , " OBJECTIVE - A.ileecriiaonOf. what. you e willing to be n4owitable7=--foi as a resudif pendintl the

.Ifonsor ' $ fads. A 1 :' ,.. -.: Aptect,- nonprokeesiorial staff support se to, licilensed of certified educatiocr Thi be instructional or tOn-instik-ucticsnal: . ...- .0 ,.. PLANNING' 7 :Money :alto to an LEA for .a. period ofone ., -51,4p,.:.Proj renot coMpetitigre at tohe end (*.that time but willceive full lunding for project upon approval: f project-evaluation. , At.the. end of the first y arthe.propoSal ;mist alsomeet'criteria(Teacher.centei Regulations a 197.11.) ' . ,.. :-

. PROGRAM ...., The generalr, organization .and, adMiniatration of J . related educationalprojects designed te)..a.mprovei. coorctinated I aspects of-, educations consisting of . components,: activities and objectives. ,-.-' .-: , .1 ? )1 ,PROJECT.PERI '..-- The total tilde for which_ support bfa proj ect Aifhave been,,prograntmatically approved. A

.41F..1. prOject periodmay ,coniist.opne"of.more budget periods.4. The total pi -oject period, ,COmprisesthe.-briginal,projeact periodand ,extent:axing -thereof.:

OD. FUNDING IrEiiiSVCOritinued)

SITE - The location or' locations .where the curriculum development and training act_ ivities of the teacher center take place.

SPECIAL EDUCATION - The education of pupils (e.g., the deaf, the ., blind and partially seeing' the mentally sub- 0 normal, the gifted) who deviaa-so far physi- celly, mentally, emotione, orsocially from the relatively homo4enus groupi or so- called "ziormal" pUpils thathe standard cOsticulem is not suitable for their educational

needs.Such projects involve themodification - of the standard- curiACulurn in contact, 'methods of instruction, and *ftected rate of progress to provide optimum edUcationkl-Opportunity fig such pupils. .-

- The State Board-of Edycation or other agency ft or Officer primarily-,responsible for the State " . ..:supervision of pu4ltic elementary 'and secondary to, schools,pr:, if there is no fruCh officer or . 'agency, °an Officer or agenCy designated by the GoVernar.ort State law. SUMMATIVE..EVALUATION - Refers to evaluation conducted at 'of a program far the express purpole, of:4judging the worth car effectiveness' of that ,program for potentiil users for whonLit has been developed.

° SUPERVISION,. setting of policy and any appropriate managerical 9r supervisory activities not prohibited by Se or, local laW, (e.g., the employ- irienp. .of 'operang Ibtaff, , 'consultants or- expirtiglik budge, g expenditure of:funds, and the ',formulationa recommendations for subcontracting to secure tchnicalfdand other kinds of assistance (Teacher Center Reg9.a.tions.) SUPPLANTING - A procedure whereby anapplicintsfts the

ofesdpipOrt for-poieburden type of a required, customary, or desirable activity to an agency. A

Supplanting,by a recipient agency f owned upon _ or legally resi.ricted by most sponsors but it is difficulttoprove.If you get a gran o do X, but you would have,done X anyway, and en- yougo ahead and dqt, something- else.with the money you originally going to spend doing X, then y are sup4anting (Teacher Center Regulations:) - A regular, full-tiMe classroom teacher engaged in teachilig elementary or secondary school students, including &special education or vocational eaiication teacher (Teacher CenterRegulations:).

A.67- .1 SOME POTATIACTUFINOTOS IN FUNDINGTEACHER CENTERS PROPOSALS

The special educational needs of the students of the teachersto be _served by the TC are not substantially docuMented.

The TCPB Is neither representative of the teachersto be ,seled. y th.l.program2norcomkned.as-reqUired by 'Regulation.

.The)application was not approved by ,the TCPBor the SEA.

.The program meets neither thepurpose .of the legislation nor the' criteria of the regulations. a.

Tiwproposal Is sloppy/illegible/yague/unclear/pOmpous/unrealisIti/ frivolous....

The applicant lacks the capacity to administer theprogram.

The budget has too many unjustified, miscellaneousor "contingency" items.

It appeas that the proposal was written for ti lb sake ofa grant, not the TCprogram. .

. The program appears to have been'scuiptedto fit the budget.

The proposal sudgests that the funding sourceowes the applicant a grant.

_The-proposalpaCkaging is too glossy..:or it jt not glossY enough.

The proposal fooks like a reworked proposaIlrom another fundingsource.

' 0146 wanted 'to fundit, but we ran out of monw. Try again next year."

The project is too gimmicky /unimaginative.

. Thit budget is excessive;or, the budget is too limited to achieve

objectives. - '

The 4-,..-OjeCt involves supplanting.

,.Tie idea is good but the proposal is poorly written.

I yThe application does noAiefleci the colleboratiVeplanning requiredfor the develOpment.of a TC pr gram:"

iTry a lilt] hard:r.-

)Approl.ed Ndt Approved For furthe informqtion on propoeda writing, refer to the following ferenoed:

Fey eral Funding Guide '1978.. 41Epication'Funding Research Council, 752 National Press Building, N.W, s Washington, D.C., 20045, $19.95

Hall, Mary: Developing Skills in Proposal Writing.` (Second edition), Continuing Education Publications, 1633 S.W. Park Portland, Oregon, 97207; (197/ -.359 p.) $10.00

9 Hil William. Grant Writing ,Made Easy. 'Grant DeV opment Institute, 2140 South Holly,. ',envoi, Colorado, 80222. (1973). $31.50

, DON'T15E. PROVI NCIAL. TI415 15 A NATIONAL C KLIST FOR TEACHER CENTERS!ROPOSAII.OEV,Ei0 ENT

"".. 4

_. . C . .

1. Does the oomposition of the Teaclwer Center Policy Board include:

- a majority of teachers representative of all the - teachers in the area to be served, including teachers InvalVed in special and yocational education? .

- two or more persons representative of, or designated by, the school board(s) of the LEA(s)? ( i- T" ---.. " - at least one representative designated by IHE(s) in the area? .

. .\ t 2. Is the majority of Tcrip representative of all the teachers . in the area to be served including nonpublic school teachers, where applica le? .

, 3. Have the teacher members composing the majority of the TCPB been selected by one of the options outlined in

' Sec. 197.4 (b)(1)(ii) (A-F in the Regulations? .

, . . If the application proposes a multi-year project (uP to 3 years), does the propOsal include .an e*Olanation of the need for multi-year support, an overview of the objectives.and activities proposed, and budget estimates to acheige the objectives in subsequent years?

--- C ,

. p . 5y Are all costs listed in the, proposal budget allowable? . f

- . - - is the proposalobudget free oftcostsolor construction/

remodeling of facilities? 4 ,

DAVID4B. SHERMANi PREPARED FOR AFT TEACHERSCENTER CONFERENCE

. MARCH 6, 19 7V plan i ST:,10k, T.EACHEICCENTERS. PROPOSAV.DEVELO!

: . e . ,.. ITEASTO-BE CHECKED /CO LETED

Y .

, . ,011-6. Does the proposaeljesigoite the specific area, LEA(s), schools (publicagenonpublic) to be served by the TC? . ... ., ..., . Does the proposal include documentation ,concernin ".te membership and.method ofSeTeatiTT--11o the TCPB?,4 - ... " - Doei the proposal include documentation that the TCPB has participated fully in therprepaeation of the application, and has approved it, as submitted?

. Does the proposal include appropriate statements ceTcerning the participation n of _nonpublicsctiool teachei-s, es'.er Sec. 197.9(a) (3)eitRe'gulations? , r , 11* . ,' . ... 9 Has a one-page abstract of the proposed project been included? ...

10. Does the proposal include a statementonthe special educational needs of the students to be served by teachers participating in the TC,andan explanation onh4t.those . needs were determined? ''''w

,ipti . 1 ..if the proposaconcert.il the'operas ienofan existin ( TC, does the application n :containi nikiiiiat I on'.outlinein , Sec: 197.9(0(1-3) of theRegulation:4: -',.... .

, . . . 12: Has the proposal Aieensubmktte for approvaltothe SEA?. , . ,... 17> p...... 1. Have five 15)copies been sOmittici to the SEA onor :beforeMarch30, 1978, or postinar bytheU.S..Postal , -Sei7v.iCe"on Match 27, 1978' prear - .4. PROPOtAL4 DEVELOPMENT

.1?

. . ITEMS TO BE CHECKED/COMPLETED',

;, . -4, , . .

. . . ', ir 13. Has the SEA eet'its own critetialor-, its review of

. :IT proposals? If so, does the proposal respond to these criteria?, - r .

. , '44. 4,. 14. Does the proposal iddr ss each4valuation 'criterion in-

- eluded in Sec. 197.11lif the Regulations? ,' i/ .... ,

(7 .. . . - Does die prOposal describe the extent of the TCPBss'

-' dauthonky and responsibility-for supervision of the .

: , projedlir:(10 ....

:43;2s) . , :, . . 7, . --Does the proposed TC have the potenttal for' increasing -the.-effectfveness:of-the teachers-servedl-in terms' ofd. the learning needs of their"Studente? (20 point . -i. p.- ... :

- Does the pposal'contai n sound objectivet,WhiCh.pre . sharplY;:. e hed, clearly stated, and capable of being a twine 'the proposed procedures?-(10 points)

,. - _. _ es theptoposal.provide_a.ptan of,opetation for::

reporting on the effectiVenessof the ptoject;-dls- . semination of its results; and, determining the extent: to which the objectives are-accompl,ished?.(10 points) . _

-. Is .the prOject.of.appropriate stze,..scOpe,..andurati

.- in Order. to:insure±productive ''resOltstA5 points): ,-

...,... .' ' .r. 4 ....

, . .

- Are:the-nualifications ana :experience 9fpersonnel-rif.' . designated:totarry'odt theprOjectiadeqUate?-!.Wpoiht0: .:,.

. . . _ . .. Ate the facilities and resources deictibedjn the 1:4-0-.

posa adequate for the-project? (5 Pians) - .

, -1.* the cost of proposal budget reasonable in rele

: tion to anticUpaed resOtti' inclUding,thorproportion afthe-budget rVeSehied by:COstvforreleased time

-or.sjibitttuteg? (5 points) . -.% ...... , - ,.. ITEMS TO DE NECKED/COMPLETED ------

, 1 , . . , . . Apes the -TC havo,,the'potent ojvIpact upon and im- mkbyt the graneOilifiverall-,p rIN of inservipe

tralnine for t chers?:(15 1 tS)

s.4...... 6r .. .hq ' 44 `5 -.is ''CPS dequately repreien'ta,lve under Sec. 197.4(b) 4 1 g ations? (10-points) . , ` '- Doesthe proposal explain n the extent towhich Federal funds will support ne expanded activities rather than supporting activ OP'ties which are already tieing paid;; for frole other resoureesT_ (5 points). . . .

15,, the- LEA..applicatiorris for a planning grant,- ,oes the 1 budget fall within $10,000 to-125,000? I , . - 4- ,,OR - - -. , , * /7 If the application is for an operatiOnal gratit, does the Propose] budget fall within $50,000 to $250,000? .

. , .

. Have the following application forms been CoMplefed-(and slined,-,where required) asper the instruct found on ions, & - -, pp: 81 - B4 of the apRlication package: ,

.._ . ., ,. ---,cover Pegs, (p. 85)3 '' ra ' - Pro t lcpprova 1Information 'Cpl. BO L p -- Bu Information (pp. 810 - 81 1)1 , --Haeali requrred additionalinformation been attached to . - the abovementioned forms? /- -,- Have the following assurance forms been completed, and

, 'signed at peraheinstructions which-pirede each of the followingWorms: . . , -,Assurance for Title VI (p., C6) ; Assurawmfor Title IX (pp., C11 - C14);

. - Frotec of Human Subjects (p. C15);. . , - Assurance-for Section 504 (p. Cl,!)? 1 \1 \

IP If 1 11IR\

...---

....----- \ ...... -...".

0$0I I CONTENTS

.11 -PART SIX:. SUPPORTING WITH PROJECT RESOURCES

.--t APPENDIX.

- AFT Teaclor Center Advia4fy oup 1/6 AFTOTeacrillt. Center StateNet .....0...177 State Teachspr Ceriter Coordinators 180 Fedetal Funding Sourcis..., ...184 Teacher Center Bibliography., 195 USOE Teacher' Centers program.App1icat on

Wit

-4

- Air TEACHERCENTER ADVISORYGROUP

Areeen, President David Mairow greats Neck Teachers Associaton Portland Federation of Teachers, LoOil #2616 2136 N.E. 20 baize 34S LikevtlleRoad,'Phil4e AnAIX Porilando.Oregon.97212 Great Neck, New-York 11020: 503/223-119841, 516/829-9070

taiIine.pogers- myrnii,comperi.:Director-:' Gary Teacher. Union Ifewiroxk City Teacher Centers Consortium_ .1301 Virginia Street City.University of N41- York Gary; Indians. 46407 Room 1206 219/886-7320 (Office) 33 West 42 Street 219/949=757Q (Home) wry York, New York 10036 212/921-0202 or 921-0203. -Jack Steinberg Philadelphia Federation of Teachers- Rod Davie ' 1816 Chestnut Street FEA*/United / Philidelphial. Pennsylvania 19103 208 West Pensacola Street -215/561-2722 Tallihaseee, Florida 32304 '904/224-1161 Margaret Tuovill& Detroit Federation of Teachers-

Thomas .Feeley . .7451 Third Avenue .Chicago Teachers Union% Detroit,.Michigan.48202 201' North Wells Street, 41342'. 313/875-4590 Chicago, Illinois. 60606

7.; 31204671828 .J3cgueline Vaughn 'Chicago Teachers Union Randy Xleintop, President AFT Vice President limeh-Hefirletta ;Education Association 201 North wells Street

'688. Eastbrooke'Lane . Chicago, Illinois 60606 *debater, New York 146X8.: .312/346-1823 1716/334 -5440Ext. 203

Lyn0Cod Williamson 'Jui0i:XopPich' .vice President San -Francisco. Federation of Teachers Wahington.D.C.:leachers Unions

655 14thiStreet. . : 1675:M141e Street, NA. Sin Francisco, California.94114 10 Wallington, Q.C. 20012 415/621-'4438,.- 202/452-8129

Francis M. Martin ..:ExecutiVelec*etary Treasurer Massachusetts; Federation of Teachers', 114 Western Av*nUe Niiisachueetts 617/599480Q ) AFT TEACHER CENTER RESOURCE EXCHANGE. STATENETWORK.*

Geri Clifford FLPhil Larson Scottsdale Federation of Alachua County Education. Teachers: 81719 Association, #3749 8344 E. Cheery Lynn 2004 N.M. 36th Terrace Scottsdale .AZ 85251 Gainesville, FL 32605 602/949-6470 904/372-7405 CA Julia Koppich GA Edith KnowltOn. San Francisbo Federation of Atlanta Federation of Teachers, #61 Teacherb, #1565 655 - 14th Street 115 'Dogwood Dkiver.S.W. 4Francisco, CA 94114 ,Apt. 27 , /621-44p Atlanta, GA 30311

. . 404/696-1499, CO Edna Tourtelot Englewood Federation of HI Al Sou hard, President Teachers., #1910 '- Hawaii Federation of 2791 South Ogden Street Teachers, #1127 Englewood, CO 80110 547 Halekauwila Street, #217 303/789-1121 or 744 -70 Honolulu, -HI 9681?- . 80)8/523-1634 .71, Barbara Y. Doyle Bristol Federation Of IL Irene'Hackett Teachers, 81464 Venice . Fed. of, Tst #965 90-Jewel Street 700 Broadway 'Bristol, CT 06010 Venice, IL 62040' 203/583-3472 618/876 7008 1E- Kenneth S. Garner. KY JOhn .Schmidt . Caaili, County Federation Louisville & Jefferson 'of Teachefs, #762 County .Federation, 4672 ; 3729 N. Market Street- 200 Fenley Avenue' MUMbington, DE 19802. - LouisvilleKY 40206 302/762 -5295 502/637-3982 C JiMMile-Jatasort.. LA Brenda Pickett Washington Teachers #6 United Teachers of New p 3901.Suitland Road, #1416 Orleans, #527 . Suitlnd, MD.20023 3127 Milan Street Z02/727-5362. 'or 301/420-8651 New Orleans, LA:70125 504/895-2460 414.n0-Barrowman 711hited TeicherS of Dade, #19744 MDBarbara( F. Jackson _2929 S.W. 3kd "Avenue Baltimore'Teachers Union Miami, FL 33129 - 340 A05/854 -0220, Ext. 221 105 Goodrum Road_ altimore, MD 21206 301/396-9172 or 325-165

* Network roster will be updatedas additional names are made avaiiable.frop statOS not listed 177 SI g ;Joan A. Stick ley. OH ',-Louise A. Dompier ,Magmaohusette Federation of City Federation Teachers, #66 . of Tchars, $1080 140 Western 'Avenue 681 Seaman Road Lynn, MA 01904 Oregon, QH 43618' 617/599-6800 " '419/836-6111 or .836-6982

MI Th'etesa Lorio "OK Brenda K. Martin ' Center for Prqfessionai Growth Oklahoma City Federation and Development of Teachers, #2309 Wayne State University 611 North Western `Avenue . Detroit( MI 48202 Oklahoma City, OK.73106 313/577-1756 ` 405/236-1421 MN Jim McDermott. OR David S. ;resirow Minnesota Fedetation of Portland ? ederation Teadhers Teachers, fill 175 Aurora 4B136 N.H. 20th Avenue St. /aul, MN 55103' Portland, OR 97212 612/227-8585 503/2877496 or 288-7211, Ext. 63/69 MSMaryann L. Graczyk' Harrison County Federation PAJack Steinberg of Teachers/ 3261' Philadelphia Federation Rt. 6 - Box '138-37 of Teachers, #3'"4 Bilo4, MS 39532 '1816 Chestnut-Strieet 601/432-Z834' or 435 -3039 Philadelphia, PA 19103

215/561-2722, - MO Winopa D. Oakes - . St..'Louis Teachers Union RI'.Marcia B. 'Reim* #420 c Providence Teachers 5475 Cabanne Avenue, #402 Union, #958 St. Louis, MO 63112 199 Academy Avenue 314/231-0820 Providenee, RI 0208 P4, 41/421-401A "NM JoAnn Harutunian . // Albuquerque Teachers SC John Cevascon -Federation, #1420 Charleston Federation of 3305 Blume, N.H. Teacher's, 42434 Albuquerque, NM 87111 17-1/2 Chalmers' -. 505/255-4680 or 298-2229 Charleston, St *401 803 -722 -4908 NYRoslyn Herman '1 New York ,State United TX Marsha .Sharp Teachers Austin nsFederation of 80 Wolf goad 1111J Teachere, #2048' Albany, NY 12205 '7303 Wobdhollow,.#206 518/459-5400 Aust1A, TX.7.11231'' 512%8U-6810 "NC 'Wendell E. Eysenbach Forsyth Fdderation of- VT Celits Hdughton !Nmeichers,-#2363 Goddard 'College Staff 2309 LyndhurstAvenue' Federatiori of. Teadhers, #32.1 Winston-SalenotNC 27103 P.O. Box 164 919dc727-2859 Plainfield, VT ,05667

1.0 802/45417336

178 192. WAJerry Salstrom Washington Federation of Teachers, 1322 liar* Road Aberdeen,. 98520 206/533-0904

G WI Terri M. Cahikl. Superior Fe4Oilation of

,.- Teachers,, #211,2 3218 North 21st Street Superior, WI 54880 715/392-8945

GU Conrad Stinson 'Guam Federation of Teachers, #1581 Box 2301 Agana, GU 96910 472-8449

VI Barbara Isaac St. Thomas-St. John Federation of Teache4s, #1825 P.0-. Box 573 St. Thomas, VI 008Q1 809/7745969

ID Barbara Byrne Podftello Teachers Guild, I.

#1087 . 1040 Wingate 0 Pocatello,'ID 83201 208/237-7357 WASHINGTON

U.S, Office of Education: AFT Teacher. Center. Resoprces' Teacter Center Program .EAchange W. Thomas Carter,..202165365839 fit,Weiler...202/41. Allen Schmieder. Saundra Freeman ERIC CleafinghouSeont. Lavera Washington Education Brice larder Americin Association OE: Reginald Pierman Colleges for Teacher - Eduoation....202/293-7Z80

JO: STATE COORDINATORS: NATIONALTEACHER CENTER PROGRAM..

ALMONTGOMERY DE(DOVER William C. Barriman Erifin C. MarSh Ao Director, Division of State Director p6,.Cersif.-' Instructi4n kcation and,personn41 205/832-3400 302/678-4601: 4V L JUNEAU pC; WASHINGTON - **. 1i .41.11arilou Madden ' Joan Brown - %:: Director, Division of', Special Assist for amp- 4 _ Bd4ational\Support etsncy-Based 'C ulum .ri' 907/455-12840 ,;,W- 207/722-4222,

PHOBN11 'FLTALLAHASS Thomas.R.4keno '...Tames Parr vAssoei*fe Superintendent Associate for T acher 602/271-4* -lEducation 904/488-0642 Jr y, B.LITTLE ROCK 4! Aufatth Z. Hanner ATLANTA Coordinator of Teacher . Roberta Christian ., Education ',Certification Consultant, TeacAr.Educ- 501/371-1474 .ation .4" 404/656243i .CA SACRAMENTO William E. Webster HIHONOLULU Coordinator,'DepartMent Mfpspgi Nakashima of Education j State DepaFtment of Edu- 916/322-5588 cation - 808/5484583s.z CO. DENVER Arvin C. Biome ID. BOISE Execdtive Assistant, Miles. DI Williams Federal Relations' 4tate Department of Edu- 303/892-2212 cation 208/384-3475 CT HARTFORD I'lLobarta I we is ILSPRINGFIELD forjhysital Arnette Rauschel 4ducation EdpcatienCionsultant, Teach p10156634873. Ceiters,'Planning ind-DeVel- .0Prient `:217/782 4/359 ,STATE COORD;NiTORS: NATIONAL TEAAER CENTERPROGRAM (CONT=INUED)

o, IN IN$ANAPOLIS MN yST PAUL AVOil1d5,A. Boyd Patricia J. Coralski .41io4ate Superihtendent Spy taliat, DiVision of 14 317.1633-4162 Special Services pES MOINES " 6i2/296-1220 DOnald Cox MS JACKSON , Associate Superintendene-Instruc- Bob McAord tional.and Professional Educa- Assistdht State Superintendent tion .1(44 Educatioil. 51S/281-5609 6014354-7011 S TOPEKA t. MOJEFFERSON Mary' Martin Richard King Rrogram SpeCialist Staff.Coordinator of t _913/296r3047 .Currjoulum Services KY FRANKFORT 314/751 --2625sj la Taylor Hollin. .. , MT HiLENA ; FO Assistant Bureau Head; Bureau of John Voorhis Educap. Mdnager, TeaCher.Education 502/564=30 & Ceitification - \ "I,, LA BATON ROUGE 406/449-0150 9 Pamela Cox 14 C .Zoordinator, State Departmentof NB LINdOLN''*% - Education Sharon 10 504-389=2471 ConsaltafttsfSchool Maiage- _went Services-

.4E. AUGUSTA 402/471;-2295,.

Daryl Hahn , State'DePartmftt ofl,Educational NV CARSON CITY and Cultural Services -Edward HI,Howard 207/Z89-2321 Assistant l4rdctor, Educa- tibitaAccouhttibility MD. BALTIMORE 702/885-57W,(445) Richard McKay . Assistant Superintendent NH CONCORD 301/796-8300 (x320) George Lewis Consultant, Commissioner's 'MA. BOSTON. Office James Case 603/271-3144 -Director, Bureauof Certifilation NJ TRENTON MILANSING Maryann C. Peifly Paula' Brictpon Assistant Deputy Commi- Direct.45r, .O ,iceof Professional ssioner of Education Developmenf 609/292,4452 517/373-3608

OW' de

. - STATECOO RDINATORS:\ NATIONAL TEACHER CENTERPROGRAM.(CONTINUED)

NMSANTA FE RI PROVIDENCE , Jim Pierce -AN' Edward, L. Dambruch Department of Public. Department of Education ."InstrUction 401/277-205 505/827-2282

6 , SC COLUMBIA NYALBANY Albert H. Dorsey Supervisor of Teacher VlOcent Gazzetta ' . -4.Dirbctor, Divisign of.Teacher Education Education & Certification 803/7583291 518/474-5844 SD PIERRE NCRALEIGH James O. Hansen Earle Harper AssistantSuperi4endent'of Division of Staff Development' Instructional Services 919/733-3813 605/224-3315

BISMARCK TN .NASHVILLE Joe Minor ir Lowell Jensen Deputy State.Superintendent Chief of Curriculum Services 703/224r2262 Section 615/741=2265 fr., CH, COLUMBUS p TX AUSTIN William Phillip5 o- .Division of Educationl Jades Kidd. Redegign and Renewal' Division.of Teacher Education 614/466-2979 512/475-3271 UT SALT LAKE CITY OK OKLAHOMA . Stan Cobb LaMar Allred C rdinator, In=Service Administrator, Teacher. J1 Education Section S affDevelopment 405/521-3607, 801 533-5431

ORSALEM VT` MONTPELIER .Ray ilalbert Henry S. Bissex Specialist, Crants Manage- Assistant Ditector, Teachek '& ContinuingEducatiOn . ment' 60/378-8004 802/828-3131

PA.HARRISBURG VA RICHMONI) Randall S. Bauer Everette B.HowertOn ','Jr. Regional In-ServiCe Assistant Superintendent Coordinator Administrative Field Services' 717/783-1830 t- .

A 804/786-2612 -PR HATO REY Iris Vazquez de Burnat Assistant Secretary for ,Planning And Developmenf 182 $d /765 -3493 §6 STATE COORDINATORS: NATIONAL TEACHER CENTER PROGRAM (CONTINUED)

WA OLYMPLK----7------LillianjOdy Director, Professional Education & Certification 206/753-1031

WIMADISON Robert Skeway Supervisor, In-Service Staff- Development 608/266-3803

WYCHEYENNE Robert G. Schrader Superintendent of Public Instruction 307/7774673

SAMOA, AMERICAN Joe Oakey Department of EduCation 633-5673 'l

-AA :g PROGRAMS WITH COMPONENTS FOR PROFESSIONAL DEVELOPMENT OF EDUCATIONAL PERSONNEL*

ALCOHOL AND DRUG ABUSE PREVENTION EMERGENCY SCHOOL AID ACT PROGRAM PROGRAM United States 'Office of Education United States Office of Education 400 Maryland Avenue, S.W. Rm. 2009

400 Maryland Avenue, S.W., Rm 2049 . Washington, D.C. 20202

Washington, D.C. 20202 Jesse Jordan, Chief ' Dr. 'James Spillane 202/245-2465 202/245-7292 METRIC'EDUCATION PROGRAM ARTS EDUCATION PROGRAM United States Office of Education United States Office of Education 7th & D Streets, S.W. Room 5620 Donohoe Building, Rm. 3728 WAshington, D.C.20201 400 Maryland Avenue, S.W. Dr. Floyd David Washington, D.C. 20202 202/245-3354 Dr. Harold Arberg 202/243-8912 RIGHT TO READ PROGRAMS' United,States Office of Education BILINGUAL EDUCATION PROGRAM 400 Maryland Avenue, S.W. Rm. 2131 Elementary and Secondary Education Washing on, D.C. 20402 Act - Title VII Dr. Gil chiffman United States Office of EducatiO 202/245-7950 Reports Building Rm. 420 300 SeNienth Street, S.W. 'A TEACHER CORPS PROGRAM Washington, D.C. 20004 United-States Office of Education Dr. John'Molina Donohoe.Building, Rm. 1700 202/245-0861 400 Maryland Avenue, S.W. Washington, D.C. 20202 CAREER EDUCATION PROGRAM Dr. Preston M. Royster United,States Office of Education, Dr. William Smith 7th &Streets, S.W. Rm. 3108A 202/245-0355 Wilhtngton, D.C. 20201 Dr. Sidney High Vocat o al Education Personnel 202/245-2331 Develo went

CONSUMER EDUCATION PROGRAM a United States Office of Education * Reference: Dr. William L. Smith Washington, D.C. 20201 Chairperson; Dr., C. Emily Feistritger, Dr. Dustin Wilson 'Coordinator, Analysis bf U.g.O.E.. 202/245-0636 Discretionary Programs, .Having a Professional Development of Education EDUCA ION FOR THE HANDICAPPED: al Personnel Component, AatIonal Teacher Development Initiative, Jasper Harvey May, 1978. Director of Educational Personnel Development Branch "Bureau,of EduCation for the Handicapped 400 6th Street, S.W. Rm. 4805 'Wdshington, D.C. 20202 202/245-9886

Global Perspectives Program USOE 7th &_Street,' S.W. Wash*,. D.C. 20202 Dr. Robert Leestman OE Assoditte Comlissioner for InetitutioinaiDeVelopment and 'T.ducet ion A

OTHER'PUNDING SOURCES /!, 410 *CIVIL RIGHTS ACT PROGRAMS United States Office of Educationt Donohoe Blinding Room 2011, ROB' #3 400 Maryland Akfimtue, S.W.

. Washington,_DiC. 202Q/ 212/245-8230 r

COMMUNITY EDUCATION PROGRAM United States Office ofEducation 7th & D Streets, S.W. Room 5622 r- Washington, p 20201 D. Paul TreMp 202/245 -0656

Energy Education

Wilton Anderson. DirectorEnergy Education Program Reporter's Bbilding,-Rm. 514 7th & D Streets, S.W. Washington, D.C. 20202 202/472-3710-

ENVIRONMENTAL EDUCATION PROGRAM United States Office of Education 400 Maryland Avenue, S.W. Rm. 2025 Washington, D.C. 20262 Dr. Walter Bogen 202/245-9231

f ETHNIC HERITAGE PROGRAM ;, Uhited States afiee of Education 7th &D.Streets, S.W. 3928 Washi,ngton, D.C.. 20201 DR. Stan Wilson, Acting Chief

' 202/245-2293

"Nt GIFTED AND TALENTED PROGRAM United States Office of Education / 1/4- Donohoe Bidg., Rm./3835 ROB #3 . Washington, D.C. 20202 Dr. Dorothy Sisk , 202/245-2482

4 ,. toOB-Administered Programs, Fiscal Yer 1978 The federirvemment is a major source of financial Fiscal year 1978 funds which ha0e been appropriated support antechnical assistance to the nation's sqltools to OE curreptlylotal almost $9.3 billion. The OE'total and azIleges, chiefly through the U.S. Office of Edbcation excludes programs administered by the Assistant Secretary PE). As a major comp6nent of the Education Division of for Education and OM National Institute of Education, the the U.S. Department of Health, Education, and Welfare, OE 'other components of the HEW Education Division. administers programs covering virtually every level and A single coAy of this guide ill available froni! OE gruide 'aspect of education. These programs, andthe fiscal year (FY 18); U.S. Office of Education, Washington,C 20202. 1978 funds appropriated by Congress in support of them, Additional copies may be purchased' from theuper are listed on the following pages. Ihtendent of Documents, Government Printing Office, For easy reference, the programs are presented in Washiegton, DC 20402, for 70 cents each. When ordering categories or groupings that indicate whether their serve please include Stock No. 017-080-018-29-2. indlifiduals or institutions, and th6 nature of their support for example, research or construction. Since the several phases of one program or activity may serve more than one category, a given program may be listed more than Compiled by GVVENDOLYN D. SMITH once. \ OE Office of Public Affairs staff OUP I: TO INSTITUTIONS. AGENCIES. AND ORGANIZAtIONS ''PART AFor Elementary and Secondary Education Programs S TYPE AND PURPOSE KITJ'HORIZING OF ASSISTANCE , LEGISLATION (8)WHO MAY APPLY WHERE TO 1. Arts 10 blisnellen Peeve= (18.888).1 To Education Amendments of 2,000,000 State and local education OE Artsand Humana encourage User mt ofarts 1974, Special Projects Act. aTincies Staff. Office of the Commis- educe:floe at elementary ®d Sec. 409 sioner secondary Is 1.111111m9usiedaselisa hada programs Elementary and Seconder!, 93,975,000 Local *demean agendal. insti- OE Application Control . pse- Education Act, Title VII (includes in- Miens of higher education op. er(information OE grams. to eo service plying jointly with one or more OCentffice cti Bilingual Edfromuca- c(1h8i.l1d8r1e14n fm ldimt ihp lateeadks inog f training LEP.s. tin) OgitT components) sects.. Momentary and Secondary 18,000,000 Local education colonels*. butt- OE Application Control ,(IIgtaaa niendleeTo operate esiPPart Wee types of i Education Act Tjtle VII (as jutions of higher education ap- Center (information from OE Carnal centers Providing assistance to amended by 144 113-300) plying jointly with ono or more Office of Bilingual Educa- bilingual education jgazpassats: training LEAs; state education '.agencies tion) resources, materials and may app tr only to operate train- 1 aseseensent centers ing ream". centers 4. Commandly programa (18.81111). Education Amendments of , 3.553.000 State and local education agen- OE Application Control . To establish and improve community 1974.4rcial Projects Act, cies, institutions of higher edu- Center (information from OE school programs; to train I to 4 SOC. cation Bureau of Occupational and plan and operate atennunieducation Adult Education) progsams te Zdeeellsnal Ineevaden and sapped Momentary and Secondary 177,750,000 h State education agencies OE Division of State Educa- '(11.171). To Improve leadenhiPre- Education Act, TitleIV.0 tional Assistance Programs sources of state and local education agendum to support innovative andex nutrition andhealth sernvices,kal xopout proventica . - g..Wassidienelly-doprivsd slakes (IL-(IL- Elementary and Secondary 1,926,726,83. Local education agencies State education agencies . 41111)m. To meetthe educational needs of Education Act. Title I deprivedchildren 7. sitUdrenod- Elementary and Seconder,- 145,759.9401 Local education agencies Stat. education agencies gamin (1 41Irrilsetthe educational Education Act. Title I, womb of of Wand nicul- S.c. 122 tared wasters or migratorya= a. IllasseraMM-diantmoddandiesIs Elementary and 29.821.3381 Eligible stateagencies.- State education aQsodss lamillatimes servlag Education Act,TiStWIPt .11.1111.11c="adislisgusalshibbess(18. Sec. 123 481 Programs to impose- the education of such institutionalised clsikken 186 Morkan Education, March 15711 2 0 r

TYPE Arp rasops4, MIROIP 41 f APFROPRI, Or =SLAM AMR (1) WHO MAY APPLY WHORE TO APPLY s. Momentary and 33,016.3401 hats education agencies g vision el &location for Education Act, T1 vankreed was ,84 %arm: IL = Mes1Mge 119eiles (UMW To de- Eimeantarr and 3,300,000 Publicorprivatenonprofit OE A tion Control understanding Education Act. Title IX agencise, institutions or. organ- comer Linformation Sam 0! gowesg ving in au= Wagons . Ethnic Heritage Studies Mg11011 promote orWrsal - B ranch) . trig among various U.S. ethnic 'taupe

U. tam into Community &motors Act - 39,000,00d Local education or other ago CE Division of Education bar (P.L. 93-444). Title V dee malignedbyslats educa- t he Disadvantaged WW1%"ad in tion91.9011000 Inaccordance Martma"orstafferpresonitenprogramer41 with OZ criteria IL ileselhe gesso (19.5191. To misourage EdTrEle__kanerynren and Secondary 24,533,702 Mats educationagenciesfp/. OE Division al Education for LetreroZente and local epponditures Act, Tiff* I, (vernal, the national effortin- the Dioodvantaged POT des IL Imam edginess IMAM). To provide Indian Education Act (P.1.. 34,945,90.0 Local education anomie* OE Application Control supplesnewkd programs ap 112419). Title IV, Part A Mal educational needs of Isuretingndian c Center (information from Or dren enrolled Is public schools. gratise Offke of Indian Education) IC-12 14. Indian (1l1.1141). lb meld; Indian Education Act (P.L. 3,095,000 Maniacal education OE Application Control fob epseisi temy and 91319). Title IV, Part A schools on or near resertnTilrel. Center (information from OE school program, meeting thiri= LEA. having a subeimulal In- Office of Indian Education) moods of Indian students dthiarnen enrollment for lose than years IL' indlem edgewisesprint progranne Indian Education Act (P.L. 14,400,000 Indkrn tribes,institutions, and OE Application Control nand peeleels (IM). To Preside 1141- 92-319). Title IV, Part 1 organisations, SEA., LEA fed - Center (information ham OE roronplar7and denK wtbs programs .roily supported elentesicmd Office of Indian Education) f bsproving *Meng- schoolsfor Mimi anisefor Indian er education hied- to 111. Iffsintereases gi:diezrellea et slam&f School Assistance In 770,000,000 Local drool districts OE Division of School Federally Affected Areas Assistance le Federally To bid school districts on (P.L. 111.1174) fa whkb Word acdvities boowplaneda Affected Areas burden; alsoto or*ld.aid to distpicts affected bysa dime- Ismfinancial

11. Marie effseellew (10.141). To encour- Edification Amondmonts of 2.093,000 State and loeal education agen- OE bureau of Occupational -eve education agencies to prepam 1974,4rial Projects Act, cies, institutions of higher edu- and Adult Education the metric system of measurement sc, cation, public and private non- profitagencies,organisations, , and institutions Education Amendmhate of 10,000,000 State and local education agen- Pau pub 1974, Special Prokcts Act, cies,higher educationinstitu- missioner. Office ol Plan-Cer Sec. 402, and the General tions, and other public and pri- ning; DIseembralks (includ- Education Provisions Act, vate agencies ing the National Musket See. 423kr) NotworkiDepaty Own- miseicoser, Bureau of El- rao=nand Secondary Ed IL 111 to (Mill To stimukno in- Education Amendments of 27,000,000 Stat. and local education agen- OE Application Control 1974, National Reading cies;nonprofit educational or Center (information from OE Pitvaie itiffitociVrr Mown mall lovrment Program (P.L. child careinstitutions,higher Right to Read Office) lated activitiesfor 9,&194), Title vn oducation institutions, and other youths. and adults public andprivatenonprofit agencies and individuals Teasher esetese (IL4IS. 10 provide Higher Education Act, ,250,000 Local education maxim (90%), Local agencies Wend aosisitmce for planning r and Tiff* V-B institutions of higher education apply the state; operating *ocher centers and to assist (10%) institution&higher institutions ofhigher, education in op- education apply through erating them (Office of et the Conuniselonm from OC Division of Educational Systems Devidopment) 11. Weiss eihessilismal entity (1LM). To, Education Amenditsof 11095,000 Public agenda, private non-, OE Women's Program Staff. support development and bnplearen- 1974,Special Pro Act, profit organisations, and-indi- Officio of the U.S. Cos - Milan of capaellrbuild9021. eck= Soc. viduals miseionw of Education hating a peatible' national

PART 8Strengthening Organisational Resources ar IL iffeMbel and dung effuse odemellsa pee- Alcohol and Drug Abuse 2,000,000 Higher&lunationinstitutions. OE Alcohol and Drug g ame MAW to organise and Wain Education Act of1974 Mate and local education agen- Education PrOgrCIIII alcohol and dreg education leadership (P.L 93-422) cies, public and private educa- =at moss and local kyrals; 10 de- tion or community organisations programsand leadershipto com- bat causes ofalcoholand drug abuse . .n. IL )111Inged eleadkor terimit make- Momentary rind Secondary 4,375,000 Qualifying mate education anon- OE Application Control Education Act, TM. VII (as cies Center (information from OE =tedeMrssfilibliskence amended by P.L. 934110) . . , III to local or= 1 Office of Bilingual Educa- tion) c=oligrsZTV'T 7126.5.11121. taliClendPr: mordinate bibigatil programs within tit* Mate ter 187 201 O I O § it§Sigwer, O O itt b 1E111 fill Vat rif" tit r I I I Ar TYPE AND MVO= AUTHOR NO AlPPROPIII- OF AMINITANAL LECESIATION ATION (3)WHO, MAY APPLY WHERE TO APPLY a. ricrojerzesesality eselose(10.- Mil rgfEduoatten Act." 5,000,0(4) Instltul ol highereducation OE of Student oesistimit and dons of sash.ins11-- Sere nee an& Veteran. ram* pseas :=0 to purest a tutions. and private Pregra premien ell pesiseeenterry stfuosnion prdlt °volutes and organist- fons 41. Higher Education Ad. 3.250,000 Institutions of highsr education Graduailt Training Stanch, Title IX. Pane A and I Division of Training and redlines, OE lumen: of Higher and Continuing Education

Education Amendments of 12,000,000 Postsecondaryinstitutions and fund for the Improvement , trriiaS:serr==rt: related organisations of Postsecondary Education, widen in curriculum veo; 0(1k. of Assistant Secretary moat. teaching) and administration for Education* Higher Education Act, 33.447.000 Higher education institutions OE Bureau of Student Chi g..4"L Tide 1VC 5 aor oo locating rim:inch:1 Assistance or y_. etudonts suitod tofa and scludialss .4 ig. sopewientio pee HTineighsEducation Act, 1,000.000 Accreditedlaw schools Orolluate Training Branch. woringClidirle.eel assigned). To IX Division of Training and of the cost) the rocilitim. OE Bureau of enntmelon of pre Higher and Continuing °Wed eeperience Education eitudsels

-44 slinesed leas Higher Education MI, 325.515.000 ItHtg es education institutions OE Bureau of Student To help set upIZZICTi Title IV instilutions lor soak. nnanctal Assistance looms to graduate and students attending at

dL ellionsi liellowelhips and pus Higher Education Act, ;Included Institutions of higher education QE Division of Institutional Imam $.41141. To strengthen .Title III .in item 33) nheg resources ell developing in- Development Mottens

4T. Mete plonalag ammisrions 1111.41111). To Higher Education Act, ) 3,500,00e Slant commissions State Planning Commissions dinrelop statowide comproltionsivo peas- Soc. 1203 Program Office Sag for wieteitoondary ectuoatton I .

411. IBMS soodeet inossehre green 411.4410. Higher Education Act, 113,75d.000 State education agsficies OE Bureau of Student To encourage states to Scrooge Title IV newtons for grants to needy s= Ninancial Assistance or to dovolop 4 (grants are as a Mg 540ge= lioneten opedlel serviess 118.41111. To Higher EducationAct. 51,000,000 Accreditedinstitutions ofhigher OE Division of Student =ntsiew-Mccene and handlers:pod Title IV learning or consortiums Services and Veterans to complete postsecondary ad- sonon Programs M. fleherrvIductation Act, 359.962.000 Wit= whicatics Inatitutbas OE Iltainat Cld &Went igiPeenlairld). rleslairsetudents""frit coplitanal Ilbanciall to puss a Financial Assistance peetmenadary othication M. Tame Soma amen To halp identify Higher Education Act 11.000000 Highereducationinstitutions OE Division of Student and emmurage promisingtudents to TM. IV-A and combinations el suchWen- Servioss and Veterans completo high wheal and pursue post - feints,ptiblIC 014prhrais sithiseetkin mpracies and organentiens "it'aiss Tashamy IseYewedseaden panne- r Education Act, 5,250.000 !nein:tient of higher education OE Division of Educational To providespocialised (I) lo assiecumuntdruns tram edg- Systema Development er became or and! ossullese in higher 103 to anent Mom* and Med, al higher edeoation to meet the special n eeds of pumas hos such .back. and sablesuch bent mid to mon changing persona n eeds )sighor educates Matter Educate:a Act. 7,500,000 Highereducationinstitutions, OE Application Control gravirp,...undergr=sIn- Tab Vl -A including vocational and tech- Center (information from OE etntetka 41, Wad echoolsand hospital Office of Libraries and schools of nursing LI:truing Resources/ SI. (1114111111: To =naval* 1. red Education Act. 44.000,000 - Highereducationinstituticos 0Eathdon at Student. Tome Piro& from low-income bads. 1111Lbirif-Ar 2 and combinations al such Serricee and Veterans grounds web inadequate high school tutions.publicandprivate Programs to eats and emceed in ?agencies and hutinItions oduoation

IL need Insinelles Mil& To Education Act. 23,750000 Higher education institutions OE onaserege roundabout and couneeling Vittbr volisseas by plop= sdlica- Sea bolthelican silk on rod- naalltmany diondentslafind PAW DFor the Education of thExceptional andthe Handicapped se. vereel mid soMesii 1st Essibllad Mutation Of the .14.000000 Public nonprofit private agen- OE Bureau of Education Vel011.41111). Ts provide caps. gadonisations, Or install- for the Handicapped egive edsosaseal cod there. Part Cgaildig.alreTtlet. lions pines Novices to deolloded child:ea aidask Image thoomols sogi,a1 ammo 41 . TYPE AND PURPOSE AUTHORIZING APPROPRI- or ASSISTANCE LEGISLATION 'ATION ($) WHO MAY APPLY WHERE TO APPLY 9. Education col t 22.000,000 Publicagencies andprivate 01 Surer' of Ethroation 12;:nbtathe.lettele:;11Ottrzeircasirci,l nooProllt ocganIpatiose Itathe Handicapped proosCriati ter handicapped children todooeilon Amendments of 2,560,000 Sate and b out education Oa fluricosolodatlp uspootettes itiliforto_ orramsiMmisa'lliefelledt at% 1974 'pedal longed. Act, des higher duration lietf= for the Minted 10 train inotchopsand dec. 404 dons, appropriate nemprolit in- iseollettship penieeknolIvaMir order stitutions or ageeceps

POINIMINIS 6 1111111111111 Education 'col the 1,750.000 Highereducationinstitution., OE bureau of Eduoados Se.I11411111"fril. es="regiorralmoor Hmidicapped Act, slat*education smarm, lee the Handicapped motets that advise and ere technical Part C. loc. 621 crud:rodeos of wok Iscluding maybes to educators Mr tispeovIng brat education agendas education of handicapod children N. Inismeaties d reseullsest (111.4119. To Education of the 1400,000 Public or private nonprofit wee . OE Dureau al Education e scourago respriesent colioducational Handicapped Act, cies.arganincrtioes. et .1aMtra for the Handicapped personnel Into special *Creation,to Part D, dec. 633 dons diesentione.iniennation, to peovide far leered senior for parents el handl. cappedchildren SI. Nods menthes and Ilbeleam Education of the 19.000.000 dommets for published OE Surrelogorp;cooatios To re= Handicapped Act, (Includes In the Cosmorama for the CritarTorftelmiliditrasearelt,dor Pt F Items 62-43) gmad IspUblished and serviess lot the kiapped in thefederalraltAse through or destruct p.Nees asd error Mho isms Education of the (included Stateorlocalpublic OE Ilurecetkuo=dona (11.449). To advance the Handicapped Act, In Item 61) ciee. schools, and=zilisoppc2::oo fort ie through media and tech-.Powt =a serve the nology, a captioned film loan emplaren. or Po: program for the deaf dodortIs.rollafers IL Media warm mid emplaned.litheMan Educational the fincluded Requests for proposals published OE Bureau al Education 116.44111. To *slab- HandicappedAct; In Item SI) In the Commerce Sofres Daily for the Handicapped Elmilanimrsils"operattricanisteon materials Part for the handicapped through contract 64. Peerage& leerth g tee the ethsendes el Education of the 45,375,000 State hh-ig the 11111140117d (14.441).h=poware Handicapped Act. (inducts' er od inInstitutions,and and inform oars of Part D item 71) appeopriate aonprofit agencies children and to ensure an adequate supply col pommel Inthisarea through preeervice cad Inaervice training Pmeelsol Inessemi waste Education of the 15,000,000 Stateeducationagenciesin sed seelpeed). To an in- Handicapped Ad. slates whhic provided preerool motive to stales to serve and further PartII programs for handicapped did deveagelopservices for handicapped chil- der ages 34 in previous year dren s3-5 N. Illeglesial mbessies pripame few Education of the 2,400;410 Higbee .educationinethadom handlospped (111.499). To make to Act, /odor and community colleges, or contract. to publicly edu-Zdt.=4141.625 vocational and reared Mr- cation institutions to and op- lutes, and odmw normal sdu- erate spacial education prosocausaf °edam repro ocaticsnaL technical. postsecoaddry, or adult levelsr deaf or other -handi- cappedpio dereely lismilsrped prima (111,11116). Education col Ow 5.000,0110 Sera dmiartmentsofspecial To meet education and trainhog deeds Act. ordination, education agenclee. al severely baidfcapped children and illageltdt.aalid621and 624 MahereducationInstitutions. =by he 1ping them broom. as it public andnonprofitprivate possible rendes, professionaloracle:1- rations. and volunteer aseocka lions N. flea all re owning ter the WOW Education of the 465.000.000 Stale education agencies mewed (36.44IW To amidst in Initiation. Handicapped Act. espansion. and at pro- Part 9, as amended by grams and pro for the handl- P.L. 94-142 =WOW at elearestary, and marssecondary and ray*,derwegh area grants lo N. Illseasepperled stied ores= few Oa Elomentary and Seoandary 121,590,937 Eligible stale agencies bmallrded. AMP). lb strenadien Ihrocrtilin Act, Title L =peol==oesolsoolostale-operated Sec. 121

Hi flemplemesemeallens6 Elementary and Sordarr 19,750.000' Stale odaradon agencies Bureau al Edscatica Fmk% hoopos aromas Educed& tot. This IVC for the Handicapped Mick, services Is support ellocale= cod soeseplegy peolecle fa guidance, JI . couesollisq, me Metro , .. 71. :=1. a *ini wows.. ..la Education al the (Included inotitutioes OCDem= Ilduontios kr lerdleeppeel ralidAct, kw the Hmsdloapped 'Ultra (11=1=111seds pinaiced etho- In Item 64) s:atlas asd recrealles reatonsol ta eld week with the handisapped PART Fr!-For Developing arid ternational Studies Programs IL Osaleullmd mid MAO Aremedfled Inedtsdesie Mabee Mira ailrrenAhnifl Adand othearos, daft deporesede al oducatkin, load puldla dead emery terTre= Addl. 'toed AssiMance eyeleins, primer sereellt oda-as Oda repae wired le ban. rolirleat114110) Medan , or a olladoe artIvis=litheeto hear 190. Pawastim 101111111111. M.wh MX 204 . . . TYPE AND PORPOliE AUTHORIZING APPROPRI- OF -ASSISTANC44, LEPISLATION ATION ($) WHO MAY APPLY WHERE TO APPLY

73. t=ra 1111°11.- a°11"6"111111"forek1P1.;: Nate' Defense Education 1,000,000 Highereducationinstitutions, 9E Application Control Cen- '03.40111. , la VI state education agencies, other ter (infoimation from OE language and 'areal' es through Act organizations, and irifilviducds Division of International su of research ies, =Per- Education) inlet and 1 of spa- instructional * - 74. innleals abreadloe sioniVaslern Mint' uccrtional and 919,710 Colleges,universities,consorti- O E Dl ternational last/nage and area studies (13.440). To cyut Act and ums, local and state education Education ..train U.S. education personnel 0bn:tad -It.L. excess agencies,nonprofiteducation .in language and international studio.; foreign, currency countries) organisations to develop comprehensive language plegrams for. U.S. institutions . 4. 75. helernadoned studies caress (13.433). National Defense Education 8,000,000 Higher education institutions OE Division of Int .1gsuLigrade training resource* at cen- Act of 1958, Title VI Education t for international studies, including foreign languagi and area studies r IL lidernational studies grad- National Defense Education 1,440,000 , Higher education institutions OEducaticaE Division of In uate gad undergraduate 110.435). AM of 1,958, Title VI establish-international tudiesre- *aurasalt evhe tegraduate and undergraduate ls PART PPor Occupational, Adult, Voca*al, andCareer Education 77. Adult education. 11,1.40M. To Adult Educqtion Act' 90,750.000 State education "encies OE Division of Ad.* adult basic.educcrt p programs - Education 12th,qrade compettency 40h Mxial *vocailoned Instructiosal sea- Vocational Education Act (included in State agencies, public and ph- OE Application Control 71. methods, and lischnientse of 1983, Part & subpart 3 Group H, valeeducationalinstitutions, Center (information from Ur. To develop. instructional materials item 3) noliprofit organizations, private OE Division of Research and c e. and ancourago research ,programs and organizations, and individuals Demonstration) demonstrationprojectstoinsetthe shoWbget of such instructional materials available for bilingual vocational training programs. I& Bilingual vocagonal training (13.358). Vocational Education Act (included in Stale agencies, local education OE Bureau of Occupational To assist in conducting bilingual vo- of 1963, Part B, subpart 3 . Group II, agencies, postsecondary institu- and Adult Education cational training programs so that vo- item 3) lions, and other public or pri- cational training programs are .avail- vate organizations ableto persons of limited English- speaking ability pg. Career education (13.384).:.To dame& Education Amendments of 10,135,000 State' and local education agen- OE Application Control strataeffectivemethods andtech- 1974, Spacial Projects Act, 1 etas, higher education institu- Center (lgatioa from niques in career education to develop Sec. 406 tions and other nonprofitor- OE exemplary models ganisations Ed cos s. and homemaking adnoadon Vocational Education Act 40,994,000 Local (education agancies State vocational education (13.401). To help states conduct train- of 1963. Part A, subpart 5 agencies ing prOgranir in consumer and homemaking education, especially in 'co; nomically depressed or high unemploy- , fluent arealr. K. Inelline education (13.534). To provide Indian Education Act 4,410,000 . Indian tribes, wqmisailons and OE Applicatlpn Ccintral adult basic (education and GED pro- (P.L. 92-318) Title IV, Part C institutions, std. and local edu- Canter (information from grams for Indian adults cation agendas OE Office of Indian. Educa r tion) 13:Vocational education programs`.,Vocational Education Act 430,288,000 Local education agencies State vocational teduCation (13.433). To maintain, extend, and fin- Of 1983, Part A, subpart 2 (includes agencies prove vocational education programa, item 84) to develop programs in new occupis- tiaras, to help states conduct vocational , education Programsofcooperative- work-Mud*, arrangements, and to 'pro- - vide' work opportunities for full-time disadvantagedvocational'education e

N.VoMdional education contract 'program Vocational Educatlon,Act (included Indian tribal organisations. or OE Application Control foilndian tribes and. Indian Organise; of 1963, Part A In item 83) Indian hikes which have con- Center (information from OE tons ;(13.5118). To make contracts. with .. tracted with the Secretary of Division of Research and Indiantribalorganisationstoplan, the Interior for the admintsna- Demonstration) conduct, and administer' programs pr tion of programs wider the Act ..portiOne of programs authorized ,..-ter of April 18, 1974' andconsistentWithtbs. Vcihaticatal Education 'Act ' . ss*: Vooadonal for potions :Vocal nal Echicatien Act. 20,000,000 Local education agendas State vocational education special needs .3,4011). To ptovide vo-,. ;,-of 1 , Sac. 102(b) agencies cational ed programs for disadvantaged persona who 'have not suc- ceeded in regular programs

I& Vatudional adlacadonstiehe VoCational Eduoatkort Act 5,43,000 State advisory aminciln . OE lhireau'of Occupational comedle (13.300). To advise themethe st di 1903' Soc. '104 and Adult Education board for vocational education on, development and "administrationof. .- state pions; to rialtiatevonationcd',ed-' acation programs, services; triad actier...L ° i files. - z( %Er G- --For Desegregation kisistance- v. =sees assietanemzsdo161, 'E serge School AId Act, 17,200,000 State and:local education agen- OE Application Genital arganbtalloas (I Tic.;eciprgi Title( VII ( 92-318) cies, public and, private non- Center (information from OE note 'old for community profit orgmizas, institutions, Division of Equal Educa-' programs and. pro/facts IluPiarl .01 or ear and combinations Honed Opportunity Progrnms) scihool,district datagregatiOn want . ° ofti at . I. 191 20 , TYPE AND PURPOSE AUTHORIZING APPROPIII. LEGISLATION ATION (I)WHO MAY APP Y. WHCIE TO APPLY OF ASIMANCE . , 137A00.030 leterd Piddle school digitate Application Control 6096=1=1.1.17To TitleRI Aft COEenter (information froosal for alum. Division af Equal dorl Oppostmitprimomost tee.:pilotpool rtaloWorcir SChool Akl Act, 32.2812,000. Loc;r1 public school districts OE Application Control To help desegtegating Tido VU 112.3111) Center Cioiarsealion Iran OE prbvide special help Division oi Equal Edam- loom of unuenallit promising pilot Weal Opportunfty Prorates) g=s to 'Overcame minority group

Esesgregalissimaislame, Magma School Aid Act, ;!.000.000 Local public schooldistricts and OE Application Central private nonprofit organisations Center (information from OE =rameedooll=otte/ppecvl idoereg= r %mgt. 92-310) Diviiion of Equal &Wow gnal.bicultural_ programs for children doord'OPParinall7 ProViasi8) of limited Englishapealdng abw r, SE- Desiegeogallsa orsielsose. mitneellesel ncy SChool Aid Act, 8,450,000 2. Public or private nonprofit on OE Application Control. TV (13.11118). To develop uanc=co in- Till. (P.I.. 92-318) va rations. agencies, or Mathis- Center (informauation horn OE tograted children'sred tele- Dielsion of Eqlieducck vision programs decal Opportunity Programs) -1211. Doesimegaltion and:beam special pre- Enuagoncy Salami Aid Act, 51,250,000 Localpublicschooldistricts, OE Application Control gram nal prole* (13.81121 To loosen Title vtt 92 -318) public and private nonprofit or' Center (information horn OE minerity group isolation lair sumanng ganiestioas Divisio'Otter Equal Mum- efforts of special , merit . not fun nasal tunity Progre) der other parte of ESAA 16081411m =Mien naislanes: stsdits Civil Rights Act of 1964, 34,700,000 Local education agouties, state OE Application Control . and emblem', esmices(18.488). Title IV oducationagencies,college. (information fromOE To aid school districts, in hiring advis- and =bromides, and public or DivisCanterion of Equal Educa- pornywi=cialists to train omployem and private morprolit organisations &nal Opportunity Program) terihnical assist:moo in matters rotated to desegrogotion on that basis- ofrase,color, _tees, national origin, or language dolicienclos H. UM evaluatios (13.511). To evaluate Emergency School Aid Act, 2,150,000 Private .organisattons..institu- Requosts foe proposals Programs and projects under the Emer- Title VII (15.1.'92-3111) don& and agencies,tat se edu- In Commerce cationagencies,rindhigher CusbirsiestdDally gency School Aid Act education institutions $5. Magnetschools.univerulty/busfneso Emergency' School Aid Act, 20.000,000 Local education agencies OE Application Control corporations (13.880). To support mag- Title VII (P.L. 92 .318) (includes n (information fromOE net schools as a =abed of school- de- item 97) Division of Equal Educa- segregation, and to conduct education tional Opportunity Programs) programs in cooperadon with colleges, univorsities, and businosse. IL Neutral site plamolog (13.880): For de- Emergency School Aid Act, (included Local education agSncles OE Application Control voldpniont of plans for neutral site Title VII (P.L. 92-318) In lam 96) Corder (information from OE schools to assist in school desegrega- Division of Equal Educa- tion tional Opportunity Programs)

GROUP M TO INDIVIDUAL$ FOR TEACHER AND OTHER PROFESSIONAL TRAINING AND FOR STUDENT ASSISTANCE 1. Basic educational opportunity grants Higher Education Act, 2,140,000,000 Postsecondaryeducationstu- P.O. Box,14, (23.11111). To provide financial assistance Title IV dent* -at eligible institutions Washington, DC 20044 dents s 2. lidingual *decades graduate Elementary and Secondary 5,000,000 Graduate students enrolled on OE Application Control ships(13.40111.- To provide Education Act, Title VII a full.time basis in approved Center (information from 0E. assistance to graduate studentsfin= train- colleges and universities Office of Bilingual ing to bo bilingual education teacher e ducators 1. vocational Instructor training Vocational Education Act .2,800,000 State.' and public . and privain OE Application Control (13.384). To provid. training for' instruc- of 1983, Part B, subpart 3 (includes educational institutions Corder (information from OE / tors of bilingual vocational. training Group 1, Division of Research and items 78, 79; Demonstration Programs Group III, item 2)* 4.College.Work-Study (13.483). To pro- Higher Education Act, (se Group Graduate, undo:graduate, and Participating institution a,' mot. part-timo employment of post- Title IV-C I, item 38) vocational students enrolled at Sinforaration from OE Bureau ndary students in great financial ' least halttimie in approved in. of Student Financial *Mist- ., need Windom ante. / 5. National direct student loans (13.471). Maher Education Act, (me Group Graduate andundergradtiato Participatinginstitur. To provide low-interest loans to post-- Title IV I, itont 45) students enrolled half -time (informotion from 0 Bureau o scondary students of Student Financial Assistance 0), O. Domestic aladeq_coid mineral anti min- Higher EdAation Act 4,500,000 Advanced doors* candidates Participating institutions oral-hrel oreservildea fellowships -03.- Title IX, Part D' (information, front OE Divi- 5117). To waist graduate students in do- . sion of Training and mestic mining and mineral and min - Ne. Facilities) eral -fuelconservation,includingoil, gas, coal, oil shale, and uranium 7. Edam:don See dm Public Sandie (13.- Higher Education Att, 4,000,000 Graduate students planning pub- Participating institutions 553). To attract and students Title IX, Part C lic mrvMe camas (information from Divi- for entrance into st ocal, or ford- B1012 of Training and . oral savior Facilities) f.Illender fellowships (1 ). To tomtit P.I.. 92.506 750,000' Economically disadvantaged sec- The Close Up Foundation, the Qom Up Foundation 44 Washing. ondary school students; secon- 1054 "Thomas Jefferson ton, DC, with its program for increas- dary school teachers Street NW, Washington, ing rinclorstanding of the federal goy- DC 20007 moment among socondary school students and their communities )192. American EduCatien, March 1978 2O 1 - .TYPE AND. PURPOSE AUTHORIZING APPROPIU-. OF ASSISTANCE `LEGISLATION ATION ($)WHO MAY APPLY WHERE TO APPLY II. Fellowships abroad fee doctoral Mutual Educational and 1,085,290 Prbipective college and eniver Graduate deans of partici- tatlest, spas in foreign Cultural Exchange Act any" teachers of langeape and. pating institutions (inform*- and raga studios (13.441). To lop area studies lion from OE Division of research knowledge and hu ational International Education) swtudiescapabilities for speci , ad-

armedWork abroad . I& Fellowship* abroad. for fate.ft In lei. Mutual Educational and 640,900 Faculty inforeign languages Institutions of higher educa- Okla laftentage and area 413.- Culturat EXchange Act and- 'area studies tian at which applicinas 4138). To promote instruction in interna- , and PI. 8P-480 (in excess employed (information from tional studies through grants and fac- foreign currency countries) OE Division of International ulty protects for overseas work =Immune, and area shadiest 14,- National Defense Education 4;560,00e Graduate studentsofforeign Participating institutions 02.414 Tis provide opportu- Act of 1958, TitleVI. languages and area.'studies (information from OE Divi- 11.nities for graduate work In mod' ern sion of International foreign language, and area studied" e Education) Id. Guaranteed student loon program (13.- Higher Education Abt, (private Studentsacceptedforenroll- Private lenders 400). To provide low-interest insured Title IV-B capital used ment' on at least a half-time loans to postsecondary students for the basis in an eligible pcisisecond- loans) ary institution -74 12. Indian educed's (13.566)e, To assist Indian Education Act, ' 1,320,000 American Indian students OE Application Control Indian 'professional and graduate stu- Title IV, PartB, Sec. 423 Center (information from-the'. dents in engineering. medicine, law. ODOffice of Indian Educa- bush-teed, forestry, and related fields . tion) 14. Librarian training (13-418). To Increase Higher Education Act, 2.000;000 Prospective or experienced lir-Institutions of higher educa- unities for traininZt in librarian- Title II-B brarians, information specialists. tion. libraries, and library p ;throughfellowships,institutes, and paraprofessionals associations 9 shijrixttraineeps 15. iiiedia services' and captioned films Education of the (see GrouP Persons who will use captioned OE Bursauef Education for :training grants (13.4411). To train per- Handicapped Act, Part F I, item 61) film equipment the Handicapped sons in the use of educational m for the handicapped . IS. National teaching fellowships and pre-- Highs); EduCation )6, (see Group Highly qualified graduat; stu- ()E Division of Institutional . lessors emeriti 3.484). To strength en Title III I, item 33) dents or junior faculty members Develogment the teaching resources of developing fromestablishedInstitutIcins, 'institutions and retired scholars II. Personnel training for the education of Education of the (see Group Qualified individuals with vary- Participating institutions the handicapped (13.461). To improve Handicapped Aoll, Part D I, Item 64) ing levelyof education o (information from CE Bureau and increase the 'Apply of education of EdUcation. for the Handl. personnel trained to work with Nandi- (Maned) capped cNhiftn 111. State student brceedve grants (13.546) Higher Education Act (see, Gritup Postsecondaryeducationstu- State edticcrtion agencies To encourage states to irscreareoappro- Title IV I, Item 48) dents (Information trout OE Bateau priations for utudeets or to develop of Student Financial &Isis- such grant p s (grants are on a tance) matching 51-S0 is) fit. Supplemental educational opportunity . Education Amendments of (see Group Postsecondaryeducation Participating institutions grants/ (12.416). To assist students 1972 " I, Item 50) dents (information from OE Bureau exceptionalfinancial need . of Financial Assistance) . 20. Teacher Cohn prefect Omits (13.429). Higher Education Act, (see Group Qualified'graduatestudents Participating institutions To improve the alitY of 'Instruction Title V I, Item 31) with no full-time teaching expo- (information from OE Teacher available to children rience '1 Corps Office) 31. Teacher Exclurege (12.4). To promote Mutual Educational and (operated Elementary and secondary OE Dietitian of batemcrtional international understanding\ and pro- Cultural Exchange Act and with transfer school teachers, college instruc- Education. fessional cOmpetenCe by exchange of P.L. 83.480 .s funds from tors, and assistant professors teachers between the U.S. and foreign Department nations of ,State) of physical Cdocadon and Education of the (see Group Qualified individuals at under- Participating institutions Personnel for, handicapped Handicapped Act, Part D. I,f item 64) graduate and graduate levels (information from OE Bureau, childresi (13.451) To train physical edu- Sec. 1334 -ofEducation for the Handl- cation and recreationpersonnelfor the ca 'handicapped 23; Training for the disadvantagedCLEO IkliiffeheilcEducation Act, 1,000,000- Eligible students with a bade- Council on Legit Education (12.5511) To provide opportunities for . fors degree whq plan to study Opportunity. 811 18th St. 'A economically and educationally dis- law , NDC W Suite 940. Washington, advantaged studentsto,study and i000s practIcelaw . 24. Voft. Umai edscation grainide leader' VocationarEducation 1.650,000 Current and prospective voca- OE Office of Vocational "development awards (13.503). To Amendments of 1976, Atonal educators Education Personnel Devel-. meet state needs for qualified voca- Sec. 172 wpment 4- - tional education personnel by making `row, awards to vocational educators and institutions 25. Vocational *ducat:film itertification fel- Vocational Education 1,8511,000 . Eligiblevocationaleducation OE Office of Vocational lowship program (13.11711). To provide Amendments of 1976, teachers In overcrowded fields Education Personnel Devel- opportunities for previously certified Sic, 172 certified In the last '10 years. opment teachers or skilled and experienced and other eligible,' nonedueators persons in business, industry, and ag- who have been accepted by an .4 . riculture to become vocational educa- approved teacher training insti- tion teachers if there is such a need tution . GROUP RI: FOR RESEARCH

13:teril *decades reasarch: demon- Elementary and Sebondary 2,000,000 Public or private educational OE Office of. Bilingual and evaluation astillidee Education Act. Title VII, " agencies, Institutions or olgan- Edtication NS). (1) Review of existing language as amended by P.L. 93-380 ixations ' assessment .practices: (2) establishment of range of entry-ent criteria for students in bilingual education project': and (3) development of basic curriculum objectives for dissemination to the ' field . - ME, AND MP= AtITHONIZING APPROPIII- OF JtAI CE LEGISLATION ANN ($)WHO MAY APPLY WHEMHTO APPLY

kistrualima tam . Vocational Education Act (Included in Slate agencies, public and Pri- OE Applicatica Control lesdliedii and leddigneemaion of 1N3, Part 11 .vaneeducationalinstitutions; Center (information frorn'OE iGroupkon311) cIPPloPrfaho t arganisa-. DMA= Research asd Mosto=4114=1"alprogrameand lions2setle and deelmellation *Mak to met the inellinuisusa =Oa 'each inetraoliesai socnerirde ter ; As , o .:,. 10. Gimmer eineolien To sup. Elementarr and 4.0811,000 State .and100.11nelnortionagen- t.OE and gducatke Act, Sec. 811 ass, highs, malice inrtitu- part reattach and tiara, -libraries. public -and pri- VI% re=tiondeslogatile iorbL"Pvid. am- vate nonprofit organizations , 4.=rviMmt eregAlsesizil: National Education Higheroducationinstitutions, OE App Control lm X IGroutsI. Imo 731 state education agencies. other Confer (information ,from Act, Tide VI guava and ma tiroWcir sup- organizations and ihdividuak Divhdon of International port to :March MOM, Ed mutation. development cirdisid instructitmal materials i. lrlbst4tTreemeds mad deneesludiea. Highor Education Act, 1,000,000 Highereducationinstitutions, OE A Control punned" library and no Tide MB and public, or private agencies Cantor o.rnattion from OE =March and demon- and organizations Office Librarios and Resources) *Mem* need dernemirezieu ter the Education of the 20400,000, Highereducationinstitutions, OE A Control 11.411). To improve Wu- Handicapped Act. Part E state or kcaleducation n genie: information from,OE Cabotnd Pel lic a eadguecan- of Education for the children supportof nom* iMnalor animagroups Han dinalopenont. and model pongees, activities . 7. Streagessalag_ rewashNistaryressaz High*: Education Ad, 5,000,000 Pualifrhas publicor private OE Office of Libraries' and NORM GLUM. To Prontoto Title nonprofit;library- Institutions . Leparnisq Resources andeducationofhigher throughout tho U.5. 1r/Y ..t. nancicd assistance to libraries I. effseaties burEtt. Vocational Education Act 107,547.000 Skit* education agencies, hiqh- OE Application Control meet and MI1139111111V. of 1983. Part A. subpart 3 or education institutions, public Center (information from OE To conctudt applied studies7:crjidevel- and private. agencies and insti- Divisionof Vocational and tutions.local education age Technical Education) opment in vocation&iducatlon. cies. and individuals Weeds% 'Amadeu! equity program Education Amendments of (me Group Public agendas, private non- OE Women's Program Staff, research (ILYA). To support disvelop- 1974, Special ProjecteAct, item 21) profit organizations. and inch: Office of the U.S. Commis- moat and implementation of programs Sec. 408 victuals /donor of Education which contribute to women's educational equity and have a passible national impact

GROUP IV: FOR CONSTRUCTION 3. Public wheels (13.477).To.aid school School Aid to Federally 30,000,000 Local school districtsto HEW Regal Offices. ` districts in federally impacted moos Impactod.and Disaster (information from OE Divi- in providhig minimum school facilities Areas (P.h. 81.8151 sion of School Assistance in and to aid school districts suffering Federally Affectod Auras) disaster daemon ' "3. Warlike's! faellides(23.013). -To con- Appalachian Regional' (operated' ,7itte education asp:m:4m in the State Directors of Vocational 'tract area vocational educationfa- Development Act of 1955 with transfer pcdachicm region Education' &Mies In the Appalachian region , fundsunds from A egiona ComRmission)

3 Refers to iden 'lumina as it s in the Office of Management and Budget Catcdpg of Federici Domestic Assistance. Where asterisk () appears, the identifying number is not but for Ors internal use only. " Amounts shown represent advance fending from FY 77. , Administered by the Assistant Secretary for Education, another component of the EdbeatkokDivision. Included in the total of 3197.500,000 available for Educational Innovation and Support (Group I. item 5), of which approximately ten percent is set aside for the hcmdicapped.,

194 American Sflucation,lAerCh 1973 .

. ti

isti ns areAnCluded to assist you in yOur-readingsalections. ok:/the .i.teratureAocumehis the impl tation 'of existing hericentera:or inservice projects that haallort7te* fUnding. y of the literature will provide afr= ork for:Ithe inter- ,pre a ion ofLihe federal teacher centerlegislation, 4

. .,. Theollowing subject is:suggested for easy.reference inotetaking 9 and organiziag'a teacher center reference:library. The A, ,Office of ucation:Teacher Center Reference Library materials : 1'I be otg-: d along similarjines'. -.

1. System-wide overviews a. Nationa' b. 'State 41* c.' Local 2. General' (colers many aspects of centering) 3. History 4. Philosophy/Rationale/Theory S. Organizational Structures' 6. Management/Stsifing Patterns 7. Program/curriculum Development S. Participation Incentives , 9. GoVernance 10. Finance/Support Systema 11.' Evaluation/Assessment 12. Research articulate ouwill find that as, your project takes -shape%and youitegin to 1 ' dess to interested persons, the noteswill provide ready references to upport your statements.

MICROFICHE COPIES OF ALL REFERENCES LISTED IN THISBIBLIOGRAPHY FROM THE ERIC SYSTEM ARE AVAILABLE ON LOAN FROM: AFT Teacher Center ResourceExchange 11 Dupont Circle Washington, D.C. 20036

are inciUded forconvenience when c4dering.

pies of ERIC documents are availablefor purchase from:

ERIC Clearinghouse on Teacher Education Number ONe Dupont Circle' Washington, D.C. 20036

,s! 7 AISOTATED'. BIBLIOGRAPHY

Bibliographies.

. . Crum,.Mari F., ed. AeacherCnters, March 1977. Bibliographies on iduca-. tional Topics No. 6 Bureau of 'Occupational and Adult EAUcation (DHEW/OE). Washington, D.C.: Division of Eaudational Systems Development,' ERIC tlearinghouse on Teacher Education, March '1977. ED134556. *

This bibliography ieflects:theteachercenter experience of the paSt sev-

. ' eralyearS and. provides a reference pool, for: those interested in develop- -ing and/Or improVing teacher center programs. The.materials cited are' . listed' alphabetically by author and. cover many different aspects of cen- teringi inbluding something of the experience in. several. other nations. Most of the publications citea.were written during the'past five years, but older documentshive been included if they address high priority -teacher center issues or_represent benchmark studies or statements. A sUbjeCt index cross-references-the citations under 29 major topics..

Standard bibliographic citations have been supplied for all materials. , Citations Of documents announced in ERIC's journal of abstracts, Resources in Education, are folloWecl'by an'ELYaccession number; an EJ number follows journal articles announcedin Current Index to Journals in Education. Most Et entries are.available frOthe ERIC Documents Reproduction 'Service; a current order fOxth is'included:: Items,.generally were not included unless ihey could be.obtained either.asstddy documents or for-permanent collections.' Some,Of the main sources for the aocuments are identified in Appendix A. Appendix.B lists periodicals found to be helpful to.those.. interested in teacher centers.

-,# Harris, Shirley, ed.Teacher Centers:-A Reading Resource Guide.-.Springfield: 'Illinois Office of Education,. Teacher Center COmmunication,PrograM,.

'March, 1977. \

A cduiprphensive listing of resources on teacher centers, through rch 1971: .The'publftation includes nymberous publications not cited inoth:(bibliog7 ,:' railhies. This guide was prepared for the Teacher Center Communication Pro- Imm.and is available. through.the IllinOis Office of Education.

* nisi work is included in the Commissioner's Report On The Education Professions,1975-76...Teacher Centers. U.S. Government Printing Office, 1977. pp. 164-203. --General A Andrews, L.O.'Student Teaching as'a Springboard foe/nservice Education." . . , .

In Theory'into Prgctice., 14, no- 1, February 1975, pp. 11-19: , 6

S 4 Ways in which'etudent teaching and. inserlace and preservice teacher_educa-' tion can be made into.a continuum of:teacher education,Sernices, especially for vocational'educatiOnteachers are explained. EJ143869,

. % Azuma, Hiroshi. "Innovation in Xn.-ServioirEdndation and Tr ing of. Teacheis --Japan." Paper presented at'thig OECO,NIE seminar on INSET, Philadelphia, Pennsylvania, June 27-July 2, 1916. Pails:.*CD,pentre tor Educational ResaArch and Innovation, 1976. EQ126036.-

. . This report addresieS the issue of inservicetrainingsif teachers in Japan. Part One is a fOrmal overview of the pOlic*:ithd activ4.tieeAoft]Minister 04Education regardinginaervideieducationi,Andtraining of tead6ers (IOSET).:-It discusses the concept of inservide_education and training, states specific examples the Natipnal Training!course"forEduCational Personnel,and the TeacherW:OverdeaS,InspeCtion1P;Ogfirki:disCUsses the ways. and merits of inservideeducation,"and taXks,:aboutfteaCher:suppITAind.de- mend.:Hart Two..presents several CaseS of;ZNSET in detail to give actual accounts of their functioning. In this section, short overseas tours. for study and observation are presented along with activities of-educational research and training centers, a dedCription.of sdhool-based research - projects, and a description of the anapvisual'educational center.

Barbour, diandler,,:ed. Idea Book .for :Supervisors of Student Teachers. .Maryland towson State College,.1976. ED14131.6L.:

This booklet,is a compilation of .arti4es.by eddCataiS who are,,or have been at one. time, coordinators of teacher education centers. The contributions are organized into three sections. The:first deals:with organizational ,arrangeMents in centers. The second section describesimnovative ideas that canLbe used .to make centers. more effective. In the third Section, chal-' lenges facin4 coordinators of teacher centers and'siiggestiOni for future Improvements are discussed.

Beach, Don MI, 'and Mosley, Jo., "A Base for-Building Professional Competence: The Fort Worth'teacher Center." Paper presented at the'annualmeeting, Association of,Teacher Educators, Atlanta, Georgia, Febivary 2-5: 1977. ED135747. 'J'

This document presents an overview of the objectives, organization, and modes of university participation in the Fort Worth, Texas, Teachei Center. The Center was initiated with four objectives in, mind: (1) to improve both participating schools and the'education of teachers through field-oriented experiences; (2)'to,develop a viable educational enttrPrile involving a public school district, an educational service center, teacher training institutes, and the. community;(3) to set up a plan for curriculum and

198 _staff development4 (4) to develop a program for integrating the Profes- sional Competce in Teaching concepts. The Center opera66ithrough-aff AdvisoryCoundigplcomposed of representatives of 61e Fort Worth School District, Piofessional Teachers AssocAtion, cassroom teachers, mayor's- council, community Members, higher education institutes, and student teachers. The Center serves in a aooperative.capacity to improve teacher education throughpreservice and inervice meetings. University participation includes the placement of several hundreestudentsiin community 1. classroonis in observation, volunteer worker, and teacher aide positions, and alsO through university classes meetiiig.in the School buildings, utilizing local teachers as resource persons. Appendeh to the paper is a"diagrammatic representation of the organization, membership components, and field activities.

Belangen, Maurice. "Innovation in In-Service Education and Training of TeachersCanada."Paris: OECD, Centre for Educational Research and Innovatidh, 1976.. ED 126045. '

Innovation in.inservice education and training of teachers of teacher education in Canada and by means of two case studies of INSET programs-- IPerfectionnement des. Maitreseen Mathematiques (PERMAMA) and the Atlantic Institute of Education (AIE). It is stated that, at present, most INSET activities fall into two large families. First, there are those activi, ties planned.and carried out by Ministries of Education either regionally or locally. This family has an incredible variety of approaches.. to teacher education; it is almost impossible to describe and assess its programs because they occur in tendifferent provinces without a unifying central agency. The second,-family of INSET activities is those that are either university based or related. PERMAMA and AIE were chosen as representative of this family. 'Both programs contain several aspects that may be pointing to future directions in INSET in Canada.' These aspects are _offered as tentative conclusions to this examinatioi of INSET:%(1) INSET planners must shift the center-of focus to the teacher-on-the-job andmake every attempt to understand. the problems teachers facein today's schools; (2) INSET is basically a curriculum problem where the learners are teachers;(3) teacher education seems, to have been largely concerned with pro-. ducing teachers as technicians in the transmission'of knowledge;(4) in education, including INSET, we are,stiltliving off the 19th century-- its schools, its educational laws, its systemsof"beliefS, attitudes and values, and its educational structures.

BellHarry H., and Peightel, John W. "What Is the Role of Higher Education in Techer Centers?" In Teacher Educator, 12, no. 1, Summer 1976, pp. 5-9. EJ152521. University-school system cooperation in the formation of teacher centers has benefits for both parties the school system can use theuniversity resources, educational materials, researchfacilities, and scholarly expertise, while providing to the university training sitesand field-based, research opportunities. 1

A 199 213 . Blanc, Michel. 1, The Polgtical Ro.e of A.V.L.A.'in Modern Langupge Teaching.'` In Audio-Visual Language Journal, 15, no. 1, Spring 1977, pp. 112-115.

. ''' 1 . . Problem's of turning theory into practice have made it.difficult to apply research; finding to language teaching. The'stuaentyvariable factor calls for know edge of eory and flexibility in the teacher. It is the func- ' tion of the A to bring research findings together and make them available to langu teachers.

Boeder-Rijdes, Elisabeth S. See Deen, Nathan. r.'''' Bolam, Ray, and Porter, James. "Innov In-Service Education and Training of Teachers--United Kingdom " P is: OECD, Centre for Educa- tional Research and Innovation, 1976. ED126043.

This report on the inserviceed4cationand training (INSET) of teachers in England and Wales has two p s: (1) iitidescribes and critically analyzes five major, significant, and potentially adaptable innovative INSET Iltactices; and (2) it relates these, five case studies to the national INSET context and explores some.,9f their implications fophe future of INSET nationally and internationally. Section''One talkabout the development of INSETprevtOus. programs leading up to its establishment, present functioning and objectives, and outlines the contextual framework for INSET innovations. Five, case studies of innovative approaches to INSET in England and Wales are presented in Section Two. They include: Teacher Induction Pilot Schemes Project; Colleges of Higher Eduaation and INSET; INSET at a Distance; the Open'University; . Local Curriculum Development and INSET; and School-Focused INSET. The final. section identifies some of the major issues-arising from theirst two sections and explores their implications for INSET policy in Eng and, Wales, and elsewhere. iyA bibliography is included.

Bown, Oliver H., and Rutherford, William L. "Towards Functional Proservice Teacher Education Centers; Human Interactions-in Program Development." Washington: ERIC Clearinghouse on Teacher Education, 1976. ED133297. ap This paper focuses on the preservice teacher education center, particularly on those which encourage the optimal use of college and school personnel and resources in the field-based aspects of teacher education training programs. The paper is organized around five main topics. First, a brief historical view of'the teacher center is presented. The second section scans the teacher center literature. The third section discusses emergent themes from the literature-important in developing effective teacher education centers including discussion of su topics as: governance; the integration of college and school-based leruing experiences; role changes; and teacher training and education ewal. The fourth section resents common problems in developing field7based teacher education. -These problems specifically are related to the conventional roles played by the. various participants in teacher education and trip role conflicts that are experienced when more than structural or cosmetic program changes are attempted. The fifth, section offers suggestions for

200 2i4 _%. . ',, .

7:'444f- / . 4 koniideration in the 4evidopment and operation of a functional teacher education canter. The suggegiions give paiticUlar attention to.the ., human factors involved'in'a 'ceacher,education center and the interplay

between these and the many organizational features, distribupion of , responsibility/ and procedureN that are part pf a teacher center.As a brief flummery, advantages inherent,in a succliZeful implementation of a IrAL teacher education canter are listed. A bpliography is appinded . developed by the authors fFom their own readings, and froma computer . seardh'of the ERIC data babe.

Boyle, Virginia, and Grilndefr; Robert E. "Teacher Centers as Viewed from the Classroom."Nationil Council of States on Inservice Education. Syracuse'University. Innservice, March 1978, pp. 77:10. The article states that teachers possess a broad range of staff develop - ment.interests that teacher centers must address. The authors conducted a survey-of eight schools which included a sample population representing teachers from urban, suburbdn, and rural areas.' Data gathered from this study giveS further insight into the interests, motivations, and circumstances that will affect teachers' participation in teacher center activities.

Bronaugh, Juanita. "The Maticultural Center: An Innovative Inservice Program." In Ph* Delta Kappan, 59, no. 3, November 1977, pp. 204-205. EJ167842. Describes a pmogram in which resource teachers train other teachers in developing interpersonal skills that will foster better relationdhips among teachers, parents, and students of different racial and ethnic backgrounds.

Burrell, David.."The Teachers Centre: A Critical analysis."In Educational Leadership 33, no. 6, March 1976,'pp. '422-7. EJ149013. basic functions of teacher centres now are to help teachers in curriculum develo qi and solving classroom problems, to serve as information centres, to beak up'resources of schools, and provide social and professional interchange between teachers; it is hoped they will grow to provide broader views of.the philosophy and practice of teaching.

Buxton, Amity P. "Teacher Centers in Japan."In Educational Leadership, 34, no; 3, December 1976, pp. 183-189. EJ150144. An observer of Japanese teacher centers reports Qp their purpose, scope, and activities using British and American AnteA as a frame.of reference.

Buxton,. Amity P. "Teachers' Active Learning Center (TALC): A Case Study." In Educational Leadership, 33, no. 6, March 1976, pp. 428-33. EJ149014. Inspired by study of British teacher centres, an active learning center-' was developed based on the belief that emphasis on needs ofindividual teachers and voluntary teacher involvement in designing programs would lead to progress and classroom changes by providing practical group studies, in a nonevaluative supportive atmosphere.

201 215 fr

Caldwell, Robert M. "The, Acquisition of Specific Teaching Behaviors Through a TeacherTenter Consortium and the Effects of Those Behayiors on Pupil Percept ons of the Lealegrning Environment. Paper presen1d at the Annual Meet , Amer0.can Education Researchissociation, Niw York, NewYork,April 4-8; 1977. April.19777 ED139741.1 t . , allised upon the data collected in this research into -the effectiveness of- the consortium approach to preservice-leacher educa ion, such an approach . . does not seem to offer any special `advantages in acquisition of teaching skills, but did seem to have some positive att udinal effects and certain benefits for each consortium participant to be found in traditional preservice programs. Seventy-two pre ice teachers in field- based programs in'the Dallas Independent School Di riot formed two control and two experimental groups, with the expeqlmenta roups receiving exten- , .sive consortium-based training in the compAtenciespecified in the Compe- tency Indicator Scale. Training was later extend- and reinforced through videotaapefeedbabkandd supervision. Peroriancef drawn during and t after the subjects' eight-week student teaching e rience revealed: (1) no-statistically significant difference in .. -st achievement on the acquisition of teaching competencies between ontr and experimetal groups;(2) no statistically significant'differefic :in the extent of observable specified teaching. behaviors; and (3)'noeigi(ficant difference in`. the way elementary or secondary students perceived the performance of the experimental or control groups. Appendixes include:(1) a mcidel of in;- struction;(2). a listing of Dallas Teacher Center Competency'Clusters; (3) the Competency Indicator Scale; and (4) studentrating questionnaire on student teacher performance.

I Caldwell, Robert M. "The Teacher Center: British and American Perspectives." Paper presented at the Annual Meeting of the Association of Teacher Educe- tors, Las Vegas, Ne a, January.31-February 3,,1978., January 1978. ED151343: The author reports on a semester=long study of.British 'teacher centers, an examination that includes purposes, structure, andadministration of the British models, and a comparison of these models to) current efforts in the establishment and operation of teacherotters in the United States. From the research undertaken, it is concluded that: (1) the British "model" exists in reality only to the extent that British educators agree on the basic purposet'of teacher centers; otherwise, generaliza- tion is not possible; (2) the British model gives more responsibility for inservice education to practicing teachers;(3) the British utilize teacher centers less for preservice work than U.S. centers, and they have little intention of using themAsvehicles for certification. The body of the document elaborates on these three conclusions bydescribing: (1) basic purposes of British teacher centers;(2) curriculum development functions, their sources, and objectives; (3) differences between American perceptions of British teacher centers and the actual situations; and (4) Characteristics of successful centers in, Britain. It is noted that the opportunity for American education.tO emulate British successesand avoid. British shortcomings in teacher center development dependto a large degree on America's understanding of both the similarities anddifferences in British and American concepts of the movement.

202 216 Caldwell, Robert M., and Childs, Harold. "Acquisition of Specific Teaching Behaviors Througi a Tspchbr Center Consortium." Paper presented at the 57th Annual Meeting of therAsiociation of Teacher Educators, Atlanta, Georgia,

February 2-5, 1977. -February 1977. ED137225. I Shared responsibility betweensch41districts and universities for train- 'ing teachers in large metropolitan school districts seems to offer advan- tagessover the traditional preservice education curricyluM....-Seventy-tvio Pireservice leachers were selected from six universities participating in a consortium tl5cher center program. Each student teacher was randomly assigned to either an experimental or a control group. The experimental gro$ was pro ided with training implemented through the teacher center aimed at developing teaching skilli that contribute to the creation of a 'positive fear ing environment. The control group received no such training and proceedednstead through the teacher preparation curricula provided by their respe tive organizat on. A competency Indicator Scale was used to observe teacing behaviors directed at developing affective outcomes in learners. Base ,on the data llected, the teacher center consortium did r- not seem to.offer any special advantages to helping preservice teachers acquire and demon irate specialized teaching skills. The cooperative teacher.cehter of ort, however, did seem to have positive effects on the program participts. (A discussion of the Dallas Teacher Education Center is included.'

Canadian Teachers' Federation, Ottawa. Continuing Education for Teachers - Issues and Strategies. Proceedings of the 1975 Conference on Teacher Education, Vancouver, British Columbia, May 5-7, 1975. Vancouver: British Columbia University, May 1976. ED126084. Continuing education.for teachers was the theme for the University of British Columbia Conference'on Teacher Education, chosen becatise of growing concern, ith the questiOn of'what forms continuing education should take once all teachers hold degrees. The conference did-not attempt to provide definitive answers to the questions: Is graduate study the only appropriate path to professional improvement? What new structures Must be built, and what older structures altered to accommodate needed changgs in continuing education for teachers? It did, however, open for discussion the issues and problems in continuing education and the strategies and delivery systems that are currently being tested. Conference topics included: continuing education for teachers--in unromantic view; the teacher association view; stragegies for improving continuing education for teachers; readiness for teachers' centers; program development by teachers as a strategy for continuing education; recommendations for facilitating teacher learning; research, scholarship, and the continuing education of teachers; the open access 'study plan; developing short courses for teachers.; continuing eddcation diplomas; continuing education for teachers in rural settings; getting resources to teachers; dhd the who, what, and how of continuing education.'

203 Career Awareness Resource Center. Final Report. Beaverton: Beaverton School District 48, February 1, 1976.. ED127484. The process used to develop a cataloging and retrieval system for career awareness. materials is Oresented'in this project reiDort. It is noted that the system would enable teachers,to request materials from a resource center under a wide variety of classifications which complement many different,teaching approaches. The ptocedures and outcome for developing a catalog of career materials, evaluating the materials, and devising a method for circulating materials for teacher use are outlined., Appen- dices include: (1) personnel involved -in the project; (2) guidelines for establishing a resource center; (3) materials evaluation form;(4) systems report; (5) Career Awareness Resource Materials Catalog, which lists the names and addresses of 48 publishers and includes an- annotated bibliography; (6) report of teachers' evaluation of a trial career resource catalog; (7) sample ihterview questions aboUt career resource catalog use, and (8) teacher comments from the career awareness resource- cata- log interviews.

Collins, Dames. "Teacher/Teadhing Centers and the Education of Teachers." Dimensions'of Inservice Education: The Texas Teacher Corps Experience. San Antonio: Trinity College, May 1978. A study of the potential influehceteacher controlled teacher centers will have on inservice education.

Coleman, Peter. "Professional Development: A Status Report." Paper presented. at the Work-Study-Symposium of the Ontario Institute for Studies in Educa:' tion, Northwestern Centre, Thunder Bay, Ontariq, April 12, 1976. ED147938. II Sections of this paper deal with the place of 'inservice teacher training in the total teacher training pattern, the purposes of inservice training, the politics determining which institutions govern inservice programs, the approaches to planning activities, arid,the content of programs. Among the general principles espoused are that the training of teachers shduid be- planned as a continuum in which aspects of the training are conducted when and where appropriate; the notion that professional development is con -.. cerned with teacher growth is more acceptable and more general than the- notion of correcting defects; teacher/schoo district control of inservice"

programs is recommended; inytitutionalplanningsystems are in general - ' preferable to ad hoc systlEs because they provide for a broader range of programs and for continuity; and seekiliig an acceptable balance between system and teacher needs, via an objective and precise diagnostic system,. f iS)essential if the overall objective of improving instruction-is to be met.

Cooper, James M., and others. "Spedifying 'Competencies for Sc o Based Teacher Educators Thrbugh Task, Conceptual, and PerceptualAellaalyses: School Based Teacher Educators, Number 7." Paper prepared as part of the project, Improving the Competence of School Based Teacher Educators Through CSTE Training and Credentialing Systems. Houston: University of Houston, 1976. ED131039. The School Based Teacher"Edudators Project (SBTE) had as one of its major goals the development of a set of-competency specifications for the role' . . of school based-teacher eduCators. This paper desciibes the process that was used to identify the'cOmpetencies. A number.Of different approachea'which have been advocated by Various'eduCators for identifying the competehcies include "Some,type.of role or task analysis, reviewofaiteriture advocat- :inTneW'funCtions.for the roles. The competency presented in this paper 'we're identified hrough the following process: 1111)a comprehensive review of the literature relatedto inservice and. preservice'education which provided the bagiCh#1 tidZon the functions and tasksof the school based teacher educator's Oie;" 2) interviews conducted with' 19 supervisory per- sbnnel representing4ive *01 distriCks provided practicing professionals' perceptibris of the sthoolbised,teacher educator tole;(3) an initial list of competency Statements2s drawn*d.to further analyze and:validate the list, an external/eXpertreView-waSrorgShized'and.conducted; (4) competency statement's were again reviewed and,7reVised several.times. This paper con- ,cludes with a list'of2 competenCi statements along with the remark that At the time of/the paper's. writing more specific competency statements were still bipg deVel ped..

Curran, John. /"AnjAnalysis of the Opinions of Thirteen Client Groups concerning the Harrison County Teacher Education Center." April 1976. ED124549. (r- This study is an analysis 'of' the opinions o 13 client groups concerning the Harrison County Teacher Education Center (HCTEC) and is a sequel to a' previous study. This study of it clieht groups about the perceiVed needs for the HCTEC; and (2) how dethese client groups differ in their-opinions of the/needs of the HCTEC. The data 'was obtained from the answers to == 34 questibns given by 'the 13 cliept groups in the previoue study. The Fisher Least Significaht Difference Formula was used to analyze the data. The results of this study revealed that the existence of a center to per- , . form a wide variety otbiiclrtant fuhctions in Harrison County's educe- -tiorial structure. elictied 'strong, positive reaction from all, grOups surveyed...Further, there s a strong homogeneity among all groups, indi- ,..cating unanimity-of opinion. The most notable exception to this pattern were college ,supervieors. ThoSe functions of a teacher center that elicited the highest and the `lomst homogeneity are given. The author recommends that .i larger, miire.tomprehensive study be done, preferably oneinvolving all Seven centers 'in the state Of West Virginia. Tables are included. "Affended are the survey instrument. used and a' list of terms and th.r defi- , IV. nitionS. -

Curran, John. "Harrison County Teacher. Education Center Needs Assessment Survey: A Second Look."Paper preented atthe 57th Annual Meeting, Asso- ciation of Teacher Educators;"Atlanta, Georgia, February 2-5,1977. ED141J10. This paper Contains an analysis Of the data ga ered from the 1975-76 Harrison County Teacher Education Center (111:TE needs assessment survey. The original stud,analyzed the opinions of 13 6client groupsconcerning the. HCTEC. The study concentrated on two major quesZions:(1) what are the opinions .of the 13 client-groups about the perceived needsfor the HCTEC; and (2) how _do' these,41- client groups differ in their opinions of.the'

P needs of HCTEC. The results of this study revealed that the exiaterice of a center to perform a, wide variety of important functions inHarrison ,County's educational structure elicited a strong positive reactionfrom all'groups surveyed. Respondents to the original'questionnaire suggested some changes in the.questions. These suggeafions were, then. reviewed by two out of state consultants who prepared a new Survey. -,Astrong ton,- -tinuity of results'showed up in the comparison of results fromthe two surveys despite the changes.in theinstrument. The only new recommenda-, tion in terms of ongoihg HCTEC programming concerns the pre-stUdent teacher group. Some-favorabliaperception of the center caused the new survey as reviewed,edited andrevised, by seven teacher eduCation center directors.

. . r Deen,'Nathan, and Boeder-Rijdes', Elisabeth S. "Innovation in In-Service Education and. Training of TeachersNetherlands." - Peri : OECD, Centre for Educatiohal Research and Innobation, 1976. ED126.040. 40, This report examines the innovations in inservice education andthe train -. ing of teachers in the Netherlands., SectionOne deals with inservice cation and training df teachers (INSET) inrelation4hip to Dutch education. The Dutch'educatiOnal system isdiscusied461dhg with various aspects of teaching, issues pertainifig to education,and.the role INSET . plays in the ch educationa1 network. Section Two discusses and analyzes four case studies that -have utilized some aspectof INSET:activities. They include a television course, an experimental counselor teaining program. at Utrecht University, the role of INSET in the.creatiVe arts, and a program for reok*Atatipn'inmithematics teaching in vocational schools.,, Section Three proposes several conclueionn in regard to the four case studies discussed in SeckionTwo. It was also concluded that INSET has to be a voluntary act of the individualteachers in the Dutch school system and should not by any, means-be imposed upon them. An,appendix contains a description of support (teacher) centers in the Netherlands.

The Detroit Center for Professional Growth &DevelOpment. \Manual: Proyram, Personnel, Policies. Detroit: College of Education, Wayne State Univer- . sity, 1977. Publication of the manual as well as other documents.of the Detipit Center provides leaders in then . teacher center movement with acomprehensive overview of the Center's purpose and operaiional guidelines: Thebenter began operatinvin March 1976 and was the firstMichigan state-supported professional development center established as a. direct response tothe challenge of improving student achievement through staffdevelopment. The document includes staff policies as well ascopies of forms used. Sche- matic charts are included and give'ihsight into governanceprocedures. bevaney, Kathleen. "Feasibility Study for a National Information and Reeourcp Sharing Agency Among Teachers' Centers: Final Repoli:" San Francidto:-Par West Lab. for Edtcational Researib and DevelOpient;.1975. ° ED124544. This 'report represents the record of project' activity which` bas not'already been detailed in the First MilesXoneXsport of October 1974 and the second milestone project, ".Exploring Teathers'.Centers." The National Institute coif Education Group on School Capacity for Problem Solving (GSC onduCted,wsurVey to study grass.roots teachers' centers as' instances::of locally generated and 'designed attempts to change schooling., teacher center j.s defined-as'..A.Orogramproviding continuing. education fof 'practicing teachers (mostly elementary, teachers); Wikichaims to be responsive to teachers' own doff:nip:Ohs oftheir contining learning: needs thantothe impopeCa4endasof.school administrators,:. vol 104e. professors, or curriculum.'cOmmittees.,... his study'reCOmmends,that the GSCP,Wbrkhg these several etrands.Of'interested people-,, together by eetobltshing.a smalagenby that,tould sUstain,the,informal networking', now existent. An exchange forarid.aboutteichers',centera.shOuld be de-, signed not as a technical:assietance agency. but: &Era neworking to per-

. formthe f011oWing function:3i (1) collect, write, and circulate infor-. slation4bOut teachers'.. centers'; (,2) set, up, informationcentralto- 'eiVe and ;Oepontto-reguesis for information. and to-mace-referrals g. people interested.inteachers'..centerS4A3Y arrange:for-and-iubsi7 digit persOnnel exChangekand meetings among educators experienced in and interested in teachers and (4) document Activities pursuant. to

.. r. . the.above funbtiOnWand conduct rese"archabout the effects on networking If" apd aboUt teachers' cehterS'ASa.forM.of;inserVice.education: (A,fques tionnaire. and analysisfof:,replies; a. list of teachers'1:centersand :centers; a. -repopt-lof networking documentation are contained in theappendiXes.)

Devaney,, Kathleen:- "Surveying Teachers' Center from Giassroots Beginnings to Federal Support." Sin Francisco: Far West tab for Educe- tior Retearch'and Development, X1977. -ED151352. J. Thisessay'Captures elenents'of the abOdtulated experiences of different teachers! centers; and pretents possible alternatives for efforts to 1 establish new centers. Characteristics of a ."typical" leachers' center. are presented, according toorigin, setting,.fabilities, program; ,gover- nahce, participation, and staff. Common differences between teachers' center programs and conventional school district/university inservioe prograna are noted, as well asthe'aifferences between teachers' centers and curriculum resource/media centbre. The value of centers to teachers , are expressed in terms of warmth,-concreteness, and connection,,otpor- tunity for time and thought, and ingredients for successful innovation. The4mplied challenge contained inthe Teacher Center Law for 4611abora- tion between centers and local school administration is examined.Bureau- cratic concerns (governance,, incentives, needs assessment, scale, pace) and nonbureaucratic concerns (leadership, teacher,contributions, equality Of participant status, informal assessment) are diacussed.

Deviney Kathleen. 1'4hat1- s a Teachers Center In Ipucational Leader-7- ship; '33; no. 0, March 1970, pp. 413-16. EJ149011. Thebasidpurpoeedf-helping teachers to 444 the curriCnium. of their own:'claairoOMW:J.s:*.COM'mOn.bondhetween cher,:centersc: -iateacher;. !?-partidipation'AndAndividnal:ized-,trainintraining 1-creativity, -.0d .'etPheeis iej,laded-onthe-fact..that-Sthe-majOrinfluende upon children's schooling ,the, Aeacher. Devaney, Kathleen, ed. Essays on Teacher's'. Centers. San Pranciscos,Par West Lab. for Educational.Research and Development, 1977. Eb,150111.

This-collection of essays on teacher centers reports the thidking of teachers', center! participants and leaders as they endeavor to improve,. sustaih, and extend their programs. While' the function of teacher centers is, in a broad sense, to,encourage teachers to continue to grow in their profession and remain open to new educational innovations, these essays'eniarge on this themiyith personal approaches to basic,problems, Commonly faced by teachers. The value of Oaring' ideas and experiences With others in vie same professian is underscored in this'collection. The effect'of,teachers' centers in increasing self-esteem, confidence, and willingness to seek and shard advice emerges as one of their Major contributions to improving teacher-performance.

Dhand, Harry, a nd Murphy, Michael J.."A Case for Teachers' Centres." Education Canada, 17, no. ,21, February 1977, pp. 18-21. .EJ170990.' Teachers' centers encourage both ,localcur4bulumdevelopment and in -, service education,

Dillon, Elizabeth A. l'Staff Development: Bright Hope or Empty Promise?. rn Educational Leadership, 34, no, 3, December 1976, pp. 165-170. EJ150141. Decreasing teacher turnover, publiccrit icism of the scho4,. and other factorsare leading to new efforts inthe,area of staff de4elopment-mkmany occueNing at the local but ilding level.

DiTosto,"Evelyn, "Prbfessional Development, Centers: 'The Matyland Approach,7° " 'Baltimore: ivision-of Certification and Accreditati Maryland State pepartment of Education, 1976. ED129808. This monograph on the teacher center moVement in the.state of Maryland is divided into four sections: (1) The*Center Concept and Center Research; (2) The Center Coordinator, Catalyst in Profdssional Development;(3) Ptofes- sional Development through Inservice; and 14) The Center,and its Make-Up. .. The first article traces the development of-the teacher center movement in Maryland, a cooperative venture by the Maryl'andl State Department of Educa- tion, the Montgomery County School System, and theVniversity of Maryland at College _Park, which began in 1964 and'cohtinues to the preseet. Research' findings about center 'operations at the University. a* Maryland. are reported in,relation to the basic question of whether or not there are.observable'differences between teachers whio.participate in the'Center'S and 'those who do not. The role of the teachercenter,coordinator,is seen as one Of a,cata7 lyst, motivating the educator-a in the center.until all objeCtives are achieved.- Inservice:programs in one teacher education center involving a . Apinnior and senior high eptool are-described, andprinciPles concerning in- Service edcircationdettvOifrom4he center's activities 'are identified. A modelrfor AftipUlatiori andI..ntegration of personneineeds through. collaborative efforts of several centers in the inservice program is alio,presented: 'Other articles disiusSthe ways various cehiers Operate on an:exten-. sion of the concept of MAMOdMent by a center is viewed from the vantage 'point of :an educatar,essuming various positions in' the center.; and a representative year's p detailed. The final article, addressee . qt. four functionsfor a centerand reflects upon thefutute of the teacher center mevement.

. :Drumm, George B. "The Center for Open, Education: A Center WithoutWalls." In Educational losadersiiip, 33, no. 6, March 1976, pp. 441-3. EJ149016. The CenterforOpen,Educat*nsends consultants to lachoolitowork oh -site with teachers; all .personnelc4fthe school are involved in planning inservice programs based on school needs; and through affiliation withthe --university of Connecticut, credit courses are, available to participating teachers.

Estle; Margaret S., and Christensen, Cheryl 11. ."'reacher Centers and P.L. 94-142: A Unique Opportnni" for Cooperation and Resource Utilization." September 1977. ED142536. low.%

.,.This document briefly examinestheconcept of "teacher centers'," citing several definitions of the term based. on functionalemphasesand preferences. A rationale fibr the existence of teacher centep includes the, views that

(1) 'fundamental reformineducation,'-must come:%froMthosechagged with basic . policy, and from teach*s, (2) teachers are unlikely to change their ways° of doing things juit bcause theyaretold to, and (3).teacherswill hake reform seriously onlywhen they,are::responsiblefor determiningproblems

and needs, . and for, working toward solutions: the most urgent; current need inthe teacher center movement is the traPiing of teachers 'capable ,bk bridg- ingthe 'theory -practice' gap; particularly in areas relating to PL -94-142, teqUiring. thePrrisiOn, of (1) training-, fov. gene ral- and special eduCationteaoe instructional'and related services, andSuptort!Tier- sonnel;(2). procedures,enturingve ceyerlirthensiVeOttaft Proctram tocarryoutPL;44-142 provisions, and:13);v'MetbOds for thedissemination '- of information oh handicapped child eaucatiOn.methods,

. , Evans,Peter..;,.701-6Serviceon:..theSpot,"- In Times Edugaitional.Supklethent'.

London nO.-19,- May 14,1978. (EJ144037. 11P .AutOor. reportson oneschool!! attempt to become its own teachert'"centre.

. FardigiGlen.E. , and others. G-tieto the Implementation of Performance -.. Baied Teacher Education.' .Columbus:. CenterfeeVoca.tional :Education, .Ohio` State- University,1976.--..E0142.1.15.f,' This:guide-,15,-deSigned to present and deaf With themajor.concerna of all

these responsible(cfor. evaluating,'install ng, .andmaintaining:a peairformance-. based' teacher education (MTV, .PrOgram: t is :.alsO intended; a wider sense. for 'all who are interested -in eXplorin4 the Potential 'Of perfOrmance-.

based education , .any:,level and 'in anyl'snbjett matter field Systemat= :req4remente; for optimal program are described and possible Solutions toPrebieist ate 'presented. :-Wherever feasible, alierriativeit':aze given thaCMaY be pied or adaPtedO.'enit . diversity eaude- Ooffist settings. -gehterm44-.:StsentecV under the following. ,I.Ktadings,:,.; An AWarenesi4Pktirtgram tor :::.,PBOtill1,;aiiting.-fOr Change.!or. Program :7..?at:ternio!:Selltc*ion of Teacher:'.Coiiipetoistoiea .fO> the ,:1:!.}WE; Orogram; Develop_ aint Of,.:;n1triictionat::'iaiteriaiiinsfruCtionaVf.Program'ianagementv Learning' reciIlkOSS 1*!,..,:$001;1:.t.b.S**ersit'Yi*and:,::EdRcation. :ewncy ;CoOrdination; peCOrdkeeping; Zer*ifiCation for.pint f . pack,":fOr.. PaJ. sand :1YersiomitklDeVel oPsient for P$TE.

P,2 BIBLIOGRAPH (Cont'd)

Feaster, Ann and Nutter, Barbara. "Graduate Credit Contract Course as a Flexible odel for Inservice Design."Paper presented at the 57th Annual' Meet ng of the National Association of Teacher Educators, Atlanta, "Georgia, Fe ruary 3-5, 1977. February 1977. ED141309. The-graduate courses and ineervice teacher educatibn workshops in Harrison County, West Virginia, segye as a flexib410 model for 'inservice design. The descripti n presented in this paper ihcOrporates.the following components:of theeacher center model: (1) semi - annual needs\assessmentl- (2) broad'cou se topics:. (3) team teaching techniques; (4) number ofclasli Meetings; (5,) lending of theory and practice;(6) 1(11d-based, ,roblem - based project ork;(7) planned time ifor sharing ideas': arcros0-fertilization.of persoel from publid school, higher educ4ion and the state department-of efucation; and prflexible scheduling.Charts illustrate the. orgamizational structure and a brief 'evaluation of the prOjeot is offered.

'Feiman, Sharoh. "evaluating Teacher Centers." In School. Review, 85, no 3.,

May 19771. pp. 395-411. EJ163861, , Considers what,,teacher centers actually are, what they do, what they are supposed' to do, and haw they are formed. 'Discusses three types of centers, their organizational structure and function, and the theory underlyih: them.

Feiman, Sharon. "Patterns of Teacher Behavior in a Teacher Center." In Interchange, 6, no. 2, 1975, pp. 56-62. EJ141926. Data are presented on teachers', general patterns of physical and verbal behavior as observgd in a Chicago teacher center. JA Feiman, Sharon. acher Curriculum Work:Center: A Descriptive Study." Grand-Forks: Nor Dakota StudyGroup on Hluation, February 1975. ED127276. This monograph is one of a continuing series, initiated to provide materials for teachers, parents, School administrators, and governmental decision -", makers that might encourage == amination of a range ofevaluation issues and perspectives about schls d schooling. This monograph is a descrip- A, tive study of the Teacherurri alum Worktenter, which opened in October 1972. It tries to capt th ay of life of one functioning teachercenter by exploring,the ,vieldp4ints ofarious participants. The findings of the study are organized irOund = following topic* w*chhead each of the eight chapters: (1) Histo ; (2) Philosophy:43) Stetting /Environments (4) People Who Use the Can er; (5) brganizatOfial'ttruature4 PrInrA!'n Highlights; (7)_Teac ehavior in the Centeri and.(8) Maior Themes. Most of the empirical results are drawn from three sources: (1) sign -fn /out forms;(2) personal data sheets filled out by visitors; and (3),observational data. In addition, all the Centers', written records were"reviewed and taped interviews.conducOd with the staff. The chapters are preceded by an introduction and followed by appendixes that include: a sample>of personal background forms; a map of schools the Center draws'from; a sample-of the Center newsletterra list of workshop topics: a sampletof sign-in&mai a sample of the observation form: and a bibliography. a. reiman, Sharon, ed. Teacher Centers: What Place in Education?Chicago: The University Of Chicago, Center for Policy Study, 1978. The volume...Contains the pa,pers coaiisaioned for the Seminar on Teach r Centers in June 1977, with the support ottheFord FoUndation. P focus on "PerspeCtives of the Teacher Center Concept," "The Europe Experience," "Analysis of Is:Wes," and"DiscUision of Policies and Re- search." 'This entchange oUviews about teacher 'centers provided a forum for an examination' of their implications for professional development. As teacher centerstakenew foims, they are likely to reflect a trend 42'4 toward a, great4r role for teachers. in shaping the content, the scheduling 3 and thetaeof their inservice education.

'Friedman, .John S. "Teachers Helping Teachers." In ,American Educator, 1, no. 4., December 1977, pp. 1617. - Pew teacher centers' in the 1970's have been.suiported by teaoher organi zations and have served large .numbers of teachers. The. Detroit Center for Professional Growth, as describedinthis publication, is funded by the S'tate of Michigan. In a period,of one year, the center had a .cumu- lative. attendanceofover 21,000. Being responsive to 'client needs and teacher involirement in governance are noted as ingredients that make this asuccessful teacher center.

Frith, Grad,and.Wells,Fred. "The Alabama Learning Resourde CenterSome Perspectives." JaCksonville: Jackson,villeStateUniversity, Alabama, February '1977. ED135381. , .. The PriMary `ptirpOilorthe:Alabama'L'earn'ingIteiiOii.rCert..SAer 18 .,to' keep . special education.perstinnel.aware of current develOpmentsininstructional. materials,: media, and technology, -A' Separatequestionnaire::watdeveloped

. and . circulated each of three.. groups: ,speCial education teachers,university chairmen of special education program's,and .cordinstors. of special education. The questionnaires used arenotpresented. However, ;teachr responses. iitcludeds the names of themostused ingtrueitiOnal Materials by commercialnese' and by academic areas, their, source of inforiat4on fOr: theselhatariAls,,and the frequency of -personal. use of theAlabama-Learning Resource; Center.. University'chairmenreirponses included:the.iidevacyof methods courses to aCquaint students with, commerciakaids., the graphic . inaccessibility of learning centera..for most studento,, andtbisfrequeintuse of the AlabasiaLearningRest:ure Cepteras amajor sourceofaektiovinual aids._CoordinatOri:of, educationresponsee the learning center adeqUacy of.,inetructional;iterialswithin . should allocated center,':a*the suggested *Percent.agewf..budgetvthat . tocertain' StrUctiOi.101'matSrialti..It wasincluded that mote services need teachers eqUipment trainin4.. to,pe. offered to inCluding And matiiiais, It was aisO eugge*tod.that' funding priorities be.dividec,,aiay from.a. Central,.

ized Isarning center and. toward increaaitg accessibOl.iltY to :materials. '

" Teacher ',11ol*: Group. Responsesesty,.$pecial Provided and Nati/arks in' .1975-19766g! Nei .England Program: , teat:her' Educatian Auguet 1976: fr, ...... Ti4s; Silie;,..1*. a sUmMitiVet. Zeitieivof $seponsiss" received from -teacher's who partioipitidAii lfeaCher corps pro jests during'1978 -1976. Thesurvey sought..

404, ... BIBLIMRAPPY (Cont'd)

to determine involVemint by teachers in Teacher Corps training, planning, evaluation, work-related activities, network activities, and'in decision- making about training events. In addition,.teachers were asked to rate individual training events they attended during the'year and indicate three 1 things that should be modified to make Teacher Corps projects more effective. The survey elicited 54 responses, most of them indicating that: (1) teachers did not feel parity in decision-making; (2) they did not feel training programs were planned, implemented, or evaluaXed by them'or for them; (3) they confused neork andiuniversity support; (4) they sought improvement of skills to rk witelnierns and 'other teachers towardsim-1 proving teaching skilli, c rriculum, and the use ofthe school plant; 5) they felt projects were not planned, implemented, or evaluated With them; (6) they reported increased expertise in use of special education, reading, math, and,other specific curriculum materials, and techniques in classrooms; (7) some expressed concern about community and parental involvement; and ? (8) a few were aware of the' new,demonstration focus in Teacher Corps projeas.

Grinder, Robert E. See Boyle, Virginia.

Hall, Gene E. Seg Loucks, -Susan F.

Hall, 'Gene E., and Loucks;Susan F. "The Present State of the Scene," in Texas Teacher Centers, With Special Attention to the Effects:Ot theSchool Based Teacher Educator ProjeCt.ft Austin: Research and Development Center for Teacher EdUcation,.Texasiiniversityi 1977. ED147261. This document is a reporton-the.activity'of Texas Teacher Centers over a two-year period'. The two-yearjtUdy thatthisi report is part of had as its focus assessing the activity of.the teacher centers and the degree of awareness and use.ofConcePtsand.prOducts developed by the School-Based Teacher Educator ProjeCti :The stated goals of thisprofect include develop- ,ing a_set of competency speCifi9ttions forschoOl-bated teacher educators, training and recognizing experiended teachers for this role, and, in the process, encouraging =operation among. Twias teacher centers. Three qUes- tionnaires Were sent to-the.centers over this period of time, and this report presents the results of the third-questionnaire. Two basic questions, with several subquestions, were asked: .(1),what is the present state of the scene,in.Texas'TeaCher Centers? and'4411bot is teeictent of dissehination of School Based Teacher Educator. concepts and proaucts twenty months after initiation of the Project?: Aeplies-to'the'questionnaire are tabulated and evaluated.lk 'sample Of.the qUeStieinnairejs appended.

Halli aene,t.and Loucks,. Sue.."Teacher Centersin Texas: The State of the Scene. School Based Tepcher EducatOrernO. Houston: Houston Univer- . .sity 'Teacher Center, 1075. ED124514.., This study representp the first portian Of a two-year program designed to gather baseline data indicating the Present state of teacher centering in Texas. We questionnaire designed for the survey focused on threeareas: (1) the organization and workings f the teachei benter;'(2) the communica- . tion paths and media within and ween teadher.centers; and (3) the training sonnel who work with preservice and in- . and ciedentialing of sch

. seivice teachers. In order to se ect a representative sample to respond to . t ". 11

the queOpionnaire, the 64 teacher centercontact.perSons designatedill, . the Texas Mu= Agency were asked to nominate then indiViduals. As a result, 513 tionnaireS, were mailed. Of these, 294 were returned. In terms of the findings of the study, teacher centers are dealing primarily with three areas: (1) .procedures and practices related to'student

teaching, assignment of student teachers, and selection of inservice . cooperating teachers,' (2) undergraduate programtdesigned. to 'gather Prepara- tion programs; and (3) inservice-oriented staff development. Contact between teacher centersappears to be infrequent.' Only 38 percent of the sample repOrted contact with.another teacher center; 6 percent reported :contact with as many as four. An issue of prime concerto teacher centers is the selection, training, and credentialingoE, individuals whb work in the school; with preservice teachers.The large majority of teacher centers are involved in training supervising teachers. This is an impor-i tat* area that would profit greatly by clunication among the centers. .0, ...... Hammer, George, _and Seabrook, Patricia. "A Business 'Education 'Career Model.'. .In Balance,Sheeti 58, no. 1, September 1976,. pp. 8-9, 41. '18,17145916. Some specific elements of the model planning--a high school teacher center, business education teacher preparation, and high school/college articula- tion--are deecribid in this article.

Harris, Shirley A. "The Teacher Center in Illinois: A Different Way to Grow." Bulletin no. 7421. ?Madison: Upper Midwestern Region Interstate Project, 1977. ED143625. In' thisstudy-441rcenters are'exploSlad ak.one successful approach to professional inservice training. A descriptive study of one teacher center

and the observed behaviors of the teachers involved ii presented as an , ` example of the problems .faced by atypical center and. how they are overcome. Practical questions of developing a teacher center; funding, and evaluating its sucCess in, meeting the needs of those involved are dismssed. The study concludes with an examination' of,the issues involved in thedevelop- ment of teacher centers and possible resolutions of these issues. Included

in the appendixes are a list of Illinois teacher centers and a resource . guide to articles on teacher centers.

Hasch, Peg. See Lickona, Tom. J' Heidelbech Ruth Ann. See Sunal, Cynthia Szymanski. ' Henry, Claire. "The Administration Helps Teachers Make the Difference." Journal of Reading, 20, 730. 6, March 1977, pp. 508 -17. SJI56955. Describes.the teacher's center created in the Memphis, Te-nessee, schools to provide inservice education on reading instruction.

AWaiwitz, Robekt. See Levin, Corinne. Hounsell, Dai, and others. Personnel in Education. and Training: A Survey of the Potential Market for Educational Information Services. London: British Library, lesearch and Development Department, 1,9/6. ED14089/.

This report ptesents the results of a surveof personnel professionally toployed in oducatiOn and training within te United Kingdom in order to sess the potential market for informationservices in the field of ucation. The categorisation of 'personnelis based on a two-dimensional' matrix in which one axis represents employeor employinginstitution while the other represents occupational category. The -main results of the survey for each of the occupational categories arepresented in turn. Individual .tableis, accompanied by textual commentary, rovide data on subcategories

- within the occupational groups. The totals derived from the individual -,. tables are collated in a group tablefor each of the three occ4ational .categories and'thelCirf.a master table cover g all 'occupational categories. Seccindary or supplementary information whit may be relevant tothe planning of information,services is also provided.

:fir- Houston, W. Robert, and others. "CredentialinSchool:Imised Teacher Educators:. Bases for Decisioning."'School4ased Teache Educators, 'no. 8. Paper prepared as part ofthe project fftroving,thCompetence Of School. Wed- . Teach r Educators through CBTE.Training andyedentialing Systems. Houston: Univ sipy of Routitont.,1976. ED131040. The basic.guestion addressed in this monogra is whether credentialin preservi*or inservice school based teachei ducator is necessary desirable. To atudY thia,qUestion4 f related issues wsrelv* entialing? (2) yips and investigated: l'(1) Is there a need for c . tution would award the credential, and shoulrecognition be loqiel or statewide? (3)To what extent should individ s and- institutioinsbere- quired to pa;ticipate in thel,bredentialing sytem? (4) Would the credential be pefmanent or renewable?,,(5) What'is e basis for thercredential? (6) What procedures would determine theawardof the ,credential? and (7)What would be the form of the credential?,In Section.1, each of the above issues is discussed. Section II'kepOrt a study of professional per - ceiStions.concerning each of these iisuesgathred from 152 educators. Texas' teachers, administrators, and'teacher eucators ineoneton,' Galena Park, Abilene, 'Nemo, and Tyler responded toasurvey that was completed as paxeof a regularly scheduled professional ting. The spite Teacher EduCaticin and Standards. COmmittee also oompled the'survey. ftctiongIII t a state SBTE conference in , reports on the deliberations of 85educators the spring of 1976. Twelve small group4 work independently to design a system for credentialing(SBTE. Each of theseroposals is described with general conclusions. Appendix A ooncerns.theridentialing/Recognition systei for School Based Teacher Educatoai ndix B, the Recognition of SBTE: and Appendix C, a Recognition SystemforSBTE. r Houston W. Robert, andothers-. "School Based achet'Educator-Trojedt: Report of First Year Activities, 1975-1976." chool,Based Teacher Educal... tors, no; 941- Houston: University of Houstonr 976..,ED131041;-= 41 111e results of the research and planning.actintiesJcirthe'-firit,year's Oporation'of the School Eased Teacher Educator.(SOTE)project,sre reported Oin this document. Two .goals were establishedor the project. The first was to develop competency specifications and prototype training materials for the school based teacher educator. The second goal was to develop a cooperative network : among Texas Teacher Centers for divelopingtHOISSTE

role. Section I of this report explains the'purpose af the.project. Sec- . tion 1-1 outlines the Orgenisation'of the project as it works toward the second goal. The process for specifying competencies involved extensive analysis of the literature, interviews with persons engaged in SSTM4' reac- tions of national experts and state educators, and considerations of -clinical practice modes of operation; this process is summarised in Sec- tion III. The efforts of the Trathing,Task Force in developing general gUidelines for alternate procedure:1r for preparing' school based teacher educators are reported in Section rv.Section V explores the basic question.of whether credentialing the school "based teacher education itould increase competency. The project evaluation is reported in Section V/. Section VIIlists unpublished project documents that provide greater detail on each project activity. The Recognition System for SBTE is appended.

Houston, W. Robert, and others. "School Based Teacher EdUcitor Project: Report of Second Year Activities, 1976-77."Washington, D.C.: FUnd for the Improvemesit of Postsecondary Education (DREW). 1977. The goal of this project is twofold: first, to fig:rove teacher education by developing a set of coepetency specifications for-the rola of 'pool based teacher educators and developinga prototype det-oftrainin,Pmite- ria1S for this role: second~ to develop a cooperativenetweri imont teacher centers for,develqping, trainin and recognizing the competence of school bleed teacher educators. ForIthe perpose of clarifying these thit dbeument'tranaIatee them into six4pecifiC-15bjevtivei. These are: (1). speeifY competencies for school based teacher educators; (2) design A system to assess the deionstration of those competencies; (3)develop and test training eyetems for selected coepetencies; (4) survey igIegeits and concerns of teacher centers regarding the school based metier educator's cos:Potency demonstration; (5) organise a network of -acher centers.for interaction with project activities= (6) involves selected teacher centers in prototype and field tests of sll based. teacher educator training systems. This report includessequi444onsdiscpss-

ing the following icipics in details (1) an overview of the project; . (2) competencies, assessment, and' resources' for school bised teacher educators; (3)-instructional materials development(4)_building an aiwnic tional network; (5) external evaluation 0;the'projeat; and (6) bibliography.of Publicationsn the tubject Of 'school based teecher educators.

Xenneth'L "Putting InService Teacher. Education Ititd-Perspective." In Jotirntleof Teacher Education, 27, nO.'2, Summer-1976,47p. 101 -5. 11J147303.-.

Thera is preaently a great diversity of objectiveswithin the concept of inserVice teacher edugett40; definite standards and guideline:I-are needed we a batter lilerapecatre on the basic goals of tit skind-of continuing on. Illinois State Office of Education., "Midwest Regional Teacher Center Con-

feronce'Proceddings."Springfield: 1977. =151301. , -

, - This document presents proceedings of theMidwest,RegionalfTeacherCenter Conference, designed to create an awareness of. Illinois' teacher centers, as 'an opportUnity for staff developmenforcenter personnel, and to provide a forum to,sXplore the potential, rationale, evaluation processes, alpvital issues of the teacher center concept. Presented in the document, ail0400 its on (1) an overview of center development, funding Sources, and future. lan in Illinois;(2) an explanation of the rationale behind PL 94- 482 (theP&Ifelacher Centers Bill) and the role of federal and state agencies in'its implementationpand (3) views on teacher staff development and inservice trainin, history and development of thi.Ooncept, and political and educational factors responsible for the teacher center movement. The 'document elso.riports'on,(1) work being done 1.n 411inois to coordinate in- servimtra4ning opportunities .for both regular4nd,special education teacher* in regional special education, gifted,' nd teacher centers; (2) implications of PL 94-142, Education for All handicapped Children Act, and (3) studies of working models of various forms of teacher center operation and governance. .

Jenkins, Kenneth D. "In North Carolina, Itis Working." In Clearing Hoillae, 50, no. 6, February 1977, pp.268-71. EJ161532. Article is a deagription of the teaching centers established byAppallichian State UniversitYrin concert with the publibsohoWsystems in its region.

Joyci, Brno* O.', and others. "Issues-to race.NZWTS'RSport1. BUshington, D.C.: National Center for Eduo#ion.StatisticsADNEW);, 1976. ED129733. The Inservice Teacher Education (ISTE)Concepts;study gather44.iiffortiation frogoducationaI professionals and policy-makers2; The resultiig maai of infoYalation-and gmacepts is Piesented in,this,overviewot4henature of ISTE and its proms. The, general structural problem of ISTEinvolves the .interaction of several dimensions:, (1) the governance systei, composed of the decision ing structures which.legitimizo.aptivitiea andgovern them; (2) the subst ive system, composed of the content andpl-ocess Of ISTElind that deals wi what is, learned and how it is,1 ad; (3) the delivery system, Plel incegtiVei, i4erfaces.between ainees, trainers, and trainingand staff, which doais with motivation, access, and relevanceto the role of the individual ProfessiOnal, andA4)lihemi)del system consisting of the forms of ISTE, ..ranging from. sabbaticals ab d to'intensive on-site institutes. These dimensions and.thair inkeracti are diecussed.

Julius, Arline Kahn. *Britain's New Induction, Plait for FirstrolearTeaChers." In Elementary School Journal, 76, now 6, .March 1976, pp.350-357. EJ143374.

This.article describe* a. British program for new teachersduring their pro- oliticulary first -year of teaching.' The.Progriksiolished courses at teacher' 'entersand prOvided teacher-tutors in a system that formerly gave ,_

no support to beginningteachers.- A.,0411 Julius, Arline. "British Teacher Centers: Practical Applicationsfor America." In Phi Delta Kappan, 48, no. 3,November 1976, pp. 250-253. EJ148043.

Kaplan, Leonard. :strvivaliTalk for Educators7-Inservieli Training." to Journal of Te er Education, 48, no. 2, March-April 1977. EJ163184. A The roleand functionof a college o education should continue to be analyzed.

Kemble, Eugenia. At Last, Teacher Centers That Are Rally for Teachers. Washington, D.C.: American Federation of Teachers/AFL-CIO, AFT Teacher Center Advisory Group, 1977. A discussion of the current trends in teacher center development and the impact of the new teacher center legislation. achericontrolled inservice education will provide new opportunities or, professional growth for teachers and the responsibility that tea hers accept 4 proving the conditions for learning.

Kingeryir DwanO. "Implementing the School Based Teacher Educator Program in Teacher Centers." Washington, D.C.; Pundifor the Improvement of Post- secondary Education tDHEW), 1977.ED141293.

This report is designed to assist the personnel of organized teacher cen.T. . ters in instituting the School Based Teacher Educators program. The first section explores some basic assumptions and generakprinciplss underlying the concept of teacher centering as it is currently being employed, ing collaboration, governance, societal role,, diversity of opinion, goal specifications, career-long developient,research efforts, ete.-,'71-standard definition of "teacher center" is offered, builton.the premise of collaboration between various segments of the profession. The major, :members of a teacher center are identified and thbir rolesdiscussed. An implementation plan is offered, devoted to suggesting objectives, action steps, and assessment procedures for each segment of a manageMent plan:planning, .organization, staffing. procedures, governance, aTI evaluation. A selected biblipgraphy of 24 items concludes -the report. I Kirby, Dan. niow.Do'You Do It and LiveTo.Tell 4out It?The University of Georgia Teacher EduCation Program in English. In English. Education', 7, no.' 4, .Summer1976, pp. 227 -30.. EJ144503. -Adescription and defense of a field centered apprOach inservice teacher education.

'Koopman, Eli J.,and.others.- Staff'Developmentl. Selected Copients." In Educati rship, 34, no. 3,December 1976, pp. 171-176. EJ150142. EXceipts,frOm a few of the many paper* submitted far inclusion in this

issue. L:

Ruth. See Lance, Jeanne. Lance, Jeanhe, and Kreitman, Ruth. Teachers' Center Exchange Dtrectory. Ian Prancing., Par Nest Lab. ter Educational Research and Development, 1977. ED150112. This directory his 'three major sectionr. The foreword is a brief essay describing the purpose of the Teachers' Centers Exchange,' the "network" Of teachers' center., and the reasons for compiling and publishing tis' directory. TM Mcond seciion grivei descriptions of 78 teachers' centers in the Exchange's network. 'Them descriptions highlight'each center's program, icocurces, staff, setting, participation, fees and credit, affiliation; support,- decisiotr'making, origin, and printed information about the center.lihethird major lection.isa list of curoiculum publications and materials produced by center staffs or by teachers who work closely with centers; The list is annotated and organised by type of publication (..g.,'newsletters and journals) or by curriculum area. The materials listed are available fOr purchase: from the address given.

LaPoint, James O. "A Model for a Physical EduoatiOn and School Health .Education Student Teaching Center."=137275. A modelA student 'teaching center in physical edUcation was developed in Minneapolis-St. PAB1 by representatives of,the local school district and 'the Uniyersity.of Minnesota. Twelve advantages .resulting from the student teaching program at the center are identified, (l) the'curricu-

, lumHis'enriched through the improviment-of equipment and resources: (2) student teachers brought new ideas to,the center's staff!, 43VaillY 'student teachers had areas of expertise which improved the center's pro- wawa instruction; (4) a mOre flexible program was offered duet° the "SdatiOiStritaffi 15}

functioned lore effectively' due_ to:additional coaching Iron the atunt . * teachers:.(6) interaction with the:student teachers encouraged the staff -it() reexamine their own teaching pethods: (7) student teachers. enhanced :; the-teaChing-staff'sAnthusiadm-And spiritt- (8) seminar speakers kept the Staff up-to-date on current. iseues and ideas;(9). the involvement wittuthrilelevels' of edUcation enabled the.staff.to view curriculum in tersiS.ofloSogression andtotal content; (10) the'student.teaChing program keptthe:Staff-in ClOsor contact with the teacher education program at -the'OniVersity.: (11) the center's physical education and health educatiOn Alpertient gained respect and recognition; and (12) the student teachers briought 'to the staff skill, and expertise in.new areas. Benefits to the University includes (1) excellent supervision for the' student teachers, (2) a progregsive program for the student rorto become acquainted , with on 411 first-hand basis; (3) oBservmti rtunities for sophomore and junior education majors: and (4) assis or sominargand speakeri for Curriculum classes.

LIMA. (=grits*, and Horwitz,: Robert.. "The Teacher.Cehter,.Inc. (Mew Hagen,' 'Connecticut): A Cast Study. In Educational LeadetshiP, 33, no, 6, March:

This teadher-rOm. Center provides opportunity for.teachers to share ideas And.400.01". skills alivell'ae serving as tia information center intiuding, Bh:Oltensire:leducatioCjibrary, summer 'workshops, an arts and crafts area, innovative disWays of clasproommaterials, and advisory' services teachers ark the- community. o.

Lewis* Carol, ed. State DepartmentsOf Education and. the New Teacher Centers. ProgFamu Washington, D.0: ERIC Clearinghouse onTeacher Cen- tars' Educationcand USOE,Divisionof Educational SystemsDevelopment,_ 'march 1978. of This document supplements thepublication of the official regulations the Teacher Centers Program inthe' Federal Register,, 7anuary11, 1978, mhich is the only source of USOEpolicy on the' Progtam. The booklet is meant only as an-added resource' for' stateeducation 'agency personnel but becaxise it'further delineates the guidelines,it can be a'valuable re- Discussion includes the role of thestate educationagency, . source. The most commonly asked policyquestions and an annotatedbibliography.. Coordina'tors,,is provided list of. National TeacherCenters'Program: State for handy reference.

, . Educa- Lickona, Tom, and Hasch, Peg. "geserch on Teacheri Centers.", In tional Leadership, 33, no. 6, March1976,' pp. 450-5. Ej14 19. suggests that they nake.an impact An evaluative,study ofteacher centers their confidence ana uponclassroom performance of teachers, improving their relationship with pupils. Development Pro-\ Linden, Glenn. "Multi-Institutional,' Multi-L0e1 Faculty 64-9. 1 gram." In Educational Horizons,55, no. 2, Winter 1976-77, pp. EJ161536. and Louck, Susan F., and.Hall, GeneE. "Texas Teacher Center Activities Networking With Special Attention toSchool-Based TeaCher' Educator(SBTE). Activities: Part II.; Auatin:research and pevelopMent Centerfor Teacher:Education ,Texas University,1976. , by the This document is the secondin a:series of evaluation reports Research and Development Centeroi'Teacher Education at the University in Texas of Texas at Austin,assessing state, of teacher centering School-Based and the effects of theUniversit of Houston's' Project on. , teacher cen- Teacher Educators (S ated to create a network of Materials and a cre-- ters in Texas to developcompetency-based training dentialing system for school-basededucators. in the present evaluation, questionnaires 4mailed to the sameindividuals queriedin the previous teacher survey) solicited information on(1)91T- g activities of Texas centers, affecting the SBTEproject's.goa (2)7extent of dissemination centers, and diffusion; and (4) the stateof networ111(ng among Texas teacher especially with respect to the SBTEinnovations. The data obtained serves decision-making. bygli3TE,projeCt staff and indicates to to inform future network what extent'the objective ofinvolving)teacher centers in an SBTE thitthe SBTE project has been. are being met. The general conclusion is Gso,far successful in theOevelopmentcand use of diffusionstrategies.

Loucks, Sussin P. See Hall, Gene E.

233 Love, Theresa R. The English Teacher and the Teaching Learning Center." In English Education: 7,' no. 4, Summer 1976, PP. 236-44. EJ144505.

Lynch, James.. "The Legitimizatiop ofInnoiiation: An English Path to 'Open Education.' " In International,Review of Education, 21, no. 4, 1975, :k3. 447-64. EJ141962.

A brief overview of the mainstream of development in English primary education in the last 10-15 yearS is presented and linked to broader educational developments that have facilitated the establishment of teacher centers.

McLaren, Hannah. "The Teacher Curriculum Work Center, .Chicaga: A Case Study." In Educational. Leadership, 33, no. 6, March 1976,'pp.444-4. .E.1149017. A small center stressing.voluntary participation: makes information available to teachers for- improving.soUrces and ideas for creation of their owncur- riculum materiali, while programmed-workshops supplement the work of the center by exploring single topics in depth.

Marks, Sue. "Teacher. Time Press and a Teacher Education Center." In School Research, 12, no. 2, Winter 1976, pp. 9-18. -EJ144021. 0 Positive feedback was received-on workshops at a Teacher Education Center; - . -however, the author consistently found low teacher participation/at the Workshops. Data,was ohtalhed connectinglow-attendance 'to demands on teacher time, This study investigates teacher time demands":

Martine Anne. "Teacher Cehtex BroOklineA Local, Approach to. Professional

,Deielopmentu.18 In Journal of ...Teaching and Learning, 3, -no.1,'JUne 1977,

pp. 3-8. F.J164863 . . - -Desckitang the organigation, and development of the Brpokline 'Teacher Center in massachusetts; this_articie'points.out the advantages of teacher centers and describes some of Brookline's funding problems.

e Martin, Peter. "A Teachers' Center for Nine RUral Towns--Can GrassrootsGrOW From Seeds Planted on Top?" Teachers' Center Exchange Occasional Paper No. 2. San Francisco: Far West'Lab. for EducationalResearch and Development, 197i. ED151142.

Funded through local resources and an ESEA Title IV-C Federal grant,project . 0 -RISE (Regional In-ServiceEducaticm) is an inservice center seAring,teachers, administrators and staff in.public and private schools'ineasti.t- central Connecticut. During the, planning year, .the professional growth needs of teacheri of grades, K-8 were assessed -Staff development "planningteams" were:established at eigery school in a five-town region. These teams reviewed the needi assessment, 'Cooperatively planned school-based programs to meetthe expressed.needs, and suggested programs appropriate fox town7wide and.regional presentation. Today Project RISE serves nine rural towns. RISE consultant/ .-advisors are'assignbd to a limited number of'schools, visitingapproximately one-half day per week and/or as requested. The 'RISE Learning Exchange center

234 220 is open'for specific' hoUrs and has specific themes, people, piajects d/or. materials. ,Curviculum development is conducted at the regionRI level Project RISEalsa,helps' teachers Schieve thpir growth goals: More 'emphasis, is placed on univereityand community involvement. Decisions are:made,.by a teacher Overning boar q,the,school planning teams,,the,project director, a Teacher Advisory Bdard) and a Superintendents' AcAvisOry Board. Project RISE's long-range plans are to beet the concerns of all groups--teachers, superintendents, boards.

Massanari,.Karl, and others. "Education Practice Needs'a Firm Knowledge Base. In Teacher Education, 27, n .4, Winter 1976, Pp. 311-13. EJ149047. To respond .rationally to the challenges of the-next decade, edUCational prac- titiopers nee'l a solid'foundation of,professional knowledge.

. . .McKeegan, Hugh F. "Curriculum Devielopment and Inservic4PEducation in British Teacher Centers." Paper presented at meeting of the American Educational Research Association, New York , N.Y., Apr4.1 4-8; 1977,Lewisbur'g, Pa.: Bucknell University, 1977. ED137292. The objectives of this `study are'to determine the relationshi of curriculum development and inservice activities In British-teScher,cent s under real and ideal. conditions, the,effects of selected organizational ariables cm, centers, and the degree of teacher involvement in programe...E to were dol- lected from 58 teacher: center directors and'from Visits to fe. ce ters.Priori-

' tiet for curriculum and InselVice'activitie,kdiffered siignificany under real and.ideal Conditions Work with individual teacherstor.schools.wa vored over national projects.- .TeScher involvement wastelated to certain nter characteristice and other factors. Implications for the united State areNt- cussed,

Agligrgney, Roberi F. "Assessing Perceived Needslor Training Preservice Teach= 441WEs, Insprvice Teachers. and Other Educational Personnel inCooperative Teach- ingl,Centers. PaperQpresented at the annual meeting of the American Educa- tional Research Association, New York, N.Y,, April' 4-8, 1977. ED135779:- The purposes of this study were: to measure the perceived needs for skill training, of student teadlers, public school teachers, and other educational personnel involved in teaching center activities; to see if some of these needs related,to the'same underliing concePte; and to profile individual teaching centers according to'some of these-underlying concepts or factors. Repults.indicated.that subjects felt needs for-training in individualizing, stimulation, communication, emphasizing'affective growth and expression., supervision, and evaluation. Implications of the findings for supporting

responses to individual,teaching centers arediscussed. ,

Meridian Municipal:Separate chool District. Teachers' Center Handbook, Grades Meridian, Miss.:' 1977. ED147289. 7-12. - This document is a teacher-develOped handbook to the Meridian(Mississippi) Public,Schools' Teachere' tenter. The materials contained in the handbook include:4(1)' steps involved in implementing the model;(2) organization charts1(3) center rationale and' objectives; (4) teacher center tasks; (5) operation of the center in thd areas of _teacherrenewal,'educational reform, cur- rieulum deVe!opment, and dissemination; (6) organization and-fUnctions of a teacher cent r;(7) a subjective evaluation of the Meridian Teachers' Center; (8) basic economic concepts; Snd (9).a summary report of research design. ?21 235 Miller, R./., and'othere. "Teachers of 912,4itY: RePort of the, Task Force on Teacher Education tor Master Plan PHase IV."Springfield. Master Plan. Committee, Ill%nois State Board of Hig1et Education, 1975. ED125409. The Illinois Board of Higher Education JIBBE) study on teachereducation is divided into four: sections; (1) placing the problem of the ongoing needtor, teachers in perspeative; (2).policy recommendations to the IBHE'on relevant aspects of teacher education; (3) the rationalefor' recommendations wade to the IBHE; (4) ideas and programs thatcould improve teacher edUcationbut would be appropriate as policy recommendations to the IBHE.'The aPpendices .-

A contain the subcommittee reports. and a national perspective onteacher supply and deniand..

Mitchell; 'Leonard L. "Comparison of Center and Non- Center Placed Student Teachers in Their Opinions of the Student TeachtrExperienee." .Association for Teacher Educators Research*Pdpersubmitted; ED131072. this study was, designed4oldetermine if there were significantdifferences in the opiniota-of two groups of student teachersregarding their teaching experience.- One group completed student teaching in-a.teacheriteachingcenter, the o r completed student, teachingoutside-Of a teabheqteaching center-. opinfEms were measured with 12 variableW ofthe'Purdue Student-Teaher Opi ionaire, which was administered to all stu nt teadfiers.Completing. Sdores for both groups wereanalyzed bytheu of the i-test, and pooled and / separate variances esti were obtained: The results of the study show A signifiCant differences in favor of.the center-Studentoteaching group intour (2) student of the 12 variables measur : - (1) school facilities and services; teacher rapport with the principal;(3) curriculum. issues;' and (4) gtudent teacher rapport: with the students. Significant differences in favoroff:the non-center group were found in relation tovnevariableonly:' student teacher rapport with otHer teachers. The data indicated no significant differences 'between the two groups on the remaining sevenvariables: (1) teaching as a profession; (2)'student teacher rapport with universitysuperviSor;'(3) stU-. dent teacher load;. (4) satisfaction withlhousing; (5 professional preparation;' (6) student teacher rapport with superVisingteacher; an (7) community'support of education. Eight, recommendations for'student teaching proarams areoffered in conclusion.

Morin (Alfred'j.) and Associates. ,Evaluation andAudit:Of Career and:Vocational. Teacher Education Centers. FinalReport. 197271973 School Year. 1974.

ED140081. . The Georgia State Department . of- Education engagedin the development of three Career and Vodational,Teacher:Edudation.Centers (locatedat the..University. 'Georgia, Georgia State University,andGeorgia. Southern College) during the 1972-73 school year. 'Their primary, purpose was toprovide an interdisciplinary approach totheir teacher.education programsby,offerinmore'relevant short- term inservice:,training for teachers andadministrators whoHwerebeginningiltO incorporate career educati,on into their 'respective classrooms andSchools. The centers,presentedworkshops during thesummer 1972,-provided technical asaistaneetO school districts:through onsite.vidits during theschool year, andcoordinated, the efforts-of their own institutional departments in terms of Alb career educati -Inthis-final evaluation report, sections 1 and 2 describe' the procedures, used byihe evaluation team in collecting and analyzing data Obtained front the, questionnaires mailed to both summer workshop participants and' to nonparticipants. Sections 3 through 6 deal with data presentation,' data interpretation, and evaluation findings on a component by Component basis for .each center. The datapresentation and-data interpretation for the questionnaire administered to superintendents and principals-is described in section 7 ilong.with the information obtainedfrom the onsite interviews and related evaluation findings. Section 8 presents. the Major recommendations of the evaluation team based upon the evaluation findings.

MOsley, Jo. See Beach, Don M.

Mulh rn, John D. "An Overview ofTeachers' Centres in England and Wales." r preSented at Teacher, ,Centerin4: A National Symposium, Washington, D.C., May 23-726. 1976. ED127320. Teachers' centers-have been established in England and Wales for the purpose of curriculum development and inservice teacher education.The philosophical basis for 'the centers are the principles that the boiive power in curriculum development shOuld come primarily-from local groups of,teacherS accessible should-come primarily from local groups of teaCher accessible to'each other a that there should be-effective and close collaboration between 'teachers a all those who Are able,to,offer cooperation. The centers are controJ..!ed by, to chers and-Supported by local tax money. The' report highlights the .current - status and.organization of teachers' centers at Cheshire, Cornwall, and Surreir; the stated purpose of the centers; and the types of centers. The future,direction.of the centers is -discussed in light of the recommendations 'made by aCommittee,of Inquiry Into Teacher Education and Training (the James Report) and an official government White Paper.

Murphy, Michael J. See Dhand, Harry.

New England Program in Teacher Education. Helps for a Teacher Center Proposal. No. 169. Durham, N.H.:-New England Program in Teacher Education, Pettee Brook. Offices, 1977. 1977. This guidebook is written to assist groups planning to create A responsive and efficient teacher center. It inclu es a general description of teacher centers, goal options, steps in settinup and staffing teacher centers, program -managements and 'facility planning. EXamples of work materials, equipment, ,...- catalogues, and curriculum materials are given. There'is also an extensive bibliography of reading material on the subject. .Budget Prepaiation is discussed, and a plan for evaluation of the, total teacher center is_presented.

. N, NeW York State Educaiion Department. "A Demonstration of Individualized In Service Education for,Adult Basic Education Teachers July 1, 1970--Decem-, beer 31, 1973." Final Project,Report. Albany: Bureau of. Basic Continuing Education, 1973.'; ED14377.3. A project was designed to demonstrate that the inservice education of aduit basic education teachers oouldpe individualized. To accomplish this objective, the project (i) developed a self-instructional training course for teachers of English as a SecoAd Language to adults, 12) used thesecourse materials as the basis for training'(on an individualized basis) over600 teachers of adults in New York State, and 13) distributednationally the.self-instructional training

' J - 23 223 coursematerials. The selfi-instrUctional nature of the training materials was 'designedtp enable teachers to study on their own,working on individual .needssat their min rates of learning and at times oftheir own choosing: The 4dateriaie were also :-designed topernit teeichers to begin ,study_ at any point in the academic year.Th.:. first -iattlf ofthis document isthe Projet rePart, -Which, covers .background.informations objectives,,procedureer%bonclusions,, and 'recommendatiohs. Appendixescomprisethe Second halfankincltideproject correspondence (Used"with teachers and to set up national'dissemination), tables 'of 'contents frbm final versions of thetrainingmaterials, selections from final versionsof the training material's, and thenational distriblition pattern.

Nist, Joan Stidhant. "Aspects ofIn-Service''EducatiOn in. England." Paper presented at the 57th Annus Meeting of Association of Teacher Educators, Atlanta, Gerrgia, February 2-5, 1977. This paper outlines the growth and development ofteacher centersin England. Thesecenters grew -out of a,general dissatisfaction on the part of classroom teachers with existing inservice programs: It was the feeling that certain priorities for teachers were being.overlooked, Such as methods of dealingwith learning difficulties, class organization,' developing cirricultua, suing space wisely, finding new teaching materialsand, in.general, handling the day-today functions 'of the classroom- .Out 'of these dissatisfactionsthe Englis., teacher-. gradually took shape. ° Teachers felt the need to meet asequals for Intellectual cross-fertilization, exchange of ideas andpractices, and social relaxation: The English teacher -center is a flexthe and;relaxed Place on helping, and supporting new teachers who arejust" beginning.. their classroom experience. The nter has become, in effec, a special assisting branchof inservice educat °'

Nutter, Barbar See Feaster, Anne. . Office of Education. State Departments of Education and the New Teacher Center--- Program. Washington, D.C.: USOE,. Clearinghouse on Teacher Education,Division. of' Educational Systems Development,'March 1978.,

Office of Education(DHEw) . "Teach Centers Program; Grant Requirements." Washington, D.C., 1978.. 1978.. This document presents regulations-regarding the implementation of certain sec- of the Higher:Education Act of 1965, is amended, andgoYernS grantS to , -tient local educational agendies.to plan,'establish, or operate teachercenters, and to' institutions of 'higher education to operate teacher-centers. The regulation also .goveknt.cOmpensation to state educational agenciesfor services underthe -program..The document presents the'purpose of teacherenters asunderstood by the legislation, an overview of the prdgram andregulation, a summary of 'major issuesScitationsoflegal aUthdriti, and the actual amendments toTitle 45 -of theCodeof Federal Regulations regardinggrants to the teacher centers -pror:. gram authorized by the Higher Education Actof 1965, as amended. 94fice Of Folucation (DREW). Teacher Centers: Commissioner's Report on the Education Professions 1975-76./ Washington, D.C.: Goveknment Printing Office, 1917. 'HEW-oe-77-12012. ED150l13.. This report on the education professions covers the current federally funded teacher centers, the antecedent. Federal,role,in th*development.of teacher centers, and teacfier/center development in spvekalf 6ther countries.

It is divided into four maj r catego* . Part one dpntains articles

.. one on the history of the Federal role the development,oiteacher centers, the other on the scope andratio e ol inservice education and teacher centers. In the second part c ent.efforts,in teacher center development are discUssed'With descrip ne-6f severalactive-centers. The third section examines pOssible new directions fo teacher centers.The final part consists oftip ePpendixes:.!a comprehe ive indexed bibliography and a directory otIceapers. .r Oliver, James L. Staff /Development: Or Gettin',the ct TOgether,t , WhaCAre Promising Practices and Potential"ProbAems in Cali ornia2Operations Note- book`20., Burlingame,/ Calif.: Association of Cali ornia School Administrators, 1977. ED145584.,' This "Operations Notebook" is written especially for administrators inter- . ested in and concerned about staff administrators interested in and concer.aed abouttaff develoPment efforts. The publiNation attempts, to answer such question. asWhat is staff developtent? Who-should ve it?Where is nelP available?Whit pitfalls should beavoided? In an'sw ing these questions o the ctionalrof Federal and'State government and of cleges, universities, and county offiCes are examined; three studies gm* ff development are reviewed; descriptions of'functioning programS; e even; and the presentation one principal made to his staff inoutliningfeprocess plan for staff develop- Ment is included.,

Organization fOr Economic. Cooperation and Development. New Patterns of Teacher Education and Tasks: Teachers as Innovators. Paris: 1976. ED133313. Thisis*Oollection of six papersconcerning teachers as innovators. The first itj entitled, "The Types'of'Environment Most Like1y to Favour theActive and Ef ective Participation of Teachers in Educational Innovation." It is concerned with the commitmerit4of the teacher to permanent Participation in the adaptation of the education system;in the changing context of the pro- fedsional activity of teaching. It answers two questions.: (1) What structures of support and incentives will best help teachers, to. engage effectivelyin educational innovation? and (2) What mechanisms of participation, dialogue, and confrontation. will best facilitate,the implementation of educationinno- vatiOns. The second, paper, "School-Based Curriculuin Development and Teacher Eduation Policy" argues the case for school-based curriculum development, preSents a model for school use of the curriculum development, presentsa model for school use of the curriculum development process,_discusses objec- tions to and difficulties encountered in school-based curriculum development and the implications of school-based curriculum development for teacher education- The third paper is about "Teacher' Centres--Somejteflections on the British Experience." The fourth paper, "The Teacher Role in Curriculum

239. 225 lievelopment: A Ftench-vApw,p addresses the ambiguity of teacher education vocabulary and edutational innovations. The, fifth paper, "Teachers and New 'Teaching Techniques: Some French Experiences,pointS out that the introduCtion of new teaching techniques is essential as a means of. respond- to pupils! new demands. The.sixth paper, "Teachers and SchoolBuild-

inge," describeivihecontPibution of ednOetore in the,Provieien of new , school buildings and'the.adaptation ofexistingones and looks, at measures needed to help teachers make .fdll use of the school building,as an educe-

tjonal tool. '

. OrloskY, -Donald E.' "The Teacher Center: How It. Can Benefit Secondary,Teachers." Ih,Contemporary Education, 49, no. 3, Spring 1978; pp. 154-160. The article focuses on-the needs of seCondary teachers'in contrast to those of elementary teachers often met` by; the_small, warm independent teacher cen- /--.: ter. Since secondary schools ueually,have larger faculties, discipline prob- . lams and excessive Paperwork; inserviCe often fails to provide help to teacheri-intheir specialized problems, ,Throwb an-exploration of the concept of teache,ceAterar and their role in teacher #aucation- renewal, the author points outithat teacher centers for secondary teachers may take ort,_a different emphasis. Secondary teachers are not neophytes,.and have coneiderableknbwi- edge and expertise in their worki. renewaLwill most happen4ilikely. providing new,information or new viewpoints and stimulating teachers to look at different approached to their' responsibilities.The author' desCribes the impact of teacher centers on their clients and cautions about negative as well. as positive-effects of the movement.\

Patton, Michael Q. "..HeflectiOns on Evaluatin4 Teacher Centers: The VieW From 0 an Iron Cow." 1977. ED148724. Thid paper focuses on evaluation questions for teacher centerswith the emphasis being that the question' is as important as the answer. The questioning may -be ordered in nine point?: (1) For whom are the questions andanswers useful? (2) What effects are desired? How should teachers change after the'. prOgram? (3) How will this change be observed/dedCribed/measured? (4) What are the success/failure criteria for change?At what level/degree are effectg expected? (5) What activities and processes are-to be used in effecting .change? (6) How will'the implementation of selected processes be observed/ described /selected? (I) What are the success/failure criteria for process/ activity implementations? (8) What is, the relationship between processes and change? Is there a relationship? (g) What_do the answers to' the' preceding / questions queen? What has been learned that gives directien. for action?'/ When these-questions have been answered, and a plan formulated to reflect hose answers, evaluation may profitably begin.

Pipes, Lana,, ed. Coyllaporation for Inservice Education: .Case Studies. Washingtoh, D.C.: ERIC Clearinghouse on. Teacher Educatioh, 1978. ED151327.. The seven case,studies presented in this publication are representative of successful programs for the professional, development of practicing. teachers. They were selected to give a.sampling of the variety in programs under way across the country. Two dedcribe teacher centers jointly operated by a school system and a universit; another, a Teacher Corpsproject involving an R&D laboratory with the'university/schooldistrict collaboration. Two .originated in the staff development offices of public school systems,but differ markedly in their structure; one of these worksprimarily with a single school site and &single university center toward aspecific goal; the other uses the resources of communityagencige, area higher education institutions, and individuals for a multitude of discrete offerings. Two program, faatUre cooperation among several universities; in both of these programs, the rolesof teacher organizations,administrator associations, school districts, and state department of education areessential components. The final case study describes theconcept of a two-year internship or resi- dency for beginning teachers, how it may be funded,organized, and governed.

Pipes, Lana, ed. Teacher Centers as an. Approach to Staff Development in Special >fir Education. Washington, D.C.: ERIC' ClearinghOuse on'Teacher Education, 1977. ED143619. ThisTuhllcationchronicles the activities at the June. 1977conference sponsored by the Rhode Island Teacher Center to explore the cher center model asa means ofmeetingstaff,devdlopment requirements .o is Law 94-142, the Education for All Handicapped Children Act. The'st objectives of the conference were as folloWs: (1) to acquaint professio in special education programs with the teacher center model as a staf velopment delivvry system; (2) to acquaint professionals in preservice and inServiceedUcation with the staff development requirements detailed in the"Comprehensive System of Personnel Development" section of Public Law 94-142;(3) to bring 'together both types of professionalg to discuss-such issues as roles, responsibilites, needs, and resources to fulfil; the mandates of PL94-142 and the teacher center section of PL94-482; (41 to provide an overview of the producsipractices, and research knowledge basV--available in these areasi and (5) to present a forum for d4scuasing the regulatibns for teacher centers authorized by recent federal legislation.

Pipes/ Lana, compiler. "Validated,Products From Theory toPractice." Report of Conference held at Bay AreaLearning:Center, Oakland, California, February 13- 15, 1977. Oakland: Bay AFea Learning Center; Washington, D.C.: ERIC Clearing- house op Teacher Education, 1977. ED138566.

This report summarizes an blights the major. formal activities and outcomes of the Bay Area Learning er (BALC) 'conference. Two major areas of concern are (11 teacher centers and. ().,knowledge bases. Excerpts from oral presentations, notes from reporters, summaries of discussions, and an interviewwith. the HALO chairperson:are presented. A list of conference participants Is appended.

Porter', James. ,See Bolam, Ray. ,

Priselac, Nancy J., and Priselac, Stephen M. "An Analysis Model for.Center Gover- nance." Paper presented at Teacher. Center Institute, Washington, May'23- 26r 1916:- ED127267. This paper disieUsSesthe- development and designof an. analysis model for gover7. nance ofteacher centers org-anized inconsortium form. A consortium is scribed as "an organization, of autonomous bodie6 or individuals whichbond together by sem relatively,formal agreemint to secure some benefit. , The consortium generally /unctions in a collaborative' manner through rebresenta tives with authority, to act within define4 parameters. .To analyze, the concept.of governance, five reference analysis factors have been identified:. (1) benefits;- (2) control; 13) protectionism; (4) rights; and (5) 410.0. .The basis ok the analysis ,model is couched in asking forquestions in reference to each ,of the five analysis factors: (1) who; (2) what; (3)' how; and (4) -why. Apply each of these questions to the interactant: center, individual, represented organization, and clientele group. After all questibns have been completed,-the composite can be drafted for each interactane, for each analysis factor, and for each question. The concept of risk is the final factor. It involves three basics by nature:. (1) the amount of resources for which continued existence is not assured; (2) the length of time to which,resouzces are committed', and (3) the proportion of resources committed. to a single venture. In the final view, the organilaitonal workability of all the interactants is largely dependent on the benefits realized versus the risks taken and the resources and independence given away.

Quigley, Lawrence A., and Chaves,- Arthur, eds. Report of,ihe Task Force, On.. Teacher Educaton andLaboratory Schools. Boston: Massachusetts State

College, 1974. ED131019. ' This 1974 exandhation of Massachusette state colleges developed a report centering .on.six areas of concern in teacher education.. (1) 7.Reform and * renewal " an examination of factors promoting or hindering renewal resulted in proposals to establish proj s-exploring alternative structures and processes and: toHevalUate:theesults for repliCation. (2) "Supply and DeMand"--the eduCa4bremplo t situation indicated that Colleges should become multi-career iraining celiters,.develop more.intensive counseling and placement services, and-becoalopore involved in program and certification se approval.(3) "Alternatives adConstrainti"--,bollegee should strive to,at-- tract.the be*t candidates, provide complete evaluation of.all. phases of their- education product, enhance curriculhm flexibility, deploy and fullyutilize all existinlresources, and develop new programs.(4) "Laboratory Schools" the laboratory school hai evolved from facilities for observatioh and student teaching into teacher training,centers'designed for child study,.program develOpment, technique dissemination, .and preservice and inservice implementation of programs; recommendations were made to develop and expand center role and to facilitate-interaction between centers,.(5) "Certification and Accredi- tation"r-the certification procedureshbuId"be amended-to .4nClude periodic reevaluation based on continued professional growth, and inservice prograiS should be expanded.(6) -"Partnerships for Teacher Education"-preservice and inservice should be viewed in a continuum, and.a collaborative effort of training institutions and school districts should be developed. Appendixes include evaluation instruments, surveys of practiCes, and a description of a. teacher center-college. collaborative effort.

Quinn, Peter.' Strtictures for Collaboration in Preservice Teacher Education Centers. In Phi Delta Kappan, 58, no. 3, November 1976, pp., 254-255. EJ148044. The consortium/teacher education council approach to collaboratioi: in teacher education centers seems to close the gap between token school involvement and actual involvement. 242 228 Ndgers, Vineeht R."Why/TeachersCenters in the U.S.?" n Educational Iieader- ship, 33, no. 6, March 1976, pp. 406-42. EJ149010: Subject-centered conventional education of teachers in the U.S.should be augmented by..11e1 growth open to teachers in the informal and innovative atmosphere of'teacher centers that develop talents and oonfidence in the individual and... emphasize the more child-oentered view that is held inBritish schOols.,

Roos, Marie C.' "On-Site:'Clinical Experience in Pre-Service TeacherEducatton." Paper presented at the Annual Meeting of the National Council of Teachersof English, ChiCago, Illindis, November 1976. ED137257. This papa presents a "state-of-the-art" in.teacher.education in the Udited States. The clinical' study of teaching and the rationale for Oklahoma State University's preservice language artsclini4a1 experiences are discussed. AA . systematically organized structure forthetitilization of clinical experiences, the "Teaching Clinic," is described and a documentaryof its contriqbtion to _4. improved teaching is presented.

koos, Marie C., and others. "ON SITE:41klahoma Nucleus" School Involvement in Teacher Education.". 1976. ED135739. ON -SITE (Oklahoma Nucleusfor School Involvementin,Teacher:BdUcation), an innovative teacher education program, is a cooperative effort bet een the Col- lege'of Education at.OkOhoma-State'Uni.versity (OSU) and theStil ater Public Schoole (SPS). The program was initiated in 1973 and is'Maintain as a free: partnership who:Ise:program development is based on the accombodati n of the needs and goals of both OSU and SPS. 'ON-SITE provides early:am&intensive ,involvement in elementary education through' a,three-ssmester-program for university students with-junior standing.lOarticipants.havethe opportunity to work with four different cooperating teachersat-afferent grade laVels (K-S) and different schools in Stillwater. The program provides, for a yari- ety of learning. experiences related to'classroom-instructionand management--- a designated amount of time'is provided fOrbothnetheds,claSses and class -, room participation. Completion of the program qualifies graduates,-fOr the Standard Elementary Certificate (K-8). StUdents spend six hours per week in elemenaky classes for two semesters, Talor to student'teaching, and are expected to work in.small groups and with individual pupili undAthe supervision of both the cooperating teacher and the universitysupervisor. At. the conclusion of the program, participants wil1 have completed 180 clock hoursof classroom observation/participationandane credit hours (12 weeks) of student teaching. Appendixes cOntain:(1) schedUles; (2yevaluatioln formisi.13)0er tlfiCates of accomplishment;(4)i teacher certification at, OSU:.(5) application for admission to student teaching; (6) suggestedactivities; and (7) a descrilo- tion.of

,Nothberg, Robert A. See Sullivan, Timothy J.

24-3

.229 Ruchkin; Judith P. "Empirical Inquiry Into Teacher. Centers.".. Teacher Education ForuM, vol. 3, 4110.13. Bloomington, Indiana: Bloomington Division of

) Teacher Education, Indiana University, 1975. ED128324. This report represents a summary of a larger, on-going investigation in teacher education committed to providing ¢ detailed description of the differences found in teacher center and noncenter programs. .Part one describes. the-design, and then summarizes 'the findings, of the initial phase of- the .cen- Ater study by providing the answers'to the six specific questions investigated. Part two includei possibilities and recommendations forsubsequent phases of the study Part three'is speculative and questions the adegilacy of current medals serving-as bases for teacher information from eleven separate audi- ences: early preservice students, cooperating teachers, student teachers, university supefirisors, and-principals of schoolsboth in and outside of centers -and center coordinators. The professional induction experience is reflected through a variety of Specific training options; supervisory behaviors, and levels of concerns. The analysis, of the data consists of comparisons _center and noncenter settings, elementary and secondary levels, and between .school systems and individual center locations. The basic question underlying, the study is whether there are observable differences between centers and noncenters and, if so, what are the distinguishing features.For early preservice students, student teachers, andanservice personnel there, appear to, be a greater number and variety Of 'exposures to-training piactices and instructional experiences in %enters than in noncenters.

Rutherford, William L. See Bown, Oliver. H.

San Jose,'Chrietine. Unspecial Strengths?Unspecial Problems? A Brief Account of the West Genesee/Syracuse UniVersity Teaching Center." 1977. ED150099.. The West Genesee/Syracuse University Teaching Center consists of a three-person -staff coordineting supervision of students, organization of staff development prograMs,.and instructional and leadership responsibilities.Financial sup port is divided between the University and the school district. Tuition credits are offered by the University to the district in exchange fdr Ald in field-. based programs; the financial liability incurred' from these credit grants is offset by monies from out -ofcenter,. tuition- paying registrants. In addition' to a wide range of successfully completed and on-going projects, the Center has sparked a great deal of pride among participantslias well as improved teachers' -knowledge of-dhat they as individuals can do to.improve their own, and the profession's, standing..-_Tyto' major tasks facing the Center are: (1) the problem of the gap between theory and practice in preservice education and the narrowing of that gapt and (2) building the district's long-term staff development program.

Seebrook, Patricia. See Hammer, George.

Self, David. "Can the Centers'Hold?" In Times Educational Supplement (London), 3244;,August 5, 1977, pp. 10-1. E3168985. Looks at the future prospects for teachers' centers.

244 230 . . , Smith, Joyce M. mA Comparative Study of._the Verbal Interaction and Conderns of Center4tudentTeacherS With NOn-CenterStudeht Teacher.M Research paper submitted forthe-Ap$Ociation of Teacher Educators 1975 -76.0 1975., ED132144. Two,apecific:questions,:weteaddresee in:the study-8.+(l) DO student teachers frOm randomly selected in- center sit Jona:verbally interact with. students.. differently than randOOlkaelected non-centen,stuaent .teachers? and,(2) Do center student teaahers'haViSCOnCerns that,ire,040erent from thosh of center, student. teachers? Data,wai.gaihe0A-froMYtheleachereConcerns Chack-1. 10" list and the Sixteen Personality Factor Que4ionnaire completed by both gepnpa- of'student..tesichers. Non-center stu4ent:teachere.were placed,in matropOliTan, school settings with no enrichment program inpfp from the university. The teacher-edUcatitercentei student:teachers participated in. a program. consisting of: (1) content seminars on discipline, reinforcement strateg0s4.and ques, L.A.uning:techniqUes;-(2) an orientiation'day: tt: acquaint the student teacher with the 'center: prior. to the atddent.teaching-.experience anslto facilitate placement, with the cooperating teacher;'(3),,analysis of their teachiny:throuqh the use of audio and video tapes 'several times during the teaching ,experience;(4) individ- .ualized student teaChirilvrOgram*.througirthe--use. of objectives that werCsum-: =wised as 44.basisifor,their.linal evaluation; and,(5).daily consideration in placing this research ip perspective iS,the lackof a 'well-develoPed piogram at the teacher edUcation center used fothis research. Results indicat:..that in order to make a Significant differen a teacher education program needs to 'provide experiences that will result hivioral.changes. 4 Smith, W. David. "Meeting Teachers1 In-ServiceNeeds:in Ruralltreas." Paper' presented at the Inters9[Ola.1977 lOth.International Conference on Rural_'Educa-

tion, Noifoik,Ehgland,,July'1977. 1977. ED143488, . Describing existing English provisions for the:support. qf ruraLin-service teacher needs, this-1)&0er reviews (1) the role of_the-LoCal Educational Authority(LEA), and .it iiory staff (helpirmsmobationary teacheis, running coufsetstfOr other teac .end'providing:on-goin§ -support in theschOols); (2).rthe'-role: of. teacher era (varied:in terms of building size and locations ,a4dihe degree of, cooperation and/or-coordination afforded.the LEA, theie centers are described as providingAn array, of working parties, discussion groups, and workshops focuesed on teaching outcomes); (3) national bodies disseminating educational research and project materials (the National Foundation .for Educa- tional Research and the Schools Council for Curriculum and Examinations lthe 'latter having a teacher member majority currently subjected to some criticism); (4) institutional Support coming from the. University and. Polytechnic.Departments- of Education and the Colleges ofEduCatiOn (since the colleges currently.are undergoing drastic reductions,.lhere is increasing opportunity for the remaining :colleges to broaden their bases of contribution); (5) the way in which. MOvick:HallCollege of Education (Norlich, England) is currently providing inservice support to rural areas (development of: a Course in rural education', teacher'training, a pilot SChemeito involve teachers in the, rural areas in the preparation of future teachers, a.mathamatics curriculUm planned and executed in close collaboration with the LEA).

245 t. .14 The Practitioner, A, no. 1, October 1977.ED144269. 4 Although; general agreement exists about the impOrtancd6of'inServiceteacher- educiatidef gefleral dissatisfactiOn with its typical large,-9rdiw IMpieMentation.- A 'raze' successful strategy is to devise inieOice

:that are based on the individual objectives of individual teachers. Isk.Sudg; a Progtees: principals plan coOperetiveltwith each tea chet foirlieeivece'pro .. graiis,4varietyof optiOns:are determined by indiviciu4 teaahfres, 41ind'e4ral- Uation of ieservice,experiences is based on the degreel=c4;the activity actually assists the teacher tcoaccOmplish objectives.'H la an oblectivesbased approach to teacher eValuationCan develop ins to.be evaluated. Seven examples of indiVidualiZed inservice program.

Sullivan, Timothy4.4 and Rethberg, Robert A. "Teacher:Ceintering."''In Florida, *VocationalJournal, 3, no. 1, July-August,1977,.ip. 14-17. F3171084.. Involving teachers in program planning and oitering new incentives for insert vice training, the Osceola Teacher Education Cente;mp.a cooperative ventufe

of OICOOla County (Florida) and Florida Tschnologial.university. , . ZO Sunal., -Cynthia Szymanski, and.Heidelbach4 Ruth Ann. "The Impact of Teache? Education Centers and Other Field-Based Models on Student Attitudes. ED137281. The Purdue Student Macher:Opinionnaire.was administered to 142 'student teachers in an attempt to measure differences in attitude between student teachers in different preparation programs, in different student' teachingTsituations, and in different program situation interactions.The following factors were exaiined,to determine whetter attitudes toward them differed-significantly among the selected student&& (1) rapport with cooperating teachers,.(2) rapport 'With principal,. (3) teaching as a profession, (4) rapport with university supervisor, and (5) professional preparation.. The study found significantly,. more positive attitude .towards the five factors *Ong ,early childhood and elementary students comfiredto speCial education students. No differences T , were found by .01acemen situation. Significant correlations were found between -Rapport0i_th Cooperating Teacher and Rapport With University. Supervisor. The study& strongly suggests that the variables influencing the attitudes A student forms 4ering his professional train iag And student-teaching experiences.are compleir-and require a search for .adfiquate models of supervision and the °types oftituations that produce acceptance and enthusiasm in the student.

. 1 Tague, Linda Clark, ed., and others. Teacher Centering: A National In8titute0c., Conference Retort. Proceedings of conference on Teacher Centering: A Natiionatlp, -.Institute, Washington, D.C., May 23-26; 1976. Tampa: University of South 4 Florida,'National Resource, and Disiemination' Center, 1976. ED128317: 744P This.report is organized Around six-chapters: (1) "How Tkis.Institute.Camel: Abotit";(2) "Agenda"4- (3) "Teacher Centering in 1976: The.Real Experience"; (4)1"Description of Teacher Centers"; (5) "Conference Rdatiphs"; lend(p)- "con-. SP ference Directory of participants.1 The first chapter discusees'ihe seonsors, andiorganizers of the conference. Chapter two lists the events at the three- daY4.convention in blocks of time giving titles, organizers, and,short summaries of the individual group sessions. The third chapter provides_a sampling of A

246 2 32 responses by apprOximately 250 of the conferenceparticipants4to two ques- 'tions: (1) What are your most important lis, the kinds of things you want to deal with during this conference, issues and problems you want help with most'now? and (2) What have been your greatest your greatest "lessons.learned",'the experience you feel would most helpful .'to shaif with others involved in centering? Chapter four provides brief descriptions of the purpose and activities of the teacher Centers represent at the, Conference. Chapter, five lists comments of participants, and chapte six is an alphabetical listing of those who attended the conference Ocludi affiliation and'address.

r, Finchas. "Amos De-Shalit Science Teaching Centre in Israel: 1967-1977 In StUdies in Science Education, 4, 1977, pp. 128-31. EJ170529. Reviews activities of the Amos De-ShalitSciehmeTeaching Center in Israel, established to promote and improve the teaching of science in Israel. 1 Thomson, Scott. See Stephens, Richard.

All . - .. ThornburYtRobert. -"A- History of British Teachers' Centers." InAmericin Educator, li no. 4, December,1977','pp. 13-15. . The continued involvement ofAeaChero'rganizations in the development-of Federal Guidelines for the Teacher Center.Program is a reflection of the British model as traced by the author:, Teacher Centersin England in the 1960's were the fastest growingseCtorof.British **cation. ,tenters varie in size and approach and yere'velcomed by the unions in the 1970's as a mea .forfor, teachers to raise tbeettandards.. The author' views the fundaMental.is botti in Britain' end-tORWited.States as whether-.or not teachers wil. gain, control over their own' Professional education: . lk !:.. Tipp-pm:IA1'dt, John W., III. "The Center of Indian Education at ASU: A- Report by, 'the New Director." in qournal of American' Indian Education,, 16, no. 1, October 1976, pp. 10 -12. EJ151825. ' : 4 . -- The general: goals. of the Center for Indian -Education are.: (1) the preparat of teachers of Indian children through an initructionia:program whiCh promo-

ecademic excellocelan ( to. proVide edUceitional- resources and services those interested, in Indian 'tion, with.emOhasis iemeeting the needs. of the Ihdian'Oommunity and the students on campus;

t 9 . Trentham, Landa L. "Atibli.rn's Cooperatively GOverned.Teacher.Centerh In Journal of Teacher'idUcatiipp, 28, no. 5, September-lptober,1977,ppa6-18.)

. ,. . -imk g i j , a v. BJ170665. . f . / 0 A. ieti4her,con mwrvingten small schooldistridtsemphasizes.reinforCing teaqh4sLeril s -in .classroot management, indivi ualized insiructioni.and .R* teacher- e classioom materitals. ,a cu. cl a

.Vain Fleet,' Alanson A.AUFFloridais Teacher Centers: How Teachers Are Involved'. and What,They Are Saying." In High School Journal, 60,,no.-1, October 1976, 44). 26-31, EJ154481;.

Reports on hoW teachers are involved in FlorialOs teacher centers and what teachers have to say about the accomplishmehts and problems ofdthosevcenters.

Van Fleet, Alanson,A" and others. Implementing Teacher Education Centers: The Florida Experience. Gainesville: Florida Educational Research and Develop- ment COuncil,.31/6. ED127306. This monograph is a historical document protraying the problems of starting Florida's first ten teacher education centers (1974-75). Its aim is to provide-information to individuals and groups consideringActivepasticipation., in teacher educatibn centers. The document is organized as four sections, followed by a bibliography and appendix. The first section, "Teacher.Eddca- tion Centers in Florida: An ,Overview," discusses the basic concepts of teachei centers and the,internal organization of centers. The 'second section "Start Up Problems of. Teacher Edcation Centers in Florida," Catalogs the problems.common to 'Florida Teacr Centers: deadlines and directives, organizational stralitc reward systems needs assessment, grass roots support, incen -tives and distractions,, and external events: Section three of the.document, "Inside Calico Teacher Education Center," is a diary of aliypothetical center council. Section four, "Generalizations fro'm the Florida Experience," summan izes observations about the Program. ./An appendix co ins an instrient de- sl.gned to.survey theins.ijce needs of teachers.

Van Fleet, AlahSon'A. "Te er anters in Florida: ,A Case. Study." In School Review, 85, no. 3, May 1977,pp. 412-424.EJ163662. lf Describes the structure and functioning of a state-supported'system of teache centers and compares:it with others.

WalterL. James, and Pettifor, Daleesigning a Student Teaching Center in M'ddle Sch901-setting." In Teacher Educator, 12,no. 3, Winter19767* pp. 33-36. '' An;innovativeprogra?for student teachers fro p IridIana universitY/South Bend inIplves a full semester of one-half day teaching schedules coupled with in- sch6o1 seminars ort the ,principles of secondelepuOtiOn: . .. . , . . N % Washington West School District. Resource Guide for Inservijhe Teacher Educatio: Washington' West School District, Vermont. Teacher Corps-Reports: Inservice It .Deve3.opment,'PrOcesses.' WW SchoolDistrict054rmon-.1977. ED143660. . Th&(vvide' for. inservice4cracher4dgcation. . is dekie for use. by teacher groups in planniig inservice:...ShOrt substantive narratives are followed by pracAcal exercAses to help teacherd planand develOp'inservice education; find resources.; use 'outside assistance, and.understrand the potential ftinction: of inservice education. The modeprelente is edsdhtially anpproach to plannin cjinninaiwAh nee s asseOmentvand.continuing through deliv of insor ice. Emphasis s plac d* on.thespe6ial'conditions o 'rural schools_. rural teachers, althoh ma °rials aregenexiallfiuseful ir\.to otheEd. Topic: ft covlir4 include the.f i -(1) typesof"teacher inservice education; ....(2) -needs. assessment; (3). meeting '.and ikshop format; ,(4) parenVcOmmunity awareness of 'inservice-.teacher educe ion; (5) release time models;:14) insti-, .tutions of higher education, and localeducation.agenci collaboration; 0)funding for inservice edubatiOnl (8) school' board Awareneas; :(9) /governance; '(10) administrativaudupport; (11) ,negotiations and4neerviCe; (12) the. role of the state deParr ofeducation;.(13) rural teacher centers.A bibliography for further rea cvfollowseach of the twelve' sections of the manual.

. Weiler, Patricia, ed. Teachers' Zenters: A Ne Voice for Teachers in Teacher 'F,OuCation Reform. Washington, D.C.: American,Federation of Teachers,. August 1978.

This pUblication is a compilation of.four papers on Teacher Centers-commis- sionedfor the seventh annual AFT QUEST Conference:in Washington,. D.C. Theme: "Forging New Alliances for.QUality EduOaliton" is explored by. Allen Schmieder and Charles Lovett, Teacher Center. Frogram; William L. Smith, Director of the 0.E. Teacher Corps Program; Christine San Jose, West' Genesee/Syrabuse 'Univer- sity Teaching Center, and Theresa,Lorio, The Detroit Center. to;Professional Growth and Developerent. Speakers emphasize new collaboration bteught about by the teacher centerimovementbetweemLEA,:IHE and teacher organizations. .4,

Edward .H. "Staff Development:A Teacher-Centered In-Service Design." In Educational Leadership, 33 no."6,,March 1976, jpp.417-421. EJ149012. In a structured inservice. program, implemented byprofessional staff, teachers are required to participate a' minimum of 48 hourspet-school yeii,La workshops, seminars, and courses wi41,the goal of individual andcurricular"iliprovement and professional' advancement.

University of Virginia.The Texas Teacher Center Project: A-StatusRepoirt. Char lottesville: Virginia Univeisity, Evaluation .ResearchCenter, 1973:' ED143656. The first section of this report recapitualizes the Texas Teacher CenterProject in history. The broad,goal of the project is to improveteacher eduCation throughout the state of Texas butforAir purposes of this report, this long- range and generalized goal is categori into DO= concrete objectives: (1) changing pre-service education programs; (2) upgradingcontinuing education of practicing teachers; (3) developing systematic cooperation amongeducational *institutions; and (4) .providing a communications and a productinstallation net for continuation of the improvement-process. A preliminari,analysisof key componentsof the Texas Teacher Center Project is presented,and the degree to ,which the components of the project contributed toidentiped goals is assessed. Detailed prograi descriptions from five institutions representing major components-oof the project are included: the University ofjEouston, Texas Christian Uni'versity, West Texas State University, the pniversitt of Texas, and Dallas Teacher Training Complex. A summary,of findings 'and tentat &ye con- 4f clUsions complete the report. 1

ZeUke, Larry L. "Staff Development in Florida:" in Educational Leadership, 34, no. 3,'December 1976, pp. 177-181. *.c ... In Florida, a legiblativeli.mandatedkUnding programsuppprts statewide staff LOOveroPment effPrts.which: are primarily school-bAsed.' , . DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION WASHINGTON, D.C. ?Op

APPLICATION FOR GRANTS. UNDER. TEACHERCEARSPROGRAM

(CFDA NO. 13.416) Form Approved, OMB No. 51.R1019 OE FORM 335, 10/78,

4' DATEDMATERIAL OPEN IMMEDIATELY

JANUARY 31, 1919-.Submission to States TNp:DATES: MARIE 1, 1979 - TransmittaltoUSOE DISCRIMINATION PROHIBITED.Na person in the United States shall, on the ground of race, color, or national origin, be exclude'd from. participation in, be denied the benefits of, or b subjected to discriminatiorOu Vierany program or activi-4-.7 \rireceiving Federal financial assist rice, or be so treated on {t basis of sex under most education programs or activities receiving Federal assistance. s

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4 ti 11 311! Pblilt dr itilgrillgallttriligsitill: 1111114 rtivaget ;ha! goo gh4 figgiRE141 iIf IoilWitilliii11 l ip I 1 tehilli11r; #11IX fit IF _ ito NOTICES 37643 ther Information" prior to submittingHon. Kenneth C. Madam. Fred 0. Burke, Commissioner of Mu., written appeal. Applications which of Public Instructive, State Ds tion. State Department of Edusallork, the State educational agencginshes to of Education, Dover, Del. 10901. N.J. MEL tramanit to the U.B. Miro: Educa-Eon, Vinbint N. Reed, Superintendent ofHon. Leonard J. DeLayo, Superintendent of tion, as the rem* of reconsideration Schools. Public Schools of the.-Rintrict of Public Instruction. State Department of following an appeal, must be received Colum la 418 !9th NW4 WaShing Education. Santa Ft N. Mex. 81803. by-the U.& Office of Education Appli- ton. D.C. WOK Hon. Gordon M.' Ambach. Commissioner of cation Control Center no later titanHon. Ralph D. Ttirlington. Canuansioner of Education. State Education Department. March 15,1979. Education, State Department of Educe- Albany, N.Y: 12234. Lion. Tallahamee, ma. 32304. Hon. A. Craig Phillips, Superintendent dt Available fonds. It is anticipatedHon. Charles McDaniel. Superintendent of Public Instruction, State Departing:A of that it million will be available to Schools. Nate DepartmentofEducation. Public Instruction, Raleigh, N.C. 0611. fund approximately eight new pro- Atlanta. Oa. sogs. Ron- Howard J. !boa-thus& Superintendent bate. Ron. Charles O. Clark, Superintendent of of 'Public Instruction. State Department These estimates do notbind Education, Stitt* Department of Educa- Of Public Instruction, Bismarck. N. Dak. Office of Education except as may be' tion, P.O. Box sup, Honolulu. Hawaii .68606. requited by the applicable statute and 98104. Hon. Franklin B. Walter. Superintendent of, regulations. Hon. Roy Truby. Superintendent of Public Public instruction, Stole Department of Application forma Application Instruction. State Doipartment of Edtica- Education, Columbus, Ohio 42218. forms and program information pack- lion. Bolas, Idaho 43790- Hon. Leslie k. Fisher, Superintendent of ages are expected to be ready for mail-Hon. Joseph IL. Cronin. Superintendent of Public Instruction, State Department of Education, Illinois °Moe /of Education, Education. Oklahoma City, Okla, 73106. ing by Octeber80. 1078. Th_earmaybe Springfield. EL 02717. obtained by writing to the Divisimapf Hon. Verne A. Duncan. Superintendent, of /Ion. Harold H. *gem Superintendent of Public State Department:of EducationalSystems Development,4.Public Instructiono State Department of U.8. Education, . Ores: 9731a of Education (Room 819,-`. Education, Inclianapolls. Ind. 40204. Hon.. Caryl M. Kline, Secretary of Educe - RI. uilding),400MarylandElia Robert D. Benton. Superintendent of Lion. State Department of Education. Har- Avesta, 9 Washington, D.C. 20302. Public .Instruction. State Department of risburg, Pa. 11136. . Applications must be prepared and Education. Des Moines,. Iowa 00319. Hon. Thomas C. Schmidt. Conunknioner of submitted in accordance With the reg.. Hon. Merle R. Bolton, Commissioder of Education. Mate Do:cecina Educa- . ulaticgtem Instructions, and forms in- rdncation. State Department of Educe. tion. Providence, AL cluded in the pfogram information tion. Tonal). Kam. 416412- Hon. Cyril E. Bombes. Superintendent of packages;'' HOW James B. Oraham,, Superintendent of Education. State Department of Educa- Applicable. regulations. The tregula- . Public Instruction. Elate Depactinent of tion, Cohmibit S.C. 39201. Hone applicable to this program are: Education. Frankfort. Hi. 40601. . Hon. Thomas C. Todd. State Superintend- (a) Office of Education 'general pro..Hon. S. Kelly Mix, Superintendent of liduca ent of. the' Division of Elementary and Soo- Lion. Mate Department of Education. ondaryEducation,104EIPBuilding. visions regulationt (4$ CPR parts 100 Baton ROWS% IA. 70804. and 100A), and Pierre, 8. Dak. 57801. Hon. H.. Oinein Killen, Jr., Commissionor ofEtta. Samuel R. Ingram. Commissioner of (b) The regulations governing the Educkticinakand Cnitural Services. State' Education, ..8tte -Department...of Educa- teacher centers program HS CPR Part Department of. Educational and Cultural tion. NeshVille. Tenn. 87210. 197). Services, Augusta, Maine 04333. Hon. Marlin L. Brockette Commissioner of Further intbrmaticm. For informa-. Hon. David W. Hoinbeck. Superintendent of Education.TexasEducationAgency, tion contact Dr.All Schmieder, Schools, State Departnient of Education. &Win, Tent. 78701. Teacher Centers Progrttn. Divsion of Baltimore-Washington international Air-;Hon. Welter D. Talbot, 8u rat' of EducationslSystems Development port. P.O. Box 3717, Baltimore. Md. 21140. Public Instruction. State Bougie Educe,- Hon. Oergory R. Ain*, Commissioner of- non. Salt Lake City, Utah 84111. U.& Office of Ectucation.4Room 819, Education. State - Department of Educe, Riviera - Building), 409Maryland Hon- itoMpe Withey, Commissioner -Of Lion, 31 St. James Ave.. Boston. Mass. Educates., State Department of Educa- Avenue 8W.b Viiishington. D.C. 20202, 03116. tion. Montpelier, Vt. 05603, telephone 202-853-5839. Hon. John W. Porter. Superintendent ofHon. W. S. Campbell, Superintendent of U.B.C. 11193.) Public Instruction. State Department of Public Instruction. State Department of . Education, Lansing. Mich. 48909. . Education. Richmond. Va. 23216. ADDOESSEI Or CIIIIVISTATZ SCHOOL OrtiCiai Hon. Howard B. Casmey. ConunIssioner ofHon. Prank B. Brouillet. Superintendent of Education. State Department of Educa- Public Instiuction. Office of the Superin- Hon: Wayne Teague. Superintendent of tion, St. Paul, Minn. 85101. tendent of Public Instsuctinn, Olymnia, Education. State Department. of Educa-Hon. Charles Z. HolladaY. Superintendent Wash. 98504. tion. Montgomery, Ala. 30130. of Education. State Department of Educa- Hon. Marshall L. Lind. Commissioner of Hon. Daniel B. Taylor, Superintendent of tion, Jackson. Miss. 39208. . Schools, State Department of Education. Education, State Department of Educa-Hon. Arthur tion. Juneou. Alaska mot. tory. Commissioner of Charleston. W.Va. 25305. Education. to Department of Elemen-Hon. Barbara S. Thompson. Superintendent Hon. Carolyn Warner," Supertntendent of tary and Education, Jefferson of Public Instruction, State Department Public Instruction. State Department of City. Mo. 65 01. of Public Instruction. Wisconsin Hal. 126 Education. Phoenix. Arts. 66097. Hon. Georgia R. Rice. Superintendent of Langdon St.. Madison, Wis. 53702. Hon. A. W. Ford, Director of Education, Public Ins tion. Office of the State Su-Hon. Robert 0. Schrader. Iltipetintendent State Department of Eduestion. Little perintendent.StateCapitol.Helena. Of Public Instruction. State Department Rock, Ark. 72201. Mont. 50601. Of Education. Hathaway Building. Chey- Hon. Wilson Pines. 8upertntenneat of Public 'Hon. M. Anne Campbell. Commissioner of enne. Wyo: 82002. InstructiOn and Director of Education. Education. State Deprtadent of Educa- State Department of Education, Sacra- tion, Uncoln. Nebr. 68309. Curry STATIC SCHOOL OFFICERS or OUTLTIP/G mento. Calif. 95814. HOW Ralph R. DiSibto. Superintendent of AIMS . Hon. Calvin M. Winder. iloilunissioner of 'Public Instruction. State Department ofHon. Mere T. Bethant. Director of Educa- Education. State Department of Mum- Education. 400 West King St.. Carson tion. Department of Education. Paso nom Denver. Colo. 80203. City. Nev. 89710. Paso, Tutuila. American Samna 96709. Hon. Mark R. Shedd. Commissioner of MU. Hon. Robert L. Brunelle, Commissioner ofHon. David A. Spelt. Superintendent of cation.State.Department of Education. Education.' State Department of Educa- Schools, Canal Zone Government, Box M. P.O. Box 2219, Hartford. Conn. 08115. tion Concord, N.H. 03301. Balboa Heights. C.Z.

FROMM RrOtfT2R, VOL 164-WIONILSDAY, AVOW 23, 19711 A2 . 254 87044 NOTICES Um Mary N. Cadige It, Minim of Educa-(rational agency (see the list of ad-Lion, Application Control Center no tion, Department of Education. Argana.dresses of chief State school officerslater than March 15, 1970. Guam I1910. below. Avallablendar Itis anticipated lies, Carlos K. Chardon. Jr., Secretary of Applications »livered by m)1il. Anthat funilM11 be available for con- iluoation.Department ofEducation. application that is sent by mail musttinuation of projects at approximately Rate /My, P.5.00919. be, ddreesed with five copies (3 for thethe same level as the prior year. Son. David Remand, Director of Inueatton. Department of Education. SaimM. Mari-U.S. Dittos of Education) to the chief This 'etiolate does not bind the U.S. ana Island., Trust Territory of the PacificState school officer of the appropriateOffice of Education excepiXsi may be linands MOO. State educational' agency at the ad-required by the applicabl tuts and iii. Imo M. Calve, Assistant Director ofdress below. The package in which theregulations, E ducation.Department ofEducation.application is mailed should be clearly Application ,been APplication Commonweinth of the Northern Marianamarked:Attention: CFDA }2.416 forms and program information pack- Islands. Saipan. Mariana Lilian& NINO. Teacher centers program continuationages are expected to be ready far mail- Ron. Owendoiyn E. Kean. Commlasioner. ofapplication. State review ing by October 30, 1078. They may be Education. Department of Education, Box Applications delivered by h nd. Anobtained by writing to ,the Division of 1130, Charlotte AMU*. At Thomas. V.I.. 00001. application thatis Nand d livered. EducationalSystemsDevelopment. Mr. Donald J. Fosdick.. Acting Director.must be taken to the office of the ap-U.S. Office of Education (Room !le, Office ofIndian'Education Program.propriate chief State school officer,RivieraBuilding), 400 Maryland B ureau of Affairs, 1051 Constitu- during their vegular business h urs. Aalintie.SW., Washington, D.C. 20202, tion Ave. NW.. Washington. D.C. Closing date for transmittal appli- Applications must be Prepared and cations to awe. To be assured con-submitted in accordance with the reg- 13.416Thainuni Carrara Pacoima sideration for funding. apPlicit WS forulations, instructions, and forms in- cLognio nail ndnoompeting'continuationawardscluded in the program -.information should be mailed or hand deliv red by ?O STATIC JAIIVART 111, 1979 March 1, 1019. ApplicablePligpafies. reputations. The regula- TO MOWN 1,4979 If the application is late, th Officetions applicable to this program are: Educptionomay lack sufficient e to (s).Off ice of Education General Pro- Applications are invited for noncom,reviets it with other nonco tinsvisions Regulations (45 CFR Parts 100 Wing continuation projects under thecontinuation applications and de-and 100a), and teacher centers program. cline to accept It. (b) The regulations governing the Authority for .this program is con- Applications delivered .* m4U. Ap-teacher centers program (45 CFR Part tained In section 532. title IV-B; Of theplications sent by mail must be ad- 197). --- Higher .Act of 1965,asdressed to the U.S. Office ofilues.- Further information. For further in- amende. Pon. Application Control At.%formation contact Dr... Allen (se p.o.e. weal tention:13.416,Washington.D.C.Schmieder, Teacher Centers Program, 20200; Division of Educational Systems be- This grogram makes awards to local velopinent , U.S. Office. 'of 'EdUcation educational. agencies and inatitutions Applicants are encouraged 'use of higher education. reglitered or at least first class (Room al% Riviere Building), 400 The purpose of the 'awards is to AgplicatiOns deltionad bti ha Ap-Mstryland Avenue SW.. WashingtOn, assist local educational agencies inplicationsthrit4"siOr. hand . de veredD.C. 20202, Telephone 2024534839. planning, establishing. and operatingmust be taken the U.S. Of ice of teacher centers and institution ofEducation, Application Control Animus or Cnnw &um &moot Omegas 'higher education in operating teacherCenter, Room 5673, RegionalOffice.Hon. Wayne Teague. Superirkendent of centers. Building 3, Seventh and D Streets Education. State Department of Educa- SW., Washington. D.C. tion. Montgomery, Ala. 36130. Closing date for transmittal of appli- The Application ConCrol Center willHon. Marshall L. Lind. Commissioner of cations to State educational agencies.accept hand delivered applications be- Education, State ?Department of Educe,- To be enured of condsideration fortween 8 a.m. and 4 P-m- (Washinicton- - non. Juneau. Alaska 99801. funding, applications for noncompet-DX., time) daily. except ElaturdaYe.Hon. Carolyn Warner. Superintendent of ing continuation awards should beSundays, and Federal. holidays. Public Instruction. State Department of mailed or hand delivered to the apPcn Appeals to the Commissioner Appli- Education. Phoenix. Aria 811001. plate State educational 4ency by Hon. A. W. Ford. Director of Education, 'Tannery 31, 1079. cants whose applications are not trans- State Department of Education. Little If the application is late, the Statemitted to the V.S. Office of Education Rock. Ark. 7x201. educational agency may lack sufficientby the appropriate State educational Hon. Wilson Riles, Superintendent of Public time to review it with other noncom-agency may appeal to the U.S. 'Com- Instruction and Director of Education, peting continuation applications andmissioner of Education to request fur- State Department of/ Education. Sacra- may decline to accept it. ther consideration by the State educa- mento. Calif. 00184. All applications must be submittedtional agency. Such an appeal; signedHon. Calvin M. Frasier. Commissioner of to the State educational agency of theby an authorised official for the appli- Education, State Department of Educa- State in which the applicant is locat-cant, must be received at the address' tion. Denver. Colo. MM. ed, for review by that agency. Thegiven below under "Further.Informap Hon. Mark R. Shedd. Consmissione. r of Edu- State educational agency must thenLion" by March 9. 1079. Applitants cation. State Department of Education. transmit to the U.S. Office of Educa-who wish to appeal are encouraged to P.O. Box 2319. Hartford, Conn. 00116. tion those applications that It recom-make their intent known by telephoneHon. Kenneth C. Madden. Superintendent mends for, consideration and approvalat the number given below under of Public Instructionretate Department by the Commissioner of Education."Further Information" prior to Isub- of Public Instruction, Dover,lbeL 10901 minting a writtenappeal.. Hai: Vincent K. Reed. Superintendent of State educational agencies may set Schools, Public Schools of the District of their own criteria lot the review of ap-which the State educational Columbia, 419 12th Street NW., Washing- plications which applicants may wishwishes to trensmit to the V.S. Office ton; D.C. 20004. to take into consideration. The Stateof Education, as the result of reconsid-Hon. Ralph D. Turlington. Commissioner of criteria (if any) can be obtained byeration following. an appeal, must be 'Education. State Department of Educe. writing to the appropriate State edu-received by the U.S. Office of Educe- Lion. Tallahassee, PA. 32304.

NOMA& 21041111111, VOL 416 NO. 164---WIONIIDAY, AUGUST 23, 11711

14.3 255 Hon. Charles McDaniel, Superintendent ofHon. A. Craig Phillips. Superintendent of ana Islands, Trust Territory of the Pacific Schad% State Department of Education, PublicInstruction. State Department of Islands 94960. Atlanta, Oa. 30334. Public InstrUotion. Raleigh. N.C. 21111. Mr. Isaac M. Calve, Aslistant Director of Hon. Charles 00 Clark. Superintendent ofHon. Howard J. Inortland. Superintendent garDepartmentofEducation. Education.P.O. Vox 3340.Honolulu, of Public Ipstruction. Mato Department wealth of the Northern Mariana Hawaii 114004. of Publid Instruction. Bismarck. N.Dak. Islands, Saipan, Mariana Islands MOW N on- NOY TrubY. Superintendent of Public Hon. Owmdolyn E. Kean. Maunissioner of ° State Department of Mum-Hon. Franklin B. Walter, Superintendent of Education, Department of Education, Box 113730. Public Instruction, State Department of 1130; Charlotte Amalie. St. Thomas, V.I. tiount=Idaho 00101. N on. Joseph 14. Cronin, Superintendent of E ducation. Columbus. Ohio 43215. Mr. Donald J. Fosdick Acting Director. Education. Minot@ Office of Education.Hon. Leslie H. of OfficeofIndian Education Program. Springfield. 111.33777. Public Instruction. State ent of Bureau of Indian Allah'. 1061 Constitu- Hon. Harold H. Heeler. Superintendent -of Education, Oklahoma city, 73106. tion Avenue NW., Washington. D.C. 30245. PublicInstruction.Indianapolis.'hid. Eon. Verne A. Duncenaluperbitondent of 44304. Public Instruition. Mkt* Department of Hon. Robert D. Benton. Superintendent of Education. Salem. Oreg. 97310. Pubis kW:notion. Des Moines. IowaHon. Caryl M. Kline. Secretary of Educa- 50319. tion. State Department of Education. Har- Eon. Merle R. Bolton, Commissioner of risburg. Pa. 17124. Education. Atata Department of Educe"Hon. Thomas C. Schmidt, Commissioner of lion. Topeka, Kans. 114412. littcation. State Department of Educes- lion. James E. Oraham, Superintendent of , Providence. ILL 0290e. Orasion.lnetruction, Mat* Department of Hon. COE B. Bust's. Superintendent of Frankfort, Ky. 40001. Education, State Department of Educa- Hon. J. Kelly Nix, Superintendent of Educa- tion. Columbia. S.C. 21001. tion, State Department of Education.Hon. Thomas C. Todd,, State Suomi:dead- Eaton Houle, La. 70104. /int of the Division. of Elementary Mid Hon. K. Salvia MMett. Jr., Commissioner of Secondary Education. KNEW Building. Educational and Cultural Services. State Plerre..S.Dak. 57501. Department of Zduadial and CulturalHon. Samuel H. Ingram. Comielelioner of Services. Magnet& Mains '04333. Education. State Department of Educa- Hon. David W. Hornbeck, Superintandent of tion, Nashville. Tenn. 37219. S chools, State Department of ;lineation. Hon. Marlin L Broekette. Comraindoner of B allimore-Waehhtaton Intonational' Air- Educalion.., Tacos 'Education Port,. P.O. Box 1717. Baltimoro. Md. 21240. Auntin, Tex. 74701. Hon. Gregory R. LAWN" COMMOMPOner of Hon. Walter D. Tellxit, Superin t of Education, State Department of Educa- Public Instruction. State Board of nes- tion. 31 St. James Avenue, Boston. Mass. Um Salt Lake Cite. Utah 94111. 0111111, Hon. Robert A. Withey, 'Commimioner of Hon. John W. Porter, Superintendent of Education. State Department of Educe,- Public instruition. State DePeztinebr of lion, Montpelier. Vt. 05402. Education. Lansing. Mich. 43909. Hon. W. E. Campbell. Superintendent of Hon. 'Howard B. canna, Commilsioner of Public Instruction. State Department of E ducation. State Department' of Sdoon- Education. Richmond. Va. 23210. lion, St. Paul. Minn. 55101. Hon. Frank ft Broulliet, Superintendent of 4fHon. Charles E. Holladay. Superintendent Public Instruction. Office of the Superin- of Education, State Department of Educe" tendent of Public Instruction. Olympia. lion, Jackson. Man 39305. Wash. 93504. Hong, Arthur L. Mallory. Commissioner ofHon. Daniel B. Taylor. Superintendent of Education, State Department of Klemm- Schools. State Department of Education. &any and Secondary Education, Jefforspn, Charleston. W. VA. MOIL City, Mo. 0101. Hon. Barbara S. Thompson. Superintendent HpidmaGeorgia R. Rice. Superintendent of of Public Instruction, State Department Instruction. Office of the State Su- of Public Instruction. Wisconsin Hall. lin perintendent.StateCapitol,Helena, Imuston St.. Madison. Wis. 53702. Mont. 59601. Hon. Robert G. Schrader. superintendent Hon. M. Anne Campbell. Commlieloner of of Public Instruction, State Department Umiak" Mate Department of Educa- of Education. Hathaway Building. Chey- tion. Lincoln, Nebr. 115509. enne, Wyo. 52002. Hon. Ralph R. DiSiblo. Superintendent of Public Instruction. Mato Department of, Men 13Flit Smoot. Orruwas or OOTLYINO Education. 400 West King Street, Carson AIMS City. Nev. INR10. Hon. Mere T. Betham. Director of Educa- tion. Department of Education._ Pago Hon. Robert L. Brunelle, Conunlasioner of 4Pogo. Tutuila, American Samoa 9679g. Education. State Department of Edues;tHon. David A. Spelt Superintendent of tin. Concord, N.H. 031141. Schools. Canal Zone Government. Box M. Holm Fred 0. Burke. Commissioner of Edu- Balboa Heights. Canal Zone. cation. State Department of Education.Hon. Mary Z. Caftan. Director of, Educe,- k Trenton. N.J. 00425. lion. Department of Education, ANVIL Bab. Iaonard J. De Layo, Superintendent of Ovum 06910. Public Instruction. Mato Department ofHon. Carlos E. Chardon. .jr.. Secretary of Education. Santa Pe, N. Mex. 07503. Education.DepartmentofEducation. Hon. Oordon M. Ambach, Commissioner of Hato Rey. P. R. 00919. Education. State Education Department,Hon. David Ramarul. Director of Education. Albany. N.Y. 12234. Department of Education. Salmi. Mari-

ft 01111AL 10015111 VOL 43, NO. 1114-WIENISDAY, AVANT 23,19711

256 WEDNESDAY, JANUARY 11, 1978 ,PARTLY

DEPARTMENT Of HEALTH, EDUCATION,. AND WELFARE Office of Educatior

TEACHER .CENTERS PROGRAM

r . Grant Requirements

31 257 1712 6 sum AND uouuinous (4110-02) percent of the program's funds to op-lions ',guise that teachers generally, erate teacher cantors. either directly or through their teach- 41-914112 Welke, gelation 1132(aX3) of the Act define,ers' organisation. nominate or select "teacher center" as a site which servesteather representatives to the board. CRUM 1-0119101 Of I91/CANON, emit.teacher: from public and nonpublic Section 197.4 of the regulation sets NSW Of. NIA1,111..11041FATION, AMR Iffla- schools of a State. or an area or com-aside ten percent of funds appropriat- leal munity within a Siete. In which teach-ed for the teacher centers program for . ers, with the amistanos of such consul.grants to institutions of higher educa- P A R T 1110.-011tla NM= MINN AND tents and experts as be may.tion. Section 197.5 indicates the differ- COMMA= PROMIANg * develop and curricula.ence between grant. to local educa- PAW 197vgaligg allow PIOINAN may.utilise research findings. and tional agencies to plan. establish or op- training to improve the skillsor Ural!erate teacher centers and grants to in- Orem. No reset gCseestseel Awoke; erg to enable the teachers to meetstitutions of higher education to oper- better the educational needs of theirate teacher centers. AOLNCY: Office of. Education. RIM. students. . ' Under 1 107.9 each applicant must ACTION: Final Itigulation. The regulation implements thesesubmit its eppMattion through the Provisions by broadly defining theState eduoatWal agency of the State SUMMARY: This regulation hoots- in which the applicant is located. Only - manta Section 532 ofthe.Higher Edu-term o'site" in 1197.2. describing al- cation Act of. 19411, as emended. andlowable activities of a teacher centerapp recommended bytheap- governs grants to Weal educationalin197.3(b), and clarifying the teach-propriate State educational agency agencies to plan, establioh, or operateer center's obligation to serve non-may be roved, bye e Commission-. teacher centers and to instinitions ofpublic school teachers In ii.1117.3(a)or. The statute am vides that the highs; education to operate teacherand 197.9(aX4). Section 197.3(d) of theCommesioner shall ensure that there centers. The regulation also governsregulation lists eligible categories ofIs adequate provision for the fuenish- compensation to State odutationalparticipants in teacher center actin-Ins of technical assistance to, and die- Wendel; for services under the pro-ties. The teacher °enter policy boardgemination ofInformationderived gram. The purpose of teacher centers(described below) for a particularfrom each funded center. The State supported under the program is tocenter decides which of the Indicated agency must be adequate- provide elementary and asoopdarycategories of eligible participants in for Its review and sub- school teachers with opportuni ties foraddition to regular, full-time elemen- of applications, and its techni- training and curriculum developmenttary and secondary school -teethe rscal assincince and ctissemination ser- which meet their needs and enablemayparticipate inthat center's activi-vices them to serve better their students.ties. Section 197.13-of the regulation sets Mach teacher center Is supervised by a innovative feature of the stet -aside ten percent' of funds appropriat- teacher center policy board the major- itsprovisionthat each teachered for the teacher centers program to shallbeoperated under compensatethe 'Stateeducational ity of which is representative of ele- of. a teacher center Beyagencies for these services, pad ihdi- mentary and secondaryclassroom' the majority of whichrepre-sites how the it aside will be distrib- teachers in the area to be served. sentative of elementary and uted. EFFIDUTIVIc DATE Under sectionclassroom teachers to be served y the Section '197,7 of the regulation pro- 431(d) of the General Education Provi-center fairly reflecting the p ofvides for the funding of multi-year sions Act, a_ided (30V.B.C.1232 all schoolteachers. Including specialprojects, which generally will not (d)), this has been transmit-education and vocational educationexceed 38 months. A multi-year pro- ted to the concurrently withteaches& lit statute also providesbe receives an, initial one-Year Its pillilleouney the PROCRL Rens- the center policy board&id continuation grants for the Sestion giltd) provides that regu- include Individuals ripresents-or third year of the project are lations stildeat to the section shallthe of, or designated by, the schoolon a non-competitive basis. =Wert to become effective on the 45th day fol-board of the local educational agencya renew of pros**. One year pro- lowing the date of transmission to theserved by the center. and at least oneJecte, as well as multi-year projects: Congress. subject to the provisions inrepresentative designated by the Insti-are eligible for funding. the section concerning congressionaltutions of higher education (with de- Section 197.9 of the regulation seta action and adjournment. partments or schools of education) lo-forth application requirements for the FOR FURTHER INFORMATION,cated in the area. program. sped*, requirements CONTACT: The regulation implements thesecall foeinfoThermation which the Com-. statutory provisions in a number ofmissioner needs to ensure that the ap- Dr.A. Bruce °larder. Regionalsections. The board's authority for theplicant and project are eligible for Office Building No. 3, Room 5052,center is broadly stated In a definitionfunding and meet requirements in the 7th and D Streets, SW., Washington,of the term. "supervision" in I 187-3statute and regulation and to evaluate D.C. 20202. Telephone: 202-245-9788.and by provisions in 5107.4(c) requir-applicauons on a competitive basis SUPPLEMENTARY INFORMATION:ing the board to Participate fully inundertheevaluationcriteriain the preparation of, and to epptove.1197.11. A. Ovsavisw or rat PROGRAM£315 the applicatien. With respect to the Provisions on allowable and un- RROIIZATIOX selection of teacher repreeentathesallowable projectcosts are in 1 197.8 of Section 532 of the Risher Educationconstituting the nieloritY of the board.the regulation. Act of 1985 (the Act). as enacted by11197.2 defines "teacher" narrowly to B. ittanoutv or MAJOR Issues Section 153 of the Education Amend-include only regular, class- ments of 1978 (Pub. L. 94-482), autho-room teachers engaged In teaching ele- A notice of proposed rulerpaking for rises the Commissioner of Educationmentary or secondary school students,the teacher centers, program. Malting to make grants to local educationaland f 197.4(bX1X1) indicates that thepublic comment, was published In the agencies to aGfst them in planning, es-teacher representatives must fairly re-Peasast. Ram= on June 13, 1977, &Wishing. and operating teacher cen-float the make-up of all teachers Inand public heaMngs were conducted in ters. The statute also authorises thethe area to be served. Options for se-Atlanta, June 21; New York City, June Commissioner to make grants to insti-looting teacher representatives are22; Ran Pranciiico, June 37; and Chia-, tutions of higher education with tenlisted in197.4(b)(1X11). All of the op-go, June 29. During the 30-day period

MINIM MN" VOL el, NO. 77WIDNINDAY, JANUARY IL

2554 SUM AND ItIOULATIONS 17*3 of pubisc comment, over 1.600 writtenere representatives who oornMee the to set aside life ten percent maximum suggestions and recommendations majority of the policy hodkrewlIneni- for grants to institutions of higher were received from interested persons nem, including permitting the teach-education. Public comment on this and organlastions. A summary ofers' collective bargaining agent or theissue was sharply divided. Some com- these comments, and responses is in- local teachers' organisation with thementers suggested that institutions of cluded as an appendix to this docu- largest membership to select teacherhigher education be reqUifed to comment. The comments and responsesrepresentatives. Each 0111,the options pete with loco.) educational agencies. an identified With the section number requiresthat teachersgenerallY,subject to the ten percent ceiling. of the regulation to which they refer.either directly or through their teach- However. colleges and universities con- They are presentedInhe numericalers' organization, nominate or selecttinue to play a vital role in the train- sequence of the regul tion. In eachthe teacher representatives on thelog of teachers, The Commissioner be- case. a brief heading Is to Identifyboard. Many commenters wanted theneves that the degree- Ung and the subject of the comment. regulation to mandate that the onlyeducational research ro Of institu- The following paragraphs discus&option for selection of teacher repre-tions of higher educe Or the major issues and how they are re-sentatives b. for the teachers' collec-with their cooperative cps solved. tive bargaining agent or teachers' or-with State educational In 1. Payment of released, time and sub-genlasUon to select them. While this isteacher training and on. Jus- stitutes. 'Under the proposed regula- an acceptable option. to mandate thistify using -the maximum de au- tion the use of grant funds to pay theoption alone would be over regulationthorised by the statute. U g lett cost of released time or substitutes to by the Federal government. 0 the Commissioner sets the ten enable teachers to use the. centers 3. Rote of State educational agency. percent maximum for grants Matt- during working hours was allowablePublic commenters were sharply divid-tutions of higher education. only In extraordMary circumstancesed over the role of State educational (b) Submission of aillwlicefiona by In- and with prior approval of the Com-agencies In the teacher centers pro-stitutions of higher ddueettess. The missioner. This ihnitation on the usegram and the compensation for the proposed regulation 111117.9 required of Federal funds was intended to en-State educational agencies' services.that applicationsfeliinminstitutions of courage voluntary teacher participa-Commentersrepresentingteachershigher education. like Applications for tion in the centers. to reduce each cen-and their organisations wanted thelocal educational agencies, be egaZt ter's total cost, and thereby to permitrole and compensation sharply re-ted through the funding of more centers. Public corn,duced: the ,State educational agencieseducationalagency.TZPriati,coninainten went was overwhelmingly in favor ofand dhlef State school officers wanted representingtrostitations of higher allowing each teacher center policy the role expanded, on the groundsschication emerged- that applications bawd to .detArmine the extent tothat the teacher centers brogram mustfrom such agencies should be submit- wilich Federal funds era used for re-become an integral part of the States'ted directlx to the Commissioner. The' commenters cited the following leased time and substitutes. The com-overall plans for inservice teacher edu-statutory language in section UM): " menters' principal rationale was thatction. The statute requires that State may be expended directly by the teacher inservcoe training is too Impor-educational agencies review angles-Commissioner to mak grants to testi- tant to be limited to after school hoursnorm make comments on the applies- tutions of higher education arid that teachers should not be re-lions. and recommend each applies=Other commenters pertioularl# those" quired to give up. theft? Tree' time toton that the State agencyfindsrepresenting State educational agen- participate. The regulation(11 tete) should be approved. In addition. thedas. supported the requirement that makes the payment of released time orstatute gives the State educationalall applications, Including those from substitutes to permit teacher partici-agencies the role of providing techni- institutions of higher education, be pation in the center's activities or incal assistance to and disserninathig in-submitted. to the appropriate State the teacher center policy board an al-formation from funded centers. Ineducational agency for review and lowable cost. To address the concernorder to Minim that the maximumscreening before being submitted to that these costs will require an exces-share of wogram funds goes .for direct the Conuniseioner. sive proportion of program funds, thesupport of teacher centers, the 013S- While the statute is somewhat am- criterion in II 191.11(g) is changed toseventh of total programs funds, secbiguous an this point, the Commis- consider the proportion of the budget aside as compensation for the Statesioner interprets it, to require that ap- represented by these costs. educational agency services inplications from institutions of higher 2. Authority and rePrereelatiserioss1117.13(b) of the proposed regulation.education bor submitted through the cif the teacher center policy board. Theis reduced to one-tenth In the finalStateoduortionalagency.Section statute clearly gives the teacher centerregulation. 533(f) of the Mt provides that the policy board responsibility for "Soper, 4. Grants to institutions of higherCommienorser max make grant awards 'Aline the center. and this was re-education. Section 532(f) of the stat-directly to institutions of higher edu-' flected In the proposed regulation.ute provides that up to ten percent ofcation. in contrast to section 533(e), However. public comment heavily fa-the total program funds may be ex-whichauthorises institutions .of vored increasing the authority of thepended directly by the Cominissionerhigher education to participate only teacher center policy boareirand assilr-to make grants to institutions ofby contracting with a local educational log that the policy boards are closelyhigher education to operate teacheragency which receives a grant from representative of the teachers in thecenters. The following !rues have de-the Commissioner. Section 532(f). does area to be served. On the other hand.veloped regarding implementation ofnot expressly address whether an ap- . there was significant comment tothe section 1532(f): - plication from an institition of higher effect that If policy boards are allowed (a) Setting aside the ten percenteducation must be submitted through to make policy and control the cen-marine= for grants to institutions ofa State educational agency. It provides ter's budgets, conflicts could arise be-higher education. Under section 333(),that the authority to make grants to tween thepplicyboards and thethe Commissioner is authorised toinstitutions of higher education is school - districts' boards of education. decide the extent to which program"subject to.the other provisions of this Since the intent of CongTees is to givefunds will be used, uptothe ten per-Section." which would include provi- maximum control over the centers tocent limit, to make grants. to institu-sions for ruminations to be submitted the teachers to be served. the regula-tions of higher education. Sectionthrough the State educational agency. tion (1 lirt:40)) provides several op- 157.6(a) of the proposed regulation an- In requiring submission of applica- tional methodAfor selecting the teach-nounced the Commissioner's intentiontions by institutions of higher educe-

. easeltAt itemsnee, vat. R NO. V---efeetellellAy, MiniAlte II, 1575

B3 .$4 259. 1714 kuus ANDnoutAmota :t Lion through the State educationaluse of "needs assessment" in plan-representation of non-public school agencies. the regulation reinforces thening the center's activities. and to theteachers as part of the teacher= Important role of the State education-objectives ofthe' proposed center.ityon thebolicyboard. -al agencies for PrOVIldieg-teChnleklOA- Moe oemmentets felt that too much107.3(a) of the eegtilation recognises 'Manes to. and disseminating infor- emphasis' was placed on the degree ofthat there may be no non - public mation from, funded center& . teacherParticipation and repreeente- schools In the areas to be (c) Definition or Use tern 'operate."tion.and not enough on the quality ofthat the non-public schools in a r- Section 1133(f) of the statute aunt*. the prciposal and its potential to in-viol area may choose not to partici- rises grants to institutions of highercresse the effectiveness (if the each- pate In a teacher center. Section 1e7.3 education "to operate" teacher cen- ers served. of the regtilation Is changed to add a ters. This contrasts with the language In response to the public comment.definition of non-public school In re- in section 532(aX1) which authorises I 107.11 is changed to (1) Incresse,thesponse to the comments concerning grants to local educational agenciespoints assigned to the potential of the participation by non-accredited or sub- "to *rant such agencies in planning.center to increase the effectiveness of standardPrivate schools. Under TiUs establishing.' and operating teacherthe teachers served. In Seems of tileVI of the 1054 MU Rights Act (43 centers." Section 197.5(b) of the pro- learning needs of their students; tit) U.S.C. 2000d-3000d-4),teachers from posed regulation gave effect to thisincrease (from 5 to 10) the points as-institutions which diecriminete on the difference in authorising language bysigned to the extent to which the pro-basis of race, color, or national origin making Institutions of higher educa-ject objectives are sharply defined,may not participate in or benefit hates; tion eligible for grants only If theclearly stated. and capable of being at- pro supported by Federal funds. 'e teacher center would be in operation tained by the proposed procedures; (3). 7. ninon/ of "teacheir deshme- at the end of the grant period. Some,add a criterion on the extent to which lion of eligible participants. In in- comMenters supported the . proposed eral funds will support new or ex- 'peruse tolarge number. of oomments - in ti 197.5(b).. However, most ded activities rather than support-which recommended that the towhee commenters objected to the proposedIng,ectivities-which are already beingcenter policy board be authorised language and argued that It wouldpaid for from other resources.." designate the categories of pe give no effect to the difference In au! 0. 'Participati ,by leachers fromaddition to elementary and Ahortsing language and would permit, non-public- scho Section 532(aX2)school classroom teachers, who inititutions of higher educationtotof the stet(*) state. that a teacherparticipate in the activities of a plan, establish, and operate new teach-. center "serverteschees, from publicer center, the regulation er centers. Most of the commentersand non-public schools," and sectionclearly between "teache wanted institutions of higher educa-532(h) stales that the makrity of the- eligible for membership in tion eligible only-for grants to operatemembers otheacher cter policymajority of the teacher centerswhichhadalready beenboard sh 're respnttve of ele-board, and all other ell Plartdecand established usingothermentary and daryclassroom-pants. In keeping with t reso In response to the public Leachers to be sent -11Uktit venter." requirement,"teacher" comment and so as to follow more-Section 197.3(a) of thereposed regu-(1 197.2) as only regu closely the 'statutory language. lation implemented the tute by pro- clararoom teacher 197.5(b) is changed to make institu-viding that teacher nter "serveelementary or secondaty - tions of higher education eligible onlyteachers employed in public and dents, including a special education or for grants -to operate" teacher cen-non-publicschools non-public vocational education tescher.soOn ,the ters. However, there is no evidence ofschools are located inhe area to beother hand. togive ',each Pieadrier congressional intent to limit eligibilityserved and choose to participate in the center policy board (after it has been to only those institutions of higherteacher center)." constituted) broad Iseinde cad ter - education which are alriady operating Most commenters agreed with themining who, in addlUon tetatchers, teacher center. Under 1 197.5(b). anregulatoryrequirementUnitnon-may participate in the center's activi- institution of higher education Is ellepublic school teachers be served by aties, fIrma)gives an inclusive list of,' Die for a grantto operate" a new orteacher center, but objected to repre- eighteen categories of persons. any of proposed teacher center but. 'mince asentation of non-public school teach-all of whom may be designated bythe local educational agency, is not eligible ers as part of the classroom teacherpolicy board as additional categories for a grant to assist in planning or es- majority on the teacher center policyof eligible participants. There was con- tablishing the new center. Therefore.board. One rationale was that teacherssiderable comment urging thatch- . an institutionof higher education In many non-public schools are not re-era on leave of &been:ebbe e - for must pay the cost of planning and es-quired to meet the minimum stan- membership as part of the teacher ma- tablishing a new teacher center out ofdards for licensure and certification.jority of the policy board. This advice funds from sources other than theThese commenter* also argued thatwas not accepted, and the regulation teacher centers section. 532(b) of ,the tute does notreflects the congressional Intent to et, , 5. EvaluationcrP=Ilection107.11 ePeelfleallY require that the teachervest "supervision." Le.. control and of the proposed regulation contained majority of the include repre-management of the centers. In those the criteria which the Commissionersentation of con-public ool teach-who are full-time as teachers. propbsed to use in - evaluating applica- ers. Other commenters poied the in-The prepo of public comment tions for grants (except applicationsclusion of teachers f segregated supported position. for continuation grants under flr1.7). schools and academies the ma- C. L.ITATTUNISor LIDGALAtm-Hoorn; Many commenters suggested addition-jority members of the policy board or al criteria or recommended changingas beneficiaries of the ..center's ser- As requan re:y section 431(a) otithekql! or deleting the proposed-criteria. Sev-vices. One commenter recommen General non Provisions Act 20 eral commenters asked for-changes In,that theregulation be changed to U.S.C.123a)). citation of statutory the 'number of points weighed to eachallow only non-public schools accredit-or other legal authority for each sec- criterion. In general. the commentersed by the State educational agency totion of the regulation has been placed recommended that more emphasis beparticipate. parentheses on UN line following given to the qualifications of the pro- Reading section 532(aX2) and sec- e text of the section. References to posed teacher center staff, to mea-tion 532(b) of the statute together. the sec." In thacitations of authority fol. sures for increasing Athe..effectivenessCommissioner inI 197.4 of the regula-,10wing provisions' of the regulation of the teachers served, the effectivetion Interprets the statute to requirerefer to sections of the Higher Mum-

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B4 26 Ralf AMID EilfUletal0,42 1765 -44: Eons A C C O f 1 9 8 5, s e a ntended by- .(S013.8.C..111,e.) (Interketssec.532(aX2).20 .U.S.C. ."MU:. 168 01' t e Education . 4.1nend-'.;i2) leach grant- Ws -.part hi 1119a(a)(2).) . - Manta Of 197 b.1.94-482. If Altbjetta: tir aPplittab el- proclaim= cow,. "State. educational agency" means citation the . word "in tinned In the general provisions the State board of education or other the-regulation-Provisions .latlonsOf.-: Office. ofEducation ncy or officer primarily responsible interpretation of the cited (Parts-'100 100a. of -this chatoterli ift:the State supervision-of public ele- ,pgiVipion. If the citatiOn.uses `except that ,criteria id I 100a26(b).mentary and secondary schools: or. if

"implements; the regillatil4 . do hot apply to Applieations under thisthere is no such officer or agency. an ' dons include rules deemed necessarypart's. officer or agency designated trer. the . Ier=e;ft thestatute. tt (bir Puriros:elltralinurPOie'. of.. the ,;Clovegien2rru.:tate ; This -regulation is issu tettelier centers in to meet the Sec. 1lop. c. 1141(h).) under Title V-41. egetion 832 of the.PrOfeislonal Of ..teathers as de- Higher ZdUcation -At* ot4985 as eri-,fined.byEteaeherjeanter policy boards, "Supervision" means the setting of acted .10 sectiOn;153 of the Education.thtia ambling 'feathers to meet -betterpolicy and any appropriate mitnagerIo1 Amendments' of Mt Pub. L. 94-482.the-, educational needs of their stu-or supervisory activities not prohibited 20-(7.8.C. 1119a. dents, by- W State or lorAlaw (e.g.; the employ- Nora. L-Tliatice of Edutiatlon.has.cleter! N) Providing financial assistance toment of ring staff, consultants or mined that document does not containlocal educational agenciesfor plan.experts; and. expenditUre of arTokit Prenatal requiring Preparation ofning,establishing,andoperatingfunds, -formulation of recom- ....ben 'Inflation Impact Statement under Ex-teaching centers; and mendations- forsubcontractingto -- avant" Order 11821 and OMB Circular A- (2) Providing financial assistance tosecure technical and Other kinds of est 107. c institutions of higher education forsistance). - (091060e ofiPederai Domestic Midstenc.opetating teacher centers. (Interprets Sec. 582(b), 20 U.S.C. 1119a(b).) Number: 13.416 Teacher Centers Program.) (Implements aec. 532. 20 V.S.C. 1119a; Sen. "Teacher" means only a regular. Dated:. October 13,1977. Rep. 94-8112. p. 37 (1976).) full-time classroom teacher engaged in Eimer L. BOYER, -teaching, eleMentaryorsecondary § 197.2 .Definitioni. school students, including a special . Commissioner qfEduccition. As used in this part: educationorvocationaleducation Approved: January 3,1978.. "my, means section532.of theteacher. JosartiA.,CaLirsrio, Jr., Higher Education Act of 1965, as en- (Interprets Sec. 532(b), 20 U.S.C. 1119a(b).) Secretary of Health, acted by Pub. L.094-482. 1197.5 - ilements of a teacher center. .Education, and Welfare. (Sec. 632. 20 U.S.C. 1119a.) A teacher' center must have all of Title 45-of the Code of Federal Reg . "Institution. of higher education"the following elements: ulations is amended as follows: Means an educational -institution- as (a) Area served. It serves teachers definedinsection1201(a) of theemployed in both. public and non- 1111)04.16 (Amended] Higher Education Actof.; .196% aspublic schools (If non-public schools

1. 'InPart 10016, §100a.16(a) 'isattended.-. . . ° are located in the area to be served amended.. by adding a, news subpara- and, choose to participate in the, teach. (Sec. 1201(s), 20U.S.C:1141(a).) _ , graph (40), which reads as follows: er center) of- T 4a)-.- "Local educational agency" nitre a (1) A portion of single school dis- (40)-Teacher. Centers grants underParc bottle of education ortheytrict section 532, Title Ara 0! the Higherpublic authority legally constituted (2) An entirachool district' of -1965, as amended (20.within a State for either trs.- (3) Any numb& of school districts in U.S. tion control 'or-dirty= of, 0 per,a .State short of the total number of form ,a service functionon for, plic ele-districts; or . . mentary or secondary schools a city,, (4) An entire State. county, township, school district, 'or (b) Activities. The teachers it serves 2. A .nevi Part 197 is added to read asotherPolitIcal subdivisioof a Stateare afforded the opportunity to- follows: or: such combination ofsaroldistricts(1) Develop and produce Sec. 4 or counties as and recognized in a State 197.1 Scope and purpose. (including the modification Or adapta- as an administrative :agency for Astion of existing curricula) designed to - 197.2 Definitions. public eletaentaryzainr .secondary 191.3Elements of a teacher center. schools. Such term Wso includes anymeet the educational reds Of 'the An- 197.4 Teachetcenter policy board. other public institution or agency-dent& served by ,the te5cchets 197.5 Categories of financial assistance. . (2) Ustedircatfbnal research-findings. 197.6 Distribution of funds. having administrative* control and di- 197.7 Project duration. -rection, of a public -elementary or see;or new or improved Methods, ,prac- -497.1 Allowable and unallowable costsi ohdary school..; tides,' and 'techniques in the develop - -197.9 Application requirements. merit of the curricula; , 197.10 Review of applications by,State edu- (Sec. 1201(g)..20 U.S.C. 1141(g).)' (3 )_Provide training .designed- cational agencies. "Non= public school" means a 'non -, thable thee-teachers to better 191.11Evaluation criteria. . profit elementary or secondary schoolmeet the special .educaitinnal needs of .13 Right Of appeal. operated or controlled by other than athe students they serve(including' a. 13 Compensation 3 tO educationalpublic nuthority. and which is licensedtraining to enable teachers to imple- ee. EX!. or approved by the'State inhich it-isment effectivelyspecificcurricula); Au.rnoarry: Sec.532.Title y03. Higherloerkted. or attendance athich sat's-and-...' , Education Act -of 1965. as ar)ended (toSim applicable compulsory (ii) Pairillarize the teith'ers with de- U.S.C. 1119a). 'school attendance laws. Nelopinefits in curricultun and educational research. including the use, of -1197.1Scope and purpose: (InterpretsSec.532(0(2). 20 U.S.C. 1119a(a)(2). research to improve teaching (a)Scope.(1) This part applies to the teacher centers program autho- "Site" means the location o; Loca-(Sec. 532(a)(2),20 U.S.C. 1119a(0(2)) filled under section 532 of Title V-B oftions wheretthe curricolunts' develop -' (C) Grantee, The teacher cent'er, is the Higher Education Act of 1965, asment andairline activities of theoperatedbyalocaleducational amended byPub.L. 94 -482. teacher center take place. agency, an institution of higher ecluca- - FEDERAL RIGISTErt, VOL 43, NO.-7 -- WEDNESDAY, JANUARY 11.19,11"'

B5 1766 R14.ES AND REGULATIONS tion. or a tombinatiougof these agen-',teachers at bath elementary and .sec-fund applications from institutions of des and/or institutions. ondary levels) fairly reflect the catego-higher education to operate teacher ries of teachers in the area 'to becenters: 'Provided, That there are suf- (Sec. 532(11x2), 20 II.S.C. 1119a(s.x2)) served, Including equitable representa-ficient applications from institutions (d) EMI* partkipants. In additiontion of non-public school teachers (ifof higher education which receive the to teachers, as defined in -§ 197.2, thethere are non-public schools in the50 point minimum to be considered for. perilous to be served by the teacherarea to be served which choose to par-funding under the evaluation criteria * center may be determined by= theticipate in the teacher center); and in §197.11 teacher center policy board to include (ii) Selecting the teacher members paraprofeSsionals, teacher aides, pre-compoking the majority 'of the board (Interprets Sec. 1112(f),10 17.13.C. 1119aa).) school 'teachers, teachers of adultsby one of the following options: (b) After setting aside funds for below the college level, counselors. (A) Aga Bement between the localgrants to institutions of higher edUca- principals, other administrators, su- educations_l, agency and the teachers'. tion under paragraph ia) of this see pervisors, curriculum specialists, 11-. collective bargaining' agent as to thetion and funds for compensating State brarians, media specialists, elementaryspecific teacher representatives oras'educational agencies r their func- and secondary ,school students, theto the procedures for selecting thetions under § 197.13 Commissioner parents -ef elementary and secondaryteacher representatives; uses the unds for grants to school students, substitute teachers, (B) Appointment of the teacher rep -localeducenalagenciesunder part-time teachers, teachers who areresentatives bY the teachers' collective 197.5(a). unemployed of former teachers en-bargaining agent; (c) In th case of a joint- grant to a' Ployed in other capacities who intend (C)Appointment of the teacher rep-corabinatioof one or more institu- to retuilt 'to tear ,and internresentatives by the teachers' tions of higher alucation and one or teachers assigned in a schtaltion with the largest nv.mbel- of. mem-more local educational agencies; the where the rsarettngte Served bybers: amount of the grant charged to the 10 a ter assisted under the (D) Voting in which all teachers inpercent set-aside for institutions of Act. the area to be served by the centerhigher education istetermined (Interprets Sec: 532(a), 1119a(a)) have an opportunity to pirticipate, (1) According to the amount budget- eithe=rough kgeneral oi school-by-e*ed in the approved application for hi- 1197.4 Teacher center policy board. schoection; stitutions of higher education; or (a)Composition.Eachteacher (E) Another method which permits (2) If separate 'amounts for appli- center must be operated under the su-teachers generally, either directly orcants are not budgbted in the applies- pervision of a teacher center policythrough their teachers' organization,tion, according to 'the ratio of institu- board composed as follows: to nominate or select the teacher rep-tions' of higher education to all recipi- . resentativea on the board; or ents of the grant. (1) The majority of the members of (F) A combination of two or more of the policy board shall be representa- (Implements 532(11X1).20U.S.C. tive of all the teachers in the area tothe options in clauses (A) through (E) 1119a(a)(1).) be served by the center. includingof this subdivision, teachers who- provide special educa- (2) The options described in subpar*. tion for handicapped and exceptionalgraph (1)(ii) of this p apply § 197.7Project dUration. children, and 'teachers of vocationalbothito teacher centers se "teach- (a) The Commissioner approves Pro= education.' ers within a single local educationaljects under. this part for a- specified (2) The policy board must includeagency and to centers serving teachersprOject period which generally will not two more persons representative of,in more than one local.. educatiohalexceed 36 Months, subject to the avail- or d ted -by, the School board(s)agency. ability of funds. of thlocal educational agency or (3) In the case of a teacher center (b) An applicant for assistance may agenci served by the center. serving an entire State, in addition toProject 4.10'als and activities over a (3) The llcy board must also In-the options under subparagraph (1Xii)period on" to three years. App val dude at least one representative desig-of this paragraph, the teacher mem-of a multiyear project is intendto nated aby the institution (or institu-bers composing the misjorita.1 theoffer the project a reasonable de tions) of higher education (with de-board can be appointed by o e orof stability over time idad to facilitate partments or schools of education) inmore State-level teachers' organiza-additional long range planning. the area to be servetity the center. tions. (c) An application proposing a multi: (4) If the area to be served includes year project, must be accompanied by more than onelocaleducational§197.5 Categories of financial assistance. an explanation of the need for multi- agency or more than one institution of -The Commissioner is ofyear support, an overview of the objec- higher education with a department orfinancial assistance-L tives andactivitiesproposed,and school of education, each such agency (a) To local edu cies tOWallet, estimates to attain the& or institution must be represented onPlan, establikh, or her cen-Lives in any proposed subsequenten" _ the teacher center policy board undertem (dX1) (Subject, to the availabl, ty of subparagraphs (2) or (3). A person des- (b) To institutions of higher educe-funds, an application for assists ice to ignated to the teacher center policy continue a project during the proje:t board under subparagraph (2) mayLion to operate teacher centers. Grant-period will be reviewed on a nogicom- funds may not be used by an institu-petitive basis to determine-, represent more' than one school board,tion of higher education to plan or es- . and a person designated to the teachertablieh a teacher center, but may be If the 'grantee has complied with ,oenter policy board tinder subpara-used to operate a center planned andth e terms and conclitipna, the graph (3) -may represent more, thin applicable regulations, and established with other funds hbfcire effectiveness of the project . oneinatitution.anigher education. after, the grant is made. ) " (b)Representative**.(1)Each - to .date to of progress toward its grantee must assure- that the majority(Interprets Sec. 532(f), 20' U.S.C. 1119s(f):) mils, or the tructive changes proof the board in representatide of teach- posed as t oheof the ongoing. evalu- ers by f 197.6 Diezibollon of funds. ation oftayesproject. (I) Making the categories of teachers (a) The Commissioner scts 'aside ten (2) 111 the ease of an application to (e.g.,vocational education teachers,percent of the amount iiippropria d lish or operate a teacher center special education teachers, and other-under the teacher :centers p towh would continue a prior planning 4 FUNERAL REINSTEL VOL 43. NO.7WENNESDA`Y,.,JANUARY11, 19711 .

Be. Ds' . 262 sum 'AND TIONS 1767 - grant, the Commissioner. in reviewiruithe cater'S -Services. Or-dc umentation(Iikplements Se532(d), 20 U.S.C. 1119a the' application on a non-competitivethat there is qo non - public school i (dq the area to be served, or' that n basis, also considers the evaluation cri- 111 97.11Evaluation cilteria.' teria under ¢.197.11. public school's friths area to be sery , have chosen not to participate. Applications, for grants (eicept ap- atm:dements etc. 532 20 U.S.C. 1119a.) (4) A one-page abitract of the plicationsforcontinuationgrants posed project; . under 1197.7) are evaluated by the 1197.9 Allowable and unilibwable costs. - (5) A plan of operation which mustCommissioner on the basis of the ed-

(a) Allowable costs -under grants to. . include . , . teria in this section. Each criterion local educational agencies or institu- (1) A statement of .the special edttea...will be weightedlis indicated, with. the tions of higher education under thetional needs of the students to betotal for all criteria being 100 points. teacher centers program include served by teachers participating in theAn application t receive a mini- (1) Personnel _costs related to the-center, and an explanation of howmum of DO points to be considered for management of the centers; - those needs were determined; funding. In evaluating an application. (2) Services of consultants and ex- . (ii) Information which provides a the Commissioner considers: . perts; ' . basis fqr evaluating the application (a) The extent of the teacher center (3) Service contracts; including ser under each of the criteria. in ¢ 197.11.policy 'board's authority' and responsi- vicecontracts' with institutionsofFailure of an application to contain in-bility for supervision of the project (10 higher education; foitnation- responding to a .particularpoints). (4) Released time or payment forcriterion in 1197.11 v(ill mean that -the (b) The potential of the proposed substitutes to eble teachers to par-applicant will not earn points .attached..teacher center for. increasing the effec-, ticipate ImOacti ties of the teacherto that criterion. tiveness of th leachers served, in- center. (b) With respect to applications toterms of the lernin, needs of their (5) Expenses( the teac. fler centeroperate an existing teacher center, thestudents (20 po policy board, in uding payment of re-application; in addition. to meeting the (c) The soon 14 f the proposed leased time or subititutes to enable itsrequirements in paragraph (a) of - plan of operation, hiding consider- teacher members to paicipate in ac-.section, mist contain the following: ation of the extent to which tivities of the-board, but' lot inc uding (1)' A *description of the activities Of (1) The objectives nf the proposed the expenses of preparing an plich- the center during the preceding YearProjects are, sharply defined, clearly tion for a grant under the teacher cen-and the cost' thereof; stated; and.kapable of being attained ters program; and (2) Identification of the sources ofbythe' .proposedprocedures(lb. id) Other- direct and indirect costs'funding of the center during the pre-points); and incurred by the grantee In earningceding year; and ' .-(2) The. adequacy of provisions for out.- its approved plan of operation. (3) A statement of the kinds of ac-reporting of the effectiveness of the subject to the applicable cost princi-tivities that will be undertaken to im-project and- dissemination of its re& ples set, forth in the .appendices to sub-prove the existing center by use of thesults, and for determining the extent chapter A of this.chapter. Federal assistance requested. to which. the objectives are ace.p.m- . . plished (10 points). (Sec. 532(a) (2) and (e), 20 U.S.C. 1119a(a) (Implements Sec. 532, 20 U.S.C. 1119a.) (d) The appropriateness ofsize. (2) and (e).) (c) An institution 'of higher educa-scope, and duratiorbf the project so (b) The following are not allowabletion shall include in its application. Inas to secure productive results(5 "costs: addition to 'the other applicable infor- points). 3 (1) Construction of facilities; and mation required by paragraphs (a) and (e) -The adequacy Of qualifications 2).Remodeling of facilities. (b) of this section, evidence that ar-and experience of personnel designat- (Implements Sec. 532 (*X2) and (e). 20rangements have been made withed to carry out the proPosed project (5 USX. 1119a (sX2)(ttl..,te),20U.S.C. those local educational agencies withpoints). 1221e(a).) teachers to be served by the project (f) The adequacy of the facilities for the participation of the teachers inand resources (5 points). 1197.9 Application requirements. (g) The reasonableness of estimated center activities and lathe activities ofcost in relation to anticipated results, The Commissioner awards a grant-tothe teacher center policy board.- including the proportion of the budget ' eligible local educational agency or (Implements Sec. 532(1). 20 U.S.C. ftl9a(1).)represented by costs for released time Itstitution of higher education only If' 'or substitutes (5 points). the applicant. submits. an application4197.10 Rev1ew of applications bit State (h) The potential of the teacher ---')itothe Commissioner through the educational weeks. - center to impact upon and improve tate educational agency of the State the grantee's overall-program bf inser- in which the applicant is located. The Commissioner will not approvevice training for %eachert (15 points). (a) Each application must include: an application unless: (i) The representativeness of the (1) Designation of the specific area. (a) The State educational agency ofteacher center policy board unde school district(s), and schools, boththe State in which the applicant is *197.4(b) (10 points). public and non-public, to -be served bcated has reviewed' the application, (j) _The extent, to which Federal the center; made ,comments thereon, recoinmengl-funds, will support new or expanded (2) Documentation that a teachered, that the application be approved.activities rather than supporting ac- center policy board and transmitted the application to thetivities which are already being paid ..111 (I) Has been established, inoludifigCommissioner for approval; and for from other resources (5 points). information on the membership of the (b) The appropriate State education- board and the method of its selection.al agency has given' an assurance that (Implements Sec. 532, 20 U.S.0 . 1119a.) and it will provide technical assistance to (ii) Ras participated fully in theeach center, and will adequately dis- 1197.12 Right of appeal. ' preparation of the ap)Ilication and hasseminate information derived from the Any local educational agency or in- approved it as submitted; center, including information on howstitution of higher education that is (3) A statement of .the means for as-the Stateeducational agency willdissatisfied with the recommendation suring equitable participation by non-carry out the technical assistange andbf the State educational agency re- public school teachers on the teacherdissemination 'and a projected budgetgardingitsapplication under the center policy board and in receivingfor those activities. teacher centers proFram may petition

FEDERAL ItIONTER, VOL 43, NO. 7WIDNISDAY, JANUARY 11, 197$

B7 - 263 1768)P RULES AND REGuLATiotis Arrminix the Co loner - to refquest further educational agencies, subject to the ten per- - -consideratioof the application by the cent ceiling in the statute. A Justificstien sonstaity or cosmagrrs min aggrotens g iven' was that the statute gives the Corn- State educe al agency. The comments which foUow came flibmmisdoner discretion to use up to ten percent (See. 532 (eX2) 20 U.S.C. 1119* (c).(1) telephone eoneersations between inter-O f the total,,prograzo funds to make-mai (2) and (D.) . ested persons and members of the' Office ofto Institutions of higher education. The( -Education etaff. (2) Correspondence (nearlycommenters reasoned that colleiges O19i.13 Compensation State education'.(BOO separate letters including approximate-Versities already have substantill f alagencies. ly 1500 specific recommendations), (5) per-.teacher training and -have, clØv -- sonal .visits by interested p.fsOna to thestratedtheir capabilities in tharea. Other (a) The Commssio r compensatesOffice or Education, and (4)ur public isc:imndiethenetefrsuncotipmmpeenreeded ttheecision to set hearings (held. in Atlanta, New City, these institu- Sitat4wiational0 des for the costSan Francine°, ana ChI to elicit com-Mons `On ground' not onlof fairness to In- Of the 'followingtykes performed inments on the proposed regulation for thestitutions that figured so crucially in -connection w the teacher centersteacher centers program. Duplication and development of education in this calm- program: overlapping of comments made it &ceasible to try, but' also because of the indispensable (1) Revi oonsoUdate,marly reeomMendatio and re-"role they. must continue to play in the train- aPPlications and pro-.sponses. The public comment and- adviceing of teachers. 'riding co nts thereon. was very rewarding and has resulted leipsev- Response. No change Is made in the reati- (2) Subenit .. ofrecommended ap-eral. significant ,changes- in the reguation.lation. The Commissioner is authorized lo plications to Commissioner. The headings used in this summary merely decide the' extent to which program funds t.(3)Providing finical assistance to . suggest thq subject of the comments and dowill be tided, within the ten limit, to not appeaf in the regulation. The section'make grants to Institutions ofOf higher educe-, funded centers. . able technical as-numbers-are ntrilea of tile corresponding sec-lion to operate teacher centers. The tion. _ sistance'expensea of A e State educe-lions of the . pie thrust of the statute Is to give teachers a Lionel agency may Include consultative1D7.1 Iteitver a the reguialitm. larger voice, In determining their own pro- ." services rendered at the teacher center fessional needs. However, colleges and uni- . Comments. A commenter recommendedveralUes will continue to play a vital role in eite, workshops and conferces tothat the regulation include a provision forthe training of teachers at all levels. The provide information to cen (includ-waiving the regulation Me, exempting ap-- degree-granting arid educationpl research ing-an exchange of info iOn amongplicants and grantees from compliance withroles as well as the cooperative relationship -.teacher centers), anactiv ties of thethe regulation) under extraordinary circum-they have with State departments of educa- State educational age obtain in-stances which might arise. In these cases.tion In teacher training and certification formation incidental and necessary tothe applicant would have to justify-the need justify using the maximum set-aside autho- the provision of technical assistance tofor the waiver to the Commissioner's Batts-rized by the statute. Since the MAJOritY of ' faction. members of the policy board under agrant funded centers in its State.... Response. No change is 'made in the regu- (4) Disseminating information -re-latlon. rovision in the General Provisionsto a -unfversity or college must be represen- Regulati 6f the Office of Education, pro-tative of the teachers (45,de:bled in ;1974) pulting from activitieS, of- funded cen-hibits vers of Office of Education regula-In the area to bk served, such a. center may - _tens. tions, including this one (45 CF"R 1001/.453). provide an opportunity for direct communi- The prohibition of waivers is based largelycation between teachers and press (Sec. 532 (c) and (d). 20 U.S.C.'1119a (c)andon the Commissioner's concern for ensuringteacher education that has not existed (d).) fair and Uniform application of rules to allbefore. applicants and grantees. The issue of pro-5197.2 Preference for one site over another. (b) The Commissioner sets aside one.viding for' waivers of grant regulations 'is tenth of the amount appropriated forbeing considered on a Department-wide Comment. A commenter asked if the regu- the teacher centers program for the basis. A proposed Departmental regulation lation' gives a preference to "school sites" or compensationof State educational'providing for waiver of non-statutory re-.to "teach 'centerslocated away from agencies, which sum will be disbursedquirements in limited circumstances wasschools aslaces where -the staff develop- accordifig to the following stipula-published in the Pzeram. Recur= Decem-ment takq&place, Another .corrumentee ber 6, 1976 (41 FR 53411). It is possible that,wanted th# regulation to define "site" as tions:. '.because of this broader examination of thethe school (s) where the participants work. (1)(b) Compensation for tie cam-,waiver Issue, a final regulation may be Response. No change is made in the regu- bined, services noted M spbparagraPheissued on waivers applicable to.the teacherlation. The definition of "site" (the location (1) and -(2), of paragraph (a) of thiscentereprogram is well as other Deparpor-locations where the curriculum development grant programs. However, pending thement and training activities of the teacher section is at a rate per application setoutcome of this examination,, it is not ap-center takelace) does not give a preference by the Commissioner not to exceedpropriate that waivers be provided for in aand v (nation of the location -prevailing rates Ibr similar services. particular program regulation. or locations to be used to the teal* center (2) The remainder of the sum Iv- policy board. , § 197.1 Need for approval of the appflea- 4 served for State educational agencies lion by the applicant 5197.2 Curriculum a prerogative of the ismade available to carry out func- State and local authorities. , - Comment A commenter asked Whether an tions described in subparagraphs (3)application -prepared by a teacher center Comment Several commenters saw poten= and (4) of paragraph (a) of this sec-policy board can be submitted fqr reviewtial conflict between the curriculum devel- tion. and evaluation even if it Is not approved byopment in teacher centers and the fact that. (3) A State educational agency IF the local educational ageticy. determination of the schools' curriculum is compensated "for the technical sails- Response. An application cannot be re.a prerogrative of the State and local educa- *viewedor evaluated if it has not been signedtional agencies in the content of State and Lance it provides to, and the dissemi-and submitted formally by the proper au-local law. These commenters asked for clad- nation of informationfrom,each thority. Under the statute, only local educa-Mallon of,this Issue. funded' teacher center in an amount tional agencies and institutions, of higher Response. No change is'made in the regu- for each center no more than that education are eligible to apply. lation. The regulation Is intended to resolve - thisissue by defining"supervision",in which bears the same ratio to the total 197.1 Elimination of participation by in-5197:2, as "o the setting of policy and funds available for these functions as stitutions of higher education. any appropriate Mitnagerial or supervisory the amount of the grant award to the Comment A few commenters .urged thatactivities not prohibited by State or local teacher center bears to the total fundsThe participation of institutions of higher law awarded to teacher centers ..in theeducation as grantees be minimized. Some The definition thus Pe the persons fiscal year. -wanted the participation of institutions ofserved by the center to "dfvtlop and Pro- highereducationeliminated entirely.-duce curricula" (as man.ed in. the stet- (Implements Sec.: 532(d). '20' U.S.C. 11,19a Others suggested-that institutions of higherSite). The aCt1ltles of th lIcy board, how. (d).) education be required to compete with localfever, or of the "Personerved by the center'

FEDERAL RESTER, ,VOL. 43, NO. 7WEDNESDAY, JANUARY It, 1971

fr I I . .\ 1769 , lUtES AND ESGULATIOIIS b may.of course, not exceed tllimits pre teachersand "teftchlng stair added to theagenc In101.2 Ia taken directly from the sertbed byfluteor local law Fh1s Is notdefinition. Higher Education ACt. It would Include par- considered $0. be an appropriate beue for Response. 'Teathe?' Is narrowly defined ticular regional educauonal service agencies fa$her regàlauoua by the (nnlmtadQfler. In 1197.2 to include only xegular lull-timemd Interznadlte units If they arc a public Ioom teachers engaged InthiqgOle- authority legi1lconstituted to *rforzn a ,ntirypr secondary school student.s. Thisservice function for public elementary and- CossmenL A oommenteT asked for further ofl sppUee,prIrnarUJor purpes 01secondaryac13001$In a cfty, cOunty. town- . c]szlllcstlon of the term "supervision" as Itdetesmlnkflgwhofl21y be oonaldered a teach-ship, school district, drother political subdi- reises to the functions of the t1eacberor m.the statutory requirement that theVision of a State, or such combination of center policy -board. Moi'e apecificafly,tic mbJo*1$r of the teacher center policy board,school districts or counties as are regional In. coturnenter advised that the policy boardmust be "representative of elementary anda StateUan admthlstrsitive agency for Its (or the school district authorities) select,.flPrY ° public elementary or secondary schools. a employ thedirector of the center and 1 center fairly reflecting the mike-up that the director Crathbr than the I) d fl schoolteachers. inciwnng apeciat 1197.2 IUQIbUUP of State a'encfes Other c*tIOn and vocational edUCation tchers.' thi* Sto,te e#icatlonal afencies to PPy boird as-a phole) employ other perioni. whose services might be needed. AnotherUeever language limiting the applicability' ibr assiatançe. - 0the defInILiód Is deleted fromI19t2. - cammnenter wanted 'suprvtsIoal' defined to CommenL A eommnter requested that, Include only matterswhich e not U .rc-with the effect tht the definition applies tOthe definition of local educational agency In apousibilityol the local school board. the Word "teacher oughout the re*ul&.197.2 Inciude those St*ejgencles which Response. No qhange I. made In the regu-Uon. This change Should elirIf the i'euI& are not part of or coplthlfld by the State. l.io'i-Th regulation dose not Ucn. The narrow definitIon of teicher do-educational agency. 'which tievertheiu policy board's authority beyond the restric-rives directly from the statutory referenceprovide elementary and secondary eduCa- - tons set by local and 8tt. law. The defini-tO -'elementary and secondaryCl$UYOOI tlon tospeclal classes of students. Lion of "supervision" In-119t2 does not p'c-teachers." The definition does not InClUde jVfl$ No change Is made In the regu- chide ae1ectldi and employment of tire . paraprofescionals, counselors. orOthT SUP" lotion. Statagencies other than State cdii- ter's director (If 'tflbre Ii to be one) h7 theiort staff, nor dodIt Include teaChers catlonal agencies inay aóply for assistance If pàlicy board and subs?quent employment ofleave of abeence, unemployed teachers, orthey can establish that they have, under needed to staff the center bysubstitute teachers. These categories of per. Btate-IaW "a at1ve control and dtrec- soul could serve on the .tescher ceuterthur of a pUblic elementary or secondary , f policyboard. butthey could not be countedscnooi." 191.3 XUgibWtpQCo1flmuflitYcolleges.. si part of Lbs majorfty of "classroom tàch- era." To cQimt them as part of the majorityl97.3 Eligibility of Indiantribal organt- one conimenter zationA the regulation clarify whether acommunitywoUld dilute the legislated majority of college is eligible to apply as a local educa-"classroom teachers." The definition would-. omment. A coznnrenter requested that Include resular kindergarten teaclteraj the regulation be clarified to define Indian tonal agency or as an lnstltutlon of higherklfldergsztCn Is oonildemd as. part ofdo- educatiosi enoter c mmenter wantei tirementar' school education under State law.tribal organization as eligible applicants. uiation to. specuthat oniy aro-iitec -'e-sponse. The statute limits eligibilityto IzndltuUoó of iJgheducatiqu couldapplySection lVtlW of 'the - regu]atlofl 1$ educatlojl agenàiev' and "Institu- changed to broaden the categories of of - sons eligible to P'tIclPate In teacher center ber education." Botfr entitles are' ReaponW. A community college would beactivities. This is more fully discussed belowdefined for purposes of the teacher centers elIgIble to apply for assistance asanInstitu- program In dectlon 1201 of the Higher Edu- Lion of higher education, provided It meetsunder ( 197.3 Perse. cation Act. Indian tribal organizations, as the definition of "Institution of higher edu- such, do not come within these definitions. Cation" In section 1201(a) of the Higher1197.2 EligibilIty of Institution of higherOn the contrary, when Congress has Intend- Education Act, as amended. The regulation education laboratory schools to apPii,ed to make Indian tribal organizations Cllgl- I. changed to add the statutory deflnIti for aulstace- ,ble under education assistance statutes, it As tazioted In'aother res ama. a comffl Comment. A cornmenter asked- whetherhas. done so expressly.. For example, In Title ty college would have to be accredited 'be schools.," attached to colleges orVjI of the Elementary and Secondary Edu- an institution of higher education, uniess univerlt1es, are ellgIIe to apply aslocalcation Act (the Bilingual Education Act) mseta exceptions speclfled..under the defini-educational ageuCles for tame to oper-.and In the Indian Elementary and Second- Lion. Community colleges as such woWd notate teacher centers. Another'commenter re- SchqOl Assistance Act, Title .111 of Pub. be eligible as local educational agencies, but L 81-814, locSl educatloal agencIes are quested that laboratory schools not be con-niade e1tglble"d additional language Is. It is pomible that a particulaj communitysidered local educational agencies. - college might establish thatLt'COZD3within Response. A aboratoryschqol."attachedused to make IIan tribal organizations cli- - - the definition of a local edutIonalUdflCY. to a college or university, Is not eligiblewgible as welL These statutes and their legls- Forexample, It mightblOWthat ItIs. apply for assistance as a local educationallative hIstories Indicate the understanding public authority legally c6nstituted within aagency unless-It establishes that It meets.of the Congress that the term "local educe- Stateto perform a sCrvles function forthe definition of a local educatIorsl agency,tonal agency" does nqt, without more ape- public elememitary and secondary echools. for examle. that It Is a public institutionChIC language, Iriclu4e Indian tria1 organi- g$5JfjQ, of having adrntnhatraLivecontro1 and directionzations. While IndlIn tribal organizations *191.2 of a public elemeilaryTh- se Dndary school. therefore are not generally eligible, particu- CommenL A commenter wanted the deli-I.atory schoOlsattlhedto colleges andlar tribal organlzatfons may qualify ü local nitlon of teacher changbd to state, "Teacheruniversities do '-nt-1eneraliy operate as.educational agencies if they are constituted means any person who is certified where re-public elementary or secondary schools; and under a particular State's law to administer qulred and a major.part"of whose time(5 therefore, they woUld not generally be eligi- or control or to perform a service function spent in direct contact with students, orble as local educational .gcncles. A laborato-for a public elementary or secondary schooL who performs allied work which results inry school could participate as part of an iai Definition of technical assistance. the placement of the person on the localstitut ion of higher education in developing salày schedule for teachers." Another corn-an application submitted by the Institution ConrmenL Several comrnenters asked that mentor wanted "teacher defined to Includeof higher education. Teachers from both ,the term "technical assistance" be defined paraprofonsla, guidance counselors. andpublic and non-public labotatry schools Inin-the regulation. others doing 8Upfortive work, as well asthe area to ho *rve4 would have the oppor- Response. A definition of "technical aisle-

-- teachers On leave of absence from teachingtunity to be served by the center. tance" Is not added to197.2. However, - who may be serving as officials In 10713(aX3) is changed tO Indicate the teacher organ1Uons. Both of these ci-§1912 Eugibility of revional educationalscope of technical assistance activitIes by service agencies as local educatIonalthe State educational agency. - menters wanted their respective, re0m- mended definitions to apply both to uziem- agencies. - - ben of the dwoonr teacher mnajortiy of Comment. A conunenter requested that i97.3 Persons to be served by a center. the policy board and to the eligibility of per-the regulation be changed to allow regional CommenL Many commenters objected to oni part1clpIng In the center's activities.educatlohal service agencies or intermediatetire limitations l9L3(d) regarding cate- Aáotlier ccenter wanted klndCrgartenunite to apply as local eductlonal agencies.gortes of persoás to be served by a teacher te*chers to __ included specifically In the Response- No change Is made In the regu-center Some recommended the specific in- definition; still another wanted"specialist"litIon. The definition of local educationalclusion of certaIn additional categojes, cdCh - - r FeDERAL REGISTER, VOL 43, NO. 7WECNeSDAY, JANUARY

B9 'T I, -. . --

- - - ' 25-a, -; -- 1770 RULES AND REGULATIONS as. counselors. Paraprofessionals, prIndlials.center's services. The teadaer edgers pro- Response. To avoid over- regulation and administrator's. supervisors, iniblie gram's purpose Is to serve teachers at thenot Whit the flexibility of teacher centers teachers assigned to teachadultsUonly, elementary and secondary levels. not postse-policy boards in serving the diverse needs of teachers on leave of absence who may be cf-condary teachers. .- - teat decisions regarding composition of ficials of teacheri'. organisations, parents the tam nter staff are left to the dis- who waist with the program of instriaction, 197.3 Access to teacher centers. tion of. t applicant agency and the librarians, and college faculty. Other com- Comment. Several commenters felt thatteacher centerlicy board. menters strongly supported the incluMon ofthe size of a teacher center should bir limit- teachers 'from non - public schools amonged by regulation to ensure that, all centers* 197.3 Program trf activities of ill, teacher _hose to "be served by the centers. Othersupported by federal funds would _provide center. dornmenters wanted the teacher centereasy access to the local teachers .td be Comment. Although not relating to a spe- policy board to have full authority to deter=screed. cific section in the regulation, there were CZwhat categories of persons are eligible. Rerponse.:Section 532(i)(2) of the statutenumerous recommendations" regarding the served by a center. Their ratlojiale wasspecifically provides that acenter may serve substantive programs 'of teacher centers. that any parson who is a teacher or who htteachers front an entire State. The-Commis-Many commenters urged that training pro- cooperating with a teiicher to improve asioner may not by regulation fcatid this-grams be based upon needs assessments.- school's effectiveness stuauld be eligible to-option. Others called -for -programs to be .detee- participate in a teacher .center's :activities;f107.3 Clarification of the ternr"area. mined totally by teachers. One commenter and that thepolicy board is in the best posi- called- for focusing on "teacher's needs as tion to make decisions in this matter. One Comment. Aoconueenter was confused byperceived by teschers."tRUL1 another com- connnenter was concerned that inclusion ofdefinition of "area" in §197.2 and the use of menter felt that programs should, not be "non-professional peopleaides and para-the same Word inf197.3(a). Another corn;limited to Inservice education. -Another felt professionalsas teachers; diluted the voicenienter asked who determthes the area to be that teachers should share the responsibil- of the real teachers." Another commenterserved by a center. ity for determining training needs with the felt' that . administrators and -supervisplit Response. The definitions of "area'; andadministrators and supervisors "Who are re- should be-excluded.-One large group of ann.: "Community" In 11197.2 are deleted, and sponsible for the quality of local programs." matters 'wanted 'school administrators in-f 197.3(a) is changed to clarify this matter. Underf197.3(a), the applicant and theStill another called for giving emphasis to cluded :specifically as eligible to participate teacher center policy board decide the"exchanging educational strategies and/or. in the ciente's activities. and recommendedextent of the area to be served by thecurriculums with colleagues With similar that their participation not be art option ofcenter. It may be (1) a portion of a singleclassroom needs and programs." Other com- the teacher center policy board. school district, (2) an entire school district,menters stated that to preclude State par- . Response. Section 197.3Cd) of the regula- ticipation in determining training priorities tion is changed to broaden the categories of (3) any number of school districts in a. Statewould ignore the State's responsibility, and eligible participmits in 'center ,,activities. Ashort of the total number of districts,,or (4) in some eases violate State late: One teacher center may serve paraprofessionals, the entire State. menter, urged that teacher centers meet teacher aides, pre-school teachers, telichers.f197.3 Courses for graduate school credit- local needs quit "might mot- necessarily 'be of adults billow the college level. counselors, related tii,thEspcial aims of the Office of principals, -.otheradministrators, supervi- Comment. Several commenters urged that Education aniaalties which are based upon sors.curriculumspecialists.librarians,the regulation specifically permit teacher Public opinion Of heeds." media specialists, elementary and accondacecenterstoorganizeinservicetraining 'Responses:to change is made iii the regu- school Students, the parersts,of. elementary,'courses for, which graduate school creditlation. The abstaitce of teacher center pro- and seconder* school students, subatitute .may be granted. grams and center activities shmild be, deter- teachers, part-time teachers, teachers who Response. No change is made in the regu-mined = by the applicant and the teacher are unemployed or former teachers emslation. Nothing in the regulation preventscenter policy board, within the limits, of ployed In other capacities who 1rnd tothe teacher center policy board from coop-State and local law, and within the scope of return to teaching, and intern ers a'- erating with credit - granting institutions andthe activities described in f 197.3(b). signed-to teach in a school where the Leech- organizing -courses or any other kind of ap- ere are being _served by a teacher center as-propriate training with or witho *191.3Objection to emphasis on research. sisted under the Act. While the statute de-; 197.3 Retraining tomeet Comment. Several commenters ohiected to scribes a teacher center only assite. which changing pertgarre I needs. what they perceived as over-emphasis on re- serves "teachers." it does not expressly pre- Comment. Acommenter wanted the regu-search in § I97.2(bX2) and (3)(11). One com- lude theparticipation of others. Some oflation to make it clear that a federally-sup- menter felt that the language "seems to em- the categories of persons added (such asported teacher center could be used to pro- phasize training of a. university classroom substitute and part-time teachers, 'teacher-vide retraining for teachers who teach sub-style /tanner then revItalizatioe through ex- aides, and counselors) may come within ajects for which there are declining enroll-periences, sharing and personal decision on broad definition of the term "teacher." Thements, to enable them to teach in otherforinalation, selection,, and utilization of ex- other categories of persons (such as princi-fields- where the denied for teachers isperiences affered.". , pair and parents) are made eligible becausegreater. Response. No change isarnade in the regu- their participation may be instrumental to Response. No change made In the regulation. In f 197.3(bX2) and (3)(1i). the refer- the success of the teacker center programlation because, under f191.3(b), the kind ofences to the use of research findings and to -and to the subsequent hnplementation retraining described by the commenter isfamillarleing teachers with developments in the curriculum developed. The teach clearly allowed. educational research come directly from the center policy beard haii the flexibility to in= statute. There is no evidence of any congres- elude these persons as participants. and 197.3. Teacher center staff. atonalsional intent to emphasize traditional clads- 197.3(d) provides that the teacher center Comment. Numerous comments were - oo training and no such emphasis is In- policy board decides which. if any.tAythese ceived regarding the teacher center tended in t regulation. The authorized ac- -categories beyond regular elemen andOne commenter urged that the regulatio tivitiesd titledin§ 197.3(b) are very secondary classroom teachers may partici-require that the center's airector be a full- d particular emphases or ap- pate in a particular center's activities.These time teacher. Another _felt that the etaftPreaches are for the teacher center policy changes in the. regulation do not "dilute the ought to be made up wholly of teachers. board to determine. Voice Of regular claserborn teachers." be- One commenter felt that the local admints- causeonlyregular," full-time eclassroom ?ONam are 'held accountable for the 119i.'3. Preference for consortiaor camera teachers inay compose a majority of theq al instructional programs," should nations of applicants. teacher center policy board. which deter- we on a "fifty-fiftybasis" with local Comment A commenter wanted to know mines the catee.ories of eligible participants.teachers. One welter recommended that thewhether the regulation-gives a preference to On the other hand, the statute does notuse of college professors as staff be mini-applications from combinations of eligible arevide a basisfor requiring that each mized; another encouraged heavy use of col applicants, such as alocaleducational center serve these categories of persons.legs /acuity, especially in the subject matteragency in combination with one or mote in- beyond regular elementary and secondaryareas.Many commenters 'recommended stitutions of higher education. classroom teachers. AlsO, white postsecon- maintaining considerable flexibility in staff Response. The regulation does not give a dary faculty. members may be used as con- composition with, a constantly changing mix preference in this matter. teach project ap- sultants or experts to assist the center's ac-of school and college personnel, dependingplication will be reviewed and evaluated on tivities, they are riot eligible to receive theon the changing needs of the centers. Its own merits: \ e" le FEDERAL tIELISTER, VOL 43, NO. 7WEDNESDAY, JANUARY 11. 1971 4 B 10 26c

RULES AND REGULATIONS 1772 , school teachers 4'.." Th;se conunentersestablish criteria for its own guidance in re-that the 'policy board include "Individuals reinstated that the requirement of numeri-vieging applications, but the Commissioner representative of. or designated by, the cal proportion be eliMinated on the basis will not approve any application which doesschool board of thelocaleducational that it could result in a policylniard so largenot conform to the statute and this regula-agency." A "building administrator" could as to be Incapable of supervising the teachertion. be selected to serve in this capacity, but the One Commenter 'wanted to know selection is a prerogative of the school her every category of teacher. must be0197.4 Excliurionofnon-public'schoolboard, the Commissioner has no au- teac.hen front the bottnt , or only those categories with ., thorityladringeon that prerogative'. t Proportion of the teachers. , Comport Many cominntere agreed with Respentte. ,The recommendatiOn Is accept-the regulatory requirement tharnop-public 197.4 Selection of teacher members of the ed. Section 532(b) of the statute states that-qithool teachers be served by a leacher the "teacher center shall be °pentad under'center, - but objected to the, required repre- Comment. of the most frequent ree- 41163 supervision of a teacher Center policysentation of noiepublic school teachersoinmendaUons 4vas that the "teaching' bar- board, the majority of which ts represents-among those, elerentary and, seem:loregaining agent," if one exists' in, relation to tive'ot elementary and secondary clabsroom.classroom teachers who compose the major- the applicant agency or in retie teachers to be served by such center fairlyity of the teacher center policy board. Thetion to the collatkirating 1 ucational re/leethe the Make-ep o/ all schoolteacherserationale of the objection was that theagency in the case of applicationsbmitted Including special education and vocatlonal'teachers In many non-public schools are not by Institutions of higher education), should education teachers" ,femphaA added]. Bee-required to meet the standard for Ucensurebe allowed to "nominate" or "select" the tle= 107.4 of the regulation follows theand certification that public school mteacher member:it, of the teacher abnter statute more closely and instead of " must meet. The commenters eared policy board, and that this method o eelec- proportional numerically to the catego-That section 532(b) of the statute nottion be made mandatory by regulation. ries S" -reads " reflect fairly thespecifically require that the majority theMany commenters urged that all references categories °.s." The proposed regulitionboard include representation of non- Ohneto "negotiation" be eliminated to avoid pos- wsii not intended to require strict, math--school teachers. Other commenters v? o op-sible -conflicts. One commenter whined, Commis-posed the- inclualon of nonpublic hoof definition of the term "negotiation." In stonersioner agrees with the enters and be-teachers among. the majority mem rs of,most cases, the comments urged -that. If. lievesthat the statutory e -clearly the teacher center policy board pointed out ere is no -bargaining agent. the teacher allows for some flexibility on this point. that teachers from segregated schools and embers ot.the board should be appointed 197.4 Selection of the representative of anacademies (those set up to avoid racial inte-b the local teacher organization which has institution of higher education. gration in the schools) could, under the reg-thlargest number of members. The rea- u1sUon, become. members of the policysonS fortheir recommendation, briefly Comment A commenter recommended board and beneficiaries of services. Anotherstated. are: (1) The proposed option in the that the regulation-require that the policycommenter asked how nonpublic school rulemaking of selection board member who Is the "at least one rep-teachers could exPectto be represented If aby '"negot " would re-open contracts, resentative designated by the institutions of"lectivebargainingagent" orotherwhich in cases cannot be re-opened in higher education (with departments ort4Whers' organization selects the teachertime, and SIght lead to prolonged discus- schools of education) located in the area" berepresentatives on the board. One corn- mens from a school or department of education. filenr recommended that the regulation neof an el Response. No change is made in the regu-chanted to allow only non-public schools ac-- on overlooks the fact that teach- lation.' The suggested requirement would becredited by the State educational agency noera' organisations in most schooldIstrIcIa over-regoSaUon by the Commissioner. Theparticipate. Other commenters strongly sUp- have already held elections and chosen institutions of highteseitilitufstion make theported the regulation sir originally, pro-their representaUvek and (3) the best way decision on whom to designate. posed. to assure, true representation of teachers Response. Section 532(0(2) of the statuteand control by them of the teacher center Is g 197.4 Selection of teacher' members of astates that a teacher center " serves by leaving the (election' ob the classroom policy board for a. 'statewide teacherteachers,frompublicandnon-puhlic teacher members of the board exclusively to center. -schools ," sad section 532(b) states thatthe teachers' organization. Comment. A commenter recommended the- majority' of the teacher-center policy The great number and variety of com- that in the case of a statewide center, theboard shall be "representative of elemen-ments showed the Importance of the seleo- teacher members of the teacher centertarsi and secondary classroom teachers. to be tion Of teacher members of the policy board. policy board should be appointed by theserved by such center, fairly reflecting theOne commenter wanted the regulation to teachers' organization in the State havingmake-up of all school teachers" [emphasis'clarify that only the teacher members of the largest number of members. Anotheradded). Reading these subsections together. the board would be selected by negotiation. commenter wanted the regulation to bethe Commissioner interprets' the stitute toOthers wanted. to know whether the meth- more specific about the selection of policyrequire representation of non-public schools ods of selection in 5 197.4(bX2) were merely board members for centers proposed by aon the board. Section 197.3(a)0 the regula-examples or whether their use was manda- combination of institutions or agencies toUon recognizes that there may be no non-tory. One commenter requested that the serve a large area. public schools in the area to be served, or option of selection by voting be 'eliminated. Response. Section 197.4(bX1Xill of thethat the non-public school teachers in a ser- since a teacher center policy board selected fegulation is changed to provide a numbervice area may choose not to participate in aby vote of the teachers might not reflect of options for selecting the teacher majorityteacher center. Section 197.2 of the regula-the school district's needs. This commenter of the teacher center policy board. Thetion Is changed to add a definition of non;wanted the selection of the boartilto be left option of combining two or more of thepublic school in response to the comment&to the discretion of the *hoot board. Sever- other options should facilitate establish-concerning participation by non-accredited al commenters noted that in some cases the ment 'of the board in the case of a 'Center or sub-standard private achodis. Title VI ofteachers' organization does not represent all serving teachers from more-411En. one local the 1964 Civil Rights Act (42 II.S.C. aagOd-of the teachers in the area. A' commenter educational . The regulation provides goed-4) prohibits Federal assistance to any urged that the collective bargaining agent, that one in the case of a statewide col which discriminates on the basis of be given no voice in the selection of mem- center lief sabers to be appointed to .color, or national origin. Therefore,bers of the board. A few common the board b or more State teachers' or-teachers from such a school cannot becomewanted the policy 'hoard to be elected by ganizations. members of a teacher center policy board,those teithers who choose to use the teach- and are not eligible to participate in any of er center. One commenter recommended 1197.4 Conflicts between State guidelines the activities of the teacher center. that the teachers' organization nominate and Moeller center regulation. candidates to the policy board and that the Onningnt. One commenter requested thA1 197.4 Building administrators as local'.teachers to be served vote for the candi- educational agency representatives ondatesoftheir choice.' One commenter the regulation clarify whether State guide- the policy board. linesmandating"equalrepresentation" wanted the regulation to reflect a prefer- among those participating in a program Comment One commenter requested thatence -for election be voting rather, than se- would prevail over 5 197.4(aX1) of the regu- the regulation require that "building admin- lection by "negotiation." One comthenter lation, which requires majority repressets-istrators" be among the local educational recommended that the terachers' collective Lion of teachers. agency representatives to the policy board- bargaining agent conduct an election of It BerPonsa No change Is made in the regu- .Response. No change is made in the regu- members to select the teacher members of lation. The State ethicaUonal agency maylation. Section 532(b) or the statute requiresthe board and that, where there is no collec-

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uve bsiMa agent.the8tte ed.ca*1onelboard may determine which cstago1es. ofsome of the requirements of the program, agency be authorized to -hold an .leconfor pemone may be eeyved by the centeralmost 'none has the eoinposltlon required. that purpose In the area to be agreed. -An-(f 101.3(d)). A related cozflmIt wsnted dart- by the statute. Thus, virtually all policy othermIl$sr aisuing that the "Assert-ficsUOn'aa to Whtber a teacher centerborde will be newly formed. Th Senate ean conceptofone person-one vo(e" shouldwhich ape4'rIn a prticulsi subjectCommittee report related to the statute prevail, proposed that all tàschars to b area or kind ci' teacher must have apolicy stated: "The párp of these centØrs-ars served should have a vote In -selecting theboar,kI!h refleø.s that spedalintlon. An-tO meet the - prnal neede of Socel teacher representativCs. 81W another corn- ,th* coiflenter recommended that an In- teachers cidefts"bv A.teacher center- minter urged that the optiomi. for selecting teIi* Dllilflg botrd be fqmpd to deter- poUcybca.da" (emphasis supplied): 8. Rep. ' thoi npementeves I open, evenu mI reoentaUveneu, needed meet N sea. 04th Comm d Sma 37 (1018). The ti s -roacnisrd bargaining agent, In.th tegulrernenta Of the-policy board." . Iegi$ative intent to 1*ve thepolicyboard- order "tO omUretha&the osrd Iiiruly n-..MiV0flia 8ectlo107.4(b) 15 Changed to determine the nee:6f -teachers to be met ressntauve's." ...... -. 'alf. this5ttT. Thirp(U1*tICn would be thwarted If pzopaál. Were subdt- Respones -The Ccnmoner agrees wlt.h erPrets the atS*Uts.to require that th. mated before the board wag established. JOrIt7 of the board represent all regular. - - the general jdncIpIc that classroom tach- 1101.4 Operalioa_ qI'the policy board. era should have maximum feasible control 1It-U 'eentsiy ajsi $.cory gci of the teacher centers through the policy claisrooin-teacheis Iii the -area m b Pvç Comm.nL One áommentör -requested that bosrds.The regulationIschanged to flat the ThI11Lute expressly stste! that the major te regs4atICnm*hH.ha method of voting Os,lj pccitbe optione for selecting teacher ity of teachers on the noaru must. ftlrtv ye- by pojcyboards. -whichwould. reflect representativep on the policy- baa_rd MInd tofleet the make-up of a_fl .eh.acbfrL. 1fl "p&_rfty among th groups represented on vcca_tionaJ clarify that these provisions refer only toClUdib, .apecW eduestlon the baud.- -. - - - teaciscy mesabers sposing the nios, education tea_ChilL"TherefCre iV%If for pot No\çhassge Is Inade In the regu-

- - Center dd $0 Ity ofT tndboard.The optionlnc)udd- *' nsple, focu laUon. In the ap..'ce of any speclllc.atitu. brt*d 'cstcha]l option" for other methods- - d-tui -u- f tory authority, IL would be over-regulation studies frachsrs. auuuiwltha majority = -- o selectlufl. However, the Common element to Jnclu&e the suggested requireinent. The In a_il the options, 1smIi'd1ng the "catch.al1!' _.oclai1dtusacem- operaUng'rocedures of policy boards are is that tachery gessesélly. ólther directly or wld not5h7 IP''°n- best determined by the board. thgnriselves. 1k .I,l I..I must S14V .P siwpo,.board - - must be enimined wtt rbferencs to a_U 107.4 Seiection of pohcy board inembirs nit. select the teaciser tatives other than the teacher majority - the boa_rd. -with $, fl ta.chPvL The teachernter policy board - seen Implicit In the great majority of coca-Can ddd tO give or even cTeste Commend. Numerous cominenters asked monte. It th. applicant unilaterally appoints &IIAUU 011 '"' br the same kind of specific directions for * teachers selecting a_flcategoriesof policy board mom- ela.isroom to the board, these °... rco teachers could not. be counted as part of the .r" 'mT" hers as are provided In * 107.4 for electing majority of thi boajd retresentative of a '-the teacher majority. Several commenters - claroom t achea. ItUs flot sufficient that*187.4 Poticyboardi PlghL to approve- or asked what should be done in cases wh4re the teacher representatives be elasrocm -- disapprove Me application, - there asy no Institutions pf higher educa- - teacherz full-time regular clastroom teicJt ,.,. ,,,. ,'',. tioll In the ares to be served. Another asked

- what should be done if there are no teach. -- àrs generally must nominate or Idact theoL 'IonswaUu?t'e - era of vocatiopsl education In the area to be TWo of the options for lelecting the teach- be or representatives composing the majority - served. Yet apother commenter requested b the teacher lie that the- reg Jalion stipulate that. an a_poll- of the board are. for a to ers-brgi1n1ng 'T t1ónale of the nor to Its subuslsslàn. ' cant local-educational agency choose-the In- agent. or the teachers' organization with--' me a ion It that the the greatest number of teacher members 10 assure that the lz/coard's contribu.stitutlon of higher education to be repro- selectthe teacher representatives. The Itoto the alIcatlofl- be -'4ven . sented. and that- the localeducational Cofl1sslOflqrecognizes that In *i3F sIdrsLIon. Several conunenters CItedfl agency and the Institution of higher educa- school districts theee options may be thestances In their cx nlerace WhIch tion together designate the Individuil to least dlaruptlye and least expensiveW*Y5to era were su to .*Icltn fullin arepresent the institution of higher educa select teachey representatives of the teacher- ilei b t inhich th 1r tolLAnother commenter Wanted the regu- center policy board, and the regulation cx- Unciator on ow e er members and preesly authorizes these options. However 'toke" school board members of the policy boa_rd to - - - to mandate that the only way for the teaCh' - Dwii#The recommendatIon Is acc'ept. select, or at least approve, the era - óomposlng - th, majority of the policyeZñse regulation is chaiiged to require sp. representailvcis) of Institutions of higher board to be representative Is fQr them10be proyal of the application by the pfty educa_tion - a_nd several comments wanted appointed by a Leathers' bargaining agent ' is what was Intended in the p - non teacher members of the board to be as- or organIzation would be serious over-relu- p reguietion, but the Commissioner leeted only w1h the approval of the board's latlon, particularly given the-failure p1 th agreeájhat the regulation should speclflcal- teacher majority. Another coinmenter re- statute to call for this o*tlón or even10 ly require approvl of the ippilcatlon by the qUested that sonse method of choosing thø mention teachers organizations. Therefore, bd - institution of higher plucatlon represents- even if there is a teachers' bargaining agent tire be outlined, stud. sonic erea_s hive ?resent of ce'a teachers' orginlz&tIon within the area 1187.4.Timing of ta policymany Institutions of higher education, and boi'd. o be served by the center, the applicant has conflicts may ensue - all of the options Ifl1PI.4(b). Comes-end. One commenter frit thaI the Response. Specific directions are Ii for - -- In the case-at p. teacher center whjcJv v?111 resulrement that poIIcboards be estab. the selection of the teacher representatives serve teachers from more than one -local iisfed before tIre developisent of a pro joaal to the board because they wifl constitute educational agency, the appflth1t of appil. would give an sdvanage. to: (1) Centers a_I- the majority and became the Commissioner must pick-one ors'comb&natlon of the ready In existence. kn4 (2) centers being,wants to do everything possible to assure other, options to niTake the majority pf the proposed for..wban areas. Anotser C0n- that the Intent of Congress, Le., suppprttng - boa_rd representative of classroom teachers. mentor representing a large organlátlqnCenters that focus primarily Di 4ea_chers - In the case of s stateWide prOject, 0fl45'*C- felt that It would not he hecièssary to-estab- needs as perceived bY jt: Is realized. - - -ceptable option would be for one or more 11th-the poticy board prior -to Proposal devel. " Rather than attempt to prcwcçie by regula- --statewide teachers' organizations to selectopmënt -u the appropriate teacher's órgsnl. tlofl for every dl4librent situatI p, e Corn- the teacher representatives.- - ration were Involved frOnt the, beginning.4fllssIoner l%eferajtq rely ors ood judg- * '' 4 D , rs, -- One- cornmenter recommended that inter, 'inent of the app)Icants. Whede there are no I -' electo, - ins" policy boards be fornaed'to prepare theln4ltutions of/higher education with de- - - applications. Ott thisIssue, morn coin-partmçsta or'ichooIs of education In e

- Commend. A conunenter poted but a-inentérs strongly supported a requlrespentarea tobe sevve4. the requirement for rc- - - confusing "circular situation' created byfor prior formation of the policy board as a,, aentatlon of hutiäitlbniof higher education the proposed reguLation which required on means of assuring full participation by does not apply, The ia_mu Is true regarding the one hand that the policy board be rep.- teachers and their representatives In prep- the reQuirement for representation of vOca- -

resentative of the categories of teachers to rsUon of the application. - . - - ,onal education toØiers. There Is no basis - - be Vrved (f Ia7.4(bxi));- and on the other Response. Although some centers alreadyTn the statute for a regulatory requirement hand stated that the te*cher center policy,Ira existence might have boards which meet that non-teacher members of the board be

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1 SI ___aj774 aut.çt to approval by the teacher majority.propcsd regulation gave eff.Sçto tJis dif.'the period of Federal support has ended. As ddlf led by&change In .f 197.4(1), theference in authosng languagel by ,t.kIngThey arguad that lug, Federal grant. Comm Ioner'Thterprela the statute to re Institution. of higher educatIcWellglble foe would make It more difficult and- lam likely qutre tlaL all Institutions of higher educs-grant. only If the t".er ceni4er would bethat a center would continu. with local' 1.100with schools or departments of educs-In operatIon at the end of the daat period, funding.Anothercosnmenl*-lavgring mnafl lion ii'ir-lhe area to be served have the oppor- In order to follow more closely the authors- - grant. suggeSted that It wOuld be .bettr to tunfty to participate In dlgnaUng the one luglanguage,19tZ(b) in changed to makespread the funto moss pl so that or snore representatives ot'-jnmtitutiosia ofInstitutions of higtier education eligiblemahy more teachers could be served. Other h*er education. This .votlld occur afteronly for grants ,"to.operatv' teacher. centers.eoe"nnt.rs celled for sosne (uldancV' rs thet applicant det resines how many repro-However,- there IshoevIdence of eoe.-garding dselrsble sine of granti. &me corn. seniptives from institutions of higher educe- 1onaI Intent to limit eligibility to only thosementers wee drMedly In favor of krge tlon\o b$ve on the bbsrd. Ipatitutions of higher .dueauon which aregranta.. alreadyoperating anexistingteacher. Rerponae,*o change in made In lb. regu- 197 ,yportof lndepe,denI center. Underl97.5(b), an Institutlan oflatlon. ThVCconer belIeves that In ce,tten. higher education Ii eligible for a grant "tothe fIrst ydea of the program at least, thee. Several önunentera, Primarilyoperate" a new or proposed teacher centershould be,vt.rImmoflexibility with respect representatIves of established, on.gong. in--but, unlike a localed1lagency, II not to grant sine. An applicant in free to requept dependent teacher centers, expressed0o&çeligible for a grant to aint In planningcc relatively small sum.. oem about thO continued existence of those-eptabilmhlng the *wt.aJlcs'center. There- centers, since the teacher centers st*tutefore, aInstitution of. higher .d'ticin 19t Oradigaldaevseae Ia aesovasofred- contains specific requirements WhlqhãoWdmust pay the costs of pinIqg and estsh of those center4 In theirliahing a new teher canter out of funds CbsunenL A cçsumenter, interested ln tndade fqn. These corn-from sources other than the teacher centerstrying to Increase the Ukelthoo4 -that a. fnentera feared, that the new teacher1nteil rcgram., . teacher center ll continue In operation program might haveInegaUveffect on Comment. A ooenmenter wantedtheafter the period of P4js3 funding, recom- many of the successfuL ou-gothg, Indepen-s,amount allowed to a grantee liatktuti& ofmended that the amount of Federal funding

dent centers. . higher education for "operation" of a centerbe decreased during the second proJect year Respo'%se. No change Ismade In the -regu- - to be limited to' 10 percent of the grant, andaiWlurther decz-eS.ed during the third yIai& latlon. Under the statute, grantsay bewanted theIasee of 90 percent to be at (14the case of centese which are .uppor$ed made only to local educational agencies andthe- disposal of the teacher center policyfcl) U months). The 'lI.i.nt.y's rationele Institutions of higher education, but appli.based In the associated school district(s). this requIrnt would prepare

cat ions forgrants could be developed by& ., Response. fo change I. mad. In the regu-Erdthatgrantee afld the teacher center policy local educational agency or an lxutltuUon ofIstlon. There Is no justification for the sug- for the fourth year. when no Federal

higher education for a project to be carriedgested discriminatory -treatment of bmtltu-funds would be available. out at an existing Independent center. The ' time of higher education that become gran- Response. No change Is made 1n the regu- center would have to be supervised by& -tees. It should be noted, ho..., that In alllatlon. It Is very important to leave open as teacher center policy board formed accord-cases theteachercenter policy board "au-many option. as pc°'" tp&grantee and to 1197.4(1)and (hI. These applIcatIonsi?evties" the center, which may Includethe policy board, Tb. "te'cnr doep would be reviewed on the same basis asbudgeting and the expenditure of the ecu- pt know how many years of Federal ffnan-- other ippl1ctIons. - era funds, If the board Is nOt. prohibiteddel support, and at what level.&given from perfoiming those functions by Btateteacher center would need to demonstrate *191.5 'Set-asIde/or planning gra or local law; effectiveness and ensure Its continued via- CommentOne eomnenterwanteda per- Features bility.Applir4o'which propo.jto follow centage ofthetotal proam funds set aside the strategy of this Oommontar and request for planning grants. Comment. A coinmenter wanted to knowleap funding each succeeding year wquld be Response. The Commissioner oea not feelwhether a pli1nIng grant in limited to onewelcome, but the. jegul$ian does oote-- that prqdetermlned set-asides, Ølther for op.year or less In duration, or- whether It mayqulre that drategy. crating or planning purposes. would be wisebe- considered to be the first year of&pro. at the begtnntns, of a new Progjn. Sectionlect whole goals and activities are projectedI 97.6 wtion qf Pood -geg1fyr 191.5(b) Ia changed to avoid any.nplicatlonover a period of up to three years under qi' grants to Isâtioaa of that any set-aside or prioritywillbe given to 1197.7 of the regulation.

- - planning or other Response, Ana*Icant for a planning Cbnsssenl. One e"iincflt.r asked how the - grant,ma.y submit eitheraone-year Ipp1IcajCommissioner proposes to deteyminS wheth. '197.5D.Jnitionof the term "operate. tion, or a. flJtJ.yepj' application, undesjcv there are sufficient applications "of good Comment Manycominentrs objected to*197.7(a); callinI for fun-scale operationof quality" from Institutions of higher educa- the- proposed definition of 'operate" Inthe project during the subsequent yeafr tion to warrant using the let percent eel- 197,54b) which they arguedou1d, Inyears, aade. The ecirn 1mp1i'4t In the question ci I ect permit Institutions of highef educe. rwaS that "good quallt' was a hlhly subjec- tion to plan and establish new teachers can 191.6 Aliocafton a! fbnds in applicationStive variable which could ISad to abuse In ten and put them Into operation under the bi, consorffa. . the evaluation proome to the disadvantage' teacher centers program. The objection was Cemmef%t. A cocomenter requested thatof Institutlom. of bliher education. based on the atatuta, which permits localthe regulation state.how program fundS will Response. Section 1975(a) no longet' In. educational agencies to plan. estabilsiL andbe divided between the 90 percent for localeludes lbS tenh "of good quality." 1nstaad 'a operate' centers, but limits Institutions ofeducational agencies and the 10 percent for 19%4(a) States-that the mxin%um ten per-'

higher education to operating teacher cen Jtuions of higher-education In the case - cent set-aside will be used 'provlded that icr.. Most of thom commenters wanted theof an application npde by a cocabination ofthere are sufficient $pplkatlme -from -il- regu,latlon to limit inatltuuons of higherentities under 197t3(c tuUpsi Of higher education which ronalv ..5i ,b.L. lO I.,,'a s +, .. I. .la',I...... i 1 ..1.., I4fl.l CUUflSIJOH -14J I'IV IflJVZflCJtflI '#1.. t.CIWSC wait... .Wa an sw & &W ' .a IFS ant WI'4 W W flIIJS SW had already. been pinned and establishedtIonhzsbSenreedto provide that: U thefunding under the evaluation criteria in

- using other 1yeaources. One commenterapplication present. separate budgets from *197.11." asked ofhigher .edu-- each applicant of the combined application, whether an insutsiticIn p191.7 Gradisal Increase cation may applyfor support to operate anthe dIvlsióit*IWbe madeonthat basis. If Infndfng existing "Independent" center. Otheroem. sipérate budgets for applicants are not pro. Comment!,commenter proposed that menters etrpngl'supportedthe definlUonvided, the grant-amountwI,Ube prorated ac-the Commissioner follow the imodel of a of "operate inI 197.5(b) cording to the ratio of the Institutions of -progosed State plan forfundingIniervice Response. Section532(f)of the at,atute an- higher education to all reciplenje of theed&UOn by which modest funds would be thorlzantetoInstitutions of higher edu-grant. prpvlded f or thethat.yearofa centersac- In ea.Ion "to'bperate" teacher centers. (This * 197.6 Preference for small or large granta tIfities,!lthIncreased funding subee. contrastswiththe language in Section . - - quent yearsasthe-center demonstisteacost- 532( a)( I)which authorizes grants to local COmment.Beveial cor.tm.fltem wantedstituent supportandeffective aervicca educational agencies"toassistsuchagenciestbe-graxtts tobesmall.This,they believed, Response.NochangeI. madeIn the regu- In planning,establiAl)Jng. and operatingwould help to assure the continuatIon of a lation.Amulti-year project may request a teacher omter*.")Section1YI.5(b) of thecenterwithlocally-generatedfundsaftersmall grant for thefIrstproject year with

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2j -: - I - RULES AND REGULATIONS 1775 larger grants In subsequent years. However.used to suoglent State or local funds nor-Inservice training of a teacher center' is not this is ony one possible approach. Further-mealy used Of the grantee for support of in-specifically stated as an allowable cost in more, the difficulty of measuring "constitu-service training for teachers and curriculum1 197.3. but it would be covered under ent support" and "effective services" would development. Another commenter recom- 197.5(a) Or and (3). ServlQes of consultants make it extremely difficult to evaluate pro-mender requiring an assurance "that the and experts and Service Con jects using the commenter's criteria. proposed teacher center Program is one which is not currently being supported by 1197.6 Payment of releasedere and sub- 1197.7, Assurance of three-year funding. other public sources and is such that its pro- stitutet 'Comment A commenter wanted tale regu-grim elements are -nok or csannot be per- Comment A ricommendation made by lation to clarify the "stability of turning" of,formed, under existing agency. Institutionalmany commenters was that the payment of an approved center for the second andlbirdor administrative unit funding." the cost of released time or of substitutes, project years. One commenter on this sub- Response. A criterion addressing the com- which would enable, teachers to use the ject wanted clarification of the role of thementers' concern Is added to 197.11(j). teacher center during their working hours. State educational agency in determining should be en allowablePro - whether d funded center would be contin- 197 Released time to prepare the appli-gram coat. 51 _the ocromenters wanted ued beyond the Mat year of Federal sup- cat.3ion. ths teacher policy board to be free to port. Comment. A commenter requested thatdecide whether and to what extent Federal , Response. The language in197.7 meansthe, regulation allow payment of releasedfunds should be spent for this purpode. The that. whereprotect is Initially funded an time as needed for those teachers and ocherbade ;Wends was that the teacher center mult1year basis. contanuation gents for theemployed persons who participate In prep-would' be lees effective if teachers and second or third year of the are madearation of -the teacher center project appal-others could attend only before or after on a noncompetitive basis, tangent uponcation. working hours during their free time, In ad- the presentation of of satisfactory Response. Section 1197.1 Is changedto'dition. it was pointed out that steff develots- performance of the as proposed andclarify that the expersai of application de-meat for other eategorlps of workers is com- the availability of funds. However.Velopment are not allowable costs. To allow monly anwvidad during working hours. and no application (including applications forthese exPeetes would use up ,funds which that firsoma ales. notably when widely continued funding) will be approved by theshould be used `to support teacher centerseparated rural districts combine to use Coeunissioner unless the State educationalPrograms. and would reimburse grantees forsingle teacher center.,attendance will be im- agency has performed its reviewing func-expenses which unsuccessfulapplicantspracticable if it cannot take piece. during tions and recommended the application.must bear from other resources. the. render school day.' Many tidewaters under 1197.10(a). This regulation applies stated that it- would be unfair for teachers equally to original applicitions and to appli- 197.g DelffIetinatiOn of direct and indi-to be asked to use their limited free time for cations for assistance to continue a Project rect cods this purpose. Still another reason gavel was forsecond or third year. Therefore, It is Comment One commenter asked who de- that, withoutprovision for Pigment of re- possible that a project funded initially withtermines which are direct or indirect costslased time and substitute teachers. it-would multi-year project in mind may be vetoedin accounting for grant funds. be unfeasible to organise inservice training by the State educational agency In a subse- Response. The initial determination wouldor other activities for large groups of teach-. quent year. be made by the grantee In accordance withels or series of gardens. Some ofthe the grantee's officiareccounting procedurescommenters-urged that, at the very laiss,. and the applicable cost principles Prescribedthe regulation should permit payment ofav-- 1197.7 Single-year and multi-year applica-In 45 CFR Part 100a and appendices A, 15, C.leased Um or substitutes for teacher mem- tions. and D to 45 CFR Part 100a. bers of the teacher center policy board . Comment. A commenter wanted to know when engaged in -the affairs of the board. whether an applicant that requests only one1197.6 Use of Federal fends for ,modelingOne commenter supported the use of Feder- year of support is at a disadvantage with re- and maintenance. al funds to pay for released time put recom- spect to initial funding or continued funding Comment. A commenter believed thatmended that a. limit be' set on the' percent- In,compulsion,. with applicants that moues.there might be places and corsditions,,where ageof grant funds that can le used for this multi-year support. the success of a teacher center would be af-purpose. One commenter believed that the Response. With respect to new &Police- avallabllitY of fun* for minorpayment of released time by teacher dons for initial support, applications re- of the quarters to 'be occupiedcenter in an area affected by court-ordered questing support for one year and arnalica-b the center. The ,commenter wanted thedesegregation would have beneficial effects. dons requesting multi-year support will beexpenditure of Federal funds for such re-One commenter noted that taxpayers otter reylewed on the Same basis. No preferencemodeling to be an allowable cost. Anotheroppose the use of substitute teachers, This will be given. However, It is possible that thecommenter proposed that "regular mainte-commenter recommended that if the pay- length of a given project in relationship tonance of facilitierbe an allowable Cost. ment of released time is made an allowable the budget request of that project and its Response. No change is made In the regu-cost, the substitutes should be paid directly anticipated results affect the applies-lation- The applicant is expected to furnishso as not to complicate the school district's Won's rating under of the evaluationthe space and facilities required for able-accounting procedures. A few Marnenters criteria. A pro funded on oneiiiryzz tive performance. Given the relistively smallstriksgly approved the regulation In ita OP- basis, which th kg a follow -up amount of program funds andiabkr3P20 ofposed fon= Several commenters stated that, will have its application reviewed on a com-the funds for remodeling would not be Init 'would be "a mistake" to pay for any re-- petitive bests with applications for newthe best interest of either the teachers to beles/al Um. grants. On the other hand. an application toserved or their pupils. The maintenance of 'proposed regulation was . continue a project initially awarded on facilities. Le.. janitorial service is allowablenot discourageor .prohiblt the- multi-year basis for the second or third yearasdirect or indirect coati In keeping withrelease of ra-and tea of substitutes to will be evaluated with other continuationthe grantee's accounting- procedures, consis-facilitate attendance at teacher center se- applications onnon-competitive basis. tently thrlUse. but rather to limit the use of Feder- al /suds for this purpose to those cases 1197.7"Best interest of the Government" 1197.3. Parked /Or gredsatecredit whereon applicant "demonstrates a special Comment stmementer recommended Comment' A commenter recommended The rationale for this limit was that, that the ex "best Merest of thethattheregulationgivethegrantee thstanding the desirability of released Governroent" as, tt applies to the continu-(throudh its teacher Seder policy board)time, any large use of Federal program ation of funding duringsecond and thirdthe option of Paying the cost of securingfunds to nay for released time would reduce year, either be clarified or eliminated. graduate credit for inservice education pro-severely the number of teacher centers that Response, e recommendation is as vided by a teacher center. This mimes b could be. supported. Nevertheless, the rea- The "bast interest of the Govern-thecommenter,as "an excellent - motivatorsoning of the overwhelming majority of ment.' is not the regulation. (...., ' 4" far leas expensive 'negative thancommenters is found compelling, particular- teacher stipends." LY in regard to dying more authority to the 197.3 of 'implantation of reps- Response. No change Is made in the regu-teacher center Policy board. The regulation tar erpenditures. lation. The cost qf (whetherIs changed as follows Comment. A commenter requested thatcollege or,universit=t1 t equiva- (1) Section 91.8.t of the regulatton is the regulation assure that Federal fundslency for' purposes of prolessi growth orchanged to all as grant costs, used to supportteacher center will not besalary increments) as part ofe program offor released or for substitutes nem-

riochAvalaisTak VOL 43, NO.' 7WEONESPA , .JANUARY 11, 1971

B15 1776 RULES AND REGULATIONS sexy to allow teachers to inCommissioner may make grant awards di- surto' maximum involvement of teachers in tenter activities. Provision isis not made torectly to institutions of higher education. In the preparation ofproject applications allow as grant costs released Lime or substi-contraskto Section 532(e), which authorises under the teacher centers program. recall- tute payments for persons other than !Wi-Institutions of higher education to partici-mended a requirenient that teachers in the thin regular classroom teachers served by Pate only by contracting with .a local educa-applicant's district or proposed service area the teacher center. tional agency which receives a grant fromhave, the opportunity to review the What- . (2) The language of 1197.8 is clarified to the Commissioner. Won and to submit written suggestions for show that expenses for the operation of the Section 5324f) does not expressly change to the - policy board before the Amin . teacher center policy board (including thewhether an application from an,instiadt=cation is submitted to the state educational payment of released time or substitutes toof higher education must be submitted offenol. allow teacher members to participate in'through a State educational agency. It Pro- Response, No change Is made In the regu- board actlyities)are allowable costa. vide/ that the authority to make grants toLotion. The Commissioner is aware of tire 5.1) To address the Commissioner's con-institutions of higher education is "subjectvalue of teacher input In the developmebt cern tintsubstantial proparUon of pro-to' the other provisions of this Section. of teacher center project applications and i, gram funds mill be- consumed for releasedwhich would include provisions for applica- has assured this input by requiring thatsthe time or substitute payments, thereby reduc-tions to be submitted though the StateProject application be approved by the ing the number of awards which can beeducational agency. yolicy twarcL' made with limited Federal funds, 11913 In requiring submission of applications by changed to provide Met. In reviewing appli-, Institutions of higher education through1107.9 Existing arrangements between in^ cations for the reasonableness of costa in re-the State edoeational agencies. the regula- 'stitutions at higher education and local lationship to anticipated results. the Com-tion reinforces the important vole of the educational winged. missioner considers the proportion of theState educational agencies for providing Comment. One commenter requestati that budget represented by costs for releasedtechnical assistance to. and disseminatingthe regulation recognise that many institu- time or substitutes. Therefore, an applica-information front funded centers. tions of higher education have already tion with substantial budgeted cost for re-5 197.9 Sufficient time to prepare the alai-formed. effectiveinformal arrangements leased time or .substitutes probably would cation. . With local educational agencies. not be well rated under 51.97.11(g) (which Comment Several- commenters, taking Response. No change is made in the Ant- yr counts, for5.points ). Into account the, statute's *pedal require-talon. The requirement in I 197.9(c) that 1 The determination of accounting proce-*ments' for formation of the teacher center"an institution of higher education "hall in- duns and how to pay substitute teachers ispolicy board, requested that the maximumclude in its applfeat1pn evidence that a prerogative of the grantee. possible amount of time be allowed between -arrangements have been made withjhose 11918 Purehase_Cf instrnetional materials.the official announcement of the death;local educational agencies with talcMs to date for submission of applications and thatby served by the project for the pa:tidos- Commei;L'oriti4commenter proposed thatclosing date- They wanted, If possible, three' non of the teachers In center activities and the purchW= of instructional materials bemonths. One commenter requested a six In the activities of the teacher center policy an allowable dart. month preparation Period. board" is meant to ensure.that any applies- Response. No change Is necessaryIn,the Response. No change Is made In the regu- Won from an Institution of higher education regulation, which already allows these pur-lation. This matter. Is not one which thehas the necessary input from the local edu- chases under 5197.8(a) "other direct and in-Commissioner will resolve bytregulation. In- cational agency (or agencies) and Its teach- direct costa incurred by the grantee in tar-'stead, the length of time for preparing thpers Were the application is reviewed. An rying out its approved plan of operationapplication will be determined each Closing existing arrangement, as suggested by the . " These costa must, of courae, further to published in the Finicasz. Racism.commenter, could facilitate the arrange- the activities of the teacher center and Commissioner agrees with the reoom-ments referred to in 5 197.9(0 of the regula- would include instructional materials form nations and willallow the maximumtion, but the Commissioner does not feel teacher. center participants. With respect totime possible, within the constraints of eachthat such an existing arrangement is suffi- instructional materials for students taught funding cycle. ciently advantageous to merit special credit by teacher center participants, these costa0197.9 Education of the handicapped under the evaluation erne would be allowed only on a limited basis to ., .. the extent that limited materials are incl. Comment One commenter requested that ligLlelnie of one Fete e to the remnation clarify, the relationship be- t another. dental to the center's activities. tween the teacher writers program and na- .9 Submission of applications by insti- tional efforts to. Improve the.'education of Comment. A commenter asked about the otiose of higher education. possi, Nifty ..01= educational agencies ,.. t the handicapPed., using other programs of financial ment. Most commenters representing Response. No change is made in the regu-assistance to education to 'complement the Inatitions .ofhigher education recom-lotion. The eduation 'of the handicalMed merits high priority, and. teacher centers are irdher .centeni program. As examples, he mend that applications from those Mini-.a potentially useful means of serving that the Emergency School Aid Act and tuUo be submitted directly to the Com- priority. However, the teacher center stat- We; IV-C of the Elementary and Second- missi r rather. than iron h the State y Education Act, of ;985. as amended. educatnalagencies.These. , commenters ute does not focus on particular substantive - Response. As long as'expenditures comply cited g statutory gunge in Sectionareas of education. Rather, this statute Is de-'with the ipplidable stat'Otat and regulations . 532(f) 'may beexpended directly bysigned to allow the teacher center policyfor each program and are.in accordance the Co is to institn-board to determine the training and curricu-with the application for these programs Mons of higher edu non ther cour-lum developmmit ;weds of teach at the local level. The decision to lochs vines(arid the expenditure! can be pro in- menterspetticular y thosere ting counted for). thereIsno ',aeon vi pro- State educational agencies, he Im- related to the education of the han pad grains cannOt complement each other. portance of requiring in the regulati that onenaefoper each teacher center Police board all applications from institutions of higherand 1 19710 Guarantee. of approval" education be submitted to the apprOpriate If 197.9 Provision of technicee assistance. Comment, A commenter asked whether State educational agency for review and ap- Comment A connnen-ter there Is any assurance that U a Slate agency proval before being submitted to the Conn,that a local educational ag -mes requiredrecommends approval of oneor more appli- missloner. One.commenter pointed out thanto set forth in the application how It willcations, at tent one will be approved by the It applications froonMstitutions of higheruse technical assistance and from which Commissioner. ucation arereviewed by to educational InstituUon(s) of higher education it will Response. There is no assurance that at ends.. thAppend uld fall td find the assistance. least one application will be approved from any such ap fationa liy of trarmanis,; e. No change is =duns the regu-each State. AU cations transmitted Ito Won to the Co lo r considerati ormation is noT needed bythe Commies' hill compete on . equal Response. No changemade thegu- e Commissioner to carry out a review ofterms pn a nati de basis for the avail laUon. While the statuis ewhat am- e eugiblllty and golity of proposed pro-able funds, . published reqoire- biguous_on this point, the mmis.sioner in- jects. ments and evaluatio lcrift. Unlike some terprets It to require that applications fro 1197.9 Input tothe policy board other educational is ce statutes, this . instnntions of higher education be submi statute does not pro for grants to each ted through the State educational agency. teachers. qtate,nor does It prov for any geographi- Section 532(f) of the Act provides..that the Comment. A commenter, Interested in cal distribution of the ta.

FEDERAL REGISTER, VOL, 43, NO. 7 WEDNESDAY, JANUARY 11,197g

B16

4 /fr, 272 MIS AND RIOULATIONS , 1777 ...14117.10 Provision of technical assistance tance and dimetaination of information wilt Re:Perim-NO oglanspe U made in the regu- 'within sealable resources, be carried out1ation. Section 17.3t1X1) of the regulation CoMmene A commenter wanted the regu: and reported." provides that . center may serve an entire _ lotion to provide that the State educational Response. No change ismade,in the mu-State The appropriate educational agency agency, if requested tey a grantee in Its juris- =nSection 197,1.0tb) doss not requtre.In 'these Jurisdictions would nanny dis- diction to furnish technical assistance to a ib* State educational agency. sepa-charge the functions of both the State edu- teacher center. may choose to do so throughrate plan for technical maintainer and dis-cational agency and the local eche:Mims) abs or more of the States public. lnsWWsemblance; ion each center. The require-agency under the regulation. Those State Mons of higher education. TbJe is to say thatment is met if the State educational agency, educational agencies which also function as instead of using its own stafirto provide theeoncerrently with or in advance of its agethe sole local educational agency in the area assistance, the State educational agencyrabisiOn of recommended applications to the'of their Jurisdiction are not required to would be free to call upon trublicly-sup- Commissioner. submits (1)single. generalreview and make comments on the applica- ported college or university to provide it.written issumntle pertinent to all applica-tions they transmit to the Commissioner Another commenter asked what kind oftions which It transmits to the Commission- Under 11e1.10(a). technical sasistence will be' er. to the effect that the agency (a) will teacher center by the StateeducatIonal make provision for furnishing technical m-1197.10 Cboperation elf State and Federal agency. The commenter also asked what theintage:. to 'approved centers within the . agencies. reglotial officials of the lleeice of EducationState. and (b) will disseminate information Comment Commenters representing State will do to make the technaal assistane more derived from those centers; and (2) a single, educational agencies urged that the regula- effective. getteml statement on how the technical as- Response. No change is made in the regu- tion reflect the need for cooperation 'at the Mamee and the dissemination will be per-Federil and State levels to coordinate . lationaltile technical assistance must beformed, together with an estimate of theirteacher certifications programs, graduate .Providle by the State educational agency.cost. there is nothing in the statute or regulation programs. and classroom Programs; They which would. preclutke State edpcational 19/.10 Elimination or Stale educationalwanted the teacher centers to fit closely agencies from the program. with the individual State's needs and prior- agency from arranging for that technical as- ities. Some of the commenters recommend= sistance to come from an institution of Somment. Several commenters recom-ed that the Office of Education "authorize highereducation,or any other dualifiedmended that the State educational agencies'State agencies to develop State plans for agency or individual. The specific nature ofrole in the teacher centers programbe Professional development which specify the thetechnicalmilitant*Provided.willeliminated entirely. criteria to be used in reviewing and 'recom- depend upon the needs of particular teachef Response. No change Is made in the regu-mending applications" . under the . teacher centers and upon the specific activitieslation. The statute explicitly assigns tocents gram. A"' planned by State educational agencies to re.State educational agencies the tasks of re- NoChange.II made in the regu- spond to those. needs. Regional officials ofviewing, commenting, on. recommending,lation. The Commissioner recognizes that the Office of Education hive no particularand transmitting applications, as well assome States have State-wide plans for 'Weer- mandated role in the teacher centers pro-Providing technical assistance to and die-vice training of teachers, and that it would gram, but could. of course, be asked by themminating res from. funded centers inbe desirable in those cases' to integrate the teacher center Policy board for assistance. the State. States` teacher centers with. those plans. f 197.10Use c i f teachers to review applica- 1197.10 SMete for the role of the StaleThe States already have authority to ensure Hons. edne Spence ., this integration by mete* of their role in re- -Comment. Severalcommeptersrecorn- Comment. One commenter suggested thatviewing ante-comritending applications. . mended -that the regulation require thethe responsibility of reviewing project MPH- However, the-Ccimmissioner lacks authority State educatiorial agencies to include full cations sly the State educational agency beeither to require or to pay, for the develop- time regular classroom teachers7--en anV- ,given to a different State mew) concerningment 9f State plans for prntessional devel- boards or panels set up to revievrieppiloa with education. namely the State agency re-'opment whichincludecriteriaforthe under the teacher centersiemiun. ,ponalble 'for accreditation standards' an4.review' of applications. If State educational &tome commenters wanted to Com- the .licensing of teachers. Another com-agencies do develop their own criteria for prim the majority of any board, ormenter on the same subject wanted the reg-.reviewing applications under thisprogram,' panelofreviewers.. -Other nuneioulation .to be changed to reqbire coordina-they are urged to make them public as soon wanted a requirement that classroom tion between the State educational agency as possible. ern comps-lite a majority of any panel usedand the State agency responsible for e197.10 Fre-applicationinvolvementof by the Commissioner either to select review- cation.sinceteacher centers may well State educational agency. ., erg or to determine the-review criteria to be become involved in programs to certify or Used by ;.the States. Another .commenter recertify teachers. Comment. One commenter wanted the wanted to know who would review applica- Response. No change is made In the regu-'regulation to. require that the State educations at the Stati and Federal levels. Yetlation. The statute provides for review andtional agency work` with local educational another commenter urged that both Stateapproval of local educational agency appli-agencies that -Wish to apply fcrr assistance. and Federal review panels have the samecations- by the State educational agency.prior to the' development of applications by- composition as the policy board. The term "State educational agency" asthose local educational agencies. In order to Response. The Commissioner has no au-used in the statute is defined in Sectionavoid rejecting or requesting modifications thority to determine who will review the1201(h) of the Higher' Eduelnion Act of in their applications as a result of the State Project applications for the eitete education- 1065, to mean "the State Board of Educa- agency's review. al agenOes, and whether those persons are tion or other agency or officer primarily re- Response. No change Is made in the 'Tim. member, of the agencies' own staffs, outsid- sponsible forthe State ottpervislon of publiclation. In the absence of a statutory provl- ers, or a combination of these. At the Feder- elementary anct secondary schools, or Ifsion on this matter. It would be inappropri- al level, the Co lasioner, in deefdinewhothere is no such office or agency, an officerate to require such an involvement by State will review the plications. will be sensitive or agency designated by the.Gaprnor ,or byeducational agencies. However, this involve- to the commenand expects to use teach- State law." ,While the StateArdecationelment would be permissible.. utider the state - ers as well as oers for this purpose. agency may well wish to consult or coordi- ute and regulation. 1 197.10 pissindtion by State education- nate with the State agency responsible fore 19'1.10Role of Stale educational ace-icy the certification of teachers. the matter is in evaluation of applications. al agencies. clearly ipreregative of, the State education- Comment. A commenterinterpreted al agency and not one to be regulated by the Comment. A commenter suggested that it 1197.10(1)) to mean that the State educa- Commilsioner. might be more appropriate and efficient. and would Sold if the criteria tional agency would have t e unreasonable 0911.10Crenbirted local educational burden of prepslthr Losubmission at in 4/197.117 e divided for use between the each epplicaLion'\ anbmit d to the Co agency - =State educational agency State educational agency and the Office of - mi.aloner./ a separaplan for technical as- Comment.' A commenter aske4 that atten-Education. Thus. 'certain .criteria would be sistance and dissemination specifically relat- tion be given in the regulation to specialused by the State agency for 14 review and eb to application. The commenterproblems that might _arise ln those cases coMments. and the remaining celteria would t ho It should be sufficient for the State(District of Columbia, Puerto Rico. Hawaii) be used by the Commissioner for review and ect stems,' agency merely "to give assur-Where the State educational agency Ls' alsoevaluation of the applications. The com- ance that application review, technical ass's- the sole local educational agency. menter thought that criteria in 1197.12 (b),

FEDERAL ItigISTER, VOL 43, NO, 7 WEDNESDAY, JANUARY 11, 1971

B17 go 4 273 1778 RULES AND REGULATIONS (eel). (e). (D. and (IX2) should be lissignedute authorises local educational agenciesextent of individual "professional develop- for use by the State educational agency. An- with approved centers to contrabt for insis-ment." and the amount of curriculunt devel- other commenter noted that since eachtence from institutions of 'higher educationoped by participating teachers. In the com- State educational agency is free to developbut does not reeetre them to do so. Thementers' judgment, evaluation should take its own criteria for the review and evslua-strength of cooperative arrangements withinto,,account "the teachers' sell-assessment" thin of applications. there is a poesibility ofinetutitions of higher education may bearand the teachers: assessment of the centers "encroachment." "omission." and wide dis- upon the criteria in *197.11 (s) and (f) con-program. These commenters wanted.- any parity in the quality of the States' criteria. cerning the adequacy of project personnel.evaluation of teacher centers to he based on This commenter recommended that the,facilities, and resources. However, an appli- teachers' 'needs and the centers effect on Conunissioner stipulate in advance the'crite--cant can scorn ehighly under these criteriateachers, rather thereon the needs of Mu- ria to be used by the State educationalthrough other approaches as welL Centerdents and the effect of the centers On mu- agencies or that eachState submit the crite-activities can be run by teachers or by other.. dents. One commenter records:let:4V that ria It proposes to use to the Commissionerexperts or consultants.. centers be "continually evaluated Of teach- for prior approval. Another commenter re-II 197.11 Required system' of communism-ers to determine whether or Aot they are comae:led that State educaUorial agencies speaking to teachers' needs," A commenter. review applications for conformity to tech- tOn- felt that (1) detailed criteria should be in-. Weal criteria only (rather than concerninti tanntisent A commenter wanted the male-eluded in the regulMiongeyeniing the plan themselves with the substantive merit of ap-Mion criteria to consider ,eyiderace of "den-for project evaluation. and thetas) -Etch a plications) and transmit to the Commission-Me lines-of communication" between theplan should specify how it would treat cer- er all applications that are in conformitypolicy board and its oonst.ituents. the school tain factor& including "teacher satisfac- with those criteria and State law. Manyadministrators, and the supervisory peon.tion," "administrator. satisfaction," "pupil commenters wanted clarification of the rotsnel in the area to be served. saUsfacUtan'k-anct proves'. the need assess. pf State educational agencies "as field read- Response. No change is made in the regu meat, aryl the statietical to iques for in- ers for the purposes of reviewing applica-latlon. In order for an applicant to carry outterpreting- data. Still another commenter tions." a teacher center program in accoraance felt that teacher centers Phould be evaluat- Response. No change is made In the regu- With this regulation. there would necessar-ed only 9n the basis of their' objectives as lation. In a discretionaiy grant programily be lines of communication between theproposed in ttiaiPPIleation. such as this one, the Commissioner mustpolicy* board and the other 'num noted. One °commenter Wanted the regulation to tone* applications on a compeUUve basis. Also, It would be difficult in reviewing appli- clarify whether I le7:11(b) means that, after As a matter of fairness, this is done on thecations to measure distinctions between ap-a year of operation,^ the approved centers basic of published evaluation criteria. Theplications in of this factor. Therefore,potential for Increasing the effectiveness of Commissioner ultimately must decide init is not appriete to add a distinct eateachers will be evaluated, or whether the tering of these criteria which applications to'quirement or criterion on this point. denters "would have Oa' prove whether the fund and cannot delegate this responsibility teacher center has (in fact) increased the ef- an outside agency. Cinder the statute.1197.11 Financial support from grantee. fectiveness of teaches."_ In the commenters however, the Conualedoner can only review Comment. Several commentate. including view, "we don't know how to evaluate teach- , and approve applications recommended forrepresentativesofaStateechicatlanal ers'effectiveness -or whether a teacher funding by the appropriate State educationagency, urged that there be a criterion MI-tenter has had Impact pn that we al agency. No matter what criteria the Statebating the exterit Of the aPplicantas'"com-,iota& waste a lot of. money pretending to do educational agency uses, the Commissionermitment to participate an and support athat without knowing how." Another coma cannot fund an application unless it hasteacher center," either through "in -kind" orneater on the mine topic wanted to know been recommended by the State educationalfinancial contributions. Some wanted thehow the individual teacher centers and the agency. While it is hoped that the Statecriterion to focus! on support teen the appli-overall teacher .center program will be eval- educational agencies. in reviewing applies. ,cant for the payment of released time touated. none. will carefully consider the criteriapermit teachers to participate more easily in Response. The- comments appear to ad- published in II 197.11. the Commissioner isthe teacher center's activities.: dress evaluUons on several levels: (1) Evalu- without authority to prescribe criteria to be Response. A specific criterion on financial ation of new applications by the Commis- used by the State educational agency. contributions by the applicant is not added.sioner, (2) Proristons for the applicant itself on the grounds, that it would tend* to favorto evaluate how well its objectives, are being.' 1197,11Importanceofcooperativear- wealthy school districts and place poor onesaccomplished; (9) Evaluation by' the Com- rangements. at a disadvantage. However, the wit of amissioner of noncompeting contiouation ap- Many commenters recommended thatproject In relationship to its anticipated re-plications: and (4) Evaluation by the Cora points be given in the evaluation of alittlica- sults (1197.11(6)) remains as a criterion formash:ter of the overall teseh.er centers pro- none for evidence of arrangements for 'Col-evaluating applications. gram. laboration between local educational agen- (1) With respect to the evahlation of new cies and one or Mere institutions of higher 11197.11 Development of "model!' centers. applications, the ufteriok in 11197.11(b) con: education in the area to be served by a Cornment. A commenter' recommendedcerning the potenUal of the center to inteacher center. The rationale was that that points be given to the "potential of thecrease the effectiveness of teachers served teacher training is the business of the local proposed program as a model for Implemen-in terms of the learning needs, of their stu- educatioqal agencies and the colleges andtation elsewhere." Other comments opposed dent: does not require any proof that the universities working together, and that the this emphasis. center will increase the effectiveness of strongest applications will be those Which Response. No change is made in the regu- teachers; rather, It concerns the potential of. display this cooperation. One of the cone.lation. There is not an adequate basis forthe center to help teachers in meeting the menters believed that the reference in sec-judging the potentialreplicabillty of alearning needs of their students. Eeidence tion 532(aX2) of the statute that teacherscenter before It has been put into operation. pertaining to this, criterion could Concern carry out activities of the teacher centersThe uniqueness of each center to Its ownthe telationshtp of the proposed teacher 'with assistance of such consultants and ex-local situation makes It inadvisable to givecenter activities to student needs. This crite- perts as may be necessarir." must be read inemphasis to the potential for replicablilty. rion derives directly from statutory provi- conjunction with section 5a2(e), which per- sions which describe the purposes of teach- mita local educational agency grantees to ;197.11Evaluation of teacher centers' efer center activities as enabling teachers to contract for assistance from institutions of !cc liveries.. meet better the edpcational needs of the higher education. This commenter wanted Comment .Several commenters were con- persons they serve (Sec. 53200(2) (A) and the allowable costs rule to stipulate thatcerned about evaluation of the effectivenest(B)). ss. the consultants authorized under Sectionof teacher centers and recommended that (2) The criteria' for evaluating appLcatlons 532(aX2) of the Act and the provisionsthey be judged not on the basis of thealso include a criterion on the extent to -of technical aaistance authorized underachievement test scores of students but onwhich the application provides for deter- subsection S32(e) are the nine and must bethe-amount of "teacher input," the extentmining the extent to which the project ob- included together " to which. individual teachers' needs arejectives ai-e accomplished. Except as noted- Response. Section 197.8 Is changed to pro-being met, the relationship of the center'sabove with respect to the criterion concern- vide expressly that service contracts with in- program to classroom -problems, the attenting the effectiveness of teachers (elated to stitutions of higher educitam are allowable of "student involvement In learning activi-educational needs of the persona they serve. project costs. The other recommendationsties," the degree to which teachers put intoIt is not appropriate to add. regulatory re- are not accepted. Section 532(e) of the last- practice what they learn in the center, thequirements on the objectives of each pMject

Frata4i IMINSTER, VOL '43, NO. 7WEDNESDAY, JANUARY 11, 1978

B18 27e .1 , V - V .V

l V IUIUANDIIOUI.ATIONS .I77 V..'. V .1 - r - and how th ap1lmnL must meuure them, preparing the applicatlorL The crtteriod'lnslid thappUcatlons will beewLluated ct V I..ds'aD&4ØOdIUonI will vary from place to 1l.11iM1) ham been deleted. reduclng,the6the basis Of the extent to which stepshay.!.

V regulation leavesipexibulty points fore 107.11(i)from20 to 10. the place, and tl V been taken tO assure that tht3 win be V to appUcpnta on the.e mattsi: \ V V . or as..,p .

V V ng, e cv ucz ion c m fjt i OOfl cernid with the .f.cUvels ofhe project . Coyiun.nL A mnenter fr$jV in todsL#'(Le.-at the time its on. activi. -iri.i1(d) the, possible implication, bsed CommenL SeUeia1 commenters suggested' V ties arbeing evaluated) on the word "sufficiency.' that ceflters'changes In thenumber of polntiasalgned.'to wlIetheiit should be continued a ndshould be large. The conimenter thoughtthe criteria for evaluation. of applIcations. or third yaar ,, . -' that thcre are advantages to having largeIn geieftl. the copunenters reccinunended

V 14 Tb. Commissioner Is aware of theomter. md other advantages to h*vngthat-there Roh)ts go to the quallflcatns of fr caêful eyp.Iuatjon of' the Overallomafl centers, and recommended tha thethe propokii tê!acher center staff, to inca- th cantors program and of the difficul- word"sufficiency"be changed to'approprl-cures for increasing the effectiveneis of the tIes In performing evaluations that are oh-atenass." V ., teaches to be served, to the effective use'of Ji1vs.wlth.stand rigorous Itatlitical analy- Respo,ue,userecommendation Ii accep-a 'need assessment" In planning the work U.and produce data that can.be aggregated ed and the regulation is chabg2 to read.of the center. and to the objectives of the 1Usd thusprovids&picture ofthe teacher"Appropriteneuof size, scope, and dura-propçsed center. Another coinnienter felt isntem"progfainnation-wide. While the lion of the pi'çject so as to secure productive'that the proposed criteria emphasized men- Ccmmlulonór.acc.pta in prInc1e many 'ofresults." -. aureable outcomes-and *aa concerned that the casnzñnta on will consid- such an approaeh would encourage narrow or them In for,.ps tjce of Educa- "°' prescriptive center training rather than the or indkIett .valuatithilof the over " . V kind o developmental programs needed to - all program,' further regulation on this Is Comment. A commenter objected to themeet 11se diverse needs of .lndlv1ua1 teach- notneeded.The Introductoryparagraphof evaluation criterion. In17.11(h).WhiCh era. One cominenter Vwited,1criterion 119711iichangedsothatIj isolongerpro- glves'ppintsfor "thepotential ofthe tehch-giving pointsforiMsiand activities which vidisthatthecriteriaforap1uatIngappli.er centerto thipactuponandimprove wouldincrease. V the. the likelihood that the catlons will alsogovern evaluations of thegantee's overall of Ipservice tra4x*.center woulkcontinue in operation after Its V ins,." rtllonoffunded teacher cexters. Therationale of the obJctIon wasperiod of Federal fundsig is over. .. F V4aged a m that thecriterion mightbesean as"an Response.Be4lon.197,11 Ia in -, 1 m x' - etfort to'Impcma'anew structure on anml...cord4ncewtittheV applicable Oothnsdntsto CornmeaLAcomment& recommend resdexistingstructure." Thecomments, (1)1icrcasethe pMVnts assigned'tothdpo- that the eUectivene.s'Of ateacher centerbe.wanted .the. teacher centertobe Indepen- tenUal of'thecenter toincreasO the çffec-' euired9rtpaarily intErms bf Ito cflect ondent,noIncdmpeti*oflwithexistingpro.tiveneuofthe'teathers servedhiterxsOf the'grsntee UtuUon or agency and othergrams,Ontheothirftnd, another coin-.'theleari1ng needsoftlspI atudent.a() In bsItutIoni which' it attempts to hifluence. menter wantedacrfterlon .lncluded whlc'h crease the pointsassignedto the extentto,, 'V R.aponsC TheCoinnslulohçr agrees thatfavors appllcatlowhIch have srrange forwhich the project objectives are sharplyde-. 'theeffectofthe te*cher oentera programon close Integration of the -proposed tedlherfined, clearl' stated.and caableofbeing theinstitutiOnsaridagincleswithwhchit Center withtpsenjervicstrainingprogramsi,ttalned . bythe.proposed'Irocedurea;3 InterscmIsimportan!. An applIcant may"of the appl ageácy. The comnienterAdd a criterion ontheextenttowhichFed ", Ohoc.etoemphasizethisas one ofIt.objec-,stressed the ofallowlng1lexlbIJ erej4ndswillsupport new or expandedmc- tivea. However, it would be inappropriate- ity sothat thep0 yboardcantake intO t1vlU rather, than supportingactivities - for the regulaticn to.Impciethisam apeclI-consIderation both the nçeds,ofIndividual whiCh are already beingpaidforfromother, to ob$Otivefor each project. The Comm1s tdschers 'andtheneeds of theschool dis- resources. The proposed greater V sioGerWW consider this comment10deign-trict.,',' - - - . .- onthe qual1ieatlons of the teag her center's - V gye uatioasof the overallimpactof . Rdse, Nochangeismade in ere$i-. staff is not aompted. AsIsappropriate.,. the program, latlon. Tsepotentlalof the teschtntermany centersayrelyheavily'ion ' teach- V VV V the of tie reqi remen 0 to Improve 'rxntee'S overa1l'progra era to staff-the centers, add It.may bediffi: , Inservice.tralnlngtsanappropriate crlterlpn cultfor application revieweja todw clear-. V towelgh'ln judging competing applIcat1oia.,.dlatlpdtlonz among applicat1cis'b on V the 8tate educationalTothe extent'that a teacher centeihas thjs thitciltOrlots.Toweight this leavlJlght primaryreapoolbWtyfor of pf V agemles are given kind-of efft, the poaftive impact limited-suggest abiM.tnfaiorcenters run out-. dlMeinlnatlon.'acomnmerrjter recommended Federal dDllarsisIncreased, and the project side expdttml4chisnot. thtendedWithre- tiat the evaluation criterion infbetter CarIes out 'the purposes'apect tothe'cQmnsentUiathe criteria en-. 'I 197 11(01(2)be changed to eliminate anyHowever,the crltertoflis notan ejfort tocOurage narrow prescriptive tralnfng rather

'siflt1cn of disseminationorreporting and Impose a new atruttdreon Mlexisting trim,than developmental programs to meet dl- , * "focusentirelyonevaluating the effective.Ing. An Ippilcant could demonstrate poten. 'erteacher needs, the-regulation perlts of thepgpject. 'V tial in*üb'un4erthiscriterion,notmerelydevelopmental programswhich canrespond Rupois.e. Th'commendationIpnotab- with referenceto 'the structureo!theto äiverse nte& However, theCommission- ,. cepted. Asidefromthe major role ofthebiterbut' with referexce,to p$hlclfl4rerouZdnot responsiblyjudge the best pr atate .ducat1$onaI agency In dissemination. training and currlculum dévelopmer4acthl-'jectaandaward grantfundswithoutksiow- 'thepotential Impact'ofthprolcOtIien- tiel. However.theregulation doesnot wtlj SIng theobjectivesof the prOject,,asid,is1c- tianced If the' grantee undertakes effective irLitegrstlbnofthe proposed center, withcordance with' the statute, hoW the centerIs dm1natiossofproject's result. within,Other hIservice training programsofthe an-expected to increase the effectiveness,of , tIde, thegranteeagency. . Pliant.FIexlbillys?Quld Ue'left to theap-" teaclieralbterms ofthe rqinneedsof , policy a 4 ,00 pliant and teacher Center board their studnta. With(n these generalplans ! ....7 whether, In particular situations, 'It makesIn tug ,appllcdtl, teacher centdrs,have

V , moresaisto operate the center. IOdefl.,flenWlllty to evolVe morespecific a&lvltIes Comment.Many commefltera 'felt that the dent ofothertrainingor In closeIntegration and procedures.

0 poInts . With i ' , .r agnnsant to criteria whlch'deal f 19711 Recpgn*tton 'o/Jjs4gments madeb 119111

óàave.-andthat thesepoints should be re- , -' Comment. Aconirnenteras4dtha\the dirIbutet A widevaØety of Nconimenda- V Cbmmeiqer',A ,asd Commissioner give cons)deratloninavaluat- UonIConcánlngtheredistributionofboint.meaning andIntetit.oftheoral , tpgapplications to any rating orrap4flg as- were illoreceived. (Beet2t7t1 Weig'xtfisg riotsIn'(.lV.11(a),whichdealswith'the-llgnedbythe Stateeducationai y to'.. qghe ipgiusaUon cvffsrlo,s,be'ow.) '.--extentof the teacher qonferpolicyboard's5MbapplicatIonwh(ch ItsendstothCom- 'Rtaponse.The recommendationIiaccept. authdliti and respopalbflity forsupervision missioner for tei4ewnd evalualjbn. V 'V ç ed.Becticsi191,4 hil bdtnhanged to re- 'oftheproject." Response. NochankeIs mse in, the regt ,J guiseapprbvalof theapplication by. the Responai.The purpose,fthe crlterionis ation. Theconllneptsksde the -Stale " teacher centerpolicyboird. rherefore, itIs to makeit- clear that( the-policyboardeducaUonal agenda,çsp'I1catIontrads notnecelsaq to have a criteriOn meaaurlñgshouldh*ve maximumauthority and re. - initted-to'the.Comnibfonefwillbe' read by, theljiality of participatiOnbythe boardIn aonsIbfl$y for supervision ofthe project,,theComm1ssIonet reviewWig panelsand

-' '.,r' ,' DM WI$tVOL43 NO. !!!0111104Z

I,,- ' B19

.',_ V-V 4 ''V" - .--' . ,-- -: ,'' ,, , '' P 27cc .. . .

a IULES ANDIEGULAT1ONS ) y w be t*ken Into accuunt Utheyresponilbie for Muudnithatlurther consI4-Uonship bf, the State ency to the IPPfl- bear upon theevsJusUon 711. erUun 1w ilven by the 8tiite ajency to thecantiwith which It muitbylsw hiter*ct. A Is no .reaatn to acbrejected sppflcstkonl ii there s thu. limitconimentér t*ted th&t the fun4.propcsed t;ucre choce to rink theforthe r.plyby the Stat. sgency tving fta forcoinpensUn of 8ttt. educ*tlonai amen- . &PPI1*UDflI ft tJ$namIII SOO fln*I deelalon? Other commntes wanteddfoi their eerlceg In the tescher center. er Some Btrite sencte 'ose the te.ther center pollc3bo*rd or the- progrirn would be ns4equte. The coni- . toIMIEn thesam. ratIng- ionLechcr ornnIAUon th the chool dlitrlctinenter bwd that Judgment on in citirnate tr*nsniutted. In view oVt1i intIeatA be permitted to sppesl directly to thó.o the amountof staff Ume needed to per- and the rezulUng dltliculty'lfl'WTflg fairly 8ts1e educational agincy for reconelder.form thoee .ervlces: 15 cfkysfuthe meet- with rich appikatton rrueved by the Cotn-at1oi of ji,e appllcaf.Ion If It Ia not reom Inpa.phonecelia.correspondence.etc.. : mLIoner. ceparate pointa ae not assignedmended7for funding by. that agency. An needed to deal fairly with all the school die- to the 8tate educational agency a rating orother oinment.er wanted the same right oftrlcta In the State; 10 days for the develoP- conunenta. - appeal to be extended to the local educe.ment of reXew crlterl.and preparation for .... tional agency. .- ttie'reylew 350 days for. review of ai,plice. Response. No changemadf Intheregu.,tIoia ahd preparation of comments on each tcen'i an anuvii ara4 flng lation. The attuW pro'vlde. only that any-bne md about -40 dayi for reconsideration Comment. comments were jecelved frompppl1t. that Ii dlaaNaf1ed wlth.,the r*.ot apl1cstlona as the result.of appeals. in State edueaIIon* agencies and lotal educw qnendatIon of the. State 'educationaladdition to all of the above, the State educi- tiomi agencies pOinting out pottIsl incy regarding ltappIlatloñ under thetiOnal agency must provide for diasemina- tHeta between their on-going or pnned In-techer centers program. may petition thetion ind.technlcal assistance to filnded p service tralnine' ezna)Zor LàderI in-Csnmiasloner to request further consider- Jecta The øomntenter recommended that, In ', ciudjng ongolnpI planned teacher center.atlon of the application by thf State edjtca- view of the above, each State be required to '.like' organisatlous. p.nd the programs, to. be Uon&l agency. It not -provide for IP'submit to. the Commissioner a plan for car- peals by other organizations.- Subject only carded out btheèderálI3r-auppor*!d rylnE out Its responsIbIlIties under the Act - eac cente tep,r of the cfj to 'flCC5W7 time conatrainW which will b and, if the plan is approved,thati corre- wI t)at these' Conflict. w&ild not be In thepublished for each flscl year, the Commis-. spdbdtng grant of lunds be ma4é to the - best)tàrest of any of the parties, and thatsIone.wouJd have no objection If a StateState agency to awzre the adequate corn- way*lhouid be aoaght4o avoid them. educat,lonal agency provided opportunitypensatlon m&ndated In the statute, One iWapons,. No c*gnge Ii made in the regu-ror reconsideration Of iti aCtion Ofl appliCa.commenter frOm a State agency felt that 5 f Pede tions at . the request of applicants or otherpercent would suffice for technical assle- under Ibis .program to build upon existing organizatiohi Or individUals. ThiS WOUld be tance and dissemination, but that the sum training activities, the funded 'center would to the particular State educationalallocated for the review Of applications 0 h*ve to' rnee& the statutory and m,egulgtlon BSeflCY.. . should be Increased. Many other corn- reqwrehienta, However. .Uiese requirerdnts It Is anticipated that the petition and i-menters, representing other ctItuencles, 'paia process will b kept as lnfonnil U POe-believed that one-seveth of (he total ap- not apply to' other training acuvjtles aible and that fuuez' gUidance wIll be Pro., the applicant. The coiniim*e vided to applicants. particularly on time,propriatlon Is an exoe*vçamotAt for thofe" that w&ys should be sought to avoid èn.'limitations. In the notice of closing datepuipcees. In their. 1ep? the Congressional' conflicts, but.thla needs to -.inlent In thó t.acIfiiiten 'program is to PU local level. not by ?ediralregu)Ml0h. 0 f!')fRIPZ8Tza ''1 glvp tchrt the xeani and authority tö '.eal effec11I wIl.heJr n&d,tor inaervIc,,7 - 197.11' CwrnUmgnt to,et1ir.dE.iTetoment. he petItioa1f;ma3r be a letter, signed by an uuiorIzed- person, identifiIng. Com,nenL A conune r telhat It Wouldthe reJected application by title or otherthat any 'dlvion of funds lot Other' be desirable to ad 'cz'iterIoItforging poses cld oy.lEssen theffectiven 1 strong w 'afl deveioprnr 4 be ft C her cnterpo1Icyifqard -: Ot 10 pement, percent. and even lees An- JTkis0ncrZ ot jcat'oi g tIle oMoge 1* mad in the.tegu- eres n' other.arguthent in support of deere t cletr how such & crlterlpn - t WP * 0fl1, WUS one-seventh set-ujde vu thaç If f are easurd. and the criterion would 'available to State edusationhl . agen to 0 ih cc rensmn! eomni.... oner Or cv provide technical assistance concerning the an overly detallcd review by the liOn. " ioner. MbreGver, such s criterion 0 tInIng of. t4her,, the result would be to d jzply a lck of confiCnce in the' 1197.13 Pi'ofesaional practice duplicate unz*e.sarlly and In a costly way O 4he funqtloda Of'the Stste's'teaeher traIz1g 'teachers, sd their organlsntlor.s 4.0 SCICCt ,ofomment'0nra1 ente Institutions, which a- publtcllt,4upported. 0 'swof competence as w,mb& of the ti"- da ttiy exist should jgiIreceIve offor that ginrpcae 'OtWer variati7s propoed 9q7,12 e lunds des1gnatd for State educational -'.> T7ie appeals proess * . a end tnn1yo teIewü Comment. Seal comnmenter. took ex- propassis,jnd' tlat a specific allotment of rNO ch e In the funds be$et aside to cqpenzate the State - Leptiozi to the Drovirlor. for appealing an ad , eear., ' ree declslofl niads by the State education- the State lot eaclf of it. three functions. Another al Igency,- One cömanenter thought that the. tci°0iionca&ia1 th Issue to be resolved emerged with therev- enc itna" mat'' the.-elation that the prOposed method of corn- -- provisIon for "recirculating" an appeal back a nate urn' divisio to the State educational agency seems like ,,g pensatlon, I.e., reimbursement, Is not feast- 'a fantastic bureaucratic run-around.' 'This01' oer CO. Q nCY,inC II We In. .eve-al States wh&'e State' law pro- càmmenter wanted the final decision .on vides that any rctrnbursement'would go to ,j flI5 the Sta!te treasury 'rathpr than to the State.. appeal to reat wfl,.thb Commissioner. One e I jte need for appeals from agency 'hIch m-ovidert,,the services. -' ' - colncntez feit / psIble'arItl4rL' decisions by a local CommenL -Many . coflnrknteii addressed Re,iponse. The statute mandatc. that the (scool board or admh4st.rator," pisj1mablythemelVs tthe rattor of tflt State edu-State educallohal agrncy .1) Review and refer 1°K to tile decisfon .by a Lo ecluca., cetionalagencim participation In the teach-. . recommend applications, (2) provide tectni- cal asststancc to funned centers, and (3) dIe- ,0 ./ lionel agency whether Or nt to,$'ubmtt an(el centers progrIm an(I'rade4uale" compen- appilcatlon.. Anothel. cominentdfs.slccd for''satt'on fçr services pert oftued by those agen- seminate Informalion ,k2qrlVed from funded - greader -clarity conoerding tk"procçdures'J' des. Coininenters represef4lng. those agen-centers. Under the stetuw, the State educe-'-, .'for .ipealIng an dverae' decisloflm&dè bydes of the opinion that'the compensa-tional agenmust be adequately compen '0 is the State ducatIona1 agency. ,' ti ered Is not or may not beldequate. sated for -these serylcea. Given the scope. of O For' dqmple. may aft individual peitlon fh. three kinds of services to bethese activities. the potçntlal number of ap- - -' the Commissioner, -onjides the -teacher'pro1dcdl would be in addition so ereaent plIcatlohs for the "program, and the potCn.- -' center1 pllcy board make the petltion?work-lo1s of State employCes, and there isHal lmportancç"of the St.ate educat*qfl"!'.... What constitutes a petition? Does it Includd'.p0 guar4ntee of sufficient funds to employagencies' role,-{xa the prôgram, the setide a copy gf-the rejected application? Must theaddlt.IonAl Persons. In the view of these for the'8iate(eduatIónal agencies Is tInt re- O 'Commissioner see or examine the rejected 'teommenters. 'any.'diminishmentoftheduced to the 'et'ent recommended bl many Ippllcation? Are there' IlmnUmlEi for pelt- State'5 rote oz compensation would jeopar-'cOnunentens.'llowCver, the set ssidIs cc- Uozling'for Anlippesi? Is the C'prnmlsaioperdisc the necessary c011sbomatlon and reta- duced from one-seventh to one-tCn,of the IIEO$IIALÜGIST VOl.. 43, P40 7WFDIIESOAY JANUARY ii97$ 1

'a*

OMS Appromil No. 211-1502111 40' a. LIMIER FEDERAL ASSISTANCE 2. APPLI. 3. STATE CANT'S A/FUCA*. TION APPLI. bDATE 0. DATE Yourmoat/. WI 0PINAPPLICATION Toss insidA de IDENTI. dam ACTION CATION TIER ' in APPLICATION If . ASITION46 ." 19 myrincknon prINTENT (Opt) Lips =Tr's" aeon.011 roam. ACTION Staab 4. LEGAL APPLICANT/RECIPIENT IC FEDERAL EMPLOYER IDENTIFICATIONP. Ispliosist these OrmodIssIlat (AIR

dEl/P.1). PRO. S. VI' Cot* I GRAM 0. TITLE (Prom, f. Dale ZIP Cole: /Wand e I. ONION Parma (Nara CoSolog) Teacher. ,Centers. Program telepherio No.) : 7. TITLE AND DESCRIPTION OF APPLICANTS PROJECT S. TYPE OF APPLICANT /RECIPIENT A-State H- Comuealtp Adios lig att-theitatelate I- Higher Ed:446*nel last Hitler, 0- atteara Tribe- , Obtrict (SPecifY) I Mal Salm appropristo letter 0 /\ / S. TYPE OF (STANCE A-Salk D-Issuranca 114u Staid &Odor sae? appro. C -Less prick ktterfa)per-i 10. AREA OF PROJECT IMPACT (Names of oiek oo(uitiok 11. NUM- 12. TYPE OF. APPUCATION &Mos. We.) I BEROFF PERSONSPD h-Now C-AvAslon E-Augmontallon MENEFET)NG 11-Ibmosal0-03atlaitatlas rasterappropriate kttar

13. PROPOSED FUNDING 14: CONGRESSIONAL- DISTRICTSOFT 15. TYPE OF CHANGE (For LIM sr SU) A-)acreasii Dollard F-Otber (Specify) :- a. FEDERAL .00 a. APPLICANT b. PROJECT III-Decroma Dollars. 0. C-Ineroaso Duration b. APPLIGUR .00 II-Demme Dwatlos E-CamMlatlosi a. STATE .00 16. PROJECT START 17. PROJECT DATE /*sr most% dam DURATION Jp2..er_sppro- t LOCAL .00 19 u.a. letter( a)

0.OTHER IS. ESTIMATED DATE TO TiyarsmistA. Ow 19. EXISTING. FEDERAL IDENTIFICATION NUMBER BE SUBMITTED TO f. TOTAL .00 FEDERAL AGENCY No 19 20. FEDERAL AGENCY. TO RECEIVE REQUEST (A/amt Cita atago. SIP dodo) 21. REMARKS ADDED U.S. Offi of Education, ApplicatIon Control Center, Washington, 'D,C. 20202 0 Yet 0 No a To es beat si wor knowlodge and bond, IL If rotalroil by OMS Chador A-95 thls apMicatlori was oubanned, pursuant to In. No re- Reopolioo lathis pramplIcation/appilestlea an WwW.oim emelt To approorids sloarledkarNs sad ell reNnosk Era sItechrtaPorron attached THE sad conoct, tAe deco:mat bus boas APPLICANT di* airtborliel by TM .germalag body al CERTIFI IIIICHIPTItaaL lad tbo amplkaat will comply 0 THAT with the 1.141Ord amoroacas If the mold- CO . mace Is alIMIAIL 0). 0. a. TYPED KATIE MO TITLE b. SIENATURE a. DATE SIGNED ERTIFYING Year 19 ATIVE AGENCYNAME 25. APPLICA Year ilionth day TION RECEIVED 19 U. ORGANIZATIONAL UNIT 27. ADMINISTRATIVE OFFICE 25. FEDERAL APPLICATION IDENTIFICATION

XL FEDERAL GRANT IDENTIFICATION 4s- 11"111.ACTION TAKEN 32.. LADING Yost swath dap 34. ?oar month dor .. . STARTING 0 m AWARDED a. RIVAS/ .0033. ACTION DATE* 19 DATE 19 0 b. REJECTED b. APPLICANT .00lb. CONTACT' FOR ADDITIONAL INFORM/I-36. Year dam ..TION (kook sad telspAosta sannbor) ENDING 0 O.RETURNEDFOR C. STATE .00 DATE 19 ANDIONENT d. LOCAL .00 37. REMARKS ADDED

0.4..ounata OTHER .00 0 ...WITHORPAN f. Turn. $ AO 0 Yes (]No 30. tains above adios. anyin4:Ka recohed from.ciarlambeeemwore ma. b. FEDERAL AGENCY I At. wens. It ep S4 is doe ambit= y Fad 1, 059 Prods, *40. (New sadtalaul FEDERAL AGENCY the below fa bdin« ma*. Ar911 ACTION `' 424-101 STANDARD FORM 424Ait-.---V77170:iii OE .Forsn.33%.10/7§.(CFDA#13.416) C5 Program,Sr GSA. Palma Afauseemsat Mader .4-1 400 ISPAIMOSTOP Huta% soccaTtal.NmIOMPOW OPTICSor toaculaw laiallunaIto D.C.2,092 ORM APPROVED,

IChsS21:141171:::c4:7=Z*01:Mil :::XICTI6ACT --I. 0119 115141019:

INSTRUCTIONS FOR APPLICATION OCNIFEDERALAS6T6TAN9E,

(F. (lonoonabruetion Prograie)..

This form shall be used for applying for The following supplemental instructions Federal Assistance for the following fog the items given below are to. be used personnel training programs of the ES.S., in lieu of oralong with the' standard 0 Officm of !durations instructions for Part Is

Sams of batalog of Federal' It'll 6 - If the applicant organisation hie Program, Assiitance 'Umber been easignmi a DSOS entity employeridenti- fication number4riefixed by *1" and suffixed by a two-Idigit nUmber, enter the full CHEW Teacher Centers Program . . . 13.416 entity number in item S. Higher Education Personnel Training program. 13 41/ If the payse will be other than the Appli-. Careers ldtmition PrOgram . . . 13.554 cant, enter in the remarks section."Payees" the payee's name, department or division, This form shall be used also to request couplet. address and employer identifi- supplemental assist/nee, to propose caticonesber or OBEN entityPnumber. .If changesor asendeents, and to request an Wigiduil's name and/or title is continuation or refunding, for approved desired on the payment instrument, the L___/- grants originally submitted on this form. name and/or title of the designated No. grants may be awarded unless a omqpleted individual must be specified. application fora has Imeneeciived (20 USC 1119-1119e.1, 1851 -1865) Item 9 -Preprinted.

submit the original and two copies ofthe `Item 20 -Prelisintid 6 form Mos PART II- . U. S. Office of Education . Application Control Center *wave*ewers will' not require an , D.C. 20202 willoplanaticip unless the Federal agency 1rtilentfr13.416 elts more information at a later date.

. .

n a request is made for supplemental Provide.-supplementery data for all "Yes" . assistance, :amendments or changee.to an inswarp,6in tlu space Provided in 'moor- approved grant, submit only Chose pmqes den?. the followinginstructions: are appeoprigte. Item - Provide the name of the gasmen-. PART 1 ing body.establishing AL piiority suites- and the priority rating assigned to this Part 2 of this Application consists of the pro lcal ice 13.416(TeacherCantors) standard face page for Federal applications the Sta educational agency,reviewing and the concritant instructions. afplicatilons way use this it to indicate this applicaticeisPlaos in rank

. The above prOgrame are not presently. order or other nollericall.rating. included as programs under CMh Cirbeler No. A-951 .therefore, clearinghouse notifi- lien 2 - Provide the name of the agency. Or cation is not puKdated. applicants board which issued the clearance and ,e.,L should be aware that in ous States, attach,the documentaiimalontue or State law requires revise of applications . All applicants applying under Federal assistance undei various 416 (Teacher Mere) aro required to '1r'for programs not covered by. Circular Mo. A-95. t their Application to the.State 'Implementation of ench laws is enforced ucational agenci for review.An appll- through. State rules and regulations, and cationwh4ok dots not contain an indication applicants.are urgoi..to ascertain the of State -review AcommenWrank Ocgor, or axistalbe of such -laws and to soquain 6MOSsement) cannot be accepted !Wry/slaw selves-with'apeiliable Stato-Procedures. by the U.S. Office of Zducation. toe clearinghouses are the proper source of apolicante applying Under 13.554 r Laicisation on additional-review Idecation ProOramd are required to submit Mints.Applicants' areeecouragedlitrel;lc one copy of the Application.tothe Stift with, the appropriate /*dual Reilonai office CoordinatmroF Career Aducatice concurrently to' obtdin gemname(.) and addrisi(es) of with wwhwiewiiin to the U.S. "rice of the cleatims. -Iducatico. States may'submaradmice and r CoMment on any Application originating tole APPUCant4110415.416#6sibgi-auCtiglair .within their Stites. Pd4ettp item 1404aktivat asqualum04, 404 kat:mina 4sucte.

OE Foni 335, 10/78 79 ')

For continuinq granttprogram applications. Its.!10 -Alhow the redimml Damietta Montana. enter in Colvin (c) the estimated emoonts of Catalog number,: the program name, the typeof funds which will remain uoobligated at the assistance, the ;tattle and the.emoent,Ot each end of tlie grant fending perind. prOjeot where theca is telatedvemicus, Inter in Column Oa the *Mounts of,ftendonseded for 111::ing,ne eniialpated assistance. Monddi- the upcoming period. Leave Column (g) blank. elWaists, if needed. For supplemental grants and changes to existing grants; do not use ColuMor. (c), (d), and (f)'. inter in Column (e) the amMint of NO increase or decrease of Federal funds. In Column (g) enter the new total budgeted PAX! amount (Federal) which includes the total previous authorised budgeted amounts plum or GENERAL INSTRUCTIONS. minus as appropriate, the amounts shown in Column (4)4The amoOnt(s) in Column* (4) Sections A, S. and D,should provide the budget should NOT equal the amounts in Column (e). for the first bogged:period (a year) and Section 1 should present the need for Federal LINE 5. Show the'totals for all-oolumns used. assistance &Nthe subsequent budget periods. All applicatiOns should contain a breakdown Section Budget Categories.' by the object class categories shown in Lines e-k of Section B. In the ool heeding. (1).thr0tigh (4), antis the titles of the same programs, shown on Section 4.'Budgat Suniary lines 14, Column (a) , Section a: When additional sheets were prepared for Section A, Lines Col (4) and (b). Provide similar-column headings on each sheet. For each program, fill in the total require- For applications pertaining to a SINGLE grant sante,* fonds. (Federal) pr object class program. Mader Domestic Assistance Catalog Categories. number), enter Line1.under Column (a) the catalog progras title and the catalog mambo Lines 6a-h.Show the estimated amount for in coin= M. mot aPplication pertainingto each direct most budget (object class) cats, MULTIPLE programs, enter.thecatalog program gory for eschcolumn with program heeding) title on each Linn in Column (a) and the . . Line 6a.. 'Personnel" must show nalariesiod apes -catalog bunter on each line in wages only. Fees and expanses for consul- colas) tant must be included on lane 6h. . LineS-14,'Columns (t) through (g)... Line 6b. Leave thin line blankif fringe benefits applicable .to direct salaries and Flo. non al funds og gesonices shouldbe, wages are treated as pert of the indirect Shown. cost rate. .

41111 For application. leave Columns Line 6c. Indicate travel. of employees only. 604 and (gYblank. (e) . '4' For each line' entry in Travel og...onsultants, trainees. etc. shodld Column, (a) and (b),-enter in colemn.(e) the not go on this line, nor should 1ogg1 trans- appropriate amounts of fundsneeded to support portation where no out-of-tami,trip the project for the filmfumlingperiod. is involved). ON year). -St . . . . Line M. Indicate the coat -of nanerpeedeble.:, personal property. Minh property mmens,tangi7- ble pervanal Painperty having aluseedE.life of :earn than one year and an acquisitiO abet of $300 or. more per unit. A grantee,mer.ese its own definition of noosiendable Medial ProPer- ty'prO6idid that such definition -wend at nest include. all personal property:es donned

'11.10' I 4.

ell V

. fog amendments, changes or.supplelints to Line 6e. Ehoirall tangible personal property for the ourientlyailrof ex4sting,greats. except that Which Won later 6d. - than, four lines ere needed to list the Lind 6f. 'Use for (l)' pioeuremeni contracts' If m titles, submit saaitlenaPsaramtes as (mscipt !bogs *Itch belong on other lines pro; Inch as equipment and supplies and (2) sub- necessert. grants or °thin! assistance-like payments to Enter thetotal for each of the :seconday such as Line 20. When additional schedules effiliatesl000peragng institutions, Columns (b)-(0). are prepated for thisSection, annotate ic- litlealesuIrdivisicos, delegateagent's,net's, cordinglrand show the overall totals on this etc. .Line 6f must not image* payments to 'individuals such as stipends.* allowances line. for trainees, ccOmilting fees,6henefits, etc.. Sectlotr r. Other. Budget Information

. Line 6g. Preinent funding will not allow for Line 21. 'Use this space to explain .amounts_ new'construction.or renovations. for'individual dirict Obj cost categories- that may appear to beout!the ordinary and Line 6h. All direct costs not,clearly cover- program ed by Line. 6a through 6g must be included to explain the followingilitails by hero. Imamples are Computer use charges, Personnel Salariet for Include a non-salary and Wage payments to individuals statement which shows the totalcommitment of (release time, or substitute payments) space. time and the total salary to be charged to or equipment rental, required fees, co:WM- the project for each key member of theproject ing fee and travel, communication costs, staff cited in Part IV, 5a. rentsl of space, utilities and custodial ' services, printing materials, Ind local trans- Travel from Line 6c. Foreign travel should portation.- be sopartely identified and justified.No foreign travel will be authorized enderthe Line 61. Show the totals of Lines 6a through grant unless prior approve isobtained. 6h in each column 4' Equipment from-Line 6d.;Ault-Item ,f. Line 6j.Ahow the Amount of indirect costs. equipment in tHb'fol gtormato Item, Refer to rmc 74-4. Number of Units, Cost r Unit, i'otal Cost. ilhe 6k. 'Enter the total of asw is on Contractual from Line 6f. Indicate the Line 6i and 6j.' For all applio ices for organisationthat new grants and continuation grants the total name of the agency, or will receive each proposed contract. amount in column (5), Line 6k, should be the aama'as.the total amount shown in. Section A, This should,be supported:by Part Column (e), 1e,5. Por supplemental grants Other from 'Line 6h. (a) Give the total and changes to grants, the total amount of . number of consultants that will work on the increase or decrease as shown in Columns (1)-(4), Line 6K should be the same as the the project-and their.coste itees and (b) For 13.416 treat:they Centers) sum 'of the amounts in Section A the last-two travel). sentences apply on tothe first page with , also give release time or substitute payment requested.- (iiiatee the total" summary totals. direct cost for any °rill new training activities not previously funded by the Line 7: Enter "NA.". if this isn:continu-

. Section C. 4onrce of Eon-Federal, Rebourcee. ntionapplication. Enter "NA." N Line 22. 'Enter the type'of indirect rate (proviiisnal, iliedetermined,'final or fix 1) Section D. Forecasted Cash Needs -.that will be in effect during thefunding _ period; the estimated alountof the base to Line 13. Enter the amount Of Cash needed.by .e applied, -and the total quarter frcm the'grantor agency during the. which the rate indirect exponsai. first year. . . Q Provide any other explanations Line 14.,Enter "fl)." Line 23. required herein,or ATM othir;:cosaisntS. deemed necessary, Line lb. Enter "NA." PART'IV. Section E. Suclget Setimates PederalFunde, -Needed for Balance of the Project PROGRAM NARRATIVE- . L4nes 16,19. ester in'Column (a) the IMMe grant program titles shown in Column (a),- 'section A. For new applications Sand cantina- ing grant, applications, enter intheproPek ;opinions amounts of Federallunds which will Prepare the program narrative statement in .be fivea6d to.&Caplete thaprogree or project accordance with this following instructions over the succeeding funding periods(ie4-' for all new grant programseausste for - 'ears). 'This Section 'need not befooMplited7.- continuation or refunding and changes on an

.' O:y. approved project should respond, to item 5b only. Requests for supplimentallissistance C3 should respond to question Sconl'. in 11- , # A CIMICTingANONEED. FOR THIS ASSISTANCE.,ILIfAOLICAILEDPROVIDE THE' LLOwiNe INFORMATION: DescribethaPsOOkei. Demonitrale the need , 1 4+' for AisiitaMislbigtete*the priadival and a., present a biOgreidliaa; ibetgb of

ubtadinate *feet's. °AI' POOloOte. - pregrea director with the fwilowi49 doCiemetatila or. other teatirsidai igibjentket name, &HMISP phone, oiororieedinterests Othar ala Oho ePPV. lowlbewebaohgroaak as 'other. .'' cant:pay be vied. Any rairoma$ data*mod on ` jReillitrilh,Re eaPerienoe for the plennine Studies should-be ingiuded or. foot.. OtijeCt: Alec, list the name. . noted. tmaiming amd hackgrOved for other key personnel engaged in the 2;RESULTS 01 IENEVITS EXPECTED. project. , a

rdeatify redelte.amd heiefits to.ke declared. b.Discuss mow dit: . /. 'and list in obtasodfo. 3. APPROACH. a-echedul04i, to, 16, progress oiof antiatpatid a. aniline a plan of action Altwiththe newftwillwrivijrmet. If .to the. -poops add d of hmhed two hare beenaloifioaatchanges 'warmed workwill'betniklhoonp lathe Project Objectives lode- for each grant program, function'or tion apprOmob,ox tinedelay.,. activity, provided in the budget.' **lain and justify. For other Cite factors eilich mitht owlsate requests for changes or mmillidemOts, or deoelerate the work, your explain the reason for the ohadge(w). ,. reason for thib as If the eel& or objectives have' opposed to Describe any changed or anextaassioaof time is liothe progrov:uch necessary. !plain the circumstances as design or technological :ad justify: If the total budget/. tiOai.-sviduations in cost or'time,'or has Bien exceedi4., dor it individual antobordinasy.-social and comennity budget item have *hangedsorethan ineolvement. the prescribed,liiits oontainsolnA . _,Medal at KA*1e04. 11111P111. h. Prgeido Wising* grant Progral,'fmno- andjeststit h echangeand, its flr . ' ti Orimtiviti, quantitative eionth effect on the projeat.. quirterly prolostions of the war . , 000to*Vtebmints to achieved. as. .earsupplemental-Meelepmmon regmeets, When be , explain the reason !Of the request quanti by cake or function, and justify the need for additional list, in laid order to t*attag. . . show ecoolpIlehmente

.'. and retarget

c. Zdentify the kinds of data to be., collected and maintained and diSOuse- the criteria tots. used to evalUkte the results'and'svoceeses of the project. Up/a/o the methodology that will be.useUtOditerbine it the needs identified MiCdiscuseid are Willa' bet`fad if the tegesAte and .,isenefits identified An its2.a . be

d. List tions, cooperators, oon .Miltin ..CAbericey iod4vidalLa'f. ioark'on .th project -ailing Xtibe.ebort description of the nature of.their effort or odniribo7. . a tics.

4..'GEOGRAPHICopium.

Give a-precise location of the 'project or az-as.* be th Pkel?"*Ite/V".. PPP. or'othei, graphicail,* ear .bia) a had.

for It Ale ereadhercebters) "the area tc001-serwed nueirlbe,thesssN is. the arena 'represented by the policy-hoard smeberi. 4, 22 lotcor wauvate (rker r itho preper4iews famofor fr m 11 or HI, itiplakage)

t STANDARD FORM 424 PAGE 2 (10-75) 283 . GENERAL INSTRUCTIONS k. This is a multipurposei standard form. First, it will be used by epplicants as a required fetesheof for pre at plications and applications submitted in accordanceitit FederalManagelnentCircular 74-7. Second, it will *used by Federal agencies to report to Clearingho s 9n major., lotions la en on applications reviewed by dhiaringhouses inaccordancewith 'OMB. Circular /4-, 5:- .Third, It will be eral agencies Aro 'notify tares of gratsin-aid awarded In' accordance wig Treasury Circhalcr .1,082-Fourth, 'may bo .used, on an tional basis, as a notification of intent fom applicants to clearinghouses, as an early initial notice that Federal

-sistance is tribe applied for (clearinghouse procedures will govern). .

.1 APPLICANT PROCEDURES FQR SECTION I J Applicant mplete ati items In Section I. If an item is not applicable. Write "NA". If eddRional space is needed, Insert an asterisk "" is the remarks section on the beck Of the form. An explanation follows for each item: ei 7 . - item r'

1. Mark appropriate box. Prepplication and applica- iftwil%4.D. !neurones. Self :ixplanatoty. tion guidance is in FMC 74-7 and Federal agency E. Other. trcplain on remarks page. program instructions: Notification of intent mild. ance Imin,Cirtuier A-95 and _procedures" from clear- 10. Governmental unit where significant and meaning, inghouse. Applicant will not use "Rtikert of Federal full Impact could be observed; List only largest unit

Action" box. . or units affected, solislhas Stets, county, or city. If' entire unit affected, list It rather than subunits. , Applicant's. own control number, If desired. 11.. ) Estimated number of persons directly benefiting 2b. Date SectIOn'l IS prepared. from project. Ss. Nilliberassigned by State clearinghouse,or if dele- 12. Use appropriate code letter. Definitions ere: gated by State, by areawldo clearinghouse. All re- wrests to Federal agencies must contain this identi- A. New. A submittal for the first time for a new fier if the, program is covered by Circular A-95 and PfelecI. requloird by applicable Stati7areawide clearing- hoop. procedures. If In doubt, consult your User- B . Renewal. An extension loran additional funding/ Inkhouse.. budget period for a project having no projected completion date, but for which Federal support 3b. Date applicant notified of clearinghouse identifier. must be renewed leech year. q .

, 44-eh. Legal name of applicant/reciplent, name of primary C. Rbvlslon. A moalfIcation to project nature or organizational unit which will undertake the assist- scope which 'Say resukin funding change (In' arice activity. complete' address of applicant. and crease or decrease). .-- name and telephone number of personwho can pro- D. Continuation. An extension for an additional vide further infornaticmsbout 'Dile request. funding/budget period for a project the agency s, 5. ''Employer identification numbdr pf applicant as as initially agreed to fund for a definite number of signed by internal Revenue Service. rlars. tfut. Use Catalog of Federal Domestic Assistance num- E Augmentation. A requInunent" for additional ber assigned to program under which assistanesis funds for a projett previouily awarded funds in requested. If more than one program (e.g., joint- the same funding/budget period. Project nature funding)' write "multiple" and explain In remarks. and scope unchanged. If unknown, cite Public Law or U.S. Code. 13. Amount, requested or to be contributed during the .4 first funding/budget period by each contributor. 6b. ,Program title from Federal Catalog. Abbreviate If Value of inkind contributions will ba Includid. If necessary. I the action Is a chango in dollar amount of an exist- 7. Brief title and appropriate description of project. ing grant (a revision or augmentation), indicate Forpnotification of intent, continue In remarks sec- only the amount of the change. For decreases Gri- tion if necessary to convey proper despription. ddle the amount in perentheses. If both basic and supplemental amounts 'ire Included, breakout ill 8. Mostly self-explanatory. "City" Includerown, tove remarks. For multiple proven funding, use totals ship or other municipality. and show program breakouts in remarks. Item definitions: 13a, amount requested from Federal Gov- 9.-Check the type(s) of assistance requested. The ernment; 13b, amount applicant will contribute; definitions of the terms are; n 13c, amount from State, if applicant le,not a State; A. Balk Grant. An original request for Federal 13d, amount from locakgovemment, if applicant Is . funds. This would not include any contrlbutloq not a local-government; 13e, amount from any Other under a supplemental rent. solves, explain in remarks. B. Sulaments' Grant A 'request to iricreese a ilea: Self explinaiory. boa c grant in certain cases when the eligible applicant cannot supply, the, required matching 14b. The districts) where most of 'MAI work will be share of the basic Federal program (e.g., grants accomplished. If city-wide or Sire-wide, covering 'Warded by the Appalachian Regional Commis- several districts, write "city-wide" or "State-wIde." Skill to protide the applicant a matching share). 15. Compkne only for revisions (Item1i),or augmen- C. 'Loan. Self explanatory.. tations (Item 12e).

STANDARD FORM 424 PAGE 3 (1*--715) C7 Item 16. Approximate date project expected to begih 19. Existing Federal Identificidion number If this'll' not associated with estimable date of availability of a 'new request" and -directly relates to a previous' funding). Federal action. Otherwise write "NA ". 17, Estimated number of months to complete project 20. . indicate Federal ,agency to which this request is after Federal funds are available. addressed. Street address not required, but do use ZIP. 18. Estimated date preapplication/applicatIon will be submitted to Federal agency If this project requires 21. Check appropriate box al to whither, Section IV of clearinghouse review. If review not required, this form contains. remarks end/or addition& remarks "' date would usually be same as date In item 2b. are attathed. . . . if APPLICANT PROCEDURES-FOR SECTION II .

Applicants-Witshveys complete items 23e. 25b, and 25c. If clearinghouse review Is required, Ram 22pelbust be fullyCam. tad. An explanatloii-tollows for Oath item: . '' -1417

List clearinghouses to which submitted and Mew 23b. SelfexpianttLe. 11111111: appropriate blocks the statukof their responses.- 1,or more than three clearingiftses, continue in remark* section. All written' comments submitted 23c: Self explanatory. by or through cleariaghOuses must be attached.' Name and title of authorized repnisentative of legal Nob:... Applicant completes only Sections I and II. Section applicant III is completed by Federal agencies. . FEDERAL AGENCY PROCEDURES, FOR SECTION. in (c It applicantsupplied information In Sections I and II needs no updating or adjustment to fit the final Federal action, the Federal agency will complete Section DI only. An explenation for each iterpfollows:

Item Want

. 24. Executive department or Independent agency having 35. Name ant telephone no. of agency perecin o can program administralion responsibility, provide more information regarding nee. 25. Self exPlanatory. 36. Date after which funds will no longbe tirallabli. 26. Primary organizational unit below department level 37. Check appropriate box as to whethe Section IV of having direct program management responsibility. form contains fedora! remarks .end/ attachment of additional remarks. 27.. Office directly monitoring the program. . . 28. Use to identify nonaward actions when Federal 38. For use with A.-95 action notices only. Name and grant identifier in item 30 N riot applicable or will telephone of person who can assure that appropri- not suffice.' ate A-95 action has been taken --If same as person shown in Item 35, write "same ". .1f not applica5le, write 29.. CoMplebi address of administering office awn' In Y Item 26.. ' 30.. flu to Identify award actions where different from Federal Ageity Procedurtis-psp!al considerations Federal application identillarin item 28. A. Trust, ry Circular SO82 compliance. agency will 31. Self explanatory. Use remarks section to plify assure proper completion df Sections I a If Section I where appropriate. is being completed bY Faders' agency, all applicable items must be filled in. Addresses of State Inforation Recep- . 32. Amount to be contributed during the first funding /' budget period by each contributor. Value of in-Itind tion Agencies (SCUM'S) are provided by Triasuri Depart. ment to each agency. This form replaces SF 240, which contribtitions wilt be included. If the action Is a will no longer be used. change In doner amount of an existing grant (a revl- B. OMB Circular A-95 compliance., Fegeralegency will as- . sion or augmentation), indicate pray the amount of change. Fo9decreases, enclosiithe amount in pa sure proper completion of Sections I, II, end Ili. This form rentHeses. If both basic and suOplernenfal amounts is required fqr notifying all miaowing clearinghouses of are tricluded. breakout in remarks. For multiple pro- major actions on all prograns, reviewed under. A-95. gram funding: use totals and show program break- Addresses of State and areawidiclearinghouses am pro. cults in remarks. Item definitions: 32a, amount vided by Okla to each agenci: Substantive differences awarded by Federal Government; 32b, amount ap- between applicant's request and/or clepringhoulibrecom plicant will, contribute; 32c, amount from State, if rnendations, and the project as finally awarded will be applicant Is not a State; 32d, amount from load explained in A-95 notifications to deafthouses. government if applicant is not a local government; C. Special note. In most, burnot all States, the A-95 State 32e, amount from any ielber.sourCes, explain In clearinghouse. and the (it 1082). SCUM- are the same remarks. office. In such cases, the A-95 award notice to the State 33. r Des actionwits taken on this request. clearinghouse will fulfill the TC 1082 award notice requirement to the Spite SCH1A. eDuplicate notification 34. Date funds Will become available.. shoirld be avoided., cs STANDARD 'FORM 424 PAGE .4 (10-75) 00- Is -0419I *Po lb Ass RESPOND TO ITMS 1,. 2! AND 10 ONLY 0118 NO.2.8021

PART 11 PROJECT APPROVAL INFORMATION. ITEM I. Dols this edsistonce rogues, require State, les61, Nem of Governing Body regionl, or ther priority rating? Priority Ronny ti Elves L:1Ne ITEM 2. ; 12 this essiikenc request risque.* Stet., or meet Nemo of #gortey or oivisory, oducotionel or Imolth chnironeesi Beard M Vet JNo (Attech Documentation)

I 3. . 1 Dies ssistoroc requiem requiroclearinghouio (Attach Comments, rovirro in erdnc with OMB Cir;u1or A05?

1 . . CD'S. No. ITV* 4 Dims this essistenc re st require Stet*, local, Neer. of Approving Agoncy rogieril, or other pfenning oval? Dlo []Nis IIDYs 1 ITEM S ChcliFone: . ' Is the proposed project covered by on eppr d compro (DStete 'pensive plow? 1 ... OLocol . . . oRegiene ., Q ON* Location of ea iTgm 6 Vio Will A* assistance requested serve a Federal of froderel installation. instelletion? rel Population benefiting from Project

ITEM 7 . a Will the essistance requests.' be on Federal fan' Nemo of F.410, srellation Installation? Lecotion of Fedora and

P.--. rant of Project Oyes j_ _11.10

ITEM fir win the assisronc requested 11 on impactdr ffoct See instructions for additional in lion to bt in thenvironment? provided.

IDY1 C.3"0

ITEM 9 , J. Number of: ..... _ Will the oasis requested cause the displacement Individuali .-.

Families 4 of inrilvithr , lentilles, businesses, or forms? , . 9 .,,, Businesles CI Y? ON? Forms ' ITEM 10 Is *re other traitod esiiistenee-es this project previous, Se* instructions for ,edditional infers...Men to We pending; w anticipator!? 'provided. .. DY

111111$401ST C9 OMR APPROVAL NO *ROM

PART III IUDGIT INFORATION

SECTION SUOGIT SUMAANY

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PART IV PROGRAM NARRATIVE (ettech w inswttions)'

Cli 289' PART V

ASSURANCES

The Applicant hereby 'assuresand certifies that he will comply with the regulaticns, policies, gUidelines and requirements,including Otin Circulars No. A-95, A-102 and FHC 74-4, as they relate to the application, acceptance and use 'of Federal funds for thisfederally-assisted project. Alsd the Applicantliesures 'and certifies to the grant that :.

11, It possesses legal authori4 t6,apply'for the 9. Jt win. comply with all requirements grant: that a resolution, motiod'or similar impoded by the Fededal sposoksoring action has been duly adopted or passed as an agency concerning special requiremen14 official,act of the applicant's cersetning body, of law, program requirements, and other

authorizing the filing Ilf the appliDation,, administrative eequiremAts. , all understaedings and assarancescon-on- tained therein, and directing and authorizing 10. It will insult; that the facilities the persoeddentified as thelefficia71 repre- under ;ts ownership, lease or super -, sentitivOof the applicant to aci.bi,connec- vision which shall be utilizedL4nrth tioro-with'the.application and to provide such accomplishment of the project are no additional info tion as may be required:, listed on the Environmental Protection Agency's (EPA) list of Violating 2. t will comply with.' Title WI ofthe-Civ4.. Facilities and that it will notify the ghts Act of 1964(P'7,L. 88 -352) and in Federdl grantor egency of the-receipt ccordance with Title ui of that Act, no of any commudicati.on from the Director rson in the UnAed 4.ates shall, on the of the EPA Officeiof Federal Activities ground of'race, color or national origin, be Indicating that a facility to be used excluded from participation in, be denid in the project-is under consideration the benefits of, or btlirotherwisc subjected to for listing by taie EPA. discrimination underAn program or activity for which the applicant receives Federal 11. It will comply with the flood insurance financial assistanceland will immediately take purahase requirementS. of Section IO2(a) any measures necessary to effectuate this oftoFlood Disaster Protectiop Act agreement. of 1973, Public Law 93 -234, 87;tat. 975, approved December 31,.197 Section 3. It will comply with Title VI of the Civil 102(a) requires, on and after eh 2, Rights Act of 1964 (42 USC 2000d) prohibit- 1975, the purthaseof Aloo ,,eance ing employment discrimination where(1) the in communities where such in uiAnce is primary purpose of a grant is to provide available as a condition for the employment or (2) discriminatory.employment receipt of any Federal financ(:1 assis- practices will result in unequal treatment of tance for construction or aqui ition, persona who are or should be benefiting from purposes for use in any:-area that has '" tie grant-aided activity. been identified,, by the-Sgeretary of the Depaftment of.Housing and Urban \4. It will comply,with requirements of the pro- Development as an area ha4ing special visions of the Uniform Relocation Assistance flood hazards. The phrase "Fedee4. and Real Property Acquisitions Act of 1970 financial assistance" includes:a/4Y form (P.A.,. 9'1-646) which provides for fair and of loan, grant, guaranty, insurance 'equitable treatment of persons displaced as a paymgnt, rebate, subsidy, disaster result of Federal and federally-assisted assistance loan or grant, or any other programs, form'of direct or indirect Federal assistance. 5. It will comply with the provisions of the Hatch Act which limit the political 12.It wil,1 assist the Federal grantor activity of employees. agency in 'its compliance with Section 106,of the National Historic Preserva- 6. It will comply with the :minimum rage and max- tion Act of 1966 as amended (16 USC 470), imum hours provisions.of'the Federal Faii Executive Order 1,1593, and the Archeo- Labor Standards Act, as they apply to hospi- logical and Histpric Preservation Act tal and eduCational institution emplOyeei of ol 1966 .(16 USC 4694 -1 et seg.) by (a) State and lOca1 governments. consulting with the State Historic Preser4tion OffiCer on the conduct of 7. It will establiih shfeguards to prohibit investigdtions, as necessary, to iden- employees from using their positions for a tify properties listed ig, or egible purpose that is or gives the appearance of for incluiion in the Natiow+.1'Register being motivated by a desire for private gain of Historic Places that arts ject to for themselves or others, partibularlY those adverse effects (-see art 800.8) .`1 with whom they have - family, business, or by the activity, andnotifyingnotifying the other ties. Federal grantov'agency of'the existence of any such properties, and by (b) 8. It will give the sponsoring agency or the complying with all requirements estab- Comptroller General through any authoriihd lished by the Federal grantor agency reprosentative,the access to and the right to to avoid or mitigate adve\rse effects examine all records, books, papers, or . upon-such properties. documents related to the grant.

291 NOTICE

No application for Department of Health, Edudation, and Welfare assistance is approved unless the applickant has on file with the. Department an accepted assurance of compliance with Title VI of Civil 'Rights Act of 1964 (Public Law 88-352), on Form HEW 441. If a copy of Form HEW 441 isNOT already,on file with the Department, it must be submitted with this application

2. No application for Department of Health, Education, and Welfare financial assistance under any education prbgram or activity is approved unless the applicant has on file with the Department an accepted assurance Of compliandt with Title IX of the Education Amendments of 1972 (Public Law 92-318)`, on Form HEW 639A (formerly 'Form HEW 639). If a copy of Form HtIN 639 or Form HEW 639A is NOT already on file with the Department, it must be submitted with this application.

3.Department of Health, Education, and Welfare policy requires that if any phase of THIS project will involve ssubjectirig individuals to the risk of physical, psychological, sociological, or other harin, certain safeguards must be instituted and an assurance must be filed on Form HEW 596. If there any question about application of requirements for protection of Duman subjects to this project, fUrther information should be requested from the Office of Protection from ResearchRisks, National Institutes of Health, DHEW, 9000 Rockville Pike, Bethesda, Maryland 20014.

11. 4. -No application for Department of Health, Education, and Welfare assistance is api5r9vild unless the applicant has on file with the Department an accepted assurance of compliance withSection°504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794), on Form HEW 641.if a copy of Form HEW 641 is NOT already on file with the Department, it must be submitted with this application.

5.If this is an application for continued support, include if you havenot already done so (a) the report of inventions conceived or reduced to practice required by the terms and conditions of the grant, or (b) a list of inventions already reported, or (c) a negative certification.

NOTE: A copy of each of the four forms enumerated above (Forms HEW 441, 639A, 596, and 641) is 'attached hereto for your convenience in the event tliat you may be required to rile one or more of them inaccordance with the ABOVE instructions. If, however, 1, 2, and/or 4 of the above assurances have bee-n submitted to either the Office of Education (OE) or the Department, another original or copy nked not be submitted nor will any OE program insist upon such a duplicate submission as a consideration of any application.

D1 EKplanaliome Of HEW FORM NO. 441, ASSURANCE OF COMPLIANCE WITH THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE REG- ULATION UNDER TITLE VI OF THE CIVIL RIGHTS-ACT OF 1964 Section 80.4 of the Department of Health, Education, and Welfare's Regulation effectuating Title VI of the Civil Rights Act of 1964 requires that every application to the Department for Federal financial assistance shall contain or be accompanied by an Assurance that the program or facility to be assisted will be conducted or operated in compliance with Title VI of the Civil Rights Act and with all requirements imposed by or pursuant to the Department's Regulation. Section 80.4 further provides that."the form of the foregoing Assurance and the extent to which like Assurances will be required of subgrantees, contractors, transferees, successors in interest and other participants," shall be specified by the responsible Department official.Under this authority, HEW Form No. 441 has been specified as the form of Assurance which shall apply to all applications for Federal financial assistance (except for continuing state programs which must meet the requirements of Section 80.4(b) and school districts availing themselves of Section. 80.4(c) of the Regulation) submitted to the Department after January 3, 1965; also the circumstances have been specified under which an Applicant shall obtain comparable written Assurances of compliance from its subgrantees, contractors, and transferees.(See answers to Questions 11 and 12 below in this regard.) HEW Form No. 441 constitutes a legally enforceable agreement to comply with Title VI of the Civil Rights Act of 1964, and with all requirements imposed by or pursuant to the Regulation of the De t. of Health,- Education, and Welfare issued thereunder.Applicants are urged to read the is Regulation before executing the Assurance. The explanation of the requirements of the Department's Regulation and the examples of the kinds of discriminatory practices prohibited by them are for the guidance of the Applicants. 1. By executing Me Austranc411IEW Form No. 441), what does an Applicant agree to do? A. The Applicant agrees to make no distinction on the ground of race, color, or national origin in providing to individuals any service,financial aid, Gr other benefit under any program receiving Federal financial assistance extended to the Applicant by the Department. 2. What is meant ty "iiistitection on Me ground of tate, color, or national origin"? A. "Distinction on the ground of race, color, or national origin" includes (1) any type of segregation, separate or different treatment, or other discrimination on that ground; (2) the imposition of any adhission, enrollment quota, eligibility, dr other requirement orcondition.which individuals must meet in order to be provided any service, financial Mil or other benefit under a program or to be afforded an opportunity to $rticipate in a program, if the race, color, or national origin of individuals is considered in deteivnuning whether they meet any such requirement or condition; (3) the use of membershipin a group as a basis for the selection of individuals for any purmie, if in selecting members of the group there is discrisnination on the giound of race, color, or national origin; and (4) the assignment of personnel to provide services, or the assignment of times or places for the provision of services, on the basis of the race, color, or national origin of the individuals to be served.It does not, however, include distinctions. on the ground of race, color, or national origin determined by the responsible Department official to be necessary to the conduct of research or experimental programs having as their objective the discovery of new knowledge concerning special characteristics of particular at other ethnic groups.

r La

Hes-lasiA (12/610- D2 293 3. What is meant by "stroke, financial aid, or other benefit"? A. "Service, financial aid, or other benefit" under a program receiving Federal financial assistance includes any education or training, any evaluation, guidance, counseling,or placement service, any health, welfare, rehabilitation, housing, orrecre &tionalservice, anyreferral ofindividuals for any Of the foregoing services, any scholarship, fellowshipor traineeship stipend or allowance, and any loan or other financial assistance or benefit (whether in cashor in kind), which is made available to individuals (I) with the aid of Federal financial assistance,or (2) with the aid of the Applicant's or of other non- Federal funds required to be made available for theprogram as a condition to the receipt of Federal financial assistance, or (3) in or throreuretrir: facility provided with the aid of Federal financial assistance or the non-Federal matching funds referred to in (2). 4. What requirements ye pieced on theuse !ffocilkies? A. The Applicant agrees to make no distinctionon the ground of race, color, or national origin in making available to individuals the use of any land, building, equipment,or other facility leased, acquired, constructed, improved, or equipped with the aid of Federal financial assistance extended to the Applicant by the Department, including (a) the use of any room, dormitory, ward, or other space in the facility; (h) the use of any equipment in the facility; (c) the use of any office, waiting room, restroom, eating, recreational, concession, or other accommodation or convenience provided in the facility; (d) the use of any facility not provided with the aid of Federal financial assistance if the avail- ' ability of such facility is required asa condition to the receipt of Federal financial assistance for the Federally-assisted facility. 5. What requirements are placed on the opportunities to participate ina Program receiving Federal assistance? A. The Applicant agrees to make no distinCtion on the ground ofrace, color, or national origin in affording opportunities to individuals to participate (other thanas employees) in any program receiving Federal financial assistance extended by the Department to the Applicant, including opportunities to participate (a) as providers of any service, financial aid, or other benefit to individuals under the program (e.g., as physicians, surgeons, dentists, or other professional prattitioners seeking the privilegeof practicing in a Federally-aided hospital or other facility), (b) as conferees, observers, consultants, or advisers, or as members of advisory or planning groups, or (c) as volunteers (e.g., as voluntary workers, or as patients or other subjects of study or experi- mentation in research, survey, demonstration, or like programs). 6. Does that mean that an Applicant who signs the Department's Amirante may nevertheless make distinctioiu among his employees on the basis of race, color, or national origin? A. Tide VI of the Civil Rights Act does not concern itself with employment practices except where a primary objective of the Federal financial assistance is to provide employment. Thus, where a basic objective of the program is to provide employment, the Applicant's employment practices are subject to the Department's Regulation.However, even where this i3 not the case an Applicant may be pre- cluded from engaging in any discriminatory employment practices under the provisions of Title VII of the Civil Rights Act, Executive Orden 10925 and -11114, and the Merit System Regulations. 7. When-an Applicant's empltyment-prottices are covered by the Department's Regulation, what requirements must Nett? A. The Applicant agrees to make no distinction on the ground of race, color, or national origin in its employment practices (including recruitment or recruitment advertising, hiring, layoff or ter- mination4upgrading, demotion, or transfer, rates of pay or other forms of compensation, and use of facilities) with respect to,individuals seeking employment or employed under any program receiving Federal financial assistance extended to the'Appliciant by the Department, in those programs where a ppern objective of the Federal financial assistance is to provide employment to such individuals. includes programs under which the employment is provided-- (a) as a means of extending financial assistance to students or to needy persons, . (b) to students, fellowsybsterns, residents, or others in training for related employment- (including research-associates or assistants in training for research work), or (e) to reduceAnsemployment or to provide remunerative activity to individuals who because of severe handicaps cannot be readily abaorlbed in the competitive labor riiVrket. f

D3 294. S. What qllect win the Regulation hare on a Wks. tacitursity's admission practices or other practices related is the treatnwed qf students? A. An institution of higher education which applies for any Federal financial assistance of any kind must agree that it will make no distinction on the grdund of race, color, or national origin in the admission practices or any other practices of the institution relating to the treatment of students. (a) 'Student" includes any undergraduate, graduate, professional, or postgraduate student, fellow, intern, student, or other trainee receiving education or training from the institution. (b)"Admission practices" include recruiting and promotional activities, application requirements, eligibility eanditions, qualifications, preferences, or quotas used in selecting individuals for admission to the institution, or any program of the institution, as students. (c)"Other practices relating to the treatment of students" include the affording to students of op ties to participate in any educational, research, cultural, athletic, recreational, social, orotfrisp:iogramor activity; the performance evaluation, discipline, counseling of students; making available to students any housing, eating, health, or recreational service; affording work opportunities, or scholarship, loan or other financial as to students; and making available for the use oirstudents any building, room, space, materials, equipment, or other facility or property. 9. Does the Assurance of nondiscrimucation apply to the entire operation of an institution? A. Insofar as the Assurance given by the Applicant relates to the admission or other treatment of individuals as students, patients, or clientsofan institutionofhigher education, a school, hospital, nursing home, center, or other institution owned or operated by the Applicant, or to the opportunity to participate in the provision of services, financial aide or other benefits to such individuals, the As- surance applies tee the 'entire institution.In the case of a public school system the Assurance would be applicable to all of the elementary or secondary schools operated by the Applicant. 10. What abortantiversitl which operates several campuses? A. Section 80.4(d)(2) (*the Regulation provides for a more limited Assurance only where an institution can demonstrate that-the practices in part of its operation in no way affect its practice in the program for whith it seeks Federal funds.This would be a rare case. 11. Y an Applicant intends to make use of other individuals to help carry out the Federally-asiisted program, does the requirement not to discriminate apply to such a subgrantee or contractor? A. It doe's.The Applicant must require any individual, organization, or other entity 'which it . utilizes, to which it subgrants, or with which it contracts or. otherwise arranges to provide services. financial aid, or other benefits under, or to assist it in the conduct of, any program receiving Federal financial assistance extended to the Applicant by the Departmenor with which it contracts or otherwise arranges for the use of any facility provided with the aid of Federal financial assistance for a which the Federal financial assistance was extended, to comply fully with Tide VI of the alMefortights Act of 1964 and the Regulationofthe Departmentof Health,Education, and Welfare issued thereunder. 12. Mast this attniratawof nondiscrimination by the subgrantee, etc., be in writing? A. In the case (1) of any contractual or other arrangement with another such individual or entity which will continue for an indefinite period or for a period of more than three months, (2) of any subgrant, or (3) of any conveyance, lease, or other transfer of any real PrdpertY or structures thereon provided with the aid of Federal financial assistance extended to the Applicant by the Department, the Applicant shall obtain from such other person, subgrantee, or transferee, an agreement, in.. writing, edforccble by die Applicant and by the United Stites, that such other individual or entity, sub - grantee, or transferee will carry out its fuhctions under such subgrant, or contractual or other arrangement, or will use the transferred property, as the case may be, in accordance with Title VI of the Act alid,ast Regulation will otherwise comply herewith. 13.Waal obligations does the Applicant have to inform beneficiaries: participants, and others qf the provisions of the Regulation? A. The Applicant must make available to beneficiaries, participants, andOtheririterested persons information regarding the provisions of the Regulation and protections against discrimination provided under TideVI of the Civil Rights Act. The Department will issue shortly more detailed instructions on carrying out this phase of the Regulation.

O D4 - 295. 14. What oblisations dots the Apt) 1,:te Ler:, records and to snake thew, available to the Department? A. From time to time, AppIcants !toy required to submit reports to the Department, and the Regulation provides that the facilities of the Applicant and all records, books, accounts, and other sources of information pertinent to the .Applicant's complianas with the Regulation be made available for inspection during normal business hours on request of an, officer or employee of the Department specifically autiwd to make such inspections.More detailed instructions in this regard will also be forthcoming from the Department in the near future. 15. Mist separate Assurance forms be filed faith each application? A. As a general rule once a valid Assurance is given it will apply to any further application as long as there is no indication of a failure to comply.

D5 236 ASSURANCE OF COMPLIANCE WITH THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE REGULATION UNDER. TITLE VI OF THE CIVIL RIGHTS ACT OF 1964

(hereinafter called the "Applicant") (Name of Applicant) HEREBY AGREES' THAT itwill comply with title i of the Civil Rights Act of 1964 (P.L. 88-352) and all requirements imposed by or pursuant to the Regulation of the Depart of Health, Education, and Welfare (45 CFR Part 80) issued pursuant to that title, to the en in accordance with title VI of that Act and the Regulation, no person in the United State 11, on the ground of race, color, or national origin, be excluded from participation in, be denied c e benefits of, or bebeherwisesubjected to discrimination under any program or activity for which the Applicant receives Federal financial assistance from the 'Department; and HEREBY GIVES ASSURANCE THAT it will immediately take any measures necessary to effectuate this agreement.

If any real property,or structure thereon is provided or improved with the aid of I .ederal financial assistance extended to the Applicant by the Dgartment, this assurance shall obligate the Applicant, or in the reseof any rransfer of such property, any transferee, for the period during which the real property q1 structure is used for a purpose for which the Federal financial assistance is extended or for another purpose involving the provision of similar services or benefits. If any personal property is so provided, this assurance shall obligate the Applicant for the period during which it retains ownership or possession of the property.In all other cases, this ssurancrAhall obligate the Applicant for the period during which the Federal financial assis... once is extitided to it.by the Department. r THIS. ASSURANCE is given in consideration of and for the purpose of obtaining any afid all Federal grants, loess, contracts,property,discounts or other Federal financial assistance extended after the date hereof to the Applicant, by the Department, including installmentpay- ments after such date on account of applications for Federal financial assistance which were approved before such date.The Applicant recognizes and agrees that such Federal financial assistance will be extended in reliance on the representations and agreements- made in this assurance, and tat them, United States shall have the right to seek judicial enforcement of this assurance. This assurance is binding-tyke Applicant, its successors, transferees, and assignees, and the person or persons whose signatures appear below are authorized to sign this assurance on behalf of the Applicant.

Dated (Applicant)

By (Preside-at, Citiltaiaa of Dosed.or comparable authorized official) \ \, a (Appl lease . mania. address)

111116441 11)44 D6 2 9 7 Explanation Of \ HEW FORM 639 A (3/77), ENTITLED "ASSURANCE OF COMPLIANCE WyTH TITLE IX

OF THE EDUCATION AMENDMENTS OF 1972 AND THE REGULATION OF-THE - DEPARTMENT OF HEALTH, AND WELFARE INIMPLEMENTATION THEREOF"

Section 901 of Title IX of the Education Amendments of 1972 provides that no person. shall, on the basis of sex, be excluded from participation

in, be denied the benefits of,.or be subjected to discrimination under any , education program or activity receiving Federal financial assistance. Section 902 of Title IX authorizes and directs the Department of Health, Education, and Welfare (hereinafter the "Department") to effectuate the nondiscrimination requirements of section 901 by issuing rules, regulations, and orders of general appliCability. Pursuant to section 902, the Department has issued 45"C.F.R. Part 86' (hereinafter "Part 86") which became'effective on July 21, 1975.

Section 86.4 of Part 86 requires that every application for Federal financial assistance for any education program or activity shall, as condition of its approval, contain or be accompanied by an assurance from the applicant satisfactory to the Director of the Office fdr Civil Rights (hereinafter thes,"Director") that each education program or activity -operated by the applicant and -"to which Title IX,of the Education Amendments of 1972 and Part 86 apply will be.operated in compliance with Part 86.

Section 86.4 also provides that the Director will specify the form of the assurance required and the extent to which.suCh assurance will be rerired of the applicant's slibgrantees, contractors, subcontractors, tr nsferees, or successors, in interest. Under this authority, HEW Form 639 A, (3/77) has been specified as the form of assurance which shall apply to all recipients of and applicants for Feceral financial assistance subject to the provisions of Title IX and awarded by the Department.

HEW £orm 639 A, (3/77) constitutes a legally enforceable agreement to comply with Title IX and all of the requirements of Part 36. Applicants are urged to read Part 86 and the-accompanying preamble. The obligation _Jmposed by Title IX and Part 86 are independent of, and do not alter, the obligation not to discrimipate on the basis of sex imposed by Title VII of the CivfT-Rights Act of 1964 (20 U.S.C. 2000e et se9.); Executive Order 11246, as amended; sections 799A and 855 of the Public Health Service Act 042 U.S.C. 295h -9 and 298b-2); and the Equal Pay Act (29 U.S.C. 206 and 206 (d)).

I ', D7

4 298 PERIOD OF ASSURANCE

HEW Form 639 A, (3/77) is binding on a recipient for a period during Which Federal financial assistance is extended to.it by the Department. With respect to Federal financial assistance used to aid in the purchase or improvement of real or pertonal property. such period shall include the time during which the real or personal property is used for the purpose of providing an education program or activity. A recipient may transfer or otherwise convey title to real and personal property purchased or improved with Federal financial assistance so long as'-such transfer or conveyance is consistent with the laws and regulations -under which the recipient obtained the property and it has obtained a properly executed HEW Form 639 A, (3/77) from'the party to whom it wishes to transfer or convey the title unless the property in question is no longer $o be used for an education'program or activity or the Federal share of the fair market value of such property has been refunded or otherwise properly accounted for to the Federal government.

An applicant or recipient which has submitted an HEW Form 639 A, (3/77) to the Director need not submit a separate form with each grant application but may, if the information contained therein remains accurate, simply incortorate by reference, HEW Form 639 A, (3/77), giving the date it was submitted. On the other hand, a revised HEW Form 639 A, (3/77) must be submitted within 30 days after information contained in the submitted form becomes indccurate, even if no additional financial assistance is being sought.

OBLIGATION OF RECIPIENT TO OBTAIN ASSURANCES FROM OTHERS

As indicated in Article III, paragraph 2, of the Assurance, if a recipient subgrants to, or contracts, subcontracts, or otherwise arranges with an individual, organization, or group to assist in the conduct of an education program or activity receiving Federal financial assistance from the-Department or to provide services in connection with such a program or activity, the recipient continues to have an obligation to ensure that the educaticn program or,activily is being administered in a nondiscriminatory manner. (See 45 C.F.R. 86.31.) Accordingly, the recipient must take reasonable steps to ensure that-the individual, organization, or group in question is complying with IX and Part 86. These steps may include, but do not necessarily require, obtaining assurances of compliance from such subgrantees, contractors, and subcontractors in the form of, or modeled on, the HEW Form 639A, (3/77). These steps to require, however; such activities as may be reasonably necessary to monitor the compliance of these subgrantees, contractors, or subcontractors, regardless of whetherhey have submitted assurances to the recipient. If a 'recipient is unable to assure itself that any contractor, subcontractor, subgrantee, or other individual or group with whom it arranges to provide services or benefits to its students and employees does not discriminate on the bas s ofex as described in Part 86, the recipient may not initiate or.contin contracts, subontracts, or other.arrangements with that individual or gr or:make subgrants to it. D8 209 ADMINISTRATIVELY SEPARATE UNITS

If an educational institution is composed of more than one administratively separate unit, a separate HEW Form 639 A, (3/77) may be submitted for each unit or .one may be submitted for the entire institution. If separate forms are submitted, the administratively separate unit for which the form is submitted should be clearly identified in the first line of HEW Form 639 A, (3/77). An "administratively separate unit" is defined as a school, department or college of an educational institution (other than a local educational agency) admission to which is independent of admission to any other component of such institution. See 45 C.F.R. 86.2(o).

STATE EDUCATION AGENCIES

State education agencies are generally not responsible for running pre-school, kindergarten elementary or secondary programs. Such responsibility is generally left to local education agencies although some supervisory authority may be vested, with the state education agency. Consequently, most state agencies should not check the boxes for "Pre-school," "Kindergarten," or "Elementary or Secondary" in Article I of HEW Form 639 A, (3/77). If the state agency runs special programs for the handicapped, including those on the pre-school, kindergarten, elementary, or secondary level, the box marked "Other" should be checked and the appropriate description inserted in the space provided.

Under Article III,Jparagraph 5, of HEW Form 639A, (3/77) a state education agency may be called upon from time to.time to submit reports necessary to determide Title IX compliance by local education agencies within its jurisdiction. The form and content of such reports will be specified by the Director at the time the request is made.

RELIGIOUS EXEMPTION

Applicants or recipients which are educational institutions controlled by a religious organization are not covered by Part 86 to the extent that application,of Part 86 would be inconsistent with the religious tenets of the controlling religions organization.

Section 86.12 of Part 86 requires an institution seeking an exemption to submit a written statement to the Director identifying the provisions of Part 86 which conflict with a specific tenet of the controlling religious organization. Such a statement must be signed by the highest ranking official of the educational institution claiming the exemption. An applicant or recipient claiming an exemption is not relievedof its obligations to comply with that portion of Part 86 not specified in its statement to the Director as being inconsistent with the tenets of the controlling religious organization.

D9 3u0 I SI ;

Alth 86.12 imposes no time restrictions*when a recipient' br applica may claim an exemption, Applicantsor recipients are urged to make suc h clalAs when tpey initiany-tubmit HEWAarm 639 A,,(3/77)by checking the appropriate box, in Ar't .I of HEW Form 639 A, (3/7') and attaching thereto the statement- required by 86.12(b). Such an approach will'avoid misunderstandings mthe part of,boththe Department and the applicant or.recipient as to whit, if any,',action is required urrderpart86.

1M' applicant or-recipient will normally beconsidered to be controlled d'religious organization ifoneor more of the following- conditions prevail:

(1) It is a 'School -or department of divinity;or

'(2) It requires its faculty, students*for employeesto be members of, or otherwise espouse a personal belief in, the religion of the organization by which it claims to be controlled;or

(3) Its chartar and catalog, or other official pupltcation,contains -explicit statement that it is controlled bya religioWortanization or an organ thereof or is committed to the doctrines of .a particular religion, and the members of its governing bodyare appointed by the controlling religious organization or an organ thereof, and itreceives a significant amount of financial support from the controllingreligious organization or anforgan thereof.

The.term "school or department of divinity"means an institution or a ,department'or branch of an institution whose'program is specifically for the education of students to prepare them to becomeministers of religion or to enter upon some other religious vocation, or toprepare them to teach theological subjects. (This definition is adopted from section 1201(1) of the Higher Education Act of 1965, P.L. 89-329.)

D10

3U1 t. ASSURANCE OF COMPLIANCE WITH TITLE. IXOarTHE EDUCATION AMENDMENTS. OF 1972 AND THE REGULATION ISSUED BYTHISDEPARTMENTOF HEALTH, EDUCATION, 'AND WELFARE IN IMPLEMENTATION THEREOF

(PL E READ EXPLANATION OF HEW FORM 639.A (3/77)* BEFORE COMPLETING THIS UMENT) r-

Purs nt to 45 C.P.R. 86.4:

(Name of Applicant or recipient

(address)

(city,' state, rip code)

(identifying code -FIFE, OE, or'IRS)

(hereinafter-the "Applicant") gives this assurance in consideration of and for purpose of obtaining Federal education grants, loans, contracts (except contracts of insurance or guaranty), property, discounts, or other Federal financial assistance to education.programs 91- activities from the Department of, Health, Education, and Welfare (hereinafter the "Department"), including payments or other assistance hereafter received pursuant to applications approved prior to the date of this assurance.

ARTICLE I - TYPE,OF INSTITUTION SUBMTINGASSURANCE. .

A. The Applicant is (check .the folloWing boxes where applicable):

1. A state educatimagency.

2. 1 A local' education agency. . 3. A publicly controlled educational institution or organization. 4. A privately controlled educational institution or organization. 5. A person, brganization, group or other entity not primarily engaged in education. If this-(box is checked, insert primary purpose or activity of Applicant in the space provided below:

*HEW Form, 639 A (3/77) This form supersedes HEW Form 619.(7/76). HEW Form 639. (7/76) submitted prior to this revision are valid and recipients need not

. submit a neW assurance. Dll 3(t2 /1

B. ( Claimirka religious exemption under 45 C.F.R. 86.12(b). (If,re(igious exemption is claimed, attach statement by highest ranking official of Applicant identifying the specific provisions of 45 C.F.R. Part 86 which conflict with a spegIfic religious tenet of the controlling religious organization.)

C. The Applicant offers one or more of the following programs or activities (check where applicable):

I. ) Pre-school 6. ( ) Undergraduate (including 2. )' Kindergarten junior and community colleges)

3. Elementary or Secondary . 7. ) Vocational or Technical

4. . Graduate 8. ) Professional 51 Other (such as special programs for the handicapped even if provided on the pre-school, elementary, or secondary level). If this box, is .checked,. give brief description below:

ARTICLE II-PERIOD. OF ASSURANCE., This. assurance shall obligate the Applicant for the period during which Federal financial assistance is

. extended to it by the Department.

ARTICLE III-TERMS AND CONDITIONS. The Applicant hereby agrees that it will:

1. Comply, to thextent applicable to-it, with Title IX of the Ed6cation Amendments of 197 (PA, 92 -318), as amended, 20 U.S.C. 1681, 1682, 1683, and 1685 (hereina r, "Title IX"), and all applicable requirements imposed by or pursuant to the Department's regulation issued pursuant to Title IX, 45 C.F.R. Part 86 (hereinafter, "Part 86"), to'the end that, in accordance with Title IX and 'Part 86, no person in the United States shall, on the basis of sex, be excluded from participation.in, be denied the benefits of, or be otherwise subjected to discrimination.under any education program or activity for which the Applicanbieceives or benefits from federal financial assistance from the Department. (This assurance does not apply to sections 904 (proscribing den, al of admission to course. f study.'on the basis of blindness) 'and (endingother, laws) of'Title IX, 20, U.S.C. 1684 and 1686.)

2. Assure itself that all contractors, subcontractors, subgrantees or others with whom it arranges to provide services or benefits to its students or employees in connection with its education program or activity are not discriminating on the basis of sex against these students or employees.

Dl 03 r.

Th 3. Make no transfer or other conveyance of title to any igal ár personal property which was purchased or improved with the aid of F#deral financial assistance covered by this assurance, and which is to continue-to be used for an education program or activity and where the Federal share of the fair market value of .such property has not been refunded or otherwise properly accounted for to the Federal government, without securing from the transferee an assurance of compliance with Title IX And Part 86 satisfactory tO:the Director and submittingsuch assurance to the Department.,

4. Submit h.revised assurance within 30 days after .any information contained

in this assurance becomes inaccurate. .

5. If the-Applicant is a state education agency, submit. reports in a manner prescribed by the Director under 45 C.F.R. 80.6(b) as to the compliance with Title IX and Part 86 of local education agencies or other education programs Or activities .within,its jurisdiction.

ARTICLE IV-DESIGNATION OF RESPONSIBLE EMPLOYEE AND ADOPTION OF . GRIEVANCE PROCEDURES. (Check the appropriate box.)

A. 1, ( ) Pursuant to 45 C.F.R: 86.8, the Applicant has adopted grievance procedures and designated the following employee to coordinate its efforts to comply with'Part 86 and has notified all of its students and employee's of these grievanCe procedures and the following name, addres-s andztelephone number of the designated employee:

2. (name of employee),

3. (office address)

4. 4 (telephone number)

B. 1. ( ) The Applicant is not presently receiving Federal financial assistance subject to Part 86 and, consequently, has not designated a responsible employee or adopted grievance procedures pursuant to 45 C.F.R. 86.8 but -will do so immediately upon award of such assistance and will immediately notify the Director, its students And employees ofv-the name, office address, and telephone nuMber-of the employee so designated.

**1

D13 304 ARTICLE V - SELF-EVALUATION. (Check the appropriate box.)

A. ( ) The Applicant has completed a self-evaluationas required by 45 C.F.R. 86.3(c) and has not found it necessary to modifyany of its policies and practices or to take any remedial stepsto come into

compliance with Part 86. _ //' B. ( ) The Applicant has completed a self-evaluationas required by 45 C.F.R. 86.3(c) and has ceased to carry outany policies and practices which do not or may not meet the requirements of Part 86 and is taking any necessary remedial steps to eliminate the effects of any discrimination which resulted or may have resulted from adherence to such policies and practices.

C. ( 1 The Applicant has not completed the self-evaluation required by 45 C.F.R. 86.3(c) pit expects to have it completed by insert date

D. ( ) The Applicant is not required to conduct a self- evaluation .under, 45 C.F.R. 86.3 since.it did not receive qpy Federal financial assistanceto which Part 86 _applies prior to July 21. T976.

Date: (Insert name of Applicant)

(This document must be signed by an official legally authorized to contractually bind the Applicant.)

(Insert title of authorized official.)

D144 305 DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE GRANT CI CONTRACT FELLOW OTHER

PROTECTION OF HUMAN SUBJECTS NEW RENEWAL CONTINUATION APPLICATION IDENTIFICATION NUMBER(If known) ASSURANCE /CERTIFICATION /DECLARATION 0 ORIGINAL 0 FOLLOWUP 0 REVISION- STATEMENT OF POLICY: Safeguarding the rights end welfare of subjects at risk in activities supported under grants and contracts from DI* is primarily the reaponsibility of the institution which receive. or le accountable to DREW for the funds awarded fordi ,,supportof the activity. In order to provide for the adequate discharge of this institutional responsibility, it is the policy of DREW hat no activity involving human subjects to be supported by DHEW granta.or contracts shall be undertaken unless the Institutional Review Board has reviewed and approved such activity, and the institution has submitted to DREW a certification of such review and approval, in accordance with the requirements of Public Law 93-348, as implemented by Part 46 of Title 45 of the Code of Federal Regulations,asamended, (45 CFR 44. Administration of theDHEW policy and regulation is the responsibility _of the Office for Protection from Research Risks, Ntional- Institutes of Health, Bethasda, 141d 20014,

1. TITLE DF PROPOSAL OR ACTIVITY

2. PRINCIPAL INVESTIGATOR /ACTIVITY DIRECTOR/FELLOW

3'. DECLARATION THAT HUMAN SUBJECTS EITHER WOULD OR WOULD NOT BE INVOLVED

A. NO INDIVIDUALS WHO MIGHT BE CONSIDERED HUMAN SlieJECTS, INCLUDING THOSE FROM WHOM ORGANS, TISSUES, LJ FLUIDS. OR OTHER MATERIALS WOULD IFE DERJVED, OR WHO COULD BE IDENTIFIED BY PERSONAL DATA, WOULD BE INVOLVED IN THE PROPOSED ACTIVITY; (IF NO HUMAN SUBJECTS WOULD BE INVOLVED, CHECK THIS BOX AND PRO- CEED TO ITEM 7. PROPOSALS,DETERMINED BY THE AGENCY TO INVOLVE HUMAN SUBJECTS WILL BE RETURNED.)

B.HUMAN SUBJECTS WOULD BE INVOLVEOPIN THE PROPOSED ACTIVITY AS EITHER: Q NONE OF THE FOLLOWING. OR 0 INCLUDING:F-1M I N ORS1, CD FETUSES. Q ABORTUSES. CD PREGNANT WOMEN,EDPRISONERS. ED MENTALLY RETARDED, rl MENTALLY DISABLED. UNDER SECTION S. COOPERATING INSTITUTIONS, ON REVERSE OF THIS FORM, GIVE NAME OF INSTITUTION AND NAME AND ADDRESS OF OFFICIALIS) AUTHORIZING ACCESS TO ANY SUBJECTS IN FACILITIES NOT UNDER DIRECT CONTROL OF THE APPLICANT OR OFFERING INSTITUTION.

4. DECLARATION OF ASSURANCE STATUS/CERTIFICATION OF REVIEW

n A. THIS INSTITUTION HAiNOT PREVIOUSLY FILED AN ASSURANCE AND ASSURANCE IMPLEMENTING PROCEDURES F'Oli THE PROTECTION OF HUMAN SUBJECTS WITH THE DHEW THAT APPLIES TO THIS APPLICATION OR ACTIVITY. ASSURANCE IS HEREBY GIVEN THAT THIS INSTITUTION .WILL COMPLY WITH REQUIREMENTS OF DREW Regulation 45 CFR 46, THAT IT HAS ESTABLISHED AN INSTITUTIONAL REVIEW BOARb FOR THE PROTECTION OF HUMAN SUBJECTS AND, WHEN REQUESTED. WILL SUEIMIT.TO OMEN DOCUMENTATION AND CERTIFICATION OF SUCH REVIEWS AND PROCEDURES AS MAY BE RE- QUIRED FOR IMPLEMENTATION OF THIS ASSURANCE FOR THE PROPOSED PROJECT OR ACTIVITY.

B. THIS INSTITUTION HAS AN APPROVED GENERAL ASSURANCE (DHEW ASSURANCE NUMBER IOR AN ACTIVE SPECIAL ASSURANCE FOR THIS ONGOING ACTIVITY, ON FILE WITH DHEW. THE SIGNER CERTIFIES THAT ALL ACvTIVITiES IN THIS APPLICATION PROPOSING TO INVOLVE HUMAN SUBJECTS HAVE BEEN REVIEWED AND APPROVED BY THIS INSTITUTION'S INSTITUTIONAL REVIEW BOARD IN A CONVENED MEETING ON THE DATE OF IN ACCORDANCE WITH THE REQUIREMENTS OF THE Code of Federal Regulation on Protection of Human Sublect (45 CFR 46). THIS CERTIFICA- TION INCLUDES, WHEN APPLICABLE: REQUIREMENTS FOR CERTIFYING FDA STATUS FOR EACH INVESTIGATIONAL NEW DRUG TO BE USED (SEE REVERSE SIDE OF THIS FORM). THE INSTITUTIONAL REVIEW BOARD HAS DETERMINED. AND THE INSTITUTIONAL OFFICIAL SIGNING BELOW CONCURS THAT: EITHER fl HUMAN-SUBJECTS WILL NOT BE AT RISK; OR ri HUMAN SUBJECTS WILL BE AT RISK.

5. AND 6. SEE REVERSE SIDE 7. NAME AND ADDRESS OF INSTITUTION

8. TITLE OF INSTITUTIONAL OFFICIAL TELEPHONE NUMBER

SIGNATURE OF INSTITUTIONAL OFFICIAL DATE

HEW-595 (Rev. 4-75) D15 . ENCLOSE THIS FORM WITH THE PROPOSAL OR RETURN IT TO REQUESTING AGENCY. 5. INVESTIGATIONAL Nq,_W DRUGS - ADDITIONAL CERTIFICATION REQUIREMENLT SECTION 46.17 OF TITLE 43 OF T14,Code of Federal Rgulations states, "Where an organization is required to prepare or to submit a certification .. and the proposal involve an Investigational now drug'writhin the meaning of The Food, Drug, and Cosmetic Act, the drug shall be idantilid in the certification together with a statement that the JO-clay delay required by'21 CFR 130.3(0)(2) ham lanzed and the Food and Drug Administration has not, prior to expiratlof of such 30-day interval, requested that the sponsor continue to withhold or to retrict use of the drug In human subjects; or that the Food and Drug Administration has waived the 30 -day delay requirement; providad, however, that in thoo cases in which (ha 30-day delay interval has neither *wired nor been waived,statement shall be forwarded to . DREW upon such expiration or upon Ye pt of a waiver. No certification shall be considered acceptable until ouch statement has been received." INVESTIGATIONAL NEW DRUG CERTIFICATION TO CERTIFY COMPLIANCE WITH FOA REQUIREMENTS FOR PRO),.OSED USE OF INVESTIGATIONAL NEW DRUGS IN ADDITION TO CERTIFICATION F INSTITUTIONAL REVIEW BOARD APPROVAL, THE FOLLOWING REPORT FORMAT SHOULD BE USED FOR EACH.IND:O (AT CH ADDITIONAL IND CERTIFICATIONS AS NECESSARY/. - IND FORMS FILED: E FDA 1571, - EFDA 1572, ElFDA 1573

- NAME OF INO AND SNIDNSOR

- DATE OF 50-DAY EXPIRATION OR FOA WAIVER mY (FUTURE DATE REQUIRES FOLLOWUP REPORT TO AGENCY)

- FDA RESTRICTION

- SIGNATURE OF INV.ESTJGATOR DATE

6. COOPERATING INSTITUTIONS - ADDITIONAL REPORTING REQUIREMENT'

SECTION 46.16 OF TITLE 45 OF THE Code of Federal Rogulations IMPOSES SPECIAL REQUIREMENTS ON THE CONDUCTOF STUDIES OR ACTIVITIES IN WHICH THE GRANTEE OR PRIME CONTRACTOR OBTAINS ACCESS TO ALL OR SOME OF THE SUBJECTS THROUGH COOPERATING INSTITUTIONS NOT UNDER ITS CONTROL. IN ORDER THAT THE DHEW BE FULLY INFORMED, THE FOLLOWING REPORT IS REQUESTED WHEN APPLICABLE.

USE FOLLOWING REPORT FORMAT FOR EACH INSTITU N OTHER THAN GRANTEE OR CONTRACTING INSTITUTION WITH RESPONSIBILITY FOR HUMAN SUBJECTS PARTICIPATING IN THIS ACTIVITY: (ATTACH ADDITIONAL REPORT SHEETS AS NECESSARY).

INSTITUTIONAL AUTHORIZATION FOR ACCESS TO SUBJECTS

- SUBJECTS:' STATUS (WARDS, RESIDENTS, EMPLOYEES, PATIENTS, ETC.)

NUMBER AGE RANGE NAME OF OFFICIAL (PLEASE PRINT) TITLE TELEPHONE

NAME AND ADDRESS OF COOPERATING 'INSTITUT /ON

- OFFICIAL SIGNATURE

'NOTES: (e.g., roper! of modification in proposal as submitted to agency affecting human aubfact involvement)

HER -598 (Rev. 4-75)(Back) D16 DEPARTMENT OF HEALTH, EDUCATION, AND WELkARE 7 ASSURANCE OF/ COMPLIANCE WITH SECTION 504 OF THE REHABILITATION ACT OF 1973, AS AMENDED

The undersigned (hereinafter called the "recipiev") HEREBY AGREES THAT it will comply with section 504 of the Rehabilitation Act of, 1973, as amended (29 U..T.C. 794), all requirements imposed by the applicableHEW regulation (45 C.F.R. Part 84), and all guidelines and interpretations issued pursuant thereto. PursVant to § 84.5(a) of the regulation [45 C.F.R. 84.5(a)],the recipient gives this Assurance in consideration of and for the purpose of obtaining any and all federal grants, loans, contracts (except procurement contracts andcontracts of insurance or guaranty), property, discounts, or other federal financial assistance extended by the Department of Health, Education; and Welfare after the date of this Assurance, including payments or other assistance made after such dateon applicatioAs for federal financial assistance that were approved before such date. The recipienlisecognizes andagrees that such federal financial assistance will be extended in reliance on the representations and agreements made in this Assurance and that the United States will have the right to enfoice this Assurance through lawful means. This Assurance is binding on the recipient, its successors, transferees, and assignees, and the person or persons whose signaturesappear below are authorized to sign this Assurance on behalf of the recipient: This Assurance obligates the recipient for the period during which federal financial assistance is eXtendeto it by the Department of Health, Education, and Welfare or, wherethe assistance is in the form of real or personalroperty, for the period provided for in § 84.5(b) of the regulation [45 C.F.R. 84.5(b)1. The recipient:[Check (a) or (b)] -a. ( )employs fewer than fifteen persons; -A73 b. ( )employs fifteen or more persons and, pursuant to § 84.7(a) of the regulation [45 C.F.R: 84.7(a)], has A74 designated the following person(s) to coordinate its efforts to comply with the HEW regulation:

Name of Designee(s) Type or Print C12 C42

Name of Recipient Type or Print Street Address or P. 0. Box, Al2 A41 A42 A71

(IRS) Employer Identification Number City AI All BI2 ., B4/ BI B11 C4 . Cll State Zip 4 B42 B7I I certify that the above information is complete and correct to the best ofmy knowledge.

Date Signature, and Title of Authorized Official B72 B77 B78

If there has been a change in name or ownership within the last year, please PRINT the formername below:

, NOTE: The 'A', 'B', and 'C' followed by numbin are for computeruse. Please disregard. PLEASE RETURN ORIGINAL TO: Office for Civil Rights, HEW, P. O. Box 8222, Washington,D.C. 20024.

HICW-641($07) D17 3O8 .

IMPORTANT NOTICE TO PROSPECTIVE PARTICIPANTS IN USOE CONTRACT AND GRANT PROGSAMS

.GRANTS. / . .ApWants forgrants frOm the:U.S. Office of Education (USOE) have to compete for limited funds. Deadlines assure all applicants that they will be treated fairly and equally, without lastminute haste. For ese two reasons,-USOE must set strict deadlines for grant applications. Prospective applicants can avoid disappoint; men they understand that Failure to meet a deadline will mean that an application will be rejected without any consideration whatever.

The rules, including thecleadhne, for applying for each grant are published, individually, in the Federal Register. Aone- year subscription to the Register may be obtained by sending $50.00 to:Superintendent of Documents, U.S. Govern- ment Printing Office, Washington, D.C. 20402. (Send check or money order only, no cash or stamps.) The instructions in the Federal Register must be followed exactly:. Do not acceptany other advice you may receive. No USOE employee is authorized to extend any deadline published in the Register. Questions regarding submission of applications may be addressed to: U.S. Office of Education I Application Control Center Washington, D.C. 20202 CONTRACTS Competitive procureinent actions undertaken by the USOE are governed by the Federal, Procurement Regulations and implementing HEW Procurement Regulations.- Generally, prospective competitive procurement actions are synopsized in "the Commerce Business Daily (CB ). Prospec- tive offerors are therein advised of the nature of the procurement and where.: to apply for copies of thd Reest for Pro- posals. ,,, Offerors arc advised to be guided solely by the contents of the CBD synopsis and the instructions contained in the Re- quest for Proposals (RFP). Questions regarding the submission of offers should be addressed to the Contracting Officer identified on the face page of the RFP.

Offers are judged in competition with others, and failure to coar?orrn withany substantive requirements of the RFP will - result in rejection of the offer without any consideration' whatever. Do not accept any advice you receive that is contrary to instructions contained in either the CBD synopsisor the RFP. No USOE employee is authorized to consider a proposal which is non-responsive to the RFP.

A subscription to the,CBD is available for $ti0.00 per year via second class mail or $105.00 per year via first class mail. Information included in the Federal Procurement Regulations (FPR) and the Health, Education and Welfare Procurement Regulations (HEWPR) are contained respectively ip Title 41; Code of Federal Regulationsthapters 1 to 2 ($5.70) and Title 41, Code of Federal Regulations, Chapters 3 to 6.($5.90). The foregoing publicationsmay be obtained by sending your check or motley order only, no cash or stamps, to:"

Superintendent of Documents U.S. Government Printing Office Washington, D.C. 20402 in an effort to be certain this important information is widely disierninated, this notice is being included in all ,USOE mail to the public. You may, therefore, receive more than one notice.If you do, we apologize for any annoyance itmay cause you.

OE FORM 6345, 7/77 REPLACES OE FORPW5348. 7/76, WHICH IS OBSOLETE dw*.- E MIR. GOVERNMENT PRINTING OFFICE: 1916281-252/21021-3 309