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A Three-Phase Program for the Inservice Training Of DOC( littIT RES t 14t ED 033 056 SP 003 046 A.Career Line Training Program of Semiprofessionals in Eduction."Applicationfor Continuation Grant and Progress Report. Semiprofessional Training Projects, Syracuse, N.Y. Spons Ag-.zncy - Office of Education °HEW). Washington. D.C. Pub Date 1 Apr 69 Note-99p. EDRS Price Mr 10.50 HC-$5.05 Descriptors -*Career Opportunities, Education! Programs. Job Development.Paraprofessional School Personnel, Staff Role Two phases (the experimental phase and theredirection and polishing phase) of a three-phase program for the inservicetraining of paraprofessional school personnel have been completed. Basedon a career line approach. the program was designed to feature a relaxed selection criteria and personalcounseling visits for trainees, college accredited training designed tofamiliarizetrainees with the American educational system and specific subjectareas related totheirjobs. patterns for relating training to job definitions, evaluation techniques formeasuring the affective and cognitive impact of theprogram on trainees. a sequential course development plan designed for career levels,an individual-situational approach to defining roles for training, a relevant trainingprogram as identified by the needs of trainees. workshops for increasing the mutuality of roleperception between teachers and trainees. a helpingrelationship between teachers and paraprofessionals. programs to decrease rejection of paraprofessionals. and differentiated task assignments and a team training approach to helpcareer mobility. Projections for the third phase of the projectare based on the first two phases and call for an increased number of consultantservices to help maintain the project and meet the objectives which had not been metin the first two phases. (SP) it SEMIPROFESSIONAL TRAINING PROJECT 41,4 717 Midtown Plaza, Syracuse, New York 13210 Phone 315 475-4176 (:) reN PI\ C:) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE C:3 OFFICE OF EDUCATION LJJ THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT 9FFICIAL OFFICE OF EDUCATION POSITION OR POLICY. APPLICATION FOR A CONTINUATION GRANT FOR PROJECT 67-04072-0 A CAREER LINE TRAINING PROGRAM OF SEMIPROFESSIONALS IN EDUCATION Under Title III of the Elementary Secondary Education Act of 1965 April 1, 1969 Applicant Agency: West Genesee Central School Camillus Central School District #1 trq Semiprofessional Training Project 717 MIDTOWN PLAZA SYRACUSE, NEW YORK 13210 PHONE 315 475-4176 Application for Continuation Grant For Project 67-04072-0 A CAREER LINE TRAINING PROGRAM OFSEMIPROFESSIONALS IN EDUCATION Under Title III of the Elementary Secondary School Act of 1965 April 1, 1969 Applicant Agency: West Genesee Central School Camillus Central School District #1 0 DIRECTOR' S STATEMENT This application and report has been prepared by the staffmembers of the Semiprofessional Training Projectin accordance with the specifications stated in A Manual for Project Applicants andGrantees. The statistical sections were prepared by Joseph L. Vianese, ProgramCoordinator. Mrs. Beverly G. Muto, staff writer and editor,was chiefly responsible for Part II and III, with data contributedby Lawrence 0. Reiner, Field Coordinator, Paul J. Krouner, FieldRepresentative, and Mrs. Lila Walker, Lil:ary Consultant.Miss Maria Figueiredo and Mrs. Patricia Charbonneau, secretaries, compiled data, prepared the tables,and typed and mimeographed the final copies. The cooperation of the participating schooldistrict administrators, the trainees, and theirsponsor teachers has contributed to the high morale of the Project staff, and theatmosphere of open communication and mutual respect has heightened thesense of staff teamwork. Such beneficial working relationships have beenof primary importance to the success of the Project. Nick F. Muto Project Director CONTENTS Page INTRODUCTION vi PART II- NARRATIVE REPORT 1 Project Objectives and HowThey Are Being Met 1 Project EndeavorsExceeding Expectations 21 Project Endeavors NotMeeting Expectations 26 Changes Resulting from theProject 27 Effect of the Projecton Cooperating Agencies 27 Dissemination of ProjectInformation 30 Initiating Local Involvement 3 2 PART III - PROJECTED PROJECT ACTIVITIES 3 4 Additional EducationalNeeds to Be Met 34 Additional Objectives forthe Proposed Program 36 Sequence of ProjectedActivities 37 Projected EvaluationProcedures 3 7 PART V - APPENDICES 45 e INTRODUCTION The Semiprofessional Training Project, a three-year program in teacher aide training, was set up as a three-phase process. Phase I was experimental and took place during the first year: This phase of experimentation, trial and error, and development was reviewed in detail in the report of April 1, 1968. Phase II, this year, has been devoted to polishing, change, and redirection; and it is with this phase that this report is basically concerned. The third phase is projected as the maintenance phase for supervision of programs designed by the Project and for insuring adequate implementation by the school districts. As educators have become increasingly aware of the manifold materials and programs contributory to better teaching, they have begun to face the necessity of providing aid to teachers for their implementation of new approaches. The movement around the country towards providing more semiprofessional assistance has increased so rapidly that new areas for effective use of semipro- fessionals needed study.It is to this question that the Semiprofessional Training Project has addressed itself. "'or the purpose of improving learning through more effective use of personnel, the Project has established a career line approach to the development of teacher assistant capability.This is a five- channel approach graphically illustrated on the following page. To attack any problem there are alternatives, and it is difficult to determine in advance which alternative will be most successful. The Project's five-channel approach seeks to take several alternatives into account so that the training is designed according to individual/ situational needs, to provide various roads by which semiprofessionals can become more capable teacher assistants. In conjunction with the basic program, the Project has explored the idea of utilization of semiprofessionals; has acted as consultant to schools in the implementation of a semiprofessional program; has provided individual, team and group guidance for teachers and aides; and has developed metitods for evaluation of individual and school programs. Particularly, the Project has attempted to encourage cooperation between its staff and area school districts, for the Project should vi Et SEMIPROFESSIONAL TRAINING PROJECT'SFIVE CHANNEL PROGRAM Program Method Goal On-the-job Employment in a supportive rolein an CAPABLE Experience area school system. TEACHER Teacher Close working relationshipwith an Guidance experienced sponsoring teacherfor training and guidance. ASSISTANTS Counseling Individuel, team and smallgroup Sessions counseling sessions conductedby project staff. IN Requiredcourse work consistent with A the needs of thetrainees, teach'ers and school districts. CAREER LINE An exchange of ideasamong adminis- trators, teachers,semiprofessionals, and school districts. APPROACH OPTIONAL TO College training optionalthrough College availability of project-fundedtuition for three credit hoursper year. EDUCATION .v1.1 be considered successful only if, at its conclusion, the school districts are able to take over the responsibility of training and utilizing their semiprofessionals to mutual advantage. For purposes of continuity in reading this report, some historical explanation of Phase I is presented throughout for better orders taming of the Project's purpose, its objectives, and its manner of approach. For example, of the original seven objectives four have been met or are on-going. To fully describe what is now taking place in the Project, some reference is made to what took place in Phase I. viii IL Part II - NARRATIVEREPORT Application for ContinuationGrant Question 1 - PaceOutline discuss the effectof 1. a) For operational activities, the project on theclientele by brieflystating the major objectives of theproject and thetechniques used in evaluating theextent to whichthese objec- tives were achieved. Seven objectives wereoriginally formulatedwith four addedlater. 1, 1968, The first four have beengenerally met anddescribed in the April report and arediscussed briefly herefor purposes ofcontinuity. Objective 1 To identify and selectand counsel trainees who are likely tobenefit from the program. Through cooperation ofschool districtadministrators in Onondaga and Oswego Counties,the Project identified morethan two hundred semiprofessionals alreadyemployed who desiredtraining. Of those interested, selection wasmade by theserequirements:1) high school graduate,* 2) commitmentto a career line program,3) gainful employ- ment in somesupportive capacitywithin an Onondaga orOswego County school district,and 4) a close workingrelationship with a * NOTE: Since theinception of the Project,there has been increased evidence to supportthe proposition thattask and programdefinition should precede theestablishment of selectioncriteria. Therefore, the high schooldiploma may not necessarilybe a valid basis for selection. professional who couldlogically be calleda "sponsor teacher." Even with such limitations,enrollment exceeded by forty-sixthe number
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