7. DOCUMENT RESUME -112 164 541 95 SP 013 727 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- Vs 41*********ei*********i*****************eee***ese**#********igeeeeeeeilw_ * Reproductio0. supplied byl BURS the best. that can, be aall0 ' .fron; the origi dOcttipint. : a ****vil4g****iiik*****************0,ili**********iiiii**#,4***siiiiig*-*****4141. 414i 17 I "PERMISSION \ TO REPRdDUCE THIS MATERIAL. HAS BEEN GRANTED BY 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. *. /111' 1'hN11:11 MITAWIn'tI IllANI.t 11 itufer VIII. U.S. 4'. 4404....- °): 141' II 110,101140,1P 'rail II. AGuidebook For Teadee *IP C . 2 Prepared b N Patridia Weiler, bi AFT Teacher Center ) Resource'Excharelpe GrapOics by 1 val1 11bnHunt 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 THEI-9UPPEPA"thl,3".' $4:00 Printing Char 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 suc- cessful 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 policy- board 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