DOCUMENT RESUME

ED 153 079 OS CE 015 877

TITLE Rrofessional Teacher Educaticn Module Series. Servethe School and Community, Module 1-4 of CategoryI--Professional Role and Development.

INSTITUTION Ohio State Univ., Columbus. National Center forResearch in Vocational EducaticE.

-SPONS AGENCY National Inst. of Education IDBEW), Washington,D.C.

PUB DATE 78NOTE 27p.; For related documents see CE 015 874-881 ;

Parts may be marginally legible due to coloredbackground

AVAILABLE FROM American Association for Vocational InstructionalMaterials ;AAVIM), 120 Engineering Center, Universityof Georgia, Athens, Georgia 30602 (s1.30):

EDES PRICE MF-$0.83 HC -$2.06 Plus Postage.DESCRIPTORS Behavioral Objectives; Community; *Learning

Activities; Learning Modules; *NoninstructionalResponsibility; Performance Based Teacher Education;Post Secondary Educaticn; Secondary Education;Teacher Education Curriculum; *VocationalDevelopment; *Vocatioral Educaticn Teachers

,LBSTRACTThis fourth in a series of eight learning modules on

_prolessional role and development is designed_ tc give secondary andpostsecondary vocational teachers assistance in develcpirg theattitudes and competencies necessary tc carrying out theirprofessional responsibilities in serving the school and community(beyond-the specific responsibilities of conducting his/her owninstructional program). The terminal objective for the module is toserve the school and community while working in an actual schoolsituation. Introductory sections relate the competencies dealt withhere to others in the program and list both the enabling objectivesfor the three learning experiences and the resources required.Materials in the learning experiences include required reading, aself-check quiz with model answers, a case study to critique and amodel critique, and the teacher performance assessment form for usein evaluation of the terminal objective. (The modules cn professionalrole are part of a larger series of 1C0 performance-based teachereducation (PBTE) self-contained learning packages for use inpreservice or inservice training of teachers in all occupationalareas. Each of the field-tested modules focuses on the development ofone or more specific professional competencies identified throughresearch as important to vocational teachers. Materials are designedfor use by teachers, either on an individual or group basis, workingunder the direction of one or more resource persons/instructors.)(JT)

************************************#44***********4********************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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MODULE

Serve the Schooland Community

MODULE 1-4 OF CATEGORY 17-PROFESSIONAL ROLE AND DEVELOPMENTPROFESSIONAL TEACHER EDUCATION MODULE SERIES

U S. DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

-Joe. Sos

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) ANDUSERS OF THE ERIC SYSTEM:"

The Center for Vocational EducationThe Ohio State University

KEY PROGRAM STAFF:

James B. Hamilton, Program Director

Robert E. Norton, Associate Program Director

Glen E. Fardig, Specialist

Lois G. Harrington, Prcigram Assistant

Karen M. Quinn, Program Assistai.

Copyright 1970 by The Center for Vocational Education, The Ohio State Univer-sity, 1960 Kenny Road, Columbus, Ohio 43210.

CopyrTght Is eh:thud uriblJanuary14,11;32. Thenseitstall portions of this work *Awed by this copyright willbe In the pubilc domain.

This 'NMI( was developed under a contract with Department of Health. Education, and Welfare.National Institute of Education. However. the opinions and other content do not necessarilyreflect the position or policy of the Agency. and no official endorsement should be Iferrad.

1978

ISBN 0-89608-019-5

Published and distributed by the American Association forVocational Instructional Materials (AAVIM), 120 EngineeringCenter, University of Georgia, Athens, Georgia 30602, (404)542-2586.

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FOREWORDThis Module is one of .a series of 100 performance-basedteacher education (pBTE)- rsaming packages focusing uponspecific professional competencies of vocational teachers. Thecompetencies upon which these modules are based ware

and verified through research as being important to sucTcessftil vocational teaching at both the secondary and post-secondary-levels of instruction. The modules are suitable orthe preparation of teachers in all'occupational areas.Each module provides learning experiences that integratetheory and application; each culminates with criterion refer-enced-assessment-of the teacher's performance of the spec-ified competency. The materials are designed for use by indi-vidual or groups of teachers in training working under thedirection and with the assistance of teacher edu Gators acting as-resource.persons: Resource persons should be skilled in theteacher competency being developed -and should be thor-oughly oriented to PEITZ concepts and procedures mousingthese materials.

The design of the materials provides considerable flexibility forplanning and conducting performance -based preservico andinservIce teacher preparation programs to meet a wide varietyof individual needs and interests. The materials are intended foruse by universities andcolleges;state departments of educa-tion, post-cecondary institutions, local education agencies, andothers responsible for the professional development of voca-tional teachers. Further information about the use of the mod-ulesinleacher education programs is.contained in three re-lated documenta: Student Guide to Using Performance-BasedTeacher Education Materials, Resource Person Guide toUsing Performance-Based Teacher Education Materials andGuide to Implementation of Performance-Based TeacherEducation.

The PBTE curnculum packages are products of a sustainedresearch and development effort by The Center's Program forProfessional Development for Vocational Education. Many in-dividuals, institutions, and agencies participated with The Cen-ter and have made contributions to the sistematic, develop-ment, testing, revision, and refinement of these very significanttraining materials. Over 40 teacher educators provided input indevelopment -.of initial versions of the modules; over-2,000teachers and 300 resource persons in 20 universities, colleges,and post-secondary institutions used the materials a,id pro-vided feedback to The Center for revision and refinement.

Special recognition for major individual roles in the direction,development, coordination of testing, revision, and refinementof these materials is extended to the following program staff:James B. Hamilton, Program Director; Robert E. Norton, As-

sociate Program Director; Glen E. Fardig:Specialist; Lois Har-rington, Program Assistant; and Karen aquinn,'Program Assis-tant. Recognition Is also extended to Kristy Ross, TechnicalAssista.it;Joan.JrAss,,-Techolcal'Asslitant; and Jerin.Wisen=baugh, Artist foftheir contribution's to the:final refinement ofthe materials: Contributions made by former program staff to:-ward developmental versions of these materials areolcOknowledged. Calvir J. ,Cotriall directed the vocational teachercompetency yesearch studies upon which these modules are_based and. also-directed the 'curriculum development effortfrom 1971 -1972. -Curtis R. Finch provided leadership for theprogram from 1972 -1974.

Appreciation is also extended to all thoSe outside -the Center(consultants, 'field site coordinators, teacher educators;-teachers, and others) who contributed so generouSiy in_ variousphases of the total -effortfEarly versions of the materils weredeveloped by-The Centern cooperation Withihe vocationalteacher education faculties at Oregon State UniVersityfand atthe University of Missouri-Columbia Preliminary, testing Jf theMaterials was conducted afOregon,State:University, TempleUniversity, and UniVersity of Missouri-Columbia.

Following preliminary.testirig;:majorreviiior!was performed by CenterStaff with the assistance of lib merout.consultants and visiting scholars from throughout the country.

Advanced testing of the Materials was carried out with-assis-tance of the,vocational teacher educators and stOdents of Cen-tral Washington State College; Colorado State Uliviireiry;Ferris-State College, Michigan; Florida State Universi4,;Holland Col--lege, P.E.I.,Canada; Oklahoma-Stab University; Rutgers Uni-versity; State University College at Buffilo;:Temple University;University of Arizona; University of Michigan - Flint; UniVersityofrMinnesota-Twin Cities; University of Nebraska-Lincoln; Univer-sity of Northem:Coldrado; University of Pittsburgh; Universityof Tennessee; University of Vermont; and Utah State University.

The Center is grateful to the National institute of Education farsponsorship of this PBTE curriculum development effort from19721hrough its completion. Appreciation is extended to the.Bureau of Occupational and Adult Education of the U S. Officeof EducatiOn for.their sponsorship of training and advancedtesting of the materials at 10 sites under proviStonof EPDA.Part F, Section 553L Recognition of funding support of theadvanced testing effort is also extended to Ferris State College,Holland College, Temple University, -and the. University ofMichigan-Flint.

Robert E. TaylorExecutive DirectorThe Center forocational Education

THE CENTER FOR VOCATIONAL EDUCATIONThe On* Sur 11....., MO R., fted CO....s. O.. 1310

The Center for Vocational Education's mission is toincrease the ability of diverse agencies, institutions, andorganizations to solve educational problems relating toindividual career planning, preparation, and progression.The Center fulfills its mission,

Generating knowledge through research.Developing educational programs and products.Evaluating individual program needs and outcomes.Installing educational programs and products.Operating information systems and services.Conducting leadership development and trainingprograms.

A AVIM

AMERICAN ASSOCIATIONFOR VOCATIONAL

INSTRUCTIONAL MATERIALSEngineering Center

University of GeorgiaAthens, Georgia 30602

The American Association for Vocational InstructionalMaterials (AAVIM) is en Interstate organization of univer-sities, colleges and divisions of vocational education de-voted to the Improvement of teacning through better In-formation and teaching aids.

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The professional vocational teacher proVidesservices to the schdol'and-communIty which gobeyond the ipecifiC responsibIlitieS of conductinghi. /her own instructional program. Vocationalteachers accept responsibilities for service to theirschool:and Community because they realize thatproVidi no a sound educational program requires ateam effort and sharing of responsibilities on thepart-of &I teachers.

Some of these duties will be handled on a volun-tary *is, while others are assigned on a rota-tional basis. In addition, the size of the schoolsystem and the number of teachers in the system

_often influence the number of extracui .icular and

INTRODUCTION

noninstructional duties for which each teacher isresponsible.

Aside from noninstructional school responsibili-ties, it is not unusual for a vocational teacher to beasked to contribute his/her profession& expertisein an advisory or other aapacitylo various com-munity activities. Such contributions benefit notonly the community, but the- teacher; the - school;and the students.

This module is designed to assist you in develop-ing the attitudes and competencies necessary tocarrying out your professional responsibilities inserving the school and community.

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ABOUT THIS MODULE

,Objectives-

Enabling-Objecilves:1. After 'completing the required reading, demonstratev knowledge of the ways in which a vocatinnal teacher

can effectively serve the school and corriniu;!iitY(Learning Experience 1).

2. -Given a case study describing how a hypotheticalteacher handled his noninstructional responsibilitiesto the school and community, critique the perfor-mance of that teacher (Learning Experience 11).

ResourcesA list of the outside resources which supplement thosecontained within the module follows. Check with yourresource person (1) to determine the availability and thelocation of these resources, (2) to locate additional ref-erences in your occupational speciarty, and (3) to getassistance in setting up activities with peers or observa-tions of skilled teachers, if necessary. Your resourceperson may also be contacted if you have any difficultywith directions, or in assessing your progress at anytime.

Learning Experience IOptional

A vocational teacher experienced in serving theschool and community with whom you can discussmethods and techniques of providing..setvice,.A group of two or more peers in your vocationalservice area with whom you can brainstorm forideas as to how you could use your expertise toserve the community.

Learning Experience IINo outside resources

Learning Experience IIIRequired

An actual school situation in which you can servethe school and community.A resource person to assess your competency inserving the school and community.

This module covers performance element numbers 310-312, 321, 322from Calvin Cotrell eat, Model Curricula for Vocational and TechnicalTeacher Education: Report No. V (Columbus, OH: The Center for Voca-tional Education, The Ohio State University, 1972). The 384 elements Inthis document form the research base for all The Center's PETE moduledevelopment.

For information about the general organization of each module, generalprocedures for their use, and terminology which is common to all 100modules, soe About Using The Centers,PBTE Modules on the insideback cover.

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For information concerning the ways in which you can effectively serveyour school and community, and describing your responsibilities in thisarea, read the following information sheet:

SERVING THE SCHOOL AND 'COMMUNITYThe day-to-day operation of a school involves far

more than classroom instruction. For example, inorder for secondary schools to run efficiently; stu-dents need to be accounted for at all times, andthey may need, supervisiOn in,the corridors,-In thecafeteria, and in study halls. Students at all levels,secondary and post-secondary, can benefit frombelonging to extracurricular clubs and participat-ing in extracurricular activities. Clubs need ad-visors aticrthiiiii activities need chaperones.

Typically, the classroom teacher has been ex-peCted to assume these extra duties. In recentyears, there has been a great deal of discussionabout the subject. Many educators feel that, asspecialists, they should be allowed to expend alltheir energies working directly in their area ofspecialization. They fee! t' ad many of the nonin-structional duties such as taking titter dare ursupervising study hall could and should be han-dled by paraprofessionals.

To avoid misunderstandings, there is an increas-ing tendency to fully define teachers' duties incontracts. Such a contract would specify (1) whichnoninstructional duties teachers are expected tobe responsible for, and (2) which duties parapro-fessionals will be responsible for.

Although there is some justification for teachersto feel overburdened with noninstructional extras,there are equally good reasons for teachers tobecome involved in these other areas. When youcome to know students in a variety of settings, youget a much more realistic picture of their wide

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range of needs and interests, and you can developmore open relationships with them.

From a practical point of viewJew-schools areable to hire parEiprofesSionaledue to limited funds,nor are-all paraprofEissionals adequidelOrainedfor the duties they are expected to perform., Thus,even though using paraprofessionals is a good-idea, at present you as ateaCherwill.probably findyourself involved'in handling some of these extraduties.

Two other areas of responsibility frequently,assigned to teachers involve assisting fellowteachers lind'eerving the community. You may beexpected to serve as a "buddy" to a new teacher tohelp orient that new teacher to yoursChool's modeof operation and help him/her becorne a part of the

_educational team. You.rhay be asked to lend yourexpertise to a community project. Your school mayoxpect all teachers to accept some responsibilitiesin these areas.

The point is to lake these responSibitities seri-ously and do them well. If you accept a positionwhich calls for you to carry your fair share of theseextra duties, then it is your professional duty to doso. When a teacher fails to take attendance, or toshow up for cafeteria duty, or when he or sherefuses to.sponsor any clubs, the effects are prob-ably far more` harmful than` lareadily Obvious:le=gaily, the school could face serious problems if, forexempla, e. student is Injured in an unsupervisedcafeteria or a Student Is reported atitaing at schoolwhen he or she is, in fact, truant. Thus, youneed tobe careful to -identify andlhen ;follow safoty andsecurity procedures in carrying out such assign-ments.

In addition, there cantle every harmful effect onstaff morale and unity and student discipline youdo not take these assignMents seriously. For ex-ample, if there are six-teachers In the department,and three of those teachers,fall.to enforce.cliss_attendance rules, this cou!d- cause the threeteachers who are following- the ruiee to appearunnecessarily harsh. This does not make for goodpeer relations among teachers and can harm therelations between students and the teachers whoabide by the rules. As a dedicated professionalteacher, you need,tomake a conscious decision to

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participate fully and conscientiously in all dutiesexpected of you at your school.

The first step you must take is to determine,before you accapt a position and sign a contract,exactly what sorts of duties you will be expected toperform as a teacher in that school or district. Ifyou are unwilling to perform those duties, then as aprofessional you should not accept a teaching po-sition in that district.

Once you have accepted a position in a particu-lar school, you need to identify the specific proce-dures governing each of your duties, and to striveto follow those procedures as you meet your vary-ing responsibilities as a teacher.

Duties and ProceduresBased on the way in which the teacher's role is

structured in your district and whether the schoolis a secondary or post-secondary institution, youmay or may not be involved in the following typesof activities.

Homeroom duty.The period called "home-room" mayvary in length and purpose. Frequently,it is a period of ten minutes or so at the beginningof the day during which studerasleport to desig-nated classrooms for- the purposes of listeningto announcements, having attendance taken, orother administrative functions. In some cases, theperiod is longer, and homeroom teachers are ex-pected to use the period for guidance and counsel-ing.

More often than not, each teacher will be as-signed to a homeroom. It is a time for gettingstudents organized in preparation for the day. Ifyou are assigned to a homeroom, you need toidentify the procedures you are expected to follow,and you need to be there to ensure that all tasksare accomplished accurately and that students arequiet enough to hear the announcements.

Cafeteria duty.You may be assigned to cafe-teria duty on a daily basis. Teachers may be as-signed to this duty on a rotational basis. You may

go to lunch with one of your classes and be ex-pected to supervise those students only, or youmay have no assigned duties in this area. But, ifyou have cafeteria duty, you need to be there andyou need to enforce all school rules applying to thecafeteria. In addition, you need to know what ac-tions you are expected to take should problems_arise. For example, are students expected to returntheir trays? Are they expected to stay in their seatsor may they wander about freely? Do they need tostay until the period is over or may they leave whenthey are done? What do you do if a student cuts inon the lunch line? or.throws food?. .. or fails totake his/her tray back? You need to clarify theseconcerns before you start.

Study hall.As with cafeteria duty, you may ormay not be assigned to supervise a study hall.Study halls may include several teachers and 250.students in an auditorium or a single teacher and20 students in a regular classroom. They vary inlength from 15 minutes to a full class period ormore. Ideally, a study hall is time provided for stu-dents to work on homework assignments or pre-pare for upcoming classes. In reality, study hallsare often an administrative device to give studentsan aeeigned place to go during those times whenthey have no scheduled classes.

It is, in fact, difficult to turn, a 15-minute period inthe auditorium with 250 students into a "studyhall." For this reason, it is essential that you knowadministrative policies regarding student activitiesduring study halls. Are students required to bringschoolwork to study hall, or may they read maga-zines? May they converse quietly, or are they ex-_pected to maintain absolute silence? May studentsleave study hall? For what reasons? ... Mustthey have a note authorizing this? If a studentmisbehaves, what are you expected to do

Detention hallDetention hall is usually heldafter school. Students who have broken rules orfailed to meet their obligations are required to re-main after school as punishment. Having a singledetention hall with one teacher (or administrator)supervising takes the burden of responsibility offof individual teachers. Normally, this duty is -as-signed on a rotational basis. Because the studentsassigned to detention hall usually have problemsto begin with (or they wouldn't be in detentionhall), you must be very sure of what rules governyour handling of this duty.

Bus duty.This duty is also usually assigned ona rotational basis. Exact procedures may vary, butbasically you are expected to make sure that stu-dents get on the buses, not under their wheels.

Advising clubs. Because most vocationalteachers are involved with student vocational or-

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ganiiations,1 they have valuable expertise w'chthey can use in serving as advisors for other non-vocational' clubs and organizations. You may beasked to assist another teacher in organizing aclub, or you may be required (or encouraged) tosponsor a club of your own.

You could consider helping .an existing club inyourareas'otexpertise (e.g., parliamentary proce-dure, public relatiohs, contests, record keeping,etc.), or starting a new club in one of your areas ofinterest (horticulture, photography, geology, hamradios, gourmet cooking, etc.). This can be an ex-cellent device for involving nonvocational stu-dents in vocationally-oriented activities and in-creasing their awareness of (and interest in) voca-tional education.

Chaperoning school functions.Usually thesefunctions are held after schobl and chaperonesare-recruited on a voluntary basis. Often, it is theresponsibility of the students involved (e.g., thesenior class officers) to get their own quota ofchaperones (e.g., two parents, two teachers). ifteachers share these responsibilities, then no oneteacher is overburdened, students have oppor-tunities to participateinmorthwhile activities, andyou have a chance to get to know your clients (thestudents) in a social setting.

Depending on the needs of your school, dutiesother than those mentioned may be assigned. Forexample, your district may require all teachers toattend and.participate in monthly Parent-Teacheretssociation (PTA) meetings, or to participate incommencement exercises. No matter what dutiesyou are assigned, however, what is critical is thatyou fulfill these responsibilities fully according toestablished procedures.

Another duty that all teachers in a school systemshould be willing to share, whether required to ornot, is the orientation of teachers who are new toteaching or new to tne school. New teachers aretypically oriented by the administrators in pre-school workshops, but this is not enough. Notwo-day workshop can begin to cover the kinds ofunfamiliar situations the nev: teacher will en-counter.

You have a responsibility to your profession andto your school to help novice teachers ac',just totheir new roles and become quality educators.This need not be a burdensome task. Simply givinga new teacher a tour of the building, explainingday-to-day procedures to him or her, includingnew teachers in your conversations in the teach-ers' lounge, or being available and willing to an-

1. To gain skill In establishing and supervising a student vocationalorganization, you may wish to refer to modules in Category H: StudentVocational Organizatio.s.

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swer questions or offer advice is usually all that isneeded.

Vocational teachers have an additional duty tothe incoming nonvocational teacher who mayknow very "little about vocational education andits contribution to the total educational program.As a vocational teacher, you Iran orient these newteachers to vocational education by explaining theprogram, describing its place in the school systemand the community, and inviting them to visit yourlaboratory.

At various times, teachers may be asked to workon pertinent school activities as a part of a team orcommittee involving persons from both the schooland the community. These activities may include awide rarige of projects or duties such as planningfor school evaluations, new facilities, or curricu-lum changes. As part of such a team, your respon-sibilities will probably include assisting the team toidentify the problems to consider, offering possiblesolutions, and helping to prepare a team report. Byserving on such teams, you can help the school bycontributing your own special expertise and helpyourself by ensuring that your instructional needsare considered.

Finally, vocational teachers may have specialexpertise that can be of value to the community.Within reasonable limits of time and energy, youshould be willing to serve the community in whichyou work. The options for serving are unlimited. Abusiness and office education teacher could offerto do the bookkeeping for a charitable organiza-tion. A trade and industrial education teachercould assist in building the sets for a local littletheatre group. The horticulture teacher could pro-

vide a landscape design for a community youthcenter. The home economics education teachercould make a presentation to a group of seniorcitizens on their special dietary and nutritionalneeds. A teacher in a particular service area maybe asked to serve as a consultant on a communityproject involving his or her area of experience.Your willingness to provide such services can havea very positive effect on the quality of the overallschool-community relations?

2. To gain skill In a variety of techniques for promoting good school-community relations and serving tho community, you may wish to refer tomodules In Category G: School-Community Relations.

( OptionalActivity

444110°

I Optional1110 Activity di

4010

In short, the vocational teacher, as a member ofthe education team, has many professional re-spinsibilities; apart from his or her instructionalduties. The professional teacher will accept andcarry out these responsibilities to the school andthe community, realizing that such activities willimprove school-community relations, contributeto professional development, and ultimately resultin improved student learning and development.

To get a more exact picture of how teachers provide service to the schooland community, you may wish to arrange through your resource person tointerview an experienced vocational teacher. You may structure the inter-view around certain key questions, e.g.,

What extracurricular or noninstructional duties dces he or she have?How are these duties assigned?What procedures govern the handling of these duties?In what ways has he or she served the community?In what ways has he or she assisted in orienting new teachers?

You may wish to meet with a group of two or more peers in your ownservice area. During this meeting, you could conduct a brainstormingsession to generate a list of ways in which teachers in your vocationalservice area could use their expertise to serve the community.

The following items check your comprehension of the material in theinformation sheet, Serving the School and Community, pp. 6-9. Each ofthe five items requires a short essay-type response. Please explain fully, butbriefly, and make sure you respond to all parts of each item.

SELF-CHECK1. Explain how the service yc u provide to the school and community ultimately benefits your students.

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2. Assume you hrt.se signed a contract to start teaching in a particular school. Try to imagine how youwould feel in that new situation. In terms of your ind:vidual needs and axperience, what could theveteran teachers in that school do to h6lp you adjust to this new situation?

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3. If yet. are new to a particular school, how can you make sure that members of the community knowthat you are willing to serve the community in your area of expertise?

4. Drawing on your educational experiences to date, consider the opportunities for providing service(i.e., accepting responsibility for noninstructional duties) in two different settings. (1) a scho.): whichis highly structured and traditicnal, and (2) a school which is more loosely structured and in whichstudents are given more responsibility for their education. How would the opportunities for service inthese two settings d!ffer?

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"ST-Assume you are flacTiiiiglri a SChborin which all noninstructional duties except homeroom areassigned on a voluntary basis. What duties would you consider volunteering for? Justify yourresponse.

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Compare your written responses on the Self-Check with the Model An-swers given below. Your responses need not exactly duplicate the modelresponses; however, you shid have covered the same major points.

MODEL ANSWERS1. If you as a teacher define your professional

responsibilities to include service to the schooland community, students benefit in a varietyof ways. Working on community projects canincrease your occupational skills, improveschool-community relations, and, help you tounderstand more fully the community in whichyou are working. For example, by assisting alittle theatre group in building sets fora play youcould gain experience which you could draw onto help students in building sets for a schoolplay. While working with the little theatre group,you could also have opportunities to explainthe vocational program or promote an upcom-ing vocational event. If this promotion results inincreased community support of the program(e.g., approving a bond issue) or of an event(e.g., candy sale),.students benefit.

Working with students in extracurricular ac-tivities as advisor, sponsor, or chaperone canincrease your awareness of students' needs,interests, and abilities. In addition, by being will-ing to sponsor these activities, you are provid-ing opportunities for students to be involvedin additional learning and leadership experi-ences.

Taking the time to orient new teachers to yourschool can help ensure that these teachers be-come confident, competent, organized mem-bers of the teaching staffwith obvious bene-fits to the students.

Finally, participating in projects involvingteams of persons from the school and thecommunity (e.g., a school evaluation) can re-sult in the identification and solution of schoolrelated problems, thus providing an improvedlearning environment for students.

2. Although this question asks you to consideryour own personal needs as a new teacher,there are some general requirements you couldhave touched on. As a new teacher you wouldprobably feel insecure in this setting, and wouldappreciate gestures of friendship from otherteachers: being introduced to other faculty,being included in conversations, having some-

one show you around the building or make aneffort to see that you get to a teachers' meeting,and in general being made to feel a part of theteam.

In addition, although your administrator mayprovide you with a thorough definition ofschool rules and procedures, most organiza-tions depend heavily on unwritten policies.Therefore, it would be very helpful if an experi-enced teacher took the time to explain that, forexample, you could get your tests typed andduplicated by students in the business andoffice program.

An experienced teacher can also assist you bybeing available and willing to answer yourquestions related to instruction, policies, andproblems that arise in the course of your duties.Finally, if you are interested in being involvedin community projects, veteran teachers canprobably be of great help in informing you as toopportunities for service. Again, based on yourown experiences and needs, your answer tothis question may vary.

3. As briefly mentioned in the second model an-swer, one way to locate opportunities for ser-vice in the community is tc discuss availableoptions with other, more experienced teachersin the school. Administrators, guidance per-sonnel, and vocational supervisors may alsohave suggestions. By discussing your interestin serving the community with these other staffmembers, you can get ideas as to possible op-portunities for service. In addition, if at a latertime someone in the community contacts oneof these persons with a request for assistancethat relates to your area, they will know yo,. arewilling to have that request passed on to you.

Getting involved in community organizationsyourself opens up another avenue for locatingways to provide service. For example, if youdecide to join the Kiwanis Club, your involve-ment in that club may make you aware of needsin that club or in the community that you couldbe of assistance in meeting.

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4. In a school_ which is highly structured and tra-ditional, you would probably find more strictlydefined procedures and.policies that both youand your students are expected to follow. Forexample, school rules might spell out in detailhow students are expected to behave duringstudy hall, and how.the.teacher supervisingthestudy hall is to handle various disciplinary prob-lems that could arise. Your assignments tononinstructional and extracurricular activitieswould no doubt be straightforward and clear-cut.

For example, you might not have a real choiceabout whether to be a class advisor or achaperone, and your responsibilities in fulfill-ing these duties would probably be predeter-mined by school policy. As an advisor to a stu-dent organization or a supervisor of variousstudent-activities in a traditional school, youwould probably be expected to put in moresupervisory time, take more responsibility forseeingthat things run smoothly.

In other words, although you will have optionsfor service in a traditional school setting, theseoptions will be available within the existingframework, a framework you may not have hadmuch to do with developing.

In a post-secondary institution or more looselystructured secondary school setting, on theother hand, you could expect more flexibility in

procedures, policies, and assignment's. Be-cause students are expected to take more re-sponsibility for their own learning and conduct,your role would be more advisory than super-visory, and you and your students would havefewer set guidelines for handling various re-sponsibilities, (o problems-that might arise).You might also have more options for initiatingextracurricular activities and/or m;ni-coursesin a school with flexible scheduling.

Thus, the more loosely structured school wouldprobably give you broader decision-makingpowers in determining ways to serve theschool, and how to do so. For this reason, youwould need to be careful to take your fair shareof responsibility for noninstructional dutiesinother words, to refrain from alldwing this free-dom to lower your sense of professional-re-sponsibility.

5. There is no model answer for this item; how-ever, you should have identified a number andvariety of duties you could-ould assume. If you have agreat number of duties listed, then perhaps youneed to reconsider how much one teacher canbe reasonably expected to do. If you have listedonly one or two options, you probably have notconsidered what it means to do youy fair shareor how your particular skills can be used innoninstructional areas.

LEVEL OF PERFORMANCE: Your completed Self-Check should have covered the same major points asthe Model Answers. If you missed some points or have questions about any additional points you made,review the material in the information sheet, Serving the School and Community, pp. 6-3, or check withyour resource person if necessary.

1514

1A

Ira

to

The following-Case Study describes how Mr..Nicolosi, a building' tradesinstructor, earned out his noninstructional professional responsibilities.Read the situation decribed and write a critique of Mr. Nicolosils-perfor-Mance which (1) points out instances in which the teacher fulfilled his,professional responsibilities, (2) points out instances in whicthe teacherfailed to serve the school and community, and (3) explains why the teacheraii-00 Id 11We-taken 1:1 ifferentactiori u rider. `thebe circumstances.

CASE STUDY-Ralph Nicolosi stopped by the teachers' lounge

to leaVe_the two pounds of coffee he'd brought (heWas next on the coffee list), then went to hishomeroom.He was in the process of taking atten-dance when Mike NeWcome came to the door withan empty paper carton from the duplicationmachine in his hand and a bewildered look on hisface.

me. Hamilton had brought Mike by Ralph's roomthe first day of school during new teacher orienta-tion and asked him to take Mike under his wingduring his first year of teaching. Ralph had done soenthusiastically. He remembered how hard it hadbeen for him to learn the ropes his first year, howmany mistakes he'd made because no one hadtaught him the shortcuts and how things werereally done at the school.

Mike_explained that he'd run out of paper half-way through duplicating the tests for his first class,couldn't find any more paper, and thought themachine..was actingAtp..Ralph.toldhinwhere thepaper was kept, then suggested he ask Mr. Handy,the business and office teacher, about themachine. When Mike indicated he didn't knowwho Mr. Handy was or where to find him, Ralphoffered to go with Mike to get the paper and lookat the machine. Mike was concerned about tak-ing Ralph away from his homeroom, but Ralphexplained that it was no problem; it was justhomeroom and he was glad to get out of it. Heassigned a student who was standing near thefront.of the room to finish taking attendance, andwent off with Mike.

On the way to his first class, Ralph ran into Mr.Hamilton who reminded him about the Teen Cen-ter planning meeting to be held at four that after-noon. Ralph was looking forward to that meeting,and the whole project. One of the community ser-vice clubs was promoting a Teen Center, and hadasked Mr. Hamilton to get a couple of vocationalteachers to serve as a committee, to help them planthe facility. This was right up his alley; he was reallyexcited about some ideas he had for an open de-sign. He wee thinking about getting some of hisstudents involved, maybe as an extra credit proj-ect. This was also the kind of project Mike could

16

contribute a lot to. He'd be able to talk to hirri about..it at lunch since they viiere4on cafeteriaduty t6;.,gather.

While his. class was taking their test, 'Ralphthought some more about his; deds-forthe TeenCenter, then broWSed throughAtip weekly-teach-

wers-bulletin: Thera-wasnl-anYthing reallyqmpor-tant in it, just the usual dOzen or two extra teacheractivities, committees, projects, etc. Ralph Wished.teachers would just be allowed to teach as theywere hired to do. He didn't mind helping out withthe Teen Center. That was his field; both he and hisstudentstouldget a lot out of the experielce, notto mention the good it would do for the commu-nity. Buthe.was sick and tired. of being asked totake on duties that took time and energy awayfromhis teaching responsibilities.

'He'd had a terrible time talking Mr. Hamilton outof that work with the student council. Mr. Hamiltonand the student council' advisor had wanted

-Ralph's ,vocational,organizatiOn to.puton a mile-.mentary procedure training program for the newmembers, but Ralph, had managed to convincethem that Ms. Field should be asked to supervisethis since she always trained a parliamentary pro-cedure team about this time every year. Workingwith his own yoUth club was one thing; superVisingkids whO weren't even invocational education wassomething else.

He noticed -that the principal's column in thebulletin was devoted to,preliminary plans for theupcoming evaluation of the school's vocationaleducation programs. He was suggesting that eachvocational teacher contact.one advisory commit-tee member-to serve on the self-evaluation team,along with a student representative,from each vo-cational program.

There it was again, Ralph complained to himself.He could see the point of evaluating the program.He wouldn'tmind being asked for his input; therewere some problems he- personally would liketo see aired and solved (particularly the numberof nonvocational noninstructional responsibilitiesheaped on vocational teachers! ). But he simplydidn't have time for all those meetings and forwriting up reports and the rest of the problems that

17

went along with serving on a team like that. Let theadministration do the formal work, ask him for hissuggestions, and then leave him alone to concen-trate on the business of teaching.

The rest of the morning went smoothly. Ralphwasson his wayto his cafeteria duty when one of hisbrighter students came up and asked if he coulddiscust a problem he'd encountered with his indi-vidual project. Ralph, who was always willing totake time to help his students, took the student intohisOffice for a conference.

After classes that day,Ralph stopped by theteachers' lounge for a cup of coffee before the

Teen Center planning meeting. Mike Newcomewas just finishing a cup of coffee, and popping thelast bite of a donut in hismouth. He indicated thathe'd encountered a problem on cafeteria dutywhich had taken him into his own lunch hour, so hehadn't had time to eat. He said he hadn't been surewhat he was supposed to do in that particularsituation. Ralph commiserated with Mike aboutwhat a drag cafeteria duty was, then told him aboutthe Teen Center and persuaded him to come alongto the planning meeting. Mike was eager to help,and the two went off having an animated discus-sion about the open design concept....

18

17

NOTES

18_19

Compare your completed Nritten-critique of the Case Study with the ModelCritiquagiven below. Your response need not exactly duplicate the modelresponse; however, you should have covered the same major points.

. _

MODEL CRITIQUE

Mr. Nicolosi apparently is an enthusiastic, moti-vated teacher who takes his professional respon-sibilities seriously. Unfortunately, his definition ofthose responsibilitiet is much too limited.

A case in point is his handling of his responsibil-ity in orienting Mike Newcome to the school. Heaccepted this task readily, and seemed willing tospend time with the new teacher. But his definitionof easing Mike's first year of teaching involvedteaching him "shortcuts" and ways to get aroundthe system. Thus, his orientation was evidently notvery thorough and organizedMike apparentlywas not given a tour of the facilities or introducedto other faculty and staff, or he would have knownwhere the paper supplies were kept, who Mr.Handy was, and where to find him.

By the same token, instead of clarifying schoolpolicies and regulations for Mike and then follow-ing those policies himself, he sets a very poor ex-ample in his handling of noninstructional activities,such.as homeroom- and cafeteria duty. He seessuch duties as annoying infringements on his pro-fessional time, rather than as part of his pro-fessional responsibility to maintain a smooth-run-ning, organized school operation. Thus, he leaveshis homeroom unattended, entrusts attendance-taking to the first student he sees, and completelyneglects his cafeteria duty.

His willingness to help his student with a classproject is commendable, but the new teachershould not have been left to handle the cafeteriaduty alone. In an emergency, Mr. Nicolosi couldhave found someone to cover his assignment, butthis was not an emergency. Mike clearly did notknow what was expected of him. Instead of askinghim what problem had been encountered, andthen explaining school policy in this situation, Mr.Nicolosi reinforces the idea that noninstructionalduties are unimportant, unrelated to the teachingrole, and to be avoided if at al: possible.

This negative attitude shows up again in his re-luctance to work with a nonvocational student or-ganization. In this case, he fails to recognize thepossibilities for providing a valuable leadershipexperience for his student vocational organizationmembers, increasing understanding.between vo-cational and nonvocational students, and assist-ing a fellow teacher (the student council advisdr)in performing an important function. Instead, heheaped more work on another teacher, Ms. Field,and once again failed to take on his fair share ofthe school's non-classroom activities.

Mr. Nicolosi's limited definition of his profes-sional responsibilities is perhaps best revealedin his attitude toward working with the self-evaluation team for the vocational program. Hesays he recognizes the importance of programevaluation, yet he treats this task as just one morenoninstructional duty to be avoided. He misses thepoint of ty.tving the .faculty, administration, stu-dents, a:id advisory committee work togethen_and'the pr ssible benefits to the classroom instructionhe is constantly saying is his primary concern.

As mentioned earlier, however, Mr. Nicolosidoes care about his students and his instructionalactivities. He throws himself wholeheartedly intoplanning the Teen Center, showing concern for thebenefits to (1) his students' learning, (2) his ownprofessional development, and (3) the communityas a whole. In addition, he involved a fellow teacherin this school-community activity, thus providingan opportunity for Mike to serve community needswhile developing his professional expertise.

All in all, although Mr. Nicolosi's attitude andperformance is highly professional as regards hisinEtniotional activities and occupational area, hisattitude toward and handling of noninstructionaland extracurricular responsibilities leaves much tobe desired.

LEVEL OF PERFORMANCE: Your completed critique shoukt have covered the same major points as themodel response., If you missed some points or have questions about any additional points you made,review the material in the information sheet, Serving the School and Community, pp. 6-9, or check withyour resource person if necessary.

19 20

NOTES

20 21_,.....-,.._

1di

TerminalObjective

Learning Experience IIIFINAL-EXPERIENCE

For a definition of "actual school situation," see the inside back cover.

2221

NOTES

2322

TEACHER PERFORMANCE ASSESSMENT FORMServe.the School and Community (I--4)

Directions: Place an X in the NO, PARTIAL, or FULL box to indicate thateach.of-the-following performance components-was-not accomplished;partially accomplished, or fully accomplished. I:, because of special cir-cumstances, a performance component:was not applicable, or impossibleto execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

...g,

0 4. zr crcP o 0 ..t.k0 472

o Or . Ak4:C.t 41,

In assisting a new teacher, the teacher:1. provided a tour of the school El El El El2. explained school policies EI3. introduced the new teacher to faculty and staff

4. answered questions about school routines and activities

In fulfilling noninstructional school responsibilities, theteacher:5. identified the school policies governing these duties El El El El6. followed school policies

7. followed safety and security procedures I=1

8. assumed a fair share of the responsibility

In working with a team from the school or community, theteacher:9. accepted the responsibility of working on a team willingly El El 0

10. assisted in identifying problems to be considered by theteam El ID El

11. assisted in developing possible solutions to the problemsidentified by the team El El El I:

12. assisted in preparing a team report

In contributing to a community activity, the teacher:13. offered skills and knowledge willingly El El El El

--- 14. as a motivator of the community activity El15. got colleagues involved in the project EI El

A4

In assisting with nonvocational student organization ac-tivities, the teacher:16. provided guidance in planning activities. E] 1:1

17. supervised the activities C:1

18. maintained communication between the organizationand the school administration 1:1

19. assumed a fair share of the responsibility I=1.

LEVEL OF PERFORMANCE: All items must receive N/A, GOOD, or EXCELLENT responses. If any itemreceives a tIONE, POORror FAIR response, the teacher.and resource person should meet to determinewhat additional activities the teacher needs to complete in order to reach competency in the weakarea(s).

24 5

ABOUT USING THE CENTER'S PBTEMODULES

OrganizationEach module is designed-to help you gain competencyin a particular skill area considered important to teach-ing success. A module is made up of a series of learningexperiences, some providing background informatioo,some providing practice experiences, and others com-bining these two functions. Completing these experi-ences should enable you to achieve the terminal objec-tive in the final learning experience. The final arleriencein each module always requires you to demonstrate theskill in an actual school situation when you are an intern,-a student teacher, or an inservice teacher:

ProceduresModules are designed to allow you to individualize yourteacher education program. You need to take only thosemodules covering skills wlfch you do not already pos-sess. Similarly, you need not complete any learning ex-perience within a module if you already have the skillneeded to complete it. Therefore, before taking anymodule, you should ,arefully review (1) the Introduction,(2) the Objectives listed on p. 4, (3) the Overviews pre-ceding each learning experience, and (4) the Final Ex-perience. After comparing your present needs and com-petencies with the information you have read in thesesections, you should be ready to make one of the follow-ing decisions:

that you do not have the competencies indicated,and should complete the entire modulethat you are competent in one or more of the en-abling.objectivesieading_to the final learningax-perience, and thus can omit that (those) learningexperience(s)that you are already competent in this area, andready to complete the final learning experience inorder to "test out"that the module is inappropriate to your needs atthis time

When you are ready to take the final learning experienceand have access to an actual school situation, make thenecessary arrangements with your resource person. Ifyou do not complete the final experience successfully,meet with your resource person and arrange (1) to re-peat the experience, or (2) complete (or review) previoussections of the module or other related activitiessuggested byyour resource person before attempting torepeat the final experience.-Options for recycling are also available in each of thelearning experiences preceding the final experience.Any time you do not meet the minimum level of perfor-mance required to meet an objective, you and your re-source person may meet to select activities to help youreach competency. This could involve (1) completingparts of the module previously skipped; (2) repeatingactivities; (3) reading supplementary resources or com-pleting additional activities suggested by the resourceperson; (4) designing your own learning experience; or(5) completing some other activity suggested by you oryour resource person.

26

TerminologyActual School Situation ... refers to a situation inwh:ch you are actually working with, and responsiblefor, secondary or post-secondary vocational students ina real school. An intern, astudent teacher, or an in-service teacher would be functioning in an actual schoolsituation. If you do not have access to an actual schoolsituation when you are, taking the module, you can ccm-plete the module upto the final learning experience. Youwould then do the final learning experience later; i.e.,when you have access -to an actual school situation.Alternate Activity or Feedback ... refers to an item orfeedback, device which may substftute,for requireditems which, due to special circumstances, you are un-able to complete.Occupational Specialty ... refers to a specific area ofpreparation within a vocational service area (e.g., theservice area Trade and industrial Education includesoccupational specialties such as automobile me-chanics, welding, and olectricity).Optional Activity or Feedback ... refers to an itemwhich is not required, but which l% diisigned.to supple-ment and enrich the required items in a learning experi-ence.Resource Person ... refers to the person in charge ofyour educational program; V- e professor, instructor,administrator, supervisor, or cooperatinglsupervisinglclassroom teacher who is guiding you in taking thismodule.Student... .-refers-to-tha person-who -is-enrolled-and.receiving instruction In a secondary or post-secondaryeducational institution.Vocational Service Area ... refers to a major vocationalfield. agricultural education, business and office educetion, distributive education, health occupations educa-tion, home ecomnics education, industrial arts edu-cation, technical education, or trade and industrial edu-cation.You or the Teacher ... referatoihe person who.js tak-ing the module.

Levels of Performance for Final AssessmentN/A ... The criterion was not met because it was notapplicable to the situation.None ... No attempt was made to meet-the criterion,although it was relevant.Poor ... The teacher is unable to perform this skill orhas only very limited ability to perform it.Fair ... The teacher is-unable to perform this skill in anacceptable manner, but has some ability to perform itGood ... The teacher is able to perform this skill in aneffective manner.Excellent . The teacher Is able to perform thisskill in avery effective manner.

_

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Titles of The Center's_Performance-Based Teacher Education Modules

"Category A: Program Planning, DOW10134111int, and Evaluation

A-1A-2A-3A-4A-5A-6A-7A-8'A-9A-10.A-11

Prepare ter a Communtry SurveyConduct a Community SurveyReport the Findings of a Community SurveyOrganize an Occupational Advisory CommitteeMaintain an Occupational Advisory CommitteeDevelop Program Goals and ObjectivesConduct an OccuPational Analysis-Develop a Course of StudyDevelop Long-Range Program PlansConduct a Student Follow-Up Study,Evaluate.YourNocationalprogram

Category B: Instructional PlanningB-1 -Determine Needs and Interests of StudentsB-2 Develop Student Performance ObjectivesB-3 Develop a Unit of instructionB-4 Develop a Lesson PlanB-5 Select Student Instructional MaterialsB-6 Prepare Teacher-Made Instructional Materials

Category C: Instructional ExecutionC-1 Direct Field TripsC-2 Conduct Group Discussions, Panel Discussions, and

SymposiumsC-3 Employ Brainstorming, Buzz Group, and Question Box

TechniquesC-4 Direct Students in Instructing Other StudentsC-5 Employ Simulation TechniquesC-6 Guide Student StudyC-7 Direct Student Laboratory ExperienceC-8 Direct Students in Applying Problem-Solving Techniques0-9 Employ the Project MethodC-10 Introduce a LessonC-11 Summarize a LessonC-12 Employ Oral Questioning TechniquesC-13 Employ Reinforcement Techniques -C-14 Provide Instruction for Slower and More Capable LearnersC-15 Present an Illustrated TalkC-16 Demonstrate a Manipulative SkillC-17 Demonstrate a Concept or PrincipleC-18 Individualize Instruction

.....C-_-,19_Ernployihe Team Teaching, pproachC-20 Use Subject Matter Experts to Present InfoiriatiaC-21 Prepare Bulletin Boards and ExhibitsC-22 Present Information with Models, Real Objects, and Flannel

BoardsC-23 Present information with Overhead and Opaque MaterialsC-24 Present Information with Filmstrips and SlidesC-25 Present Information with FilmsC-26 Present Information with Audio RecordingsC-27 Present Information with Televised and Videotaped MaterialsC-28 Employ Programmed InstructionC-29 Present Information with the Chalkboard and Flip Chart

Category D: Instructional Evaluation

0-1D-2

D-4D-50-8

Establish Student Performance CriteriaAssess Student Performance: KnowledgeAssess Student Performance: AttitudesAssess Student Performance: SkillsDetermine Student GradesEvaluate Your instructional Effectiveness

Category E: Instructional ManagementE-1 Project instructional Resource NeedsE-2 Manage Your Budgeting and Reporting ResponsibilitiesE-3 Arrange for Improvement of Your Vocational FacilitiesE-4 Maintain a Filing System

E-5 Provide for Student SafetyE-6 Provide for the First Aid Needs of StudentsE-7 Assist Students-1n Developing Self-DisciplineE-8 Organize the Vocational LaboratoryE-9 Manage the Vocational Laboratory

Category F:"GuktanceF-1 Gather Student Data Using Formal Data-Collection Techniques'F-2 Gather Student Data Through Personal ContactsF-3 Use Conferences to HelP.Meet Student NeedsF-4 Provide Information on Educational and Career OpportunitiesF-5 Assist Students in Applying for Employment or Fu rther Ed ucatlon

School-Community Relations"-G-1 Develop a School-Community Relations Plan for yo u r Vocat io nal

ProgramG-2 Give Presentations to Promote Your Vocational ProgramG-3 Develop Brochures to Promote Your Vocational ProgramG-4 Prepare Displays to Promote Your Vocational ProgramG-5 Prepare News Releases and Articles Concerning Your Vocational

ProgramG-6 Arrange for Television and Radio Presentations Concerning Your

Vocational ProgremG-7 Conduct an Open HouseG-8 Work with Members of the CommunityG-9 Work with Stahl and Local EducatorsG-10 Obtain Feedback about Your Vocational Program

Category H: Student Vocational OrganizationH-1 Develop a Personal Philosophy Concerning Student Vocational

OrganizationsH-2 Establish a Student Vocational OrganizationH-3 Prepare Student Vocational Organization Members for

Leadership RolesH-4 Assist Student Vocational Organization Members in Developing

and Financing a Yearly Program of ActivitiesH-5 Supervise Activities of the Student Vocational OrganizationH-6 Guide Participation in Student Vocational Organization Contests

Category I: Professional Role and Development1-1 Keep Up-to-Date Professionally1-2 Serve Your Teaching Profession1-3 Develop an Active Personal Philosophy of Education1-4 Serve the School and Community1-5 Obtain a Suitable Teaching Position1-6 Provide Laboratory Experiences for Prospective Teachers1-7 Plan the Student Teaching Experience1-8 Supervise Student Teachers

Category J: Coordination of Cooperative EducationJ-1 Establish Guidelines for Your Cooperative Vocational ProgramJ-2 Manage the Attendance, Transfers, and Terminations of Co-Op

StudentsJ-3 Enroll Students in Your Co-Op ProgramJ-4 Secure Training Stations for Your Co-Op ProgramJ-5 Place Co-Op Students on the JobJ-6 Develop the Training Ability of On-the-Job instructorsJ-7 Coordinate On-the-Job instructionJ-8 Evaluate,Co-Op Students' On-the-Job PerformanceJ-9 Prepare for Students' Related InstructionJ-10 Supervise an Employer-Employee Appreciation Event

RELATED PUBLICATIONSStudent Guide to Using Performance-Based Teacher Education

MaterialsResource Person Guide to Using Performance-Based Teacher

Education MaterialsGuide to the Implementation cf Performance-Based Teacher EducationPerformance-Rased Teacher Education:

The State of the Art, General Education and Vocational Education

For information regarding availability and prices of these materials contact

AAV1M.American Association for Vocational instructional Materials

120 Engineering Center University of Georgia Athens, Georgia 30602 (404) 542-2586