DOCUMENT RESUME ED 092 742 CE 001 472 AUTHOR ilillison, John H.; Bird, Sue Ellen TITLE VoCational Teacher Education Evaluation Model Development and Implementation. INSTITUTION Western Kentucky Univ., Bowling Green. SPONS AGENCY Kentucky State Dept. of Education, Frankfort. Bureau. of Vocational Education. pUB DATE, Aug 73 NOTE 149p. EDRS PRICE \ MF-$0.75 HC-$6.60 PLUS POSTAGE DESCRIPTORS Evaluation Methods; Interaction Process Analysis; -*Modeis; *Program Evaluation; *Teacher Education; *Teacher Evaluation; *Vocational Education. Teachers ABSTRACT The purp e of,the project was to delielopAind try Out a model for the evaluation f vocational. teacher education programs. An AdVisory council establish an evaluation system utilizing:fout ,cOaponents: (1) ezisting2situation, (2) resources available, (3) process evaluatiOn, and (4) product'evalUatibn. For the process. evaluation coiponeni conteeporary students evalutteC :classes and facultyfor all required courses for SecondarueduCation Vejortrand additional dati were colleCted from first-year graduates:of the program.,Jroduct.evaluation,utilized maileUguestionnaires and visits to some first-year teachers.,In appropriate interaction' analysis code easdeveloped for the visits.' These teachers mere.also evaluated by their students, peer's, .and supervisort.'Over 30 pages of tables. summarize the results. It vas.conClUded that,:.the evaluation model developed vas'vorkable, Appendixes include all evaluation forms used, the categories establiihed, a glossary for the interaction analysis . code, and a 13-item bibliography. (SA) ., ti
Transcript
DOCUMENT RESUME
ED 092 742 CE 001 472
AUTHOR ilillison, John H.; Bird, Sue EllenTITLE VoCational Teacher Education Evaluation Model
Development and Implementation.INSTITUTION Western Kentucky Univ., Bowling Green.SPONS AGENCY Kentucky State Dept. of Education, Frankfort. Bureau.
of Vocational Education.pUB DATE, Aug 73NOTE 149p.
EDRS PRICE \ MF-$0.75 HC-$6.60 PLUS POSTAGEDESCRIPTORS Evaluation Methods; Interaction Process Analysis;
process evaluatiOn, and (4) product'evalUatibn. For the process.evaluation coiponeni conteeporary students evalutteC :classes andfacultyfor all required courses for SecondarueduCation Vejortrandadditional dati were colleCted from first-year graduates:of theprogram.,Jroduct.evaluation,utilized maileUguestionnaires and visitsto some first-year teachers.,In appropriate interaction' analysis codeeasdeveloped for the visits.' These teachers mere.also evaluated bytheir students, peer's, .and supervisort.'Over 30 pages of tables.summarize the results. It vas.conClUded that,:.the evaluation modeldeveloped vas'vorkable, Appendixes include all evaluation forms used,the categories establiihed, a glossary for the interaction analysis
. code, and a 13-item bibliography. (SA) .,
ti
`VOCATIONAL TEACHER EDUCATION
El/ALIA:HON MODEL
DEVELOPMENT LAND IMPLEMgNTATION
Authors: John HillisonSue Ellen Bird.
U.S. DePARTMENT OF HEALTH,EDUCATION & WFLF ARE
, NATIONAL ,NSTITUTE OF'e EDUCATION..
THIS DOCUMENT HAS SEEN REPRO.DUCE° EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATI NG IT. POINTS OF VIEW OR OPINIONSSTATED po NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.
Cent6^ for Career and Vocational Teacher Education
Western Kentucky UniversityBowling Green, Kentucky.
in cooperation with
The Bureau of Vocational EducationState Department f Education
Frankfort, ntuckY
- 197
Project Number:.
Fiscal Number:
Title' of Praject:
Project Director:
Authors:
FINAL REPORT
L97810-01
: 411914
The Development and Try-Out of a .system of4 Eviluating Programs of Vocational leacher Educition
Dr. John H. HillisonAssistAnt ProfessorWestern Kentucky University.Bowling Green,.Kentuck.y 42101502-745-'3441
Dr.' John= H. Hillison
Assistant Professor
Mrs. Sue Ellen BirdGraduate'AssistantWestern'Kentuckv UniversityBowling Green, Kentucky 42101
&,
Agency or institution: Western Ketucky UniversityBowling Green, Kentucky 42101
Funding Agency: Kentucky Bureau of. Vocational EducationFrankfort, Kentucky 40601
3 r
The statements or contents of this report do not necessarily reflect theviews or policies of the Program Supporting Services Division, Bureau ofVocational Education State Department of Education, Commonwealth ofKentucky.
.
Contents
PageList of Tables
Acknowledgements vi
Summary vii
Chapter
'I. Intr6ductionII. Design and Conduct of the Study
III. Results-of the StudyIV. Conclusions and Rer:ommendatiOns
.
,
,
/
.
..1
4
18
77-.
Appendix A 81
Appendix Bo
83
Appendix C 89
Apperidix D 93
Appendix,E 101
'Appendix E 107
Appendix G t6 111
Appendix H 113
Appendix I .115 \
Appendix J 117
Appendix-K. . 119
Appendix L 121
LIST OF TABLES
TABLE , PAGE
1 The Population and Sample of Teachers and Graduates Contacted 7
la The Area of Instruction Taught by TeachersSurveyed by MailQuestionnaire 8
2 Q Undergraduate .Grade Point Average for4Major Area , 9
3 Unddrgraduate Grade Point Average for Minor Area 9
4 'Undergraduate.Grade Point Average for Student Teaching 10
5 Undergraduate Grade Point-Average far Professional EducationCourses, 10
Undergraduate Total Grade Point Average
7 Occupational Experience Background of Visited Teachers Relatedto Teaching Field
C.J
8 Mail Questionnaire Return from Teachers and Nan-Teaching Graduates. 15
Numberof Students, Teachers, and CTasses Participating inCoursejyalUations 16
14 Evaluation-of Preparation by Teachers as Surveyed by MailQuestionnaire 46
15 Evaluation of Preparation by Graduates Not Teaching 47
11
16 Ratings by Visited Teachers of Professional Edu on Courses
17 Ratings by Teachers of Professional. Education Co rses asSurveyed by Mail Questionnaire
18., Ratings by Graduates not Teaching of Professional. EducationCourses .'
0
/ 19 Ratingsby Visited Teachers as to the Quality of Istruction.Provided for Prablems,Encountdred
ss.
= iii -
48
49
,50
TA8Lit: , PAGE
,20 Ratings by Visited Teachers as'to the Seriousness of'Problems 53.
. Encountered
.21 Ratings. by. Pre-Service Students of Professional Education Courses 55'
r1
22 .Teacher. Involvement with and Administrator Rating oftoMpletingAn Annual.Departmentalludget :. . :57
.
._--.
23 j ,Teacherinvolvement.with and Administrator Rating'of Collecting1.: Follow-Up Data , . ,58
, ,
. .
24 Teacher Involvement with and Administrator 'Rating of Providingfor,Sa( fety of Students ,' '' 59
25. Teacher Involvement with and Administrator Rating of Inventorying. and Servicing Tools andlquipment 60
;026 Teacher Involvement with and Administrator. Rating ofInrollment
61in University Courses,
.
.27 Teacher Involvement. with andAdminis'tratar Rating of Plating Co-opStudents inWork .Stations ,62
..
28 Teachqr Involvemen't with And ROministrator Rating of ConductingAdult Courses '. 63
, ....
29 Teacher Involvement with and Administrator Rating of. Completing.0
State Reports : .64
. ..,,
30 Teacher Involvement with and AdMinistrator Rating of Having Advisory,
Councils 65
31 Teacher involvement with and Administrator Ratinb of Conducting aCommunity Survey 66
\32 Teacher Involvement with and Administrator Rating of Conducting.Home Visits 67
. .
33 Teacher Involvement with and Administrator Rating of Infoemingthe Public about Programs 68
%. . ,
34 Teacher Involvement with and,Administrator'Rating of Advising.Student Vocational. Organizations 69
35 Teacher Involvement with and Administrator Rating of Joining,Professional Organizations 70
36 Student Rating of Teacher Characteristics. 71
37 Summary,Infolmation Obtained From the Classroom Observation Record 72. .
,z,..,
.
38 Ratios'Ettabi, ished by Use of Interaction Analysis for".Viscied"Teachers , 73
- iv -
I
TABLE
39 leacher Evaluation by Peers and. Supervisors
40 Reaions Given.by Vocational Teacher Education Graduates fOr
Not TeachingI.
41 Described Outlook by Non-Teaching Graduates Concerning the
Possibility of Teaching in the Future
k
ACKNOWLEDGEMENTS
The project staff wishes to acknowledge assistance fromthe following. people.
Dr. Charles Oaklief, Dr. Gordon Swanson, and ProfessorL. 0. Andrews for acting as consultants to,the project andsuggesting proposed models 'of evaluation for the project to-Utilize.
Dr. Curtis Finch and Dr. Lloyd Phipps for acting asproject reactors and_giving appropriate reactions to eachof the proposed evaluatiop models.
Dr. J. T. Sandefur for ,initially proposing a theoreticalevaluation model which suggested many of the instrumentsultimately utilized by the project.
Dr. Ron Adams for providing statistical assistance andmany pragmatic suggestions to the project.
Dr. James McGuire, Dr. Grace Callaway, Dr. Hollie Sharpe,and Mr. Jeff Crisp for serving on the interfaculty committeeproviding much needed assistance in the overall evaluationprocess. ti
*i
PAGE
/4
75
76
7.
A
THE DEVELOPMENT AND TRY-OUT OF .ASYSTEM FOR EVALUATING PROGRAMS 'OF
VOCATIONAL TEACHER EDUCATION
SUMMARY
0 Description of the,Problem
Vocattonal teacher education has very slowly accepted the conceptof its own accountability. One problem facing potentiaT evaluation ofteacher: education programs has been the lack of'an effective evaluationmodel. The purpose of this project was to develop and try-out a modelWhich could be utilized in evaluating vocational teacher educationprograms ,
, 0,.
Objectives.of the study ,., .
P
l: To write a rationale, based on current evaluation theory, for.asystem to evaluate prdgrams of vocational teacher.edUcation.
2. To :identify the majOr components of a system to evaluate programsof vocational teacher education.
.
\
To describe how each major component of the system to evaluate.programs of vocational teacher education, relates to anCi.supportSall other components of the system.
4. 'To explain how each component of the-,..system to eValuite\prograds of .
vocational teacher education(is to be used in the evaluatiOn,process.
5. To.try-out,the sifstem for eviluating programs,ofvocatiOnal ,teachereducation in an institution of higher edUcation preparing prospectiveteachers of vocational,: education.
6. To develop state and university.competoncieS needed-for evalUating..programs of vocational teacher education:
Methods and Scor.of Project.
.The organizing procedure utilized by the project consisted ofutilizing expertise in,the form of an Advisory council consisting ofteacher educators and school admihistrators in, the Commonwealth, fivenatiunalh; recognized consultants and reactors, all an interfacultycommittee composed of vocational teacher educators at Western. Theestablished components of the evaluation sYIstem.were (1) Existing ...
situation, (2) Resources available, (3) PrOcess evaluation, and (4)Product evaluation. The existing situationrand resources availablewere.analyzed,by utilizing available University publications. and StateDepartment of Education references. ,ProcesS evaluation was completed byhaving contemporary students evaluate the classes and faculty'for all
courses required of a secondary education major, In addition data werecollected from 76 first year graduate of the program, both teachers-andnon-teachers, which also evaluated the process of vocational teacher education.Product evaluation - the major thrust of the project - was completed bypersonal visits to 26 griduates who were first year teachers and mail'questionnaire responses from 50 graduates. Those teachers personallyvisited were observed twice apd evaluated by the .use-of an interactionanalysit and a Classroom Observation Record which monitored the affective '
classroom atmosphere. The project 'staff found it necessary to develop aninteraction analysis code appropriate for laboratory sitqatikns commonlyfound in vocational education settings.
In addition the teachers were evaluated by their students throughthe use orthe Veldman and Peck form entitled Student Evaluation ofTeaching. Peers and supervisors 'of tbe teachers also evaluated them.
)
Graduates were surveyed toifind their relative participation ineducation related activities outcide of clastroom teaching, such asutilizing a departmental advisory council. School administrators wereasked to rate the relative importance of.each non-clastroom activities.
*
Resin is A
The results' indicated that directive methods of teaching were utilizedmore extensively than indirect methods. It was found that those teachert(productt) who placed.heaviest/emphasis on activities outside the 'classroomWere the most ineffective,classroom teachers-. Eyidence of thiscon;lusionWas demonstrated by a 'cOncentration of negative correlation coefficientsmany of which were significant at the p 4.01 level when non-CiassrooM.--wactivities were correlated with teacher effeCtivenest. It was found thatteaching peersand supervisors were basicalruntuctessful discriminatorsbetween effective and ineffectiv&vocationai teachers. The peer!: and
supervisors tended to evaluate all teachers in the tame. manner. ,Students -of the teachers .and project staffobseryert discriminatedkre.successfullybetween the teachers and had mere positive correlation coefficienti.
Educational importance of the study
It was Concluded that a 4orkable evaluation model was developed andtested. The model assumes. the acceptability of the following.premises.(1) Product evaluation should be emphasized,!(2) thd product of teachereducation program is the classroom teacher, f3) classroom teachers shouldemphasize pdirect methods of teaching, allA 14) classroom teachert shouldcreate a learning'situation which has a favorable affective environment.Many teacher education evaluation models have placedheavy emphatis onthe prOcets of teacher. education, while it must be conceded. that the process ,
As importanti:the Mostaccurateevaluation of thdprocess is its productand hi or her.effectivenest,
Recommendations for further study
. .
1. The developed model should be institutionalized at Western KentuckyUniversity.'.
. Ft is
. The laboratory observation code should add one additional code numberwhich recognizes the observation of students while the teacher is athis or her desk.
1'
Chapter I
INTRODUCTION
6
As education in general moves more into the era of accountability--
teacher education in particular will also belsked to justify its existence
in the educational process. Traditionally teacher education has been very
methodical, if not slow, to utilize evaluation procedures in examining thei
programs. As Andrews (1, p'.4) points out,' "Realiitic, comprehensive program
evaluation in-Teacher Education bas seldom been attempted and can be said .
to be ib its infancy."
'.To further emphasize the importance of evaluation for teacher education
progrimS the National Council for Accreditati9n of Teacher Education (NCATE)
has adopted a recommended standard concerning evaluation.of graduates-.''
such programs. The standard is stated as :' "The institution conducts a
well-definecrplan for evaluating the teacher it prepares. (9, p.12) One of
the questions'asked to ascertain if the standard is carried out successfully
is: "What characteristics of teachers prepared by the institutibn have been
revealed through evaluation of graduates ?' (9, p.12)
While teacher education programs haTbeen slow to evaluate themselves,
Sandefur points out thelinteresting idea that these, programs may'haVe had a
reasdn for such hesitancy.
This failure hasbeen due primarily-to the profession'sinability to determine what constitutes effective teaching,and partly to the' lack of evaluative tools and techniqueswith which to measure effective teaching. (8, p.2)
4
A1r4k
Turning the focus to voeational ,teacher education,.oe can see that it has
as great a need for evaluation as' does the broader field of teacher education,
in general. Vocational teacher education has many publics and clienteles all
of whoM have informally evaluated its effectiveness since its inception.
Certainly this type oT teacher eduCation should be just as accountable and as
.efficient.as any other type of teacher-education. Something appears to be
needed other thanthe traditional mail follow-up of program graduates and its
subjective standards for success. This point is emphasized by the 1968
"Bridge" report:,8.
All,vocational teacher education piogramt need provisions forfrequent review, evaluation, upgrading and redirection. .Althoughthe specific problems are different in each of the occupationalcategories, -effective teacher education is a major asset inviicational education and should-not become static and robti,69.
1).7i
\In addition, the Vocational Education Amendments of 1968 (7) emphasize
evaluation of the total vocational program by, using the term on numerous a
. .
occasions. Specif cally, qvaluation of vocational education progPams,8
, 0
services; and activities is emphasized.
Objectives:
1. Toe/rite a rationale, based on current evaluation theory, for a'i
system to evaluate programs of vocationaLteacher education.
!
,
2. TO identify the major components of a'system to evaluate programs ofvocational teacher education.
3. To describe how each major component.of the tystem to evaluatt pro-'grams f vocational teacher education relates to and supports allothe 'components of the system.
. , .
. To explain.howeaph component of the system to evaluate programs ofvocational teacher education is to be used in the evaluationprocess..
1.
'
'5. To try-out the system for evaluating programs of vocational teachereducation in an institution of higher education prabaring 'prospectiveteachers of vocational education. ,,, .
I
/'6. To develop-state and university competencies needed for evaluating
programs of vocational:teacher education.
4
Limitations
The restlts of the study were subject-t6 the following, limitations:
1. Twenty-six first year graduates of Western Kentucky University'svocational teacher education program were personally visited. In
the case of first year=Trade and. Industry teachers some wereenrolled in their'fiAst professiOnal education course tor had
- only completed one. prof:sibbal *Cation course.
. Only first year vocational teachers presently teaching, in theCommonwealth' of Kentucky were personally visited.
. The first year` teachers were visited during the spring semesterof the school year.
4. The, first year teacher and his schpo 'aaministrat& had to, agreeto ierticipate in the project.
Definition of Terms
1
The following terms were defined for this study:
1. First year vocational,teacher-.-an instructor of vocational/ education, certified by the Commonwealth of Kentucky, and has
not completed one continuous academic year of teaching..'
.
2 Observers--Personnel from the Center for Career-and VocationalTeacher Education specially instructed in data collection tech-niquet used for this study. .
,
3. :Vocational education--The Organized educatibnal program designedto develop saleable skills or.entry and/or advancement in anoccupation specifically related to the areas of agricultural'education, bqpiness,and office education, home economics education,and,tradeand industrial education. ,
/
I\--
4, udents -Pupilk taught by the subjects in.this study.
5. VocatioL teacher education=-The formaY"preparation of instructorsfor.vccational education.
\ I
-3-
4
Chapter ;.II
DESIGN AND CONDUCT OF THE STUDY
The following steps as suggested by Finch (3) were completed inorder twaccomplish the stated objectives of the study.
o
1. Identification of project personnel
2. Establishment of the present setting for-vocational,teachereducation at Western Kentucky University
3. Identification of the factors Which inflUence the present,.setting
4. Identifiation of population and' sample
5. Procurement or develnpment of instruments to be utilizedfor collecting dai:a
6. Collection of data
7, Determination of methodology foi. data analysis%,
Project Personnel .
In addition to a project director and graduate assistant numerous
other people assisted in the completion of activities for the study./A
Three consultants and the project's graduate assistant each wrote a
position paper adyocating a proposed model to be used by the project.
Two reactors read, and evaluated the four position papers. Both, the
consultants and reactors presented their papers and reactions respec-
tively to the project's'advisory council on October 11, 1972. The
advisory council consisted of teacher educators, and State Department
personnel:
7
'
As suggeSted by Oaklief (6) the project also utilized an interfaculty
committee which was composed-of a representative from each,of Western.
Kentucky University's Vocational, Teacher Education departments. This
committee assisted in finalizing the dopted evaluaon model's majoi.,
four, parts and many of the instrbments Used..-..
.17
2. Establishment of the Present Setting for. Vocational Teacher Educatia
This aspect of the study was conducted in.an attemptcto establish
the mission ,of :the University, its administrative/structttre, objectives,
,past history, as.well as-the number of'vocational teachers prepared
and needed by the State. This information was obtained bpgleaning
available University and Bureau of. Vocational Education Publi6atiO'ns
and through the liseof personal Interviews.
. Identification of the Factors which Influence,the.Present Setting
This aspect of the study examined the need for the program,.control
exercised by the,State, financial support of the teacher education programs,rc.
and the faculty time available for the program. University publications,
Bureatbof'Vocatlonal Education publications, and personal interviews.
were once again utilized to obtain the desired information.
0 Identification of Population and Sample
For the purposes of tnis study the population was defined as
those people who graduated ,,from thelvoCational teachet education program
in 1972. In the case of Trade and Industry teachers the criteria for/ 9
subjects was that they be first year teachers who have taken or were
taking professional education courses at Western Kentucky University._2
-5-
Stratification was utilized to divide theipopulation of vocational
education teachers and graduates into each of the four service areas
represented at Western. Each of the subjects within a stratum was
subdivided into one of three categories. The first of these three
0.categories was first-year teachers to be personally visited. An,
additional stratifying criteria added for this category was that the
teacher held a position in the Commonwealth of Kentuck,. It was
determined by the project staff that a maximum of 28 teachers could
be visited twice during the time allowed for visitation. A total of
.
. 28 personal visits permitted an allotment of seven subjects per serviceo
area Agriculture Education had only five potential subjects-Meeting
the criteria for a personal visit. Al) five were visited.._ Random
selection was used to select the seven subjects to be visited for
those service areas having more-than seven subjects meeting visitation
criteria,,
Thee subjects not randomly selected for visitation were placed in
the second category, that of being contacted by a mail quettionnaire.
Other subjects in that category were those teachers who were not
teachingin Kentucky.
^
The third category within each stratum consisted of 1972 graduates
who were not teaching at the time of data collection. Trade and Industry
441P
had no one within that classification. These graduates were also
contacted by use of a mail questionnaire.
The infOrmation concerning the population and sample for the study
''is summarized in Table 1.
1.>
.
to
. TABLE 1
THE POPULATION AND SAMPLE OFTEACHERS AND GRADUATES CONTACTED
during the first visit, was run for approximately a 20 minute observation.
During the csecond visit, one/w ek later, another interaction analysis
was run for the same class, the cl ssroom observation ret A was completed,
and the high school students completed the instrument for Student Evaluaticin
'of Teadheis. 'Typically, the laiter.instrument was administered by the4
observer either the first or the last tenininutes.of the class period.
All other instrUments left the previous week were picked up hrthe observer
during this visit.
_ Data Collected.by Mail Correspondence
The first year teachers not visited and the 1972 graduates of the
vocational teache-education program not,teaching were contacted by the. .
use of mail questionnaires.. .
Both grOups were sent a cover letter along with each set of instruments
(see Appendix L). The non-teachers who did not respond to the first mail-,
ing were followed 0-with the use of a postcard requesting their response.
Those not responding to the postcard wereisent an additional cover letter
and set of instruments. The postcard was sent approximately two weeks,
after the initial mailing; while the second set of instruments was sent
two weeks after the-postcard.
Response from the mall_guestionnaire is summarized in Table 8.
TABLE 8
MAIL QUESTIONNAIRE RETURN FROM TEACHERS AND NON- TEACHING GRADUATES
No. of question-naires mailed
No. of *question- Per cent-naires .returned return
Teacheri. 20 . 13 65%`
Non-teaching Graduates 47 37 . 79%
15 -
ft
47,
Data Collected from Western Students
Permission was obtained fromthe instructors teaching professional
education,courses required of vocational teacher education majors to have
their students evaluate each. of these courses. It was considered desirable
to have all students eValuate:.the courses rather than just vocational educa-
tion majors in'an attempt to alleviate the HawtHbrne Effect. The evaluation
was conducted durfng the spring semester of 1973. In most situations, a
staff member supervised the administration of the instrument, however, in
come'lltuations the instructor supervised the administration. Table 3
summarizes the number'of studeht%, teachers, and daises involved in this
phase of data.colleetio4.
TABLE 9
NUMBER OF.STUDENTS, TEACHERS, AND CLASSESPARTICIPATING IN'COURSE EVALUATIONS .
G
Class No. of No. of ' No. ofSectlins \ Teachers St
Introduction to SecondaryEducation
1.1 -250 1I,
Tests & Measurements
Human Growth &
7
7
5
4
140
2175
Development
Vocational Methods 4 4 ,- (34
Vocational Adult Methods '4 3 48
Taal 33 26 647 -
-16-
7. Methodology for Data Aa1ysis
Descriptive statistics including means, standard deviations, and
frequency counts were utilized. An intercorrelation matrix' was used to
establish relationships among variables which was created by using the(
product-moment correlation coefficient.
The programs utilized were R002, R005 and R050'which,are available
at Western Kentucky University's Center. The analyzed data are
reported in Chapter' III of this report.
:0
-17-
Chapter III
RESULTS OF THE STUDY
/This section consists of four major parts reporting the data collected
from the study. The ,major parts (A) The Existing Situation, (B) Resources
Available, .(C) Process Evaluation and (D) Product' Evaluation.
A. The Existing Situation
This aspect examined the operatiOntl context of the vocational
teacher education program.
I. Past History
As a public institution of higher learning, Western KentuckyUniversity came into existence in 1906 when a bill was enacted.by the Kentucky General Assembly creating a state normal schoolin Bowling Green headed by Dr. Henry Hardin Cherry. The nameof the institution was changed by the legislature in 1922 toWestern Kentucky State,Normal School and Teachers College. In1930 the school's name was changed to Western Kentucky StateTeachers College, and in 1948 it was changed to Western KentuckyState College. It became Western Kentucky University on June 16,1966.
From its beginning as a small state normal school withabout300-students and a dozen faculty members, Western hasgrown in both size and scope of academic programs. In recentyears the school's growth has been phenomenal. Enrollment hasgrown from less than 1700 in the fall of 1955 to over 11,000students in the fall of 1972. The faculty has grown from fewerthan 100 in 1955 to over 600 in 1972 and the number of facultyholding the earned doctorate has advanced from under 25% tomore than 50%. In 1955 Western offered two undergraduatedegrees, and one graduate degree; currently the Universityoffers six undergraduate degrees, nine masters degrees, andjoint doctoral programs with the University of Kentucky, theUniversity of Louisville, and George Peabody College. Thenumber of fields in which students may pursue studies has in-creased substantially during the same period. (2, p.1) Today
Western also offers several Ed.S. programs.
- 18 -
II. Mission and Objectives
Western Kentucky University is a center of learning wherequalified students may receive general and,specialized highereducation at the undergraduate and graduate levels. The Univer-sity's programs aredesigned to provide a broad spectrum ofeducational opportunities within an academic climate intendedto promote the legitimate objectives of liberal education, demo-cratic citizenship, character development, and the pursuit Qfexcellence.
Within this general context are .five objectives:
1. To provide curricula which will prepare graduates forcareers in the arts and sciences, education,*government.service, business, industry, allied medical arts, agri-*culture, and other broad fields.
2. To provide a general education for the broad intel-"lectual advancement of the students enrolled in thevarious undergraduate degree programs of the University.
3. To provide special professional and pre-professionalcurricula for technical careers and preparation forfurther professional training.
4. To provide quality graduate programs in the arts andsciences, education, business, and other academic areas.
5. To influence the state and community by means of exten-sion classes, correspondence courses, concerts, artexhibits, dramatic performances, lecture services, andcducational conferences, These extensions of the Univer-sity are facilitated through the cooperation of itsalumni and friends throughout the state. (11, pp. 2-3)
III. Administrative Structure
Figures 1 and 2 illustrate the administrative organization at
Western. Note that the Department of Industrial Education and
Technologyand the Center for Career and Vocational Teacher Educa-
tion are located within the College of Education. The Department
of Business Education and Office Administration is within the
Bowling Green College of Business and Public Affairs. The Depart-
ment of Agriculture is housed within the College of Sciehce and
Technology.
- 19 -
Figure 3 illustrates the relationship between the Center for
Career and Vocational Teacher Educattm_and the six service area
teacher education programs which will be in existence in 1973-74.
The purpose of the Center is to provide direction and coordination
to those phases of teacher education concerned with career and
vocational teacher and administrator preparation and upgrading and
to provide appropriate rilated supportive services including teach-
ing, research and evaluation. The Center also provides consultive
services for career and vocational programs for public schools in
the Commonwealth.
20
IGU
RE
AD
MIN
IST
RA
TIV
E O
RG
AN
IZA
TIO
N F
OR
AC
AD
EM
IC A
FFA
IRS
AN
NIC
IAT
II M
M S
VM
MO
STR
OC
TIS
SISe
eVel
l OIF
III0
0160
/0 R
OM
sils
lsdl
nM 1
rO
NL
IVIR
FIE
VO
SPO
INE
RR
IIIM
ES
IOR
RO
MPI
PIPI
amos
iosi
or
1111
1011
.111
0
RT
rMr
MA
R. O
r aa
aaa
Ts
lItS
IDE
NT
1
vies
PII
IISS
OE
IPT
FO
R A
CA
DE
MIC
AFF
AIR
SA
PR M
AN
OF
rum
FA
CU
LT
IES
AR
RO
IRA
TR
ME
P/ M
aon
am.w
arnc
so
vtiL
orgo
orr
11.1
11SI
SOL
,O0
IFF
rift
erV
IIII
iiMM
AII
MA
n11
1891
1112
11/M
ri
01,
*111
1111
1111
1111
,011
1111
swei
llere
lR
IPIO
NSI
II
1111
17:7
1141
11.1
.111
1.11
1111
111.
1P11
1111
11
FRA
N
Of
AC
AO
SIII
IC S
tRV
ICE
SC
ISO
IST
RA
M
oloa
croa
or
IRIS
TFT
E11
01iA
L11
1111
RA
1e11
serc
roa-
orA
acor
res
MIR
O. O
FSM
AR
TS
AN
D1
.O
ISFE
RA
TS
ASS
OC
IAT
II M
AN
Of
TIM
FA
CII
I.T
IRS
AIN
ISIM
AX
T M
AX
OP
Ar.
Ann
uc S
ER
VIC
ES
AR
O M
ER
JEC
TO
R O
F L
IOSI
AR
T E
RR
VIC
ES
IDIR
EC
TII
II O
F is
saw
ayIM
ICA
TIO
N 1
1111
1111
1Cill
..MR
EM
TV
aySA
MA
RIA
/IP
LIC
TI.
MI
Or
LIM
AS,
.D
MIS
CT
O. o
rir
ocon
ows.
IRM
A n
ovic
es
1011
111e
1011
OF
AU
OK
I.11
111.
1A4;
loor
ioas
amm
o
oho1111
'it
r--:-
-I--
1111
I "II
fl
FIGURE 3
0' %.l'6 0 qiCO c'', 4. ,C.e 0r\ ...
% `le,,,_ 4. , .15'
0
Economic: Career b Vocati Staginess & Officecation Education
- 4wit. ----____
10111..,.
0. t"..
c.,$ 4e.r 4.7
oZt
- 23 -
IV. Objectives of the Vocational Teacher Education Programs
Accokling to the "Long Range and Annual Plan for Vocational
Teacher Education" at Western Kentucky University, the following
objectives are appropriate.
Agricultural Education
1. Need for Program
Thereoare approximately 10,000 farms and numerousagribusinesses in the area serviced by Western KentuckyUniversity. Agriculture production is changing asforage, beef, soybeans, horticulture and recreationproduction are increasing. TVA lakes, Kentucky Partssystem, improved road networks and work patterns arecombining to bring in new opportunitiei in resourcesmanagement. Unwise farm practices, increased tourismand stepped up mining operations increase environmentalprogram needs. The large number of vocational agri-business departments in this area need additional andreplacement teachers. Needed post secondary programsand additional adult programs demand more teachersfor agribusiness positions. Teachers in the fieldneed.additional skills and information. All theseteachers need to be flexible, adaptive, in tune withthe times.
The Western Kentucky University Department ofAgriculture accepts the challenge of. training outstand-ing teachers of agribusinesses.in accordance with'theprovisions of the Kentucky State Plan for VocationalEducation. It agrees to service the programs withinthe region.
2. Annual Objectives
a. Establish an advisory committee for the Departmentof Agriculture at Western.
b. Improve teaching facilities for teacher candidatesat the institution.
c. Improve and extend student teaching centers tomeet our variety of needs.
d. Emphasize developent of skills through practicallaboratory and work experience.
e. Sponsor annual FFA field day and seminar-on-wheelstour for idea exchanges.
f. Develop additional courses in student oroanizatiOnf,methods of mechanics, and advanced teaching methods.
g. Develop teaching'sids and materials adaptive toindividual and small group instruction.
- 24 -
h. Promote and upgrade adult and post-secondary-programs.
i. Cooperate in the development of the careereducation'concept.
j. Expand and improve the beginning teacherfolloW-up program.
k. Expand time and services teacher educators cancontribute to state and local programs.
1. Research curriculum development in present andprospective areas of emphasis.
m. Improve the efficiency of teacher educationprograms.
n. Grow professionally.
3. Long-Range Objectives
a. Complete new instructional facilities to includean agribusiness education center complete witha curriculum center.
b. Assist in implementing and upgrading adult andpost-secondary programs in agribusiness education.Develop a post-secondary program in ruralrecreation.
c. Extend quantity and quality of cooperative fieldexperiences for preservice and inservice teachers.
d. Establish and utilize an advisory committeefor both the Agriculture Department and forAgribusiness Education.
e. Upgrade existing student teaching centers andadd new ones to include some single teacherdepartments.
f. Organize and conduct an annual seminar-on-wheelstour out-of-state to gather and develop newideas for agribusiness programs.
g. Research curriculum needs and provide assistancein curriculum development for pre-vocational,high school and post-secondary students.
h. Promote cooperative programs with agribusinessagencies and organizations at all levels.
i. Develop new courses in the areas of studentorganizations in Vo Ed, methods of teachingAg mechanics, advanced teaching methods andgraduate field experiences.
j. Develop the education specialist degree foragribusiness education students.
k. Assftt in the organization, conduct andevaluation of teacher workshops throughout theregion.
1. Extend service and assistance to beginningteachers from the program.
O. Get teacher educators on a twelve month basisas the teachers are contracted.
-25-
Business and Office Education /
1. Need for Program
The program-is needed to prepare vocational businessand office education teachers as provided for throdghthe passage of the Vocational Education Acts of 1963and 1968. Such a program at Western Kentucky Universityis provided for through the cooperation of the depart-ments of Business Education and Office Administration,Secondary Eduation, the Center for Career and VocationalTeacher Education, and the Division of Business andOffice Education at Frankfort.
The preservice and inservice training education exper-iences offered at Western Kentucky University providefor the needs of undergraduate, graduate, and theinternship programs.
2. Annual Objectives
. a. To expand the laboratory to include the most modernbusiness machines and materials in the field.
b. To continue using subject- matter consultant servicesfor the business and-office education student teachers.
c. To use consultants for inservice activities for thebusiness teachers of the area.
d. To offer opportunities for updating and integratingteacher skills and understandings in the area of,data proceSsing.
e. To provide increased opportunities for professionaldevelopment for the inservice teachers in the area.
f. To continue offering preservice educational oppor-tunities for business and office. education teachers.
g. Tp initiate and implement a-program of supervisedwork experience in business and office education.
h. To produce and utilize video tapes as an instructionalmedium in methods' courses and in student teaching.
i. To provide experiences in methods classes and inseminars relevant to developing competencies incareer education.
J. To continue the development of curriculum and teachingstrategies in business education for handicappedand disadvantaged youth'.
k. To make available University representatives and/ormini teams to aid in the development of business andoffice education programs in the area.
1. To actively conduct research to determine directionsfor the total business and office education teacherprogram.
m. To integrate through business and office education
'_theK through 12 plus adult concept of business
(education.
-26-
3. Long-Range Objectives
a. Development of a curriculum for distributive education.b. Extension of the data processing program as technology
increases and needs arise..c. Continuous review and updating of all business and
office education programs.d. Development of instructional materials, facilities,
and equipment for individualized instruction.e. Continue preparation of business and office education
personnel for the community junior colleges.f. Coordination of the vocational education programs
between the community colleges and the University.g. Advise, encourage, and support more specialized certi-
fication requirements for vocational business andoffice education areas such as data processi7,clerical practice, etc.
h. Establishment of a more direct relationship betweenguidance services and business and office education.
i. Integration of career education concepts in allvocational education teacher education courses.
- 27 -
Home Economics Education
1. Need for. Program
Preservice teacher education in home economics isundergoing a transition period. Enrollments are begin-ning to decrease and some system needs to be found to .
offer students career alternatives utilizing the sameundergraduate preparation as for teaching. Studentsmust be made aware of the many related opportunitiesopen to them in new or expanded programs in addition tothe regular annual replacement ratio in secondaryschools.
2. Annual'ObJectives
a. To expand inservice training opportunities in teachereducation.
b. To develop plans whereby students in teacher educationmay receive work experience prior to graduation.
c. To develop non-credit occupational training programsin Home Ec. related occupations as a part of thedepartmental teacher education program.
d. To motivate faculty members to conduct researchinvestigations for the purpose of curriculum improve-ment.
e. To strengthen and improve all facets of the teachereducation program.
f. Prepare students for career alternatives.g. Follow-up of recent graduates.h. Continue adult education experiences in methods classes.i. Implement Specialist Degree.J. Conduct research into job opportunities in home
economics.
3. Long-Range Objectives
a. To add a third full-time teacher to the home economicseducation...staff.
b. To encourage more thesis writing by graduate students.c. To work for an increased honorarium for supervising
teachers of at least $150.d. Continue to work toward implementation of a program
whereby subject matter teachers on the staff mightvisit high school home economics departments for thepurpose of familiarizing themselves with currenthigh school offerings in their areas.
e. To improve the store of teaching aids available foruse by home economics education majors.
f. Continue to make use of filmed teaching demonstrationsto supplement student teacher observations.
- 28 -
g. To continue to increase the number of preserviceteaching experientes prior to the senior year.
h. Continue to strengthen and,increase teaching exper-iences with adults and occupational programs.
i. To develop training programs on anon-credit basis.
j. To develop plans for providing supef-vised work exper-ience programs with college credit for ,teacher educa-tion students prior to graduation.
k. Continue to provide increased experiences for workingwith youth organizations.
1. To provide assistance with program planning at thehigh school level.'
m. To work for increased support of graduate programsin teacher education.
n. To improve and strengthen the public relations program.b. Offer courses dealing with research anl current trends
in teaching home economics.p. Publish newsletter for teachers.
Trade and Industrial Education
1. Need for Program
Beginning,July 1, 1967 the Department of IndustrialEducation, Western Kentucky University implemented theVocational Industrial and Technical Teacher Training Progrim.The program was approved by the Kentucky State Board ofEducation on March 22, 1968 and operates in accordance withthe provisions of the Bureau of Vocational Education'sproposed guidelines, the Kentucky State Certification Require-ments for Trades and Industry, Health Occupations and forDistributive Education, and the Western Kentucky Universityrequirements for the admission of students, the grantingof credits and the awarding of the Associate and the B.S.Degrees in Vocational-Industrial and Technical Teaching.
Western Kentucky University's Vbcational-Industrialand Technical Teacher Education Program is needed to helpmeet increasing demands for more and better qualifiedteachers in an expanding state-wide and nation-wide programof vocational-industrial and technical education and toimprove the competencies of those now teaching in Kentuckyarea vocational-industrial and technical schogjs. Morespetifically, the primary objective is to provide profes-sional and technical skills/training to personnel whoare presently teaching or wish to teach vocational-industrialtrade and other technical subjects. These needs includeboth on-campus and in-the-field professional services forpre-service and ip-iervice personnel who wish to qualifyfor certifications upgrade professional, broaden theirgeneral education background, or complete degree earningobjectives for the A.A. or B.S. Degree in vocational-industrial and technical teacher preparation.
-29-
A continuing and more comprehensive program for the'1973-74 fiscal year is needed so that greater flexibilityof program options,,expanded certification services, andimproved organizational,and administrative assistancefor supporting activities can be achieved.
2. Annual Objectives
a. Expand and promote programs within the University,,the surrounding high schools, and the area vocationalschools for purposes of teacher recruitment.
. Organize and teach (on campus and by extension),required professional courses in vocational-industrialand technical education for degree candidates andfor persons seeking certificate renewal:
c. Making contracts with businesses and industrial estab-lishments with whom students will receive requiredoccupational experience.
d. Obtain, administer and continually upgrade proficiencyexaminations for granting technical equivalency credit.
e. Advisement with full-time and part-tiwe studentsabout their degree earning plan and/or certificationcommittments.
f. Supervise required occupational experiences of studentswho are co-oping in the occupation.
g. Place and supervise student teachers (degree candidates)in the various vocational schools.
h. Advise with professionals, technical and general educa-tio teachers in the University concerning specialcompetencies required of vocational - industrial. andtechnical teachers.
i. Investigate, evaluate and arrange for technical courseswith other institutions and organizations for presentvocational-industrial and technical teachers .(pursuing
their fields.degrees) who cannot locally obtain needed courses in
j. Evaluate the effectivenesi of the University's-Vocational-Industrial and Technical Teacher Education Programthrough an organized follow-up of graduates.
k. Actively participate in research activities, writingsand conferences as these activities have to do withthe promotion of vocational-industrial and technicaleducation.
1. Make recommendations to the State Department.of Educa-tion regarding improvement in the area of vocational-industrial education including teacher certification.
m. Continue cooperative - reciprocity with the KentuckyState Division of Voehtional Educa ion, other stateuniversities, and other cooperating agencies.
- 30
Long -Range Objectives
a. Expand and promote programs withinAhe University,. the surrounding 'high schools, and the area.vocational
schools for purptses of'teacher recruitment.b. Organize and,teach (on campus and by extension)
required professional courses in vocational-industrialand technical education foe degree candidates andfor persons seeking certificate renewal.
c. Making contracts with businesses and industrial .
establishments with whom students will receive re-quired occupational experience.
d. Obtain, administer and continually upgrade profic-iency examinations for granting technical equivalencycredit.
e: Advisement with full-time and Part-time studentsabout their degree earning plan ,Ind/or certificationcommitments.
. Supervise required occupational experiences of stu-dents who .are Co-oping in the occupation.Place and supervise student .teachers (degree candi-dates) in the VariOus vocational schools.Advise with priifessional, technical and general
education teachers in the University concerningspecial competencies required of Vocational-industrialand technical teachers.,
i. Investigate, evaluate and arrange for technical,courses with other institutions and organizationsfor present vocational-industrial and technical\teachers (pursuing degrees) who cannot locally
fobtain needed courses in their fields.
j. Evaluate the effectiveness of the University'sVocational-Industrial and Technical Teacher EducationProgram through.an organized follow-up of graduates,
k. Actively participate in research activities, writingsand conferences as these activities have to do withthe promotion of vocational-industrial and techni-cal education.Make recommendations to the State Department of Educa-tion regarding improvements in the area Of vocational-industrialleducation including teacher certificatign.
m. Continue &operative reciprocity with the KentuckyState Division of Vocational Education, other stateniversities, and other cooperating agencies.}
- 13 -
V, Selection of Students for Teacher Education
CRITERIA FOR ADMISSION TO TEACHER EDUCATION FORUNDERGRADUATE STUDENTS AT WESTERN KENTUCKY UNIVERSITY (4)
1. Completion and submission of application for admission.
2. Recommendations from individual faculty members underwhom student has pursued course work:
a. Elementary education majors: One recommendationmust be from a faculty member in elementary educa-tion and one from a faculty member outside ofelementary education.
b. Secondary education majors: One recommendationmust be from the faculty member under whom studentcompleted Education 280 (Introduction to SecondaryEducation) or an approved substitute and from afaculty member in student's major.
3. Recommendation from either the student's high schoolprincipal, guidance counselor or classroom teacher underwham he pursued academic courses in grades 9-12.
4. Recommendations from student's major(s) and minor(s)department heads, or from student's advisor in elemen-tary education.
5. Recommendation from Dean of Student Affairs.
6. Recommendation from the Attendance Officer.
7. Recommendation of the Admissions Interviewing Officer.
8. Recommendation from the Director of Admissions to TeacherEducation.
9. Approval of the Admission to Teacher Education Committee.
-\10. Approval and official notification from the Dean of the
College of Education of unconditional admission.
a. Students given conditional permission to apply forstudent teaching may do this but are not uncondition-ally admitted to teacher education and are not assignedto student teaching until all conditions for uncon-ditional admission are met.
b. Students who are disapproved for admission to teachereducation may not apply for student teaching.
-32-
11. Grade Point Average Requirements:
1. Unconditional admission to teacher education:Overall grade point average of 2.2 or better.
2. Conditional permission to apply for studentteaching: Overall grade point average of 2.0but below 2.2.
3. Disapproval for teacher education: Overallgrade point average below 2.0.
4. Before assignment to student teaching:
a. Student unconditionally admitted to teachereducation must have maintained overall gradepoint average of 2.2 or better.
b. Student with conditional permission to applyfor student teaching must have attained over-all grade point average of 2.2 or better.
c. Student has overall grade point average inmajor subject(s) of 2.2 or better.
d. Student has overall grade point average inminor subject(s) of 2.2 or better.
e. Student has overall grade point average inall required professional education courses of2.2 or better.
- 33 -
B Resources Available
This aspect of the study emphasized the resources available
for input into the program of vocational teacher education at Western
Kentucky University. To put the program in its total perspective some
Statewide influences will also be noted.
1. Financial Support
The resource of financial support disclaim the trend of
the money to be put into each of Western's vocational service area
teacher education program. To give a total picture the area
of distribution and marketing and health occupations are also
included.
ANTICIPATEDVOCATIONAL
1973-74AgriculturalEducation
TABLE 10
FINANCIAL COMMITMENT FOR WEUTEACHER EDUCATION PROGRAMS
According to the Kentucky State Plan the following
Professional personnel needs haile been identified and are
described in Table 11.
-3I6-
r491
.f 11
rew(.',rt: Duo= rcst vativ vow taxinem
IP*cittsstolv4.
PIC
OT
/ Mt T
OM
S
1971
-74
Ser
., P
itaff
fors
ii.W
rIty
lsc,
tq4
s,fic
iA
rea
ITel
wiq
vAl
Ava
ilabl
eF
re-S
10,0
1Tii-
GO
..
Aqr
Sta
lltvr
e
Ditt
rtIft
tivi
Tita
ltat
CeT
TS
Itettr
6 1
1044
..vo
tatim
aI MOM (c.
-..
.p"
anes
s 4
CP
c1ce
Tec
1/10
9ca1
Tra
it 6
1nO
alttr
y
304
244
75
AO
244
1C
310
211
0
633
SA
204
101
715
1.23
51.
094
06
6714
0
435
717
141
).11
11,
21%
565
SC
NIr
E e
!ient
otai
Sta
te it
*
TW
Stirf Av.
ves4
1---
Tre
jre
fT
yeso
ltnei
ro T
.( t4
cop
Ory
Si y
, 're
dLa
i Hat
1 e
iTe-
Sam
r. ic
y(A
tom
.11
/9,1
i re
d*villa
bler
e -
;Pric
e0t
h.'
531
127
t65
$11
771
060
4
4141
0)0
224
e$41
211
1)6
25
1035
524
11
4545
111
125
71
2167
054
%20
174
711
SY
Sfla
37
512
4V
I10
$14
411
020
10
P1,
4041
1,14
4V
1(1
1,10
01,
207
01S
074
611
71
OR
7711
0
loc
1,01
000
41,
-0%
%1.
058
443
1e0
V)
72%
4,24
71,
490
2S2
4,62
03,
422
585
1'40
The approved institutions to prepare vocational per in the
Commonwealth are: (12, pp. 85-88)
Agricultural EducationUniversity of KentuckyMorehead State UniversityMurray State UniversityWestern Kentucky University
Business and Office EducationUniversity of KentuckyEastern Kentucky UniversityKentucky State CollegeMbreheed State UniversityMurray State UniversityUniversity of LouisvilleWestern Kentucky University
Home Economics EducationUniversity of KentuckyBerea CollegeEastern Kentucky UniversityKentucky State CollegeMorehead State UniversityMurray State UniversityUniversity of LouisvilleWestern Kentucky gniversity
Trade and industrial EducationUniversity of KentuckyEastern Kentucky UniversityMorehead State UniversityMurray tut& UniversityWestern fait-ducky University
III. State Influence by Certification
The following requirements are mode by the Kentucky State
Department of Education for minimum certification standards.
Provisional High School Certificate
The Provisional High School Certificate shall be issued upon the
bachelor's degree, which has been developed by the teacher education
38
institution and approved by the State Board of Education as meeting the
curriculum guidelines and other pertinent legal requirements,.
Curriculum Guidelines for theProvisional High School Certificate
General Education - 4S semester hoursCommunications and Humanities - 18 hoursMathematics and Natural Science 12 hoursSocial Science - 12 hoursHealth and Physical Education - 3 hours
Professional Preparation - 17 semester hoursHuman Growth and Development I the Curriculum - 3-6 hoursIntroduction to Education and/or School Organization 2-6 hoursfundamental Processes and Learning Materials - 2-6 hoursStudent Teaching - 8 hours
Specialization
Each curriculum shall require an area of concentration with a minimum
of 48 semester hours exclusive of courses in methods; or two majors; or
one major and two minors; or one major and one minor when credit in both
is 48 semester hours exclusive of courses in methods.
Curriculum Guidelines for theProvisional High School Certificate
for Vocational Agriculture
Professional Agriculture Education - 17 semester hours
Methods - 9 hoursHigh School studentsYoung people $ Adults
Student teaching - 8 hours
Technical, subject matter - SO semester hours
6 Semester hours in each of the followingAnimal SciencePlant and Horticulture ScienceSoil ScienceAgricultural icosiomics (ificludifg fafm marligemefit)
Agricultural Mechanics
39
Occupational Experiencei.
Three full years of farm experience after the age of 14 years.
(This point shall be determined by the teacher training staff.)
Specialization for theProvisional High SChooT-Certificatz;
Areas of Concentration Business Education (Commerce)
Professional Business Education
A course in busfaes: education (methods and materials) shall be
in addition to the 43 seme:_:ar hours required in subject matter course.
Onp:year of business or office experience In the specific field
the applicant will teach.
Curriculum Guidelines for theProvisional Nigh School Certificate for
Vocational Nome Economics
Professional Home Ec. Education 18 tootle hours Malawi of one
course la hone economics methods, 8 hours-fn directed teaching in home
tconoedcs, and instruction in adult education for homemakers.
Ttdmical subjatt matter - 43 semester hoursClothing and textiles - 9 hoursFamily Economics & Nome Management 7 hoursFully hl*tlons B Child Development - d hoursFoods and Nutrition . 9 hoursHealth & Nome Care of the Sick 2 hoursHousing, Nome furnishing, Equipment 9 hoursElective in Nome Economics - 4 hours
Oecun4tiCiaal rxperionce
Hone making experiences: Prospective teachers shall have some
practical experiences with managerial responsibilities in a home.
-d0 -
Residence in home management house: Prospective teachers shall have
not less than six weeks of directed experience in a home management house.
Directed experiences with children: prospective teachers shall have
had experience in observing and working with pre-school children during
the time they are taking work in child development.
Community experiences: The prospective teacher shall have had
experience in making community contacts which will enable her to be aware
of other educational opportunities such as, working with PTA and wartina
with community program of recreation and health, etc.
Work experiences: Prospective teachers shall be encouraged to get
some work experience under guidance that will help to develop home making
skills and an insight into problems of wage earners.
Curricuhum Guidelines for theProvisional High School Certificate for
Vocational Industrial and Technical Education
Professional Industrial Education 18 semester hoursMethods in industrial educationPrinciples of Trade I Industrial TeachingTrade and Job AnalysisInstructional MaterialsStudtfnt Teaching
Technical subject matter - 48 semester hours
To include laboratory courses in the area which the individualproposes to teach.
A maximum of 18 semester hours credit may be allowed by proficiencyexamination.
A mmxtmym of 6 semester hours credit may be allowed for supervisedwork expeirence.
Occupational work experience
A minimum of 2,000 clock hours of planned and supervised work experience
shall be required in the occupation for which the person plans to teach.
- 41 -
IV. Faculty Time Available
Table 12 indicates the University faculty time in
fulltime staff equivalents which will be available for the
1973-T4 school year.yr
(TABLE 12
THE AMOUNT OF STAFF TIME AVAILABLE IN 1973-74FOR EACH WJ VOCATIONAL SERVICE AREA
TEACHER EDUCATION !DRAM())
Service AreaStaff Fulltime
Equivalent
Agricultural Education LOS
Business $ Office Education 1.95
Home Economics Education 2.00
Trade I Industry Education 2.00
Distribution 6 Marketing 0.50
Health Occupations 1.00
Center for Career i VocationalTeacher Education 5.25
JO
-42-
V. University Facilities
Library
Western Kentucky University has a total of seven libraries and
resource centers with a total of more than 465,000 volumes. (11,p.7)
Audio-Visual,
Available from the audio-visual centers at Western are 3,600
films; 1,128 filmstrips; and 325 videostapes. Man/ of the aides are
aPpropriate to teacher education.
Physical Facilities
All vocational teacher education programs appear to meet
minimal standards for the availability of adequate physical facilities.
The agricultural education and industrial education programs will
move to a new Environmental Science Building in the fall of 1975.
4
- 43 -
C. Process Evaluation
This aspect of the study analyzed the evaluation of the process of
teacher education by first year teachers. education graduates rot teach-
ing, and by pre-service students taking the same professional education
courses. The results of this aspect of the study are reported in Tab lei
13-21.
- 44 -
TABLE 13
EVALUATION OF PREPARATION BY VISITED TEACHERS
SERVICEAREA
PROFESSIONALEDUCATION* METHODS
STUDENTTEACHING
SUBJECTMATTER .
Agriculture 1.33a 1.20 1.00 1.80
Business & Office 2.85 1.57 1228 1.82
Home Economics 2.57 1.57 1.71 2:i4
Trade & Industry 1.50 1.00 1.00 1.25
Average 2.26 1.41 1.35 1.74
*Does not include methods or student teaching.a1 = Very Good4 = Very Poor
- 45 -
TABLE 14
EVALUATION OF PREPARATION BY TEACHERSAS SURVEYED BY MAIL QUESTIONNAIRE
ServiceArea
ProfessionalEducation* Methods
StudentTeaching
SubjectMatter
Agriculture 2.00a 2.00 2.00 2.00
Business & Office 2.50 1.50 2.00 2.25
Home Economics 2.33 1.66 1.33 2.16
Trade & Industr) 2.00 .... -- 2.00
Avc rage 2.31 1.67 1.67 2.15
*Does not include methods or student teaching.a
1 x Very Good4 = Very Poor
AC'Au
TABLE 15
EVALUATION OF PREPARATION BY GRADUATES NOT TEACHING
ServiceArea
Professional
Education MethodsStudentTeaching
SubjectMatter
Agriculture 2.114 1.66 1.33 1.77
Business & Office 2.30 1.46 1.46 1.84
Home Lconomics 2.46 1.38 1.61 2.00
Trade & Industry -- -- ... ....
Average 2.31 1.48 1.48 1.88
Does not include methods or student touching.a
1 - Very Good4 Very Poor
-47-
g
TABLE 16
RATINGS BY VISIT( TEACHERS OF PROFESSIONAL EDUCATION COLTSES
COURSES
Agr.
USUFUtMESS OF COUR5Ea
DSO
H.E.
III
Avg.
Agr.
QUALITY OF INSTRUCTIONb
1110
H.E.
Avq.
Introductlon to
Education
2.25
2.85
3.00
2.78
2.33
2.00
2.14
2.12
Human Growth &
Development
-2.14
2.33
-2.20
-1,85
1.66
1.80
Test & Measurements
1.25
1.71
2.00
.1.72
1.33
1,85
1.42
1.59
Materials & Methods
1.20
1.14
1.28
1.00
1.20
1.50
1,00
1.33
1.00
'..22
Student Teaching
1.00
1.00
1.42
-1.16
1.00
1.42
1.57
-1.39
Audio-Visual Aids
2.00
3.00
-1.00
2.00
2.00
2.00
1.00
1.75
Adult Methods
1.40
3.00
1.33
1.00
1.46
1.50
3.00
1.33
'4.00
1.50
al = Great Value
bl =
Very Good
4= Use
4* Very Poor
QD
TABLE 17
RATINGS BY IEACHERS OF PROFESSIONAL ECUCATI14 CMSES AS SUP41YED BY MAiL QUESTIINNAIRE
COURSES
Agr.
USEFULNESS
8h0
OF COUPSEa
H.E.
Avg.
QUALITY OF INSTRUCTION!)
Air.
SAO
H.E.
Av2.
introduction to
Education
2.00
3.33
3.00
2.90
1.50
1.66
2.30
2.20
Human Growth &
Development
3.00
2.66
2.33
2.57
3.00
1,33
2.00
1.86
Test & Measurements
LOD
2.25
1.80
1.82
1.00
2,25
2.00
1.91
Materials $ Methods
1.50
1.25
1.66
1.50
2.50
1.50
1.50
1.67
Student Teaching
1.00
1.00
1.66
1.33
1.50
1.25
1.50
1.42
Audio-Visual Aids
1.00
1.66
2.00
1.75
2.00
2.33
1.75
2.00
Adult Methods
2.00
2.00
2.00
2.00
1.80
1.86
al = Great Value
4Useless
No one in T&I W4s in this sample
bl
very Good
4Very Poor
TABLE 18
RATINGS BY GRADUATtS NO" TEACNING OF PROFESSIONAL EDUCATION COURSES
CO
UR
SE
SUSEFUJIESS Of COURSE°
810
M.E.
Avi.
QUALITY OF INSTRUCTIO0
t!&0
N.E.
,Avsi.
Introduction
to Educatim
2.31
2.66
2.89
2.58
1.66
2.66
2.89
2.00
Human Growth
6 Development
2.00
2.83
2.00
2.40
2.00
2.50
2.50
2.46
Test & Measu.mements
1.75
1.92
2.15
1.97
1.65
2.00
1.83
1.84
Materials & Methods
1.66
1.23
1.30
1.37
1.55
1.30
1.33
1.38
Student Teaching
1.11
1.30
1.46
1.31
1.11
1.92
2.27
1.R1
Audio visual Aids
1.60
1.71
1.25
1.56
1.60
2.14
1.00
1.73
Adult Methods
1.66
.....
2.00
1.83
1.94
..
1.50
1.64
al = Great Value
b1 =
Very Good
4 = Useless
4Very Poor
' No one In trades $ Industry in this sample
=10
1
TABLE 19
RATINGS BY VISITED TEACHE'R'S AS T1 THE OUALITY OF INSTRUCTION PROVIDED FOR PPOBLEWS
COUNTERED
oroblems
Agriculture
11,..
.111
1
ilusinets
S Office
Ho
Economics
Gra
cie
Industry
Averaw
DevelopiAg rapport with
students
2.00a
2.42
2.71
1.50
2.35
Teaching gifted students
2.20
2.42
2.42
1.33
2.2)
:reaching below average
students.
1.80
3.14
2.85
1.66
2.36
Teaching mentally handicapped
students
2.2i
3.14
3.40
3.10
3.00
Teaching physically handicapped
students
2.2$
3.14
3.40
2.50
2.94
Teaching disrespectful students
2.20
3.00
2.8S
1.66
2.59
Teaching students of varying
socio-economic levels
2.10
2.28
2.28
1.33
2.09
Maintaining disi4pline
LBO
1.71
3.O0
1.66
2.14
Mbtivatinq students
1.40
2.00
2.14
1.33
1.82
Faculty relationships
1.80
2.42
2.00
1.50
2.05
Relationship with administration
2.00
2.42
1.83
1.50
2.05
(next P491)
TABLE 19 (con't)
RATINGS BY VISITED TEACHERS AS TO THE QUALITY Of INSTRUCTION PROVIDED FOR PROBLEMS ENCOUNTERED
Problem
Agriculture
SS
I Office
ECOMDMiC3
Trade i
Industry
Average
Relationship with parents
1.60
2.28
2.33
1.00
2.00
Relationship with people in
community
1.40
2.71
2.00
1.33
2.00
Test Preparation and Use
1.23
1.57
1.57
1.33
Techniquei of evaluating
student performance
2.2D
2.00
1.57
1.00
1.1?
Various teaching tectniques
2.00
1.85
1.57
1.33
1.73
Use of audio-visual aids
1.40
2.14
1.71
1.00
1.68
Sell-evaluationof teaching
1.80
2.57
2.14
1.00
2.10
Lesson planning
1.20
1.51
1.27,
1.00
1.32
Program planning
1.60
2.57
1.85
1.00
1.95
al . No problem
4Severe Problem
TABLE r
RATINGS BY VISITED TtACHEW.5 AS TO THE sEratot/sNEsS or RRIBLEwS ENCOUNTERED
Home Economics Adult Methods (1st bi term) 96.11 1 18.26Home Economics Adult Methods (2nd bi term) 103.09 16.94
*Rating based on a scale of 50-200 with 50 being most favorable and 200 beingmost unfavorable.
- 55 -
D. PPODUCT EvALJATICA
This phase of the evaluation process emphasized the collection of
data concerning the product - first year teachers or in the case of
Trades and Industry, first year teachers presently enrolled in one
or more education courses of the teacher education programa was
emphasized. Data were collected from the vocational teachers, from
students of the teachers, from peers and supervisors of the teachers,
awa four **miff1, As ,irc 16. s Ir W W a,
Tables 22-39 refer only to visited teachers. The averages determined
in tables 22-36 were determined by two different methods. The percentage
involvement for all vocational teacher, was determined by dividing an
N - 4 service areas into the total percentage fram all service areas.
The other variables including administrator ratings were averaged by
dividing the N respording into the total for that variable. For example,
it is reported in table 22 that the average rating by administrators on
the importance r'f the vocational teacher completing an annual budget Is
3.67. This average was found by dividing the number of administrator
respordents into the total of all administrator ratings.
56
TABLE
2.2
TEACHER INYOLVEMENT WITH AND ADMINISTRATOR RATIK OF COMPLETING AN ANNUAL DEPARTMENTAL BUDGET
Equipment
Reference
Books
Consumble
Supp
lies
Travel
Other
rlini
Servict Area
% Involvement
Tools
Agriculture
100
33
22
30
4 006
Businesi i Office
43
03
23
21
4.50
un
ft.'
Home Economics
,,
54
54
24.70
s
trade & Industry
29
22
21
10
Z.8)
Average
60
1.67
al
Unimportant
5Very Important
TABLE 23
TEACHER INVOLVEMENT WITH MD ADMINISTRATOR RATING OF COLLECTING FOLLOW-UP DATA
: INVOLVEMENT
PE
RC
EN
TA
a bF
GRADUATES
AD
MIN
IST
RA
TO
RRATING
SERVICE AREA
Agriculture
60
50
4.58a
Business $ Office
14
55
3.66
4
Home Economics
0.0
4.00
Trade I Industry
57
55
4.83
Average
32
52.5
4.14
al = Unimportant
5 * Very Important
TABLE 24
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING
OF PROVIDING FOR SAFETY OF STUDENTS
SERVICE AREA
% INVOLVEMENT
APPAREL
FIRST AID
EQUIPMENT
INSTRUCTION
ADMINISTRATOR
RATING
Agriculture
100
53
54.00a
Lm
Business & Office
43
02
33.83
Home Economics
96
36
64.00
trade & industry
71
45
54.50
Average
75
4.14
al
= Unimportant
5 = Very Important
TABLE 25
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING
OF INVENTORYING AND SCRVICING TOOLS AND EQUIPMENT
SERVICE AREA
% INVOLVEMENT
INVENTORY
SERVICE
ADMINISTRATOR
RATING
Agriculture
100
44
4.25a
Business & Office
71
54
3.83
Home Economics
86
64
3.40
Trade A Industry
86
54
5.00
Average
85
4.14
al = Unimportant
5 = Very Important
TABLE 26
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING
OF ENROLLMENT IN UNIVERSITY COURSES
ADMINTSTRATg
RATING
SERVICE AREA
% INVOLVEMENT
GRADUATE HRS.
UNDERGRAD. HRS.
Agriculture
100
5.2
04.25a
Business & Office
43
50
4.00
Home Economics
00
03.80
Trade & Industry
100
35.0
4.66
Average
60
4.8
5.0
4.19
a1= Unimportant
5 = Very Important
TABLE 27
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING OF
PLACING CO -OP STUDENTS IN WORK STATIONS
SERVICE AREA
% INVOLVEMENT
lam. OF
STUDENTS PLACED
CONTRACT
140N
R
PERMIT
AD
RIli
TIM
IAT
OV
RATING
Agriculture
40
8.5
213
4.!6a
BusinL,s & Office
00
00
3.66
Home Economics
14
90
44.00
Trade 8 Industry
02
00
4.66
Average
13
-, 7.0
4.10
al
Unimportant
5Very Important
rn
Trade & Industry
43
16.0
3.31
Average
51
114.92
3.66
TABLE 28
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING OF CONDUCTING ADULT COURSES
SERVICE AREA
'w-INVOt.VEMENT
0 COURSES
* ADULTS
ADMIN. RATING
Agriculture
60
118.0
4.50'
Business & Office
43
117.0
3.00
Home Economics
57
115.5
4.20
a1
= Unimportant
S = Very Important
TABLE 29
TEACHER INVOIYEmINT WITH AND ADMINISTRATOR RATING OF COMPLETING STATE REPORTS
SERVICE AREA
% INVOLVEMENT
MILEAGE
OTHER
ADMIN. RATING
Agriculture
100
42
4.504
Business & Office
29
23.00
Home Economics
43
04.20
Trade $ Industry
57
20
3.33
Average
57
3.66
41= Unimportant
5 = Very Important
TABLE 30
TEACHER INVOLVEMENT WITHI AXD ADMINISTRATOR RATING OF NAVIN(' ADVISORY COUNCILS
-\''
_of-- tEliVicr
AREA
t IffaVEMERT
Agriculture
zo
Business $ Office
241
Home Economics
0
Trade & Industry
14
Average
IS
a
No.
orMEETINGS
P40. CF
tilEMIE RI._
ADMIN. RATIN'',
17
3.5a
3.5
53.6
3.2
25
4.8
2.5
5.5
3.8
1= Unimportant
5 = Very Important
TABLE 31
TEACHER INVOLVEMENT WITH AND ADMINISTRATOQ RATING
(lc CONDUCTING A COmMUNITY SURVEY
SERVICE AREA
% INVOLVEMENT
010PLE CONTACTED
ADMIN. RATING
Agriculture
Business & Office
14
43 6
3.75a
2.eo
Home Economics
4316
1.0
Trade & Industry
29
5.5
3.83
Average
46.5
21.S
3.55
al
le Unimportant
5 = Very important
TABLE 32
TEACHER INvOlvEmENT WITH APID ADMINISTPAT0P
RATING OF CONDUCTING PO
VISITS
SERVICE AREA
t tATOLVEmENT
AARAGE
OF VISITS
STUDENT
ADMIN. BATING
Agriculture
100
1.8
4.1O'
Business i Office
00
2.50
Home Economics
57
14.20
Trade A Industry
14
01.70
Average
42
1.5
3.33
A1= Unimportant
S = Very Important
TABLE 33
TEACHER INVOLVEMENT WITH AND ADMINISTRATOR RATING
OF INFORMING THE PUBLIC ABOUT PROGRAMS
c' c
SERVI-CE
AREA
X INVOLVEMINT
fifiEWS
ARTICLES
I RA010
BROCHURE
OTHER
ADMIN. RATINS
Agriculture
Boldness & Office
Name Economics
Trade A Industry
Avorage
100
43
86
43
68
6.3
5.5
1.5
2.0
3.6
1.0
1.5
0 2.0
1.4
3 3 2 2
1 1 1 0
4.258
3.50
4.20
'4.00
3.95
41
Unimportant
5 = Very Important
TABLE 3S
TEACHER INVOLVEMENT WITH ANn ADMINISTRATOR RATING Of
XIINING PROFESSIONAL ORGANIZATIONS
SERVICE AREA
% INVOLVEMENT
ORGANIZATIONS
AOMIN. RATING
Agricullture
100
2.5
4.258
vd
Business A Office
43
4.S
3.66
0Home Economics
71
44.40
Trade A Industry
43
24.33
Average
64
3.3
4.14
41 = Unimportant
S = Very Important
TABLE 34
TEAEMEk IMYOLNEMEN
WITS AND ADMINISTRATO4 RATIV,
rF
cr,
o
ADVISING STUDENT VOCATIONAL OPCIAMIZATIONS
ADmIN 3
F(3
3.W7
4.5C,
4.1r)
NIT7Cir
MEETINGS
NO. 7117
CONTESTS
SMICt
AREA
ITIOLViMENT
ORGANIZATION
1r7:77unr,
BANQUET
4 1 5 0
41-
Agriculture
Business & Office
Home Economics
Trade It Industry
Average
100
14
71 29
53.5
FFA
FBLA
FliA
PICA
11 9
11 9
10.4
10 3 0 2.5
7.2
al
= unimportant
S1/try Important
'ABLE 3S
STUDENT RATING OF TEACHiR CHARACTERISTICS
CHARACTERISTIC
BUSINESS
AGRICULTURE
4 OirFICE
HOME
ECONOMICS
TRADE A
INDUSTRY
AVERVA
Friemdly - Cheerful
3.16a
3.67
3.44
3.41
3.44
Knowledgeable-Unconfined
3.19
3.53
1.44
3.52
3.44
Lively - Interetting
2.A6
3.12
2.R9
3.09
3.01
Firm Control
2.53
2.81
2.68
3.08
2.80
Non-Directive
2.61
2.46
2.69
2.79
2.64
Overall
2.87
3.11
3.02
3.17
3.06
al
lowest Rating
4Highest Rating
l'Ablt 17
SUMMARY INFORMATION OBTAINED FR0
T101 CLASSROOM 06SERVATIIN gum;
CKARACTERISTIC
A6RICULTURE
FOuGITIOm
BUSINESS
$ OFFICE
HOME
ECONOMICS
TRADE &
SOWSTRY
AWERAU
STUDENT
Apathetic - Alert
4.00a
5.57
5.00
5.42
5.08
lbstructive - Responsive
4.00
5.42
4.71
5.71
5.04
Uncertain - Confident
4.60
5.14
4.57
5.42
4.92
Depending - Inisting
3.80
5.00
4.28
5.00
4.58
TEACHER
- Fair
4.80
5.57
5.85
5.85
5.58
Autocratic
- Democratic
4.80
5.14
5.44
5.71
5.12
Aloof - Responsive
5.20
6.28
5.57
5.85
5.77
Restricted - Understanding
4.80
6.14
6.14
5.85
5.85
Kirsh - Kindly
4.80
6.14
6.97
5.85
5,81
0411 - Stimulating
4.00
5.14
5.28
4.85
4.88
Stereotyped - Original
4.20
5.14
5.42
4.85
4.96
Apathetic - Alert
5.20
6.2B
5.71
6.14
5.88
Unimpressive - Attractive
5.80
6.42
6.42
6.14
6.23
Evading - Responsible
4.80
6.14
5.71
5.28
5.54
Erratic - Steady
4.80
6.00
5.00
S.71
5.42
Excitable - Poised
5.20
6.42
5.71
5.85
5.85
Uncertain
Confident
5.00
6.00
5.85
5.42
5.62
Disorganized] - Systematic
3.80
6.00
6.00
5.71
5.27
Inflexible - Adaptable
4.4o
5.85
5.42
5.28
5,31
Pessimistic - Optimistic
4.80
6.23
5.00
.5.85
5.54
Immature - Integrated
4.60
6.00
S.42
5.28
5.38
Narrow - Broad
5.20
5.71
5.42
4.57
5.23
Total
4.70
5.80
5.78
5.52
5.64
al = Most Unfavorable rating
7 = Most Favorable Rating
16
COMPARISON
Classroom
is
a I6
Student Talk
Teacher Talk
:.ecture
Total
Laboratory
Small Group
"..r9! Group
Total
Demonstration
Other Instruction
TABLE 38
RATIOS ESTABLISHED
BY USE OF INTERACTION ANALYSIS FOR
VISITED TEACHERS
AGRICULTURE
EDUCATION
BUSINESS I
OFFICE EDUCATION
HOME ECONOMICS
EDUCATION
TRADE A INDUSTRY
EDUCATION
VOCATIONAL TEA HERS
AVERAGE
.74
.S4
1.16
.97
.71
.41
.40
.64
.40
.45
.28
.48
.75
.22
.42
.40
.13
.10
.07
.22
.26
.31
..24
.48
.30
.48
.36
.67
.64
.56
.10
.12
.01
.00
.rA
.43
.06
.36
.54
ai= (leacher
acce, is
feelin
prose + accepts student ideas
dteacher
corrective
ck
gives directions . criticism
bI
=asks questions
answers student questions
6a
lecture
TABLE 39
TEACKP EVALUATION BY PEERS ANC suppmsoR,
SERVICE AREA
SUBJECT MATTER
COMPETENCE
PEER
SUPERVISOR
RELATIONS WITH
STUDENTS
PEEP?
ASSIGNMENTS &
EXPECTATIONS
PEER
SUPERVISOP
CLASSROOM
EFFECTIVENESS
PEER
5' PERVISOR
4.25a
45
4.63
4.25
4.25
4.50
4,25
4.25
Business &
Office
4.50
4.110
4.41
4.43
4.25
4.00
4.17
1.'4
Home economics
4.58
4.E7
4.00
4.50
4.08
4.33
3.75
4.33
TRI
4.50
3.83
4.71
4.67
4.36
3.67
4.29
3.67
Average
4.48
4.1e
4.43
4.48
4.44
1.09
4.11
4.09
a1= Lowest Rating
5 = Highest Ratlng
TABLE 40
! REASONS GIVEN BY vOCATIONAL TEACHER EDUCATION GRADUATE FOR NOT TEfGHING
REASONS
04RICULTURE
BUSINESS
& OFF!CE
HOME
ECONOMICS
/
AVERAGE
Do not feel prepared
Could not find a teaching position
0
33.3
0
46.1
0 78.5
0 55.5
Idid not like teaching
07.6
14.2
8.3
,4
kft
1I never intended to teach
00
00
I can make more money in other fields
33.3
30.7
14.2
25.0
Igot married and have family
responsibilities
11.1
7.6
05.6
mm attending graduate school
44.4
014.2
16.6
Other
33.3
30.7
21.3
27.8
4P
Waitingor a position in a
particular school
Waiting for vocational approval
Took another job first
Transitory person
TA
BLE
41
DESCRIBED OUTLOOK BY NON-TEACHING GRnsUAT.S CONCERNING
HE POSSIBILITY OF TEACHING IN THE FUTURE
COMMENTS
%
ASRICULT!R1E_
-
BUSINESS
& OFFICE
HOME
ECONOMICS
AVERAGE
Idrrn seeking a teaching position
541.
14.3
35.6
30.6
I w111 seek a teaching positon next
fall
12.5
14.3
7.1
/1.1
I will seek a teaching position in
,
3-5 years
25.0
21.4
21.4
22.2
I will seek a teaching position ir.
10-20 years
n14.3
27.4
13.9
I will probably never seek a teaching
position
12.5
21..4
7.1
13.9
Other
07.1
14 2
8.3
Cannot decide about teaching
as
al profession
Satisfied with present job
CHIPT[P IV
CONCLUSIONS AND RECOMMINDATIONS
T!Ie following conclusions and necommerdatiors were reachedas a result of conducting the study and as a result of analyzingthe data collected.
CONCLUSIONS
I. To facilitate continuous evaluation of the vocational teachereducation program at Western Kentucky University, this modelor one similar to it should be institutionalized and adopted1,Jr permanent use.
This model of teacher education evaluation is a useable modelwhen the following premises are accepted (1) product evaluationshould be emphasized. (2) the product of a teacher educationprogram is the classroom teacher. (3) classroom teachers shouldemphasize indirect teaching methods. (4) classroom teachersshould create a learning situation which has a favorableaffective environment.
3. In order to facilitate the utilization of departmental objec-tives in the evaluation p-ocess. these objectives shouldfocus more precisely on the teachers prepared by the depart-ments. The objectives should answer questions referring tothe attributtes of the professionally prepared vocationalteacher, and what he or she should be eble to accomplish.
4. A tytfell fnr compltihg Annnal in,! Irmo range whirh
creates greater compatibility for comparison purposes isneeded. With the present system it is most difficult tocompare departments.
5. Continued emphasis needs to be placed on working with begin-ning teachers in an inservice fashion. Specifically. the mostfavorable responses f, om the visited teachers when ratingprofessional education courses were given to the inservicecourses taught in the area of trades and industry.
6. Products of the teacher education programs should be followedup by their alma mater. even if the products are not enrolledIn graduate and inservice cormes. The teachers surveyed inthis study expressed favorable reaction to receiving atten-tion from their institution tf preparation. If finanws donot permit an extensive personal follow-up - a mail ques-tionnaire follow-up would beneficial.
- 77-
7. Visited vocational teachers utilized directive methods oftt.*::hing nor* than they utilized indirect methods of teaching.
k The mor* frequently teachers participated in educationalactivities outside the classroom the less frequently theywere raced as an effective classroom tihIcher by their studentsand by project observers.
Peers and supervisors of the visited vocational teacherstended not to discriminate between teachers. The tendencyon their part was tz, evaluate all of the teachers in asimiliar fashion, they did not discriminate between effec-tive and ineffective teachers as perceived by students andobservers.
10. Students of the vocational teachers and project observersdid discriminate between teachers in evaluating theireffectiveness.
11. Grade point averages segregated it,t) major GPA, professionaleducation GPA, ani student teaching grat4e have a total of13 significant correlQt1Ln coefficients when correlated withvariables other than themselves. Of these 13 significaCScorrelations, three were negative.
MA- 70
;;Jr,e4VIVA7' AS C,)k F WHEP S'
r laratcry otservation code s*,0,4141 add coNe(At. rJrnter recc.7rires the observation of st4identby the tvachpr while he or sle is at his or her desi.
Additional vocational teacher education programs in theCommonwealth of Kentucky and in other states shouldutili: this evaluation purposes.
ftadel should be considered for use in evaluatinqiompetency-based teacher educitton programs as well estraditional teacher education prolrams and should beutilized AS a tasis of comparison between the twoprqrams.
-The effect of utilizing interaction analysis aspre,,ervice and in-service educational technique shouldb# f4rther explored.
-
nvper,d-o, A
STUDENT EVALUATION OF TEACHINO
0 J NI&O MAN wog A 1 AE{*
TILArlif.111 LAST NAM.
KAMM
(WAS 'no son cisamessillISIS
e e M It
00 NOT VII
CIRCIS Q Or T111111 POW CIIMICILi IN /VOW Of EACH STAMMTin MANI Very Mute Paso
I = Woo Fan tlise TessTrue Thom his
T Very Moth True
tif T
FliTtItTiitTIIITIIITfrilTitT
FlITf it?
Ilde Teetliert
slwayv friendly tow Ord itudlilIIS
item,' lot ebovi Ittwo tct
Is niyvvr dull or burin/
psptuls a WI from Ntvdevit
asks lair student. etetateas before Balms' declaims
to usually c hoorful sad opitimistIc
I. .240 risafaftwod by reokairriad Tamely?
aptabee leorains ahem 10. fun that work
doesn't loot sled mits gel my with &glib/tag
ohms ghee studeste a disks r essliassits
fliTc-1;k,
45.
,
e,,, f
s , e
A Ani t ratcI I oo )
v i sor
, 4 it i() S. , I ! 'I:t( *VII A 'f ,J1 u t
;to" ,11` it'll , I 4' 1 i!4,4 3 -
\-41 ;wit
'111k 1.. nirtve .
71T1.
* I ** H TlIflti t r11..11`40.'
;' 4 ' ..:, I r1)7. ', , '... i r 5. ,- -it, ' 4 , ..,, " I .', i 1 "N ?4
r,
T. t
4 7 . r-..- !I T '
4, . ' i 4 '.! ! 1 .14.-!,.. ...
I i , ,"M ' 1'\\ ! :!'1f' : 7, un,;, ,-, t ' 1 '.,-, 1 ,Ay, , t
., . r :- , I.:1.f - ' at «.'7.-re" f";- 6
4 t I, r
r -r 6 j TT.4
! ! ! it 1111 e f f. .
,r
, ty, ,71,,
'
1 r .."
, trsit( Y's 4
; ' 5 .5
it t.
', 1 it 'In
,H ti!
r
. S
'1:, r, 1 ; ,
A- 7,f ei T
;" I °fr.Vi 1 . Vt
4; i 4 `-
h ,. , , V ; 4 4 ,
;
4.1 tr "iit I s t t art
- 85 -
rif. T. I
;f , 411#
4 ; ; 7 c' ,dtbfl*".
:ti
; 414 1. irle` 4 r 1;
' , 4147.,
);' r4"..
1 , eF 0
'Amman 1', , t
t .
711
, t", r e- ,
T II,
ritt !lc .
rT.,25f42 I !
' 4"
.
' I 0'.1, ,
w , "-.t# f
' '0
1
4)-r10,1
4 ; '114r .0 r ;
W ? ". Or gat44
AO ' .o' v..4.4411/ :tit tql.'."-*"`
_ '. are 1
.1: 4i 1TP, I ; Jr
kl'1411;,,1
"-T ,'
5
to
r
,?'
,:
Si -
, r. -
yi
sIsgery Nurher
3
.....1.ms
T
4
r
it
A
.)
Description of Verbal behavior
ACCEPTs FVFLING: accepts and c:arifies the1731174 sA'117:7iie of students in a nonthreateningmanner. reeling' may be positive or negative.Predicting and recalling feelings ere alsoincluded.
PRAISE'S Olt FNCOURAGES: praises or encouragesiitiZiTrriliavior. Jokes thst release
tcnsion mot at the expense of another individual,nodding head or saying "uh-huh" or "to on" areincluded.
ACCEPTS ellt UST'S IDEAS OF STUDENT: clarifying,building on;"aviTiiTni-aaFaipting 4dess ofstudents.
ASKS QUESTIONS: asking a quesiton about contentor proaisre with the intent that the student'hood answer.
ANSICKS STUDENT WSTIONS: direct answers to(iliFillinsiiiSidriiliinfint or procedure askedby students.
irCTURES. giving fact, or opinions about contentor procedure,; apressing is Mtn ideas; askingrehotoricAl question'.
ewiacTiyt lt;n thatwI ltfrt
*(013 when the incorro4ctress of.he answer can be estaSlished by other than
ire n t r., repiricrl vPlidstion, definitionr ku%t,e.
GtvES direc7tions, commands or orderstolailit 4 iCaint is expected to comply.
tAITIC1715 elt JUSTIFIES AUTHORITY! statementsii-eUnstiFf-fo c nainao i uJenE baiVior Iron a non
0` the 14 4,,egorici in the Observational System.r 01" AciAlySt G? (10%toOrlb InftfUttlOn
- -
le
ii
11
ST IU A
LE
N
C
F
acceptable to as acceptatle pattern; bawlingout nd0040; stating wily the teacher is doingwhat he is doing se us to achieve or saintaincontrol; rejecting or criticising student'sopinion or iudgiiont.
STVDENT TALE: talk by students in response toTiits 9'1narrow teacher questions. The
teacher initiates the contact or solicits student'sstatement.
STUDENT cUrSTIONS: questions concerning contentor proceJure that are directed to the teacher.
DIRECTED rammi OR ACTIVITY: nom-verbal behaviorrequested or suggeireTryrim teacher. Thiscategory is also used to separate student tostudent response.
DeNONSTAATION: silence during periods whenvisual materiels pro being shorn or w!en *On.verbal demonstration is being conducted by theteacher
14 SILENCE OA CONFUSION: pauses. short periods ofs taco vidlinarof confusion in which comnisal-cation cannot be underAtood by the observer.
- 31
Coding for laboratory sitatior
IS. Teacher not present or teethe r present end not motIrg among st.idents
16. Teacher moving among students and abierving tnem.
17. Teacher demonstrating a correct procedure tc a student or a ante) Troop1111-1.411Lor 111.*V i IrVIVir, 11.
18. Teacher moving among students observing this and Troviding individoaluedinstruction.
19. leaOher utilizing a large croup irStructiOr tedtAlue by 6fnolmtrAtin4 aprocedure to the entire class.
O. Teacher providing additional informatlagn by instructing the entIrt clotsw,tot a technique other than a demonstration.
- $2 -
Classroom Observation Record .
Class orTeacRer No. Sex SubjeCt Date._
610,. School Time .0bserver
PUP11. BEHAVIOR REMARKS:
:.qkpathetic 1 2 3 4 5 6 7 N ert
2. Obstructive 1 2 3 4 5 6 7 N Respon 'ble
3. Uncertain 1
.2 3 4 5 6 7 N ' Confident
4. Dependent 1 2 3 4 5 6* 7 N' Initiating
TEACI1ER BEHAVIOR'
1 2 3 4 5 ,6 7 N Fair.5. Partial
'6. Au ocratic 1 :2 ci,3 4 5 6 7 N Demotratic
1. Al 'of 2 4 .5 6 7 N Responsive
R. 'Restricted 1 2 3 4. 5 6 7 N 'Understanding.
9. Harsh 1 72-.' 3 5 '6 7 N Kindly
*10. Dull. 1 2 3 4 5 6 7 N 'Stimulating
11. Stereotyped 1 2 3 4 5 6 7 N Original
12. Apathetic 1 2 3 4 54
6 7 N Alert
13. UnimOreNsi've l 2 :3, 4 5 6 7 N Attractive ..00
14. EyWing 1 2 3 4 5 .6 7 N Responsible
V,. Erratic 3 4 5 6 7 N Steady
16. ExcL1ah1e 1 2 \3 4 5 6 7 N Poised
. 17. Uncertain 1 2 j 4 5 6. 7 N Confident
I. Dis.q.ganizvd 1 2 3 4 5 6 7 N Systematic
1. Infloxiblv. 1 2 3: 4 5 6 7 N Adaptable
1 2 ") 4 5 6 7 R Optimistic
:1. Ilmature 1 2 .3 4 5 6 7 N Integrated
. Narrow 1 2 3 4 5 6 7 N Broad
-94-
?!.
t
1.
Apathetic1. Listless2. Bored-acting3. Enter into 4ctivities half-
heartedly4:. Restless5: Attention wanders6. Slow in gettingunder way.
, gLOSSARY(To be used with classroom observation re4 cord:)
Pupil Behaviors
Apathetic-Alert. Pupil Behavior .
Alert1. Appear anxious to recite
and paticipate. k
2. Watch teacher attentively..3. Work cbncentratedly.4. Seem to respond-eagerly.5. Prompt and read} to take
- ResponsibleCourteous; co-operative,friendly with each otherand with teacher.-Complete assignments.Without complaining, orunhappiness.Controlled voicfs.Received help and criticismattentively.Asked for -help when needed.Orderly without specificdirections from teacher.Prepared.
ConfidentSeem anxious to try new pro-blems or activities.Undisturbed by mistakes.Volunteer to recite. .
Enter freely "into, activities.
Appear relaxed.Speak with assurance.
4. Dependent-Initiating Pupil BehaviorDependent '=' s Initiating4,
1. Rely on teacher fox explicit . 1., Vblunteer ideas anddirections. . suggestions.
2. Show little ability to'work 2. Showed resourcefulness.things out for selves. '. 3. Take lead willingly.
3. Unable to proceed when initiative : .4. Assdme responsibiliti9scalled for. , . without evasion.
4. Appear reluctant to take leador to accept responsibility.
- 95
Teacher Behaviors
5. Partial -'Fair Teacher Behavior
Partial ( it
1. Repeatedly slighted a pupil.2. Corrected or criticized
certain pupils repeatedly.3. Rep.,atedly gave a pupil
special advantages.4.. Gave most attention to one or
a few pupils.5. -Showed prejudice (favorable or
unfavorable) towards some social,racia,/, or religious groups.
UnderstandingShowed awareness of apupil's personal emo!-tional problems and needs.Was tolerant of erroron part.of pupil.Patient with a pupilbeyond ordinary limits ofpatience.
enthusiasm.2. Seemed bored by pupils.3. Passive in response to pupils.4.* Seemed preoccUpied.5. Attention .seemed to wander.,6. Sat in chair most of time; took
no a ictiveipart n class activities.
Alert1. Appeared buoyant;
wide-awake; enthu-siastic about activityof the moment.
2. Kept constructive4busy.
3. Gave attention to,and seemed interestedin, what was going onin class.
4. Prompt to "pick up"class when pupils'attention showed signsof lagging.
1. Avoided responsiblity; disinclinedto make decisions.
2. "Passed the buck" to class, toother teachers, etc.
3. Left learning to pupil, failingto give adequate help.
4. Leta difficult situation getout of control.
5. Assignments and directionsindefinite.
6. No insistance on either individual 7,
or group standards.7. Inattentive with pupils.8. Cursory.
1.
ResponsibleClean and neat.Well-gioomed; dress-showed good taste.Posture and bearingattractive.Free from distractingpersonal habits.Plainly audible speech;good expression; agree-able voice tone; goodinflection.
PoisedSeemed at ease at all times.Unruffled by situation'thatdeveloped in classroom;'dignified withoug being,stiff or formal.Unhurried in.class activ-ities; spoke quietly andslOwly.Successfully divertedattention from a stresssituation in classroom, .
ConfidentSeemed sure of self; self- .
confident In relatiO withpupils.Unditturbed and unembarrassedby mistakes and/or criticism.
e
SystematicEvidence of a plannedthough flexible procedure.Well prepared.Careful in planning withpupils.Systematic about prOCedureof class.Had anticipated needs.Provided reasonableexplanations.Held discussion together;
1.. Rigid in conforming to routine: 12: Made no attempt to adapt
materials to individual pupils. 2.
3. Appeared incapable of modifyingexplanatixior activities tomeet particnlqr classroom,situations.
4. Impatient with interruptions anddi.S.grpssiona. 4.
-99-
Flexible in adaptingexplanations.Individualized materials forpupils as required; adaptedactivities to pupils.Took advantage of pupils'questions to further clarifyideas.
center of activity;kept. self out of spot-lightioreferred toclass's activities,not own.
2. Emotionally well con-trolled.
Broad1. Presentation suggested
good background in sub- ,ject; good scholarship-suggested.
2. Drew examples and.expla-nations from varioussources.and relatedfieldt.
3. Showed evidence ofbroad cul ural back- -
ground in science, art'literat , history, etc.
4. Gave satisfying, com-plete, and accurate.answers to questions.
5. Was constructivelycritical h approachto subject matter.
ti
49, a.
i--61Di X
DIRECTIONS
In the- ?ollowingyou wi11 find .a number of non-classroom activitieswhich a vocational teacher may carry out. - Please respond too each activitycompleted by you' or which will be completed by you by thd end of 'the sthQolyear.by,eircling YES. Those activities which you will not complete, shouldbe circled NO. For each yes response there will. be somewhat more detailedinformation' requested..
NON-CLASSROOM ACTIVITIES-OF THE VOCATIONALTEACHER
1., Utilize a. departmental advisory council YES NONo. 9f meetingsNo. of council members' .
2. Conduct -a survey with reference, to 'corrrnunity
-vocational needs .
No. of people contacted YES
3.. Write student performance objectives for vocation4courses taught YES
Approximate. No. of objectives written
4. Develop an annual departmintal bud et YESCheck. the followi ng which were rts of the budgetTotvis
EquipmentReference booktConsumable supplies.Travel expenseOther b -, Please name
1
Develop a king range budget (3-5 years),Check the following which were parts, of the budgetTools'Equipment
Refcrence-booksConsumable supplies --
Travel expenseOther , Please, name
Develop an annual state planCheck the following which were includedNew equipmentNew supplies.New coursesAddi ti onal facul ty
Disadvantaged program
Handi capped program
a
YES
YES:
NO
1.
NO
NO
It,
1
NO
NO
Cooperative programAnticipated enrollment
/
Develop a long range plan (5 year state plan) , YES NONew equipmeht,New suppliegNew coursesAdditional facultyDisadvantaged programHandicapped progratiCooperative program,Anticipated enrollment
8. Utilize follow-up data on graduates, of your department .YES NOPercentage of last year's graduates from whomdata were c9llected
9. Utilize a ftiing system YES NO°.--,
Check the following whith are appropriateFor instructional materials .
For student records,For state reports' _
For, information on occupational opportunities.a I
,,,
Were you Ole to use existing file.system ,
Or utilize ,a new filing systemA IN.
10. Provide for safety. of students YES NO
Check the appropriate ones proiided 0 %Requii.e safety apparel
(:,
First aid mipment available( ,
1 ° Safety instruction ,-.
1
,
11: Work'with tools and equipment YES NO
Check if applicableInventory tndls'and equipment .
Repair and service tools and equipment
.12. Conduct home visits YES NO
Average, No. of home visits per student' 'T
\
(13. Inform the public about vocational programs..thr'ough ,d
the use of mass media 1 YES NO
No..of newspaper articlesNo'. of radio programsDepartmental brochureOther means
14. Make presentatgions concerning the vocational'prqgram..
to the general public.: ,,t, t YES NO
. No. of presentations ,.
15. dvised a student vocational organization- YES NO
,Name of organization .
No. of-meetings heldNo. of contests enteredHeld a banquet YES NO
.103 -
r
".16. Belong to professional organizations. YES NO n"
Acronyms of professional organizationsjoined'
No of district and/or regional meetingsattended ,
No. of workshops attendedr
-. University courses taken since started teaching YES NO
1
No. of.graduat6 ,hours earnedNo. of _undergraduate hourk earned v.r -
1.
18. PlAced co-op students in a work station YESNo. of students cooperatively placedEmployer-employee contract utilized' YES NONo. of students assisted in'obtaining awork permit .
No. of supervisory, visits per co-op student
*19. Offered courses to adult students
No. of courses
NO
YES NO
No. of adults enrolled1
20. Filed state reports YES , NO
Mileage reportOther reprtsb . Please,name
.1
,,
4 \
Rate the following activities as to the importanceof being cmpleted in the above named teacher'svocational department.
$
-4...
. .
1. 'Uti lize a departmental' advisory council. -
.
2. Conduct a corrrnlIknity survey
3. Write student performance objectivesfor students
Develop an annual departmental budget'k, i
5. DeV lop a long range budget (3-5 years).; ,..,,-
annual6. .Dev to an plan_
7. Develop a long range plan (5 year state plan.)
8. Gather follow -updata on department graduates
9. Have an effective fi ing sys,,temotA
10. Provide, for ,safety of students (apparel,first aid equipment and_safet i instruction)
.1
11. Repa.\r and inventory tools ant equipment
12; Condu'\Ct home visits . ,
13. Use theavailable mass media to inform the. publicabout vocational programs (radio, newspaper
brochures)' I
14. Make presentations 'concerning/ the vocationalprogram to the general public
,15., Advise a student vocational organization. .
s
20
O -305 - 04
N
3 5_
3. -4'
1 2 3 4
1 -2 3 4) 5
1 2 3 4 5.
1 2- 3 4 5
1 2- 3 4 5
1 "Zi7 3 4 5
1 2 3 4 5
c5
1 3 4 5
(1 2 3 4. 5.
I.' 1 2 3 '4 5.
,
1 2
1 2
4
4 5,
1 .2 3 4 5
1 2 3 4 5..
1 2 5- 3 4 '5
1 2 3 4 '5
1 '2 . 3. 4 5
c. P rN'AA A I -
...,
NAME.
PLEASE CIRCLE YOUR CHOICE
1. How would you rate the required. professionaleducation courses-As' preparing you for the \,teaching profession'? (not including.methodsand student tealchingl
2. How would yiL./rate_the_methOds and studentteaching courses in preparing you for theteaching professi on?
MethodsStudent Teaching
3 ,How would yoU rate the subject.oatter courses /taken in 'terms of prepari ng for the. teachin-g--.
Profession?
Rate the following college courses on each Of the three dimensionsshTwn. 1), How useful or relevant has, the, course been to your teaching?2) What_was the qualft,y of the instruction in the course? 3) Howsufficient was the instruction ip the course? If you did not take the
(1)
co CD4c_
G) G7 ":30 0 0 00 0 00. -s
4
1 2
. course at WKUt, check the appropriate .box., Usefulnesi
of ,Course
-.7---
rat.
r'
4: ,Introduction
to Secondary '
. Ed. 0 1 2 3 4.
5. Human Growthacrd 'Develop-
mentr-
. Tests and,Measurements
fl4
. 'Methods andMaterials 1 2 3 4-
8. StudentTeaching
9. Audio-VisualAids
10. AdultMethods
2-
Li j.`, 2, 3,
H.' Other-LI
2 3'
2 3 4.
'Quality of
Instruction '
O
8-s
2- 3
1
.SUfficienOy ofInstruction
a c -0. XCD CD cl"S rt FP CD
00
4
C... VICY 0 et
I'D 1 CVs
. si.1 ,o
Rate each of the following items o1) How serious is the problem foHow would you evaluate the qualiarea? 3) How sufficient was your
o
12. Developing rap-port with stu-dents
13. Teaching gift-ed students 5
14. Teaching belowoverage students
15. Teaching mental-ly handicappedstudentsTeaching physic-al ly handicapp-ed students
Teaching dis-respectful stu-dents
Teaching Studenof varying socieconomic levels
19. \Maintaining
\disdipiine
20i*. Motifating
Students
21.: Faculty retionships
22..L.Relationship_with adminis-tratioli
23. Reiationship
with parents
( Z)
e three dimensions shown.you in your teaching situation? 2)*
of your college preparatton in thiscollege preparation in this area?
Quality OfSeriodsness of Sufficiency ofProblem Instruction Instruction
< al -1:1 <CD 0 0 m:.5 0 '14*C a. -% kcG.) , "2-o oo oa_ -s
1
(3)*
Sufficiency' ofinstruction
>0. c Xrn 0
CD A 4+ CIc+ 49 6-4
,mao ta '4°
ert O .4. 0vOi
1.4 <CD C
41.
2 --
O
4
b
4
ti4
1 2
3 4
3
1
CAREER BASE LINE DATA
Name'
.2. Age
3. Sex
4. Year Graduated from WKU
5.
6. Minor
0
,tlajor (Area of Concentration)
7. Are you presently_teaching? YES
IL If you are presently teaching:(6) Su6ject Matter(b) Name of School for wliTch you teac
(c) Location of School
'(d) Grade Level(s)
NO
9.'Grade Point Averages:
(a) Major GPA,(1)) Minor GPA(c) ProfessioWiT-17. GPA(d.) Tqtal GPA(e) Student Tia-WiTigGrade
10: Did you attend ss tl at'any other collegeIf YES how m semesters were taken?Were professional education courses takenat another school?. YES NO
If YES list them 6elow:
or university? YES NO
At what school were these classes takeni-
1f. Have You had any ocatpationaT experiencepresent teaching.fieldYES -, NO
If YES what experienand hextensive
related to -your==.1
was the experience?
III - 112 -
"s
1. Name
2. School Address
3. Age
CAREER SASE LINE DATA
A
5. Year Graduated from WKU
4. Sex
qMajoi (Area of Concentration)
7. Minor
8. -Are you presently teaching? YES
9. If you arepretently teaching:(a) Subject Matter(b) °Name of School for which you teach
(c) 'Location of, School
NO
(d) Grade Level(s)
10. Grade Point Averages: x(a) Major GPA(b) Minor GPA(c) Professional Ed. GPA
a (d) Total GP4 .
(e) Student Acking Grade
11. Did you tteWd classes.at any Jlollege or university? YES NO.
if YES how many semesters were taken?Were professibnal edutation courses taken at another school?YES NO
If YESMt them below:
At what school were these classes taken?
1
12. 'Have yOu had any occupational experience related to yo'ix presentfield? YES NO
If YES what experience and aF6W exterissilm was the experience?`r .
13. Please include by period your daily 'Caching schedule
ClassPeriod
V'
-!ti -114
. Name
2.. Address
3. Age
Picef 6-I'VDt
CARE&BASCLINE DATA
.4. -Sei
5. Year:Graduted from WKU
6. Major (Area of Concentration)
7. Minor L
8'. Grade Point Averages :
.(a) MajorGPA .
(b) Mirior GPA-(c) Professional Ed. GPA(d) Total GPA(e) Student,Teaching Grade
a
9. Did you attend classes at any other college or university? YES NOIf YES, how,many. semesters were taken?Were professional education courses takenat another,school? YES NOIf YES, lis't them below:
10. Have you had any occupatiorial experience related to your teaching field?
YES NO
If YES, what exiii7lince and hair extensive was the experience?
Preset Occupation
a
'r
0tXt
-,
Place a check mark in front of each statement which describesbest the reason(s) why you are not presently teaching.'
1. I do not feel' preparedto teach.2. I could not find a teaching position, after
graduatibn. . , 4.-,
3. I dedidedr\did not like ,teaching~.i
4.'I
rnever intended to tea/ch. -, ' % -, ..
5. I' can make more money !in another field.
6. I got married and have faniily responsibilties.7. I am: attending grSduate ich9p1.8. Other I .,
Please describe your present outlook toward teaching by checking
:the appropriate stptement(s).
1. I am presentity seeking a:teaching position.
2. I am not presently seeking a teaching, r3osition,
but intend to by next fall.
3. I am not presently Seeking a teiching,poSition,777- but probably will, in a few years (3-5 years ).
4. I am not presently seeking, teachintposItion,but probably wiLl in the distant future (1.020
years).5. I -am not presently seeking a teaching pOsition and
I learn more when other teaching.methoors. are used.
It was a waste of time.
Overall, the course was good.
The textbook was very gdod...:4' i 7 i The instructor seethed to be interested in students as persons.
t t 4.
S ) } More courses should be taught thisA j CL' j Thecourse held my interest.
I would have preferrennother method of teaching in this course.' It was easy to remain attentive.
The instructor did not synthesize, integraterii summarize eftectiVely.
Not muchrwas gained by taking.thissourse:'
The instructor encouraged the development cif new viewpoints and appreciations.
The course material seemed Worthtrile.
SAMPLE MAR ks:
USEPENCILONLY
A i <T)
c) I. A n
d) ; \
RESPONSE CODE:
MARK SA I F YOU STRONGLY-AGREEWITH THE ITEM,
MARK A `IF YOU AGREE MODERATELYWITH THE ITEM
MARK IF. YOU DISAGREE MODERATELYNTH THE ITEM
MARK S D I, YOU STRONGLY DISAGREEWITH THE ITEM
It was diffieulto.remain attentive.. .
4 ! Instructor didnot review promptly and in such a way that students could understand their weaknesses.
Homework assignments were helpfril in understanding the course.-
-r
W .a 1Eto L.
°
bi
. t, ,There.was not enough student participation for this type of course.
The instructor had a thorough knowledge of his subject matter.
The content of the course was good.
The course increased my general knowledge.
The types of teal questions used were good..
. Held my-attention'throughout the course.z z
A C. 7 The demands of the studints were not considered by the instructor.y;; .11 ;2, Uninteresting course.z
aiIF PART II OR III IS TO BE USEDMARK FIEREa.
COMPLETE SECTIONS BELOW ACCORDINGTO YOUR INSTRUCTOR'S DIRECTIONS:
IYI
uIpa71-
5'
aW
7
O
o
zO a I
5 FIT
r- ,
t was a very worthwhile course.
OPTfONALPART II
' ITEMS 5145'-
21; : Some thingswere,not explained very well. afe
, c The way in which this course was taught results in better student learning.
'j The course material was too difficult.%;' , One of my poorest courses.
Material in the course was easy to follow.
:The instructor seemed to conitaer teaching as a chore or routine activity:
More, outside reading is necessary.
Cour e kajerial was poorly organized:
Course was not very helpful.
It was quite interesting.
1.1hink that the course was taught quite well.
I would prefer, a different method of instruction.
The pace, of the course was too slow.
At times I was confused.
Excellent course content.
. The examinations were too difficult.
a.
Generally,the course was well organized.
hdeas and concepts Were developed too rapidly.
The content of the course was too elementary.
Some days I was not very interested in this course.lt,was quite bling.
The instructor exhibited professional dignity and bearing in the classroom.
Another method of instruction should have been employed.
: The course was quite useful.
I would take another course that was taught this way.
120DC 1720 A
4 4
OPTIONALPART III
ITEMS 16-1.00..
A 1
D
:--4! A 2 D
AI Ai 1I513
: ;
A 4 1 C 5 D
A . A
4 -.; r (.1
.
fl)
I .",t)
5
; c;
A LY
Irtin storms howl f. OPTICAL SCANNING CORPOINT1011 p stem: "a. Ina
Goats' for Caron CDCI
Vocatiopdliiiwoher'Bducation
A-elFt'Ptic.WESTERN 'KENTUCKY UNIVERSITY.
BOWLING GREEN, KENTUCKY42101
April 13,,1973
IThe Center for Career nd Vocational Teacher Education is conductinga koject Which is eyalua ing vocational teacher. education rograms at
Western Kentucky Unive ity. We are interested in_obtaining certainbaCkground information about you and your opinion of the tea, her educatjmiprogram you completed.
Pleased take a few minutes to complete the enclosed'forms and returnthem in the. self-addressed envelope: Your cooperation and as istanceare greatly appreciated.
JH:gcEnclosure
Sincerely yot
4
- 12 - l 22 -
John HillisonAssistant ProfessorrofOccupational Education
rr
°
BIBLIOGRAPHY
11;
,
1. Andrews, L. 0. Rationale and Suggested Components for a.1
Program to Evaluate ,Programs of Vocational Education,'Columb0s, 1972 ,
5. "Long Range and Ann al Plan for Vocational Teacher.Education,"Western,Kentuay University, May, 1973. I ' .'
Oaklief, Charles Ri "Tie Development, and Try-Out/of a System '.for Evaluating Programs oUVOCational Teac er Education," .
,Columlbuse 1912. (mimeographed) ',. , /
/11
7. Public Law 90 - 66, 90th Congress, H. R. 183661,-October 16, 1168./1., ,
a. Sandefur, &T.', "An. Illustratedliedel: for the/Evaluation of'Teacher Education Graduates," A report OreparedJor the ...AACTE Omission on Standards, American/Association.OfColleges. for Teacher Education, Washtngion,,D.C.,September,. 1970 _.
..
9. Standards for Acdreditation of Teacher Education;lheNationalCouncil for Accreditation of TeacherAducation, 1750.Pennsylvania Avenue N.W. Washington,: D.C.,.1970
10. Vocational Education '- The Bri Between Man and his Work,General Reportote v sory ounc on ona
