DOCUMENT RESUME SP 006 903 Ulibarri, Mari-Luci TITLE Of .
DOCUMENT RESUMEED 083 143AUTHORTITLESPONS AGENCYPUB DATECONTRACTNOTEEDRS PRICEDESCRIPTORSSP 006 903Ulibarri, Mari-LuciOf the Variables Causing an Institution to Have anOutstanding Teacher Education Program, how MuchImport Can Be Attributed to the Fact that theInstitution Recruits & Selects "Outstanding"Students?Bureau of Educational Personnel Development(DHEW/OE), Washington, D.C. Div. of Assessment andCoordination.Aug 71OEC-0-71-3339120p.MF- 0.65 HC- 6.58Faculty Recruitment; *Teacher Education; *TeacherRecruitment; *Teacher Selection; *Teacher Supply andDemandABSTRACTThe question of entrance requirements for teachereducation program is discussed; in particular, the relationship ofstudent quality to program quality is examined. Selection procedures,recruitment, curricula, faculty, students, resources and facilities,and program review and evaluation procedures are analyzed in detail.Also mentioned is the need for a scientific definition of anoutstanding human being so that such humans can be assimilated intooutstanding teacher education programs. (JB)
FILMED PROM BEST AVAILABLE COPYOrder NumberOEC-0-71-3339OP THE VARIABLESCAUSING AN INSTITUTION TO HAVEAN OUTSTANDING TEACHER EDUCATION PROGRAM,ROW MUCH IMPORT CAN BE ATTRIBUTED TO THE PACTTHAT THE INSTITUTIONRECRUITS & SELECTS "OUTSTANDING" STUDENTS?A Literature SearchPresented toBureau of Educational Personnel DevelopmentDivision of Assessment and CoordinationEducationDREW/U.S. Office& D Streetsf S. W.Washington, DC '20202byMari-Luci Ulibarrr, Ph.D.University of New MexicoAlbuquere, New Mexico' 8710.5August, 1971OF HEALTH.U.S. ATIONBEEN REPRODOCUMENT HASRECEIVED FROMTHISEXACTLY ASORIGINDUCEDOR ORGANIZATIONOR OPINIONSTHE PERSONPOINTS OF VIEWREPREAT ING ITNECESSARILYSTATED DO NOTNATIONAL INSTITUTE OFSENT OFFICIALPOSITION OR POLICYEDUCATION
OF THE VARIABLES CAUSING AN INSTITUTIONTO EhVE AN OUTSTANDING TEACHLH EDUCATION PROGRAM,HOW MUCH IMPORT CAN PE ATTRIBUTEDTO THE FACT THAT TlE INSTITUTIONRECRUITS AND SELECTS OUTSTANDING STUDENTS?INTRODUCTIONTeacher education has been heavily researched in theUnited States from the early days of its inception to thepresent.During certain periods of time during its history,certain variables seem to have been studied more indepth than others.However, as one looks at the totalresearch, one finds that almost every variable conceivablehas been studied either in depth or superficially some timeduring the history of teacher education.However, an outstanding teacher institution has notbeen researched as such.The literature, although oncein a while alluding to it, does not define the outstanding institution as such.Perhaps one will never beable to define such a concept because the outstandingteacher education program satisfies local and regionaleducational needs to a great extent.There is no oneset of exclusive principles that represents the nationas a whole in teacher education.As an example of this,medicine, or more in particular. the school of medicine,regardless of the place where it is situatedin the nationwill have the same principles for all areas.Perhapstijthere will be some variation of the degree to which an
understanding of cultural, differences and social classdifferences is emphasized.large, would be the same.But the principles, by andHowever, in teacher education,different groups of people decide the needs of such aprogram for a particular region or-locale.Althoughthere are some basic principles that are the same, thereare too many elements which can vary.As this paper will show, some institutions havebeen singled out as having excellent teacher programs inthe last few years.The American issociation of Collegesfor Teacher Education has been a pioneer in the effort.However, the literature review will show that they havebeen selected as outstanding institutions for differentreasons.The effect of the selection in recruitment in outstanding programs also is something that has been researchedbut not to the degree that one would hope after reviewingthe literature pertaining to this area.Although the problem as stated appears to be conciseand simple, it actually encompasses many areas of teachereducation.example:There are many unanswered questions.ForWhat is an oustanding teacher education program?What methods of recruiting and selecting are used?is an excellent student?the institution?WhatHow does the student affectAll these questions have a directrelationship with the issue and thus each must be clearly
understood before the question of how recruitment andselection of excellent students afffact.the program. maybe effectively answered.The literature shows that in the past, teacher education programs were simply meeting the demand and as such,it. can almost be said that everyone that applied was admitted.It is only in the very recent past where a serious attempthas been made to screen and select teacher candidates.This selection criteria to a very large degree is nowcentered around members of ethnic minorities participatingin the teacher education courses as opposed to strictlyoutstanding students regardless of ethnic background.However, since that is not the topic to be discussed here,much of this very recent literature will be omitted.In analyzing the problem, one quickly sees that itc:an be easily divided into two different parts for furtherstudy.One part is composed of the variables that arecausing an institution to have an outstanding teachereducation program.The second part deals with therecruitment and the selection of outstanding students.This one would appear to be much easier to answer becausemost of the selection has been self-selection in theteaching field.In order to answer the main questions posed in thisliterature search, many subquestions will have to begenerated and explored.The subquestions will be analyzed
4in detail.For example, how do teacher education programsrelate to their students or, how do students relate toWhat criteria do colleges for teachersaid programs?training use?Who decides what students want?The selection procedures will be analyzed also, fromthe beginning of the effort to the present.How havethe institutions decided which students are to be selectedfrom those which apply?In recruitment, the literature will he scrutinizedto see if the recruitment procedures have attractedoutstanding students or if it has attracted mostly anyone that wanted to become a teacher fora whichever reason.The literature will also give the reasons why some peoplewant to become teachers.In the section called the program such elements asthe curricula, the faculty, the students, resources andfacilities, evaluation, program review, planning and outstanding programs will be analyzed in detail.Hopefully, such a literature search will supplythe answers so sorely needed in the seventies for gettinginto the teaching field outstanding human beings withspecial talents.They could help create a truly demo-cratic world for all citizens of this country.In the 1970's, it seems that supply and demand inthe teacher market has been reached.Now is the time tomake recruitment and selection techniques work to attract
5only the highest caliber human being.But first, oneMust be able to scientifically say what a high caliberoutstanding human being is.Only through more researchin this area will one, once and for all, be able to definethis type of human being that all institutions, not onlyteacher training institutions, have tried to produce.Perhaps this is one of the areas where research has failedthe most in that it has not given guidelines as to whatkind of human beings are needed for the differentinstitutions.The report is divided into chapters.The content ineach is arranged from the past to the present.Each isfurther sub-divided into the specifics of the topic thatis being discussed.Hopefully, the readers will be ableto get the sense of urgency that the author has felt inreviewing the literature.it is absolutely necessarythat one define the goals in teacher education much moreprecisely.
6THE PROGFAMThe concept of what an outstanding teacher educationprogram is, must be established.This is a ratherdifficult task since few professionals agree on the subject.".the problem of teacher effectiveness is so complexthat no one today knows what 'The Competent Teacher' is."1Also, there are so many aspects of teaching that "untileffects desired of the teacher are decided upon, no adequatedefinition of teacher competence is possible."2And untila measurable definition is found for an outstanding teacher,there cannot be a concrete definition for an outstandingprogram since part of the criteriafor-selecting aninstitution as outstanding should be the quality ofteachers it produces.Thereford, a few of the variableswhich lead to the establishment of an outstanding programwill be discussed,in some detail so as to produce ageneral understanding of that which is implied by thelabel, outstanding.Within the last ten years the American Associationof Colleges for TPchr,-r- 1,,i-nr.,-,t 4en has been ardent in iLsquest to promote better teacher education programs.Thisorganization's central purpose is to encourage excellentprograms in teacher education.It is the hope of thisassociation that by calling attention to outstandingprograms other colleges will be stimulated to try
7innovaJ:ive programs.Also, it is hoped by this associationthat by singling out outstanding programs, the Americanpeople will then believe that there are quality prograMsfor training prospective teachers.In a recent study, the association reviewed thosestandards which it recommended for teacher educationinstitutions.The areas of curriculum, faculty, students,resources, facilities, evaluation, program review, andplanning were all discussed in full.Those which theEvaluation Criteria Study Committee felt were important.factors in the development of an outstanding, or at leastacceptable teacher education programs will be used todevelop the concept of an outstanding program.CurriculaIn the area of curriculum it was pointed out thatboth private and public institutions within the UnitedStates have a heritage of self governance.The rights of colleges and universitiesto set their goals and to shape their ownde3tinies has accounted for a largemp.Figure of the excel 1 ence perhapswhich is found amonginadequacy as wellinstitutions of higher learning today.3According to the committee, curricula for teachereducation are developed to achieve certain well-definedgoals.The curriculum should encompass riot only theopinions of the representatives of the teaching profession,
8which takes into account the thoughts of faculty,students, and graduates, but should also be aware ofnew 1.search and developments in teacher education.The committee recommended that teacher educationcurricula be based on objectives which reflect theinstitution's ct,ncept of the teacher's role.Thecurricula should be organized in such a manner as toinclude general studies, content for the specialty inteaching, behavioral and humanistic studies, teaching andlearning experience combined with laboratory, andclinical experience and practicum.Within this design,; the general studies componentshould be planned to include a minimum of one-third ofeach curriculum for teacher candidates to consist of thesymbolics of information, natural and behavioral sciences,and humanities.Slightly more complex is the professional studiecomponent.The curriculum ought to be designed todistinguish the general studies component from theprofessional part.The former, general studies, mustinclude all instruction-deemed desirable for allstudents, regardless of the profession they plan toenter;, the latter would cover the requirements that areneeded specifically by teachers.The professional studies component must include thestudy of the content of the material to be taught to
which tales into account the thoughts of faculty,students, and graduates, but should also be aware ofnew rPsearch and develoPments in teacher education.The committee recommended that teacher educationcurricula be based on objectives which reflct theinstitution's concept of the teacher's role.Thecurricula should be organized in such a manner as toinclude general studies, content for the specialty inteaching, behavioral and humanistic studies, teaching andlearning experience combined with laboratory, andclinical experience and practicum.Within this design,:the general studies componentshould be planned to include a mini.,um of one-third ofeach curriculum for teacher candidates to consist of thsymbolics of information, natural and behavioral sciences,and humanities.Slightly more complex is the professional studio'scomponent.The curriculum ought to be designed todistinguish the general studies component from theprofessional part.The former, general studies, mustinclude all instruction deemed-desirable for allstudents, regardless of the profession they plan toenter;: the latter would cover the requirements that areneeded specifically by teachers.The professional studies component must include thestudy of the content of the material to be taught to
pupils, and the subject matter of the te,Ching specialtyand allied fields that the teachers will need for perspectiveand flexibility in teaching.This curriculum for prospectiveteachers should include instruction in the humanisticand behavioral sciences where the humanistic and behavioralstudios require a familiarity with the parent disciplineson which they are based.This professional aspect of the curricula must alsoinclude the systematic study of teaching and learningtheory combined with appropriate laboratory and clinicalexperiences.Finally, the professional studies component mustinclude direct substantial participation in teachingover an extended time period and under supervision ofqualified personnel from both the institution and thecooperating school.In a more general view of the planning and developingof curricula for teacher education, the institution mustgive due consideration to the guidelines for teacherpreparation developed by national learned societies andprofessional associations.For a more effective control of the basic program,the committe,J felt the design, approval and continuousevaluation and development of teacher education programsshould be the responsibility of an officially .designedunit.The membership of this unit should be primarily
10composed of faculty and/or staff members who are significantlyinvolved in teacher education. 4FacultyThe committee indicated that the "teacher educationprograms require a competent faculty which has been sIstematically developed into a coherent body devoted to thepreparation of effective teachers. "5The competence ofthe faculty was recognized as the crucial factor in thetraining of teachers not just because of the quality ofinstruction which is provided but also because of theproductive atmosphere which is thus implemented.Above all,the quality of the program which is offered and the degreeto which the quality is maintained 3epends primarily onthe faculty.In the area of faculty competence and their effectiveutilization, the ccmmittee said that an institutionengaged in preparing teachers has to employ full-timefaculty members in teacher education, each having attaine(a post-masters' degree and/or having demonstrated scholarlycompetence, and each faculty member having developed anappropriate specialization.Such specialization makescompetent instruction feasible in the areas of humanisticand behavioral studies, in the theory of teaching and learn-:ing, and in teaching methods in each area of specializationfor which the institution prepares its teacher candidates.
11The specializations insure competent supervision inlaboratory, clinical, and practicum experiences.The faculty in teacher training institutions mustbb in frequent contact with their related community schoolenvironment so that their teaching and research are currentand relevant.Elementary and secondary school personnelare assumed to share a common purpose and interest inteacher education with the faculty of the college anduniversities.The specialized talent of the faculty ofteacher education is regarded as a potential source forprovid,ng inservice assistance for the schools that arewithin the area served by the institution.The institution must provide conditions which willfacilitate effective performance by-their faculty members.These provisions include such policies as the establishmentof maximum limits on teaching loads, allowing foradjustments in teaching loads whenever non-teaching activitiesare assigned, and the faculty member must be allowedsufficient time to plan a means to most effectively carryout his assigned responsibilities.As far as the use of part-time faeulty, the committeefelt that all part-time faculty should meet-the requirementsfor appointment of full-time faculty.These faculty shouldbe employed only when they can make special contributionsto the program.In general, the full-time faculty hasthe greatest influence on the student.
12StudentsThe teacher education programs described requirestudept3 wild have "intellectual, emotional, and personalqualifications that promise to result in successfulperformance in the profession."7Awareness of the,characteristics of the students admitted to, retained in,and graduated from teacher education is necessary indesigning and maintaining acceptable programs.How,or if, the students were recruited is a question whichis left unanswered.The committee indicated that the institution shouldapply specific criteria for the admission into teachereducation programs.The criteria should be both subjectiveand objective since, as yet, no single criterimcan predictsuccess or failure accurately.Scores on standardized'tests are still, however, helpful in predicting theprobability:of success of an individual in the programof studies suggested for teacher education candidates.Perhaps this criterion allows only the "outstanding"students to enter.There appears to be no research tosubstantiate or to refute this premise.Once a student has been admitted into the program,the institution should apply specific criteria for theretention of candidates in the basic programs.Onlythose who possess academic competencies and personalcharacteristics which are parallel to the requirements of
13teaching should be retained in the program.The studyfails to specify this criterion.It fu'rther states that the institution owes it tothe individual to be as objective as possible in assessing his strengths and weaknesses as a teacher as theyaffect his continuation in the program.The committeebelieves that a well-defined plan for counseling andadvising students would greatly aid this situation.This counseling would also afford the students anopportunity to become informed about professionalorganizations and agencies as well as current problemsin the field of teaching.The students would also learnof the wide variety of options open to them in teaching.The committee stressed the importance of studentparticipation in program evaluation and development.Theyfelt the student to be an integral part of the programand should, therefore, have a voice in the governanceof their program.The committee failed to mention the use of recruitmentof students.The means by which outstanding studentsenter the teacher training institutions is by the screening and'selection procedures used.The committee did notelaborate on the "specific criteria" it deemed necessaryfor student screening.
14Resources and FacilitiesIn recommending standards,, the committee even studiesthe resources and facilities available to the student.The institution must provide an environment which aidsthe education program that is offered.The committeetreats the value of the library, the learning materialscenter, the physical facilities, and other resourcesrelated to providing good teacher education programs.The library should be adequate to support theinstruction, research and services related to each individual program.A materials and instructional media center for teachereducation maintained either as part of the library, oras one or more separate units should give the programadequate support.Because modern media and materialsplay essential roles in the communications systems ofcontemporary societies, teachers need to be able to usesuch media and to understand the technologies that makethe use of this media and materials possible.Having a role, not of great importance but stillrelevant, the committee reviewed the adequacy of thephysical faciltities, equipment, and special resourceswhich care judged in terms of the operational requirementsof the programs offered.Evaluation, Program Review, and Planning
Maintenance of desirable teacher education programsdemand continuous evaluation of .the institution's graduatesof ex,istin.g programs, as well as long-range planning.The institution conducts a well-defined planfor evaluating the teachers it prepares.The institution evaluates the teachersit produces at two critical points:when they complete their program study,an after they enter the teaching profession.8The outstanding institution uses its evaluation resultsin the study, development, and improvement of its teachereducation programs.The institution plans for long-rangedevelopment of its program.These plans are part of atotal design for institutional development.9It should be reiterated at this point that thecommittee set no specific criteria for the recruitmentand selection of students.How is the institution todistinguish the outstanding student?recognize those studentsHow can itwho possess academic competenciesand personal characteristics appropriate to the requirementsof teaching.10The committee has only listed desirablecharacteristics but has riot given any concrete means bywhich these characteristics may be achieved.Outstanding Programs.This study yields rather definite guidelines ofcharacteristics which an outstanding program shouldpossess.In order to fully understand how these guidelines
16are used in practice, the programs of the recipients ofthe American ,A.ssociation of Colleges for Teacher Educa-tion's Distinguished Achievement Awards for the year1968 will be discussed.Those characteristics on which theAACTE based their deciion will be considered and byreviewing these characteristics an understanding of howthe guidelines are put into practice will be established.An understanding of what is involved in an outstandingteacher education program will also be discussed.University of Maryland.Of the five colleges givenawards, the University of Maryland was considered to havethe best teacher training program in the nation.Theinstitution received its award for "its development andimplementation of the Teacher Education Center conceptas a unified approach to the study of teaching and supervision."11The program was able to integrate theory andpractice and incorporate the preservice and inservicecomponents of teacher training into a unified and continuousprogram.The program included a full-time coordinator whoserole was to plan an effective laboratory experiencesprogram for the institution's students, and to coordinatean inservice program for supervising teachers who workwith these students.The responsibility for planning,directing, and assessing the development of an undergraduate
17student teacher was placed on numerous people within theCenter's staff.The university supervisors were freeto serve as curriculum and teacher education consultantsfor, the center staff.'The university, then, worked moreclosely with the cooperating teachers than with theindividual student teachers.Thus, the public schoolpersonnel assumed increased responsibility for the preservice program and the university assumed increasedresponsibility for inservice education.The customary honorarian pay to the cooperatingteachers was diverted to staff development.Therefore,the teaeher education center .was established withoutadditional funding.It is hoped that this type of programwill ultimately establish a new kind of "joint sovereignty"for teacher education.The program's effectiveness issupported by the evaluation data.It is interesting to note how closely this university'sprogram follows the recommended guidelines previouslydiscussed.The rain quality that the associationstressed was the "joint sovereignty" that was establishedbetween the public schools and the teacher traininginstitution.it will be recalled that the co ittee'sstatement read."It is assumed that elementary andsecondary school personnel share with faculty 'membersin colleges and universities a common purpose and interestin etcher ec:ucation."1
18The conunittee also emphasized the importance of aneffective laboratory experience under supervised instruction.14The university developed a system which used both thecoordinating school members and the universities supervisors effidiently.(See footnote 12)It is as though part of the criteria for an outstanding program is the development of the most efficientmeans of using resources, e.g., the funding, the controlleduse of supervisors.It would seem logical to carry theprocess one step further and say that the incorporationof only outstanding students into the program would.cause the institution to:be the most effective, butthere is no mention of either recruitment or selectionof outstanding students as having a significant role.University of New Mexico.The University of New Mexicocombined the teaching of methods courses and actuallaboratory experiences into a modular approach.Byscheduling courses consecutively rather than concurrently,there was time for immediate follow-up laboratory experience.The program impinmni-pd "inFrausivc, study of tbP rnnfeni"of methodology of the single subject in the universityfollowed by an intensive laboratory experience in thatsubject in an elementary classroom."15The characteristics of this program were (1) acombination of instructional theory and classroom practice
19into a single integral of time,(2)"the utilization of thesatellite public schools for laboratory experiences andthe staffing of these schools by resident clinical supervisors who coordinate the university program and teachin-school, in-service seminars,"16 and (3) the use ofteaching - supervising teams composed of faculty members,graduate students in education and public school personnel"who are participants in a teacher exchange program betweenthe university and the cooperating public school system."17The program was financed jointly by the university and thepublic schools system.The University of New Mexico, as did the Universityof Maryland, followed closely the guidelines set forthby the\AACTE.The major area of similarity was in thejoint effort of the public schools and the university. 18It was this basic characteristic which gave the universityits outstanding award.The university also employed ,a unique use of laboratoryand clinical experience.Of this aspect, the committeesaid:The professional studies componentof each curriculum includes thesystematic study of teaching andlearning theory with appropriate.19laboratory and clinical experienceA step in the right direction for the university as faras the association is concerned.
into a single integral of time,(2) "the utilization of thesatellite public schools for laboratory experiences andthe staffing of these schools by resident clinical supervisors who coordinate the university program and teachin-school, in-service seminars,fil6 andthe use ofteaching - supervising teams -Jomposed of faculty members,graduate students in education and public school personnel"who are participants in a teacher exchange program betweenthe university and the cooperating public seThool system. 17The program was financed jointly by the university and thepublic schools system.The University of New Mexico, as did the Universityof Maryland, followed closely the guidelines set forthby the AACTE.The major area of similarity was in thejoint effort of the public schools and the university.18It was this basic characteristic which gave, the universityits outstanding award.The university also employed a unique use of laboratoryand clinical experience.Of this aspect, the committeesaid:The professional studies componentof each curriculum includes thesystematic study of teaching andlearning theory with appropriatelaboratory and clinical experience.A step in the right direction for the university as faras the association is concerned.
20Again the university is characterized by efficiency.Every, characteristic that was listed shows an attemptto gain greatest use of time, personnel and facilities,e.g., combination of instructional theory and classroom,practice, utilization of public schools, supervisingteams, joint financing.All indicates efficient planning.But, again resembling the University of Maryland, nomention is made of the importance of recruiting and selecting.Western Michigan University.This university was givenrecognition for its development of a master's degreeprogram for teaching of culturally and educationallydeprived children and youth.The main purpose of thisprogram was "to develop teachers' empathy with lives,the values, the customs, and the difficulties of thedisadvantaged children they intend to teach."20Theprogram also wanted to better the necessary qualification pfcollege professors who prepare teachers for the disadvantaged.Features of the program included:(1) preservice teachers directly involved withthe disadvantaged,(2) the use of consultant specialists in informalseminars,(3) supervised teaching in camp counseling experiencefor eight weeks with either migrant or inner -citychildren,
21(4)faculty counseling to familiarize the studentswith and prepare them to deal with the problemsof the poor,(5)sensitivity training to aid students andteacher
DOCUMENT RESUME ED 083 143 SP 006 903 AUTHOR Ulibarri, Mari-Luci TITLE Of the Variables Causing an Institution to Have an. Outstanding Teacher Education Program, how Much Import Can Be Attributed to the Fact that the Institution Recruits & Selects "Outstanding" Students?
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