EFFECTS ON TEACHER ATTITUDE AND BEHAVIOR WHEN TEACHERS PLAN THE STUDENT TEACHING PROGRAM FOR STUDENTS ASSIGNED TO A PARTICIPATING SCHOOL ‘ IN A TEACHING'CENTER Thesis for the Degree otEd. D. MICHIGAN‘STATE UNIVERSITY JOSEPH M. WHITEJR. P1968 » . . i p mm, -r 31.2mm: T: ., :5, . . . o‘u— .-.....‘.‘,._ L,” _}7)J[)Y “Cinytv’, UDIVC t )l {y This is to certify that the thesis entitled EFFECTS ON TEACHER ATTITUDE AND BEHAVIOR WHEN TEACHERS PLAN THE STUDENT TEACHING PROGRAM FOR STUDENTS ASSIGNED TO A PARTICIPATING SCHOOL IN A TEACHING CENTER presented by Joseph M. White, Jr. has been accepted towards fulfillment of the requirements for Doctoral degree in Education EMMA 2” Majorptf essor Date February 23, 1968 0-169 —'-|f‘vvv-y- - .... - -—4|Hho“¢- I o '4 I -a-F nun-1 \ u «at ». ‘~ A 4 (I) m (/2 (n n *1, ‘o‘yh ABSTRACT EFFECTS ON TEACHER ATTITUDE AND BEHAVIOR WHEN TEACHERS PLAN THE STUDENT TEACHING PROGRAM FOR STUDENTS ASSIGNED TO A PARTICIPATING SCHOOL IN A TEACHING CENTER by Joseph M. White, Jr. The Purpose The central objective of this study was to describe the effects on a public school staff of its experience in sharing with college personnel the responsibility for stu— dent teachers. A series of goals peripheral to the main purpose included a quest for answers to six questions which sought to discover: 1. Does participation in the process of the study result in an improved teacher attitude towards children as measured by the Minnesota Teacher Attitude Inventory? Is there an observed change in teacher behavior as seen through the use of the Check List of Teacher Attitudinal and Behavioral Modifi- cations which was designed for this study? Does the staff's esprit-de-corps increase as measured by the Index of Teacher Morale of the National Principalship Study, Harvard University? t u F‘s A: . . cc 9 . 9. Av fin -r“ .. J .. . f. I. . .r . r .. -~ a\» as ~\v 2. . . a. e C» Se ,3 AJ .r“ re A... FTP. u. d Old 5 a .. ., , ,u ;\ .r . .aa .rd .r» a: .6 J A: o. . "i . _ W I 3*“ it. A. ‘- w‘ J _ C‘ y. .r.. r“ a. «v .2; .n.. a: fly 0 . ..-w Sq a; 1» He . b u §\~ n.v .~u 5.: .»s ; . .- .n:. 2: «x V 2 . AA A- Joseph M. White, Jr. A. Does teachers' classroom performance show the influence of participation in the process of the study as measured by the Index of Pro- fessional Performance of the National Princi- palship Study? 5. Does the principal modify his efforts to improve the quality of staff performance? 6. Does the principals' Executive Professional Leadership change through staff interaction with college of education faculty as measured by the Index of Executive Professional Leader- ship of the National Principalship Study. Methodology The subjects of this study were twenty-five class- room teachers in two elementary schools which for the purposes of this study were considered a student-teaching center of Wayne State University, Detroit, Michigan. Student teachers were assigned to three or four member "supervising teams" rather than to individual supervising teachers. The design of the study incorporated the case study method in six steps which: (I) appraised the status of the staff before involvement in the study, (2) analyzed data received from pre-measurement, (3) organized the staff for the study, (A) observed for changes, (5) post r». -..u nxa ,-4----n 7‘. FA .— ...v. I... C A d. 3. 3‘ $14 9. n v :. w”. .n« TV sq“ w” r. nn‘ .: 2 ..3 u g I L. h .. ... rflA 5. fig rp‘ .. A a. .3 ‘ ~ 3» . s :. TN d . «is nu .1... L. fie .rVA L4 fi\U 3‘ we 3 ‘ MII nah .54 . a Joseph M. White, Jr. measured the staff with pre-test instruments, and (6) nalyzed and reported the differences. The data were compiled as item means derived from raw scores. An analysis was made of pre—test data as they compared to norm groups. Conclusions There were no measured gains in teacher attitude, morale, professional performance, principals' executive professional leadership and the leadership function of college supervisors as measured by the respective instru- ments. There were, however, observed changes reflecting increased interest in student teaching on the part of the staff, a modification of the principals' leadership be- havior, and modification of interstaff relationships. Observations during the study indicated that: 1. Experiences during this study caused the staff to value more highly its own resources. 2. Teachers attempted to remake student teachers educationally, psychologically and physically in pursuit of Optimal student teacher develop— ment. 3. Video taped presentations of segments of class— room teaching situations analyzing the teaching act were the greatest stimulators of teacher discussion and reaction of any of the project activities. a . x I» «a .p” .J. . _~\ ~\\ 3. .J h a- rA.A , . r” .. L. .1 no .. _ . a y . n. . Ty «x» .1 \lv I‘d LU A Joseph M. White, Jr. When staff members become involved in student teaching, do they tend to become more interested in student teachers than in pupils? Does the effect upon pupils of having a ”second teacher" in the student teacher change pupil values or attitudes toward their regular teacher? If there is a change in pupil attitude or values, does it beget a resultant change in attitude on the part of their regular teacher? If pupil and teacher attitudes do change as a result of the student teachers' presence in the classroom, is there a change in the harmony of classroom relations; is it a beneficial or detrimental change; does the quality of the change depend upon the affective or cognitive values of pupils and of the teacher? lJ J Aw UH T D] EFFECT‘ ACHER ATTITUDE AND BEHAVIOR WHEN C; TEACHERS PLAN THE STUDENT TEACHING PROGRAM FOR STUDENTS ASSIGNED TO A PARTICIPATING SCHOOL IN TEACHING CENTER :D By Joseph M. White, Jr. H Li Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1963 :P‘V‘ no 4.. , Y. rr . -.. J. a. .»u h. A. . .N‘ I C 3. )3. an” n... n. ’ :1i «~— ru u- pd‘ o‘- ,—"\ /’ J, I. ‘f " ‘1": z "3 I k: p I, U" v’ i f 9 . m . : f“) 1' ~ ~ .: , .1 v ‘ A ,2 0 4 ‘ .- ACKNOWLEDGMENTS Encouragement and assistance has come from many persons in the planning and executing of this study. Professors Frank Estvan, E. Brooks Smith, and Louis Vanderlinde of Wayne State University aided greatly in designing and initiating the Phase III Pilot Project. Philip Thorson, Superintendent, South Lake Schools, offered his encouragement and help. Theodore Timmerman, Principal, and the teachers of Avalon and Colony Schools were essential contributors to the project. Dr. John Langer of Oakland University provided useful advice. Thanks are also extended to my doctoral committee for their advice, support and patience; Dr. Stanley Hecker, Dr. William V. Hicks and Dr. James B. McKee of the Michigan State University faculty. I am most indebted to my advisor, Dr. Donald J. Leu for his good advice, his understanding and his direct, forceful encouragement. A special acknowledgment must be made to my wife, hose, and children, Joe, Anne, Jim, Dave, Julie, Mary and Steve, who through many family efforts have made the completion of this study possible. ii G S ...-.—o- fill"\'r' .='~d J-I‘H3‘ ‘ 5 NDTCE 5 u- h v- .4 u. so. a H "' .- :1 Jo ~.. Siznifi vervie .I-d v . '7.“ P U 1105 V H in TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . LIST OF TABLES . . . . . LIST OF APPENDICES Chapter I. THE PROBLEM Significance of the Problem. Purpose of the Study . . Questions to be Explored. Scope and Limitations. . . Definitions of Terms . . . Overview of the Thesis II. REVIEW OF THE LITERATURE. . . Philosophical Statements. . Research . . . . . . . The Instruments. Summary . . III. DESIGN OF THE STUDY The Subjects. . . Background of the Study Description of the Design Sequence of the Study. . Method. . . . . . . The Instruments. . . Presentation of Instruments. Compilation of Data . Summary . . . . . . . iii 0 O O O O O O O O Page ii vii nu” -ir"‘ . ¢. . v Otserva 'servat: Vb "an: V AH“ SenARI Adv nclusi iscuss I h U ‘ G. U Ilica "“Jn -. .o‘f‘ U -"'o.’.. ‘. Y. Chapter IV. ANALYSIS OF RESULTS . . . . . . . Pre—Measurement Data. . . . . . Observations During the Study. . . Observations as Guided by the Check List of Teacher Attitudinal and Behavioral Modification. . . Post- Measurement Results and Analysis Summary . . . . . . . . . . V. SUMMARY AND CONCLUSIONS. . . . . . Summary . . . . . . . . . . Conclusions. . . . . . . . . APPENDICES Discussion . . . Implications for Future Research. . BIBLIOGRAPHY. . . . . . . . . . iv Page 52 53 65 82 9A 99 99 103 109 118 121 1A0 P\ J a bio II‘ ‘n . o - S a Q. ‘i C 0‘. u.‘ C~ & u .r. L - r\ t .3 t... E c . C .l .1 r. 3 S Hut...“ Attica C E .1P...F. a E C «I n . iu S C :2; P P C Wu .. o e C n. e C C e p... "L. C a e a a: Q X n no .nu h; .2“ .1. Pd 0 A» NU.‘ ‘ O. :1 h‘ r~ I O... to at C. PG. C2 do t fixu Th .1 D. . V C; n.. Au »: N s Table LIST OF TABLES Mean Percentile Rank Equivalents for Nine Norm Groups of Experienced Teachers for the M.T.A.I., Form A . . . . . . . Pre-Test Percentile Rank Equivalents for Individual Staff Members. . . . Item Means Derived from Index of Teacher Morale Scores for the Phase III Pilot Project Compared with Item Means, National Principalship Study . . . Item Means Derived from Index of Profession— al Performance Scores for the Phase III Pilot Project and Compared with Six Item Means, National Principalship Study . . Mean of the Responses of Phase III Pilot Project Staff Members of 18 Items of the Executive Professional Leadership Scale Including Comparisons with 12 Item Means for the Upper Quartile for Principals in the National Principalship Study . Means of the Responses of Phase III Pilot Project Staff Members on 12 Items of Question III Relating to the Leadership Function of College Supervisors with a Comparison of 8 Item Means Corresponding to Cooperating Principals E. P. L. Scores. . . . . . . . . . . A Comparison of Pre- and Post-Test Percent— ile Rank Equivalents on the Minnesota Teacher Attitude Inventory for Indi— vidual Staff Members, Phase III, Pilot Project . . . . . . . . . . Page 5“ 55 57 59 61 63 83 r. «o i. C (I to w: S. no . i «a .Iu G. #V 3 C C CL C e . . . e r” C r” e Co E a. :5 r“ C If v.“ 3 S t .n.. C e a: .hu a. F... .2 c. S a... C To C. S S .1 . +c 1 . S o. . .fltJ .4 4 .1. 63 1" 1 . 1 .. A: . . J .. n. an r“ n. 9.1.0..»u Thu 3 C O n. a: «S v . ai v -u E . r4 C. 9. :.. a v 9 .u n .v a: v o. r c. r r v w. . a . M p N ~ ., A v o 4 n a . v . u a v a. v \f) Page Comparison of Pre— and Post Test Item Means Derived from Index of Teacher Morale Scores for the Phase III Pilot Project Study . . . . . . . . . 85 Comparison of Item Means Yielded from Pre- and Post-Test Administration of the Index of Professional Performance . . 87 Comparison of the Pre- and Post-Test Means of the Responses of Phase III Pilot Study Staff Members on 18 Items of the Executive Professional Leader- ship Scale . . . . . . . . . . 90 Comparison of the Means of Responses of Phase III Pilot Project Staff Members on 12 Items of Question III Relating to the Leadership Function of the College Supervisor . . . . . . . 93 Comparison of Eight Post-Test Items Re— lating to the Leadership Function of College Supervisors with Eight Post- Test Items of Principals Executive Professional Leadership . . . . . 95 vi iv: A ~TV" vhk. . Ar—‘o LIST OF APPENDICES Impendix Page A. Correspondence . . . . . . . . 122 B. The Instruments. . . . . . . . 12A vii Centroversb’ 3155. Discuss: iteashers has be "2:395 on ed“: "31:2: les of ‘erenhas been 3' 51:: universall; {3‘5“}- ' ..... snas been : :tudent teacl I (D CO 0 ' O ”3 CHAPTER I THE PROBLEM Controversy stimulated by James B. Conant's report, 1 stirred considerable 'The Education of American Teachers," debate in teacher-education during the mid-nineteen- :flxties. Discussion on new strategies for the training ofteachers has been heated. The professional sequence dfcourses on education has been questioned. The value of"principles of education" courses has been challenged. hzeven has been suggested that professors of education arermm universally necessary.2 But the value of student temflflng has been seldom challenged. Student teaching situations, however, have often hmked an adequate balance between theory and practice. Cmmnm based laboratory schools appear to have been mdented largely toward the theoretical aspects of teach- ing, And off-campus student teaching in public school Ckmsrooms has usually exposed neophyte teachers to \_ fi‘ 1James B. Conant, The Education of American Teachers ”kw York: McGraw Hill Book Co., 1963)} 21bid., p. 177. tertiary ducati geiwell behind t . , , ewey .c. . in.” u -: .115: he wrote : tethcds of tea he: accuirir to what he see mere expepi RC than he is; an Sifi'en him by C habits of the little “Term 3 education} I‘ .Ce :9er 16!?) of 5'1"“; .1 ..1. balanCe if I’ FD } l—J <1 ) Cpfiis T ‘ «R the r r” ,,\' J \ E, the 1;“: :‘:‘:C ‘Cif .. ‘1‘ SC! A ‘ In: . “Vol: T ”a m mane; v‘ 1‘ “ ‘ 2“" catio E contemporary educational practice which has apparently lagged well behind the latest educational theory. John Dewey noted the problem over half a century ago when he wrote: The student [teacher] adjusts his actual methods of teaching, not to the principles which he is acquiring, but to what he sees succeed and fail in an empirical way from moment to moment: to what he sees other teachers doing who are more experienced and successful in keeping order than he is; and to injunctions and directions given him by others. In this way the controlling habits of the teacher get fixed with comparatively little reference to psychology, logic, and history of education.3 The problem of providing an adequate theoretical— practical balance in student-teaching situations reflects the broader problem of interweaving educational theory and classroom practice in order to effect a vital con- nection between instruction in the college of education and classroom teaching in the public schools. Dr. Neil V. Sullivan, Superintendent of Schools, Berkeley, California, offered a possible solution when he said: In the process of revamping teacher train- ing, the liaison between School of Education and public schools must become so close as to be joint in management and Operation. The School of Education should be deeply and actively in— volved in placement, supervision and evaluation of student teachers and interns. Its supervisors should spend the bulk of their time in residence 3John Dewey, "The Relation of Theory and Practice hlEducation of Teachers," Third Yearbook of the Nanonal Society for the Scientific Study of Education Ufificago: University Press, 1903), p. 1A. action 15037 -‘r::'S where 015‘ . ‘ Q .0 o .. .57 3 “canoe-.95 kyh‘ch 1:27:95 which 136 . :‘IFF wfi‘r‘r oooo in onsrifioag anc 2:235 use are inn :saztines calle: TIE, toil and t ‘;-~- N a ..-,..$. 3&8 a col “’31 n..&¢e nearlb’ ’ FD :3 m ‘5 .I' O‘J I ' Ali's-Lllrig e ‘ V v. Critlna‘ 3-2.4}, I'c‘r :r‘vuers aha ~ “H Q“‘ ‘ .5; It 820 I ' at 3‘”e \,A “ yuvhld Pay. ::Ehe .‘ge *‘ 1r 4 S V th “F *SCPQ ‘9 ”A", I...“ :‘l v. Q ‘1 .m ‘ 01“ '2‘;_ .‘lchl‘. "._' ’\ ."‘nE H \ :‘ibwi v) ~ ‘ She-j t, A 3"an no V‘ in the public schools, for that's where the action is--and in the new style centers--for that's where the action better be.“ The "new style centers" to which Dr. Sullivan refers are cooperative arrangements between public schools and colleges which are deveIOping into administrative structures which permit joint responsibility in planning, decision making and in carrying out mutually developed proposals for teacher training. But public school adminis- trators who are involved in such cooperative arrangements are at times called to account for the local investment of time, toil and taxes in an activity traditionally identified as a college of education responsibility. While nearly all educators agree that student- teaching is essential to teacher education, not all can agree on what student-teaching should be. National leaders in the education of teachers who teach teachers at the college and university level have called for a new student teaching. The new student teaching should be a creative, fulfilling experience and at the same time provide for critical analysis in order to make student teachers and their supervisors scholars of teach- ing. It should not be confined to a block of time at the end of the senior college year. It should range from simple observation, to brief ex- posures with learners, to the development of skills in discrete elements of the teaching act [e.g., through micro—teaching], to analysis of personal “Neil V. Sullivan, "Let's Take a Hard Look at Student Teaching," The Community School and Its Adminis- tration (Published by the Mott Program of the Flint, Michigan, Board of Education), June, 1967, p. 3. C m. 5.1.. a a. . . . a. a” a. a: L. ‘. a. w. :1 ... Cc v. S. . :M r. c... : n: n. r. . .1 .2 .1 .1 .1 I . or; a. C ..1 E a... n. r. .1 C. S . J a. a. 3 .1 C a s ...n +c .1 D: n . 5 C. no a e :1 s1 3 o. .u S .3 .3 :c ”v. .1 C 3 e r. e I . I I c e. .-1 .3 .1 .3 C ... .1 3% C. r. . n. no u . 1 .7. :1 .C C w . S n O. a pp .1 h . e -u C .a c. r. r. 9.. 2h 0 «-4 .. . 3C .nc D. n. r .1 . _ e no r . . v. . A. x . my: Cy ... 0 wk a. C1 .nu r” ”Ia .ru 0‘. h» ‘1. 6 Av v . A - . . L. “A n~ H. g v «\V o. e .n H at 0. r1. ”A a a .. . no. t .. . . . 1 n ,. mo .0 c o -. C c a :1 Cu 3 an . A. . .1 U -Fv as 9 i .flu .. in 11‘ U: — nJc C c u. a ‘ 1 ht I. ‘ QU “Us IINcn .. no a: nun r“ .«u. r” .1 v. .1. O» a» . r. .wn w. . .... a. Sm o. Au ea G» W. “U. m“ M.” an” ”Pa NA~ 4‘ .r n v” 0“ .f n n I "\| Ad u o ”Hr “N «\w a?“ ”U ‘ ofinnq VI \ “do PU “H . . . r ..A .I-u ....- u - .n-n 3.... .. s .2.» MPH s. n y . .... H I. ~ .7 u v r we . . w: . My...‘ \a . av . ... \v 3..“ ...... ”....“ ...H 1.... ...... ... .. ., . .. .. ...... H... .. T. .... ..... skills and insights, all the way to the teaching of regular classes under the analytical eye of a professional mentor. It should be a study of teaching in various clinical situations. This new concept of student teaching demands new ar— rangements, revised administrative structures, and new systems of control. There needs to be a new order in student teaching.5 What student teaching has been, is, and can be are different things. What is needed is a strategy for stu— dent teaching which can be ongoing and cooperative be- tween the public schools and universities in which each can serve the other to meet the needs of both! A strategy which will effect the interweaving of educational theory and practice so that instruction in the public schools will be improved and college of education courses will be more critically analyzed. Significance of the Problem The colleges have come to rely heavily on the public schools for student teaching situations. The rush of students after World War II overwhelmed the traditional compus laboratory schools, and the Flowers Report6 of that same period urged off-campus student teaching on theoretical grounds. 5National Commission on Teacher Education and Pro- fessional Standards, A New Order in Student Teaching, A Report Prepared by the Joint Committee on State Responsi— bility for Student Teaching (Washington, D. 0.: National Education Association, 1967), p. 2. 6John Garland Flowers, "Laboratory Experiences in Teacher Education," National Education Association Journal (May, 1952), pp. 295-97. ‘nP ',. w‘V'Q 44' r'_ (v ' 00V ... ."‘.‘ o r:¢;~;:r—‘ - " --.. ‘ ‘.-.aud .. -‘ <’ 'IO ‘ vy I" ". "2r; L‘~“ ..‘. .-v‘fi°‘ .. - ' 'r;~:" "‘ ”.... Ly» 0 -.. _. ,..... . ”fir .- :-,.~ 60" ‘- — Vv*-v.a ..A‘lv-Qv - ‘ r‘rv’ nqnn para" '1 4 - — *1. ..- 4- v-J:.v\A . re» '~~ fiff‘_'nf"“ ,- ..:L- de. J—osau .- . ' O t .. . ...rc”... : -. Y‘ -‘- \ .- vAL.-. 0.». . b ‘- :04 d ‘ . . .‘IF;’V ‘ a: b,- ..A ....v‘d‘yv, v-. '1 In» a A- ‘1 ..V'l‘F r” 0. ‘ chao-ov‘ ‘ . .‘Hron.‘., ‘YF‘. - " - \I IA ....A‘vvg‘vy L4. fi-‘. ‘rc. n. v.4“ v ._ .“.Y “ . '- ‘ 3 "Ca‘ V: t nuIQoi- ~‘-v-‘ . V 1“fin-.‘ 3‘ ‘ '1‘ 4 HY“. FA.” . v‘lgdob -ay“' ”'u.‘ . ' ~A ‘1""'"'*‘wcrs*-~2 . "HVJ r‘ . y‘usv‘, ‘ a “ . ... f A w- era: *2 ":w -- .-.: ‘ ' '“V‘A . . “AU L‘: ‘f‘ficy‘: ‘QUI‘AV‘ ‘ ;'-" “I A ‘ V "4 .r‘“"“c.v~~ .. V 1““n.-. . "a! v" .y ‘ . .-..._v‘l thq..- Y‘.’ ‘ a .1 4.. \— 4‘. V a ‘. c A ’ ...; K‘s/Y's ‘,f‘.~‘.,. V“ Ugh; I -‘ '30 I " ) ,‘ ‘ “ "‘ "r e. ‘L'Av f: ‘. "a‘ '- ‘s 1 H. h. A. . “' ‘\ gfi‘zr— "b vu‘rd- r - ‘- ~ 5 lr. ‘« 5 v”, ind}: . avgv ha ‘Y ..‘t‘ -‘. .' ‘ ...V , _ 1". ('r‘q- . Eu‘v‘ nigh ""Av U"! The move to off—campus student teaching during the early nineteen—fifties aroused much enthusiasm on the part of many public schools and some colleges of edu- cation. It began with a certain excitement. Associations for student teaching were formed and considerable good will developed among supervising teachers and energetic college coordinators. But as the years passed and hard pressed supervising teachers and college coordinators squeezed student teaching responsibilities into already busy schedules, the relationship became strained. Public school personnel frequently felt that they were receiving inadequately trained students from the colleges. They often voiced the complaint that college coordinators were not meeting their supervisory responsibilities. College of education faculties often felt that the public schools emphasized "practice" to the exclusion of theory and undid all the colleges taught. Each indicted the other. Hence, the major providers of the student teaching experience be- came too frequently divided into hostile camps in a situ- ation which required an amicable alliance. The move toward student teaching centers came with the realization that the schools and the colleges needed to unite as equal partners in assessing this key part of student teaching in which they both have a vital interest and.for which each share responsibility. The student teaching center developed from the necessity to place student teachers in public schools off—campus after the postwar inpouring of students crowded the traditional college laboratory schools. The laboratory schools have been designed to provide student teaching environments rich in the theoretical aspects of teaching. However, lacking the realism of the public school classroom, they have often become "hot house" situations. The "student teaching center" concept is viewed by the Subcommittee on School-College Relationships of the American Association of Colleges for Teacher Education as a joint venture between the public school and the college. The trend toward the expansion of student teaching centers is definitely increasing. The editors of a recent subcommittee report states that, "A new insti- tution is emerging between the university and the school in which the two are taking joint responsibility for ”7 The student specified phases of teacher education. teaching center also shows indications of growing into a larger unit of school-college collaboration in which college assisted programs leading to the improvement of ‘the student teaching situation will lead to the improve— Inerm of teaching in the public schools. The theoretical 7Cooperative Structures in School-College Relation- shipm for Teacher Education, Report #2 TWashington, D. 0.: American Association of Colleges for Teacher Education, 1965L p.2. n f: r0 ’1 J.-\‘ V- V. oh. A u .... .. "SL‘LWQ ..uv.ov. U , ,n urn v uvod-ub ...... 'A-o ‘1 A u e . ... u- n C . .0 11 . C 1. n. "J 3 3 1. u. 1-. 3 ...n O n. :1 1. 1 r: W. Y“ Q» a: a: “1 Q1 ”I... A u n. o. C . 1 C. C a. 1. a. E 1... 1. a. 1.1 :1 pl. a. + c .. 1 rd 1 c 3: r». rv no flu .. .u 3 .C r“ .1.» 21 P w 1 w” .11 .3 1U .11 .1 a 1. C 1.” . 1 n. c. .11 .3 “1 S a. 1... .1." r. ..- n . S O 1 c C D. 1 .. o. C ...: a e S a 1 . n 1 S 1.” .. 1 v1. .. 1 n 1 V. a. ... 1 .« 1 m... 8 re. .1 n. J 1 no. at 1 a 1... C: a. "(t n? .1. 1t ...1 .1 1 PJ v... to L. A o a 1 . 1 T: :1 a. o «\v r: . 1 r u. s. .. G» A: -71 .71 . 1 ....H n 1 «\v ..\1 v .. 3 1 .ru L 1 .1.” ..J v. 1 1 a . 1 1 1 . s ! a: u . q 1 ..4 .1- u}. 3» ~ 1 1 1 L. a.» 1 4 r .. A u H. A .1 s . N 1. n .. u..» .1. uiv v .. ... . . .... . a ... :- u . .... .. ..... .... ...... .. . . . .. . .. .. ..... .. powers of the college can be spotlighted on specific, practical problems of the public school. Involvement into the world of chalk dust, band aids and bruises, room mothers, late running school buses, and day—to—day problems of teaching children of diverse socio-cultural backgrounds can keep the college in touch with the reali— ties of the public school condition. Purpose of the Study The purpose of this study is to describe the effects on a public school staff of its experience in sharing with college personnel the responsibility for student teachers msthey jointly participate in a cooperative school- Mfllege exploratory program in student teaching. The experience of supervising student teaching often seems to stimulate a professional renaissance on the part ofexperienced teachers. The process of working with en- Uumiastic young students who are becoming teachers, and vdth college supervisors who are acquainted with up-to- fine knowledge of the learning process and educational rmmhodology and technology appears to widen the classroom Umcher's View of what is possible in classroom teaching. hialso seems to motivate change in attitude, classroom performance and morale. This study calls for public school teachers and Cdflege of education faculty members, together, to plan he," vooV-v. A‘- 9 a3 T 1 n A11 1* v 2» cc :3 :3 a. way-‘- Au»... 4 0“ 1.1. e +V n. O 1 .1. ,1 11. 1.. 1 1: 1 o .n “1 2% L. a. ‘11 \I E .11 s a.“ a: bu. Va. A d v v. 1 ... 1.5 ohvh :1 .. .fil‘ b 2.1 1 a h». ab nJ .. 1 4 a .1 «>1 .. 1 a 1 a .. A .1 and execute a program preparing novice teachers for class— room responsibilities. 1. Does their experience during the process of becoming teacher educators result in a mea- surable gain in attitudes towards children, other teachers, the principal, and the college supervisor of student teaching? 2. Is there a change in classroom teaching prac- tices on the part of the school faculty? 3. Does an appraisal of this process as it in- volves all teachers in the participating school suggest new ways to principals for the improve— ment of instruction? The cooperative school-college structure explored bytmis study anticipates an ongoing relationship between twaschool and the college. The results of the assessment Inmertaken in this study will indicate what effects, if MW; of the school-college relationship influences the immrovement of instruction in the public schools. It is asmmmd.for the purposes of this study that teacher atti— mmm, morale, professional performance and the executive Iflwfessional leadership of principals are essential to the improvement of instruction” This is a descriptive study to explore the feasi- bfiflty of adopting on a broader scale the student teach- ingstructure under investigation here. It is planned a. - L. l . .5 £2 2 v.1 ..nu"“‘"’ f Ipiv“ _ "...” r." ‘. .vo - h V..- C . V ....” (I- at. ,-~ - - a. ...g Ah. T. ~sgv .. . S .3 .fiuu ~.- h.~. v . C. \”n «IV as Cy 4M .2 .3 v.. Zr as nonhypothesized exploratory research in which as Carter V. Good reports, ". . . a formal expression of hypothesis is omitted in favor of a direct question or declarative statement of purpose."8 Questions to be Explored The main purpose of this study is to describe the effect on a public school staff of its experience in sharing with college personnel the planning and operation of a student teaching center. A series of questions formulated to discover specific effects of that experience follows: 1. Does participation by a school staff in the designed process of planning and executing a program preparing teachers in training to- gether with college faculty result in an im- proved attitude towards children as measured by the Minnesota Teacher Attitude Inventory? 2. Is there an observed change in teaching behavior as evidenced by greater concern for individual differences, improved use of instructional materials, modifications in interstaff relation- ships, and increased interest in innovative or experimental teaching as outlined in the Ob- servational Check List of Teacher Attitudinal and Behavioral Modifications? 8 Carter V. Good, Essentials of Educational Research (New York: Appleton-Century-Croft, 19667, p. 113. lO 3. Does esprit-de—corps--the esteem staff members hold for one another as professionals--increase as measured by the Index of Teacher Morale, National Principalship Study, Harvard Uni- versity? U. Does their experience in this process influence the classroom performance of teachers as mea- sured by the Index of Teacher Professional Per- formance, National Principalship Study, Harvard University? 5. Does the principal modify his efforts to improve the quality of staff performance as recorded in a log of self perceived actions and reactions? 6. Is the teacher's perception of the Executive Professional Leadership9 function of the principal modified through interaction with college of edu— cation faculty as measured by the Teacher Question— naire used to measure Executive Professional Leadership, National Principalship Study, Harvard University? 9Neal Gross and Robert E. Herriott, Staff Leader— ship in Public Schools (New York: John Wiley & Sons, Inc., 1965), p.68. a: a. F» Av he Cy ....» .4 as a: flee-4;. “'45: AS A v ad m0. 0. »V TH. w». my by c N W.“ a» fiv :h Q» nu. Q. a a. n M Q. 5L n B. Tls hi... ~ .\ .Q h.“ INN“ “/K. ll Scope and Limitations of the Study The case study method is used in this study in six steps as follows: 1. 2. Appraise the status of the participating school before involvement in planning for student teachers in terms of: a. Attitude towards children as measured by the Minnesota Teacher Attitude Inventory. Teacher morale as measured by the Index of Teacher Morale, National Principalship Study, Harvard University. Professional performance as measured by the Index of Teacher Professional Performance, National Principalship Study, Harvard Uni- versity. Professional leadership function of the cooperating principal as measured by the Teacher Questionnaire on Executive Pro- fessional Leadership, National Principal- ship Study, Harvard University. Professional leadership function of the college supervisor as measured by a teacher questionnaire adapted from the Teacher Questionnaire on Executive Professional Leadership mentioned above. Analyze the data received from pre—measurements. A? V. a. «C 2. .... ...y C» 1. a . . . nu ~\. r» .H I . 12 3. Organize the participating school staff for the study and practice of teaching as previously mentioned. A. Observe for changes in the following areas: a. Provision for individual differences in the classroom. b. Use of instructional material. c. Inter-staff relationships. d. Innovative or experimental teaching. Observations will be guided by the "Ob- servational Check List of Teacher Atti- tudinal and Behavioral Modifications" which was designed for this study. 5. Post—measure the staff with the instruments originally used in pre-measurement. 6. Analyze and report the differences. The setting for the study is the Avalon and the Colony Elementary Schools, South Lake Schools, St. Clair Shores, Michigan, in cooperation with the Northeast Suburban Teaching Center, Wayne State University. For the purposes of exploring a new, cooperative school- college structure for student teaching, the schools were considered a student-teaching center of Wayne State Uni- versity, Detroit, Michigan. The study covered a six-month period and involved 25 classroom teachers. fly v Q. av .. . A4‘ a v 1» H. s v r? . ... . a... A u 13 Limitations of the study are: 1. Limitations set by population size and the nature of the population. 2. Limitations set by assurance of anonymity to respondents which limits detailed analysis of individual responses. 3. Limitation of the setting, which is a middle class, predominantly Caucasian suburb. A. The limitations set by the biases of partici- pants in the study. 5. The limitations set by the nature and content of the instrument. 6. Limitations set by the needs and expectations of student teachers assigned to the student teaching center. Definitions of Terms Typically, the student—teaching center is, A professional center for the study and practice of teaching, which is jointly planned and operated by the college and the [public] schools. A center will normally consist of fifteen to twenty-five teaching stations located in a cluster of selected participating schools.10 A participating school is a public school wherein pre— service training of teachers is cooperatively planned and executed by the: cooperating principal who is principal loNortheast Suburban Teaching Center Policy Hand- book (Detroit: Wayne State University, 1966), p. 3. v...- Av a; 0. :flr‘.”‘ ....vv‘ ... . a ...-Iv logy u.._ ...‘ «C Cw 91 Q. a «\w IA of a participating school; college supervisor of student teaching who is a college faculty member assigned to stu- dent teachers in the field; graduate faculty advisor, a graduate school faculty member assigned to a teaching center as an advisor, supervising teacher, a classroom teacher Jointly designated by the schools and the college to directly supervise student teachers. During this study, each participating school staff was formed into supervising teams of 3 or A members. Each team selected a chairman who fulfilled the formality re- quired by the university for a titular supervising teacher and who served on the supervising council of the partici— pating school. Supervising councils included the chairmen of supervising teams, the graduate faculty advisor, the college supervisor and the cooperating principal. Executive professional leadership for which leader- ship roles are assessed in this study is defined as ”the efforts of an executive of a professionally staffed organ- ization to conform to a definition of his role that stresses his obligation to improve the quality of staff performance."ll Theoryl2 as used in this study refers to the body of professional teaching knowledge, methods and techniques 11Gross and Herriott, op. cit., p. 22. l2Websters New World Dictionary of the American Language, College Edition (New York: World Publishing t .A r t: 'n . - 1.->--d..‘- A; “a": 0'35 4 .y , -v H v J O U. a. E 5 «\~ ...u ... .‘, '0‘ n .- ...I-v - - v Q '- ,y... S "--ab .1 . 15 which are the subject matter of college of education courses. Practice as used herein refers to the actual professional performance of teachers in the classroom. Overview of the Thesis In Chapter II the literature related to this study will be reviewed. In addition to a report on the search for previous research relevant to the purpose of this study, research which otherwise has a bearing on the study will be reported. The design of the study will be described in Chapter III. It will include background on the subjects and the setting of the study. Chapter IV will contain an analysis of the results of the study. While the eventual contributions of this study to the growing literature on teaching are presently con- jectural, a consideration of the established contributions will be made in the next chapter. Co., 1966) defines theory as: "that branch of an art or science consisting in a knowledge of its principles and methods rather than in its practice." It is recog— nized that in this sense the "theory" of colleges of education may be no more than professional lore. It is believed that teacher education, lacking a sound theoretical base, has leaned more to the passing on of a collection of techniques, methods and popular assump- tions rather than a formulation of actual, fundamental principles of education. ’-‘..:.3 .. ‘ u ‘ w l"-~-..: ' s ““«. .: . ‘ . I -. .J“' -. . ._I . P’ I J‘ ‘£,n um... V‘Av. ‘ 3 "~. * ”ten ' ‘.. ‘ V‘s¢ t - :V‘ #1 ...n ...l v‘. ..‘._ ~ .n‘ fig; .0.“ x." .". 1 "- e~ ~ ,u‘r-.‘.‘: V , .. F~W2fl . . x I“ I l .v.” 91.. -. s, “v u 4v y; . . ‘ . O ‘ 1 "‘ 'I'r‘ "‘ "A. ..... . CHAPTER II REVIEW OF THE LITERATURE Philosophical Statements The focus of this study is on the staff of a stu- dent-teaching center. The center is specially structured to explore the feasibility of assigning student teachers to an entire school staff rather than to individual supervising teachers. The general problem approached by this study is that of relating theory to practice in student teaching. The purpose of this study is to ex- plore a series of questions which search for changes in teacher attitude, performance, morale and for a modifi- cation in the principal's role as he sees himself and as teachers see him resulting from a possible interweaving ofteaching theory and practice as college and public school personnel work together in the center. John Dewey's solution to the problem of relating theory to practice in student teaching was the laboratory school in which student teachers were to gain an under- standing of the principles of education upon which practice should be based before they were ". plunged prematurely into the pressing and practical problem of 16 ".__:. v .A , - I .‘o ~- \ I. -I -~ AU! 9: ' "- .o . ...vd ' I -- "~<.QA , ‘— . ..avav- I u on... u;- .. -2“ .0... f"‘v fil‘ ' O o . “fir-’A . I . A V,“ “‘1 ..‘-50-‘ Q h ' y. A, C. “I a~~ ‘. .,‘ ' ’1 ~~." "“vr ~ u .' ' n. ‘ '3‘ o . “‘3 ‘ ‘\ in... ~~.|‘:. L" n p. r‘ ‘.‘ I: ~ «g N l7 lweping order in the school room."l Dewey observed that " it is possible for a student to achieve the outward Ibrms of method without the capacity to put it genuinely 2 He recommended that theory be put to to educative use." genuine educative use by selecting laboratory schools for the teachers colleges which would provide an environ- ment more conducive to the needs of student teachers. He said . . . Elementary and high schools which serve as schools of observation and practice should repre— sent an advanced type of education properly cor- responding to the instruction in academic subject matter and in educational theory given to the training classes.3 It appeared that Dr. Dewey's recommendations were fmtlowed during the first half of the 20th century as CEMJUS based laboratory schools flourished. But they fNHquently became culturally homogeneous as they tended tOEBducate the children of college faculty members. Hence, student teachers too often found themselves ill Prepared for teaching in the typical public schools. Dr. John Garland Flowers“ approached the problem of relating theory to practice in teacher education differ— Ently in his 1952 report on the student teaching program \— lDewey, Op. cit., p. 1U. 2Ibid., p. 13. 3Ibid., pp. 29—30. “Flowers, op. cit. n-v-O—AY. .«ou— v1--v.o I ...... a.” .- -... .J. -~-.h-' v .. -r‘, I d 7" b..- a 2 " .....‘_V x. . "..4‘~. - —‘.‘ “""v‘v‘ - 6.:1‘3',’ f I‘ ‘N - -..: ' .5 'C“;“ I. v 0". ..- . ' ‘P 7.‘_,I: 9-- fil' 4"..- f' o v‘ ‘ ‘A -.:.-C a: 3‘ ..V'» .4 y “ a ’ 18 m:Southwest Texas State Teachers College in San Marcos. hlthe 1930's, San Marcos lost its public high school. The college built a new school and by contractural arrangement, the public school became the teaching center for the college. The superintendent was re— sponsible to the school board, but he held a professor- ship at the college. The high school principal was an associate professor. Dr. Flowers, who was president of Southwest Texas State Teachers College, believed that the arrangement with the public schools provided more realistic teacher education. He thought that long and cmnxinuous contact with children helped individuals be- cmme better teachers. The report of the teaching center atfihbuthwest Texas State Teachers College provided a philosophical basis for the growth of off—campus student teaching brought about by the overcrowding of teachers cOlleges after World War II. James B. Conant sees the relating of theory to pPaCtice in teaching as most important at the moment at WhiCh the teacher actually begins to teach. It is at that point, he believes, that logically, ". . . a panel 0f Specialists--physicists, chemists, psychologists, auClio-visual technicians, and experienced teachers should Stand at the shoulder of each new teacher . . . ."5 \ 5Conant, op. cit., p. lUO. “:59"- .wd‘l" ,. ...-c .1”. I. . WV » . n _. . r4. SW ..C v e. : . C. r,. . . . . . A, u ~u :. wern” r... Av . ,. .. a. r» . . a: L a C» u . . we. ... S. ...-.1 n w. ... e 3. 3» c an“ r . .. ~ . . A: A: a: . v . . s v Nd n—v - u I ‘4 . A ‘ ea .2“ n: r. .2. ... .r.. .... .».. n; c 2. ...v «C '1 ea ., y . I pa. . ‘ . u ....n . . s - - a . s s . .{w OI ~ ‘ a V ... l . s .- .—.. ~\~ s u V. . s x a . . . V . P . .. a n. ~ . v. r- u s. u ..u. A - Ah. .. t . w n,- ‘ r .U \‘ .u ‘ v. ‘ u $15M... ...? ... .I“ ..I. frlrl... I... Pr} 19 He recognizes that logistically it is impossible and rue recommends the establishment of a "clinical pro- fessor‘cof education.” The clinical professor should Wu J the technical specialties of teaching and should hawe on-going practical experience in the public schools so that he would be able to demonstrate the implications of Special educational knowledge and technology in con- crete teaching situations. It is not suggested that the clinical professor be a supervising teacher. The clinical professor will be the person responsible for teaching the "Methods" course . . . (he) must be a master of teaching methods and materials; he must also be up to date on ad- vances in the educational sciences and know how to apply this knowledge to the concrete work in which his student teacher is involved . . (clinical professors) must periodically teach at the level of those being supervised . . . .0 Dr. Conant's book generated much reassessment of Student teaching. A report7 issued by an inter-insti— tutional study group made up of college personnel from thyne State University and Michigan State University and mmlic school teachers and administrators from five of Emtroit's northeast suburban school districts recommended Hm formation of a regional teaching institute Jointly ‘_ 61bid., p. 1M3. n Conversations in Teacher Education. Michigan ?mte University; Wayne State University; The Public Summls (St. Clair Shores, Michigan: South Lake Chools, 196M), pp. 11-12. 20 5pcunsored by Michigan State University, Wayne State Uni- versity and the public schools. It would be called an "instxitute" rather than a school or a college because it woulxi be concerned with the applied art and science of teacluing. It was suggested that the institute replace the existing area student teaching programs of Wayne State University and Michigan State University. Joint staffing by the public schools and colleges was recommended and financial support was also to be borne Jointly with hoped for support from the state of Michigan. Faculty supported by the public schools was to come from a pool of competent teachers who would return periodically to classroom teach— ing. Methods courses were to be taught in the institute by classroom teachers and specialists from the colleges. The institute was seen as a full—time experience for stu- dent teachers in which theory could be effectively related to practice through the demonstration of methods and techniques in real situations. The institute was seen as serving the interests of the colleges by providing improved laboratory experiences fbr students. The public schools were expected to gain Munroff benefits in instructional improvement because of Teacher participation in the institute. Research This study probes for possible effects on a school Staff in the areas of teacher attitudes toward children, 21 teacruer morale, teacher performance and the teachers perceuation of the leadership roles of cooperating princi- pals zand college supervisors of student teaching. A revienv of such sources as the Education Index, The Hand- book c>f Research on Teaching, "Doctoral Studies on the Education of Teachers and Administrators" of the Journal of Teaeher Education, "Keeping Abreast in Research" of the Phi Delta Kappan, and Dissertation Abstracts of Uni— versity Micro-films, Incorporated indicated that apparently nogxrevious research probes the same research purposes as this study. However, V. M. H. Rosenfeld8 studied the influence ofsstudent teachers upon 60 Pennsylvania State University supervising teachers who were working with their first student teachers. The study was designed to determine if the degree of dogmatism and the extent of personal-pro— fessional rapport between the supervising teacher and the student teacher might be related to a change in attitudes towards pupils by the supervising teacher. Supervising teachers and student teachers were mkdnistered the Minnesota Teacher Attitude Inventory, ‘HW DOgmatism Scale and a questionnaire called Personal Pmfiessional Rapport for Cooperating Teachers. Pre— \ Vila Mayberry Harmon Rosenfeld, "The Influence %fStUdent Teachers Upon Their COOperating Teachers" unPUblished Ed.D. Dissertation, The Pennsylvania State niversity, 1963). ~ bA~" . o‘:'- ...-x "U"' ivy. ...s-w‘ .‘ ‘ .- ..J‘vobd ‘ ... ...... . n ‘f‘\ .... vvnv-a‘~ . was r- -.l-oliv J- (I) l\ ’t! (I) ’3 (f‘ A C) o ’v 4“. and gupst-tests were employed at the beginning and end of the sstudent teaching period. Data were analyzed accord- ing two a grouping of positive and negative M. T. A. I. scores . Conclusions indicated some change related to the influence of the student teacher. As they related to a change in teacher attitude toward pupils, they were: 1. The degree of dogmatism of supervising and student teachers is not significantly related to a change in teacher attitude toward pupils. Personal-professional rapport between super- vising teachers and student teachers is not significantly related to the supervising teachers change in attitude toward pupils. Supervising teachers who are associated with their first student teacher will have a change in attitude toward pupils which will be re- flected by the Minnesota Teacher Attitude Inventory. The change may be either positive or negative. The most dogmatic teacher is more likely than the less dogmatic teacher to have a positive M. T. A. I. score change. ' Supervising teachers with more dogmatic stu- dent teachers may be expected to have positive M. T. A. I. score changes. of ‘ ... ..£-»~‘ ‘ .— ‘-_‘A— ‘ -....-q C , .— . . -‘ I -1- .. ' - ...- H... "-4 o 23 Other studies while not inquiring directly about attitnide changes of a student teaching center staff have muuneyed teacher and student teacher attitudes. Vittetoe9 found that superior student teachers placed with excellent supervising teachers did start, maintain, improve and finish with better over—all Opin- ions toward teaching than did student teachers placed wiui fair supervising teachers. Rose Ann BernardolO used the Minnesota Teacher .ttitude Inventory among other tests to measure super- vising teacher and student teacher attitudes toward chil- dren“ She found no significant relationship between the cultural backgrounds of supervising teachers and student teachers and their attitudes toward children. Della Piana and Gagell theorized that classroom Ifipport is dependent upon both teacher characteristics ¥ 9Jack Orin Vittetoe, "The Influence of Cooperating 4»1chers on the Attitude of Student Teachers" (unpub- Rshed Ed.D. Dissertation, The Pennsylvania State Uni- ‘ersity, 1967). 10Rose Ann Bernardo, "Cultural Backgrounds of Stu- cmnt and Cooperating Teachers as Related to Attitudes TCWards Children, Problems of Student Teaching and AWievement of Student Teachers" (unpublished Ed.D. Umsertation, The Pennsylvania State University, 1962)- 11 Values Fude I Vol . G. M. Della Piana and N. L. Gage, "Pupils' and the Validity of the Minnesota Teacher Atti— nventory," Journal of Educational Psychology, “6 (March, 1955), pp. 167-78. "“Y‘ - n...- \ “ u.-. ' F ‘ .- ‘-a. _. . “‘vA. "' \ ...-y .. .- . ' P "-—. fl ‘ .. . \ . ... 0" 4 - l a fi» .o n ”’1 .-VU .~ ~ . v a ,1... V V" I v-'~ _ ..va- ‘4‘. ~ r ‘ u k C.‘ .V‘ . _:~ I n- -‘§~ Flt . "v A‘D J ‘ ‘ ‘”q“: W ‘ V. y A N ..fi ‘- ‘ ‘N l ‘V . '0 I 2 y .5 N 9 .‘ :_ “fr ~. _ ._‘ ~ A V. ‘. .. «I "r i c‘ . - 2M and gmipil values and needs. They held that pupils' valuens affect the effectiveness of teachers. They Muniied 97 teachers and then 2,700 pupils in a mid- westervlcity. Teachers were administered the Minnesota TeacheI'Attitude Inventory and pupils responded to several rating scales plus an instrument designed to discover whether a pupil wants a teacher who can help him achieve intellectual objectives [cognitive values] as opposed to a teacher who can help him satisfy his social and emotional needs [affective values]. The teachers Minnesota Teacher Attitude Inventory scores correlated highest with how well they were liked by pupils with strong affective values. The authors con— cluded that teacher pupil relationships are interactional and that the Minnesota Teacher Attitude Inventory will vary in validity according to the values of the pupils interacting with teachers. In a research not using the Minnesota Teacher Atti- tude Inventory, Washburne and Heill2 concluded that the teacher's personality has a marked and measurable effect onpupils academically and socially and found further fifidence of interaction between the personalities of teachers and students. \ 12 C. Washburne and L. M. Heil, "What Characteris— Eym Of Teachers Affect Childrens Growth," School Review, (1960), pp. 1:20—28. ‘s-n' ‘0 .a-‘ ' I ..--n*"’~ ' (I'V.I..--.‘ Jr—Aj -‘Q'V- \ w . I. . s . o . ..h Cx . . -.. 0AA n\~ sxv a» 3‘ a . nan :~ V o W. u v a—- n—u ... ... up; u}- .... .. . .\v ..~ .- u u. . V\u ’ . . . v ... , . ... ..- . a . . .. . . . . C. A: .N u |\ ‘ wk 3» t a L. «2 .... p~v to a... IV ‘ Albert H. Yeel3 in a search for factors involved hq. 5.. 30 The effective interweaving of theory and practice in teaching has been the concern of prominent educators throughout this cen- tury ranging from John Dewey to James B. Conant and the search for a good strategy goes on. No research or literature was uncovered which shared the same specific focus as this study. Supervising teachers who are working with their first student teachers will experience either a positive or a negative change in attitude towards children as reflected by the Minnesota Teacher Attitude Inventory. Such factors as teacher dogmatism, the rapport between supervisory and student teachers and the cultural backgrounds of supervising and student teachers does not significantly affect teacher attitude towards children. There appears to be a definite relationship between teacher attitudes and pupil attitude and growth. Harmonious classroom relationships are apparently a product of interaction of teacher attitude and pupil values. The Minnesota Teacher Attitude Inventory has been subjected to considerable research the sum of which seems to indicate that the T I . .. -o . . | ‘ . ‘. I r» .— ..... . " ‘1. . ‘— .1 ‘.._‘~ . -~ .3 n *1 1: P“~r‘ "‘Ol... . . . t"w . .4..'._v; 31 Minnesota Teacher Attitude Inventory is a reasonably valid and reliable instrument. 8. There is a positive relationship between the Executive Professional Leadership functions of principals and teacher morale, teacher professional performance and pupil per- formance as defined and measured by the National Principalship Study. The literature explored in this chapter may provide prologue to certain aspects of this investigation. And the designed process of this study may or may not result in outcomes which indicate possible promise for the future. The importance of the outcomes will rely, to a large ex- tent, upon the efficacy of the study's design which is described in the next chapter. CHAPTER III DESIGN OF THE STUDY The Subjects The setting for this study was the Avalon and Colony Schools, South Lake Schools, St. Clair Shores, Michigan. St. Clair Shores borders Lake St. Clair and claims one of the largest pleasure boating harbors in the world. South Lake Schools is one of three school systems in the St. Clair Shores area. It is the southern- most of the three districts and it shares boundaries with Grosse Pointe Shores, Grosse Pointe Woods, Harper Woods, East Detroit, Roseville, Lakeview, which is also in St. Clair Shores, and the Lake St. Clair. There are seven elementary schools in addition to the junior and senior high schools. All elementary schools were constructed since 1950. The district is almost completely residen— tial with an average disposable income per family of approximately $8,900. The district employs 115 elementary teachers, in- cluding specialists, to teach approximately 2,800 ele- mentary pupils. The actual classroom teacher/pupil ratio is 27:1. 32 ...- ~v‘4 . . ,_ u- ‘I‘ ‘ -2 -.. -. ___‘; A n "N ,.'....u - '- pp Il- ‘,~ .4"- on..." ... - n x: r... .... -..- ...“). -~,- unonh-n 'a-. ....,. ,. — HY “ 0V. '0. ,a ‘fi . ‘ ‘7 -.. .g v‘. ""',"l’b~' F ""“U‘-J . ‘?--~ .1. . F n H -.. ‘ ‘.,n . .l‘-..'~ 71"..-..: ~— ‘."F . ...‘I U.. ... . A .__ _ '1 ..w d n. A . .u “ "a ‘. 3 ,j .':‘.—,’_. ~V°Dg~ ‘ .. . ..‘. ‘ p 2.5» . WV. \ u . ' V ‘.‘I F .A ~:. in .i V u‘. ~ . .‘7 . i ‘ . - a vvv, ~ ‘V .. . ’1‘: ~ “\- ‘5 33 South Lake has incorporated an organizational struc- ture in its elementary schools which it calls a Continuous Progress Program. Essentially, it ignores grade levels which makes possible individual progress at one's own pace. The program is based on the fact that all students go through all stages of the curriculum, but each requires a different amount of time for the progression. The first year of school is called Primary One, the second, Primary Two, etc. The program recognizes that textbooks and other '_1W.l‘. . '- instructional materials come to it "graded" but that its K.‘ pupils do not. In a recent survey1 to aid in a search for improved recruiting practices, it was discovered that for 53% of all who chose to teach at South Lake one component of their choice was nearness to their homes; “6% indicated that the competitiveness of the salary schedule was a factor; 33% were favorably impressed with the newness of the schools and 50% listed the schools organizational pattern as a factor in influencing them to accept posi— tions. Factors strongly influencing teachers to remain at South Lake were: congenial relations with fellow teach- ers, 73%; availability of teaching materials, 59%; 1Joseph M. White, Richard A. Douglas, Theodore J. Timmerman, "An Analysis of Why Teachers Choose to Teach in the South Lake Elementary Schools" (unpublished paper, South Lake Schools, St. Clair Shores, Michigan, 1962). 3A administrator-teacher relations, 57%; satisfactory parent—teacher relations, 55% and teacher-pupil re- lations, 51%. The staffs of the Avalon and Colony schools, con— sidered as a unit, were assumed to be fairly typical of the South Lake elementary school staff as a whole. Background of the Study Avalon and Colony schools were selected for this study because of their service as participating schools in the Northeast Suburban Teaching Center, Wayne State University. This study focuses on Phase III in the development of that Center. Phase I of the Northeast Suburban Teaching Center involved the formation of the Center Advisory Council which included the superintendents of South Lake, Lake Shore, Lakeview, Grosse Pointe and East Detroit school systems plus faculty members of Wayne State University. The Center Advisory Council designed an overall policy for the Center. Phase II entailed the formation of the Professional Experiences Planning Committee (PEPC) which is made up of one teacher and one principal from each of the partici- pating school districts as well as college personnel. The Committee plans and executes pre-service and in- service programs and makes policy recommendations to the Center Advisory Council. ...-v . . .... \er‘ ,..u‘ .v.. . . . p P‘ c 1".- ‘7' ‘.“I a-C‘ ~--r"‘“" . - . . h .. .... . a. .... on ..‘v- v“ Ix . "H. ‘ h t.\ 35 The subjects of the study (teachers at Avalon and Colony Schools) were informed that Phase III was in the future and that it would involve the entire staff of an elementary school working together with college per- sonnel to plan and execute a student teaching program. They were told that the expected benefits were these: 1. Student teachers would have the benefit of an experience planned by professional practitioners as well as theorists. 2. College faculty would be in a position to understand better the realities of classroom teaching so that they might propose more "practical" theories. 3. Classroom teachers would benefit from the stimulation of planning for student teachers and from exposure to the new ideas of college personnel. The school staffs were encouraged to invite Dr. E. Brooks Smith, Chairman, Elementary Education, Wayne State University to select the schools as a setting for what would be called the Phase Three Pilot Project. The reasons given to teachers for inviting Dr. Smith's selection of the schools were: 1. Student-teaching is the regenerating process of our profession. When we influence it we influence the future. .... q ”‘1;- e.‘ t.“ h, ‘- ~ “V . A'v- N. ‘v‘.. I- b .1. ._‘ ;'~ u.,~n . " QI “ ‘- q‘ h o - \ '~. I‘- i‘ - .5 . a “ \‘u \- . u u. ~ ~ § ‘. v 36 2. A nucleus of the staffs had been involved in student-teaching and had good ideas on how it could be improved. 3. They were a professionally competent group who could perform well in a project which might influence the direction student teach- ing takes in the future. A. Their pupils would receive the fruits of extra teacher time. 5. The experience would be stimulating, refresh- ing, fun! The staffs agreed to participate in the Phase III PilCYt Project which began in early December, 1965 and was conlpleted in mid June, 1966. It included two student teaching terms. From this point on, references to ”the staff" shall rei‘er to the staff of the Phase III Pilot Project Center Which included classroom teachers of the Avalon and COlony Elementary Schools. During the Phase III Pilot PI‘oject, the schools were considered a student-teaching Centerwithin the Northeast Suburban Teaching Center. Description of the Design Wedding theory to practice has long been a goal of both the colleges and public schools. The setting for this study was expected to provide the desirable cooper— ative conditions within public school classrooms. 37 Usually, student teachers are assigned to indi- viduual supervising teachers. For the purposes of this studble however, pre-service teachers were assigned to the IDarticipating school staffs rather than to indi- vidu21l supervising teachers. This strategy was designed to irivolve each member of the school staff in planning with. college of education faculty members for the pro- fessrional experiences of individual student teachers. &kfl1 a setting seemed to offer the possibilities of staff involJJement on a scale broad enough to affect teacher attitLudes and practice throughout an entire school. Each participating school staff was formed into Superfilising teams of three or four members. Each team selec13ed a chairman. Chairmen of the supervising teams serveci on the supervising council which included the eradueate faculty advisor, the college supervisor and CCoperating principal. Prospective student teachers were SCTEGried by the supervising council and each was assigned to One; of the supervising teams. Each supervising team had 8-‘voice in deciding which of its members should serve astnie titular supervising teacher. The supervising teachetr provided a home base for the student teacher, andbecame chairman of the supervising team. The super- vising team decided which professional experiences were neceSsary to meet the individual needs of its student teaCher, consistent with center policy and supervising . ,._‘~e¢u . ...:r- - n . . .....-u: \..,.: L'AL.‘ . ....“q v I. U \ ... ... - I “3...,“ .....-u... «g. . .... in : ’t..-r¢ . "'T,"'P‘ ‘ ~ I. .4...- ,,._u ..fiwr~ ‘ «...-..r. d ”-7.... § ." a... , - ..., ‘n- . ,- —. ..‘y .... v. . . .AGL o hi," rA ‘.._" ‘uf V. I -- "A H ‘..‘ a. ... .‘n ‘— ‘~~ ‘W -v. :- ... v 38 couruzil approval. Although the student teacher might re- mairi with the supervising teacher for the entire term, freqiiently other members of the staff provided student teacriing situations to meet students' specific needs. Supervising teams were designed to furnish student teactiers with a broader spectrum of experiences than tradixtional assignments provide. They were also designed tocoffer'all members of the participating school staff an opportundty to enjoy a more direct involvement in student teackring than is possible in a typical student teaching arrarmgement. Ideally, they were to meet informally once each ciay for purposes of evaluation and planning. 'The supervising council coordinated committee plans atbflu-weekly meetings. It approved and proffered advice on‘thee reassignment of student teachers within the parti- cipat ing school . 'The supervising council also acted as a clearing rmuse for requests from supervising teams for the assis- tance of’center personnel outside the participating school. AsuDarvising team or the participating school staff as a ”mole :requested the services of school district personnel aSV"Ell as members of the college faculty in presenting SHMJNars, demonstrations and in generally providing a resource aimed at enriching the student teaching environ- ment, (I) -..-r ‘ ‘ . ' I . - 1- u A .' \ «-.. av- -. r» _ ...- . .. :1 . N. . _v-, . 43 ."’Q-.. --'.‘ . a. ’V .n.'-d. ‘3 Ov .. .fi ‘ r ' b Y ."‘ . ..v ,7 -"I. - .. .... '- u ' 53-. ...W a!) (I) 39 Sequence of the Study The project was initiated on the seventeenth of bmvennaer, 1965 with the first meeting of the center staff atvniich plans for the study were first presented and mmseuquently approved by the staff. A supervising cmnuzil pro tem was formed to assign staff members to supervising teams and to screen student teachers. The first order of business was the formation of the staff into supervising teams. The plan was to divide the staff into teams of three or four members. Teachers vmre so assigned that teams were balanced in terms of teacher-experience. No team had a preponderance of highly experienced or inexperienced teachers in its make-up. In addition, teams were structured so that they bracketed cmuxinuous teaching levels. For example, one team included tauflaers of kindergarten, and primary one and two. This stmnzture provided the student who was assigned to that temp and whose interest was the teaching of first year prhflary pupils the opportunity to teach in the kinder- gmfihin and primary II classrooms. Thus, her supervising teammembers shared in her preparation although her formal assigrnmmmt (for record keeping purposes) was to the primary oneteacher. The student teacher could also turn to suPeI‘vising team members for guidance and counsel. In the event that disharmony developed between the chairman of the supervising team and the student teacher, the - . wv‘ (7'1 . \. . .1, ~~.1 -_“. ‘; .“‘v.' I n 5‘ ., \ ‘~‘ . A. I . V.- ~ r;- s. ‘- . ~ ~ V \‘ »,: .__- v In“ . ~ _‘ \S ... '- 4: .g. ._, 'n w- ‘4 ‘0 -~. . - x ,- ,- §_‘ n. ."’V ‘ . -. s ‘ . '3 ‘s b ;. .\ ‘ VI.‘ 4~~fi u“ ‘1 ~ - ’nl 40 possitxility existed for a transfer to another supervising team rnember's classroom. The goal of the team structure was tc: place student teachers in an internship of coopera- tfive :interaction with practicing classroom teachers while itswerved the purpose of enabling every staff member to plan and participate in the training of teachers. Student teachers were to be screened for the teams not in the interest of selecting the best candidates available but in the desire to match the needs of stu— dent teachers with the strengths of supervising teams. Student teachers were to be welcomed to the student teaching center at a "Continental Breakfast" planned by the:3upervising Council. Plans called for a late opening Ofsmfliool on the first day of the term. Student teachers wane to be introduced to their individual supervising teams and sit with them in informal groups of four or ffWemembers at card tables supplied by the staff. The SLlper‘vising Council planned the program so that talks by theprincipals, college supervisor of student teaching, andCllairman of the Department of Elementary Education, WQNNB State University would be informative, brief and cordliai. The principals were to extend a welcome for the SChools and the college supervisor of student teach- h% was to explain the goals and anticipated benefits of the Supervising team approach to the student teachers. The Chairman of the Department of Elementary Education I. ... 'AYI “.. 7";1 Al waszasked to describe the purposes of a student teaching center . After breakfast, plans called for student teachers toxneturn to the classrooms of the chairman of their superuflising teams for the first day of the winter term. Method A few days prior to the arrival of student teachers, staff members were administered the pre—test instruments by the college supervisor of student teaching. He also administered the post-tests. Because of the need for frank responses and candid evaluations, complete anonymity was provided to classroom teachers. There were no teacher identifications on answer sheets; according to teaching level, sex, teaching experi- ence cxr school assignment. Each teacher marked pre- and pOSU—test instruments with a cryptic symbol known only to himSolf. This provided the anonymity desired while it enatSled the comparing of pre— and post—test scores for indiVixhlalS. It was recognized that the guarantee of‘ armlyrnity would make detailed analysis of some factors Oflflde data impossible. It was decided, however, since the Dquose of the study was to describe the effects on aSChoolstaff of its experience in sharing with college persOnnel the responsibility for student teachers, that anonYmity was essential to the purpose while detailed analYSis was not. I .. u , \ : ‘ ..-A. ,...‘ ura 1 ~ .... "" ... -A P c “A .... pCbQ‘h- I ”vent-fly- ... \ ,..... a..- \- o "W" :“fi .... cud. ‘O . ‘ih ‘ "H .-uv ... I r~ ~ “v A a... .. _‘ a ‘ ‘- ‘ our“: '- .,_ v- V‘: \o V . v- : . ‘ 'Q .‘fq 7‘ -..¢ p . .‘~ ,“I ‘I '!-_ ...‘.“-A "5. A '4 1‘. .. '2‘- ". . 1 "p a. L: a “5‘! . , - ‘~ In." ‘T‘A ~ ’~ ‘- 3.1” o,_ .g. .;_y .‘ ‘1‘ ‘ h~‘« * y b,. ‘0 D I A. ~ a”,-\ AZ As previously outlined in Chapter I, this study Lmes ea six-step case study method. Steps one and five entaifll the appraisal of staff status in terms of atti- tude, Inorale, performance, and the perception of the lmuhership roles of cooperating principals and college superntisors. The instruments utilized in steps one and five will be described next as will an observational check list designed for use in step four. The Instruments This is a descriptive study which focuses on the efifects an experience in teaching student teachers has cm a student teaching center staff. The effects examined will be partially described in terms of differences in pre— and post—test measures of the instruments reported belovz. Egflyippta Teacher Attitude Invent 0px A possible outcome of the process of this study was amcDdified attitude on the part of the staff towards Chihflrend The Minnesota Teacher Attitude Inventory was SQlECted because it is a well—known instrument for the meaSurement of teacher attitude. The Manual says: . . . the attitudes of teachers toward children and school work can be measured with high reli- ability, and . . . they are significantly -.A .5..,~ r . . ......u— u. u .,,...>,- (I) nu. -,. — v ‘~ ~\ ‘ '5 U3 correlated with the teacher—pupil relations found in the teacher's classrooms. While the manual stresses that there are no "right" or ”wrong" answers——only agreement or disagreement, the scoring keys have "rights" and "wrongs" labels. The Ahnnesota Teacher Attitude Inventory score range is from plus :150 to minus 150. Each "rights” score has a plus one vailue and each "wrongs" score has a minus one value. The authors caution: Since scores on the Inventory reflect at least to some extent the educational philosophy of the authors, the potential user should determine whether his own philos0phy of education corre- sponds with that reflected by the Inventory before he uses it for purposes of selection. ItTIs possi- ble than an administrator who scored low on the inventory [i.e., whose philosophy is at variance with that reflected by the Inventory] might find that teachers who scored high might be out of place in his school system. The Inventory has no set time limits, but the manual indicaates that most teachers complete it in twenty to thirtgy minutes. Form A of the Inventory was used. %%Ei§;_of Teacher Morale of S7:43.511]Egg:ional Principalship ___QLL_Harvard University Participation in the process of this study—-as it relates to close cooperation between college personnel, \ M‘ 2Walter W. Cook, Carroll H. Leeds, Robert Callis, fi¥¥3§§pta Teacher Attitude Inventory Manual (New York: e Psychological Corporation, 1951), p. 3. 3Ibid., p. u. «uov"‘W .v.. ...»- .9 . .. ... a. .. ...-puny - -\ ...... .. ..vlvv- .. - ... .- \ n. g . , a »- .s,., v , - b- u , ' ... ,"‘.n. .... . ‘r v- _ - ... ._.. ‘-. ¢ . ... ._ -f . r ..-'. u .”| ..“. ‘- ~ . . .‘ . v- 1“: “I. UM classroom teachers and administrators striving for im- provement of student teaching-—might magnify the impor— tance of duties performed by staff members and increase the esteem teachers hold for one another. This index identifies the proportion of the staff team members who feel a strong sense of identity, pride and loyalty to ‘Um pmarticipating schools. The index was designed for the iri the National Principalship Study, Harvard Uni- xmrsit:y. Norms were established for the Index of Teacher thralea in that study which will enable comparisons to be made VJith the results of this one. iMorale, as measured by the Index, is defined as: "- - . the proportion of the members [of a group] who display attitudes and behavior reflecting a high degree CW Cornndtment to the group and its tasks." EEEE£_pr Teacher Professional EEIIZEEHance, National Principal— Shi EStudy, Harvard University ‘Working with eager young people who are teachers- in‘tr‘aining and with college supervisors who are scanners 0f thee pedagogical horizon increases the likelihood that the CZLassroom teacher's view of what is possible in Classrnoom teaching practice will be expanded. It was reaSOned that an increased awareness of new instructional --___1 11‘Gross and Herriott, 0p. cit., p. 58. .-.-~u-v "-7-. ~": -.-...., a . \ . ".-.. .. “5 possibilities would result in a change in classroom practice on the part of teachers. The Index of Teacher Professional Performance examines teacher behavior which demonstrates teacher efforts to individualize instruction to pupils. It identifies the proportion of staff members aSJneasured in terms of six activities which focus on teachear efforts to motivate pupils; supplement textbooks nflth c>ther teaching material; plan differentially for mmiles with varying capabilities; provide pupils with the op>portunity to explore beyond regular assignments; try neaw teaching methods and become aware of pupils social and eniotional difficulties. Norms established by the National Principalship Stwjy are available for the Index of Teacher Professional Performanc e . WI: Questionnaire on %§%Efliive Professional figfifigépphipyNational —____[palship Study; W Universipy Executive Professional Leadership has been defined as", . . the effort of an executive of a professionally Staffexfl organization to conform to a definition of his r819 tnaat stresses his obligation to improve the quality of Staiff performance."5 A theoretical formulation of theNational Principalship Study design was that n.. .n“ w... .n4 0. AV w. "J A: w. n: ’ H at w“ a e e C a .1.” r-“ a . o .r“ e C. S t e E S 11 54 Y“ C. *1 ... r». .1. +v if” 0“ nub H: “a Fv 1r“ .r.. A.» S .3 .. . n . ”a 3 C a ) A... .1 C S a. m . r” S: C. e C a . a r.” ...u nd 5 a a ...... a . a a . r” .r” a C e .. 1 l 1!. Do 5 ..h A e t a n3 .. . Sc .9 n. . . ~ 1 n. as . i Co 7. m . .n. S f” I: u fl. r“ Pu “b; «w. " an“ o . ~l~c h. A e a. no u .. 1 a. . r,“ . e :1 c. (It n a. A: 7. ... a. 4; ... C. ... a.» re ... .»“ .rn « . f4 r” .... L... a: 2. ... r” .... .3 2. a; . 1 . . . m: — . "A“ .v us u... .. . g a a . . . -... .. .... j . 1. ”a ...e ...u .... r.” .....u. ....... ,.... .1 ” ..... ...... ... 5.. 1:6 professional staffs will offer resistance to executive influence, and that the school principal's time is so consumed with nonleadership duties that his executive profeesional leadership function atrophies. The purpose for Ineasuring the Executive Professional Leadership of coquerating principals was to determine if the inter— actixon of the participating school staff with college of ahncation faculty resulted in a modification of staff perceaption of the principals' Executive Professional Leade rship . The Teachers' Questionnaire as developed for the Naticnqal Principalship Study asked teachers how fre- quentzly ("always," "almost always," "frequently," "OCCEisionally," "almost never," "never") principals en— gageci in 18 sorts of behavior. Norms were reported for 12 01? the 18 items. The Teachers Questionnaire on Executive Professional Leaderrship was shortened and otherwise modified to assess posesible growth in teacher perception of the college supeITVisors' role in staff leadership. Manna Check List WCher Attitudinal Whavioru Modifi— w An inquiry into change and attitude based upon obserrvation necessary to step five of the method of thls study seemed to require a structured observational iris “7 pdde. The Check List was developed to serve this purpose. During this study, principals looked for changes in true following areas: 1. Provision for individual differences. a. Is there evidence of more sophisticated grouping on the basis of individual pupil needs? Do teachers display an increase in sensi- tivity to the social and emotional needs of pupils as demonstrated by differential planning for pupils, increased use of sociometric techniques, more insightful visiting teacher and psychological testing referrals, and an increase in the time spent with individual pupils? 2. Utilization of instructional materials. 8.. Increased use of innovative materials-- to be determined from teacher materials requisitions. Evidence of more strategic use of A—V and supplementary materials--determined by A-V requisitions and direct obser- vation. Increased awareness of the great variety of materials and their multivarious 3. 48 approaches in instruction--as evidenced by teacher Justification for requisitions, informal conversations, teachers' critical appraisals of current materials, and principal's observations. Interstaff relationships. a. Development of informal curriculum leaders among school staff. (Do supervising teams tend to direct student teachers to certain staff members for specific curriculum information?) Do staff friendships develop on the basis of supervising team membership? Do teams develop an esprit-de-corps of their own based upon concern for the pro— fessional growth of each team's student teacher? Do student teachers identify with the team as well as with the team leader? Innovative or experimental teaching. a. Do teachers attempt more new approaches to instruction? Is there an increase in faculty room dis- cussion of teaching techniques? Do teachers ask the principal more fre- quently about innovative ideas? 249 d. Do they spend more time reading professional Journals? e. Do teachers more often discuss educational topics on a higher plane? Observations were to be logged on a regular basis duriJag the time of the study. Presentation of Instruments For the purpose of more efficient administration, certaiin instruments were presented to the staff in a compiLlation entitled the Faculty Questionnaire, Wayne Statee University, Phase III, Pilot Study. The indices meaSLLPing teacher morale and performance were combined into ‘a.lu item Question I which included two items re— latirig;to student teaching and professional renewal. 3%6 CPeacher Questionnaire on Executive Professional Leadership was incorporated into Question II. Question Hi exomprised the 12 item variant of the Teachers Questionnaire on Executive Professional Leadership which attempted to assess the staff's view of the college supel‘visors' leadership role. Compilation of Data Data will be compiled and reported as item means Whickl will be derived from the raw scores of individual responses on pre- and post-test instruments. Compari- sons ‘between the item means derived from this study will J in. .. 'F‘ .4- -. “m .‘ 11;: A 1.. 7 50 be made with norm groups and between pre- and post-test item means. A search for relationships will be made through an analysis of apparently significant items. Observations made during the study will be re— pordsed in narrative style and will follow the format of the Check List of Teacher Attitudinal and Behavioral Fkxiiiications which was designed for this study. Summary The study took place in St. Clair Shores, Michigan, a mixidle class Detroit suburb. It involved classroom teacriers of the Avalon and Colony Elementary Schools whicfi for the purposes of the study were considered a StUdfisnt—teaching center within the Northeast Suburban Tea0liing Center, Wayne State University, Detroit. The Stu£iy"s focus was on Phase III of the development of the Cmfitear which involved the entire staffs of participating SChCHDlS working together with college personnel to plan ”“1 Eixecute a student teaching program. The design utilized the case study method in six Stepws which: (l) appraised the status of the staff be- fqpe involvement in the study in terms of five measures Of; Eittitude, morale, performance, and perception of leadership roles of cooperating principals and college SuDeIT‘visors; (2) analyzed data received from pre-measure- ment;; (3) organized the staff for the study; (U) observed ... »-.-r" — AJVJI i .1. .‘ohnri —\— ..v~vo -.-.s ul- . -I a fbr changes; (5) post—measured the staff with pre—test instruments; (6) analyzed and reported the differences. In the next chapter an analysis of results will be presented in an order appropriate to the method and desi4gn of this study as follows: 1. Analysis of results of pre—measures. 2. Report of observations made during the study. 3. Analysis of post-measurement results. - IA ..nv 505 (I) t“ I' ()‘l CHAPTER IV ANALYSIS OF RESULTS The central purpose of this study is to describe the effects on a school staff of its experience in sharing with college personnel in the planning and staffing of a student teaching program. In order to provide a structured description of such effects, a before and after appraisal of the status 0f the staff was made. The staff's status was assessed on its attitude toward children, teacher morale, pro- feSSional performance, executive professional leadership 015‘ the principal and the leadership function of the COllege supervisor. Instruments used in the assessment were reported in Chapter III. In this chapter, the data Peceived from pre-measurement will be examined, obser- vations made during the study will be reported, the re- sults of post-measurements will be compared and the differences between pre— and post—measurements will be “ported and analyzed all according to the method of the Study outlined in the previous chapter. 52 . A — J . m, ...:v. "" "'"C‘ .. .. 7.4--4JJV - - -——— '~v;r ,_.‘.vn0 . tarnaq pr *r": vv4.vH J“ 4.4x— " - """‘H .- ..- V‘ ..A '- 'h u \ ' -.. u- V -J' “J O ”Vanna; ~“- " : -...va.-~l’ *9 ." ...!,,,.‘ o- .4 C" ..'. V‘C-V‘“ 4- -.A-v..-\...v Low. . b ‘v‘orb: .— ‘ T g hF-v- n" ......u..-\. . a‘ar’. e A J 4 "'-pI-p l-I ' _ f‘ ”.2”: c,n}«; ,, .V‘Vaav- a“. I I I" C‘. ’ (D R) I. J. I- () ... ”Hwy-n J “ CUA‘AAUA“ : f‘ . a. u.» J .t‘ Fr 5' v . m Pg M I “V" vuw ...L‘.‘.ESC .. . . I I- “ I ‘ ’ ‘ .. (‘1\~r\ L. --...uu;u , ”Q ._. v.4- :T‘A ‘fi. .'.. ~ .- . r‘. w... W 'v p Vvt. '6‘an v as. v 1.43 .. ‘ r ‘ ‘Q‘na Vi"~"¢b afir4£ V...‘ v I's y- ’I‘A ._ t- », ,- ‘ we “Ah" ow. 2'“. - A V‘ I ‘ I ~ I . "Y ...: ~A‘Q ...-... ms “no V..- "c. A.V 53 Pre-Measurement Data Teacher Attitude Towards Children Scores on the Minnesota Teacher Attitude Inventory rgrqge "plus 150" to "minus 150." When an attitude score is Iarocured, it is recorded on an answer sheet and is theri compared with the appropriate norm group to obtain its «equivalent percentile rank. Table I shows the mean percendtile rank equivalents for nine norm groups on the Minruesota Teacher Attitude Inventory, Form A.1 Table 2 indicates the percentile ranks derived for the 225 classroom teachers who were the subjects of this StUdsr. A comparison of the data realized from the pre- test <3n the Minnesota Teacher Attitude Inventory shows that:; although the entire staff's norm group category vms fkgr teachers in systems with more than 21 teachers who r1ad.four years training or more, only two of the 25 Staff? members achieved percentile rank equivalents greater thanthe mean percentile rank equivalent (55.1) of their appI‘Opriate norm group. In fact, the mean percentile mHUC eequivalent computed for the staff (27.3) more nearly apprOiximates the mean percentile rank equivalent for the rural. teacher category (29.7). An examination of mean perceultile rank equivalents for the nine norm group \ lCook, Leeds, and Callis, op. cit., p. 9. .... py- .— ...-o..- ._ ~ .... . .- —,"8‘ .“~ :"I-~ . ‘ x ... 1 H» H ._ “ ,_ .. _. . ...“ 'r~ . A- ."‘.5 lit-u ; p' t . n“. u i. ‘ "u. ~ ‘v .4, :_‘r.- . . “~ ..I.‘ . ~V.~ ."- \ ~ TABLE l.--Mean percentile rank equivalents for nine norm groups of experienced teachers for the Minne- sota Teacher Attitude Inventory, Form A. Experience Category Mean Percentile Rank Elementary Teachers Rural 29.7 - 1 Systems with Fewer Than 21 Teachers 2 years training 29.2 14 years training 37.0 Systems with More Than 21 Teachers 2 years training 140.1 14 years training 55.1 k Secondary Teachers ‘ Academic 14 years training 211.7 5 years training 110.8 “Ion-Ac ademic 14 years training 9.7 5 years training 28.9 \ ._\ s g b- 'b ..‘ \‘\ a .~ _ A ~ .. - . ,‘e" . ‘o « . v 55 TABLE 2.--Pre-test percentile rank equivalents for individual staff members, Phase III Pilot Project. Teacher Percentile Teacher Percentile Identification Rank Identification Bank A A0 N 50 B HO O 25 C 20 P l D 60 Q l E 50 R U0 F 60 S l G 20 T 10 H 10 U 50 I 10 V 25 J 20 W “O K 10 X 25 L 30 Y HO M 5 Mean P ercenti le Rank N = 25 27. 3 categCDr'ies shown in Table 1, indicates that the mean for “”31 ‘teachers is the lowest of elementary teacher cate- gmies and, further, that this staff's mean exceeded only themeans of academic and non-academic secondary teachers with four years training- 56 Epacher Morale The Index of Teacher Morale is a six-item measure much was included as part of Question I of the Faculty Questionnaire, Wayne State University, Phase III Pilot project. It was used to assess the proportion of staff members who felt a strong sense of identity, pride and loyalty to their participating schools. Pre-test re- sults are presented in Table 3 using item means derived from the responses of staff members of the Faculty Questionnaire, (described in the previous chapter) which are compared with item means from the National Principal- ship Study . .A comparison of item means derived from this study hath triose obtained from the National Principalship Study (fisclcnses that the means from this study are higher for five of“ six items. The proportion of teachers who accept Um ediicational philosophy underlying the curriculum of Um scriool was appraised slightly lower (by an item mean chffereiice of 3.3 per cent) by the subjects of this study thalvnis reported by National Principalship Study re- spondents. On the other hand, the largest positive diffeFences between National Principalship Study item ”mans 831d those from this study are for the following items: mon Vworking in the school, 9.5 per cent; Respect the JUdgmerrt of administrators, 7.5 per cent; Display a sense cxf pride in the school, 7.1 per cent. 57 TMHE 3.--Item means derived from Index of Teacher Morale scores for the Phase III Pilot Project compared with item means, National Principalship Study. Phase III N.P.S.* Item Mean Mean Difference -—-—— The percentage of teachers in the participating schools who accord- ing to staff members: 1. Display a sense of pride in the school? 92 84.9 +7.1 2. Enjoy working in the school? 92 82.5 +9.5 3. Ikisplay a sense of‘ loyalty to 1flde school? 93 86.3 +6.7 14. Work coopera- tively with their fellow teachers? 89 87.7 +1.3 Ul Accept the edu— Cational philoso— Dhy"underlying the curriculum Of'the school? 83 86.3 -3.3 6' ReSpect the JUGgment of ad- mjJiistrators of 1ihe school? 88 80.5 +7.5 \ * IJ.P.S. = National Principalship Study. N = 25 N = 1,226 ..bn . d I (I .4- .- ~ ’; u _... up.,. .... “p. '3 ‘ .-.. ‘ t ‘1 ., . 'n‘ ‘r . a. h 2" . k ‘ “~ .‘ . . ‘Ah ' N ‘l ”I. .. .1 . "0.: .. ,. n,‘ 5.: "" re: a . “A h s.” . ‘l 'R “'..P ... 58 Ekacher Performance The effort teachers make to motivate their pupils; tosupplement text books with other materials; to pro- vide for individual differences; to enrich the curriculum for more able pupils; to implement innovative teaching methods; and to meet pupils' social and emotional needs is measured on the proportion of teachers in each staff members' school whose behavior is perceived as giving evidence of such effort. Results of the pre-test for the Index of Professional Performance are given in Table A. As in the table of results on teacher morale, item means ;for this study are compared to item means obtained kW the hbtional Principalship Study. A comparison of nmans :for items 13 and l“ is not made because those items here wccitten for the purposes of this study only and were rmt intzluded in the original Index of Professional Per- formance. IEtem mean comparisons between the results of this Study and of the National Principalship Study show that Um steuff members approximated within 10 percentage points Hm itefin means of the national study on items relating to mOtiVation of pupils, planning for individual differences, “matillg teaching techniques, and interest in social and mmtiOrual problems of children. On two items they were SCmewhat unlike the teacher observers in the national Stmhl Since more of the staff (13.3) were perceived as 59 EMBLE U.-—Item means derived from Index of Professional Performance scores for the Phase III Pilot Pro- ject and compared with six item means, National Principalship Study. Phase III N.P.S.* , Difference Mean Mean Item f The percentage of teach- ers in the participating schools who according to staff members: 7. Do "text book teach- ing" only? 30 16.7 +13.3 8. Do everything possi- ble to motivate their students? 8U 79.0 + 5 9. Plan their classes so that different types of students can benefit from tnqem? 76 82.6 - 6.6 10. Prnovide opportunities for" students to go beyond the minimum defnands of assigned Worflc? 65 77.0 -11 ll.'Tp37 new teaching metfliods in their Classrooms? 66 70.1 - 5.1 12- Taice a strong inter— est; in the social and errlOtional problems of theirstudents? 84 80.6 + 3.“ 13' F9631 a responsibility fol“ working with stu- den‘t teachers? 68 ** 114. Keep abreast of the 18Ltest theory and re- SEi‘arch through study anci/or reading? 61 ** N=25 N=l,226 .._“‘__ *National Principalship Study **Items not included in National Principalship Study. .- .a " 7" .. ‘V‘. ..r..«. 'P“ .nv . I ll‘ 60 (Ming textbook teaching only and fewer of the staff U1 per cent) apparently provided opportunities for stu- cmnts to go beyond the minimum demands of assigned work. Executive Professional Leadership The status of the COOperating principals' leader— : : ship function as viewed by staff observers was pre- H measured by the Teacher Questionnaire on Executive Pro- fessional Leadership which was incorporated as Question II into the Faculty Questionnaire. Teachers were asked Iflflj how frequently their principals engaged in the sorts of 8 fl behavicn'described in each of the 18 items on the question- naire. For purposes of analysis, response choices de- scribing frequency were given numerical values as follows: 'elwayss," 6; "almost always," 5' "frequently," 8; 'bccasjnonally," 3; "almost never," 2; "never," 1. A seventli response choice, ”I do not know" is reported by hflicafi:ing the N (number responding) for each item. Item Emans cierived fronx numerical values of response choices are Conuoared with item means for the upper quartile for principals upon whom observations were reported in the Ihtionéil Principalship Study. Table 5 includes the avail— able item means for 12 items from the National Principal- Ship St udy . 0 Wis. \ .cht 6‘)“ ..v'r a. 11.. ‘ . A ,xlln .v-a IV .1 S 4 c: t ‘w 1,1 V. I- .. ._ . ,n . . . .tl .l O... {... ..I ... .1... I 4,. a... P l H. S. ... .....J r. .4 "l; w. m, .l. l-.. r... T .. i. , , .... U u. 2, .. . . ... T.) r.) ..H ,1 «v _ “J w“ Pi. t ... C r” o. ,J C .: r.c t. W” o a «b 9“ . H ...u I ... o. A. Mi .1 I. .1 ..x m.» 9» 14 . w. r“ ”A n. ... .... E .. . . ... r. C C n. e C P v. y“ ”a e t t 5 L w“ a r. .3 31 .. n. Av C *4 n A: I. r“ r 0. . I - 8 s 41. S 1.. P mu 9 e u.:. a n. .K O 9 t 1. a PE 6. nu—“nyt T2, 1.}! w.. A\. rbu ‘1». dca.-hx '1 I -o T e (5,. “or I. rt J . "1.—)r"".(:' :3: ‘27} o c—. Q l . . f.» A} . g k\ PI C ’9‘.) I {x ...‘t r: f u 4. r‘ vf‘) "I \. V‘ a -9 L 1...}? wrcv 1 ~83 ' “ {4.1! k. H rams. E :knCL: E" .lnate cm l .e.. V v “.5111" ‘3 LJ 1:3}.‘(3 er .. rands i '7'. c M“ s 71.". a'; .7 71 . ./ L . | r. 11 four' a n 1 _.I..-.cL' 7- t different 9... L,“ 9- * ‘ onal l the (5 LLC‘W ) . .’. ,ratur a {*0 V; E1 1’ :3 «IL 0 .J o l k l V q i r Jot' sources '“f' A? e i h . I111 t .s— ..‘L to under 53 7e [4 n)... C1 v“ ‘ 2 n 3.4 Dis ad mprOVLng 4 rograh. in ‘7 “st inal y- A or .1, t n a .1 C U E. d n e O n. e t .71. S :1 plays QUa lity of t H=1,303 *Hatiohai Principal 62 Inspection of data presented in Table 5 discloses Wat item means yielded from responses of staff observers hithis study exceeded upper quartile means for the 12 items for which means were reported in the National Principalship Study. Mean numerical values for response choices describing behavior for which maximum frequency of occurrence is desirable indicate that mean response choices are in the "almost always" to "always" response choice range. Similarly, mean numerical values for re- sponse choices describing behavior on the three items for which minimum frequency of occurrence is desirable are in the "never" to ”almost never" response choice range. Elege Supervisors' @ership Function 'The teacher questionnaire used to assess the status M‘the <3ollege supervisor as observed by staff members vas adeipted from the Teacher Questionnaire on Executive hpfesssional Leadership develOped for use in the National PrimCipalship Study. It was included in the Faculty QuestiOnnaire, Phase III Pilot Project as a 12 item QLlest-ion III. Table 6 shows the results of the question- rmire 618 they relate to the leadership function of college SLlpeI”Visors participating in this study. «A survey of the data displayed in Table 6 reveals that 1JSems describing behavior of college supervisors for Vlh o o ich InaXimum frequency of occurrence is desirable were (I! my .ro ... _ —_ . _ A 4 a ‘-... - PM“,~ "-'...A .9 ... I. . ‘ u. ...-‘3‘: .,‘.~ 'l"'...l - ~ . I Q '. \ 3 .... .. v 3'... "“ D‘ 63 TMHE 6.--Mean of the responses of Phase III Pilot Study staff members on 12 items of Question III relating to the leadership function of college supervisors with a comparison of 8 item means corresponding to cooperating principals‘ Execu- tive Professional Leadership scores. Question III Response Choices To what extent does the college supervisor 6-Always 2-A1most never of student teaching engage in the following 5—Almost always l-Never kinds of behavior? u-Frequently DK-I do not know 3-0ccasionally Response Choice Means Item Mean Supvs. Principal Principal N Phase III Means Item # 1. Makes cooperating teachers feel that they are making an impor- tant professional contribution. 5.1 5.6a 1 16 2. Has constructive suggestions to offer cooperating teachers in dealing with student teachers. U.5 , ---- -- 20 3. Gives cooperating teachers the feeling that they can make significant contributions to impzwaving the professional preparation of student teachers. 5.1 —--- -— 114 1‘. Helps cooperating teachers in solving their own classroom . problems. 3.9 5.32 3 10 S. Discusses educational ideas with teachers that they can use in the classroom. 3-8 ““ "" l3 5. Disparages teachers whose edu- cational ideas disagree with his own. 1.8 1.66 114 13 7' Brings to the attention of teach- 91‘8 resources that are of value to them in their jobs. 14.0 5.48 l6 l3 torks with teachers on experimental eaching projects. “'1‘ 9' Displays a strong interest in im- pr°V1ng the quality of teaching. 5.5 5-92 18 15 lm 2:198 eliminate weaknesses in the “dent teaching program. 5.1 5-“5 13 1“ 1L izgesses university "policies" her than professional consider- :Eiong in making decisions about “dent teachers. 2.6 1.61% u 8 l2. ESE-ts teachers as professional leagues. 5.6 5.96 8 15 \ "F“ 68 reported by staff respondents to be generally in the "frequently" to "almost always" range of response choices. Descriptions of behavior relating to affective attitude or conduct of college supervisors toward staff members tended to be in the "almost always" frequency category. Items which include such phrases as, "makes cooperating teachers feel . . ."; "gives cooperating teachers the feeling . . ."; "displays a strong interest . . ."; and "treats teachers ." yielded the higher item means. Conversely, de— scriptions of behavior relating to cognitive support by college supervisors to teachers yielded lower item means. Phrases such as; ". . . [offers] constructive suggestions . . ."; "helps . . . in solving . . . problems"; "discusses educational ideas . . ."; "brings to the attention of teachers . . ."; "works with teachers . . ." are from items which tended to derive means in the "frequently" response choice interval. Paralleling college supervisor item means with cooperating principals means for comparable items shows ‘that staff members observe principals to be a response <3hoice interval in the desirable direction away from Supervisors for items describing cognitive leadership behavior. College supervisors and cooperating principals were observed as acting with similar frequency when evaluated on items describing affective leadership be- havior. 65 Observations During the Study Principals' self perceived actions and reactions mnch were logged during the study will be reported in this section by first presenting an observational over- view which will attempt to describe the functioning of this study's design. Secondly, observations will be re- ported as outlined in the "Observational Checklist of Teachers Attitudinal and Behavioral Modifications" which was reported in Chapter III. ghservational Overview The participating school staffs were organized according to the plan outlined in the design of this study. The initial discussions with the staff were held hirhyvember 1966. At one such meeting, the discussion moved synoothly as staff members raised thoughtful ques- tions auaout the study. A teacher was concerned that her hwolvennent on a student teaching team might be so time unmumijig that her efforts toward development of greater teaflfixug skill would be curtailed. The explanation that We sandy itself would focus the staff's attention on Um clasesroom was agreeably accepted. It was reported tmm ancrther teacher had expressed the opinion that teacher emmaticnq was not a responsibility of public school teach— ers, TWlat same teacher, however, was later asked to serve asa SuDervising team leader and did so effectively and With ent husiasm . 66 The Continental Breakfast which provided a formal hWroduction of student teachers to the staff had "spin- cfif" benefits. The novelty of breakfast together, meet— ing the student teachers, the break in the week's routine which the breakfast provided, produced a visible exhila— ration on the part of the staff. Teachers, secretary, custodian had all been present and had been introduced to the student teachers. The student teachers themselves appeared pleased and flattered by the attention. Team leaders and supervising teams laid careful plans for the first day of student teaching. First con— ? tact students were provided with observational checklists. Second contact students either observed purposefully or had other specific classroom assignments to perform. During the second week of the study, the staff metvwith the center coordinator, and with the Chairman Ofifiue Elementary Education Department, Wayne State Uni— versity . fPhe Chairman of the Elementary Education Department (fiscussexi "Analysis of the Teaching Act." He described EMbrtS in this area made by Dr. Ned Flanders,2 University 0fhucrtigan and by Dr. Virginia Morrison,3 Wayne State \ 2 H1 m Iidmund J. Amidon and Ned A. Flanders, The Role of K£%;S§£1her in the Classroom (Minneapolis: Paul S. mm on Eind Associates, Inc., 1963). in‘Fl 3Virginia B. Morrison, Teacher—Pupil Interaction mfifizgfigigtary Urban Schools, A Research Report, U. S. Ubt e <3f Education Cooperative Research Project 2708 I‘Oit: Wayne State University, 1965). 67 University. The meeting was a conscious effort to focus staff attention on the teaching act. It was followed up kw two school district-wide "Colloquia": one in January and one in March. Each Colloquium consisted of a pupil free half day which used a conference approach to in- service education. The January program focused on the teaching of language arts in kindergarten, primary and intermediate schools. The March Colloquium involved the entire faculty of the South Lake Elementary Schools in a trip by school bus to Wayne State University for an after- noon on campus. Assignments to sections were contrived so that the staff involved in the study attended a session on "Analysis of the Teaching Act in Terms of R.O.S.C.A.R."u (Revised Observational Schedule and Record). The presen- tation used segments of classroom situations which had been video taped in the Detroit area. The narrator gave a mnnxing critique of each teacher, and was particularly mdticetl of the teaching style and classroom management tednmxlues of one male teacher. This aspect of the pre— Smmatimbn was the subject for vigorous discussion and de- tmteCNl the part of the staff during the days following Hm COlJJunium. TWle March Colloquium ended formal efforts to focus Um staffif's attention on the teaching act. The _________ adat; "Revised Observation Schedule and Record," an Mitgeéition of R.O.S.C.A.R. See D. M. Medley and H. E. Jmnm a "A Technique for Measuring Classroom Behavior," Wt Educational Psychology, XLIX (April, 1958), 68 Supervising Council and Supervising Teams all had regular ongoing contacts with the college supervisor, graduate faculty advisor and other college personnel who were in— vited to the center to advise on special problems. Ten student teachers were assigned to the two schools comprising the Phase III Pilot Project Teaching Center for the winter term 1966. Eight student teachers were in their second and usually final teaching contact while two were experiencing their first student teaching situation. At about mid—term, the supervising council approved and encouraged the formation of a weekly group meeting of student teachers. Since Wayne State University student teachers were assigned half day contacts, they quite fre- quently did not have an Opportunity to meet other student temfluers at lunch or at break times. They seldom de— imlopeti more than a nodding acquaintance with their stu- dent teiaching colleagues in the same building. The group met eacli Friday morning to discuss common problems. A SIlpervising team chairman served as staff sponsor for the gPOUp arui brought questions from the student's group to Um Superrvising council. She had attended their first grmn>nueeting and requested that an agenda be established fméthati meeting and that they develop one for each of Heir SLIbsequent meetings. Her student teacher served aSChaiI‘man thereafter. p ,~ - -... . ... .* . ‘1 '(1 'J 69 The student teachers' group meeting was not in- cluded in the design of the study. It never received a formal title. It was referred to by the faculty as the "student teacher's meeting" or "the student group" and it was called by some staff members "the therapy session" apparently because of their perceptions of its chief function to student teachers. The residual reactions of all staff members to their experience is not assessable. A few offered written reactions. A young woman in her second year of teaching observed: The student teachers seemed to appreciate the opportunity to work in the various classrooms and feel this has been beneficial to them. I feel it is a good idea to have the three teachers on a team work together in evaluating the progress of the student. I feel this has been a successful experience for the student teachers. A veteran teacher noted: I feel there is little benefit as every stu- cient has had the opportunity to observe wherever tidey so desired before. It seems they spend less ‘tinw observing this way than before. Mkmher' veteran teacher stated: I feel, personally, the team approach to stu— denit teaching was very fine. I appreciated the Opinions of other members on my team and it seemed WE! arrived at a better evaluation of the student teacher. The suggestions and observations of each mennber contributed much to help the student teacher 1r) her presentations in the classroom. Agentlernan with a decade of teaching experienced re— ported : 70 Group discussion is valuable as you share your ideas. Other teachers not so closely in- volved with a particular student teacher can be more objective in evaluation problems that have arisen. If a supervising teacher feels he has failed with a student the other members of the team can give encouragement and help boost morale. New supervising teachers can gain experience before being responsible for a student by being a member of a team. This note of dissent was sounded by a teacher with con- siderable background as a critic or supervising teacher prior to this study: This is a strictly personal vieWpoint. I do not see the value of teams as such, and from the past months I feel other members [of the staff] be— came too involved, discussed too freely [in lounge] and concerned themselves when not consulted. I would rather consult members of the faculty who are genuinely concerned rather than a 'set up' team who could care less. However, in certain problem cases the 'team' might prove to be the best approach, but I think this could be accomplished without teams. It was the staff and 'Council' that backed [a student teacher with problems], not only the team. A well organized 'Council' could be the most effective agency. This 'Council' was one of the tiest features of the entire program. .Athougfldtful appraisal of the project was made by a man 18w enteered teaching after beginning a career in industry: There are several reasons why the team teach- iJlg approach for student teachers seems to be an afilvance over the older (one critic teacher) method. The most obvious reason, of course, would be tflat a variety of ideas, methods and experiences prwesented to a student teacher would enrich the background of the student teacher. Secondly, if a student encounters difficulty tile advice of several different experienced teach- el?s in a conference would provide a good remedy for the difficulty. There is a drawback to this DCxint, however: the exceptional amount of time rNacessary for these conferences during lunch hour, IPeaks or after school will soon discourage the 71 teachers from attending these meeting if continued year after year. Perhaps a limit of two years should be provided and then perhaps another school in the system could take the responsibility. Finally, the fact that there are many cases of personality conflict between supervising teach- er and student or, the fact that a student might make a poor beginning and then 'freeze' when being observed during a contact causes a problem which may be resolved quickly through the team approach with a change of scenery [classroom]. This change might eventually save a good teacher who might otherwise have been lost to the profession. A final comment is reported from a young woman who was a mother and writer before becoming a teacher: I was not in favor of having our school become a Student Teaching Center. Hampered by poor health, I was having difficulty keeping abreast of my regu- lar classroom duties. At the outset of the program, I 'laid low' hoping I wouldn't be needed. However, as time wore on, and circumstances seemed to warrant it, I involved myself. From then on I poured my life's blood into the program. I have gained much satisfaction and enjoyment from working with the students [student teachers] and with the college supervisor. I have learned Inuch and I hOpe I have at least matched the stu— dents in growth and gains in confidence and maturity. My only objection to the student teaching pro- ggram, personally, is that I had to abandon my gui— 13ar studies. This may result in a great loss to tflie music world. Pkany times during the process of the study a co- wmratirng principal sensed that he had lost staff leader— Ship Of ‘the project. He didn't sense it as a result of anydemOnstrated change in attitude on the part of staff mmmersi, and he was not threatened by the collegial re- lMflonsylip which the supervising council inspired. But inbetween council meetings when supervising teams were C . tnwenii1g, evaluating their observations, making 72 judgments, deciding on future plans, and then implementing their plans the principal felt left out. Team autonomy restricted his knowledge of what was going on and he was accustomed to maintaining an integrated knowledge of happenings in his building. He found that instead of leading or urging the staff on he was having difficulty keeping up. He adjusted to the situation as the staff demonstrated that supervising team members, team chair- men, and supervising council members all operated within the design of the Phase III Pilot Project. The college supervisor during the six—month period of the study had as much or more contact with the staff as the principal. The college supervisor maintained a file drawer in the principal's office. He worked at a table adjacent to the cooperating principal's desk. The situatxion provided for frequent informal discussion on the prwbgress of the project. The two operated as collea— gue enach recognizing the other's primary area of authority em theyr planned and worked with the staff and with student teacherws. The principal exercised primary authority in the mflaticniship as it was concerned with the school, its mails, teachers, parents and community. The college SUpervi-Sor's right was recognized as it related to stu— (mnt teachers, their placement, welfare and final recom- “mndatixons. He became accepted as a member of the staff. 73 The student teachers presented a unique set of problems to each supervising team. The supervising council was concerned with each of the student teachers and assisted with their evaluation and participated in planning for them. In the case of a student teacher who performed well as a teacher but whose obesity made r her movements in a classroom of small pupils difficult, -“21 the council first referred the problem to the university through the college supervisor. As the weeks passed and no source of personal counselling was found by the 001- “J lege supervisor, the supervising council recommended that km the chairman of the student teacher's supervising team mention the potential problems of obesity to the student from a health and professional point of view; that the cooperating principal in his regular conference with the student teacher raise the issue of her obesity and refer her for a conversation with the school secretary who had recently enjoyed a major weight reduction through careful diet management. The plan was effected and the student teacher later announced that she would place herself under the doctor's care for weight reduction during the coming summer. Challenging an outstanding student teacher became a problem for another team. The supervising council recommended part—time placement outside the school which was arranged through the cooperating principal. 7A The student teacher became acquainted with the program for trainable retarded children and with the junior high school program as well as other teaching levels within the participating school in an effort to provide her with direct experiences in a broader spectrum of situations than student teachers usually enjoy. While the focus of this study did not include student teacher's reactions, it is interesting to note that most of them expressed some reservations about the team approach to supervision of student teaching. Some indicated concern about the diminished direct contacts they had with college personnel——particularly the college supervisor. Observations as Guided by the Check List of Teacher Attitudinal and Behavioral Modification A question which is fundamental to the purposes of the study asks, ”Is there a change in teaching practices on the part of the school faculty?" The Check List was designed to provide partial data on which to base con- clusions. Observations are grouped in four major cate— gories as they relate to provision for individual differ— ences, utilization of instructional materials, interstaff relationships, and innovative or experimental teaching. 75 Provision for Individual Differences Observations for possible modifications of grouping practices were facilitated by an established practice of the staff. Classroom teachers would regularly confer with the principal to discuss pupil progress and to plan for future instructional strategies whenever a reading group completed a reading level. They would also meet with him at other times to discuss pupil progress. Observations based upon regular principal teacher conferences and upon direct classroom observations for the purpose of teacher tenure evaluations and as the cooperating principal ob- served the classroom performance of student teachers gave no indication of a change in classroom grouping practices. A looked for change in sensitivity to the social and emotional needs of pupils included an analysis of narrative referrals to the visiting teacher and diag— nostician. A survey was made of referrals submitted dur- ing the time of the study which were compared with those received during the school term prior to the study. Based upon the analysis of teacher referral forms and direct ob— servation there was no demonstrated evidence of change in teachers sensitivity to the social and emotional needs of children. There was in the early weeks of each term ob- served evidence of staff members spending more time with individual pupils. But as the term progressed team 76 chairmen spent more and more time away from their pupils as they allowed student teachers to accept greater respon— sibilities for classrooms. There was no observed evidence of the use of sociometric techniques. Utilization of Instructional Materials Teachers instructional materials requisitions were scrutinized during the study to determine if there was an increased use of innovative materials. All materials that teachers used, whether from supplies on hand or on special orders from outside the district were requisitioned through the school offices. An analysis of the materials requisitioned during the time of the study with requisi— tions from a comparable period from the previous year re— vealed that there was not an increased use of innovative materials. Use of audio visual and supplementary materials was checked by an appraisal of requisition forms and by direct observation. Although there was an observed increase in the use of audio visual and other supplementary aids to instruction during the time of the study, careful review of requisition forms disclosed that the increase was due to student teacher activity. There was no evidence ob— served to indicate that the staff members themselves made increased or more strategic use of audio visual or other supplementary materials. 77 Increased teacher awareness of the great variety of materials and their many possibilities in instruction was searched for in informal conversations with teachers, teachers' critical appriasal of available materials in favor of teaching aids they considered better, and through direct observation. Results of the search de— scribed above produced no evidence to indicate that the teachers developed an increased awareness of the great variety of instructional materials as a result of their experience in the Phase III Pilot Project. Interstaff Relationships DeveIOpment of informal curriculum leaders among the school staff was observed during the course of the study. As supervising teams sought help for specific problems of student teachers certain staff members came to be identi— fied as specialists in the teaching of mathematics, science, phonics, grammar and social studies. Others earned status as they were called on as specialists in the areas of class- room management and individualized teaching. The assignment of staff members to supervising teams resulted in modified friendship groupings on the staff. The results occurred as team members became more actively involved in planning for student teachers. It was ob- served that the more involved teams became in planning for students the more they tended to eat lunch together 78 and to visit together in the teacher's lounge at break times and at other pupil free times. The supervising teams seemed to develop esprit-de- corps in relation to the size and number of problems they had to overcome in deveIOping professional competencies in their student teachers. All teams displayed some de— gree of esprit-de-corps. Most student teachers exhibited some anxiety over relating to a three member team instead of a supervising teacher. The student teachers who identified most ade- quately with the entire team appeared to be those who were the most mature and most able and also those who were the least mature and the least able. Second contact students who had become accustomed to the traditional student teacher-supervising teacher relationship had the most difficulty identifying with a team. Three of the student teachers who were quite compe- tent in their classroom performance were assigned to two or three classrooms for most of their respective terms. They appeared to seek a staff member with whom to identify because they were undecided about the roles of their vari- ous team members. Generally, student teachers identify strongly with supervising teachers and prefer minimal con- tact with principals. The three student teachers under discussion were atypical in that they sought out the principal for his counsel on student teaching problems. 79 The three occurred as separate incidents; one during the winter term, two during spring term. Innovative or Experimental Teaching On the basis of periodic direct classroom obser- vations, regular principal—teacher conferences, and the usual school day conversations, there was no evidence to indicate that teachers attempted more new approaches to instruction during the period of the study. There was, however, an increase in faculty room discussion of teaching techniques as they related to the evaluation of teachers. The March 8, 1966 Colloquium on "Analysis of the Teaching Act in Terms of R.O.S.C.A.R. (The Revised Observational Scale and Record)" created a vigorous dialogue among staff members. As previously mentioned in the "Observational Overview" section of this chapter, several teaching situations were played back on video tape. The commentator made some criticisms of an on camera teacher. While staff members did not react at the Colloquium, vigorous discussion ensued on the bus ride back to school, continued through the balance of the week and was taken up again at other times during the tenure of the study. Discussion centered primarily around specific management techniques employed by the on camera teacher mentioned above. Criticism bythe commentator of the teacher's techniques were generally rejected as 80 too coldly clinical. Staff members pointed to charac— teristics of warmth the teacher displayed towards his pupils and they developed hypothetical rationales for his classroom management techniques. His total class- room ehvironment was compared with that of another on camera teacher viewed via video tape at the Colloquium whose teaching techniques were described as being the best of those viewed. The general reaction of the staff was that while the "better" teacher may have used techni— ques which were more pedagogically perfect, the total classroom situation appeared to lack warmth and affec- tion. Staff members felt that she (the on camera teacher) did not seem to really care about the children as demon— strated by an apparent aloofness. An increased frequency of teachers questions to the principal about innovative ideas was a looked for indication of change in the area of innovative or ex- perimental teaching. It was customary for staff members to ask the principal if he had read a certain article or knew of an innovation inaugurated in a particular school district. Such questions continued to be asked during the time of the study, but there was no noticeable increase in their frequency. In designing the Check List it was reasoned that teachers who were experiencing an increased interest in innovative or experimental teaching would seek 81 information on new ideas from professional journals. Staff members usually read The Instructor, Education Digest, Elementary School Journal, The Reading Teacher, Elementary English, School and Society, and The Grade Teacher, which were purchased by the school for the pro- fessional library. There was no observable increase in the reading of the then available journals and there were no requests for staff subscriptions to other jour- nals. Teachers who are gaining interest in innovative or experimental teaching, it was thought, would develop a greater topical s0phistication in their conversations on professional subjects. Teacher conversations usually included classroom incidents and problems as they related to pupil progress, pupil behavior, personal problems of pupils, teacher-parent relations and the work-a-day pro- blems involving the use of textbooks and other instruc- tional materials. There was an observable shift in con- versational topic during the course of the study to pro- blems involving the training of student teachers, which primarily included evaluation of student teaching per— formance and strategies for informing student teachers of their deficits while encouraging improved performance. 82 Post-Measurement Results and Analysis In a previous section on pre—measurement data, the results were reported and analyzed as they compared to norm groups. In this section post-measure results will be reported and analyzed as they compare to pre—measure- ment data. The staff was post—measured on the same in- struments used in pre—measurement. Minnesota Teacher Attitude Inventory One quest of this study involved a search for im— proved teacher attitude towards children as measured by the Minnesota Teacher Attitude Inventory. Table 7 shows a comparison of pre- and post-test scores on the Inven— tory. Inspection of data reveals a drop in mean percen- tile rank of 3.“ from the first to the second measurement on the Inventory. Since both pre- and post—test mean per— centile ranks (27.3 and 23.9) fall within the real limits of the interval for the 25th percentile as indicated on Table 2 of the Manual,5 the results disclose no true change in mean percentile rank from the first to the second administration of the Minnesota Teacher Attitude Inventory. The data further reveals that there was an increase in percentile rank equivalents for eight 5Cook, Leeds, and Callis, op. cit., p. 9. 83 TABLE 7.-—A comparison of pre— and post—test percentile rank equivalents on the Minnesota Teacher Atti— tude Inventory for individual staff members, Phase III, Pilot Project. Teacher Percentile Rank Identification Pre-Test Post-Test Difference A A0 10 —30 B A0 30 -10 C 20 25 +5 D 60 25 -35 E 50 10 -A0 F 60 70 +10 G 20 10 -10 H 10 10 0 I 10 20 +10 J 20 A0 +20 K 10 10 0 L 30 30 0 M 5 5 0 N 50 50 0 o 25 A0 +15 P l 1 0 Q l 5 +A R A0 A0 0 S l 20 +19 T 10 20 +10 U 50 A0 —10 V 25 5 —20 W A0 A0 0 X 25 1 —2A Y A0 A0 0 Mean Percentile Rank 27.3 23.9 -3.A N 25 8A teachers. Eight individuals apparently experienced a decrease in favorable attitude towards children during the course of the study as indicated by a drop in per— centile rank equivalent from pre- to post-test on the Minnesota Teacher Attitude Inventory. There was no change indicated for nine participants in the study. The mean percentile rank decrease is 22 while the mean percentile rank increase is 15. The maximum decrease for individuals is A0 percentiles, while the largest increase is 20. Teacher Morale A professional staff which has undertaken a new approach to student teaching and has been involved in planning together with college faculty the pre-service education of teachers might, it was judged, experience a stronger sense of identity, pride and loyalty to its schools. Results of pre- and post-test scores on the Index of Teacher Morale are compared in Table 8. By inspection, the data shows a maximum change in means of one percentage point on any item which appears to be in effect no change since one percent of a staff of 25 classroom teachers amounts to less than one teacher. Professional Performance A measurable gain in the classroom performance of teachers would seem to demonstrate that public school 85 TABLE 8.-—Comparison of pre— and post-test item means derived from Index of Teacher Morale scores for the Phase III Pilot Project Study. Pre- Post— . Item Test Test Difference The percentage of teachers in the participating schools who according to staff mem— hers: 1. Display a sense of pride in the school? 92 91 -l 2. Enjoy working in the school? 92 91 -l 3. Display a sense of loyalty to the school? 93 92 —l A. Work COOperatively with their fellow teachers? 89 89 0 5. Accept the educa- tional philos0phy underlying the curricu- lum of the school? 83 83 0 6. Respect the judgment of administrators of the school? 88 89 +1 Average of the means of items 1—6 89.50 89.16 N=25 86 participation in a teaching center patterned after the Phase III Pilot Project model could influence the im- provement of instruction in the schools. The Indices of Teacher Morale and Professional Performance in keeping with a partial purpose of the study stated in Chapter I searched for "measurable gains" in morale and performance. Since the indices measured the prOportion of the staff who held certain attitudes or behaved in specific ways, it was reasoned that measurable gains would be indicated by increases or decreases in prOportions equaling at least one teacher. Comparison of item means yielded from the Index of Professional Performance as it was administered be- fore and after staff participation in the process of this study are presented in Table 9. An analysis of the results shows that the staffs estimate of the proportion of teachers who do "textbook teaching only" decreased by four percentage points after the staff participated in the study. Since the proportion each teacher represents to the group of 25 subjects of this study is A per cent, the results seem to indicate that the later staff estimate included the proportional equivalent of one more teacher among those who supple— mented textbooks with other instructional resources. Similarly, the difference in proportions seems to show that the equivalent of at least one teacher was 87 TABLE 9.--Comparison of item means yielded from pre- and post-test administration of the Index of Pro- fessional Performance. Pre- Post— Item Test Test Difference The percentage of teachers who according to staff members: 7. Do "textbook teach— ing" only? 30 26 — A 8. Do everything possible to motivate their stu— dents? 8A 77 - 7 9. Plan their classes so that different types of students can bene— fit from them? 76 80 + A 10. Provide opportunities for student to go be- yong the minimum de- mands of assigned work? 65 70 + 5 11. Try new teaching methods in their classrooms? 66 79 +13 12. Take a strong interest in the social and emo- tional problems of their students? 8A 82 - 2 13. Feel a responsibility for working with stu- dent teachers? 68 77 + 9 1A. Keep abreast of the latest theory and re- search through study and/or reading? 61 62 + 1 Average of the means for items 8—1A 72.00 75.28 N=28 88 perceived as doing less than his utmost to motivate pupils after the study than was attempted before. On the basis of prOportional equivalence to staff members, the difference between pre- and post-test item means suggests that the staff estimated that at least one more teacher in each case planned differently for different types of students and provided opportunities beyond the minimum assignments for more able students. Teachers trying new teaching methods in their classroom were judged by the staff at the completion of the study to have gained in a proportion corresponding to at least three teachers but was not corroborated by observation. Accordingly, a proportion equal to at least two teachers was judged as feeling a greater responsibility for working with student teachers. Proportions equaling no change were estimated by staff members for items assessing teacher interest in social and emotional problems of children and teacher awareness of the latest educational theory and re- search. Inspection of the pre- and post-averages of item means, however, indicates that on the average there was no real difference. Executive Professional Leadership When classroom teachers are exposed to potential new instructional leadership from vigorous, idealistic teachers of teachers such as were the college supervisors 89 of student teaching who participated in the pilot pro- ject, it might be expected that the experience would somewhat modify the staff's perception of the leader- ship function of the principals. Item means for teacher responses before the study began and after the study was completed are paralleled in Table 10. The Teacher Questionnaire on Executive Professional Leadership related to the purpose of this study as out- lined in Chapter I in a search for a "measurable gain" in teacher attitude toward or perception of the principal. Since both principals and college supervisors were mea- sured on a six-point scale describing frequency of occurrence of certain types of behavior, it was reasoned that a "measurable gain" required a pre- to post-test increase or decrease of means equal to one frequency interval for which the numerical value assigned for the purposes of analysis is 1.0. Scrutiny of the results presented in Table 10 dis— closes that the difference between pre- and post-test item means indicate some movement in a desirable direc- tion in seven of the 18 items appraising the principals' Executive Professional Leadership. Means for two items moved in an undesirable direction while one item mean showed no difference. 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Only one (Item 12 which questions principal's decision based upon what is best for all children) shows a difference in means which exceeds half the distance of the real limits of a response choice interval. Item 3 which ap— praises the principals' ability to give teachers the feeling that they can make significant contributions to improving the classroom performance of their students, represented a gain of slightly more than one-third the distance of the real limits of a response choice interval. No other difference between pre— and post-test item means was greater than .20. 0f the 16 differences between item means which were no greater than .20; seven were greater than .10, eight were less .10 while one showed no difference. In only one case was the change in item means from pre- to post- test great enough to compare with a different quartile of National Principalship Study scores. The mean for Item 12, "Considers 'what is best for all the children' in his decisions affecting educational programs" com- pared with scores in the upper quartile on the pre—test but compared with scores in the third quartile on the post-test. Inspection of the averages of item means for the 15 items which required positive responses in order to indicate improvement shows a difference of -.O3 and the 92 difference for items requiring negative responses is —.09 both of which indicate no real change in the principals' total Executive Professional Leadership. Leadership of the College Supervisor It was mentioned above that staff perception of the leadership role of principals might be modified by the leadership function of college supervisors, but would the staff's perception of the college supervisors' role change? In Table 11, data are presented to show pre- and post-test item mean differences for college supervisors. Analysis of differences between pre— and post-test item means reveals that changes occurred in a desirable direction for 9 out of 12 items. The largest desirable differences occurred on items stressing: professional values rather than university policies (Item 11), and for two items describing behavior relating to cognitive sup— port of teachers by college supervisors (Items 5 and 7). For 9 out of 12 items, the differences in relation to the distance between the real limits of response choice inter- vals represented changes of less than one-third of an interval. Scrutiny of the differences between the pre— and post-test averages of means for items requiring positive response reveals a +.20 difference. 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IHNX...IH IQLL *. Empfi acme? anH oofiogm omccaumx mfiamcoflcxooonm zocx 00: on Huxa zfiucmscopmuz Lo>o21H mmmzfim umoEHmcoQ go mpcfix wcfizoaaoe on» :H owmmcm Lw>oc pmoefipmazm omofiaoo on» mmop ucouxo pmcz 09 wmofiozm mmccauwm HHH COwummSG .ngomfi>poqzm omoaaoo do :ofipoczu awzmpocmma on» Op weapmamc HHH cofiancsa go mEocH NH :0 mLoLEoE geaum powwop; peafic HRH onm:g no noncoawop on» no mamas o2» eo cemfitmaeooll.afl mqm<9 9H discloses an improvement of —.60. Reasoning that a true change would be indicated by a difference equaling a full response choice interval (1.0) between the pre- and post-test averages of item means, inspection of differ- ences shows no true change in the staff perception of the total leadership function of the college supervisor of student teaching. A comparison of pre- and post-test differences be— tween principals' and supervisors' scores on eight com— parable items in Table 12 shows that scores became some— what more alike on the post-test. There was a change greater than one interval in the difference between principal and college supervisor's means for Item 11 which relates to placing professional values over uni- versity "policies" or local school district "policies." A change of more than half of interval is noted for Item 7 regarding the supervisor calling teachers' attention to resources that are of value to them in their jobs. Other changes in difference between principals' and supervisors' scores are less than one—third of an interval and remain in keeping with the analysis of differences between principals and supervisors previously outlined in the "Pre-Measurement Data” section of this chapter. Summary The purpose of this study was to describe the effects of working together with college presonnel in 95 m. + z. + 00.0 o.m m H. + cm.m e.m .mozmmmaaoo HmConmou Iopq mm mLmComop mpmoCB .mH m.H+ 0.HI :@.H o.m : z. u 2:.H m.H .mLoComop uCoospm pCOCm mConfiomp MCwaE CH mCoHpmcocfimCoo HmCofimmmCOCQ Cme conmC :mmHOHHOQ: mpHmCm>HC3 mommmcum .HH H. + a. + 0:.m H.m ma 5. + C:.w 0.: .EMLwOLQ wCflCOmmp uCovzum m:» CH mo-womeo3 muwCHEHHm mQme .0H 3 + :. + mm.m 0.0 03 m. + No.0 0.m .mcficommp Co zpflamzw 0C» wCH>0CQEH CH umoCopCH wCOCpm m mmmHQmHQ .0 0. + m.3+ 0:.0 0.: 03 m. 00.: e.: .mp0: Cfion Cw EmCu o» mzam> no wLw pmzu mOOLSOwoL mhmzomop mo coflpCoppm on» o» waflCm .5 . + H. I 00.: w.~ :H H. + 3:.H z.H - .Czo mHC Cufiz moCmmmap mmocw HmCoprozto omocz mcoComop momeQOflQ .0 Cd . n :.:+ mm.n :.m m :.:+ 00.0 0.: .memHDOCQ EooC Immmao C30 CHon wCH>Hom CH mcocommu wCHumcoCooo mQHo: .: . + o. + 20.3 3.0 H z. + 20.0 :.m .CowuzofiCuCoo HmCoflmmmCOLQ ucmppoaefi Cm wCmeE ppm mmCu umCu Homo mcoCowmu wCHmeoQOOo mmxmz .H (‘Fl ("J QOCOLQLLHD LO macmzo Lomw>coasm Lopez: EouH 0&oafioo m.HmQHoCHL; Lomw>coazm moCoCoCuHa HmCHoCCCC mwoaaoo ooCoLoCCHQ HmawoCHLC EmuH pa¢9upmoa pmoeumca .QHCmcoomoa Hmcofimwouocq o>3930oxm mammaoCaLa ho macaw umoalpmoa unmam Cad: mCOma>Coazn omoaaoo Co COHuoCSC QaCmLmUmoH oz» 0» mCHamaoC mEmpH umoplpwoa uzwfim Lo ComHLaQEOOIl.NH mqm<9 the planning and executing of a student teaching center. The data were reported according to the designed method of the study and included an analysis of pre-measures and comparisons with norm groups, observations made during the study and a report of post-measurement data with a comparison of pre- and post-test results. Analysis of pre—measures indicated that the staff measured somewhat lower in attitude toward children as compared to teacher attitude inventory norms while it generally exceeded National Principalship Study norms on the Index of Teacher Morale and the Index of Pro- fessional Performance. Teacher responses on the Executive Professional Leadership Questionnaire resulted in cooper- ating principals scores falling in the upper quartile as indicated by norms as established by the National Princi- palship Study. Results of the questionnaire assessing the leadership function of the college supervisor of student teaching indicated that staff members perceived that supervisors behaved with the same frequency as principals in areas involving affective leadership be- havior while they perceived principals behaving with more frequency in areas describing cognitive leadership behavior. Observations during the study included a description of the study in narrative style in the Observational Over— view and by principals' responses to the Check List of 97 Teacher Attitudinal and Behavioral Modifications. One principal reported that he felt some loss of leadership as a result of the designed staff structure. Remarks from staff members indicated some belief in the superior— ity of the team approach to student teaching, but that belief was not unanimous. Student teachers at times appeared unsure as to with which team member they should identify. Least able and most able student teachers had least difficulty adjusting to supervising teams. Check list data seemed to show that there was no change on the part of staff members on items related to classroom teach- ing, but appeared to reveal increases in frequency and intensity of items as they could be related to student teaching. Analysis of post measures disclosed: no real change in teacher attitude as measured by the Minnesota Teacher Attitude Inventory, no change in teacher morale as indi- cated by teacher responses on the Index of Teacher Morale, rm gain in teacher perceived professional performance as measured by teacher responses on the Index of Professional Performance, no change in the Executive Professional leadership of Principals' and no change in the leadership function of the college supervisors of student teaching. Eflight evidence was found of an increase of the college suDervisors' leadership score on items on which principals scores recorded decreases. 98 The results of this study will be discussed further in the next chapter in which the study will be summarized, conclusions stated and implications for future research suggested. CHAPTER V SUMMARY AND CONCLUSIONS Summary The central objective of this study was to describe the effects on a public school staff of its experience in sharing with college personnel the responsibility for stu- dent teachers. A series of goals peripheral to the main purpose included a quest for answers to six questions which sought to discover: 1. Does participation in the process of the study result in an improved teacher attitude towards children as measured by the Minnesota Teacher Attitude Inventory? Is there an observed change in teacher behavior as seen through the use of the Check List of Teacher Attitudinal and Behavioral Modifi— cations? Does the staff's esprit-de—corps increase as measured by the Index of Teacher Morale? Does teachers' classroom performance show the influence of participation in the process of the study as measured by the Index of Pro- fessional Performance? 99 100 5. Does the principal modify his efforts to improve the quality of staff performance? 6. Does the principals' Executive Professional Leadership change through staff interaction with college of education faculty? The previous literature reviewed uncovered no re- search or writing which shared the same focus as this study but literature which was Judged to have a bearing on the present study was surveyed. Particularly, re- search establishing the reliability and validity of the Minnesota Teacher Attitude Inventory was reported as was research demonstrating a relationship between teacher attitudes and pupil attitudes and growth; and the inter- action of pupil values and teacher attitude as they contri- bute to harmonious classroom relations. Findings of the National Principalship study were reviewed which discovered a positive relationship between the Executive Professional Leadership function of principals and teacher morale, teach- er professional performance and pupil performance as defined and measured in that study. St. Clair Shores, Michigan, a middle class Detroit suburb, was the setting for this study which focussed on classroom teachers of the Avalon and Colony Elementary Schools. For the purposes of this study, the schools were considered a student teaching center within the Northeast Suburban Teaching Center, Wayne State University. 101 The inquiry centered on Phase III of the development of the Center which involved entire staffs of participating schools working together with college personnel to plan and execute a student teaching program. The case study method was utilized in the design of the study. It incorporated six steps which: (1) appraised the status of the staff before involvement in the study on five measures of attitude, morale, per- formance, and perception of leadership roles of c00pera- ting principals and college supervisors of student teach- ing, (2) analyzed data received from pre—measurement, (3) organized the staff for the study; (A) observed for changes, (5) post-measured the staff with pre-test instru- ments, and (6) analyzed and reported the differences. The data was reported according to the designed method of the study and included an analysis of pre-test data as they compared to norm groups. Observations made during the study were reported. An analysis of post— measurement data as they compared to pre—test data was made. Pre-measurement analysis demonstrated that the staff measured somewhat lower in attitude toward children as compared to Minnesota Teacher Attitude Inventory norms while it generally exceeded National Principalship Study norms on the Index of Teacher Morale and the Index of Professional Performance. Principals Executive 102 Professional Leadership scores fell in the upper quartile as indicated by National Principalship Study norms. The leadership function of the college supervisor of student teaching as appraised by the staff was seen as comparable to the principals in the area of affective leadership be— havior. College supervisors were seen as acting with less frequency than principals in cognitive leadership behavior areas. Observations recorded during the time of the study described the cooperation possible between members of the supervising teams, supervising council, college personnel, and participating school staff as they worked to improve the personal and professional skills of student teachers. The principal saw some dilution of his leadership role. Some staff members related that they saw the team approach to student teaching as superior to the conventional ap— proach. Others did not wholly agree. Check list analysis of observations revealed that there was no apparent change on the part of staff members on items related to classroom teaching, but there seemed to be an increase in the fre- quency and intensity of items as they could be related to student teaching. Post-measure analysis showed that there was no real effect on teacher attitude as measured by the Minnesota Teacher Attitude Inventory. Results of the Index of Teacher Morale pre- and post-measure analysis revealed no change. 103 The way teachers perceived the professional per- formance of their colleagues varied somewhat in a posi- tive direction as indicated by teacher responses for certain items on the Index of Professional Performance but there was no measurable gain on the index as a whole. Executive Professional Leadership scores of participating principals registered little item change from pre- to post—test. There was no measured gain in total Executive Professional Leadership. College super- visors' leadership function was assessed by staff members as improving moderately on certain items during the time of the study. Slight evidence was found of an increase in scores of college supervisors on items on which princi- pals' scores showed decreases but there was no measurable gain in the total leadership function. Conclusions This section attempts to answer some of the questions raised in Chapter I. Six of the specific quests of this study are responded to below. 1. Participation in the designed process of planning and executing a program preparing teachers-in-training in concert with college faculty did n23 result in an improved atti— tude towards children as measured by the Minnesota Teacher Attitude Inventory. IOU Inspection of pre- and post-test percentile rank equivalents reveals that both mean percentile ranks fall within the real limits of the 25th percentile. While comparison of pre- and post-test data revealed wide differences in percentile rank equivalents for indi— viduals, the design of the study which assured complete anonymity to respondents for the purpose of obtaining their frank and candid responses made appraisal of the causes of individual attitudes change impossible. 2. There were no changes in teaching behavior observed during the process of the study in the following areas; greater concern for in- dividual differences, improved use of in- structional materials, increased interest in innovative or experimental teaching. There was an observed modification of interstaff relationships during the study. Observations noted that certain teachers were fre- quently called upon to aid student teachers in specific instructional areas. Such teachers were turned to as staff specialists. Assignment of staff members to supervising teams, it was reported, resulted in modifi- cations in friendship groupings. 3. Teacher morale as measured by the Index of Teacher Morale did not increase during the study. 105 Inspection of data shows that the greatest differ- ences between staff proportions estimated before and after the study on any of the six items of the Index was a plus or minus one. A. Their experience in the process of this study demonstrated no real influence on the classroom performance of teachers as measured by the Index of Professional Performance. While an examination of the pre- and post—test re- sults showed variations in item means, comparison of the pre- and post-test averages of item means revealed no true difference. The finding is in agreement with the con- clusions noted above which resulted from observations of teaching behavior during the study. 5. The principal did modify his efforts to improve the quality of staff performance. One principal's self perceived actions and reactions as recorded in the "Observational Overview" section of Chapter III indicated that the principal operated with greater collegiality with the staff. His working relation- ship with the college supervisor of student teaching was also described as one of colleagueship. Although the principal retained primary authority for the school dur- ing the study, he shared his authority with the college supervisor and he became more involved in the planning for and counselling of student teachers. 106 6. The teachers' perception of the principals' Executive Professional Leadership was not truly modified through interaction with college of education faculty as measured by the Teacher Questionnaire on Executive Pro- fessional Leadership. An analysis of pre- and post-test item means pre— sented in Table 10 suggested that the staff's experience during the process of the study had a possible influence on teachers perception of the frequency with which princi- pals displayed specific executive behaviors. Comparison of the results of pre- and post-differences between principals' Executive Professional Leadership and teachers appraisal of the leadership function of college supervisors as displayed in Table 12 indicated movement of scores in a direction which pointed toward possible convergence. How- ever, inspection in Table 10 of pre- and post-test averages of item means reflecting the total Executive Professional Leadership of principals, which was the actual focus of this question, disclosed no true modification. The college supervisors of student teaching as appraised by teachers did not demonstrate measurable gains in total leadership function. There were measurable gains on specific items describing types of behavior but they were not great enough to affect a measurable gain for the total leadership function. 107 Conclusions Related to Observational Overview A study of evidence reported throughout the Ob— servational Overview section in Chapter IV of this thesis leads to the following conclusions: 1. Experiences during this study caused the staff to value more highly its own resources. At outset of the study the supervising council tended to look toward the university as a resource for solving problems and meeting the needs of student teach— ers. As the project developed, the supervising council looked more to staff members to effectively solve problems and meet the needs of student teachers. 2. Planning and executing a program for student teachers had the effect of involving teachers in attempts to remake student teachers edu- cationally, psychologically and physically in pursuit of optimal student teacher development. Observations noted that the staff worked to improve one student teacher's speech, grammar and mental attitude as well as teaching techniques in order to improve class— 'room performance. Another student teacher was encouraged through a strategy designed by the supervising council to lose weight as a means to potential improvement of class— room performance. 108 3. Video taped presentations of segments of classroom teaching situations analyzing the teaching act were the greatest stimulators of teacher discussion and reaction of any of the project activities. Observations indicated that informal staff dis— cussions continued for most of a week and were renewed at other times during the study as a result, primarily, of a commentators criticism of certain classroom teach- ing practices. Whether staff members reacted out of a professional interest in the teaching act or whether they perceived certain of the criticized techniques as practices of their own is a moot question. An essential question flows from the central purpose of this study which asks, "What are the effects on a public school staff of its experience in sharing with college personnel the responsibility for student teachers." The concluding response is: There were no measured gains in teacher attitude, morale, professional performance, principals' executive professional leadership and the leadership function of college supervisors as measured by the respective instruments. There were, however, ob- served changes reflecting increased interest in student teaching on the part of the staff, a modification of the principals' leadership behavior, and modification of inter— staff relationships. 109 Discussion A question arising out of the findings of this study requires an explanation of how a school staff whose attitude towards children as measured and confirmed by the Minnesota Teacher Attitude Inventory can score well below the established norms for teachers with their experience and employment and yet function effectively in a competitive and professionally demanding suburban school setting. If Callisl found correctly that Inven- tory scores are significantly related to harmonious class- room relations, it might be expected that a staff whose average attitude towards children is represented at the 25th percentile would also maintain below average pupil teacher relations. However, the staff had maintained a reputation for excellence sufficient to create a continued demand from three universities for its supervision of stu- dent teaching services, which had exposed it to the close scrutiny of college supervisors and had undergone the most crucial test of serving children from families hold- ing high expectations for teachers and schools. A possible answer may lie in the findings of Della Piana and Gage.2 They concluded that the Minnesota lCallis, op. cit., "The Efficiency of the Minnesota Teacher Attitude Inventory for Predicting Interpersonal Relations in the Classroom," pp. 82-88. 2Della Piana and Gage, op. cit., pp. 167-178. 110 Teacher Attitude Inventory varies in validity accord- ing to the values of pupils interacting with teachers. Another possibility might be found in sociology as it relates to prejudice and discrimination. Just as there 3 can be prejudice without discrimination because con- trolling factors which may be social, legal or economic can sanction against it, so it might be reasoned that A“ negative attitudes towards children can exist without causing negative behavior towards children. Teachers have learned effective skills and techniques for working with children and use them because of their awareness of A the expectations of administrators, parents or professional peers and/or their allegiance to professional standards which call for positive sorts of behavior towards children. Implications for Principals It was a purpose of this study to appraise the pro— cess as it involved the staff in a colleagueship relation with college faculty members to see if it suggested new ways to principals for the improvement of instruction. Machiavelli“ advised undertaking great enterprises to capture the imagination and attention of followers. The 3See George Eaton Simpson and J. Milton Yinger, Racial and Cultural Minorities; An Analysis of Prejudice and Discrimination (2d ed. rev.; New York: Harper & Brothers, 1958), p. 21. “Niccolo Machiavalli, The Prince (Chicago: The Great Books Foundation, 1955), pp. 7U—75. \. .7 . . 111 Phase III Pilot Project was certainly viewed as a great undertaking by the staff and it fixed their attention on and inspired their efforts towards the improvement of student teaching. It was thought that the designed pro- cess of this study might produce Spill-over benefits for the improvement of instruction. While no measurable gains were found which promised direct benefits to class- room instruction, the project approach which centers an entire staff's attention on a common venture suggests an administrative technique which with the proper focus might be used effectively for the improvement of instruction. Improvement Strategy Improvement implies change and instructional change does not occur unless the teacher decides to change. A principal could from his position of authority possibly change one teacher at a time simply by telling a teacher that improvement is needed. Such an approach might be necessary and effective for use with a teacher whose classroom performance falls below the normal expectations of the school staff and community, but it would present considerable risk for the principal who used it as a technique to improve the professional performance of an entire staff. The staff might decide that the needed change was in the principal. 112 Leavitt5 believes that people do not change unless they become uncomfortable in the status quo. He suggests several possibilities for inducing in them the desire to change; wait until the world makes them feel uncomfortable; try to raise levels of aspiration so that present behavior is discovered inadequate and awkward; get a third party to influence them. Two of Leavitt's strategies for change were incor— porated (but not by design) in the second Instructional Improvement Colloquium described in Chapter IV. It used video taped segments of the teaching act analysed with R.O.S.C.A.R. The staff was presented with new knowledge on the act of teaching by a third party. The commentator's critique of the several on camera teachers enabled staff members to judge their own teaching performance on the basis of how each staff member identified his own self perceived performance with that of on camera teachers. Staff members who apparently identified with the most criticised of on camera teachers reacted against the com- mentator. The principals, college supervisors and the college personnel who actually arranged the situation were able later to share their reactions with the staff. 5Harold J. Leavitt, Managerial Psychology(Chicago: The University of Chicago Press, 19587, pp. 161-16A. Effigy} 113 It was noted in the "Observational Overview" section of the previous chapter that the presentation evoked much discussion which continued for a number of days and was taken up later at other times during the study. Properly channelled, it seems that the techniques of placing staff members in situations where they can see their inadequacies and/or using a third person to make them feel uncomfortable about their performance status quo offers principals potentially effective techniques for producing an environment conducive to instructional improvement. Efforts towards instructional improvement on the part of school staffs generally involve curriculum con- cerns which result in dividing the staff into grade level or subject matter groupings. Typically, the more intelli- gent, creative and articulate members of the staff are not dispersed equally among the groups. The overall effects, therefore, frequently result in little more than tinkering with the curriculum with no essential change in instruction. Total staff involvements are most desirable since the more gifted and talented staff members can react to- gether thereby challenging and stimulating the entire staff. While few causes exist which are sufficient to capture the interest and excite the idealism of an entire staff, the observed effects of an analysis of the llu teaching act seems to suggest to principals, that the topic can be a stimulator for vital involvement of teachers in personal assessments. Such self assessment can lead to their improved professional performance. Action Through Study The purpose for introducing staff members to studies of the teaching act during this project was to expand their knowledge so that they might become more competent teachers of teachers. Spin—off benefits to children were also hopefully anticipated. But the re- sults of this study lead to the conclusion that the improvement of instruction must be more directly pur- sued. A straight—forward way to improve the quality of the teaching act seems to require something more than informing teachers about how it can be analyzed. Princi- pals might organize staffs to study the teaching act by employing the following strategy: (1) observe together as a staff video taped segments of teaching—learning situations to search for specific classifications of teacher behavior, (2) appraise the observed on camera teacher's behavior as it relates to theoretically de— sirable behavior: the staff decides which behavior is most appropriate, (3) implementation of staff decisions on more appropriate practices or desirable behavior by staff members in their classrooms; and (A) reports by each staff member to the entire staff regarding the 115 success and/or problems encountered during the attempted implementation. The staff analyzes each report, proffers advice and encouragement among the members. Since the strategy proposed above includes imple- mentation it calls for change and, hopefully, improvement of the teaching act. To make this strategy operational, principals must first establish an environment conducive to change as described earlier. Student Teaching and Pupils Teachers demonstrated a considerable increase in enthusiasm and they expended much additional effort during the study. The results of the study indicate that the staff's extra efforts were directed towards student teachers rather than pupils. This fact raises the ques- tion: did pupils suffer as a result of staff concen— tration on student teaching? Although students were not the focal point of this inquiry, it was reported in the "Observational Overview" section of the previous chapter that the students enjoyed the services of "the second teacher." Pupils in every classroom had some contact with student teachers. There is nothing in the results of this study to suggest a loss to pupils, but there is some indi— cation of pupil benefit. 116 Supervising Teams and Student Teachers Staff members generally viewed the supervising team approach to student teaching as providing specific benefits to student teachers. Primarily, the staff be- lieved that the several professional mentors which the makeup of the supervising teams offered each student teacher, provided student teachers with a variety of techniques, ideas and experiences which would enrich their preparation for teaching. However, based upon limited observed reactions of student teachers, it ap- pears that student teachers more highly value the security of identifying with a single supervising teacher. Perhaps both the presumed benefits of supervising team mentorship for student teachers could be supplied and the student teachers' apparent need for identification with an indi- vidual supervising teacher could be met by placing greater emphasis on the hierarchical structure of the supervising teams. That is, accent the supervising teacher role of the chairman of the supervising team, and stress the ad- visory and supportive nature of the team member's roles. The Supervising Council One staff member's perceptions of supervising team performance during the process of the study indicated that some team members "could care less" about student teaching. It was suggested that the supervising council 117 could be the most effective agency. The suggestion seems to offer a practicable alternative. A council composed of supervising teachers, principal, college supervisor and other college representatives, could meet regularly to assess the progress of all student teachers undergoing internship in the participating school. The council could refer specific problems of student teachers to staff members who are concerned and who have special knowledge, talent, or skill to help student teachers. This plan would do away with the supervising teams al- together, but it would retain the benefits to student teachers which were claimed for the supervising team approach; while it would eliminate the possible problem of student teacher insecurity due to confusion over the student teacher—supervising teacher relationship. The purpose of supervising teams as they were de- signed for this project was to involve all classroom teachers of a student teaching center in the process of working with student teachers and college faculty to see if the eXperience resulted in measurable gains to the staff in areas which were reasoned to be essential for the improvement of instruction. Since the results of this study led to the conclusion that for this staff participation on supervising teams produce no measurable gains toward the improvement of instruction, future de- signs for student teaching should place the quality of 118 the student teaching experience first without regard for the benefit of involvement for the staff. Public School-College of Education Relations The findings of this study bear directly on the attitude of those public school personnel who see the 0} benefits obtained from the student teaching partnership accruing mainly to the college. Although this study found no measurable gain in classroom instruction as a result of staff participation in student teaching, a more realistic expectation for student teaching appears A to lie in the improvement of instruction through the im— provement of student teaching. Hicks and Jameson6 suggest that public school participation in student teaching can improve instruction by working with college personnel to improve the quality of teachers which the colleges prepare for employment in the public schools. Demonstrated gains might be searched for with better wisdom in the performance of newly gradu— ated teachers as they enter professional practice. Implications for Future Research Shortcomings of the present study imply direction for future research. The design of this study as it 6William V. Hicks and Marshall C. Jameson, The Elementary School Principal at Work (Englewood Cliffs, N. J.: Prentice Hall, Inc., 1957), pp. 228-229. 119 provided complete anonymity to staff members in the interest of obtaining frank, candid responses made it impossible to tell if individual staff member's gains or losses occurred to those who were most involved in the study or least involved. Future research should attempt to discern the roles staff members play in the process of the study so that results can be analyzed in A. more detail. Some specific questions to be answered are: (1) When staff members become involved in student teaching, do they tend to become more interested in student teachers than in pupils? (2) Does the effect * upon pupils of having a "second teacher" in the student teacher change pupil values or attitudes toward their regular teacher? (3) If there is a change in pupil attitude or values, does it beget a resultant change in attitude on the part of their regular teacher which might be anticipated in view of the findings of Della Piana and Gage7 as reported in Chapter II of this study? (A) If pupil and teacher attitudes do change as a result of the student teacher's presence in the classroom, is there a change in the harmony of classroom relations; is it a beneficial or detrimental change; does the quality of the change depend upon the affective or cognitive values of pupils and of the teacher? 7Della Piana and Gage, op. cit., pp. 167—78. [£13.21 a 120 The duration of the Phase III Pilot Project was approximately six months. There were no measurable gains found over the project period. But it is possi— ble that residual effects of the study influenced teachers to modify teaching practices during the follow- ing school year. Subsequent studies should have a greater duration-—at least two years--to determine whether or not teachers when they are free of the pres— sures of involvement in a student teaching project do draw from their experiences in planning for the next year's teaching. A longer ranged study should also disclose whether or not college supervisors and coop- erating principal's leadership scores will reach a point of convergence as hinted in the analysis of results of the Executive Professional Leadership Questionnaire and questionnaire on the college supervisor's leadership function. The results of this study indicated that the staff under scrutiny was below norm on the Minnesota Teacher Attitude Inventory and generally scored above the norms on instruments borrowed from the National Principalship Study. It is recommended that a larger sample more representative of the classroom teacher population be involved in future, more comprehensive studies relating to public school-college of education relationships. APPENDICES 121 APPENDIX A CORRESPONDENCE 122 HARVARD UNIVERSITY GRADUATE SCHOOL OF EDUCATION ROY E. Lamar; HALL, Arrum WAY Cmsunox, Mmcumsm 02138 December 1%, 1965 .Mr. Joseph White, Principal Avalon Elementary School 20000 Avalon Avenue St. Clair Shores, Michigan #8080 Dear Mr. White: I would.be glad to give you permission to use some of the instruments from the National Principal- ship Study in your proposed study. My supply of questionnaires used in the National Principalship Study is now exhausted, but you could incorporate the‘parts of the questionnaire that you are interested in into your own questionnaire without difficulty. The items for the Index of Teacher Morale, Index of Teacher Professional.Performance, and Index of Executive Professional Leadership are all given in the book, Staff Leadership ip Public schools by Real.Gross and Robert E. Herriott which was published this year by John Wiley & Sons. Sincerely yours, Neal Gross Professor of Education and Sociology N0:mc APPENDIX B THE INSTRUMENTS 12A the attitude of the staff as a whole. be kept in strictest confidence. success of the study that you be able to identify this questionnaire as your own at a later date. an identifying mark on the line in the upper right hand It can be a picture, symbol, wedding, gradu- ation or birth date--anything--just so that you can pick this out as your questionnaire—~later in the year. corner. NORTHEAST SUBURBAN TEACHING CENTER Faculty Questionnaire Wayne State University Phase III Pilot Study The purpose of this questionnaire is to determine Please answer the questions below. QUESTION I Of the teachers in your school, what per cent: Display a sense of pride in the school? Enjoy working in the school? Display a sense Of loyalty to the school? Work cooperatively with their fellow teachers? Accept the educational philosophy under— lying the curriculum of the school? Respect the judgment of administrators of the school? DO "text book teaching" only? Do everything possible to motivate their students? All replies will It is essential to the Please place 126 9. Plan their classes so that different types of students can benefit from them? % 10. Provide opportunities for students to go beyond the minimum demands of assigned work? % 11. Try new teaching methods in their class- rooms? % 12. Take a strong interest in the social and emotional problems of their students? % 13. Feel a responsibility for working with student teachers? % 1A. Keep abreast of the latest theory and research through study and/or reading? % COMMENTS: Please answer Question II for each statement below as it applies to the principal Of your school. In answer— ing the question, please write in each space ppngetter that best describes the behavior of your principal. QUESTION II To what extent does your principal engage in the following kinds of behavior: A - Always B - Almost always C - Frequently D - Occasionally E - Almost never F - Never N — I do not know 1. Gives teachers the feeling that their work is an "important" activity. 2. Gets teachers to upgrade their performance standards in their classrooms. 3. Gives teachers the feeling that they can make significant contributions to improving the classroom performance of their students. A. Stresses "political" rather than professional considerations in his decisions. 10. ll. 12. 13. 14. 15. 16. 17. 18. 127 Makes teachers' meetings a valuable edu- cational activity. Has constructive suggestions to offer teachers in dealing with their major problems. Takes a strong interest in my professional development. Treats teachers as professional workers. Attempts to reward teachers who are doing an outstanding job. Discourages teachers who want to try out new educational ideas. Utilizes research evidence when consider- ing solutions to educational problems. Considers "what is best for all the chil— dren" in his decisions affecting edu- cational programs. Helps to eliminate weaknesses in his school. Reprimands teachers whose educational ideas disagree with his own. Maximizes the different skills found in his faculty. Brings to the attention of teachers edu- cational literature that is of value to them in their jobs. Helps teachers to understand the sources of important problems they are facing. Displays a strong interest in improving the quality of the educational program. COMMENTS: as it ing. space most 128 Please answer Question III for each statement below applies to the college supervisor Of student teach- In answering the question, please write in each the ppe letter that best describes the college supervisor of student teaching that you have worked with recently. QUESTION III A - D - N 10. To what extent does the college supervisor of student teaching engage in the following kinds of behavior? Always B - Almost always C — Frequently Occasionally E - Almost never F - Never I do not know Makes cooperating teachers feel that they are making an important contribution. Has constructive suggestions to Offer cooper- ating teachers in dealing with student teachers. Gives COOperating teachers the feeling that they can make significant contributions to improving the professional preparation of student teachers. Helps cooperating teachers in solving their own classroom problems. Discusses educational ideas with teachers that they can use in the classroom. Disparages teachers whose educational ideas disagree with his own. Brings to the attention of teachers resources that are of value to them in their jobs. Works with teachers on experimental teaching projects. Displays a strong interest in improving the quality of teaching. Helps eliminate weaknesses in the student teaching program. 129 ll. Stresses university "policies" rather than professional considerations in making de— cisions about student teachers. ‘ l2. Treats teachers as professional colleagues. COMMENTS: 130 OBSERVATIONAL CHECK LIST OF TEACHER ATTITUDINAL AND BEHAVIORAL MODIFICATIONS Northeast Suburban Teaching Center Wayne State University Phase III Pilot Study During this study, building principals will look for changes in the following areas: 1. Provision for individual differences. 8.. Is there evidence of more sophisticated grouping on the basis of individual pupil needs? Do teachers diSplay an increase in sensi- tivity to the social and emotional needs of pupils as demonstrated by differential planning for pupils, increased use Of sociometric techniques, more insightful visiting teacher and psychological test— ing referrals, and an increase in the time spent with individual pupils? 2. Utilization of instructional materials. a. Increased use of innovative materials-—to be determined from teacher materials re— quisitions. Evidence of more strategic use of A—V and supplementary materials--determined by A-V requisitions and direct observation. Increased awareness of the great variety of materials and their multifarous approaches in instruction-—as evidenced by teacher justification for requisitions, informal conversations, teachers' critical appraisals of current materials, and principal's ob- servations. 131 Interstaff relationships. a. Development of informal curriculum leaders among school staff. (Do supervising teams tend to direct student teachers to certain staff members for specific curriculum in- formation?) _b. Do staff friendships develop on the basis of supervising team membership? 0. Do student teachers identify with the team as well as with the team leader? Innovative or experimental teaching. a. Do teachers attempt more new approaches to instruction? b. Is there an increase in faculty room discussion of teaching techniques. c. Do teachers ask the principal more fre- quently about innovative ideas? d. Do they spend more time reading professional journals? e. Do teachers more often discuss educational tOpics on a higher plane? DO NOT OPEN UNTIL TOLD TO DO SO MINNESOTA TEACHER ATTITUDE INVENTORY Form A CARROLL H. LEEDS Furman University WALTER W. COOK University of Minnesota ROBERT CALLIS University of Missouri DIRECTIONS This inventory consists of 150 statements designed to sample opinions about teacher-pupil relations. There is considerable disagreement as to what these relations should be; therefore, there are no right or wrong answers. What is wanted is your own individual feeling about the statements. Read each statement and decide how YOU feel about it. Then mark your answer on the space provided on the answer sheet. Do not make any marks on this booklet. SA A U 0 If you strongly agree, blacken space under "SA" ...................................................... I SA A U D If you agree, blacken space under "A” .......................................................................... I SA A U D If you are undecided or uncertain, blacken space under "U" .. I ‘ SA A U D If you disagree, blacken space under ”D" .................................................................... I SA A U D If you strongly disagree, blacken space under "SD” ...................................... . ............ .. H H S!) SE) SE) SE) Think in terms of the general situation rather than specific ones. There is no time limit, but work as rapidly as you can. PLEASE RESPOND TO EVERY ITEM. The test contained in this booklet has been designed for use with answer forms pub- lished or authorized by The Psychological Corporation. If other answer forms are used, The Psychological Corporation takes no responsibility for the meaningfulness of scores. Printed in U.S.A. Copyright 1931. All rights reserved. The Psychological Corporation. 504 East 45th Street. New York 17. N. Y. 64-12818 SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree SD—Strongly disagree 10. ll. 12. l3. l4. 15. Most children are obedient. Pupils who “act smart” probably have too high an opinion of themselves. Minor disciplinary situations should sometimes be turned into jokes. Shyness is preferable to boldness. Teaching never gets monotonous. Most pupils don’t appreciate what a teacher does for them. If the teacher laughs with the pupils in amus- ing classroom situations, the class tends to get out of control. A child’s companionships can be too carefully supervised. A child should be encouraged to keep his likes and dislikes to himself. It sometimes does a child good to be criticized in the presence of other pupils. Unquestioning obedience in a child is not desirable. Pupils should be required to do more studying at home. The first lesson a child needs to learn is to obey the teacher without hesitation. Young people are difiicult to understand these days. There is too great an emphasis upon “keeping order” in the classroom. 16. l7. 18. 19. 21. 22. 25. 26. 27. A pupil’s failure is seldom the fault of the teacher. There are times when a teacher cannot be blamed for losing patience with a pupil. A teacher should never discuss sex problems with the pupils. Pupils have it too easy in the modern school. A teacher should not be expected to burden himself with a pupil’s problems. Pupils expect too much help from the teacher in getting their lessons. A teacher should not be expected to sacrifice an evening of recreation in order to visit a child’s home. Most pupils do not make an adequate effort to prepare their lessons. Too many children nowadays are allowed to have their own way. Children’s wants are just as important as those of an adult. The teacher is usually to blame when pupils fail to follow directions. A child should be taught to obey an adult without question. The boastful child is usually over-confident of his ability. 29. Children have a natural tendency to be unruly. 30. A teacher cannot place much faith in the state- ments of pupils. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree SD—Strongly disagree. 31. 32. 33. 35. 36. 37. 38. 39. 41. 42. 45. Some children ask too many questions. A pupil should not be required to stand when reciting. The teacher should not be expected to man- age a child if the latter’s parents are unable to do so. A teacher should never acknowledge his ig- norance of a tOpic in the presence of his pupils. Discipline in the modern school is not as strict as it should be. Most pupils lack productive imagination. Standards of work should vary with the pupil. The majority of children take their responsi- bilities seriously. To maintain good discipline in the classroom a teacher needs to be “hard-boiled.” Success is more motivating than failure. Imaginative tales demand the same punish- ment as lying. Every pupil in the sixth grade should have sixth grade reading ability. A good motivating device is the critical com- parison of a pupil’s work with that of other pupils. It is better for a child to be bashful than to be “boy or girl crazy." Course grades should never be lowered as punishment. 48. 47. 49. 51. 52. 53. 55. 59. 57. 58. 60. More “old-fashioned whippings” are needed today. The child must learn that “teacher knows best.” Increased freedom in the classroom creates confusion. A teacher should not be expected to be sym- pathetic toward truants. Teachers should exercise more authority over their pupils than they do. Discipline problems are the teacher’s greatest worry. The low achiever probably is not working hard enough and applying himself. There is too much emphasis on grading. Most children lack common courtesy toward adults. Aggressive children are the greatest problems. At times it is necessary that the whole class suffer when the teacher is unable to identify the culprit. Many teachers are not severe enough in their dealings with pupils. Children “should be seen and not heard.” A teacher should always have at least a few failures. It is easier to correct discipline problems than it is to prevent them. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree SD—Strongly disagree 81. 87. 70. 71. 72. 73. 74. 75. Children are usually too sociable in the class- room. Most pupils are resourceful when left on their own. Too much nonsense goes on in many class- rooms these days. The school is often to blame in cases of truancy. Children are too carefree. Pupils who fail to prepare their lessons daily should be kept after school to make this prep- aration. Pupils who are foreigners usually make the teacher’s task more unpleasant. Most children would like to use good English. Assigning additional school work is often an effective means of punishment. Dishonesty as found in cheating is probably one of the most serious of moral offenses. Children should be allowed more freedom in their execution of learning activities. Pupils must learn to respect teachers if for no other reason than that they are teachers. Children need not always understand the rea- sons for social conduct. Pupils usually are not qualified to select their own topics for themes and reports. No child should rebel against authority. 78. 77. 78. 79. 81. 82. 83. 87. There is too much leniency today in the hand- ling of children. Difficult disciplinary problems are seldom the fault of the teacher. The whims and impulsive desires of children are usually worthy of attention. Children usually have a hard time following instructions. Children nowadays are allowed too much free- dom in school. All children should start to read by the age of seven. Universal promotion of pupils lowers achieve- ment standards. Children are unable to reason adequately. A teacher should not tolerate use of slang expressions by his pupils. The child who misbehaves should be made to feel guilty and ashamed of himself. If a child wants to speak or to leave his seat during the class period, he should always get permission from the teacher. Pupils should not respect teachers anymore than any other adults. Throwing of chalk and erasers should always demand severe punishment. Teachers who are liked best probably have a better understanding of their pupils. Most pupils try to make things easier for the teacher. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree 5%Strongly disagree 91. 97. 100. 101. 102. 103. 104. 105. Most teachers do not give sufficient explana- tion in their teaching. There are too many activities lacking in acad- emic respectability that are being introduced into the curriculum of the modern school. Children should be given more freedom in the classroom than they usually get. Most pupils are unnecessarily thoughtless rel- ative to the teacher’s wishes. Children should not expect talking privileges when adults wish to speak. Pupils are usually slow to “catch on” to new material. Teachers are responsible for knowing the home conditions of every one of their pupils. Pupils can be very boring at times. Children have no business asking questions about sex. Children must be told exactly what to do and how to do it. Most pupils are considerate of their teachers. Whispering should not be tolerated. Shy pupils especially should be required to stand when reciting. Teachers should consider problems of con- duct more seriously than they do. A teacher should never leave the class to its own management. 108. 107. 108. 109. 110. 111. 112. 113. 114. 115. 118. 117. 118. 119. 120. A teacher should not be expected to do more work than he is paid for. There is nothing that can be more irritating than some pupils. “Lack of application” is probably one of the most frequent causes for failure. Young people nowadays are too frivolous. As a rule teachers are too lenient with their pupils. Slow pupils certainly try one’s patience. Grading is of value because of the competition element. Pupils like to annoy the teacher. Children usually will not think for themselves. Classroom rules and regulations must be con- sidered inviolable. Most pupils have too easy a time of it and do not learn to do real work. Children are so likeable that their shortcom- ings can usually be overlooked. A pupil found writing obscene notes should be severely punished. A teacher seldom finds children really enjoy- able. There is usually one best way to do school work which all pupils should follow. GO ON TO THE NEXT PAGE SA—Strongly agree A—Agree U—Undecided or uncertain D—Disagree SD—Strongly disagree 121. 122. 123. 124. 125. 128. 127. 128. 129. 130. 131. 132. 133. 134. 135. It isn’t practicable to base school work upon children’s interests. It is difi'icult to understand why some chil- dren want to come to school so early in the morning before opening time. Children that cannot meet the school stand- ards should be dropped. Children are usually too inquisitive. It is sometimes necessary to break promises made to children. Children today are given too much freedom. One should be able to get along with almost any child. Children are not mature enough to make their own decisions. A child who bites his nails needs to be shamed. Children will think for themselves if permit- ted. There is no excuse for the extreme sensitivity of some children. Children just cannot be trusted. Children should be given reasons for the re- strictions placed upon them. Most pupils are not interested in learning. It is usually the uninteresting and difficult subjects that will do the pupil the most good. 136. 137. 138. 139. 140. 141. 142. 143. 144. 145. 148. 147. 148. 148. 150. A pupil should always be fully aware of what is expected of him. There is too much. intermingling of the sexes in extra-curricular activities. The child who stutters should be given the opportunity to recite oftener. The teacher should disregard the complaints of the child who constantly talks about imag- inary illnesses. Teachers probably over-emphasize the ser- iousness of such pupil behavior as the writing of obscene notes. \ Teachers should not expect pupils to like them. Children act more civilized than do many adults. Aggressive children require the most atten- tion. Teachers can be in the wrong as well as pupils. Young people today are just as good as those of the past generation. Keeping discipline is not the problem that many teachers claim it to be. A pupil has the right to disagree openly with his teachers. Most pupil misbehavior is done to annoy the teacher. One should not expect pupils to enjoy school. In pupil appraisal effort should not be dis- tinguished from scholarship. O PSYC/y “is \/ \CAL 06 C0 ’90 O I? .b a” \( INCORPORATED m IDZI ® BIBLIOGRAPHY 1140 BIBLIOGRAPHY Allen, Arthur T., Seaberg, Dorothy I. "Teachers in the Becoming," The Elementary School Journal (March, 196“), pp. 332-338. American Association Of Colleges for Teacher Education. A Proposal for the Revision of the Pre-Service Professional Component of a Program of Teacher Education. A report prepared by the Teacher Edu- cation and Media Project. Washington, D. C.: A. A. C. T. E., 196A. American Educational Research Association. Handbook of Research on Teaching. N. L. 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