A STUDY OFCRWERE’A FOR f SELEcmN OFSUPERWSING TEACHERS m SECONDARY ' SCHOOLS AS PERCEIVED BY STUDENT TEACHiNG ADMENESTRATORS m BIG TEN UNSVERS’ETIES Thesis for the Begs-Se of Edi B. MICHIGAN STATE UNWERSITY MANLEY F. £0HNSON 1968 THEI. EIQNHLQE§ This is to certify that the thesis entitled A STUDY OF CRITERIA FOR SELECTION OF SUPERVISING TEACHERS IN SECONDARY SCHOOLS AS PERCEIVED BY STUDENT TEACHING ADMINISTRATORS IN BIG TEN UNIVERSITIES presented by Manley F. Johnson has been accepted towards fulfillment of the requirements for Ed. D. Education degree in___ i257 ;Z7€Z?Z£-z,/ A / Major professor/ Date FGb. 12; 1968 0-169 ABSTRACT A STUDY OF CRITERIA FOR SELECTION OF SUPERVISING TEACHERS IN SECONDARY SCHOOLS AS PERCEIVED BY STUDENT TEACHING ADMINISTRATORS IN BIG TEN UNIVERSITIES by Manley F. Johnson The purpose of this study was to investigate exist- ing criteria to discover what agreement, if any, exists among administrators of secondary student teaching programs regarding the values of these criteria as fundamental in the selection of supervising teachers. A secondary purpose was to utilize the results of this investigation to develop a list of criteria which can be regarded as funda- mental, and serve as a guide for the selection of supervis- ing teachers in secondary schools. The normative survey and evaluative method of research were used in this study. The administrators of secondary student teaching programs in the Western Conference or "Big Ten" Universities comprised the sample. After development of twenty-five criteria, taped personal interviews were conducted with each administrator. For a comparison of views, questionnaires were also administered to college supervisors at each institution. A majority of the items were agreed upon by seven of the ten administrators, as important for the selection Manley F. Johnson of supervising teachers. The following eighteen criteria were agreed upon, and are suggested as a basic guide for the selection of supervising teachers. The first five criteria received total agreement from the ten administra- tors represented in this study: 10. ll. 12. I3. Suggested List of Criteria Possesses the level of academic preparation required by state certification laws. Demonstrates competence in his area of teaching. Possesses physical and mental health, vitality, and self-confidence sufficient to enable him to assume this added responsibility. Demonstrates and understands the basic prin— ciples of effective teaching and learning. Respects and recognizes the worth and dignity of each individual. Possesses a degree from an accredited educational institution. Teaches in the area of his major preparation. Demonstrates that his work is a result of organized planning, guided by well defined objectives. Demonstrates ethical principles in guiding his actions. Has the ability to diagnose, analyze, and evaluate behavior of children, student teachers, and himself. Is a full-time teacher with a regular assignment. Is capable of taking corrective measures which will improve difficult situations. Is recommended by his administrators and by the administrators of the teacher education institu- tion. Manley F. Johnson 1“. Has a basic understanding of the responsibilities of a supervising teacher. 15. Is enthusiastic about his potential role as a supervising teacher. 16. Is a cooperative staff member. 17. Is optimistic and open-minded. 18. Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. In summary, these results show that administrators of secondary student teaching programs generally agree on criteria for the selection of supervising teachers as hypothesized. It was concluded that within the limitations of this study: 1. Even with a pre—determined list of criteria for the selection of supervising teachers, administrators of secondary student teaching could not toally agree as to their importance. 2. Among administrators of secondary student teaching programs there was, however, a nucleus of criteria agreed upon as important by most administrators. 3. There is an insufficient number of supervising teachers for rigorous application of any but the most basic selection criteria. 4. Membership in professional organizations as a criterion for the selection of supervising teachers is considered unimportant by administrators at the present time. Manley F. Johnson 5. There is general agreement concerning criteria for the selection of supervising teachers among administra- tors and college supervisors of secondary student teaching programs. Specific Recommendations l. The question of whether commonly accepted norms for teacher preparation are desirable demands further investigation. 2. The fact that some criteria received agreement among administrators does not insure that these criteria really relate to good teachers. A next step will neces— sarily involve assessment of the actual performance of supervising teachers selected on the basis of these criteria. 3. If the criteria suggested by this study are valid, programs should be initiated to significantly increase the number of supervising teachers. A. The purposes and goals of professional organiza— tions need further evaluation if membership in these organizations is to be recognized as an important criterion for the selection of supervising teachers. 5. The general agreement on criteria by administrators and college supervisors of secondary student teaching programs suggest an investigation as to reasons for such agreement. Manley F. Johnson 6. Because student teaching programs are undergoing continuous change, it is recommended that selection criteria for supervising teachers be subjected to periodic evaluation as to their relevance and practicality. A STUDY OF CRITERIA FOR SELECTION OF SUPERVISING TEACHERS IN SECONDARY SCHOOLS AS PERCEIVED BY STUDENT TEACHING ADMINISTRATORS IN BIG TEN UNIVERSITIES By o—. . g Manley Ff Johnson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Secondary Education and Curriculum College of Education 1968 CD. .1» a in ~. . (”5" a} '9} ACKNOWLEDGMENTS The writer wishes to express gratitude to the many people who have helped to make this study possible. Special appreciation is expressed to Dr. George Myers who, as committee chairman, gave invaluable assist- ance and guidance throughout the preparation of this study. The writer would also like to express his appreciation to each of the other members of his committee for their helpful assistance. The members of this committee are: Drs. C. C. Collier, W. Henry Kennedy, and James B. McKee. Special thanks are due to Dr. James F. Alexander for his counsel; the writer's wife Annette, his daughter Amy, and his son Todd, for their patience and understand- ing during the years devoted to the doctoral program. ii TABLE OF CONTENTS ACKNOWLEDGMENTS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES Chapter I. II. III. IV. INTRODUCTION Significance Need for the Study Statement of Purpose. Hypothesis Underlying Assumptions of the Study. Limitations of the Study Organization . . REVIEW OF LITERATURE. Summary PROCEDURES USED IN THE STUDY Introduction Method Used. Procedures Collection of the Data Tabulation of Responses. Selection of Institutions, Adminis— trators and College Supervisors Definition of Terms Items to be Tested Summary ANALYSIS OF RESULTS Qualifying Data Summary . SUMMARY, CONCLUSIONS, AND IMPLICATIONS. Summary Suggested List of Criteria. Conclusions, Implications and Recommendations iii Page ii vii viii Ch thWNMI—‘l—J |—‘ MN tho N NMMMM CD OWE-Dr UUUULU \J'ILUl-J mm W OKO 0\ U1 [U U1 mm W DUN Chapter Page BIBLIOGRAPHY . . . . . . . . . . . . 59 APPENDICES. . . . . . . . . . . . . 63 iv Table O‘\ }._3 LIST OF TABLES Summary of Items Agreed Upon as Fundamental by Administrators of Secondary Student Teaching Programs Summary of Specific Items Agreed Upon by the Administrators of Secondary Student Teaching Programs as Fundamental Summary of Items Agreed Upon as Fundamental by College Supervisors of Secondary Student Teaching Programs Summary of Specific Items Agreed Upon by the College Supervisors of Secondary Student Teaching Programs as Fundamental Specific Items Listed from Total Agreement to No Agreement, Comparing Administrator's with College Supervisor's Choices to Question #1, Is Important (Fundamental, Basic). . Summary of Items Which Administrators of Secondary Student Teaching Programs Agree Have Some Importance Summary of Specific Items Which Administrators of Secondary Student Teaching Programs Agree Have Some Importance . . Summary of Items Which Administrators of Secondary Student Teaching Programs Agree Have No Relevant Importance. Summary of Specific Items Which Administrators of Secondary Student Teaching Programs Agree Have No Relevant Importance. Summary of Items Agreed Upon as Having Some Importance by College Supervisors of Secondary Student Teaching Programs Page 36 37 38 38 MO Al 41 U2 U2 “3 Table 6.2 Summary of Specific Items Which College Supervisors Secondary Student Teaching Programs Agree Have Some Importance Summary of Items Which College Supervisors of Secondary Student Teaching Programs Agree Have No Relevant Importance. Summary of Specific Items Which College Supervisors of Secondary Student Teaching Programs Agree Have No Relevant Importance. Specific Items Listed from Total Agreement to No Agreement Comparing Administrator's with College Supervisor's Choices to Question #2, Have Some Importance (Not Essential) . . . . . . . Specific Items Listed from Total Agreement to No Agreement Comparing Administrators with College Supervisor's Choices to Question #3, Have No Relevant Importance vi Page an AM “5 A6 LIST OF FIGURES Figure Page 1. Map Showing Geographic Locations of Big Ten Universities . . . . . . . . . 3O vii LIST OF APPENDICES Appendix Page A. Total List of 1A1 Criteria Reviewed as Pertinent to This Study . . . . . . 6A B. Introduction and Questionnaire Used in Study . . . . . . . . . . . . 81 C. Total Number of Responses Given to Criterion by Administrators and College Supervisors . . . . . . . . . . 88 D. Example of Forms Used to Tabulate Results . 95 viii CHAPTER I INTRODUCTION Significance The shortage of teachers in this country and the increasing enrollment of children in our public schools emphasize the need for continued efforts to develop high— quality teacher preparation programs. The student teaching phase of teacher education is one which increas- ingly involves cooperation between public school and university administrators and faculty members to insure quality experience on the part of prospective teachers. Need for the Study Many studies have pointed out that the supervising teacher plays a crucial role in the experience of the student teacher.1 As student teaching has moved in recent years from the college laboratory school to the public school, the colleges no longer control the choice of the teaching staff. Thus it becomes increasingly important that the colleges develop useful criteria for identifying those teachers in the public schools who will be most com— petent as supervising teachers. 1For example, see Chapter III, The Supervising Teacher, Thirty:eighth Yearbook (Cedar Falls, Iowa: The Association for Student Teaching, 1959), p. 26. As teacher education programs become larger in scope and number, the placement of student teachers becomes a more demanding task. Teachers who are asked to supervise these students add an extra responsibility to already crowded schedules. Not all teachers are willing to work with student teachers. Individual public schools, teacher education institutions, and authors in the field, have proposed criteria designed to identify supervising teachers. It is accurate to state, however, that at the present time there is in the literature on student teaching no single list of criteria for selection of supervising teachers which is generally accepted and used as a guide by those involved in the selection process. Statement of Purpose The purpose of this study is to investigate existing selection criteria to discover if agreement exists among university administrators of secondary student teaching programs regarding the criteria which are fundamental in the selection of secondary supervising teachers. A secondary purpose of the study is to utilize the results of the primary investigation to develop a list of criteria which can be regarded as a guide for the selection of secondary supervising teachers. Hypothesis The hypothesis to be tested in this study is a follows: There are established criteria for the selection of supervising teachers which are accepted as fundamental by administrators of secondary student teaching programs at universities represented in this study. This hypothesis is suggested by the literature in the field of student teaching, which indicates a need for agreement upon criteria for the selection of supervising teachers. Underlying Assumptions of the Study 1. That the administrators of secondary student teaching programs have established and will relate the criteria they use for the selection of supervising teachers. 2. That the criteria used for the selection of secondary supervising teachers will apply to all programs where supervisors of student teachers are involved. 3. That the administrators of secondary student teaching programs will not regard this study as an evaluation of their specific programs. A. That administrators of secondary student teaching programs have convictions as to the quality of the supervising teachers they want to work with their student teachers. Limitations of the Study This is an exploratory study involving ten teacher preparation institutions in the Western Conference. The universities selected offer an undergraduate program preparing secondary school teachers, including full-time student teaching. The study is also limited to selection of secondary supervising teachers. The administrators participating have been selected regardless of their length of experience in their position. The normal limitations associated with the questionnaire interview technique are applicable--e.g., the instrument does not inhibit the individual's responses. Organization The findings of this research study are presented as follows: Chapter II deals entirely with a review of litera- ture pertaining to the study. The review deals with the literature which expresses a need for established criteria, the increased emphasis on off campus student teaching, the need for financial aid, state policies, and specific studies dealing with the establishment of criteria for the selection of supervising teachers. The methodology and techniques used to collect the data to test the hypothesis are reported in Chapter III. The analysis of the data is covered in Chapter IV. The hypothesis stated in Chapter I is discussed and stated in its final form. Chapter V contains the summary and conclusions, discussion of qualifications expressed by administrators, and suggested recommendations for further study. CHAPTER II REVIEW OF LITERATURE One phase of the teacher education program that critics and proponents of education generally agree upon is student teaching. Although there may be total dis- agreement as to the method, few deny that some sort of supervised experience in the classroom benefits the prospective teacher. The recognition of this experience is not a new concept in this country. It began with the normal school movement at the turn of the nineteenth century. The prospective teacher obtained practice by (1) teaching his classmates periodically and (2) teach— ing children in the "model school". Immediately the supervising teacher became necessary and important. This supervising teacher, and the criteria for his selection, are the focal points of this study. As Stiles states: It is the supervising teacher who assumes respon- sibility for inducting the prospective teacher into the teaching process and who gives close, day-by-day guidance and direction to his experi— ence. lNicholas Troisl, "Development of the Supervising Teacher's Role," The Supervising Teacher, 38th Yearbook (Cedar Falls, Iowa: The Association for Student Teaching, 1959): p' 12' 2L. V. Stiles, "Supervision of Student Teaching in Universities," Education, LXVII (1946), pp. 8-11. 6 In the normal school and in some college campus schools today, prospective teachers did, and still do, their "practice teaching" in the "model," campus or laboratory schools. The teachers in these schools were carefully selected and were, in most cases, considered "master" teachers. Specific criteria for their selection were established by the educational institutions related to the campus school. Although each institution set its own standards, they were generally more restrictive than those of the public schools. As the name "model" implies, these schools were considered examples of how teaching should be done. The student teacher could see how the "master" teacher operated and follow this carefully selected example of "good" teaching. Ironically, educators were professing to recognize individual differences in their students, yet they were preparing teachers in a stereotyped "follow me" type of environment. This "train— ing” was not realistic. It lacked the typical teaching environment which confronted the graduate when he assumed his first teaching position. As is stated in the Thirty- Eighth Yearbook of the Association for Student Teaching: The Campus school, established almost with the beginning of normal schools, has remained a force in teacher education through the years. The public school, however, is being used more and more as a laboratory, and in modern education it is perhaps even greater in importance in the edu- cation of teachers than is the campus school.3 3Association for Student Teaching, Off-Campus Student Teaching, Thirty-Eighth Yearbook (Lock Haven, Pennsylvania: The Association for Student Teaching, 1951), p. 21. To further support the decline of the campus school, Dr. Lawrence R. Stewart, Chairman of the Education Depart— ment of Morehead State College, Morehead, Kentucky, surveyed 202 colleges and universities throughout the United States, and found that in 1964, 88 per cent of the schools surveyed had no future plans for building campus schools, and that 70 per cent of the student teachers were being assigned off campus.” However, in attempting to find more realistic settings in off-campus schools, the problem of selecting supervising teachers becomes more acute. The responsibility for selecting competent supervising teachers, which formerly rested with the institutionalized campus school, now be- comes a dual responsibility of the public school system and the university. It is now necessary to identify public school teachers who are not only competent and qualified, but who are willing to add the supervision of a student teacher to their already heavy schedules. The National Commission on Teacher Education and Professional Standards reports: Not every good classroom teacher possesses the skill and competence necessary for the supervision of stu- dent teachers. Criteria for assessment of competence in supervision should be based on demonstrated behavior. The necessary qualifications should be clearly defined by college and school staffs.5 ”Lawrence R. Stewart, Research Study of Teacher Edu- cation Practices (Morehead State College, Morehead, Kentucky, July, 196“), pp. 8-9. 5National Commission on Teacher Education and Profes- sional Standards, A New Order in Student Teaching-—Fixing Although most studies suggest use of clearly defined qualifications, the selection of supervising teachers is generally made by largely subjective methods. However, as the AST position Paper on the Supervising Teacher states: Another inherent problem which complicates the process of selecting supervising teachers, is the fact that identifiable characteristics do not always result in anticipated performance. Not only does the absence of predictability expand the problem, but: Personal factors such as age, disposition, security, and adaptability add to the problem of finding teachers who are professionally competent to induct a neophyte into the complex science/art of teaching, and the proper placement of student teachers is sometimes sacrificed to expediency. Thus, as is evident, the problem of improving the student teaching program involves many variables: Public school systems and their staffs, principals and teachers; university systems and their staffs of college supervisors, directors, methods professors, and students; all of which differ in attitudes, personality and the qualities which make each person an individual. Professional perception and subjective judgment seem to be the only conceivable methods of becoming selective when attempting to choose a person to assume the responsibility of guiding a student Responsibilities for Student Teaching (Washington, D. C.: National Education Association, 1967), pp. 6-7. 6Association for Student Teaching, The Supervising Teacher-Standards for Selection and Function, An AST Posi- tion Paper (Cedar Falls, Iowa: The Association for Student Teaching, 1966), p. l. 7 A New Order in Student Teaching, pp. 5—6. lO teacher. Increasing enrollments and the demand for more and better teachers multiply the number of people involved in the student teaching process. As L. O. Andrews states: . much of the practice of selecting cooperating teachers is still haphazard at best, with some approaches simply professionally disgraceful. The reasons are numerous, but perhaps the two most com- mon are lack of understanding of sound criteria and failure8to give this function the time and attention needed. Lieberman states in his book The Future of Public Education: Although an effort is made to get good supervising teachers, this often turns out to be a hit-or miss proposition. The choice of supervising teachers frequently depends on a chain of fortuitious factors-— what school systems are available, whether the prin- cipals and the teachers are interested in having any student teachers, where the student teacher lives, how far the participating school is from the college of education, what teachers are available at the times which the student teacher can spare from his other subjects, and so on. In his book Professional Student Teaching Programs, Merrill echoes Andrews and Lieberman in his criticism of selection procedures: student teaching programs - and even internships - are too often staffed by a variety of temporary, some— times uncommitted, often inappropriately prepared, but conveniently available persons. No institutions deliberately staffs in this manner; in practice, how- ever, the evidence is sometimes incriminating even for those institutions which are supposedly particular about employing staff.10 8L. O. Andrews, Student Teaching (New York: The Center for Applied Research in Education, Inc., 196“), p. 83. 9Myron Lieberman,The Future of Public Education (Chicago: The University of Chicago Press, 1960), p. 116. 10Edward C. Merrill, Jr., Professional Student Teaching Programs (Danville, Illinois: The Interstate Printers and Publishers, Inc., 1967), p. 100. ll Shaplin suggests that the schools should accept a more direct responsibility for the training of teachers: If we look at the typical apprentice teaching arrangements, we find that the COOperating teachers are volunteers who are offered to the colleges by the schools without selective judgment regarding their competence to handle this additional respon- sibility. No adjustment is made in the load of the cooperating teacher, and the school supervisory staff does not accept any responsibility for the quality of the work of the cooperating teachers. The colleges become "beggers," pleading with teachers to take on this work. The colleges are not in a position to make judgments of the compe— tence of the cooperating teacher until the apprenticeship is well under way. The specialized task of supervision is not considered a part of the career of the cooperating teacher, who receives only token or no recognition and reward from either the school or the college.11 The objective of this study is to explore and to take the time to discover what criteria, if any, are sound for the selection of secondary supervising teachers. The problem becomes onecfi?expedience and practicality versus idealism or what we would like to have, or should have, when placing student teachers with supervising teachers. The problem of expedience is expressed by Andrews: . over 200,000 such teachers are needed every year to work with college students. Most of these teachers have a student only once a year, and probably a majority have never had a course on planned inservice instruction in the supervision of a student teacher, a task which combines the roles of a personnel director and a guidance counselor with that of a superior classroom teacher. Some colleges have an adequate number of able supervising teachers readily available, but too many others are like a certain state college which annually placed 600 student teachers in a llJudson J. Shaplin, "Practice in Teaching," Teacher Education, ed. by Elmer R. Smith (New York: Harper and Row, 1962), pp. 80—124. l2 territory of about 120 miles in diameter. There the director of student teaching is forced to use every certified teacher, regardless of teaching ability. 2 A possible solution may be found in the Position Paper by the National Education Association. Each student needs a substantial period of student teaching, with skilled supervision by both school and college personnel in a program cooperatively planned and conducted by the schools and colleges. Supervising teachers should be the most capable teachers in the school; They should be specifically prepared for their supervisory work, given a reduced load and compensated beyond their regular salary. State education agencies should assume increased responsibilities (including the making available of financial assistance) for insuring that student teaching is conducted in good schools with the supervision of well qualified teachers and adminis- trators.l The Position Paper quoted above brings to the dilemma of supervising teacher selection, another factor which could improve the quality of these teachers. The State Boards of Education are in an excellent position to suggest, and perhaps set standards for the selection of supervising teachers. As education is a function of the state, it would appear natural for the state to develop acceptable standards for all persons in public education, including supervising teachers. James B. Conant states: l2Andrews, Student Teaching, p. 8. 13"National Commission on Teacher Education and Professional Standards Position Paper" (Washington, D. C.: National Education Association, 196A), pp. A-S. 13 The state should approve programs of practice teaching. The state should require that colleges and public school systems involved submit evidence concerning the competence of those appointed Es cooperating teachers and clinical professors.l Several states have moved in the direction of certifying supervising teachers. Andrews states: At least eight states have formal certification standards for supervising teachers, while others have no criteria at all for teachers who will direct the work of student teachers.15 In an attempt to "stimulate discussion and study," Andrews also develOped a plan for "Suggested Minimum Standards for Supervising Teachers": Cooperating teacher: No special certificate would be involved. A college would be permitted to use a co- operating teacher for observation and the direction of participating students when a teacher had met the following conditions: a. Full provisional certificate or higher. b. Recommendation by his principal to perform such services. 0. Selection by a responsible college faculty member. Sponsor Teacher: A college would be permitted to assign student teachers on a temporary basis to a Sponsor Teacher, who had received a special certificate good for a limited number of years after meeting the following conditions: a. Bachelor's degree and full provisional certificate or higher. b. At least three years of successful teaching experience. c. At least six semester hours of additional graduate professional credit, preferably with one course in the special supervision of student teachers or in general supervision. d. Recommendation by his principal as a person well adapted to work with college students. e. Selection by a responsible college faculty member for such status. 15Andrews, Student Teaching, p. 7. 14 Teacher Education Associate: A college would be permitted to assign a student teacher to a Teacher Education Associate at any time and to use his services in any desired capacity in teacher educa- tion. A special certificate would be granted to any teacher who met the following conditions: a. A Master's degree in an appropriate field. b. At least full provisional certification, but preferably professional certification. 0. At least five years of successful teaching experience. d. At least two graduate courses in fields such as general supervision, curriculum, instruc- tion, or methods and materials in an appropriate field. e. At least one graduate course in the supervision of student teachers. f. Evidence of having served successfully in guiding the work of at least two student teachers. Recommendation by the college for this status. Approval of the recommendation for thgs status by his principal and superintendent.l 5‘09 Although Andrews' plan seems feasible, it is highly unlikely that states could follow all of his recommendations, if only because of our shortage of teachers. Perhaps when an abund- ance of teachers occurs in this country, it will be possible to insist upon qualifications such as expressed above. As previously mentioned, some states have attempted to set certification requirements. Schooler, in his study of 100 institutions in A8 states, found that some states had limited requirements, but in others the institution determined the qualifications needed to become a supervising teacher. He found: Thirty-six institutions indicated that a supervising teacher was acceptable provided a certificate to teach and at least a year of experience had been 16L. O. Andrews, "The Task Ahead," The Sppervising Teacher, Thirty-eighth Yearbook (Cedar Falls, Iowa: The Association, 1959), p. 123. 15 acquired. Forty—two institutions regarded a super— vising teacher as qualified when he had a bachelor's degree and experience. In 30 institutions a super- vising teacher was considered fully qualified when he had earned a master's degree and had at least two years of experience, with the majority of institu- tions preferring three years of experience. Twenty— two institutions considered the supervising teacher to be fully qualified if he had a master's degree and five years of experience. To be more specific, "Georgia has the most comprehensive state program for certifying supervising teachers"18 according to Andrews. The State Department of Education of Georgia has established four criteria which are adhered to when selecting supervising teachers. They are: 1. Holds at least the professional four-year certificate in the area for which the student is preparing. 2. Must have at least one year of experience in that field (it would be desirable for the teacher to have three or more years of experi- ence in that particular field). 3. Must be selected by the proper college officials in cooperation with the local school authorities. A. Agrees to work with the designated representatives of the training institution in planning the experi- ences of the apprentice.1 Wilson, in her study of Georgia student teaching programs, found that not only does the State Department of l7Virgil E. Schooler, A Survey of the Organization and Administration of Student Teaching in Selected Teacher Education Institutions (Bloomington, Indiana: Bureau of Educational Studies and Testing, 1965), p. 1A. 18 Andrews, Student Teaching, p. 7. 19Division of Education, Criteria on Education of §§upervising Teachers (Atlanta, Georgia: State Department (of Education, 195977 16 Education have a commitment in the student teaching field, but the colleges of Georgia are offering programs to inter- ested qualified teachers who wish to increase their skills and knowledge in supervising student teachers. The colleges of Georgia offer a program of education for supervising teachers. The primary purpose of this sequence is to provide selected teachers with sufficient understanding of the skills and knowledge required for effective supervision of student teach— ing, and other professional laboratory experiences. Enrollment is by invitation only. Outstanding teachers are recommended by public school adminis— trators. The major criteria used in the selection of supervising teachers are that the teacher is conducting an above average program for pupils, is willing to do further study in special preparation for working with student teachers, and is teaching in a school that as been selected as a student teaching center. Another state which specifies qualifications for supervising teachers is Florida. Helen Rogers found six criteria which the state of Florida uses to select qualified supervising teachers. They are: 1. Possess good health; be optimistic and emotionally well balanced; have a pleasing personality. 2. Have the ability and willingness to train a student teacher. 3. Be regularly employed in an accredited public school. A. Have had three or more years of successful teaching experience, preferably in Florida. 5. Have a four year degree and a standard certificate. 2OMaudecca LaVone Wilson, "The Selection of Cooperat— ing Schools and Supervising Teachers in Selected Off—Campus Student Teaching Programs" (unpublished Ph.D. thesis, University of Oklahoma, 1965), p. 8. 17 6. Be desirous of rendering acceptable service to the pupils, interns, college, State Department of Educationé and profession during the intern— ship period. 1 States should offer financial support, establish and insist upon basic, minimum criteria. This would allow universities an opportunity to adjust their curricula to meet state requirements, and public school systems to offer more incentive for good teachers to become supervis— ing teachers. COOperative efforts combining the three establishments, state, college, and public schools, becomes a critical necessity. Financial aid from the state would allow public school systems to give professional and monetary motivation to prospective supervising teachers. As Conant suggests: Public school systems that enter contracts with a college or university for practice teaching should designate as classroom teachers working with prac- tice teachers, leaders, and evaluators that have the highest confidence, and should give such persons encouragement by reducing their work loads and raising their salaries.2 With state financial aid, the public school system can better absorb the increasing numbers of student teachers, as more teachers can be hired to supplement the extra time Lieeded to supervise student teachers properly. Without t3he problem of haphazard assignment of supervising 21Helen Rogers, "The Administration of Student Teach— ing in the Secondary Schools of Large Cities" (unpublished Ed.D. dissertation, Los Angeles, University of Southern California, 1951), Two Volumes, p. 785. 22 6A Conant, The Education of American Teachers, pp. ~65- 18 teachers, the institutions can devote more time to prepara— tion of students for their experience in student teaching, being less concerned with the quality of supervising teachers in the field. Because of the uncertain quality of supervising teachers, and with the knowledge that very little can be done to improve the situation, very few adm-, instrators of student teaching have established written policies governing criteria for the selection of these teachers. To set limitations would make fewer teachers and classrooms available for the placement of student teachers. The administrators must make assumptions and rely upon public school administrators as to the quality of the supervising teacher. Wilson reported: No definite policies related to personal character- istics required of supervising teachers were reported by any of the seven directors of student teaching. They indicated that certain personal documents, such as health records and recommendations are re- quired at the time the teachers are employed, and it is assumed that the principals considered these before recommending individuals to serve as super- vising teachers.23 By means of a questionnaire sent to 410 institutions in this country, Woodruff found the following responses to the questions: Which of the following do you require in the selection of public school cooperating teachers? The teacher must volunteer ................. 209 23Wilson, "The Selection of Cooperating Schools and Supervising Teachers in Selected Off-Campus Student Teach— ing Programs," p. 6U. 19 The teacher must be approved by his principal or supervisor ............. . ....... 329 The teacher must have a valid certificate... 282 The teacher must be approved by the college ..................................... 302 Other, usual master's degree or experience.. 68214 Kelley, in his study on Selection and Appointment of Super— vising Teachers, reports: There exists a nucleus of A9 attributes which appear to be especially important to both supervisors and principals in selecting or recommending an individual for the position of coopegating teacher. (See Appendix A, p. 6“)2 In a book which has become a guide for student teaching, Stratemeyer and Lindsey state: Although every member of a school faculty is not expected to have these qualities to the same degree, the teacher who is selected to work with student teachers should be a person who. - Has a positive professional attitude and a real liking and respect for teaching. — Is a responsible and willing participant in the affairs of the school. - Is basically a learner, striving always to improve his ability to carry out his tasks. — Perceives the opportunity to work with future teachers as a professional responsibility, one which he is glad to have a chance to assume. — Is attractive because of his scope of interests, the wholesome way in which he meets his problems, his participation in community activities - his zest for living and working. 2uAsahel B. Woodruff, Student Teaching Today (Washing- ton, D. C.: The American Association of Colleges for Teacher Education, 1960), p. 30. 25David George Kelley, "An Exploratory Study of the Criteria used by College Supervisors of Student Teachers 2O — Is able to deal with basic principles of learning and teaching and to verbalize these in working with a novice. - Can work effectively with another adult in the classroom; is able to share rewards and joys as well as problems with another person; is able to teach through another person.2 Along with the suggested criteria found in their AST Missouri survey (see Appendix A, p. 6“), Dady, Clothier and Breayier state difficulties which hinder the selec- tion of supervising teachers. They found: Objective evidence is lacking relative to the validity of the criteria commonly employed in selection of supervising teachers. No tangible criteria — only sure wgy was to use supervising teachers a few times.2 The study recommended that further studies be conducted to: Explore the validity of the criteria generally believed to be appropriate in the selection of supervising teachers. and to: Develop operational definitions of the "intangible" criteria, establish their validity, and explore means of obtaining reliable estimates of Egacher potential with respect to these criteria. and Elementary School Principals in the Selection or Recom- mendations of Cooperating Teachers" (unpublished Ed. D. dissertation, Columbia University, 1965), p. 2. 26Florence B. Stratemeyer and Margaret Lindsey, Working With Student Teachers (New York: Bureau of Publications Teachers College, Columbia University, 1958), p. 91. 27Milan Dady, Grant Clothier, and Eldon E. Breayier, "Cruciality of Student Teaching," School and Community, LI (April, 1965), p. 20. 28Ibid. w 21 The National Education Association Discussion Paper, "Who's In Charge Here," made the following recommendations for agreement in student teaching programs: I. 2. The professional qualifications of the supervising teacher. The quality of the educational system in which student teaching is to be done. The administrative arrangements through which colleges and universities place students in the school. Consider certification or other appropriate procedures to ensure qualified supervisors of student teaching. The American Association of Colleges for Teacher Education (AACTE) have raised many questions to be examined concerning their proposed Standards and Evaluation Criteria for the Accreditation of Teacher Education. AACTE proposes the following standard which relates directly to this study: The professional studies component includes direct substantial participation in teaching over extended periods of time under the supervision of qualified personnel. The AACTE then poses several questions pertaining to this standard, two of which are pertinent to this study. 1. What evidence is there that the supervising teachers in the schools utilized for internship* are superior teachers, and professional persons trained in supervision, and committed to the task of educating teachers? What information indicates that the institution selects and uses high qugfiity cooperating schools for internships? American Association of Colleges for Teacher Educa— tion, Standards and Evaluative Criteria for the Accredita- _§ion of Teacher Education (Washington, D. C.: The Associa— tion, 1967), p. 15. 3OIbid., p. 16. ”Due term internship used by the AACTE also refers to the teruns "practice," "student teaching," and "externship." 22 Although there is much criticism concerning student teaching programs, it is a healthy sign. Questions raised must be answered. Programs now in progress must be defended or changed to meet the challenges of those who feel they are inadequate. Myers states: As part of our continuing national self-appraisal in education, we are hearing much about the prob- lems encountered in student teaching. Friends and foes alike are using such terms as "chaos", "con- fusion” and "disarray" to describe arrangements involving professional laboratory experiences in colleges, laboratory schools and public schools. Clearly there is ample reason for concern. At the same time we would be less than candid if we failed to consider some of the hopeful trends with respect to college and university responsibilities in student teaching and internship activities.3l Myers states several trends which are developing to aid problems now present in student teaching; three of which are specifically pertinent to this study. 1. Growing acceptance by state and federal agencies of responsibility for the leadership in policy formulation and planning in teacher education and student teaching. 2. Recognition that high quality student teaching arrangements require genuine cooperation among persons in colleges and universities, public schools, professional groups and governmental agencies. 3. Many public school people are showing new interest in well-conceived student teaching programs as they relate g8 their total instruc- tional reSponsibilities. 31George Myers, "College and University Responsibility in Student Teaching,” Educational Comment, ed. by R. E. Ishler and I. D. Inglis (Toledo: University of Toledo, 1967), p. 20. 32Ibid. 23 The search for more meaningful programs in student teaching is illustrated in a recent proposal by Dean and Kennedy, which provides for individual differences, con- tact with several teachers, varied school and community experiences, and a true partnership among those involved in the teacher education program. They also feel that: Each participating institution has unique resources. A student teaching program designed in this manner permits these resources to flow freely among partici- pants. The exchange between the institutions then is one of professional services rather than monetary reward.3 Summary Reference to the literature cited indicates that the student teaching phase of teacher education is accepted as an integral part of the total teacher preparation pro- gram. The assignment of student teachers is still, in many cases, a haphazard operation. Although there are many recommendations as to how to increase the efficiency of the operation, the specific problem is how to identify qualified supervising teachers to work with the increasing numbers of prospective teachers in need of preparation. The remainder of this study is devoted to an examin- ation of criteria for secondary supervising teachers, and to those criteria administrators of secondary student teaching programs would accept for use as guidelines in the selection process. L 33Leland W. Dean and Henry W. Kennedy, A Position Paper on Student Teaching Programs, Michigan State University, 1968.(Mimeographed.) CHAPTER III PROCEDURES USED IN THE STUDY Introduction This investigation had for its primary purpose to determine whether administrators of secondary student teaching programs agreed on the criteria to be used for selecting supervising teachers. The hypothesis of the study was that administrators of secondary student teach- ing programs agreed on fundamental criteria which supervising teachers should possess. The remainder of Chapter III is devoted to a discussion of how this hypo- thesis is to be tested. 'Method Used The normative survey and evaluative method of research were used in this study. This method was chosen as the most appropriate one for "a study which seeks to find the prevailing conditions and compare them with established criteria."1 Procedures The literature reviewed in Chapter II was used as a basis for the development of a questionnaire. From lCarter V. Good, A. S. Burr, and Douglas E. Scates, The Methodology of Educational Research (New York: Appleton-Crofts, Inc., 19A9), p. 32A. 2A 25 these studies a total of 141 criteria were considered as to their importance for the selection of supervising teachers. After redundancy and overlap of items were re— moved, twenty-five criteria remained, and these became the basis for the questionnaire. To test the credibility of the items used in this study, and to remove any unforeseen mechanical problems, a pilot study was conducted at Eastern Michigan University, Ypsilanti, Michigan. As a result of this pilot study, two suggestions were made. These suggestions were: (1) to develOp an introductory cover sheet, and (2) to arrange the items in categories, e.g., competency, preparation, and attitudes, without specific headings. This was done. A tape recorder was used to insure recall of the conversation during each interview and to keep an accurate record of questions and responses given. Collection of the Data After appointments had been made and confirmed, personal contact was made with each administrator within the study. Each administrator was asked to read the cover sheet and to respond to one of the following cate— gories to each item on the questionnaire: 1. Is important (fundamental, basic requirement), 2. Has some importance (necessary but not essential), 3. Has no importance (is not relevant to the success of the supervising teacher). 26 After completing the questionnaire, each administrator was asked if he wished to add to, or qualify any of his responses. Upon completion of the interview, a copy of the questionnaire was given to the administrator with a self-addressed envelope, to be forwarded to a college supervisor of his choice for completion and returned to the investigator for a comparison of responses with those of administrators. Tabulation of Responses Responses of the administrators and the college super- visors were summarized as follows: 1. List of items giving number of responses, and the degree of importance, administrators assigned to each item. 2. Summary of items agreed upon as Fundamental by admin- istrators of secondary student teaching. 3. Summary of specific items agreed upon by the adminis— trators of secondary student teaching programs as fundamental. A. Summary of items which administrators of secondary student teaching programs agree have some importance. 5. Summary of specific items which administrators of secondary student teaching programs agree have some Importance. 6. Summary of items which administrators of secondary student teaching programs agree Have No Relevant Importance. IO. l2. 13. IA. 15. 27 Summary of specific items which administrators of secondary student teaching programs agree Have No Relevant Importance. List of items giving number of responses and the degree of importance college sppervisors assigned each item. Summary of items agreed upon as Fundamental by college supervisors of secondary student teaching programs. Summary of specific items agreed upon by the college supervisors of secondary student teaching programs as Fundamental. Summary of items agreed upon as Having Some Importance by college supervisors of secondary student teaching programs. Summary of specific items which college supervisors of secondary student teaching programs agree H313 Some Importance. Summary of items which college supervisors of secondary student teaching programs agree Have No Relevant Importance. Summary of specific items which college supervisors of secondary student teaching programs agree Have No Relevant Importance. Specific items listed from total agreement to no agreement, comparing administrator's with college supervisor's choices to Question #1, Is Important. 28 16. Specific items listed from total agreement to no agree- ment comparing administrator's and college supervisor's, of secondary student teaching programs, choices to Question #2, Have Some Importance. 17. Specific items listed from total agreement to no agreement, comparing administrator's and college supervisor's of secondary student teaching programs, choices to Question #3, Have No Relevant Importance. Selection of Institutions, Administrators and College Supervisors The universities of the Western Conference (Big Ten) were selected for the study because of the following con— siderations: 1. They are actively involved in teaching prepara- tion. 2. They share a common concern for high—quality student teaching. 3. They are all involved in inter-institutional cooperation in the interest of improving education.2 A. Their size and philosophy of teacher education has led them to use off—campus schools for student teaching, and they share a mutual con- cern for the selection of competent supervising teachers. 2 Committee on Institutional Cooperation, Annual Report (Lafayette Indiana: Purdue University, 19675. 29 Administrators were selected by virtue of their positions. Although the administrator of the secondary student teaching program may not be called upon to evalu- ate each individual supervising teacher, he should be able to set basic standards as to the qualifications of his supervising teachers. College Supervisors were selected because of their immediate involvement with the student teachers. Although the prime purpose of the study is to discover opinions of the administrators of secondary student teaching, it was felt that a comparison of opinions would add another dimension to the study. A list of the Western Conference (Big Ten) Universi- ties, with a map showing their geographic location in alphabetical order,follows: 1. Indiana University Bloomington, Indiana 2. Michigan State University East Lansing, Michigan 3. Northwestern University Evanston, Illinois A. Ohio State University Columbus, Ohio 5. Purdue University Lafayette, Indiana 6. University of Illinois Urbana, Illinois 7. University of Iowa Iowa City, Iowa 8. University of Michigan Ann Arbor, Michigan 9. University of Minnesota Minneapolis,Minnesota 10. University of Wisconsin Madison, Wisconsin 3O \ . o \\ Univ. of Wis. ————————————-\ o \\ \ Northwester \\ U.. I I / Univ. of Iowa / I] Univ. of lll.‘ Figure l.-—Map Showing Geographic Locations of Big Ten Universities. 31 Definition of Terms The Association for Student Teaching, attempting to clarify terminology in the student teaching field, has developed the following list of terms. Where these terms appear in this study, they are consistent with the list. 1. Director (administrator) of Student Teachipg.--One who directs and/or administers the total student teaching program at the college or university levels. 2. Supervising Teacher.--One who teaches children or youth and who also supervises student teaching and/or other professional experiences. a. Cooperating school supervising teacher: One who performs the responsibilities of a supervising teacher in a cooperating school. Laboratory school supervising teacher: One who performs the responsibilities of a supervising teacher in a laboratory school. One who is a member of a laboratory school staff recognized by the college as qualified to guide a group of pupils and one or more college students, guiding the latter in their understanding and teaching of a given pupil group. 3. School.-- 8.. Campus or off—campus laboratory school: a school which is controlled and supported (all or in part) by the college and which is organized as an integral part of the teacher education program to 32 provide significant opportunities to study and relate the various phases of the teacher's activities both in and out of school. b. Cooperating school: A school which is not controlled or supported by the college but which does provide facilities for professional laboratory experiences in a teacher education program. c. Off—campus school: (see definition of cooperating school). Student Teaching.-—The period of guided teaching during which the student takes increasing responsibility for the work with a given group of learners over a period of consecutive weeks. a. Off—campus student teaching: (see b. under School) Professional Laboratory Experiences: All those con- tacts with children, youth, and adults in school and community (through observation, participation, and teaching) which make a direct contribution to an understanding of individuals and their guidance in the teaching—learning process. Supervisor.—— a. College or university supervisor of student teaching: The college representative who is responsible for supervising a student teacher or a group of student teachers. 33 b. Off-campus supervisor of student teaching: The college representative who is responsible for supervising student teachers in off—campus student teaching centers. c. Resident supervisor of student teaching: The college representative, who like the student teachers, is assigned to live in the community in which the student teaching center is located and is responsible to the college for supervising 3 the student teaching experiences in that center. Items to be Tested The following list of criteria resulted from a review of pertinent studies and publications regarding suggested criteria as being desirable for the selection of super— vising teachers. The original lists of criteria were edited’ to remove any overlap or redundancy, and to permit the respondents to react to each question with as much objec- tivity as possible. All criteria used in this study are listed in their unedited form in the appendix of this study. 12%. l. Possesses the level of academic preparation required by state certification laws. 2. Possesses a degree from an accredited educational institution. 3E. J. Milner (ed.), Association for Student Teaching, The Supervising Teacher, Thirty-Eighth Yearbook of the Association for Student Teaching (Cedar Falls,Iowa: The Association for Student Teaching, 1959), p. x—xi. IO. 11. 12. 13. 1A. 15. l6. 17. 18. 3A Possesses a master's degree. Has tenure or has completed a minimum of three years teaching experience with at least the most recent being in the present teaching position. Teaches in the area of his major preparation. Demonstrates that his work is a result of organized planning guided by well defined objectives. Demonstrates competence in his area of teaching. Demonstrates ethical principles in guiding his actions. Has the ability to diagnose, analyze, and evaluate behavior of children, student teachers, and himself. Demonstrates and understands the basic principles of effective teaching and learning. Is a full-time teacher with a regular assignment. Is capable of taking corrective measures which will improve difficult situations. Is recommended by his administrators and by the admin- istrators of the teacher education institution. Has a basic understanding of the responsibilities of a supervising teacher. Possesses physical and mental health, vitality, and self-confidence sufficient to enable him to assume this added responsibility. Respects and recognizes the worth and dignity of each individual. Possesses a positive view toward his profession. Is enthusiastic about his potential role as a supervising teacher. 35 19. Is optimistic and open-minded. 20. Is a cooperative staff member. 21. Participates in the program willingly and looks upon supervising the growth of student teachers as a contri- bution to his profession. 22. Is, or is willing to become, a member of associations concerned with student teaching. 23. Has, or is willing, to enroll in college courses con- cerned with supervision of student teachers. 2A. Participates actively as a member of professional and educational organizations. 25. Demonstrates an acquaintance with the literature of his profession. Summary The preceding pages of Chapter III have described methods to be used to investigate criteria used for the selection of supervising teachers by administrators of secondary student teaching programs. After the development of twenty—five criteria, personal taped interviews were conducted with each administrator of secondary student teaching programs at their respective universities. Ques- tionnaires were also given to a college supervisor of secondary student teaching in each university for a compara- tive study of criteria each thought was important for the selection of supervising teachers, with the responses of the administrators. An analysis of the data collected will be described in the following chapter. CHAPTER IV ANALYSIS OF DATA The hypothesis to be tested was: There are established criteria used for the selection of supervising teachers which are accepted as funda- mental by administrators of secondary student teach— ing programs at universities represented in this study. In order to test the hypothesis, twenty-five criteria were distilled from the literature in the field. These criteria were then incorporated in the questionnaire which was submitted to the respondents for reaction and rating. The data obtained provided support for the hypothesis. Table 1.1 shows that five of the twenty—five criteria were agreed upon as fundamental by all ten administrators of secondary student teaching programs. TABLE l.l—-Summary of Criteria Agreed Upon as Fundamental by Administrators of Secondary Student Teaching Programs (Question #1). # Number of Administrators 10 9 8 7 6 5 A 3 2 1 0 Number of Items Chosen 5 7 3 3 1 l — 2 1 1 1 Total: 25 The specific criteria receiving total agreement are found in Table 1.2, and they are also listed as follows: 36 37 Possess the level of academic preparation required by state certification laws (item 1 in questionnaire). Demonstrates competence in his area of teaching (item 7 in questionnaire). Demonstrates and understands the basic prin- ciples of effective teaching and learning (item 10 in questionnaire). Possess physical and mental health, vitality, and self—confidence sufficient to enable him to assume this added responsibility (item 15 in questionnaire). Respects and recognizes the worth and dignity of each individual (item 16 in questionnaire). TABLE l.2-—Summary of Specific Criteria Agreed Upon by Administrators of Secondary Student Teaching Programs as Fundamental (Question #1). Administrators Specific Items 10 7 10 15 16 - - 5 9 8 9 12 13 18 19 7 8 5 6 21 - — - — 3 7 11 1A 20 — - — — 3 6 l7 - - - — - - 1 5 A - - — - - - l a _ _ _ _ _ _ _ _ 3 9A 25 — - — — - 2 2 3 — — - — - — 1 l 23 - — - - - - 1 0 22 - — — - - — 1 Total 25 38 Although total agreement was not as great, Tables 2.1 and 2.2 show that there was some agreement among college supervisors as well. The Items that college supervisors agreed upon are as follows: (1) Demonstrates competence in his area of teaching (item 7 in questionnaire); (2) Has the ability to diagnose, analyze, and evaluate behavior of chil— dren, student teachers, and himself (item 9 in questionnaire); (3) Demonstrates and understands the basic principles of effective teaching and learning (item 10 in questionnaire). TABLE 2.1-~Summary of Criteria Agreed Upon as Fundamental by College Supervisors of Secondary Student Teaching Programs (Question 1). Number of Administrators 10 9 8 7 6 5 A 3 2 l 0 Total Number of Items Chosen 3 7 6 2 1 l — 2 1 - 2 25 TABLE 2.2——Summary of Specific Criteria Agreed Upon As Fund— amental by College Supervisors of Secondary Student Teaching . Programs (Question 1). College S‘ . Specific Items Total upeersors 10 7 9 10 - — — — 3 9 l 6 8 1A 15 16 21 7 8 2 5 l2 13 17 18 — 6 7 19 25 - - - - - 2 6 20 - - - - - - l 5 A - - - - - — l u _ _ _ _ _ _ _ _ 3 3 11 - - — - — 2 2 2A — - - - — - l 1 _ _ _ _ _ _ _ - 0 22 23 — - — - - 2 There is some discrepancy in the ratings between administrators and college supervisors of secondary stu- dent teaching programs. However, Table 3 shows that a general overall agreement does exist. The major disagree— ment occurs with criteria 11, 20, 17, and 25. More administrators rated criteria 11 and 20 as important, while more college supervisors rated criteria 17 and 25 as important. Seven of the ten administrators agreed that eighteen of the twenty-five criteria were important. Qualifying Data Qualifying remarks collected during interviews provided material for the discussion of categories selected by administrators and college supervisors of secondary student teaching programs as having some importance and no importance. Tables A.1 and A.2 show the number of items adminis- trators considered as having some importance and Tables 5.1 and 5.2 show items having no importance as criteria for the selection of supervising teachers. Tables 6.1, 6.2, 7.1 and 7.2 show the number of items college supervisors considered as having some im— portance and no importance as criteria for the selection of supervising teachers. AO TABLE 3.—-Specific Criteria Listed from Total Agreement to No Agreement, Comparing Administrator's with College Super- visor's Choices to Question 1, Is Important. Administrators Items Items College Supervisors 1 7 7K9 10 10 10< $IO l5 1 16 6 R. 8 (DR) A‘v’ 9 . 1: V, .2 13 “‘!” 21 2.2. : 5 Q” 12 8 8 6 13 21 17 ( ll 18 7 1A 19 7 2o , 25 6 17 o 6 5 u A u 5 2A 3 3 3 2 ll 2 3 if 2 A1 TABLE A.1——Summary of Criteria Which Administrators of Secondary Student Teaching Programs Agree Have Some Importance (Question 2). Number of Administrators 10 9 8 7 6 5 A 3 2 1 0 Total Number of Items Chosen — — — 2 l l 3 l A 7 6 25 TABLE A.2—~Summary of Specific Criteria Which Administrators of Secondary Student Teaching Programs Agree Have Some Importance (Question 2). Administrators Specific Items Total 10 — — — - - - — - 9 _ _ _ _ _ _ _ _ 8 _ _ _ _ _ _ _ - 7 3 23 — — - - — 2 25 - — _ - - _ 1 5 22 — — _ - _ _ 1 A A 17 2A - — - 3 3 1A — — — — - — 1 2 5 6 20 21 - — - A l 2 8 9 l2 l3 l8 l9 7 O 1 7 10 11 15 16 - 6 Total 25 TABLE 5.1—-Summary of Criteria Which Administrators of Secondary Student Teaching Programs Agree Have No Relevant Importance (Question 3). I Number of Administrators 10 9 8 7 6 5 A 3 2 l 0 Total Number of Items Chosen - - - — — 1 - 1 2 5 16 35 TABLE 5.2--Summary of Specific Criteria Which Administrators of Secondary Student Teaching Programs Agree Have No Relevant Importance (Question 3). 332%???" Specific Items Total 10 — — — — — — — — — — - — - — — — — 9 _ _ _ _ _ _ _ _ _ - _ _ _ _ _ _ _ 8 _____-____.____-_ _ 7 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5 ________________ _ 5 22 — - — - — — — - - — — - - - - 1 a _ _ _ - _ _ _ - _ _ _ _ _ _ - _ _ 3 11 - — — — - — — - — - - - — - - 1 2 23 2A — - — — - - - — - — — — - - 2 l 3 A 18 2o 25 — — — - - - — - - - - 5 o l 2 5 6 7 8 9 10 12 13 1A 15 16 17 19 21 16 Total 25 “3 TABLE 6.1-—Summary of Criteria Agreed Upon as Having Some Importance by College Supervisors of Secondary Student Teaching Programs (Question 2). Number of Supervisors Number of Items Chosen 10 3 2 1 0 Total TABLE 6.2-—Summary of Specific Criteria Which College Supervisors of Secondary Student Teaching Programs Agree Have Some Importance (Question 2). College Supervisors Specific Items Total 10 — — — — - — - - - — 9 23 - - — — — - - — 1 8 _ _ _ _ _ _ _ _ _ - 7 11 22 2A — _ - _ _ _ 3 6 _ _ - - _ _ _ _ _ _ 5 3 - - - - - - - - l A _ _ _ _ _ - _ _ _ _ 3 25 - - - - - — - - l 2 2 12 13 17 18 19 20 - - 6 l l A 5 6 8 1A 15 16 21 9 O 7 9 10 - - - - - - 3 Total 25 AA TABLE 7.1—-Summary of Criteria Which College Supervisors of Secondary Student Teaching Programs Agree Have No Relevant Importance (Question 3). Number of Supervisors 10 9 8 7 6 5 A 3 2 1 0 Total Number of Items Chosen - - — — - l l 1 2 A 16 25 TABLE 7.2—-Summary of Specific Criteria Which College Super- visors of Secondarv Student Teaching Programs Agree Have No Relevant Importance (Question 3). College SEEEE; Specific Items Total 10 - - - - - - — — - — - - - - — - - — 9 .____.__.____...._____.. _ 8 - _ _ _ _ _ _ _ _ - _ _ _ _ _ _ - _ 7 .._______._._.___..____ .- 6 _ - _ _ _ _ _ _ _ _ _ _ _ - _ _ _ _ 5 1 - — - - - - - - - - - - - - - — 1 u u———————————————— 1 3 22 — - - - — - — - — - - - — — — - l 2 3 2o - - — - - - - - - — - — - - - 2 l 5 19 23 2A - - — - - — - — — - - — - A O 1 2 6 7 8 9 10 11 12 13 1A 15 16 17 18 21 25 16 Total 25 A5 The least amount of agreement between administrators and college supervisors of secondary student teaching pro- grams is found in Table 8, which compares criteria selected as having some importance. TABLE 8.——Specific Criteria Listed from Total Agreement To No Agreement Comparing Administrators with College Super- visor's Choices to Question 2 Have Some Importance (not essential). Administrators Items Items College Supervisors 7 3 23 9 23 l 56 25 2 7 5 22 ‘, u A { \.13 A 17 5 2 . 3 lLk 12 5 , 3 2 2 6 ('l 7 2o 4‘y} 18 x‘ I . 1 75V 1 1 I 2 i o i 010.”‘7 0 t—’ [.4 O A6 However, as was found in the is important category there was also general agreement between administrators and college supervisors in the category of having_no im- portance as is shown in Table 9. TABLE 9.—-Specific Criteria Listed from Total Agreement To No Agreement Comparing Administrator's with College Supervisor's Choices to Question 3 Having No Relevant Importance. Administrators Items Items College Supervisors 22 3,1 5 1 . [ZA A ‘22 3 2 N l'\) UL) CNN ___’__.__._1__.___. A7 There was general agreement that supervising teachers should be certified teachers, and in some states covered by this investigation the supervising teacher was required to have special certification for that specific purpose. Actually, the institutions reporting had no uncertified teachers or "normal" school graduates without teaching certificates, assuming the role of supervising teachers. When the question of tenure arose, administrators agreed that some experience was necessary, but that tenure, or a specific number of years of experience was not absolutely necessary. One administrator thought that a first year teacher would be more understanding and "in tune with" the student teacher's problems. Another admin— istrator said that a first year teacher should concentrate on his own orientation rather than to assume the respon— sibility for assisting a student teacher. Two administra- tors feared that placing student teachers with older teachers, because of possible set, unchanging ways accumu- lated through years of teaching, might stifle creative endeavours of eager young student teachers. In summary five administrators thought tenure was important, four thought it had some importance, and one felt that it had 110 importance as criterion for the selection of super- vising teachers. Only two administrators felt that a master's degree was important. Seven felt that it might have some importance, and one that it had no importance in the A8 success of a supervising teacher. Although one state re- quires a master's degree, and one university has this qualification written into its handbook, only two admin- istrators regarded it as important. All administrators felt that there should be exceptions. It-was stated that some excellent teachers and supervisors have other commit- ments, e.g., families, and feel that their spare time could be better spent with personal concerns than working toward a degree. A master's degree per se was not.regarded. as a vital criterion for a good supervising teacher. How- ever, it was felt by most administrators that some type of advanced academic work specifically designed for super? vising teachers was warranted. Workshops, seminars, and courses directly involving the supervising teacher were regarded as helpful. Most institutions did offer such opportunities, but did not require attendance. Adminis- trators did not feel that enough growth resulted to justify required participation. The suggestion was made that this type of advanced work be tuition free, that it carry college credit, and that it be offered at the convenience of supervising teachers in off—campus centers. One university offers tuition free graduate work to all teachers after their first year of teaching in the surround— ing school system. The item regarded as having least significance as a criterion for supervising teacher selection was the one dealing with membership in associations concerned with A9 student teaching (item #22). None of the administrators thought that this criterion was important, five thought it had some importance, and five thought it had no im- portance. Although the item does not identify a specific organization, most administrators associated the item with the Association for Student Teaching. Administrators felt that membership could be beneficial, and two admin— istrators mentioned holding AST leadership positions. However, they felt the organization needed to be strength- ened in order to offer much value to supervising teachers. But basically, administrators felt that it was not impor- tant to be a member of an organization concerned with student teaching to be an effective supervising teacher. Item number 20 (Is a Cooperative Staff Member) produced some interesting comments. One administrator questioned the criterion; he felt that teachers today should "rock the boat." Most administrators did express the belief that good supervising teachers should be active and concerned members of the school staff. Seven adminis- trators rated the criterion as important; two felt it had some importance, and one felt it had no importance. The criterion dealing with the supervising teacher's willingness to enroll in college courses received a mixed endorsement by respondents. The majority of the adminis- trators did not feel that enrollment in college courses iNOUld necessarily improve the work of supervising teachers. One administrator rated the criterion as important, seven 50 rated it as necessary but not fundamental, and two rated it as unimportant. A majority of administrators felt they could improve the performance of supervising teachers through their orientation programs, and through college supervisor's contact with the teachers in the field. Although they did not care for formal, required courses, they did feel that some method of disseminating knowledge of the student teaching field was important. Even though some administrators did not feel the need for required classes, most of the institutions represented did offer courses, either on or off campus, for supervising teachers. Although with the courses, three of the institutions held day long meetings involving speakers, panels and discussion groups. One university utilized the "clinical professor" to keep the supervisors informed. With reference to Item 25, which involves acquaint- ance with the literature, again a majority of the adminis— trators felt it was desirable but not fundamentally impor— tant as a criterion for the selection of supervising teachers. Those who qualified their responses stated that it is good to be aware of the total field, but if reading is to be done, perhaps the effort should be directed toward their specific subject matter. Summary Limited agreement was found to support the hypothesis, as ten administrators agreed that five of the twenty-five 51 criteria were fundamentally important items to be used in the selection of supervising teachers. Further, seven of the ten administrators chose 18 of the 25 criteria as im— portant. Therefore, a majority of the twenty—five criteria were chosen by most administrators as being important for the selection of supervising teachers. Finally, there was little difference between the choices made by administra- tors and college supervisors. Both groups generally agreed upon the twenty-five criteria tested in this study. CHAPTER V SUMMARY AND CONCLUSIONS Summary The purpose of this study was to investigate current criteria and to ascertain what agreement, if any, exists among administrators of secondary student teaching programs regarding the utility of these criteria in the selection of supervising teachers. A secondary purpose was to utilize the results of this investigation to develop a list of criteria which can be regarded as fundamental for use as a guide for the selection of supervising teachers in secondary schools. The normative survey and evaluative method of research were used in this study. The sample consisted of the administrators of secondary student teaching pro- grams in the Western Conference, or "Big Ten", universities. After formulation of twenty—five criteria, taped personal interviews were conducted with the administrator of secondary student teaching programs at each university. jFor'a.comparison of views, questionnaires were also com- Ioleted with college supervisors at each of the selected leStltuthHS. 52 53 The following list of criteria was agreed upon by seven of the ten administrators of secondary student teaching programs in the Western Conference as being important in the selection of supervising teachers. The first five criteria received total agreement from all ten administrators. 10. 11. }._J 1\) Suggested List of Criteria Possesses the level of academic preparation required by state certification laws. Demonstrates competence in his area of. teaching. Possesses physical and mental health, vitality, and self—confidence sufficient to enable him to assume this added responsibility. Demonstrates and understands the basic prin- ciples of effective teaching and learning. Respects and recognizes the worth and dignity of each individual. Possesses a degree from an accredited educational institution. Teaches in the area of his major preparation. Demonstrates that his work is a result of organized planning guided by well defined objectives. Demonstrates ethical principles in guiding his actions. Has the ability to diagnose, analyze, and evaluate behavior of children, student teachers, and himself. Is a full—time teacher with a regular assignment. Is capable of taking corrective measures which will improve difficult situations. 5A 13. Is recommended by his administrators and by the administrators of the teacher education institution. 1A. Has a basic understanding of the responsibilities of a supervising teacher. 15. Is enthusiastic about his potential role as a supervising teacher. 16. Is a cooperative staff member. 17. Is optimistic and open—minded. l8. Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. One college supervisor at each university was asked to respond to the questionnaire containing the tentative selection criteria. Their responses were also reported in Chapter IV. In general, the college supervisors were in close agreement with the administrators in their ratings of criteria. However, the college supervisors agreed as a total group on only three criteria, while the administrators all agreed on only five criteria as im— portant. It was expected that administrators of secondary student teaching would have convictions as to the type and quality of supervising teachers they wished to have in the field. This expectation proved true. When asked to qualify their responses regarding the proposed selection criteria, they made a number of observations. Pkor example, the problem of establishing criteria and Llsing them in the selection process becomes a matter of rylmhers of matching supply and demand. As the literature 55 suggests, there are not enough good teachers available for administrators to be completely selective when placing student teachers. Therefore, even though administrators know what qualifications are needed, they cannot find enough teachers who meet these needs. Their first concern is placing student teachers, their second concern is with whom. It was also assumed that the administrators of secondary student teaching programs in this study devoted full time to this task. However, two of the administrators stated that they could allocate only five per cent of their time to the student teaching program. It is questionable whether a high—quality student teaching program can be maintained with such a limited amount of time devoted to administrative leadership. Conclusions, Implications and Recommendations Conclusion 1: Even with a pre-determined list of criteria for the selection of supervising teachers, admin- istrators of secondary student teaching could not totally agree as to their importance. Implication 1: Although the Big Ten Universities reflect a relative homogeneity of location and size, some lack of congruity in programs is reflected. This raises the question of even greater diversity when widely differ- ent geographic, social, or political influences exist. fro the extent that commonly accepted norms for teacher 56 preparation are desirable, the question of such diversity demands further investigation. Conclusion 2: Among administrators of secondary student teaching programs, there was a nucleus of criteria agreed upon as important by most administrators. Implication 2: This nucleus, then, can provide a basis for the further investigation of criteria for the selection of supervising teachers. However, the fact that some criteria received agreement among administrators does not insure that these criteria really relate to good supervising teachers. Therefore, this study only consti— tutes an initial approximation to this crucial area. A next step will necessarily involve assessment of the actual performance of supervising teachers selected on the basis of these criteria. This present study thus serves only to generate an initial list for further investigation and comparison. Conclusion 3: There is an insufficient number of supervising teachers for vigorous application of any but the most basic selection criteria. Implication 3: This conclusion requires further research. For example, we need to devise experimental situations where there is an excess of supervising teachers, and verify that administrators will in fact select according to those criteria. If these criteria are valid (see implication 2), this implies initiating 57 whatever programs will significantly increase the number of supervising teacher applicants. Conclusion A: Membership in professional organiza- tions as a criterion for the selection of supervising teachers is considered unimportant by administrators at the present time. Implication A: The aim of these professional organizations is to provide for growth, dissemination of knowledge, research facilities, strength and unity, and maintenance of high professional standards. However, the fact that administrators do not consider participa- tion in these organizations important suggests these organizations are falling short of their goals, and should place greater emphasis on the preparation of supervising teachers. Conclusion 5: There is general agreement con- cerning criteria for the selection of supervising teachers among administrators and college supervisors of secondary student teaching programs. Implication 5: Effective principles of organization emphasize congruous aims at various levels of the organiza— tion. This study suggests that in the Big Ten a consistency of aims does exist at the levels of administration and practice. Conclusion 6: Student teaching programs are under— going continuous change. 58 Implication 6: Criteria for the selection of supervising teachers should be subjected to periodic evaluation as to their relevance and practicality. This investigation, it is hoped by the writer, will contribute, in a small way, to the improvement of supervising teacher selection procedures at the secondary level. It is offered as an encouragement to university leadership in raising the quality of student teaching programs and thus to the refinement of teacher education. BIBLIOGRAPHY 59 BIBLIOGRAPHY Andrews, L. O. "The Task Ahead," Thirty—eighth Yearbook of the Association for Student Teaching. Chapter IX. CEdar Falls, Iowa: The Association for Student Teaching, 1959- Student Teaching. New York: The Center for Applied Research in Education, Inc., 196A. American Association of Colleges for Teacher Education. Standard and Evaluative Criteria for the Accredita— tion of Teacher Education. Washington, D. C.: The Association for Student Teaching, 1967. Association for Student Teaching. Off—Campus Student Teaching, Thirtieth Yearbook. Lock Haven, Pennsylvania: The Association for Student Teaching, 1951. . "The Supervising Teacher," Forty-fifth Yearbook of the Association for Student Teaching. Cedar Falls, Iowa: The Association for Student Teaching, 1966. Committee on Institutional Cooperation. Annual Report. Lafayette, Indiana: Purdue University, 1967. Commission on Standards for Supervising Teachers and College Supervisors. "The Supervising Teacher." A Position Paper. Cedar Falls, Iowa: Association for Student Teaching, 1966. Conant, James B. The Education of American Teachers. New York: McGraw—Hill Book Company, 1963. Dady, M. and Others. ."Cruciality of Student Teaching," School and Community, 51:20, April, 1965. Dean, Leland W., Kennedy, Henry W. A Position Paper on Student Teaching Programs. Michigan State University, 1968. (Mimeographed.) Directed Teaching Department. Guiding Student Teachers: A Resource Guide for Directed Teaching. Western Michigan University, School of Education, 1966. (Mimeographed.) 6O 61 Edwards, Karl D. "Competencies of the Supervising Teacher," Professional Growth Inservice of the Supervising Teacher. Forty—fifth Yearbook of the Association for Student Teaching. Cedar Falls, Iowa: The Association for Student Teaching, 1966. Good, Carter V., Burr, A. S., and Scates, Douglas E. The Methodology of Educational Research. New York: Appleton-Crofts, Inc., 19A1. Kelly, David George. "An Exploratory Study of the Criteria Used by College Supervisors of Student Teachers and Elementary School Principals in the Selection or Recommendations of Cooperating Teachers." Unpub- lished Ed.D. dissertation, Columbia University, 1965. Lieberman, Myron. The Future of Public Education. Chicago: The University of Chicago Press, 1960. National Commission on Teacher Education and Professional Standards. "Position Paper." Washington, D. C.: National Education Association, 196A. "Who's In Charge Here?" Fixing Responsibilities for Student Teaching. Washington, D. C.: National Education Association, 1966. . "A New Order in Student Teaching," Fixing Responsibilities for Student Teaching. Washington, D. C.: National Education Association, 1967. Merrill, Edward C., Jr. Professional Student Teaching Programs. Danville, Illinois: The Interstate Printers and Publishers, Inc., 1967. Milner, Ernest J. (ed.). "The Supervising Teacher," Thirty—Eighth Yearbook of the Association for Student Teaching. Cedar Falls, Iowa: The Associa— tion for Student Teaching, 1959. Myers, George. "College and University Responsibility in Student Teaching," Educational Comment. Ed. R. E. Ishler and J. D. Inglis. Toledo: University of Toledo, 1967. ‘ Rogers, Charles Herman. "Factors Associated with Super— vising Teacher Effectiveness." Unpublished Ed. D. dissertation, Cornell University, 1965. Rogers, Helen. "The Administration of Student Teaching in the Secondary Schools of Large Cities." Unpublished Ed.D. dissertation, Los Angeles, University of Southern California, 1951. Two volumes. 62 Schooler, Virgil E. A Survey of the Organization and Administration of Student Teachingpin Selected Teacher Education Institutions. Bloomington, Indiana: Bureau of Educational Studies and Testing, 1965. Shaplin, Judson J. "Practice in Teaching," Teacher Education. Edited by Elmer R. Smith. New York: Harper and Row, 1962. Stewart, Lawrence R. Research Study of Teacher Education Practices. Morehead, Kentucky: Morehead State College, 196A. Stiles, L. V. ”Supervision of Student Teaching in Universities," Education, LXVII, 19A6. Stratemeyer, Florence B. and Margaret Lindsey. Working With Student Teachers. New York: Bureau of Pub- lications, Teachers College, Columbia University, 1958. Troisi, Nicholas. ”Development of the Supervising Teacher's Role," Thirty-Eighth Yearbook of the Association for Student Teaching. Cedar Falls, Iowa: The Association for Student Teaching, 1959. Ward, Ted. What Makes the Difference? East Lansing, Michigan: Michigan State University Press, 1958. Woodruff, Asahel D. Student Teaching Today. Washington, D. C.: The American Association of Colleges for Teacher Education, 1960. Wilson, Maudecca LaVone. "The Selection of Cooperating Schools and Supervising Teachers in Selected Off- Campus Student Teaching Programs." Unpublished Ph.D. dissertation, The University of Oklahoma, 1965. APPENDICES 63 APPENDIX A TOTAL LIST OF 1A1 CRITERIA REVIEWED AS PERTINENT TO THIS STUDY 6A The following lists of criteria and competencies are a result of a review of pertinent studies and publi- cations regarding suggested criteria as being desirable for the selection of supervising teachers. M. Dady and others suggested the following three items as being important for the selection of supervising teachers: 1. Hold a Masters Degree 2. Three years of experience 3. Special preparationl Criteria for the selection of supervising teachers as proposed by the AST Position Paper, The Supervising Teacher.2 l. Possesses the level of academic preparation recommended by the profession as desirable for one in his teaching position: A masters degree should be a minimum. 2. Has completed a minimum of three years teach— ing experience with at least the most recent year being in the present teaching position. 3. Possesses full certification for the area which he is teaching. A. Teaches in the area of his major preparation. 1M. Dady and Others, "Cruciality of Student Teach- ing," School and Community, April, 1965, pp. 51:20. 2Commission on Standards for Supervising Teachers and College Supervisors, "The Supervising Teacher: A Position Paper" (Cedar Falls, Iowa: Association for Student Teaching, 1966), p. A. IO. 11. 12. 13. 1A. 66 Consistently demonstrates high quality teaching performance. Demonstrates personal—professional attitudes desirable for one in a leadership role in teacher education. Demonstrates evidence of continuous pro- fessional growth. Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. Is recommended by his administrators and by the administrators of the teacher education institution. Has knowledge of the basic principles of supervising student teachers or is willing to accept such an academic learning experience to prepare himself better for this responsi- bility. Is an effective team member. Exhibits professional and ethical behavior. Participates actively as a member of selected professional and educational organizations. Has knowledge of the literature which is appropriate for use in general, professional, and field of specialization areas and has the disposition to use these materials in teaching. Supervising teacher competencies suggested by Karl Edwards in the A8th yearbook of the AST: I. Competencies related primarily to classroom procedures and techniques. 1. Gives suggestions in matters of discipline. 2. Acquaints the student teacher with "routine" matters. 3. Displays accuracy in keeping records. II. 67 A. Creates a democratic setting for learning --one in which pupils share in some decision- making experiences. 5. Assists student teacher in setting reason- able standards of performance for his classes. 6. Encourages creative thinking and planning by pupils and by the student teacher. Competencies related primarily to the working relationship between the supervising teacher and the student teacher. 1. Is available for consultation and moral support when needed. 2. Analyzes with the student teacher the value of experience; helps the student teacher to discover which ones are most worthwhile. 3. Helps the student teacher set his goals and formulate his educational philosophy. A. Shares in planning with the student teacher. 5. Plans and teaches through another adult; originates and suggests new ideas without dominating the student teacher's thoughts and actions. 6. Establishes a feeling of security on the part of the student teacher by clarifying his responsibilities throughout the student teaching period. III. 10. 11. {h (I) Recognizes and helps relieve tension in pupils and in the student teacher. Offers criticism-—continuous, specific, and constructive--in a sympathetic manner. Helps the student teacher to develop under- standing of his own strengths and weak— nesses, and to build a healthy self-concept. Invites the student teacher to participate in the professional and social activities of the staff. Shows willingness to consider new and different techniques in an open-minded manner . Competencies related primarily to the transition from the relatively inactive status of the student teacher at the beginning of student teaching to his active status later in the assignment. 1. Gradually lets student teacher accept in— creasing responsibility until full teaching responsibility is assumed. Helps student teacher to understand his job in relation to the entire school program. Helps student teacher build teaching skills through observation of his (cooperating teacher's) teaching. IV. A. 69 Assists student teacher in recognizing theories in practice-child deveIOpment, psychological principles, and so forth. Competencies related primarily to personal characteristics or traits of the supervising teacher that might be emulated by the student teacher. 1. Sets a good example for the student teacher in personal appearance, grooming, speech, and appropriate mannerisms. Makes rational judgments, takes appropriate action, and accepts responsibility for the consequences. Knows his own strengths and weaknesses and accepts himself as he is. Reflects a positive professional attitude and a real liking and respect for teaching. Exhibits interest in continuous self- improvement and educational advancement. Reflects a mature personality with enthusiasm and broad interests. Competencies related primarily to developing broad professional and school responsibilities. 1. Is an active participant in local and state teachers' organizations and is familiar with the purposes and work of the NEA. 7O 2. Perceives the Opportunity to work with future teachers as a professional responsi— bility. 3. Places primary emphasis upon his service to society rather than upon his personal gain. A. Actively participates with his colleagues in developing and enforcing standards fundamental to continuous improvement of his profession, and abides by those standards in his own practice. 5. Exhibits willingness to accept out-of-class responsibilities. 6. Participates effectively in faculty meetings and the work of professional committees. 7. Is acquainted with sources of current thinking—-journals, conferences, yearbooks, workshops. 8. Exhibits a cooperative attitude in relations with other members of the staff.3 The following list of criteria is suggested by Kelley: 3Karl D. Edwards, "Competencies of the Supervising Teacher," Professional Growth Inservice of the Super- vising Teacher, Forty-fifth Yearbook of the Association for Student Teaching (Cedar Falls, Iowa: The Association for Student Teaching, 1966), pp. 19-20. 71 Core Criteria I. As a teacher of children, the cooperating teacher: 1. Applies his philosophy of education to his work with children. 2. Reflects in his teaching an understanding of children as one basis for the selection of: a. content b. apprOpriate instructional materials c. appropriate instructional methods 3. Has ability to diagnose pupils' learning difficulties. A. Is proficient in helping pupils overcome learning difficulties. 5. Demonstrates ability to identify and provide for individual differences. 6. Has ability to evaluate pupils' achievement. 7. Evaluates pupils' progress in ways that provide for individual differences. 8. Has skill in directing and guiding: a. individual pupil activities b. small group activities 0. general class activities with group or a whole 9. Utilizes sound techniques in motivating pupils. 10. 11. 12. 13. 72 Creates and maintains a classroom situation a. favorable for the learning of pupils b. favorable for mental health 0. favorable for the proper conduct of pupils Is capable in creating and furthering satisfactory teacher—pupil relations. Demonstrates competence in dealing with the academic content with which he is working. Is proficient in the use of the teaching skills and techniques appropriate to the subject matter with which he is working. 11. As a teacher of student teachers, the cooperatipg teacher: 1A. Accepts the teacher-to-be as a co-worker. 15. Takes time to build rapport with the student teacher. 16. Likes working with young adults. 17. Plans with the student teacher specific experiences he is to have. 18. Demonstrates skill in discovering areas where the student teacher needs assistance. 19. Has an overall picture of the kinds of experiences he wishes the student teacher to have. 20. Has ability to analyze his own teaching. III. 21. 22. 23. 2A. 25. 26. \1 AM Has ability to analyze the teaching of others and profit thereby. Helps the student teacher understand children. Utilizes conferences with student teachers as a form of teaching and learning through discussion. Recognizes that the success of a conference is dependent upon the mutual cooperation of those involved in it. Plans jointly with the student teacher activities for the class. Is willing to spend time in evaluating with the student teacher the progress of the class. As a member of the school staff, the cooperating teacher: 27. 28. 29. 30. 31. Is able to establish and maintain good working relations with supervisors and administrators. Assumes responsibility for his actions. Can control his irritation or excitement when things go wrong. ls capable of taking corrective measures which will improve difficult situations. Attempts to see the other fellow's point of view when differences of opinion arise. IV. 32. 33. 3A. 7A Is above-board in his dealings with others. Avoids gossiping about other members of the staff, but reports honestly to re- sponsible authorities in matters involving the welfare of students, the school, and the profession. Refrains from interfering in the classroom affairs of associates. As a member of the teaching profession, the cooperating teacher: 35. 36. 37. Acquaints parents with and helps them understand the growth of their children. Views teaching as a profession worthy of his membership. Feels the work of a cOOperating teacher directly contributes to the improvement of the teaching profession. As an individualL the cooperating teacher: 38. 39. A0. A1. In his everyday living, is able to face up to a problem and select a sound course of action. Knows his own limitations and takes them into consideration when making decisions. Is aware of his own strengths and utilizes them. Has develOped ethical principles and spiritual resources to guide his actions. 75 A2. Has developed an appreciation of people who are different from himself in culture, racial, religious, economic, and national background, and is willing to accord them full equality of opportunity. A3. Shows in his relations with others that he understands and practices the values of democracy, accepting both the freedom and the responsibilities involved.” Charles Herman Rogers supported the following criteria: 1. Previous experience as supervising teacher. 2. Academic degree held. 3. Reading professional literature. A. Participating in professional organizations. 5. Participating in community organizations.5 Helen Rogers stated that only Florida, among the A8 states, seemed to specify the qualifications of a cooper- ating teacher; they were: “David George Kelley, "An Exploratory Study of the Criteria Used by College Supervisors of Student Teachers and Elementary School Principals in the Selection or Recommendations of Cooperating Teachers" (unpublished Ed.D. dissertation, Columbia University, 1965). 5Charles Harman Rogers, "Factors Associated with Supervising Teacher Effectiveness" (unpublished Ed.D. disseration, Cornell University, 1965). 76 Possess good health; be optimistic and emotion- ally well balanced; have a pleasing personality. Have the ability and willingness to train a student teacher. Be regularly employed, in an accredited public school. Have had three or more years of successful teaching experience preferably in Florida. Have a four year degree and a standard certificate. Be desirous of rendering acceptable service to the pupils, intern, college, State Department of Education, and profession during the intern- ship period.6 Ted Ward, in What Makes the Difference?, states that a supervising teacher "with a difference" is self-assured and confident in his work develops effective techniques of working with student teachers treats each student teacher as a unique person- ality with unique possibilities for develOpment works positively, builds strengths from identified weaknesses in the student teacher 6Helen Rogers, "The Administration of Student Teaching in the Secondary Schools of Large Cities" (unpublished Ed.D. dissertation, Los Angeles, University of Southern California, 1951), p. 158. 77 - seeks ways to create even better educational opportunities for the pupils by properly utilizing the student teacher's skills and resources - approaches the experience as a self-improve- ment project which can result in self-satis- faction and greater competences - sets good examples through his own professional attitudes.7 Western Michigan University suggests the following guidelines for the type of individual who should be a supervising teacher: 1. Is willing to work with a student teacher, to give the time and effort necessary, and to focus on the student teacher as a learner-- a student of teaching. 2. Shows evidence of genuine professional interest and growth: a. Has a positive professional attitude and a real liking for teaching; b. Is a responsible and willing participant in the affairs of the school and works harmoniously with others; 7Ted Ward, What Makes the Difference? (East Lan— sing, Michigan: Michigan State University Press, 1967), p. 7. 78 c. Takes advantage of opportunities to improve through in-service training, course work, workshOps, conferences, etc. Has vision and enthusiasm for the profession, is able to provide a wide variety of experiences, and will share the student teaching experience with the student teacher. Can demonstrate and analyze basic principles of teaching and learning. Has a minimum of three years of successful classroom teaching. Has a minimum preparation for teaching including bachelor's degree and preferably the master's degree. All institutions in Wilson's study used the following criteria for the selection of supervising teachers. 1. 2. Certification of the teacher in his field(s). Three or more years of teaching experience in the area in which the student is placed. Full-time teachers with regular assignments. Willingness of the supervising teacher to work with the student teaching program. 8Directed Teaching Department, "Guiding Student Teachers; A Resource Guide for Directed Teaching," Western Michigan University School of Education, 1966, p. 8. (Mimeographed.) 5. 79 Conduction of an above-the—average program for pupils and a positive interest in working with the student teaching program. Additional criteria deve10ped by Wilson are: Professional and personal characteristics of supervising teachers 1. The supervising teacher should be qualified by preparation for the highest permanent pro- fessional certificate available for his field or level in his state. The supervising teacher should have a minimum of three years of successful classroom teaching. The supervising teacher should be bonafide, full-time with regular assignments. The supervising teacher should be willing and able to guide the program of student teacher. The supervising teacher should show evidence of professional growth, taking advantage of opportunities to improve through inservice training, course work, and conferences. The supervising teacher should possess physical and mental health, vitality, and self-confidence sufficient to enable him to assume this added responsibility. The supervising teacher should possess qualities which are essential to good supervision, such as practical insight into inter-personal 8O backgrounds, deep understanding of the social structure and a wide cultural background. Professional Activities 1. The supervising teacher should be competent in his understanding of the college student and his ability to guide that student in work- ing with children. The supervising teacher should exhibit a high level of professional ethics. The supervising teacher should understand and demonstrate application of basic principles of effective teaching and learning. The supervising teacher should have courage to give frank evaluation of the student teacher and to those who share the responsibility for his experience. The supervising teacher should provide for individual differences and needs of students. The supervising teacher should be willing to provide the student with the varied experiences consistent with the stated objectives for his experience. The supervising teacher shares the classroom with a student teacher and gives him complete responsi— bility for a period of time.9 9Maudecca LaVone Wilson, "The Selection of C00per- ating Schools and Supervising Teachers in Selected Off- Campus Student Teaching Programs" (unpublished Ph.D. dis- sertation, The University of Oklahoma, 1965), p. 88. APPENDIX B INTRODUCTION AND QUESTIONNAIRE USED IN STUDY 81 82 Introduction The purpose for asking you to respond to the following items is to find out what your opinions are as to their importance as criteria for the selection of secondary supervising teachers. As an administrator of secondary student teaching programs, you may or may not be directly involved in the selection of your supervising teachers. However, by virtue of your administrative position, experience, contacts in the total field of education, including both public and college interests in the student teaching field, you are in a position to ex- press an expert opinion concerning the criteria used in the selection of supervising teachers. Thus, I hope you will feel free to express your opinion of each item, qualifying your responses if you feel the need, and will add any other criteria to the list that you feel are important. You will not be identified as a specific adminis— trator or school, but will be a part of the total sample, which is the Western Conference or the "Big Ten" Uni- versities. Directions: 83 Criteria For The Selection of Supervising Teachers Michigan State University College of Education First box-—Is important (fundamental, basic require- ment) Second box—-Has some importance (necessary but not Place a check in one of the appropriate boxes following each question: essential) Third box-~Has no importance (is not relevant to the success of the supervising teacher) If you wish to qualify your responses, or add to the criteria please do so in the space provided following each question. Possesses the level of academic preparation required by state certification laws. Comments: Possesses a degree from an accredited educational institution. Comments: Possesses a masters degree. Comments: Has tenure or has completed a minimum of three years teach- ing experience with at least the most recent being in the present teaching position. Comments: Has Some Has no 10. 11. 8A Teaches in the area of his major preparation. Comments: Demonstrates that his work is a result of organized planning by well defined objectives. Comments: Demonstrates competence in his area of teaching. Comments: Demonstrates ethical princi- ples in guiding his actions. Comments: Has the ability to diagnose, analyze, and evaluate be- havior of children, student teachers, and himself. Comments: Demonstrates and understands the basic principles of ef- fective teaching and learn- ing. Comments: Is a full—time teacher with a regular assignment. Comments: Is Impt. Has Some Has no Impt. Impt. 12. 13. 1A. 15. l6. 17. 85 Is capable of taking cor- rective measures which will improve difficult situations. Comments: Is recommended by his administrators and by the administrators of the teacher education institution. Comments: Has a basic understanding of the responsibilities of a supervising teacher. Comments: Possesses physical and mental health, vitality, and self-confidence suffi- cient to enable him to assume this added respon- sibility. Comments: Respects and recognizes the worth and dignity of each individual. Comments: Possesses a positive view toward his profession. Comments: Is Impt. Has Some Has no Impt. Impt. L 18. 19. 20. 21. 22. 23. 86 Is enthusiastic about his potential role as a super- vising teacher. Comments: Is optimistic and Open- minded. Comments: Is a COOperative staff member. Comments: Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. Comments: Is or is willing to become a member of associations concerned with student teaching. Comments: Has or is willing to enroll in college courses concerned with supervision of student teachers. Comments: Is Impt. Has Some Impt. Has No Impt. 2A. 25. 87 Participates actively as a member of professional and educational organizations. Comments: Demonstrates an acquaintance with the literature of his profession. Comments: Is Impt. Has Some Has No Impt. Impt. APPENDIX C TOTAL NUMBER OF RESPONSES GIVEN TO EACH CRITERION BY ADMINISTRATORS AND COLLEGE SUPERVISORS OF SECONDARY STUDENT TEACHING PROGRAMS 88 Administrators Posesses the level of academic preparation re- quired by state certifi- cation laws. Possesses a degree from an accredited educational institution. Possesses a masters degree. Has tenure, or has com— pleted a minimum of three years teaching experience with at least the most re- cent being in the present teaching position. Teaches in the area of his major preparation. Demonstrates that his work is a result of organized planning by well defined objectives. Demonstrates competence in his area of teaching. Demonstrates ethical princi- ples in guiding his actions. Has the ability to diagnose, analyze, and evaluate be- havior of children, student teachers, and himself. 89 Is Has Some Has No Impt. Impt. Impt. 10 9 l 2 7 l 5 A ll 8 2 l8 2 [ 10 9 1 9 l 10. 11. 12. 0/13 1A. 15. l6. l7. 18. 9O Demonstrates and under- stands the basic principles of effective teaching and learning. Is a full-time teacher with a regular assignment. Is capable of taking cor- rective measures which will improve difficult situations. Is recommended by his administrators and by the administrators of the teacher education institution. Has a basic understanding of the responsibilities of a supervising teacher. Possesses physical and mental health, vitality, and self-confidence sufficient to enable him to assume this added responsibility. Respects and recognizes the worth and dignity of each individual. Possesses a positive view toward his profession. Is enthusiastic about his potential role as a supervising teacher. Is Has Some Has No Impt. Impt. Impt. lO lO lO 19. 20. 21. 22. 23. 2A. 25. 91 Is optimistic and Open— minded. Is a cooperative staff member. Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. Is, or is willing, to become a member of associations con— cerned with student teaching. Has, or is willing, to enroll in college courses concerned with supervision of student teachers. Participates actively as a member of professional and educational organizations. Demonstrates an acquaintance with the literature of his profession. Is Has Some Has No Impt. Impt. Impt. 9 1 I 7 2 l a 2 l 5 5 1 7 27 3 . .J 3 6 l l \O f\) College Supervisors Possesses the level of academic preparation re— quired by state certifi- cation laws. Possesses a degree from an accredited educational institution. Possesses a masters degree. Has tenure or has completed a minimum of three years teaching experience with at least the most recent being in the present teaching position. Teaches in the area of his major preparation. Demonstrates that his work is a result of organized planning by well defined objectives. Demonstrates competence in his area of teaching. Demonstrates ethical princi— ples in guiding his actions. Is Has Some Has No Impt. Impt. Impt. 9 l 2 2 J 3 5 2 5 l A 8 l 1 9 l 10 9 l IO. 11. 12. 13. 1A. 15. 16. 93 Has the ability to diagnose, analyze, and evaluate be- havior of children, student teachers, and himself. Demonstrates and under— stands the basic principles of effective teaching and learning. Is a full—time teacher with a regular assignment. Is capable of taking cor- rective measures which will improve difficult situations. Is recommended by his administrators and by the administrators of the teacher education institution. Has a basic understanding of the responsibilities of a supervising teacher. Possesses physical and mental health, vitality, and self—confidence sufficient to enable him to assume this added responsibility. Respects and recognizes the worth and dignity of each individual. Is Has Some Has No Impt. Impt. Impt. 10 10 3 7 8 2 2 2 J 9 l 9 1 9 l 9A Is Has Some Has No Impt. Impt. Impt., 17. 18. 19. 20. 21. 22. 23. 2A. 25. Possesses a positive view toward his profession. Is enthusiastic about his potential role as a supervising teacher. Is optimistic and Open- minded. Is a cooperative staff member. Participates in the program willingly and looks upon supervising the growth of student teachers as a contribution to his profession. Is, or is willing, to become a member of associations con- cerned with student teaching. Has, or is willing, to enroll in college courses concerned with supervision of student teachers. Participates actively as a member of professional and educational organizations. Demonstrates an acquaintance with the literature of his profession. APPENDIX D EXAMPLES OF FORMS USED TO TABULATE RESULTS 95 96 TABLE l.l--Summary of Items Agreed Upon as Fundamental by Administrators of Secondary Student Teaching Programs. Number of Administrators 10 9 8 7 6 5 A 3 2 1 0 Total Items Chosen TABLE l.2-—Summary of Specific Items Agreed Upon by the Administrators of Secondary Student Teaching Programs as Fundamental. Administrators Specific Items Total IO (ID\O \‘l Total 97 TABLE 2.1——Summary of Items Which Administrators of Secon- dary Student Teaching Programs Agree Have Some Importance (Question 2). Number of Administrators 10 9 8 7 6 5 A 3 2 1 0 Total Items Chosen TABLE 2.2--Summary of Specific Items which Administrators of Secondary Student Teaching Programs Agree Have Some Importance. Administrators Specific Items Total 10 Total 98 TABLE 3.l-—Summary of Items which Administrators of Secon- dary Student Teaching Programs Agree Have No Relevant Importance (Question 3). Number of Administrators 10 9 8 7 6 5 A 3 2 1 0 Total Items Chosen TABLE 3.2——Summary of Specific Items which Administrators of Secondary Student Teaching Programs Agree Have No Relevant Importance. Administrators Specific Items Total 10 J:U'lO\\]CI)\O LA) Total 1 3