THE ROLE OF TEACHER ORGANIZATIONS IN PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL IMPROVEMENT AS PERCEIVED BY SELECTED TEACHER ORGANIZATION LEADERS Thesis for the Degree of Ph. D, MICHIGAN STATE UNIVERSITY WILLIAM DOUGLAS WARD 1 9 73 III III I III III I" I I II III "III III I 3 293 'o-m av mm; a sun: I393: mum me. I mav amoens I: 1 gemstonmcmsn 3;: L ‘ BJ‘ MSU LIBRARIES RETURNING MATERIALS: PTace In book drop to remove this checkout from your record. FINES wiII be charged if 560k is returned after the date stamped beIow. Dvo. g...- rt ~ _ ‘hfi b\~~~ A“ n v. v ‘NW.P'N".. - ' l - 'D‘um...~ ‘ y . H‘. . F."' .ao A V - .--¢.t .C.=s r‘ - ..'FI . ‘.":-;‘. '1 \n. a... H..\‘ I.‘ ' " . 5- I ‘5‘: p. T“: . t‘.e ‘ | C K CV- .‘\: y ‘r: ABSTRACT THE ROLE OF TEACHER ORGANIZATIONS IN PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL IMPROVEMENT AS PERCEIVED BY SELECTED TEACHER ORGANIZATION LEADERS BY William Douglas Ward The purpose of this study was to explore the future roles of teacher organizations in instructional improvement and professional development, as perceived by selected teacher organization leaders. The methodology used was a modified Delphi tech- nique, which gathered information by means of a series of carefully constructed opinionnaires. The Delphi system has been developed, on a general level, to provide an alternative to committee approaches for the processing of group opinion. The process used was one of obtaining a controlled set of feedback from a small group of experts. Opinionnaires were systematically employed to gather data, which were then analyzed and placed in a form suitable for possible group decision-making purposes. The persons who provided opinions were selected officers and professional staff members of teacher 3 t.‘ a s e p“ Ir» A. t. h. e. .9» «a .5 3e .. 3» r. .3" av. .. c on r».- ‘.o F}. 5-..- u .o. -“ ,. an ...‘.--t. V p I..e O... qu Au- use 0‘. v ‘...UOO .- .D’A . .- ...._. -‘ “VIA ‘ nuea-t‘ 1' av o William Douglas Ward organizations in the United States, each of whom was con- sidered to be a highly influential decision—maker at his level of teacher organization involvement. The study consisted of three opinionnaire phases, which were mailed to individual participants. The first phase was designed to explicate a list of role statements that the researcher, and the participants, desired to explore. The secOnd phase was designed to gather infor- mation on the desirability, potential impact, and probable date of acceptance of stated roles. The information gathered included various suggestions on how roles might be achieved, and opinions supporting a respondent position established, during the study. The third phase was designed to ask participants for reconsideration of Phase II opinions. The reconsideration was to proceed after participants had reviewed feedback in the form of ranges and medians established from Phase II. The third phase created a convergence of opinion, a narrowing of range of opinion, and a strengthening of group median positions. Opinions were priority listed within a series of topical groups. The groups described roles in professional development and instructional improvement: in-service education, teacher education, licensure and certification, professional development policies, personnel policies, performance standards, instructional policy deve10pment, 0- '0' "" I . tic-v.9! u! 4 vwotmvoyob' A.“ o . v n. «q..- .....vnolo—— In: I t - :‘r‘r “ ‘ 'U‘ o e. - J 0 ~ ‘ P .‘NF ' I Gog-Oh. a ‘V‘N-‘O s. . 'v-a ‘."'fl. on-.. _. ~ h «s. b s . v.“ "v--.. Q‘s: ..“ William Douglas Ward curriculum development, leadership, information dis— semination, and public-student spokesmen. Major findings were: A high priority was placed by the participants on local teacher organization involvement in instructional policy development with school boards (by 1975). A high priority was placed on state teacher organizations' gaining legally based involvement in licensure and certification processes (by 1982). A low priority was placed on dissemination of instructional improvement information through teacher organization channels. A low priority was placed on teacher organization development and/or enforcement of performance standards for teachers. Preferred organizational relationships among teacher organizations, school boards, universi- ties, and government units were seen as coopera- tive practices. Independent teacher organization roles in professional development and instruc- tional improvement were not so desirable, in general, as were shared roles. Many shared roles should be developed through collective bargaining. n .-'Y“FIF- - » “—00-. ‘“"’ 9 ,. ~~'~~~JA nus THE ROLE OF TEACHER ORGANIZATIONS IN PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL IMPROVEMENT AS PERCEIVED BY SELECTED TEACHER ORGANIZATION LEADERS BY William Douglas ward A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1973 Copyright by WILLIAM DOUGLAS WARD 1973 P‘. 1 "'0 Our DEDICAT ION To Ruthann, Catherine, Laura, and Diane for patience, sacrifice, and understanding. ii C‘I,‘ b -0.» by. Lat: ‘ \ co -- ' ~;. :5 r. -.n .n‘.. I T‘va-‘ I.- Q...: N . s... v 1.... :...__‘H . . I... D- .0. .P:. G o- . . a: no; ,“b'. -. ... ~;-‘ . ~ . an.- '0‘ “' ‘ - r. -.:n fio‘tc.“~.‘ I t :‘- ‘NA"! . ‘i -‘ 1 I... v“ ~.L-“‘ .. ;:;:"p "3: . euwhngha. l‘ . ;:.‘r.~ ': ‘ ‘oogc.‘ ~“‘~‘ O ‘ ‘ J; $.‘E 2" ‘ «5 .4. u..“ ~ .' ‘. . I. :- c‘ N.- ot-M ~~. " . ‘ “A‘ . a “3% A“ e.:. I v.. §‘ . I .‘- ‘ . ‘ . vzz ‘: "'u v.. u\\‘-‘~_‘. .. '. . .-. ~. . -." L ‘ 'VU' ‘ I...‘ a . ‘I \ a C» h. T“; h .‘V. ‘ . A; ‘ P .- u.p.:¥'~ . 5“..°' fl \— h, ’0 i. " “gnu,“ ‘ ‘ . \ .~\‘. ' s 5‘ ' N , s C. Q C.» v . 3- “ (as ‘Q .: F; ‘L ‘1‘ ‘ .r ACKNOWLEDGMENTS Sincerest and warmest appreciation is extended to Dr. Charles A. Blackman for countless hours of counsel and assistance. These exchanges are considered by me to be the most valuable experience of my university edu— cation. The special counsel of Dr. Roy A. Edelfelt has been invaluable, and certainly the study was expedited and completed because of assistance received. The research was funded by a fellowship grant from the National Education Association. These funds provided the time and the expert advice necessary for completion of the study. A special recognition is extended to those on the staff of the NBA and the Michigan Education Association who provided a variety of critical and evaluatory assistance. The guidance from Dr. Daniel H. Kruger, Dr. Troy L. Stearns, and Dr. Stanley E. Becker has been insightful and perceptive. Appreciation is extended in all instances. The special advice received from Dr. S. C. T. Clarke of the University of Alberta, and Dr. Frederick R. iii o--.'.'. n 'OIQV‘QA' . rt) .- ‘ U 1 '0‘ 0". 'T Cyphert, of the University of Virginia, provided valuable and timely input to the methodology and content of the research. Special acknowledgment is extended to those par- ticipants in the study who spent many hours, experienced degrees of frustration, and in general "racked their brains" to provide the heart and core of the study. iv . .. _ ." ~v v'~-.-. . ’\'-‘UIA—,.5 .l..: navy» fl War-I 1' ‘ . ‘ It‘”"'v n~ I .L f‘ '\ l“ 't! ’1! (5 if)" 'I I“ TABLE OF CONTENTS Chapter I. INTRODUCTION . . . . . . . . . . . Purpose . . Methodology, A Modified Delphi Technique. Definitions . . . . . . . . . Assumptions and Limitations of the Study. Significance . . . . . . . . . Overview of the Study . . . . . . . II. REVIEW OF RELATED LITERATURE. . . . . . Teacher Organization Roles in Professional Development . . . . . Organizational Roles in Instructional Improvement . . . . . . . . Summary . . . . . . . . . . Professional Development Roles for Teacher Organizations . . . Instructional Improvement Roles for Teacher Organizations . . Roles Needed for Educational Change Conclusions to the Review of the Literature. . . . . . . . III. PROCEDURE FOR GATHERING INFORMATION . Introduction . . . . . . . . Sample and Population . . . . . . Description of Sample . . . . . . Nature of the Research Instrument . . Analysis of Data. . . . . . . . IV. ANALYSIS OF RESULTS. . . . . . . . What Roles in Professional Development and Instructional Improvement Should Be Explored? . . . . . . Examples of Role Statement Modification . Page l—" FJH Homeww 14 28 43 43 45 51 54 55 55 58 60 63 65 68 69 73 I u-oOF n 5" ,no- vb. . Oi'"’ . |~5 . I 'o' u o h 4 thaw I“ F 5 n 4 no..- r. H v .- O. - . 5‘ '0‘ 7". a n...» O H\ m y" ‘c I'. _ f " q In“. ‘. O.‘ ( C'."|I‘ -u. . b\,~'~h~ ' .. . ’r-a." ..,~‘ C --.. \- Y 9 H .- ." \- v Q '- c o. . C .. .. O - O t O . 4 Q . .— a K‘- ‘ H. O b ‘ ‘ vv. ‘ C —. t.“ .N .\; ~T" ‘ ‘ - t‘nru : T‘. ‘~M TI '-. 1‘ ‘ ~ ‘ \u “A ~‘_ _ V“\ i. ‘ ‘ 7:3“: q‘q I A. w i. ~ o_:yv s Chapter What Roles Should Be Explored, and What Dimensions of Those Roles Should Be Included for Further Study? . . . What Topical Groupings Do Roles Describe? What Is a Role' 5 Desirability, Probable Date of Acceptance, and Potential Impact?. . . . . . . . . . . Designation of Priorities. . . . . What Priority Exists Between a Role's Desirability-Potential Impact and Probable Date of Acceptance?. . . What Priority Exists Between Role State— ments and Topical Groups?. . . . . V. SUMMARY AND CONCLUSIONS . . . . . . . Introduction . . . . . . . . Summary of Role Statements by Topic . . Instructional Policy Development . . Licensure and Certification . . . . Personnel Policies . . . . . . . Curriculum Development. . . . . . In-Service. . . . . . . . . . Teacher Education . . . . . . . Professional Development Pol1cy. . . Public-Student Spokesman . . . . . Performance Standards . . . . . . Leadership. . . . . . . . . . Information Dissemination. . . . . Discussion . . . . . . . . . . Reflections . . . . . . . .. . Proposed Guidelines for Decision Mak1ng Suggestions for Future Research. . . . SELECTED BIBLIOGRAPHY . . . . . . . . . - APPENDICES Appendix A. Interrelatedness of Phase I Role Statements and the Summary of Roles . . . . . . vi Page 78 79 80 131 132 135 143 143 144 144 147 150 150 152 155 157 159 160 162 165 166 179 183 187 189 196 ,. I,.....- v , — . .a-vudb .. I. 7 a .P cw-‘° LI Ann y.\ J- u .A pro Appendix Page B- Information Gathered, Phase III . . . . . 225 C- Delphi Opinionnaire and Letters . . . . . 295 vii § A II 9" on. (I) (I) u .‘l Tl ’t' '1‘ I O (D m ‘1 ( 9" O (I t. “. :V‘I . H. r . VI E ‘vo o‘.~' ‘ - V‘p ' {‘5 r..." LIST OF TABLES Table Page 1.. Sample Contacts and Participation . . . . . 61 2%. Sample Participation by State . . . . . . 62 3'- Sample Levels of Teacher Organization Involve- ment . O C O Q O O O O C 0 . . 62 4:- Teacher Organization Roles in Instructional Improvement and Professional Development Which Should Be, Should Not Be, and/or Will Be. . . . . . . . . . . . . 7O 55. Role Statements andTopical Groups. . . . . 80 6. Summary of Information Gathered, Phase III . . 81 7. Priority Ranking of Role Statements . . . . 133 8 Priority Ranking of Roles Within Topical Groups . . . . . . . . . . . . . 138 viii n7. ..,~‘.P‘~ ‘ Ii u-n.t.h¢.. i.‘~ ... \ V: -2 ~:‘ “1" V'Nn... -4 ~ . "5‘... I- - I’u‘ ..-‘.‘ ‘u- 5.. ~‘.. ‘fl \ F 2v- ‘ . ......‘ ‘ ‘ | .' ¥§|C s..‘: I V“ ‘1‘ M O . . . c 5.. "h “N“: « . O ‘- \ ‘ o n. . ~ "I- .C Q'i!‘ : ". '3‘. a,- V‘ fi“§a ._‘ 5.. '. ‘ '~.“.:" “ ‘ ' ‘ .. ’. “- CHAPTER I INTRODUCTION The teaching profession is undergoing great upheaval. The 1960's saw massive changes within teacher organizations. Traditional power and authority relation- Ships changed, not only within the organizations but also between teacher groups and other educational interests SuCh as boards of education, universities, and state gOVernments. The process of collective bargaining has been a primary factor in bringing about many of the new means by which teachers, administrators, parents, and Students relate to each other. New roles have emerged and are continuing to emerge for all parties. There has been a continuous effort by the public to look closely at the formal school system. What role d(Des the school perform for society? What is the teacher's role? What controls should exist over the Schools? Since teacher organizations are now allowed, by law, to become institutionalized for the purposes of Collective bargaining, then what role should these organizations be eXpected to play in the improvement of instruction? 'NV P .....'... F. \ F . ribvbg a... g. . u ‘2 “ea" ’r- O- o u y“ 5‘ \ u A. V”. \ '1 "‘“I bbag‘. . . ‘ ..:,.:, :4 V- .Qo‘h.' h - ‘h ‘ ”NT-"e..- -. ' ‘nu . ..~...._”: 0. IVVA‘n ““s u. I... . muffin-m . §"‘.'..‘ ‘ O .. a g , O " The future of organizational activity is a spectrum of expected and unexpected possibilities. There is a need to explore alternatives available to an organi- zation, realizing that at any point in time one set of variables is operative and limits are present. If organizations are to plan for the future, then, particular futures should be anticipated. Planning will be used to narrow the range of possible futures and to reduce the uncertainty that exists. Knowledge of possible futures, the employment of expertise, and futuristic-minded leader- ship may then cause particular alternatives to become reality. This study was designed to search into the future of teacher organization activity in relation to the improvement of school programs and the improvement of teachers as individuals. Purpose The purpose of the study was to explore the future role of teacher organizations in the area of instructional improvement and professional development. 1Results have been expressed as suggested guidelines for Organizational decision making, and suggested priorities for particular roles have been explored. The study includes statistical estimates of times when suggested roles might be enacted, the potential impact of roles, the desirability of such roles, and the interrelationships that may exist among future roles of teacher organizations. - .Fn I o-u\t- ’ a «an... (‘9 ._ "ob-awn: ». S \v . . . . ; uh. .S a '>'- "nu-g o . . ‘ a I. l..p ‘."F to “coast H..\‘.‘ if ;ve. ‘ o ‘ c~ ‘““.‘v\" c ~~ '-:-‘ p- . -\ h wv'~' Methodology, a Modified Delphi Technique A modified Delphi technique was used for gathering cmxir1ions of selected experts and elected leaders in the area of teacher organization planning and programming. Delphi is a process designed to obtain a controlled set of jJnformational feedback from a small group of selected eXperts regarding a specifically defined tOpic. Opinion- naires are systematically used to gather data, which are aneilymed, summarized, and possibly used for further pur- POSes. The study consisted of three opinionnaire phases. Helmer, an originator of the Delphi research method, looked at future innovations in education and, in 1966 , concluded: The earliest time that one might now hope to affect (educational reform) is the mid-seventies, and the direct influence of any present reform may well still be felt through the first quarter of the twenty- first century. . . . Some of these forecasts may be based on existing demographic and economic models, but intuitive judgment is likely to play a dominant role throughout, making something like a Delphi approach virtually mandatory.l The Delphi process places emphasis on the "intuitive" judgment of experts. Such judgment is an ‘EXpertise that grows from personal experience and ‘knowledge of possible events in a specialized area. Planners, including Helmer, recognize the importance of advanced knowledge and preparation for creating __ 1 Olaf Helmer, Social Technology (New York: Basic Books, 1966), p. 24. .Lrfiu e..- ,1... Ila.” u . u‘yo'a-I p .L..-us . BI... . Q ' "' nanv \ a oulco.‘ ‘~.‘ C I . . ' Ire :‘V‘Pfl ". "' "fire on! 5“. ' 4 . be.“ " i I _ A ' Delhi “.‘ ‘ o «a ' 'u—r‘HP two-u. ‘»_v~ ' u u _ . "I “" 5.. 5-- Wu NCO.“‘ Ob- V . . P. ‘Q.‘ . ~.-‘. ,_‘ ‘~-.:. ‘. o“p‘ \ . -_. ‘. ‘vu ‘ ‘e ‘0‘ .“L s,‘: .."‘ *2 " ~V'A In“‘:e ‘ b \ I I K.-‘ “v o .‘ , . n.- ‘_‘ ,. .“. . ‘. \ '., o ‘.‘ . .- ‘ ‘a W .1 u pa1:1:icu1ar changes. In education, large-scale alterations ‘u511ailly occur slowly. Delphi provides an opportunity for gathering information that could assist decision-makers as tihey plan a future for the institution of education. DefiLEDhi responses2 are characterized by anonymity, con— trolled feedback, and statistical group-response data. Definitions Teacher organization.--The teacher group recog- nized for collective bargaining purposes at the local EEducational level. The study, which included state and national affiliates of local teacher organizations, was directed specifically to affiliates of the National ECincation Association and the American Federation of Teachers . Professional development.-—The process of improv- ling, or strengthening, a teacher's educational skills exm.conceptual understandings. Instructional improvement.—-Any effort or process jby’which a teacher(s) promotes or enhances the quality Of teaching and learning. Norman C. Dalkey, "Delphi" (paper presented for Second Symposium on Long—Range Forecasting and Planning, October 1967, Alamagordo, New Mexico). ' a ”on . ‘ . . 5» “'0‘“ p 'U'..‘ "l. V. ‘ '1‘. "'3' I‘v- ou u..~.v." V. . I "I“ A “‘O~u v. . ‘V‘O E V I!” :— .‘ .» . x o. "‘huul a n .1. u a I r-\ I . '1‘. \ “6:- .~-. N ‘ A \.__‘. n I H g “’1 Guidelines.--Statements of principle set forth as ssuggested actions or policy directions. Collective bargaining.--Negotiations for the se1:t;1ement of terms of a collective agreement between an. enmployer or a group of employers on one side and a 1u1ixon or number of unions on the other. Synonymous with Professional negotiations, or collective negotiations. Role.--A function performed by someone or some- thing in a particular situation, process, or operation. Goal.--A condition or state to be brought about t3-hzr:ough a course of action. The end one strives to attain. 3 Assumptions and Limitations of the Study A major assumption of the study was that teacher (Drganizations should develop programs for the profes- £3ional development of members and the improvement of linstruction in schools. Clarification has been lacking éit local, state, and national levels of teacher organi- 2ations in determining the appropriate placement of roles and priorities in these areas. It was further assumed that if teachers desire to use teacher organizations to y David B. Guralnik, ed., Webster‘s New World Dictionar (2nd ed.; Englewood Cliffs, N.J.: Prentice- HalI, 1970) ;.--'..-. “I ' ‘ \. .avoonbbh 0*: v. . «7v; :Oe er: I hififlb a: . ‘ ~v;;oe e... N '.“' M‘I‘, .. p a an... ,.,... .' ‘01.. I P. .- V’o. e .. . 0 \v-.:" \ o ‘v- :‘~ ‘-.~ - .0 o . . a . ;'\_‘ . .I s D. Its n V.. | ‘- t. ‘ P A Q ~" ' Q I‘ 'l a “ ‘ I a. ~ v ‘I. . I. . ~c.. . - - .I . "‘S : ~ -\ ‘ o h .' I; . .~ ,_ ~ ‘ i-V. .. .. “ “-\‘ U‘u ‘5 ~, . . facilitate changes in education, then’there is a need to correlate specific organization roles with factors needed to create educational change. There are certain assumptions and limitations vduic:h.were inherent in the use of Delphi methodology. Sandow4 has done a thorough summary of such problems, arui as a result of studying this work, four additional suppositions were identified in the present research: 1. Carefully‘gathered opinions of a selectgroup of teacher organization experts and leaders will reflect valid forecasts of future roles in instructional improvement and professional development. Further, responses received in this manner will be of a rational nature. If an appropriate group of teacher organization decision makers is identified by means of selected cri— 'tEuia, then the responses of that group should provide valid insight to future organizational events. There is, in fact, a minimum of evidence from Iprevious studies to verify such an assumption. It would :be most difficult to assess whether or not‘respondents ‘Were stating reasoned value judgments, or simply providing shallow, poorly thought-out positions and biases. The ‘— Stuart A. Sandow, "Educational Policy Formu- lation: Planning with the Focus Delphi and the Cross- Purpose Matrix," RR-9, Educational Policy Research Center, Syracuse University, Syracuse, New York, February 1972, pp. 7-10. ;;;' N‘“ 5" on . snoovuob: . . V ‘ . {no -A.~-.e v.1:- oVuM 5 .. . ;'~.." " Ayn ‘ e ‘Ibvtfi x. .“‘ n . ':1 “‘en t chug... a. 5 :1? ‘U- 5', C .H". “‘ bnn‘. .u-o,...." . - ‘ '\ muss-It“.s u: o.. . I .-A .f‘ ‘~ . soot use: “‘3: A u ‘ a PI- Fr: . "“o I v- . a...‘ T Ar,“ nun...‘ Us»; VI ' ..\§ .‘. ‘n 0.. ’:.' p. ~\ . ~§‘..;‘ . - n 5| 0’» \u‘~ \ \~‘ “\ ‘\. \ ‘— U .. \ . I s ‘- . .7 .‘~‘ .- v. . ~‘~ .§ 1.: difficulty with validating forecasts of future events is 't1121t long-term studies would need to be planned and con— dmaczted in order to compare predictions with future realities. Such studies have not been conducted, at least in this area of educational research. The research ir1struments described in chapter 3 were designed to mini- nuize the possibility of respondents' providing such Sliallow opinions. In large part, this was done by pro- \7iding opportunities for participants to submit support- :ing rationale with each stated opinion. 2. Group responses will provide information that assists in identifyinga_pattern of possible teacher organization futures in the area of professional development and instructional improvement roles. Forecasts are generally in the form of projected independent occurrences when received from research par- ticipants. A problem then exists for those conducting research to attempt to identify interrelationships which may be implicit in stated responses. If experts are par- ticipating in a rational manner, then data gathered should form a coherent conceptual pattern. Predictions by one respondent may not, however, have been made in reference to variables that were within the knowledge of other respondents. Each person forecasts events from a . ,ni R1" 1? ,L..wu.¢o I u;:nr y IVuVeR a y~~v a .u‘... C s -, _ .n .“ A-uI4. .' . :"F'Qn.; " A~.:\§u‘ . ‘- s 'i'V‘ 5A.: u-.. . . mg. \C’ *- 5 . k s . a ll ~ ‘F v~ .- :1. ~::-- g .5 o H ed h I‘ K . . ~- \ V‘A I _ e \-.,_t \u 1 I. I I . '-I ‘v... '— " n‘. D- V a ‘ ‘1'. .: . a ..y‘~‘ a. as 1.. ; u , v‘ '- o .‘ ‘ .1 o. ‘F .‘ ‘A ‘ e s. particular viewpoint and his own conceptual model of teacher organization behavior and function. 3. Responses received will accurately reflect attitudes of participants toward future roles of teacher organizations. Ranges of opinion were treated as if they truly expressed the limits of respondent opinion. It may be that some participants will not respond to opinionnaires by expressing strong positive, negative, or even moderate, attitudes on particular suggested roles. This would become a source of bias that could not be completely controlled. Nonetheless, the study proceeded within the options pre- sented on the research opinionnaires. These options were carefully developed by a review of the literature and by involving participants in the study in developing sug— gested categories for exploration. 4. A direct relationship should exist between the forecasting of future teacher organization roles in professional development and instructional improvement and strategies designed to implement such roles. An assumption was made that if organizational planners and decision-makers are aware of possible alternate futures, then intentional efforts may be r—. ‘_v I...qp:.: 5” V‘ u::o'lu\p‘ 5V .. u I . ‘ Iva-M 9 b - hi . "'30-.“ v.“-u.‘. . ' r ..,-.o..... 'Pr \ ‘ '9 vbeiivv. .V. l o‘ I. ‘ . ‘9 rt~qA " “" ”‘6‘ .‘..~ I I‘Vaaoa. .Pfie-v ‘AoVbub‘ 5V .. . ‘*I6~ ‘ ’ ‘ =‘*=‘..~ .m.-‘. ubgubwv “‘1" 5:9 . ., taint...‘-.d.. . “:‘V"~p. A! . ”so...“ "vee designed to realize a particular future. In other words, organizational planners may use forecast data to develop strategies for the accomplishment of projected goals. The guidelines proposed at the close of this study were directed toward the concept that there are certain funda- mental strategies that should be accounted for by teacher organization leaders when making plans to improve instruction within schools and deve10ping programs for the professional development of teachers. A limitation of the study was the focus on instructional roles to the exclusion of other major functions of teacher organizations. Programs in complex professional groups do not, or should not, operate in isolation from each other. Whatever happens in instruc- tional areas will be dependent on what occurs in other priority categories such as economic welfare, human and civil rights, and political activity. The fact that minimal attention was given to the relationship between teacher organization decision making and the influence of forces from outside the organization was also a limiting factor. Society places strong pressures on group decision making which greatly affect the nature of planned programs functioning within teacher organizations. Another limitation was the size and composition of the respondent group. With over two million educators "I: '- I Q I. .. .uu b u- .t“. . . . 0-00.. IIF~ .uC.......n-: ‘ I . ...-... ,r, :.:..:.E.} .t. . . . . "“70b- --5 p.- :-:-u-C.~.: ' l u I! . r aunt 50.1. .. ';' ;-b “’5 .5..5.. U~~: 5... ~ ~ 'n ‘:;EA’.‘. ‘ "‘-C‘ fie V.— “ t. t y . . b ~‘c .lu“ ~ cg.“ a h- v . 'Q . ‘ -.f: 2 .‘t. s‘ c Q ,A s F ”S I. p . N: a. a. 1:51., «68 C § \ . n \“v. ~‘g;“s" .~“C““I s‘q. ."_ ~. p . ‘d‘. 5: V 10 in the United States, an immense problem existed in identifying a small sample of individuals who could adequately reflect future roles on a nationwide basis. Nevertheless, criteria for participation were carefully drawn, and the experts were chosen systematically to reflect a cross-section of influential educators from widely scattered geographical areas. Since the group was selectively chosen, as opposed to being randomly selected, the findings must be interpreted to apply only to that group's thinking. The assumptions and limitations create many barriers to the accurate and meaningful interpretation of collected information. Conclusions and final summaries must be treated with great care. What then of the potential significance of the study? Significance The study is significant in continuing to clarify what professional educators see as the role of teacher organizations in instructional improvement and pro- fessional development. The area has long had a reputation for being a vaguely stated priority and program. Teacher organizations are now in the process of assessing what the desires of members and leaders are in fulfilling instructional goals and objectives. This study was one portion of such a needs assessment. ' C «y: flrg: ”8“ 'us- '~.“‘. “ . I . h ' :" ‘emn, -. ugntl ' u~._‘_ . I u H 9“. a- he .‘h'."‘~:‘ ’5 Q. .I-\, u I. a . 0- y 11 Another significance of the study is the challenge faced by participants in thinking critically about possible future teacher organization roles. The methodology used caused respondents to focus thoughts on possible occurrences, and to think in complex ways about the future. Furthermore, the opinions gathered were obtained from individuals who would be most unlikely to plan teacher organization futures cooperatively because of ideological differences and geographical dispersion. Overview of the Study The study is organized into five chapters: Introduction, Review of Related Literature, Procedure for Gathering Information, Analysis of Results, and Summary and Conclusions. Chapter I includes statements on the need and purpose of the study. A brief description of the modified Delphi technique for gathering information is followed by the operational definition of several terms. The assumptions and limitations of the research are dis— cussed, as well as the significance of the study. Chapter II, "A Review of Related Literature," is organized into three major subheadings: (a) Teacher Organization Roles in Professional Development, (b) Teacher Organization Roles in Instructional Improve- ment, and (c) Summary. The review led to development of :::v‘ec F‘ c .ov‘v. o n~ I‘“v.'-Q'~ u ‘ u ..I b» :‘.~_ I, . A. 3* " ‘zzt‘ vcco“ 5“ v v., ‘P‘AI- up ,- .‘-.“"V‘| at. s . | . Au~un,... -‘ p- '. rh‘ VUOOI‘V..‘.‘...‘~ . V- ~ ' D-‘I "_" F“ H I .1»..u.u. ‘..‘ ‘fi-u. ‘ "" F‘ ‘b‘ .gou. V‘ ~‘. A' "‘r.. _ ‘0...” " h . V :."c'-\ N ‘ ' :H‘WsCu on ~ "n _ ~ k..." V ‘ ‘ = . ~fl‘ “ g a n‘.; \‘ ‘ ‘ v “t ”VF? ‘ “‘h. c. A .r‘ V 5. ‘ . ‘ ' a t‘Au.‘.““ § f: a. e ,'_~.‘ -__ ‘I ~ .‘hg‘ “:5 V- o l n: f‘. ,. a \p..“ ~ "a ~:~_;’-‘.h ‘5‘ sy“. . ‘e a. - s”: C“ ‘..‘. V . “ p “H .N‘ u ". A F. ‘H. u ‘ ~‘u P. c g‘ 1 . . I‘~ k. K._ : n “ c-N ‘ \ —\'~_, , Q.. ".‘I F‘ A "-.-": h‘ 12 a series of suggested roles teacher organizations should be pursuing, and these suggestions were then used in early stages of opinion gathering in the study. Chapter III includes a description of the research population and sample. The measuring instruments, three opinionnaires, are explained, and the procedure for use outlined. The content of the chapter includes a brief summary of the data—gathering and analyzing processes. Chapter IV is the analysis of information gathered in the study. A description of the order in which results are presented is followed by the actual data received from individual participants. There are an interpretation of these responses and a priority ranking of suggested role statements within general topical groups such as "teacher education," and "licensure and certification." Chapter V is the summary and conclusion to the research. There are a discussion of the significance Of the findings and a summary interpretation of information gathered. The chapter closes with a list- ing of several suggested guidelines for decision making and suggestions for future research. The references cited in the study appear as fOOtnOteS, and a general bibliographical listing appears I .. . .- AH'P. ...OU.-6‘ n' N " ‘ | H Lo“. 4 13 following Chapter V. The appendices include samples of forms used during the information—gathering stages, as well as a complete listing of the participant responses to Phase II and III opinionnaires. A "32:. :. p z “abs h" -‘. ~ .":-‘7;"‘AF '.'~""\-\. " “A's- .‘ ".5“ ‘~-‘~ u-.‘:‘\:V\. cfl‘ yv“... ‘V.. ...I ‘ "‘~ :. ; u.‘ ~¢¢::t ‘d‘ ~l "e ‘ 1.. ‘ .u in .- i. . A § A - s‘ ‘..‘~\fi P 3‘ . - ._‘, ‘ ...~:~ C 2t. ‘ ~‘\‘~b N ‘Q . ¢ “4 CHAPTER II REVIEW OF RELATED LITERATURE The review of related literature is organized into three major sections. The first deals with teacher organization roles in professional development, the second explores roles in instructional improvement, and the third summarizes currently suggested roles. The summary contains an analysis of factors suggested as necessary for the accomplishment of educational change, and these factors are related to the role discussion. The review was used to develOp statements that were incorporated into the initial research opinionnaire. These statements were used to stimulate participant thinking about possible future roles available to teacher organizations. Teacher Organization Roles in Professional Development The professional development of teachers is a vast and complex field of endeavor. Many of society's major institutions and practices play some part in the control and functioning of this process. For the 14 n-vv-F-h A: o S v. ...-.DC \ “.1“. . .2""n V ~‘f‘ 4" -.b.\.u {1:12-93 ‘ I ~:" ,:v or- ‘5‘»..5. \r“ . . .- ‘-::‘I-. V 4 .'”*§ H A‘. '."‘Q “C . y? c “ K c ‘ ‘..‘ , . ’\ -...“ -~ "P,. v‘ ‘..‘ O . .“ " u ' ‘ V. a..-“ : -. “.-es' a ‘p I ‘.I "" - ’- «.VVC ‘ \ ._. ‘ a “‘1: “ ‘QQ:E¥“; \‘ a ‘\ - K U .‘ “ -‘N ~ \ ~ .§‘\;‘ ‘2 l \ , ~- «'c--n 'sk- \\ \~ ‘ \a ‘3‘n. \ .’ ‘ 15 purposes of the study, professional development was defined as: The process of improving or strengthening teacher(s) educational skills and conceptual understand— ings. The major teacher organizations, National Edu- cation Association (NEA) and American Federation of Teachers (AFT), have adopted professional development concepts as statements of policy. The NBA has said: "While instruction yields technical procedures, pro- fessional development should promote principles."5 Principles suggested include the control of those entering the profession, a code of ethics with broad human values, and a lifetime commitment to education. The AFT identifies professional development con- cerns in several policy statements. The goals of the AFT encourage opportunities for all teachers to have access to professional development programs, to have the oppor- tunity for careful selection of educational goals and to expand awareness in a variety of fields. The AFT believes that: "More than just good contract clauses in evaluation and inservice education are called for, since the nature 5National Education Association, "NBA Goals and Objectives" (unpublished report, NEA Board of Directors, February, 1972), p. 62. ' H 5-.... OA' . I.” nu. 3.5 5 u». | .‘I ‘-:~. . n 'I"""‘ . C- . . .... . __. - ,_ ~ ....._H .U' ‘. "a; _. .n;I...‘;" " o.»¢o...-»u p O . :-. Car". ~ can: .10 ~». . ‘5 ‘ ' Q . 2.: ::“':n ‘ ‘0'- o~ bu ~-~‘-:.. V0. . ht“. a~:h;‘~‘. ~‘n‘. -._. ‘ ‘\ '- “V .......e\_ fov 4 § 3‘: sh . Igh ‘d ~e ... .z _ “ ‘ V. ‘n ‘. 0“ {. ‘,. \ “- vs '5 M. "e K r .‘ “Q‘Q‘ \ \ l6 and scope of the problem outlined . . . demand a broader response, e.g., a total concept of continuous growth for all teachers."6 Statements of principle are found in the policies of teacher organizations that operate at state and local levels. The Michigan Education Association (MEA) has identified professional development roles7 in preservice and in-service education, licensing, and certification; the establishment of a state-level professional develop- ment academy operated and managed by the MBA; and programs designed for creating attitude change in teachers. Efforts are to be made to change teacher attitudes by focusing MBA programs on: --building positive student behavior and attitude patterns --teacher-student relationship improvements --experience-based learning methodologies --racism awareness 6Robert D. Bhaerman, "A Conceptual Framework for Collective Bargaining" (QuEST Paper, No. 9, American Federation of Teachers, Washington, D.C., 1970), p. 6. 7Michigan Education Association, "MBA Program- Budget" (unpublished report, Michigan Education Associ- ation, East Lansing, Michigan, 1972). ‘A. a v'. 9-! “y..." .voe in :J. v . .*'Q"'.- _ I-‘nvvnlCIa by - IV O ""‘ F: Nev-o :nob y. y“... . o . . .""“‘I e.— .-..s.‘,“ - v. - -;ub P‘ F'N- _ .“" V. ‘4‘ .. 4‘ s s ..= .5 ”L .n5. a: l“ .5“ .u. “5. ~w. .. My. .2. F... .5 a. . x K .x a I. an .3. .3 r. 3. ..... r ..... .4 L ... h... .. .. .... 25 In-service programs have long been part of the education of teachers at local, state, and national levels. Pro- grams have been planned and funded by teacher organi- zations, by individual teachers or groups of teachers, by government agencies, and by private business and industry. The question for this study deals with the role of teacher organizations in the in-service education of members. One suggestion recommends that teacher organi- zations provide support to governmental efforts in renew- ing teacher competencies: . . . the collective efforts of organizations of teacher practitioners can be a strong supporting force to the success of the Teacher Center concept. The organized teaching profession must use its pro- fessional and legal strength, as well as its unparalleled communication network, to make things happen "behind the classroom door."21 Teachers may become involved in in-service programs planned by or with the government, or teachers may look to programs planned through local, state, or national organizational efforts. There are numerous conferences on many subject areas, such as science, mathematics, English, art, etc. Some efforts are closely tied to local organizational planning and also to the collective bargaining process. The Scarsdale Teachers 21Anna Hyer, et al., "Teacher Centers: Involve- ment of the United Profession" (unpublished paper, National Education Association, February, 1972), p. 3. n . L... .w\. A». 2K »~. . I u who ‘3 "H. av.“ C. :N s d It —H s; so. ;\ r“ 9.. 7.. a.“ a. s a» PV r» we P.‘ o .‘ {Q my .\‘ . A» w; I v: I.” u ”a I P. ‘5 .\§ “a m\ 5‘ F0 $\ 2‘ \- ..u E .E Q C .. ... I S T. 2. E .c t S C E E I. C .L ”l m... .65 c we. .MM 6 .53. ”we. 5 C. at .c an Ma... ..~ .C. .3 .. m A. 4.. $9 .s. A.» I \ .mv. 1A.. .n u - ma .3 o 2 In 0 .apm. M... .v.. w“ 2. Q. n 9 ~ 5 :5 .2» 35 .5 .3 5. .. .. .. v. 4. .. ... .3 u\ .u :5 5.. p5. :. In :5 ... :— L. hum .u—n ..p|. . . .. . a . a 5 . 5 ..‘ n L. :5 .5 .111,»— 26 Association, New York, has sponsored a professional deve10pment program for members. The philosophy upon which the program operated was that: . . . in accordance with the principle of professional autonomy affirmed by the National Education Associ- ation and the New York State Teachers Association . . . (we) have undertaken the Institute‘s organi- zation, administration, and course planning, thus assuming a large degree of responsibility for . . . professional growth.22 Teacher education is another area in which teacher organizations display direct concern. The interest includes the potential of teacher input and control of the course content and goals of teacher edu- cation institutions. Clarke and Coutts found in a futuristic study of Canadian teacher education that teacher organizations were being forecast for extensive power sharing with universities in the planning and programing of teacher education institutions. With varying degrees of con- sensus it was found that: Teachers and teacher organizations will share control of teacher education institutions (1) in determining the curriculum and procedures used in teacher education institutions (by 1990), and (2) in determining which candidates have successfully completed the program and warrant certification (by 1980). Teachers and teacher organizations will share control of teacher education about equally with teacher education institutions in determining the overall goals of teacher education (by 1980). 22"Scarsdale Teachers Institute," Scarsdale Teachers Association, Scarsdale, N.Y., Autumn 1969. I |..l|| . . ... .. .u .75 ..u pa. 6 w“ \n‘ 5. 3. 1“ 5“ v. . it . . :5 ...5 u .C e . a 2. r“ .5 .3 U... .5 5. C. T. S .t .5 . . 5. F. n5. .. .5. . ‘s .~¢ r. C .. .5. .5 .u 55% .5 .. C #5 f5 :5 :5 3. £5 .3 r. : x . e : v” I z.“ ..... . .. .1. I. . 5.. . . a. .55 7 I) .55 27 Teacher education will be involved with constant or periodic reevaluation of teachers, who will have to requalify to retain certification (by l990).23 These findings, of course, refer to Canadian schools and the Canadian educational process. There does not appear to have been a similar study made of American education. Nevertheless, the concepts being put forth may influence directions for educational decision making in general. Many questions may be raised about the future role of teacher organizations in the field of teacher education. A few of these are: -- Should teacher organizations share in the decisions of when, where, and under what con- ditions student teachers are placed in schools? -- Should teacher organizations control, or share in the legal control of, the licensing and certifi— cation of teachers? —— Should teacher organizations mandate a continuing education for organizational members which bases active membership on proof of professional growth? 238. C. T. Clarke and H. T. Coutts, "The Future of Teacher Education," Journal of Teacher Education, XXII, No. 4 (Winter, 1971), 513. -- Hie. .. rh ' ‘ I.“ . ‘ ‘ ‘.o..'~_ . .. -"“-IHCD( I . ‘ t.‘ ~3"*..“S .5.....‘ 0t ‘ ‘ . .. ’"'§- \ .- \ ~~nu~...v. ‘- p. C. """v ‘0‘ "‘b ‘4 ¥\ 5 m. r - r §.. .. .4-§Av ‘I.‘~b~ . 9.. Y” ._’AA ‘ “‘:U:c." ‘ M‘ c . .§ ‘.“‘»I"“ ~ ~.‘-‘~ I ’ ~ \ ;€:_ §“-h“.‘LI ' ‘i s y “s \h-:‘¥...“" § -~‘ ~ V :“«,' ‘ “V h‘ i' .‘z; s_‘ "‘ v- \5 “1*; s VA‘ ‘ s L-~.. . ..~: F.‘ -.. ~ ‘o... d ‘\ ‘ N \\ I" 28 -- What should the role expectations be for teacher organizations, university schools of education, and governmental education agencies? Professional development is practiced for a reason. That reason is to promote the improvement of both teachers and the quality of instruction. The immediate effect may be to change teacher skills and attitudes, but the intent is subsequently to provide that teachers will become more effective in contacts with students. What then is the role of teacher organizations in the improvement of instruction? The above questions and concepts in professional development are returned to in the summary to this chapter. Organizational Roles in Instructional Improvement Where professional development is a process directed at programs for teacher self-improvement, instructional improvement deals with strengthening the effectiveness of teacher-student-learning interactions. Instructional improvement, for the purposes of this study, has been defined as: Any effort or process on the part of the teacher(s) that enhances the quality of teaching and learning. Included are components such as: -- the development and/or revision of curriculum -- the teaching methodologies used in instruction . 9r- -- Cut 9 LC Fr,- -- U. y D F.- — .. o..‘. M... ‘f‘ ‘_"v a“ 'L h-r- 1 ‘.u"" .h .. ‘ In. I: 9.-. “~~ ‘ ;:‘;v: P‘- .‘-__-_, V. M "C.- r~-; ~' ..§» ‘t:‘ . .0 u. -. - ,.._"._: ..‘..‘cA-b\'~ ‘ Q .‘ "I. ' A‘o- . - ‘u ’ .‘Q‘-' ‘»~~ a ..._ -‘_ - _ 5:: “C. sf A~—~~‘~V. _ -va“‘ A ‘_‘v.“~ ‘ ‘ \—‘ -‘.. , -._“_ x.” H “‘\—.-‘ ._ . ‘v- \.. P ‘ [ 29 -- the technological advances and their application to improved learning -- procedures necessary to establish a positive learning environment There are vast amounts of literature available on how to improve instruction. The following discussion is limited to suggested organizational roles. The emphasis will not be on roles of individual professionals, lay leaders, or the general public. However, it is realized by the researcher that each of these facets of society influences instructional directions and educational policy determination. The past few years have seen an increasing pressure for massive organized approaches to instructional improvement, curriculum development, and educational innovation. In speaking to curriculum development efforts in the mid-1960's, Keppel stated: A method of making choices had to be worked out, involving all the forces that influence curriculum change; the needs of the individual learner, the needs of the society for an educated citizenry, the demands of a changing economy, the effects of the advance of knowledge, the social goals of a democracy. . . . If curricular policy was too important to be left only to the educators, as many had long agreed, it had now become too impor- tant to be left in local hands.24 24Francis Keppel, The NecessaryARevolution in {gnerican Education (New York: Harper and Row, 1966), p. 117. s.. ’V" F \ ':;th\.-d’ o . - a. ~.'v‘~ . - vi.--~"- a! ra‘vy . - , .. “ct: '5. s... c.155 ~.- 5.. . . . ;~>~.“Pw; v“VCB‘~.“‘ ~.. ‘."0 r- .. -ug gm...‘ IV». ‘_‘ ‘ . "r-‘ W...» .“:£‘_ .- 2‘-. o- 5 " 3 u u‘.. - § \‘~ L f '(V "I N) ’f ’ If] (f I, I" I a r .’I I. Q «u H' ('N I f 30 The federal and state governments became involved in the planning, organizing, and dissemination of new and/or revised instructional programs. The 1960's saw extensive use of federal funds to train and retrain teachers, as well as the development of several types of curricula. Accompanying these efforts, at least toward the close of the decade, was a demand from some sources for educational accountability. Legislators, congressmen, and many other groups asked questions and demanded answers about what gains were being made by means of existing efforts. The accountability demands may have arisen for a number of reasons, but one reason was the result of economic concerns of those in government and of the general public who wished to apply cost-effectiveness analysis to an evaluation of publicly funded programs. In 1968, an example of the concern with accounta- bility is reflected in the following statement: Optimum diversity of the curriculum and the multiple goals of instruction require variety in teaching methods. The instructional uses of television, film programs, or computers have both strengths and limi— tations. Those strengths and limits must be care- fully established by achievement testing and experi— mentation.25 25Committee for Economic Development, "Innovation in Education: New Directions for the American School," July, 1968, p. 46. 7‘} IV. I I ... . . . .L . _ . 1 v. a: E v I v : p“ .C .5 r... .3 CC .3 F. r . .w p“ .1 C. .t .. k. 4. a... e. . X .t ._u .. nu. a «c s r“ C .3 e .. .c .. : .3 t.» v. .3 n. 1 .. . 3 ... e E .. E Co v» .. . . C. “n +. ab .2 5» .... Lu nu . Y. .C 5. .- 5 . .u r: n. .3 r?» f» w: .. -n 2. a» :n .u 9 o o. 31 Many innovations were attempted, one example being nongraded curricula,26 and another being performance contracting. These innovations met with many degrees of approval or disapproval, and some resulted in rather novel experiments: Some school systems have encountered difficulties with performance contracting, however. A project to teach reading to 600 students in two New York City schools probably won't produce a profit partly because the company involved isn't using any teachers, only parents. In this instance it had been concluded that trained teachers were needed because "there are curriculum decisions that have to be made and classroom management problems that go beyond the scope of a parent, no matter how well trained." In terms of the present study, the questions raised by these governmental efforts are: Who trains teachers and under what conditions? What is the relation of organized teachers to the process? Teachers have influenced legislative and congressional efforts in this area, and efforts have also been expended through the collective bargaining process. 26B. Frank Brown, The Appropriate Placement School: A SOphisticated Non-Graded CurfiCulum (West Nyack, N.Y.: Parker, 1965), p. 13. 27The Wall Street Journal, "Three R's Inc.; How a Corporation Runs an Elementary School in Gary," Wednes- day, June 2, 1971, p. 16. -":pw ;‘0 "van. a»- . cec;;= ‘V‘VI pr b‘ve y - . FV'VNVI U‘ duo... "Pn- ‘ but.u- . . O . 'E :0. ‘ On... “:‘FV _ L- y. I . . Q‘~‘C . 9-3“ .n h .l h k“ \‘ ‘n ‘t' h s: u \\ _ bu “ 5'“ i .‘ 3 ' § ‘5‘ ‘P ‘~ ‘3 x 32 Etzioni in speaking on the topic of professional organizations in general states: Functionally, the professional is the one to decide on his discretion to what degree administra- tive considerations should be taken into account . . . in professional organizations over influenced by the administration, which takes the form of rituali- zation of means, undermines the goals for which the organization has been established and endangers the conditions under which knowledge can be created and institutionalized. . . . to the extent that there is a staff-line relationship at all, professionals should hold the major authority and administrators the secondary staff authority. . . . The final decision is, functionally speaking, in the hands of the various professionals and their decision-making bodies, such as committees and boards.28 Teachers, at least at the K-12 level, would not qualify as professionals according to the above descrip- tion. There have been many pressures applied so that teachers might gain improved professional status. For example, after studying the school hierarchy, Palardy suggested that: "tall hierarchies create hostility between teachers and administrators because of limited spans of authority at each level,u29 He suggests that a flattened structure and a broadening of authority at job levels would improve matters. Palardy's concern is 28Amitai Etzioni, Modern Organizations (Englewood Cliffs, N.J.: Prentice-Hall, 1970), p. 81. 29J. Michael Palardy, "Needed: Requiem for a Structure," The Clearing House, XLIV, No. 6 (February, 1970). U‘HI‘I .- .'-:b C ’6 5.po b b I 4 ¥ 5...“. .n ‘ . ‘. . F: ~".FPvi . vs aflbo.v-- _ "J FF. A, '. ..v" b»-- ‘:“ Pv- “~¢»a. n: V) r? 1‘ .-”V‘.., unrug... ' ‘ ' ‘;‘.: Ah~c'. ‘5:u.-~. k...‘ - s ‘h Ii: *v’- ‘ 2 \:.~--“._ ¢~»5.-t.. . ‘ .., . In...“ “ s - ~ Q ‘ . a. ‘No. _: ‘-‘.\II .VQ_ ‘ ‘5,- o.” A A “i=5: (Ht. _ v-“‘ ‘ ._“ ~ -.'~ “'* iv! \~‘ Q V .‘ . hr‘8“.“ ‘ ‘ “"«Z ‘~ .I s ‘ I5 ap“~ y~ ,. .4 \ I P w v V n . \. .0. “a ~> ‘~'~¥ ‘ V a l “J (AI 1" O I \L' 33 that if teachers are to achieve a real voice in instruc- tional improvement decisions then that voice must be one of authority, not just advice. If this is an appropriate direction in which to move, the question should then be raised as to whether or not collective bargaining and related teacher organi- zation activity has in fact increased the decision-making authority of teachers in areas such as professional deve10pment and instructional improvement. As the role of the teacher changes, there are subsequent changes in the roles of other educational officials. School officials, and for that matter many public officials, have been confronted with changing policy development and management roles. Ziedler urges these officials to refocus their concept of authority: He (the public official) must realize that he no longer deals exclusively and directly with indi— viduals, but rather with a collectivity whose aggregate power is at least equal to his own, and which cannot be awed or overwhelmed by the trappings and honors of office. . . . Employees who have com- mitted themselves through a formal agreement to behave and perform in certain ways tend to live up to that commitment.30 Ziedler's latter point seems often to be lost to those who criticize collective bargaining. Sometimes, when collec- tive action of a positive, cooperative nature takes 30Frank P. Ziedler, "New Roles for Public Officials in Labor Relations," Public Employee Relations Library, No. 23 (1970), 21. .‘-‘ ~. .“t 5:3V00L. V‘va . Q I wire 3‘“ Y I' ‘ v " "on . . ‘ ’:’~“‘ fl Q 6...“ ‘06 u . ‘ : "C:-"»‘ . u :u~~.~.t .;.. A: "Y‘ ‘u... U U ‘~-PF‘= ibuov~.~‘ I. F’~ 6“. ‘9 . u s “~‘ s..:‘\‘~ “ “‘\. ‘- C'— c“ r»- 5‘ +v- “ s‘ h‘ \. N. "' -- on A.‘ “ h. \.r b‘ Pl v. . “ K. ‘. 4 U4 ' s \N \ "I‘ ‘ ~_‘ P Q‘V ‘1“ ‘ l ‘ u ' Q 3. 34 place, there is a general reaction of surprise and approval. The New York Times31 cited an incident where the teacher's union agreed to assist the New York City Board of Education in the establishment of a means for measuring the success of schools as exhibited in the achievement of children. The parties in this instance were working within the provisions of a collectively bargained agreement. This particular example identifies a possible role for teacher organizations in the develop— ment of criteria for measuring educational success of schools. How do these power and authority questions relate to teacher organization involvement in the improvement of instruction? Questions that arise include: -- Should teacher organization representatives con— trol the majority vote on joint teacher-adminis- trator instructional committees? -- Should collective bargaining agreements be used to mandate the establishment of new curricula or new teaching patterns? -- Should local teacher organizations fund and staff offices working primarily on instructional improvement? 31"Accountability: A Way to Measure the Job Done by Schools," The New York Times, Sunday, February 14, 1971, p. E-7. 35 -- Should state and national teacher organizations place a higher priority on the funding and staff- ing of instructional improvement efforts? -- Should teachers be responsible for formally evaluating the quality of a curriculum program or the performance of teachers in that program? Certainly many other questions arise, questions dealing with research and development, instructional improvement funding through local school district budgets, the role of the state and federal government in providing means to improve the teaching climate. Both major national teacher organizations have responded and are responding to instructional concerns of their members. The NBA has formed a new unit, Instruction and Professional Development, which includes the former Center for the Study of Instruction, the Division of Educational Technology, the Division of Adult Education, and the National Commission on Teacher Edu- cation and Professional Standards.32 The AFT has initiated programs designed to increase teacher organization decision-making powers, as well as to improve instruction. The major program, QuEST, was established under the AFT goal that states: 32NEA Handbook, National Education Association, washington, D.C., I971, p. 131. P‘... :- on: a. p Oriya—,- ch ... 'n'CIKLT. 3.“. 8:... 'L. ("W‘C‘ .“c *9hdhyb or .- '- bv “cit., ‘ v q ooh: o , " Li ,. u. ‘ ”‘92. 2 ~ _ uhulo.“--‘ u . .‘ PH ..., r “.V.. ..H 3 o A ’ up, . u». ”M“ 0' ~._ -“|‘ V» v:.‘~ : o ".6... I" a. ’2? n F .. ... '4” I- a‘ ‘ ‘ai “‘“A - 4 y..- V“: i. . u‘h’q V. ‘DN ‘.;,-\ ‘ . . .- . ‘ ‘-.. v.“ -“ ‘ ‘I d . . I.- ' \ Q'.‘ “ s..at § ‘: G v - ~ \A- an“ "H h ‘ s A I U. U "' D 5 C 36 The American Federation of Teachers is first and foremost a union, seeking benefits and improved working conditions for its members. But it is also an educational organization, deeply committed to improving the quality of schools at all levels.33 The thrust of QuEST, which was initiated in 1968, has been to determine effective organizational approaches to solv- ing problems. Problems noted for active study were assuring communities of the presence of effective teach- ing in every classroom, the use of paraprofessionals, decentralization and community control, teacher edu- cation and certification, implementation of the AFT More Effective Schools program, and the eradication of racism from education. QuEST has been part of numerous bargaining discussions, and agreements on many concepts have been achieved in several AFT locals, including New York City, Baltimore, and Pittsburgh. The history of increasing teacher involvement in educational decision making goes back many decades. The trend has clearly been an increase in teacher power and authority. Caswell and Campbell34 suggested as early as 1935 that cooperative committees be established to deal 33Robert Bhaerman, "QuEST's New Impact on the School," American Federation of Teachers, Washington, D.C., p. 18. 34Hollis L. Caswell and Doak S. Campbell, Cur- riculum Development (New York: American Book Company, 1935). . . A nx-n 5» .ov¢l bbte E . . vvnnu ‘n' u..‘- .ya. 0 anay .,. iauvsS' 6.. Y. .ua ‘:“‘P‘ ‘.V‘ .- \ n‘u‘... U . . '. "..‘PF :r f"“‘-'“ .4. . . 7 .‘FI- 'suaa u '- ‘ fl . I do... ’ . P;~A~‘., . ‘ ' Avvval“.- d In In ‘11 ff) ' 0 Yr, u... ..._ G ...F .‘ \“'~.- 1 ' . ‘- ' n-‘\.‘ ‘ a. Ihva‘e ‘ Q ~‘ F~‘ :'~ ‘ a... ‘. . s- ‘ bazn... §\.‘-.. 1." . - v 5;; "A..‘ . “‘U ‘I H Cv-“-“ S‘Q~‘V “ a‘gs- ‘rst, ‘v- ’V ‘6‘“ FY ' :‘s ‘, 'L M.~ Q.‘*~- “‘40.: ---~ ‘5... \. “-. V v» "t. r. ”a . N‘A nxfi‘p'A -~_: In ‘ - “‘ l: v‘ ‘5 D _ I ‘Q NV‘ ~~ A‘p. u \y,‘ ‘ A ‘4‘ l u~. H ‘ ' h ‘6'. ~‘ I\ ‘. “I ‘- t.“h ‘yvb‘ \ ~ - 8 “ ‘ C 5“. ‘ 1‘ PD. ‘ 3 ‘1“ b 37 with the concerns of preservice training of teachers, the provision of in-service training opportunities to edu- cators, and the continued education of laymen. In 1955, the American Association of School Administrators was actively encouraging teacher partici- pation in decision making and noted that teacher organi— zations had been quite successful in: " . . . obtaining recognition for curriculum work by classroom teachers as a substitute rather than an addition to regular teach- ing duties."35 We see here that the principle of instructional improvement role has long been a point of discussion. A decade later the NEA urged that --local school faculties should have the freedom and the authority to make decisions about what to teach within state and local requirements--and how to teach. Final decisions regarding instruction should be made by the teacher, taking into consid— eration recommendations from appropriate local, state, and national groups representing the teach- ing profession, academic scholars, and the public.36 The suggestions for institutionalized teacher organization involvement in instructional decision making began to emerge during the 1960's. Most references to decision 3SAmerican SchoolCurriculum, 3lst Yearbook, American Association of School Administrators (Washington, D.C., February, 1953), p. 102. 36“Schools for the Sixties" (pamphlet summary report of the NEA Project on Instruction, National Edu- cation Association, Washington, D.C., 1962). ’ l .C:~’;' 7 U ivcow. ~.. 'n‘- In f" I “'5- "five...“ i s.,, Ar \— ‘0 .- vn. \‘V’"~ tl4~‘.‘\' ( 1 (h (I) (ll 1" q.. -~ ‘I .v' A . a .0 ‘51.. ‘ .C - y u ‘-. n u .n - ~1- ‘st‘r.? . §‘~V "fir ‘ F- ‘\ 3 \ ‘..t,'c,_ .. n a . I h ‘3‘ n '5‘” ‘ .2 ‘ 38 making prior to this time urged teacher involvement-- but not through representatives of officially recognized teacher bargaining agents. Current suggestions37 urge that teachers serving on school district committees be selected by the teacher organization, that the process of teacher involvement in decision making be formalized through collective bargaining, and that the majority vote on instructional committees be composed of classroom teachers. Teachers, under these conditions, would then be selected for committee work by officers of the teacher organization, as opposed to being selected by school district administrators. Once again a change in role for the parties involved. Shawver was concerned that teachers develop a collective viewpoint on matters of instructional decision making. He urged the development of a consistent negoti- ation philosophy regarding instructional issues and stated further: " . . . educators should at least be expected to develop a collective point of view on what comprises a desirable educational program for the nation‘s youth."38 37Joint Committee of the National Education Association and Association of American Publishers, Selecting Instructional Materials for Purchase (Washington, D.C.: National Education Association, 1972), p. 32; Ibid. 38D. E. Shawver, "Let's Get Serious About Teacher Power," The ClearingHouse, XLIV, No. 4 (December, 1969), 199-202. z..- lav-u- I—A‘ ‘n..- ,3 w "Ivnqva- - .. wise \ b...t.. I ‘r. 1" r M‘l.‘ 5‘ . "Fiugr‘ ’F‘u ""':“I‘Cno 5 . . ' "' r‘f‘rp‘. "‘“OVDVMHn . ‘ - ‘ I I“. " h- kiln.“ S€~ 5.. .c p .v '~‘\.u Fr: ...".."'lu a up u- . n-:~":_ v- fibdg..v. ' . :M "inn. an. “.‘¥": ’ a ';C 0" .. “h. ‘Vs \. §.. - N~ ‘~H'f‘u .& ”‘H‘v‘ ‘-.'I . I 39 Consensus among teachers on issues of instructional improvement seems to be an elusive goal. Teachers have not, or at least very seldom ,found it necessary or even convenient or satisfying to identify a mutually consistent philosophy regarding instructional improvement. This would seem to be particularly true when one considers the directions and policy statements found in the platforms of teacher organizations. The statements are often vague and indecisive. Some students of organizational priori- ties for teachers have found that, in general, teachers tuive a low perception of teacher organization roles in tflne improvement of curriculum or instruction.39 This vnjuld seem to hold true even though there is a long list (If authors encouraging teacher involvement in instructional I o I 40 o o dexziSion making. Some writers encourage the involvement 39Lois Redmond, "A Comparison of Teachers' Per- C“?Ptions of Curriculum Development in Selected Districts W314th and Without Curriculum Councils" (unpublished Ph.D. d1Assertation, Michigan State University, 1969). 40Ronald C. Doll, Curriculum Improvement: Decision Efifliing and Process (Boston: Allyn and Bacon, 1964), p. 215; (3- Robert Koopman, Curriculum Development (Center for Applied Research in Education, 1966), p. V; James R. Col- ter: "Milwaukee Teachers' Education Association," Today's EduCation, LIX, No. 8 (November, 1970), 64; "New Directions SCI Local Associations," NEA, Washington, D.C., 1965; Negotiating Joint Committees," Negotiations Bulletin No. 2 lbany, N.Y.: New York State Teachers Association, NOVember, 1968); Kenneth R. Brown, "Instructional Change May Be Negotiated," CTA Journal, Burlingame, California (October, 1969), 40. — ‘ a. p: ‘p 5" O a UK. 5.5 b ‘4 - L 5'" . nan-1.5 'lht .9“ . ' ‘ V“ " .4 v~.__.' H 3 "Cau"q .r Inv“..3 ~~ up: F"". 5-.5 u“'.‘ . C . ‘ “Va .. __ f’“--A';..I - fl'. ‘ I.“ ~ .—A ‘F “-t ‘h :-." 0‘ "“\A v- '-.‘.F - I-‘.. . . ." ’ .1— ~.“~‘ .. fi,‘ ‘5»,“ _‘ p.‘ I ‘V s.“ t 9. 5 \ 'r- u. . o.‘...:. "' ¥ ‘ ~»‘ ~ . .‘\:-A‘ ‘ ~“- It. — ‘. <“ n ‘ i ‘. p. 5‘ r ‘ \ y‘c. VA 40 of both teachers and students in the process,41 and some limit the process to school administrators.42 Fleming found that: Although it is easy to say the association should be a change agent, most teachers do not recognize the association in that role, so little has been done in the past. Some do not feel the association should play that role. (Italics mine.)43 Collective bargaining may be changing this per- spective as negotiations move from limited economic pro- visions to comprehensive agreements. Doherty studied ‘the priorities of teacher bargainers and noted that: . . . in those systems that have negotiated com- prehensive collective agreements teaching conditions have improved and recruitment has been made easier, the introduction of teacher aides to perform clerical, and other subprofessional chores has provided teachers with more time to prepare lessons and consult with students, and class size, where this has been a feature of collective agreements has been reduced.44 fiere is evidence that negotiations has been concerned Withinstructional items such as time to prepare lessons, 41"Ethnic Experience in American Society from Tl“tree Ethnic Viewpoints" (report of Michigan Education ASSociation, East Lansing, Michigan, April 16, 1971). 42Koopman, op. cit., p. 67. . 43Michael J. Fleming, "The Iowa State Instruc- t1Onal Improvement Project," The Professional Association tfiflflfis at its Role in Instruction (WaShington, D.C.: ational Education AssociatiOn, 1970), p. 33. . 44Robert E. Doherty, ed., Employer-Employee Bgiéfilons in the Public Schools (Ithaca, N.Y.: Cornell Réiversity, New York State School of Industrial and Labor elations, January, 1967), p. 121. \ 3 ‘v‘ v Y A “V, U. s V :0- .Vuu‘ ~‘. 1 VA ’C- 2 Q N H q .- ‘tn‘c 7" N0! Vlooovn‘u . . ‘ § :‘5 s y.uv ::c a u~b g... 51-. wt AL. in. “Pu. “in. A. . L :4 K , ~.. "m .t. . ‘ 0 V\ #3 a“ nos av .3 pa by .5 4.‘ s: .a Na- 41 time for consultant purposes, the creation of manageable class sizes, and the establishment of instructional priorities. Teachers involved in these activities are certainly looking to teacher organizations for leadership in the area of instructional improvement. In a paper written for QuEST, Sperling does not see a profound influence of collective bargaining on curriculum decision making, although he does note a role for teacher organizations in instruction: "Curriculum development, as it is carried on today, is unlikely to be greatly affected by collective bargaining and any changes in classroom behavior which result from teacher control over curriculum development will be minor."45 Sperling suggests that formal curriculum studies will continue to be developed by universities and groups external to K—12 school systems. He does not discuss the role of the individual teacher in curriculum development in this particular statement. His approach is directed at organizational decision making that will occur at a distance from the teacher or away from teachers as a group. Goodlad does not particularly like the concept of teacher collective bargaining; however, he does see 45John G. Sperling, "Collective Bargaining and the Teaching-Learning Process" (paper prepared for QuEST, American Federation of Teachers, Washington, D.C., August, 1970). . cc. . r ‘ n "‘nu . . 5“ V V e“.- D (1- f" s.,.. ." n"~-S “to. -. . , 1“»;N‘. '_ ~ ~~~ -.lu p- ‘ r.~-‘ MC .4 A..“v. \v“‘ . A“ v».- v.. I’. . ‘P'- 5“..: 1 I I QV. .I .. ,‘P V... ~ ‘ k "‘~-t. - . \ .v, ‘F, ~ 5 L... l“ .. § H. a “‘1, §‘.’ a d”.‘~ “\..u.'\ . ~ :- - \ "P s- s... F ‘ f'. h» \ f ‘- ’ “. 42 the major problems of education arising from "collective failure." He urges that changes be brought about, but he does not seem to see a role for bargaining in bringing about desirable new directions: "Current deficiencies in American education lie less with teachers who are ill- prepared in their subjects or who are lazy and indifferent than with our collective failure to make the school a vital place that grips lawmakers, taxpayers, and educator alike in a common commitment to its welfare."46 Bishop not only questions the use of collective bargaining in instructional decision making but also has doubts that teachers will assume a leadership role in directing instructional change. He urges that: The process by which a decision is made should be described, made explicit, or designated in the negotiations agreement, instead of including the curricular decision. . . . Emphasis should be on process, not program; on work toward openness in the process of instruc- tional improvement . . 47 Bargained agreements are designed to limit the changes that may be made by the parties to an agreement, for the duration of that agreement. The intent is that in a rapidly changing, often urban, environment the bar— gained agreement will provide a stabilizing guideline 46John I. Goodlad, "What Educational Decisions By Whom?" The Science Teacher, XXXVIII, No. 5 (May, 1971), 16. 47Bishop, pp. cit., pp. 20-21. RAD. Valo55VA--. P-j‘v-wgs .- hr 5...“.u » "hra‘ .— ‘ boast-1‘ .- ' 0. ."“ r1:- uon: u c ‘1 (v c J - ‘ l “‘A- - :~-.._ i".--vto — Q " a P ~ ‘V.:: .Pv '. . ~ ‘ . ‘r M.~¥ .F.. s n . ’. v f‘! su‘ s 3 a I A~v~a '4._~.. - ‘ 5 v Val: , «“o. 2‘ \ a u ‘A Q; ~ .. -‘ to: \\ W..- ‘ “Lofi . s 5‘ “ ‘o 5.2.. a ‘ A ~§ ' .- \- U‘ “A ‘ 5"-, t ‘n i y. \“ yt‘ ‘ c. y 43 controlling management decisions and preventing arbitrary changes that affect working conditions. If the instruc- tional improvement process is left totally open, then the degree to which openness exists invites unilateral decision-making roles which are then allowed within the framework of the agreement. Such Openness could, and often does, create hostility and conflict between teachers and their employers. The review of the literature has revealed many roles for teacher organizations in both professional development of teachers and in the area of instructional improvement. The summary and conclusions that close this chapter identify these suggested functions and provide a comparison between organizational roles and factors necessary to create instructional change. Summary Professional Development Roles for Teacher Organizations Eleven basic, but often overlapping, teacher organization roles in professional development appear as a result of the review of the literature. Role, as used in this study, is defined as a set of functions that a teacher organization may be expected to maintain or conduct because of the position the organization has in relation to the structure of education and society. ' "um: r’M‘ m I—y—A.~ . . ‘Hv-Nb - A“ .ouvy‘y.. fl, .— a V I an \LJ (7\ ‘_. 'Y’ '71 L—J 44 Teacher organizations could be expected to function in the following professional development roles: (1) Gaining control of the process for entrance to and retention of teachers in the profession;4 (2) Developing teachers with a lifetime commitment to education;49 (3) Providing continuous growth opportunities to all teachers;50 (4) PIOViding experiences in building positive Patterns of student attitude and behavior;51 (5) Improving teacher-student relationships;52 (6) Improving attitude of teachers towards racism and cultural pluralism;53 48NEA Goals and Objectives, 92. cit., p. 62; Association of Classroom Teachers, pp. 922:, p. 15; Imans, 92f gi£., p. 26; Karl H. Ohlendorf, 'Negotiations for Instruction in Michigan," Negotiating for Professionali- zation (Washington, D.C.: National Education Association, 1970). 49NEA Goals and Objectives, op. cit., p. 62. 50Bhaerman, op. cit., p. 6. 51" ll ‘ MEA Program-Budget, 1972, op. Cit. 52Ibid. 53 Ibid. fix a all .. 1‘ II a .1 r» CL r44 a v x . a ‘5 «a AM :u .a L» w. .. I. -~ ’~ I Fv OI‘ ~D' \I. 45 (7) Sponsoring and planning professional development conferences and committees;54 (8) Serving as a clearinghouse for professional development information;55 (9) Employing professional staff to work in the area of teacher professional development;56 (10) Speaking for teachers in decision—making roles that are both powerful and authoritative; (11) Developing collective bargaining positions, goals, and strategies that provide for professional development of members.57 Instructional Improvement Roles for Teacher Organizations The review of the literature provides a great number of possible roles for teacher organizations in the area of instructional improvement. The roles 54"The Role of State Education Associations in the Improvement of Instruction," pp. cit.; Association of Classroom Teachers, pp, cit., p. 15; Bishop, pp. cit. 55"The Role of State Education Associations in the Improvement of Instruction," pp. cit.; Association of Classroom Teachers, pp. cit., p. 15. 56"The Role of State Education Associations in the Improvement of Instruction," pp. cit.; Association of Classroom Teachers, pp. cit., p. 15. 57Bishop, pp. cit.; Parlett, pp. cit.; McAndrews, pp, cit., p. 161. .rafi :.'YH'OA~. .— ~..w.',“ A u I»... Pr-- » ‘p‘ “'t." ‘ u M' "‘ "Q. ~. ‘Olu.‘ ‘ . Av _ ‘ . .r h” F»‘ 5v 9': :JK‘ . . .0, P‘.’ y in t“.. ‘ ~‘A‘“‘ '- isvfi~b' \ . r V~>’;:..‘. ."“u\'..‘ ~ . i .1». “:9. vka“-“~‘ . ‘v.~‘.- ,j .. .— I‘.¥.‘¥I‘ . n s ‘0- V vs ~..‘£‘ ‘ ‘F . ‘b t sV ‘~.E ~ . c O. ‘ P. .‘ ‘ sv“~“ ‘ a -‘ ”iv-~- .. 'u ~. \-‘ - ~L ‘ \_““. (- ks] q .‘ “‘-‘ A. ‘ 46 suggested include functions which would occur at many levels of influence and authority. The information has been consolidated into nineteen identified roles, many of which overlap, not only with other instructional improvement functions but also with some professional development roles. Roles are carried out, or enacted, by individuals. In the description of roles for teacher organizations, an assumption is made that the functions to be performed by the organizations will be carried out by either employed staff, the elected officers of the groups, or by the members of the group in a manner that represents organizational involvement. The intent in explicating roles in instructional improvement is not directed at teachers who are engaged in individualized efforts to improve the educational process. There is no intention of downgrading such activity on the part of the researcher. Such activity is vitally necessary to the total process of educational improvement. The following list of possible roles is, therefore, directed at organizational involvement in instructional improve- ment. Possible roles identified were: (1) Serve as a clearinghouse, communications link, between classroom and outside resources in instruction;58 58Ronald Lippitt, "Processes of Curriculum Change," Curriculum Change: Directions and Process 4‘25! ~ ‘.-A~““ \ :~:‘V¢J~. o ‘5‘ q‘ .t" '- .- vn.¢-v‘.‘. \ ‘;§. A“ v‘§§~.‘ r‘ ‘.-. --‘ ‘ . o, . '4' Q l! ‘ ‘ 1‘»; 0|“' ‘4 ‘,. .. v.2 ‘- V“_g ‘ \ h. K 5“ ~ so“ ~. \~~~ ‘C. .‘N" - ._ v - -,::, ‘ ‘ . «~.“. ~ .~‘ ‘ ‘ s “v-. ‘.‘\\‘ i ‘ cp~ . x: "V' ‘ ~ ‘ \‘Vs ‘ ‘A ~\‘ ‘ I "V ..~. I §.“” ‘\'L‘: \‘ 47 (2) Provide leadership and a procedure for defining goals and objectives in instruction;59 (3) Coordinate the process of adaptation of new pro- grams and materials;60 (4) Facilitate in-service deve10pment of teachers to anticipate change;61 (Washington, D.C.: ASCD, 1966), p. 45; "The Local Associ- ation Works to Improve Instruction," National Education Association, Washington, D.C., 1968; "The Improvement of Instruction," California Teachers Association, Burlingame, California, August, 1968, p. 3; "The Role of State Edu- cation Associations," op. oip.; "NEA Goals and Objectives, 1971-72," National Education Association, Washington, D.C., 1971. 59Lippitt, op, oip., p. 45; "The Improvement of Instruction," op, oip., p. 3; Sam M. Lambert, "Current Problems Within the Teaching Profession" (paper presented to Council of Chief State School Officers Annual meeting, San Juan, Puerto Rico, November, 1967); Ohlendorf, op. oip.: "NEA Goals and Objectives, 1971-72," op. oip. 60Lippitt, op. cit., p. 45; "The Local Association Works to Improve Instruction," op. oip,; "Selected Cur- riculum Review and Textbook Selection Provisions Contained in Negotiated Agreements," Negotiations Research Digest (Washington, D.C.: National Education Assodiation, March, 1971), p. 40; Parlett, op. cit.; "The Improvement of Instruction," op. oip., p. 37—Ragene Farris and Thomas C. Ross, "A Workable Mechanism for Making Curriculum and Instruction Decisions," Journal of Secondary Education, XLVI, No. 1 (January, 1971), p. 38;:“NEA Goals and Objec- tives, 1971-72," op, SEE! 61Lippitt, op. cit., p. 45; "The Local Association Works to Improve Instruction," op. oip.; "Selected Cur- riculum Review," op. oip., p. 40; Parlett, op. oip.; "The Improvement of Instruction," op. SEE}! p. 3; Forest E. Connor and William E. Ellena, eds., Curriculum Handbook for Administrators (American Association of School Admin- istrators, 1967), p. 318; Ivan Booker, "The Professional Association Looks at its Role in Instruction," National Education Association, Washington, D.C., 1970, p. 17. 1.3.9.... A .o 5,. 48 (5) Develop a formal support system, including the use of collective bargaining, to assist teachers involved in instructional change;62 (6) Provide a procedure for exceptions and alterna- tives to be used in adapting new programs to stu- dents;63 (7) Assure ethnic minorities fair treatment in instructional programs, materials, and processes of decision making;64 (8) Formally involve teachers in instructional . . . 65 dec151on-making process; 62Lippitt, 9E. cit., p. 45. 63Virgil E. Herrick, Strategies of Curriculum Development, ed. by Dan W. Anderson, et a1. (Columbus, Ohio: Merrill Books, 1965), p. 142. 64"Pointing the Way Toward Equality," Inter-Agency Conference on Equal Educational Opportunity, New York State Teachers Association, January 12, 1968, p. 14; "Human Relations Contract Provisions," Center for Human Relations, National Education Association, 1970, p. 18. 65"Pointing the Way Toward Equality," op. oip.; "Selected Curriculum Review r op. oip.; Ohlendorf, op. cit.; Girard D. Hottleman, "Negotiation in Curriculum and Instruction: Another Step Up on the Professional Ladder," Negotiations for Professionalization (Washington, D.C.: National Education Association, 1970), p. 52; Robert J. Alfonso, "Collective Negotiations in Curriculum and Instruction," Negotiating for Professionalization (Washington, D.C.: National Education Association, 1970), p. 44; Wendell M. Hough, Jr., "A Better Curriculum Through Negotiations?" Educational Leadership, XXVI, No. 6 (March, 1969), 531-34. IV‘ I -“ 49 (9) Coordinate instructional improvement with O O 66 economic improvement of teachers; (10) Clarify teacher viewpoints of ideas, problems, and suggestions for instructional improvement;67 (11) Clarify student viewpoints of ideas, problems, and suggestions for instructional improvement;68 (12) Negotiate for specific instructional change;69 (13) Establish independently sponsored educational improvement conferences, courses, or programs within teacher organization program;7o 66"Pointing the Way Toward Equality," op. cit., p. 14; William R. Manning, "Cost Analysis and Curriculum Decisions," Educational Leadership, XXVII (November, 1969), 179. 67"The Improvement of Instruction," op. cit., p. 3. 681bid. 69"Teachers Back With Contract Intact; Union Vows to Fight Fines, Jailings," American Teacher, American Federation of Teachers, LV, No. 9 (May, 1971), 9; "Cur- riculum Review in Negotiations Agreements," NEA Research Bulletin, National Education Association, XLVIII (Decem- ber, 1970), 106-08; Parlett, o . cit.; The American Teacher, American Federation 0 Teachers, LV, No. 6 (February, 1971); "Contract Settlement Report," Michigan Education Association, October, 1970. 70Par1ett, op. cit.; "The Role of State Education Associations," op. c1t.; Booker, o . cit., p. 17; Associ— ation of Classroom Teachers, op. c1t., p. 11. (LT- . ... ‘ \b. s c ‘2 . C .J .9 . .. I. ‘ 50 (14) Coordinate instructional improvement activities of affiliated instructional department;71 (15) Develop formal liaison relationships with uni- versities and other educational improvement agencies; (16) Encourage and conduct the development of new curricula, instructional media, and other forms of educational innovation;7 (17) Direct efforts to improve instruction through enabling legislative enactments;74 (18) Establish criteria for evaluating instructional effectiveness;75 71"The Role of State Education Associations," 72Ibid. 73"NEA Goals and Objectives, 1971-72," op. cit.; John A. Dewar, "When Teachers Help Plan the Curriculum," Educational Leadership, ASCD, Washington, D.C., XVIV, No.41 (October, 1961), 8. 74Oh1endorf, 92. cit. 75"NEA Goals and Objectives, 1971-72," op. cit.; The New York Times, op. cit., p. E-7. 51 (19) Employing instructional specialists on the staff of teacher organizations to administer and imple- ment designated goals and objectives.76 An assumption carried throughout the study is that there is a relationship between roles played by teachers in changing instruction and the various factors necessary to change an educational program. If this is so, then it becomes important that each change phase be accompanied by a companion role designed to accomplish the change desired. The following portion of the summary was developed to relate identified change factors with iden- tified roles for teacher organizations. Roles Needed for Educational Change In analyzing a series of studies there appear to be nine primary factors present in a program of edu- cational change and/or instructional improvement. These factors, which include concerns with conceptual frame- works, administration, and implementation, the learning environment, and the psychology of learning, were identified as: 76"Professional Responsibility for Improvement of Instruction," Bulletin No. 14, California Teachers Associ- ation, Burlingame, California (January, 1967); Booker, op. oip., p. 17. .. . .3 \‘ ... \.§ \ . n. ,C I) lull .og NH ”‘4 9:. 5/5 n44 I“- ‘b .‘ ‘ ¢ (It. :i\ I.\ a. c» . o ;. ... .1 .6. L» ..u\. i. v. 7. ... ... H... Pk N 4 l . '. ‘.. ‘ . 0' I' ... ta [JVI i.’ nv. :5. 52 (1) New efforts to select goals and objectives for instruction;77 (2) Select and establish a formal group, or committee, to organize for specific change;78 (3) Experiment with materials, activities, and methods of teaching;79 (4) Select evaluation procedures that encourage posi- tive self-concept development and are appropriate . . . . 80 to measuring instructional achievement; 77Ross L. Neagley and N. Dean Evans, Handbook for Effective Curriculum Development (Englewood Cliffs, N. J.: Prentice- Hall, 1967); Lippitt, op. cit., p. 45; Harold J. McNally and A. Harry Passow, ImprOVing the Quali§y_of Public School Programs, Approaches to Curriculum Develop- ment (New York: Columbia University, Bureau of Publi- cations, 1960), pp. 78-79; Kimball Wiles, "Influence in Curriculum Change," ed. by Robert Leeper (Washington, D.C.: ASCD, 1968), p. 8. 78Neagley and Evans, op. cit. Lippitt, op. cit., p. 45; McNally and Passow, op. cit., p. 78. 79Neagley and Evans, op, cit.; Lippitt, op. cit., p. 45; McNally and Passow, p. 8; Wiles, op. cit., p. 8. 80Neagley and Evans, op. cit.; Samuel B. Gould, "The Teacher's Impact on the CurriEElum," in Contemporagy Thought on Public School Curriculum, ed. by Edmund C. Short andGeorge D. Marconnit (Dubuque, Iowa: Brown Company, 1968), pp. 350-51; David S. Bushnell, "A Sug- gested Guide for Developing a Systems Approach to Cur- riculum Development," Education, XC, No. 4, University of Wisconsin, Milwaukee (April-May, 1970); Muriel Crosby, Curriculum Development for Elementary Schools in a Chapgé ing Society (Boston: Heath, 1964), p. 118. I . | lu us. ‘1‘ n». V‘ . . Q -‘ -l] \ 1-.I .II and .c fir... .n... sea A). \ "‘ l I \ '1‘ “ C,» U. l. 95.. D 63!.- t! .pN rue 2» ~- .4 bx u ~ »h- 53 (5) Develop a formal structure that encourages con- tinuous study and a search for new programs, materials, and methods;81 (6) Select and/or design appropriate instructional content, materials, methods, and teaching aids;82 (7) Establish a means for disseminating a proposed change;83 (8) Provide alternate approaches to change which recognize pluralistic values affecting student learning;8 (9) Clarify professional roles for establishing responsibility and authority to implement instructional change.85 An assumption of the study is that if organizations are to influence, control, or otherwise affect changes 81Neagley and Evans, op. cit.; Lippitt, op. cit., p. 45; McNally and Passow, op. cit., p. 79. 82Neagley and Evans, op. oip.; Lippitt, op. oip., p. 45; Gould, op. oip., p. 350; Bushnell, op. oip.; Crosby, op. oip., p. 118; McNally and Passow, op. oip., p. 79; Wiles, op. oip., p. 8. 83E§l§go P- 8; Lippitt, op. cit., p. 45; McNally and Passow ,_p. cit., p. 79. 84Crosby, op. cit., p. 118; Bushnell, op. cit.; Gould, op. cit., p. 351. 85McNally and Passow, op. cit., p. 79. 'Dr‘ynvnA— “'ovv - "'V‘6Ir- u "Vedbs- . " "Pfl:r .“ V.:M6¢ . ,_ ""In. . 4 on... ‘.. 3 >1 ‘5 :~.D. . fi 5 “t° p ‘v l>.. ‘5 ~. g «$- .‘~‘ P \ V. ‘- h‘ ‘6 up 6". 54 related to professional development and instructional improvement, then the leaders of these groups should be operationally familiar with change factors. If those in organizational decision-making capacities are unfamiliar with such factors, this would hinder or reduce the possibilities of actually achieving change. Conclusions to the Review of the Literature The review of the literature has revealed a variety of existing or suggested interrelated and inter— dependent organizational roles in professional development and instructional improvement. The summary of roles in relationship to instruc- tional change factors indicates that organizations may coordinate function with necessary educational change factors. Nine roles were identified for professional development activity, and nineteen were identified in the area of instructional improvement. These summary statements are now used as the basis for creating a series of suggested teacher organization roles, which appear on the initial research opinionnaire described in Chapter III. d~ of .’)‘n .V‘ .Fu r\ 2.. ~‘ ' AV «3 A» L» Vs .nu . s u.. .n‘ .n‘ Du. .Ish .19. .9” 2H: .. is 5 r C : ... T. c . C E a. r . r S 2 .t a. C Q. r . . C. u. \ ... A. p .. C . .t u... ... .r.. \ . a t . s 2: s u L» an D\ i bs \ u .t. s. :5 .s .. .. . 2‘ p ~ q\~ V? n . :u HP I. .\ ~ .6 s CHAPTER III PROCEDURE FOR GATHERING INFORMATION Introduction The study was conducted within the general cate- gory of survey research. Surveys may be used for studying relationships, effects of treatments, longitudinal changes, and comparisons between groups. Methods such as question— naires, opinionnaires, and interviews are commonly used to gather information. In this instance, information gathered was to be opinions of a select group of educational leaders and staff from teacher organizations in the United States. After consideration of various questionnaire and inter— view techniques, a modified Delphi technique was developed. Delphi has been described as a replacement for such common information-gathering techniques as committee work or general survey methods. Helmer found that Delphi: " . . . eliminates committee activity altogether, thus further reducing the influence of certain psychological factors, such as specious persuasion, the unwillingness 55 ‘ o «7 Av- ~C aUGnou effect c' :‘Fyvv I‘Vsj 3L. n~:':n‘ _ wou‘u" .L Fe "v”; _'. 'V rout“. \c a . y~ .~ 510:1“: I- . ‘ :‘:.V‘:r vu‘.u~., o .A \y. n-V§_ u“‘£ 0,. ; P .. .v "_¢\. ‘V‘b»_ ’ ‘ ;: :- lu‘ I f. ' r 3"] I .A‘ n»; x “I '- ‘5‘ N s x A v‘ \- ‘~: 56 to abandon publicly expressed opinions, and the bandwagon effect of majority opinion."86 Weaver87 has identified what he terms the "explor- atory Delphi," and the "normative Delphi." The first is characterized by (a) estimates of what experts judge to be probable occurrences, and (b) estimates of when experts foresee the occurrence of an event. The "normative Delphi" is characterized by estimates of what experts judge to be desirable occurrences. The study, in this instance, has elements of both normative and exploratory technique. Experts were asked to forecast characteristics for: (a) The desirability of an event; (b) The probable time the event may be accepted as a role by teacher organizations; (c) The potential impact of an event; (d) The interrelationships between events. A modified Delphi technique was chosen, partially because of conclusions such as those drawn by Cyphert, who indicated that Delphi information was: " . . . quite 86Helmer, op. cit. 87W. Timothy Weaver, "Delphi, A Critical Review," RR-7 Education Policy Research Center, Syracuse, New York, February, 1972, pp. 1-3. l r-» v“ v . . . . ... C S p“ C 3. E T. a . ... .... A ... e e C. .. r: .l .2 ... .3 ... as 2.. .. . .. ~ . . Lu .5 - ... L. ... e .. a n. ... n. Lu ... .ru .5 a: ..a ..n .t .u e» s» »-n~ e .1 .5 a . . 5" p?» . u r c . . ...“ C. "A” ..m NAN .t\ .S‘ v. . . -~ 1 . . u. .3 .H 3. ... ... a: a u ~ s ...»... ‘v. . 1A.. In,— 57 usable for assisting in formulating the future targets of the School of Education [University of Virginia]."88 The Delphi process was modified to include several stages of rationale supplied by participants to justify positions stated in the opinionnaires. Normally, Delphi studies do not call for such rationale. Modifications made in the study were in part a response to limitations as described by Weaver. Caution must be used when inter- preting Delphi information, as the data may be misleading and easily misinterpreted. weaver suggests that: Any consideration of the future of education should attempt to clarify what we can reasonably eXpect to make happen or not eXpect to make happen. Rather than focus on "accuracy," the focus might better be on "plausibility" or reasonableness of forecasts.39 Participants in the study were asked to develop statements that suggest future roles, and emphasis throughout was on what roles should be, as Opposed to what roles are. The general time frame within which speculations were to focus was the next ten to thirty years. 88Frederick R. Cyphert and W. L. Gant, "The Delphi Technique, A Tool for Collecting Opinions in Teacher Education,” Journal of Teacher Education, XXI, No. 3 (Fall, 1970), 419-20. 89 Weaver, op. cit. In uni“ ‘ - “If" ‘a’d’. ‘ I 'I9 .. "Ph on.“c..‘ I-.‘bv~~ A «- “...vll‘. ‘P‘v-«. ‘ e. .~ B-U‘ ' l ‘5. II' 1 a.'- '1 ~\- “k In 58 Sample and Population The population for the study was those educators in the United States who are highly influential in teacher organization goal determination and program development. Broadly defined, participation was limited to those educational "experts" who are highly skilled in influencing policy decisions at local, state, or national levels of teacher organization activity. The population included both elected officials, termed leaders, and professional staff members, termed experts. Representation was chosen from individuals associated with the National Education Association (NEA), the American Federation of Teachers (AFT), and affiliates of these organizations. The pOpulation also included a number of individuals who are or have been consultants to teacher organizations. A sample of seventy potential participants was selected from an extensive list of individuals in the population. The list had been developed, within selected criteria, through contacts the researcher had acquired over several years of teacher organization involvement, through recommendations from members of teacher organi— zation staff and leadership and members of the researcher's doctoral committee. The sample of potential respondents was selected by means of several criteria and other factors. Criteria applied were: F‘vfig‘l“ .- .. “I‘. ..“L’ . t 9L, "~58 a: . t ‘v... ”...; “~I. V¥‘. ~. _ “-.."‘ .1... u ‘ “a 59 -— Recommended by a recognized leader or expert in teacher organization planning and policy deve10pment; -— Elected leader, or professional staff member to local, state, or national teacher organization; -- Organizational allegiance (NEA, AFT). These criteria were then distributed to potential participants by their geographical location, and to those actively involved in collective bargaining efforts. Participant selection based on recommendation from other leaders was made on the assumption that the individuals chosen were perceived to be people who were influential and powerful decision-makers at their level of input. The reason for including both elected leaders and staff was the democratic nature of teacher organi- zations. Organizational patterns of decision making involve both leaders and staff in influential policy determination roles. Input to these decisions is made both through elected officials at democratically designed assemblies and committee meetings and through the program planning process, which proceeds largely through the pro- fessional staff structure within guidelines adopted by governing bodies. The collective bargaining criterion was used because of the assumption that legal, mandatory, good-faith bargaining is going to continue to dominate { quac- ‘i‘. ...-v“ LL.- . --~pbu -.. “=¢~¥LG _ . . .""..fl 9 a ,1 . V has.“ _ . PAL hnu' a... y‘-‘ -. “ "e A: ‘ I V. n- . .‘ '5: a. 5' Not». I‘. ‘v- ‘ v i“ ‘ .. .. * k v H.‘ ' s- 4' q a . 5 “.“\£_, V ‘V\ « . \ . Qt.. ~pc’ I . -.. ‘ uZN‘,” “sit. . '5‘ ‘ L.“ ‘ ‘* r. ‘0 60 much teacher organization activity; and further, that negotiations of collective agreements will continue to expand to those localities in the United States that do not currently have such a legalized process. Description of Sample Letters of commitment were mailed to seventy potential participants. In the returns from this con- tact, sixty-two indicated a willingness to participate in the study. Later, however, for a variety of reasons, five of the potential sample members indicated they would have difficulty in participating. These five were included in the mailing of Phase I forms, which were sent to sixty-two individuals. It turned out that none of the five ever did participate. Upon receipt of Phase I, another potential participant asked to withdraw. Ulti— mately, forty-eight individuals completed and returned Phase I. Since Phase I was primarily used for development of statements placed on the Phase II form, the researcher decided to include sixty-one persons on the Phase II mailing. This was the same mailing list used during Phase I, minus the individual who asked to withdraw. Phase II was completed by forty—eight individuals, and four of those were not in the group that had returned Phase I. The result was that fifty-two persons con- tributed to the information gathered in the study. . nfin‘! ‘\ .UV: C» ’P '- "r '.€S . by =n. . '27“ A1 v N‘. 5.5!-.. . o 'z’1w~ o r'ub.u¢u . 9‘ fl"..- by.— -‘_' N «‘. .- . ‘-“' ~ J 1 9-4 *4 r-4 ‘I“ ~ .“r~,“ Ul“ \ \“ q . ‘5‘,» v‘. ‘ r QR“ » ~.' “"“ ‘E . "” l\ V. S“ .-. ‘H ‘1 61 Those actually participating after stating a commitment to respond numbered fifty-two of fifty—seven potential participants, or 91 per cent. The percentage partici- pating following the initial contact through the letter of commitment was fifty-two of seventy, or 74 per cent. The contributing sample, therefore, became the fifty-two individuals who responded to Phase I and/or Phase II. Phase III contacts were limited to those respondents who had returned Phase II. TABLE 1.--Sample contacts and participation Participants Actual Per cent (%) Contact Made Contacted Participation Participation Letter of Commitment 70 57 81 Phase I 62 48 77 Phase II 61 48 76 Phase III 48 41 85 A further analysis of the sample indicated the following geographical distribution (Table 2). The contributing sample had the following compo- sition in terms of primary level of teacher organization activity as related to the factor of elected leadership vs. staff expert (Table 3). . . V‘ NP‘ 1.: - -‘.v|.-u‘. . I ‘fi‘v-no l“ I‘votctow . - . “ "ny. . ~¢o..v.. H ' u A g . V: 'V‘V‘uu \'P'. .A'“ .— \ 0'5“ VC. I. ' , ' ‘r- fl a. r... “'“¢cnu — R "Fv Ah‘ ...“;- s‘. __ v“r ‘ Ame, "‘voL H 3.. ... “ . 'v‘ . ‘v~u.‘_ "s-t J“‘§..4 “ .. . .. ‘-_: b ) H L J 62 TABLE 2.--Sample participation by state Number of State Contributing Participants Michigan 6 Washington, D.C. 5 California, Maryland, New York 3 from each state Colorado, Florida, Illinois, Minnesota, New Jersey, Oregon, Pennsylvania, Texas, Washington 2 from each state Connecticut, Idaho, Indiana, Iowa, Maine, Massachusetts, Missouri, Nebraska, North Dakota, Ohio, Rhode Island, Utah, Virginia, Wisconsin 1 from each state TABLE 3.--Samp1e levels of teacher organization involve— ment Participant Local State National Total Elected Leader 1 ll 8 20 Staff Expert 9 l7 6 32 Total 10 28 14 52 k ' . “:- ‘f‘v nu. ‘v.. s. 5', by ‘..E 63 Nature of the Research Instrument The instruments used in gathering feedback included three opinionnaires. These forms (Appendix C) invited participants to express opinions on roles teacher organi- zations should assume during the next ten to thirty years. The forms were divided into: Phase I. The development of a list of possible teacher organization roles in professional development and instructional improvement. Phase II. The application of "expert" judgment to the desirability of suggested roles, the probable date of acceptance of such roles, the potential impact of the roles, and rationale for positions stated. Phase III. The refinement of Phase II opinions and reconsideration after study of group ranges and median positions. Rationale summaries were also returned to participants for further deliberation. The Phase I opinionnaire invited participants to respond to the question: In your view, what should the role of teacher organi- zations be in professional development and instruc- tional improvement over the next 10 to 30 years? The form included, but was not limited to, a list Of thirty suggested roles developed by the researcher from the review of related literature (see Chapter II and Appendix A). . ~“";_“H ‘ .::.»h 4 a .....v 4 bub‘. l ’ Hal .. 'v'.c\\ 8.». ~~u . . . o~~,' .7." 0%. 5.3.; n- ‘. ’I F- a V As 0“: .4...‘ . ..Q‘ ‘ _ _ ‘ \ .00“. .‘1 u a 5".“ :‘ — ‘ wouu“‘.“ Q I...‘r ‘ “"'-\.an -h. o-‘\~,.’ x...~ ‘ I'll VP..,._ K - " ' y. I- _ ‘ bu.‘ P, - 'sv.‘ . r I“ ( T D( 1 11; l ) 64 Participants were asked to respond to each sug- gested role and to add roles that they perceived to be future functions of teacher organizations in the areas of professional development and/or instructional improvement. Participants were given the option of modifying each of the thirty suggested roles in any manner they desired. The Phase I form was accompanied by a covering letter that listed several suggestions on how to proceed, explaining the intent of the form and providing defi- nitions to terms used in the study. Phase I contained fifteen suggested roles in pro- fessional development and fifteen roles in instructional improvement. Respondents were asked to mark their Opinions on whether these roles should be, should not be, or will be. If the respondent could not accept either the wording or the meaning of a statement, then space was provided on the form for modification of the statement. Space was provided at the conclusion of the form where respondents could add suggested roles that might have been missing from.the printed Phase I document. Phase II (Appendix C) was organized into six exploratory categories: (a) role statements, (b) desir- ability, (c) probable date of acceptance, (d) potential impact, (e) suggestions on implementation, and (f) rationale. Participants were invited to assess their oPinions concerning the printed role statements and to Provide an Opinion for each exploratory category. 65 The Phase III instrument (Appendix C) was a com- posite of statements and responses gathered from Phase II. Participants were asked to reconsider original positions stated, this time in light of information printed on the Phase III document. Participants were asked to (a) reaffirm previous opinions, (b) modify previous opinions, (c) provide opinions in those places no opinion had been expressed, and (d) modify or add to the rationale summary that appeared on the research form. Analysis of Data The Opinionnaires served as the information base of the study. Data have been expressed in terms of fre- quency of response, range of opinion, and median response. Ranges and medians were determined for the categories: (a) desirability of role, (b) probable date of acceptance, and (c) potential impact. Definitions supplied to par- ticipants to clarify these categories were: Desirability. Whether or not you (the respondent) feel the roIe should, in principle, be accepted by teacher organizations. Probable date of accoptance. When, in your best judgment, will a majority of’teacher organizations accept the role? Potential impact. What effect would the role have on education and/Or teacher organizations. The analysis included a summary of general rationale comments received from each contact with .r. .1 u v. o. ..- -6 . .3 wy. v. r: .p‘ a AV .5 . a» .. u .... .. ‘ u» o. .C ... .u~ .pu .. .. i... ... a» a. I. Cc . ..a .... a» .3 .3 ... .2 ... ... . . .3 A. ... 2.. . . .\.. . . 2.. ... » l F~o n\~ .: a: uh 66 participants. The rationale statements for each role, gathered from Phases II and III, were grouped according to the "desirability” opinion expressed by respondents. A priority ranking system was developed and applied to Phase III data. The intent was to determine a ranking of attitudes of sample members and to clarify which roles participants found the most desirable and of the highest potential. These rankings were placed on a time scale based on median responses to the probable date of acceptance. Priority ranking was based on a weighting scale as follows: Desirability Scale Potential Impact Scale Highly desirable +2 Very great +2 Desirable +1 Great +1 Neutral 0 Neutral 0 Undesirable —1 Small ~l Highly undesirable -2 Very small -2 Frequency responses were multiplied by the above factors and totalled to combine a desirability score with a potential impact score. A rank order of role statements was then drawn, placing the role with the highest combined score as rank number one, and the role with the lowest combined score as the lowest priority. The rank order list was then divided into topical groupings, and the groupings were ordered to reflect the highest priority within that division. The ranking arr!- ‘ P“ ......»‘Auu , 5 -- u ..n v .. '- tr vibe. . . rpuv- .- U‘»... o. . : V-“ I .uoal. 67 continued by placing the topical groups in a sequence that was based on the highest ranking priority within each topic. The analysis of results, therefore, combines both an analysis of data as statistical frequencies and a rank order priority listing of sample opinions. CHAPTER IV ANALYSIS OF RESULTS The analysis of results is a display of infor- mation gathered from each stage of the study. The data have both statistical and nonstatistical elements. Sta— tistical information was gathered from frequency counts and organized into ranges and medians of respondent opinion. A weighting factor was applied to information from each role statement, and results were priority listed. Nonstatistical data consisted of suggestions and rationale from participants. These comments were grouped for each role statement, grouped further to reflect patterns of rationale according to the desirability of that role, and still further analyzed to identify argu— ments supporting or opposing the establishment of roles. Rationale comments from participants were placed in Appendices A and B. Results have been organized into six sections: 1. What roles in professional development and instructional improvement should be explored? 68 69 2. What dimensions of these roles need exploring in this study? 3. What topical groupings do suggested roles reveal? 4. What is a role's desirability, probable date of acceptance, and potential impact? 5. What priority exists between a role's desirability— potential impact and probable date of acceptance? 6. What priority exists between role statements and topical groupings? What Roles in Professional Development and InstructiOnal Improvement Should Be EprOred? The review of the literature provided information that led to the forming of thirty suggested roles for teacher organizations in the area of professional develop- ment and instructional improvement. The initial stage of the research opinionnaire was designed to sharpen and clarify the problem of which roles should be explored within the study. Suggested roles were grouped in the categories "professional development" and "instructional improvement." No attempt was made by the researcher, at this point, to identify general topics within which these roles might function. The statements developed appear in Table 4, along with a summary of participant responses. The complete listing of participant responses is found in Appendix A. A close interrelationship exists 4 D 5 ... w: .0; .4 :. .‘. .‘. (a TABLE 4.--Teacher organization roles in instructional improvement and pro- fessional development which should be, should not be, and/or will '70 be; Sample size: 48 Role Statement Should Be Should Not Be Willa Be 10. 11. 12. 13. 14. 15. Professional Development Local teacher organizations should plan and fund in-service programs in professional development for, and with, its members Local teacher organizations should systematically plan to establish procedures and policies on pro- fessional development in collectively bargained agreements State-level teacher organizations should control the legal licensing and certification of teachers State-level teacher organizations should participate by law in control of teacher education institution policy and procedure State-level teacher organizations should by law con— trol certification of administrators Local teacher organizations should not formally establish roles in professional development State-level teacher organizations should legally share in control of teacher education institution determination of which student teachers have com- pleted certification requirements Local teacher organizations should share by law as equals to other government bodies in goal determi- nation by teacher education institutions Local teacher organizations should control evalu- ation and reevaluation of teachers for retention of certification Local teacher organizations should legally share in decisions on policy and conditions under which stu- dent teachers, teachers, teacher aides, and other instructional personnel will be placed in schools Local teacher organizations should formally establish COOperative professional development programs with universities and colleges National-level teacher organizations should establish teacher renewal centers independent from government centers and funded through organization dues National-level teacher organizations should develop and implement programs encouraging educational experimentation in professional development National-level teacher organizations should legally share in control of policies and procedures govern- ing teacher education institutions National-level teacher organizations should train local and state-level organization staff in pro- fessional development functions and roles Instructional Improvement Local teacher organizations should gain equal status, by state law, with school boards in determining goals for instruction Local teacher organizations should clearly define and establish internal policies on teacher roles in instructional improvement 18 30 26 29 19 29 24 20 33 33 19 25 21 3O 18 30 13 13 12 26 30 10 16 16 15 19 19 14 22 11 20 17 11 21 19 11 12 .h E . . a _ ~ . . .. ... .5 .. . .. . 5 .h w. I . . .. ...? .s .. s .U . it I. ... a- 1 on“ . .v-rw u I.” 1 . . o n . u . - . . pr. «(1 ski (in Q .Iu p‘a .Lv . Q . § ~c~ ‘ :u a a . a n a . a 71 TABLE 4.--Continued Should Should Will Role Statement Be Not Be Be 3. Local teacher organizations should replace, by law, the school boards' role in controlling conditions under which teachers and students interact ll 29 3 4. Local teacher organizations should develop col- lective bargaining goals, priorities, and strategies which integrate economic decisions with instructional improvement decisions 32 1 20 5. Local teacher organizations should program and budget 50% of the organization‘s fiscal and human resources to projects on instructional improvement 21 19 6 6. State and national teacher organizations should plan and encourage alternatives to current educational practice (new school formats and curricula) 31 2 l9 7. Local teacher organizations should not bargain specific curriculum or instruction issues 15 31 2 8. Local teacher organizations should, by federal law, share in instructional goal determination of local boards of education 17 20 7 9. State-level teacher organizations should employ an extensive staff of instructional specialists to monitor and improve instruction provisions in collectively bargained agreements 21 19 7 10. Local teacher organizations should, independently of school boards, identify criteria by which educational achievement of students may be measured. 31 11 5 11. Local teacher organizations should be prohibited by law from bargaining issues which directly affect student welfare 1 45 1 12. Local teacher organizations should formally determine the instructional leader(s) in school districts 16 19 8 13. State and national teacher organizations should maintain an extensive clearinghouse role in instructional information 26 4 20 14. Local teacher organizations should initiate and monitor an active role in assuring fair treatment of ethnic and racial minorities in all phases Of education 33 0 20 15. Local teacher organizations should, after sys- tematic input from students and parents, serve as spokesmen for students and parents on issues of instructional improvement 19 21 8 aSeveral respondents checked both "should be” and "will be” for a single statement. ‘r A a t :O- u. ‘-+ Qv CU.--- "v~~'¢ . “0-b- 'rs . . fiv- ; ““5.\. A \- 72 between Phase I role statements and those roles suggested at the close of the review of the literature. A chart outlining these relationships has been included in Appendix A. Examples of reasoning that led to modifi- cation of role statements for Phase II have been included to clarify how items were analyzed. Following the return of information from the initial contact with participants, there were several changes made in suggested role statements. Four of the statements remained unaltered for Phase II: 1. Local teacher organizations should legally share in decisions on policy and conditions under which student teachers, teachers, teacher aides, and other instructional personnel will be placed in schools. 2. National-level teacher organizations should develop and implement programs encouraging edu- cational experimentation in professional development. 3. State and national teacher organizations should plan and encourage alternatives to current edu— cational practice (new school formats and cur- ricula). 4. Local teacher organizations should initiate and monitor an active role in assuring fair 73 treatment of ethnic and racial minorities in all phases of education. Note that each of the above statements met with a high level of acceptance from participants. During suc- ceeding phases, each of the above was supplemented with items exploring various dimensions of that role. These dimensions are discussed at a later point in this chapter. The other suggested role statements were changed, altered, modified, and combined to create the twenty-nine statements that are used throughout the remainder of the study. Some of the initial role suggestions were not explored further but have been included in the summary and conclusion to the study. These statements were: Local teacher organizations should not bargain specific curriculum or instruction issues. Local teacher organizations should be prohibited by law from bargaining issues which directly affect student welfare. In order to gain a more complete picture of par— ticipant opinion on the roles being considered, the responses were used to develop statements suggesting various means for how, and under what conditions, par— ticular roles should be accomplished. Examples of Role Statement Modification Following are those examples of how initial suggestions on role statements were modified after responses had been returned from participants in Phase I: o,- '5’; VV 4 pr . ”Vb ‘ s. V . ‘ -E . c c- C I "u a ‘4‘. 5 ‘ ’h,‘_ V‘ n i"? ‘v~ “VP. La . t ‘v_ A. V 9v, t ‘ \ v $__‘ 5.“: 74 Example 1: Local teacher organizations should not formally establish roles in professional development. Sixty-three per cent of the Phase I sample said this role should not be, and 25 per cent of the sample had no response to the item. This information was taken to mean that 88 per cent of the participants either did not like the role as stated or had not formulated an opinion on the topic. Suggestions and comments received were : -- The statement is not clear. The negative throws this off. —- I do not understand the role as stated. —- Teacher organizations should establish roles for members. -- What does "roles in professional development" mean? Therefore, the statement was reworded for inclusion on the Phase II form as follows: Local teacher organizations should seek to establish roles for members in determining local professional development programs. Three dimensions of the role were explored further by seeking Opinions on the desirability of the suggestions that such roles should be established: (a) Through collective bargaining with school boards; 75 (b) Within teacher organizations by means of internal policies and procedures; (c) By an instructional council which represents school district and teacher organization. The role was now stated in positive instead of negative terms, and instead of using the term "formal," the new form described three specific types of formal processes that could be used to achieve the role. Example 2: National-level teacher organizations should establish teacher renewal centers independent from government centers and funded through organization dues. Responses indicated that 40 per cent of the sample felt this role should be, 23 per cent felt the role will be, and 31 per cent felt the role should not be. Comments were received suggesting that: -- Funding should be through government grants, not organization dues. -- The center should be under teacher control but organized cooperatively with other agencies. -- The term "teacher renewal center" is not clear. -- Centers should be established at the local level. -- Teacher organizations should influence the centers, but not control. -- Dues cannot support this activity alone, but the role will be. II . l 2 5% .C. p» a C M m . 59 AV vs Pd v.“ ..u up. 76 The role statement was reworded as follows, using the above responses. National level teacher organizations should establish teacher renewal (in-service) centers. Methods of funding and suggested forms of control and influence were then explored as dimensions of the role statement. These were: Such centers should: (a) Be funded through a combination of dues and grants; (b) Be funded through foundation monies and govern— ment grants; (0) Be funded solely through organization dues; (d) Other (forms of funding); (e) Be controlled by teacher organization but influenced by foundation and government agencies; (f) Be controlled by government but influenced by teacher organizations and foundation agencies; (9) Be controlled by foundation agencies but influenced by teacher organizations and the government; (h) Other (forms of influence and control); (i) Include local and state-level renewal centers. Example 3: Local teacher organizations should program and budget 50% of the organization's fiscal and human resources to projects on instructional improvement. 5.103- Nan'v ‘,.. . vvalb . 5:. w ,- ha». {,3 - u... f“ n: 77 Forty—four per cent of the sample felt this role should be, 13 per cent said the role will be, and 40 per cent said the role should not be. Comments and modifi- cations suggested were that: follows: Perhaps 33 per cent of the budget would be more appropriate. Each local must be allowed to make its own decision. The percentage is too high. This work should be done by gaining released time for teachers. The role should be, if collective bargaining is legally established. This would bankrupt most locals. The statement was then reworded for Phase II as Local teacher organizations should program and budget an appropriate portion of fiscal and human resources to projects on instructional improvement. The 50 per cent figure was taken out of the role statement and added to statements eXploring other dimensions of the issue. These were: (a) (b) Such projects should: Compose less than 10 per cent of the local organization budget; Compose between 10 per cent and 30 per cent of the local budget; 78 (c) Compose between 30 per cent and 50 per cent of the local budget; (d) Other; (e) Be integrated into state and national instructional improvement projects. Many of the Phase I role statements were modified or changed, as has been described with the preceding three examples. Some revisions called for the combining of two or more role statements into only one suggested role. What Roles Should Be Explored, and What Dimegpions of Those Roles ShofiId Be Included for Further Study? The foregoing analysis led to the development of a Phase II Opinionnaire, which contained twenty-nine sug- gested role statements, with supplementary items suggest- ing how that role might be achieved through teacher organization activity. The complete statement list is found on the Phase II form in Appendix C. Some new role statements were incorporated because of Phase I responses. These were: 1. State teacher organizations should develop and enforce a professional standard of teacher per- formance. 2. National teacher organizations should provide career credentials to professional educators. ffl‘ 46v» 1: ~3 Pb 79 3. Local, state, and national teacher organizations should use political power to establish legal and financial foundations for instructional improvement programs. The responses to Phase I also led to identifi- cation of several dimensions of role statements that warranted further exploration. These dimensions were not explored with each individual role, and the specific dimensions may be seen on the Phase II form in Appendix D. The general dimensions studied were (a) the effect of collective bargaining, (b) the primary sources of funding, (c) control and authority factors, (d) means of cooper- ation and sharing, and (e) primary level of teacher organization planning and programing. What Topical Groupings Do Roles Describe? There were eleven topical groups identified from an analysis of the role statements placed on the Phase II form. These groups are listed in Table 5, along with the corresponding role statement. The topical groupings should be thought of as mutually interdependent and integrated. The researcher used personal judgment in establishing the topic and then assigning the various role statements within that topic. The numbers in Table 5 are the numbers that appear on the role statements in Table 6. The topical C r; ..,~ -.. On an!“ V. «Wm r“ 5—.“ ‘r O I I O O O I O A: "I "A . ‘54- H3 fl» NU r& F Pu con J...).lu1.a|.lal....l4l. Ia). \ 80 groups are mentioned at this point and used toward the end of this chapter to assist in priority ranking the various roles. TABLE 5.--Role statements and topical groups Phase II Topical Group Role Statement Number A. In-Service l, 11, 12 B. Professional Development Policy 2, 6, 14 C. Licensure and Certification 3, 7, 9, 16 D. Teacher Education 4, 8, 13 E. Performance Standards 5, 15, 23 F. Personnel Policies 10 G. Instructional Policy Development 17, 18, 28, 29 H. Curriculum Development 19, 20, 26 I. Leadership 21, 22, 24 J. Information Dissemination 25 K. Public-Student Spokesman 27 What Is a Role's Desirability, Probable Date of Acceptance, and Potential Im act? The responses of the participants have been summarized on Table 6. The information in this summary was compiled from Phase II and III returns. Phase III contained the same role statement listing as was printed on Phase II forms. 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Respondents tended to narrow the range of Opinion on approximately 10 per cent of the role statements, and a change in the median response occurred in three instances between Phases II and III. Many other changes of opinion were noted, with the effect of strengthening group median positions throughout the study. Table 6 contains a summary of (a) the Phase II and III role statements, (b) the desirability of a role, (c) the probable date of acceptance, and (c) the potential impact of a role. Each category is accompanied by the range and median opinions of the sample participants. Forty-eight individuals provided input to the summary figures. Using the data from Table 6 and converting the frequency counts to percentages, the following summary has been developed for each role statement. The arguments supporting or opposing the establishing of a role have been edited and grouped by the researcher, with an attempt to retain the primary thoughts of the sample members who provided the original comments. The summary of subitems explored as dimensions of a role are interpretations made by the researcher based on frequency response to those sub-item dimensions. The summary has been further organized to place role statements within the tOpical groups listed in Table 5. 88 IN-SERVICE Local teacher organizations should initiate and plan in- service programsin professional development for and with members. Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 96 Potential impact Median: Great Range: Very great through small Percent response: 90 Probable date of acceptance Median: 1973-75 Range: Now-1972 through 1983-92 Percent response: 87 Arguments supporting the establishment of the role were: -— Teachers know what in-service is needed. -- The role will be achieved through collective bargaining. -- The role will increase participant commitment to the in—service offered. -- Teachers need in-service as new educational pro- grams are developed. -- Teachers are unhappy with current in—service efforts by school districts. -- The role will increase teacher accountability for quality education. Arguments opposing the role or pointing to difficulties were: -,.‘.i...fl 4.. , "P42 . .- I‘.w I J. i. t w 3.» F g “.4. 89 -- The public should finance teacher in-service. -- Teacher organizations have difficulty making decisions in this area. -- A decision must be made on whether or not this role is a management function and whether or not there is a relationship between teacher organization involvement in the area of bargain— ing welfare issues. Majority (77%) agreement was established by the sample that in-service should be funded by school district, state, and/or federal monies. A small majority (52%) said the role should be established through collective bargaining. Small percentages of the sample supported other means of funding or operating in-service programs. Local teacher organizations should establish c00perative professional’deveIopment programs with universities and colleges. Desirability Median: Desirable Range: Highly desirable through undesirable Percent response: 87 Potential impact Median: Great Range: Very great through small Percent response: 62 Probable date of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 69 I r-v rah» I v r~ A. .. 90 Arguments supporting the establishment of the role were: Programs are being developed and implemented now. The role would combine resources of practitioners and higher education. The role would develop more suitable training for teachers. Arguments opposing the role or pointing to difficulties were: New structures must be developed for continuing and preservice teacher preparation. This is a school district role, and teachers should assist in implementing the district's efforts. Local teacher organization activity in this area is too limited for our mobile population. Agreement must be reached on whether leadership for this role should come from the state or the local level of teacher organizations. The role should not allow loss of identity to teacher organization program. A majority (65%) felt cooperation could be achieved through a combination of programs arranged through school districts and also directly with uni- versities. Less than a majority (22%) felt programs should be independent of the district, while only 4 per AA -U'U' \'-¢. .\ A m»- «J m v .. ... a Na; IAN ?M .C \ r ..a 91 cent favored arranging the programs solely through local school board channels. National teacher organizations should establish teacher renewal (in-service) centers Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through very small Percent response: 81 Probable date of acceptance Median: 1976-82 Range: Now—1972 through never Percent response: 78 Arguments supporting the establishment of the role were: -- The role would provide an increase of in—service to teachers. -- The role is a proper blend of influence to stimu— late change. -- There is currently a move toward this role. Arguments opposing the role or pointing to difficulties were: -- This is a public responsibility and should be funded by the public. -- National centers may serve as pilots but will not serve local and state demands. ..c all s a!!! . ...V r .\. . ~ 5; \m.\ 92 -- Little evidence teachers will spend dues to improve quality of services. -- Leadership from the top will assist, if there is no assumption of control. -- The role could be misinterpreted as a move to nationalize in-service training. -- The role is an unnecessary duplication of current higher education services. -- The role should be at a level lower than the national. Majority (67%) agreement was expressed that teacher organizations should control these programs, but that influence should be received through government and/or foundation agencies. A minority (17%) felt fund- ing should be through organization dues. A minority (29%) felt there should be local and state-level renewal centers, while small percentages preferred other alterna- tives to funding and operation of these centers. A majority (68%) felt funding could be achieved through some combination of government, foundation, and teacher organization monies. PROFESS IONAL DEVELOPMENT POLICY Local teacher organizations should systematically plan to establishgpolicies and procedures on professional development programs for members. «V. V; Ha. 93 Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Great Range: Very great through small Percent response: 71 Probable date of acceptance Median: 1976-82 Range: Now-1972 through 2003 plus Percent response: 77 Arguments supporting the establishment of the role were: The role is highly desirable if one assumes in-service is a management function. Advisory bodies are usually a farce, and teacher organizations should have complete autonomy in this role. State departments of education are now developing programs in this area. This will place responsibility appropriately and increase commitment of teachers to these programs. The role will bring balance to negotiation of welfare issues. State teacher organizations should provide policy guidelines. This is now a part of collective bargaining in many districts. { ...... a! 1.. . r. I 9...} I nI». . U . b .s 94 Arguments opposing the role or pointing to difficulties were: -- The role needs a statutory base. -- Teachers have no inclination to enforce this responsibility. -- Licensure should not be included in these programs. -- Laymen are not competent to set professional standards, and the profession should be a part of a standards board. -- Teachers will not be able to agree on the standards. A slight majority (54%) desired no external regulation of this role. Smaller percentages did favor various forms of regulation. A majority (67%) said state and national teacher organizations should influence these roles. Small percentages favored other forms of influence. Local teacher organizations should seek to establish roles for members in determining Iocal professional development programs. Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 96 Potential impact Median: Great Range: Very great through small Percent response: 92 q: I. a \r £.‘_'I Ln. ‘4‘ ,DJD...’ 95 Probable date of acceptance Median: 1973-75 Range: Now-1972 through 1993-2002 Percent response: 92 Arguments supporting the establishment of the role were: This is a productive route and other approaches have been very unsuccessful. The role would assist in creating teacher organization identity. The role is provided for through collective bargaining in some areas. The role allows teacher involvement in instruc- tional decision making. Arguments opposing the role or pointing to difficulties were: Teachers are not, and will not be, interested in this role. Teachers are undecided, or do not know how to proceed with this role. A majority (67%) felt this role should be estab- lished through collective bargaining. Less than a majority (31%) favored teacher organization-school district instructional councils. A minority (23%) favored teacher organizations' adopting internal poli- cies and programs in this area. v.- .u. .9 u ..C r? z .. z. rug v..— .s.... pa 9. . a ...li. ---i- . u 4 p o D. I." .N ..1‘. Jr! .. a: M A 96 National teacher organizations should participate coopera- tively with local and state levels in proViding pro- fessional organization staff with training in understand- ing and developing local teacher organization roles in professional development of members. Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Great Range: Very great through small Percent response: 94 Probable date of acceptance Median: 1973-75 Range: Now-1972 through 1976—82 Percent response: 87 Arguments supporting the establishment of the role were: —- This is a key to control of the profession. -- This is happening and is needed in all states. -- A massive continuous leader-training program should be conducted and funded by national and state teacher organizations. -- The role would assist in uniting the profession. -- Collective bargaining will cause locals to demand this training. -- This should be at the national level to a greater extent than at state and local levels. -- The role would create a multiplier effect on professional development. I in: at ..1 {A z. .3 Q» i... 1: Il‘ 97 Arguments opposing the role or pointing to difficulties were: -- The only inherent national role is coordination. National staff may not be better equipped in this area. -— Teacher organizations have reached the level of typical labor union membership apathy tinged with reactionary tendencies. Nearly a majority (48%) felt a parity arrangement among local, state, and national levels could be developed into a training program. Slightly less (42%) desired an all-level program for training elected leaders, while small percentages of the sample preferred national-level staff training all other staff. LICENSURE AND CERTIFICATION State teacher organizations should, within state legis- lative guidelines and administrative reguiations, partici- pate in the licensing and certifiCation of teachers. Desirability Median: Highly desirable Range: Highly desirable through desirable Percent response: 94 Potential impact Median: Very great Range: Very great through neutral Percent reSponse: 87 Probable date of acceptance Median: 1976-82 Range: Now-1972 through 2003 plus Percent response: 90 98 Arguments supporting establishment of the role were: The role would prevent vulnerability to assaults on teacher quality. Legislation should be achieved by 1980. The present system is a sham, and control should be transferred to teacher organizations. The role will challenge normative thinking by members of teacher organization. The role should be one of cooperative partici- pation. Arguments opposing the role or pointing to difficulties were: The role should be developed at the national level. Teacher organization advocacy roles for teachers may be compromised by direct involvement in licensure and certification. A minority (33%) of the sample favored a state- 1evel commission established by statute, with a majority membership of practicing teachers. Smaller percentages favored the other alternatives suggested. A majority (82%) did favor some type of state-level commission or committee, but no specific type was agreed to within the sample. ....1._C_ a u I 4“ ...-A63 ‘x 99 Local and state teacher organizations should legally share in determining which prospective teachers have completed certifiCation requirements. Desirability Median: Range: Percent response: 98 Potential impact Median: Great Range: Percent response: 81 Probable date of acceptance Median: 1976-82 Range: Percent response: 83 Highly desirable Highly desirable through highly undesirable Very great through small Now-1972 through never Arguments supporting establishment of the role were: The role will lead to teacher accountability. The role will create a shared perspective in evaluation. Control over entry should be in the hands of those in the practice. The role will be brought about by legislative pressures on tenure, oversupply. accountability, and teacher Arguments opposing the role or pointing to difficulties were: The local collective bargaining agent should serve as the appeals agent. The role would compromise the teacher organization's ability to serve as a teacher advocate. an... . ...: . ...: 5 «3.. f 12...... .54. f1. ..v;_m..\r..\ _ g .0 u: 100 -- Teachers will always be caught in the middle if this is a shared role. -- The local has no role in this matter. If given a role, then discrepancies will develOp in the state. -- The role will be achieved only after professional practices boards are established by law. -- Teachers are ready for this role, but the public is not. -— The role points to a need for teacher organization input to concepts developing in teacher education centers 0 Less than one—third of the sample could agree on any of the suggested alternatives for methods of sharing the role. Local teacher organizations should participate in estab- lishing a system to evaluate and reevaiuate teadhers for retention oficertification. Desirability Median: Highly desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through neutral Percent response: 79 Probable date of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 83 lOl Arguments supporting the establishment of the role were: -- Teacher organizations should accept this role before others do. —- Locals should establish the process and criteria but should not do the actual evaluating. -- The role will provide corrective input. -- Teachers must become involved in peer evaluation to assure quality performance as professionals. -- The role will happen in conjunction with control of certification. Arguments opposing the role or pointing to difficulties were: -- Teacher organizations and the legislature should negotiate statewide policies. -- A distinction must be made between certification and tenure. —— Teacher organizations have no authority to make and enforce decisions in this area. -- A checkerboard pattern should not be allowed to develop in a state. -- Peer evaluation will develop slowly. -- State will not give up control over initial certification, and self—evaluation is more effective than any other form of evaluation. -- The role would call for the development of career credentials or diplomates. p .9oE nun-.... « . L ...w ........ ,q 102 -- Teacher organizations are not likely to enforce decisions in this area. -- Evaluation should be done by professional standards board at the state level. Less than half (42%) favored participation through collective bargaining. Smaller percentages of the sample favored other alternatives, but no clear agreement could be found on the preferred form of participation. National teacher organizations should provide career cre- dentials to professional educators. Desirability Median: Neutral Range: Highly desirable through highly undesirable Percent response: 96 Potential impact Median: Great Range: Very great through very small Percent response: 52 Probable date of acceptance Median: 1983-92 Range: Now—1972 through never Percent response: 52 Arguments supporting the establishment of the role were: -— The role would encourage the deve10pment of national standards. -- The role would lead to competency-based teacher education. 11" (1') If‘ (7‘ I.» 1..~ lwl" 103 -- This is a positive force that would compel those who hurt the profession to improve, or be removed from the profession. Arguments Opposing the role or pointing to difficulties were: -- National credentials are needed but will not come about in this manner. -- State control is better than national. -- The role is too far removed from local and state needs. -- Organizations cannot sort their members in this way. -- The role may become a "doubled-edged sword." -- How could this role be accomplished and controlled? About half (42%) of the sample favored teacher organization evaluation of teacher preparation programs. Smaller percentages favored establishment of specialized educational programs and special membership for career educators. TEACHER EDUCATION State-level teacher organizations should participate in setting standards, procedures, and policies of teacher educatiOn institutions. Desirability Median: Highly desirable Range: Highly desirable through highly undesirable Percent response: 96 104 Potential impact Median: Great Range: Very great through neutral Percent response: 92 Probable date of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 85 Arguments supporting the establishment of the role were: —- The role would bring about reform of teacher education institutions. -- The role offers teachers an indirect means of criticizing the programs that made them what they are. -- This role would not be so threatening to new teachers as are some of the other proposed roles. -- The role is a move toward teacher self-governance. -- Teacher organizations should contract with any- one, including universities, for training programs. -- The role would provide influence on school board employment policies. Arguments opposing the role or pointing to difficulties were: -- The role should be at the national level. -— College professionals are reluctant to be mem* bers of the teaching profession. 0.....T.Z;L .... 105 Half of the sample (50%) felt this role could be achieved through three-way contracts (local teacher organization, university, school board). No more than a third of the sample could agree on other forms of par- ticipation, except that 48 per cent desired direct involvement, with regulations enacted through legis- lation. State teacher organizations should, within legal guide- lines and regulations, share with teacher education institutiOns in the determination ofgoals fOr teacher education. Desirability Median: Highly desirable Range: Highly desirable through highly undesirable Percent response: 96 Potential impact Median: Great Range: Very great through great Percent response: 87 Probable date of acceptance Median: 1976-82 Range: Now—1972 through 1993-2002 Percent response: 87 Arguments supporting the establishment of the role were: -- The role offers a great potential for improvement in understanding and program. -- This would combine the perspectives of prac- titioners and college personnel. 106 -- Formal contracts are preferred, because this would clarify role, and a national bargaining act should produce the situation. -- The role will bring more progressive leadership tO conservative state teacher organizations. Arguments Opposing the role or pointing to difficulties were: -- Authority would be needed tO enforce decisions. -- Teacher organization staff already feels this role has a sufficiently high priority. —- The rOle is an unnecessary interference with higher education. -- Teachers would accept the role now, but not universities. -- Other forms Of influence will include legis- lation, state board Of education action, teacher input to teacher education centers, and placement policies for student teachers and interns. A small majority (55%) favored a sharing through cooperative councils which establish goals for teacher education institutions. Smaller percentages favored influence through local teacher organizations (33%) and formal contract agreements with the teacher education institutions (29%). \ Fl. - 'h‘ F‘h 107 National teacher organizations should develop and imple- ment ppograms encouraging educational experimentation in professional development Of teachers. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through small Percent response: 92 Probable date Of acceptance Median: 1973-75 Range: Now—1972 through 1993—2002 Percent response: 87 Arguments supporting the establishment Of the role were: -- The role would prevent organizational Obsolescence. -- Some current programs are already proving effec- tive. -— This experimentation is necessary, and new ideas should be piloted. -— The role is a key to the emergence Of teacher organization power. Arguments opposing the role or pointing to difficulties were: -- The role will be expensive in both time and money. -— Teachers must take a new look at their role as facilitators of learning. -- Strong definitive input would be needed from the local level. .3 1.. .173... Ivflt.‘ . o ....a ~\.\.a\ 108 -- Impetus for change will probably not come from teacher organizations. -- Not practical tO think organizations could imple- ment these programs. -- Teacher organizations should influence others to accept this role. A majority (67%) agreed that this role should be influenced by teacher organizations but should be funded and Operated by foundations and/or government agencies. Smaller minority responses favored recognition Of the role through establishment Of a diplomate or funding the program with teacher organization dues. PERFORMANCE STANDARDS State and local teacher organizations should participate in settingstandards Of administratorpperformance. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through very small Percent response: 85 Probable date Of acceptance Median: 1973-75 Range: 1973-75 through never Percent reSponse: 78 Arguments supporting establishment Of the role were: 109 The role would aid administrators in achieving the goals Of education. Teacher evaluation should be one factor in administrator evaluation. This would break the military model Of decision making and evaluation. The role would improve both teacher and adminis- trator accountability. The role would provide more in-service for administrators. Arguments Opposing the role or pointing tO difficulties were: The role Of administrators is now custodial and must change. The role inserts teachers into the management Of the schools. Peer evaluation will develop slowly. This is a management function, and the teacher's role should be restricted. Teachers are not competent tO evaluate adminis- trators, just as administrators are not competent to evaluate teachers. Teacher organizations have higher priorities than functioning in this role. A small majority (52%) felt participation in this role should develop through collective bargaining. 110 Smaller percentages (33% and less) felt state—level agencies should be established to oversee the role, or local evaluation committees should be formed to implement such programs. State teacher organizations should developpand enforce a professional standard of teacher performance. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through very small Percent response: 69 Probable date Of acceptance Median: 1976-82 Range: Now—1972 through never Percent response: 71 Arguments supporting establishment Of the role were: -- This would mean the membership card becomes a license tO teach. -- Teacher organizations are equipped to perform this role. Arguments Opposing the role or pointing to difficulties were: —- The role will be achieved in conjunction with other controls. -- Teacher production will cause prejudiced school board responses. 111 -— The role should not be accepted until teacher organizations control certification, preparation, and employment. -- To develop is one thing, tO enforce is another. -- The role creates conflict with school boards. A majority (65%) felt the system should include an articulation Of standards for adequate schools and educational programs. Less than a majority (19%) desired the system to include a rigorous system Of internal rewards and sanctions. Local teacher organizations should identify criteria by which educatiOnal aChievement Of students may be measured. Desirability Median: Desirable Range: Highly desirable through undesirable Percent response: 94 Potential impact Median: Great Range: Very great through small Percent response: 81 Probable date Of acceptance Median: 1976-82 Range: Now-1972 through 2003 plus Percent response: 69 Arguments supporting establishment Of the role were: -- This would be an unbiased evaluation and identification process. -- Teachers should influence establishment Of cri- teria, and the role should be COOperative with other groups. 112 Arguments Opposing the role or pointing tO difficulties were: -- Local districts should identify criteria, not the teachers. -- The role smacks Of assessment. -- A teacher advocacy organization does not have this role as a primary task. -- This must be paid for by the public. —— The concept must include much more than just tests. A majority (67%) said criteria should be developed COOperatively between teacher organizations and other agencies. Only 4 per cent felt the development Of the role should be done independently by teacher organizations. A minority (31%) felt the role called for cooperation between teacher organizations and testing experts. PERSONNEL POLICIES Local teacher organizations should legally share in decisiOns on policy and conditions under which student teachers, teachers, teacher aides, and other personnel will be placed in schools. Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Great Range: Very great through neutral Percent reSponse: 87 113 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through 1983-92 Percent response: 87 Arguments supporting the establishment Of the role were: the The role is a responsibility of local teacher organizations and enters deeply into the area Of employee rights. The role is currently progressing in some places. There should be mutually regulated decisions on the placement Of student teachers. The role would prevent misuse and mismanagement Of student teachers. This would quell the use of laymen as pro- fessionals. The role may be monitored by influencing state board Of education policy. Participants did not supply arguments opposing rOle. A high percentage (85%) agreed sharing should develOp through collective bargaining. A small per- centage (25%) felt the role should be monitored through formally adopted policies and procedures within local teacher organizations. INSTRUCTIONAL POLICY DEVELOPMENT Local teacher organizations should participate with school boards in_policy decisions regardingcurriculum and instruction. 114 Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Very great Range: Very great through neutral Percent response: 87 Probable date Of acceptance Median: 1973-75 Range: Now—1972 through 1993-2002 Percent response: 90 Arguments supporting the establishment Of the role were: -- The role will bring about realistic effective educational reform. —- The current system is a deterrent to curriculum development. -- When teachers have a say in the control Of the process, they will also have a say in controlling the specifics Of instructional improvement. -- The role will give visibility to teacher concerns in the area Of instruction and educational con- ditions for students. Participants did not supply arguments Opposing the role. A majority (75%) felt participation should be through negotiation Of an instructional decision—making process, while a small percentage (17%) said there should be direct negotiations Of instructional decisions. 115 Less than a majority felt the participation should be provided for within federal and state bargaining laws, and that the role should be free from federal control Of curriculum or instruction goals. A minority also felt (25%) that teacher organizations should intentionally integrate economic decisions with instructional improve- ment decisions in bargaining. A small percentage (13%) said the role should be based on the principle that edu— cational policy should be determined by teachers and not by the public. Local teacher organizations should share with school boards in determining‘conditions under which teachers and stu- dents interact. Desirability Median: Highly desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through neutral Percent response: 83 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 87 Arguments supporting the establishment Of the role were: -- The role would be a move toward humanistic edu- cation, with students having a participatory role and teachers being facilitators. 116 As new educational concepts appear, there will be a demand for change. The role would eliminate arbitrary administrative decisions and improve educational practice. Local teachers are experienced with alternatives that are possible. The role is developing now and is an opportunity for sharing. Arguments Opposing the role or pointing to difficulties were: Teachers will be hesitant tO adOpt changes in role. The role could become a disadvantage to both parties. Teachers will need tO develop a consensus and then gain support from local boards Of education. The role should be kept decentralized and prevent the development Of a "big brother" situation. A majority (65%) felt the role could be developed through collective bargaining Of policies and procedures. Less than a majority (46%) said sharing should be limited to influencing modes of teacher-student interaction, and not controlling the specific methods or teaching con- ditions used by teachers. A small percentage (13%) favored the development Of standards approved by national and state teacher organizations. 117 Teacher organizations should assist in establishing new forms Of local school boards. A Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 90 Potential impact Median: Great Range: Very great through very small Percent response: 65 Probable date Of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 60 Arguments supporting the establishment Of the role were: -- Offers potential for overcoming blocks to quality education as reflected in composition Of many current school boards. -- Needed because the most detrimental force in schools is the lay board, which is subject to local power politics. -- This will require departure from conflict models Of decision making. -- Society is not ready but will weary Of the fighting. -- This is an excellent place for experimentation. -- Citizen, nonstudent, noneducator board members are preferred to special interest representatives. Arguments were: U) St Sci Ca1 Me: 118 Arguments Opposing the role or pointing to difficulties were: -- Current boards should be reshaped through political action. —- A preferred course would be tO initiate broad— scale role definitions. -- Effective bargaining precludes membership Of teacher and administrator organizations on school boards. -— Local boards should be made more responsive to local needs. —— The role would be difficult tO "sell" from state to local levels. -- School boards need fiscal independence. Edu- cators, generally, make lousy school board members. Less than a majority favored the representation alternatives Offered. The percentages were: student body representation, 42; teacher organization represen— tation, 48; and administrator organization representation, 31. Local, state, and national teacher organizations should use political power to estainsh legal andifinancial foundatiOns fOr instructionalimprovement programs. Desirability Median: Highly desirable Range: Highly desirable through desirable Percent response: 92 Potential Median Range: Percen Probable d \ ‘ ' - bled;ar¢ Range: Percen Arguments " Th! gr. " Te. mo: tn. -7 Th Of -_ p0 txv Arguments Were -- .e F:| “ T;- Zt 119 Potential impact Median: Very great Range: Very great through small Percent response: 75 Probable date of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 73 Arguments supporting the establishment Of the role were: The role is now developing and will continue tO grow in teacher organizations. Teacher organizations should be involved because most educational decisions are now being made in the area Of politics. The role would be a logical and responsible use Of power. Political action is the only way tO achieve some types Of goals. Arguments Opposing the role or pointing tO difficulties were: Teacher organizations will be held back by the prejudices Of members. The rOle should be delegated by teacher organi— zations to those who have technical expertise in political action. The impact has been small so far, and effective- ness will be developed slowly. A n to gain ade majority (E laws and/or lisl'tzent of majority (5 provide for zation prog Local teach \r «egroprla be Desirabilit Range; ‘ PerCen+ 120 A majority (81%) felt the role should be used to gain adequate public funding Of education. A majority (58%) said the power should be used to gain laws and/or administrative rulings that encourage estab— lishment of instructional improvement programs. A majority (54%) felt political power should be used tO provide for electing individuals supportive Of organi- zation programs in instructional improvement. CURRICULUM DEVELOPMENT Local teacher organizations should program and budget an appropriate portion Of fiscal anduhuman resources to projects on instructiOnal improvement. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 90 Potential impact Median: Great Range: Very great through very small Percent response: 78 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 77 Arguments supporting the establishment Of the role were: -— The role will balance a vigorous political action role by teacher organizations. -- The role is needed to move into the area Of pro- fessional growth. Arguments c were: "" Tm th “ LO- ro. “ T‘n~ | lel "‘ T}: I no 7‘ As if. in A 4 ”rated int PrOjeCts I Cent 0f a. 6:83, whill f fund-incl Q; 121 The organizations should be decisive in this role. As teacher organizations gain in influence and power, there will be a demand for monies to be spent on instructional improvement. Arguments Opposing the role or pointing tO difficulties were: The role should be to influence others tO perform this function. Local teacher organizations cannot perform this role alone. The role needs implementation and is lacking in leadership. The finance Of educational research is a public, not a professional, Obligation. As organizations mature, there should be an increasing amount Of funding earmarked for instructional improvement. A majority (56%) felt projects should be inte- grated intO state and national instruction improvement projects. Half (50%) felt that 10 per cent to 30 per cent Of the local budget should be programmed in this area, while smaller percentages favored other amounts Of funding. State and national teacher organizations should plan and encourage alternatiVes tO current educatiOnal practiee (new school formats andicurricula). Desirabili: Median Range: Perceni Potential Median Range: Percen‘ Probable d Median Range; Percen AIguments I “ Thl ac “ To th 7‘ Al Ca -_ Te ir tr -_ Te t 1- A . .rgumeht 8 Were: .‘ T} l‘ TE 122 Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Great Range: Very great through neutral Percent response: 92 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 90 Arguments supporting the establishment of the role were: -- The role will provide an effective means for achieving change. -- Teachers should provide the talent and the public the funds. -- Alternatives should be within the current edu- cational system. -- Teacher organizations should encourage and initiate changes before others do this for teachers. -- Teacher organizations should maintain the brain trust now. Arguments Opposing the role or pointing to difficulties were: —- The role is receiving little effort at this time. -- Teacher organizations should prepare as business and industry have done. -- Te. tafi A I plished by designed t< desired ot. to develOp planned in; Or Th. Lg. ..l 123 -- Teacher organizations will need tO learn how to tap federal monies for this role. A minority (42%) said the role should be accom- plished by support Of a brain trust, or think tank, designed to promote idea generation. Smaller percentages desired other options for gaining support to allow teachers to develop plans and implement programs, or programs planned independently Of government. Local teacher organizations should assume an active role i5 assuring fair treatment Of ethnic and racial minorities in all phases of educatiOn. Desirability Median: Highly desirable Range: Highly desirable through neutral Percent response: 98 Potential impact Median: Great Range: Very great through small Percent response: 87 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through 2003 plus Percent response: 90 Arguments supporting the establishment Of the role were: -- This is a basic responsibility for local teacher organizations. -- The role is progressing now in many locals. -- Locals will be providing increased initiative in this area as government and political leadership becomes less. 1C- Argument 5 A initiate ; ment , inSt A majOrity SCROQl dis 124 -- State and national teacher organizations should maintain a continuing attitude toward fair treatment of minorities, and this will bring locals into the activity. Arguments pointing tO difficulties were: -- Locals may not accept this role, especially in a time Of teacher surplus. A majority (83%) felt the role should be tO initiate positive action programs in curriculum develop- ment, instructional improvement, and personnel policies. A majority (65%) agreed locals should monitor and evaluate school district policies and practices in this area. A minority (40%) felt the need for local programs to be supplementary to state and national-level programs. LEADERSHIP Teacher organizations should employ a staff Of instruc— tiOnal improvement specialists, which should function in training staff and teachers onpOlicies, procedures, and specific programs Of instructiOn. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 96 Potential impact Median: Great Range: Very great through small Percent response: 83 Probable Media Range Perce Arguments .. K: d -- T t u- T‘ Arguments Were: 91 “ 01 p( 7‘ S: e: 125 Probable date Of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 77 Arguments supporting the establishment Of the role were: National and state teacher organizations are doing this now. The role would provide in—service training Oppor- tunities for teachers. Teachers must take the initiative in this matter. Arguments Opposing the role or pointing to difficulties were: This is a role for the school board. This would be expensive and should not be a high priority. Organizations should work tO free teachers tO perform this role. Specialists would likely become a pOOl Of pseudo- expert bureaucrats. A majority (60%) felt specialists, if employed, should be limited to advisory roles in working with local teacher organizations. A minority (40%) felt specialists should be supplemented by employment Of part-time instructional improvement consultants. Teacher organizations should employ a staff Of instruc- tional improvement specialists. Desirabil Media Range Perce Potential Media; Range Perce: Probable < Media: Range: Perce: Arguments p: v 126 Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 87 Potential impact Median: Great Range: Very great through small Percent response: 62 Probable date Of acceptance Median: 1976-82 Range: Now-1972 through never Percent response: 60 Arguments supporting establishment Of the role were: -- Instruction is not an administrative function. -- Teachers must control this role, or change will not occur. -- The role is occurring in some areas now. —- Locals should act on this concept when school districts fail tO provide the necessary staff. Arguments Opposing the role or pointing to difficulties were: -- This is a school board role. -- Organizations should work tO free teachers to perform this role. -- Specialists would become pseudo-expert bureaucrats. A majority (67%) did not respond to the suggested Options. Small percentages felt the staff should be employed at the local, the state, or the national level. local teas teacher 1C tional lea Desirabili Media: Range:I Perce: Potential Mediar Range; Perce: | Probable C MEdie: Range; PErcer Arguments 7‘ IC 127 Local teacher organiZations should establish a means for teacher identifiCatiOn and[Or determination Of instruc- tiOnal leaders in a school distriét. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 92 Potential impact Median: Great Range: Very great through small Percent response: 75 Probable date of acceptance Median: 1976-82 Range: Now—1972 through never Percent response: 69 Arguments supporting the establishment Of the role were: -- Identification by peers would eliminate paternalism. -- The role would involve teachers in instructional decision making. -— A building-level decision-making process should develop. -- Open types Of educational programs call for this form Of teacher leadership identification. Arguments Opposing the role or pointing to difficulties were: -- Leadership cannot be voted or legislated. -- There is no appropriate means to evaluate such a role. 128 -- This would be out Of role for teacher organi- zations. -- Teachers should not use the teacher organizations tO gain promotion to administrative positions. Minority percentages Of the sample favored (a) election Of fellow teachers at the building level, (b) teacher evaluation Of administrator instructional leadership, (c) teacher election Of principals and persons in other instruction leadership positions. The percentages ranged between 31 per cent for (c) and 19 per cent for (b). INFORMATION DISSEMINATION State-level teacher organizations should maintain an extensive clearifighouse role for di§seminating instruc- tiOnal informatiOn. Desirability Median: Desirable Range: Highly desirable through highly undesirable Percent response: 98 Potential impact Median: Great Range: Very great through very small Percent response: 83 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 77 Arguments supporting the establishment Of the rOle were: 129 —- Valid information provides a source Of power if the information is useful to agreed-upon programs. -- Involves the cashing Of existing knowledge into formats designed to advocate teacher experience and insight. —- The organizations should provide a coherent alternative to traditional academic approaches. -- This is a state—level role. —— The role should be to assist members as the need is expressed. Arguments Opposing the rOle or pointing tO difficulties were: -- The problem is one Of implementation. -— Independent subject matter groups will not give up this role. —- This is a national-level role. -- This is a state department Of education role. -- This is not a teacher organization role. -- State teacher organizations (some) have tried this and failed. -- The role would be costly and would duplicate current efforts. Minority (44%) support was eXpressed for a close alliance with independent subject matter groups. A minority (42%) felt the role should be supplemental to that prov. minority national c is supplie Teacher Oi SUDDortlv. of common instructi; -\ Desirabil. Media: Range Perce: POtential Media: Range Probable ( Media‘ Range perce: Arguments 130 that provided by other agencies and organizations. A minority (40%) said the role should involve local and national organization staff in gathering information that is supplied to the state organization program. PUBLIC-STUDENT SPOKESMAN Teacher organizations should serve as resource aides and supportive spokesmen to students add parents on issues of common interest andagreement_in the area Of' instruction. Desirability Median: Highly desirable Range: Highly desirable through undesirable Percent response: 98 Potential impact Median: Great Range: Very great through very small Percent response: 83 Probable date Of acceptance Median: 1973-75 Range: Now-1972 through never Percent response: 83 Arguments supporting the establishment Of the role were: —- The role should provide for coalitions Of teachers with parents and students. -- This would provide good public relations for teacher organizations. -- The role will involve teacher organizations in providing leadership to relate instructional improvement to school finance. Argument 5 were: \'. L\§ statement T] the data. was to ga; could as S' 131 Arguments Opposing the role or pointing to difficulties were: -- Who is kidding whom? Teachers will not accept this role. NO further Options were explored for this role statement. Designation of Priorities Three different modes were designed tO examine the data. The intent Of further analysis Of information was to gain insight into patterns which future roles could assume. The patterns then become a means for visualizing the range Of role Options available tO teacher organization activity. The resulting ranges were limited to the areas studied, however, each pattern could be expanded by someone desiring to further brain- storm Or explore possible Options. The three modes used for developing priority lists were: (1) To compare a rOle's desirability and potential impact with the probable date of acceptance; (2) TO determine what priority exists between a role statement and several tOpical groups; (3) TO determine priority rankings within and between topics. 132 What Prioripy Exists Between a Role's Desirability-Potential Impact and Probable Date Of Acceptance? A rank ordering Of roles that expresses priorities Of the sample participants was developed by applying a weighting scale (Chapter III, p. 66) tO information gathered in the previous section Of Chapter IV headed "What is a role's desirability, probable date Of acceptance, and potential impact?" TO establish priority scores and ranks, the weighting scale was applied to sample responses for desirability and potential impact. The following table Of priority listings has (a) the role statement identified by Phase III number, (b) a priority score and rank for each role statement, (c) the median date Of acceptance as expressed in Phase III. Example: Count x . Count x Desirability Sample Weight- Potential Sample Weight— Count . Impact Count . ing ing Highly desirable 33 66 Very great 14 28 Desirable 10 10 Great 25 25 Neutral 2 0 Neutral 2 0 Undesirable l -1 Small 2 —2 Highly undesirable 2 -4 Very small 2 —4 Total 7l Total I7 Priority Score: 71 + 47 = 118 133 TABLE 7.--Priority ranking of role statements Role Statement Priority Score Rank Median Date of Acceptance 17. 29. 10. 26. 14. 20. 18. 27. Local teacher organizations should partici- pate with school boards in policy decisions regarding curriculum and instruction. State teacher organizations should, within state legislative guidelines and administrative regulations, participate in the licensing and certification of teachers. Local, state, and national teacher organiza- tions should use political power to establish legal and financial foundations for instruc- tional improvement programs. Local teacher organizations should legally share in decisions on policy and conditions under which student teachers, teachers, teacher aides, and other instructional personnel will be placed in schools. Local teacher organizations should assume an active role in assuring fair treatment Of ethnic and racial minorities in all phases Of education. Local teacher organizations should initiate and plan in-service programs in professional development for and with members. State-level teacher organizations should par- ticipate in setting standards, procedures, and policies of teacher education insti- tutions. National-level teacher organizations should participate cooperatively with local and state levels in providing professional organization staff with training in under- standing and developing local teacher organization roles in professional development of members. State teacher organizations should, within legal guidelines and regulations, share with teacher education institutions in determination Of goals for teacher preparation. State and national teacher organizations should plan and encourage alternatives to current educational practice (new school formats and curricula). Local teacher organizations should share with school boards in determining con- ditions under which teachers and stu- dents interact. Local teacher organizations should seek to establish roles for members in deter- mining local professional development programs. Local teacher organizations should sys- tematically plan to establish policies and procedures on professional develop- ment programs for members. Teacher organizations should serve as resource aides and supportive spokesmen to students and parents on issues of common interest and agreement in the area of instruction. 146 145 142 132 127 126 124 122 121 120 118 116 110 10 11 12 13 14 1973-75 1976-82 1973-75 1973-75 1973-75 1973-75 1976-82 1973-75 1976-82 1973-75 1973-75 1973-75 1976-82 1973-75 134 TABLE 7.--Continued Priority Median Date R018 Statement Score Rank of Acceptance 7. Local and state-level teacher organizations should legally share in determining which prospective teachers have completed cer- tification requirements. 101 15 1976-82 9. Local teacher organizations should partici- pate in establishing a system to evaluate and reevaluate teachers for retention Of certification. 101 15 1976-82 13. National-level teacher organizations should develop and implement programs encouraging educational experimentation in the pro- fessional development of teachers. 101 15 1973—75 19. Local teacher organizations should program and budget an appropriate portion of fiscal and human resources to projects on instruC¢ tional improvement. 94 16 1973-75 5. State and local teacher organizations should participate in setting standards Of admin- istrator performance. 89 17 1976-82 21. Teacher organizations should employ a staff Of instructional improvement specialists which should function in training staff and teachers on policies, procedures, and Specific programs of instruction. 88 18 1976-82 23. Local teacher organizations should identify criteria by which educational achievement of students may be measured. 73 19 1976-82 24. Local teacher organizations should establish a means for teacher identification and/or determination of instructional leaders in a school district. 72 20 1976-82 25. State-level teacher organizations should maintain an extensive clearinghouse role for disseminating instructional information. 72 20 1973-75 11. Local teacher organizations should establish COOperative professional development pro- grams with universities and colleges. 69 21 1976-82 12. National-level teacher organizations should establish teacher renewal (in-service) centers. 61 22 1976-82 28. Teacher organizations should assist in establishing new forms of local boards. 61 22 . 1976-82 22. Teacher organizations should employ a staff of instruction improvement specialists. 60 23 1976-82 15. State teacher organizations should develop and enforce a professional standard of teacher performance. 47 24 1976-82 16. National teacher organizations should pro- vide career credential to professional educators. l 25 1983-92 135 What PriorityExists Between Role Statements and Topical Groups? A previous section Of this chapter "What tOpical groupings do roles describe?" may now be organized further, using information gained by priority listing the responses Of the sample. The next step has been tO list each topic and the highest priority role statement that falls within a topic. An analysis Of topics and roles indicates that: Role Statement with highest priority Topic in that topic A. In-service 1. Local teacher organizations should initiate and plan in- service programs in professional development for and with members. (Priority 6) B. Professional 14. National teacher organizations Development should participate COOperatively Policy with local and state levels in providing professional organi— zation staff with training in understanding and developing local teacher organization roles in professional deve10pment Of members. (Priority 8) C. Licensure and 3. State teacher organizations Certification should, within state legislative guidelines and administrative regulations, participate in the licensing and certification Of teachers. (Priority 2) D. Teacher 4. State-level teacher organizations Education should participate in setting standards, procedures, and policies Of teacher education institutions. (Priority 7) Co nil} Irhl.b.. ‘1’ . i” r. Continued E. Performance Standards F. Personnel Policies G. Instructional Policy DevelOpment H. Curriculum Development I. Leadership J. Information Dissemination K. Public-Student Spokesman 10. 17. 26. 21. 25. 27. 136 State and local teacher organi- zations should participate in setting standards Of administra- tor performance. (Priority 17) Local teacher organizations should legally share in decisions on policy and conditions under which student teachers, teachers, teacher aides, and other instruc- tional personnel will be placed in schools. (Priority 4) Local teacher organizations should participate with school boards in policy decisions regarding curriculum and instruc- tion. (Priority 1) Local teacher organizations should assume an active role in assuring fair treatment Of ethnic and racial minorities in all phases Of education. (Priority 5) Teacher organizations should employ a staff Of instructional improvement specialists which should function in training staff and teachers on policies, procedures, and specific pro- grams Of instruction. (Priority 18) State-level teacher organizations should maintain an extensive clearinghouse role for dissemi- nating instructional information. (Priority 20) Teacher organizations should serve as resource aides and supportive spokesmen to students and parents on issues Of common interest and agreement in the area Of instruction. (Priority l4) ' 137 The topics will now be reorganized to list the topic with the highest priority role first and so on until the topic with the lowest priority is listed. The reordered list appears in Table 7, along with a listing Of all rOle statements by priority within each topical group. Instructional Policy Development (Priority 1) is listed first, followed by Licensure and Certification (Priority 2), and on down the list Of topics to Information Dissemination (Priority 20). Table 8 includes the median probable date Of acceptance for each role statement. Tables 7 and 8 very clearly show that the role statements explored within the study may be described in terms Of priority. In Table 7, each individual role was ordered in terms Of the score received on the priority scale, and some roles received a highly favorable response in both the areas Of desirability and potential impact. These items were considered as very high priority roles. Some items were given a desirable rating, but the respondents were less likely tO provide a high level Of response to potential impact, or there was a low percentage response to potential impact. In such instances, these items were considered to have a mod— erately high priority. 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.oounmems on wee munoonum mo unoEe>mHnoe Henoaueonoo nuans an eflnounuo wwwunmon oasonm mnofiuenwnemno Heroes» Heuoq Away .moneEHOMHod noueuu :mflnnnoe m0 moueoneum mnfluuom nw ouemHOAunem oanonm mnOHueNHnemno umnoeou HeOOH one oueum .ma .MN meueeneum moneeuomumm .H mmlmmma mmumnma ouneumooon no open manmsaa cease: unmswueum anon OHQOB omnnflunooll.m manna 142 A further interpretation Of each role statement was develOped in the summary and conclusions to the research. CHAPTER V SUMMARY AND CONCLUSIONS Introduction In this concluding chapter there is an interpre- tation Of results for the study, which explored future roles Of teacher organizations in instructional improve— ment and professional development. There are a summary Of role statements, a general discussion, and a set Of proposed guidelines for teacher organization decision making in professional development and instructional improvement. Suggestions for future research are also included. The summary focuses on the desirability, potential impact, and probable date Of acceptance Of each suggested role. The discussion focuses on rationale used by par- ticipants tO support or oppose suggested roles, and on the implications Of the study for teacher organizations. The roles are summarized according to the priority list found in Table 8, Chapter IV, "Priority Rankings Of Roles Within Topics." There is a brief summary statement for each Of the topic areas: instructional policy deve10pment, licensure and 143 144 certification, personnel policies, curriculum development, in-service, teacher education, professional development policy, public-student spokesmen, performance standards, leadership, and information dissemination. Summary Of Role Statements by Topic Instructional Policy Development The role found by respondents tO be most desirable, and Of the highest priorityin instructional policy development (and in the entire study), was that local teacher organizations should participate with school boards in policy decisions regarding curriculum and instruction. The majority (77%) said that this role was highly desirable, that it would have very great impact on education and teacher organizations, and that it should be accepted by 1975. NO member Of the sample felt the role was undesirable, Of small potential, or would take more than thirty years tO be accepted. The sample indicated the role would be achieved, in most situations, through collective bargaining that will focus on negotiations Of a decision-making process rather than on the negotiation Of specific instructional items. Majority agreement was not found on the need for the role being defined within state and federal collective bargaining laws, on the need for intentionally integrat- ing economic decisions with instructional improvement 145 decisions, or on the principle that educational policy should be determined by teachers rather than the public. The second most desirable role in instructional policy development, and one Of the highest priorities in the study, was that local, state, and national teacher organizations should use political power to establish legal and financial foundations for instructional improvement programs. The majority (67%) found this rOle highly desirable, that it would have very great impact on education and teacher organizations, and that it should be accepted by 1975. The sample felt the role should be used to gain adequate public funding Of education, that the power should be used to gain laws and/or administrative rulings which encourage establishment Of instructional improve— ment programs, and for electing individuals supportive Of teacher organization programs in instructional improvement. The latter two positions were small majorities Of agreement. . A fairly high priority in instructional policy development was that local teacher organizations should share with school boards in determining conditions under which teachers and students interact. The majority (63%) felt this role was highly desirable, that the item had great (but not very great) potential, and that acceptance should be by 1973-75. 146 The sample felt the role could be developed through collective bargaining, but there was nO clear agreement on how that might be achieved in terms Of shared influence by state and national standards and limitations on teacher-student relations. A low priority was placed on teacher organizations' assisting in establishing new forms Of local school boards. A small majority (55%) found this role desirable or highly desirable, less than a majority (46%) felt the rOle would have great or very great impact, and the probable time Of acceptance would be by 1982. There were large numbers Of the sample (BS-40%) that did not respond to either the potential impact or the date Of acceptance items. Less than a majority favored inclusion Of students, teacher organization representatives, or administrator organization representatives on the school board. In summary, the sample felt that local teacher organizations should (by 1975) participate with schOOl boards in policy decisions on curriculum and instruction; that teacher organizations should (by 1975) use political power to establish legal and financial foundations for instructional improvement programs; and that these roles would have a very great potential impact. Local teacher organization involvement should develop through collective bargaining within the current 147 school board structure. Political action should be used to gain funds for instructional projects, and the bargain- ing process should be used (but not at a high priority level) tO develop a shared teacher organization-school board approach to problems Of teacher-student interaction. Licensure and Certification A high priority (the second highest in the study) was that state teacher organizations should, within state legislative guidelines and administrative regulations, participate in the licensing and certification of teachers. The majority (73%) felt this role was highly desirable, and no member Of the sample felt the role was undesirable or neutral. The role was expected to have very great potential impact and should probably be accepted by 1982. All sample members chose a date of acceptance within thirty—plus years. The sample favored (82%) participation by state teacher organizations in some form Of state—level com- mittee or commission, but there was no majority agreement on the make-up of that committee or commission. The > sample favored placing teachers on the commission or committee, but the manner in which teacher appointments were made was a point Of contention. A fairly high priority was placed by the respondents on local and state teacher organizations' legally sharing in determining which prospective teachers 148 have completed certification requirements. There was a small majority (52%) that found this role highly desirable, of great potential impact (56%), and that acceptance should be by 1982. The sample found no majority agreement on how teacher organization sharing Of this role might develop. A fairly high priority was placed on local teacher organizations' participating in establishment Of a system to evaluate and reevaluate teachers for retention Of . certification. A small majority (56%) felt the role was highly desirable, that it had great or very great potential (71%), and that it should be accepted by 1982. Less than a majority favored any Of the Options for participation. Agreement was not found on how pro- cedures would be developed locally or within which principles or guidelines such participation might pro- ceed. The lowest priority in licensure and certifi- cation (and the lowest priority in the entire study) was that national teacher organizations should provide career credentials to professional educators. Less than a majority (40%) found this role either desirable or highly desirable. Only 28 per cent felt this would have very great or great impact on education or teacher organizations, and probable date Of acceptance was set at 1992. Almost half Of the sample (48%) did not 149 respond tO either the potential impact or the probable date of acceptance. The sample did have strong feelings on the desirability Of the item, as 96 per cent did respond to that issue, and the median response was neutral. Less than half (42%) Of the sample favored teacher organization evaluation Of teacher preparation programs. Agreement was not reached by a majority on any Of the other Options regarding how this role might be achieved. In summary, the sample placed a high priority on state-level teacher organization involvement, by law, in matters Of licensure and certification (by 1982). Moderate priorities were found for local and state teacher organizations' legally sharing in determination of certification requirements for prospective teachers, and in evaluation Of teachers for retention Of certifi- cation (by 1982). The sample tended tO be neutral or negative to the concept Of teacher organizations' pro- viding career credentials to professional educators. The sample could not register majority agreement on any Of the means for involving teacher organizations in this process of licensing and certification, except that agreement was found in state teacher organizations' serving on a state-level commission or committee. 150 Personnel Policies A high priority was found for the role that local teacher organizations should share in decisions on policy and conditions under which student teachers, teacher aides, teachers, and other instructional personnel are placed in schools. This role was found highly desirable by 75 per cent Of the sample, the potential impact was great, and the probable date Of acceptance was by 1975 (55%). A very high percentage (85%) said the role should be developed through collective bargaining, while less than a majority saw the need for monitoring the role through policies and procedures adOpted within local teacher organizations. In summary, local teacher organization involve- ment in sharing on decisions Of personnel placement in schools should develop through collective bargaining (by 1975). Curriculum Development A very high priority was placed on local teacher organizations' assuming an active role in assuring fair treatment Of ethnic and racial minorities in all phases Of education. The majority (71%) felt that this role was highly desirable, that there was great potential, and that acceptance would be by 1975. 151 A large majority (83%) agreed the role should be tO initiate positive action programs in curriculum deve10pment, instructional improvement, and personnel policies. A majority (65%) agreed local should monitor and evaluate school district policies and practices, and less than a majority (40%) saw the need for local programs supplementing state and national programs in this area. A fairly high priority was given tO state and national teacher organizations' planning and encouraging alternatives tO current educational practice. Half Of the sample (50%) found this role highly desirable, Of great potential impact, and having acceptance by 1975. NO member Of the sample found the role undesirable. NO majority agreement could be found on how this role might be accomplished. Just under half (42%) desired the development and support Of a brain trust, but smaller percentages favored other Options. A third favorably received priority in curricu- lum development was that local teacher organizations should program and budget an appropriate portion Of fiscal and human resources to projects on instructional improvement. This role received a lower priority than either Of the two preceeding statements and appeared toward the middle Of the priority rankings. The sample felt the role was desirable, that the potential impact would be great, and that the role should be accepted by 1975. 152 A slight majority favored integration Of local project efforts into state and national programs. Half Of the sample felt funding should constitute between 10 per cent and 30 per cent Of the local teacher organi- zation budget, while smaller groups favored other funding Options. In summary, the sample found it highly desirable for local teacher organizations to become involved in positive action programs assuring fair treatment Of minorities in education (by 1975). Teacher organizations should (by 1975) encourage experimentation in alterna- tives to current educational practice. Teacher organi- zations (local) should program and budget a portion Of fiscal and human resources to projects on instructional improvement, but the potential impact Of this role was not clear to many members Of the sample. Participants were indecisive on amounts Of funding that would be appropriate, and there was no sizable agreement on how the encouraging of educational alternatives might be achieved. In-Service A very high priority was placed on local teacher organizations' initiating and planning in-service pro- grams in professional development for and with members. The role was found highly desirable (69%), to have great potential impact, and should have acceptance by 1975. 153 Majority agreement (77%) was found that the in- service should be funded with school district, state, and/or federal monies. A slight majority (52%) felt the role should be developed through collective bargaining, and no majority agreement was found on other dimensions or Options for funding. A second in-service role, which was given a low priority, was that local teacher organizations should establish cooperative professional development programs with universities and colleges. Those responding to this item felt the role was desirable, had great potential impact, and would be accepted by 1982. However, 30 per cent Of the sample was either neutral or did not respond to the issue Of desirability, and 57 per cent were either neutral or did not respond to the potential impact. Very few participants felt the role was either undesirable or Of small potential impact. A majority did feel that cooperation in develop— ing these programs could be achieved through a combi— nation Of programs arranged through school districts and also independently between teacher organizations and universities. Less than a majority preferred either option Of arranging the programs only through school board channels or developing the programs on a strictly independent basis between teacher organizations and universities. 154 A third in-service role statement, which was also given a very low priority rating, was that national teacher organizations should establish teacher renewal (in—service) centers. The participants who did respond to this item felt the role was desirable, that there would be great potential impact, and that the role should be accepted by 1982. However, 43 per cent Of the sample found the role either highly undesirable, undesirable, neutral, or had no response. A large number (48%) felt the potential impact was either small to very small, neutral, or did not respond. A majority (67%) agreed teacher organizations should control the centers and be influenced by foun- dation and government agencies. A majority (68%) expressed agreement on some form Of combined teacher organization, government, and foundation funding. Majority agreement was not reached on a specific fund- ing pattern. A minority (29%) favored establishment Of local and state-level centers. In summary, a high priority was set for teachers tO control in—service programs in professional develop— ment (by 1975), and that these programs be funded by the public rather than through organization dues. The establishment Of professional development programs between local teacher organizations and universities was found desirable but Of a low to moderate priority. 155 If these programs are to be arranged, then this should be a cooperative effort with the local school district. The establishment Of teacher renewal centers through national teacher organizations was given a low priority, and the potential impact Of such centers was greatly questioned. Local roles in in-service may be achieved through collective bargaining; however, the sample was indecisive. Teacher Education A high priority was found for state teacher organizations' participating in the setting of standards, procedures, and policies Of teacher education institutions. The role was found highly desirable, Of great potential impact, and to be accepted by 1982. Half Of the sample (50%) felt this role could be achieved through three-way contracts between teacher organizations, school districts, and higher education institutions. Just under half (48%) felt the role should be established directly through legislation. Less than a majority favored cooperative voluntary efforts in this area. A second teacher education role given a high priority was that state teacher organizations should, within legal guidelines and regulations, share with teacher education institutions in determining goals for teacher preparation. This finding reinforces the Opinions expressed in the preceeding paragraph. 156 Participants found the role highly desirable, Of great potential impact, and that acceptance should be by 1982. A small majority favored the deve10pment Of a COOperative council to establish these goals. Smaller percentages favored influencing these goals through local teacher organizations and formal contract agreements with the higher education institutions. A third teacher education role, given a moderate to fair priority rating, was that national teacher organizations should develop and implement programs encouraging educational experimentation in professional development Of teachers. This role was found desirable, to have great potential impact, and to be accepted by 1975. A majority agreed this role should be influenced by teacher organizations but should be funded and Operated by foundation and/or government agencies. Small percentages favored other forms Of funding and the establishment of a teacher education diplomate. In summary, the sample favored state teacher organization roles in influencing teacher education programs (by 1982), and that the role should function within legal guidelines and regulations. It would be desirable if the role included a focus on the goals Of teacher education programs and an encouraging Of experi- mentation in teacher preparation (by 1975). Experimental 157 programs should be funded by the public rather than through organization dues. The sample was indecisive on how these roles might be Specifically developed, and about half Of the sample seemed tO favor cooperative council or contract arrangements. There was general agreement that teacher organization involvement in this area would produce a great or very great impact on edu- cation. Professional Development Policy A high priority was found for national teacher. organizations' participating cooperatively with local and state levels in providing professional organization staff with training in understanding and developing local teacher organization roles in professional development. The role was found highly desirable, Of great potential impact, and acceptance should be by 1975. NO majority agreement could be found on what form this participation ndght take; however, about half (48%) felt a parity arrangement between local, state, and national levels 'Could be arranged. Slightly fewer (42%) favored an all- .level program for training elected leaders, while small IPercentages favored other Options. A second role in the professional development IPOlicy area was that local teacher organizations should 5seek to establish roles for members in determining local IPrOfessional development programs. The role was found 158 desirable but was given a moderate priority level. The sample felt this role was highly desirable, Of great potential impact, and should have acceptance by 1975. The majority Of the sample felt this role could be established through collective bargaining. Less than a majority (31%) favored teacher organization—school district instructional councils, and a still smaller percentage favored teacher organizations' adopting internal policies and programs in this area. A third professional development role, given a moderately high priority, was that local teacher organi— zations should systematically plan to establish policies and procedures on professional development programs for members. The role was found highly desirable, Of great potential impact, and acceptance should be by 1982. The high desirability Of this role would seem tO negate or be in conflict with the last finding in the previous paragraph. A slight majority favored nO external regulations on this role, and smaller percentages favored some form of regulation. A majority said the state and national teacher organizations should influence these programs. In summary, the sample rated matters Of pro- fessional development policy as highly desirable or desirable items. Rather than saying the items would have very great potential impact, the sample tended tO 159 select a potential Of gpgap. There was general agreement that these roles would be accepted within the next ten years and that local roles will develop through collective bargaining. There was indecision on local adoption Of policies and procedures; on state levels Of cooperation and regulation; and on how local, state, and national teacher organizations might cooperatively develop programs in this area. However, it was seen as highly desirable that national teacher organizations work cooperatively with other levels in developing professional improvement programs. Public-Student Spokesman The sample was generally favorable to the idea Of teacher organizations' serving as resource aides and supportive spokesmen to students and parents on issues Of common interest and agreement in instruction. The item received a fairly high priority rating and was found highly desirable, to be Of great potential impact, and that acceptance should be by 1975. There was a large percentage (27%) Of the sample that did not respond or were neutral to negative on the issue Of potential impact. NO further dimensions of this role were explored in the study. 160 Performance Standards A moderate priority level was found for state and local teacher organizations' participating in the setting Of standards Of administrator performance. The rOle was found desirable, Of great potential impact, and that acceptance would probably be by 1975. None Of the sample members felt this role was occurring now. This was the only suggested role statement where no participant selected the category Of "now-1972." A slight majority felt the role could be developed through collective bargaining, and smaller percentages favored monitoring the role through state-level agencies or local evaluation committees. A second role in performance standards was that local teacher organizations should identify criteria by which educational achievement Of students may be measured. This item received a low priority rating, although the sample indicated the item was desirable, had great potential impact, and that acceptance should be by 1982. Large portions Of the sample (31%) felt the rOle tO be undesirable, neutral, or they did not respond tO the issue. Also, a large percentage (44%) found the role to have a neutral potential impact, or they did not respond tO the question Of impact, and 31 per cent did not respond to the probable date Of acceptance. 161 A majority Of the sample felt teacher organizations could work cooperatively with other agencies on the development Of this role, but only 4 per cent desired the use Of organization dues for the purpose Of indepen— dently developing such a set Of criteria. The sample was indecisive on other Options. A third suggestion in performance standards was that state teacher organizations develop and enforce a professional standard Of teacher performance. This item received a very low priority and was one Of the lowest rankings in the study. Of those that did respond, the medians were: the role is desirable, there is great potential impact, and the probable date Of acceptance is 1982. However, 42 per cent Of the sample were neutral tO highly undesirable on the issue, and 45 per cent either did not respond to the potential impact or expressed neutral to very small impact choices. Thirty- nine per cent either did not respond to the probable date Of acceptance or said the role would never be accepted. A majority did feel that such a system should include an articulation of standards for adequate schools and educational programs. A small percentage favored a rigorous system Of internal rewards and sanctions. In summary, the sample placed a medium to low priority on teacher organization involvement in 162 establishing performance standards for teachers, students, and/or administrators. The potential impact Of these roles was rated moderately low; and on each area, between 30 per cent and 45 per cent Of the sample chose not to respond or chose neutral to very small impact positions. Small majorities saw acceptance Of these roles within the next twenty to thirty years. There were few points Of agreement on how these roles might be achieved. A majority did indicate an articulation Of standards for adequate schools, that educational programs should be developed, and that if criteria are developed to measure student achievement this should be done cooperatively between teacher organi— zations and other agencies. A collective bargaining role was not clearly described in any Of the performance standards suggestions. Leadership A moderate priority was found for teacher organizations' employing a staff Of instructional improvement specialists to function in training staff and teachers on policies, procedures, and specific programs Of instruction. The role was found desirable, Of great potential impact, and that probable acceptance would be by 1982. Twenty per cent found the desirability to be neutral, undesirable, or highly undesirable. 163 Thirty-one per cent either did not respond tO the potential impact or felt the potential to be neutral or small. A majority did feel that if specialists are employed their role should be limited to advisory roles when working with local teacher organizations. Less than a majority favored supplementing the specialists with part-time instruction consultants. A second leadership role explored was that local teacher organizations should establish a means for teacher identification and/or determination Of instruc- tional leaders in a school district. This role was found tO be desirable, Of great potential impact, and that acceptance should be by 1982. Less than a majority favored (a) election Of fellow teachers at the building level, (b) teacher evaluation of administrator instruc- tional leadership, or (c) teacher election Of principals and persons in other instructional leadership positions. A third leadership rOle explored was that teacher organizations should employ a staff Of instructional improvement specialists. This role received a very low priority rating, even though the median responses were that the role is desirable, Of great potential impact, and that it should be accepted by 1982. Thirty-four per cent Of the sample felt the role was neutral, undesirable, highly undesirable, or there was no 164 response to desirability. A large 48 per cent did not respond to the potential impact or said impact was neutral tO small. This role statement was distorted by a misprint on the Phase II form, and much Of the respondent reaction may have resulted from that misprint. The intent of the statement was to establish the primary level at which instructional improvement staff should be employed. However, the majority (67%) did not provide a response to a preferred level. Small percentages did prefer each Of the suggested levels. In summary, leadership roles explored were given a medium to very low priority rating. The employment Of limited instructional improvement staff seems desirable (by 1982), and the idea Of teacher organi— zations' identifying instructional improvement leaders was given slight majority approvel (by 1982). A majority tended tO feel the leadership roles would have great to very great potential impact, but very high percentages Of the sample did not respond tO this issue. Participants were indecisive on how leadership roles might be implemented, and there was little indication as to whether instructional improve- ment specialists should be employed at the local, state, or national levels Of teacher organizations. 165 Information Dissemination A rather low priority was found for state teacher organizations' maintaining an extensive clearinghouse role for dissemination Of instructional information. The sample felt the role was desirable, had great potential impact, and would probably be accepted by 1975. However, 25 per cent Of the participants felt the role was neutral or Of undesirable to highly undesirable qualities. Similarly, 25 per cent felt the role tO have neutral, small, or very small potential impact, while 17 per cent did not respond tO the issue Of impact. Those that responded to the probable date Of acceptance tended to pick a time within the next ten years; however, 23 per cent did not respond to the date Of acceptance. Majority agreement was not found on how this role might be implemented. Less than a majority (44%) favored the forming Of close alliances between teacher organi- zations and subject matter groups. Similar percentages Of the sample favored this role supplementing information provided by other agencies and organizations, and local and national staff providing information to a state teacher organization program in this area. In summary, participants favored a teacher organization role in providing instructional improvement information tO members but felt that the rOle should 166 not be extensive (by 1975). The role should have a fairly great potential impact, and general acceptance should occur in the next ten to thirty years. The sample was indecisive on what form this role might take or how development might proceed. Discussion Teacher organizations at local, state, and national levels should be pursuing programs in profes— sional development and instructional improvement. The scope Of these programs should include specific attention tO the issues Of instructional policy development, licensure and certification, personnel policies, cur- riculum development, in-service training of teachers, teacher education, professional development policy, public-student spokesman relations, performance standards, leadership in instructional improvement, and dissemination Of instructional improvement information. Clarification should be sought on which roles could most appropriately be gained through collective bargaining, which through political action, and which are primarily internal teacher organization problems as compared to cooperative programs with other agencies and groups. The study indicates that a high priority should be set by teacher organizations on using collective bargain- ing procedures to: 167 (1) Establish a process Of instructional and cur- (2) (3) riculum decision making that cooperatively involves school boards and teachers within agreed-to procedures; Establish an agreed-upon procedure for the place- ment Of instructional personnel in school build- ings; Establish agreed-upon procedures and processes for the professional development Of teachers within the local school district. The study tended to favor the use Of collective bargaining for the following three issues, but there was a high level of disagreement and indecision. (l) (2) (3) Establish an in-service procedure that places primary responsibility and planning functions with practicing teachers; Establish an agreed-upon procedure for evaluating the instructional leadership and performance Of administrators; Establish procedures for the identification Of local instructional improvement leaders. The study indicated that several instructional improvement and professional development roles should be achieved through legislative efforts. These were: 168 Teacher organizations should have the right to bargain instructional issues. State teacher organizations should be involved in the licensing and certification Of teachers within that state. The public must adequately fund programs support- ing the improvement Of instruction. State teacher organizations should have the right to share in policy decisions with teacher edu- cation institutions. Teacher organizations should have the right to bargain professional deve10pment issues. One problem teacher organizations must deal with is the appropriate level for concentrating Of specific goals The study would indicate that local teacher organizations should: Place a high priority on the bargaining Of a process for controlling instruction and curricu- lum decisions in a school district; use political action tO assure adequate funding for education; share in policies that place instructional person- nel in schools; develop positive action programs that assure fair treatment Of ethnic and racial minorities within the schools; assist in 169 developing teacher in-service programs; assist in COOperatively developing staffing patterns within school districts. -- At a lower priority level, locals should seek to establish professional development programs for members, share in establishing certification requirements for teachers, program and budget an appropriate portion Of teacher organization fiscal and human resources to instruction projects. -- Low-priority items for local teacher organizations would be to set standards Of administrator per- formance, identify criteria by which student achievement might be measured, identify instruc- tional leadership within the schools, establish cooperative professional development programs with universities, and work to reform current structure of school boards. State teacher organizations should: -- Establish a legally based position for involve- ment in licensure and certification; establish a legal base for participating in policies and pro- cedures Of teacher education institutions; use political action to assure adequate public 170 funding Of education; encourage the development Of alternatives to current educational practice. At a lower priority level, there should be par- ticipation in the determining Of performance standards for administrators and the employment Of a limited instructional improvement staff. A low priority for state teacher organizations would be to develop an extensive clearinghouse role for disseminating instructional information and develop and enforce a standard Of teacher performance. National teacher organizations should: Use political action to assure adequate public funding Of instructional improvement projects; cooperatively develop a nationwide program within the teacher organization staff to encourage local teacher organization roles in the professional development Of members. A lower-level priority was placed on national teacher organizations' seeking to encourage experimentation in programs Of professional development of teachers. Low-priority national level programs would be the establishment of teacher renewal (in-service) 171 centers and the development Of career credentials for professional educators. All levels Of teacher organizations should place some emphasis, but not a high level Of emphasis, on developing a COOperative teacher-student-parent spokesman role in the community. When comparing this listing Of priorities with the factors discussed in Chapter II as needed elements to create educational change, there are some definite weaknesses and inconsistencies in current thinking about the role Of teacher organizations in professional development and instructional improvement. The greatest Of these appears to be the desire to place great emphasis on the improvement Of education as a goal Of teacher organizations, however, in doing this, there seems to be: (1) A lack Of clear definition as to what should be accomplished by such programs; (2) A lack Of deep commitment tO the concept that instructional improvement needs special staff assistance; (3) A moderate commitment tO funding instructional improvement or professional development programs with dues monies; 172 (4) A moderate commitment that information about instructional improvement should be disseminated through teacher organization efforts. In comparing the change factors with results from the study, as interpreted by the researcher, one finds the following: 1. TO create educational change, a grogp should renew efforts at selecting goals and Objectives for instruction. The results Of the study would indicate that the leadership people surveyed have a general commitment to the concept Of renewed efforts to select instructional goals and Objectives. This is found in support for experimenting with alternatives to current educational practice and in encouragement Of experimental programs in teacher preparation. These concepts, however, were not placed high on the list Of priorities. 2. TO create educational change, there must be a formal grogp established to direct and organize for that change. The sample Of leaders in the study supported this concept and set a high priority on placing teacher members on such committees. There was disagreement on how this might proceed at the level Of teacher education institutions and in the area Of licensure and certification. 173 3. TO create educational chapge, there must be experimentation with materials, activities for students, and methods Of teaching. The sample studied indicated a willingness to take part in such experimentation if the cost is carried through public funding and if teachers have an authorita- tive voice in carrying out the experiments. 4. TO create educational change, there must be a means Of evaluating programs that encourage posi- tive self-concept development in students and are apprgpriate to measuripg instructional achievement. This issue is directed at the problem Of identify- ing the reasons or purposes motivating a desired change in instructional programs. There was little agreement among respondents on what types Of changes were desirable, or needed. There was a definite reluctance to identify achievement standards for students, administrators, or teachers. This area is very much in need Of serious teacher organization study in order to develop a more clearly defined approach tO the evaluation Of educational achievement. 5. Develop a formal structure that encourages con- tinuous study and a search for new programs, materials, and methods. 174 There seems to be an acceptance Of the fact that this role is primarily for the local school district and that teacher organizations should concentrate on making the district program effective. This is an area that needs new thinking within the leadership Of teacher organizations, as there is also a need for such a formal, ongoing structure within the organization itself. There are structures that Operate at local, state, and national levels Of these organizations, but they do not represent a coordinated effort. The concept of teacher renewal centers is directed at solving this type Of problem; however, the leadership Of teacher organizations has indicated a reluctance wholeheartedly to endorse the establishment Of such centers at the national level. 6. TO create educational change, there must be a selection and/or designing Of appropriate instructional content, materials, methods, and teaching aids. The leadership surveyed indicated a high level Of commitment to this idea and would prefer that the role be develOped through cooperatively bargained process involving teachers, who must live with the final decisions. There was also some expression that much Of the necessary research will be conducted by publicly funded experimental programs Operated outside teacher organization programs but influenced by organization 175 activity. It is not clear how the teacher organization might affect the designing or selecting Of these materials, methods, and aids. 7. To create educational change, a means must be established for the dissemination Of that change. The leadership persons surveyed were very weak in their response tO this issue. A fairly low priority was found on the role of teacher organizations' having an extensive clearinghouse operation for disseminating instructional improvement information. If the teacher organizations wish to create either large or small changes in educational programs, then there must be a clarification Of how the organization intends to disseminate the prOposals. The study was indecisive in this area. 8. TO create educational change, that change should provide alternative approaches which recognize pluralistic values affecting student learning. The sample studied was in support Of this con- cept and generally seemed to endorse the role Of teacher organizations' working to improve education as it relates tO ethnic and racial minorities. The sample expressed a desire to seek alternative approaches to education and to provide every teacher and student with a high-level educational Opportunity. 176 9. TO create educational change, the leadership roles Of professionals must be clarified in terms of responsibility and authority for implementing instructional change. The leadership question was not clearly responded to in the study. The general attitude seemed to be that teachers should have the authority, the major responsi- bility, and released time to lead these activities. The direction, however, was not definitive. The whole area Of teacher-administrator roles and responsibilities needs careful consideration and study if, in fact, teacher organizations are to provide definitive leader- ship tO instructional improvement issues. The traditional concept Of instructional leadership being the responsi- bility Of the building principal was not endorsed by the study. There seemed tO be a desire for some new, but not clearly developed, approach. In conclusion, an analysis Of the many arguments supporting, Opposing, or pointing tO difficulties that might be encountered indicates that seven themes appear to be used over and over by the leadership and expert staff sample tO support their opinions. 1. There is a need to increase teacher control, or influence, over instructional and professional development decision-making roles. 177 2. Roles currently being developed are good and will continue to expand. 3. Adoption Of this role will lead to effective educational reform. 4. This is an issue that should be achieved through collective bargaining, and the bargaining Of this item will assist in achieving welfare goals. 5. Continuous in—service education Of teachers and administrators is needed, and commitment tO in- service will develop if those eXpected to imple- ment the change are involved in the planning and Operation Of the training. 6. Peer evaluation, self-evaluation, and standards Of competence are needed, but they will develop slowly. 7. Teachers know what improvements and changes are needed, and they are also aware Of alternatives that should be made available. Perhaps these rationales could be summarized into one prevalent form Of thinking that seems to be an accepted principle within teacher organization staff and elected leadership: TO achieve effective educational change and reform, there must be an increase in control, input, influence, and responsibility to practicing classroom teachers. 178 Recurring themes were also found in rationale used to Oppose, or point to difficulties, in achieving particular roles: 1. Teacher organization members will not accept a role (such as those listed above), and in some instances, there will be active resistance. The role Of teacher organizations is not to function actively in achieving this end but rather to influence others to perform that function. The level Of teacher organization which has been proposed to carry out this role is inappropriate. The role cannot possibly be achieved until new laws are passed. Teachers desire to implement this role, but they will not be able to reach agreement on how to realize it. The rOle may be appropriate, but support will be withheld until there have been further defi- nitions and clarifications. TO accept this role would compromise the teacher organization's voice as an advocate for members. The role would be tOO expensive and would demand large amounts of time and energy. 179 Each Of these arguments would need to be con- sidered as very real barriers to those planning and developing programs in instructional improvement and professional development. Reflections The gathering Of information for the preceding research leads one to wonder about the future and what may lie in store. On a broad scale, education must respond to society's future needs, and predictions are being made that: -- The world will continue to become smaller as mass communication is expanded. —- International travel will continue to increase rapidly. -- People will be increasingly bombarded with information overload. -- The world population will continue tO increase, but the population Of the United States will begin tO level Off or even decrease. -- There will be an increasing demand for highly developed intellectual and technical skills. -- Economic disparities between the rich and the poor will become greater rather than smaller. During this time, however, the average income will continue to rise and improve. 180 Teachers, in the majority Of situations, will be more highly educated and skilled than will be school administrators. Students will be assuming the major reSponsibility for planning and completing individualized schooling sequences. Learning theory will become more definitive and usable at the everyday level. This will create organizational and structural changes in schools. Possible reflections of this thrust will be: (1) Formal education with no school buildings; (2) Extensive use Of multisensory learning experiences; (3) Decreasing emphasis on the printed word; (4) Grading (evaluation) systems that promote success in all students; (5) Reduction or complete elimination Of edu- cation programs based On chronological age Of student. The world will have one universal language, one universal numbering and mathematical system, and one monetary system. There will be massive breakthroughs in assuring children and adults Of gOOd mental health. 181 -- Mass production work and tedious repetitive jobs will be totally automated. -— The work ethic will be altered tO reflect the quality Of service provided rather than the time spent in performing a given task. How will teacher organizations respond tO issues such as these? The study would indicate very little thought has been given by teacher leaders to development Of radically new or different alternatives. One may assume that teacher organizations' leadership will become increasingly intolerant Of schemes or plans that would jeopardize, or appear tO jeopardize: -- Member, or personal, job security; -- Member competency or status before peers and nonpeers; -- Organizational ability tO function in a teacher advocate role; -- Existing educational programs and processes arrived at through arbitrary, unilateral management decisions. It is not tO be thought that teacher organi- zations should be condemned for holding these positions, but what is Of critical importance is how these con- cerns are resolved to the satisfaction Of dues-paying 182 members and what efforts are built into the organizations to provide for self-renewal and positive growth to accommodate the emerging patterns of society. In fact, if renewal is not accounted for within organizations, then that group may indeed be headed for extinction. The primary means by which teacher organizations establish patterns Of growth is through their decision- making bodies and documents. It is Of the utmost importance that governing bodies, constitutions, bylaws, and employed decision— making staff provide systematic and formally recognized structures to deal with the professional development Of educators and the improvement Of instruction in the schools. The roles that emerge from such deliberations should provide the thrust that results in: -- Teacher participation in self-designed, and/or fellow-teacher-designed professional (career) deve10pment programs; -- Practicing teacher influence (but not autonomous control) Of preprofessional preparation and certification programs; -- Actions that assure a sound economic footing for the educational process. The future will see teacher organizations work- ing closely to maintain or establish coalitions with 183 community and noneducator groups. The future should also see the massive implementation Of a problem-oriented educational change program for teacher organization leadership and staff. The parameters Of this program should be: (1) (2) (3) (4) (5) Coordination, leadership, and resource input supplied from the national level; Specialists employed at the state level to coordinate state and local efforts to provide successful programs; Plans and programs developed at the local level by practicing teachers in cooperation with other professional and community interests; Economic and employment security incentives to encourage teacher involvement in experimental- innovative efforts; Extensive educational efforts to provide a variety Of alternatives and suggestions as to: -- How particular goals may be achieved; -- What alternatives are available for consid- eration. Proposed Guidelines for Decision Makipg As a result of this study, both in the review Of the literature and in the Opinionnaire results, the 184 following set Of guidelines has been developed. These guidelines are suggestions which could be used as check— points by organizational planners when making decisions about the scope and direction of local, state, or national programs in professional development Of teachers and in the improvement Of instruction in schools. The researcher would recommend that these guidelines be used in conjunction with the role statements found in the preceding section. The intent is that they would describe each basic need that should be considered, staffed, funded, and planned for in a complete teacher organization program in professional deve10pment and instructional improvement. Teacher organizations should Operationalize professional development roles that: -- Give direction to the gaining Of a powerful and authoritative voice for members in establishing professional development goals and Objectives within school districts and teacher education institutions; -- Give direction to efforts which maintain formal groups, or committees, whose primary charge is to achieve professional development goals; -- Encourage experimentation with materials, activi— ties, and methods Of teaching; 185 Assist in developing teacher attitudes that lead to students' building positive self-concept patterns; Develop cooperative and independent teacher organization programs for the in-service education Of members; Assist in the selection Of course content, use of materials, and teaching methodologies used in instructional programs; Disseminate information by means Of an organi- zational clearinghouse and communication network; Develop alternatives to the preparation Of teachers. Instructional improvement roles should be operationalized that: Involve members in the selection Of instructional goals and Objectives; Establish formally recognized instructional change committees and groups; Encourage experimentation and innovation in instruction; Establish criteria to evaluate instructional effectiveness and coordinate processes for new program adaptation; 186 Encourage continuous study for instructional improvement; Involve members in selection and design Of instructional content and materials; Establish and maintain a clearinghouse for instructional improvement information. The role should include development and implementation of instruction-related conferences, courses, and/or programs; Disseminate and encourage alternative approaches tO instruction, especially in areas dealing with racism and cultural pluralism; Clarify responsibility and authority for leader- ship in matters of instruction. These roles would include: (a) Maintaining a formal support system for those members involved in instructional change; (b) Speaking for members on instructional con- cerns and developing cooperative student and community instructional improvement programs; (c) Designating teacher organization staff to specialize in programs Of instructional improvement. 187 Sgggestions for Future Research The research reveals several areas that could benefit from further study. These will be listed as a series Of questions. 1. What leadership should be provided by teachers, administrators, and teacher organization staff tO issues Of professional development and instructional improvement? What is the specific impact Of collective bar- gaining On teacher organization goals in licensure and certification? What will the impact Of higher education col- lective bargaining be on teacher organization goals? DO the Opinions Of the participating sample in this study accurately reflect the Opinions Of teacher organization members-at-large? What are the opinions Of noneducators, school board members, students, and the business com- munity on the roles Of teacher organizations in professional development and instructional improvement? 188 What are the Opinions Of teacher education personnel on the role Of teacher organizations in professional deve10pment and instructional improvement, and how do those Opinions compare with the Opinions expressed in the present study? What is the Opinion Of the teacher organizations' staff on matters Of role in professional develop- ment and instructional improvement? What interrelatedness do participants in the current study see between the roles suggested in the study? DO roles support, cancel, or have no effect on each other, or do the roles stand as independent functions? SELECTED BI BL IOGRAPHY SELECTED BIBLIOGRAPHY Books American School Curriculum. Blst Yearbook. Washington, D.C.: American Association Of School Adminis— trators, 1953. Brown, B. Frank. The Appropriate Placement School: A Sophisticated Nongraded CurriCulum. New York: Parker, 1965. Caswell, Hollis L., and Campbell, D. S. Curriculum Development. New York: American Book, 1935. Connor, Forest E., and Ellena, W. E., eds. Curriculum Handbook for Administrators. Washington: AASA, 1967. Crosby, Muriel. Curriculum Development for Elementary Schools in a Changing Society. Boston: Heath, 1964. de Jouvenal, Bertrand. The Art Of Conjecture. New York: Basic Books, 1967. Doherty, Robert E., ed. Employer-Employee Relations in the Public Schools. New York: Cornell Uni- versity, New York State School Of Industrial and Labor Relations, 1967. Doll, Ronald C. Curriculum Improvement: Decision Making and Process. Boston: Allyn and Bacon, 1964. Etzioni, Amitai. Modern Organizations. New Jersey: Prentice-Hall, 1970. Guralnik, David B., ed. Webster's New World Dictionary. 2nd ed. New Jersey: Prentice-Hall, 1970. Helmer, Olaf. Social Technology. New York: Basic Books, I966. 189 190 Herrick, Virgil E. Strategies of Curriculum Development. Edited by Dan W. Anderson. Columbus, Ohio: Merrill Books, 1965. Keppel, Francis. The Necessary Revolution in American Education. New York: Harper and Row, 1966. KOOpman, George R. Curriculum Development. New York: Center for Applied Research, 1966. Lutz, Frank W., and Azzarelli, Joseph J. Struggle for Power in Education. New York: The Library Of Education, Center for Applied Research in Edu- cation, 1971. NEA Handbook. National Education Association Of the United States. Washington: NEA, 1971. Neagley, Ross L., and Evans, N. D. Handbook for Effective Curriculum Development. New Jersey: Prentice- Hall, 1967. Silberman, Charles E. Crisis in the Classroom. New York: Random House, 1970. Short, Edmund C., and Marconnit, G. D., eds. Contemporary Thought on Public School Curriculum. Dubuque, Iowa: Brown, 1968. Periodicals Bushnell, David S. "A Suggested Guide for Developing a Systems Approach to Curriculum Development." Education, XC, NO. 4, University Of Wisconsin (April-May, 1970). Brown, Kenneth R. "Instructional Change May Be Negotiated. CTA Journal (October, 1969), 40. Clarke, S. C. T., and Coutts, H. T. "The Future Of Teacher Education." Journal Of Teacher Education, XXII, NO. 4 (Winter, 197l), 513. "Curriculum Review in Negotiations Agreements." NEA Research Bulletin, XLVIII (December, 1970), 106-08. Cyphert, Frederick R., and Gant, W. L. "The Delphi Technique: A Tool for Collecting Opinions in Teacher Education." Journal Of Teacher Education, XXI, NO. 3 (Fall, 1970), 419-20. 191 Dewar, John A. "When Teachers Help Plan the Curriculum." Educational Leadership, XIX, NO. 1 (October, 1961), 8. Doll, Ronald C. "The Multiple Forces Affecting Curriculum Change." Phi Delta Kappan, LI, NO. 7 (March, 1970), 382-84. Editorial. The American Teacher, LV, NO. 6 (February, 1971). Farris, Ragene, and Ross, T. C. "A Workable Mechanism for Making Curriculum and Instruction Decisions." Journal Of Seconda£y_Education, XLVI, NO. 1 (January, 1971), 38. Goodlad, John I. "What Educational Decisions By Whom?" The Science Teacher, XXXVIII, NO. 5 (May, 1971), 16. Hough, Wendell M. "Better Curriculum Through Negoti— ations?" Educational Leadership, XXVII (December, 1969), 297. Manning, William R. "Cost Analysis and Curriculum Decisions." Educational Leadership, XXVII (December, 1969?, 179. McAndrews, J. Briggs. "The Power Shift: Policy For— mation in Transition." The Clearing House, XLIV, NO. 3 (November, 1969), 161. "Negotiating Joint Committees." Negotiations Bulletin NO. 2, New York State Teachers Association, Albany, New York (November, 1968). Palardy, J. Michael. "Needed: Requiem for a Structure." The Clearing House, XLIV, NO. 6 (February, 1970). "Professional Responsibility for Improvement of Instruction." Bulletin NO. 14, California Teachers AssociatiOn (January, 1967). Salz, Arthur E. "Policymaking Under Decentralization: The Role Of Collective Bargaining at the Local Level." The Urban Review, June, 1969. "Selected Curriculum Review and Textbook Selection Provisions Contained in Negotiated Agreements." Negotiations Research Digest, March, 1971, p. 40. 192 Shawver, D. E. "Let's Get Serious About Teacher Power." The Clearing House, XLIV, NO. 4 (December, 1969), 199-202. "Teachers Back With Contract Intact: Union Vows to Fight Fines, Jailings." American Teacher, LV, NO. 9 (May, 1971), 9. Ziedler, Frank P. "New Roles for Public Officials in Labor Relations." Public Employee Relations Library, NO. 23, 1970, p. 21. Other Sources "Accountability: A Way tO Measure the Job Done by Schools." The New York Times, Sunday, February 14, 1971, E-7. Alfonso, Robert J. "Collective Negotiations in Curriculum and Instruction." Pamphlet, Negotiations for Professionalization, National EducatiOn Associ- atiOn, 1970, p. 44? Bhaerman, Robert. "QuEST's New Impact on the School." Pamphlet, American Federation Of Teachers, p. 18. . "A Conceptual Framework for Collective Bar- gaining." Pamphlet, QuEST paper, NO. 9, American Federation of Teachers, 1970. Bishop, Leslie J. "Collective Negotiations in Curriculum and Instruction--Questions and Concerns." BOOk- let, Association for Supervision and Curriculum Development, 1967. Booker, Ivan. "The Professional Association Looks at Its Role in Instruction." Pamphlet, National Education Association, 1970, p. 17. "Classroom Teachers Speak on the Responsibility Of the Local Association for the Improvement Of Instruc- tional Services." Pamphlet, Association Of Classroom Teachers, NBA, 1965. Colter, James R. "Milwaukee Teachers' Education Associ- ation." Todayfs Education, LIX, NO. 8 (November, 1970), 64. "Contract Settlement Report." Report, Michigan Education Association, October, 1970. 193 Corey, Arthur F. "The Responsibility Of the Organized Profession for the Improvement Of Instruction." Pamphlet, National Education Association, December, 1966. Dalkey, Norman C. "Delphi." Paper prepared for Second Symposium on Long-Range Forecasting and Planning, Alamagordo, New Mexico, October, 1967. "Ethnic Experience in American Society from Three Ethnic VieWpOints." Report, Michigan Education Associ- ation, April 16, 1972. Fleming, Michael J. "The Iowa State Instructional Improvement Project." Pamphlet, The Professional Association Looks at Its Role in Instruction, NatiOnal Education Association, 1970, p. 33. Hottleman, Girard D. "Negotiations in Curriculum and Instruction." Pamphlet, Negotiations for Pro- fessionalization, National Education AssoCiation, 1970, p. 52. "Human Relations Contract Provisions." Pamphlet, Center for Human Relations, National Education Associ- ation, January, 1971, p. 18. Hyer, Anna, et a1. "Teacher Centers: Involvement Of the United Profession." Unpublished paper, National Education Association, February, 1972, p. 3. "Innovation in Education: New Directions for the American School." Pamphlet, Committee for Economic Development, July, 1968, p. 46. Lambert, Sam M. "Current Problems Within the Teaching Profession." Unpublished paper presented to Council Of Chief State School Officers Annual Meeting, November, 1967. "Legislative Bulletin, No. 7." Michigan Education Association, February 28, 1972. Lippitt, Ronald. "Processes Of Curriculum Change." Curriculum Chapge: Directions and Processes, ASCD, 1966, p. 45. "MBA Program-Budget." Unpublished report, Michigan Education Association, 1972. 194 "NBA Goals and Objectives." Unpublished report to Board Of Directors, National Education Association, February, 1972, p. 62. "NBA Goals and Objectives, 1971-72." Pamphlet, National Education Association, 1971. "New Directions for Local Association." Pamphlet, National Education Association, 1965. Ohlendorf, Karl H. "Negotiating for Instruction in Michigan." Pamphlet, Negotiating for Profes- sionalization, National Education Association, 1970. Parlett, Joseph M. "The Role Of Local Teacher Associ- ations in Curriculum Development and Instruction." Paper presented to AASA Convention, 1970. "Pointing the Way Toward Equality." Report, Inter-Agency Conference on Equal Educational Opportunity, New York State Teachers Association, January 12, 1968, p. 14. Redmond, Lois. "A Comparison Of Teachers' Perceptions Of Curriculum Development in Selected Districts With and Without Curriculum Councils." Unpub- lished Ph.D. dissertation, Michigan State Uni- versity, 1969. Sandow, Stuart A. "Educational Policy Formulation: Planning with the Focus Delphi and the Cross— Purpose Matrix." RR—9, Educational Policy Research Center, Syracuse University, Syracuse, New York, February, 1972. "Scarsdale Teachers Institute." Pamphlet, Scarsdale Teachers Association, Scarsdale, New York, Autumn, 1968. "Schools for the Sixties." Pamphlet, Report Of the NEA Project on Instruction, National Education Association, 1962. Selecting_Inst£uctional Materials for Purchase. Booklet, Joint Committee Of National EducatiofilAssociation and Association Of American Publishers, 1972, p. 32. Sperling, John G. "Collective Bargaining and the Teaching- Learning Process." Paper published as QuEST Paper, NO. 11, American Federation Of Teachers, August, 1970. 195 "The Improvement Of Instruction." Pamphlet, California Teachers Association, August, 1968. "The Local Association Works tO Improve Instruction." Pamphlet, National Education Association, 1968. "The Role Of State Education Associations in the Improve— ment Of Instruction." Pamphlet, National Edu— cation Association, November, 1964. "Three R's Inc.: How a Corporation Runs an Elementary School in Gary." The Wall Street Journal, wednesday, June 2, 1971, p. 16. Weaver, W. Timothy. "Delphi, A Critical Review." RR-7, Educational Policy Research Center, Syracuse, New York, February, 1972, pp. l-3. Wiles, Kimball. "Influence in Curriculum Change." Booklet, ASCD, 1968, p. 4. APPENDICES APPENDIX A INTERRELATEDNESS OF PHASE I ROLE STATEMENTS AND THE SUMMARY OF ROLES Appendix A Interrelatedness Of Phase I role statements and the summary Of roles as developed in review Of literature, Chapter II. Review Of Literature Review Of Literature Statement Of Role Suggested for Role Suggested for Role Professional Instruction Developmenta Improvementa Professional Development 1 l 8 2 10 8,15 3 l 8,15 4 New 8,15 5 2 l8 6 11 New 7 10 2 8 11,10 8,10 9 7 4,13 10 ll 11 11 New 13 12 10 2 13 New 10,12 14 7,8 4,13,14 15 5,6 6,7 Instructional Improvement 1 11 5,9 2 3 l3 3 9 l9 4 11 5,12 5 11 5,12 6 10 6,8,10 7 9 10,19 8 4 6 9 3 16 10 l 18 ll 11 5,8 12 10 3,8 13 8 1,14 14 6 7 15 5 ll aAs numbered in Chapter II 196 197 Phase I Responses Number Of participants responding: 48 Statement of role Number Of responses to: Should be Should not be Will be 1. Local teacher organi~ zations should plan and fund in-service programs in profes- sional development for, and with, its members. l8 l3 l4 NO response: 2 Comments or modifications Funding should/will be a negotiated item, the dollars coming from the school district. In most instances, what should be is already "becoming" and "will be." Sundry record contracts Obtained by teacher groups. Teacher organizations should plan but not fund. Local teacher organizations should plan to establish in- service programs in professional development that are funded by governmental agencies. Programs should be funded by school board. Delete the phrase "and funded." Perhaps: "Initiate, promote, plan, and influence," but not "fund." The case for professional deve10pment is one Of being a management function. Organizations should plan, but not fund, in-service programs. Should include "with state organization acting as clearing center for resources people and materials for development Of in-service programs." 198 Comments and modifications, continued Local school systems should be directed by the legislature to plan and fund in—service programs for its professional and semi-professional staff. Some programs should be planned and funded . . . In place Of "and fund" I expect organizations will negotiate employerspaid, teacher-Operated in-service pro— grams. We currently have such a setup. Local teacher organizations should plan and secure funding for in-service . . . from school district funds through collective bargaining. Local teacher organizations should plan and assist in funding . . . Separate plan and fund. Association should insure teacher participation in planning but not in funding. State associations should plan budget allocations to pro- vide financial aid to locals tO accomplish this role. Perhaps planned and funded jointly with school boards. All members Of the profession should be involved. Will be, if between should and plan we add "gain control Of in-service funds provided by the school district." Local in COOperation with state and national organizations. Collective bargaining agent, such as UFT. Statement Of role Number Of responses to: Should be Should not be Will be 2. Local teacher organi— zations should syste- matically plan to establish procedures and policies on pro- fessional deve10pment in collectively bar- _gained agreements. 30 l 22 NO response: 0 199 Comments or modifications Will be funded through government grants. Possibly through legislation and administrative rule also. How this might look as far as structure is concerned, see the materials provided. However, subject to state regu- lations. Should be and will be if delete "procedures"; otherwise not. Should be to avoid conflict. Statement Of role Number Of responses to: Should be Should not be Will be 3. State—level teacher organizations should control the legal licensing and cer- tification of teachers. 26 13 7 NO response: 3 Comments and modifications This is a state function, but should and will be delegated tO teacher board recommended by teacher organizations. The word "control" bothers me. Does it imply a majority Of members on a council? Does it mean exclusion Of all other parties; i.e., the public? Teacher organizations should set, but not enforce, standards. Should include authority to control above minimum state levels reserved for locals. This will come in time, probably over the Objections Of administrators. I cannot predict a timetable here. A commission, established by statute and made up Of practicing educational professionals with lay represen— tation, should control. Teacher organizations should participate in . . . 200 This should be, "Teachers, chosen by teachers outside the teacher organization structure, should control licensing and certification Of teachers." This should be "In cooperation with state superintendent and local districts and colleges." Add the word "local" after organizations. Should be and will be, "State level teacher organizations should seek establishment Of legal agencies Of profes- sionals to control the legal, . . . " Should be "in cooperation with appropriate state department Of education personnel." Within the framework Of state agencies. This should be all-inclusive, educators in general. Should nominate and control the nomination process for licensure boards. Will be. Career credentials will be granted by national organization. Should nominate the members Of the legal licensing and certification agency. Should be, "State-level teacher organizations should share in the control Of legal licensing and certification Of teachers." Statement Of role Number Of responses to: Should be Should not be Will be 4. State-level teacher organizations should participate by law in control Of teacher edu- cation institution Apolicy and procedures. 29 12 7 NO response: 1 Comments or modifications Should be, but I doubt if it will. Control should be in a parity arrangement, e.g., union (institution), school district. I believe in checks and balances. Cooperation, yes. 201 Other methods Of influence are available. This should help set standards. Yes to certain aspects Of "policies and procedures" but not the sum total Of all policies and procedures. The primary shift in teacher education is toward specifi- cation Of requirements for programs from the world Of work. There is no need for us tO interfere with the internal workings Of the university. The institution must be free from direct union pressure. State-level teacher organizations should have these types Of controls "except with teacher education institutions." An advisory panel would help. Will be. Through negotiations teacher organizations will control . . . Should share in the control of teacher education insti- tutions policy and procedures. Statement Of role Number Of responses to: Should be Should not Be Will be 5. State-level teacher organizations should by law control cer- tification Of admin- istrators. 19 26 l NO response: 2 Comments or modifications Administrators should control their own certification. I believe in the election of administrators by staff, not by organizational control. I am not sure administrators should be certified. Why are administrators treated differently from other educators? Why ask about administrators and not about English teachers? Should set, but not enforce, standards. I would accept this if the role is shared with profes- sional organizations Of administrators, school boards, and the public. 202 Administrators do not need certification. Teachers should demand minimum levels Of performance, especially on the building level. State—level administrator organizations should, by law, control certification Of administrators, with represen- tation from teacher, college, and lay groups. . . . should by law participate . . . State-level teacher organizations should seek establish- ment Of legal agencies, composed of professionals, tO control . . . State-level teacher organizations should participate, by law, in control . . . Should be, "in cooperation with apprOpriate state depart- ment Of education personnel." Should be, if they are still involved with administrators 30 years from now. I would prefer to see a state adminis— trator organization do this. Should not be, in light Of collective bargaining laws. Educators should control certification Of all educators. Should lOOk at new types Of administrators. Profession should be controlled by teachers and administrators regarded as support personnel. Should be, "nominate the members Of the certifying agency of administrators." State-level teacher organizations should share, by law, in the certification of administrators. Statement Of role Number Of responses to: Should be Should not be Will be 6. Local teacher organi- zations should not formally establiEh roles in professional development. 5 30 1 NO response: 12 Comments or modifications Statement not clear, the negative throws this Off. 203 Not clear. I do not understand this. For certain aspects "yes," confined to areas that exceed minimum state standards. They should establish roles for involving colleagues in decision making. Meaning Of the statement not clear. Local teacher organizations should formally establish roles in their local professional development. Delete the word "not." I don't know what "roles in professional development" means? "Locals should seek, through collective bargaining, to establish roles for members in determining professional development programs." I believe they should formally establish roles in profes- sional development. I don't understand "formally establish roles." I think they should be. Statement Of role Number of responses to: Should be Should not be Will be 7. State-level teacher organizations should legally share in con- trOl Of teacher edu- cation institutions' determination Of which student teachers have completed cer- tification require- ments. 29 10 9 NO response: 1 Comments or modifications A joint determination. Control should be in a parity arrangement with union and district. Cooperation, but not control. 204 Should rely on practitioners selected for this purpose by their colleagues. Legal sharing should be only in the practice, or intern, aspects. State-level teacher organizations should legally share in the determination Of which . . . Local and state level . . . Should share in determination Of certification requirements. Should not be in direct control. We are already working on this. Organizations are not the profession. Only some profes— sionals belong, and nO organization encompasses them all. "State teacher organizations should legally share in establishing and appointing members Of legal agencies with control . . . Should be, with appropriate state department Of education personnel. How about locally controlled teacher centers? Should be involved, but not by law. Statement Of role Number Of responses to: Should be Should not be Will be 8. Local teacher organi- zations should share by law as equals with other government bodies in goal determination by teacher education institutions. 24 16 6 NO response: 2 Comments or modifications If extreme forms Of local community control come to a reality, this should be. Should be through state organizations. I don't understand the meaning and all the implications. 205 NO need for that and no practical way, given the increasing amount of specialization in teaching. Should be "by law, and/or contract." State teacher organizations should share, by law, as equals with other government bodies in goal determination by teacher education institutions. Local teacher organizations should monitor by influence but not be legally involved in teacher education. Local teacher organizations should have legal basis for participation in goal determination by teacher education institutions. Not sure what is meant by "other government bodies." Should be and will be, if you delete "by law" and "other." This should be a state-level role. Not by law. Statement Of Role Number Of responses to: Should be Should not be Will be 9. Local teacher organi- zations should control evaluation and reevalu- ation Of teachers for retention of certifi- cation. 20 16 11 NO response: 1 Comments or modifications Should be continuous certification rather than certifi~ cation renewal. Unless they also control certification, training, adminis- tration, etc., then this should not be. Organization must retain its ability to play advocate role. Cannot directly perform this role (above) at the same time. Local teacher organizations should control evaluation and reevaluation processes and procedures. Partially. 206 Some aspects, but not all. There is an appropriate role for the local, but not the total responsibility. This will not be. The union functions of current teacher organizatidns make this development unlikely. TO . . . participate in establishing a system to control. Certification is a state matter, not local. Local teacher organizations should participate in evalu- ation and reevaluation and should develop criteria for retention Of certification. Negotiated agreement needed with administrators. I am not sure what "control" actually means. This is important. Equal weight with administrator evalu— ation Of teacher. The teacher must be trained to accept this responsibility. Organization should determine the criteria only. Should be along with state organizations. Insert "share" between should and control. Should nominate members to evaluation committees. Organization should be involved, but not control. Statement of rOle Number Of responses to: Should be Should not be Will be 10. Local teacher organi- zations should legally share in decisions on policy and conditions under which student teachers, teachers, teacher aides and other instructional personnel will be placed in schools. 33 l 20 NO response: 0 Comments or modifications This is already a fact in some areas. 207 These are conditions Of employment. Partially. By contractual agreement. Should be, along with state organizations. Statement Of role Number Of responses to: Should be Should not be Will be 11. Local teacher organi- zations should for- mally establish co- operative professional development programs with universities and colleges. 33 l 17 NO response: 2 Comments or modifications This is possible and should be developed. I question the practicality Of this. This should be as a local Option. Should read, "Local teacher organizations should see that such programs are established with the school district." Should be, together with school boards. The state organization should dO likewise. Teacher centers controlled by teachers. We are in a period Of advisory relationship with teacher education institutions. Negotiations or collective bargaining must be developed first (see TEPS, 1971 model contract). Statement Of role Number Of responses to: Should be Should not be Will be 12. National-level teacher organi- zations should estab- lish teacher renewal centers independent Of government centers and funded through organization dues. 19 15 ll NO response: 2 208 Comments or modifications Should be, if funded through government grants. Should be; yet, center can also be organized cooperatively but under teacher control. Establish with funds provided by other than dues might be O.K. Should be funded through governmental and foundation support. The funding worries me. We can't do the jOb for all, but we can develop lighthouse programs. Funding should be by government agency. State department Of education should establish and use state monies. The term "teacher renewal centers" is not clear. Funded by dues and grants. Should be, if the section "independent from government centers" is removed. This will be at the local level Of establishment. National teacher organizations should seek establishment and funding for teacher renewal centers from sources other than dues. Teacher organizations should influence, but not control, these centers. Should be, but some limits must be established; i.e., a percentage Of the dues. This should be out Of government monies. Add the word "pilot" after "establish." Will be, at this time, but dues cannot do this alone. Statement of role Number Of responses to: Should be Should not be Will be 13. National-level teacher organizations should develop and implement programs encouraging educational experimen— tation in professional development. 25 l 21 NO response: 0 209 Comments or modifications In most cases what "should be" will also apply to what "will be." Should use resources to cause others tO dO this. Should influence the development and implementation of programs. Statement Of role Number of responses to: Should be Should not be Will be 14. National-level teacher organizations should legally share in con- trol Of policies and procedures governing teacher education institutions. 21 19 6 NO response: 2 Comments or modifications Cooperation, where possible. As the national organization works through its state affiliates. NO, this should not be. Not the national alone. State and county organizations should also participate. "State-level teacher organizations . . . " Should be, only when there is a national implication. Statement Of role Number Of responses to: Should be Should not be Will be 15. National-level teacher organizations should train local and state- level organization staff in professional develop- ment functions and roles. 30 2 19 NO response: 1 210 Comments or modifications Again, I do not understand. Long-range view: National will train state leaders, and state will train local leaders. This must be. Should be in cooperation with state and local staff members. National organizations, together with local and state, shall train staff in professional development. Will be, if delete "local and." National-level teacher organizations should share in train- ing local and state . . . Statement Of role Number Of responses to: Should be Should not be Will be 16. Local teacher organi- zations should gain equal status, by state law, with school boards in determining goals for instruction. 18 19 11 NO response: 1 Comments or modifications Goals, etc., are best determined through the collective bargaining process. This is a matter Of public policy, not teacher. Should negotiate terms and conditions related to achievement Of those goals. Should be, but by collective bargaining. Not until local teacher organizations have been strength- ened. Of the 9,000 existing locals, fewer than 2,000 have the competence. NO. This would subvert the whole idea Of a public school system as developed in the United States. a1»— 211 With increased state control Of spending, the demise Of school boards as we know them is almost certain. Your statement and choices seem irrelevant to what is about to happen. A new model Of school board with composition representing students, teachers, and the community may be the wave Of the future. Organizations should share in determining goals for instruction. Should be in organizations such as collective bargaining agent, UFT. Statement of role Number Of responses to: Should be Should not be Will be 17. Local teacher organi- zations should clearly define and establish internal policies on teacher roles in instructional improvement. 30 2 12 NO response: 1 Comments or modifications Will be, if "should define and negotiate" is added. Should be through collective bargaining. Should be, "Local teacher organizations should see that such definition and establishment take place." Should be and will be, if "local teacher organizations should define and seek, through collective bargaining, establishment Of internal policies, etc." If certification and working condition policies are bargained collectively. Number Of responses to: Statement Of role Should be Should not be Will be 18. Local teacher organi- zations should replace, by law, the school boards' role in con- trolling conditions under which teachers and students interact. 11 29 3 NO response: 4 212 Comments and modifications Statement not clear. Should negotiate. This is a big order. The Board has to have a role in this, otherwise there would be no role for the school board. NO. Teacher organizations should, however, influence modes Of interaction. Should be a joint role. Schools should have a role in policy making. Should change "replace" to "modify or supplement." Should be within agreed-upon checks and balances. Cooperation should be the key. Joint responsibility. Should be "subject to standards approved by teacher organizations, the teacher should replace . . . Should be shared with boards. Should be, "should share in controlling conditions under which teachers and students act." Statement Of role Number Of responses tO: Should be Should not be Will be 19. Local teacher organi- zations should develop collective bargaining goals, priorities, and strategies that inte- grate economic deci- sions with instruc- tional improvement decisions. 32 l 20 NO response: 0 Comments or modifications Some integration is possible. Compromises will hamper this development because of competition in a limited budget. This is extremely important. 213 Statement Of role Number Of responses tO: Should be Should not be Will be 20. Local teacher organi- zations should program and budget 50% Of the organization's fiscal and human resources tO projects on instruc- tional improvement. 21 19 6 NO response: 2 Comments or modifications Not sure. Perhaps 1/3 is appropriate. Why 50%? Not clear. Each local must be allowed to make its own decision. Use resources tO cause others to dO this, or tO gain released time, etc. The teachers should do this. In view Of all the other work tO be done, I‘m afraid 50% is tOO high. This should be determined by the local organization. There's no magic in 50%; maybe 30%, 53%, or something else. Should be some figure, but I don't know what. They would gO bankrupt. Should be some proportion. I agree in principle, but the percent is tOO high. Should be at least a third. Should be and will be, if delete "50% of the organization" and substitute "for" for "to." "An apprOpriate sum and energy depending on local con- ditions." I'm not sure I have any Opinion at this time concerning any percentage. Should be 20%. A little high. Should be 30%. 214 If a professional negotiation power is legally established. A noble goal! Negotiations make that difficult at the present time. Fine, but the percent depends on what is happening in the local at the time. Not possible now. State- and national-level organizations should program and budget adequate resources to projects on instructional improvement. Fifty per cent is arbitrary. I would say some. It would depend on a number Of variables. Statement Of role Number Of responses to: Should be Should not be Will be 21. State and national teacher organizations should plan and encourage alterna- tives to current edu- cational practice (new school formats and curricula) 31 2 19 NO response: 0 Comments or modifications Should gain resources to enable teachers to do this. Sometime we will pull the whole enterprise up by the roots and completely restructure. They encourage, but not necessarily plan. Add "cooperatively." Local also. Number Of responses to: Statement 0f r016 Should be Should not be Will be 22. Local teacher organi- zations should 22E bargain specific cur- riculum or instruc- tion issues. 15 31 2 NO response: 0 215 Comments or modifications Curriculum should be developed by teachers, not organized. A double negative here, and the answer is tricky. My answer is "should bargain" specific, etc." They should bargain anything that in their view affects the working conditions. They should not bargain specific curriculum, but issues should be Open to negotiations. Will be, if strike the word "not." Bargain for participation in process, not for one reading bOOk over another. Insert "generally"; better tO be consistent and keep statements positive. Should be, "Procedures, yes." The actual lesson, no. Statement of role Number Of responses to: Should be Should not be Will be 23. Local teacher organi— zations should, by federal law, share in instructional goal determination Of local boards Of education. 17 20 7 NO response: 1 Comments or modifications I'm not sure; I think not. I think this proposal would reduce conflict and therefore slow down progress. Should be by state law, not federal. That would probably severely restrict innovation and sub- vert the whole idea Of the American public school system. Federal law should read "state." Question arises as to federal control; with these words omitted, I would agree. 216 Local . . . should by state law state . . . At this point I have some reluctance for national orders regarding curriculum goals. This should be, "Local teacher organizations should, by federal law, share in instructional goal determination, and all other local determinations with boards Of edu- cation." If by "share" is meant "have a voice in," I‘d vote "should be and will be." Local teacher organizations should, by federal and state law, share . . . WOuld have to change federal constitution for much Of this federal law to mandate this. Should be by state law. Not federal. Not by law. Statement Of role Number Of responses to: Should be Should not be Will be 24. State-level teacher organizations should employ an extensive staff of instructional specialists to monitor and improve instruc- tion provisions in col- lectively bargained agreements. 21 18 7 NO response: 0 Comments or modifications Should be an advisory role only. TOO expensive for state-level organizations. Most of this should be done by unpaid committees Of local association members. Sophistication does not hurt; make it "organizational" specialists. 217 I don't believe it would have to be any more extensive than retraining of UniServ staff. I question "extensive." Should be either staff or part-time consultants. Extensive is indeed long-range, state staff to train local teachers on how to monitor agreement. Teacher centers. Specialists from the national and state levels. Should employ adequate staff Of instructional specialists. Should be, but delete "extensive.“ Statement Of role Number Of responses to: Should be Should not be Will be 25. Local teacher organi- zations should, inde- pendently Of school boards, identify cri- teria by which edu- cational achievement Of students may be measured. 31 ll 5 NO response: 0 Comments or modifications Should be done by teachers and testing experts with public funds. Should be, but we will have to find a way tO Offset the self-serving criteria. Nice as an ideal, but practically rather difficult. In cooperation with school boards, but not independently. Also, lay school boards have no business stealing either teaching methodologies or measurement Of goals. Should be . . . with school boards when possible . . . Cooperatively, but not board-dominated. 218 Statement of role Number Of responses to: Should be Should not be Will be 26. Local teacher organi- zations should be pro- hibited by law from bargaining issues which directly affect student welfare. 1 45 l NO response: 1 Comments or modifications Nonsense. NO. If teachers leave student welfare tO administrators, they give up any pretense to professionalism. Then the administrator becomes the professional. Question not clear, but I think I disagree. School boards Often can. Should be, "Teacher's welfare directly affects student. Statement Of role Number Of responses to: Should be Should not be Will be 27. Local teacher organi- zations should for- mally determine the instructional leader(s) in school districts. 16 19 8 NO response: 0 Comments or modifications Teachers should do this, but not as a union. Local teacher organizations should formally determine and support the instructional leaders in individual school buildings and school districts. Leaders should be elected by fellow teachers. Not certain Of the meaning Of this statement. 219 If this means they should hire administrators, I say not. But they should evaluate them. I prefer shared roles. Should be, "The notion Of principal-teacher should be reinstated, with him elected by professional staff. Hire another man for business affairs. Should be and will be, if substitute "teachers" for "local teacher organization." Election Of principals? NO. Depends on which leader and which role. Should be, "should share in determining the instructional leader." Statement Of role Number Of responses to: Should be Should not be Will be 28. State and national teacher organizations should maintain an extensive clearing- house rOle in instruc- tional information. 26 4 20 NO response: 0 Comments or modifications Ohio tried it, but it didn't work: (1) information is hard to collect, (2) teachers do not lOOk to their association for this service, (3)—idformation decays rapidly. Will be, along with state and national agencies. ERIC Statement Of role Number Of responses tO: Should be Should not be Will be 29. Local teacher organi- zations should initiate and monitor an active role in assuring fair treatment Of ethnic and racial minorities in all phases Of education. 33 0 20 NO response: 0 220 Comments or modifications We are beginning to do this and have a program on the state level for this purpose. Should be, to the extent that they can. I would substitute "assume" for "monitor." Statement Of role Number Of responses to: Should be Should not be Will be 30. Local teacher organi— zations should, after systematic input from students and parents, serve as spokesman for students and parents on issues Of instruc- tional improvement. 19 21 8 NO response: 0 Comments or modifications Checks and balances. All-inclusive teacher power is not desired. There should be parent power and student power, with clearly defined areas. Should draw on efforts Of teacher committees, etc. If as "on issues of common interest and agreement." Resource only. Won't work. Some way or another students and parents will speak for themselves. I think they should. Public relations was the sole function Of the administra- tor. Teachers collectively must share this function now. As long as students and parents retain right tO speak for themselves. Doing it now. This is role of administration. Teachers speak for teachers, students for students, etc. Teachers may support statements. 221 Local teacher organizations should serve as spokesman for educators on issues Of instructional improvement and should seek systematic input from students and parents. Should be, where and when appropriate. Parents and students need their own identity and organi- zation. Should be, "serve as one Of the spokesmen for students and parents on issues Of instructional improvement." General Opinion statements supplied by respondents at the close Of Phase I form are the following: Some Of the items in Phase I need reworking. In most instances when I check "should be" there is a strong belief; I am an Optimist that some day it "will be." I am a firm believer in checks and balances. I don't feel that any one segment Of our society should have exclusive power, even teachers. Association should use its resources tO cause things tO happen, not to dO them. Association should go to bat for those things teachers want and represent teacher positions on issues and pro— grams. Association should preserve its freedom to serve as an advocate and cannot become tOO closely tied to management decisions. Association should seek establishment Of processes through which teachers participate in decision making, and exert educational leadership. Local teacher organizations should be instrumental in defining the fiscal, administrative role Of school boards vis a vis the initiating and developmental roles Of the profession. Local teacher organizations must become the sole and acknowledged advocate Of their members‘ instructional and professional development desires, i.e., the voice Of the profession. 222 The United Teaching Profession should serve as the source of alternate instructional and curricular philosophies to balance the current monopoly Of governmental agencies. Organizations should serve as a vehicle for teachers, to insure their being able to perform. Educational decisions should be democratically arrived at by teachers. Teachers, not government, should determine educational policy. Teacher organizations, democratically controlled by teachers, should determine hiring, firing, and standards. Education is public business and should remain so. This means the public should play a vital role. Teachers are now professionals. Their role is tO control the professional aspects Of education but not to try to take over the legitimate public role. Teachers should control the education and the licensing Of the practitioners. Up to now, they have had little or no influence. This perhaps is our greatest failure in professional organization work. The evolution Of teacher organization concern will develop along very natural lines: (1) existence; (2) economic concern Of members; (3) professional competence Of mem- bers; (4) concern for the plight Of other human beings in the community, state, world. Organizational control over professional development, and instructional improvement should be primarily an indirect result Of organizational effectiveness as Opposed to that which would be imposed by legal dictum. The function Of professional development should be "in- house," except where it applies to time element as leave, year-round school, etc. I would hope that teacher organizations would serve as spokesmen for students and parents after input from local school board. Peer tyranny, if allowed to develop in bargaining, is just as dangerous tO us as board and administrator tyranny. 223 Part Of the role could be a "retooling" for teachers moving from rural to urban, or urban tO rural or inner city. Control Of the profession does not mean control Of edu- cation. NO organization represents all professionals in education; hence, a legal agency should be established that is responsive to, not controlled by, any organization Of pro- fessionals. I would approve Of an organizational voice in the appointment Of such a body, but not the authority to appoint. Professional negotiations must be established legally from the nation on down. Without collective bargaining, most other issues are weak and meaningless. The profession through its unified organization must take control Of its affairs. All teachers must become interested and involved. It is time for lethargy and bitching to stop. The principal impact Of local, state, and national teachers organizations should be to use political power tO establish the legal and financial foundations for instructional programs. The local, state, and national organizations should pursue funds for professional development as vigorously as they pursue funds for welfare. The local teacher organization should articulate clear standards for adequate schools and educational programs. The state teachers organization should enforce a meaningful code Of professional performance by developing a more rigorous system Of internal rewards and sanctions. Implicitly, the Opinionnaire tends tO equate an organi— zation with a profession. He who tries to control tOO much generally ends up in a conflict Of interests. The teaching profession is headed in the direction of involvement in professional development and instructional improvement. Each role has a value Of its own. One's role should have its own organized representation. 224 Professional organizations should have voluntary membership. Professional organizations should not have duties dictated by law with respect to curriculum or training institutions. Education is a cooperative venture involving all segments Of the community. If we are truly to be a profession, then we must control our Own destiny. Dedication presupposes self—respect. Self-respect pre- supposes financial remuneration commensurate with one's ability to function within his chosen profession. My frame Of reference for teacher organizations is the collective bargaining agent. My answers dO not apply to all state-level or local organizations. APPENDIX B INFORMATION GATHERED, PHASE III Appendix B Information Gathered, Phase III Phase II totals are in parentheses. 1. Local teacher organizations should initiate and plan in-service programs in professional development for and with members. I. Desirability Count _%_ Highly Desirable (32) 33 69 Desirable (10) 10 22 Neutral (3) 3 6 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (3) 2 4 Total 48 101 II. Probable date Of Acceptance Count % Now, 1972 (6) 5 10 1973-75 (l7) 19 40 1976-82 (l7) 17 35 1983-92 (1) l 2 1993-02 0 0 2003 plus 0 0 Never 0 0 NO response (7) 6 13 Total 48 100 III. Potential Impact Very great (l3) 14 29 Great (23) 25 52 Neutral (2) 2 4 Small (2) 2 4 Very small 0 0 NO response (8) 5 10 Total 48 99 225 226 Such programs should be: Count a. Formalized through collective bargaining. 25 b. Funded primarily with school district, state, and/or federal monies. 37 c. Funded primarily with teacher organi- zation monies. d. Funded primarily with foundation monies. e. Other. Suggestions added by those responding "other." 1. We must make some contribution or lose control. 2. Should be a combination Of b. c. and d. 3. Such programs should be within existing higher education programs. 4. NO further suggestions, 2 respondents. f. NO response. 4 8 \1 U1 mom \1 NOW bow Rationale Highly desirable The view will gain ground that in-service training is a management function, paid for by management. Teacher organizations can stimulate this development. I disagree violently with the thesis that in-service train- ing is a management function. The difficulty here lies in a gOOd definition Of in—service training. I have made changes using the meaning "activity related to improving the teachers' on-the-job performance." Disagree with the rationale that in—service is a management function. Otherwise here today, gone tomorrow. Teachers cannot arbitrarily raise rate Of pay tO cover this cost. The argument that "teachers cannot arbitrarily raise rate Of pay to cover this cost" is not valid. Teachers spend time, and the results are long-range. Consistent with both theory and practice. Will place responsibility where it belongs and thus increase commit- ment Of participants in such programs. Governance legislation should become reality in several states by 1975. Teachers know best what they need help with, but public should finance in-service. 227 Teachers need more self-assessment, the trend is under way, and time will be a constraint. This must be done in order tO establish a foothold in negotiations Of areas other than simply those pertaining to welfare issues. Professionalism Of members is essential. If done democratically. Teachers decide what they need; they know best. Practicing professional should tell the colleges what to do to prepare teachers, not the colleges decide and then send the finished product out to teach for better or worse. Teachers need control Of in-service programs if real needs are to be met. When teachers plan their own upgrading, they also begin process Of determining their own entrance qualifications and Of becoming more accountable. Teacher center experience abroad indicates the strong potential Of teacher in-service education when it occurs on teachers' terms and turf. Teacher organizations have difficulty zeroing in on these types Of programs. Collective bargaining laws a reality in all states, or nationally, by 1978 will provide impetus for formalization. Such plans must be formalized through a formalized pro— cess, or teachers will be continually shortchanged. We must make some contribution or lose control. Not the sole function Of school districts. Teachers are fed up with current efforts and are demanding a voice. New programs will dictate the need. Teachers won't accept new programs without in-service. Teachers more receptive tO professional training by other professionals through the teacher organization. Collective bargaining, the delivery system. Teachers know best what their current local needs are. 228 2. Local teacher organizations should systematically plan to establish policies and procedures on professional development programs for members. I. Desirability Count % Highly desirable (29) 31 65 Desirable (13) 14 29 Neutral (3) 2 4 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (3) l 2 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (7) 4 1973-75 (11) 15 31 1976-82 (13) 14 29 1983-92 (1) l 2 1993-02 (3) 2 4 2003 plus (1) l 1 Never (0) 0 0 NO response (12) ll 23 Total 48 99 III. Potential Impact Count % Very great (12) 13 27 Great (15) 17 35 Neutral (3) 2 4 Small (2) 2 4 Very small (0) 0 0 NO response (l6) 14 29 Total 48 99 Such policies and procedures should be subject to: Count _i a. State legislative and/or dept. Of education regulation. 9 19 b. NO external regulation. 26 54 c. Other. 4 8 Suggestions added by those choosing "other." 1. Professional standards boards and practices commissions. 229 I00 Count 2. State certification agency. 3. Local associations. 4. NO suggestion, l respondent. d. Influence from United State Office Of Education. 4 e. State and national teacher organization influence. 32 67 f. NO response. 4 Rationale Highly desirable This is highly desirable, if I gO on the assumption that in-service is a management function. Complete autonomy is the only way tO go. Advisory bodies are usually a farce, and to say the least, minimal in effect. The state department of education is now writing proposed rules for a professional development program not yet through the legislature in the state aid act. If this passes with professional development section intact, we will have an accomplished fact. Professionals should be autonomous for maximum client benefits. Locals and individuals dO not have time for nor access to complexity of issues. Consistent with both theory and practice. Will place responsibility where it belongs and thus increase commit- ment of participants in such programs. Professional deve10pment should be delegated tO the entity called the teaching profession. Systematically is the key. This must be done in order tO establish a foothold in negotiations of other areas rather than simply those per- taining to welfare issues. I don't believe we can have one without the other. Should be done in cooperation with state and national teacher organizations and within policy guidelines Of state teacher organizations. It is tempting to say po_external regulation, but some regulation is necessary, and the legislature or state department Of education is most representative form. 230 NCTEPS project in professional standards Of negotiations. Continuing education policies part Of negotiations package in many districts. When given the Opportunity, the local teacher organization has always provided more meaningful programs for teachers than has the superintendent. Desirable Example: Continuing education regulations are being put into effect by state department of education. The teachers and those affected directly should determine system and policy procedures. The assumption is that teacher organizations are the teacher union or collective bargaining agent. Mutually accepted controls. State department must maintain legal control. Organization should concentrate on teacher leaders and the development Of in-service leadership skills. Want cake and eat it too. Also cannot agree on standards. Governance Of profession is increasing in significance and in teacher Opinion. Neutral Teacher organizations have no statutory base, and teachers show no inclination toward enforcement responsibilities. General Comment NO organization should participate in licensure. This is a state function. The function would be discharged by a legally constituted body Of professionals and operate only within brief legislative guidelines that give as much authority as possible. The body would write the adminis- trative regulations. Laymen are not competent to set pro- fessional standards. Don't confuse organizations Of the profession with the profession. 3. State teacher organizations should, within state legislative guidelines and administrative regulations, participate in the licensing and certification Of teachers. 231 I. Desirability 9222}. Highly desirable (34) 35 Desirable (8) 10 Neutral (0) 0 Undesirable (0) 0 Highly undesirable (0) 0 NO response (6) 3 Total 48 II. Date Of Acceptance Count Now, 1972 (2) 2 1973—75 (13) 13 1976-82 (22) 23 1983-92 (1) 1 1993-02 (3) 3 2003 plus (1) 1 Never (0) 0 NO response (6) 5 Total 48 III. Potential Impact Count Very great (24) 25 Great (13) 15 Neutral (4) 2 Small (0) 0 Very small (0) 0 NO response (7) 6 Total 48 Such participation should take the form Of: a. A state-level teacher board composed Of members recommended by teacher organi- zations in state. b. A state-level commission established by statute, whose majority membership is composed of practicing teachers. c. A local-level commission, or committee, established through collective bargain- ing and enpowered to control standards and regulations which are above state minimum levels. Nd mooomw 101 100 Count 13 16 o\0 27 33 232 92211 % d. A state-level teacher commission chosen —_ by teachers but outside the teacher organization structure. 3 6 e. A state-level teacher commission which sets standards but does not enforce. 3 6 f. Local or state consortia representing teacher organizations, colleges, and universities, and local school districts. 5 10 g. Other. 1 2 Suggestions: "The Options are tOO univariate." h. NO response. 3 6 Rationale Highly desirable We worked long and hard on this concept embodied in our current licensure bill. TO prevent vulnerability to assaults on our quality. Most Of the rationale reads well but ignores the proposal that state—level teacher organizations do it. National level is the appropriate group. The mess we have today is because 50 different state boards act independently on this, if they act at all. Present system is a sham. Practitioners, where involved, have no direct link with organized profession and usually are more representative Of the problems than solutions. It is long past time to place majority responsibility for these functions in state teacher organizations. Legislative impact Of state teachers organization, by 1980, should be significant enough tO achieve such status. Becoming a large issue. We in the profession must control. Delegate these rights tO those best qualified to handle. Teacher organizations are becoming highly politicized. As a result, they will infrequently challenge normative thinking. Other influences are essential. Independence Of the profession will influence process Of proselyting skilled teacher candidates into profession. I believe that this is necessary if we are ever going tO have real governance Of the profession. Until this is a reality, you cannot be held accountable for something you have no real control over. 233 If teachers are to be responsible for the education Of youth, they must have control over who enters and remains in the profession. The only way to control the development, production, and quality Of teachers is to control the licensing and cer- tification. The total profession should do this, with the majority control resting with practicing teachers in the public schools. The commission should be chosen by teachers but should not have its judgment on teacher licensure compromised by being directly tied to the teacher organization. This is imperative and is stated with frequency as highly important in every survey Of teacher Opinion. Desirable Only then can teachers be held accountable for their "work" in the classroom. Organizations must Obtain authority that individuals are not now prepared to give up. Participate is the key word here. Teachers tend to be more demanding Of their peers when given the Opportunity. 4. State-level teacher organizations should participate in setting standards, procedures, and policies Of teacher education institutions. I. Desirability Count % Highly desirable (27) 27 56 Desirable (l7) 17 35 Neutral (0) 0 0 Undesirable (l) l 2 Highly undesirable (l) l 2 NO response (3) 2 4 Total 48 99 234 II. Date Of Acceptance Count Now, 1972 (1) 2 1973-75 (14) 12 1976-82 (18) 21 1983-92 (2) 2 1993-02 (4) 3 2003 plus (0) 0 Never (1) 1 NO response (8) 7 Total 48 III. Potential Impact Count Very great (l8) 18 Great (21) 22 Neutral (1) 3 Small (1) 0 Very small (0) 0 NO response (7) 5 Total 48 Such participation should be in the form Of: a. Direct involvement with regulations enacted through legislation. b. Cooperative, voluntary coalitions and indirect influences from external con- tracts tO universities and colleges. c. Assisting to develop three-way con- tracts among school district, college Or university, and local teacher organization. d. NO response. Rationale Highly desirable This approach Offers the greatest single hope for reform this procedure in teacher education institutions. Again, is long overdue. In some states this will occur earlier than 1983. High priority. 100 100 991321; 23 235 The consumer should have some rights. Teachers who cannot directly criticize themselves can dO so indirectly by criticizing the learning program that made them what they are. This they will do with vigor. Not all experts reside in colleges. Need field base. Need to end practice of one "profession" preparing person for another "profession." "College professional" reluctant to claim membership in "teaching" profession. It has already begun. Will occur sooner than role statements 2 or 3. Not so threatening tO newcomers as to those already practicing. Interaction between the two has been long overdue. To truly govern ourselves, we must have more to dO with entrance. Desirable With the state association involved, a real cross-section Of teacher ideals in the state could be achieved. We are going further than that. Teachers ought to be able tO contract with anybody, not just universities, for teacher education courses and in-service training. This is necessary in order for us tO help influence the local boards Of education as to their methods Of employing staff and the various types Of staffing models and/or patterns that the school district will use. Teachers should have some control in this area. Controlling entry into the profession makes little sense if one doesn't have some input into the programs that determine what the teacher is to be when university training is completed. Undesirable National level would be better than state. 5. State and local teacher organizations should partici- 236 pate in setting standards Of administrator performance. I. Desirability Highly desirable Desirable Neutral Undesirable Highly undesirable NO response Total (18) (17) (6) (3) (2) (2) II. Date Of Acceptance Now, 1972 1973-75 1976-82 1983-92 1993-02 2003 plus Never NO response Total III. Very great Great Neutral Small Very small NO response Total (0) (12) (15) (6) (0) (l) (1) (13) Potential Impact (12) (20) (5) (l) (l) (9) Such participation should be by: a. b. Agreement reached in collective bargain- ing. Involvement in state-level agencies and representative (teacher, college, lay) commissions that regulate and control certification Of all educators. Count % 18 38 18 38 5 10 3 6 3 6 1 2 48 100 Count % 0 0 12 25 17 35 6 l3 0 0 l 2 2 4 10 22 48 101 Count % 12 25 22 46 5 10 l 2 1 2 7 15 48 100 Count 25 16 52 33 237 Count %_ c. Guidelines agreed to in national teacher organization(s) and subsequently adopted or applied at state and local levels. 7 15 d. Parity relationships with administrators on local evaluation committees. 16 33 e. Participation in local evaluation that is primarily controlled by administrators and school board. 2 4 f. Participation in local evaluation that is primarily controlled by teachers, with participation from administrators and school board. 12 25 g. Other 1 2 h. NO response 9 l9 Rationale HighlygDesirable Administrator evaluation should include evidence gained through regularly conducted teacher surveys. This should become one factor Of the total evaluation. Administration does not take place in a vacuum. The single most important relationship for all administrators is with teachers. If the administrator fails here, he cannot succeed in advancing the Objectives Of the enterprise. This approach is also consistent with both theory and practice. Evaluation should be most thorough for administrators. They have great power over people. The context must be evaluated. NO professional should be held accountable for that over which he has no control. Administrators must be held accountable for much Of the "context" over which they exercise most control. Teachers have information no one else would have about effectiveness Of site administrator and some others, and this information should be utilized. Administrators need to be related to teachers and the teaching function in a more realistic way. A gOOd way to do this is through cooperative involvement Of all those affected by administrative standard Of performance, so they could more nearly match their performance to the needs Of those they serve. 238 We may then, for the first time, break the military model we've set in our schools for chain Of command, discipline, or resulting dehumanization Of instruction. Teachers are ready for this one through the last 10 years of emphasis on classroom teacher involvement. Those who are governed should have a say in how they are governed. Desirable State is less important than local in this. Any kind Of peer evaluation will develop very slowly. Big problem with Obsolete and antiquated administrator preparation, plus, once employed, an administrator tends to lock in. Short-term employment may help. Shared responsibility for setting and enforcing standards. This is another necessary function Of the local teacher organization, because it strongly affects the morale Of staff. Adequate standards and evaluation Of the adminis- trators are just as necessary as teacher appraisal. The building principal must be made accountable to the staff to the same degree that the staff is held accountable to the principal. Who can better educate the administrator than the teacher he or she works with? Administration needs more reeducation than teachers do. Neutral As administration presently is understood in public edu- cation, I see no advantage tO the teaching function in having professional teachers evaluating a custodial function. If the notion Of "principal-teacher" comes back, in which the principal is a teacher elected by his peers, then evaluation Of that individual's services can take on meaning. "Administration" is derived from the Latin, administrari, meaning "to attend to." Hence, the function Of the building administrator has to change. Undesirable We've got enough to do without taking this on. Besides, administrative improvement has occurred and will continue to occur as a consequence Of other organization actions. 239 Highly undesirable Administration is a professional pursuit different from teaching. Professionals should influence their standards, not others. Many administrators know nothing about teaching. Most teachers know nothing about administration. 6. Local teacher organizations should seek tO establish roles for members in determining local professional development programs. I. Desirability Count % Highly desirable (26) 28 58 Desirable (16) 16 33 Neutral (2) 2 4 Undesirable (0) 0 0 Highly undesirable (l) 0 0 NO response (3) 2 4 Total 48 99 II. Date Of Acceptance Count % Now, 1972 (10) 9 19 1973-75 (16) 20 42 1976-82 (9) 9 19 1983-92 (4) 3 6 1993-02 (2) 2 4 2003 plus (0) 0 0 Never (1) 0 0 NO response (6) 5 10 Total 48 100 III. Potential Impact Count % Very great (7) 7 15 Great (31) 33 69 Neutral (3) 3 6 Small (1) l 2 Very small (1) 0 0 NO response (5) 4 8 Total 48 100 240 Such roles should be established: Count % a. Through collective bargaining with school boards. 32 67 b. Within teacher organizations by means Of internal policies and programs. 11 23 c. By an instructional council that repre- sents school district and teacher organization. 15 31 d. NO response. 5 10 e. Other. 1 Suggestion: Options were not extensive enough. Rationale Highly desirable I am leaning more and more to building councils as an adjunct to system-wide involvement. Other approaches have been abysmally unsuccessful. If we want improvement, this is the logical and productive route. Learning takes place best when I can determine somewhat for myself what my role is, etc. Local needs may vary from statewide needs and therefore should have special consideration. Teachers do not seem interested now. Probably won't be. Individual teachers don't usually know how tO proceed in such matters. Identity is an important undertaking. Roles are needed to progress. Minnesota statute provides for council foundation in the negotiation law. Teacher involvement in instructional decision making. Desirable Individual professional prerogatives must be considered. In using this approach, the teacher can be rewarded for participating in in-service professional development pro- grams, and at the same time, the school system can be develOping new programs and new patterns Of staff use, but not simply at the teachers' expense or on their time. 241 As teachers gain increased authority and autonomy, natural development. The Options are not extensive enough. General comment MCEA already involved, and tO a limited degree success has been noted. 7. Local and state teacher organizations should legally share in determining which prospective teachers have completed certification requirements. I. Desirability Count % Highly desirable (24) 25 52 Desirable (14) 15 31 Neutral (2) 1 2 Undesirable (l) 2 4 Highly undesirable (4) 4 8 NO response (3) l 2 Total 48 99 II. Date Of Acceptance Count % Now, 1972 (2) 2 4 1973-75 (10) 10 22 1976—82 (l8) 19 40 1983-92 (2) 3 6 1993-02 (4) 3 6 2003 plus (1) l 2 Never (3) 2 4 NO response (8) 8 17 Total 48 101 III. Potential Impact Count % Very great (9) 10 22 Great (27) 27 56 Neutral (1) 1 2 Small (1) l 2 Very small (0) 0 0 NO response (10) 9 19 Total 48 101 242 Such sharing should take the form Of: Count loo a. A cooperative program arrangement with school districts. 2 b. A committee Of local practitioners selected by colleagues to establish and enforce standards for prospective teachers. 10 22 c. Legally sharing, or assisting, in determi- nation Of the practice, or intern, aspects of prospective teacher experience. 16 33 d. Teacher participation on committees in a parity relationship with universities and/or department Of education personnel. 13 27 e. Other 0 f. NO response. 8 l7 Rationale Highly desirable: Part of our standards movement. If I'm to be accountable, I should have something to say about the process Of who becomes my associates. Creates a sharing of perspective in evaluative function. Control over entry into practice should be in hands Of those in the practice. Since establishment Of the Royal College Of Physicians and Surgeons and the guilds. The profession must play a greater part in the development of those who want to enter the profession. In large part, teacher practitioners in the classroom day tO day would have a better idea Of what teaching is about in the immediate present. However, university or state department people may lend a more Objective and long- range view. Teachers will have great difficulty making decisions in this area. This type Of sharing would lend credence to teacher organizations. We are capable as college professors and lay people in determining this. 243 Legislative heat on tenure, accountability, oversupply Of teachers, will provide impetus for this approach. In New Jersey, this is presently being done. Desirable Teachers are ready for this one tOO, even if lay people are not, because Of rapid changes in teacher environment seen in every community. Again, the Options are tOO few and tOO simplistic. MCEA is currently involved through our Department Of Career Counseling. The impact has been noticed by the Board and teachers. It should be more widely adOpted. Neutral Will only come about after professional practices boards are established by law. We need some input into the new concepts being developed in the teacher education centers. Undesirable Question local teacher organization's having the expertise to determine. Discrepancies would occur around the state. If teacher organizations could control this, it would be fine. We would have a professional hiring hall. TO share it, however, puts us always in the middle. Highly undesirable Teachers should determine who is to be certified but not directly through the teacher organizations. The organi- zation must preserve ability to serve as advocate. The collective bargaining agent should function as the appeals agent. 8. State teacher organizations should, within legal guidelines and regulations, share with teacher edu— cation institutions in the determination Of goals for teacher preparation. 244 I. Desirability Highly desirable Desirable Neutral Undesirable Highly undesirable NO response Total (26) (16) (l) (l) (3) (3) II. Date Of Acceptance Now, 1972 1973-75 1976-82 1983-92 1993-02 2003 plus Never NO response Total III. Very great Great Neutral Small Very small NO response Total Such sharing should be: By formal contract agreement with the institution(s). Monitored by local teacher organization influences. (3) (13) (16) (4) (4) (0) (0) (8) Potential Impact (12) (28) (l) (0) (0) (8) Count % 27 56 17 35 0 0 1 2 l 2 2 4 48 99 Count % 2 4 14 29 18 38 5 10 3 6 0 0 0 0 6 13 48 100 Count % 12 25 30 63 0 0 0 0 0 0 6 13 48 101 Through a cooperative council that establishes goals for teacher education institutions. NO response. 92912 14 16 o\0 29 33 55 10 245 Rationale Highly desirable Consistent with state teacher organization Objectives and commitments. Offers great potential for improvements in understanding and program. Ensures closure between theory and practice. Permits indirect statement Of personal deficiency. Not all eXpertise is in college personnel. Field prac- titioners know too, and those on the firing line. Need both perspectives. If only we could decide, then back it up. A partnership long needed. Teachers will accept now, but not universities. Many additional measures Of influence will also be used. State board rules and regulations, legislation, control over certification, refusal Of student teachers, and interns, etc. Being done to a great degree now. State teacher organi- zations have put this high enough on priority list as far as organization staff is concerned. For same reasons I cited earlier, i.e., (1) teachers are practitioners, (2) practitioners should have large influence on programs that lead to certification Of the professional, (3) formal contracts are preferable for both the institutions and the practitioners, leaving both with clearly written understandings Of roles. National negotiations law should produce this situation. Desirable Now developing in some progressive areas. State teacher organizations are usually more conservative than all other groups, and such participation could bring back to them more leadership toward progressive development. Such goals will eventually form the basis Of the pro- fession. 246 I am about ready tO stop responding. I will not be forced into a whimsical nonchoice. Neutral We need some input into the new concepts being develOped in the teacher education centers. Undesirable Would be an unnecessary interference with and domination Of higher education. 9. Local teacher organizations should participate in establishing a system tO evaluate and reevaluate teachers for retention Of certification. I. Desirability Count % Highly desirable (25) 27 56 Desirable (10) 10 22 Neutral (5) 4 8 Undesirable (2) 2 4 Highly undesirable (4) 4 8 NO response (2) l 3 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (3) 3 6 1973-75 (10) ll 23 1976-82 (14) 15 31 1983-92 (4) 4 8 1993-02 (4) 3 6 2003-plus (0) 1 2 Never (3) 3 6 NO response (10) 8 17 Total 48 99 247 III. Potential Impact Count % Very great (12) 13 27 Great (20) 21 44 Neutral (4) 4 8 Small (0) 0 0 Very small (0) 0 0 NO response (12) 10 22 Total 48 101 Such participation should be: Count % a. Within a continuous, rather than renewal certification process. 15 31 b. Limited to influencing the establishment Of evaluation and reevaluation processes and procedures through local school board policy. 6 13 c. Negotiated through collective bargaining Of local agreements. 20 42 d. Within the principle Of a single legal certification issued by the state, and subsequent certification renewals or evaluations being conducted by teacher organizations or Specialized educational groups. 18 38 3. No response. 9 l9 Rationale Highly desirable Local teacher organizations should establish process and criteria. They should not do the actual evaluating. If we don't, others will. TO influence the decision Of who provides corrective input. Teachers must abandon the position Of noninvolvement in peer evaluations and assume their professional responsi- bility to quality performance. Statewide policies are needed, negotiated between organi- zations and legislature. This process has already started. I can only see it getting stronger. pl 248 A major thrust here is to get in early to control licensing and certification procedures and not wait for noneducators to control us. we must clearly distinguish between certification and tenure. Loss of tenure (firing) should not necessitate loss Of certification. Tough to achieve; we can't make decisions and then back them up. This may happen in conjunction with control over certifi- cation. Adds the quality of professionalism. Desirable This is one practical method Of getting the community Off our back--tO show them teachers are accountable and that the public school does value the student and is responsive to local needs. I believe it's important for any professional to stay abreast Of changes occurring in his profession. As teachers increase in power and status, so must they accept accountability. Now being done in Minnesota under new regulation 540-551, which puts recertification in hands Of local commission and requires recertification of teachers every 5 years. Neutral I prefer a statewide system and feel that this approach may produce a checkerboard pattern with wide variance from district to district, but I do believe in the involvement Of local teacher organizations. Evaluation is fantasti- cally complex. Again, all peer evaluation will be slow in developing. Don't envisage a situation where the state gives up con- trol over initial certification. Career credentials or diplomates should be developed and administered by pro- fessional teachers' organization. Evaluation gives me trouble because I believe self-evaluation to be the most effective means Of producing improved teacher performance. 249 Undesirable Once regulations are set, compliance or noncompliance would normally be an Objective evaluation. Organizations might wish the right to challenge disgruntled cases, but most have this now. Moves the teacher organization into enforcement mode. Unlikely. Employment status should be different than licensure. Circled "system"--not sure what this denotes. Basic teacher rights (including basic practice or evaluation) should be protected by contract. NO teacher should be dismissed without just cause. The onus for dismissal always should be on the board. Setting up a contractual "system" on evaluation may facilitate the board's firing teacher simply by allowing it to follow contractual pro- cedures (if foregoing protection not in contract). Highly desirable I strongly feel that teacher Obsolescence should not be related tO certification. Licensure is a state matter and must be removed from local trials and tensions. Of evaluation related to licensure, I'd have evaluation done by professional standards board at state level. Don't use licensure to control assign- ment or employment after admittance to profession. 10. Local teacher organizations should legally share in decisions on policy and conditions under which stu- dent teachers, teachers, teacher aides, and other instructional personnel will be placed in schools. I. Desirability Count % Highly desirable (35) 36 75 Desirable (10) 10 22 Neutral (1) l 2 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (2) l 2 Total 48 101 250 II. Date Of Acceptance Count % Now, 1972 (8) 4‘7 15 1973-75 (18) 19 40 1976—82 (13) 15 31 1983-92 (2) l 2 1993-02 (0) 0 0 2003 plus (0) 0 0 Never (0) 0 0 NO response (7) 6 13 Total 48 100 III. Potential Impact Count % Very great (17) 18 38 Great (23) 23 48 Neutral (1) l 2 Small (0) 0 0 Very small (0) 0 0 NO response (7) 6 13 Total 48 101 Such sharing should be: Count a. Collectively bargained between teacher organization, school board, and administration. 41 b. Monitored through formally adopted policies and procedures developed within local teacher organizations. 12 c. NO response. 4 Rationale Highly desirable We are monitoring (influencing) this process directly at the state level through state board Of education policies. Consistent with theory and practice and fundamentally good procedure. Aside from its effect on the quality Of the program, it gets deep into employee rights. NO association can responsibly avoid such an issue. 251 Colleges will find increasing difficulty in placing student teachers until such decisions are mutually regulated. Instruction should be central matter for associations. Some rights should have force Of legal rights. Will quell the practice Of utilizing laymen as profes— sional surrogates. This is highly desirable if the teacher is going to remain an important person in the structure called "school." This should be a participatory profession. Eliminate the line-and-staff "papa-knows-best" arrangement. This needed to prevent misuse and mismanagement. The end result Of the student-teaching experience will change little (in terms Of how student teacher teaches) until teachers come to a different understanding Of what constitutes learning. Making progress in some areas now. This mode Of power will help make us a true profession. It can be developed through bargaining if teachers will put some of these things above dollar priorities. Presently enforced. Desirable This and other methods Of influence. Gives a legal tie to total school organization. With differentiated staffing becoming a reality, the teacher organization must be involved in the use of the support system. Neutral Guess I won't change yet. It still seems that such bar- gaining (hard and fast) stifles innovation. We have not been faced with this problem yet, so my neutrality may be changed if we are. My position does not seem to be contradictory in view of other things I believe. 11. 252 Local teacher organizations should establish coopera- tive professional development programs with universi- ties and colleges. I. Desirability Highly desirable (12) Desirable (l7) Neutral (8) Undesirable (2) Highly undesirable (0) NO response (9) Total II. Date Of Acceptance Now, 1972 (4) 1973-75 (11) 1976-82 (12) 1983-92 (1) 1993-02 (1) 2003 plus (0) Never (2) NO response (17) Total III. Potential Impact Very great (2) Great (15) Neutral (10) Small (2) Very small (0) NO response (18) Total Such cooperation should be: a. b. £21323. Count 16 18 48 By teacher organizations arranging for programs through local school board channels. Independent Of the school district and % 29 4O l7 13 101 o‘ ,0 33 19 38 100 arranged directly between teacher organi- zation and university and colleges. Count 10 9. 22 253 Count %_ c. A combination Of programs arranged through school districts and also directly with universities and colleges. 31 65 d. Other. 0 0 e. NO response. 6 l3 Rationale Highly desirable Let's not forget the state level. When state monies become available for professional development, then the state department becomes an influential third party. It is already in a number Of important pilot projects. Long overdue. Combines resources Of higher education with those Of practitioners in local school districts. Both are needed to maximize produce. This must be cooperative in order tO have any power at all. Again, some progress now. Desirable Blends practitioner and theorist perspective in training. The local teacher organization should select its own con- sultants. Let's begin tO dream beyond the college— university as the primary center for continuing or pre- service teacher preparation. See the bOOk The Universipy Can't Train Teachers. TOO Often courses now Offered are not usable or suitable. State teacher organizations will have to lead the local intO this area. Is being done now in many areas. Delete the rationale that "state teacher organizations will need tO lead locals." Neutral This could lead to a lack Of identity for the local teacher organization program; however, at the same time, it could and should lead to some academic credit for professional development programs held in local facilities. I fear university personnel; they don't show much relevance. 254 Local school systems should do this, and the organization could be the instrument. But a teachers organization should not be the only one. Undesirable Local district determination is tOO limited for our mobile population. The teacher organization "should be encouraged" but not should. General comment Keep such programs in reality. 12. National-level teacher organizations should establish teacher renewal (in-service) centers. I. Desirability Count % Highly desirable (l8) 17 35 Desirable (9) ll 23 Neutral (10) 10 22 Undesirable (6) 6 l3 Highly undesirable (3) 3 6 NO response (2) 1 2 Total 48 101 II. Date Of Acceptance Count % Now, 1972 (4) 2 4 1973-75 (l4) 16 33 1976-82 (ll) 13 27 1983-92 (2) 2 4 1993-02 (1) 2 4 2003 plus (2) l 2 Never (3) 2 4 NO response (11) 10 22 Total 48 100 255 III. Potential Impact Count % Very great (11) ll 23 Great (12) 14 29 Neutral (8) 8 17 Small (5) 4 8 Very small (3) 2 4 NO response (9) 9 19 Total 48 100 Such centers should: Count a. Be funded through a combination Of dues and grants. 17 b. Be funded through foundation monies and government grants. 16 c. Be funded solely through organization dues. 2 d. Other (sources Of funding). 4 Collective bargaining. Fees. e. Be controlled by teacher organizations but influenced by foundation and government agencies. 31 f. Be controlled by government but influ- enced by teacher organizations and foundation agencies. 4 g. Be controlled by foundation agencies but influenced by teacher organizations and the government. 2 h. Other (forms Of control) 2 Suggestions: Forget the concept. i. Include local and state-level renewal centers. 14 j. NO response. 6 Rationale Highly desirable Who else? Economically tOO big a job for teacher organizations. This is a public responsibility. I would like to see control in the hands of NBA and state associations, but funding will probably be tied to federal government monies. The educational renewal centers will probably have priority over teacher centers. Though I would hope that there would be a teacher center 36_ 33 00.5 65 Jill:- 29 13 256 within each educational renewal center, I suspect it will not develop this way. Political pressures will force other priorities. By the time the UTP is strong enough to evidence necessary influence, it may be tOO late. Leadership from the top always strengthens a profession as long as it does not try to assume control. It's a damn good idea! TO service a greater area. Our 1972-73 budget at NEA starts this plan moving. Again, this will carry us into true professionalism. Desirable National-level renewal centers can serve only as "beacons" or pilots. They will never be able to meet local and state demands. Proper blend Of influence to stimulate change. Hits at badly ignored problem Of utilization Of human resources. Teacher renewal is a grave societal problem, which is also a moral and ethical responsibility Of the organized profession. Utopian. The cost is astronomical. Members will spend their money on getting meat and potatoes, but there is little evidence they will spend it, or much Of it, on improving quality of services. Neutral Not certain about whether it should be at the national level. It seems an unnecessary duplication Of services already available in higher education. Undesirable This could easily be misinterpreted as trying to nationalize in-service programs and reduce local and/or state options and concerns. I do believe that each state, however, needs to have some renewal center. Teacher organizations should influence establishment but not do the job. 257 Change "established" to "see." In subitem i delete "include" and replace with "only." Highly undesirable Not practical. TOO far removed from local and state need. The idea should be dropped. 13. National-level teacher organizations should develop and implement programs encouraging educational experimentation in the professional development Of teachers. I. Desirability Count % Highly desirable (22) 23 48 Desirable (l6) 16 33 Neutral (4) 5 10 Undesirable (2) 2 4 Highly undesirable (2) 1 2 NO response (2) l 2 Total 48 99 II. Date Of Acceptance Count % Now, 1972 (10) 9 19 1973-75 (14) 15 31 1976-82 (8) 10 21 1983-92 (5) 6 13 1993-02 (2) 2 4 2003-plus (1) 0 0 Never (1) 0 0 NO response (7) 6 13 Total 48 101 III. Potential Impact Count % Very great (7) 8 17 Great (31) 31 65 Neutral (1) l 2 Small (4) 4 8 Very small (1) 0 0 NO response (5) 4 8 Total 48 100 258 Such programs should: Count %_ a. Be funded with organization dues. 8 17 b. Be influenced by teacher organizations but be funded and Operated by foun- dations and/or government agencies. 32 67 c. Other (forms of funding) 1 2 d. Be recognized by establishing a teacher organization diplomate. ll 23 e. No response. 7 15 Rationale Highly desirable Consistent with theory and practice and constitutes a priority Obligation of teacher organizations. If organizations don't do this they will become Obsolete themselves. Research is badly needed, but it costs money and involves great outlay Of time. Teachers must take a new look at the function Of education and the role Of the teacher in facilitating learning. I can accept this role for the national only if it assumes strong and definitive input from locals. Will work. Such encouragement would enhance the profession. AFT programs already developed have proved very successful and have been accepted by teachers. Keyed to emergence of professional association as a power. This is happening in some degree. Desirable Experimentation is necessary. New ideas should be tried before large-scale implementation. These have access to information from members no other agency has and could develop such programs, but budget is not likely to be forthcoming. 259 We had better be on our way now with this, or we have lost the war in winning the battle Of salaries. Neutral It is doubtful that the impetus for change will come from the teacher organization. Not a high priority for dollars. Only if more dues are acceptable to members or other funds can be found. Present finances needed for other priori- ties. Undesirable TOO far removed from the real problems. TOO costly for what members would gain. Highly undesirable I believe that it is not practical tO believe that national-level teacher organizations can indeed develop and implement programs Of educational experimentation. NO, but should influence others to do so. 14. National-level teacher organizations should partici- pate cooperatively with local and state levels in providing professional organization staff with training in understanding and developing local teacher organization roles in professional develop- ment Of members. I. Desirability Count % Highly desirable (26) 27 56 Desirable (l7) 17 35 Neutral (3) 3 6 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (2) l 2 Total 48 9 KO Count % Now, 1972 (13) ll "73 1973-75 (l4) 16 33 1976-82 (14) 15 31 1983-92 (0) 0 0 1993-02 (0) 0 0 2003 plus (0) 0 0 Never (0) 0 0 NO response (7) 6 13 Total 48 100 III. Potential Impact Count % Very great (13) 13 27 Great (26) 27 56 Neutral (3) 3 6 Small (2) 2 4 Very small (0) 0 0 NO response (4) 3 6 Total 48 99 Such participation should take the form Of: 9.92% a. National staff training state staff, state staff training local staff. 11 b. National-level staff training both state and local staff. 5 c. Part-time consultants employed from universities or elsewhere to train organization staff and elected leaders. 2 d. A parity arrangement between local, state, and national levels combining to provide a training program. 23 e. Other. 0 f. A local, state, and national training program for elected leaders. 20 g. NO response. 5 Rationale 260 II. Date Of Acceptance Highly desirable Key to control Of profession. teacher organization moves into this arena, Unless the professional the local superintendent, administration, the university, or big business will control. In the world Of negotiations we need sophistication in our teacher leaders in all areas. %_ 10 42 10 261 Is happening. Is needed in all states. It becomes more and more apparent that we need a massive continuous leader-training program conducted and funded by the national and state teacher organizations, aimed toward "restoration Of the faith." We have reached the level of typical labor union membership apathy tinged with reactionary tendencies. All staff, local, state, and national should become extensions Of each other. Some state staff better trained than national already. There is no way to change the scope Of the staff function in serving membership without equipping staff with a variety Of skills, including in-service organization, in addition to welfare services generally Offered. State will demand this type Of service unless state- trained staff (UniServ) starts to prioritize this item. Dues increases will require this service Of state and national teacher organizations. Desirable Now being done on a small scale. Some states are better equipped for this task than are national-level teacher organizations. However, there is distinct advantage in having all three levels cooperate in such endeavors. Some states now. Locals achieving the right to bargain for professional development will demand training. This would truly develop the multiplier effect upon the professional deve10pment Of our members. The concept Of "united profession“ could grow in this way. If programs like UniServ can work as well in professional development as in professional negotiations, then we should see some dramatic changes soon. Can better afford to do this. 262 We are now embarking on this. Its importance is great. Our current method may not be so great. NEA's Leadership Development Academy is geared up ready to do just this type of training. Neutral Cannot accept the premise that national staff, ipso facto, has more knowledge or ability. Only inherent national role is coordination. 15. State teacher organizations should develop and enforce a professional standard Of teacher performance. I. Desirability Count % Highly desirable (11) ll 23 Desirable (l7) 17 35 Neutral (6) 7 15 Undesirable (5) 5 10 Highly undesirable (6) 7 15 NO response (3) l 2 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (2) 1 2 1973-75 (6) 7 15 1976-82 (12) 12 25 1983-92 (4) 4 8 1993-02 (2) 2 4 2003 plus (3) 3 6 Never (4) 5 10 NO response (15) 14 29 Total 48 99 III. Potential Impact Count % Very great (7) 7 15 Great (19) 19 40 Neutral (4) 4 8 Small (0) 0 0 Very small (2) 3 6 NO response (16) 15 31 Total 48 100 263 The system should include: Count §_ a. A rigorous system Of internal rewards and sanctions. 9 19 b. Articulation of standards for adequate schools and educational programs. 31 65 c. NO response. 14 29 Rationale Highly desirable Difficult to achieve. In conjunction with other controls. Desirable Theoretically desirable, practically difficult. Not until we control certification, preparation, and employment. The membership card will be a license to teach. Much needed. However, teacher production will cause prejudiced response from school boards. We are best equipped to do this. I have some apprehensions about the state's controlling this, but I believe it is a logical evolutionary develop- ment. Neutral Means absolutely nothing without the force Of law giving teachers control over entry and certification. Merger Of teacher organizations will make it possible. Undesirable TO develop is one thing, to enforce is another. Would be an area Of conflict with school boards. Highly undesirable Enforcement of teacher performance by teacher organizations will create conflicts Of interest. Should influence such a set Of standards. to governmental units. 16. National-level teacher organizations should provide career credentials to professional educators. I. Desirability Highly desirable Desirable Neutral Undesirable 264 Highly undesirable NO response Total (6) (12) (9) (9) (9) (3) II. Date Of Acceptance Now, 1973- 1976- 1983- 1993- 2003 plus Never NO response Tot III. Very great Great Neutr Small Very small No response 1972 75 82 92 02 al (1) (3) (6) (3) (2) (2) (6) (25) Potential Impact a1 Total The process should include: a. Teacher organization evaluation Of uni- versity and college teacher preparation programs. (2) (10) (4) (3) (4) (25) Count % 6 “I? 13 27 9 19 9 l9 9 l9 2 4 48 101 Count _3_ l 2 4 8 5 10 5 10 4 8 l 2 5 10 23 48 48 98 Count % 2 4 ll 24 6 l3 3 6 3 6 23 48 48 101 Count 20 Enforcement left 3.. 42 265 Count ' o‘lo b. The establishment of a special membership category within teacher organizations for individuals with career credentials. 6 13 c. Establishment Of local and state programs that supplement and enable implementation Of a nationwide credential program. 11 23 d. Specialized education programs conducted through the teacher organization structure. 7 15 e. NO response. 20 42 Rationale Highly desirable Positive force. History Of cooperation. TEPS program. Competency-based teacher education. Desirable Encourages national standards. I have a little fear on this one, because many become lifelong Options tO vegetate. Would force those who hurt the drive for true profes- sionalism to shape up or ship out. Undesirable We need a national credential program, but it is highly unlikely that it will come about through the direct action prOposed here. I am not clear as to how this could be accomplished. State control is better than national. TOO far removed from local needs and state needs. The state voice is still the most effective in such things as a credential, though national trends should influence them. Highly undesirable Not possible. NO organization can sort out its members. Make these credentials a joke. The medical "diplomate" is looked upon by medical practitioners as pro forma and without real meaning. 266 General comment A double-edged sword. 17. Local teacher organizations should participate with school boards in policy decisions regarding curricu- lum and instruction. I. Desirability Count % Highly desirable (36) 37 77 Desirable (9) 9 19 Neutral (1) 1 2 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (2) l 2 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (15) 12 .25 1973-75 (16) 20 42 1976-82 (7) 7 15 1983-92 (2) 2 4 1993—02 (1) l 2 2003 plus (0) 0 0 Never (0) 0 0 NO response (7) 5 10 Total 48 98 III. Potential Impact Count % Very great (22) 23 48 Great (l7) 17 35 Neutral (2) 2 4 Small (0) 0 0 Very small (0) 0 0 NO response (7) 6 13 Total 48 100 267 Such participation should be: Count % a. Direct negotiations Of instructional —_ decisions. 8 17 b. Negotiations Of an instructional decision-making process. 36 75 c. Based on the principle that educational policy should be determined by teachers rather than the public. 6 13 d. Allowed within both state and federal col- 1ective bargaining laws. 22 46 e. Free from federal control Of curriculum or instruction goals. 17 35 f. Intentionally integrating economic decisions with instructional improvement decisions. 12 25 g. NO response. 4 8 Rationale Highly desirable Totally realistic and being done under Minnesota law. Control the process, then we will control the specifics. Teacher involvement in instructional decision making is not only desirable but is the only realistic way to bring about effective reform. Offers great potential for curriculum improvement. Present system is anachronistic and deterrent to improvement. Largest single potential for improvement rests here. When teachers are successfully bargaining for economic gains, they will demand this power. Strikes in locals and statewide through the 1970's will reflect increasing dissatisfaction with educational conditions. Reform Of education is essential, but such reform is basically in the hands Of classroom teachers. Expansion Of inputs. Local and state teacher organizations have the only voice that can be loud enough to get teachers a hearing. Arbitrary decisions by administration must be tolerated no longer. Educational policy should not be controlled by teachers. They should participate as expert citizens in policy development. 268 Teachers know the need for this. School boards might, and administrators should see, the "handwriting on the wall." Must happen. Teachers will not have any faith in curricu- lar decisions for which they had no meaningful input. Foot is in the door. Teachers must get more interest. Should Offer Opportunity for cooperative effort. Our role would be greatly strengthened. We would assume much greater responsibility. Desirable Teachers should have some input into policy decisions but not dictate policy. Unless these two items are pulled together, it will con— tinually be stated that teachers are interested only in themselves and not really interested in their students. It will make the school boards stop pitting welfare issues against instructional improvement issues and making teachers the "fall guys." 18. Local teacher organizations should share with school boards in determining conditions under which teachers and students interact. I. Desirability Count % Highly desirable (28) 30 63 Desirable (l3) 13 27 Neutral (4) 3 6 Undesirable (0) 0 0 Highly undesirable (l) l 2 NO response (2) l 2 Total 48 100 269 II. Date Of Acceptance Count % Now, 1972 (12) 12 25 1973-75 (17) 19 40 1976-82 (8) 8 17 1983-92 (2) 2 4 1993-02 (0) 0 0 2003 plus (0) 0 0 Never (1) l 2 NO response (8) 6 13 Total 48 101 III. Potential Impact Count % Very great (9) ll 23 Great (27) 27 56 Neutral (2) 2 4 Small (0) 0 0 Very small (0) 0 0 NO response (10) 8 17 Total 48 100 Such sharing should be: ewe a. By collective bargaining Of policies and procedures. 31 b. Subject to standards approved by state and national teacher organizations. 6 c. Limited to influencing modes Of teacher- student interaction. Not controlling the specific methods or teaching conditions used by teachers. 22 d. NO response. 5 Rationale Highly desirable This is a pressing current problem. The state refuses to be specific in its guidelines. Teachers need (1) consen- sus, (2) back up by local board policy. Overwhelmingly logical and sound. Suggest keeping this decentralized. NO big brothers. They are most experienced with alternatives. |°‘° 65 13 46 10 270 Elimination Of arbitrary authority by administration essential. Will improve practice. By teachers, not by administrators or boards. Should be a priority now. Movement toward more humanistic education. Students will have participatory role, teachers facilitating. Is occurring. Desirable Another Opportunity for sharing. New concepts (I.G.E.) will demand change in conditions. Teachers will be most hesitant to adopt change. Neutral This could be tO the disadvantage of both parties. Highly undesirable Undesirable influence on teacher-student relationships. 19. Local teacher organizations should program and budget an appropriate portion Of fiscal and human resources tO projects on instructional improvement. I. Desirability Count % Highly desirable (18) 19 40 Desirable (l8) 19 40 Neutral (3) 3 6 Undesirable (0) l 2 Highly undesirable (2) l 2 NO response (6) 5 10 Total 48 100 271 II. Date of Acceptance Now, 1972 (5) 1973-75 (15) 1976-82 (11) 1983-92 (2) 1993-02 (0) 2003 plus (0) Never (2) NO response (13) Total III. Potential Impact Very great (9) Great (22) Neutral (2) Small (1) Very small (1) NO response (12) Total Such projects should: Count _C_ou_n_t_ 23 3 10 48 a. Compose less than 10% Of the local organization budget. b. Compose between 10% and 30% Of the local budget. c. Compose between 30% and 50% Of the local budget. d. Other. e. Be integrated into state and national instruction improvement projects. f. No response. Rationale Highly desirable Will become more needed tO Offset political vigor, which is necessary. 9 100 102 @3112 24 0 U1 56 10 We should be able tO move from the state Of total involve- ment in welfare and governance and move into professional growth. Primarily tO influence. necessary tO do the job. Funds should be whatever are 272 Is occurring. As teachers gain influence, they will demand monies for instructional improvement. If you analyze the cause Of teacher strikes, you will see that rarely is the cause Of the strike related to economic factors alone. More commonly caused by concerns related tO child welfare or teacher identity. Desirable I will be happy with 10%. Some teachers are just not very interested in being personally involved in collective bar- gaining machinery. We must serve varied interests in our membership. Ultimately, the fate Of the profession depends upon quality Of services. The organizations should be decisive in this arena. More effort needed. Local cannot do this alone. Most locals have this item in budget. Needs implementation and leadership. State associations, via UniServ, will do job. Undesirable The finance Of educational research is a public, not a professional, Obligation. General comment Relative question depends on state of organization. Its deve10pment: New York State, 10—20%; California, 0-5%. 20. State and national teacher organizations should plan and encourage alternatives to current educational practice (new school formats and curricula). I. Desirability Count % Highly desirable (22) 24 50 Desirable (21) 21 44 Neutral (3) 2 4 Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (2) l 2 Total 48 100 273 II. Date Of Acceptance 100 Count Now, 1972 (6) 7 1973-75 (18) 19 1976-82 (11) 12 1983-92 (3) 3 1993-02 (1) l 2003 plus (0) 0 Never (1) 1 NO response (8) 5 Total 48 III. Potential Impact Count Very great (11) 13 Great (25) 26 Neutral (6) 5 Small (0) 0 Very small (0) 0 NO response (6) 4 Total 48 These should be accomplished by: a. Gaining foundation, or governmental, support to allow teachers to develop plans and implement programs. b. COOperative planning between teachers and government and through teacher organization structure. c. Programs planned independently Of the government and through teacher organi- zation structure. d. Other. e. The development and support Of a brain trust, or think tank, designed tO pro- mote idea generation. f. NO response. Rationale Highly desirable 27 54 10 99 we 16 15 The single most effective means for attaining desirable change. Every person is actually an alternative. as such, within the regular school system. EL 33 31 Should be treated 274 Teachers provide talent, and public provides money. If not done, alternatives will be developed with tax dollars from Washington, D.C. Survival Of public schools is at stake. Alternatives to present schools should be within the public schools system, as well as alternatives to current educational practice. Students have already turned Off the traditional and rigidly structured. Educators had better catch up nation- wide, and fast. I feel any push for experimentation in changes in our school should get its impetus from us and not some nebulous "them." Teacher organizations should be the brain trust now. New school alternatives and curricula changes have been suggested by teacher organizations and implemented. Teacher centers . . . a movement in this direction. Should come with the teacher centers. Desirable Subject to higher priorities. If we do not take the lead, such projects will be thrust upon us. The most important phrase in this role statement is, "and encourage alternatives to current educational practice." Little effort now; must prepare as business and industry has prepared. Offers chance at creative involvement. Such research and development are sadly lacking but greatly needed. Federal money is there, and teacher organizations will soon learn how tO get it. 21. Teacher organizations should employ a staff of instructional improvement specialists which should function in training staff and teachers on policies, procedures, and specific programs Of instruction. 275 I. Desirability Highly desirable (l9) Desirable (16) Neutral (5) Undesirable (4) Highly undesirable (1) NO response (3) Total II. Date Of Acceptance Now, 1972 (3) 1973-75 (10) 1976-82 (17) 1983-92 (3) 1993-02 (0) 2003 plus (1) Never (1) NO response (13) Total III. Potential Impact Very great (8) Great (23) Neutral (5) Small (2) Very small (0) NO response (10) Total The specialist should: Count % 19 40 17 35 5 10 4 8 l 2 2 4 48 99 Count % 3 6 ll 23 17 35 3 6 l 2 l 2 l 2 11 23 48 99 Count % 8 17 25 52 5 10 2 4 0 0 8 17 48 100 a. Be limited tO advisory roles when working with local teacher organizations. b. Be supplemented by part-time instructional improvement consultants. c. NO response. Rationale Highly desirable Teachers themselves must be the action people. Count 29 19 12 O\0 6O 40 25 276 Staff needed which is independent Of administration hierarchy and able tO move to shake them up. On-the-job help is greatly needed. The national and many states already do so. Some locals are now starting such programs. Generally, I do not feel that locals should undertake such programs unless and until they have achieved a "basic" level Of organizational strength. Higher dues will demand this service. Utilization Of experts at local level must be emphasized. Desirable That's what we are doing now. It is not very effective. Long overdue. Local teacher organizations need help when requested. They do not need a large full-time staff in order to satisfy their concerns. Experts in this field should work tO coordinate, not dominate. Much need to be done. Neutral Even if it would work, it would be expensive and should not be a high priority. Undesirable Such personnel will likely become another pool Of pseudo- expert bureaucrats like the current curriculum coordi- nators in most places. Organizations should free teachers. Conflict area. Highly undesirable School board role. 22. Teacher organizations should employ a staff Of instructional improvement specialists. 277 I. Desirability Count % Highly desirable (9) 10 22 Desirable (18) 22 46 Neutral (1) l 2 Undesirable (8) 7 15 Highly undesirable (3) 2 4 NO response (9) 6 13 Total 48 102 II. Date Of Acceptance Count % Now, 1972 (2) 2 4 1973-75 (7) 9 19 1976-82 (7) 9 19 1983-92 (5) 6 13 1993-02 (1) 1 2 2003 plus (1) l 2 never (2) l 2 NO response (23) 19 40 Total 48 100 III. Potential Impact Count _3_ Very great (6) 8 17 Great (13) 15 31 Neutral (4) 5 10 Small (2) 2 4 Very small (1) 0 0 NO response (22) 18 38 Total 48 100 The primary level of employment should be: Count _§ a. Local 5 10 b. State 8 17 c. National 2 4 d. NO response 32 67 Rationale Highly desirable Instruction is not an administrative function. 278 Teachers will control, or change will not take place. Desirable Some are already doing so. School districts have primary Obligation to provide staff. If the district fails to do so, the local teachers will act on the concept through UniServ. Undesirable Such personnel will likely become another pool Of pseudo- expert bureaucrats like the current curriculum coordinators in most places. Organizations should free teachers. WOrking with teachers directly is more beneficial and not overlapping with present administrative units, but if it happens, then (a) is needed. Conflict area. Highly undesirable School board role. 23. Local teacher organizations should identify criteria by which educational achievement Of students may be measured. I. Desirability Count _§_ Highly desirable (9) 9 l9 Desirable (22) 24 50 Neutral (10) 9 19 Undesirable (4) 3 6 Highly undesirable (0) 0 0 NO response (3) 3 6 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (3) 3 6 1973-75 (11) ll 23 1976-82 (14) 15 31 1983-92 (2) 2 4 1993-02 (1) 1 2 2003 plus (1) l 2 Never' (0) 0 0 NO response (16) 5 31 Total 48 99 279 III. Potential Impact Count % Very great (7) 8 —l7 Great (l9) 19 40 Neutral (10) ll 23 Small (1) l 2 Very small (0) 0 0 NO response (11) 9 19 Total 48 101 This should be done by: Count §_ a. Use Of public funds rather than organi- zation dues. 18 37 b. Cooperative development with testing experts. 15 31 c. Independent teacher organization deter- mination. 2 4 d. Cooperatively between teacher organization and other agencies. 32 67 e. Other. 0 0 f. NO response. 6 l3 Rationale Highly desirable Expensive, therefore a public financial responsibility and much broader than tests. Teachers are the experts. Since this is the only way for an honest, unpressured, unbiased evaluation and identification. Desirable The mere involvement in this activity has positive benefits. Necessary item. Teacher should influence. Public should also have influence. This Offers Opportunities for community input and involve- ment. we must be a factor in this. Statewide assessment, councils cooperative in nature, are beginning to work. 280 Teacher organizations might better initiate, encourage, and seek to implement such criteria as develOped by other agencies. I am not sure that this level Of research and development will be a primary task Of an advocacy organi- zation. Undesirable Smacks Of assessment. Local districts should identify criteria, organizations. Teachers must be involved. 24. not local teacher Local teacher organizations should establish a means for teacher identification and/or determination Of instructional leaders in a school district. I. Desirability Highly desirable Desirable Neutral Undesirable Highly undesirable NO response Total (13) (15) (10) (2) (3) (5) II. Date Of Acceptance Now, 1972 1973-75 1976-82 1983-92 1993-02 2003 plus Never NO response Total (3) (12) (7) (4) (2) (l) (2) (17) Count 14 29.132: ...; w e ea LU CD U'INONQKD % '7f5 33 19 99 281 III. Potential Impact Count % Very great (9) ll 23 Great (14) 15 31 Neutral (8) 8 17 Small (2) l 2 Very small (0) 0 0 NO response (15) 12 25 Total 48 98 The means tO achieve this should be: Count i_ a. Election Of fellow teachers at building level. 10 22 b. Teacher evaluation of administrator instructional leadership. 9 19 c. Teacher election of principals and persons in other instructional leadership positions. 15 31 d. Other. 4 8 e. NO response. 12 25 Rationale Highly desirable Can only produce salutory effect. Identification by peers, eliminates paternalism. Back to the notion Of principal-teacher. I see the establishment Of a teacher advocacy role at the building level and functioning in the areas Of instruction and curriculum as essential. Bilateral decision making must be realized. Instructional decision making. Desirable This is being done presently via team teaching, I.G.E., and other Open-type programs in institutions. This will be required as more boards Of education become involved in various staffing patterns, i.e., differentiated staffing, team teaching, etc. 282 Even if impact would be small in relation tO more definite state influence, it is still highly desirable to be in the business Of influencing teaching methods. We are the true experts in instruction. Neutral Out Of role. Undesirable Impractical. If teachers are interested in promotion to administrative positions, they will see to it that they are identified. They should not use their association for this purpose. Of course, many do. Highly undesirable Leadership is. It is not legislated or voted. Won't work effectively. NO appropriate evaluation. For what reason??? 25. State-level teacher organizations should maintain an extensive clearinghouse role for disseminating instructional information. I. Desirability Count _§_ Highly desirable (18) 19 40 Desirable (15) 16 33 Neutral (4) 3 6 Undesirable (7) 7 15 Highly undesirable (2) 2 4 NO response (2) l 2 Total 48 100 II. Date Of Acceptance Count % Now, 1972 (7) 7 15 1973-75 (13) 15 31 1976-82 (7) 9 19 1983-92 (2) 2 4 1993-2002 (1) l 2 2003 plus (0) 0 0 Never (3) 3 6 NO response (15) ll 23 Total 48 100 283 III. Potential Impact Count % Very great (7) 8 l7 Great (18) 20 42 Neutral (7) 7 15 Small (3) 3 6 Very small (2) 2 4 NO response (11) 8 17 Total 48 101 The role should include: 9232.2 a. Gathering information that would replace the need for independent subject matter teacher organizations. 7 b. A close alliance with independent subject matter groups. 21 c. Supplemental information to that provided by other (governmental and/or foundation) agencies and organizations. 19 d. Involvement Of local and national teacher organization staff in gathering information supplied to the state organization program. 20 e. NO response. 10 Rationale Highly desirable He who has valid information has a degree Of power, pro- vided the information is useful to agreed-upon programs and is disseminated. L 15 44 40 42 22 TO the extent that the whole organized profession can make available to its members a coherent, integrated point Of view to Operate as an alternative to the traditional academic one, this may be the most important thing we can do. This need not imply the creation Of new knowledge; rather, it involves cashing existing knowledge into formats designed to advocate teachers' experience, insight, and wisdom. Autonomy threatened. Concept (idea) has been accepted. Problem is implemen- tation. Is happening. 284 Desirable Consistent with role Of state-level teacher organization. Help members find as needed. The only word I would question is "extensive." Concept already emerging in several states. Realistic approach. Neutral Cannot foresee independent subject matter groups and/or private and governmental organizations giving up this function. Undesirable Ohio tried that. It failed. The proper place is the state department. TO be done prOperly would involve resources not available to teacher organizations. MOREL failed in Ohio, but the OEA does have a system now in use. National role. Costly and could duplicate efforts already in effect. I see this as a function Of the national. Highly undesirable Teacher organizations should cause others to do this, i.e., universities. TOO expensive. Already being done. Not organizational role. 26. Local teacher organizations should assume an active role in assurring fair treatment Of ethnic and racial minorities in all phases Of education. 285 I. Desirability Highly desirable (32) Desirable (13) Neutral (1) Undesirable (0) Highly undesirable (0) NO response (2) Total II. Date Of Acceptance Now, 1972 (22) 1973-75 (12) 1976-82 (6) 1983-92 (1) 1993-02 (1) 2003 plus (1) Never (0) NO response (5) Total III. Potential Impact Very great (15) Great (23) Neutral (3) Small (1) Very small (0) NO response (6) Total The role should be: a. TO initiate positive action programs in Count % 34* 71 12 25 l 2 0 0 0 0 l 2 48 100 Count % 22 #46 13 27 6 l3 1 2 l 2 1 2 0 0 4 8 100 Count % 14 29 24 50 3 6 l 2 0 0 6 13 48 100 curriculum development, instructional improvement, and personnel policies. To monitor and evaluate school district policies and practices. Supplementary to state and national level programs. NO response. Count 40 31 3;. 286 Rationale Highly desirable They should do that; whether they will do it is question- able, especially in a time Of teacher surplus. Perhaps the best we can hOpe for is that they do not oppose change. This is a basic and necessary role for the local teacher organizations. As less and less leadership and progress is shown in government and politics, locals will assume the initiative backed by state and national. TO do otherwise is to be found irresponsible. Moral Obligation Of all citizens in all settings. If education cannot deal with.matters Of human dignity and equity, then in my Opinion the society is doomed to violence. For example, the NEA delegates in Atlantic City called for a moratorium on standardized, normative testing. Progress under way now. Everybody's role. We are at the forefront in this fight for fairness. We should stay there. Fair treatment Of minorities has been practice Of UFT-AFT, traditionally. Desirable Fair treatment is a must. For the promotion Of justice to all members Of the pro- fession. Continuing attitude toward fair treatment Of minorities will bring the local teachers into the act. And in other advocacy areas. 287 27. Teacher organizations should serve as resource aides and supportive spokesmen to students and parents on issues Of common interest and agreement in the area Of instruction. I. Desirability Count % Highly desirable (25) 27 56 Desirable (l7) 17 35 Neutral (2) 2 4 Undesirable (2) l 2 Highly undesirable (0) 0 0 NO response (2) l 2 Total 48 99 II. Date of Acceptance Count % Now, 1972 (12) 12 25 1973-75 (12) 15 31 1976-82 (8) 9 19 1983-92 (2) 2 4 1993-02 (0) 0 0 2003 plus (0) 0 0 Never (2) 2 4 NO response (12) 8 17 Total 48 100 III. Potential Impact Count % Very great (8) 8 17 Great (24) 27 56 Neutral (3) 3 6 Small (1) l 2 Very small (1) l 2 NO response (11) 8 17 Total 48 100 Rationale Highly desirable Teacher organizations are qualified for this role, which Offers promise for coalitions with parents and students. Will be productive. Teachers are the experts, so they should assume the role. 288 SO the public will know that teachers care about more than their own welfare interests. Public reactions, a must. The need for new instruction approaches will mandate that teacher organizations take the lead in school finance issue as related to improved instruction. Cooperation with students, parents, on issues Of common interest is sought wherever possible. Desirable We are in a natural position to pull together such groups. In cooperation with school board. Who's kidding whom? 28. Teacher organizations should assist in establishing new forms Of local school boards. I. Desirability Count % Highly desirable (l6) 16 33 Desirable (9) 10 22 Neutral (6) 7 15 Undesirable (8) 7 15 Highly undesirable (2) 3 6 NO response (7) 5 10 Total 48 101 II. Date Of Acceptance Count % Now, 1972 (2) 2 4 1973-75 (6) 5 10 1976-82 (9) 12 25 1983-92 (5) 6 13 1993-02 (3) 2 4 2003 plus (1) 0 0 Never (2) 2 4 NO response (20) 19 40 Total 48 99 289 III. Potential Impact Count _§__ Very great (12) 13 27 Great (9) 9 19 Neutral (6) 7 15 Small (2) l 2 Very small (2) l 2 NO response (17) 17 35 Total 48 100 Participants in these boards should include representatives from the community and from: Count §_ a. The student body. 20 42 b. Teacher organizations. 23 48 c. Administrator organizations. 15 31 d. NO response. 21 44 Rationale Highly desirable Offers potential for overcoming block to quality education as reflected in the composition Of many current school boards. Will be a most difficult "selling" job from state tO local levels. WOuld keep organizations out of board; otherwise would have conflict Of interest in negotiations process. Probably the most detrimental force in schools is the lay board, subject to local power politics, as we now see. Student and community participation should occur in the school board. Desirable School boards need to be fiscally independent. Educators make lousy board members generally. Will require departure from conflict models for decision making. Society is not ready but will weary Of fighting. An excellent place for experimenting. A new model is badly needed. 290 Citizen, nonstudent, noneducator board member is preferred to special-interest representatives. Neutral NO strong feelings in this area, except that local school boards should be made more responsive tO local needs. Undesirable Bad idea. Better idea, reshape constituency on current boards through political action. Bargaining may well become a state function by the 1980's. Until it does, effective bargaining precludes membership Of teacher and administrator organizations, unless we go to hired, full-time management bargaining. I would prefer that we initiate broad-scale role defi- nitions and delineations. Teachers are being placed on school boards outside their employment district. Not working out for the best interest Of teachers. Liaison would be better approach. (Consul- tation capacity to boards.) What is the meaning Of "forms"? We should reshape current boards through political action. 29. Local, state, and national teacher organizations should use political power to establish legal and financial foundations for instructional improvement programs. I. Desirability Count % Highly desirable (28) 32 67 Desirable (13) ll 23 Neutral (1) 0 O Undesirable (0) 0 0 Highly undesirable (0) 0 0 NO response (6) 5 10 Total 48 100 291 II. Date Of Acceptance . Count % Now, 1972 (14) “IT "2'? 1973-75 (10) 9 19 1976-82 (7) 8 17 1983-92 (3) 4 8 1993-02 (0) 0 0 2003 plus (0) 0 0 Never (1) l 2 NO response (13) 13 27 Total 48 100 III. Potential Impact Count % Very great (21) 22 46 Great (ll) 13 27 Neutral (1) 0 0 Small (1) l 2 Very small (0) 0 0 No response (14) 12 25 Total 48 100 Such political power should be used to: Count i_ a. Gain adequate public funding Of edu- cation. 39 81 b. Gain laws and/or administrative rulings that encourage the establishment Of instructional improvement programs. 28 58 c. Provide the means for electing indi- viduals supportive of teacher organi- zation programs and plans in instruc- tional improvement. 26 54 d. NO response. 7 15 Rationale Highly desirable That is the preferred course Of action. The now scene. What is holding us back is the lack Of vision and training awareness and the prejudices Of our members. Effectiveness in this area does not come overnight. Without this, the entire project will fail. 292 This is a logical and responsible use Of power. Such responsibility should be delegated tO those with technical ability tO handle it. Small impact so far. Hope it will improve. It is in politics that most decisions are now made, and we are already on this path in most districts. Greatest legislative clout is needed right away. Teacher organizations are bringing about the election Of proeducation legislators and decision-makers. Will con- tinue to grow. NEA political action programs. Is happening. Desirable Often the only way the job gets done. Summary Of Phase II-Phase III Convergence The results indicate in almost all cases that Phase III responses strengthened median positions estab— lished during Phase II. A narrowing Of the range occurred in nine instances, and new medians were set in three instances. There was a total Of eighty-seven ranges and eighty-seven medians; therefore, the changes indicate that Phase II responses modified approximately 10 per cent Of the ranges and 3 per cent of the medians. Ranges were changed as follows: Role 4: The phase II range Of very great through small was changed to very great through neutral. 293 Role 6: The range Of highly desirable through highly undesirable was narrowed to highly desirable through neutral. The range Of now, 1972 through never was changed to now-1972 through 1993—2002. The range Of very great through very small was changed to very great through small. Role 8: The range Of very great through neutral was changed to very great through great. Role 13: The range Of now-1972 through never was changed to now-1972 through 1993-2002. The range Of very great through very small was changed tO very great through small. Role 21: The range Of now-1972 through never, was changed to now—1972 through 2003 plus. Role 22: The range Of very great through very small was changed to very great through small. Median changes were: Role 11: The median Of 1973-75 was changed to 1976-82. Role 20: The median of desirable was changed tO highly desirable. Role 26: The median Of now-1972 was changed to 1973-75. Phase III Offered respondents a second chance to respond to items previously not reacted to, and many of the sample did choose to respond the next time around. 294 In the desirability column, Phase III registered thirty- eight more responses than had been registered in Phase II; in the probable date Of acceptance column, forty-two more; and in the potential impact column, twenty-nine more. Summary Of Total Responses to Phase III Category of Response Actual Phase III Response Potential Response Total % Response Desirability 1,392 1,326 95 Probable Date of Acceptance 1,392 1,101 82 Potential Impact 1,392 1,120 83 A question deserving further study would be why 12 per cent to 13 per cent Of the sample selected to respond to "desirability" but chose not to respond to either the probable date Of acceptance or the potential impact. In a few instances, respondents did choose tO respond to only the date or the impact, but not to both. Few instances were found Of a respondent's selecting a date and impact but not the desirability estimate. APPENDIX C DELPHI OPINIONNAIRE AND LETTERS Appendix C Delphi Opinionnaire, Phase I Respondent Date Respond tO the following question: In your view, what should the role Of teacher Opgani- zatiOns be in professiOnal development and instruc- tional’improvement over the next 10 to 30 years? If you agree that the printed statement should be, should not be, or will be a teacher organization role, then place a check mark in the appropriate column tO the right. If you cannot subscribe tO the wording or meaning Of a statement, write the modification in the blank provided. Space has been provided on page 6 Of this form to add statements. The first 15 statements speak primarily to professional development roles. The remainder Of the statements deal primarily with instructional improvement. Should Should Will Statement Of Role be not be be 1. Local teacher organizatiOns should plan and fund in-service programs in professional development for, and with, its members. 1a. Modification: 2. Local teacher organizations should systematically plan to establish procedures and policies on pro- fessional deve10pment in col- lectively bargained agreements. 2a. ModificatiOn: 3. State:level teacher organizations should control the legal licensing and certification Of teachers. 295 296 Delphi Opinionnaire, Phase I, cont. 3a. Should Should Statement of Role be not be Modification: Will_ be State-level teacher organizatiOns should participate by law in con- trol Of teacher education insti- tution policy_and procedure. 4a. ModifiCation: State-level teacher organizations should by law control certifi- cation Of administrators. 5a. ModificatiOn: Local teacher organizations should not formally establish roles in professional development 6a. Modification: State-level teacher organizations should legally share in control Of teacher education institution determination of which student teachers have completed certifi- cation requirements. 7a. Modification: Local teacher organizations should share by law as equals to other government bodies in goal determination by teacher edu- cation institutions. 8a. Modification: Local teacher organizations should control evaluation and reevaluation of teachers for retention Of certification. 297 Delphi Opinionnaire, Phase I, cont. Statement Of Role 9a. Modificaticn: Should Should be not be Will be 10. Local teacher organizations should legally share in decisions on policy and conditions under which student teachers, teachers, teacher aides, and other instruc- tional personnel will be placed in schools. 10a. Modification: 11. Local teacher organizations should formally establish cooperative professional development programs with universities and colleges. lla. MOdifiCation: 12. National-level teacher organi: zations should establish teacher renewal centers inde- pendent from government centers, and funded through organization dues. 12a. ModifiCatiOn: l3. NatiOnal-level teacher organi- zations should develop and implement programs encourag- ing educational experimentation in professional development. 13a. ModifiCatiOn: l4. National-level teacher organi- zations should legally share in control Of policies and procedures governing teacher education institutions. 298 Delphi Opinionnaire, Phase I, cont. 14a. Statement Of Role Modification: be not be Should Should Will be 15. NatiOnal-level teacher organi- zations should train local and state-level organization staff in professional development functions and roles. 15a. Modification: INSTRUCTIONAL IMPROVEMENT 16. 16a. Local teacher organizatiOns should gain equal status, by state law, with school boards in determining goals for instruction. Modification: 17. 17a. Local teacher organizations should clearly define and establish internal policies on teacher roles in instruc- tional improvement. Modification: 18. Local teacher organizations should replace, by law, the school boards' role in con- trolling conditions under which teachers and students interact. ‘ 18a. ModificatiOn: 19. Local teacher organizations should develop collective bar- gaining goals, priorities, and strategies which integrate economic decisions with instructional improvement decisions. 299 Delphi Opinionnaire, Phase I, cont. Statement Of Role 19a. Modification: Should Should Will be not be be 20. Local teacher organizations should program and budget 50% Of the organization's fiscal and human resources to projects on instructional improvement. 20a. Modification: 21. State and natiOnal teacher organizations should plan and encourage alternatives to current educational practice (new school formats and curricula). 21a. Modification: 22. Local teacher organizatiOns should pop bargain specific curriculum or instruction issues. 22a. Modification: 23. Local teacher organizations should, by federal law, share in instructional goal determi- nation Of local boards Of education. 23a. MOdifiCation: 24} wState-level’teacher organi- zations should employ an extensive staff Of instruc- tional specialists to monitor and improve instruction pro- visions in collectively bargained agreements. 300 Delphi Opinionnaire, Phase I, cont. Statement Of Role 24a. MOdifiCation: Should Should Will be not be be 25. Local teacher organizations should, independently Of school boards, identify cri- teria by which educational achievement Of students may be measured. 25a. Modification: 26. Local teacher organizatiOns should be prohibited by law from bargaining issues which directly affect student welfare. 26a. Modification: 27. Local teacher organizations should formally determine the instructional leader(s) in school districts. 27a. Modification: 28. State and national teacher organizations should maintain an extensive clearinghouse role in instructional information. 28a. ModificatiOn: 29. Local teaCher organizatiOns should initiate and monitor an active role in assurring fair treatment of ethnic and racial minorities in all ,phases Of education. 29a. Modification: 301 Delphi Opinionnaire, Phase I, cont. Should Should Will i! Statement of Role be not be be 30. Local teacher organizations should, after systematic input from students and parents, serve as spokesmen for students and parents on issues Of instruc- tional impiovement. 30a. ModifiCatiOn: YOUR OPINION STATEMENTS A. 302 30538 Iroquois Warren, Michigan 48093 March 24, 1972 Dear Colleague: You have been suggested as one who might be interested in participating in a study, "The Future Role of Teacher Organizations in Instructional Improvement and Profes— sional Development," being conducted as a portion of a doctoral program at Michigan State University, East Lansing, Michigan. This study, which will include a nationwide sample of respondents, is designed to get at the opinions of persons who are leaders and staff members of several policy development and implementation levels. Those selected as respondents will include local teacher bar- gaining representatives, state-level elected leaders and staff, and national-level leaders and staff. Members of both the National Education Association and the American Federation of Teachers will be represented. All participants will respond to three opinionnaires. Sub- sequent to this, a random sample of respondents will be interviewed. Each opinionnaire will take about half an hour to complete. Experience in similar studies has shown such involvement to be both challenging and stimu- lating. If you are willing to participate, you will be invited to react to a series of statements, and add some of your own, related to the role of teacher organizations in the areas of instruction and professional development over the next ten to thirty years. During the second phase of the pro- gram, an edited copy of your statements and those of others will be sent to you. The Phase III opinionnaire will then be constructed from the responses received in Phase II. The interview phase will be used to determine the interrelatedness that may or may not exist among the various roles suggested. Because your views are important, it is hoped that you will participate in this study. Please complete the form on the attached, self-addressed post card and return it to me by April 7. Cordially, Douglas ward DW:kb Enclosure 303 Douglas Ward 30538 Iroquois Warren, Michigan 48093 August 12, 1972 Dear Participant: Thank you for responding so completely to the Phase II opinionnaire. The third and final opinionnaire is enclosed. The purpose of Phase III is to gather responses after you have had the opportunity to receive feedback from other participants in the study. The sample of participants includes 44 influential leaders and staff members in teacher organizations across the nation. The intent is to achieve a form of group consensus, with the entire study sample reacting to information returned through these forms. Your Phase II responses have been analyzed, and ranges and medians of opinion are indicated for each statement. Your individual responses to Phase II have been entered on the form in red ink. Each statement is also accompanied by a summary of rationale presented by respondents to Phase II, which I have edited in order to provide statements that could be typed in the space available. Each sub-item is accompanied by a percent figure which indicates the respondents who found that subitem a desirable possibility during Phase II. If you find no red marking on an item, that indicates you did not respond to the item during Phase II. If you are satisfied with your previously stated (Phase II) positions, then simply move to consideration of the next statement. If you desire to modify your position in light of new information received, then please note the change on the Phase III form. A small sample of opinionnaire participants will be con- tacted following the return of the Phase III document. However, this is the last data-gathering contact I will be making with most of you, and once again I thank you for taking the time to respond to the study. I sincerely hope you feel the time was well spent and not too completely frustrating. You will be receiving a resumé of findings upon completion of the study. 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