AN summon or ma. pita-mm PROGRAM V °" "W“ Wm M mm A: ~ - ~ ; ~w scum DAKOTA mm comes : _, ,Mfatfln bimgofad.p.y ‘ , . MW mm mm _ j ‘ Hilding Weidemar ngdu ; 7:7 ' ' 1963' ‘ ' ' .. mung“ IlfilIII/l!IllzlllgllflllllllllflllljllglllflllWill!!! , This is to certify that the thesis entitled AN EVALUATION. OF THE FEE-SERVICE PROGRAM OF TEACHER EDUCATION IN . AGRIchTURE AT scum DAKOTA STATE COLLEGE presented by Hilding waldemar Gadda has been accepted towards fulfillment of the requirements for _Ed.D_._ degree in Mal Education DateM 31 1963 0-169 LIBRARY Michigan State University ABSTRACT AN EVALUATION OF THE FEE-SERVICE PROGRAM OF TEACHER EDUCATION IN AGRICULTM AT SOUTH DAKOTA STATE COLLEGE by Hilding Waldemar Gadda m. The purposes of this study were: (1) to detemine the extent to which the pro-service program is achieving the out- comes anticipated by its objectives; (2) to measure the extent to which the program's outcomes are consonant with the needs of begin- ning teachers of vocational agriculture; and (3) to develop a pro- posal for the improment of the program. W. From a review of the literature and experience in the program evaluated, a list of 160 beginning teacher competen- cies was prepared in the form of a rating scale. The listed com.- petencies were classified in three main areas of competency which were further subdivided into competency categories. Rating Scale A measured actual competency developnent, and Rating Scale B measured the recommended extent of develoment. The groups responding to the rating scales were composed of 66 beginning teachers of vocational agriculture who graduated at South Dakota State College from 1956-57 te'1960-61; their school administrators; and the supervising teach- ers who directed their student teaching. The respondents expressed their perceived competency and importance responses along each of the two three-point scales. Competency indexes and importance Hilding Waldemar Gadda indexes were computed by using weighted frequencies. Chi square was used to determine significant differences, at the .05 level, among the three respondent-groups' responses on Scale B. Four meas- ures of developnental adequacy were determined by computing the difference befieen the mean competency index and the mean importance index of each listed competency, and computing the standard devia- tion of the differences. Attitudes of 631 students of the beginning teachers were surveyed, using a Lickert-like survey form. Responses were analyzed in accordance with areas of competency evaluated by the other three respondent-groups. Pings and Integretations. Responses of beginning teach- ers of vocational agriculture, their school administrators and supervising teachers revealed considerable variation in levels of competency develognent. Those most adequately developed had mean indexes 156 per cent higher than those least adequately developed. The four best developed categories were associated with establishing and maintaining relationships and advising the FFA. Competencies least adequately developed were those pertaining to performing guid- ance services; teaching young and adult farmers; conducting a public relations program: and teaching inpschool classes and supervising farming programs. Whereas the categories dealing with establishing and main- taining personal. pmfes sional, and community relationships ranked first, second, I and third, respectively in terms of competency Hilding Waldemar Gadda developnent, they ranked as the lowest three categories in terms of perceived importance for beginning teachers. Significant differ- ences among the three groups' recomended development responses were found for ‘iO.6 per cent of the competencies listed. Students of the beginning teachers were generally satisfied with the programs their teachers developed and with their own rela- tionships with their teachers. Their responses confirmed several of the same findings revealed by the teachers, adninistrators, and supervising teachers. No drastic revision of the program's objectives was indi- cated by the study. However, the need for improvemmt in the means utilized in realizing the objectives was apparent. Professional laboratory experiences, curriculum, and faculty for professional education were the means identified as needing improvement of greatest urgency. The proposal for improvement also included or- ganization and administration; student personnel programs and serv- ice: and facilities and instructional materials. AN EVALUATION or Tm PBS-SERVICE PROGRAM 0F TEACHER EDUCATION IN AGRICULTURE AT SOUTH DAKOTA STATE Causes by Hilding Waldanar Gadda A THESIS Submitted to Michigan State University in partial fulfillment of the requirenents for the degree of IDCTOR OF EDUCATION College of Education 1963 ‘3 21¢ 7.62 I /£//0/[,.3 ACKNOWIEIIMENTS The author wishes to express his sincere appreciation to Professor Harold M. Byram, Chairman of his Guidance Committee, for his assistance and guidance in planning and conducting this study. Appreciation is expressed to Professors George Myers, George Brandon, and Edward Moe who served on the author's Guidance Com- mittee. Gratitude is also expressed to Professor H. Paul Sweany, who also rendered valuable assistance. Sincere appreciation is eiqaressed to the teachers of agri- culture, school administrators, and students who participated in the study. The author further emresses appreciation to his wife , Mary J. Gadda, for her assistance, patience, and understanding in carrying out this study. HWG ii CHAPTER I . TABLE OF CONTENTS INTRODUCTION................. TheProblan................. PurposeoftheStudy. . . . . . . . . . . . BackgroundoftheStudv. . . . . . . . . . . The Nature of the Program at South Dakota State College . . . . . . . . . . . . . . NeedfortheStudy.............. The Objectives of the Program . . . . . . . . Scope of the Investigation. . . . . . . . . . Iimitations................. Definitions of Terms Used . . . . . . . . . . REVIEWOFTEEIITERATURE........... Studies and Writings Relating to Evaluation ofTeacherEducation. . . . . . . . . . . . Studies and Writings Relating to Competencies ofBeginningTeachers........... Studies and Writings Relating to Competencies ofTeachers................ Studies and Writings Relating to Problems and Methods of Measuring Teacher Effectiveness. iii PAGE 10 19 20 20 23 2h 57 62 CHAPTER IV. PAGE SummaryofReviewofLiterature........... 72 PLANNIRGANDCONUJCTINGTHESTUDI.......... 77 Rationale Underlying the Evaluation of Ends VersusMeans....................77 Determining Procedures for Evaluating the Program . . 79 Reviewingtheliterature..............80 Classifying and Defining the Objectives of theProgrm...................80 Identifying the Situations Providing Evidence of the Extent to Which the Objectives are RealizedandAppropriate............. 81 Collecting and Analyzing the Evidence . . . . . . . 81 DevelopingtheRatingScales............. 82 Procedure Followed in Conducting the Study. . . . . . 84 The Pepulation of Respondent-Groups . . . . . . . . 84 Procedures of Analysis. . . . . . . . . . ..... 86 AssumptionsMadeintheStudy............ 9O PWENTATIONOFTHEDATA............... 92 Introduction.....\.h...............92 Competency Indexes of the Teachers. . . . . . . . . . 93 Competency Indexes of the Administrators. . . . . . . 96 Competency Indexes Derived From the Supervising Teachers' Ratings . . . . . . . . . . . 100 iv CHAPTER PAGE Summary of m Competency Indexes on Scale A. . . . . 105 Recomended Competency Development. . . . . . . . . . 109 Summary of Importance Indexes on Scale B. . . . . . . 118 Differences Between Importance Indexes and Competency Indexes as Measures of the Program's Performance....................122 The Very Adequate Competencies. . . . . . . . . . . 132 TheAdequateCompetencies. . . . . . . . . . . . .133 The Inadequate Competencies . . . . . . . . . . . . 136 The Very Inadequate Competencies. . . . . . . . . . 139 Differences Between Mean Indexes of Importance and Competency On the Basis of Competency Categories. . . . . . . . . .1. . . . . . . . . . . 1&0 The Most Important and Least Important Competencies. . . . .'. . . . . . . . . . . . . . . 1A3 The Attitudes of the Students . . . . . . . . . . . . 159 Summary of the Presentation of Data . . . . . . . . . 164 SWANDCONCLUSIONS............._..166 Smmary.......................166 ProcedureFollowed.................166 RatingInstrmnents.................167 RelatedFindings..................167 CHAPTER PAGE Program Factors Related to Strengths and Weaknesses as Revealed by the Findings. . . . . . 172 Conclusions.....................177 VI. RECQIMENDATIOMS...................18O RevisionofObjectives................180 AProposal For Improving theProgram. . . . . . . . . 183 Rationale Underlying Recommendations for Improvement...................183 Recommendations Pertinent to the Means Utilized inCompetencyDevelopment. . . . . . . . . . . . 181+ Short-rangePlans.................193 Long-rangePlans..................195 SEIECTEDBIBLIOGRAPHY............... ...... 198 APPENDIX A. A Rating Scale for Teacher Competencies . . . . . 205 APPENDIX B. Vocational Agriculture Survey . . . . . . . . . . 21h APPENDIXC. CoverLetterOne.................217 APPENDIX D. Cover Letter Two. . . . ............. 219 LPPENEIXE. CoverLetterThree................220 APPENDIX 1". Follow-up Letter. . . . . . . . . . ....... 221 APPENDIXG. Respondents...................222 APPENDIX H. Competency and Importance Indexes and Means . . . 227 LIST OF TABLE TABLE PAGE I. Embers of Individuals Completing Degree Require- ments in Agricultural Education at South Dakota StateCollege,1956-61................ 3 II. A Comparison of the Number and Proportion of Beginning Teachers With the Total in All Depart- ments in South Dakota, 1956-57 to 1960-61. . . . . . . 10 III. Teachers' Conceptions of the Extent of Their Com- petency Development as Beginning Teachers in Planning and Organizing a Program of Vocational Agriculture . . 9n IV. Teachers' Conceptions of the Extent of Their Compe- tency Development as Beginning Teachers in Teaching Classes and Supervising Farming Programs . . . . . . . 95 V. Teachers' Conceptions of the Extent of Their Compe- tency Development as Beginning Teachers in Developing and Maintaining Relationships . . . . . . . 96 VI. School Administrators' Conceptions of Level of Com- petency Development on the Part of Their Beginning Teachers of Vocational Agriculture in Planning and Organizing a Program of Vocational Agriculture . . . . 98 TABLE VIII. IX. PAGE School Adninistrators' Conceptions of Level of Competency DevelOpment on the Part of Their Begin- ning Teachers of Vocational Agriculture in Teaching Classes and Supervising Fanning Programs . . . . . . . 99 School Administrators' Conceptions of Level of Competency Development on the Part of Their Begin- ning Teachers of Vocational Agriculture in Devel- oping and Maintaining Relationships. . . . . . . . . . 100 Supervising Teachers' Conceptions of Level of Competency Developnent on the Part of Their Student Teachers of Vocational Agriculture in Flaming and Organizing a Program of Vocational Agriculture . . . . 102 Supervising Teachers' Conceptions of Level of Com.- potency Development on the Part of Their Student Teachers of Vocational Agriculture in Teaching Classes and Supervising Farming Programs . . . . . . . 103 Supervising Teachers' Conceptions of Level of Com- petency Development on the Part of Their Student Teachers of Vocational Agriculture in Developing and Maintaining Relationships. . . . . . . . . . . . . . . 101+ Competency Categories Ranked in Dose ending Order of Their Sumed Mean Competency Indexes. . . . . . . . 106 TABLE EV. XV. XVI. XVIII . XIX. PA. Mean Competency Index Ratings of the Three Respondent-Groups by Competency Areas . . . . . . . . 107 The Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies of Begin- ning Teachers in Planning and Organizing a Program of Vocational Agriculture . . . . . . . . . . 110 The Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies in Teaching Classes and Supervising Farming Programs. . . . . . . 111 The Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies in Developing andMaintaining Relationships . . . . . . . . . . . . 112 The School Administrators' Ratings of the Extent to Which the Program Ought to Develop Competencies in Planning and Organizing a Program of Vocational Agriculture.....................113 The School Administrators' Ratings of the Extent to Which the Program Ought to Develop‘Competencies in Teaching Classes and Supervising Fanning Programs . . 114 The School Administrators' Ratings of the Extent to Which the Program Ought to Develop Competencies in Developing and Maintaining Relationships. . . . . . . 115 TABLE DEV. XXV. HVI. PAGE The Supervising Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies in Planning and Organizing a Program of Vocational Agriculture..................... 116 The Supervising Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies in Teaching Classes and Supervising Farming Programs . 117 The Supervising Teachers' Ratings of the Extent to Which the Program Ought to Develop Competencies in Developing and Maintaining Relationships. . . . . . . 118 Competmcy Categories Ranked in Descending Order of Their Smed Importance Indexes. . . . . . . . . . 119 Mean Importance Indexes of the Three Respondent- GmupsbyCompetencyAreas. . . . . . . . . . . . . .121 Chi Square Values of the Three Respondent-Groups' Rating Frequencies of Recommended Competency Development (6 degrees of freedom). . . . . . . . . . 123 Adequacy of Competency Development by the Program As Indicated by the Differences Between Importance Indexes and Competency Indexes (Scale B Minus ScaleA).......................127 TABLE IXVII . XXVIII. mx. PAGE Competency Categories in Descending Order of the Differences BetVeen _Means of Importance Indexes and Competency Indexes (Scale B Minus Scale A) . . . . . . 111-2 The Most Important Competencies To Be Developed in the Program as Identified and Ranked by the ThreeRespondent-Groups................11+5 Least Necessary or Most Undesirable Competencies Developed in the Program as Identified and Ranked by the Three Respondent-Groups . . . . . . . . . . . .153 The Attitudes of Students of the Beginning Teachers Concerning Their Teachers' Competencies in Planning and Organizing a Program of Vocational. Agriculture . . 160 The Attitudes of Students of the Beginning Teachers Concerning Their Teachers' Competencies in Teaching Classes and Supervising Farming Progrms . . . . . . . 161 The Attitudes of Students of the Beginning Teachers Concerning Their Teachers' Competencies in Developing and Maintaining Relationships . . . . . . . 162 FIGUFE 1. 2. LIST OF HOW PAGE PWT LOCATIONS OF THE BEGINNING TEACHERS IN E FIVE-STATE m 0 O O O O O O O O O O O O O O O 5 GRAPHIC REPREENTATION OF THE RANGE AND HEADS 01" m C(MPETENCY INDEES BEULTING FRO! THE THE REPONIENT-GROUPS ' RATINGS OF THE MM ' cmmcm O O O O O O O O O O O O O O O O 108 xii CHAPTER I INTROHJCTION The Problem Educational programs are inevitably the subject of never- ending evaluation by numerous persons , and virtually everyone stands ready to render an opinion. Thus at various times and in varying climates of interest, programs of teacher preparation frequently be- come the target of censure, praise. and persuasion. Among the crit- ics are the students and faculty, graduates and their employers and students, and the occasional individual with fault to find. As a consequence of seeking to justify the means without objective ap- praisal, possible danger lies in the chance that program changes may become based more upon conjecture than facts. Merely to continue the effort of preparing teachers without evaluating outcomes is somewhat analagous to the marksman who con- tinues his shooting without regard for what happens to his target. The necessity of appraising outcomes is axiomatic if there is genuine concern for improvement and growth in the program. It can be hypothesized that the program here evaluated is not fully achieving its present objectives to the extent that is possible. It is also likely that its objectives need revision in keeping with changing needs. Accordingly, the problau with which this study is concerned is that of appraising the effectiveness of the pro-service program of teacher education in agriculture at South Dakota State College and devising a plan for its improvement. ngse of the Stug. The primary purpose of this study is to con- tribute to the improvment of the pro-service program of teacher preparation in agriculture in the interest of preparing more effec- tive teachers of vocational agriculture. In order to achieve this primary purpose. the following specific objectives are proposed: (1) To measure the extent to which the pro-service program is achieving the outcomes embodied in its present objectives. (2) To measure the extent to which such outcomes are conso- nant with the needs of beginning teachers. (3) To propose a plan for the improvement of the program on the basis of the findings. Background of the Study The Nature of the Progg at South Dakota State Collgge. The profes- sional preparation phase of the agricultural education program at South Dakota State College is administered as part of the Department of Education, one of the departments within the Division of Science and Applied Arts. This division is currently the third largest in toms of enrollment among the eight acadanic divisions at the insti- tution. Students in the pro-service program are enrolled in the Division of Agriculture but are advised by the teacher trainer in the Department of Education. The institution' s total enrollment approxi- mates 3000 students. The size of the program can be shown, in part, by the number of undergraduate and graduate majors who have completed degree re- quirauents during the period covered by this research, as presented in Table I. TABIE I. EMBERS OF INHIVIDUAIS CQIPIE‘I'ING EON EQUIMTS IN AGRICULTURAL EDUCATION AT SOUTH DAKOTA STATE COLLEGE, 1956-1961 -. r Nmber Receiving Degrees Year 2:3; 1.4_;S_. 1956-57 ~ 27 7 1957-58 37 10 1958-59 ' 52 6 1959-60 30 1+ 1960.61 30 h The deparhuent in which the program being evaluated is admin- istered is provisionally accredited by the National Council for the Accreditation of Teacher Education, and the entire institution is ac- credited by the North Central Association of Colleges and Secondary Schools. The geographic area served by the program which this study evaluates includes South Dakota, Minnesota, North Dakota, Nebraska and Iowa. By virtue of its location near the Minnesota-South Dakota line, a preponderance of the out-of-state students come from Minnesota. 0f the 176 seniors who graduated in Agricultural Education during the period covered by this study, 67.6 per cent came from South Dakota, 25.7 per cent from Minnesota, and the remaining 6.? per cent came from Iowa, Nebraska, and North Dakota. Plac scent of the beginning teachers follows a similar pattern. During the past five years approximately half the teachers qualified have been placed outside the state, Minnesota being the state in which most of the placements were made outside South Dakota. The locations of the teachers studied are shown on.the map in Figure 1. .A teacherjplacement‘bureau is operated within the Education Depart- ment, and serves all majors in the department. The pro-service curriculum requires a minimum of 201+ quarter credits for graduation of which 188 credits are prescribed. Thirty credits in.professional education courses are required for certifi- cation. The first course in professional education is taken during the fall quarter of the junior year. Student teaching is done in as many as are needed of the eight approved resident student teaching centers located in Eastern South Dakota. All of these with the 61% ception of two are located within a radius of 100 miles from Brookings. 1A sixaweek period.of student teaching is required. A minimum of 37 per cent of the Agricultural Education major's course work is taken in the Agricultural Division. Attention is called.to a detailed.presentation of the entire curriculum which ap- pears on the following two pages. The curriculum is administered in the Division of'Agriculture. It should be mentioned that plans have alreaw been made to change to the semester plan, beginning in the fall of 1963. The change-over places all six higher institutions in the state on the semester plan. Agricultural Education.majors are selected.and retained in accordance with the following criteria: (1) They must have had a minimum of two years of farm experi- ence after age fourteen. 3". {1.5% ' . A" n I _ 7 , .,'mclnors or in: mm worms INTHE .‘ . fl—‘S'Ml m. ' ran some omen-19mm ms LOCATION .l-j or in: Insurance AT mums, scum DAKOTA North Dakota Minnesota {- Nebraska (2) (3) (4) They must file an application with the Education Depart- ment prior to enrolling in professional Education courses. They must have a minimum all-college grade-point—average of 2.0 for adnission and retention in the professional phase of the program during the junior and senior years (A=’+; BB, etc.). They must possess satisfactory personal, social, psycho- logical and physical qualifications. A teacher-education committee processes the applications. There is no active program of recruitment in operation. CURRICULM IN AGRICULTURAL EDUCATION South Dakota State College Quarter Technical Agriculture Credits Introductory Animal Husbandry, AR 3 Crop Production, Agronomy 1-2 Elanents of Dairying, HI 1 General Horticulture, Ho 1 Poultry Production, Ph 1 Livestock Nutrition, AH 25 Soils, Agronomy 25-26 Meats, AH 22 Veterinary Anatomy and Physiology, Vet. 20 Weed Control, Agron 30 Entomology, Ent 20 Farm and Ranch Management, Ag Re 38 Grain Crops or Forage Crops, Agron 55 or Agron 56 Plant Pathology in Human Affairs, Path 20 Rural Sociology, RS 31 Agricultural mlgineering, AE 21» or AE 1+7 Farm Buildings and Plans, AE 25 Farm Power and Machinery, AR 26 Electricity for Farm and Home, AF. 39 Welding, ES 3, 5 Woodworking, IAE 10 V ax'wmuwwuuww WMWUI-F'O\(='W\D-FO\«F‘ Biological Sciences Bacteriology, East. 30 Zoolog, 2 20-21 or Botany, Bot 11-12 Genetics, Z £12 Chmistg Inorganic Chmistry, Chm 1-2-3 or Chm “-5.6 Elementary Organic Chemistry, Chem 21 Eglish Usage Riglish 1-2-3 or h-S-é Oral Comunication, Sp 22 Riglish or Speech, Engl 1+3 or Sp 1+5 or 56 Publicity Methods, PRJ 1+8 Mathenatics Algebra, Math 10 Militag Science Mil 1-2-3 or 5-6-7 Mil 20-21-22 or 25-26-27 Orientation Orientation 1 Physical Education PE 1-2-3 Social Science Principles of Economics, Ag Ec 21-22 Principles of Sociology, RS 15 National Government, PS 34 or State Goverment, PS 36 Quarter Credits 3.1x» com MOM) {314:- max Quarter Credits Education and thology General Psychology, Pay 25 3 Principles of Vocational Agriculture, Ed 42 3 Educational Psychology, Ed 115 3 Special Methods in Vocational Agriculture, Ed 70 lb Student Teaching in Vocational Agriculture, Ed 73 8 Program Planning in Vocational Agriculture, Ed 71 3 Teaching Farm Mechanics, Ed 72 3 Supervised Farming and Adult Education, Ed 78 3 Education Elective _3_ 33 Free Electives 1h Need for the Study. The need for better prepared teachers is empha- sized with incmasing vigor as the practice of teaching continues to progress toward full professionalization. Teacher educators are be- coming increasingly aware, not only of the shortage of teachers in many fields, but also of the need for placing beginning teachers who have received the best possible preparation for teaching. Such a program of teacher preparation needs to be systematically and objec- tively appraised in order that its improment can be emedited. Thus, improved public school teaching implies improved teacher edu- cation programs. The increasing rapidity and magnitude of changes affecting educational programs further obviate the need for appraisal of teacher education. Such changes are particularly evident at pres- ent in the field of agriculture, and their acceleration in the fore- seeable future is imminent. The program of teacher education in agriculture at South Dakota State College has never undergone any objective, systematic evaluation other than that done by accrediting agencies . There is , therefore, a lack of well-founded evidence concerning the extent to which the program is achieving the results as anticipated by its ob- jectives, or the extent to which its objectives are appropriate to the present needs of beginning teachers. The continuing shortage of teacher educators in this particu- lar program who night assume responsibilities for the in-service growth of vocational agriculture teachers further compounds the need for such an evaluation. Under such circumstances beginning teachers must be better prepared than in cases where more nearly adequate in- service programs are possible. Although only about half the beginning teachers placed in vocational agriculture positions upon graduation are placed in South Mata, it seems pertinent to present some data concerning placeuent of beginning teachers in the state for the five years cov- ered by the study. Such figures are presented in Table II. It is noteworthy that an average of 1&6 per cent of the vocational agri- culture deparUents in South Dakota were manned by beginning teachers during the five-year period. Since South Dakota has no multiple- teacher deparhnents, the number of departments is identical with the number of teachers. The Teacher Education Committee in the Agricultural Section of the American Vocational Association included the following in its set of Guiding Principles for Institutions Training Teachers of Vocational 10 TABLE II. A CMMSON OF THE MEIER AND PROPORTION OF WINNING micmn WITH TE TOTAL IN ALL WAY-{WIS IN SOUTHDAKOTA, 1956-57 in 1960-61 1956-5? 1957-53 1958-59 1959-60 1960-61 Number of vocational agri- culture deparhnents ‘73 79 81 78 77 Number of beginning teachers placed in South Dakota 7 12 11+ 12 12 Per cent of departments manned by beginning teachers 9.6 15.2 17.3 15.55 15.6 Agriculture :1 ”Teacher Training Institutions Should be Remnsible for Continuous ' uraisal of Ca- es in riculture and for Makin Curriculum Adaptations to Meet owing Conditions." In support of this principle, this cmmittee stated that :2 . Responsibilities should be accepted for determining demands placed upon graduates and for following up graduates to as- certain the degree to which training programs are effective. The Objectives of the Prom. Evaluation involves judging the worth of experiences, ideas, or procedures. The judment presupposes stand- ards or criteria of some sort. Only by evaluation of an educational progrm in reference to a few enduring educational goals can such goals be kept in view and interpreted in relation to the constantly changing needs which must be met. 1American Vocational Association, "Guiding Principles for In- stitutions Training Teachers of Vocational Agriculture, " Washington 5, D0000 P0 3, 1956. hi ., p. 3. 11 EWaluation is an integral, procedural stage in the development of an educational program. Such development logically starts with the selection and.olarification of the objectives of the program. Secondly, educational experiences must be selected and.planned in ac- cordance with the conditions implied by the objectives. Thirdly, the educational experiences must be organized with reference to order, thee sequence and.other factors. Finally, the outcomes or ends achieved through the means ubodied in the first three steps are evaluated, and the results of the evaluation, if used effectively, have as their consequence an.improved.program.of’education. According to Dressel,3 evaluation, in relating outcomes to objectives, becomes an important means of improving the objectives. The extent to which the South Dakota State College pro-service program of’teacherjpreparation has develOpcd selected competencies on the part of beginning teachers represents the controlling criterion in.this evaluation. Such.competencies are replied in the objectives of the program which are later identified in this chapter. The objectives of the teacher education.program here under . evaluation receive their sanction from what are conceived to be ob- jectives of’any effective local program of vocational agriculture for which teachers are prepared. The central aim in such local programs is to develOp abilities, attitudes, skills, and understandings that ‘make a person an intelligent, occupationally competent participant in agricultural occupations. Accordingly, beginning teachers must 3Paul L. Dressel and Associates, evaluation _i_n_ Higher Education. Houghton-Mifflin 00., Boston, 1962, p. 29. 12 possess an adequate degree of proficiency to assist high school students, young farners, and adult farmers in developing abilities to :h (1) Make a beginning and advance in farming (2) Produce fam commodities efficiently (3) Utilize. adequately farm buildings, power, machinery, and services (it) Use sound judment in buying and selling (5) Conserve soil and other natural resources (6) Conserve hnuan resources through more effective use of farm safety, sanitation, and labor-saving dcvic es (7) Manage a fan business efficiently (8) Improve living conditions in the home and community (9) Participate or lead in agricultural, civic, and social organizations (10) Use agricultural credit wisely (11) Interpret the relationship of agriculture to society Teachers need also to possess the competencies necessary to assist persons destined for non-farming occupations to develop those basic skills , attitudes, abilities and understandings of farming which are found in these occupations, and which may be supplemented by: “Adapted from Michigan Department of Public Instruction, This 133 Believe About Vocational griculture, Publication No. 509 . Lansing , Michigan, 1965, p. 3, and Lloyd J. Phipps, Handbook on Teaching Vocational Agriculture, The Interstate, Danville, Illinois, 1956, Po 2 e 13 (1) Study of career opportunities in occupations requiring A code agricultural backgromd and training. (2) Farm work experience basic to the agricultural activities of workers in nonfarm occupations. The guiding principles as set forth by the Cooperative Study of Secondary School Standards underly the formulation of the objec- tives upon which the program is evaluated. A statment of those guiding principles is submitted herewith :5 Vocational agriculture consists of instructional activities and supervised farming programs which prepare pupils for agricultural occupations. Euphasis is placed on the develoyment of specific knowledges and skills necessary for successful participation in an agricultural occupation and on the develoment of understanding , attitudes, and ideals necessary for successful participation in rural life. The program in agriculture is based upon careful analysis of the particular agricultural needs of the pupils and community. The program is a cooperative enterprise utilizing both the facilities of the secondary school and the resources of the comunity. A desirable balance is maintained between the instructional activities of the class- room and farm mechanics shop and the practical experiences provided on the farm and in the nonfarning agricultural ac- tivities of the commity. It is helpful in this endeavor to set in writing the ideal which characterizes an effective beginning teacher of vocational agriculture. In the context of teacher preparation, the philosophy of the department in which these teachers are being prepared supports the ideal that an effective beginning teacher of vocational 5Cooperative Study of Secondary School Standards, Evaluative Criteria, George Banta Publishing Co. , Menasha, Wisconsin, 1965, p. 5. 11+ agriculture is one who :6 (1) is adequately prepared in the subject matter areas in which he will teach, and has had broad general preparation. (2) has had adequate farm or ranch experience including managerial responsibilities. (3) has had preparation in methods of teaching and program planning in vocational agriculture. (11») has had preparation in vocational guidance and the area of public relations . (5) has had participatory experiences in student teaching and 1 other endeavors which develop his competence in assming actual responsibilities in teaching. (6) possesses desirable personality attributes which con.- ' tribute to success in working with others. (7) exercises ethical and professional judmcnts, and is able and willing to grow professionally. (8) possesses satisfactory moral, social, physical, and psy- chological attributes and competencies. (9) is capable of viewing vocational agriculture in broad per- spective in its relation to the total school program. (10) is student-centered in contrast to subject-centered, but has a profound liking for his subject matter. ' (11) is proficient in identifying educational needs, planning, implmenting pedagogical principles, and evaluating 6Department of Education, "The Ideal Beginning Teacher of Vocational Agriculture," (mimeograph) South Dakota State College, Brookings. 15 outcomes. (12) possesses and shows evidence of stamina, enthusiasm, initiative and interest in accordance with the require- ments of his work. (13) provides effective intellectual stimulation in pupils. (1hr) understands pupils and how they learn: and invokes such understanding in his teaching. (15) is imbued with the true tenets of American democracy, mely: social sensitivity, free play of human intelli- gence, dignity of the hman personality, and equality of opportunity. (16) is ~motionally stable, tending toward flexibility rather than autocratic behavior; reliable and dependable. (17) shows evidence of a strong commitment to teaching as a career, and ability to establish worthwhile professional goals. (18) is able to adjust to varying situations. (19) provides inspired leadership. (20) is proficient in commmication competencies. (21) has a deep concern for the improvement of agriculture and rural living. (22) has an appreciation of scholarship. It is recognized that the foregoing items which comprise the ideal characterization of an effective teacher do not, in and of themselves, guarantee that all teachers prepared in the program cor- respond to the highest aspirations of those concerned with teacher 16 preparation. It is helpful, nevertheless, to conceptualize ideal accomplishient and the available means of striving for it. It should also be noted that, in a sense, the objectives of this program relate to the operational setting in which they are formulated, and are con— sonant with the institutional goals as printed in the general catalog of the institution :7 A (1) To provide professional and vocational training in the fields of agriculture, engineering, home economics, pharmacy, nursing, and the sciences and arts on both the undergraduate and graduate levels. (2) To provide citizenship training and general education essential for the understanding and appreciation of the American way of life. (3) To promote, through extra-curricular activities, student self-development in cooperation and leadership. (h) To promote and.conduct research particularly in the fields of agriculture, engineering, home economics and.ocience. (5) To promote and conduct statewide programs in practical education for the youth and adults of South Dakota in agriculture, homaaking , and other vocational pursuits. Associated with the aformentioned ideal and the institutional goals within which the program functions is the implancntation of the resources used.in recruiting, preparing, placing and following up such begiming teachers. The means utilized in the program include: 7General Coll e Catalog, South Dakota State College, Brookings, south “on. 19 C 1’ pa 1 e 17 (1) Recruitment of students for professional courses. (2) Formal instruction through general, specialized, and professional courses and laboratory experiences, uti- lizing the resources of the entire institution and selected public schools. (3) Selection and retention of students for professional courses. (1») Curricula: inproment. (5) Individual and group counseling of students. (6) Agricultural Education Club activities. (7) Placeuent services. (8) Follow-up of teachers placed within the state. (9) Limited work in producing instructional aids. (10) Graduate work at the Master's degree level. The objectives of the pre-service program here studied are classified within three main areas of professional services which beginning teachers are normally required to render, namely, (1) Planning and organizing a program of vocational agriculture; (2) Providing instruction and supervising students' farming programs; and (3) Developing and maintaining relationships. The explicit for- mulations of the ways in which prospective teachers are expected to be changed by the program are based upon information concerning typi- cal students’ present level of development, their needs , interests, the danands to be made upon than, the problaus they are apt to en- counter, and their probable Opportunities for service and self- realization. 18 Following are classified and listed the objectives upon which the criteria are based for evaluating the South Dakota State College program : I. Planning and Organizing a Program of Vocational Agriculture. A. B. C. D. E. To develop knowledge and understanding of secondary education and the place of vocational agriculture in it. To develop ability to ascertain agricultural educa- tional needs of the community. To deve10p abilities in planning , implanenting , and evaluating instruction. To further the competence and interest of students in procuring, organizing, and maintaining the resources of instruction. To develop appreciation of, and proficiency in, keeping and using adequate records. Teaching Classes and Supervising Fanning Programs. A. B. C. D. E. To develop understanding of the learning process. To provide for a reasonable mastery of the subject matter in the field, and of the fundamentals of the science and art of teaching. To provide for a reasonable mastery of the content of general education. To develop competence in rendering guidance services. To develop abilities in promoting , developing, and supervising programs of supervised fanning, and in utilizing them effectively in instruction. I". G. 19 To develop understanding of, and competence in, developing educational programs to meet the needs of young and adult farmers. To develop the competencies and attributes of an effective FFA adviser. III. Developing and Maintaining Relationships. A. B. C. D. F. To develop understanding of and appreciation for the importance of desirable personal and professional relationships. To develop ability in establishing and maintaining relationships. To encourage professional growth and development. To develop and improve abilities in comunication. To develop proficiency in organizing and utilizing a citizens advisory committee. To develop competence in organizing and conducting a public relations program. Scope of the Investigation This study is concerned with the extent to which the South Dakota State College pro-service teacher education program in agri- culture is developing effective teachers. It measures the compe- tency development of all teachers of vocational agriculture still teaching in 1960-61 who graduated from the program from (and in- cluding) 1956-57 to 1960-61. Also measured is the extent to which the pro-service program ought to develop various competencies assmed to be needed by beginning teachers. 20 Limitations This research is limited by the accuracy and adequacy of the concepts and conclusions of the respondents in appraising the compe- tency development of the teachers studied. It is further limited by the experience and attitudes of respondents in quantifying the ex- tent to which the program ought to develop various competencies. A third limitation results from the utilization of respondents asso- ciated with evaluation of competency development which, in some cases, occurred as much as about five years prior to this study, necessitating some reliance upon manory. Some of their appraisals would, therefore, be colored to some degree by performance later than the actual "beginning teacher" stage of developnent. A final limi- tation is seen in the fact that not all competency development re- sults solely from the program of teacher preparation. The study is delimited to the program at South Dakota State College, and more specifically only to the pro-service program in agricultural education; the graduate and in-service programs are not evaluated here. The conclusions, therefore, cannot be generalized to other institutions or to other pro-service programs within the insti- tution. Also, this research is restricted to a group of teachers ~ who completed their pro-service preparation from 1956 to 1961, during which some minor changes were made in the program. Definitions of Terms Used In order to achieve common understanding, certain toms re- quire definition, and, for purposes of this study, need to be inter- preted in the light of definitions as indicated below. 21 Professional competency. in ability or skill which directly or indirectly influences the effectiveness of a teacher. Comgtm catggries. The categories into which related profes- sional competencies are assembled within the three main areas of competency. Areas of cmetencz. The groupings into which related groups of pro- fossional competencies are assaubled. In this stuw there are three such areas: Planning and Organizing a Program of Vocational Agri- culture: Teaching Classes and Supervising Farming Programs; and Developing and Maintaining Relationships. Begwg teacher. A professionally qualified teacher of vocational agriculture who is making initial entry into this field as a full- time teacher in a program conducted under the specifications and objectives of basic Vocational Education Acts. Capstone: Index. The competency index is a figure denoting the ex.- tent to which a competency is developed. A competency index for a competency category is computed by dividing the weighted Mnemoy on Scale A by the total umber of responses in the competency category. gmrtance Index. The importance index is a figure denoting the perceived importance of a competency. in importance index for a competency category is computed by dividing the weighted frequency on Scale B by the nmber of responses in the competency category. School Adeinistrators. School administrators are persons deployed by public schools to aduinister programs of elmentary and secondary education consisting of grades up to and including grade 12. School 22 administrators in this research have the responsibility of adminis- tering and swervi sing programs of vocational agriculture at the high school level and also those for adult farmers and young farmers where such programs are offered. Effective teach_i_._ng. Teaching is effective to the extent the teacher does things, or behaves in ways that are favorable to the develop- ment of desirable and intended cognitive, affective, and psychomotor learnings. Effective teaching also implies that well-planned teacher- pupil goals have been attained to a desirable degree. Evaluation. The makings of judgments concerning the value, for some purpose, of ideas, procedures, objects, solutions, attributes, methods, or material. It involves the use of criteria as well as standards for appraising the extent to which particulars are accu- rate and appropriate. The judgments may be either quantitative or qualitative. 8 Pro-service program. The undergraduate college program preparing teachers of vocational agriculture at South Dakota State College, and completed prior to their entry into full-time anploymont as teachers. aBenjamin 3. Bloom, Taxonomy 2; Educational Objectives. Lonaans, Green and Company, New York, 1953, p. 155. CHAPTER II REVIEW OF THE IITERATURE The purpose of this chapter is to present a review of selected literature and writings related to this stuw. Consideration is given to investigations and writings most directly related, and only those portions of research or materials having some connection to this study are reported. The annotated bibliographies of studies conducted in agricul- tural education proved very helpful in discovering studies for review here. Such annotated bibliographies are reported in the Smaries 2; Studies g Agricultural education.1’2v3:“v5'6 .4 1Summaries g_f_' Studies in Agricultural Education, Supplmnent No. 6, Vocational Division Bulletin No. 251, Agricultural Series No . 63 , U.S . Department of Health, Education, and Welfare , United States Government Printing Office, Washington, D.C., 1953, 100 pp. 2Summaries 9;: Studies in Agricultural Education, Supplement No. 7, Vocational Division Bulletin No. 253, Agricultural Series No. 6%, U.S. Department of Health, Education, and Welfare, United States Government Printing Office, Washington, D.C., 1951-1», 75 pp. 3Summaries 9; Studies _i_r_r_ gricultural Education, Supplement No. 8, Vocational Division Bulletin No. 25 , Agricultural Series No. 66, U.S. Department of Health, Education, and Welfare, United States Government Printing Office, Washington, D.C., 1955, 108 pp. "Smaries g; §jtudies in Agricultural Education, Supplement No. 11, Vocational Division Bulletin No. 27 , Agricultural Series No. 71, U.S. Department of Health, Education, and Welfare, United States Government Printing Office, Washington, D.C., 1958, 86 pp. 53mmsaggg 9_f_: Studies y; gricultural Education, Supplement No. 12, Vocational Division Bulletin No. 275, Agricultural Series No. 72, U.S. Department of Health, Education, and Welfare, United States Government Printing Office, Washington, D.C., 1959, 56 pp. 6Summaries 2; Studies in ricultural Education, Supplement No. 13, “Vocational Diuvisi—on BEIlLetin 153. T2 2,“"Agrie""'u1tura1 Series No. 75. U.S. Department of Health, Education, and Welfare, United States Government Printing Office, Washington, D.C. , 1960, 90 pp. 24 In some cases, copies of more recent studies related to the present one were requested from other institutions but were not yet available. In preparing this review, the studies and writings have been grouped into three major areas. In the first section, there are reported those pertaining to evaluation of teacher education programs. The second section includes studies and writings pertinent to compe- tencies of teachers. The third section of this chapter is composed of a review of work concerning the measuring of teacher effectiveness. A brief smary of the entire review of literature and related mate- rials concludes the chapter. Studies and Writggs Relatgg to Evaluation of Teacher Education. Dressel stated that ”Evaluation of instruction at any level of edu- cation can have justifiable relevance to no other ultimate goal than that of improving the learning process. It involves judging the worth of learning emeriences in accordance with valid standards and criteria. "7 In developing any educational program, the logical point at which to begin is with the objectives. Once they are selected, appropriate educational experiences are then devised and conducted in keeping with the accepted principles of learning, aimed at the reali- zation of the objectives. Evaluation, as the consmation point in the process, is the proving ground for the propriety and adequacy of the objectives and for the quality of the teaching. Dressel8 also asserted that "unless evaluation has first been invoked to place some 7Paul L. Dressel and Associates, Evaluation in Higher Edu- cation, Houghton-Mifflin Compamr, Boston, 1935, p. E? %ideg Po 15o 25 value in the educational experience, evaluation of the experience is unlikely to be profitable. " An analysis of the educational philosophies as they relate to evaluation identifies some striking facets which reveal themselves in this study. In comparing the judgments, opinions, beliefs, and atti- tudes of the various philosophic persuasions, it becomes clear that educational philosophy has crucial significance for the character, progress, and success of programs for evaluation. It is noteworthy that the bulk of the philosophic loyalties concerned with the program here evaluated are in the direction of the relativist persuasion to which Ruth retort-.9 refers as the instrumentalist philosophy. It is pertinent here to paraphrase some of Eckert's10 descrip- tive statements concerning the relativist philosophy as they relate to evaluation. In this philosophy, great prominence is given to evaluation, affording it a central role in clarifying and appraising learning. Since education is a dynamic process, appraisal should contribute to definition of aims and to guiding educators in the di- rection of those aims. Individual uniqueness in a dynamic, changing society is of great importance. A variety of methods of evaluation, based on present needs of learners, is favored, and recognition is given to reformulation of goals as conditions change. Relativists would have faculty teachers who work closely with students seems the 9Rnth u. Eckert, "Evaluation in General Education, " .Ths Fifty- First Yearbook g; t_h_e National Society f9}; the. Stug 9.; Education, Part I, General Education, Nelson B. Henry, Ed. , University of Chicago Press, Chicago, 1952, Chapter 12. 1°Ibid., Chapter 12. 26 role of planning and conducting evaluations, with the students deeply involved in the actual appraisal. Evaluation thus becomes a signifi- cant educational experience in itself. In this view, the process of evaluation requires assunption of responsibility on the part of the learner, in partnership with his instructor, for the success of the learning process. Outcomes of the learning process to be evaluated include not only cognitive learnings, but also such outcomes as per- sonal and social adaptability, values, and interests. Behavior is given greater emphasis than verbalization, and the student's perform- ance after leaving school provides the best test of his education's effectiveness. J. W. Maucker,11 in the third Charles W. Hunt Lecture, cites the imperative need of learning to evaluate teacher education pro- grams on the basis of the results they produce. Paul Woodring, in discussing levels at which evaluation of teacher education programs are commonly conducted and the difficulties involved, stated:12 Programs of teacher education may be evaluated at any of three levels: we can make judgments about the program itself, we can judge the competence of the teachers who graduate from the program, or we can evaluate the learning of the children taught by these teachers. The third al- ternative is the only one that really gets to the heart of the problem for no program of teacher education is good un- less it produces teachers who can contribute to effective learning in children. But of the three approaches this is by all odds, the most difficult. It requires effective control of a vast number of variables and it requires a great deal of time, for the influence of the teacher 11J. W. Maucker, Imperatives_ for Excellence i_n Teacher E__du- cation. Third Charles W. Hunt Lecture, The American —Association of Colleges for Teacher Education, Washington, D.C., 1962, p. 1b. 12Paul Woodring, N__e_w_ Directionsin Teacher Education. The Fund for the Advancanent- of Education, New York, 1957. p. 32. 2? continues throughout the lifetime of the pupil , and many of the most important influences are not easily measurable. If the pupil becomes a great scientist or the President of the United States he may attribute his success to his eighth- grade teacher but we can never know whether he would have attained the same success if he had had a different teacher. Even if we give this teacher m1 credit we cannot know how much of the teacher's success was due to the educational program which prepared him for the teaching. Woodring defends the use of rating scales in the evaluation of teacher edmation programs. His contention is that they reduce the chance that different supervisors using them will rate different traits. They make comparative judgents possible and reduce the halo effect. He pointed out that teacher educators must continue to judge teachers as best they can, and that in the interest of greater objec- tivity they must continue to use rating scales."3 The 1960 edition of the Enczglgpedia 2; Educational Research divides evaluation studies into two groups: surveys , in which whole institutions or groups of institutions are appraised; and self- studies, in which a division or department is evaluated by its per- “ 1‘ sonnel. Self-studies, such as this one, fall into two categories. The first consists of fragmentary investigations into certain phases of the program to find out whether the desired objectives are being achieved by the casting methods and programs. The second, namely the self-survey, is a study of the total educational program of an institution by the faculty involved, sometimes with the assistance of outside consultants. 1‘" 13Ibide . pe 61"“ “Chester Harris, Ed. , Encglgpedia of Educational Research, The Macmillan Company, New York, 19 0, pp. “237.2 . 28 Christensen15 conducted an evaluation study of the entire pre- service secondary teacher education program at the University of Oregon in 1957. The design of his research contained elements simi- lar to this study in the sense that the appraisal of the program by former graduates who became teachers was assumed to be a valid means of identifying strengths and weaknesses. A. questionnaire designed to collect evaluative infomation pertinent to curriculum, instruction, professional laboratory experiences, counseling program, subject preparation, and placement efficiency was sent to 2146 persons who had taught at least six months since graduation during the four-year period preceding the study. On the basis of the 221+ returned ques- tionnaires the author drew the following conclusions :16 1. Respondents regarded their student teaching as the. mo st valuable experience. 2. The course 'School in American Life' was considered least valuable. 3. Overlapping of course content was thought excessive in relation to 'School in American Life,’ 'Educational Psychology' and 'Principles of Teaching.‘ it. The importance of the instructor in making the course valuable was mphasized. 15nean c. Christensen, "An Evaluation of the Secondary Teacher Education Program at the University of Oregon, " unpublished Doctor's Thesis, University, Eugene, Oregon, 1957. Dissertation Abstracts, Vol. 17, No. 12, December, 1957, University Microfilm, Ann Arbor, Michigan, p. 2927. 16mid. 7. 9. 10. 11. 12. 13. 29 Discussion and informal lecture were rated the most effective instructional procedures in college classes, while student reports and final examinations were con- sidered least valuable. The training period for student teaching was not of suf- fic ient duration nor adequately varied. Too little help during student teaching was received from the college supervisor. There was a lack of opportunity to observe actual class- room teaching prior to student teaching. A large percentage of the graduates were teaching several subjects outside their professional majors. Additional preparation was found necessary in the details concerned with record keeping, parent-teacher confer- ences , opening of the school year, supply requisitioning , and general teacher activity in the cormunity. Many graduates found their preparation lacking in under- standing of the problems, programs, and activities typi- cally found in rural schools and communities. Preparation for in-service extra-class responsibilities was inadequate, particularly in music, art, physical education, speech, and journalism. Preparatory experience was inadequate in directing out- of-class activities, discipline techniques, guidance activities, evaluation procedures , faculty meetings , and professional meetings . 30 1h. The counseling and guidance program at the University was considered fairly adequate. 15. The plac enent service lacked a sympathetic attitude , did not provide enough community descriptive materi- als, or prospective employer- employee conferences, and did not give prompt notification of vacancies. 16. Graduates felt a lack of understanding of the entire job facing than upon leaving college. It appears that the foregoing study identified a rather in- ordinate proportion of weaknesses in the teacher preparation program and raises the question of whether all the preparation identified is feasible in a four-year period of pre- service preparation. An ad- ditional question is whether any teacher preparation program should be expected to "arm" the prospective teacher with a "bag of tricks" to be used in teaching, in preference to an adequate mastery of I principles involved in effective pedagogy. While Christensen' s study has some eleuents cannon to the evaluation under consideration here, it contrasts sharply in evalua- tive approach. The core of his evaluation is represented by the means utilized in preparing teachers, of which curriculum, instruction, professional laboratory emeriences, counseling program and placement service are exanplary. In other words, means, rather than ends, are evaluated. A similar approach to evaluation is characteristic of The Na- tional Council for Accreditation of Teacher Education. Its Standards 31 and M17 states that "an institution may be accredited at the undergraduate or graduate levels for any or all of the following cate- gories: (1) elementary school teachers, (2) secondary school teach- ers, and (3) school service personnel such as achninistrators, super- visors, and'guidancc counselors." The standards upon which the criteria for evaluation are based are seven in number:18 I. Objectives of Teacher Education II . Organization and Administration of Teacher Education III. Student Personnel Programs and Services for Teacher Education IV. Faculty for Professional Education V. Curricula for Teacher Education VI. Professional Laboratory Experiences for School Personnel VII. Facilities and Instructional Materials for Teacher Education It was mentioned in Chapter I that South Dakota State College was accredited by the North Central Association, and that the insti- tution' 3 program of teacher preparation was provisionally accredited by NCATE. The latter accreditation, for both undergraduate and gradu- ate secondary teacher education levels, was approved in 1961 for a three-year period in accordance with the Council's Standards which, in part, state that:19 ”National Council for Accreditation of Teacher Education, Standards and Guide f9}; Accreditation 9; Teacher Education, Washing- ton 3, D.C., 1935, p. 1. 1%ide. Pp. I..250 19Ihid. , p. 1. 32 An institution whose program of teacher education is generally strong and gives good promise of further develop- ment but is still deficient in certain aspects may be granted provisional accreditation for a term not to exceed three years. In such cases, the institution is expected to furnish the Council with annual reports of progress in eliminating its deficiencies and will be granted full ac- creditation when standards are fully met. Since the graduate and undergraduate Agricultural Education pro grams at this institution are part and parcel of the total Education De- partment' s program of teacher education, its accreditation status cannot be dissimilar. Standards II and VI , Organization and Admin- istration, and Professional Laboratory Experiences, respectively, were identified by the Council as being in need of additional strength and inprovuuent. It was the decentralized organization and adminis- tration of teacher education and the paucity of professional pre- student teaching laboratory experiences which were designated as weak areas. Although the college is a multi-purpose institution, approxi- mately 36 per cent of its graduates have completed the teacher edu- cation program. It is therefore of crucial importance for its teacher education program to be upgraded to achieve full accreditation. Since the provision of professional laboratory experiences represents an area in the South Dakota State College program which is in need of refurbishment, reference to a rationale for such emeri- ences is appropriate for inclusion here. The Association for Student Teaching20 defines professional laboratory experiences as: 20Helen T. Suchara, “Teacher Education: The Context for Pro- fessional Laboratory Experiences," Th3 Outlook in Student Teaching, Forty-First Yearbook, Association . for Student Teaching, W. C. Brown Co., Inc., mbuque, 1a., 1962, p. 131. 33 all these contacts with children, youth and adults (through observation, participation and teaching) which make a direct contribution to the understanding of individuals and their guidance in the teaching-learning process. Suchara,21 who used the foregoing definition, contended that laboratory experiences are too frequently confined to the student's work in professional education, and, furthermore, to the final term of study prior to acceptance of employment as a teacher. She favored programs in which general education and specialization sequences are interrelated, and in which both develop simultaneously in the stu- dent' s preparation for teaching. In discussing the time and arrange- ment of student teaching she stated that :22 To help students experience the major responsibilities of teaching and become self-directive in the process, student teaching needs to begin early enough for gradual involve- ment in guided teaching and eventual conclusion with full- tine assignment, in which the prospective teacher has the opportunity to carry responsibility for a group of learners for a continuing period of time. Lofthouse23 mphasized the increasing importance of the prob- lan of adequate recruitment and retention of prospective teachers in stating that "It has been estimated that eight per cent of all our high school graduates must enter teaching just to fill the places vacated by those who quit the profession each year." She continued, stating four principles concerned with selection and three concerned with counseling, taken in order, as follows: 211nm. , p. 133. zzIbid. , p. 137. 23Yvonne Lofthouse, "Selection and Counseling: Avenues to Quality Control, " The Outlook in Student Teaching, Forty-First Yearbook, Association for Student Teaching, W. C. Brown Co., Inc., Dubuque, 1a., 1962, p. 139. 3h Selection : Standards of selection can be set and adhered to regard.- less of the facts of teacher supply and danand.” Selection and preparation leading to provisional certi- fication, a concern of the profession 25 rests primarily with institutions of higher learning. In- service licensing for continuing certification and 26 specialization must rest ultimately with the profession. The right to invalidate a license for malpractice be- longs to the profession.27 Counseling : Counseling of future teachers should begin early and should be available as long as the teacher regains in, or contmplates returning to, the profession. Laboratory experiences fulfill an essential guidance function and they should be provided as soon 55 the individual expresses an interest in teaching. The undergraduate program should be broad, general, and exploratory in nature. The selection of a curriculum should follgw a thorough orientation to the profession as a whole. Returning more specifically to the problem of professional laboratory experiences, Junge31 presented and elucidated five 2m. 251bid. , p. 11+0. 2622.. 27Ihid. 281cm. , p. m2. 291.922- ”no... 31Charlotte W. Junge, "Resources, Human and Material: Essen. tials of a Good Program," Th__e_ Outlook in StudentT eacw Fort;- Fi___r__st Yearbook, Association for Student _Teaching, W. C. Brown Co., Inc., Dubuque, 13., 1962, pp. 1116-155. 35 guidelines which reflect the thinking of the Association for Student Teaching , and which are quoted as follows : The practicing profession (public school personnel) shares in the responsibility for the preparation of teachers.32 The relationship betwun and among persons responsible for the education of teachers will determine, 3° an appreciable extent. the effectiveness of the program.3 The education of the teacher must be constantly conducted with a view to laboratory proof and demonstration. The theory and practice of edgfiation can only be productively developed simultaneously. Laboratory experiences in teacher education should provide for involvement in a variety of situations , wit individual children and with children in classroom groups. 5 Competence in teaching is a far more complex, far more do- manding level 8f perfomance than we have been accustomed to recognize.3 In assessing progress toward the realization of the objectives formulated for a progrm of teacher preparation, the evaluation of student teaching is integral and crucial, according to the following quotation from Boykin :37 Since the results of a student teaching program must be evaluated in toms of the kinds of competencies it pro- duces in prospective teachers, objectives should be defined 32Ibid., p. 1118. 3 id., p. 1119. Blip}; , p. 151. 35Ihid., p. 152. 3 id., p. 155. 37Leander L. Boykin, "Principles of Evaluation in Student Teaching," Evaluati_nlg Student Teaching, A Forward Look gt Theories and Practices, Thirty-Ninth Yearbook, Association for Student Teaching, W70. Brown Co., Inc., Dubuque, 1a., 1960, p. 13. 36 and stated in terms of the kinds of behavior expected to be realized. He propounded the phenomenological approach38 to student teaching evaluation and set forth eleven behavioristic principles39 upon which evaluation of student teaching ought to be founded. The tena- bility of Boykin's approach to evaluation can be attested to by its reliance upon recent psychological theory. Much of the literature on teacher education of the future envisions programs which contrast markedly with present-day programs. There is no paucity of research dealing with programs of teacher preparation which extend beyond the baccalaureate level. An article 110 contains the following statementfi"1 written by J . Lloyd Trmp Teacher education for most students will be a five-year pro- gram starting immediately when the student enrolls in a higher education institution. The program will consist con- . currently of work experience, courses in the subject area he plans to teach and in the liberal arts, and professional education seminars, lectures, and activities. Trump' s anticipations are supported by the Tmple University Experi- mental Program in Teacher Education,“2 the Arkansas Experiment in 38mid. , pp. 10-12. 39Ibid. , pp. 8-2h. l“)J . Lloyd Trump, "A Future Setting for Teacher Education, " Journal 2; Teacher Education, Vol. 13, No. 1, March, 1962, pp. 19.23. MIbid. , p. 20. thos. S. Butterweck, Director, W” Teachers _f__or Sec____o___nd- m Schools, Mort__ of a Post-Baccalaureate Program Leading__ to” a Master g_f Education Degree, Pil____o_ts S___tugy II o__f_' an Egerimental m _i_n Teacher Education, Temple_ University, Antioch Press, Yellow Springs, Ohio, 1959. 200 pp. 37 Teacher Education, “3 the Kansas Conference of the National Commission on Teacher Education and Professional Standards,“ and others. In concluding this section pertaining to evaluation of teacher education programs, it is fitting to call attention to a case study revealing current practices in teacher education. The one selected for brief review here amplifies practices, mam of which could be implanented in the program evaluated in this study in the interest of its improvement. It is one reported by Fauset and Foeter"5 in regard to the program at Arizona State College. Summarized below are some of the practices which characterize the program. The college is a multi-purpose institution with a large pro- portion of its students completing the teacher education program. All divisions in the institution concerned with teacher preparation recog- nize their responsibilities to the program, and the basic machinery for cooperative effort in teacher education is provided by a Comit— toe on Education]46 A professional sweeter provides for professional education, including student teaching, in time blocks during the second half of the junior year or during the senior year. Students “3W. C. Buthuan et al., A Re rt 93; 1:113 Arkansas Eeriment in Teacher Education, Septmber, 1960, no source given}, 147 pp. Follow-g Studies 9; .1113 Kansas TEPS Conference, National.Comiission on Teacher Education and Professional Standards , National Education Association of the United States, Washington 6, D.C., 1959. P. 11. h5Charles E. Faucet and F. Gordon Foster, "Case Study: A College in Transition, " ghg Outlook in Student Teacm, Forty-First Yearbook, The Association for Student Teaching, W. C. Brown Co. , Inc., Dubuque, Ia., 1962, pp. 514-59. “raid. . p. 5b. 38 participate in student teaching for two hours per day for 11 weeks and for one-half day five days per week for seven weeks, enabling then to do student teaching in both major and minor fields.” Selection and retention requirauents at the institution pro- vide that a student entering the education curriculm must have graduated from high school and hold a scholastic rank in the top three-fourths of his class. Additional admission standards include reference to required courses during the first two years, health, recomendations regarding moral and social characteristics, acadmic record during the first two college years, communications skills, per- sonality, and placement test results. The grade-point-average require- ment for admission to student teaching is .15 point higher than for anission to education courses. “8 During the 1960-61 school term approximately 90 secondary and no elementary student teachers were placed in the public schools of Flagstaff, Arizona. Supervising teachers are selected jointly by a committee consisting of the college director of student teaching and public school administrators. Previous teaching experience, length of service in the local school, degree held, certification status, teaching competency, and willingness to serve as a supervising teacher are criteria employed for the selection of supervising teach- ers . Student teachers initially meet their supervising teachers at a planned social hour at the beginning of the semester, and meet with the principal in orientation sessions the following day. Student WIbidu p. 55. ”amid” p. 56. 39 teacher handbooks are used in the guidance of student teachers. Mid.- tem evaluations are conducted cooperatively.“9 Supervising teachers are given nominal courtesies and stall tuition waivers, but are not compensated directly for their services. A survey of college education faculty, subject matter faculty, super- vising teachers and administrators provided information pertinent to the problan of selecting qualified supervising teachers. A very sizeable majority thought that a committee representing the college and the cooperating school involved should meet periodically to se- lect and approve supervising teachers. The number of years of teach- ing experience was favored by a large number as a criterion to be used: however, no specific duration was indicated. A Bachelor's de- gree for elanentary and a Master's degree for secondary supervising teachers was favored; some recommended that a special supervising teacher certificate, registered with the state department, be used. College respondents strongly favored the Master's degree or its equivalent, for all supervising teachers. The majority also indi- cated that supervising teachers should take the course, Supervision of Student Teaching. Virtually all respondents preferred a plan of having representatives of the groups involved appraise the personal qualities of teachers prior to approving them as supervising teachers.5° ”libido. Po 5?- 5°Ibid., p. 58. 140 Studies and Writgg’ s Pertaining to Competencies of Beginning Teachers. Rhoad51 used supervisory ratings of teachers in Ohio as a means of arriving at effectiveness ratings of teachers. He correlated those ratings with twelve pre-service factors which he believed to be cru- cial in influencing teacher effectiveness. His aspirations were in the direction of identifying factors which could be used in pre- dicting the degree of effectiveness of prospective teachers prior to their entry into the work of teaching. He contended that such pre- diction would provide a means of eliminating considerable waste and disappointment to prospective teachers, secondary schools, and the teacher training institution. Following are listed the factors which were correlated with the supervisors' ratings:52 1. College point-hour ratio 2. Agricultural Education courses - point-hour ratio 3. Student teaching point-hour ratio 4. Intelligence test score 5. Units of college extra-curricular activities 6. Type of high school attended 7. Nmnber of years of high school vocational agriculture completed 8. Ratings of vocational agriculture department attended 9. Number of years of fan: management experience 51Claud Elton Rhoad, AS__tug_11 of the Relati____9_n of Selected Pre- Se___r_vi___ce Achievement _a_nd Eerience Factors _t_g Success in Teac_h_i_._ng— Vocational Agriculture in 9__hio, Master 3 Thesis, Ohio S_tate Univer- sity. 1937. pp. 52-55. 52mm. , p. 53. 41 10. Number of years of farm residence 11. Per cent of college money borrowed 12. Per cent of college money earned The coefficients of correlation between the foregoing factors and the supervisors' ratings ranged from -.111 to .499, indicating inp sufficient functional relationship to consider the factors signifi- cant for prediction. The author concluded that none of the factors is of value for predicting success in teaching vocational agriculture, and that the method of measuring teaching efficiency by judgments is the best and most valid available. Guiding principles represent the sine lug m of any effective program of teacher preparation. The needs of the trainees and of agriculture; the methods, materials, practices, and experiences in- volved in preparing persons for teaching; the attributes and. compe- tencies of those who prepare them; all these and other considerations becane important parts of the complex. Such matters involve refer- ence to value judgnents based upon the best evidence. Principles are basic concepts or fundamental truths used to guide persons or groups in undertakings vital to themselves and others. The final chapter of this study includes a proposal for the improvanent of the South Dakota State College program in pro-service Agricultural Education. In this effort overt consensus among agri- cultural educators in the form of principles is indispensable. It is by reason of the important place which principles have to this study and to the preparation of effective teachers that considerable space is devoted to them in this section. 1+2 Luster” formulated and had evaluated by teacher educators in the North Central Region a set of 511' guiding principles for the pre- service education of teachers of vocational agriculture. Substantial agreanent among the teacher educators was reported. His list of . principles, grouped according to five major areas, is quoted herewith :5” Curriculum Hm. Princi 1e 1. All contacts with students, the nature of the teacher- earning situation and methods of teaching should be considered essential aspects of the curriculum. Principle 2. The curriculum should include opportunities and experiences designed to develop personal, social and profes- sional qualities inherent in good teachers of vocational agriculture. Principle :2. Experience in Agricultural Education and/or ducation should begin early in the pre- service curriculum for teachers of vocational agriculture. Principle 15. The nature and extmt of the beginning teacher supervisory program and other in-service assistance influences the land of pro-service program needed. Principle 5. The curriculum should be based upon the experi- ence, needs and interests of the students as individuals, citizens and members of the teaching profession. Principle 6. Individual differences should be recognized and the curriculum should be flexible enough to meet specific individual problems and needs. Principle 2. The teacher education program should be fine- tional and practical rather than merely acadenic in nature. 5 3 George L. Luster, FPre-Service Curricula for Preparing Teachers of Vocational Agriculture in the North Central Region, " unpublished Doctor' 3 thesis, The Ohio State University, Columbus, Ohio, 1954. ' 5“I‘e1d. , pp. 33.62. 1+3 Principle 8. Theory and practice should be coordinated in all areas of pro-service preparation of teachers of vocational agriculture. Principle 2. Institutions preparing teachers should promote an understanding of basic concepts, principles, relationships and generalizations rather than mere acquisition of well- organized facts and infomation. Principle 10. The pro-service program for preparing teachers of vocational agriculture should be integrated in order that students may coordinate and relate subject fields to each other and to life situations and problems. Selection and Guidance. Principle 1. Selection of students should be such that only those who exhibit qualities and competencies associated with good teachers are certified to teach. Principle 2. Students should have the assistance and services of a functional guidance program with competent counselors throughout their pro-service teacher education program. Princi 1e . Selection should be a continuous process through— out the pre—service education of teachers of vocational agriculture. General Education. Principle 1. Teachers should have at least as much of the same kind of general education as is provided graduates who enter other professions and occupations. Principle 2. The general education of students should enable than to: a. Think in terms of local, state, national and world situa- tions and problems. 0‘ . Possess clear ideas and concepts of democratic values essential in strengthening of democratic powers in our rapidly changing culture and economy. c. Be able to listen and to communicate ideas clearly and effectively. d. Maintain their personal health and assist in promoting the health of those they teach. 14.4 e. Be useful citizens by actively participating and assuming leadership in civic affairs of the community, state and nation. 1‘ Properly select, plan, use and enjoy leisure-time ac- tivities so as to attain maximum development for personal and social well-being. g. Learn through concrete experiences, both on and off the campus, thereby adding substance and meaning to theoreti- cal instruction in the classroom. h. Possess an appreciation for science and maintain a whole- some attitude toward experimentation and research. i. Develop a consistent philosophy for living in keeping with the moral and religious beliefs in a democracy. 3. Use the community as a learning laboratory to make learning more interesting and meaningful. k. Develop an appreciation for the nonverbal means of expres- sion and communication, such as music and art. 1. Learn under the guidance of capable professors who have mastered the art of good teaching. Technical Agriculture. Principle 1. Students should develop desirable attitudes toward agriculture as an occupation and. understand its importance and relationship to other occupations in our present-day society. Principle 2. The pro-service education curriculum should enable students to acquire such attitudes, understandings, apprecia- tions and knowledge of the physical and biological sciences as are essential in analyzing and solving agricultural problans. Principle :2. The curriculum should enable students to acquire such technical knowledge and skill in plant and soil science, animal science, agricultural economics and agricultural mechan- ics as are necessary to initiate a good program of vocational agriculture. Principle 1+. Courses in technical agriculture should enable students to: a. Supplanent theory in the classroom with practice under actual conditions whenever possible to do so. b. Develop practical skills in agriculture as are needed by the typical beginning teacher of vocational agriculture. “5 c. Learn under the guidance of capable professors who have mastered the art of good teaching. Aggicultural Education and Education {Professional Training) Principle ‘2. Students should be assisted in developing an understanding of growth and development of people and in special abilities in working with people so as to know how people learn and to recognize individual differences and to understand the “why" of human behavior. Principle 2. Classroom instruction in education and/or agri- cultural education courses and involving theory, methods and background to teaching should be provided as needed to con- tribute to make the practical eaqneriences of the student most meaningful and beneficial. Principle :2. Classroom teaching in agricultural education should be provided by capable professors who have mastered the art of good teaching. Principle 4. Adequate participation experience should be pro- vided under typical conditions and supervised by competent persons, as is needed to deve10p initial confidence and compe- tencies required to teach, plan and conduct a good program of vocational agriculture. Principle 2. These participating experiences (agricultural education should enable students to: a. Engage in practical experiences while studying profes- sional courses in methods and theory in the classroom. b. Attain adequate practical experience under typical con- ditions in teaching high school boys, young farmers and adult famers . c. Become familiar with professional organizations, under- stand their organization and purposes and be prepared to participate in and contribute to the work of these organizations. 6.. Have adequate experience in supervising the fanning pro- grams of high school boys, young farmers and adult famers on their home farms. e. Work with an agricultural advisory or citizens' committee in planning the local program of vocational agriculture. f. Attain skill in using demonstrations in appropriate teaching situations. g. i. j. k. 1. me n. 0. Po q. Gain adequate experience in advising and working with the local chapter of Future Farmers of America in planning and conducting its program. Have adequate experiences in individual counseling and in advising students. Experience the preparing and using of audio-visual aids in actual teaching situations. Work with the local school administrator in planning and conducting the local program of vocational agriculture. Participate in organized classes and conferences with other student teachers, supervising teachers of voca- tional agriculture, and/or members of the Agricultural Education staff, in which the problems of student teaching are discussed. Participate in student teaching in a local community, off campus for sufficient time as is necessary to develop initial confidence and competencies required to teach and to conduct a good program of vocational agriculture. Live full-time in the community in which they experience student teaching in order that they may observe, study and evaluate community conditions similar to the se in which they expect to teach vocational agriculture. Have adequate experiences in working with the parents of high school boys in developing better understandings and working relationships essential to an effective program of vocational agriculture. Have adequate experience in maintaining and improving the library and physical facilities necessary for a good program of vocational agriculture. Have first-hand experiences and responsibilities in community living that will give students insight in the cultural, social and religious mores of rural living. Formulate a sound and consistent educational philo soplw. iaraD-d 47 As an outgrowth of efforts of the Teacher Education Comittee of the American Association of Teacher Educators in Agriculture,55 a brief but highly significant set of guiding principles for pre- service training of teachers of vocational agriculture was formulated in 1961. This set of principles is vitally related to evaluation of 6 teacher education programs, and is therefore presented here :5 I. The Curriculm--General Considerations The Pro-Service Teacher Training Curriculum A. Provides opportunities and experiences to develop per- sonal, social, and professional qualities exanplified by superior teachers of vocational agriculture. B. Places emphasis on basic scientific concepts, prin- ciples , relationships. C. Provides functional and practical education. D. Provides for integration of theory and practice. E. Allows flexibility and recognizes needs and interests of individual student. F. Provides reasonable depth or specialization. II . General Education The general education of the teacher is at least as compre- hensive as that of college graduates who enter other fields of public secondary school teaching. The general education of the teacher will develop the ability to: A. Communicate ideas clearly and effectively. B. Understand and apply democratic concepts . C. Think in toms of local, state, national and inter- national problems. D. Participate effectively in civic affairs. E. Identify and develop a philosophy of living. F. Appreciate the cultural and aesthetic aspects of our society. G. Appreciate the scientific and experimental approach. H. Work effectively with people. ”American Vocational Association, Guiding Principles £93 Pro-- Service TpaLning 2; Teachers 9; Vocational griculture, Washington, D.C. , 195 . 561.322- . 99- 6-8o III. Technical Agriculture A. The curriculun gives students an opportunity to acquire such technical knowledge and skill in plant and soil science, animal science, agricultural economics, and agricultural engineering as are necessary to conduct a superior high school program of vocational agriculture. B. The curriculun includes courses in technical agriculture that provide opportunities for the student to: 1. Interpret and use scientific information. 2. Supplement classroom theory with practice. 3. Develop enough skills to meet the needs of a typical beginning teacher and knowledge of how to acquire additional skills as needed. IV. Professional Education The curriculmn provides professional education courses that: A. Include an understanding of the process of human growth and deve10pment: the mental, anotional and physical be- havior of learners; and the psychology of learning, adjustment, motivation and personality. B. Include an understanding of the purpose, structure, administration and operation of the school system in- cluding the range of education programs and curriculum patterns. (The teacher needs to know how his own job relates to the whole school program and the personnel involved in the educational enterprise. Such knowledge is needed in order that the teacher may more adequately fulfill his role as a teacher and take his place as a responsible lumber of the profession.) C. Include training in special methods and techniques in program planning and conducting a complete program of vocational agriculture. (This includes studying, evaluating and utilization of community resources, organizing and evaluating subject matter for teaching purposes, and planning for effective teaching. Such a program encompasses education for adults engaged in or concerned with agriculture; for young people interested in becoming established in farming or other agricultural occupations: and for high school youth including F. F.A. and N.F.A.) D. Include supervised emerienc as that are planned for in- duction into the job. (This should include observation, participation, student teaching , and competence in methods for teaching and in the use of instructional resources.) A cursory examination of the two foregoing sets of principles reveals that they contain numerous itms which are similar in intent. "*9 They are important in guiding teacher educators in accomplishing the tasks of formulating the objectives of teacher education programs, and of devising and arranging educational experiences prerequisite to the attaiment of those objectives. 1 Bender' s57 evaluation of the professional areas of the pre- service program for teachers of vocational agriculture in Ohio re- vealed that the total evaluation of experience ranged from poor to good by the 1939-140 group of graduates. Ritchies8 evaluated the in- service training program at Ohio State University for teachers of vocational agriculture using ten listed professional areas of activi- ties. His evaluation was carried out through the aid of beginning teachers and local superintendents using a questionnaire to collect the data. While it was the in-service program which he evaluated, reference to it is made here mainly for its worth in considering evaluative methods, especially since he used school administrators and beginning teachers as two of his separate groups of respondents. He used a combined weighted rating of 0, 1, 2, and 3 to repre- sent degrees of difficulty met by beginning teachers in their per- formance of responsibilities within the ten areas. He used a five- point rating scale in evaluating the effectiveness of the in-service program. (heexcellent: 3=good; 2=fair; 1mm; O=of no value) 57Ralph E. Bender, "An Evaluation of the Participating Experi- ences in the Pro-Service Training Program of Teachers of Vocational Agriculture at The Ohio State University, " unpublished Master’ s thesis, The Ohio State University, Columbus, Ohio, 19‘” , p. 173. 58Austin Everett Ritchie, "An Evaluation of the In-S ervice Training Program for Beginning Teachers of Vocational Agriculture at Ohio State University, '1 unpublished Master' s thesis, The Ohio State University, Colmbus, Ohio, 1951, pp. 136-1142. 50 Local school superintendents rated over 78 per cent of the beginning teachers "Good" or "Emellent". The beginning teachers re- vealed a range in average weighted ratings, for the areas evaluated, from 2.96 to 2.22 on the three-point scale. The in-service program met the beginning teachers’ difficulties within areas ranked in order as follows?9 (1) Classroom teaching (2) Adult farmer (3) Young farmer (hr) Community and public relations (5) Fanning programs (6) General school (7) Future Farmers of America (8) Long-time program (9) Physical facilities (10) Guidance and counselling The author of the foregoing study recommended some improvements in the in-service program, one of which had relevance for the pre- service program. It was that two quarters of student teaching be continued in the pre-service program and that a more intensive in- service program be conducted. 60 Evaluation of instruction is a crucially significant aspect of any protracted program evaluation. A work conference of deans and directors of resident instruction from Land-Grant Colleges and State 59Ibid., pp. 136.137. 601bid., p. M2. 51 Universities was held in July, 1961 , at Oklahoma State University, and its Manual of Proceedings61 contains numerous insights concerning evaluation of instruction at the college level in agriculture. In speaking of the application of the theory and principles of evalua- tion, Henry S . Brunner stated that: The first requirment of evaluation is that there shall be stated objectives-«statements of the values upon which the educational program is based and which it is intended to develop or enhance. Then, there shall be definitive criteria upon which achievement toward the objectives is to be ap- praised or judged. . . . Finally, and perhaps most importantly, evaluation is an ongoing process, a continuous appraisal of progress 25 achievement in terms of the values involved; He encouraged the conferees to think of evaluation as something that is done with students rather than to them, a process designed to help then learn, to open out rather than to close their thinking, not so much to assess and predict power as it is to release it.63 Stating the proposition that all teachers have a responsibility to promote in students a genuine desire to learn, Brunner continued to present four contrasting positions toward the proposition, one of which is especially worthy of emphasis. He stated:6h The development of intelligence is the primary responsi- bility of the college, but the individual is an integrated organisn. Growth is interrelated. Buotional health, per- sonal and social adjustment, group adjustment , group process skills , and physical vitality, all contribute to “Evaluating Eng Effectiveness 2; Instruction ip gricuiture. Manual of Proceegg' 8, Work Conference of Deans and Directors of Resident Instruction in the Land-Grant Colleges and Universities, Oklahoma State University, Stillwater, 1961. ézlbide . p. he 63mm. , p. 4. 6%id. 9 Po 5. 52 and are essential to intellectual effectiveness. It is noteworthy that all twenty of the criteria he presented, de- fining observable college teacher behavior, are highly important also for teachers of vocational agriculture. They correspond rather closely to the ideal characterization of an effective teacher of voca— tional agriculture which appears in the first chapter of this work. This group of conferees recommended that standardized tests be administered to incoming freshmen and graduating seniors, and that further evaluation can be implemented in the following ways:65 (1) Visit classrooms and laboratories to determine adequacy of equipment and quality of instruction. (2) Maintain anecdotal records of interviews with students. (3) Use questionnaires to determine student attitude toward instruction. (4) Organize student discussion meetings to gain their sug- gestions for improvement of instruction. (5) Visit departmental staff meetings and seminars. (6) Recognize good teaching with appropriate recognition and rewards. Buxton66 asserted that evaluation of instruction at the college level is at a rather unsatisfactory state. He stated:67 Certain investigators have carefully tried to utilize measures of student achievement, particularly achievement assessed in relation to measured ability or predicted grade. In each case the investigators have had to assume that what was being taught in the course was what ought to 65Ibid., pp. hZ-MB. 65c1aud E. Buxton, College Teaching--A szghologist's View, 1956, Harcourt, Brace and Co., New York, p. BHV. 57Ibid., pp. 3uv-3u8. 53 be taught, i.e., that the only problem was to evaluate the instructor by finding out how well his students mastered the predetermined content of the course. . . . The impact of the instructor on his students is but one of three di- mensions that are significant in the total evaluation; the other two are his impact on his profession (by way of re- search and scholarly productivity), and his impact on his colleagues. Evaluation of instruction by students was defended by Buxton as he allayed certain criticisms of student ratings. Citing sig- nificant research, he asserted that student ratings of college in- struction are not undependable, whimsical and changeable; that they do not give judgments expressing bias due to the students’ position in relation to the instructor; that they do reflect knowledge and appreciation of the values of effective instruction; and that the grade a student receives does not materially influence his rating of instruction. Regardless of what verbal defenses college teachers may have, few can really be indifferent to what their students think.68 In this same connection, Voeks69 found that college teachers’ conception of students represented the basis for the fundamental differences between top and bottom docile faculty members when teaching effectiveness was considered at the University of Washington. This was a study of student ratings of faculty members in which the top and bottom deciles of the faculty were delineated and compared. The prevalent notion that unfair tests and grading, and requiring 68mm. . pp. 319-354. 6’9Virginia Voeks, "Ridicule and Other Detriments to Effective Teaching " Bulletin of Lbs American Association 9; University Pro- fessors,’Vol. [70, No. LP, 1955, pp. 621-330. 51+ excessive work of students, is refuted. "Belittling" techniques, instead, were identified as the most frequent student criticisms of teachers. The highest docile faculty members were characterized by the conspicuous absence of this criticism, whereas those in the lowest decile were characterized by its preponderance. She con. tinued, stating: In teaching, results are not immediately evident or obvious and the damage done through incompetency cannot be easily rectified. In fact, the danger of permanent injury is very great indeed. A recent publication produced by the American Association of School Administrators“ reveals that teacher performance is one of the most complex human phenomena that can be studied. "The incon- clusiveness of the results of the research is perhaps due largely to the assumed simplicity of the concept held by even those charged with using and studying it."72 It is further contended that one of the vexatious problans in- herent in measuring effectiveness of teacher performance, particularly by the use of rating scales, is the fact that teacher functions may vary considerably according to grade level, school system, and other factors. The measuring device provides surreptitious ways of slip- ping into the criterion measures the researcher’s views concerning what the teacher’s functions are. These might differ considerably 7°Ibid. , p. 630. 71William J. Ellena, Margaret Swanson and Harold V. Webb (Editors), Who’s A Good Teacher? American Association of School Administrators, Washington, D.C., 1961, p. 1. 721mm. p. 2. 55 from the teacher’s actual functions as influenced by circumstances surrounding the specific taching situation.73 Despite this limitation, rating scales which tell the rater what to look for reflect one of several points of view: (1) teacher function as developing the "powers of the mind"; (2) teacher function as tranmitting subject matter; or (3) teacher function as directing learning activities. "A scale constructed by one who conceives teaching as guiding the learning processes is more likely to stress the skill of the teacher in manipulating the learning environment. "7’4 The latter view scans most tenable since it is so vital to the ef-1 fective teaching of vocational agriculture. The problem of the numer- ous variables involved in judging teaching by the pupil growth cri- terion was emphasized by the authors when they statedz75 If the purpose of the teacher is to bring about desired changes in pupils, the obvious measure of teacher effec- tiveness is the extent to which the teacher actually produces such changes. Unfortunately many difficulties intrude upon this happy pro est: (1) It is difficult to measure pupil growth; and (2 It is difficult to determine precisely how much of the change can be directly attributed to the teacher. Several methods of assessing pupil progress have been used, including achievement quotients, raw gain, residual gain, and others. While they represent the more ideal criterion measures, one serious limitation is that of the difficulty and cost of constructing suffi- ciently accurate and comprehensive measures. Also, there are great 73Ibid.. pp. 7-8. 7"loin" pp. 10-11. 75Ibid., p. 15. 56 discrepancies in the findings of such studies.76 It appears worthwhile to review a research conducted in a field of teacher preparation characterized by many similarities to the pro- gram here evaluated, but which is outside the field of Agricultural Education. Robert M. Reese77 evaluated the teacher education program in Trade and Industrial Education at the Ohio State University. He developed a checklist of factors which implied potential problems of beginning teachers, and had it validated by su‘mitting it to a jury of specialists. A study group of 2110 Ohio trade and industrial edu- cation teachers checked those factors which represented problms to them as beginning teachers, and indicated whether they had received pro-service help with those problems. A group of 21+ important factors in the teacher training program, when viewed in terms of the expressed needs of the beginning teachers, were identified. From 64. 5 per cent to 100 per cent of the teachers responding on each factor reportedly received help in the pro-service program, but the extent or quality of the help was not disclosed. The program did not devote sufficient attention to. those problems of beginning teachers which may result from personal characteristics. One of the author’ 3 recommendations was that the program continue to be based upon the individual problems of beginning teachers. 751nm. , p. 16. 77Bobert M. Reese, "An Evaluation of the Ohio Teacher Edu. cation Program for Trade and Industrial Education Teachers , " unpub- lished Doctor’s thesis, The Ohio State University, Columbus, Ohio, 1951+. Dissertation Abstracts, Volrne 20, Number 1, 1959. P. 219. 57 Studies and Writings Relatgg‘ to Competencies of Teachers. It is likely. that no aspect of public education is discussed with greater frequency and with greater concern by both lay persons and educators than teacher competenc e--its definition, identification, measure- ment, and its evaluation. The quest for consensus or for scientific proof concerning teacher competence is fraught with the ubiquitous realization that there is yet no ab solute certainty in this particu- lar realm of human affairs. But until such certainty is achieved it is imperative that effort be continued in the interest of assembling evidence which is more probably true than any other. An examination of the literature reveals that research in the area of teacher competence has been conducted since before the turn of the century, and has continued unabated. A North Central Regional WorkshOp of Cooperating Teachers in Vocational Agriculture presented, in 1953, a statment of competency for teachers of vocational agriculture. According to this statement, the teacher of vocational agriculture should be competent in each of the following factors of competency as presented by the cooperating teachers :78 1. Participate intelligently and cooperatively in helping to plan and promote the educational efforts of the entire school, to the end that it may make its maximum contri- bution to a dynamic , dance ratio , modern world. 2. Appraise the educational and agricultural needs of the community in terms of the needs of democracy and plan a workable program through which a department of vocational 78Ralph J. Woodin (Editor) , "Guiding Student Teachers Toward Competency," A Report of the North Central Regional Workshop for Cooperating Teachers in Vocational Agriculture, The Ohio State Univer- sity, Columbus, 1953. PP. 6-7. 3. 5. 7. 9. 10. 58 agriculture may meet as many as possible of these needs. Important features of such plans include providing edu- cational experiences for students that will supplanent and integrate other educational experiences secured by them and for the cooperative development , evaluation, and reple of the program by representatives of the school and community. Teach high school students effectively on the basis of their needs, utilizing group planning, thinking , and evaluation processes, suitable technical materials, comunity resources, and purposeful experiences together with appropriate classroom methods and techniques of classroom managanent. Guide high school students in developing and continuing individual farming programs which will provide useful and meaningful experiences as well as part of the capi- tal goods needed for eventual establishment in farming . Advise the chapter of Future Farmers of America and assist in extra-curricular activities, when possible, to the end that all students may participate in a broad program of activities which will provide erqierience in daioc ratic citizenship. Teach adult and young farmers, using the same educational principles as in teaching high school classes with the objective of developing better farmer citizens. Participate intelligently in the affairs of the community and develop desirable attitudes on the part of the com- munity toward the school and the program of vocational agriculture. Guide and counsel individual students of all age groups recognizing their individual differences and thereby assisting them in becoming better adjusted to their social and physical environment. Plan and organize the physical facilities required for effective learning, adapting them to the needs of the learners as well as to the available comunity resources. Make a contribution to the profession through the exem- plification of high ethical standards and worthy ideals of service and by leadership in professional organi- zations as well as through a program of personal profes- sional improvement. 59 Included among the competencies to he possessed by effective teachers of vocational agriculture need to be technical skills in the common subject matter areas to be taught. A list of such techni- cal skills evolved from a regional research project” conducted in the North Atlantic Region in 1953. In addition to the list of tech- nical skills, the project yielded data and information concerning the extent to which the various skills were used by teachers in actual practice; the value these teachers placed on each skill in teaching: where the teachers received their training to perform the skills; and the relative importance of the skills. The California Council on Teacher Education conducted a pro- tracted research study,80 a part of which involved both elanentary and secondary school teachers prepared at 36 teacher education insti- tutions in that state who had taught five years or less. The project was undertaken for the purpose of developing evaluative procedures to appraise teacher competency and to provide a measure of the ade- quacy of pro-service programs of teacher education. Self-ratings by the teachers and ratings of the teachers by school administrators, by means of two variants of the same rating scale, were used. The criteria measures used were teaching competencies derimd from the California Council on Teacher Education classification of teaching 79"Technical Skills Needed by Teachers in Agricultural Education, " unpublished mimeograph, Teacher Training Committee , North Central Regional Conference for Supervisors and Teacher Trainers in Agricultural Education, 1953, 5 pp. 80California Council on Teacher Education, " Toward Better Teachers: A Study of the Adequacy of Teacher Education in Cali- fornia," Bulletin 2;" 333 California State W 9; Education, Vol. 26, No. 3, April, 1957. PP. 1-37. 6O competencies. The list consisted of 28 competencies. Weighted competency ratings and competency indexes were computed and source ratings were obtained. This study, based upon a plan similar to that used in the present study, revealed teachers and school administra- tors to be in close agreement as to the relative importance of the competencies under review. On all items except those concerned with community activities , admirflstrators gave slightly higher perform- ance ratings to their teachers than the teachers gave themselves.81 While the list of competencies anployed in the California research project is not as detailed as that used in this study, it contains many of the same items. Since the entire research approach employed is so similar to that used here the competency list is submitted herewithxaz 1. Applies principles of learning to the instruction of pupils 2. Applies principles of child development to the instruction of pupils 3. Controls children and youth effectively and in a manner conducive to their proper development it. Performs the ordinary tasks of instruction efficiently 5. Plans instruction efficiently 6. Shows efficiency in classroom management 7. Diagnoses the nature of pupil difficulty 8. Utilizes adequate evaluation procedures 9. Provides medial instruction for pupils having special difficulty 81Ibid. , pp. 10-14. 82Ibid. , p. 37. 10. 11. 12. 13. 1E. 15. 16. 17. 18. 19. 20. 21. 22. 23. 21+. 25. 26. 27. 28. 61 Uses group guidance procedures Collects and utilizes guidance data Counsels with individual pupils about their personal and social problas Helps pupils apply classroom learning to out-of-class life Teaches pupils about many aspects of their culture other than the specific subject or subjects taught Teaches pupils about current social , political , and economic problems Has pupils use those materials from which they will con- tinue to learn after leaving schoolunewspapers, magazines, movies, advertisements ' Uses instructional techniques which permit students to learn democratic attitudes and skills Exhibits a broad and deep knowledge of subjects taught Teaches "general education" aspects of subjects taught Engages in advanced study or subjects taught Engages in curricular and administrative planning Participates in all phases of school life Utilizes available conmunity resources for instructional purposes Secures co-operation of parents in school activities Interprets the school and the educational process to the community Participates in community activities and the solution of civic problems Participates in professional meetings and conferences when they are accessible Reads professional journals 62 W. 1“. Stewart, in his book, Methods 9; Good Teaching, closes his final chapter with the following: My concluding sentence is this. If your personality is such that you maintain cordial relationships with your pupils; if you have the good judgment to make a wise selection of appropriate pupil values or needs; if you have the good judgment to introduce appropriate interest techniques; if you encourage thinking and develop understanding , and if you intmduce appropriate repetition, where necessary, for fintion, then I can only predict that you are on thg high road to your avowed goal of becoming a good teacher. 3 Studies and Writings Relating to Problms and Methods of Measuring Teacher Effectiveness. The objectives of the teacher education pro- gram which this study evaluates imply outcomes which are not confined solely to the domain of cognitive learnings, but include also the affective and psychomotor leamings. Accordingly, the task of ar- riving at completely suitable criteria for measurement of teacher effectiveness is not fully achieved for a variety of reasons. Those reasons are inherent in the following problems encountered in the measurement of teacher effectiveness: (1) what criteria to use and. the standards of efficiency for comparison; (2) the question of the number of ratings or other evaluations to be made on each teacher; '(3) the amount of observation necessary for valid ratings: (1+) whether weighted or unweighted ratings are to be used; (5) how to reconcile pupil change with teacher‘ratings: (6) difficulty in measuring per- sonality and social influence in teaching; and (7) the questionable validities and reliabilities of teacher ratings. 83w. F. Stewart, Methods 9;; Good Teaching, (No publisher given), Columbus, Ohio, 1950, p. 210. ‘1 “‘—— 63 Sledge's doctoral studyal" had as one of its purposes to devise a performance rating scale for measuring perfomance of teachers of vocational agriculture. The rating scale was used in identifying relationships between selected pre-teaching characteristics and teaching performance. Concerning teaching competency he stated:85 Since the concept of what constitutes teaching success is rather nebulous, it appears that many teacher-educating institutions have engaged in selecting and guiding teachers on unproven, yet respectable and acceptable, assumptions of what constitutes teaching competency. . . . To evaluate the effectiveness of teacher-educating curricula and programs, teacher educators must know what competencies are needed in their trainees and how they are acquired. The rating scale which Sledge euployed involved competencies of teachers of vocational agriculture. He identified certain limi- tations of the rating scale in the case of his study which were listed as follows: (1) inadequate observation of teachers rated: (2) personal biases of raters: (3) rating a teacher more on the basis of personal opinion than on specific items of performance as called for: (h) a halo effect in operation: (5) raters consistently rated teachers either high or low on performance: and (6) inexperience in using the particular rating scale for rating job performance.86 8“George W. Sledge, "Relationship Between Some Pro-Teaching Characteristics and Subsequent Performance of Teachers of Voca- tional Agriculture, " unpublished Doctor' 3 thesis, Michigan State University, East Lansing, 1954, p. 3. 85I'bid., pp. 8-9. 86393-2" P: 2118: 61+ Morris87 developed a list of teaching competencies in order to ascertain implications for the improvement of the professional education of prospective vocational agriculture teachers. Using a list of 154 competencies, he devised a sixppoint rating scale which he sent to 397 selected Negro teachers of vocational agriculture in 16 states. The competencies, considered by a jury of professional educators to be important to the success of beginning teachers, were listed in the areas of planning and organizing, teaching, and public relations. Development ratings and importance ratings were deter- mined for the listed competencies for two groups of teachers, one of which was competent and experienced, with at least five years of teaching, the other group having less than three years of experience. All of the competencies were rated relatively high in both development and importance, with none being rated higher in develop- ment than in importance. In no case was the development rating of a competency less than 80 per cent of its importance rating. Three levels of importance were established for the competencies: (1) those with mean ratings falling more than one standard deviation above the mean of all importance ratings were considered to be on a high level importance; (2) those with mean ratings falling within one standard deviation above or below the mean were considered to be at an inter— mediate level; and (3) those with mean ratings below one standard deviation below the mean were placed on the lowest level. Of the 87Jesse Anderson Morris, "Professional Competencies Needed by Beginning Teachers of Vocational Agriculture," unpublished Doctor's thesis, Michigan State University, East Lansing, 1956, p. 5. 65 1511' competencies, 20 were in the higher group: 108 were in the inter- mediate group: and 26 were of lower importance.88 The study indicated that prospective teachers need to possess almost complete development in 35 Per cent of the competencies prior to employment, and 65 per cent would not need to be developed as. highly during the pro-service period as those requiring almost com- plete development. 89 The author of the study reasoned that competen- cies having little or no difference between development and importance ratings need full pre- service deve10pment. Among the conclusions drawn on the basis of the findings the following are considered relevant to the present study and are para- phrased here :90 (1) The professional competencies discussed have a direct re- lationship to effective teaching in vocational agriculture. (2) Since the competencies and their ratings are lam, this information could be used to rate the development of competency which takes place in a teacher training program. (3) Teachers of vocational agriculture need not acquire, pre- service, all of the development which they will eventually need in a competency, in order to become effective teachers. A method of developing measuring instruments which recently has achieved a degree of prominence is that known as the critical 88Ibid., p. 71. 89Ibid., p. 104. 9°Ibid. . pp. 105-106. ‘_-_. 66 incident technique, described by Flanagan.91 This technique was employed in the Cooperative Study to Predict Effectiveness in Second- ary School Teaching92 in New York. The purpose of the study was to improve the selection of candidates for teacher education. The re- searchers decided upon this technique in preference to those in- volving the pupil-gain criterion. They stated:93 The difficulties which are generally encountered in the development of measures of teaching effectiveness in terms of the growth of pupils toward desirable educational goals necessitated the use of intermediate criteria of effective- ness. The criteria which were chosen were the observable behavior characteristics of the teacher which were thought by experts to be associated with teaching effectiveness. Itms for the three measuring instruments used were selected on their ability to discriminate beWeen effective and ineffective teachers. Three groups of raters were involved: pupils, supervisors, and college observers. From the initially prepared instruments, part- scales were devised in order to measure what the investigators be- lieved to be the three important aspects of teaching, namely, dis- ciplinary control, teacher-pupil relations, and instructional excellence. The findings of the study appeared to justify the use of the three instments and their part-scales for evaluating the effective- ness of secondary school teachers. But the lack of a high degree of 91.1. c. Flanagan, "The Critical Incident Technique," tho- logical Bulletin, Vol. 51, July, 1951'}, pp. 327-358. . 92Kenneth G. Nelson, John E. Bicknell and Paul A. Hedlund, DeveloEent___ and Refinement of Measures p__f Teaching Effectiveness, First m_ of t__h_e Cogperative S__tugy to Predict Effectiveness in Seconds School“ Teac ,The University of the State of New York, 195 p. flab any93Ibid., p. 78. 6? interrater reliability among the instruments and part-scales limited the interpretations which could be made of the scores. It was also concluded that, for the same reason, it would be advisable to confine their use to the evaluation of acadmic teachers. It was found that the pupil ratings had to be interpreted in the light of the numbers of pupils in the teacher's classes, because the same teacher was found to be rated more highly by pupils in the smaller classes?“ The foregoing findings appear to mphasize the need for evaluative instruments having greater reliability. Criteria of the success of teachers of vocational agriculture were discovered in bulletins prepared by the United States Office of Education. One of these bulletins was based upon evaluative criteria prepared by the National Standards Committee for Vocational Education in Agriculture.” The twenty scales included were based upon evalua- tions made by evaluation committees in a representative sampling of local departments of vocational agriculture throughout the country. The evaluative criteria cited above were groups of itans consisting of provisions, conditions or characteristics found in effective local programs. Similar criteria were used by the National Standards Com- mittee in an earlier publication.96 These criteria are typical of 9“Ib1d.. pp. 82.83. 95U.S . Department of Health, Education, and Welfare, Ag Evaluation 9; local Programs 2; Vocational Education in ggncfltm, Vocation-SI Division Bulletin No. 256 , Office of Education, ash- inston 25. Doc.. 1957. 75 pp. 96The National Standards Committee for Vocational Education in Agriculture, in cooperation with the Federal Security Agency, U.S. Office of Education, and The American Vocational Association, Evalua- tive Criteria £93; Vocational Education in_ griculture. University of Georgia Press, Athens, 191.15. 68 those used in evaluations wherein means , rather than ends are appraised. Exemplary of this is the criterion that: "The teacher is a graduate of a recognized institution for the training of teach. ers of vocational agriculture. "97 Evolving from evaluations of local programs of vocational agriculture is the consideration of criteria for evaluating teacher education programs in agricultural education. Brunner98 developed a set of such criteria which he prefaced with eight guiding principles around which the criteria were developed, invoking careful use of the jury technique. The complete list of criteria and a supplement for their recommended use were found in _T_l_1_e_ Penngzlvania §_t_a_}I_e_ College Bulletin.99 Like the criteria cited earlier in this section, aner' 3 criteria typify a method of evaluation of means of devel- oping effective teachers, rather than a method of evaluating the ultimate competence of the teachers whom the program has prepared. The presence or absence of the situation or conditions implied by the principles comprised one type of evaluation response. The rubrics of Brunner' 3 criteria encompass both the pre-service and inpservice phases of programs of teacher education and are presented as follows :100 * 97Ibid., p. 38. 98Henry S. Brunner, "Criteria for Evaluating Programs of Preparation for Teachers of . Vocational Agriculture, " unpublished Doctor's thesis, The Ohio State University, Columbus, 19%. 99Henry S. Brunner, "Criteria for Evaluating Programs of Preparation for Teachers of . Vocational Agriculture, " Th2 Penngzlvania State Collgge Bulletin, Vol. 39. No. 18, May ’4, 19145. 1002929.: 9 PP: 8'75: 69 Section I - Preauployment Teacher Education A. Recruiting Trainees B. The Training Curriculum 1. Reeident Courses 2. Participating Emerience Section II - Placement of Teachers Section III - In-Service Teacher Education A. The Professional lmprovuuent Program B. Developing Teaching Aids Section IV - Research Section V - Administration A. Coordination With State Program of Vocational Education in Agriculture B. Relationships Within the Teacher-Training Institution Section VI - The Staff Section VII - Instruction Section VIII - Institutional Facilities The problans involved in measuring the effectiveness of teacher performance are inextricably interwoven with the consideration of teacher role. The competencies exercised by a teacher are largely in response to certain role emectations perceived by himself and others. The literature indicates variability in the roles of teachers as perceived by various groups and individuals concerned. 70 In studying the structure of roles and role conflict in the teaching situation, Getzels and ouha101 concluded, in part, that the teacher is defined both by core expectations common to the teaching situation and by varying emectations which are a function of local school and community conditions. Drake102 supported the foregoing conclusion in his study of perceptions of the vocational agriculture teacher's professional role in Michigan by stating that "Many of the problans characteristic of this profession are brought about by con- flicting expectations and confusion in the definition of roles existing in this profession. " The hypothesis")?3 of Drake's study of teacher role was that "there are differences betwwn teachers of vocational agriculture and significant others on the perceived inmortance of expectations held for the professional role of the teacher of vocational agricul- ture.” Among the purposes of Drake's stuw were those of determining activities that teachers of vocational agriculture are expected to perform as perceived by the teachers thanselves, school superintend- ents, teacher trainers, and. state supervisors: and identifying role conflicts that such persons have of expectations for the teacher's professional role. Using the jury technique he identified 102 role 101.1. W. Getzels and E. G. Guba, "The Structure of Roles and Role Conflict in the Teaching Situation, " J__o________umal of Educational S,ociology Vol.29, 1955, p.b0 . 1°2William a. Drake, "Perceptions of the Vocational Agricul- ture Teacher's Professional Role in Michigan," unpublished Doctor's thesis, Michigan State University, East Lansing, Michigan, 1962, p. 65. 103Ibid., p. 179. 71 definitional activities classified in eight professional role areas. The role areas tiered“p (1) Directing the learning of high school students: (2) Guiding and counseling; (3) Improving agricultural con, ditions in the community; (4) working as an educational leader in the community; (5) Participating in the professional work of the school; (6) working as a member of the teaching profession; (7) Directing the program of adult education; and (8) Directing the program of young farmer education. In paraphrasing some of the conclusions upon which Drake1o5 based the proof of his hypothesis, the following seem pertinent: (1) Certain activities of the teacher of agriculture are expected to be performed and are important in his pro- fessional role. (2) Certain role activities carry a lack of consensus as to their importance by teachers, superintendents, teacher trainers and supervisors, with role areas pertaining to adult education showing the greatest lack of consensus. (3) Teachers and their superintendents are in general agree- ment on all role areas except the program of adult farmer education. (4) Statistically significant correlations exist between cera tain background variables characteristic of the teachers and superintendents and the expectations held for the teacher's professional role. Tenure, age of teacher, 1°"'Ibid., p. 112. 1°5gpgg., pp. 179-180. 72 per cent of rural students in the school, and having complete programs of vocational agriculture were among the variables which correlated positively with certain role areas. Drake106 stated also that "where lack of consensus exists it may be largely due to lack of understanding about the objectives of voca. tional agriculture and acceptable methods of meeting these objec- tives. " This statement is applicable also to the present study. A rationale underlying the evaluation of ends rather than means in this study appears in the opening section of Chapter III. It was deemed appropriate to evaluate the program in toms of ap- praisal of the actual abilities of the teachers prepared in it, with due recognition of the importance of the means used in the program. Swag of Review of Literature. Some of the significant findings and conclusions in the three areas discussed in this chapter are sm- marized here. Primary interest here was focused upon reviewing work which provided insights pertinent to evaluation proc edures; criteria ‘ of teacher effectiveness; teacher role perceptions: types of instru- ments used and their merits and limitations: principles; and teacher competencies. Means of appraising teacher effectiveness were espe- cially sought in the literature for the reason that the quality of teacher performance appears to be the appropriate key to an appraisal of the teacher education program under evaluation. 1°6Ibid., p. 182. 73 Philo sophic leanings on the part of persons involved in con- ducting educational programs represent a crucial influence upon the character and success of undertakings in evaluation as well as the uses to which evaluative results are applied. Improvanent of learning is the aim in programs of evaluation in education. Con- ventional methods of appraisal measure cognitive learnings with ac- ceptable accuracy. However, the non-cognitive domain encompasses dimensions of learning which lend themselves less readily measurable. One author presented three possible ways in which programs of teacher education can be evaluated: (1) evaluating the program it- self directly: (2) evaluating the competencies of teachers prepared by it: and (3) evaluating the ultimate outcomes in terms of pupil gains. The one which really gets at the heart of the problem is the pupil-gain approach. However, the excessive expense and difficulty of providing sufficiently reliable instruments renders this approach largely out of reach at present. Most of the studies reviewed in which pro grams were evaluated anployed some variant of the teacher competency approach. The critical incident technique has gained a respectable level of acceptability although a carefully designed and well conducted study demonstrated the need for greater reliability in instrmuents unployed. The technique was not well suited for non- academic teachers. In measuring teacher competence, many other devices have been employed, including rating scales, personal interviews, case studies, and studies of criterion groups of effective and ineffective teach- ers. While rating scales are frequently used, evidence of wide 71+ variability among raters is frequent , with value orientations and goals playing a very significant role. One investigator defended rating devices with evidence that they reduce halo effects and make comparative judgnents possible. Teacher performance is a very com- plex phenomenon, however, teaching is behavior and can be analyzed despite the truth that teacher functions vary from one situation to another. The specific competencies needed by a teacher are determined to a considerable degree by the nature of the services he is called upon to render and by the subject matter area taught by him. The finding, for example , that the critical incident technique proved unreliable for non-academic teachers is evidence that some teachers need to pee- sess competencies different from others. The competencies of effec- tive teachers of vocational agriculture are reasonably well defined by teacher educators and supervisors in the field, and are a reliable index of the effectiveness of a teacher preparation program. While there is considerable consensus in this regard, the literature pro- vides no conclusive evidence concerning the efficacy of weighted ratings. One researcher found little evidence to support their use despite the fact that most investigations reviewed used thw in one form or another. The studies reviewed supported the premise that multiple ratings of teacher effectiveness, employing more than one group of raters, are significantly more reliable than are ratings by a single group. In cases where elqiert observers rate teachers a minimum of one full day' s observation is indicated. After reviewing considerable literature pertinent to asc er- taining teacher effectiveness, one is left with the conclusion that 75 there is no specific, empirical way to discover the characteristics which distinguish effective and ineffective teachers without making value judgments. This does not mean, however, that teacher effec- tiveness is only whatever a person wishes it to be at any point in time. Rather, teacher competence in the practical situation is what- ever competent, recognized authorities in the field believe it should be . Whenever teachers are evaluated it is the evaluative device which essentially becomes the definition of teacher effectiveness. Validated principles to guide teacher educators in planning and conducting their pro grams are widely accepted in agricultural education. Their rubrics emphasize the main aspects of pro-service teacher preparation which deserve frequent evaluation. Such aspects include curriculum planning, selection and guidance of prospective teachers, general education, technical agriculture, and professional education. Variations in perceptions of the teacher' 3 role account for many of the differences apparent in arriving at expectations con- cerning teaching effectiveness. One researcher attributed a consid- erable share of the problems in this profession to conflicting expec- tations and confusion in defining the roles to be assumed. Variation in approaches to evaluation in teacher education is equally noteworthy. A considerable proportion of the studies re- viewed appraised teacher performance, whereas numerous others evalu- ated the means used in teacher education including objectives, ad.- ministration, faculty, curricula, and others. Typical of the latter approach is the National Council for Accreditation of Teacher 76 Education. Trends in upgrading professional laboratory experiences in teacher education pro grams point toward earlier identification of prospective teachers and gradual induction of such persons into teaching: integration of general education and specialization se- quences; more rigorous standards of selection and retention: and rec- ognition of the need for sharing of responsibilities of teacher edu- cation betwoen teacher-preparing institutions and the public schools. The teacher education programs of the future will feature a period of preparation extended beyond the customary baccalaureate degree. The literature is replete with evidences of need for further research concerning the foregoing aspects of teacher preparation. For ample, one investigator found insufficient relationship be- tween selected pre-service achievement and emerience factors, on the one hand, and later competencies of teachers, on the other. Pre- diction of teaching success on the basis of commonly accepted cri- teria is thus in a nebulous state at present. It is apparent, however, that pro-service teacher preparation programs need to be based upon a consideration of the competencies needed by beginning teachers. CHAP'ER III PLANNING AND CONDUCTING THE STUDY Rationale Underlying the Evaluation of Bids Versus Means In planning a study of this nature there are two principal approaches to evaluation from which to choose. One would be to de- vise a plan evaluating directly the components of the teacher edu- cation program by collecting and analyzing evidence concerning the opinions cf’persons who are and.have been associated with the program relevant to the means used.in preparing teachers. The other would be the use of criteria which provide an index of the extent to which teacher behaviors resulting from the program have been developed. It is convenient to refer to the former as evaluation of means, and the latter as evaluation of ends. The literature reviewed.included variants of both approaches. The one chosen for the basis of this study is the evaluation of the teacher education program in terms of the ultimate ends sought. Those ends are here interpreted as the competencies develoPed'by those prepared in the program: the compe- tencies anticipated.by its Objectives. The following rationale underlies the decision of preference ‘ for the evaluation of ends in this study: (1) Appraisal of the out- comes of an endeavor serves implicitly to evaluate means as well as ends. It is highly unlikely that exceptionally skillful teachers would be the typical end product of a mediocre program of pro-service teacher education. It is therefore reasonable to expect that such 78 a program turning out effective teachers employs appropriate means in doing so. Means are thus evaluated concomitantly with ends. Bloom1 supports this contention by stating that: "Further, the evaluation of the extent to which the application outcomes are being achieved becomes one of the most important aspects of the evaluation process." It is the application outcomes which he emphasized. (2) Appraising means exclusively of outcomes fails to provide predictive evidence that the ends achieved are commensurate with the means. Optimum means, for ample, do not guarantee the development of optimum compe- tency development unless the extent of competency development is as- certained first. This is another way of saying that desired ends must be ascertained prior to knowing what means are appropriate. (3) While it is recognized that means bear a reciprocal relationship to the ul- timate ends achieved, it is the outcomes which are lastingly conspicu- ous to those who are most intimately associated with the product of a teacher education program. Countless school officials who hire teachers, for emple, when given a choice of institutions from which to procure a replacement teacher, will hire one from an institution from which previous successful teachers have been obtained by them: this despite the lack of knowledge of the means utilized in teacher preparation. (4) Evaluation of ends serves to emphasize desired out- comes and to focus attention upon the ultimate in terms of liberating the potentialities of those who represent the product of the endeavor. Teacher education needs to be based upon the behaviors characteristic 1Benjamin S. Bloom, Taxonom _o_f Educational Objectives, longmans, Green and Co., New York, 1956, p. 123. . a. u n n w . I . . .. . . I . I . a t t . . e . .. . . u . . . I . . . . 1 . t I . VI . . I n v . . . . . V . n c .0 _ .r a u I n . -\ . v. .. .\ . . .. . , . . i v p. I a . . .. . I e . . . . . . . . t . . . . . . . . . . . r . . I . . . . . .. . E . . . . . . u . . . . r . . .. . 1 I‘ E: l n . I - n n — n — a 7 . _ a 79 of effective educational practitioners. If such outcomes are given a place of primacy in teacher education, behavioral change toward such ends becomes less perfunctory and more meaningful. (5) A given set of means implies fixed or static outcomes. Ingenuity, desire, emotional adjustments and the like have been found difficult to appraise in any evaluation of means. In the case of teachers of vocational agricul- ture vast and rapid changes necessitate concomitant changes in teaching. Evaluation of ends renders the notion of necessary change more evident than does evaluation of means. (6) Means have little or no influence upon the variety of conditions under which outcomes are brought to fruition. It is readily apparent that circumstances exa ternal to means employed frequently influence their relationship to outcomes, both qualitatively and quantitatively. variations in teacher role perceptions, for example, are accountable to a more ac- ceptable degree in the approach used in this evaluation study. Detenmining Procedures for Evaluating the Program This section explains the procedures developed for evaluating the program consonant with the objectives of the study which were stated in Chapter I. The procedures include: (1) Reviewing pertinent literature, (2) Classifying and defining the objectives of the pro- gram, (3) Identifying situations providing evidence of the extent to which the objectives are realized and appropriate, and (h) Collecting and analyzing the evidence in terms of improvements needed. 80 Reviewing the Literature.2 The logical initial step in planning an evaluation of teacher education is to seek insights pertinent to the emeriences of others in similar pursuits. Accordingly it was es- sential to review the following kinds of literature: 1. Studies and writings relating to evaluation of teacher education 2. Studies and writings pertaining to competencies of beginning teachers 3. Studies relating to problems and methods of measuring teacher performance Claseigm g and Def_lr_u_ng' ' the Objectives of the Program.3 Systematic evaluation implies a clear and orderly formulation of the objectives. Unless the anticipated outcomes are adequately delineated, efforts at evaluation in objective terms are futile, or at best, highly subjective. In classifying the objectives of the South Dakota State Col- lege program, three broad areas of anticipated outcomes were used within the context of the institution's objectives and the responsi- bilities to be assumed by the beginning teachers. The three areas are: (1) Planning and Organizing a Program of Vocational Agriculture; (2) Teaching Classes and Supervising Farming Programs: and (3) Devel- oping and Maintaining Public Relations. Each of the three areas was defined by the inclusion of a more detailed listing of objectives 2See Chapter II, Review of Literature. 38cc Chapter I, Introduction, Section on The Objectives of the Program. 81 specifying attainable outcomes. IdentLiILng the Situations Providm Evidence of the Extent to Which the Objectives are Realized and Approgriate. The first attanpt at dealing with this problen involved a proposal to use a brief, gen.- eral set of criteria developed in the Department for use with all secondary school teachers completing preparation. This set of cri- teria proved to be too general, and the proposal was therefore abandoned. The use of a more detailed set of criteria, more specifi- cally applied to the objectives, was imperative. After reviewing studies relating to the evaluation of teacher education programs it was decided to use specific competencies of beginning teachers as the criteria of evaluation. The degree to which such competencies are possessed by teachers, the desirability of their development, and the degree to which they should be developed were assumed to be identi- fiable by the teachers thanselves and observable by significant others. Collecting and Analyzgg’ the Evidence. For the most part, the use of rating scales in this type of evaluation was rendered defensible by the literature reviewed. It was therefore decided to collect, by mail, the needed evaluative data by using two variants of an instru- ment having two rating scales , one for quantifying developmental ratings, the other for quantifying importance (recommended) develop- ment for each competency. The two variants of the instrument were necessitated by the use of multiple respondent groups, all of which evaluated the same competencies. It was felt that the most reliable and objective responses would be those provided by the teachers thanselves, the school administrators who supervised their work as beginning teachers, and the supervising teachers who supervised their student teaching. Accordingly, these three groups were decided upon as the respondents. ‘ In analyzing the evidence thus collected a study conducted by the California Council on Teacher Education“ provided information leading to a desirable means of using weighted frequencies to compute develolnent and importance indexes of the competencies included in this study. A comparison of the indexes represents the basis for arriving at the relative strengths and wealmesses in the program. From such analysis a proposal for the improvement of the program is presented. Developing the Rating Scales An initial instrument including 178 competencies was adapted from Morris' study5 relating to the competencies needed by beginning teachers of vocational agriculture. Since Morris validated the competencies using a carefully selected 15-manber jury composed of equal numbers of agriculture teacher educators, state supervisors and school administrators, the adapted list was assumed to possess ade- quate validity. “California Council on Teacher Education, "Toward Better Teachers: A Study of the Adequacy of Teacher Education in California, " Bulletin _o__f t__he California §___tate mrtment of Education, Vol. 26, No. 3, April, 1957, pp. 11-12. 5Jesse Anderson Morris, "Professional Competencies Needed by Beginning Teachers of Vocational Agriculture, " unpublished Doctor' 5 thesis, Michigan State University, East Lansing, 1956, pp. 126—1142. 83 The competencies included were classified into three broad competency areas: (1) Planning and Organizing a Program of Vocational Agriculture, (2) Teaching Classes and Supervising Farming Programs, and (3) Establishing and Maintaining Relationships. Within each such area were included the specific competencies classified according to their relationship with one another into groups called competency categories. No attempt was made to establish the relative or com- parative importance of each competency. To the right of the list of competencies were placed two rating scales, A and B. Scale A was designed to measure the extent of development achieved by the teacher for each competency in accordance with a 0 - 1 - 2 scale of values, as follows: 0 -- no developnent 1 - some development 2 -- satisfactory development for effective performance of the competency An "N" was included in Scale A in the instrmuent used for the amiin- istrators and supervising teachers to mark in instances in which there was no opportunity to observe a specific competency. Scale B was designed to measure the extent to which the respondent believed each competency ought to be developed by the teacher education pro- gram, also in accordance with a O - 1 - 2 scale, as follows: 0 - no development is recommended 1 -- some development is recommended 2 .- satisfactory development for effective performance is recommended 811- Two open-ended itens, requesting each respondent to list in rank order the most and least undesirable competencies developed in the program, concluded the instrument. The instrmnent was discussed in a Seminar in Agricultural Edu- cation in which the writer was enrolled at Michigan State University. The list was reduced in size and refinements made for clarification of some of the itans. The guidance committee provided additional suggestions including further reduction in the size of the list of competencies. The revised list contained a total of 160 competen- cies. The instrument was tried out by administering it to seven be- ginning teachers of vocational agriculture. A few minor changes in wording were made to improve the clarity of the instrument. Procedure Followed in Conducting the Study The procedures followed in conducting the study up to the point of summarizing, analyzing and interpreting the data consisted mainly of gathering responses by means of the rating instrmnent. This portion of Chapter III is devoted to a discussion of the papu- lation studied, the procedures used in securing responses, and pro~ cedures of analysis. The Population of Regpgndent Groups. During the period covered by the study a total of 176 students graduated in the program, 70 of which accepted positions as teachers of agriculture. This group of 70 beginning teachers was used as one of the respondent groups. The 70 school ahinistrators who supervised the work of these people as beginning teachers represented the second respondent group. The third group of respondents were the 16 supervising teachers who 85 supervised the student teaching of the beginning teacher group. Since the entire population was used, no sampling was necessary. A group of 63h students of vocational agriculture, sampled alphabetically, comprised the sample of respondents to an attitude survey which accom- panied the rating scales. Records in the institution's Teacher Placement Bureau and Agri- cultural Education Office were used in locating addresses of most of the respondents. In cases where locations were in doubt, letters were sent to the head state supervisors of the states in which the teachers were known to be located. The mimeographed instrument sent to the administrators and the one sent to the supervising teachers contained the same list of competencies as did the one sent to the beginning teachers,6 three cases. The teacher instrument did not contain the N for "no but with explanatory headings different in all opportunity to observe." The teacher,7 administrator,8 and superb vising teacher-9 letters of transmittal which accompanied the rating instrument all differed in content. Ten copies of a Lickert-like attitude survey form10 were en- closed with the instrument and letter to each of the beginning teachers to be administered to the first ten vocational agriculture students alphabetically listed, in the teacher's advanced agriculture 63cc Appendix A. 7See Appendix B. 8See Appendix c. 95cc Appendix D. 10See Appendix E. 86 class. The 35-itan survey form asked brief questions measuring the students' attitudes toward the teacher. A response of "yes,” or "no," or W?” was made to each question. Ten envelopes were provided for the students' use in sealing their completed forms in order to preserve their anonymity in the survey. The instruments and accompanying enclosures were mailed to the teachers, administrators, and supervising teachers on January 12, 1962. After a month' s time lapse , follow-up letters11 and replace- ment instruments were sent those who had not yet responded. The follow-up resulted in 95.7 per cent return of the instruments from the teachers: an 81+.3 per cent return from the achinistrators: and a 100 per cent return from the supervising teachers. A total of five instruments, most of which were returned by administrators, were un- usable. One teacher instrument was returned after the data were processed and therefore was not used. Procedures of Analysis. In analyzing the data gathered for purposes of evaluating the program, a work sheet was first prepared bearing the complete list of 160 competencies which appeared on the rating scale12 sent to the teachers, administrators, and supervising teach- ers. A competency index was computed from Scale A for each compe- tency by assigning a value of two to each response under "Effective Development, " and a value of one to each response under "Some Devel- opment. " Swing the two produced a weighted frequency, which was divided-by the total number of responses within each respondent-group 11See Appendix F. 12See Appendix A. 87 for the competency, yielding a numerical competency index. The same procedure was followed with Scale B in computing an importance index for each of the 160 competencies according to respondent-groups. Thus, the competency index represents a measure of how well each com- petency was developed, and the importance index measures the level to which each should be developed. The procedure as explained in the foregoing paragraph was used in arriving at a mean competency index and a mean importance index for each of the 11» competency categories. These were set up in tables for comparison and analysis. The means of the individual com- petency indexes within each of the three respondent-groups were com- puted for each of the three main areas of competency, as well as for all competencies in the aggregate. It was considered necessary to ascertain whether significant differences existed between or among the three respondent groups' responses concerning the extent to which the program ought to develop in prospective teachers the competencies listed. On the advice of Professor John Patterson, Bureau of Educational Research, Michigan State University, chi square was selected as the statistical treat- ment for that purpose. Competencies upon which the three groups differed at the .05 level of probability were thus identified. The following example illustrates the procedure used in determining chi square values. No 88 Some Effective no Oppor- Devel- Devel- Devel- tunity to 0pment opment opment Observe RespondentuGroup (O) (1) (2) (N) Total Teachers 2 22 41 1 66 Administrators 1 11 34 2 #8 Supervising Teachers 2 6 7 1 16 5 39 82 4 130 e Semi o e o-e (o-e)2 e 2 2.6“ "61+ .114 .15 22 19.80 2.20 “.84 .2# [+1 “’1 058 -058 031‘ ‘01 1 1.98 -.98 .96 .M9 1 1e92 -092 .85 em 11 1ucuo -3.uo 11.56 .80 34 30.2h 3.76 14.1“ .n7 2 1.114 .56 .31 .22 2 .6h 1.36 1.85 2.89 6 4.80 1.20 1.44' .30 7 10.08 -3.08 9.h9 ,9h 1 .48 .52 .27 .56 7.51 In the foregoing table, 0 = observed frequency and e = expected fre- 2 quency. Summation of the figures in the $2:22_ column equals 7.51, which is equal to x2. To be statistically significant at the .05 level with six degrees of freedom, the X2 value must exceed 12.592. 89 The degree to which the program has developed the competencies listed was ascertained numerically by computing the difference be- tween the mean competency index and the mean importance index for each competency. The standard deviation of all differences (mean of Scale B minus mean of Scale A) was calculated in order to establish points for delineating degrees of comparative adequacy of develop- ment by the program. Four such measures of adequacy were arbitrarily established in accordance with the following method of distribution: Very adequate -- those competencies having difference values of less than one standard deviation below the mean of all differences Adequate -- those competencies having difference values falling between the mean and -1 standard deviation Inadequate -- those competencies having difference values falling beWeen the mean and +1 standard deviation Very inadequate - tho so competencies having differenc e values greater than +1 standard deviation Such an arrangement of measures of adequacy was deemed necessary in order to expedite the determination of short-range and long-range plans for improving the program. Twa open-ended items were included with the rating scales, requesting each respondent to rank in 1-2-3-h order competencies which he believed were (a) the most important to be developed in the pro- gram, and (b) the least important or most undesirable. In analyzing such responses, weighted frequencies for each respondent group were computed and smnmed. Each weighted frequency was computed by multi- plying the frequency of response rankings by assigned values (1:11»; 90 2:3; 3:2; #:1) and summing the products. The total weighted frequen- cies were placed in descending order in tables for comparison. An attempt was made to ascertain the attitudes of junior and senior high school vocational agriculture students of the beginning teachers studied. From their responses on the Lickert-like survey form, an attitude index was computed for each selected question by first determining the difference between the plus (yes) and the minus (no) responses, assigning a +1 to each "yes" response and a -1 to each "no" response: then dividing that weighted frequency by the num- ber of respondents. The attitude indexes and their corresponding questions were placed in descending order of numerical value in three tables, each of which related to one of the three main areas of compo. tency. It is to be noted that neither validity nor reliability had been established for the attitude instrument, and the responses there- fore were analyzed for purposes of informal verification only. Assumptions Made in the Study Basic assumptions to be made in a study of this kind neces- sarily relate to the teacher education program, to the evaluation process, to the respondents, and to the criteria of evaluation. In this study it is assumed that: 1. The pro-service preparation of teachers of vocational agriculture is one of the focal points in the nation-wide program of agricultural education. 2. The quality of beginning agriculture teachers represents a measure of the effectiveness of the pro-service teacher education program in which they were prepared for teaching. 3. 7. 9. 91 The competencies exercised by beginning teachers result from their preparation in teacher education and can be validly judged by the teachers themselves, by their school administrators , and by the supervising teachers who super- vised their student teaching. Beginning teachers, administrators, and supervising teach- ers are equipped to appraise the teacher education program. The kinds of changes in behavior patterns which the teacher education program seeks to bring about are its educational objectives. The competencies appraised are truly representative of the attributes of effective teachers. The responsibility for systematic evaluation of ansr edu- cational program rests with its staff and clientele. A variety of evaluative measures is imperative to adequate evaluation. Evaluation influences the teaching-learning process and is therefore an integral part of the educational process. This chapter has dealt with the procedures and assumptions in- volved in conducting the study up to the point of presenting the data. Chapter IV will present the data and an interpretation of the results. CHAPTER IV PRESENTATION OF THE DATA Introduction This chapter presents the findings of the study based on the data collected and analyzed in accordance with the procedures as explained in Chapter III . In determining (1) how adequately the teacher education program has developed beginning teacher competen- cies in the light of its present objectives, and (2) the comparative recommended level of importance of competencies to be developed, the following objectives are pertinent : 1. To compare competency indexes within each of the three areas of competency in accordance with each of the three respondent-groups' responses. To analyze, comparatively, the mean competency indexes and importance indexes for the three areas of competency, for each competency category, and for each listed competency. To identify competencies upon which the three respondent- groups differed significantly in respect to adequacy of recomended development by the program. To determine, for each competency, the difference between the level of development recommended by the respondents and their conceptions of the actual level of development which has taken place. 93 5. To identify the most important and least important competencies to be developed by the program. 6. To determine and analyze the attitudes of students of the beginning teachers whose competencies are evaluated. Competency Indexes of the Teachers Competency indexes for competency categories within each of the three areas of competency are shown in Tables III through XI. In arriving at each competency index figure, values of O, 1, and 2 were first assigned to responses for "no development, " "some development, " and "effective development , " respectively. A weighted frequency for each competency was then computed by summing the products of the as- signed values and their respective response frequencies. The weighted frequency was then divided by the total number of responses in the competency category to complete the competency index computation. To illustrate from Table III, there are 87 zero responses, 328 one responses, and 237 two responses in competency category IA. The zero response frequencies are not included in the computation. 328 + 2(237) = 802, the weighted frequency 802 .3- 652 responses = 1.23, the competency index In comparing competency indexes as indicated by the teachers' responses under Flaming and Organizing a Program of Vocational Agri- culture, little variation is noted. Best developed, according to the teachers, are competencies involved with organizing and maintaining facilities and equipment, with a competency index of 1.31». Identi- fying educational needs of the community and keeping adequate records 91+ TABIE III. TEACHERS‘ CONCEPTIONS OF THE EXTENT OF TI'I'EIR CCMPETENCI IEVELOPMENT AS BEGINNING TEACHERS IN PLANNING AND ORGANIZING A PROGRAM OF VOCATIONAL AGRICULTURE : Frequenc : z : N3 Some Egrect'ive : : Compe- : devel- devel- devel- : Weighted : tency : opment opment opment : Frequency 3 Index Competency categgry : (0) (1) (2) : 2 (IA) Identifying Edu- cational Needs of the Community 87 328 237 802 1.23 (IB) Planning the Program of Instruction 81 381 325 1031 1. 31 (IO) Evaluating the Program of Instruction 109 427 316 1059 1.24 (ID) Organizing and Maintaining Facilities and Equipment 102 #47 #37 1321 » 1.34 (IE) Keeping Adequate Records 88 282 223 728 1 .23 were tied with indexes of 1.23. The mean competency index of all 160 competencies as computed from responses of all 66 teachers was 1.263. Thus none of the competency indexes reported in Table III was below the mean more than .03 of an index point. A rather perceptible variation in competency development in- volved in the area of Teaching Classes and Supervising Fanning Pro- grams is noted in Table IV. Teaching young and adult farmer classes has the lowest index of 1.01 which is .25 of an index point below the teachers' mean. Similarly, performing guidance services is at ap- proximately the same‘level with an index of 1.03. Competencies 95 TABLE IV. TEACHERS' CONCEPTIONS OF THE EXTENT OF MIR CCMPETENCY EVELOPMENT AS BEGINNING TEACHERS IN TEACHING CLASSES AND SUPERVISING FAMING PROGRAMS Lrgguencz No Some Effect ve : : : Compe- : devel- devel- devel- : Weighted : tency : Opulent opment opment : Frequency : Index Competency category : (0) (1) (2) : : (IIA) Performing Guidp ance Services 206 1402 2311- 870 1.03 (IIB) Understanding the Loarning Process 33 192 169 530 1 .35 (110) Teaching In. School Classes and.Supervising Farming Programs 175 650 567 1781+ 1.28 (IID) Teaching Young and Adult Farmer Classes 236 I472 250 972 1.01 (IIE) Advising the FFA Chapter 96 298 359 1016 1 .35 associated with understanding the learning process, advising the FFA, and teaching in—school classes and supervising fanning programs are all above the teachers' mean index. The best developed competencies appear to be within the area of Developing and Maintaining Relationships, as shown in Table V. A seemingly inexplicable paradox is noted here in that the lowest index reported in the table, that of 1.16 for conducting a public relations program, would seem at drastic variance with the other three indexes shown. By their responses, the teachers indicated, in effect, that their competencies in establishing and maintaining relationships were quite adequately developed; and yet they expressed comparatively low TABLE V. 96 TEACHERS' CONCEPTIONS OF) Tm EXTENT OF THEIR C(MPETE‘ICY IEVEIDPMENT AS BEGINNIM} TEACHEIB IN EVELOPING AND MAINTAINING RELATIONSHIPS Competency category (IIIA) Establishing and Maintain- ing Profes- sional Rela- tionships (IIIB) Establishing and Maintain- ing Community Relationships (IIIC) Establishing and Maintain- ing Personal Relationships (IIID) Conducting a Public Rela- tions Program .0 O. .0 O. O. No devel- devel- Fre uenc Some Effective devel- opnent opment opment (0) 63 32 60 83 (1) 21-16 132 218 223 (2) 481 231 155 O. O. .0 O. .0 HF Compe- Weighted tency Frequency: Index 2 O. O. O. 1208 1.53 594 1.51 1110 1.53 533 1.16 ability in conducting a public relations pro gram. The explanation re sides partially in the fact that the teachers apparently employed means of establishing and maintaining relationships in addition to those listed. indexes were as low as .61». Upon specific competencies in this area,‘l competency Competency Indexes of the Adninistrators Mo st of the school administrators who returned completed rating scales appraising their teachers' competencies were superintendents. 1See Appendix H, Competency and Importance Indexes and Means. 97 In mall to medium size schools, which typify all of the educational settings from which responses came, it is most frequently the super- intendent whose responsibility it is to supervise the work of the vocational agriculture teacher. Aduinistrators rather consistently rated their beginning teachers' competencies higher than did the teachers thwselves. In fact, the mean competency index, as computed from administrator re- sponses for all individual competencies listed, was 1.630, which is 29 per cent higher than the corresponding index for the teachers- themselves. Moreover, the administrators' conceptions of their beginning teachers' competency development varied slightly less than did those of the teachers. Competency indexes as computed from administrator responses in all three areas of competency varied 1.111 index points compared with 1.16 for the teachers.2 Table VI shows the competency indexes derived from adminis- trator responses in the competency area of Flaming and Organizing a Program of Vocational Agriculture. All five competency categories in this area show indexes approximating the mean of 1.630 for all individual competencies rated by administrators. The mean of the in.- dexes within this area of competency is 1.64. The administrators considered their teachers to be only slightly less well prepared in planning and evaluating the program of instruction and keeping ade- quate records than in identifying educational needs and organizing and maintaining facilities and equipment. 2See Appendix H, Competency and Importance Indexes and Means. 98 TABLE VI. SCHOOL AMINISTRATORS' CONCEPTIONS OF LEVEL OF C(MPETENCY EVELOPMENT ON THE PART OF THEIR BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE IN PLANNING AND ORGANIZING A PROGRAM OF ' VOCATIONAL AGRICULTURE L J Frauencz I : z : : No Some Effective : : Compe- : devel- devel- devel- : Weighted : tency : opment opment opment : Frequency : Index Competency category : (O) (1) (2) : : (IA) Identifying Edu- cational Needs of the Community 18 122 3140 802 1.67 (IB) Planning the Program of Instruction 19 209 1400 1009 1 . 61 (IC) Evaluating the Program of Instruction 21 203 429 1061 1.61 (ID) Organizing and Maintaining Facilities and Equipment 16 231 542 1315 1.67 (IE) Keeping Adequate Records 13 139 2911 727 1 . 63 Administrators, like the teachers and supervising teachers, rated competencies related to advising the FFA chapter as most highly developed among those included in the area of Teaching Classes and Supervising Farming Programs, as shown in Table VII. There were no administrators who checked the "no development" column for this compe- tency category. However, all other competency indexes in this area were below the mean of 1.63 for administrator indexes. Performing guidance services and teaching young and adult famer classes provided the lowest indexes in the competency area, with 1.36 and 1.142, 99 TABLE VII. SCHOOL AIMINISTRATORS’ CONCEPTIONS OF LEVEL OF CQ‘IPETENCY mVEIDPMENT ON THE PART OF THEIR BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE IN TEACHING CLASSES AND SUPERVISING FAMING PROGRAMS Frgguency : 3' z : No Some Effective : , : Compe- : devel- devel- devel- : Weighted : tency : opment opnent opment : Frequency : Index Competency category : (0) (1) (2) : : (IIA) Perfoming Guid- - ance Services 56 263 264 791 1.36 (IIB) Understanding the Learning Process 12 120 185 1490 1.55 (IIC) Teaching In- School Classes and Supervising Farming Programs 38 327 662 1651 1.61 (IID) Teaching Young and Adult Famer Classes 61+ 212 310 832 1 . 1+2 (IIE) Advising the FFA Chapter 0 106 14-19 9111+ 1.80 respectively. The administrators' conceptions of their teachers' competen- cies in the area of Developing and Maintaining Relationships are re- flected in the competency indexes disclosed in Table VIII. The mean of these indexes is 1.71, the highest mean index of the three areas rated by the administrators. They, like the teachers, rated competen- cies within the category of conducting a public relations program lowest of the four categories in this area, and next to the lowest of all 111 categories. The highest index of 1.86, for establishing and maintaining personal relationships , follows the same rating pattern 100 TABLE VIII. SCHOOL AIMINISTRATORS ' CONCEPTIONS OF LEVEL OF CMPE'IENCY mvsmnmm ON THE PART OF THEIR BEGINNING TEACHERS OF VOCATIONAL AGRICULTURE IN IEVELOPING AND MAINTAINING RELATIONSHIPS : Fre uenc : z : No Some Effective : : Compe- : devel- devel- devel- : Weighted : tency : 0pment 0pment opment : Frequency : Index Competency category : (O) (1) (2) : : (IIIA) Establishing and Maintain- ing Profes- sional Rela- tionships 0 109 475 1059 1.81 (IIIB) Establishing and Maintain- ing Community Relationships 0 83 231 545 1.74 (IIIC) Establishing and Maintain- ing Personal Relationships 5 70 503 1076 1.86 (IIID) Conducting a Public Rela- tions Program. 32 112 160 432 1.42 as set by the teachers. Competency Indexes Derived From the Supervising Teachers' Ratings Supervising teachers showed the greatest variability of all three respondent-groups in their ratings of teachers' competencies, with competency indexes ranging from .90 to 2.13, or 1.33 index points, in contrast to 1.16 for the teachers and 1.14 for the adminis- trators. They were consistently higher in their ratings than were the teachers themselves, approximately 23 per cent on the average. But they were on the average of five per cent lower than the 101 administrators in their ratings. The mean of all individual compe- tency indexes derived from supervising teachers' ratings was 1.554. Table IX reveals competency indexes derived from ratings of the 16 supervising teachers relating to the area of Planning and Organizing a Program of Vocational Agriculture. This respondent-group rated competency development in this area as intermediate among the three areas in adequacy, with a mean index of 1.53 for the five compe- tency categories. It is noteworthy that three indexes fall below the supervising teachers' mean of 1.554, namely, identifying educational needs of the community, organizing and maintaining facilities and equipment , and planning the program of instruction, with 1.47, 1.50, and 1.51, re- spectively. In this respect the supervising teachers are in agree- ment with the teachers on competency adequacy in identifying educa- tional needs of the community, and with the administrators on that of planning the program of instruction. They rated competency develop- ment in evaluating the program of instruction and keeping adequate records perceptibly above the mean in contrast to the teachers and administrators, who rated these categories at or below the means of their respective groups. Competency categories in Teaching Glasses and Supervising Farming Programs are evaluated by the supervising teachers in Table X. All competency indexes shown here fall below the supervising teachers' mean index of 1.554 except that of advising the FFA chapter. Teaching young and adult farmer classes, with an index of 1.22, received the lowest competency rating from the supervising teachers of any of the TABLE IX. A PROGRAM OF VOCATIONAL AGRICULTURE 102 SUPERVISING TEACHERS ' CONCEPTIONS OF LEVEL OF CCMPETENCY EVELOPMENT ON THE PART OF THEIR STUDENT TEACHERS OF VOCATIONAL AGRICULTURE IN PLANNING AND ORGANIZING uenc : : a : No Some Effective : : Compe- : devel- devel- devel- : Weighted : tency : opment opment oment : Frequency : Index Competency category : (0) (1) (2) : : (IA) Identifying Edu- cational Needs of the Community 28 259 304 867 1. 47 (IB) Planning the Program of Instruction 30 283 386 1055 1.51 (10) Evaluating the Program of Instruction 23 273 483 1239 1.59 (ID) Organizing and Maintaining Facilities and Equipment 28 400 493 1386 1. 50 (IE) Keeping Adequate Records 35 135 333 801 1 .59 103 TABLE X. SUPERVISING TEACHERS' CONCEPTIONS OF LEVEL OF COMPETENCY EVELOPMENT ON TIE PART OF THEIR STUDENT TEACHERS OF VOCATIONAL AGRICULTUEE IN TEACHING CLASSE AND SUPERVISING FALMING PROGRAMS 4L : uenc : : : Ne Some Effective : : Compe- : devel- devel- devel- : Weighted : tency : opuent opnent opment : Frequency : Index Competency category 3 (O) (1) (2) : : (IIA) Performing Guid- ance Services 103 239 249 737 1.25 (IIB) Understanding the Learning Process 3 158 205 568 1.55 (IIC) Teaching In- School Classes and Supervising Farming Programs 98 428 672 1772 1.48 (IID) Teaching Young and Adult Farmer Classes 62 76 133 332 1.22 (IIE) Advising the FFA Chapter 16 230 363 956 1 . 57 14 categories. The same is true of the teachers thanselves. Per- forming guidance services fared very little better, with an index of 1.25, which is 20 per cent below the supervising teachers' mean of all individual competency indexes. Teaching in-school classes and supervising farming programs and understanding the learning process were two categories nearest the mean, with 1.48 and 1.55, respectively. The supervising teachers' ratings within the area of Devel- oping and Maintaining Relationships , presented in Table XE , are the highest among the three areas of competency, averaging 1.73. All indexes in this area are above the mean index of the supervising 104 TABLE XL. SUPERVISING TEACHEE' CONCEPTIONS OF LEVEL OF CCMPETENCI DEVELOPMENT ON THE PART OF THEIR STUWNT TEACHERS OF VOCATIONAL AGRICULTURE IN EVELOPING AND MAINTAINING RELATIONSHIPS : Frequency : z : No Some Effective : : Compe- : devel- devel- devel- : Weighted : tency : opment opment opment : Frequency : Index Competency cafigory : (O) (1) (2) z : (IIIA) Establishing and Maintain- ing Profes- sional Rela- tionships 15 164 559 1282 1.74 (IIIB) Establishing and Maintain- ing Community Relationships 10 67 267 601 1. 75 (IIIC) Establishing and Maintain- ing Personal Relationships 0 58 601 1260 1 . 91 (IIID) Conducting a Public Rela- tions Program 13 74 125 324 1.53 teachers except that of conducting a public relations program, which is only .01 of an index point below. The highest index for any cate- gory and for any respondent-group appears in this area, namely, estab- lishing and maintaining personal relationships. ranked highest also by the teachers and administrators. This category was A surprising degree of consensus among all raters was apparent in this area. 105 Summary oanll Competency Indexes on Scale A Table XII provides a summary of the developmental adequacy of the competencies by competency categories. The three respondent- groups' indexes were summed for each competency category in order to place the 14vcategories in descending order of the adequacy of their development. The mean of the summed.indexes is 4.47. There is a range of 1.66 between the tap-ranking category, that of establishing and.maintaining personal relationships, and the lowest, that of’pere fbrming guidance services. It is interesting to note that 28 per cent of that range exists between 4.11 and 3.65, which indicates that the two bottom-ranking categories are drastically below the others in adequacy of development. The next largest proportion of the range lies between the top two categories, and is equivalent to approxi- mately 13 per cent. In analyzing the competency ratings derived from the three respondent-groups for the three main competency areas, the mean index of all individual competencies listed in the rating scales was comp ‘puted fer each group ofrespondents. Similarly, a mean index for each of the three areas by respondent-groups was computed. The in- dexes appear in Table XIII. All indexes are assumed to be of equal ‘weight despite differences in sizes of the respondent-groups. Sum- ming each group of indexes horizontally in Table XIII provides a vertical array of index totals which represents a tenable ranking of the areas in respect to the adequacy of the program’s perfOrmance. 106 TABLE XII. CMPETENCY CATEGORIE RANED IN MCENDING ORDER OF THEIR SIMMED MEAN CCMPETENCY INEES Competency Indexes Adminis— Supervising Sum of Competency category Teachers trators Teachers Indexes Establishing and main- taining personal rela- tionships 1. 53 1 . 86 1 .91 5 . 3O Establishing and main.- taining professional relationships 1 . 53 1 . 81 1 . 74 5 . O8 Establishing and main- taining community relationships 1.51 1.74 1. 75 5.00 Advising the FFA chapter 1.35 1.80 1.57 4.72 Organizing and maintain- ing facilities and equipment 1.34 1.67 1.50 4.51 Keeping adequate records 1.23 1.63 1. 59 4.45 Understanding the learning process 1.35 1.55 1.55 4.45 Evaluating the program of instruction 1.24 1.61 1.59 4.44 Planning the program of instruction 1 . 31 1 . 61 1 .51 4. 43 Identifying educational needs of the community 1.23 1.67 1.47 4.37 Teaching in-school classes and supervising farming programs 1.28 1.61 1.48 4.37 Conducting a public relations program 1.16 1.42 1.53 4.11 Teaching young and adult farmer classes 1.01 1.42 1.22 3.65 Performing guidance services 1.03 1.36 1.25 3.64 107 TABLE XIII. MEAN CQIPETENCI INIEX RATINGS OF rm THEE REPONDENT-GROUPS BY C(MPETENCY AREAS Means of Individual Competency Indexes Supervising Area of Competency Teachers Administrators Teachers , Planning and Organizing a Program of Vocational ‘ Agriculture 1. 277 1 . 640 1 .531 Teaching Classes and Supervising Farming Programs 1.192 1.550 1.438 Developing and Maintaining Relationships 1 .454 1.743 1.775 All competencies 1.263 1.630 1.554 Ranking first is Developing and Maintaining Relationships , with a total of 4.972. Planning and Organizing a Program of Instruction ranks second with 4.448; and Teaching Classes and Supervising Farming Programs ranks third with 4.180. The sum of the three means is 4.447. The ranges and means of the individual competency indexes for the three respondent-groups, separately and collectively, are presented graphically in Figure 2. It is apparent that the teachers themselves were much more critical of their competency development than were the other into groups of respondents. They also showed the least varia- bility in their ratings. Standard deviations of the individual com- petency indexes derived from ratings of the teachers, administrators, and supervising teachers were .2328, .3172, and .2569, respectively. 108 FIGURE 2: GRAPHIC REPREENTATION OF THE NEW AND MEANS OF THE COMPETENCY INDEXES RESULTING FROM THE TiflmElRESPONDENT- GROUPS’ RATINGS OF’THE TEACHERS' COMPETENCIES ... 2.130 T 20130 1'10920 --1.770 --1.630 '1' 1.55“ «.1.468 4-1.263 4L , 00 H. .780 8 AllThree Teachers Administrators Supervising Groups Teachers 109 Recommended.Competency Development The initial section of this chapter has dealt with Rating Scale.A, which appraises the extent of competency development on the part of beginning teachers of vocational agriculture. Ratings of the teachers, administrators, and supervising teachers were con- verted to competency indexes fOr*purposes of analysis. This section.presents data pertinent to Rating Scale B, which ascertains the level to which the same respondents believe the com- petencies ought to be developed.by the beginning teachers' pre- service teacher education program. The same procedure was followed in analyzing the Scale B responses as was used in Scale A, with but one variation. Instead of using competency indexes, reference is 'made to importance indexes, which.measure recommended levels of’com- petency development. The procedure fbr computing the importance indexes is precisely the same as that used in deriving competency indexes. The "some development" and "effective development" response frequencies were assigned values of 1 and 2, respectively. .Summing the products and dividing by the total number of responses in the competency category resulted in the importance index.fbr each cate- gory. Similar indexes were computed for each of the 160 individual competencies as shown in Appendisz. Tables XIV through XXII reveal importance indexes associated with recommended competency develop- ment according to each of the three respondent-groups. 11o TABEE XIV. THE TEACHERS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO DEVELOP COMPETENCIES OF‘BEGINNING TEACHERS IN PLANNING AND ORGANIZING A PROGRAM OF VOCATIONAL AGRICULTURE : Fr uenc : : : No Some Effective : : Impora : devel- devel- devel- : Weighted : tance : opment opment 0pment : Frequency : Index Competency category : (0) (1) (2) : : (IA) Identifying Edu. cational Needs of the Community 31 261 355 971 1.50 (113) Planning the Program of Instruction 24 269 495 1259 1.60 (I0) Evaluating the Program of Instruction 26 286 455 1196 1.56 (In) Organizing and Maintaining Facilities and Equipment 62 343 568 1479 1.52 (IE) Keeping Adequate Records 31 220 333 886 1.52 The mean of all individual importance indexes derived from the teachers' responses on Scale B was 1.534. The teachers varied the least of all three respondent-groups. Table XIV reveals only very slight variation among the importance indexes for competency cate- gories within the area of’Planning and Organizing a Program of voca- tional Agriculture. Three of the five categories are slightly below the teachers' mean index, and two are slightly above it. All three competency areas were of approximately equal importance to the teachers. 111 TABLE XV. THE TEACHERS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO IEVEIDP CCMPETENCIES IN TEACHING CLASSES AND SUPERVISING FAEMING PROGRAMS : Frequency' 6 : : No Some Effective : : Impor- : devel- devel- devel- : weighted : tance : 0pment opment opment : Frequency : Index Competency category : (0) (1) (2) z : (IIA) Performing Guid- . ance Services 54 312 408 1128 1.46 (IIB) Understanding the Learning Process 14 121 258 637 1.62 (IIC) Teaching In— School Classes and Supervising Fanning Programs 79 410 891 2192 1.59 (IID) Teaching Ybung and.Adult Farmer Classes 57 372 515 1402 1.49 (IIE) Advising the FFA Chapter 37 242 436 1 1 14 1 . 56 Table XV shows that performing guidance services and teaching adults yielded the two lowest importance indexes associated with the area of Teaching Classes and Supervising Fanning Programs. They are below the teachers' mean importance index for all competencies by five per cent and three per cent, respectively. As would be expected, understanding the learning process produced the highest index. TABLE XVI. 112 THE TEACHERS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO DEVELOP COMPETENCIES IN DEVEIOPING AND MAINTAINING RELATIONSHIPS Freguency : No Some Effective : : Imporu : devel- devel— devel— : Weighted : tance : opment opment opment : Frequency : Index Competency category : (0) (1) (2) : : (IIIA) Establishing and Maintain- ing Profes- sional Rela. tionships 32 233 513 1259 1 . 62 (IIIB) Establishing and Maintain- ing Community Relationships 38 136 216 568 1 . 46 (IIIC) Establishing and.Maintain- ing Personal Relationships 80 226 418 1062 1 . 47 (IIID) Conducting a Public Rela- tions Program 20 168 271 710 1.55 The greatest variation among categories in any of the three areas of competency is shown in Table XVI, dealing with Developing and Maintaining Relationships. Establishing and maintaining profes- sional relationships, with an importance index of 1.62, is at the top of all importance indexes of the teachers. Community and personal relationships are among the lowest indexes for this respondent-group, and conducting a public relations program is very close to the mean. 113 TABLE XVII. THE SCHOOL AD’IINISTRATORS' RATINGS OF THE EXTENT TO WFECH THE PROGRAM OUGHT TO DEVELOP COMPETENCIES IN PLANNING AND ORGANIZING A PROGRAM OF VOCATIONAL AGRICULTURE : __ Frequenc : z : No Some Effective : :’ Impor- : devel- devel- devel- : Weighted : tance : opment opment opment : Frequency : Index Competency category . (0) (1) (2) : : (IA) Identifying Edu- cational Needs of the Community 18 152 292 736 1.59 (13) Planning the Program of Instruction 9 1 16 443 1002 1 . 77 (IO) Evaluating the Program of Instruction 14 206 395 996 1.62 (ID) Organizing and Maintaining Facilities and Equipment 12 222 470 1 162 1 . 65 (IE) Keeping Adequate Records 14 143 262 667 1 .59 School administrators attached the greatest importance to planning the program of instruction, according to the indexes compared in Table XVII. This was the highest index reported by this respondent- group of all 14 categories of competencies. All importance indexes included within this area of Planning and Organizing a Program of Vocational Agriculture were above the administrators' mean of indi- vidual indexes. In other words, of all three areas of competency, this area was of greatest importance to the administrators. 11a TABLE XVIII. THE SCHOOL AMINISTRATORS' RATINGS OF THE EXTENT TO WHICH THE PROGRNM OUGHT TO DEVELOP CGMPETENCIES IN TEACHING CLASSES AND'SUPERVISING FARMING PROGRAMS : Freguency : z : No Some Effective : : Impora : devel- devel- devel- : weighted : tance : 0pment opment opment : Frequency : Index Competency category : (0) (1) (2) : : (IIA) Performing Guide ance Services 61 221 295 811 1.40 (IIB) Understanding the Learning Process 4 80 202 484 1.69 (IIC) Teaching In_ School Classes and.Supervising Farming Programs 42 295 646 1587 1.61 (IID) Teaching Ybung and Adult Farmer Classes 70 230 334 898 1.42 (IIE) Advising the FFA Chapter 0 194' 297 788 1.60 Administrators' importance indexes for categories included in Teaching Classes and Supervising Farming Programs are disclosed in Table XVIII. This area was of slightly less importance to the admin. istrators than the other two, as evidenced by the mean of all compe- tency categories in all three areas. Their mean importance index for this area was 1.55, compared with 1.64 and 1.57 fer Planning and Organizing a Program and Developing and Maintaining Relationships, respectively. Among the categories in the area with which Table XVIII deals, this respondent-group attached greatest importance to underb standing the learning process, and least importance to teaching young 115 TABLE XIX. THE SCHOOL AIMINISTRATORS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO DEVELOP COMPETENCIES IN DEVELOPING AND MAINTAINING RELATIONSHIPS : Fre uenc : z : No Some Effective : : Impor- : devel- devel- devel- : Weighted : tance : opment opnent 0pment : Frequency : Index Competency category : (0) (1) (2) : : (IIIA) Establishing and Maintain- ing Profes- sional Rela- tionships 0 1 56 385 926 1 . 71 (IIIB) Establishing and Maintain- ing Community Relationships 0 1 O 1 1 67 435 1 . 62 (IIIC) Establishing and Maintain- ing Personal Relationships 63 156 308 772 1 . 48 (IIID) Conducting a Public Rela- tions Program 26 117 185 487 1.48 and adult famers. In reporting importance indexes in the area of Developing and Maintaining Relationships, Table XEX indicates that administrators regard professional relationships to be the most important category. Like the other two respondent-groups, they attached significantly less importance to competencies related to the development of personal relationships and to conducting a public relations program. Commu- nity relationships were of intermediate, although positive , importance. e . u . v. . .. .. .. r . I. I . a. f. .. .a .n .. . o .. .c I. e. .- . o n . 116 TABLE XX. THE SUPERVISING TEACHERS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO EVELOP CQ’IPETENCIES IN PLANNING AND ORGANIZING A PROGRAM OF VOCATIONAL AGRICULTUIE ll : Fre uenc : : : No Some Effective : : Imporh : devel- devel- devel- : weighted : tance : opment 0pment opment : Frequency : Index Competency category : (0) (1) (2) : : (IA) Identifying Edu- cational Needs of the Community 16 57 83 223 1.43 (IB) Planning the Program of Instruction 9 57 123 303 1.60 (IC) Evaluating the Program of Instruction 7 71 128 327 1.59 (ID) Organizing and Maintaining Facilities and Equipment 11 94 134 362 1.51 (IE) Keeping Adequate Records 7 59 77 213 1.49 Tables XX, XXI, and XXII reveal importance indexes derived from supervising teachers' responses in the areas of Planning and Organizing a Program, Teaching Classes and.Supervising Farming Pro- gmm,mdkwhmmaMMumumdeanMm,mwmfimh.A comparison of the mean.importance indexes for the three areas re- veals only small differences. Planning and Organizing a Program of vocational Agriculture, with a mean index:of 1.52, was accorded the least importance by this respondent-group, and Teaching Classes and Supervising Farming Programs, with 1.61, the most importance among 117 TABLE XXI. THE SUPERVISING TEACHERS' RATINGS OF THE ESTENT TO WHICH THE PROGRAM OUGHT TO DEVELOP COMPETENCIES IN TEACHING CLASSES ANDiSUPERVISING FARMING PROGRAMS : Frequenc : : : No Some Effective : : Impor- : devel- devel- devel- : weighted : tance : opment opment opment : Frequency : Index Competency category : (0) (1) (2) : : (IIA) Performing Guide . ance Services 11 94 87 268 1.40 (IIB) Understanding the Learning Process 0 22 75 172 1.77 (IIC) Teaching In_ School Classes and.Supervising Farming Programs 12 106 216 538 1.61 (IID) Teaching Young and.Adu1t Farmer Classes 16 76 126 328 1.50 (IIE) Advising the FFA Chapter 7 30 137 304 1.75 the three areas. In each of the three areas there was one competency category whose importance index.fell more than five per cent below the mean of 1.559 fer all importance indexes derived from the super- vising teachers' responses. These were identifying educational needs of the community, performing guidance services, and establishing and maintaining personal relationships, with indexes of 1.43, 1.40, and 1.44, respectively. At the other extreme, there were two categories with importance indexes more than five per cent above the mean, namely, understanding the learning process and advising the FFA 118 TABLE XXII. THE SUPERVISING TEACHERS' RATINGS OF THE EXTENT TO WHICH THE PROGRAM OUGHT TO mVELOP CQIPETENCIES IN EVELOPING AND MAINTAINING RELATIONSHIPS : Fr uenc : : : No Some Effective : : Impor- : devel- devel- devel- : Weighted : tance W : cpment opment opment : Frequency 2 Index Competency category' : (0) (1) (2) t : (IIIA) Establishing and Maintain- ing Pro fes- sional Rela- tionships 7 65 120 305 1.59 (IIIB) Establishing and Maintain- ing Community Relationships 2 36 57 150 1.56 (IIIC) Establishing and Maintain- ing Personal Relationships 19 60 95 250 1.44 (IIID) Conducting a Public Rela- tions Program 4 37 71 179 1.60 chapter, with indexes of 1.77 and 1.75, respectively. The latter two are both included in the area of Teaching Classes and Supervising Fanning Programs. Summary of Importance Indexes on Scale B The relative importance of competency development according to categories and respondent-groups is summarized in Table DELI. The same procedure was used here as in summarizing the competency in- dexes in Table XII. 119 TABLE XXIII. CWPETENCY CATEGORIES RANIED IN DESCENDING ORDER OF THEIR SUWMEDiDWPORTANCE INDEXES Importance Indexes Adminis- Supervising Sum of Competency category Teachers trators Teachers Indexes Understanding the learning process 1.62 1.69 1.77 5.08 Planning the program of instruction 1.60 1.77 1.60 4.97 Establishing and maintain- ing professional relation- ships 1.62 1.71 1.59 4u92 Advising the FFA chapter 1. 56 1.60 1.75 4.91 Teaching in-school classes and.supervising farming programs 1.59 1.61 1.61 4.81 Evaluating the program of instruction 1.56 1.62 1.59 4.77 Organizing and.maintaining facilities and equipment 1.52 1.65 1.51 4.68 Establishing and.maintainp ing community relationships 1.46 1.62 1.56 4.64 Conducting a public relations program 1.55 1.48 1.60 4.63 Keeping adequate records 1.52 1.59 1.49 4.60 Identiflying educational needs of the community 1.50 1.59 1.43 4.52 Teaching young and adult farmer classes 1.49 1.42 1.50 4.41 Establishing and maintain- ing personal relationships 1.47 1.48 1.44, 4.39 Performing guidance services 1.46 1.40 1.40 4.26 120 The mean of the summed importance indexes is 4.69, which is five per cent higher than the mean of the summed competency indexes. There was considerably less range between top and bottom importance indexes than there was between the top and bottom competency indexes. Whereas the range of competency indexes was 1.66, that of importance indexes was only .82. The greatest proportion 'of the range between top- and bottom-ranking importance indexes was 15.9 per cent, existing beWeen the bottom two categories, namely, performing guid— ance services and establishing and maintaining personal relationships. Such a perceptible difference places the importance of the teacher's role in performing guidance services decisively in lowest rank of importance, with all three respondent-groups relegating it to last place. It is noted with astonishment that the teachers' roles in- volving guidance services, personal relationships, adult work, and identifying educational needs are accorded such a low order of com- parative importance by the three respondent- groups. However, the situation is at least partially accounted for by the fact that a. great many respondents expressed their importance ratings in light of competencies important only in their respective, specific school situations. To illustrate, many schools consider the guidance pro- gram to be the province of the faculty member designated as the school's guidance worker, and not of the teacher of vocational agri- culture. Similarly, many of the programs of vocational agriculture still do not include young and adult farmer work, and consequently that role of the teacher is not considered by many respondents as of 121 paramount importance. Establishing and maintaining personal rela- tionships was stated by several respondents as having greater rela- tionship to the personality of the teacher than to the teacher preparation program. Understanding the learning process, having the top importance ranking, was first in importance as viewed by both the teacher and supervising teacher groups, and of third rank as viewed by the admin- istrators. Its summed importance index places it 13.4 per cent above the secondpranking category, that of planning the program of instruction. Means of importance indexes by areas of competency according to respondent-groups are compared in Table mv. No area of compe- tency is shown to have any significant importance advantage. TABLE DEV. MEAN IMPORTANCE INEXES OF THE THREE RESPONDENT- GROUPS BY CCMPETENCY AREAS Means of Individual Importance Indexes Supervising Area of Competency Teachers Administrators Teachers Planning and Organizing a Program of Vocational Agriculture 1.54 1.64 1.52 Teaching Classes and Supervising Farming Programs 1.55 1.55 1.61 Developing and Maintaining Relationships 1 .52 1 .57 1. 55 All competencies 1 . 54 1 .58 1 . 56 122 Differences Between Importance Indexes and Competency Indexes as Measures of the Program's Performance The difference between the mean importance index and the mean competency index for each individual competency was decided upon as a tenable measure of the teacher education program's adequacy. Such means were computed from the responses of all three respondent-groups in the aggregate, and the mean index on Scale A was subtracted from the mean index on Scale B for each competency listed. Before doing so, however, it was necessary to identify indi- vidual competencies upon which the three respondent-groups differed significantly in their responses on Scale B. This was done in ac- cordance with the procedure as emlained under Procedures of Analysis in Chapter III. Table XXV shows the chi square values based on the responses of all three respondent-groups for the 160 listed competencies. The .05 level of significance was arbitrarily selected, which, with six degrees of freedom, necessitates a X2 value in excess of 12.592 in order for significant differences to appear in the responses. A glance at the table reveals only 17 competencies upon which the re- spondents differed significantly. Thus the respondent-groups dif- fered significantly on only slightly over ten per cent of all compe- tencies. Those upon which there were significant differences were scattered throughout the various categories rather than clustered predominantly in any one category or area. 123 Fm.m o 4HH ww.m N mH mw.w : QH 00.0 3 0H dw.w m mH m5.F m «HH m:.m F MH w5.F m QH F®.F m 0H F0.0P N mH dm.w : «HH 00.: m— CH No.3 N QH wN.m N 0H 0F.wN F mH 0N.m m 4HH 3v.m d— QH n0.m F QH 5m.m F 0H :N.mF 0— 4H NN.5 N mn Hozmemmzoo nmnzmzzoomm mo mmHozmboamm ozHB4m .mmpomonazmnzommmm mamme Hug me mmpag> mmdpdm Hmo .>MH mqmxx mum49 125 .mmaocovmmsoo 5030505 new onom maapmm 4 .4 Kfivawmm< mmmm 55.5 5 SH 55.55 5 QHHH 55. 5 SH 55.5 5 oHHH 8.:5 : mHHH om.N 5 QHHH m5.5 — QHHH 35.5 5 0HHH 5N.N N oHHH 35.5 m mHHH 55.: n QHHH 55.N 55 0HHH dm.w 5 0HHH 5N.m F 0HHH 55.5 N mHHH 53.: : QHHH 5:.N 05 0HHH 55.m n 0HHH 0m.m 5 mHHH m:.5 5 mHHH mo.: m QHHH 55.N 5 0HHH 55.5 : 0HHH 55.55 m mHHH 55.5N NF «HHH Nx «soapwamawon NM macapmamdmmn Nx macapmcwamon Nx macapwamamon Nx mcoapmcwwmmn hoampOQEOO hoccpomsoo hosmpomEoo 5020559300 homopmmeoo ecscapcoonl>xx mgmda 126 Since the teacher education program here evaluated is not being compared with any other program or programs, internal compara- tive measures of the adequacy of its performance were necessitated. Four such comparative measures were used. The differences between the mean indexes on Scale A and the corresponding indexes on Scale B were first determined. All 160 differences were placed in a distri- bution and the standard deviation was computed. Competencies with difference values falling below -1 standard deviation were designated as very adequate; those falling between the mean and -1 standard de- viation were considered adequate; those falling between the mean and +1 standard deviation were deemed inadequate; and those falling above +1 standard deviation were regarded as very inadequate. Table XXVI classifies the 160 competencies according to the four above-mentioned measures of adequacy. Those upon which the three respondent-groups differed significantly are identified in the table. The table thus identifies approximately one-half of the competencies which are developed adequately; approximately one-half that are de- veloped inadequately; and the comparative degree of adequacy or in- adequacy within each half. The mean of the differences was found to be .086 and the stand- ard deviation .173. Accordingly, the very inadequate competencies were those having index difference values (Scale B minus Scale A) of more than .26; the inadequate ones were between .091 and .260; the adequate were between -.09 and +.09; and the very adequate were those having minus difference values greater than -.09. 127 5m. 5 a HH 55. 55 m H 50.: 55 0 H 05.: 5 m HHH 55. 55 0 HH 55. 05 m H 00. : 0 H 45.: m m HHH :5. m5 0 HH 05. 5 m H 50. m 0 H 55.: m m HHH 55. N5 0 HH :5. 5 m H 50. 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HH HH HH HH HH HH HH HH HH HH << A55.+ 0» 550.+v upmsvouwnH 05555564 A50.+ 0» 50.-5 woaohmmHHa 5:5 anoapw Hmon ocopw goo Amo.- gasp 9595055 mundav opdswov< 5Hm> 605GH9G00|1H>NN mqmda 130 :5. :5 a HH 50. w 4 HHH 55. 55 a HH :o.1 5 < HHH 55. : a HH 50.- 5 4 HHH o5. m a HH mo. 5 4 HHH N5. om 0 HH no.1 55 m HH 955. Q5 0 HH no.1 05 m HH 0.55. 55 0 HH 9:0. 5 m HH mm. 55 0 HH no.1 5 m HH mm. 55 0 HH poo. m a HH 55. :5 0 HH 8: : 5. HH 55. N 0 HH no.1 5 m HH mm. 5 m HH 50.1 m5 Q HH :5. m m HH no. N5 Q HH 555.... 82.5 55559555 555.... 3 550.+v 550.+ 8. 50.-V A50; 8555.5 5355.55 955.5 05555055nH hh0> 05555555CH 05555054 5555555< hum> 00c050mmaa 5:5 5cowp5c 5509 0:055 800 vodcapzoollH>Mx mnmda 131 .H0>0H no. 035 55 5H5555555qw55 50505555 marchmIQQ05zomm0n 50555 055 55553 no mofiosopomsoon .555055559200 55:0559 you 0H5om wqapmm .< NH5G5QQ¢ 50m5 HHH HHH Q Q @5. 5 a HHH m 4 5N. N HHH 905. N5 HHH “0.! 05 O HHH 55. 5 .5. HHH n50; : 5 HHH 05. m H HH mo.l 5 m HHH N5. N W HH mo.1 55 < HHH A55.+ 5555 535855 A55.+ 8 550.+v 50$ 0.5 50.-o 550: 5555.5 505525 25555 05555055nH 550> 05555055CH 55555054 mmmmmmmfllmmmw 0055555559 555 :0555 5550 5:055 500 N 50::HpGOOIIH>xN mqm¢9 132 The veg: Adequate Competencie . Nineteen of the 23 very adequate competencies belong to the area of Establishing and Maintaining Rela- tionships. In fact, one category within this area designated as es- tablishing and.maintaining personal relationships contained 11 compe- tencies, and 10 of them.fell in the very adequate range. The very adequate competencies, listed.according to their three areas, are: Planning and.0rganizing a Program.of vocational Agriculture ‘Make departmental maintenance budgets Supervise record keeping of the FFA chapter Teaching Classes and Supervising Farming Programs Maintain a high level of morals among students Use appropriate FFA chapter activitiesD Developing and Maintaining Relationships CoOperate with professional workers in agriculture Share in school duties Adhere to school policies on discipline and grading Practice an acceptable code of professional ethics GTOW'professionally through independent meansD Become an active citizen of the community Adapt philosophy to that of the school-community without sacrificing personal values Associate wisely-with community organizations Conduct self’properly in a variety of social situations Dress appropriately fer various activities 'Manage personal financial affairs efficiently Dbompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 133 Carry out family responsibilities dutifully Plan for the wise use of leisure time Exhibit friendliness and courtesy; establish and maintain rapport Exhibit qualities of enthusiasm and ambition Maintain emotional stability Maintain good physical health Demonstrate genuine interest in students The Adeggate Competencies. Of the 55 competencies designated as ade- quate, 27 belonged to the area of Planning and Organizing a Program of vocational Agriculture, 20 to Teaching Classes and Supervising Farming Programs, and eight to Establishing and.Maintaining Relationships, as listed herewith: Planning and Organizing a Program of vocational Agriculture Ascertain community needs Involve community lay leaders in identifying needs Secure information from key people Secure and use published data Analyze family living standards Analyze customs and habits of people in the community Involve administrators and teachers in program planningD Involve others in evaluating the program Analyze use of approved practices and skills Evaluate the accomplishments of the FFA chapter 1)Gompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 134 Observe community reactions to the program Assign grades to students Participate in school evaluation studiesD Assist in determining adequate facilities Discover and use community resources for teaching Determine the supplies, tools, and equipment needed Requisition needed supplies, tools, and equipment Inventory, compile, and store supplies and equipment Operate and care fer audio-visual equipment Store shop projects on which students are working Plan and use a system for checking out toolsD Maintain desirable housekeeping standards Use adequate safety precautions Arrange facilities for most efficient use Keep records of the farming programs of students Observe and follow systematic office practices Keep enrollment and grade records of students Teaching Classes and Supervising Farming Programs Invoke the cooperation of parents in guiding students Cooperate with the school counselor Develop desirable student attitudes and ideals Secure cooperation in class behavior Utilize student experiences in teaching lessons Employ appropriate methodology and content in teaching 1DCompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 135 Conduct supervised study Use committee organization in the classroom Utilize farming program records in instruction Develop understanding of individual pupil needs Use resource ersons in the instructional program (adult farmers) Supervise class recreational and social activities (adult farmer) Assist and supervise special instructors Guide FFA members in planning and implementing program of work Serve in an advisory capacity during and between FFA meetings Assist members in applying for membership degreesD Guide the chapter in planning and executing its budget Guide the chapter in cooperating with appropriate agencies and organizations Assist the chapter officers with their responsibilities Supervise recreational and social activities of chapter Developing and.Maintaining Relationships Devise policies for the program of vocational agriculture Cooperate with fellow teachers and staff members Understand the school administrator's job Participate constructively in professional in-service programs Maintain the respect of students Fit into the educational program of the community Avoid side-line occupations that interfere with teachingD DCompetencies on which the three respondent-groups differed significantly in their responses (Scale B). 136 Communicate effectively The Inadeguate Competencie . Fifty-nine competencies fell in the grouping designated as inadequate. Planning and Organizing a Program of Instruction included 26, or 44.1 per cent of the competencies in that area; Teaching Classes and Supervising Farming Programs had 27, or 41.5 per cent; and Establishing and Maintaining Relationships had but 6, or 16.7 per cent. Listed by areas, the inadequate competen- cies are: Planning and Organizing a Program of vocational Agriculture Rate community needs for urgency Summarize and interpret data and informationD Ascertain changes and trends in agriculture and in farmingD Formulate long-time objectives for the programD Determine community standards for fann practices Utilize community leaders in program planning Formulate annual teaching plans to attain objectives Determine and outline the content for each course Integrate all aspects of the instructional program Develop schedules fer vocational agriculture events and activities Make plans fer summer activities Plan a program to utilize facilities efficiently Relate instruction in agriculture to other classes Assist students in selfLevaluation Evaluate learning experiences in tenns of teacher-pupil goals and objectives D'Competencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 137 Construct effective paper and pencil tests, and performance tests Analyze the results of written tests Evaluate projects in fann mechanics Evaluate the farming programs of students Evaluate instruction in terms of students' supervised farming performance Determine the teaching aids needed Classify, compile, file, and store teaching aids Give first-aid treatment as needed Make reports to administrators and supervisorsD Keep fellow-up records of all students File all records according to an accepted plan Teaching Classes and Supervising Farming Programs Participate in the school guidance program Use all available personnel data for guidance purposes Assist students to accomplish their vocational objectives Counsel students individually regarding problems Teach students how to select and use guidance materials Aid students to secure placement in agriculture Keep cumulative personnel records of students Administer tests fer guidance purposes Observe and record evidences of abnormal behavior Understand the problems of child growth and development Recognize different levels of development and maturity Ibompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 138 Adapt instruction to needs and interests of students Plan instruction to meet individual needs Create and develop desirable learning situations Make appropriate written lesson and unit plans Assist students in the selection and planning of their fanning programs Assist in developing farm business agreements Use agricultural contests effectively Supervise assembly programs given by studentsD Teach students to prepare displays and exhibitsD Make class assignments effectively Utilize advisory group and class members to plan adult courses Recruit adult and young farmer class members and organize classes Serve as adviser fer the local organization of adult enrollees Organize adult class groups for most effective learning Provide leadership training for FFA officers and members Supervise contests and contestants Developing and Maintaining Relationships Cooperate with administrators, supervisors, and teacher educators Write articles for professional publicationsD Maintain desirable relations with people and groups Prepare news articles fer publication Participate in community fairs and shows DCompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 139 Participate in the school's public relations program The vegy Inadequate Competencies. Of the 23 very inadequate compe- tencies, the vast majority, 69.6 per cent, were concentrated in the area of Teaching Classes and Supervising Farming Programs. Only 17.4 per cent were in the area of Planning and Organizing a Program of vocational Agriculture, and 13 per cent in Establishing and.Mainp taining Relationships. In accordance with the responses of the teach— ers, administrators, and supervising teachers, the following compe- tencies, by areas, are identified as very inadequate: Planning and Organizing a Program of vocational Agriculture Formulate a long-time plan to attain objectives Formulate annual teaching goals and objectives Make teaching aids Keep records of appointments, travel, and correspondence Teaching Classes and Supervising Fanning Programs Guide students in discovering and evaluating their abilities and interests Appraise pupil growth and achievement Use teacher-pupil planning in teaching Integrate instruction with farming programs Plan and conduct on—farm instruction Involve parents in planning and conducting farming programs Teach students how to study effectively Determine the need for young and adult farmer classes Create community interest in out-of-school classes Plan a year-round instructional program for adults Make appropriate lesson plans for adult teaching Supervise the farming programs of young and adult farmer class members Assist young and adult class members in securing placement Guide young and adult fanner class members toward establish- ment in farming Assist adult class members to adopt approved practices Organize a new FFA chapter if necessaryD Developing and.Maintaining Relationships Conduct radio and/or television programsD Conduct orientation programs fer parents of students Utilize advisory council in public relations Differences Between.Mean Indexes of Importance and Competency On the Basis of Competency Categories Competency categories are compared in Table XXVII on the basis of the differences between the means of importance indexes and the means of competency indexes for all three respondent-groups. The mean of the differences is .22 and the standard deviation is .47. When the 14 categories were placed on the very adequate, adequate, in- adequate, and very inadequate continuum using the same procedure as that followed in analyzing individual competencies, the following array resulted: Very adequate: Establishing and maintaining professional relationships Establishing and maintaining community relationships DCompetencies on which the three respondent-groups differed significantly in their importance responses (Scale B). 141 Establishing and maintaining personal relationships Adequate: Advising the FFA chapter Organizing and maintaining facilities and equipment Keeping adequate records Identifying educational needs of the community Inadequate: Understanding the learning process Planning the program of instruction Teaching in-school classes and supervising farming programs Evaluating the program of instruction Conducting a public relations program Perfbrming guidance services very inadequate: Teaching young and adult farmer classes When the differences were translated into values in terms of the mean difference for the categories within each of the three areas of competency, it was found that the greatest mean difference was .53, that of Teaching Classes and Supervising Farming Programs. Plan- ning and Organizing a Program of vocational Agriculture was second with .27; and Establishing and.Maintaining Relationships had a mean difference of -.23, indicating greater competency development than importance. These mean differences provide verification of the fact that it is the categories in the area of Teaching Classes and Super5 vising Farming Programs which are in greatest need of improvement in terms of competency development. 142 TABLE XXVII. COMPETENCY CATEGORIES IN DESCENDING ORDER OF THE DIFFERENCES BETWEEN MEANS OF IMPORTANCE INDEXES AND CGMPETENCY INDEXES (SCALE B MINUS SCAIE A) Mean Importance Competency Difference Competency category Index Index (Scale B—Scale A) Teaching young and adult farmer classes 4.41 3.65 .76 Understanding the learning process 5.08 4.45 .63 Performing guidance services 4.26 3.64 .62 Planning the program of instruction 4.97 4.43 .54 Conducting a public relations program 4.63 4.11 .52 Teaching in-school classes and supervising farming programs 4.81 4.37 .44 Evaluating the program of instruction 4.77 4.44 .33 Advising the FFA chapter 4.91 4.72 .19 Organizing and maintaining facilities and equipment 4.68 4.51 .17 Keeping adequate records 4.60 4.45 .15 Identifying educational needs of the community 4.52 4.37 .15 Establishing and maintaining professional relationships 4.92 5.08 -.16 Establishing and maintaining community relationships 4.64 5.00 -.36 Establishing and maintaining personal relationships 4.39 5.30 -.91 .............. .............. 143 The Most Important and Least Important Competencies The teachers, administrators, and supervising teachers were requested to indicate in rank order, first, second, third, and fourth, the competencies which they believed were the most important for the pre-service teacher education program to develop in prospec- tive teachers. Sixty of the teachers, 34 of the administrators, and 13 of the supervising teachers recorded a total of 66 such competen- cies in this section of the data-gathering instrument. Using assigned values of 4, 3, 2, and 1 for rankings of first, second, third, and fourth, respectively, a total weighted frequency was computed for each competency indicated. Table XXVIII lists such competencies in descending order of importance in terms of their total weighted frequencies. The mean of the weighted frequencies was 14. Fifteen of the competencies identified had total weighted frequencies higher than the mean. More than one-third of the respondents indicated planning the year-round instructional program among the items they ranked highest. The weighted frequencies ranged from 123 down to one, and 32 per cent of the range existed between planning the year-round in— structional program and performing guidance services, the two compe- tencies with the highest weighted frequencies. f When the top-ranking 15 competencies were placed in groups corresponding to the three main areas of competency and their respec- tive weighted frequencies were summed, those included in the area of Teaching Classes and Supervising Farming Programs brought the largest sum, 296. Planning and Organizing a Program of vocational Agriculture 144 followed with 226; and Establishing and Maintaining Relationships had a total of 107. At least two of the three respondent-groups included the 15 top-ranking competencies in their responses with the exception of "general teaching skills," cited only by administrators. This competency was not included among the 160 competencies listed in the data-gathering instrument. It is obvious that consensus among the respondent-groups contributed materially toward the importance ratings of the 15 competencies which were above the mean weighted frequency. A cursory analysis of Table XXVIII reveals that the most cru- cial abilities with which the program needs to be concerned deal with: planning the instructional program; guidance; public relations; adult programs; educational needs; farm.mechanics work; student behavior; professional relationships; the learning process; FFA work; subject matter; evaluation; supervised farming; and general teaching skills. These were the central themes of the competencies falling above the mean of the respondents' weighted frequencies. Lesser emphasis was apparent in regard to competencies related to: understanding the superintendent's job; displays and demonstra- tions; departmental records and filing; facilities and equipment; relating instruction to other classes; instructional integration; group procedures; manipulative skills; community resources; communi- cating; cooperation with parents; grading; farm record analysis; philosophy; housekeeping; and radio and television programs. Those of still lesser importance were cited by only one or two respondents. 145 5H055 500nn50 5o wca5e5pmno5cd nwnonoma umggaao awe was omnsea 0000055 mefieu50a 0:5 52590505eb madameoap5aon E5nmonm thedEEoo on» 50 05002 H5coap50550 5555:05H E5nwonm meoap550n oflansm 5 5055:00 0005>500 00:55555 sno5nom 5055ape05H modocopomSoo mm o o a N o a o o a a 5 mm o o a o o a o o N o m :5 o F a 5 N a o F a o o mm a o m m _ a a choammmmoga sampnaae and emaanapmw on o o F 5 o o o N o a m noa>5£09 005H0 :5 :0555509000 05:00m mm o o o a o m a 005c5£00e EH55 0gp 0m5c5e 5:5 0Nac5muo 5: o o a o F o N m o N a 55 m o o o o _ 5 o m N 5 mommmao emana5 passe use 0:50» games mm o F a a a m a N m a a :5 o a o o m m e s m m a «55 o a o o a m m 5 a o. 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These responses were analyzed in the same manner as those pertinent to the most important competencies. Their summed, weighted frequencies are shown in descending order in Table XXIX. A total of 66 competencies believed to be least necessary were cited and ranked by #2 teachers, 30 administrators, and eight supervising teachers. A sizeable majority of those who did not identify any such competencies indicated that the competencies listed in the rating scales were all important. The weighted frequencies in this group ranged from 68 down to one, and had a mean of 9.9. Accordingly, 20 competencies appeared above the mean. The weighted frequency of greatest numerical value was that of establishing and maintaining personal relationships. Several respondents stated that such competencies, while very impor- tant for the beginning teacher to possess, need not be developed by the teacher preparation program since they are more vitally related to the individual person than to teacher education. Competencies cited as having least importance appear in great- est preponderance in the area of Teaching Classes and Supervising Farming Programs, as indicated by the summed, weighted frequencies classified according to areas of competency. Weighted frequencies totaled 199 in this area compared with 170 for Establishing and.Main- taining Relationships, and 107 for Planning and Organizing a Program of vocational Agriculture. . { . . . . , . ‘ . - n . 152 It is astonishing to note that performing guidance services occupies the same order of rank amongst both most and least important competencies, being in second place. Similarly, teaching young and adult fanner classes was shown to be the fOurth most important compe- tency in one case, and the third least important in the other. In the case of teaching young and adult farmers, it was mainly the teachers who rated it of most importance, whereas it was mostly administrators who rated it as having least importance. Again it is obvious that re- spondents rated competency importance in a manner commensurate with the demands of the specific local situation. If the competencies having weighted frequencies above the mean for this group can be considered as having significantly least imp portance, then those which should receive lesser emphasis are con- cerned with: personal relationships; guidance; adult work; educational needs; public relations; use of leisure; assembly programs; program evaluation; facilities and equipment; records; FFA work; checking out tools; family responsibilities; adult recreation; community relation- ships; professional relationships; and personal financial affairs. Competencies cited in both the most and least important groups were seven in number, and in all cases the weighted frequency difference between the two was distinctly in favor of the competencies adjudged most important. 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Prepare news articles for publication O..1..2..N.. O..1..2.. 2. Conduct radio and/or television programs O..1..2..N.. O..1..2.. 30 Participate in community fairs and shows 0001002005100 00.10.20. A. Prepare exhibits, displays, and demonStrationS 0001002. 0N0. 000100200 5. Conduct orientation programs for parents Of Stlldents 00 01002001“. 0 00 010020 0 6. Participate in the schools public rela- tions program Ooo‘oozooNoo 0.010020. 7. Utilize advisory council in public relations 00.1 0.20 0N0. 00010020. What competencies of all those listed above, and developed in the SDSC program.of pre-service teacher preparation, are the least necessary or most undesirable? Please place them.in rank order. 1.‘ 2. 3. A. What competencies would be most important for the $066 program.of pre- service teacher preparation to develOp which according to present evidence, are not now being developed? Please place them.in rank order. 1. 2. 3. A. APPENDIX B Vocational Agriculture Survey Listed here are some questions concerning your school's Vocational Agriculture program. Answer these questions by circling "Yes," "No," or "?" according to the way you feel about the question. You need not be afraid to express your honest answers. school will know about the answers you give. Every question is to be answered. some question then circle the "?". If’you do not have an answer for 21# No one in your DO NOT SIGN YOUR NAME. Example: school? ' No ? Do you think Vocational Agriculture is the best subject in 1. 2. 3. A. 5. 6. 7. 8. 9. 10. Do you like vocational agriculture as a school subject? When.you have difficulty with your work, does your teacher help you? In selecting supervised farming projects, does your teacher help you as much as you would like? Does your teacher always know his parts of the Opening FFA ceremony? Do you.voluntarily go to your teacher with your problems? Do you enjoy FFA work? Is your vocational agriculture room.as attractive and pleasant as you think it should be? Is your teacher able to assist you with difficult shop projects or exercises? Does your teacher commend or praise you when.you do good work? Does everyone in your class have a chance to recite? Does your teacher seem to like to teach agriculture? Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No No 0x5 0x? .o 0x) 215 Appendix.B (con't) 0x5 12. Are you.required to belong to the FFA? Yes No 13. Does your teacher visit you often enough on.your home farm? Yes No ? 1A. Does your teacher make a regular practice of visiting your parents when he is on your farm? Yes No ‘6 15. Do you believe that you have a good FFA chapter? Yes No ? 16. Are judging team members in your class selected in a fair manner? Yes No 00 17. Does your teacher see to it that everyone has enough work to do during shop classes? Yes N0 N9 N3 18. Do you plan to enter some agricultural occupation? _ Yes No 19. Is your supervised farming program taken into account in arriving at your grade in vocational agriculture? Yes No ? 20. Is some time given in your FFA to review chapter accomplishments? Yes No ? 21. Is the instruction.you are given in agriculture up to date? Yes No ? 22. Has your agriculture class been asked by the teacher to name farmers who might be interested in attending a class in agriculture for farmers? Yes No «a 23. Has your agriculture class gone on five or more field trips as part of the class work during the past year? Yes No ? 24. Do you.feel your teacher forces his ideas on.you? Yes No ? 25. Is agriculture work interesting for you? Yes No ? 26. Is your teacher fair in his grades? Yes No ? 27. Do you feel your teacher knows enough about practical farming? Yes No ? 28. Is your teacher kind to class members? Yes No ? 29. Does your teacher ever admit mistakes that he has made? Yes No ? Appendix B (con't) 30. 31. 32. 33. 3A. 35. Does your teacher make fun of students? Does your teacher laugh when something funny happens in class? Do the members of the class like the teacher? Does the teacher get angry for no reason at all? Do you like to go to your teacher for help when necessary? Does your teacher try to control the selection of officers in.your FFA chapter? Yes Yes Yes Yes Yes Yes 216 No No No No No No ‘0 ‘0 217 APPENDIX C Cover Letter One Brookings, South Dakota January 12, 1962 Dear In connection with work on the doctorate, I am.making a study concerning an evaluation of the program.of pre-service teacher prepa- ration in Agricultural Education at South Dakota State College. we are aware of the fact that teacher preparation needs to improve as increased standards of teaching quality grow in demand. The compe- tencies possessed by the agriculture teacher represent a measure of the effectiveness of his college preparation in the program of teacher education. we need some objective evidences of how well the program is being conducted, which research of this kind can give us. Will.you help us improve our program by providing the information requested on the enclosed brief questionnaire? In doing so, please evaluate your teacher competencies as of the time of your entry into vocational agriculture teaching. Directions for filling in the form are indicated on the questionnaire. Scale A deals with the extent to which each competency was developed in your teacher education program; Scale B is for indicating your impression of the extent to which each competency ought to be developed by the pre-service teacher education program. Please use one check (V) in Scale A and one in Scale B for each competency listed. It is important that every item.listed be dealt with in this manner. The two questions at the end of the ques- tionnaire are designed to yield information of considerable importance concerning necessary and unnecessary competencies. Enclosed also are some copies of an attitude survey which I would like to ask that you administer in your advanced agriculture class. Whether this class contains juniors or seniors, or both juniors and seniors, is immaterial. Directions for filling in this form are given on its first page. An addressed, stamped envelope is enclosed for returning the Rating Scale and the student survey forms completed. Be assured that all information which you and your students provide will be treated \ . .1 . ~ . . _ . . r .. . o m 218 Appendix C (con't) -2- January 12, 1962 confidentially, and that neither individuals nor schools will be identified in the research. Envelopes are enclosed for students to use for sealing their survey forms. Your cooperation in this effort and.your promptness in returning the instruments will be greatly appreciated. Sincerely yours, H.'w. Gadda Assistant Professor Agricultural Education South Dakota State College enclosures 219 APPENDIX D Cover Letter Two Brookings, South Dakota January 12, 1962 Dear In connection with work toward the doctorate, I am making a study concerning an evaluation of the program of pre-service teacher prepa- ration in Agricultural Education at South Dakota State College. we are cognizant of the growing need for improving teacher education as demands increase for teachers of high quality. The competencies pos- sessed by the teacher of agriculture represent a measure of the effectiveness of his college preparation in the program of teacher education. 'we need some objective evidences of how well the program is conducted, which research of this type can provide. Will.you help us improve our program.by providing the information requested on the enclosed brief questionnaire pertaining to Mr. who is teaching, or has taught in.your school during the past five years? Directions for filling in the enclosed form.are indicated on the first page. Scale A deals with the extent to which the above- named teacher possessed each competeney; Scale B is for indicating your impression of the extent to which each competeney ought to be developed by the pre-service teacher education program. Please use one check (V) in Scale A and one check in Scale B for each competeney listed, except in cases in which.you.have not had an opportunity to observe evidence of certain competencies. In the latter case, put the check after the "N". It is important that every item be checked. The two questions at the end of the form are designed to yield information of importance concerning necessary and unnecessary compe- tencies. An addressed stamped envelope is enclosed for-your use in returning the completed form. Be assured that all information which you provide will be treated confidentially, and that neither indi- viduals nor schools will be identified in the research. Your c00peration in this effort and.your promptness in returning the completed Rating Scale will be greatly appreciated. If some other administrator in your school has had greater Opportunity to observe this teacher's competencies, you.might wish to turn this letter and the Rating Scale over to him. Sincerely*yours, H. W. Gadda Assistant Professor Agricultural Education South Dakota State College enclosures 220 APPENDIX E Cover Letter Three Brookings, South Dakota January 12, 1962 Dear In connection with work toward the doctorate, I am.making a study concerning an evaluation of the program Of pre-service teacher preparation in Agriculture at South Dakota State College. The compe- tencies possessed by the beginning teacher of agriculture represent a measure of the effectiveness Of his college preparation in the program of teacher education. we need some objective evidences of how well the program is conducted, which research of this type can provide. As one of our supervising teachers, you have worked with student teachers at close range, some of whom are teaching agriculture at the present time, and who graduated from.SDSC some time during or after 1956. ‘Will.you.help us in improving the program.by checking the en- closed rating scales for those teachers whom you supervised in student teaching? There is one form enclosed for each Of the following teachers: Directions for filling in the Rating Scales appear on the first page of each. Scale A deals with the extent to which each teacher possessed each competency; Scale B is for indicating your impression of the extent to which each competency ought to be developed by the pre-service teacher education program. Shale A is to be checked on all the enclosed forms, but Scale B and the two questions on the last page are to be completed on only one of the cOpies. For listed compe- tencies which you did not have Opportunity to Observe, place the check for Scale A after the N. Be assured that all information you provide will be treated cone fidentially and that neither individuals nor schools will be identified in the research. Your cooperation in this effort and your promptness in returning the forms will be greatly appreciated. A stamped addressed envelope is enclosed. Sincerely'yours, H. W. Gadda Assistant Professor Agriculture Education South Dakota State College enclosures L—— 221 APPENDIX F Followbup Letter Brookings, South Dakota February 12, 1962 Dear On January 12, I mailed you a teacher competency rating scale and some student survey forms to be used in connection with a study to evaluate our program.of teacher preparation in Agricultural Education. I am sure you are very busy with.your reaponsibilities to your school, but may I ask that you complete the form.and admin- ister the student survey forms? It is of great importance to the final outcome of this research to have your data. With.your returns I will be able to compile complete data for the body of this study. I thoroughly appreciate the support and cOOperation which the vocational agriculture instructors and administrators in the five- state area have given me in this effort. I appreciate your cooperation and thank you for*your help. In case your forms were lost or misplaced, I will be glad to furnish you replacements. Sincerely yours, H. W. Gadda Assistant Professor Agricultural Education South Dakota State College 222 APPENDIX G ReSpondents Supervising Location Teacher Administrator Teacher South Dakota Alcester E. R. Dobberstein Baltic James Pollmann Vernon E. Lewis Barnard Palmer Eidet Belle Fourche Ernie Lightfield Brandon Robert Lewis Schetnan Morris Pollmann Magnuson Brentford Donald Duane A. Roehrick Tumbleson Bristol Darwin Leonard Balsiger Moldenhauer Britton Orin Lundberg W. E. Cermak Brookings J. E. Kleinsasser Bryant Marshall Cornelius Grond warnick Burke David Acheson W} D. Marshall Canton N. R. Bryant Centerville Duane Anderson Virgil D. Brugger Chamberlain Leonard DeBoer Chester Norman M. J. Rabenberg Peterson Clark Dale Gorham Orville G. E. W. Pederson Gustafson .. ...... . ....... . .. .-. . ...... . . ... .... . . ... ... . ....-.. . . .... . ... ............ ...... ...-.... .. ...-.-.. I o I-'.-.. I ‘.. n J .- . ... _l -. . ' u -. . . 7 u h . u . - . . - . . o a ' '. - n o I . I. . - ' _. . . .- . _ . . . u I n ' . i . . o I .. ‘ , .' . . ' ' I . . . ' . . - . . '.I‘. ' U I I . .- - 1 In' D D I . . -.. Appendix G (con't) 223 W South Dakotg (Con't) Clear Lake Colman Doland Eagle Butte Egan Elkton Emery Faulkton Flandreau Gregory Huron Ipswich Lake Preston Lemmon Lennox Ietcher Madison Marion Martin Teacher Berge Hansen James Sovell Kenneth Tonsager Elmer Lidstone Francis Ziniel Loren Paulsen Edbert Opitz David'NOsje Charles Norby Robert Jibben Donald Larson George Hove, Jr. Norman Braun Bernard Straatmeyer Jon Jones Administrator S. G. Froiland Wesley Johnson D. So Peekham C. J. Willard Donald J. Heil Verle L. Heiter W. KO Baas Joseph H. Greenan James O. Hansen L. W. Turnwall Melvin Logterman William.R. Tidmarsh Co E.Sea.r E. L. Schwarm C. A. Hammer Supervising Teacher Raymond Reiff Sylvan Vigness B. T. Nelson Glenn Binegar ............. .. . . . .. .. .. .. ...... ..... ...-hr... . .. .. .u . - . . .- ..nu. ....-.--.-...-.--..- .-----.'-.-I— . I .....-.-...-.- ... . I . - >>>>>>>> Somqomrwmuoomqwmrmma HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH w BIZ 1.37 1.51 1.AA 1.hh. 1.61 1.67 1.57 1.62 c 1 1.11 1.26 1.69 1.35 1.h2 1.17 1.25 1.28 c 2 1.27 1.58 1.69 1.51 1.h5 1.67 1.50 1.5h C 3 1.27 1.65 1.59 1.56 1.58 1.56 1.56 1.57 c A 1.20 1.61 1.A3 1.h1 1.h0 1.50 1.33 1.h1 C 5 1.09 1.52 1.53 1.38 1.66 1.73 1.27 1.55 C 6 1.23 1.h6 1.51 1.40 1.59 1.66 1.63 1.63 C 7 1.hh 1.82 1.66 1.6a 1.58 1.75 1.88 1.74 c 8 1.30 1.7a 1.70 1.58 1.65 1.66 1.88 1.73 c 9 1.29 1.71 1.55 1.52 1.68 1.81 1.81 1.77 010 1.29 1.73 1.37 1.46 1.51 1.78 1.81 1.70 011 1.11 1.81 1.81 91.58 1.h8 1.42 1.81 1.57 012 1.19 1.58 1.60 1.h6 1.52 1.h1 1.25 1.39 C13 1.36 1.6a 1.39 1.46 1.60 1.73 1.63 1.65 D 1 1.53 1.72 1.52 1.59 1.61 1.70 1.50 1.60 D 2 1.36 1.79 1.A6 1.5a 1.55 1.72 1.63 1.63 D 3 1.63 1.80 1.43 1.62 1.62 1.70 1.56 1.63 D A 1.27 1.85 1.59 1.57 1.5A 1.53 1.69 1.59 Appendix H (con't) .— _L— 228 ®ma teney Desig- D 5 ECU m~30\ HHHHHHHHHHHHHHHHHHHHHHHHHHHHH >>>>>>>>>HHMWWHWHN <303~JO\U1¢‘won)-3<>03~JO\U1$'VJN>~ HHHHHHHHH II A10 Made A M Mean Mean SUP. Comp. Sap. Import. nation Tchrs. Admin, Tchrs. Index Tchrs. Admin. Topps. Index 1068 1066 1058 1050 105' 1063 ‘055 1.69 1.65 1.52 1.63 1.72 1.56 1.6h 1.52 1.39 1.3A 1.63 1.70 1.56 1.63 1.72 1.37 1.57 1.5A 1.72 1.56 1.61 1.45 1.67 1.A2 1.22 1.A3 1.63 1.A3 1.38 1.50 1.31 1.02 1.59 1.25 1.29 1.51 1.29 1.32 1.52 1.57 1.19 1.h3 1.61 1.37 1.50 1.4h 1.65 1.AA 1.51 1.85 1.75 1.72 1.7a 1.83 1.75 1.77 1.86 1.56 1.5h 1.68 1.68 1.56 1.6h 1.70 1.39 1.h7 1.55 1.60 1.47 1.5a 1.81 1.51 1.57 1.63 1.67 1.50 1.60 1.52 1.90 1.58 1.A6 1.58 1.h4 1.A9 1.7L 1032 1027 1.38 1075 1.4h 1052 1086 1052 106] 1055 1070 1063 1063 I078 1074 1057 1050 1055 1.h0 1.h8 1.22 1.A5 1.3h 1.5A 1.A7 1.50 1.50 1.73 1.06 1.25 1.h5 1.87 1.25 1.52 1.AA 1.h9 1.A5 1.h0 1.51 1.50 1.A7 1.51 1.87 1.55 1.7A 1.5A 1.75 1.68 1.A2 1.h1 1.33 1.58 1.56 1.AA 1.53 1.A2 1.27 1.29 1.62 1.51 1.38 1.36 1.37 1.37 1.27 1.52 1.A7 1.38 1.h6 1.A6 1.1L 1.26 1.67 1.58 1.AA 1.56 1.58 1.32 1ell-O 1060 1063 I050 1057 1.36 1.29 1.32 1.63 1.48 1.56 1.56 1.18 1.37 1.13 1.30 1.27 1.hh 1.34 1.71 1.00 1.35 1.A0 1.52 1.38 1.A3 1.3a 1.33 1.27 1.54 1.38 1.4A 1.h5 1.15 1.20 1.13 1.h0 1.35 1.31 1.35 .79 1.2h .88 1.00 .80 1.31 1.0h 1.38 .80 1.07 1.20 1.29 1.19 1.23 1.50 1.62 1.A8 1.50 1.63 1.69 1.61 1.49 10h? 10h? 1.56 1061 108' 1.66 1.56 .98 1.28 1.52 1.66 1.81 1.66 1.63 1.6h 1.56 1.73 1.61 1.75 1.70 1.53 1.A1 1.A0 1.56 1.61 1.75 1.6A 1.56 1.63 1.51 1.83 1.72 1.75 1.77 1.65 1.79 1.63 1.63 1.7A 1.75 1.71 1.70 1070 1056 106A 1081 1080 1075 1.38 1.23 1.11 1.62 1.15 1.05 1.15 1.51 1.56 1.21 1.32 1.38 1.32 .7h 1.h5 1.17 1.35 .95 1.h2 1.27 1.15 1.17 1.12 1.17 1.30 1.32 .85 1.35 1.14 1.05 .61 1.03 1.32 1.hh 1.30 1.h2 1.25 1.33 1.h5 1.29 229 Appendix H (con't) Scale A Scale B Compe- tency Mean Mean Desig- Sup. Comp. Sup. Import. nation Tchrs. Admin. Tchrs. Index Tchrs. Admin. Tchrs. Index II C 3 1.44 1.76 1.85 1.68 1.65 1.70 1.75 1.70 II C 4 1.43 1.89 1.67 1.66 1.63 1.65 1.44 1.57 II C 5 .97 1.74 1.49 1.40 1.30 1.57 1.50 1.46 II C 6 1.52 1.65 1.64 1.60 1.73 1.72 1.63 1.69 II C 7 1.hh 1.67 105] I058 loéh 1055 1.81 1067 II C 8 1.50 1.50 1.73 1.58 1.45 1.50 1.63 1.53 II c 9 1.12 1.50 1.26 1.29 1.42 1.56 1.75 1.58 II C10 1.23 1.74 1.49 1.49 1.64 1.68 1.38 1.57 II C11 1.41 1.74 1.16 1.44 1.73 1.74 1.67 1.71 II 1.27 1.54 1.42 1.41 1.80 1.63 1.75 1.73 II C13 1.14 1.37 1.32 1.28 1.69 1.49 1.69 1.62 II C14 1.61 1.66 1.12 1.46 1.67 1.59 1.50 1.59 II C15 .91 1.52 1.51 1.31 1.55 1.47 1.69 1.57 II C16 1.19 1.49 1.19 1.29 1.47 1.45 1.63 1.52 II C17 .95 1.31 1.55 1.27 1.12 1.20 1.81 1.38 II C18 1.06 1.51 .88 1.15 1.38 1.54 1.00 1.31 II 1.32 1.53 1.49 1.45 1.65 1.67 1.25 1.52 II 1.36 1.71 1.56 1.54 1.71 1.72 1.56 1.66 II 021 1.23 1.46 1.18 1.29 1.78 1.75 1.88 1.80 O N GO N.» 00 II D 1 1.22 1.50 1.21 1.31 1.64 1.54 1.67 1.62 II D 2 .94 1.44 1.50 1.29 1.70 1.49 1.50 1.56 II D 3 1.28 1.42 1.53 1.41 1.64 1.36 1.53 1.51 II D 4 1.06 1.44 1.47 1.32 1.48 1.43 1.67 1.53 II D 5 .75 1.24 1.21 1.07 1.48 1.51 1.40 1.46 II D 6 1.10 1.48 1.60 1.39 1.54 1.86 1.73 1.71 II D 7 1.33 1.67 1.60 1.53 1.57 1.60 1.60 1.59 II D 8 .80 1.33 1.00 1.04 1.32 1.31 1.53 1.39 II D 9 .69 1.17 .95 ..94 1.29 1.17 1.31 1.26 II D10 .97 1.26 1.07 1.10 1.54 1.29 1.40 1.41 II D11 1.17 1.43 .93 1.16 1.40 1.31 1.33 1.35 II D12 .95 1.45 1.25 1.22 1.26 1.07 1.53 1.29 II D13 .84 1.38 1.64 1.29 1.24 1.21 1.38 1.28 II D14 1.02 1.48 1.30 1.27 1.54 1.48 1.50 1.51 II D15 1.10 1.46 .80 1.12 1.54 1.41 1.43 1.48 II E 1 1.53 1.81 1.64 1.61 1.53 1.40 1.75 1.56 II E 2 1.40 1.86 1.50 1.50 1.62 1.69 1.81 1.71 II E 3 1.40 1.73 1.47 1.53 1.69 1.61 1.87 1.72 E 4 1.44 1.82 1.70 1.65 1.58 1.51 1.69 1.59 II E.5 .98 1.77 1.74 1.50 1.43 1.53 1.73 1.56 I E 6 1.35 1.80 2.13 1.76 1.63 1.60 1.69 1.64 230 Appendix H (con't) Sc e A Scale B Compe- tency Mean Mean Desig- Sup. Comp. Sup. Import. nation Tchrs. Admin. Tchrs. Index Tchrs. Admin, Tcpps. Index II E 7 1053 1.83 1.68 1068 1.55 1066 1075 1065 II E 8 1.15 1.65 1.14 1.31 1.56 1.62 1.69 1.62 II E 9 1.32 1078 ‘ohh 1.51 1.50 1058 1056 1055 II E10 1.55 1.83 1.67 1.68 1.54 1.61 1.81 1.65 II E11 1.50 1.83 1.61 1.65 1.46 1.51 1.88 1.62 III A 1 1.27 1.77 1.70 1.58 1.55 1.76 1.69 1.67 III A 2 1.68 1.87 1.22 1.59 1.74 1.79 1.69 1.74 III A 3 1.70 1.87 1.85 1.81 1.71 1.79 1.88 1.79 III A 4 1.65 1.92 1.94 1.84 1.71 1.72 1.75 1.73 III A 5 1.65 1.85 1.71 1.74 1.55 1.70 1.44 1.56 III A 6 1.67 1.85 1.80 1.77 1.60 1.83 1.44 1.62 III A 7 1.47 1.65 1.88 1.67 1.63 1.69 1.56 1.63 III A 8 1.45 1.75 1.39 1.53 1.47 1.78 1.56 1.60 III A 9 1.77 1.85 1.84 1.82 1.67 1.81 1.69 1.72 III A10 1.53 1.74 1.91 1.73 1.62 1.69 1.19 1.50 III A11 1.70 1.85 1.73 (1.76 1.76 1.80 1.63 1.73 III A12 .82 1.26 1.80 1.29 1.38 1.29 1.67 1.45 III B 1 1.55 1.74 1.79 1.69 1.51 1.61 1.75 1.62 III B 2 1.61 1.80 1.82 1.41 1.54 1.62 1.69 1.62 III B 3 1.63 1.70 1.83 1.72 1.53 1.64 1.67 1.61 III B 4 1.38 1.73 1.55 1.55 1.23 1.66 1.50 1.46 III B 5 1.32 1.73 1.71 1.59 1.36 1.60 1.38 1.45 III B 6 1.53 1.72 1.67 1.64 1.52 1.61 1.50 1.54 III C 1 1.44 1.65 1.94 1.68 1.30 1.52 1.20 1.34 III C 2 1.58 1.91 1.89 1.79 1.41 1.46 1.44 1.44 III C 3 1.67 1.90 1.97 1.85 1.42 1.43 1.44 1.43 III C 4 1.41 1.90 1.97 1.76 1.38 1.31 1.13 1.27 III C 5 1.53 1.73 1.86 1.71 1.47 1.25 1.50 1.41 III C 6 1.41 1.92 1.88 1.74 1.36 1.50 1.20 1.35 III C 7 1.64 1.80 1.94 1.79 1.56 1.50 1.44 1.50 III C 8 1.55 1.87 1.82 1.75 1.58 1.48 1.56 1.54 III C 9 1.53 1.91 1.98 1.81 1.40 1.35 1.56 1.44 III C10 1.50 1.80 1.93 1.74 1.62 1.71 1.75 1.69 III C11 1.63 1.89 1.90 1.81 1.64 1.60 1.56 1.60 III D 1 1.50 1.37 1.42 1.43 1.71 1.56 1.56 1.61 III D 2 .64 .78 1.56 .99 1.42 1.17 1.81 1.47 III D 3 1.20 1.64 1.25 1.36 1.47 1.52 1.38 1.46 III D 4 1.23 1.65 1.94 1.61 1.56 1.60 1.38 1.51 III D 5 1.06 1.40 1.44 1.30 1.62 1.54 1.75 1.64 III D 6 1.31 1.61 1.56 1.49 1.52 1.56 1.69 1.59 111 D_7 1.14 1.25 1.15 1.18 1.53 1.40 1,§3 1.52 fill,” -—'"‘_ ROOM USE ONLY. ROOM USE ONLY HICHIGQN STRTE UNIV. LIBRRRIES \l11|AllN1lll‘HlWIAMlHHHHWIHIIHIHHIWI 31293101902876