AN EVALUATION AND ANALYSIS OF THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION AT MICHIGAN STATE UNIVERSITY Thais I‘M {IN Dogm of Ed. D. MICHIGAN STATE UNIVERSITY WiI’IIam James Early 1963 fig.“ THESIS IIIIIIIIIIIIIIIIIIIIIIIIITIILII'IIIIIIIIHI ' 3 1293 10543 6079 This is to certify that the thesis entitled AN EVALUATION AND ANALYSIS OF THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION AT MICHIGAN STATE UNIVERS I TY presented by William James Early has been accepted towards fulfillment of the requirements for Ed. D. degree in Education W Major professor Date 0-169 LIBRARY Michigan State University ‘EXTI {A flu A A 10 A \ educa «(H u ”C ‘ Q N [1' . A ad.“ I k 1. MW n) F V A O .’ .I «C r ‘ h ~NN ...JJ€ISlt‘v' nu Hw- .. mar 6" BMI Eq ABSTRACT AN EVALUATION AND ANALYSIS OF THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION AT MICHIGAN STATE UNIVERSITY by William James Early Problem This study was an evaluation and analysis of the Extern Program as it has been utilized by Michigan State University for the continuing education of school administrators. Description and Sample From 1956 to the present (1963), over two hundred school admin— istrators have participated in the Extern Program at Michigan State University. The Extern Program is a blend of on the job training for the extern with a seminar approach to the study of educational philosophy and leadership. The externship in educational administration may be defined as a phase of professional education in which the practicing administrator as a student at the post-master's degree level works both on the job in a professional position of responsibility, and studies in a seminar environment for a considerable block of time for the purpose of developing additional competencies in carrying out his administrative responsibilities . Completed questionnaires were received from one hundred and thirty- seven of the one hundred and fifty-five former externs contacted. In addition, sixty current externs completed the questionnaire yielding a grand total of one hundred and ninety-seven former and current externs who participated in this evaluation and study. Eighty of the one hundred and thirty-seven former externs held positions of district-wide responsibility / William James Early -2- at the time they replied to the questionnaire . Fifty—seven held positions of specific building or program responsibility. Twenty of the sixty current externs hold positions of district—wide responsibility, and forty hold po- sitions of specific building or program responsibility. Procedure Data were collected by means of a questionnaire , personal corre- spondence , and personal contact with both former and current externs . The questionnaire was designed to obtain from former and present externs their reactions to the administrative experiences obtained in the Extern Program, as well as their beliefs concerning the effects of these experi- ences. The questionnaire also sought the extent to which the extern felt the Extern Program met each of the stated objectives of the externship. In addition, a third section of the questionnaire considered other related data to the Extern Program. The normative survey method of investigation V was used in this study. Conclusions and Recommendations An evaluation, analysis , and review of the findings of this study showed that providing for instructional leadership was the single activity which received the highest point value for the specific activity experienced, as well as for the effect of the experience by all externs. The study in— dicated that the general area of staff relations yielded the highest per— centage of experiences for all externs. The area of curriculum and in- struction was of the greatest value to the extern whose professional position encompassed the responsibilities of a specifc building or ed- ucational program, and the area of pupil-personnel guidance had the greatest effect upon this extern. For externs with district-wide respon- sibilities the area of school board relations had both the greatest value and effect . William James Early -3- The sharing of experiences and problems , the practical nature of the problems discussed and solutions proposed, and the informality of the situation and provisions for free exchange, were the three highest ranked values of the general experiences of the Extern Program. A closer identification of the individual needs of the extern, the opportunity for more personal contacts with the professors associated with the program, along with smaller groups , are the major requirements for further improvement of the program. This study clearly illustrates that the Extern Program has had many positive effects upon the extern, and has proved highly effective as a new and unique approach to the continuing program of inservice education for school administrators. AN EVALUATION AND ANALYSIS OF THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION AT MICHIGAN STATE UNIVERSITY BY William Jame 3 Early A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1963 I .14 4.7!,0 ‘ Ari/mfg ACKNOWLEDGEMENTS The writer would like to express his grateful appreciation to Dr. Fred Vescolani, Committee Chairman, for his advice, counsel, and encouragement. The writer also wishes to thank the members of his graduate committee, Dr. Floyd Parker, Dr. James McKee, and Dr. Carl Gross , for their advice and assistance in this endeavor. A special note of appreciation is extended to Mrs. Geraldine Hard and Mrs. Florence Graham of the clerical staff of the Board of Education of the Fenton Area Public Schools , Fenton, Michigan for their kind assistance relating to the preparation and reproduction of the thesis. These acknowledgements would not be complete without an expression of grateful appreciation to the writer's family. To his wife , Clara, and to their four children, he is indebted for their inspiration and generous understanding throughout the period of study . ii TABLE OF CONTENTS CHAPTER PAGE I . INTRO DUCTIO N ................................. 1 Statement of the Problem ....................... 1 Procedure Used in the Study ................... . 3 Need for the Study ............................ 5 II. THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION ................................ l 1 History and Development of the Extern Program . . . 11 Description of the Program ..................... 15 Values of the Extern Program . . ................. 15 Experiences of the Extern Program .............. . 16 Concepts of the Program and of Professional Education ................................ 20 111. RELATED LITERATURE ............................ 23 Professional Preparation for the Administrator ..... 23 Internships in Other Professions ................ 26 Internships in Education ....................... 30 Summary ........ . . . . ........................ 34 IV. IDENTITY OF THE RESPONDENTS TO THE STUDY ...... 36 Identification of the Extern and the Sample ....... 36 Professional Position .......................... 38 Length of the Externship Experience .............. 45 The Year or Years of Externship Experience ........ 48 The Number of Years Since the Last Experience as an Extern ................................. 50 CHAPTER PAGE Age and Academic Preparation .................. 51 Salaries .................................... 55 Summary .......... . . . ....................... 60 V. THE EXPERIENCES OF THE EXTERN ................. 61 The Total of Possible Experiences .............. 61 The Areas of School Administration . . . . . . . . . . . . . . 62 The Specific Experiences . . ................ . . . . 65 A Summary of the Experiences . ................. 82 VI. THE VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM. . . . ....................... 84 Description of the Method of Evaluation ......... 84 Values and Effects of the Experiences for all Externs ............... . .................. . 87 Values and Effects of the Experiences for Former Externs with District-Wide Responsibilities. . . . 98 Values and Effects of the Experiences for Former Externs with Specific Building or Program Responsibilities ........................... 107 Values and Effects of the Extern Program According to the Types of Administrative Positions ...... 116 VII. OTHER EFFECTS OF THE EXTERN PROGRAM UPON THE EXTERN 118 The Entire Experiences of the Program ........... 118 Opinions Relative to the Period of Time That the Externship was Served . .................... 122 Change of Professional Position or Status ....... 125 Continuing the Professional Career ............. 128 iv CHAPTER PAGE Relationship Between the University and the Extern ................................... 128 Relationship Between the University and the Individual Extern's Own School System . . ..... 133 The Continuation of Graduate Study . . . . . ........ 136 The Respective Values of the General Experiences in the Extern Program ...................... . 140 The Extern Program as a Valuable Educational Experience ........ . . . . . ............. . . . . . 142 Comments on the Extern Program ............. . . . 144 Statements of Positive Effect ................... 144 Statements Suggesting Improvement ............. 148 Neutral and Negative Statements . . . . . . . . . . . . . . . 151 VIII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. 154 General Summary of the Findings of the Study . . . . 154 Conclusions ...... . . . . . . . .................... 165 Recommendations for Improvement of the Extern Program .................................. 170 BIBLIOGRAPHY .............. . ................... 1 7 7 LIST OF TABLES TABLE PAGE 1. Positions Held by Former Externs During the Extern Program ............................... 39 11. Types of Positions Held by Former Externs During the Extern Program ............................ 40 III. Types of Positions Held by Former Externs at Date of Reply to the Questionnaire ............. . . . . . 41 IV. Positions Held by Current (1963) Externs with Only One Previous Term of Externship Experience ...... 43 V. Positions Held by All Externs During the Extern Program.. ....... ............... 44 VI . Length of Externship Experience by the Eighty Former Externs Reported as Holding Administrative Positions of District-Wide Responsibility . . . . . . . . 46 VII. Length of Externship Experience by the Fifty-Seven Former Externs Reported as Holding Administrative Positions of Specific Building or Program Responsibility........... ........ 46 VIII. Length of Externship Experience by All One Hundred and Thirty-Seven Former Externs . . . . . ........... 47 IX. Year or Years of Externship Experience by the Eighty Former Externs Reported as Holding Administrative Positions of District-Wide Responsibility ........ 48 X . Year or Years of Externship Experience by the Fifty- Seven Former Externs Reported Holding Administrative Positions of Specific Building or Program Responsibility ................................ 49 vi TABLE PAGE XI. Year or Years of Externship Experience by All One Hundred and Thirty-Seven Former Externs ........ 49 XII. The Number of Years Since the Last Experience as an Extern ................ . ................... 50 XIII. Age of Former Externs at the Beginning of Their Extern Experience ............................ 52 XIV. Age of Current Externs at the Beginning of Their Extern Experience . . . .................... . . . . 52 XV. All of All One Hundred Ninety-Seven at the Start of Their Extern Experience . . ................... 53 XVI. Academic Preparation of Former Externs at the Beginning of Their Extern Experience ............ 54 XVII. Academic Preparation of Current Externs at the Beginning of Their Extern Experience ............ 54 XVIII. Academic Preparation of All One Hundred Ninety- Seven Externs at the Beginning of Their Externship Experience . . . ...................... 55 XIX. Salaries of the One Hundred and Thirty-Seven Former Externs as They Began Their Extern Experience ...... ............. . ..... 57 XX. Salaries of the Sixty Current Externs as They Began Their Extern Experience ........................ 58 XXI. Present Salaries Reported by theOne Hundred and Thirty—Seven Former Externs .................... 59 XXII . Experiences of the Extern Program According to the Various Areas of Administration as Reported by the One Hundred and Thirty-Seven Former Externs . . . . 63 vii TABLE XXIII . XXIV. XXV. XXVI. XXVII. XXVIII . XXIX. XXX. )OOG. Experiences of the Extern Program According to Specific Activities Within the Area of Curriculum and Instruction ..................... Experiences of the Extern Program According to Specific Activities Within the Area of Personnel Administration............. ................ .. Experiences of the Extern Program According to Specific Activities Within the Area of Finance ..... Experiences of the Extern Program According to Specific Activities Within the Area of Business Management and Practices. . . ....... . . . . . . . . . . . Experiences of the Extern Program According to Specific Activities Within the Area of School Plant ............... . .............. Experiences of the Extern Program According to Specific Activities Within the Area of Auxiliary Services................. ........ Experiences of the Extern Program According to Specific Activities Within the Area of Pupil— Personnel Guidance . . . . . . . . . ..... . ........ . . . . Experiences of the Extern Program According to Specific Activities Within the Area of Community Relations ...... . .................... Experiences of the Extern Program According to Specific Activities Within the Area of Staff Relations ............................. . . . . . . . viii PAGE 66 68 69 71 72 74 75 77 79 TABLE XXXII. Experiences of the Extern Program According to Specific Activities Within the Area of School Board Relations ........................... . . . XXXIII. The Top Twelve Activities as Experienced by the One Hundred and Thirty-Seven Former Externs ........ XXXIV. Values and Effects of the Experiences of the Extern Program as Reported by All One Hundred Thirty— Seven Former Externs ......................... XXXV. Values and Effects of the Experiences of 'the Extern Program as Reported by the Eighty Former Externs Who Hold Positions of District-Wide Responsibility ......... . . .............. . ..... XXXVI. Values and Effects of the Experiences of the Extern Program as Reported by the Fifty-Seven Former Externs Holding Administrative Positions of Specific Building or Program Responsibilities ...... XXXVII. Values and Effects of the Extern Program According to the Types of Administratives Positions . . ...... XXXVIII. The Degree to Which Externship Meets the Stated Objectives of the Extern Program as Reported by the One Hundred and Thirty-Seven Former Externs ...................... . .............. XXXIX. The Degree to Which Externship Meets the Stated Objectives of the Extern Program as Reported by the Sixty Current Externs ...................... ix PAGE 81 83 89 99 108 117 119 120 TABLE PAGE XL. Opinions of the One Hundred and Thirty-Seven Former Externs Relative to the Period of Time That Their Externship Was Served During Their Graduate Program of Studies ............................ 123 XLI. Opinions of the Sixty Current Externs Relative to the Period of Time That Their Externship is Being Served During Their Graduate Program of Studies. . . 123 XLII. Opinions of the One Hundred and Thirty—Seven Former Externs Relative to the Period of Time That Their Externship Was Served During Their Professional Career ........... . . . . XLIII. Opinions of the Sixty Current Externs Relative to the Period of Time That Their Externship is Being Served During Their Professional Career . . . XLIV. The Importance of the Extern Program in Preparing the Externs For Their Professional Position and For a Possible Change in Their Position or Status as Reported by the One Hundred and Thirty-Seven Former Externs ..... . . .......... . .......... . 126 EV. The Importance of the Extern Program in Improving Their Administrative Work as Reported by Fifty- Eight Current Externs ......................... 127 XLVI. Significance of the Extern Program in Maintaining and Increasing Desire of the Extern to Continue and Advance as an Educational Administrator as Reported by One Hundred and Thirty-Six Former Externs ...................................... 129 TABLE XLVII . XLVIII . XLIX. LI. LII . LIII . Significance of the Extern Program in Maintaining and Increasing Desire of the Extern to Continue and Advance as an Educational Administrator as Reported by the Sixty Current Externs ........... Relationship Between the University and the Extern and the Value of This Relationship as a Result of the Extern Program as Reported by the One Hundred and Thirty-Seven Former Externs ........... . . . . . Relationship Between the University and the Extern and the Value of This Relationship as a Result of the Extern Program as Reported by the Sixty Current Externs ...................................... Relationship Between the University and the Extern's Own School System and the Value of This Relation— ship as a Result of the Extern Program as Reported by the One Hundred and Thirty-Seven Former Externs . . ................................... Relationship Between the University and the Extern's Own School System and the Value of This Relation- ship as a Result of the Extern Program as Reported by the Sixty Current Externs ................... Significance of the Extern Program in Stimulating Additional Graduate Study and the Extent of This Study as Reported by the One Hundred and Thirty- Seven Former Externs ......................... Significance of the Extern Program in Stimulating Additional Graduate Study and the Extent of This Study as Reported by the Sixty Current Externs . . . . xi PAGE 129 131 132 134 135 137 138 TABLE LIV . LV. LVI. PAGE The Respective Values of the General Experiences in the Extern Program . . ....................... 141 Significance of the Extern Program as a Valuable Educational Experience as Reported by the One Hundred and Thirty-Six Former Externs ........... 143 Significance of the Extern Program as a Valuable Educational Experience as Reported by the Sixty Current Extern s ............................. . 1 4 3 xii LIST OF APPENDICES APPENDIX PAGE A Communication Sent to Externs ............... 181 B Questionnaire Administered to Respondents . . . . . 183 xiii CHAPTER I INTRODUCTION Statement of the Problem Universities and colleges throughout the United States are charged with the responsibility of developing educational programs for the pre- service preparation of future school administrators. Although this service is vital, the inservice, or continuing education of the school administrator now holding responsible administrative positions is of even greater significance. Universities and colleges are constantly striving to create new and better ways to prepare men and women for roles of educational leadership. The Extern Program in educational administration as formulated and developed at Michigan State University over the past half-dozen years is a unique program particularly adapted to this purpose . The problem of the study, therefore, resolves itself in an evaluation of the Extern Proqram as it has been utilized to date by Michigan State University for the continuing education of school administrators. It is the purpose of this study to collect, analyze, and interpret information which indicates the effects of the externship experience upon a selected group of individuals who have participated as externs in the program, and to suggest implications for further development of this unique approach in educational administration. One of the real values of the Kellogg Grants in Educational Administration during the past decade has been the development of a greater capacity to accept the concept of change on the part of those preparing school administrators. As developed by Dr. Fred Vescolani and Dr. Byron Hansford, Associate Professor of Education, Michigan State University accepted the challenge of inventiveness and in 1956 initiated a highly significant program in educational administration. This program, entitled the Extern Program, is designed to augment the formal courses offered by the University in its educational leadership curriculum. Essentially it combines the elements of an on-the-job training program with a seminar approach to educational leadership. The externship is designed to improve the professional competencies of the practicing administrator in his daily work, thereby freeing him from the necessary routines so he can give the needed time to the task of educational leadership and thus be better prepared to meet the challenge of education in our rapidly changing society. The purpose of this study is to determine the following: 1 . As perceived by the externs, of what relative value are the various types of experiences afforded in the Extern Program? 2. As perceived by the externs, to what extent was this experience effective , measured on the basis of the change that took place in the individual extern in his practices, techniques , methods , and philosophy? 3. As reported by former and present externs, of what conse- quence were the actual experiences of the externship in meeting the objectives of the Extern Program? 4. In the opinion of the former externs did the leadership have a favorable effect on the administrator as well as the administrator's own school system? 5 . Does the Extern Program contribute to a closer relationship between the University and the extern, as well as to the University and the extern's particular school system? 6 . As perceived by the externs what are the respective values of the general experiences of the Extern Program? 7. In light of the findings of the above noted problems , what are the implications for further development of the Extern Program in educational administration? Procedure Used in the Study It was evident from the outset that literature resulting from practical research regarding the Extern Program was definitely limited. This unique and relatively new program in educational administration for the practicing administrator necessarily lends itself to an initial approach and singular effort. Some basic assumptions were made prior to the development of the study. First , that the objectives of the Extern Program in school administration as developed by the authors of. the Extern Program and approved by the College of Education, Michigan State University were acceptable for use in the development of the study. Second, that the participants in the Extern Program from its conception in 1956 through the present participating externs of 1962-63 were sufficiently as well as significantly representative of the program. Third, that both the former extern and the present extern were in a particular position of advantage for the purpose of evaluating the effects of the Extern Program upon the extern . This study on the effects of the Extern Program upon the extern, as these effects arefelt by both the former and participating extern was primarily a normative—survey type research. Thus, it was a canvass of present felt values and a canvass of the actual experiences which the extern had during the program. The data have been gathered by means of a questionnaire , personal correspondence, and personal contacts. The questionnaire was designed to obtain from former and present externs their reactions to the administrative experiences obtained in the Extern Program , as well as their beliefs concerning the effects of these experiences . Another section of the questionnaire sought the extent to which the extern felt the Extern Program met each of the stated objectives of the externship. In addition, a third section of the ques— tionnaire considered other related data to the Extern Program. The first section of the questionnaire listed one hundred and eight administrative experiences which the extern might have had during his experiences in the Extern Program. The list of administrative experiences was developed from a series of questionnaires developed by Vescolani and Hansford, suggestions made by the writer's committee , and from an analysis of many publications on educational administration. The one hundred and eight experiences were divided into ten major areas of school administration, namely; curriculum and instruction, personnel administration, finance, business management and practices , school plant, auxiliary services, pupil-personnel guidance , community relations, staff relations, and school board relations. This part of the questionnaire was designed so that the respondent could indicate whether the extern had each of the listed experiences . If the respondent had the experience during the Extern Program, he was then requested to express his opinion as to the value of each of these experiences . This provided an opportunity for the respondent to render a value judgment on a three-point scale for each experience which the extern indicated he had had during his externship experience . The three point value scale for each experience was "little or no value, " " some value , " and "much value . " The respondent was also asked to determine to the extent this experience was effective, as measured on the basis of the change that took place in his practices , techniques , methods, and philosophy. The effect of the experience was also measured on a three-point scale. "Little or no improvement, " " some improvement, " and "much improvement" were the measuring devices employed for this purpose. The second section of the questionnaire contained a list of eight stated objectives of the Extern Program as developed by Vescolani and Hansford and noted in the School Executive. 1 These objectives pertained directly to the extern. All respondents were asked to indicate the extent to which each objective was met by the Extern Program. Three steps were utilized in the extent scale: "objective not met, " "objective partially met, " and "objective adequately met." The third section of the questionnaire considered such questions as the professional position held as a member of the Extern Program, length of time spent as an extern, the year or years of the extern experiences, age, salary, change of position or status, and the importance of the Extern Program in preparing the extern for such possible professional advancement. Also asked were questions concerning professional academic training, the period of time during the academic training when the externship experience took place, the resultant relationship between the University and the individual extern's own _' '— 1Byron Hansford and Fred Vescolani, "Talking Shop at Weekend Seminars," The School Executive , LXXVII (April, 1958), 57. school system. In addition, the respondent was asked to indicate by numerical order the respective values of nine listed general experiences of the Extern Program, as well as other related inquiries. In order to facilitate the computation and to exercise care in assuring the correctness of tabulation the questionnaire was "color- coded" to differentiate between positions currently held by respondents . The questionnaire was administered to two hundred and fifteen former and current externs between the dates of November 30, 1962 and January 19 , 1963 . Completed replies were received from one hundred and ninety-seven of the two hundred and fifteen former and current externs . (Note Chapter Four page 37 for greater details con- cerning the percentage of reply). Need for the Study During the past six years over two hundred school administrators have participated in the Extern Program at Michigan State University. At the end of the first year of operation the program was evaluated by both staff and participants. This evaluation showed seventeen different values of the Extern Program ranging from appraising the operation of the school to promoting staff growth through in-service training.2 However, perhaps the most significant feature of the entire program was the quasi—universal request by the participating externs to continue the program. Not only has the program continued, but it has grown to the extent that over two hundred practicing and active school administrators in the State of Michigan have participated in the Extern Program. 2Ibid., p. 58. It is generally agreed that many of the failures in teaching, and the resultant high turnovers in school staffs and high drop out rate from teaching, results from unsatisfactory experiences in the first few years of teaching. The same factors affect school administration. Many potentially successful school administrators have such an unpleasant experience as neophyte administrators that they leave the field of education. In addition, still more beginning school administrators develop expediential methods of dealing with problems and as a result become administrators of emergencies and are never able to raise their sights and realize the full potential of educational leadership that is inherent in administrative positions. Arthur H. Rice, editor of Nation's Schools asked these questions in his December 1961 editorial concerning new perspectives for the school administrator. "Does the school administrator actually know why he is successful - or unsuccessful? " And, "can he look back over his years of training and experience and identify the learning that has been most useful to him? "3 Jack Culbertson in speaking to a meeting of representatives of 43 institutions comprising-the University Council for Educational Administration, concerning the preparation of the school administrator said, "Final decisions about program perspectives are obviously going to be made in the colleges and universities where educational adminis- trators are trained ...... we will be engaged in a quest for new meaning 3Arthur H. Rice , "New Perspectives for the Administrator, " Nation's Schools, LXVIII (December, 1961), 41. and in a search for new directions in the education of school adminis- trators . "4 Dan C. Lortie, lecturer and research associate , Harvard Graduate School of Education, said at this same conference that responsibility must be taken to improve the post-academic learning of the school administrator.5 Professor Theodore L. Reller of the University of California, Berkeley, expressed similar concern about the continuing program of preparation in educational administration in speaking to this same Council.6 Because of the nation-wide interest and concern for training programs for the practicing administrator and the role that the Extern Program may play in meeting this problem, the need for this basic study of the Extern Program is emphasized by the following considerations: 1 . Administrators seeking to further and advance their careers in educational administration, and the institution which aids and abets in this advancement, should have some knowledge of the extent of the relative values of the Extern Program. 2. Both the University and the individual student should give consideration to the experiences which externs have had in the Extern Program and determine the effects of these experiences as ascribed to 4Jack Culbertson, "The Challenge Before Us, " mimeographed report , University Council for Educational Administration, Chicago , Illinois , 1961 . 5Dan C. Lortie , "Complexity, Specialization and Professional Knowledge , " mimeographed report , University Council for Educational Administration, Chicago , Illinois , 1961 . 6Theodore L. Reller, "The Preparation of Administrators: New Perspectives , " mimeographed report , University Council for Educational Administration, Chicago , Illinois , 1961 . by both former and present externs . 3 . Some indication should be determined of the extent to which the Extern Program is meeting the objectives which have been approved and declared for the program . 4 . Those concerned directly with the program, as well as all interested in the professional preparation of educational administrators , should examine the relationship of factors such as professional position, 'salary, age, academic preparation, length of'period of training as an extern, and other related factors, to the effects of the Extern Program upon the extern as these effects are reported by both former and present externs . The purpose of this study is to supply this necessary data and in addition to evaluate the Extern Program as it particularly deals with the benefits to the extern and to the further improvement of the preparation of school administrators. Research and further experimentation on the Extern Program in educational administration is needed. In the comparatively brief period during which the development of the Extern Program has taken place, considerable progress has occurred, but much remains to be learned about this unique approach to training the practicing school administrator . During the—next few years , valuable additions to the relatively limited literature in this field may be expected. It is believed that additional research or experimentation may be conducted which can make a noteworthy contribution to the literature in the field and hence to the improvement of the Extern Program. It is also hoped that this thesis will not seem to obviate the need for further research, but rather that it will serve as a basis stimulating further research and the development of additional training programs in school administration . 10 CHAPTER II THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION History and Development of the Extern Program The Extern Program in school administration was primarily developed by Dr. Fred Vescolani, Associate Professor of Education at Michigan State University and Dr. Byron Hansford, at that time an Associate Professor at Michigan State University, and as of this writing Commissioner of Education, State of Colorado. This approach was developed to especially provide both a structured program and related experiences for the beginning school administrator. . . . "to bridge the gap between educational theory and practice. "1 This program began in 1956 with 39 participants. In the next five years through June of 1962, 254 beginning school administrators participated in this program. Each year approximately 40 practicing administrators have participated in this program for the first time. The heart of the Extern Program lies in the monthly weekend seminars which are held at various locations throughout Michigan. Designed with an informal setting, the participating administrators have an opportunity to discuss mutual problems in a pleasant and relaxing environment . In October of 1961 at a meeting of the University Council for Educational Administration held in Chicago, Illinois , Dr. Benjamin C. Willis , General Superintendent of Schools of the City of Chicago made 1Byron Hansord and Fred Vescolani, "Talking Shop at Weekend Seminars," The School Executive, LXXVII (April, 1958), 56. 12 this statement: "If we could have, perhaps on a regional basis, a series of week- long work sessions involving school administrators, representatives from the offices of the mayors and the city managers , representatives from other governmental bodies concerned with these issues , and persons from the universities who have given some time and energy to studying these issues , we might be able to move faster towards some solutions. "2 The Extern Program at Michigan State University has been con- tinously involved with just such an approach since 1956 . The program is unique because it is: 1 . mainly self-directed 2. evolved from the problems of the individuals comprising the group 3 . highly self-motivated 4 . informal and takes place in a setting removed from the distractions of everyday life 5 . developed to provide long, uninterrupted periods for discussion and interaction plus an opportunity to live together for a weekend . The aims and objectives of the Extern Program, as well as the benefits derived, differ completely from the traditional administrative internship in education. The internship in education is patterned after the more familiar medical internship wherein the medical student receives experience in the practical application of those knowledges which he has learned during his undergraduate and graduate studies . The internship in school administration while providing some excellent experiences, by its very nature is limited to the large school system 2Benjamin Willis , "Training Administrators - New Perspectives , " mimeographed report , University Council for Educational Administration , Chicago , Illinois , .196 1 . l3 and yet most beginning school administrators start in small systems. This factor also necessarily limits the internship to relatively few persons, and prohibits other potential administrators from participating in such experiences. Also, the important factor of decision making is seldom actually practiced by the intern. This factor is noted by Dr. Clarence A. Newell of the University of Maryland in reporting that the value of the internship experience is no better than the thinking of the school system in which the internship occurs.3 As a result the benefits and values cannot rise above the thinking of the sponsoring institution and administrator. These two latter disadvantages in the more traditional internship program are in effect eliminated in the extern approach to the preparation of school administrators . The developers of the Extern Program believed their concept to have many if not all of the advantages of the internship and to have overcome the fundamental weaknesses of the internship program. From its beginnings in 1956 and through the development of the program over the succeeding six years the purposes and aims of the Extern Program can be best summarized in the listing of the previously mentioned eight major objectives of the program. 1 . To improve the professional competency of the administrator in his daily work. 2. To help the extern determine the true and full nature of the task of educational administration by analyzing his problems and practices . 3Clarence A. Newell, Handbook for the Development of Internship Programs in Educational Administration, Bureau of Publications Teachers College, Columbia University, New York, New York, 1952, p. 12. l4 3 . To help the beginning administrator translate good theory into practice. 4. To promote ethical practices of the administrator in his work with personnel, students, parents, and the public, and in the execution of the policies of the Board of Education. 5 . To stimulate a pioneering spirit on the part of the beginning administrator so that he may be prepared to meet the challenge of education in our dynamic and rapidly changing society. 6. To develop a broad, more comprehensive view of educational administration . 7 . To equip him for the task of educational leadership. 8. To promote high ideals and standards for the administrator in his total role as an educational leader. From the 39 administrators who first participated in the program in 1956, the program has developed in growth and status to the extent that over 60 administrators are actively participating in the current program for the first time. (school year 1962-63) . This development may be compared to the administrative intern- ship in education which first appeared in 1933 when New York University placed its first intern with an elementary school principal.4 However, it wasn't until 1947 that the administrative internship developed to any extent or was given any appreciable recognition as a training program for school administrators .5 By comparison the Extern Program has had a much more rapid growth and development , and isincreasingly becoming 4F. C. Borgeson, " Preparing Principals for Leadership," The National Elementary Principal, XXXIV (April, 1955), 15. 5Newell, op. cit., p. 1. 15 a desired and recognized part of the program of administrative and educational services of graduate studies at Michigan State University. Description of the Program The Extern Program is a blend of on-the—job training for the extern with a seminar approach to the study of educational philosophy and leadership. It is a program developed on the basis that most aspects of educational administration are best learned in a real-life situation. The externship in educational administration may be defined as a phase of professional education in which the practicing administrator as a student at the post-master's degree level works both on the job in a professional position of responsibility, and studies in a seminar environment for a considerable block of time for the purpose of developing additional competencies in carrying out his administrative responsibilities . The major purpose of the Extern Program is , of course, the education of the extern. In addition to the main purpose, there are a number of subsidiary purposes . These are refleCted in the below noted two lists which indicate some of the values to be expected, and experiences to be gained from the Extern Program. Values of the Extern Program 1 . The practical nature of the problems and the solutions proposed are of great value . 2. The sharing of experiences transcended the value received from merely discussing solutions to some problems . 3 . The special and individual assistance from the instructors aids greatly and inspires confidence and growth on the part of the participants. 10. ll. 12. 16 The resource people provide much help of a specialized nature . The total program in general and the keynote speakers in particular, enlarge the vision and provide stimulation for the participants. Confidence is gained through seeing that others have many of the same problems. Many administrators go home feeling that they are fortunate to be in their particular school systems . The informality of the situation stimulates free exchange and enables many to gain confidence. Many feel that there is value in getting better acquainted and forming close associations with other administrators . The process of having to think back over the problems of the week in order to record them proves profitable to many. The program is helpful in that it provides an opportunity for the beginning administrators to become better acquainted with Michigan State University's staff and services. The program helps the extern to see that sound theory is practical because it is helpful in improving practice . The program provides new ideas and supplementary service for the school system in which the extern holds his profes- sional position. Experiences of the Extern Program Appraising the operation of the school. Planning personal growth. Formulating policy plans for improvement . Choosing pertinent problems for study from the school system . 17 5 . Providing for the efficient operation and maintenance of plant facilities . 6 . Learning the principles of problem solving and decision making. 7. Developing a favorable environment for the staff and its growth. 8 . Acquiring a working knowledge of school law. 9 . Furthering competencies in human relations and communications. 10. Securing understanding and support of the school program. 11 . Promoting staff growth through participation in professional organizations . 12 . Providing for curriculum development. 13 . Maintaining the necessary records and compiling reports . 14. Delegating responsibilities and authority. 15 . Promoting staff growth through staff meetings . 16 . Helping each staff member to study his position and individ- ual responsibility. 17 . Initiating and improving guidance services for all children. 18 . Promoting staff growth through in-service training. 19 . Enabling the participating faculty members to be in closer touch with the reality of the actual problems of the practicing school administrator. 20 . Providing an opportunity for the extern to understand in terms of specific action in his professional position, the meaning of the theory he is learning in the Extern Program. There are two distinct divisions within the Extern Program. One division is for superintendents of schools and the other operates for 18 school principals. Each section is under the direct supervision of a professor of school administration who acts as campus coordinator and advisor.6 The program functions with considerable flexibility, but the general format usually is one that has the seminar session begin at noon on a Saturday. These weekend seminars are held at one of the many camps in Michigan . They are constructed with an informal setting which further allows the extern to discuss mutual problems in a pleasant and relaxing environment . The seminar extends from Saturday noon to Sunday noon. A keynote address is presented by an expert dealing with some particular aspect of educational leadership. An intensive discussion follows , promoting a stimulating exchange but also thoughful consid- eration of the challenge presented by the keynote speaker. The latter part of Saturday afternoon is devoted to a session with a consultant in an area of special interest such as curriculum, school plant planning, school and community relations , or any of the many areas of interest and responsibility to the extern. During the Saturday evening dinner, further discussion of the afternoon activities takes place, and the dinner table becomes a place for a combination of excellent food and educational conversation. Following dinner, the principals and superintendents then divide into separate work groups. It is at this time that the important phase of problem-sharing takes place . Each extern presents his particular problem to the group. Since most of the participants are confronted by 6Hansford and Vescolani, 92. git. , 57. 19 the same situation, a common benefit is derived by all externs from this phase of the program. Following the adjournment of the group meetings , more discussions occur through the night, as additional questions are raised and proposed solutions are challenged as a result of the provoc- ative and stimulating group discussions. Sunday mornings the individual groups reconvene and this time is used for discussing new ideas and the best practices in educational administration. Brain storming sessions often occur at this time, as an attempt is made by the externs and consultants alike, to look into the future and to discover new procedures and insights. The last half of the Sunday morning session is spent in evaluation, and planning for future sessions . The Sunday noon meal lends itself as an excellent means for a round-up of the problems discussed and values received from this intensified period of study. Upon return to their positions of responsibility in the field, the extern further evaluates the weekend of study and prepares a written report on how the experiences of the seminar session may be of practical value in his own situation. He also files a weekly list of problems encountered and of his major activities in his daily work. This list is received by the extern's advisor and helps serve as a basis for develop- ment , and inclusion in the next extern weekend. Many instances occur where the extern seeks the personal help of his advisor on a problem. When this special assistance is sought the total resources of the university are available. In addition, the resources of the Michigan Department of Public Instruction, professional organizations, and others are available to further implement the aid forthcoming from Michigan State University. When this help is required, a follow-up is made, often by a personal visit to the school by the University professor . 20 The Extern Program appears to have been extremely well received as evidenced by its rapid growth and continued participation. Further evidence of this acceptance is indicated by the fact that many partici- pants travel three or four hundred miles to attend the seminars and give up weekends, from their busy schedule, that could otherwise be spent with their families . Concepts of the Program and of Professional Education A member of a profession has only begun preparation for his work when he completes the prescribed preservice professional education. New insights, knowledge , and skills are continually evolving in all professions as a result of research and practice. Only by constant study can he keep abreast of these new developments. Educational administration on the professional level, therefore, requires constant study and analysis of the society in which schools operate. The school administrator, through continous study, keeps informed of the advancing art and science of education, and keeps himself fit for his behavioral role in leading others .7 Conceptions as to the functions and procedures of administrative leadership are in constant evolution, and are being revised both in theory and practice.8 There was a time when school leadership could 7Professional Administrators for America's Schools . Thirty- Eighth Yearbook of the American Association of School Administrators . Washington: National Education Association, 1960. p. 87. 8The American School Superintendengy. Thirtieth Yearbook of the American Association of School Administrators . Washington: National Education Association, 1952. p. 411. 21 drift along, "in inert imitation of the past. "9 Vescolani and Hansford note that perhaps the most significant concept of the Extern Program, relative to its merits as a valuable means of furthering the education of school administrators, was the quasi- universal request by the extern to continue the program regardless of whether or not the experience was accompanied by university credit . 10 Campbell, in describing educational programs for school administrators notes that the Extern Program has passed evaluation tests eminently well. He does insert the caution however that the externship program must always keep educational leadership, rather than the possibility of too much interest in the mechanical aspects of school operation, as the primary objective of the program. 11 Although it must be recognized that the Extern Program is but one of many methods of training administrators it does clearly meet the need described in the 19 60 yearbook of the American Association of School Administrators. "The university must develop a climate of assistance , offering personal counseling, holding clinics, inviting the participation of practicing administrators , and having someone available for field studies . "1 2 The developing concept of the Extern Program has been recognized by the administration of Michigan State University. Provisions have 9School Board Superintendent Relationships . Thirty—Fourth Yearbook of the American Association of School Administrators . Washington: National Education Association, 1956. p. 240. 10 Hansford and Vescolani, gp. cit. , 57 11Clyde Campbell, " Preparation Program for School Administrators, " Michigan School Board Journal, VI (January, 1961), 15. 12Professional Administrator for America's Schools . _9_p. cit . , 58 . 22 been made for selected term hours of credit for participation in the Extern Program that are applicable towards the doctoral degree . The program has had the acceptance as well as the support of school administrators and authorities in the state of Michigan. The Extern Program is desirable as part of a six year, doctoral, or even post doctoral program. Regardless of the level at which the extern participates, the experience is designed as part of a total program for helping the extern to better carry on administrative responsibility successfully. The six year period from 1956 to 1962 through which this study is limited has brought to light many ideas and thoughts about the Extern Program. With all the educational problems still to be solved, with all the variance and difference which tend to confuse , the Extern Program has developed into a reality, which if former externs of the past may speak, is meeting the challenges and providing a program of merit and worth for the practicing school administrator. 13 l:Z‘Hansford and Vescolani, 2p. cit . , 58 . CHAPTER 111 RELATED LITERATURE Professional Preparation for the Administrator The literature relating directly to the role of the Extern Program in school administration has been very limited and as a result , available literature is confined primarily to various professional preparatiOn programs for the administrator, and activities of the internship in educational administration and inter-related disciplines. The Coop- erative Program in Educational Administration has made several studies relating to the further educational training of school administrators . In this regard several meetings have been held, conferences conducted, papers written, and booklets prepared. The Cooperative Program in Educational Administration has particularly sponsored several studies On the development of the internship program in school administration, a 8 well as some study concerning internships in other professions. This program represented the truly first significant concerted approach to the improvement of the school administrator in general, and of the superintendency in particular. 1 A 1954 progress report aptly described the status of this development as follows: " The job of the chief school administrator is gradually being There is growing redefined by its expanding responsibilities. evidence that it may better be described as Community Director of Education . 1Educational Administration in a Charging Community. Thirty— Seventh Yearbook of the American Association of School Administrators Washington: National Education Association, 1959 . , p. 175 . 24 Recruitment and selection for the job will increasingly take into account the multiplicity of qualifications needed by those who are to fill the position. Basic professional preparation for administrative positions requires the cooperation of the whole profession as well as public support . Continued professional development epitomizes a fundamentally new approach to the profession's responsibility for keeping abreast of the times . The content , organization, and financing of professional training for educational administration are on the threshold of a new era wherein participation and support will be widely distributed . " 2 The American Association of School Administrators has become increasingly concerned with the educational programs of school admin- 1 strators . The 1960 Yearbook , Professional Administrators for America's Schools, refers to the different preparation programs for school admin- istrators offered by some Universities . Among these are the internship programs at the University of Maryland and at Teachers College, Columbia University and the three-phase core program at the University Of Buffalo, with particular reference to the use of the case method and the systematic study of a school system and the community in which it is located. Other programs in school administration of note are the University Of Oregon's interdisciplinary seminars and certain aspects of Harvard University's Administrative Career Program.3 2CPEA - 3 Years of Progress in the Cooperative Program in Educational Administration. American Association of School Administrators . Washington: National Education Association, 1954 . . D . 16 . 3Professional Administrators for America's Schools . Thirty- Eighth Yearbook of the American Association of School Administrators . Washington: National Education Association, 1960. , p. 190. 25 The Administrative Career Program of Harvard University represents a training plan based on careful advance testing to insure greater than usual selectivity of students.4 Developed with Kellogg funds , it has been in operation since 1952 and is based on the assumption that " significant training for administrators implies acting upon problems , rather than only studying or contemplating them. "5 The core program at the University of Buffalo is divided into three phases. Students are admitted at the end of each phase of the program. A description of the phased program at Buffalo follows: " Phase I is a two semester course meeting for six clock hours one day each week. Its major focus is the systematic study of a school system on a contract basis under faculty supervision. Frequent field visitations are made in the progress of the study. A final report is published for the benefit of those concerned with the school system and as a summary of the activity of the class on this project. Phase II is the second core experience in the new program. It is a two semester course meeting six hours , one day each week. Students are expected to have completed Phase I and additional study in education and related social sciences prior to entering this part of the program. Case studies are used as a major vehicle. Individual research is also done by students on topics of administrative importance. Phase 11 students also meet in weekly seminars in their areas of specialization. Seminars are presently conducted in elementary school administration, secondary school administration, general administration and the administration of programs in health, physical education and recreation. It is anticipated that seminars will be added in school business management and administration of vocational education. Phase III is the culminating core experience in the new program. Prior to entering Phase III the student is expected to take advanced courses in various administrative areas such as school law, public school finance and school plants as well as advanced work in social science research 41bid., p. 58. 5Administrative Career Program. Graduate School of Education. Harvarf University: Cambridge, Massachusetts, 1957. 26 methods and philosophy of education. Students accepted participate in a detailed systematic study of a school system. Regular class meetings are supplemented by several weeks of intensive full-time field work. "5 The University of Oregon's program provides another development in the field of preparation for school administrators. The interdisciplinary seminar at Oregon is staffed by five professors from different disciplines . The below noted description illustrates this development: "The purpose of this seminar is to assist advanced graduate students in administration to develop a perspective on the human relations involved in administrative situations. Faculty members from the fields of business administration, political science, psychology, and education are brought together for the purpose of providing orientations to admin- istrative situations from different points of view. A case-study approach is employed. The analysis of each case is made through group discussions , in which the faculty and student members of the seminar participate. The emphasis is placed upon each person's sharing in the analysis of each case , in order to develop a sound approach to administrative problems. Each student is expected to prepare a case report from his own administrative experience. "7 The completion of a preparatory program in any professional field is recognized as no more than a good start and admission into a selected group. Continued professional growth is required and expected of a member of any profession.8 Such programs have been described above and are further noted below. Internships in Other Professions The development of internships in school administration is closely related to the development of internships in the other professions . The 6Professional Administrators for America's Schools . gp_. g_i_t_. ,p. 59 . 71bid., p. 73. 8Educational Administration in a Chafling Community. gp. cit . , D . 19 l . 27 internship in medicine as we know it today has been in evolution about eighty-five years. Most internships in medicine are one year in length. However, some twenty percent are two years in length. In 1900 only two or three percent of the students finishing medical school went to a hospital and took an internship for a period of time varying from six months to two years. Increasing efforts have been made to make the internship a true educational experience. Buerki reports9 , that one hour per day is set aside for lectures, discussions, journal clubs, pathological, radio- logical, and physiological conferences. Initially, some hospitals called this training a residency. Today a residency is a long period of training beyond the internship. It is a period of intensive training in a single special field for a three to five year period. The internship may be a rotating service with one month in each of twelve departments . The chief of service reports on the intern's progress ,evaluates his general knowledge of medicine and especially evaluates the intern's ability to handle patients. As in education, the ability to establish rapport, with one's colleagues ,students , and with the public is a prime requirement . The internship program , or field work program in social work, is a program in which the individual student practices in the field that Which he has learned in the more formal classroom environment. The internship for social workers is for a period of eighteen months in which 9Robin C . Buerki, " The Internship in Medicine and Hospital Administration. " Handbook for the Development of Internship Erograms in Educational Administration. (Edited by Clarence A. Newell) , Bureau of Publications, Teachers College, Columbia University, New York, New York, 1952. , Appendix A-l , p. 34. 28 the student is placed in a living situation, a case work agency, group work agency, or in a counseling social agency. 10 The social worker also interns in group work - working with settlements , nurseries, and Here an attempt is made to have the intern see the individual playgrounds . child in the group as well as the total group behavior. An intense effort is made for the intern to experience feeling with people, feeling about people , relating one's self to the feelings of other people . Just as in educational administration the importance of understanding the individual is basic. The nature of the relationship of the graduate school and the field agency is based on knowledge , common experiences, similar goals and on philosophy. The intern's work is evaluated by his supervisor, in writing, every two months. Final evaluation is made on the basis of the student's beginning abilities at the outset of the internship and his classroom and field work progress . The internship in the graduate preparation for public administration was developed to enable the classroom theory to be tested by the student himself in an actual experience . It is also the purpose of the intern- ship to develop public administrators who will have a scholarly interest in administration as well as being capable practitioners in the field. Ronan reports that experiences of the internship program have resulted in many adjustments being instituted in the total training program for public administrators. The internship program in public administration first began with a program in 1934 in cooperation with the Federal Government . 1 1 10Sarah Ivins , "Field Work in the Preparation of Social Workers . " Ibid. , Appendix A-2, p. 37. 1 1 William Ronan, "Internship in Graduate Preparation for the Public Service. " Ibid. , Appendix A-3 , p. 42. 29 The Federal Government now operates its own internship program. However, Ronan states 12 that he prefers to call this program a junior executive training program because the Federal program does not take a person directly from college , but requires that the person first have two or three years of Federal Government experience. New York State provides thirty internships in public administration at state expense each year. 13 Students first are screened by an extensive testing program, then by oral interview, and are finally selected by the public agency in a pooled interview. In addition to carrying on their work in their assigned agency, the interns also meet once a week in a seminar session with their coordinator. Reports are required on a monthly basis and the final evaluation is made at the year's end of the internship. The internship in hospital administration is a relatively recent development since schools of hospital administration are both new and few in number. Buerki reports that only one or two interns should work in any one organization for the year's study. He also notes the problem of made work rather than a truly basic experience - making decisions in conjuction with the responsible administrator. 14 Here of course , Buerki15 indirectly points out one of the basic weaknesses of any intern- ship - the failure to execute true responsibility and to personally make decisions. On this particular point, Andrew Halpin, a noted social scientist and one who is educationally oriented indirectly points out a real and true value of the Extern Program - the blending of true responsibility on 12Ron'an, loc. cit. 13Ronan,_cgp. _C_i_I_:., p. 43. 14Buerki,_gp, _c_i_t., p. 36. 30 the job with the theory of the classroom - when he says , "the practitioner consoles himself with the knowledge that he is on the real firing line, that what he contributes to his school system is more important than any misty theory. Talk about theory may be good chatter in a seminar, but the administrator proudly admits that he is no egg head; he is a man of action."16 Internshijs in Education One of the more lauded developments in the preparation of school administrators in the past ten years has been the internship in educational administration. Yet, this program has not expanded as anticipated and the Thirty-Eighth Yearbook of the American Association of School Admin- :istrators17 states that for the nation as a whole, the learning of admin- istration is still a bookish chore. The internship programs which have been developing in educational administration have taken many different forms . Newell 18 states that a bona fide internship in educational administration must include the following field experiences: 16Andrew, Halpin, "The Development of Theory in Educational Administration. " Administrative Theory in Education. Midwest Administration Center, University of Chicago, Chicago, Illinois, I (1958). p. 12. 17Professional Administrators for America's Schools . loc. git . 18Clarence A. Newell, Handbook for the Development of Lnternshiga Programs in Educational Administration, Bureau of Publications, Teachers College , Columbia University, New York , New York, 1952. , p. 5. 31 "1 . Must be a phase of professional education which comes after or near the completion of his formal program of professional preparation . 2. Must involve a considerable block of time (at least one semester on a full-time basis or the equivalent). 3. Must involve the intern's carrying real and continuous administrative responsibilities in the field'under the competent supervision of a practicing administrator and a sponsoring university or college . " The impetus for the development of internships in the field of school administration came from a 1947 meeting of the National Conference of Professors of Educational Administration. 19 The intern- ship developed somewhat more rapidly after that date, but as noted previously, the American Association of School Administrators believes that the program has not expanded as anticipated.20 The approval and support of an internship program by a university must first be secured in initiating a program. An effective program requires that the university must commit itself to the provision of internships in educational administration and to the allocation of staff time and necessary funds. Then, of course, the next step is to secure the acceptance and support of the program by school authorities in the field. An internship program in school administration can only be as successful as it is truly desired by the practicing administrators who serve as sponsors in the field. It is also necessary that the program be so designed to combine theory and practice in the total program. 19Ibid., p. 1. 20Professional Administrators for America's Schools . 125:. cit. 32 Only then can the internship in school administration be considered a well rounded program of professional preparation.21 The internship is intended to permit the potential administrator of education the opportunity to experience practical situations and problems as they arise on the job. It also allows opportunity for experimentation with the theory of formal study, and the further opportunity to develop and acquire the competencies that will be required of the intern when he becomes a practicing administrator. 22 The middle Atlantic Region of the Cooperative Program in Educa- tional Administration developed six projects designed to evaluate the administrative internship program. This meeting resulted in the assign— ment of specific study areas to the various universities in the Middle Atlantic Region. Graduate students at the University of Pittsburg undertook studies in two areas which measured the effects of the internship program upon the sponsoring university23 and the effects upon the sponsoring school systems.24 21Newell, O_P_. cit., p. 9. 22Ibid., p. 18. 23Mellicent S. Moorhead, "The Effects of the Internship In Educational Administration Upon the Universities Participating in the Pregram, " (unpublished Doctoral Thesis, University of Pittsburg, Pittsburg, 1956). 24James M. Bush, "The Effects of the Internship Program in Educational Administration on Sponsoring School Systems and Co— Operating School Administrators in the C.P.E.A. - Middle Atlantic egzlon" (unpublished Doctoral Thesis, University of Pittsburg, 1’itt sburg, 1956). 33 The University of Maryland accepted the responsibility of ap- praising the administrative practices regarding the internship in the sponsoring universities and an appraisal of the methods of measuring the performance and the internship experience of the interns in various universities . 25 New York University was concerned with the investigation of the effects of the internship upon the intern through a study of the judgments from both the intern and the cooperating administrator. 26 Teachers College, Columbia University was responsible for an appraisal of the administrative practices carried out in the cooperating school systems involved in the administrative internship. Other C.P.E.A. studies concerning the internship took place at the University of Denver, University of Nebraska, Ohio State University, University of Connecticut , and at Indiana University, Various phases of the internship program were studied such as professional preparation27 , a survey of programs28 , selection of interns29 , practices within the 25Regina 1. Fitzgerald, "An Appraisal of Plans for Evaluation of the Intern and Internship in Educational Administration" (unpublished Doctoral Thesis , University of Maryland, University Park, 1957). 26Paul W. Rossi, "An Evaluation of the Internship in Educational Administration with Special Emphasis on the Effects on the Intern" (unpublished Doctoral Thesis, New York University, New York, 1958) . 27Carl C. Weems, "The Internship and Other Practices in the Professional Preparation of School Administrators " (unpublished Doctoral Thesis, University of Denver, Denver, 1961). 28Cecil E. Walker, "A Survey of Internship Programs in Educational Administration" (unpublished Doctoral Thesis , University of Nebraska, Lincoln, 1960). 29Chester M. Nolte, "The Improvement of Programs of Selection, I>reparation, and In Service Development of School Superintendents by S1late Level Organizations and Agencies" (unpublished Doctoral Thesis , r1iversity of Connecticut , Storrs , 1957) . 34 internship program30, preparation programs31 , and analysis of recom- mended experiences for the internship.32 In addition other studies on other in-service training programs for school administrators have been made. The internship in school administration has proved to be a beneficial experience for the potential administrator and helps to provide the basis for the development of the Extern Program for the true practicing admin- istrator . Summary Literature in the area of professional preparation programs for the school administrator was reviewed for the purpose of providing a back-I ground for the present study. This review was of necessity limited to the programs of educational administration of a unique nature sponsored by the major universities and the Cooperative Program in Educational Administration. A survey of the various types of internship programs was presented with particular emphasis upon the studies made on the intern- ship programs in school administration. A review of the impact of these programs as observed by the American Association of School Adminis— trators was also presented. Finally, the studies in the varied programs 30Calvin Stanley, " Promising Practices in the In-Service Edu cation of School Administrators" (unpublished Doctoral Thesis , University of Connecticut , Storrs , 1957) . 31Leonard A . Brubaker, "A Study of the Preparation Programs fol? Educational Administrators at the Eight C.P.E.A. Centers" ign published Doctoral Thesis, The Ohio State University, Columbus, 6 0) . f 32John H. Schnabel, "An Analysis of Experiences Recommended 101‘ an Administrative Internship" (unpublished Doctoral Thesis . 1"1(1ziana University, Bloomington, 1955). of preparation in educational administration illustrate attempts to study the relationship of several variables to the total effectiveness of these efforts and of the programs . 35 CHAPTER IV IDENTITY OF THE RESPONDENTS TO THE STUDY Identification of the Extern and the Sample A better understanding of the Extern Program can be realized by a discussion of the respondents to the study. Therefore it is of significance to present facts relative to the professional position held as a member of the program, the types of positions presently held as reported, the length of the externship experience , and the year or years of participation. Other pertinent facts to be discussed are: the number of years that have elapsed since the experience, the age and academic preparation of the extern, and the salary of the extern at the beginning of his participation in the program as well as his current salary. One hundred and forty-four questionnaires were mailed to individuals who had participated in the Extern Program at Michigan State University from 1956 through 1962. These questionnaires were mailed between November 30, 1962 and December 6, 1962. The questionnaire was also personally administered to eleven former externs in a meeting on the Michigan State Campus on January 19 , 1963. In addition, the question- naire was administered to sixty current externs (who had completed only One previous term in the Extern Program) in January 1963 at the first session Of the (current) second term of the 1962-63 school year. Thus, the que stionnaire was either mailed or administered to a total of two hundred and fifteen externs . Of the one hundred and forty-four mailed questionnaires, one hun- dred and twenty-six of these questionnaires were returned in completed 37 form (87.5%) . The additional eleven questionnaires completed by former externs gives a total of one hundred and thirty-seven completed replies for a highly significant return of 88 .4% of the one hundred and fifty-five former externs contacted either by mail or in person. The sixty current externs who completed the questionnaire yields a grand total of one hundred and ninety—seven former and current externs who participated in this evaluation and study. As a result, 91.6% of both fOrmer and current externs contacted returned completed questionnaires. Listed below is a brief tabulation of the externs contacted and of completed replies received . Questionnaires mailed Completed question— Percentage of to former externs 144 naires returned 126 reply 87.5 Questionnaires personally Completed question- administered to former naires received from these Percentage of externs 1 1 personally administered 1 1 reply 100 . 0 Total of questionnaires Completed question- given to all former naires received from all Percentage of externs 155 former externs 137 reply 88 .4 Questionnaires Completed question- administered to naires received from Percentage of current externs 60 current externs 60 reply 100.0 Total questionnaires Completed question- given to both former naires received from both Percentage of and current externs 215 former and current externs 197 reply 91 .6 As can be noted from the above , only eighteen of the questionnaires failed to be returned in completed form to the sender. The one hundred and thirty—seven externs will hereafter be referred to as former externs , and the sixty externs with only one previous term in the Extern Program will be classified as current externs. It is desirable to point out at this time that only one term of part icipation in the Extern Program did not provide sufficient experience fo!‘ the current extern to make a valid judgment relative to the values of the Extern Program nor did it permit for a critical judgment of the effect of the experience . Therefore, Chapters V, and VI will deal only with the experiences, value judgments, and effect of the experience as reported by the one hundred and thirty-seven former externs. However in identifying the extern in the chapter, some pertinent information concerning the current extern will be included. Data particularly relevant to this study of the Extern Program , as reported by the current extern in section two (Objectives) and section three (Related Data) of the questionnaire will be used to document this study. 1 This data may be noted in Chapter VII. Profes sional Po sition The one hundred and ninety-seven former and current externs who replied to the questionnaire indicated the nature of the positions they held during the externship. Table 1 (page 39) shows the positions which the one hundred and thirty-seven former externs held during their externship. The total of one hundred and forty-nine positions reported in Table I is in excess of the one hundred and thirty-seven former ext erns who responded to the questionnaire because some externs changed professional positions while participating in the program, and thus reported two or more positions as being held. 1The complete questionnaire used in this study is presented as Appendix B - p. 183. TABLE I POSITIONS HELD BY FORMER EXTERNS DURING THE EXTERN PROGRAM Number Percent of Position Reported Total Group 1 Superintendent of Schools 66 44.3 2 Assistant Superintendent 5 3 .4 3 Business Manager 1 0 . 7 4 Assistant Superintendent in charge of business 1 0 . 7 5 Curriculum Director 2 l . 3 6 Director of quidance or other district-wide department 0 0 . 0 7 High School Principal 43 28 .8 8 Assistant High School Principal 5 3 .4 9 Junior High School Principal 11 7 .3 1 0 Elementary Principal 10 6 . 7 l 1 Others (members of the Department of Public Instruction, and adminis- trative positions not listed) 5 3 .4 TOTALS 149 100 . 0 40 During the Extern Program 44.3% of the former externs served as superintendent of schools, and 28 .8% were high school principals. These two specific positions accounted for 73 . 1% of the positions listed. By grouping the first six listed positions shown in Table I, it is noted below in Table II that 50 .3% of the former externs held positions of district-wide responsibility while participating in the Extern Program. Positions where responsibility was limited to a specific building or program (positions seven through eleven listed in Table I) were held by 49 . 7% of the former externs during their externship experiences . TABLE 11 TYPES OF POSITIONS HELD BY FORMER EXTERNS DURING THE EXTERN PROGRAM Number Percent of Position Reported Total Group District-Wide Responsibility 75 50 . 3 Specific building or program responsibility 74 49 . 7 TOTALS 149 100.0 ll 41 In replying to the questionnaire , eighty (58 .4%) of the respondents indicated that they now hold positions of district-wide authority and responsibility, and fifty—seven (41 .6%) reported holding positions of responsibility limited to a specific building or program. (See Table III, below). Thus, 8 . 1% of the former externs moved from positions of limited specific responsibility to positions of district-wide responsibility following their externship experience . However, it is expedient at this time to caution the reader that no control group is involved in this study and that no absolute result, especially in relationship to time can be established . TABLE III 'I'YPES OF POSITIONS HELD BY FORMER EXTERNS AT DATE OF REPLY TO THE QUESTIONNAIRE Number Percent of Position Reported Total Group D1 strict-Wide Responsibility 80 58 . 4 Specific building or program re s ponsibility 57 41 . 6 TOTALS 137 100.0 42 Table IV (page 43) shows the present positions of the sixty current externs, and Table V (page 44) indicates the positions held by both former and current externs during their period of externship experience . A signif- icant factor is noted in that the current externs are represented by fourteen elementary principals as opposed to ten elementary principals over the entire previous six year period. This increase of participation by elemen- tary principals is due to the fact that recent revisions in the structure of the Extern Program now specifically include provisions for those externs whose special area of interest lies in the elementary field. Only 33.8% of the current externs compared to the 50.3% of former externs hold positions of district-wide responsibility. Positions of specific building or program responsibility are held by 66 .2% of the current externs com- pared to the 49 . 7% reported for the former externs during their externship experience . Two hundred and eleven positions are reported in the eleven different categories listed in Table V. Of the one hundred and ninety- 8 even former and current externs, 45.5% served in positions of district- Wide responsibility and 54.5% participated in the Extern Program while Serving in administrative positions of responsibility limited to a specific bu ilding or program. The four most frequent specific positions reported by both former and current externs were eighty superintendents of schools (3 7 -9%), fifty-six high school principals (26.5%), twenty-four elementary prI'Ll‘icipals (ll .4%) and fifteen junior high school principals (7. 1%) . Otrier specific positions reported for all externs totaled thirty-six (17. 1%). In order to properly present and accurately relate the date to follow in this and subsequent chapters it was determined by the investigator to rePort the information received from the former externs into three divisions . The eighty former externs (see Table 111, page 41) responding as holding 43 TABLE IV POSITIONS HELD BY CURRENT (1963) EXTERNS WITH ONLY ONE PREVIOUS TERM OF EXTERNSHIP EXPERIENCE Number Percent of Position Reported Total Group 1 Superintendent of Schools 14 22.6 2 Assistant Superintendent 2 3 . 2 3 Business Manager 0 0 . 0 4 Assistant Superintendent in charge of business 0 0 . 0 5 Curriculum Director 3 4 . 8 6 Director of guidance or other district—wide department 2 3 . 2 7 High School Principal 13 20.9 8 Assistant High School Principal 6 9 .7 9 Junior High School Principal 4 6 .5 1 0 Elementary Principal 14 22 . 6 1 1 Others (members of the Department of Public Instruction, and administrative positions not listed) 4 6 . 5 TOTALS 62 1 00 . 0 \ TABLE V POSITIONS HELD BY ALL EXTERNS DURING THE EXTERN PROGRAM 44 Number Percent of Position Reported Total Group 1 Superintendent of Schools 80 37.9 2 Assistant Superintendent 7 3 . 3 3 Business Manager 1 0 .5 4 Assistant Superintendent in charge of business 1 0 .5 5 Curriculum Director 5 2 .4 6 Director of guidance or other district-wide department 2 0 .9 7 High School Principal 56 26 .5 8 Assistant High School Principal 1 1 5 , 2 9 Junior High School Principal 15 7 . 1 1 0 Elementary Principal 24 11 . 4 1 1 Others (members of the Department of Public Instruction and administrative positions not listed) 9 4 . 3 TOTALS 211 100.0 X 45 administrative positions of district-wide authority and responsibility will be reported as one group, and the fifty—seven former externs responding as holding administrative positions of specific building or program respon- sibility will be reported as a separate and second group. These two groups will be included together as a third group and will be reported as all one hundred and thirty-seven former externs . Because of their brief experience (one term) in the Extern Program and the limited opportunity for intensification and diversification of study in the program all current externs will be reported as a single group. Occasionally ,, all one hundred and ninety-seven former and current externs will be reported as a total group. Length of Externship Experience Table VI, (page 46) records the length of time spent in the Extern Program by the eighty former externs who reported holding positions of district-wide responsibility. For purposes of comparison, Table VII (page 46) records the length of time spent in the Extern Program by the fifty-seven former externs who reported holding positions of specific re sponsibility such as a building principal or in charge of areas or programs not of a district-wide nature . Table VIII ( page 47) shows the 1 ength of time spent in the Extern Program by all one hundred and thirty- S e ven former externs . It is noted that 51 .3% of the former externs holding positions of di strict-wide responsibility (primarily superintendents of schools) partic- ipated in the Extern Program for two or more years . Only 35 . 1% of the f(Zot‘rner externs holding positions of specific building or program responsi- bility (primarily principals) participated in the program for two or more Years. Only 3.7% of the externs holding positions of district-wide responsibility participated in the program for less than one year 46 TABLE VI LENGTH OF EXTERNSHIP EXPERIENCE BY THE EIGHTY FORMER EXTERNS REPORTED AS HOLDING ADMINISTRATIVE POSITIONS OF DISTRICT-WIDE RESPONSIBILITY Length of Number Percent of Time Reported Total Group Less than one school year 3 3 . 7 One school year 21 26 . 2 More than one school year, but less than two years 15 18.8 Two school years 27 33 . 8 More than two school years, but less than three years 8 10.0 Three school years 6 7 . 5 TOTALS 80 100 . 0 TABLE VII LENGTH OF EXTERNSHIP EXPERIENCE BY THE FIFTY—SEVEN FORMER EXTERNS REPORTED AS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITY Length of Number Percent of Time Reported Total Group Le 85 than one school year 10 17.5 one school year 15 26.3 More than one school year, but e 88 than two years 12 21 . 1 r1\lvo school years 15 26 . 3 1V1(Dre than two school years , but ess than three years 3 5 .3 2 3 . 5 Three school years TOTALS 5 7 100 . 0 47 TABLE VIII LENGTH OF EXTERNSHIP EXPERIENCE BY ALL ONE HUNDRED AND THIRTY- SEVEN FORMER EXTERNS Length of Number Percent of Time Reported Total Group Less than one school year 13 9 .5 One school year 36 26 . 3 More than one school year, but less than two years 27 19 . 7 Two school years 42 30 . 7 More than two school years , but less than three years 1 1 8 . 0 Three school years 8 5 . 8 TOTALS 137 100.0 compared to 17.5% of the former externs holding positions of specific building or program responsibility. Of the one hundred and thirty—seven former externs , 91 .5% particpated in the program for one or more years , and 64.2% participated in the program for more than one year. The number of terms or amount of time Spent in the Extern Program is in direct proportion of the value received according to the former externs . Tho se former externs who participated in the program for a year or less emphasized the. relatively limited value received. As a result, those former em ems were limited in fully benefiting from the broad range of experience and opportunities afforded by a more complete participation in the program. The former externs reporting participation of four or more terms in the program were much more enthusiastic in their evaluation of the values re ceived from the program . 48 No attempt is made here to prepare a chart for the sixty current externs who as of this writing are presently entering their second term of externship experience . The Year or Years of Externship Experience The school year(s) in which the externship experience occurred was reported by all one hundred and thirty-seven former externs . Table IX noted below, shows the various years in which the eighty former externs replying as holding positions of district-wide responsibility had their externship experience . Table X and XI (page 49) indicates the year or years of such experience for the fifty—seven respondents holding positions of specific administrative responsibility, and for all one hundred and thirty-seven former externs . TABLE IX YEAR OR YEARS OF EXTERNSHIP EXPERIENCE BY THE EIGHTY FORMER EXTERNS REPORTED AS HOLDING ADMINISTRATIVE POSITIONS OF DISTRICT-WIDE RESPONSIBILITY School Year Number Percent of Total Group .1 9 56-57 21 I 26.3 1 9 57-58 27 33.8 1 9 58-59 25 31.3 19 59-60 26 32.5 19 60—61 26 32.5 19 61—62 17 21.3 49 TABLE X YEAR OR YEARS OF EXTERNSHIP EXPERIENCE BY THE FIFTY-SEVEN FORMER EXTERNS REPORTED HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITY School Year Number Percent of Total Group 1956-57 4 7.0 1957-58 14 24.6 1958—59 15 26.3 1959—60 19 33.3 1960—61 14 24.6 1961-62 15 26.3 TABLE XI YEAR OR YEARS OF EXTERNSHIP EXPERIENCE BY ALL ONE HUNDRED AND THIRTY- SEVEN FORMER EXTERN S School Year Number Percent of Total Group .1 9 56—57 25 18.2 1 9 57-58 41 29 .9 l 9 58-59 40 29 . 2 1 9 59-60 45 32.8 19 60-61 40 29.2 1961-62 32 23.4 50 These tables indicate a relatively consistent participation factor (the program is both selective and limited) and further give evidence of a representative response from the former externs of the past six years . An indication of the further growth of the Extern Program may be noted in the current sixty externs participating in the program for the first year. An indication is also noted of the greater proportional increase in the program in 1961-62 and in 1962-63 (see Table IV, page 43) of building principals compared to the district-wide administrator (superintendents). The Number of Years Since The Last Experience As An Extern The former externs also indicated the number of years that have elapsed since their last experience in the Extern Program. The one hundred and thirty-seven former externs reported as noted in Table XII. TABLE XII THE NUMBER OF YEARS SINCE THE LAST EXPERIENCE AS AN EXTERN Years Since Last Extern Number Percent of Total Experience Reported Group Less than one year 30 21 .9 One Year 19 13 . 9 Two Years 3 6 26 . 3 Three Years 25 1 8 . 2 Four Years 12 8 . 8 Five Years 1 1 8 . 0 Six Years 4 2 .9 TOTALS 137 100.0 51 From the above it is seen that 80.3% of the former externs have had their externship experience within the past three years . Then too , an additional sixty current externs are presently participating in the program. Although the Extern Program began on an experimental basis, during recent years , however, much more emphasis has been placed upon the Extern Program as an integral part of the post-masters degree training program for active on-the-job school administrators . _Age and Academic Preparation It is recognized at the outset that the basic requirements for initial participation in the Extern Program of being an active school administrator and having an earned masters degree precludes participation at a relatively early age . In consideration of both the academic prepara- tion and administrative experience requirements, it seems that a person must be approaching at least thirty years of age before entrance into the Extern Program. The trend towards an age in advance of twenty—nine years is presented by the one hundred and thirty-seven former externs and the sixty current externs as they reported the information set forth in Table XIII, XIV, and XV (pages 52 and 53). The information shows that 89 .9% of the total group of one hundred and ninety-seven were more than thirty years of age. Of the total group 73. 1% were between the ages of 30 and 44. It is also significant that as the Extern Program at Michigan State University has developed and gained prestige as a‘ training program for the beginning school admin— istrator, that participation by the older but the relatively new or begin- ning administrator is increasing. 52 TABLE XIII AGE OF FORMER EXTERNS AT THE BEGINNING OF THEIR EXTERN EXPERIENCE Age in Number Percentage of Years Reported Total Group 25 - 29 17 12.4 30 - 34 58 42 . 3 35 - 39 32 23 . 3 40 - 44 16 11 . 7 45 - 49 12 8 . 8 50 Over 2 1 . 5 TOTALS 1 37 100 . 0 TABLE XIV AGE OF CURRENT EXTERNS AT THE BEGINNING OF THEIR EXTERN EXPERIENCE Age in Number Percentage of Years, Reported Total Group 25 - 29 3 5 . 0 30 - 34 13 21 . 7 35 - 39 20 33 . 3 40 - 44 5 8.3 45 - 49 9 15 . 0 5 0 Over 1 0 16 . 7 TOTALS 60 100.0 u 53 TABLE XV AGE OF ALL ONE HUNDRED NINETY-SEVEN AT THE START OF THEIR EXTERN EXPERIENCE Age in Number Percent of Years Reported Total Group 25 - 29 20 10.1 30 — 34 71 36.0 35 - 39 52 26.4 40 - 44 21 10.7 45 - 49 21 10.7 50 Over __1_2__ 6. 1 TOTALS 197 100.0 The Extern Program for the current externs has nineteen (31 .7%) of its participants reporting ages of forty-five years or more. The former externs only reported fourteen (10.2%) in the same age category for the previous six year period. Of the total group, (all with a master's degree) 55 .3% show that they are just beginning to pursue further additional study. Chapter VIII contains information concerning the Extern Program as a stimulate for additional graduate study, the number of additional term hours gained since initial participation in the Extern Program, and the aim or intent of the extern relative to the degree or extent of future graduate study. At this point of identifying the respondents , it can be noted in Tables XVI, XVII, and XVIII (pages 54 and 55) that only fifteen (10.9%) of the one hundred and thirty-seven former externs had completed thirty or more term hours as they began their extern experience . 54 TABLE XVI ACADEMIC PREPARATION OF FORMER EXTERNS AT THE BEGINNING OF THEIR EXTERN EXPERIENCE Term Hours of Graduate Study Beyond the Master's Number Percent of Degree Reported Total Group Less than 10 term hours 84 61 . 3 10 - 19 term hours 20 14.6 20 - 29 term hours 18 13.2 30 - 39 term hours 7 5 . 1 40 - 49 term hours 4 2.9 50 or more term hours 4 2.9 TOTALS 137 100 . O TABLE XVII ACADEMIC PREPARATION OF CURRENT EXTERNS AT THE BEGINNING OF THEIR EXTERN EXPERIENCE Term Hours of Graduate Study Beyond the Master's Number Percent of Degree Reported Total Group Less than 10 term hours 25 41 .7 10 - 19 term hours 14 23.3 20 - 29 term hours 11 18.3 30 - 39 term hours 5 8.3 40 - 49 term hours 1 l . 7 50 or more term hours 4 6 . 7 TOTALS 60 100.0 55 TABLE XVIII ACADEMIC PREPARATION OF ALL ONE HUNDRED NINETY-SEVEN EXTERNS . AT THE BEGINNING OF THEIR EXTERNSHIP EXPERIENCE Term Hours of Graduate Study Beyond the Master's Number Percent of Degree Reported Total Group Less than 10 term hours 109 55.3 10 - 19 term hours 34 17.8 20 - 29 term hours 29 14.7 30 - 39 term hours 12 6.1 40 — 49 term hours 5 2.5 50 or more term hours __£_3_ 4. 1 TOTALS 197 100.0 Ten (16.7%) of the sixty current externs and twenty-five (12.7%) of all one hundred and ninety-seven former and current externs had completed thirty or more term hours of credit prior to participating in the Extern Program. It can readily be seen that the Extern Program is serving a basic need in the post master's degree program in school administration at Michigan State University; and that the majority of the beginning externs are in the processing of beginning their post-master's graduate- study program. SALARIES Questions were asked regarding the salary paid for the adminis- trative position held at the time of entrance into the Extern Program and concerning the. present salary of all former externs. These questions were structured by setting a scale which began at "less than $5 ,000 , " and progressed up to "over $14 ,999 . " 56 Tables XIX, XX, and XXI are found on pages 57, 58, and 59, and give a complete picture of the salaries as reported by the one hundred and thirty-seven former externs at the time they began their extern experience, and the present salaries of the one hundred and thirty-seven former externs. Salary cannot be directly related to the positions held because of the diversity in salary paid in the various regions of the state . Then too , the size of a school district and its fiscal organization has a great effect on salaries -- and it is very probable that the salary of a building admin— istrator in a large district may be in excess of that paid for a superin- tendent of a small school. Also, in regard to a comparison of the salaries of the one hundred and thirty-seven former externs as they began their extern experience with those of the current externs it must be recognized that salaries and salary schedules have generally been revised upwards during this passage of time. Consideration must be given too, when comparing the previous and present salaries of the former externs, that any salary increase would also represent increments which might normally be expected during the period of time since beginning in the Extern Program, and to date. Further, it is again desirable to point out that no control group is involved in this study and no absolute result especially in relationship to time can be established. On the other hand, the individual who has advanced in professional status is also in a position to surpass his normal salary increases , and many of the former externs reported that the Extern Program was a material factor in such change of status and resultant salary increase . TABLE XIX SALARIES OF THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERN S AS THEY BEGAN THEIR EXTERN EXPERIENCE Number Percent of Salary Range Reported Total Group Less than $5,000 6 4.4 $5,000 - 5,999 21 15.3 $6,000 - 6,999 39 28.5 $7,000 - 7,999 37 27.0 $8,000-8,999 18 13.2 $9,000-9,999 8 5.8 $10,000 - 10,999 4 2.9 $11,000 - 11,999 4 2 9 $12,000 - 12,999 0 0.0 Over $12,999 0 0.0 TOTALS 137 100.0 58 TABLE XX SALARIES OF THE SIXTY CURRENT EXTERNS AS THEY BEGAN THEIR EXTERN EXPERIENCE Number Percent of Salary Range Reported Total Group Less than $5,000 0 0.0 $5,000-5,999 1 1.7 $6,000-6,999 9 15.0 $7,000- 7,999 12 20.0 $8,000—8,999 13 21.7 $9,000-9,999 8 13.3 $10,000 - 10,999 6 10.0 $11,000- 11,999 5 8.3 $12,000-12,999 3 5.0 Over 12,999 ' 3 5.0 TOTALS 60 100.0 TABLE XXI PRESENT SALARIES REPORTED BY THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERNS Number Percent of Salary Range Reported Total Group Less than $7,000 10 7.3 $7,000 - 7,999 20 14.6 $8,000 - 8,999 30 21.9 $9,000 - 9,999 28 20.4 $10,000 - 10,999 15 10.9 $11,000— 11,999 16 11.7 $12,000 - 12,999 8 5.8 $13,000 - 13,999 6 4.4 $14,000 - 14,999 2 1.5 Over 14,999 2 1.5 TOTALS 137 100.0 60 SUMMARY An attempt has been made to identify the extern by presenting the data reviewed on the previous pages of this chapter. It is antici- pated that this discussion has allowed for a better understanding of both the extern and the Extern Program as it has functioned for the past six years at Michigan State University. One final identifying characteristic of the extern is that one hundred and twenty (87.6%) of the former externs indicated their willingness to contribute further towards the findings of the investi- gation through their participation in a personal interview. In addition, eighty-eight (56.9%) of the former externs contributed additional comments expressing attitudes , ideas, and recommendations concerning the Extern Program. CHAPTER V THE EXPERIENCES OF THE EXTERN The Total of Possible Experiences The successful school administrator must necessarily be proficient in a great and varied number of areas of school administration. Further, he must be proficient in specific activities within these areas. One of the purposes of the Extern Program is to enhance the opportunity to gain a fundamental and working knowledge of the proficiencies required in these areas and activities. A list of administrative experiences that would be desirable for school administrators to be cognizant of -—- and that under the most opti- mum circumstances — might be experienced in the Extern Program was developed. This list was constructed from a series of questionnaires developed by Vescolani and Hansford, suggestions made by the writer's committee, and from an analysis of many publications on educational administration. This list of administrative experiences comprised of one hundred and eight specific activities in educational administration divided into ten general areas . This chapter contains information regarding the specific activities within the ten general areas of school administration in which the one hundred and thirty-seven former externs had experience while partici- Dating in the Extern Program. Each respondent indicated whether the experience in a specific activity occurred while participating in the Extern Program. By multiplying the one hundred and eight specific activities listed in the questionnaire by the one hundred and thirty-seven respondents , it 62 is possible, for the purposes of this study, that a total of 14,796 administrative activities could have been experienced during the Extern Program. Of the possible total, the former externs reported that they had experienced 6,801 (46. 0%) of the specific activities and had not experi— enced 7,995 (54.0%) of the listed activities. It is desirable to point out that it is not realistically expected that any one extern would or could have experienced all of the listed activities . The structure of the program itself, with an emphasis in the "working sessions" on administrative activities pertaining to externs with district— wide responsibility in one group, and externs with more specific or building responsibility in a separate group, prohibit the possibility of a total exposure to all of the listed activities. Then too, a tenure of at least two years in the program would be required for the study of even a majority of the specific activities in one's area of interest and responsibility. The very philosophy, aims, and purposes of the Extern Program as con- ceived and executed prevents this all encompassing possibility. With this understanding, thefact that 46% of all one hundred and eight activ- ities was experienced by the former externs speaks well for the program and the participants . It is of further interest to note that several of the former externs commented on the fact that while many of the experiences within the program were repeat activities also experienced on-the-job ~— that these activities were of particular value because they were experiences of breadth and depth, of act and concept, and reinforced the application of theory to the practical aspects encountered on the "firing-line . " The Areas of School Administration The one—hundred and eight specific activities were divided into ten major areas of school administration. They were: curriculum and instruction, Personnel administration, finance , business management and practices , school plant, auxiliary services, pupil-personnel guidance, community r 9131110 ms , staff relations and school board relations. TABLE XXII EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO THE VARIOUS AREAS OF ADMINISTRATION AS REPORTED BY THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERNS Area of Administration Had Experience Yes No Number - (%) Number (%) Curriculum and Instruction 9 17 (60 . 8) 59 0 (39 . 2) Personnel Administration 707 (5 1 . 6) 663 ' (48 . 4) Finance 515 (34.2) 992 (65.8) Business Management and Practices 395 (32.0) 838 (68.0) School Plant 595 (29 . 0) 1460 (71 . 0) Auxiliary Services 467 (3 1 . 0) 1 040 (69 . 0) Pupil-Personnel Guidance 5 77 (60 . 2) 382 (39 . 8) Community Relations .8 15 (54 . 1) 692 (45 . 9) Staff Relations ‘ 1124 (63. l) 657 (36.9) School Board Relations 689 (50 . 3) 68 1 (49 . 7) TOTALS 6801 (46.0) 7995 (54.0) 64 Table )OGI (page 63) presents information concerning the experiences of the Extern Program as these experiences apply to the ten general areas of school administration. A study of Table XXII reveals that the experiences of the Extern Program are tabulated in terms of both the number of responses and the percent which these numbers represent in relation to the total group for both the "yes" and " no " columns in the table . While the number of responses in each of the general areas of administration is important so that the degree of incidence may be observed, it is necessary to caution that the numbers are not to be compared because the ten areas of administration do not have equal numbers of specific activities . For example, the area of school plant lists fifteen specific activities while the area of pupil-personnel guidance only includes seven specific activities . Although the area of community relations shows a greater number (815) of yes replies than does the area of pupil-personnel guidance (577) , the latter area shows a greater percentage of affirmative responses (60. 2%) as compared to the former area (54. 1%) . Therefore , references to the tables in the chapter are made in terms of percentage . Six of the ten areas had percentages of response over 50%, with the area of staff relations (see Table XXXI, page 79) having the highest per- centage of experiences (63. 1%) . The other five general areas of school administration that had a response of better than 50% were: curriculum and instruction (60.8%), pupil—personnel guidance (60.2%), community relations (54. 1%), personnel administration (51 .6%), and school board relations (50.3%). Finance had a 34.2% response, business management a response of 32.0%, and auxiliary services a response of 31 .0%. The lowest percentage of experiences was in the area of school plant where 29 . 0% of the specific activities were participated in during the Extern Program. This relatively low factor of participation was 65 particularly noted by the fifty-seven former externs who were primarily principals, as their schedule of activities did not fully cover this area of administration . It is again noteworthy to observe that almost one-half (46.0%) of the activities were experienced by the one hundred and thirty-seven former externs . The Specific Experiences Tables XXIII through XXXII provide information concerning each of the specific activities of the Extern Program within the ten general areas of school administration. The areas will be listed in the order in which they appear in the questionnaire submitted to the former externs. The area of gurriculum and instruction, which ranked second among the ten general areas in terms of the experiences of the Extern Program, had five specific activities that were experienced by more than sixty-five percent of the respondents . Providing for instructional leadership ranked highest with 82.5% of the respondents attesting to this factor and leader- ship at staff meetings was listed by 80.3% of the former externs. The initiation of changes in the curriculum was experienced by 73 . 0% , with 67.2% listing the preparation and improvement of the curriculum, and activity in the employment of community resources in the instructional program was experienced by 65 .0% of the group. The activity which showed the lowest percentage of experience in the general area of curriculum and instruction was the selection of textbooks and instructional materials with a 34.3% response. This latter item was especially rated as the lowest experience of activity by the eighty former externs with district-wide responsibility . TABLE XXIII EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF CURRICULUM AND INSTRUCTION Had Ex erience Curriculum and Instruction Yes No Number (%) Number (%) Preparation and improvement of the curriculum 92 67.2 45 32.8 Selection of textbooks and instructional materials 47 34 . 3 9 0 65 . 7 Initiation of changes in the curriculum 100 73.0 37 27.0 Providing for instructional leadership 1 13 82 . 5 24 17 . 5 Leadership at staff meetings 110 80 . 3 27 19 . 7 Classroom visitations 76 55 . 5 6 1 44 . 5 Evaluation of instruction 86 62 . 8 5 1 37 . 2 Supervision of individual teaching 67 48 . 9 70 5 1 . 1 Development of an in-service program 80 58.4 57 41.6 Developing an effective plan on formal organization 5 7 4 1 . 6 80 58 . 4 Employing community resources in the instructional program 89 65 . 0 48 35 . 0 TOTALS 917 60.8 590 39.2 67 The area of personnel administration, which ranked fifth among the ten general areas of school administration, provided 51 .6% of the possible experiences within its area. The orientation of personnel (75 .2%) , the 80an9 of staff morale problems (73. 7%) , and the evaluation of teaching personnel (69 .3%) were the three activities which gave the largest percent- ages of experiences in this general area. The activity of regarding the suspension and dismissal of employees (59 .9%) and the development of schedules of work loads (54 .0%) received percentages in excess of fifty percent, and ranked fourth and fifth in terms of experiences for the one hundred and thirty-seven former externs . The lowest ranking activities in this area were the transfers of teaching personnel from one school to another school (25 .5%) and how to conduct teacher interviews (32.8%). None of the specific activities within the area of finance received a percentage in excess of fifty percent. This general area providing 34. 2% of the possible experiences within its area and ranking seventh among the general areas of school administration shows the formulation and evaluation of salary schedules (48.9%) , the administration of the budget (45 .9%) and the preparation of the budget (43. 1%) as the only activities to receive experiences in excess of forty percent. The activity of payroll preparation and procedure was the lowest in experiences (19.0%) . This general area also, as may be expected, because of the nature of the basic duties and responsibilities, did not show an appreciable percentage of experiences among the fifty—seven principals. TABLE XXIV EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF PERSONNEL ADMINISTRATION Had Experience Personnel Administration Yes Number (%) Number (%) Preparation of criteria for selection of teachers ' 5 2 38 . 0 85 62 . 0 Teacher interviews - how to conduct 45 32.8 92 67.2 Teacher selection 56 40 . 9 8 1 59 . 1 Orientation of Personnel 103 75 . 2 34 24 . 8 Development of schedules and work loads 74 54.0 63 46.0 Evaluation of teaching personnel 95 69 . 3 42 30 . 7 Evaluation of non—teaching personnel 64 46 .7 73 53 .3 Solving staff morale problems 10 1 73 . 7 36 26 . 3 Regarding the suspension and dismissal of employees 82 59 .9 55 40 . 1 Transfers of teaching personnel from one school to another school 35 25 .5 102 74 .5 TOTALS 707 51.6 663 48.4 68 TABLE XXV EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF FINANCE 69 Had Experience Finance Ye s N o Number 7%) Number (%) Preparation of the budget 59 43 . 1 78 56 .9 Administration of the budget 63 45 .9 74 54. 1 Preparation of financial statements for the board 48 35.0 89 65.0 Preparation of financial data for citizens advisory groups. 38 27 . 7 99 72 . 3 Investigation of insurance rates and coverage 45 32 . 8 9 2 67 . 2 Formulation and evaluation of salary schedule 67 48 . 9 70 5 1 . 1 Preparation and completion of state reports 48 35 . 0 89 65 . 0 Computation of per pupil costs and other various statistical data 38 27 . 7 99 72 . 3 Payroll preparation and procedure 25 19 . 0 1 1 1 8 1 . 0 Providing a system of financial accounting 37 27.0 100 73.0 _ Study and evaluation of tax rates 46 33 .6 91 66 .4 TOTALS 515 34.2 992 65.8 70 The area of business management andpractices also fell into the category of a relatively low percentage of experience , except among those whose primary interest and responsibility was in this field. This is an expected reaction, especially in light of the fact that the Extern Program is especially constructed to meet the needs of the participants . It is of further interest to note that the one activity which gave more than fifty percent experiences to the group was that of businesslike and ethical purchase procedures (55 .5%). The study of equipment and supply needs showed that 38 . 7% of the former externs experienced this activity. Lowest among the activities in this general area was that of coordination of orders, payments and receipts (16. 1%) . The general area of business management ranked eighth among the ten general areas of school administration. School Plant which had the lowest percentage of experiences (29 .0%) did not have any specific activity providing more than fifty percent of experiences . Determining the educational requirements of the new building was the activity which gave the largest percentage of experiences (45 .3%) to the former externs within the area of school plant. The acceptance of the completed project , an activity which would not be experienced in the actual field of operations, by a large percentage of the'former externs , was the activity which gave the lowest percentage of experiences (14.6%). These factors again relate to the fact that the activities of the Extern Program will necessarily, and by design, have a direct relatiOnship to the needs, desires, and activities of the extern in his professional position. The first eleven of the fifteen listed activities in the area of school plant deal with the duties entailed in the planning and construction of new and additional facili- ties . Most of these necessarily relate to a direct and relatively close relationship with the architect . This again is a limiting factor. TABLE XXVI EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC 71 ACTIVITIES WITHIN THE AREA OF BUSINESS MANAGEMENT AND PRACTICES Had Experience Business Management and Practices Yes No Number (%) Number (%) Systematic control of re cords and funds 46 33.6 91 66.4 System of inventory of fixed assets and appraisal 25 18 . 2 1 12 8 1 . 8 Business like and ethical purchase procedures 76 5 5 . 5 6 1 44 . 5 Study of equipment and supply needs 53 38.7 84 61 .3 Storage , receiving , distributing and inventorying supplies 3 7 27 . 0 100 73 . 0 Preparation of specifications for bids and for purchasing 49 35 . 8 88 64 . 2 Processing of bids 39 28.5 98 71.5 Coordination of orders , payments receipts 22 16.1 115 83.9 Analyzing the expenditures of the school district 48 35 . 0 89 65 . 0 TOTALS 395 32.0 838 68.0 TABLE XXVII EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF SCHOOL PLANT I Had Experience 72 School Plant Yes No Number (%) Number (%) Selection of school architect 44 32 . l 93 67 .9 Evaluation and selection of existing sites and facilities 33 24 . 1 104 75 . 9 Determining the educational require—- ments of the new building 62 45 . 3 75 54 . 7 Planning for the new building and equipment with the architect 49 35 . 8 88 64 . 2 Planning for the new building and equipment with the staff 53 38 . 7 84 6 1 . 3 Planning for the new building and equipment with the students 27 19 . 7 1 10 80 . 3 Planning for the new building and equipment with the community 44 32 . 1 93 67 .9 Evaluation of building and site plans 27 19 .7 110 80.3 Letting of bids for construction 23 16 . 8 1 14 83 . 2 Supervision during construction 25 18 . 2 1 12 81 . 8 Acceptance of completed project 20 14 .6 117 85 .4 Daily operation and maintenance program 53 38 . 7 84 6 1 . 3 Establishing of duties and schedules 55 40. 1 82 59 .9 Determining the amount of coverage for insurance 39 28.5 98 71.5 Determining plant utilization 41 29 .9. 96 70 . 1 TOTALS 595 29 .0 1460 71.0 73 However, the fact that this last ranked area still had a percentage of experiences of 29%, attests well to the design and broad areas of coverage of the entire Extern Program. The next-to-last in rank of the general areas of school administration was auxiliary services. This area had two specific activities in which more than forty percent of the respondents indicated experiences . The activity of the state aid program concerning transportation reimbursement (45 .9%) was the highest activity in this area in providing experiences for the former externs. Following close behind was the development of regulations governing the operation of school buses (44 .5%). The lowest rankings were the purchase of cafeteria equipment (17.5%) and the selection and supervision of cafeteria personnel (21. 2%). The area of pupil-personnel guidance ranked third in the general areas of school administration with 60. 2% of the former externs having experiences in this area during the Extern Program. Of the seven listings only one activity received a percentage of experiences less than fifty percent. Providing guidance services for all children (67.9%) ranked first in experiences with the use of pupil cumulative records (66.4%) and developing procedures for reporting to parents (66.4%), and the admin- istration of the guidance and testing program (64.2%) , following. The Planning and evaluation of group guidance ranked lowest (46. 7%) in providing experiences for the one hundred and thirty- seven former externs . TABLE XXV III EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF AUXILIARY SERVICES Had Experience Auxiliary Service s Ye s No 74 Number R) NurrIbér (%) Evaluation of transportation needs 5 2 38 . 0 85 62 . 0 School bus scheduling 43 3 l . 4 94 68 . 6 Hiring of transportation personnel 35 25 . 5 10 2 74 . 5 Operation and maintenance of school buses 53 38.7 84 61.3 Development of regulations governing operation of school buses 61 44.5 76 55 .5 State Aid program concerning transportation reimbursement 63 45 . 9 74 54 . 1 Preparation of bids and purchase of school buses 39 28.5 98 71.5 State and federal aid to school cafeteria 32 23.4 105 76.6 Management and finance of cafeteria 36 26.3 101 73.7 Selection and supervision of cafeteria personnel 29 2 1 . 2 108 78 . 8 Purchase of cafeteria equipment 24 1 7 . 5 l 1 3 82 . 5 TOTALS 467 31.0 1040 69.0 TABLE XXIX EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF PUPIL - PERSONNEL GUIDANCE Had Experience 75 Pupil—Personnel Guidance Yes No Number (%) Number (%) Providing guidance services for all children 93 67 . 9 44 32 . 1 Administration of the guidance and testing program 88 64 . 2 49 35 . 8 Planning and evaluation of individual guidance 7 1 5 1 . 8 66 48 . 2 Planning and evaluation of group guidance 64 46 . 7 73 53 . 3 Evaluation of the guidance and testing program 79 5 7 . 6 58 42 . 4 Use of pupil cumulative records 9 1 66 .4 46 33 . 6 Developing procedures for reporting to parents 9 1 66 . 4 46 33 . 6 TOTALS 577 60.2 382 39.8 76 The area of pupil-personnel guidance was an idea where both the fifty-seven former externs who were principals , and the eighty externs with district-wide responsibilities both had high degrees of experiences for each activity within the general area. In this respect the principals gave devel— oping procedures for reporting to parents, and planning and evaluation of group guidance the highest and loweSt rankings respectively. The former externs with district—wide responsibility ranked providing guidance services for all children the highest, and like the principals, ranked planning and evaluation of group guidance the lowest in providing experiences for the extern . The one hundred and thirty— seven former externs indicated the highest percentage of experiences in the area of community relations was that of developing competency in human relations (76. 6%). Five other activities received a percentage of experiences over fifty percent. They were: organizing lay and professional groups for participation in educational planning and other educational activities (67. 2%), the use of community resources in the school program (65. 7%) , utilizing parent conferences (63 .5%), interpretation and presentation of school policies to the community (62.0%), and organizing school and community surveys (52.6%). The lowest ranking activity in experience for the extern was the developing of a system of communication surveys which had 36.5% of the respondents indicating exPerience in this actiVity. Community relations ranked fourth in the ten general areas of school administration with 54. 1% of all the former externs indicating having experiences in this area. It is interesting to note that while developing ComPetency in human relations was ranked first by the eighty former externs With district-wide responsibilities, that the utilization of parent conferences received the highest rank by the fifty-seven former principals . TABLE XXX EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF COMMUNITY RELATION S Had Experience 77 Community Relations Yes No Number (%) Number (%) Organizing lay and professional groups for participation in educational planning and other educational activities 92 67 . 2 45 32 . 8 Developing competency in human relations 105 76.6 32 23.4 Organizing school and community surveys 72 52.6 65 47.4 Developing system of communication surveys 50 36.5 87 63.5 Preparation of news releases 60 43 . 8 77 56 . 2 Conducting and utilizing research concerning educational problems of the school and community 57 41.6 80 58 .4 Providing for adult education 56 40 .9 8 1 59 . 1 The use of community resources in the school program 9 O 65 . 7 47 34 . 3 Participation in the Parent—Teacher Association 61 44.5 76 55.5 Utilizing parent conferences 87 63 . 5 50 36 . 5 Interpretation and presentation of school policies to the community 85 62.0 52 38.0 TOTALS 815 54.1 692 45.9 78 Both groups concurred in the selection of the developing of a system of communication surveys as the activity with the least experiences . It is of further interest to note that while the fifty- seven principals ranked the devel- oping of competencies in human relations second, the eighty former externs with district-wide responsibility ranked the utilization of parent conferences fifth among the eleven listed activities in this area. The area of staff relations which received the highest ranking (63 . 1%) of the ten general areas of school administration in terms of experiences of the Extern Program had only one activity of the thirteen listed activities in which less than fifty percent of the respondents indicated experience . The activity of providing the opportunity for the staff to make presentation of instructional methods or curriculum materials to the board of education showed 46 .7% of the former externs had experience in this activity. Both the eighty former externs with district-wide responsibility and the fifty- seven principals ranked this activity last among the activities listed in staff relations. Table XXXI shows that the other twelve activities had percentages of experiences ranging from 72 .3% to 51 . 1%. Both the development and interpretation of written school board policies and the utilization of the staff in this responsibility, and the promotion of staff growth through in—service training received percentages of experiences of 72. 3%. Promoting staff growth through staff meetings (71 .5%), the devel- 0pment of a feeling of mutual confidence, faith, and integrity between staff, and the administration (70.8%), and the development of a general climate conducive to good staff morale and a seriousness of purpose (70.8%), also received percentages of experiences in excess of seventy percent. 79 TABLE )O(XI EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF STAFF RELATIONS Had Experience Staff Relations Yes No Number (%) Number (%) The development of staff salary schedules 70 51.1 67 48.9 Promoting staff growth through staff meetings 98 71 .5 39 28.5 Promoting staff growth through participation in professional organizations 89 65 . 0 48 35 . 0 Promoting staff growth through participation in community activities 79 5 7 . 6 58 42 . 4 Promoting staff growth through in- service training 99 72.3 38 27.7 Improving staff morale through the development of sick leave provisions and other fringe benefits 74 54 . 0 63 46 . 0 The development of a general climate conducive to good staff morale and a seriousness of purpose 97 7O . 8 40 29 . 2 Defining the duties and responsibilities of the staff 91 66.4 46 33.6 The development and interpretation of written school board policies and the utilization of the staff in this responsibility 99 72 . 3 38 27 . 7 The use of staff bulletin 81 59 . 1 56 40.9 Providing the opportunity for staff to make presentation of instructional methods or curriculum materials to the Board 64 46 . 7 73 53 . 3 Recognizing the contributions made by the staff to the total educational program 86 62.8 51 37.2 The development of a feeling of mutual confidence , faith, and integrity between Staff . and the administration 97 70 . 8 40 29 . 2 TOTALS 1124 63.1 657 36.9 80 While the eighty former externs with district—wide responsibility ranked the activity of the development and interpretation of written school board policies and the utilization of the staff in this responsibility as first in the experiences within the general area of staff relations, this item was ranked sixth by the fifty-seven principals. The superintendents ranked promoting staff growth through in-service training second, but this was ranked fifth by the principals. The principals gave equal first place ranking to promoting staff growth through staff meetings, the development of a general climate conducive to good staff morale and a seriousness of purpose , and defining the duties of the staff. These activities were ranked three, five , and eight by the eighty former externs with district-wide responsibility. The response in the area of staff relations from the one hundred and thirty-seven former externs indicated that this entire area is one of high interest . The final area listed in the questionnaire was school board relations. This area ranked sixth among the ten general areas of school administration. Six of the ten listed activities had percentages of response over fifty per- cent with the activity of keeping the board informed (60.6%) being the highest ranked activity. Ranking second was that of developing a sound working relationship with the board (59. 1%) , followed by aiding the board to distinguish between policy and executive function (57.6%), executing board policy (56. 2%) , advising the board on policy formulation (53 . 3%), and developing and providing opportunities for the board to meet and work with the staff (50.4%) . The lowest ranking, developing and providing Opportunities for the board to appear before the public, showed that 40. 1% of the former externs had experienced this activity. 81 TABLE XXXII EXPERIENCES OF THE EXTERN PROGRAM ACCORDING TO SPECIFIC ACTIVITIES WITHIN THE AREA OF SCHOOL BOARD RELATIONS Had Experience School Board Relations Yes No Number (%) Number (%) Preparation of board agenda 59 43 . 1 78 56 . 9 Preparation of other reports for the board 59 43 . l 78 56 .9 Advising the board of policy formulation 73 53.3 64 46. 7 Executing board policy 77 56 . 2 60 43 . 8 Keeping the board informed 83 60 . 6 54 39 .4 Developing a sound working relation— ship with the board 81 59 . l 56 40 .9 Aiding the board to distinguish between policy and executive function 79 57.6 58 42 .4 Involving the board in the building program 54 39.4 83 60.6 Developing and providing opportunities for the board to meet and work with the staff 69 50.4 68 49.6 Developing and providing opportunities for the board to appear before the public 55 40.1 82 59.9 TOTALS 689 50.3 681 49.7 82 Among the principals both keeping the board informed, and developing a sound working relationship with the board ranked equally high. The former externs with district-wide responsibility ranked the above noted two items second and third. The activity that the superintendents ranked highest was that of aiding the board to distinguish between policy and executive function. The general area of school relations had a relatively high percentage of activities experienced by those former externs with district-wide responsi- bility, and a proportionally lower percentage of such activities experienced by the fifty—seven former externs whose responsibility was limited to a specific building or program . A Summary of the Experiences Individual activities receiving the highest twelve rankings by all one hundred and thirty- seven former externs , without regard to the general area of school administration are listed in Table XXXIII on page 83 . Forty-two of the one hundred and eight activities were experienced by more than fifty percent of the group.' An additional twenty activities , or a total of sixty- two activities , were experienced by more than forty percent of the one hundred and thirty-seven former externs . The top twelve activities listed came from four general areas of school administration . Staff relations provided five of the top twelve ac— tivities, with both curriculum and instruction, and personnel administration each providing three of the activities , and with community relations ac- counting for one of the top twelve activities . TABLE )O(XIII THE TOP TWELVE ACTIVITIES AS EXPERIENCED BY THE ONE HUNDRED AND THIRTY— SEVEN FORMER EXTERNS Activity Percent of Total Group Providing for instructional leadership 82.5 Leadership at staff meetings 80.3 Developing competency in human relations 76 . 6 Orientation of personnel 75 . 2 Solving staff morale problems 73 .7 Initiation of changes in the curriculum 73 . 0 Promoting staff growth through in-service training 72.3 The development and interpretation of written school board policies and the utilization of the staff in this responsibility 72 . 3 Promoting staff growth through staff meetings 71 .5 The development of a general climate conducive to good staff morale and a seriousness of purpose 70.8 The development of a feeling of mutual confidence , faith, and integrity between staff, and the administration 70 . 8 Evaluation of teaching personnel 69 .3 CHAPTER VI THE VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM Description of the Method of Evaluation The evaluation of the Extern Program as practiced at Michigan State University is strengthened by a consideration of the responses and expressed statements of the former externs. The one hundred and thirty-seven former externs were instructed to give a value judgment for each activity experi- enced in the program. The former externs were asked to express such a ' value judgment for each administrative experience which they might have had during the program, either through lectures , discussions, or in any form of presentation. This evaluation was to be an expression of the value of the areas and activities as experienced in the program. The former externs were asked whether the activity experienced was of "little or no value, " " some value , " or "much value. " A value index (number value) was assigned to each of these categories so that a single point value may be reported for each activity experienced in the Extern Program. The category of "little or no value" was assigned a point value of one , the category of " some value" was assigned a point value of three, and the category of "much value" was assigned a point value of five. The number of responses in each category was then multiplied by the above -- described point value assigned to the category. The products of these multiplications for each of the three categories was totaled and then divided by the total number of responses for the activity experienced. The quotient , then, became the point value for each activity experienced. 85 The former externs were also asked to indicate to what extent the activity experienced was effective as measured on the basis of the change that took place in their practices , techniques , methods, and philosophy. The same index and procedure, as described above for determining the values of the activities experienced, was used to ascertain the effect of the expe- rience . The former externs indicated whether the effect of the experience resulted in "little or no improvement, " " some improvement , " or "much improvement . " The values and effects of the activities experienced by the former externs are presented in this chapter. The presentation is divided into two basic parts -- one part for the values as judged by the former externs, and the other part for the effects of the experiences as reported by the former externs. Each part as presented is divided into three separate sections so that the values and effects of the Extern Program may be compared on the basis of the type of position held by the former extern (Refer to Table 111, page 41). The first section for each part presents the point value as reported by the one hundred and thirty-seven former externs (Table XXXIV) . The second section (Table XXXV) presents the point value as reported by the eighty former externs holding positions of district-wide responsibility. The third section (Table XXXVI) presents the point value as declared by the fifty-seven former externs holding administrative positions of specific building or program responsibility. Prior to presenting the information concerning the values and effects of the experiences of the former externs, it is desirable to point out certain facts as expressed by some of the former externs when reporting their stated values and the effects of the experiences. Some former externs (particularly those with a tenure of less than two years) noted that they 86 necessarily gave a low value judgment to some activities because they were covered only briefly at the given time , and were to be more fully presented or further developed at a future extern session. That this development and further exploration did take place at a future session and in another term was noted, but the benefits were not realized by the reporting extern who had either terminated his program, or did not participate in the program that given term. (See page 174,regarding recommendations relative to this problem). Possibly, the questionnaire could have been structured to include this factor. Then too, the structure of the questionnaire did not allow for another factor as expressed by some externs. This dealt with the fact that an activity judged of much value by reporting externs, was reported as having little improvement relative to effect, because the professional position of the extern limited the possibilities to put the activity to the test of practice and effect. This latter limitation was particularly noted by some of the principals in reporting on business management and practices. auxiliary services , community relations , and school board relations. Other externs noted this limitation, stating that their specific duties and responsibilities did not permit for an opportunity to fully evaluate the effect of a given activity. However, the investigator upon advice from his committee , determined that the factors described above did not preclude the exclusion of the values and/or effects , as reported by the relatively few former externs in this category. This inclusion did tend, in a few instances , to lower the point value assigned to a given activity, although it is doubtful that these relatively few factors lowered the point value for the entire general area. However, the point value assigned to the effect of the experience was undoubtedly lowered in some instances, for the specific activity, and as a result, for some general areas. However, it was felt that this condition 87 was a desirable factor to include in the study, and should be recognized in the development of suggestions for improvement of the program. Also, any further research and study should include this factor in the development of basic considerations when preparing the research. It was also expressed by several of the externs who had relatively extensive experience as a school administrator that even when a specific activity was of "much value" that the extent of the effect of the experience could not be judged as "much improvement," because of this very experi- ence and acquired competency. The very unique aspect of the Extern Program itself, and the unusual type of personnel involved in the program as externs , must be fully considered in judging the values to be presented on the follow— ing pages . Values and Effects Of The Experiences For All Externs The one hundred and thirty—seven former externs responding to the questionnaire stated that they had a total of 6 ,801 experiences in the Extern Program. Of this total, the respondents judged 478 or 7.0% of the experiences to have "little or no value , " 3 , 661 or 53 .9% of the experiences to have been of " some value , " and 2 ,662 or 39 . 1% of the experiences to have been of "much value. “ With regard to the factors described on the previous page, these same one hundred and thirty-seven former externs indicated the effect of the experiences as follow: 880 (12.9%) reported "little or no improvement, " 3,779 (55 . 6%) reported " some improvement, " and 2, 142 (31.5%) reported "much improvement. " A point value of 3 .6 is derived for all of the experiences of the Extern Program as these values were expressed by the former externs . The effects of the experiences received a point value of 3.4 by the one hundred and thirty-seven former externs . With regard to the varied backgrounds and 88 professional positions held by the one hundred and thirty-seven former externs (see Chapter IV) , and the great number of activities experienced by the former externs (see Chapter V), these point values would indicate that the former externs placed a high value upon the activities experienced in the program, as well as a high value on the effects of the experiences . The point values for each of the ten general areas of school admin- istration, as well as for each of the one hundred and eight specific activities as these values and effects were reported by the one hundred and thirty- seven former externs participating in this study, are listed in Table XXXIV (pages 89 - 95). All of the general areas of school administration have a point value of between 3.5 and 4. 0 for the activities experienced by the former externs , and a point value between 3 .2 and 3. 7 for the effects of the experiences. The highest values were given to the general area of school board relations with point Values of 4.0 for the activities experienced, and 3 .7 for the effects of the experiences. Staff relations , which had the highest ranking in terms of percentages of experience (see preceding chapter), had point values of 3.7 and 3.4 respectively. With the exception of business management and practices which received a point value 3.5 for activities experienced, all other general areas of administration received a point value of 3.6 . Other point values reflecting the effect of the experiences ranged from 3 .4 to 3 .2. In addition to the previously noted area of staff relations, school plant and pupil-personnel guidance also received point values of 3 .4 for the effects of the experiences. Point values of 3.3 for the effects of the experiences were given to personnel administration, finance, and business management and practices . Receiving point vlues of 3 .2 for the effects of the experiences were auxiliary services and community relations . TA BLE XXXIV VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY-SEVEN FORMER EXTERN S General Areas and Number Value Effect of Specific.Activities Reported Judgment Experience CURRICULUM AND INSTRUCTION Preparation and improvement of the curriculum 92 3 , 7 3 , 4 Selection of textbooks and instructional materials 47 3 . 0 2 Initiation of changes in the curriculum 100 3 . 6 3 5 Providing for instructional leadership 1 1 3 4 . 1 3 . 9 Leadership at staff meetings 1 10 3 .9 3 . 7 Classroom visitations 76 3 . 3 3 . 0 Evaluation of instruction 86 3 . 4 3 . 2 Supervision of individual - teaching 67 3 . 4 3 . 1 Development of an in-service program 80 3 .8 3 .6 Developing an effective plan on formal organization 5 7 3 . 4 3 . 1 Employing community resources in the instructional program 89 3 .4 3 . 2 TOTALS 917 3.6 3.4 PERSONNEL ADMINISTRATION Preparation of criteria for selection of teachers 52 3 .5 3 5 Teacher interviews - how to conduct 45 3.6 3.4 Teacher selection 56 3 . 5 3 . 1 Orientation of personnel 103 3 . 9 3 . 6 Development of schedules and work loads 74 3 5 3 . 2 Evaluation of teaching personnel 9 5 3 . 6 3 . 3 Evaluation of non-teaching personnel 64 3 . 6 3 . 2 Solving staff morale problems 1 0 1 3 . 7 3 . 4 Regarding the suspension and dismissal of employees 82 3 . 8 3 . 5 Transfers of teaching personnel from one school to another school 35 3 . O 2 . 7 TOTALS 707 3 . 6 3 . 3 ---Continued--- 90 TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY- SEVEN FORMER EXTERNS General Areas and Number Value Effect of Specific Activities Reported Judgment Experience FINANCE ' Preparation of the budget 59 3 .9 3 .4 Administration of the budget 63 3 . 8 3 . 5 Preparation of financial state- ments for the board 48 3 . 9 3 . 7 Preparation of financial data for citizens advisory groups 38 3 . 9 3 . 8 Investigation of insurance rates and coverages 45 3 . 8 3 . 7 Formulation and evaluation of salary schedule 67 3 . 6 3 . 0 Preparation and completion of state reports 48 3 . 1 3 . 0 Computation of per pupil costs and other various statistical data 38 3 . 3 3 . 3 Payroll preparation and procedure 26 3 . 0 2 . 8 Providing a system of financial accounting 37 3 . 5 3 . 4 Study and evaluation of tax rates 46 3 . 3 3 . 0 TOTALS 515 3.6 3.3 BUSINESS MANAGEMENT AND PRACTICES Systematic control of records and funds 46 3.8 3.3 System of inventory of fixed assests and appraisal 25 3 . 4 3 . 2 Businesslike and ethical purchase procedures 76 3 . 6 3 . 4 Study of equipment and supply needs 53 3.5 3.3 Storage , receiving , distributing and inventorying supplies 3 7 3 . 2 2 . 9 Preparation of specifications for bids and for purchasing 49 3 . 7 3 . 6 Processing of bids 39 3.5 3.3 Coordination of orders , payments , receipts 22 3.3 3. 1 Analyzing the expenditures of the school district 48 3 . 8 3 . 7 TOTALS 395 3.5 3.3 ——-Continued--- TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCE OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY- SEVEN FORMER EXTERNS 91 General Area and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL PLANT Selection of school architect 44 3 . 5 3 . 5 Evaluation and selection of existing sites and facilities 33 3 . 5 3 . 2 Determining the educational requirements of the new building 6 2 3 . 7 3 . 5 Planning for the new building and equipment with the architect 49 3 . 9 3 . 5 Planning for the new building and equipment with the staff 53 3 . 7 3 . 4 Planning for the new building and equipment with the students 27 2.9 2.4 Planning for the new building and equipment with the community 44 3 . 3 3 . 3 Evaluation of building and site plans 27 3 : 7 3 .4 Letting of bids for construction 23 3 . 7 3 . 3 Supervision during construction 25 3 . 5 3 . 2 Acceptance of completed project 20 3 . 7 3 . 5 Daily operation and maintenance program 53 3 . 8 3 . 5 Establishing of duties and schedules 55 3.7 3.5 Determining the amount of coverage for insurance 39 3 . 5 3 . 3 Determining plant utilization 41 3 . 5 3 . 4 TOTALS 595 3.6 3.4 --—Continued——- 92 TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCE OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY-SEVEN FORMER EXTERNS General Areas and Number Value Effect of Specific Activities Reported Judgment Experience AUXILIARY SERVICES Evaluation of transportation needs 5 2 3 . 6 3 . 3 School bus scheduling 43 3 . 4 3 . 1 Hiring of transportation personnel 35 3 . 2 2 . 9 Operation and maintenance of school buses 53 3.6 3.3 Development of regulations governing operation of school buses 61 3.7 3.5 State Aid program concerning transportation reimbursement 63 3 . 6 3 . 2 Preparation of bids and purchase of school buses 39 3 .9 3 .5 State and federal aid to school cafeteria 32 3 . 5 3 . 1 Management and finance of cafeteria 36 3 . 7 3 . 2 Selection and supervision of cafeteria personnel 29 3 . 2 2 . 7 Purchase of cafeteria equipment 24 3 . 7 2 . 9 TOTALS 467 3.6 3.2 PUPIL-PERSONNEL GUIDANCE Providing guidance service for all children 93 3 . 5 3 . 4 Administration of the guidance and testing program 88 3 . 7 3 . 4 Planning and evaluation of individual guidance 7 1 3 . 5 3 . 3 Planning and evaluation of group guidance 64 3 . 4 3 . 2 Evaluation of the guidance and testing program 79 3 . 6 3 . 4 Use of pupil cumulative records 9 1 3 . 7 3 . 5 Developing procedures for reporting to parents 9 l 3 . 9 3 . 7 TOTALS 577 3.6 3.4 ---Continued-—- 93 TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCE OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY- SEVEN FORMER EXTERN S General Areas and Number Specific Activities Reported Value Effect of Judgment Experience COMMUNITY RELATIONS Organizing lay and professional groups for participation in educational planning and other educational activities Developing competency in human relations Organizing school and community surveys Developing system of communication surveys Preparation of news releases Conducting and utilizing research concerning educational problems of the school and community Providing for adult education The use of community resources in the school program Participation in the Parent- Teacher Association Utilizing parent conferences Interpretation and presentation of school policies to the community TOTALS 92 105 72 50 60 57 56 90 61 87 85 815 3 7 3.3 4.0 3 6 3 5 3.2 3.4 3.1 3 5 3.3 3.3 2.8 3.5 2.7 3.7 3.3 2.8 2.6 3.7 3.4 3 8 3.4 3 6 3.2 ---Continued-—-- 94 TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCE OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY- SEVEN FORMER EXTERN S General Areas and Number Value Effect of Specific Activities Reported Judgment Experience STAFF RELATIONS The development of staff salary schedules 70 3.4 3. 0 Promoting staff growth through staff meetings 98 3 . 7 3 . 3 Promoting staff growth through participation in professional organizations 89 3 . 5 3 . 1 Promoting staff growth through participation in community activities 79 3 . 3 3 . 0 Promoting staff growth through in-service training 99 3 . 6 3 . 2 Improving staff morale through the development of sick leave provisions and other fringe benefits 74 3 . 2 3 . 0 The development of a general climate conducive to good staff morale and a seriousness of purpose 97 3.8 3.4 Defining the duties and responsibilities of the staff 9 1 3 . 7 3 . 4 The development and interpre- tation of written school board policies and the utilization of the staff in this responsibility 99 4. 0 3 . 7 The use of staff bulletin 81 3 .5 3 .5 Providing the opportunity for staff to make presentation of instruc- tional methods or curriculum materials to the Board 64 4 . O 3 . 8 Recognizing the contributions made by the staff to the total educational program 86 3 . 8 3 . 6 The development of a feeling of mutual confidence, faith, and integrity between staff, and the administration 9 7 4 . 0 3 . 7 TOTALS 1124 3.7 3.4 ---Continued--- TABLE XXXIV (Continued) VALUES AND EFFECTS OF THE EXPERIENCE OF THE EXTERN PROGRAM AS REPORTED BY ALL ONE HUNDRED THIRTY- SEVEN FORMER EXTERN S General Areas and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL BOARD RELATIONS Preparation of board agenda 59 4 . 1 3 . 8 Preparation of other reports for the board 59 4 . 1 3 . 7 Advising the board on policy formulation 73 4 . 0 3 . 8 Executing board policy 77 4 . 0 3 . 6 Keeping the board informed 83 4 . 0 3 . 8 Developing a sound working relationship with the board 81 4 . 1 3 . 8 Aiding the board to distinguish between policy and executive function 79 4 1 3 . 6 Involving the board in the building program 54 4 . 1 3 . 7 Developing and providing opportunities for the board to meet and work with the staff 69 3 . 6 3 .4 Developing and providing opportunities for the board to appear before the public 55 3. 7 3. 3 TOTALS 689 4.0 3.7 GRAND TOTAL OF ALL GENERAL AREAS 6801 3.6 3.4 96 The greatest difference in point value between the general area of activities experienced and the effects of the experiences for these same activities , occurred in the areas of auxiliary and community relations which were both reported with respective point values of 3.6 and 3 .2 , for a difference of .4 in point values. The one hundred and thirty-seven former externs gave sixty-four of the one hundred and eight specific activities a point value of 3.6 or greater. (A point value of 3 .6 was the average value of all activities experienced). They also gave a point value of 3.4 or greater (average value of all effects of the experiences) to fifty-four of the effects of the experiences . All ten of the specific activities in the area of school board relations were valued at 3 .6 or greater, and nine of the ten effects of the experiences in school board relations were valued at 3 .4 or greater. Other general areas ranking high in this regard were finance and staff relations. Finance had seven of eleven of the specific activities valued at 3 .6 or greater, and six of the eleven effects of the experiences were valued at 3 .4 or greater. Staff relations had eight of thirteen and seven of the thirteen so valued. It is interesting to note that auxiliary services also had seven of eleven specific activities valued at 3.6 or greater, but only two of the eleven effects of the experiences received a point value of 3 .4 or greater. The specific activity experienced and effects of the experience with the lowest point values reported were participation in the Parent-Teacher Association which had point values of 2.8 for the activity expereinced and 2.6 for the effect of the experience , and planning for the new building and equipment with the students which had respective point values of 2.9 and 2.4 . The greatest difference in point value between a specific activity experienced and the effect of the experience was a difference of .8 in point value. This occurred in two specific activities - the purchase of cafeteria equipment which received respective point values of 3 . 7 and 2.9 , and in providing for adult education with respective point values of 3 . 5 and 2 . 7 . Five of the specific activities experienced and effects of the experi- ence received the same point values. These were: the preparation of criteria for the selection of teachers , the preparation and completion of state reports , the selection of school architects, the planning for the new building and equipment with the community, and the use of the staff bulletin. Six of the specific activities experienced received a point value of 4 . 1 , five of them in the area of school board relations , and seven other activities experienced had a point value of 4. 0 . Providing for instructional leadership was the single activity which received the highest point value for the specific activity experienced (4. l) and the effect of the experience (3.9) . No other effect of the experience received a point value of 3.9 or greater. It is generally considered that the single most important aspect of school administration is that of instructional leadership. It is most significant , that this specific activity received the highest point value for both the specific activity experienced and for the effect of the experience by the one hundred and thirty-seven former externs. Other specific activities experienced which received a point value of 4. 1 were: (parenthesis in this case indicates point value of the effect of the experience) preparation of the board agenda (3 .8) , preparation of other reports for the board (3. 7), developing a sound working relationship with the board (3 .8) , aiding the board to distinguish between policy and executive function (3 .6) , and involving the board in the building program (3.7). 98 Values and Effects of the Experiences For Former Externs With District- Wide Resgnsibilities Eighty of the one hundred and thirty—seven former externs responding to the questionnaire held positions of district-wide responsibility. Seventy of these eighty former externs are the chief administrator in their school district , holding the position of superintendent of schools . The values and effects attributed to the ten general areas of school administration and to the specific activities and their effects by this group of eighty former externs are presented in Table XXXV (pages 99 - 105). They gave value judgments to 4,522 of the experiences of the Extern Program. Of this total, the respondents judged 283 or 6.3% of the experiences to have "little or no value , " 2 ,444 or 54.0% of the experi— ences to have been of "some value, " and 1 ,795 or 39 .7% of the experi— ences to have been of "much value . " The effect of the experiences were judged as follows: "little or no improvement" 530 (11 .7%) , " some improvement" 2,522 (55.8%), and "much improvement" 1,470 (32.5%). These responses yielded a point value of 3 .7 for all of the specific experiences of the Extern Program, and 3 .4 for the effect of the experi- ences , as judged by the eighty former externs with positions of district- wide responsibility . TABLE XXXV VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE EIGHTY FORMER EXTERN S WHO HOLD POSITIONS OF DISTRICT-WIDE RESPONSIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience CURRICULUM AND INSTRUCTION Preparation and improvement of the curriculum 54 3 . 6 3 . 4 Selection of textbooks and instructional materials 2 1 2 . 4 2 . 4 Initiation of changes in the curriculum 5 6 3 . 6 3 5 Providing for instructional leadership 70 4 . 3 4 . 1 Leadership at staff meetings 6 2 3 . 8 3 . 7 Classroom visitations 37 3 . 1 2 . 8 Evaluation of instruction 48 3 . 3 3 . 1 Supervision of individual teaching 34 3 . 2 2 . 8 Development of an in-service program 5 2 3 . 7 3 . 8 Developing an effective plan on formal organization 33 3 . 2 3 . l Employing community resources in the instructional program 56 3 . 4 3 . 1 TOTALS 523 3 . 6 3 . 4 ---Continued--- 100 TABLE XXXV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- SIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience PERSONNEL ADMINISTRATION Preparation of criteria for selection of teachers 34 3 .5 3 5 Teacher interviews - how to conduct 27 3.7 3.4 Teacher selection 35 3 . 6 3 . 2 Orientation of personnel 66 4 . 0 3 . 6 Development of schedules and work loads 40 3.5 3.2 Evaluation of teaching personnel 53 3 . 5 3 . 2 Evaluation of non-teaching personnel 40 3 . 6 3 . 1 Solving staff morale problems 60 3 . 8 3 . 2 Regarding the suspension and dismissal of employees 54 3 . 8 3 . 5 Transfers of teaching personnel from one school to another school 2 1 2 . 8 2 . 5 TOTALS 430 3.6 3.3 FINANCE Preparation of the budget 45 4 . 0 3 . 5 Administration of the budget 48 3 . 8 3 . 4 Preparation of financial state— ments for the board 40 4 . 0 3 . 8 Preparation of financial data for citizens advisory groups 29 3 .6 3 .8 Investigation of insurance rates and coverage 38 3 . 6 3 . 6 Formulation and evaluation of salary schedule 46 3 . 7 3 . 1 Preparation and completion of state reports 36 3 . 2 2 . 9 Computation of per pupil costs and other various statistical data 26 3 . 5 3 . 3 Payroll preparation and procedure 20 3 . 1 2 . 8 Providing a system of financial accounting 27 3 .4 3 . 3 Study and evaluation of tax rates 35 3 . 3 3 . 1 TOTALS 39 0 3 . 6 3 . 4 ---Continued--- 101 TABLE XXXV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- SIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience BUSINESS MANAGEMENT AND PRACTICES Systematic control of records and funds 35 3 .5 3.3 System of inventory of fixed assets and appraisal 17 3 . 2 3 . O Businesslike and ethical purchase procedures 6 1 3 . 6 3 . 5 Study of equipment and supply needs 33 3 . 5 3 . 3 Storage , receiving , distributing and inventorying supplies 25 2 . 8 2 . 9 Preparation of specifications for bids and for purchasing 40 3 . 7 3 . 6 Processing of bids 32 3 .4 3 .2 Coordination of orders , pay- ments, receipts 16 3.3 3. 1 Analyzing the expenditures of the school district 4 1 3 . 5 3 . 4 TOTALS 300 3 . 5 3 . 3 ---Continued--- 102 TABLE XXXV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- SIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL PLANT Selection of school architect 33 3 . 5 3 . 6 Evaluation and selection of existing sites and facilities 25 3 .4 3 . 1 Determining the educational 0 requirements of the new building 43 3 .7 3 .5 Planning for the new building and equipment with the architect 32 3 . 6 3 .4 Planning for the new building and equipment with the staff 35 3 . 8 3 . 6 Planning for the new building and equipment with the students 20 2 . 7 2.4 Planning for the new building and equipment with the community 30 3 .4 3 . 3 Evaluation of building and site plans 20 3 . 7 3 . 4 Letting of bids for construction 19 3 .8 3 . 2 Supervision during construction 20 3 . 8 3 . 4 Acceptance of completed project 15 3 . 7 3 .4 Daily operation and maintenance program 38 3 . 8 3 . 6 Establishing of duties and schedules 40 3.7 3.5 Determining the amount of coverage for insurance 30 3 . 5 3 . 4 Determining plant utilization 27 3 . 5 3 . 6 TOTALS 427 3 . 7 3 . 4 AUXILIARY SERVICES Evaluation of transportation needs 44 3 . 7 3 . 5 School bus scheduling 35 3 . 5 3 . 3 Hiring of transportation personnel 30 3 . 3 3 . 0 Operation and maintenance of school buses 46 3.7 3.2 Development of regulations governing operation of school buses 50 3 . 6 3 . 6 State Aid program concerning trans- portation reimbrusement 55 3 . 6 3 . 2 Preparation of bids and purchase . of school buses 33 3.9 3.6 State and federal aid to school cafeteria 25 3.4 3 1 Management and finance of cafeteria 30 3 .6 3 3 Selection and supervision of cafeteria personnel 2 1 3 . 2 2 . 8 Purchase of cafeteria equipment 18 3 .6 2 9 TOTALS 387 3 . 6 3 . 3 LUV TABLE XXV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AC REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- BILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience PUPIL-PERSONNEL GUIDANCE Providing guidance services for all children 5 0 3 . 6 3 . 4 Administration of the guidance and testing program 46 3 . 7 3 . 5 Planning and evaluation of individual guidance 33 3 . 2 3 . 1 Planning and evaluation of group guidance 32 3 . 3 3 . 1 Evaluation of the guidance and testing program 43 3 . 4 3 . 2 Use of pupil cumulative records 46 3 . 7 3 . 3 Developing procedures for reporting to parents 47 4 . 0 3 . 8 TOTALS 297 3 . 6 3 . 4 COMMUNITY RELATIONS Organizing lay and professional groups for participation in educational planning and other educational activities 60 3 . 8 3 . 4 Developing competency in human relations 71 4.0 3 .6 Organizing school and community surveys 48 3 . 7 3 . 5 Developing system of communication surveys 36 3 . 6 3 . 3 Preparation of news releases 40 3 . 7 3 . 3 Conducting and utilizing research concerning educational problems of the school and community 38 3 .4 2.8 Providing for adult education 41 3 .5 2. 8 The use of community resources in the school program 60 3 .8 3 3 Participation in the Parent- Teacher Association 38 2 .9 2 . 6 Utilizing parent conferences 49 3 . 7 3 . 4 Interpretation and presentation of school policies to the community 5 2 3 . 8 3 . 4 TOTALS 533 3 . 7 3 . 3 ---Continued--- 104 TABLE )OOCV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- SIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience STAFF RELATIONS The development of staff salary schedules 46 3 . 4 3 . 2 Promoting staff growth through staff meetings 59 3 . 7 3 . 3 Promoting staff growth through participation in professional organizations 55 3 . 6 3 . 1 Promoting staff growth through participation in community activities 50 3 .3 3. 1 Promoting staff growth through in-service training 62 3 . 6 3 . 4 Improving staff moral through the development of sick leave provisions and other fringe benefits 5 1 3 . 2 3 . 0 The development of a general climate conducive to good staff morale and a seriousness of purpose 58 3.7 3.5 Defining the duties and responsi- bilities of the staff 52 3 . 7 3 . 5 The development and interpre- tation of written school board policies and the utilization of the staff in this responsibility 63 The use of staff bulletin 46 Providing the opportunity for staff to make presentation of instructional methods or curriculum materials to the board 45 4 . 1 4 . 0 Recognizing the contributions made by the staff to the total educational program 53 3 . 9 3 . 7 The development of a feeling of mutual confidence, faith, and integrity between staff, and the administration 59 3 . 9 3 . 8 00b CAN (4000 03m TOTALS 699 3.7 3.5 ---Continued--- 105 TABLE XXXV (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AC3 REPORTED BY THE EIGHTY FORMER EXTERNS WHO HOLD POSITIONS OF DISTRICT-WIDE RESPON- SIBILITY General Areas and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL BOARD RELATIONS Preparation of board agenda 50 4 . 1 3 .9 Preparation of other reports for the board 45 4 . 2 3 . 9 Advising the board on policy formulation 59 4 . l 3 . 9 Executing board policy 60 4 . 0 3 . 8 Keeping the board informed 63 4 . l 4 . 0 Developing a sound working relationship with the board 6 1 4 . 3 4 . 0 Aiding the board to distinguish between policy and executive function 65 4 . 2 3 8 Involving the board in the building program 40 4 . 3 3 . 9 Developing and providing opportunities for the board to meet and work with the staff 5 0 3 . 8 3 . 6 Developing and providing opportunities for the board to appear before the public 43 3 . 8 3 . 3 TOTALS 536 4.1 3.8 GRAND TOTAL OF ALL GENERAL AREAS 4522 3.7 3.4 106 Seven of the ten general areas of school administration received equal values for the activities experienced as expressed by the eighty former externs with district-wide responsibility as compared to all one hundred and thirty-seven former externs . The remaining three areas received higher point values by the eighty former externs. The eighty former externs gave higher point values to five of the ten general areas relative to the effect of the experiences than did all one hundred and thirty-seven former externs . The general areas of administration receiving these higher point values by the eighty former externs with district-wide responsibility were as follows: for the specific activities experienced -- school plant (3. 7), community relations (3 .7) , and school board relations (4. 1), for the effects of the experience— finance (3.4), auxiliary services (3 .3), community relations (3.3), staff relations (3.5) and school board relations (3.8). All of the above mentioned areas received a point value by the eighty former externs with district-wide responsibility of . 1 more than that given by all one hundred and thirty-seven former externs . As in the case for all one hundred and thirty-seven former externs , the eighty former externs also gave the highest point value to providing for instruction leadership. This single specific activity experienced received a point value of 4.3, and the effect of the experience received a point value of 4. 1 . The general area of school board relations had eight specific activities receiving a point value of 4. 0 or higher, and the point values for the effect of these experiences ranged from 3 .8 to 4.0. It is readily seen that the superintendents placed especially high value on this general area. In addition to the nine specific activities noted above , the superintendents gave point values of 4.0 or more to six other specific activities, with point values for the effect of these experiences ranging from 3.5 to 4.0. 107 The specific activity experienced, and effects of the experience with the lowest point values reported by the eighty former externs with district- wide responsibility was the selection of textbooks and instructional materials with identical points values of 2.4. Only four other specific activities experienced by the eighty superintendents received point values of less than 3 .0. The fact that one hundred and three of the one hundred and eight specific activities experienced by the eighty former externs with district— wide responsibility received point values of 3 .0 or better, with corresponding high value placed on the effects of the experiences, gives indication that these eighty former externs value highly their experiences in all of these areas of the Extern Program. Values and Effects of the Experiences For Former Externs With Specific Building or Program Responsibilities Fifty-one of the fifty-seven externs with specific building or program responsibilities served as principals or assistant principals. The group made a totalof 2,279 value judgments of which 195 (8.6%) of the specific activities experienced were for "little or no value, " 1 ,218 (53 .4%) were for " some value, " and 866 (38.0%) were for "much value . " They judged 350 (15 .3%) of the effects of the experiences as being of "little or no improvement , " 1 ,257 (55 . 1%) of " some improvement ," and 672 (29.6%) of "much improvement. " These responses yielded a point value of 3 .6 for all of the specific activities experienced, and 3.3 for the effect of the experiences , as reported by the fifty—seven former externs who hold positions of specific building or program responsibility . Table XXXVI (Pages 108 - 114) gives these point values. TABLE XXXVI VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS 108 REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience CURRICULUM AND INSTRUCTION Preparation and improvement of the curriculum 38 3 7 3 .4 Selection of textbooks and instructional materials 26 3 5 3 . 2 Initiation of changes in the curriculum 44 3 7 3 . 6 Providing for instructional leadership 43 3 . 9 3 . 7 Leadership at staff meetings 48 4 . 0 3 . 7 Classroom visitations 39 3 . 6 3 . 2 Evaluation of instruction 38 3 . 6 3 . 4 Supervision of individual teaching 33 3 . 7 3 . 4 Development of an in- service program 28 3 .5 3 1 Developing an effective plan on formal organization 24 3 7 3 .3 Employing community resources in the instructional program 33 3 5 3 . 2 TOTALS 394 3 7 3.4 ---Continued--- 109 TABLE XXXVI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience PERSONNEL ADMINISTRATION Preparation of criteria for selection of teachers 18 3 . 7 3 . 5 Teacher interviews - how to conduct 18 3.7 3.5 Teacher selection 21 3 . 4 3 . 1 Orientation of personnel 37 3 . 9 3 . 5 Development of schedules and work loads 34 3 . 7 3 . 4 Evaluation of teaching personnel 42 3 . 6 3 . 4 Evaluation of non-teaching personnel 24 3 . 7 3 . 3 Solving staff morale problems 4 1 3 . 6 3 . 4 Regarding the suspension and dismissal of employees 28 3 . 7 3 . 5 Transfers of teaching personnel from one school to another school 14 3.3 3.0 TOTALS 277 3.6 3.4 FINANCE Preparation of the budget 14 3 .4 2 .9 Administration of the budget 15 3 7 3 .8 Preparation of financial state- ments for the board 8 3 . 3 3 . 3 Preparation of financial data for citizens advisory groups 9 4 . 1 3 .9 Investigation of insurance rates and coverage 7 3 . 3 3 . 0 Formulation and evaluation of salary schedule 2 1 3 . 4 2 . 9 Preparation and completion of state reports 12 3 . O 3 . 3 Computation of per pupil costs and other various statistical data 12 3 . O 3 . 3 Payroll preparation and procedure 6 2 . 7 3 . 0 Providing a system of financial accounting 10 4 . 0 3 . 6 Study and evaluation of tax rates 11 3 .2 2 .8 TOTALS 1 25 3 . 4 3 . 2 ---Continued——- 110 TABLE )OONI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience BUSINESS MANAGEMENT AND PRACTICES Systematic control of records and funds 11 3.7 3.3 System of inventory of fixed assets and appraisal 8 3 . 8 3 . 6 Businesslike and eithical purchase procedures 15 3 . 4 3 . 0 Study of equipment and supply needs 20 3 .4 3 . 2 Storage , receiving , distributing and inventorying supplies 12 3 . 8 2 . 8 Preparation of specifications for bids and for purchasing 9 3 . 7 2 8 Processing of bids 7 3 . 9 3 . 6 Coordination of orders , pay— ments, receipts 6 3.3 3.0 Analyzing the expenditures of the school district 7 3 . 6 3 . 6 TOTALS 95 3 . 6 3 . 1 L—i n Ilffiinuk TABLE XXXVI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL PLANT Selection of school architect 1 1 3 .4 3 . 5 Evaluation and selection of existing sites and facilities 8 4 . O 3 . 8 Determining the educational requirements of the new building 19 3 .8 3 . 6 Planning for the new building and equipment with the architect 17 3 .9 3 . 6 Planning for the new building and equipment with the staff 18 3 . 7 3 .4 Planning for the new building and equipment with the students 7 3 6 2 .4 Planning for the new building and equipment with the community 14 3 . 1 3 . 1 Evaluation of building and site plans 7 3 .9 3 .6 Letting of bids for construction 4 3 .5 4 . 0 Supervision during construction 5 2 . 2 2 . 2 Acceptance of completed project 5 3 .8 3 .8 Daily operation and maintenance program 15 3 . 8 3 . 3 Establishing of duties and schedules 15 3 . 7 3 . 7 Determining the amount of coverage for insurance 9 3 . 4 3 . 0 Determining plant utilization 14 3 . 6 3 . 0 TOTALS 168 3.6 3.4 AUXILIARY SERVICES Evaluation of transportation needs 8 3 . O 2 . 5 School bus scheduling 8 3 . 3 2 . 3 Hiring of transportation personnel 5 3 . 0 2 . 2 Operation and maintenance of school buses 7 3.0 2.4 Development of regulations governing operation of school buses 11 3.7 3.0 State aid program concerning transportation reimbursement 8 3 . 8 . 3 . 0 Preparation of bids and purchase of school buses 6 4.0 3.0 State and federal aid to school cafeteria 7 3 . 9 3 . 0 Management and finance of cafeteria 6 4 . 0 3 . 0 Selection and supervision of cafeteria personnel 8 3 . 3 2 . 3 Purchase of cafeteria equipment 6 4 . 0 3 . 0 TOTALS 80 3 . 5 2 . 7 TABLE XXXVI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAMAS REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience PUPIL-PERSONNEL GUIDANCE Providing guidance services for all children 43 3 . 5 3 . 4 Administration of the guidance and testing program 42 3 . 7 3 . 4 Planning and evaluation of individual guidance 38 3 . 7 3 . 6 Planning and evaluation of group guidance 32 3 . 5 3 . 2 Evaluation of the guidance and testing program 36 3 . 8 3 . 5 Use of pupil cumulative records 45 3 . 6 3 . 7 Developing procedures for reporting to parents 44 3 . 8 3 . 7 TOTALS 280 3.6 3.5 COMMUNITY RELATIONS Organizing lay and professional groups for participation in educational planning and other educational activities 32 3 . 3 3 . 0 Developing competency in human relations 34 4 . 0 3 . 7 Organizing school and community surveys 24 3 . 2 2 . 7 Developing system of communication surveys 14 3 . 1 2 . 7 Preparation of news releases 20 3 . 1 3 . 3 Conducting and utilizing research concerning educational problems of the school and community 19 3 . 1 2 .8 The use of community resources in the school program 30 3 . 5 3 . 1 Providing for adult education 15 3 . 3 2 . 6 Participation in the Parent- Teacher Association 23 2 . 7 2 . 5 Utilizing parent conferences 38 3 . 7 3 . 6 Interpretation and presentation of school policies to the community 33 3 . 8 3 . 5 TOTALS 282 3 . 4 3 . 1 ---Continued-—- 113 TABLE )O(XVI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE FIFTY- SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Specific Activities Reported Value Effect of Judgment Experience STAFF RELATIONS The development of staff salary schedules Promoting staff growth through staff meetings . Promoting staff growth through participation in professional organizations Promoting staff growth through participation in community activities Promoting staff growth through in-service training Improving staff morale through the development of sick leave provisions and other fringe benefits The development of a general climate conducive to good staff morale and a seriousness of purpose Defining the duties and responsibilities of the staff The development and interpre- tation of written school board policies and the utilization of the staff in this responsibility The use of staff bulletin Providing the opportunity for staff to make presentation of instruc- tional methods or curriculum materials to the board Recognizing the contributions made by the staff to the total educational program The development of a feeling of mutual confidence, faith, and integrity between staff, and the administration TOTALS 24 39 34 29 37 23 39 39 36 35 19 33 38 425 3 3 2.7 3 7 3.4 3 3 3.0 3 3 2.9 3 6 2.9 3 3 2.9 3 9 3.3 3 7 3.3 3.7 3.4 3.3 3.4 3.8 3 3 3 8 3.4 4 l 3.6 3 6 3 2 --- Continued-- 114 TABLE XXXVI (Continued) VALUES AND EFFECTS OF THE EXPERIENCES OF THE EXTERN PROGRAM AS REPORTED BY THE FIFTY-SEVEN FORMER EXTERNS HOLDING ADMINISTRATIVE POSITIONS OF SPECIFIC BUILDING OR PROGRAM RESPONSIBILITIES General Areas and Number Value Effect of Specific Activities Reported Judgment Experience SCHOOL BOARD RELATION S Preparation of board agenda 9 3 .9 3 .4 Preparation of other reports for the board 14 3 . 6 3 . 3 Advising the board on policy formulation 14 3 . 6 3 . 3 Executing board policy 17 3 . 9 3 . 0 Keeping the board informed 20 3 6 3 .2 Developing a sound working relationship with the board 20 3 . 5 3 . O Aiding the board to distinguish between policy and executive function 14 3 . 9 2 . 9 Involving the board in the building program 14 3 . 6 3 . 3 Developing and providing opportunities for the board to meet and work with the staff 19 3 . 3 3 . 0 Developing and providing opportunities for the board to appear before the public 12 3 . 3 3 . 3 TOTALS 153 3.6 3.1 GRAND TOTAL 2279 3 . 6 3 . 3 my“ :3 . . " _ F, _-.£d.r:— a—u... -—-'.vsr_.——|' 115 Three of the ten general areas of school administration were given equal point values for the activities experienced as reported by the fifty-— seven principals as compared to all one hundred and thirty-seven former externs. These were personnel administration, school plant, and pupil- personnel guidance. The general areas of curriculum and instruction and business management and practices received higher point values by the fifty-seven principals, and the remaining five areas received lower point values . The fifty-seven principals gave an equal point value for the effect of the experience only to the general areas of curriculum and instruction and school plant. They gave higher point values for the effect of the experiences to the general areas of personnel administration and pupil- personnel guidance. All remaining six general areas for the effect of the experiences were given lower point values by the fifty-seven principals than by all one hundred and thirty-seven former externs . The general area of curriculum and instruction (3 . 7) was given the highest point value by the fifty-seven principals , and they gave a point value of 3 .4 to the effect of the experiences in this same area. The areas of finance and community relations received the lowest point values (3 .4) for the specific activities experienced. For the effects of the experience , the lowest point value was given to auxiliary services (2. 7) by the fifty- seven former externs with specific building or program responsibilities . Whereas providing for instructional leadership was given the highest point value by the former externs with district-wide responsibility, the fifty-seven former externs serving primarily as principals give higher point values to eight other specific activities. The preparation of financial data for citizens advisory groups received a point value of 4 . 1 for the specific activity experienced and a point value of 3 .9 for the effect of the experience. However, this may not be a valid reflection 116 in that only nine principals reported on this specific activity. However, thirty—eight reporting principals also gave a 4. 1 point value to the develop— ment of a feeling of mutual confidence, faith, and integrity between staff, and administration. The point value for the effect of this experience was 3 . 6 . In general the principals seemingly rated the specific activities experienced slightly lower than did the superintendents. The apparent limitations of their responsibilities in their professional positions also tended to somewhat lower their point value judgment for the effect of the .~ — experience. However, some caution should be exercised in the reading of Table XXXVI due to the fact that in some cases only a few judgments are made for the specific activities listed. This, of course, is again due to the split sessions within the Extern Program, and the distinct effort made by the designers of the program to meet the needs and desires of the participating externs . Values and Effects of the Extern Program Accordingto the Types of Administrative Positions Table XXXVII (page 1 17) points out that the high value for the Extern Program held by the former externs is not dependent upon the types of administrative positions held by the former extern. The point values of the program as reported in Table XXXVII only show a difference of . 1 between any of the three groups so listed. Point values of 3 . 6 and 3 .3 are shown for the fifty-seven principals , the eighty former externs with positions of district-wide responsibility show point values of 3. 7 and 3 .4, and point values of 3 .6 and 3 .4 are reported for all one hundred and fifty-seven former externs. TABLE XXXVII VALUES AND EFFECTS OF THE EXTERN PROGRAM ACCORDING TO THE TYPES OF ADMINISTRATIVE POSITIONS Type of Administrative Position Number Reported Value Judgment Effect of Experience Reported by the fifty-seven former externs holding administrative positions of specific building or program responsibility Reported by the eighty former externs holding administrative positions of district-wide responsibility Reported by all one hundred and thirty—seven former externs 2279 4522 6801 3 3 .6 .7 .6 3 3 3 .3 .4 .4 117 CHAPTER VII OTHER EFFECTS OF THE EXTERN PROGRAM UPON THE EXTERN The Entire Experience of the Program The two preceding chapters (Chapters V and VI) dealt with the expe- riences of the Extern Program and with the values and effects of these experiences as reported by the one hundred and thirty-seven former externs . Further evaluation of the effects of the Extern Program upon the extern is available based on stated opinions of both former and current externs relative to the entire experience of the program without reference to specific areas or activities and the effects of those specific areas or activities . Meeting the Objectives of the Extern Program The second section of the questionnaire contained a list of eight stated objectives of the Extern Program as developed by Vescolani and Hansford. These objectives pertained directly to the extern. Both former and current externs were asked to indicate the extent to which each ob- jective was met by the Extern Program. Three steps were utilized in the extent scale: "objective not met, " "objective partially met, " and "ob- jective adequately met. " Tables XXXVIII and XXXIX (pages 119 and 120) show the degree to which both former and current externs state that the program meets the stated objectives . It is immediately apparent upon inspection of table XXXVIII and XXXIX that the former externs with considerably more experience in the program felt that the Extern Program met the stated objectives to a greater degree than did the current externs with only one previous term of expe- rience in the Extern Program. 119 TABLE XXXVIII THE DEGREE TO WHICH EXTERNSHIP MEETS THE STATED OBJECTIVES OF THE EXTERN PROGRAM AS REPORTED BY THE ONE HUNDRED AND THIRTY- SEVEN FORMER EXTERN S (Responses Stated in Percent of Total Group) Objectives of the Objective Objective Objective Extern Program Not Partially Adequately Met Met Met To improve the professional compe- tency of the administrator in his daily work 0.8 34.3 64.9 To help the extern determine the true and full nature of the task of educational administration by analyzing his problems and practices 1 .6 33.5 64.9 To help the beginning administrator translate good theory into practice 3 . 7 30 .9 65 . 4 To promote ethical practices of the administrator in his work with personnel, students, parents and the public; and in the execution of the policies of the Board of Education 3 . 0 32 . 1 64 . 9 To stimulate a pioneering spirit on the part of the beginning administrator so that he may be prepared to meet the challenge of education in our dynamic and rapidly changing society 6 . 6 _ 37 . 9 55 . 5 To develop a broad, more comprehen- sive view of educational administration 3 . 0 26 . 2 70 . 8 To equip him for the task of educational leadership 5 . 1 43 . 1 5 1 . 8 To promote high ideals and standards for the administrator in his total role as an educational leader 3 , 7 33 . 5 62 . 8 TOTALS 3.4 33.6 63.0 TABLE )OO(IX THE DEGREE TO WHICH EXTERNSHIP MEETS THE STATED OBJECTIVES OF THE EXTERN PROGRAM AS REPORTED BY THE SIXTY CURRENT EXTERNS (Responses Stated in Percent of Total Group) Objectives of the Objective Objective Objective Extern Program Not Partially Adequately Met Met Met To improve the professional compe- tency of the administrator in his daily work 10.4 50.0 39.6 To help the extern determine the true and full nature of the task of educational administration by analyzing his problems and practices 5.3 52.6 42.1 To help the beginning administrator translate good theory into practice 18 . 2 41 . 8 40 . 0 To promote ethical practices of the administrator in his work with personnel, students, parents and the public; and in the execution of the policies of the Board of Education 12 . 5 58 . 9 28 . 6 To stimulate a pioneering spirit on the part of the beginning administrator so that he may be prepared to meet the challenge of education in our dynamic and reapidly changing society 16 . 1 39 . 3 44 . 6 To develop a broad, more comprehensive view of educational administration 12 . 1 3 l . 0 56 . 9 To equip him for the task of educational leadership 1 2 . 1 39 . 6 48 . 3 To promote high ideals and standards for the administrator in his total role as an educational leader 10 . 5 40 . 3 49 .2 TOTALS 12.1 44.2 43.7 121 It is highly significant that each of the objectives was reported as being partially or adequately met by at least 93.4% of the former externs and that six of the eight objectives were reported as being adequately met by more than sixty percent of the former externs. These figures as reported by the one hundred and thirty-seven former externs tend to support the previously reported specific information, and indicate that the Extern Program is indeed meeting its stated objectives and attaining its goals . This is reflected by the former externs reporting that 63 .0% of their group felt that the eight objectives were being adequately met, that 33.6% indicated they were partially met , and only 3 .4% reported that the objectives were not met . Indeed, it is further reflected by the fact that 87.9% of the current externs believe that the Extern Program is either partially or adequately meeting its stated objectives. With regard to the fact that this high percentage (87.9%) has been obtained in only one term of experience speaks well for the broad concept of the program. The third section of the questionnaire entitled "Related Data" con- sidered many and varied aspects of the entire Extern Program. In this area twenty-two questions were asked of the externs. Replies to the first seven questions , as well as questions eleven, twenty-one, and twenty- two were detailed in Chapter IV. The responses to the remaining twelve questions will be noted on the following pages. 122 Opinions Relative to Period of Time that the Externship was Served It is the opinion of one hundred (73.0%) of the one hundred and thirty-seven former externs responding to the questionnaire that their externship was served at the proper time in their graduate program. Only five (3 .6%) stated that their experience in the Extern Program occurred earlier than it should have been, and thirty-two (23.4%) expressed the 1’ feeling that the externship was served later than it should have been in their graduate program. (See Table XL). The returns by the current externs tend to corroborate the findings noted on pages 52 and 53 reporting the current externs to be somewhat , older than the former externs at the time of their externship. It was the opinion of thirty-seven (61 .7%) of the sixty current externs that their externship is being served at the proper time in their graduate program . Three (5 . 0%) reported that the experience is occurring earlier in their program than it should, and twenty (33.3%) state that it is being served later in their graduate program than it should occur. (See Table XLI) . In reference to their professional career both former and current externs somewhat indicate that the externship experience might be more ' desirable to occur earlier in their careers. Again the current externs reflect their somewhat older age in this respect. Eighty-eight (64.2%) of the former externs as compared to twenty-six (43 . 2%) of the current externs reported that their externship was served at the proper time in their professional career. Five (3.6%) of the former externs and five (8 .3%) of the current externs indicated that their externship was served earlier in their professional career than it should have been, and forty- four (32.2%) of the former externs as compared to twenty-nine (48.5%) of the current externs report that the externship was served later in their professional career than it should have been. (Note Tables XLII and XLIII. 123 TABLE XL OPINIONS OF THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERNS RELATIVE TO THE PERIOD OF TIME THAT THEIR EXTERN SHIP WAS SERVED DURING THEIR GRADUATE PROGRAM OF STUDIES Period of time externship was Number Percent of served in graduate program Reported Total Group At the proper time 100 73 . 0 Earlier than it should 5 3 . 6 Later than it should 32 23 .4 TOTALS 137 100.0 TABLE XLI OPINIONS OF THE SIXTY CURRENT EXTERNS RELATIVE TO THE PERIOD OF TIME THAT THEIR EXTERNSHIP IS BEING SERVED DURING THEIR GRADUATE PROGRAM OF STUDIES Period of time externship is Number Percent of being served in graduate program Reported Total Group At the proper time 37 61 . 7 Earlier than it should 3 5 . 0 Later than it should 20 33 .3 TOTALS 60 100.0 TABLE XLII OPINIONS OF THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERNS RELATIVE TO THE PERIOD OF TIME THAT THEIR EXTERNSHIP WAS SERVED DURING THEIR PROFESSIONAL CAREER 124 Period of time externship was Number Percent of served during professional program Reported Total Group At the proper time 88 64. 2 Earlier than it should 5 3 . 6 Later than it should 44 32 . 2 TOTALS 1 3 7 1 00 . 0 TABLE XLIII OPINIONS OF THE SIXTY CURRENT EXTERNS RELATIVE TO THE PERIOD OF TIME THAT THEIR EXTERN SHIP IS BEING SERVED DURING THEIR PROFESSIONAL CAREER Period of time externship is being served during professional Number Percent of career Reported Total Group At the proper time 26 43 . 2 Earlier than it should 5 8 . 3 Later than it should 29 48 .5 TOTALS 60 100.0 125 The high percentage of respondents , especially among the former externs , who felt that the externship was served at the proper time in both their graduate program of studies and their professional career indicate that Michigan State University has exercised good judgment in the selection of the extern. Change of Professional Position or Status Former externs were asked to indicate if a change of position or status took place either during or since their experience as an extern. Seventy-two (52.6%) of the one hundred and thirty-seven former externs reported that such a change did take place. It is extremely significant that sixty-six (91 .7%) of those former externs reporting a change in status or position indicated that the Extern Program was of importance in pre- paring the extern for this professional advancement. Of the sixty-five former externs who reported that no change of position or status took place , sixty-three or 96.9% reported that the Extern Program was of importance in improving their work and educational con- tributions while serving in the same administrative position. That 91. 7% of the former externs indicated that the Extern Program was of importance in preparing for professional advancement, and 96 .9% of the former externs further indicated that the program was of importance in improving their work gives strong evidence of the positive effect of the program. (See Tables XLIV and XLV) . This is also substantiated by the current externs with fifty-two (89 . 7%) of the fifty-eight respondents indicating that their one term experience in the Extern Program is of importance in improving their admin- istrative work and increasing their educational contributions in their present professional position. These are significant factors which indicate the effectiveness of the Extern Program. TABLE XLIV 126 THE IMPORTANCE OF THE EXTERN PROGRAM IN PREPARING THE EXTERNS FOR THEIR PROFESSIONAL POSITION AND FOR A POSSIBLE CHANGE IN THEIR POSITION OR STATUS AS REPORTED BY THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERN S A. Change of position or status during or since the externship Number Percent of experience Reported Total Group Yes 72 52.6 No 65 47 . 4 TOTALS 1 3 7 1 00 . 0 B. Extern Program was of importance in preparation for this Number Percent of professional advancement Reported Total Group Yes 66 91.7 No 6 8 . 3 TOTALS 72 l 00 . 0 C . If no change took place the Extern Program was of Importance in improving work and Number Percent of educational contributions Reported Total Group Yes 63 96 . 9 No 2 3 . 1 ‘IOTALS 65 1 00 . 0 127 TABLE XLV THE IMPORTANCE OF THE EXTERN PROGRAM IN IMPROVING THEIR ADMINISTRATIVE WORK AS REPORTED BY FIFTY-EIGHT CURRENT EXTERNS Extern Program is of importance in improving work and educational Number Percent of contributions Reported Total Group Yes 5 2 89 . 7 No 6 1 0 . 3 TOTALS 58 100.0 128 Continuing the Professional Career Both former and current externs were asked to indicate to what extent the Extern Program increased or decreased their desire to continue and advance as an educational administrator. Twenty-one (35 .0%) of the current externs reported that no change in desire had taken place from their one term of externship experience. However, thirty-nine (65 . 0%) reported that their desire to continue as an educational administrator had increased because of their externship experience . Of greater significance is that one hundred (73.5%) former externs reported that the externship experience had increased their desire to continue and advance as an administrator, and only one (0.7%) indicated that his desire decreased because of his extern experience to the point that he is in doubt about continuing in school administration. Thirty-five (25 .8%) of the one hundred and thirty—six respondents reported that no change took place . Not one single former or current extern indicated that his desire to continue or advance as an educational administrator reversed because of hisextern experience so that he now has no desire to hold an administrative position. (Note Tables XLVI and XLVII) . The above noted responses provides information that there is. a positive effect upon the extern to remain in school administration and to seek further professional advancement. Relationship Between The University and the Extern It was deemed important to determine if the Extern Program contrib- uted to a closer relationship between the University and the extern. Respondents were asked to answer "yes, " ”no, " or "undetermined. " Further, they were asked to indicate the value of such a relationship by answering "little value, " " some value, " or "much value. .. 129 TABLE XLVI . SIGNIFICANCE OF THE EXTERN PROGRAM IN' MAINTAINING AND INCREASING DESIRE OF THE EXTERN TO CONTINUE AND ADVANCE AS AN EDUCATIONAL ADMINISTRATOR AS REPORTED BY ONE HUNDRED AND THIRTY-SIX FORMER EXTERNS Desire to continue and advance Number Percent of as an educational administrator Reported Total Group Desire increased 100 73 .5 Desire decreased 1 0 . 7 Desire reversed 0 0 . 0 Desire remain unchanged 35 25 . 8 TOTALS 136 100.0 TABLE XLVII SIGNIFICANCE OF THE EXTERN PROGRAM IN MAINTAINING AND INCREASING DESIRE OF THE EXTERN TO CONTINUE AND ADVANCE AS AN EDUCATIONAL ADMINISTRATOR AS REPORTED BY THE SIXTY CURRENT EXTERNS Desire to continue and advance Number Percent of as an educational administrator Reported Total Group Desire increased 39 65 . 0 Desire decreased 0 0 . 0 Desire reversed 0 0 . 0 Desire remain unchanged 2 1 35 . 0 TOTALS 60 100.0 [III I II (II! 130 That the Extern Program is of importance in contributing to such a closer relationship may be readily noted in that one hundred and twenty- four (90. 5%) of the one hundred and thirty-seven former externs answered "yes. " Only four (2.9%) of the former externs answered ”no, " and nine (6. 6%) indicated they were undetermined. Eight (13 .3%) of the current externs indicated that they were undetermined , fifty—two (86 . 7%) answered yes , and none reported no, to the question, "in your opinion does the Extern Program contribute to a closer relationship between the University and the extern. " The greater experience as an extern undoubtedly led to a slightly 5 more favorable response by the former externs. This was especially noted when asked to indicate the value of this relationship. Ninety-five (76.6%) of the one hundred and twenty-four respondents noted in the preceding paragraph felt that this relationship was of "much value. " Twenty-nine (23.4%) reported the relationship as having "some value, " and no former extern reported the relationship as having "little value . " Twenty-five (47. 1%) of the current externs indicated the relationship as being of "much value , " twenty-seven (52.9%) stated that it had " some value, " and no current extern reported that the relationship was of "little value. " (Note Tables XLVIII and XLIX) . It is extremely significant to Michigan State University that of one hundred and ninety-seven former and current externs that one hundred and seventy-six (89 .3%) report that the Extern Program contibutes to a closer relationship between the University and the extern. That this high per- centage of active and practicing school administrators in the State of Michigan place such high value on this relationship again signifies the positive effect of the Extern Program. TABLE XLVIII 131 RELATIONSHIP BETWEEN THE UNIVERSITY AND THE EXTERN AND THE VALUE OF THIS RELATIONSHIP AS A RESULT OF THE EXTERN PROGRAM AS REPORTED BY THE ONE HUNDRED AND THIRTY- SEVEN FORMER EXTERN S A. The Extern Program contributes Number Percent of t... to such a closer relationship Reported Total Group Yes 124 90.5 No 4 2.9 Undetermined 9 6 . 6 g TOTALS 137 100.0 Number Percent of B. Value of this relationship Reported Total Group Little value 0 0 . 0 Some value. 29 23 .4 Much value 95 76 . 6 TOTALS 124 1 00 . 0 132 TABLE XLIX RELATIONSHIP BETWEEN THE UNIVERSITY AND THE EXTERN AND THE VALUE OF THIS RELATIONSHIP AS A RESULT OF THE EXTERN PROGRAM AS REPORTED BY THE SIXTY CURRENT EXTERN S A. The Extern Program contributes Number Percent of to such a closer relationship Reported Total Group Yes 52 86.7 No 0 0 . 0 Undetermined 8 l3 . 3 TOTALS 60 1 00 . 0 Number Percent of B. Value of this relationship Reported Total Group Little value 0 0 . 0 Some value 27 52.9 Much value 25 47. 1 TOTALS 52 100.0 133 Relationship Between the University and the Individual Extern's Own School System Both former and current externs were asked to determine if the Extern Program " contributed to a closer relationship between the University and the individual extern's own school system. " In addition, they were asked to indicate if this relationship was of "little value , " " some value, " or "much value . " Tables L and LI report on this relationship and value . Eighty-seven (63 . 5%) of the one hundred and thirty-seven former externs reported that the Extern Program did contribute to a closer relation- ship between the University and the individual extern's own school system. Current externs who have admittedly limited opportunity in one semester to make such a judgment indicated that twenty—eight (46.8%) of their group of sixty externs also felt that the Extern Program did contribute to this type of relationship. Answering "no" were fifteen (10.9%) of the former externs and seven (11 . 6%) of the current externs. Thirty-five (25 .6%) of the current externs and twenty-five (41 .6%) of the current externs indicated that they were not able to determine if this relationship between the University and the individual extern's own school system became any closer. Of the eighty-seven former externs who indicated that a closer relationship did develop, forty-four (51 .6%) said this relationship was of " some value ," and forty-three (48.4%) stated it was of "much value . “ Of the twenty-eight current externs who answered "yes, " sixteen (57. 1%) reported the relationship established was of " some value, " and eleven (39 .3%) indicated such a relationship to be of "much value. " No former externsreported the relationship to be of "little value, " and only one (3.6%) of the current externs indicated such to be the case. TABLE L 134 RELATIONSHIP BETWEEN THE UNIVERSITY AND THE EXTERN'S OWN SCHOOL SYSTEM AND THE VALUE OF THIS RELATIONSHIP AS A RESULT OF THE EXTERN PROGRAM AS REPORTED BY THE ONE HUNDRED AND THIRTY-SEVEN FORMER EXTERN S A. The Extern Program contributes Number Percent of to such a closer relationship Reported Total Group Yes 87 63 . 5 No 15 l 0 . 9 Undetermined 35 25 . 6 TOTALS 1 3 7 1 00 . 0 Number Percent of B. Value of this relationship Reported Total Group Little value 0 0 . 0 Some value 44 5 1 . 6 Much value 43 48 .4 TOTALS 87 100 . 0 135 TABLE LI RELATIONSHIP BETWEEN THE UNIVERSITY AND THE EXTERN'S OWN SCHOOL SYSTEM AND THE VALUE OF THIS RELATIONSHIP AS A RESULT OF THE EXTERN PROGRAM AS REPORTED BY THE SIXTY CURRENT EXTERNS A. The Extern Program contributes Number Percent of to such a closer relationship Reported Total Group Yes 28 46.8 No 7 1 l . 6 Undetermined 25 41 . 6 TOTALS 60 1 00 . 0 Number Percent of B . Value of this relationship Reported Total Group Little value 1 3 . 6 Some value 1 6 5 7 . 1 Much value 1 1 39 . 3 TOTALS 28 100 . 0 136 As in the case of establishing a closer relationship between the University and the extern, it is also apparent that the Extern Program contributes in a material manner in establishing a closer relationship between the University and the individual extern's own school system . This is an important contribution in establishing and developing closer relationships between Michigan State University and the elementary and secondary schools of the state , and again points out the general and over- all effectiveness of the Extern Program. The Continuation of Graduate Study Another related area of importance is the effect of the Extern Program to stimulate the extern to continue with graduate studies in school administration. The one hundred and thirty-seven former externs were asked to indicate this effect and the number of additional term hours gained since the begin- ning of the Extern Program. They were also asked to indicate to what extent the program influenced the extern to continue with his graduate work. Tables LII and LIII report on these factors. The one hundred and thirty-seven former externs were asked, "did the Extern Program stimulate you to continue with graduate work in school administration? " One hundred and four (76.0%) answered "yes" and thirty-three (24. 0%) replied "no . " Even the one term of externship experience by the current externs had apparent influence as forty (66. 7%) of the sixty current externs replied "yes" to this question. The one hundred and four former externs replying "yes" , also indicated that this stimulation varied from two term hours to over ninety term hours. Some externs had only taken one additional course and others had completed all course work and requirements and had received their doctorate. The average number of additional term hours for the former externs was 23 . 1 term hours . 137 TABLE LII SIGNIFICANCE OF THE EXTERN PROGRAM IN STIMULATING ADDITIONAL GRADUATE STUDY AND THE EXTENT OF THIS STUDY AS REPORTED BY THE ONE HUNDRED AND THIRTY- SEVEN FORMER EXTERNS A. The Extern Program stimulated Number Percent of graduate study Reported Total Group Yes 1 04 76 . 0 No 33 24 . 0 TOTALS 137 100.0 Number Percent of B. Extent of Stimulation Reported Total Group Additional course work only 25 24. 1 Complete six year program 45 43 .3 Receive either Ed. D. or Ph.D. 34 32.6 TOTALS 104 100.0 TABLE LIII SIGNIFICANCE OF THE EXTERN PROGRAM IN STIMULATING ADDITIONAL GRADUATE STUDY AND THE EXTENT OF THIS STUDY AS REPORTED BY THE SIXTY CURRENT EXTERN S A. The Extern Program stimulated Number Percent of graduate study Reported Total Group Yes 40 66 . 7 No 20 33 . 3 TOTALS 60 1 00 . 0 Number Percent of B. Extent of stimulation Reported Total Group Additional course work only 5 12 .5 Complete six year program 27 67.5 Receive either Ed. D. or Ph.D. 8 20.0 TOTALS 40 100.0 138 139 Of the one hundred and four former externs who answered "yes" , twenty-five (24. 1%) indicated that they planned to only take additional course work. Forty-five (43.4%) indicated a desire to complete the six year program of study, and thirty-four (32.6%) reported that the Extern Program influenced them to continue graduate study until they received their doctorate. Of the forty current externs who indicated that the one .. term of externship experience had influenced them to continue with their graduate work five (12.5%) said they only planned to take additional course work . Eight (20 . 0%) reported they hoped to complete their ‘2. ' M.‘ doctorate , and twenty-seven (67.5%) of-the current externs indicated that they plan to complete the six year program . This rather large percentage (67.5%) of the current externs who plan to complete the six year program as compared to the 43 .4 percentage of the former externs might be accounted for by the previously reported age difference. Apparently those current externs feel that the six year program , because of their age , is a more practical and attainable goal than the completed doctorate. The younger group of former externs , and who have had the additional time to complete more graduate work, indicated greater desire to receive the doctorate as noted by the 32.6 percentage (shown above), as compared to 20 percent of the current externs who reported a desire to receive the doctorate . It is most apparent that the Extern Program does have a stimulating effect upon the extern to continue with graduate work in school admin- istration. The data noted above and on the preceding pages gives evidence to this most desirable effect exerted upon the extern by the Extern Program . .1;- 140 The Respective Values of the General Experiences in the Extern Progr_am Vescolani and Hansford developed a list of the general experiences in the Extern Program that all externs might be expected to experience and evaluate . The respondents were asked by the investigator to indicate by numerical order the respective values of the nine listed general experi- ences noted in Table LIV on page 141 . It is desirable at this time to point out that a number of the responding externs noted that all of these experiences had great value , and that they found this area most difficult to arrive at a distinct and separate evaluation for each of the nine listed general experiences . .Other responding externs further noted that the difference in value between their first and ninth choice was very little. The structure of the very program lent itself to derive the benefits from the listed activities and as a result Table LIV presents an interesting comparison and shows a high correlation of consistency. Nine different types of breakdowns are presented in this table. It was felt by the investigator and his committee that this more extensive type of presentation might be of value , especially to the Michigan State University staff charged with the responsibility of conducting the Extern Program. Four of the responding former externs failed to complete this particular phase of the questionnaire . The listed values represent the average value given to all the various values reported by the number of respondents shown for each type of listing. It is readily noted that regardless of whether the respondent was a former or current extern, and regardless of his professional position, that the " sharing of experiences and problems" received the highest ranking. This same factor was true for the second and third ranking general experi- ences . "The practical nature of the problems discussed and solutions proposed" received the second highest ranking, and third ranking was given to the "informality of the situation and free exchange . " .. “til—mm— 5’” -- Tum-1M“ ‘ " . . 141 TABLE LIV THE RESPECTIVE VALUES OF THE GENERAL EXPERIENCES IN THE EXTERN PROGRAM 1' $55 W 0) Ta '6 V § .. , 3:38 9.: 32' e 8 mun—Gm “310.5 Sm-om'cfi 6393 Svgmangggggg 353*? =33 3'8575“ SEQ—G353; a; f0>mg$nfij>ammgfiw5mc§ >‘EEHH >* E: cgfiquC-H +4 mQ’ORtEmEOmcr-‘omocm TheGeneral ua>E:ME3 u: :EHQS'U Eimeriences “9,33,:ch Hug-‘34: <2 ”ascrg Practical nature of problems discussed and solutions proposed 2 2 2 2 2 2 Sharing of experiences and problems 1 1 1 1 Individual assistance of instructional staff 6 6 9 6 Benefits derived from resource people 4 4 5 4 Keynote speaker 7 6 6 7 Informality of the situation and free exchange 3 3 3 3 Friendships of fellow administrators 5 4 5 Recording of week's problems 9 9 8 9 Programs in general 8 7 8 8 142 The Extern Program As A Valuable Educational Experience Possibly no single question asked of the respondents had greater significance than the question, "would you recommend the Extern Program as a valuable educational experience to a beginning school administrator? " Respondents were asked to indicate a "yes" or "no" answer to this ques- tion. Of the one hundred and thirty-six former externs responding to this question, one hundred and thirty—five (99.3%) replied "yes. " Fifty-nine (98.4%) of the sixty current externs also answered "yes" to this question. (Note Tables LV and LVI) . Such overwhelming endorsement of the Extern Program as a valuable -. .. V... h: . ‘. educational experience is highly significant. The Extern Program as de- veloped by Vescolani and Hansford, and sponsored by Michigan State University, has indeed proved to be a valuable means of providing a continuing educational program for the school administrator actively holding a responsible administrative position. Of the total of one hundred and ninety—six externs responding to this question, only two (1 . 0%) in- dicated "no" , and one hundred and ninety-four (99. 0%) stated that the program is a valuable educational experience for the school administrator. In addition to this excellent response concerning the Extern Program several respondents further noted with their "yes" answer such brief comments as "definitely, " "very much," "best graduate program I've experienced , " "I recommend this program for my administrative staff, " "a must for my principals , " etc. More extensive comments regarding the Extern Program are noted elsewhere in this chapter. Most of the more positive statements came from former externs who participated in the program for four or more terms . One respondent stated that the Extern Program was a valuable experience , but that the necessary time (weekends away from home) and cost (tuition, meals, travel costs) made the program of little value unless participation occurs for a year or more. TABLE LV 143 SIGNIFICANCE OF THE EXTERN PROGRAM AS A VALUABLE EDUCATIONAL EXPERIENCE AS REPORTED BY THE ONE HUNDRED AND THIRTY-SIX FORMER EXTERN S The Extern Program is a Number Percent of valuable educational experience Reported Total Group Yes 1 35 99 . 3 No 1 O . 7 TOTALS 136 100.0 TABLE LVI SIGNIFICANCE OF THE EXTERN PROGRAM AS A VALUABLE EDUCATIONAL EXPERIENCE AS REPORTED BY THE SIXTY CURRENT EXTERNS The Extern Program is a Number Percent of valuable educational experience Reported Total Group Yes 59 98.4 No 1 l . 6 TOTALS 6 0 1 00 . 0 144 Further evaluation of the effects of the Extern Program and particu— larly of the effect on the extern can be gleaned from the comments by the externs reviewed in the next section. Comments on the Extern Program The following section lists some of the comments which were made by the externs in an appropriate space left on the questionnaire for the respondent to make "additional comments on any specific experience, attitude, idea , or recommendations for improvement of the Extern Program. " These comments are presented according to their content in terms of statements of the positive effect of the externship experience , statements suggesting improvement of the program, and the statements of neutral or negative opinions with regard to the Extern Program. Blank‘spaces appear where it is necessary to delete certain words in order to assure anonymity. Some comments are not carried because of repetition and brevity of comment such as , "good program, " "fine experience, " "excellent, " etc. Statements of Positive Effect 1 . Many of the values of this program are hard to evaluate. It was , however, the highlight of my graduate work. 2. An excellent program providing an opportunity to look at the total picture . 3. Because of its practical approach this Extern Program was one of the most valuable experiences I have had in my college work. I regret that there is not some plan for a continuation of this type of program for administrators . It seems to me that this type of program would give administrators a real lift and a shot in the arm. It would provide an opportunity to renew acquaintances , meet new administrators and share new ideas and current problems. 4. Program was very good. Visiting outstanding schools in action Was an important part of the program. ' 5 . The cumulative effect of the program has been of tremendous Personal value to me. I would heartily recommend the extern program to any young school administrator. 6. The opportunity to live with colleagues of the job is an excellent eXperience. I45 7. Enjoyed opportunities for individual buzz sessions with faculty leader. 8. Meeting Department of Public Instruction personnel was valuable. 9. A program of similar nature for "would—be" administrators should also be developed . 10. I particularly rate the individual assistance of the instructional staff very high. 11 . Of all the experiences I had in preparation to become a school administrator, those I gained through the Extern Program were most help- ful to me. 12. The program has been of great value and much interest - particularly in its early stages (1957-60). 13. Would like to compliment'the School of Education for including such courses as school law, business management, etc. in the Extern Program. As one got further into the program such specific courses became necessary for one to continue in the program. 14. I feel the informal contact with the staff at Michigan State University was and still is one of the most important aspects of the Extern Program. I've enjoyed my relationship with these fine people. 15. Michigan State is to be congratulated for their foresight in the establishment and progress made in this program. It is the only way a group of good young men are going to be kept ready for the jobs of the future. 16. Scope of the program is great and the program enables the begin- ning superintendent to know the financial and business aspects - and to like them enough to want to continue in that work. 17. All items mentioned in questionnaire shared top billing in making the program valuable. 18. Rate program highly. Enables one to look at the job from the broad perspective . ' 19 . A very valuable program. Like anything else of this type , the value of the program is entirely based on the caliber of the person in charge. In the two years I participated, the people in charge were very fine and the experience was really worthwhile. 20. A successful program. I am positive that my experiences in this program was most beneficial to my preparation to be a school adminis- trator. I particularly miss the contacts that this program provided and I feel the need to be stimulated in my thoughts which came from the resource people. Regardless of a person's position, one needs to be "jolted" out of the routine of normal school problems and operation. I am very grateful of having had the opportunity to be a part of the Extern Program. 146 21 . -A good program. The questionnaire was a good listing and it was difficult to determine respective values . 22. I think the program was a great help. It gave me a sounding board for some of my ideas , it helped me to broaden my frame of reference considerably . 23. Yes , Yes, Yes! A valuable educational experience. Opportunity to learn and know staff members was important. One of the greatest values was the opportunity to absorb over a long period of time the educational philosophy offered. 24. The Extern Program was the most important phase of my academic preparation for school administration. Having been a beginner in school administration I was unable to contribute anything but questions, in return I received what has proven to be most valuable advice. You might say I was somewhat of a "leech" , but be sure to add- a very grateful one. 25. The program was good and the sharing of experiences while traveling to and from the program was valuable . 26. The program was a welcome blend of on-the-job training with a seminar approach to educational leadership. The program was developed on the assumption of relationship between training and subsequent exec- ution of administrative responsibilities. Objective fulfilled! 27. I would say that the Extern Program was a most valuable experi- ence for me. I also feel that my ideas have changed enough that I could benefit from another dose. 28. The professor- student relationship stimulated by the informality of the meetings enabled the professor to better understand the problems of the extern. This understanding contributed to more realistic approaches to day-to-day problems than any previous university course. 29. In my judgment the Extern Program contributed to my interest and development as an administrator. It is a program which should be emulated more widely in other fields as well as in education. 30. The constant contact with the instructional staff and other admin- istrators was very valuable. An excellent program as far as I am con- cerned. 31. I intend to take another session this year even though I do not need the credits in my graduate work. A good program! 32. I consider this experience as one of the most valuable and stimulating of my formal educational program. 33. I would like to see the extern class stay organized in the retreat type session combined with an uninterrupted weekend of concentrated discussion. It has much value , in my opinion. 34. I enjoyed my extern experience very much and am interested in continuing. I47 35 . I felt this program was most worthwhile, probably as much in attitudes as in actual ideas or practices. I believe it was excellent for both beginners and experienced administrators. 36. Availability and empathy of instructors was a great value. The " personal touch. " People the caliber of and what they share with you is most important. 37. The Extern Program is very important for all administrators , expecially in their first or second year of administration. 38. The availability of the University resources and staff is most valuable. . ' 39 . My general impression of the Extern Program is that it serves a U, very useful purpose and should become, eventually, a required part of the training of all prospective administrators. 40. Very valuable to be able to spend a weekend of study concentrating on my phase of responsibilities only. 41. The Extern Program enables me to look at more than just one point of view before making a decision. 42. Let me say this - the Extern Program should be a required course for an administrator's certificate. 43. The overall program was excellent. 44. I can think of no improvement. I feel this program was of the most value of all my graduate experiences. 45. I enjoyed the Extern Program very much. Some of the greatest benefits are the intangibles which are very difficult to evaluate and put on paper. 46 . I feel the Extern Program was the most valuable educational experience I have had since becoming an administrator. I would highly recommend it to any administrator. 47. The Extern Program was the most beneficial of any course I have had in my educational experience. I feel this is a program that any new administrator must have, if he expects to do a good job. I feel you can learn much faster with the benefits of the experiences of others, than by waiting to have these experiences yourself. I would like to get together once or twice a year with the fellows who were in the program with me and share our experiences that we have had. 48. No other course was like this one. I as well as all externs I know feel this is a tremendous program. Keep it up - a step in the right direction. 49 . A definite contribution to the relationship between the University and the extern. 148 50. This was the most practical course in education I have ever taken. It could be repeated with profit after an interval of five years. The inter- change in the informal sessions take on meanings relating to any present need. 51 . I found it to be very stimulating and of overall value. 52. I definitely feel that this is an excellent program. I wish I had taken it sooner. 53. The informality of the situation lends to freer discussion and relation of ideas. 54. The need to encourage me to study and read something beyond the immediate demands of my job holds a tendency to broaden the horizons. 55 . Have felt that this program has been the most stimulating and pleasant educational experience I've ever had. 56. I feel it is an asset and will be of great value to me. 57. This is a great idea that should be of considerable value. How- ever the groups could be smaller. 58. I truly feel this to be a fine program. I wish the form would allow me to express this in detail. 59. An extremely worthwhile experience for a beginning school administrator . Statements Suggesting Imrovements 1. Limited time prevented adequate study of problems in any of the administrative experiences listed. I do not feel that I could honestly give a "much value" or "much improvement" to many of these. I doubt that the time factor would allow for a more concentrated study in these experienced areas, so this is a problem that may not be easily solved. 2. Change of faculty leader each term . Variety of faculty exposure would be a more enriching experience . 3 . Need more than a token visit on the job. Visits should be arranged to view the administrator in action such as at board meetings or staff meetings . 4. More activities involving lay board members with programs slanted to their interests. 5. Would like to see time given to election procedures and school law. 6. Would recommend more on the job observations of successful administrators, and attending his board, staff, and other meetings. 149 7 . I recommend the program with many revisions. Instructors used too many legislators as resource persons . 8 . If you take three terms of the extern program in one school year, as I did, the weekly recording of problems became very repetitious if you are to list only problems of significant importance. In this case I would suggest another assignment. 9 . I would suggest that pages 1 - 11 (of the questionnaire) be the main course outline for future programs. I feel that the better a super- intendent is grounded in the financial business of the school system (taxes, state reports, building programs, state aid payments, A & B report, etc.) the more time he can spend on curriculum. In small systems (0-60 teachers) the superintendent spends most of his time on budgets , paying bills, buses and building because he has no assistant to do part of his work. 10. Much good would come of the Extern Program if those directing it would attempt to specify more definitely the practical areas which the instructors should cover. The program could be a terrific help to begin- ning and experienced people. 11. I took part in the program as a beginning principal so that much of the information asked for concerning the superintendent's job, I did not receive through the program . 12. My first year with was tops. The second year I felt the program ieft much to be desired. The instructor should bring practical experience to class rather than methodology from the textbook. 13. More courses could be arranged for the Extern Program - the idea of a concentrated session. 14. Far more can be accomplished in small groups. Group was often too large for discussion by all members. 15. 1 More time should be devoted in the program to those items in the first half of the questionnaire. 16. Qualify the keynote speakers so they each are known to be effective before they are obtained. 17. I would like to see the program broadened so that it offers more to those new to the Extern Program but not new to administration. 18 . Visit place where new programs and ideas are being used. 19 . Would be interested again if traveling could be cut down. 20. More follow-up on the recording of the week's problems . 21 . Would liked to have seen more inter-discussion between principals and superintendents . 150 22. Many administrative practices and problems exist outside of the area of school administration. Which have common and parallel appli- cation. 1 suggest that experts from business , industry and other areas of public administration be called upon to discuss practices relating to financial administration, personnel practices, and other phases of admin- istration. Also , more use should be made of professors in other disciplines such as psychology, sociology, and business and public affairs. 23. The extern should have the opportunity of stating that he wants his problem of the week discussed at the meeting following the week in which he sent it. I feel that too many of the problems never got to the discussion stage. . You might consider two classes on campus. The one on campus last year was outstanding. I believe it would be possible to have a committee at the head of each discussion session. This committee would be given a listing on arrival of the nature of the problems submitted during the month. They would determine the most practical topics. The Michigan State University professor would be there as a resource person. 24. I would recommend that the elementary and secondary groups be broken down into smaller sub—groups according to interest areas for the purpose of being able to allow more communication interplay between the student and professor. 25. Problems should be sent in as they occur, not one every week. I especially think that every problem should be discussed, not only those selected by the instructor. This procedure would produce better problems and assure the writer of an answer. 26. I have feelings against the use of Sundays for the Extern Program. I feel that for the individual who has a religious orientation opposed to using Sundays in this manner, that an alternate plan should be allowed for them. I think this is a most excellent program but it does conflict with my beliefs and my church affiliation, , and I would appreciate respect for individual differences in our democratic society. 27. I would like to see the problems of elementary principals given more attention. I dislike the grouping with the superintendents. It would seem to me, principals, (high school and elementary) would have problems of similar nature, whereas superintendent's problems are different. Meeting with them part of the time would be feasible , but I feel attention has been given to their problems in preference to those of elementary principals. 28. Divide into smaller working groups during discussions . 29. I believe a definite program should be planned for each meeting as a kick off point. After the definite program some time should still be planned for informal attacks of problems . 30. Groups are much too large, smaller groups are desirable. 151 31 . I believe a more detailed explanation of this program and how it fits into graduate educational programs could be inserted into the school catalogue. 32. I would prefer starting the program Saturday morning and omitting the Saturday evening session. The sessions are too long without a break. Neutral and Negative Statements 1 . Would not recommend program the way it is being handled. 2. When left the program, it became too academic under his successor. The staff became interested in a few candidates only - even anti-social at times and not interested in the program. 3. Recently the group has gained too many members at the same time. 4. I always felt the program did an excellent job in surveying and reviewing the mechanics of the superintendent's position. However, as an educational leader - the development of curriculum, courses of study, and educational trends were very lightly or never discussed. 5 . There were times when I felt the program was too unstructured. Meetings were too rambling at times and I became impatient for more meat and substance in the program. Iwas at times confused as to just what we were supposed to be doing. 6. Better organization. After left our section seemed to lose its organizational effectiveness . Communication lacking at times . 7. Many items seemed a waste of time when I attended the program, because I probably had more experience as a superintendent than most of the group. Yes I am willing to. help others and I am willing to learn - from all presentations , but when I take a weekend away from my family and community I expect to work as well as enjoy myself socially. 8. There must be strong leadership in this type of program. The Extern Program was never quite the same (for me) when left. Perhaps there was an improvement later. 9 . I was disappointed with the caliber of the instruction - particularly in the more formal structured situations. 10. Sometimes lacked organization at sessions. 11. The University should provide competent staff members who have practical experience in school administration. In most cases they have, but to the groups unfortunate enough to receive the instructors not qualified it was a disappointing experience. It gave them a bad impres- sion of the program and they dropped out. 152 12. Most of the work I have had from Michigan State University has been very valuable and useful. Some resource persons were extremely confusing to me , especially those with so little experience in public school work and yet posing as experts in the field. Resource persons in law , guidance, curriculum, and public relations were outstanding and I am grateful for their help. Further, I did not share the enthusiasm for many aspects of this educational experience that the individual had, who induced me to join the Extern Program. I found some areas of instruction lacked the continuity desirable for good transition from one area to another. I found the associations to be stimulating and valuable . . .The Michigan State University instructors to be generally well prepared to introduce problems and subject material, yet somewhat fumbling in objectivity by mid-term. I found the weekly letter not only burdensome but pointless. . . .yet in general the experience was most gratifying. 13. I felt it was excellent the first two years but the arrival of new staff members broke down the whole format of the program. 14. When I needed help I didn't get it. I had to work it out myself. Perhaps this was best , but it would have ended most administrative interests for most fellows. I do generally feel the program is good, but should be more complete and demanding in nature. 15. Much of the success of the Extern Program depends on the Michigan State University staff assigned to the section. I do not feel that I was fortunate in this area. 16 . The main weakness I found (mainly in the beginning principal's section) was the tendency of one or two individuals to dominate with dubious problems . 17. Groups are much too large breaking down the personal relationship between student and instructor. A person could easily be lost in the shuffle . A graduate student from another institution is "lost. " CHAPTER VIII SUMMARY, CONCLUSIONS AND RECOMMENDATIONS General Summary of the Findings of the Study It has been the purpose of this study to collect , analyze, and interpret information which indicates the effects of the externship experi- ence in school administration upon a selected group of individuals who have participated as externs in the Extern Program as it has been utilized during the years 1956 through 1962 by Michigan State University for the continuing education of school administrators. An additional purpose of the study is to ascertain the implications for improvement of the Extern Program, and to present recommendations for further development of this unique approach in educational administration, as suggested by the findings of the study. This study has acquired its data from one hundred and thirty-seven former externs who participated in the program from 1956 through 19 62, as well as from sixty current externs presently par- ticipating in the 1962-63 Extern Program. The data were collected by means of a detailed questionnaire which was either mailed or directly administered to two hundred and fifteen former and current externs with replies being received from one hundred and ninety-seven of those externs contacted. This study on the effects of the Extern Program upon the extern, as these effects are felt by both the former and participating extern was primarily a normative-survey type research. Thus, it was a canvass of present felt values and a canvass of the actual experiences which the extern had during the program. The data have been gathered by means of a questionnaire , personal correspondence, and personal contacts. 154 The questionnaire was designed to obtain from former and present externs their reactions. to the administrative experiences obtained in the Extern Program, as well as their beliefs concerning the effects of these experiences. Another section of the questionnaire sought the extent to which the extern felt the Extern Program met each of the stated objectives of the externship. In addition, a third section of the questionnaire con- sidered other related data to the Extern Program. The Extern Program was primarily developed by Dr. Fred Vescolani, Associate Professor of Education at Michigan State University and by Dr. Byron Hansford, presently Commissioner of Education, State of Colorado. The program had its first beginnings in 1956 and has seen great growth through to the present date. The externs meet in week end sessions, beginning at noon on Saturday with afternoon and evening sessions and continuing through a noon lunCheon session on Sunday. Outstanding people in education, communications, sociology, industry, philosophy, and other disciplines make presentations and join in the discussion at these meetings. The membership of the extern classes includes beginning and veteran school administrators with varied responsibilities ranging from the principal of the small elementary school to the superintendent of schools of a large school district. The externs discuss problems in education in general, problems in government, human relations, social structures , power structure in the community, cultural change, and educational leadership. Small group sessions are also conducted for externs with specialized and common interests . 1 1Inservice Education for School AdministratiorL Report of the American Association of School Administrator's Commission on Inservice Education for School Administration. Washington. 1963 , p. 89 . 155 The Extern Program , in addition to providing a program of merit and worth for the practicing school administrator, is also desirable as an essential part of the six year or doctoral program of graduate studies. An analysis of related literature reviewed in Chapter Three described a number of programs of educational administration of a unique nature sponsored by major universities and the Cooperative Program in Educational Administration. A survey of the various types of internship programs was reviewed with emphasis upon the studies of educational internship programs in school administration. The Extern Program is unique to Michigan State University, com- bining the elements of an on-the-job training program with a seminar approach to educational leadership. Designed to improve the professional competencies of the practicing administrator in his daily work, the Extern Program provides a means by which administrators can devote the neces- sary time to the task of educational leadership. The study showed that the benefits derived from the program bore a direct relationship with the individual effort of the participating extern as well as to the number of terms of participation in the program. Externs participating in the program for four or more terms generally rated the Extern Program as the most valuable experience of their entire graduate program of studies . Of the one hundred and ninety-seven former and current externs responding to the questionnaire , 45. 5% served in positions of district- wide responsibility and 54.5% participated in the Extern Program while serving in administrative positions of responsibility limited to a specific building or program. Superintendents of schools represented 37.9% of the group, 26.5% were high school principals, 11 .4% were elementary principals , 7 . 1% were junior high school principals , and other various specific administrative positions totaled 17 . 1% of the respondents . 156 Of the one hundred and thirty-seven former externs replying to the questionnaire , 91 .5% participated in the program for one or more years , and 64.2% took part for more than one year. Again it is noted that the former externs reporting participation of four or more terms in the program were much more enthisiastic in their evaluation of the values received from the program. A study of the year or years of experience in the program showed both consistent participation and steady growth of the Extern Program. In the past two years (1961-62 and 1962-63) there was an indication of a greater proportional increase in the participation of building principals as compared to district-wide administrators. Over eighty percent (80. 3%) of the former externs had some extern- ship experience within the past three years . Growth is further marked by the sixty current externs participating in the program for their first school year(1962-63). Relative to age and academic preparation the study showed that 89 .9% of the total group of one hundred and ninety-seven externs were more than thirty years of age at the time of entering the Extern Program. Of this group 73. 1% were between the ages of 30 and 44. The study also showed that as the Extern Program has developed and gained prestige , that participation by the older but relatively new or beginning administrator is increasing. This factor was particularly noted in the position of the elementary school principal. . All of the respondents possessed master's degree prior to their participation in the program. The majority (55 .3%) were just beginning to pursue additional study when they entered the Extern Program, and had completed less than ten term hours of graduate Study. Only 12. 7% of all one hundred and ninety-seven responding externs had completed thirty or more term hours of credit prior to their participation in the Extern Program. Thus the Extern Program is viewed as an excellent stimulus to begin a post-masters graduate study program. It is admittedly difficult to relate salary to position because of the diversity of salary paid in the various regions of the state and be- cause of various sizes of school districts, the period of time involved, and lack of a control group. Despite this factor, many of the former externs reported that the Extern Program was a material factor in result- ant salary increases for their services as school administrators. The one hundred and thirty-seven former externs responding to the questionnaire reported that they had experienced 46. 0% of the one hundred and eight specific activities listed in the first section of the questionnaire . These specific activities were divided into ten general areas of school administration. They were: curriculum and instruction, personnel administration, finance, business management and practices, school plant, auxiliary services, pupil-personnel guidance , community relations, staff relations, and school board relations. Chapter Five (Tables XXII through XXXIII) reports on the experiences of the extern and shows the reported facts grouped according to the ten general areas of administration, and grouped according to the specific activities with- in each of the general areas . Six of the ten areas had percentages of response over 50%, with the area of staff relations having the highest percentage of experiences (63 . 1%) , and with the lowest percentage of activities experienced being in the area of school plant (29 . 0%). A list of the general areas ranked according to the percentages of experiences particpated in by the externs is noted on the following page . 158 Rank Area of Administration Percentage of Experiences 1 Staff Relations 63 . 1 2 Curriculum and Instruction 60 . 8 3 Pupil-Personnel Guidance 60 . 2 4 Community Relations 54 . 1 5 Personnel Administration 5 1 . 6 6 School Board Relations 5 0 . 3 7 Finance 34 . 2 8 Business Management and Practices 32.0 9 Auxiliary Services 3 1 . 0 1 0 School Plant 29 . 0 Of the one hundred and eight specific activities , forty-two were experienced by more than fifty percent of the one hundred and thirty-seven former externs. An additional twenty activities , or a total of sixty-two activities were experienced by more than forty percent of the former externs. Of the top twelve specific activities experienced by the former externs, five came from the general area of staff relations. Other general areas with specific activities ranking in the top twelve (see Table XXHII) were three from curriculum and instruction, three from personnel admin- istration, and one from community relations. Providing for instructional leaders-hip (82.5%), leadership at staff meetings (80.3%), and developing competenCy in human relations (76.6%) ranked first, second and third among the one hundred and eight specific activities listed in the ten general areas of school administration. In addition to reporting their experiences in the Extern Program, the one hundred and thirty-seven former externs were asked to express a value judgment for each such activity experienced and to also indicate the effect of the experience. The investigator assigned a numerical value to each of the three judgment categories . The category of "little or no value" was assigned a point value of one, the category of " some value" was assigned a point value of three , and the category of "much value" was as signed a point value of five. This procedure allowed for the computation 159 of a single value index for each experience. Value judgments for an individual activity ranged from "little or no value" (1 . 0) to "much value" (5 . 0) . The same index and procedure developed for the value judgment of each activity experienced was also used to ascertain the effect of the experience. The former externs indicated whether the effect of the experi- ence resulted in "little or no improvement " , "some improvement" , or "much improvement." The number reporting, the point value for each specific activity, and the point value for each effect of the experience is reported in Chapter Six. Point values for each specific activity and each effect of the experience, as well as for each of the ten general areas of school administration and for the total Extern Program were studied by grouping the responses of the former externs into three separate sections. The first section listed all one hundred and thirty-seven former externs. The second section presented the point values as reported by eighty former externs holding positions of district-wide responsibility. The third section presented the point values as declared by fifty-seven former externs holding administrative positions of specific building or program re sponsibility . The findings indicated little difference in the point values for the value judgments and for the effect of the experiences according to the type of administrative position held by the extern. Externs with district- wide responsibilities showed point values of 3 .7 for value judgments and 3 .4 for the effect of the experiences. Externs with administrative posi- tions of specific building or program responsibility showed point values 0f 3.6 and 3. 3 respectively. All one hundred and thirty-seven former externs showed respective point values of 3 .6 and 3 .4. 160 The former externs ranked the ten general areas of school admin— istration in the following manner relative to their point value for the activity experienced and effect of the experience. (Rank is determined by the total of both point values for the general area). Eighty District-Wide Responsibility Externs Value Effect of Rank Area of Administration Judgment Experience School Board Relations 4. Staff Relations 3 School Plant 3 Community Relations 3 Curriculum and Instruction 3 Pupil-Personnel Guidance 3 . 3 3 3 3 wwpbopwbmoo Finance Auxiliary Services Personnel Administration Business Management and Practices 0 I O O I O mmmmmmxixixn—a wwwoowwwwww . c 0 O O ombphhtht-d H Fifty-Seven Externs As Principals, Etc. Value Effect of Area of School Administration Judgment Experience x (D :3 w Curriculum and Instruction Pupil-Personnel Guidance School Plant Personnel Administration Staff Relations School Board Relations Business Management and Practices Finance Community Relations Auxiliary Services whammmmmmw O O O \lI—‘NI—oI—‘Nbbmb O O Q 0 O O I O O‘DCDOGMWQJD—‘H wwwwoowwooww Nwwwwwwwww H In general the principals seemingly rated the specific activities experienced slightly lower than did the superintendents. Also, the apparent limitations of their responsibilities in their professional positions did not allow for a full opportunity to put the experience into effect, and did tend to somewhat lower the principal's point value for the effect of the experience. However, this difference was very small and in the final analysis amounted to a difference of only .1 for both the value judg- ments and the effects of the experience. 161 In addition to the report of the experiences of the Extern Program, and the values and effects of these experiences , the externs stated their opinions in regard to the entire experience of the Extern Program without reference to specific areas of activities and the effects of those specific areas of activities . The second section of the questionnaire contained a list of eight stated objectives of the Extern Program as developed by Vescolani and Hansford. These objectives pertained directly to the extern. Both former and current externs were asked to indicate the extent to which each ob- jective was met by the Extern Program. Three steps were utilized in the extent scale: "objective not met" , "objective partially met" , and "ob- jective adequately met . " A study of Tables XXXVIII and XXXIX listing the stated objectives and the replies from the respondents shows that 63. 0% of the former externs reported that each of the objectives was adequately met by the program. Another 33. 6% felt that the objectives were partially met. Thus, 96. 6% of the former externs believe that the objectives were either being partially or fully met by the program. Despite the limited period of time (one term) for the current externs to evaluate this aspect of the program , 87.9% reported that the Extern Program is either partially or adequately meeting its stated objectives. This high percentage of replies indicating the success of the Extern Program relative to meeting its stated objectives is indeed significant in light of the previously reported specific information, and provides further indication of the merit and acceptance of this program of continuing education for practicing school administrators . This high degree of satisfaction is further supported by the replies to the third section of the questionnaire entitled "Related Data. " This 162 area of the questionnaire considered many and varied aspects of the entire Extern Program. Of the one hundred and thirty- seven former externs responding to the questionnaire , 73 . 0% stated that their externship was served at the proper time in their graduate program , and 64. 2% reported that the extern- ship was served at the proper time in their professional careers. Also , 52. 6% of the former externs reported that a change of position or status had taken place either during or since their experience as an extern . Significantly, 91 . 7% of those former externs reporting this change in- dicated that the Extern Program was of importance in preparing them for this professional advancement. Of further significance, those former externs who indicated that while no change of position or status occurred, 96.9% reported that the program was of importance in improving their work as school administrators. This was further evidenced by the current externs with 89 . 7% reporting that their one term of experience in the Extern Program has been of importance in improving their administrative work and increasing their educational contributions in their present pro- fessional position. It is also noteworthy that not one single former or current extern indicated that his desire to continue or advance as an educational admin- istrator reversed because of his extern experience , and that 73 .5% of the former externs reported that the externship experience had increased their desire to continue and advance as a school administrator. Another area of interest concerning the Extern Program was to determine if the program contributed to a closer relationship between the University and the extern, and to further determine if the program con— tributed to a closer relationship between the University and the individual extern's own school system. In reply to the first question , 90. 5% of the 163 / former externs indicated that the Extern Program did contribute to a closer relationship, with 76 . 6% noting that this closer relationship was of "much value , " and 23.4% reporting the relationship to be of " some value. " While the feeling regarding the relationship between the University and the extern's own school system wasn't as strong, it is still significant that 63 .5% of the former externs felt that such a closer relationship was established. This relationship was reported as being of "much value" by 48.4% of the former externs, and 51 . 6% said this relationship was of " some value. " Thus, the Extern Program is significantly contributing to the establishment and development of closer relationships between the University and the school administrator, and also between the University and a great number of the school systems in the state. Another related area of importance concerning the Extern Program was to ascertain if the program stimulated the extern to continue with graduate studies in school administration. Seventy-six percent of the former externs indicated that the Extern Program did stimulate them to continue with their graduate studies. Of this group 24 . 1% indicated that they plan to only take additional graduate work, 43 .4% stated they desired to complete the six year program of study, and 32.6% reported that the Extern Program influenced them to continue graduate study until they received their doctOral degree. Thus it is apparent that the Extern Program does indeed have a stimulating effect upon the extern to continue with graduate work in school administration. The externs were asked to rank the respective values of the general experiences of Extern Program. It is noteworthy that the basic and original purposes and intent of the program as devised by Vescolani and Hansford are still regarded as of great value and importance by the reporting externs. This is evidenced by all one hundred and ninety-seven former and current 164 externs ranking the following general experiences , one , two, and three in value. 1 . " sharing experiences and. problems" 2. "the practical nature of the problems discussed and solutions proposed" 3 . "informality of the situation and free exchange" These very values were among those general experiences that the founders of the Extern Program initially sought to develop, and have ob— viously maintained as an important aspect of the success of the Extern Program. As'indicated in Chapter Seven possibly no single question asked of the respondents had greater significance than the question, "would you recommend the Extern Program as a valuable educational experience to a beginning school administrator? " Of the one hundred and thirty-six former externs responding to this question, one hundred and thirty-five (99.3%) replied "yes. " Fifty-nine (98.4%) of the sixty current externs also answered "yes" to this question. IT. is indeed significant that 99. 0% of both former and current externs feel that the program is a valuable ed- ucational experience. The questionnaire provided space for the externs to make additional comments regarding any and all phases of the entire extern experience , and of the Extern Program. These comments were listed according to their content in terms of the positive effects of the program, statements suggesting improvements , and neutral or negative statements. The pos- itive or favorable comments far outnumbered the negative or neutral comments. The positive comments stressed the value of the total objec- tivity of the program, the practical approach, excellent leadership, ver— satility of the offerings, the excellent personal associations developed, 165 the many skills and competencies acquired, quality of the resource people, educational philosophy offered, stimulating effect of the entire program, value of relationships with the University, availability and empathy of the instructional staff, tendency to broaden one's horizons, acquisition of the values of educational leadership, the cumulative effect of the program, the values of the offerings in the area of human relations, and the expressed feeling that the program should be a required course and part of the training for all prospectiVe and active school administrators. The negative and neutral statements concerned the large number of participants in recent years resulting in limited individual attention, that some instructors were not practical enough in their approach, need for better structure and organization, the financial hardship and travel prob— lems involved, the burdensome task of the weekly letter report , and tend— ency for a few participants to tend to dominate the discussion groups. The comments regarding improvements indicated two somewhat opposite views in seeking both a variety and yet a consistency of faculty exposure and leadership, more visits to see recognized school leaders in action, more visits to new school buildings and to see unique problems in operation, more activities involving lay board members , a more struc- tured program offering to make sure all phases of school administration would be covered in a year's program, development of committees to de- termine the most practical problems submitted by the externs in their weekly sessions - for group discussion, smaller working groups , and that consideration be given to the development of a more formal outline of the course offerings and be included in the school catalogue. Conclusions From an evaluation, analysis, and review of the findings of this investigation, the following conclusions are offered: 166 ---- that the theory, philosophy and activities of the Extern Program have been accepted by the active and practicing school administrators as an excellent program of inservice education for school administrators. —-- thatthe Extern Program is meeting the stated objectives of the program through the experiences and opportunities which it provides. --— that the Extern Program stimulates the participants to higher purposes and greater efforts and aids them to see their own responsibilities and commitments in broader perspective. -—- that the Extern Program has developed the use of both resources and personnel to fully operate an inservice program meeting the needs of the group, and yet flexible enough to permit adaptations to individual require- ments and unique circumstances. --- that the Extern Program has been so conceived, so organized, and so operated, as to further develop the professional growth and in- crease the competency of the individual extern in his day to day job as an active and practicing school administrator. --- that the Extern Program does provide the means and the oppor- tunity for the school administrator to further increase his determination to effect higher standards and to provide the best possible educational program for his community. --- that the Extern Program does provide for educational leadership and the development of competency in human relations enabling the extern to further strive for an educational program meeting the varied interests and abilities of all the pupils and people in his school district. --- that as perceived by the respondents the externship promotes high ethical standards and professional responsibility in all phases of the daily operational duties of the school administrator. 167 --— that the experiences of the program are perceived as an aid in the development of insights and understanding as to how effective admin- istrative leadership can produce desirable change through group processes . —--— that the activities of the externship aid in the development of know how and technical skills. --- that the Extern Program through the mobilization of the resources of the University and other agencies , brings to the individual extern an added vitality that he in turn can transmit to his own educational program and school system. --- that as perceived by the reporting externs the externship re- sults in increased status, better professional positions, greater respon- sibilities , higher salaries , and greater future opportunities for the extern . --- that the Extern Program provides an excellent inservice means for the extern to experience a great number of different activities and a high degree of new experiences . --- that the area of staff relations yields the highest percentage of experiences for the extern, and the area of school board relations received the highest value for the activities experienced and for the effects of the experiences by all externs. --- that the area of curriculum and instruction was of the greatest value to the extern whose professional position encompassed the responsi— bilities of a specific building or educational program, and that area of pupil—personnel guidance had the greatest effect upon this extern. —-- that the area of school board relations had both the greatest value and effect upon the extern who had district-wide responsibilities. --- that the high values of the externship do not necessarily depend upon the type of professional position held by the extern. -—- that the personal contacts which the externship experience provides are most meaningful to the former extern . 168 —--- that 89 .9% of the externs were more than thirty years of age at the time of entering the program, and that 55 .3% of the externs were just beginning the post—masters graduate program of studies. -—-that the Extern Program is regarded as an excellent stimulus for the extern to continue further graduate study. --- that the externship should be planned for continued study of at least one full year, and preferably for two to three years . --- that the externship was generally served at the proper time in the extern's graduate program and in his professional career. --— that the Extern Program is highly satisfactory in the terms of the graduate training programs and professional careers of the extern. --- that the Extern Program has contributed significantly to the preparation of the school administrator in preparing him for professional advancement and of great importance in improving his work as a school administrator . --- that the externship had positive effect in that it created desire for the extern to continue and advance as a school administrator. --- that the Extern Program contributes significantly to the estab- lishment and development of closer relationships between the University and the school administrator, and also between the University and the extern's own school system. --—- that the sharing of experiences in the program transcended the value received from just the solutions proposed to some problems. --- that the practical nature of the problems discussed and solutions proposed proved of great value to the extern in his daily duties and responsibilities as a school administrator. --- that the informality of the Extern Program and the opportunity for free exchange , is of extreme benefit in making the program a success. 169 --- that the special help and individual guidance from the staff aids greatly in developing confidence and promoting growth on the part of the extern. --- that it is not advisable to attempt complete standardization of the program due to the many personal and professional variables that exist among the individual externs . --- that the original concept of freedom and informality, and the flexibility of the program as practiced, is of extreme value in making the program a significant factor for the inservice education of school admin- istrators. -—— that the Extern Program in school administration as developed at Michigan State University has assumed its place as an accepted method of inservice education for school administrators. -—- that more research is needed to evaluate the Extern Program on an individual basis and that this research will be of value if the case history or anecdotal methodology is utilized in its development rather than the normative survey method of investigation which has characterized this study of the Extern Program. --- that the administrative externship as conducted by Michigan State University through the Extern Program results in the professional growth and personal development of the extern, most particularly when the externship represents a satisfactory period of time to allow for the realization of the full opportunities and benefits of the program, and that the activities and experiences of the program present an excellent and unique opportunity for increasing the breadth and depth of the extern's knowledge. --- that the Extern Program in school administration holds great promise for further development and expansion as a continuing inservice educational program for both the potential and practicing school administrator 170 --- that the Extern Program has developed as visualized, and provides a continous program of activities and experiences that deal with live , vital problems, that draw upon the disciplines of many fields , that help to provide the extern with a sensitivity to emerging issues , and give the overall picture and total vision essential in planning for the future, as well as providing solutions to immediate problems and issues that press for action. Recommendations For Improvement of the Extern Program The many positive effects of the Extern Program in school admin- istration upon those who have participated in the program from 1956 through 1962 have repeatedly appeared throughout this study. The find- ings of this investigation also include however, highly important impli- cations for the improvement of the Extern Program. "No educational program in an institution of higher learning, whether it be of a preservice or an inservice nature or for graduate or undergraduate students , suddenly comes into being full blown and with full power. At the point of beginning, an inservice program for school administration is likely to be modest . There is opportunity for growth and much need for painstaking care in establishing a true course of direction . " 2 The above quotation is taken from the recent (1963) publication of the American Association of School Administrators entitled, _I_n_service Education For School Administration prepared by the Commission on In— service Education for School Administration. This statement of belief is applicable to the relatively new and unique Extern Program as developed and practiced at Michigan State University. This being so, recommen- dations are formulated and presented in terms of broad general principles with some few specific suggestions for particular application. 2Ibid., p. 122 171 In many different ways , the former and present externs have presented information and related the belief that there is room for improvement in meeting the individual needs and differences of each extern. Possibly the greatest need in this area is for more individualized counseling and the opportunity for more inter-action between the staff instructor and the extern. This in turn, necessarily requires more support of the program from the University. The Extern Program for the past half dozen years has been somewhat operating as an important secondary factor in the total preparation program for school administrators , and should now be consid— ered by the University as an essential factor and of prime importance. With this importance clearly identified and fully emphasized, it is recom- mended that the University provide for the Extern Program the additional staff personnel to plan and direct this phase of inservice education for school administrators . It is apparent that the current trend of a two-year program of graduate study as a minimum requirement for school administrators , will further project the Extern Program as an instrument of increasing importance in the inservice education of school administrators. This must be nec- essarily recognized by the University and fully considered in terms of necessary staff, detailed planning, and full support. The professor who is granted the authority to expend his full efforts on the externship program will be in the similar position in which the school administrator (participating as an extern) attempts to obtain from his community and board of education support for smaller classes and the clerical help essential to properly operate our public schools. The pro— fessor will be able to better evaluate the personal and professional back- ground of each potential extern and thus initially be able to better select the administrator for participation as an extern in the program . He then 172 will be more able to determine the strengths and ascertain the individual areas requiring assistance for each extern, and develop his program so as to capitalize on these strengths and improve the areas of weakness. This greater personal knowledge of the participating extern will permit the proper development of the broad aspects of the program, and also enable the pro- fessor to better plan for the individual needs of the extern. In addition, this will also allow the university personnel associated with the Extern Program the opportunity to work with the extern on his job, and expand the services of the University to the secondary and elementary schools of the state. In such a manner can the University and the pro- fessor properly execute their responsibility to the Extern Program. Most of the areas of the Extern Program requiring improvement revolved around the factors presented in the preceding paragraphs and can be resolved by more concentrated attention and action by the University. Specifically, and as noted in some of the varied comments made by the respondents , the extern who is primarily interested in elementary edu- cation would have more opportunity to have concentrated attention in this general area. It is recommended that he continue to be exposed to all facets of the program, but that he not have to spend undue time devoting himself to the responsibilities required of possibly a business manager or superintendent of schools . In like manner, the extern who might not have need for study in a specific area such as transportation or required state reports , need not spend a major portion of his weekend devoted to this area of discussion and study. There apparently have been some few instances where an elementary principal of a small school has been involved in sessions with school superintendents discussing the complexities of school finance. The results of such an experience can readily be seen. Lack of knowledge 173 and personal interest causes the extern not to actively participate, and eventual dropping of the program may result. Equally a problem, is the assignment of a relatively veteran school superintendent to a group of administrators new to the superintendency, and he either tends to be bored with the problems discussed or tends to dominate the group discussion. It is recognized that the above noted specific instances were extremely few among those reported by the one hundred and ninety-seven responding externs, but the implications are very obvious for such a program in the stage of development , expansion, and growth. The professor with ample time to devote to the Extern Program can eliminate such problems before they develop. The expanded opportunities for visits to the extern on the job will enable the professor to aid the administrator with a particular problem on "home grounds , " and permit the professor to closely observe the extern "in action. " These more frequent visits will also allow the professor to get out on the "firing line , " and thus better design the program to meet the needs of the extern. The value from this additional phase alone would make a significant impact on the program, and further benefit the relations between the University and the extern, as well as between the school system and the University. It is further recommended that the professor have the opportunity to personally visit other school systems, meet with administrators , and evaluate new or unique instructional programs, to determine if such physical plants, the administrators, and the programs would benefit the extem through visitation, observation, and participation. In turn, such school systems can be made aware of the Extern Program, and of its high value to them and to their administrative staff. It is recommended that such personal contacts and "people to people " relationships will 174 effectively strengthen the program in addition to publications , university catalogues, bulletins, and other such media. It is recommended that another area worthy of exploration to gain full benefits from is that the placement services of the University may well work closely with the Extern Program and the associated professors , and gain more initmate knowledge of these administrators as potential candidates for positions of greater responsibility. The value of the impact which the externship experience has on the extern may well be considered by the placement services when notified of administrative vacancies. The externship grants exceptional advantage for the candidate to have unusual references offered as a result of the opportunity for the university Staff to evaluate his actual ability and competencies. It is also apparent, as noted in the conclusions, that the extern- Ship of less than a year should be eliminated. These externships were Consistently rated of low value by the former externs and resulted in most Of the negative comments . In addition, it is recommended that each new group of externs be exposed to as many of the one hundred and eight SIDecific activities listed in the first phase of the questionnaire as pos- Sible during the first year of the externship. Also, that any presentation and development of a specific activity be concluded in the same term, if possible , so that the extern may realize the full benefit of the experience Should he not participate in the program the following term. This factor Would be particularly true prior to the conclusion of the spring term. Consideration might also be given to the inclusion of a committee Of externs to review with the professor the listing of weekly topics , and to jointly determine the specific problems for various group discussions. This would be particularly desirable when a change in university personnel may occur on a given weekend, so that problems of a repetitious nature 175 and previously discussed would not necessarily be reviewed again . The suggestion for improvement mentioned most often by the respondents to the study was for smaller working groups. It is apparent that the growth of the program and participation by the active school administrator has outraced the means of the university to meet the resultant problem of too large groups. To this extent has the content of these recommendations for the most part been directed. The previous suggested actions on the part of the University will aid in meeting this problem head-on, and result in developing a greater and stronger graduate program in school administration. Other areas of education, as well as other disciplines, might give consideration to the application of the Extern concept to their specific area of interest. The application of this format, which has been successful in educational administration, might well be applied to such specific areas a 8 school plant planning, personnel administration, beginning college teachers, school business managers , and for specific departments of Secondary teaching. The writer views the exploration of this format with- in the general concept of the Extern Program as having value and merit for the inservice education of these individuals whose responsibilities may be within these areas. Consideration for the development of this Concept might well include regional areas involving several states. For Some specific area of interest such as school plant planners the develop- I‘nent of a nation-wide program has distinct possibilities. It is recom- 1"mended that colleges and universities responsible for the basic educational Drograms in these and other areas of interest, also give consideration to the application of this concept of inservice and continuing education for the further preparation, improvement, and development of these pro- fessions. 176 Value and purpose are the basic strength of the Extern Program. They shape its organization, its design, and its development. The personal involvement of the extern, the identity of his own interests and concerns with the program, and the opportunities it provides through the specific activities experienced as well as the general values and experi — ences gained, shapes its content and determines its values. It is uniquely adapted to the problems and interests of the participant, and effectively brings about changes in the understandings , in the attitudes, and in the behavior of the extern as a school administrator. These , and the many other positive effects of the Extern Program as previously presented not- Withstanding, the externship can be further improved by more concentrated a ction on the part of the University to assure the continuance and growth of the program. Individual needs must be more closely identified and met , and the extern should have the opportunity for closer personal contacts With the professors associated with the program. With these improvements in effect , there is no limit to the future of the Extern Program. As the program further expands, new problems Will be encountered and met by the dedicated men who have developed the program and by the participating externs who have demonstrated their faith in its purpose. Further and continous research will provide it direction, and even greater meaning will be realized from its successful r esults . The Extern Program in school administration has proved highly effective as a new and unique approach to the continuing program of in- service education for school administrators. The challenge to further its development , to become an essential and integral part of the, total program Of educational administration, and to meet the ever changing needs of today's dynamic society will be faced by those charged with the responsibility of the education of our youth and people. BIBLIOGRAPHY BIBLIOGRAPHY Administrative Career Program. Graduate School of Education. Harvard University. Cambridge, Massachusetts, 1957. The American School Superintendency. National Education Association, Thirtieth Yearbook of the American Association of School Administrators. Washington: 1952 Andrew, Halpin. "The Development of Theory in Education Association. " Administrative TheorLin Education. Midwest Administration Center, University of Chicago, Chicago, Illinois, Vol. I, 1958, p. 12. Borgeson, F. C. "Preparing Principals for Leadership," The National Elementary Principal, XXXIV, April, 1955, p. 15. Brubaher, Leonard A. ” Study of the Preparation Programs for Educational Administrators at the Eight CPEA Centers. “ Unpublished Doctoral Thesis, The Ohio State University, Columbus, 1960. Bueki, Robin C. "The Internship in Medicine and Hospital Administration. Handbook for the Development of Internship Programs in Educational Administration, Edited by Clarence A. Newell, Bureau of Publications , Teachers College, Columbia University, New York, New York, 1952. Appendix A-l , p. 34. Bush, James M. "The Effects of the Internship Program in Educational Administration on Sponsoring School Systems and Co-operating School Administrators in the CPEA - Middle Atlantic Region. " Unpublished Doctoral Thesis, University of Pittsburg, Pittsburg, 1956. Campbell, Clyde. " Preparation Program for School Administrators , " Michigan School Board Journal, VI, January, 1961 , p. 15. CPEA - 3 Years of Progpess in the Cooperative Program in Educational Administration. American Association of School Administrators. Washington: National Education Association, 1954, p. 16. Culbertson, Jack. "The Challenge Before Us," University Council for Educational Administration , Chicago , Illinois , 1961 . (Mimeographed) . giucational Administration in a Chapging Communigy, National Education Association, Thirty-Seventh Yearbook of the American Association of School Administrators. Washington: 1959 . Fitzgerald, Regina 1. "An Appraisal of Plans for Evaluation of the Intern and Internship in Educational Administration. " Unpublished Doctoral Thesis, University of Maryland, University Park, 1957. 179 Griffiths, Daniel. Human Relations in School Administration. New York: Appleton - Century - Crofts , Inc. , 1956. Hansord, Byron and Fred Vescolani. "Talking Shop at Weekend Seminars, " The School Executive, LXXVII, April, 1958. Inservice Education for School Administration. Report of the American Association of School Administrators Commission on Inservice Education for School Administration. Washington, 19 63. Ivins , Sarah. "Field Work in the Preparation of Social Workers. " Handbook for the Development of Internship Programs in Educational Administration. Edited by Clarence A. Newell, Bureau of Publications, Teachers College, Columbia University, New York, New York, 1952. Appendix A—Z, p. 37. Lortie, Dan C. "Complexity, Specialization and Professional Knowledge." University Council for Educational Administration, Chicago , Illinois, 1961 . (Mimeographed). Moorhead, Mellicent S. " The Effects of the Internship in Educational Administration Upon the Universities Participating in the Program." Unpublished Doctoral Thesis, University of Pittsburg, Pittsburg, 1956. Newell, Clarence A. Handbook for the Development of Internship Pregrams in Educational Administration. Bureau of Publications , Teachers College , Columbia University , New York , New York, 1952 ,p. 55 . Nolte, Chester M. "The Improvement of Programs of Selection, Preparation , and Inservice Development of School Superintendents by State Level Organizations and Agencies. " Unpublished Doctoral Thesis , University of Denver, Denver, 1958. Professional Administrators for America's Schools. National Education Association, Thirty-Eighth Yearbook of the American Association of School Administrators. Washington: 1960. Reller, Theodore L. "The Preparation of Administrators: New Perspectives , " University Council for Educational Administration, Chicago , Illinois , 1961 . (Mimeographed) . Rice , Arthur, R. "'New Perspectives for the Administrator. " Nation's Schools , LXVIII, December, 1961, p. 41. Ronan, William. "Internship in Graduate Preparation for the Public Service." Handbook for the Development of Internship Programs in Educational Administration. Edited by Clarence A. Newell, Bureau of Publications , Teachers College , Columbia University, New York , New York, 1952. Appendix A—3, p. 42. Rossi, Paul W. "An Evaluation of the Internship in Educational Administration with Special Emphasis on the Effects on the Intern. " Unpublished Doctoral Thesis, New York University, New York, 1958. 180 Schnabel, John H. "An Analysis of Experiences Recommended for an Administrative Internship. " Unpublished Doctoral Thesis, Indiana University , Bloomington , 1955 . School Board Superintendent Relationship, National Education Association, Thirty—Fourth Yearbook of the American Association of School Administrators . Washington: 1956. Stanley, Calvin. " Promising Practices in the In—Service Education of School Administrators. " Unpublished Doctoral Thesis , University of Connecticut , Storrs , 1957 . Walker, Cecil B. "A Survey of Internship Programs in Educational Administration. " Unpublished Doctoral Thesis, University of Nebraska , Lincoln , 1960 . Weems, Carl C. "The Internship and Other Practices in the Professional Preparation of School Administrators. " Unpublished Doctoral Thesis , University of Denver, Denver, 1961 . Willis, Benjamin. "Training Administrators - New Perspectives," University Council for Educational Administration, Chicago, Illinois , 1961 . (Mimeographed) . APPENDIX A COMMUNICATION SENT TO EXTERNS 182 Dear Extern: This study is being conducted as a project in educational admin— istration. We believe this to be a significant study in an effort to improve the training of school administrators and particularly the improve- ment of the Extern Program at Michigan State University of which you have been a part. Since the Extern Program has been limited to selected people such as yourself, it is of extreme importance that we receive a 100% return. From this return it is our intention to determine values , receive program direction, and develop recommendations. The questionnaire has been developed with regard to ease in answering,and for the most part requires only check marks for your replies. Your cooperation in answering as much of the total question- naire as possible will be most appreciated. Your reply will be kept strictly confidential, and no individual or school district will be named in the report of the research. Responses will only be used for the purposes of statistical analysis . The signing of your name on the questionnaire is optional. Your cooperation in the project by completing and returning the attachedquestionnaire at your earliest convenience will be greatly appreciated. A self-addressed stamped envelope is included for your use. Thank you very much for your help and assistance. William J. Early Dr. Fred Vescolani Graduate Student in Education Professor Education Superintendent of Schools Michigan State University Fenton , Michigan APPENDIX B QUESTIONNAIRE ADMINISTERED TO RESPONDENTS 184 AN EVALUATION AND ANALYSIS OF THE EXTERN PROGRAM IN EDUCATIONAL ADMINISTRATION AT MICHIGAN STATE UNIVERSITY INSTRUCTIONS Column B contains a list of administrative experiences which an extern might have had during the extern program, either through lectures , discus- sion, or in any form of presentation. Please check (X) in Column A whether or not you had the experience in the extern program. If you check "No" in Column A do not answer Column C and D. Please express in Column C your opinion as to the value of each of the experiences checked "Yes" in Column A. This evaluation should be an expression of the value of these areas as experienced in the extern program. In Column D please indicate to what extent this experience was effective , as measured on the basis of the change that has taken place in your practices , techniques , methods , and philosophy. 185 A B C D Had Experi- Value Effect of ence Administrative Experiences udgrien, xpe ience Yes Nq» 5%) 355:5 5 :1 3 ‘3 ‘23 '9: '9: < H O Q: m m :7 2w 0 <3 2 g E’ o < < m 2 R) 3 (D o (D "‘ a" 01 3:, B ('D B 23' :3 c: '5‘ (DO (D a) 0 m o a 9+ :3 (check 0 .) I(check one) (check one) 1 CURRICULUM AND INSTRUCTION 1 Preparation and improvement of the curriculum 2 Selection of textbooks and instructional materials 3 Initiation of changes in the curriculum 4 Providing for instructional leadership 5 Leadership at staff meetings 6 Classroom visitations 7 Evaluation of instruction 8 Supervision of individual teaching 9 Development of an in-service prcgram 10 Developing an effective plan on formal organization 11 Employing community resources in the instructional program 12 Others (specify) 186 A B C D Had Experi- Value Effect of ence - Administrative Experience udg en Experience ' H Yes No L: m g B r: '5' H g; 0 r: ’0 21'; 'c 3 <: .—. E! o 3 CI. 3 m 'o e" (D (D D” < a) < O a g C O < < (‘D 0 (DB < C- m '* e: 2'. .3, ~ 3" g g. (D 3 S S a 8 a g (check (The) check one) (check one) PERSONNEL ADMINISTRATION Preparationlof criteria for selection of teachers Teacher interviews - how to conduct Teacher selection Orientation of personnel Development of schedules and work loads Evaluation of teaching personnel Evaluation of non-teaching personnel Solving staff morale problems Regarding the suspension and dismissal of employees Transfers of teaching personnel from one school to another school Others (specify) 187 A B D Had Experi- Value Effect of ence ' _Administrative Experiences Judgment Experience Yes No H H H t" ‘6’ Z a 5 B a < t? 3 ‘3 Lo :3 t2 '2 91, C3 m g. 3 a," o o C (D < < < (D < z (D O D) < (D 91 (D O (‘D c ..11 ... 91, 3 3 3 S C c m :3 (D (D (D g, 8 m a) a o a a (check one) (check one) (check one) 111 FINANCE 1 Preparation of the budget 2 Administration of the budget 3 Preparation of financial statements for the board 4 Preparation of financial data for citizens advisorp groufi 5 Investigation of insurance rates and coverage . 6 Formulation and evaluation of salary schedule 7 Preparation and completion of state reports 8 "Computation of per pupil costs and other various statistical data 9 Payroll preparation and procedure 10 Providing a system of financial accounting 11 Study and evaluation of tax rates 12 Others (specify) 188 A B C D Had Experi- Value Effect of ence Administrative Experience Judgment Experience Yes No l_, m H r, g“ H <5 o E g '3" P '5 m :5 5.3, o '1 2 3m '1 z Hm :: 0 m < o 0 r: (50 5 <: S o ‘D 5 S 0 '1 ,_. p) a '1 gm 3 :3" 75 g E (D :3 :3 (D I. O m D O H- a (she (me; (check on ) Tcheck one) IV BUSINESS MANAGEMENT AND PRACTICES 1 Systematic control of records and funds 2 System of inventory of fixed assets and appraisal 3 Businesslike and ethical purchase procedures 4 Study of equipment and syply needs 5 Storage, receiving, distributing and inventorying supplies 6 Preparation of specifications ' for bids and for purchasing 7 Processing of bids 8 Coordination of orders , pay- ments, receipts 9 Analyzing the expenditures of the school district 10 Others (specify) 189 A B C D Had Experi- Value Effect of ence Administrative Experience udgm ant Experienc Yes NO I." U) 5‘ [-4 H ’5' :3: 0 K 'o ’F‘; 5 < rt 3 C *1 c-+ ’O 2 °’ 5' m 0 ° 6‘ 8 ‘6’ o g E <: :r 5 <1 B < ‘3 ”9 a 5 99 gm 3% :1 c '5 ‘D :5 m m o m m E, o :3 a (check ne) check one (check one) V SCHOOL PLANT 1 Selection of school architect 2 Evaluation and selection of existing sites and facilities 3 Determining the educational requirements of the new building 4 Planning for the new building and equipment with the architect 5 Planning for the new building and equipment with the staff 6 Planning for the new building and equipment with the students 7 Planning for the new building and equipment with the community 8 Evaluation of building and site plans 9 Letting of bids for construction 10 Supervision during construction 11 Acceptance of completed project 12 Daily operation and maintenance prpgram 13 Establishing of duties and schedules 14 Determining the amount of coverage for insurance 190 A B C C Had Experi- Value Effect of ence Administrative Experience udgment Experience Yes Nq I t-‘ m g 5“ g H v;- 0 c: g: 'c 3 c-r B O .0 c-+ '1 (11 '0 g < v—o (D 3- 8 r—« 0 o '1 0) (D (D < a O C H < <: < m < 0 r: 9, c» a: (D 0 3 (D m 3* (D t—-‘ r---- a ”I (D 3 :3 C C (D :3 :3 (D o ‘0 ‘D :s o H :3 "" ¢-+ (check ne check one) (che ck one‘ 15 Determining plant utilization 16 Others (specify) V AUXILIARY SERVICES 1 Evaluation of transportation needs fl 2 School bus scheduling 3 Hiring of transportation personnel 4 Operation and maintenance of school buses 5 Development of regulations governing operation of school buses 6 State Aid program concerning transportation reimbursement 7 Preparation of bids and purchase of school buses 8 State and federal aid to school cafeteria 9 Management and finance of cafeteria 10 Selection and supervision of cafeteria personnel 11 Purchase of cafeteria ecmipment 191 A B C D Had Experi— Value Effect of ence Administrative Experience Judgment Experience Yes No H .... H ‘ E ‘6’ § a £21 a s <: s a o '9. s '9. s E m m :3: o F; o g g 2 E: g? (5 g (5%) (D Z =5 E 'E can :3 (abs 5} g ° " w a 0 a” a 3‘ check ohe) (check oneL (check one) 12 Other (specify) VII PUPIL — PERSONNEL GUIDANCE 1 Providing guidance services for all children 2 Administration of the guidance and testing program 3 Planning and evaluation of individual guidance 4 Planning and evaluation of group guidance 5 Evaluation of the guidance and testing program 6 Use of pupil cumulative records 7 Developing procedures for remrting to parents 8 Others (specify) 192 A B C D Had Experi- Value Effect of ence Administrative Experience Judgment Experience Yes No ' r, a: H r, H H :- o g S :3 B B ... B ‘3 'o H 'o 'o < u—a (D O '1 .— -1 '1 g) (D :3" O (D of!) O E“ o < < S 0 5° 3 w 7 9’- ‘” s " as s 5 5' E? m 5 mm m 0 <0 o :1 0 :3 :3 fl H I"? (check one) (check one) check one) no nw VIII COMMUNITY RELATIONS 1 Organizing lay and professional groups for participation in ed- ucational planning and other educational activities 2 Developing competency in human relations 3 Organizing school and community surveys 4 Developing system of communication surveys 5 Preparation of news releases 6 Conducting and utilizing research concerning educational problems ‘of the school and community 7 Providing for adult education 8 The use of community resources in the school program 9 Participation in the Parent- Teacher Association 10 'Utilizing parent conferences 11 Interpretation and presentation of school policies to the community 12 Other (specify) 193 A B C D Had Experi- Value Effect of ence Administrative Experience udgment Experience Yes No to 5' r4 .5 ,_, E o g '2 g: -o 3 "" a C o H H '1 < S o r” 0 m o z 0’ (1) ‘° :r < (D < o <: c: EC < < (ED 0 (D B (D O m '1 E”. w m '* (Bow 5 5‘ 3 c E :3 :3 5 m o (D (D "" O r+ a. (check 0 1e) (check one) check one) STAFF RELATIONS The development of staff salary schedules Promoting staff growth through staff meetipgs Promoting staff growth through participation in professional orgpnizations Promoting staff growth through participation in community activities Promoting staff growth through in-service training Improving staff morale through the development of sick leave provisions and other fringe benefits The development of a general climate conducive to good staff morale and a seriousness of purppse 10 Defining the duties and responsibilities of the staff The development and inter- pretation of written school board policies and the utili- zation of the staff in this responsibility The use of staff bulletin 194 A L C D Had Experi- Value Effect of ence Administrative Experience Judgment Experience Yes N H H E a z E :1 s 3 <3 a 3 8 9* '08) a a 0’ ‘D m :r <: {5‘ 8 c: EC (‘D <3 E O m '1 E E B 2 to“) g 3‘ 5 E E’ g :5 5 m 0 m o rt 0 g 3 (check one) (check one) (check'éne) 11 Providing the opportunity for staff to make presentation of instructional methods or curriculum materials to the board ' 12 Recognizing the contributions made by the staff to the total educational program 13 The development of a feeling of mutual confidence, faith, and integrity between staff, and the administration 14 Other (specify) X SCHOOL BOARD RELATION S 1 Preparation of board agenda 2 Preparation of other reports for the board 3 Advising the board on policy formulation 4 Executing boardpolicy 5 Keeping the board informed 6 Developing a sound working relationship with the board 7 Aiding the board to distinguish between policy and executive function 195 A B C D Had Experi- Value Effect of ence Administrative Experience flidgment Experience Yes Nq E3 8’ ”a": '5 H < 3 a 3 'o g 'o 3 9:. m w 8 8 - 3 c0 2 c o <: :r < ‘D < o o g a) a on (D o m 3 < c H < B '1 B m (D 0 8 F5 93. ‘0 :1 ‘D 3 :3‘ r: L" o 3 m m H I“? :3 (check one) check one) (check one) 8 Involving the board in the building program 9 Developing and providing opportunities for the board to meet and work with the staff 10 Developing and providing opportunities for the board to appear before the public 11 Others (specify) each of the following objectives of the externship. Please indicate the extent to which the total Extern Program met OBIEC TIVES 18w ION aAuoano 19w Nit-21119:! eAnoquo 13W Ataienbapv am 1:39qu II OBJECTIVES OF THE EXTERN PROGRAM To improve the professional competency of the administrator in his daily work. To help the extern determine the true and full nature of the task of educational administration by analyzing his problems and mactices To help the beginning administrator translate good theory into practice To promote ethical practices of the administrator in his work with personnel, students, parents and the public; and in the execution of the policies of the Board of Education To stimulate a pioneering spirit on the part of the beginning administrator so that he may be prepared to meet the challenge of education in our dynamic and rapidly changing society. To develop a broad, more comprehensive view of educational administration. 196 To equip him for the task of educational leadership To promote high ideals and standards for the administrator in his total role as an educational leader I 197 RELATED DATA THE POSITION WHICH I HELD AS A MEMBER OF THE EXTERN PROGRAM WAS: (check the one which most accurately describes the position - If you changed positions during your tenure in the Extern Program, please indicate by X-l , X-2 , etc. 1 2 10 ll Superintendent of Schools Assistant Superintendent Business Manager Assistant Superintendent in charge of business Curriculum Director Director of guidance or other district-wide department High School Principal Assistant High School Principal Junior High School Principal Elementary Principal Other (plea se specify) 2 THE LENGTH OF TIME SPENT AS AN EXTERN WAS: 1 2 6 Less than one school year One school year More than one school year, but less than two years Two school years More than two school years , but less than three years Three school years 3 THE YEAR OR YEARS OF MY EXTERN EXPERIENCE WERE: 1956 - 1957 1957 - 1958 1958 - 1959 1959 - 1960 5 6 7 4 AT THE START OF MY EXTERN EXPERIENCE MY AGE WAS: 6 7 5 MY ADMINISTRATIVE SALARY DURING THE FIRST YEAR OF MY EXTERN 1960 - 1961 1961 - 1962 1962 - 1963 20 - 24 25 - 29 3o - 34 35 - 39 4o - 44 45 - 4‘5 50 - Over EXPERIENCE WAS: 1 2 9 10 6 THE NUMBER OF YEARS SINCE MY LAST EXPERIENCE AS AN EXTERN ARE: 1 2 3———-— 4 less than 5,000 between 5,000 - 5,999 between 6,000 — 6,999 between 7,000 - 7,999 between 8,000- 8,999 between 9,000 - 9,999 between 10,000 - 10,999 between 11 ,000 - 11,999 between 12,000 - 12,999 over 12,999 (please indicate) less than one year One year Two years Three years 198 199 5 Four years 6 Five years 7 Six years 7 MY PRESENT ADMINISTRATIVE SALARY IS: l __ less than 7,000 2 __ 7,000—7,999 3 _ 8,000 - 8,999 4 __ 9,000-9,999 5 _g___ 10,000 - 10,999 6 __ 11,000 - 11,999 7 __ 12,000 - 12,999 8 __ 13,000 - 13,999 9 __ 14,000 - 14,999 10 __ Over 14,999 (please indicate) 8 HAS A CHANGE OF POSITION OR STATUS TAKEN PLACE SINCE OR DURING YOUR EXPERIENCE AS AN EXTERN? (Which in your opinion is one of professional advancement). 1 Yes 2 No 9 WAS THE EXTERN PROGRAM OF IMPORTANCE IN PREPARING YOU FOR THIS PROFESSIONAL ADVANCEMENT? 1 Yes 2 No 10 IF NO CHANGE OF POSITION OR STATUS HAS TAKEN PLACE, HAS THE EXTERN PROGRAM BEEN OF IMPORTANCE BY IMPROVING YOUR WORK AND EDUCATIONAL CONTRIBUTIONS IN THIS SAME POSITION? (Answer only if NO change has occurred) 1 Yes 2 No ll 12 13 14 200 AT THE TIME I BEGAN MY EXTERNSHIP I HAD COMPLETED THE FOLLOWING NUMBER'OF TERM HOURS OF GRADUATE STUDY BEYOND THE MASTER'S DEGREE l _ less than 10 hours 2 __ 10 to 19 hours 3 _ 20 to 29 hours 4 __ 30 to 39 hours 5 ______ 40 to 49 hours 6 50 or more hours IT IS MY OPINION THAT MY EXTERNSHIP WAS SERVED: 1 At the proper time in my graduate program 2 Earlier in my graduate program than it should have been 3 Later in my graduate program than it should have been IT IS MY OPINION THAT MY EXTERNSHIP WAS SERVED: 1 At the proper time in my professional career 2 Earlier in my professional career than it should have been 3 Later in my professional career than it should have been AS A RESULT OF MY EXTERN EXPERIENCE, MY DESIRE TO CONTINUE AND ADVANCE AS AN EDUCATIONAL ADMINISTRATOR HAS: 1 Increased because of my extern experience 2 Decreased because of my extern experience, so that now I am in doubt about my desire to continue in school administration 3 Reversed because of my extern experience so that now I have no desire to hold an administrative position 4 Remained unchanged * 15a) IN YOUR OPINION DOES THE EXTERN PROGRAM CONTRIBUTE TO A CLOSER RELATIONSHIP BETWEEN THE UNIVERSITY AND THE EXTERN? 1 Yes 2 No 3 Undetermined ZOl 15b) IF YES, OF WHAT VALUE IS THIS RELATIONSHIP 1 Little value 2 Some value 3 Much value 166) IN YOUR OPINION DOES THE EXTERN PROGRAM CONTRIBUTE TO A CLOSER RELATIONSHIP BETWEEN THE UNIVERSITY AND THE INDIVIDUAL EXTERN'S OWN SCHOOL SYSTEM? 1 Ye s 2 No 3 Undetermined 16b) IF YES, OF WHAT VALUE IS THIS RELATIONSHIP? 1 Little value 2 Some value 3 Much value 17a) DID THE EXTERN PROGRAM STIMULATE YOU TO CONTINUE WITH GRADUATE WORK IN SCHOOL ADMINISTRATION? 1 Yes 2 No 17b) IF YES, PLEA‘JE INDICATE NUMBER OF ADDITIONAL TERM HOURS SINCE YOU BEGAN YOUR EXTERN PROGRAM Term hours 18 IF YOUR ANSWER TO 17a) IS YES, PLEASE INDICATE TO WHAT EXTENT THE EXTERN PROGRAM HAS INPLUENCED YOU TO CONTINUE WITH YOUR GRADUATE WORK: Please answer this question relative to your ultimate but realistic aims. (Answer only one) 1 Additional course work only 2 Complete six year program 3 Receive either Ed. D. or Ph. D. 19 WOULD YOU RECOMMEND THE EXTERN PROGRAM AS A VALUABLE ED- UCATIONAL EXPERIENCE TO A BEGINNING SCHOOL ADMINISTRATOR? 1 Yes 2 No 20 21 22 202 PLEASE LIST BY NUMERICAL ORDER THE RESPECTIVE VALUES OF THE FOLLOWING GENERAL EXPERIENCES IN THE EXTERN PROGRAM: (Indicate value by using a scale of one (1) to ten (10) , with one (1) having the highest value). 1 __ _ Practical nature of problems discussed and solutions proposed 2 __ Sharing of experiences and problems 3 __ Individual assistance of instructional staff 4 ____ Benefits derived from resource people 5 __ Keynote speaker 6 __ Informality of the situation and free exchange 7 _____ Friendships of fellow administrators 8 __ Recording of week's problems 9 __ Programs in general 10 __ Other(s) please specify below: IF CALLED UPON, I WILL MEET WITH THE INVESTIGATOR FOR THE PURPOSE OF A PERSONAL INTERVIEW: It is understood that the investigator will arrange for a time and place for this interview that will be convenient for me and that I will have adequate notice of the appointment for the interview . 1 Yes 2 No ADDITIONAL COMMENT ON ANY SPECIFIC EXPERIENCE, ATTITUDE, IDEA, OR RECOMMENDATIONS FCR IMPROVEMENT OF THE EXTERN PROGRAM OR FOR THIS EVALUATION OF THE EXTERN PROGRAM ROOM use ONLY .-- ROOM USE ONLY.