I” W. WNW/M 105866 fiiiESIi ‘ LIERARY Michigan State University This is to certify that the dissertation entitled AN INVESTIGATION OF THE TEACHER COLLABORATOR AS AN INSERVICE MODEL IN A SELECTED CONTENT AREA presented by Minnie L. Key Wheeler has been accepted towards fulfillment of the requirements for I Ph-D- degreein Teacher Education g/ // [wflfié Major professor Date November 10, 1982 MS U i: an Affirmative Action/Equal Opportunity Institution 0- 12771 MSU LIBRARIES RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES wiii be charged if book is returned after the date stamped beiow. AN INVESTIGATION OF THE TEACHER COLLABORATOR AS AN INSERVICE MODEL IN A SELECTED CONTENT AREA BY Minnie L. Key Wheeler A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1982 ABSTRACT AN INVESTIGATION OF THE TEACHER COLLABORATOR AS AN INSERVICE MODEL IN A SELECTED CONTENT AREA BY Minnie L. Key Wheeler The purpose of this study was to systematically de- scribe the conceptualization, developmental training, implementation, and follow up of the teacher collaborator inservice model. This model, proposed as a part of the Twelfth Cycle Teacher Corps Program, included the prepara- tion and utilization of teachers as instructional assis- tants and resources for inservice education in a selected content area. The objective was to provide an inservice experience for teachers in the participating school that incorporated the most successful characteristics of the Teacher Corps school which included released time for inservice, explora- tion of research based curriculum, examination and adapta- tion of instructional strategies conducive to specific teaching situations, and individual training for implemen- tation of the selected content. Additionally, the model demonstrated that teachers and teacher educators successfully planned, developed, and implemented an inservice program. Minnie L. Key Wheeler Literature Review The literature review on inservice education pointed out the need for a conceptual design for inservice education with teacher involvement at all levels; i.e., planning, development, implementation, and evaluation. It also em- phasized the need for inservice that is part of the teach- er's regular working day, field based and predicated on assessed needs and desires of teachers. Major Findings The teacher collaborator inservice model clearly docu- ments that teachers can effectively deliver inservice to their peers. The role placed the teacher in the position of planner and developer, implementor and evaluator of selected content. Within the model, the teacher collabora- tor assisted the peer teacher by serving as a facilitator of learning, became a listener and sounding board for ideas and activities in a non-judgmental atmosphere, which pro— moted confidence, openness and enhanced the role. The outcomes of this experience resulted in a set of conditions for both teacher collaborator and peer teacher. Follow-up information of the utility of content learned after formal training had ended revealed that both teachers were continuing to use various aspects of the program in their classrooms. DEDICATION This dissertation is dedicated to my mother, Mrs. Dorothy M. Key, my father the late Eugene Key, my sister Dorothy, and her husband William, Jr. ii ACKNOWLEDGEMENTS With deep appreciation, I acknowledge the encourage- ment, support, and guidance given to me by my committee: Drs. Howard Hickey, Bruce Mitchell, James Snoddy, and John Schweitzer. Special appreciation and affection are extended to my brothers Jesse, Burnis,Stanley, and Steve; my sister Gwyn; and my friend Richard for their encouragement, support, and love. I owe my most sincere gratitude to my children Stanley and Clifton whose love, patience, and understanding gave me another reason to strive for this goal. Finally, I offer my thanks to the teachers for their time, patience, and support which made this study possible. iii CHAPTER I: TABLE OF CONTENTS INTRODUCTION . . . . . . . . . Background of the Study . . . . . . . Purposes of the Study . . . . . . . . Objectives of the Study . . . . . . . Definition of Terms . . . . . . . . . Inservice Education . . . . . . . Teacher Collaborator . . . . . . Experienced Teacher . . . . . . . Elementary School . . . . . . . . School Based Inservice . . . . . Released Time . . . . . . . . . . Peer Teacher . . . . . . . . . . Teacher Corps Program . . . . . . Limitations of the Study . . . . . . Methodology . . . . . . . . . . . . . Participant Observation . . . . . Focused Interview . . . . . . . . Audiotapes . . . . . . . . . . . The School Setting . . . . . . . . . The Teachers . . . . . . . . . . . . Plan of the Study . . . . . . . . . . Phase I: Conceptualization . . . Phase II: Developmental Training Phase III: Implementation . . . Phase IV: Follow up . . . . . . overView O O O O O O O O I O I O O O O 0 CHAPTER II: REVIEW OF SELECTED LITERATURE AND RESEARCH . . . . . . . . . . Literature Related to Inservice Education Needs . . . . . . . Literature Related to General Research Studies in Inservice Education Literature Related to Teacher Summary Collaborator,/Peer Teaching . iv [—1 toxoooooooxlximmmmmmmmmbbhi-J l4 14 20 25 28 CHAPTER III: PROCEDURES AND METHODS Introduction . . . Participants . . . The Methods . . . . Summary . . . . . . CHAPTER IV: ANALYSIS OF DESCRIPTION INFORMATION Introduction . . . Teacher The The The The The The Collaborator-Peer Teacher Teaming Session . Collaborator Collaborator Collaborator Collaborator Collaborator Collaborator Follow up Phase . . Category I: Category II: Category III: Summary CHAPTER V: Conclusions . . . . Summary Statement . as as as as as as Resource Planner Teacher Demonstrator Evaluator Negotiator Point of View Pre-Drama Activities Multicultural Education OF THE CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDY STUDY 3O 30 32 33 44 45 45 47 55 55 56 56 56 56 59 6O 63 64 67 69 69 71 APPENDIX A: TWELFTH CYCLE TEACHER CORPS INSERVICE OPTIONS o o o o o o o o o 0 APPENDIX B: PRE-TRAINING INTERVIEW QUESTIONS --TEACHER COLLABORATOR o o o o o o 0 APPENDIX C: TEACHER COLLABORATOR QUESTIONNAIRE . APPENDIX D: MICHIGAN STATE UNIVERSITY ELEMENTARY INTERN PROGRAM DELIVERY SYSTEM . . . . . . . . . . . APPENDIX E: TEACHER COLLABORATOR SEMINAR OVERVIEW APPENDIX F: FOCUSED INTERVIEW WITH TEACHER COLLABORATOR . . . . . . . . . . . . APPENDIX G: TEACHER COLLABORATOR-PEER TEACHER PLANNING AND FEEDBACK FORM . . . . . APPENDIX H: APPENDIX I: APPENDIX J APPENDIX K: APPENDIX L: APPENDIX M: APPENDIX N: APPENDIX 0: APPENDIX P: APPENDIX Q: APPENDIX R: BIBLIOGRAPHY TEACHER COLLABORATOR-PEER TEACHER PLANNING FORM 0 O O C O O O O O O O . TEACHER COLLABORATOR-PEER TEACHER PLANNING AND FEEDBACK FORM . . . . . FOCUSED INTERVIEW--TEACHER COLLABORATOR #2 . . . . . . . . . . . TEACHER COLLABORATOR-PEER TEACHER PLANNING AND FEEDBACK FORM . . . . . FIGURE I AND FIGURE II PEER TEACHER ROOM ARRANGEMENT . . . . . . . . . . TEACHER COLLABORATOR-PEER TEACHER PLANNING AND FEEDBACK FORM . . . . . TEACHER COLLABORATOR STIMULI GROUP INTERVIEW QUESTION AT THE END OF THE DEVELOPMENTAL TRAINING SEMINAR . . . TEACHER COLLABORATOR RECOMMENDED CONDITIONS FOR THE INSERVICE MODEL BASED ON ACTUAL EXPERIENCE . . . . . FOLLOW UP OBSERVATION TEACHER COLLABORATOR O O O O O O O O O O O FOLLOW UP OBSERVATION PEER TEACHER . FOLLOW UP INTERVIEWS TEACHER COLLABORATOR AND PEER TEACHER . . . . vi 92 93 94 95 96 98 100 101 103 109 112 116 CHAPTER I INTRODUCTION Background of the Study Among the most demanding challenges facing local school districts, universities, and state agencies in the next de- cade is the develOpment of effective inservice education programs for school staffs. Continuous retraining of school staff members must become an educational priority (Porter, 1979). In recent years there is evidence that one of the miss- ing links to developing successful schools is the retraining and upgrading of teachers and staff. It has been found that additional resources are frequently used to provide new ma- terials, more peOple, or improvement in equipment and fa- cilities, but few resources are committed to improve the skills of the school staff. Edelfelt and Lawrence (1975) maintain that there have been many attempts to improve inservice education, but few of them have been successful. The National Education Association (1966) compiled a list of 19 different types of inservice teacher education: classes and courses, institutes, conferences, workshOps, staff meetings, com— mittee work, professional reading, individual conferences, visits and demonstrations by outside parties, field trips, travel, camping, work experiences, teacher exchange, re- search, professional association work, cultural experiences, and community work. This list is comprehensive, but not necessarily useful. Rubin (1971) contends that virtually everything a teacher does inside the school domain consti- tutes inservice education. Ryor, Shanker, and Sandefeur (1979) have presented evidence to suggest that teachers' attitudes reflect a general feeling that most inservice training is not responsive to their own needs. In attempts to suggest viable ways by which to develop effective inservice models, Cruickshank, Lorish, and Thomp- son (1979) indicated that teachers should be actively in- volved in all aspects of the inservice program; i.e., the planning phase, the training phase, and the evaluation phase. The teacher participation concept developed as part of the St. Louis Educational Confederation Program (1974) documented the use of an advisory approach, having master teachers provide inservice training to teachers who in- vited their assistance. The major assumption was that if teachers who wish to grow professionally can have their needs met on the job by proven master teachers, they will be more likely to try out new approaches and venture beyond old routines. According to Mia (1977) and Devaney (1977), the use of the master teacher for inservice training has proven itself an effective model. This process is capable of providing in-school leadership for teachers who want to develop their range and effectiveness, particularly in basic skills teach- ing. When the efforts of the advisory/master teacher are successful, the result is more responsive and effective for children and provides greater satisfaction and professional confidence for teachers. The advisory approach (master teacher) was redesigned as an inservice model for use in the 12th Cycle Teacher Corps Program (1977) in Lansing, Michigan. The Teacher Corps Program used the teacher collaborator to provide on- the-job training to peers. The teacher collaborator role places a teacher in a position of decision making, and s/he is able to participate in the develOpment and implementa- tion of content that has been selected, learned, and assessed as beneficial to both teachers and students. An additional aspect of the teacher collaborator ar- rangement is that the teacher is the heart of the instruc— tional program and has both practical and theoretical knowl- edge. The model also allows the teacher collaborator to function inside the classroom which portends to control many of the relevant training problems found among more tradi- tional models. Purpose of the Study The purpose of this case study is to describe the con- ceptualization (purposes and objectives), development (practices and procedures), implementation (activities and functions) and follow up (impact and outcomes) of an inser- vice model on a teacher collaborator and her peer. This study was undertaken to identify, in Operational terms, a model of inservice education for the continuing profession- al growth of practicing teachers, in a selected school. Objectives of the Study The objectives of this study are: 1. to give an account of the process involved to conceptualize the teacher collaborator model; to describe the developmental training pro- cedures undertaken to operationalize the teacher collaborator role; to describe the activities, functions, and perceptions of a teacher enacting this role with another teacher; and to explore the extent to which skills and techniques learned by the teacher collabora- tor and peer teacher are being used after formal training had ended. Definition of Terms In this study, the following terms were used according to the accompanying definitions. Inservice Education Inservice education is the training that a teacher re- ceives while working as a member of the teaching profession. It includes instructional activities designed to renew and expand the teacher's knowledge and skills in order that his/her classroom performance may be more effective. Teacher Collaborator A teacher collaborator is a teacher who demonstrates knowledge and skills related to selected programs and ac- tivities to another teacher in a systematic and structured way. Experienced Teacher An experienced teacher is one who has taught for more than three years and who has met state and local require- ments for certification. Elementary School An elementary school is an institution designed to serve students kindergarten through sixth grades. School Based Inservice School based inservice activities and programs are those that take place in a school setting. Released Time Released time is that time designated for inservice education that is part of the regular school day. Peer Teacher A peer teacher is a classroom teacher who teams with a teacher collaborator in planning and developing activities and lessons for students in a selected content area. Teacher Corps Program The Teacher Corps Program was a joint inservice pro- gram between the Lansing (Michigan) School District and Michigan State University which focused on the systematic adaptation of research findings in selected content areas and the develoPment of a conceptual framework for inser- vice education for the professional growth of teachers. Limitations of the Study This study was limited to those teachers who volun- teered to participate as teacher collaborators. This study was limited to an urban school district in mid—Michigan. This study was limited to the perceptions and inter- view responses of participating teachers and the researcher who is also the writer. As in any case study, it is difficult to make accurate generalizations about the effects of this type of program on other districts or individual schools. It is possible that the cost of this program could be a limiting factor and some aspects may have to be adapted. Methodology The nature of the information sought in this study required a qualitative methodology. In order to increase the qualitative dimensions, it was imperative that the method selected allow the researcher to get an indepth and systematic account of the process involved as the teacher collaborator inservice model emerged. To insure this, the case study approach was used and expanded to include parti- cipant observation, focused interviews, and audiotape. Char- acteristically, these data gathering techniques provide a holistic picture of the subjects, their situations and en- vironments over an extended period of time. More specifical- ly, these techniques were used in the following ways. Participant Observation The researcher spent approximately 40 hours observing the teachers under study in each phase of the inservice model. This undertaking provided a method for analyzing actions and reactions of the working team. Additionally, the researcher participated as a member of the initial developmental team which was charged with the task of conceptualizing the teacher collaborator inservice model. This participation allowed the systematic gathering of information regarding the "what" and "how" of the teacher collaborator inservice model. The "what" related to what teachers tended to want and need as program facili- tators and developers. The "how" related to the processes and functions the teacher must demonstrate1huorder to implement programs and activities. Focused Interview Throughout the develOpmental training and implementa- tion phases, the researcher held a series of interviews with the teachers under study. Interviews were scheduled con- currently with each phase of the inservice model. Inter- view questions focused on participating teachers' readiness for the inservice based on training received, perceptions of what the experience would entail, anticipated problems and concerns, and, lastly, outcomes of the experience. Audiotapes The researcher used audiotapes during the develOpment and implementation sessions. Use of the audiotapes enabled the researcher to record and describe interactions, noting specific patterns that tended to emerge. Each of these techniques was designed to analyze the interactions and transactions of the teacher collaborator inservice model from a variety of perspectives. Conse- quently, the findings of the study are intrinsically re- lated to the method used. The School Setting An elementary school located in Lansing, Michigan, was the site of this study. The school, serving approximately 500 students, is located in a racially balanced, middle income neighborhood. The school staff was comprised of 20 teachers and special service personnel. Most teachers have taught at the school for several years. During the regular school day, parents and community residents are often in the building, serving as volunteers or participating in various school based community pro- grams. The Teachers The two teachers selected for this study volunteered to participate in the teacher collaborator inservice model. The teacher collaborator had taught at the school for 14 years. She expressed a deep interest in the inservice because it allowed her to learn something different and creative. The peer teacher had taught for ten years with some experience at the senior high level. Similar to the teacher collaborator, she was interested in learning some- thing new to improve her skills and provide new learning for her students. Both teachers were presently teaching upper elementary classes. Plan of the Study The teacher collaborator inservice model evolved out of the need for teachers to become an integral part of their continuing education. This model was conceptualized, developed, and implemented during the 12th Cycle Teacher Corps Program, a joint inservice program between the Lansing 10 (Michigan) School District and Michigan State University. The program goal of the teacher collaborator inservice model was outlined as follows: The development and implementation of a concep- tual design for inservice education by teachers which incorporated feasible research based re- commendation for providing time, resources, and support systems for professional growth of teach- ers (Teacher Corps Proposal, 1977). The plan of the study, which consisted of four phases, was designed to provide a systematic description and analy— sis of the teacher collaborator inservice model on a teach- ing team (teacher collaborator--peer teacher), using the techniques described in the "Methodology" section of this chapter. Phase I: Conceptualization During winter and spring terms of 1978, a demonstra- tion team comprised of teachers, school administrators, and university instructors held a series of working sessions designed to conceptualize the teacher collaborator inser— vice model. The task of this team was to review relevant literature related to practices and trends in inservice education, to develop and administer questionnaires to teachers relating to inservice needs and conditions for in— service. Additional assistance was sought from the exper- tise and experience of demonstration team members. 11 Phase II: Develop- mental Training Ten sessions, one half day per week, were provided for the developmental training. These sessions included demon- stration inquiry and problem solving activities. The fol- lowing were considered: --overview regarding the goals and objectives of the teacher collaborator's inservice model based on recommendations of the demonstration team --outline and operationally describe the role of the teacher collaborator; i.e., what skills and techniques should be exhibited as well as the task to be performed --identification of personal and organizational factors which facilitate or inhibit develop- ment of the teacher collaborator experience —-identify and demonstrate methods and tech- niques to be used by the teacher collaborator during the implementation phase Phase III: Implementation The implementation phase, Phase III, describes the ac- tivities, functions, and perceptions of the teacher collab- orator implementing her role. Specific attention is given to the task and procedures for carrying them out. Phase IV: Follow up One major weakness of inservice training is that it runs the risk of being discontinued once the formal struc- ture has ended. Additionally, the degree and utility of knowledge and skills acquired are seldom monitored for long term use. The follow up phase of the teacher collaborator 12 inservice model attempted to ascertain information about those aspects of the teacher collaborator inservice ex- perience that were a continual part of the participating teacher's regular teaching. Evaluative questions guiding this phase of the inves- tigation were: To what extent does the teacher use the content learned (the integration of creative dramatics and multicultural education in the language arts curriculum) in his/her regular classroom? What aspect of the teacher collaborator experi- ence does the teacher use most often during regu- lar teaching? How did this experience affect his/her teaching? During the collaborator training and implementa- tion, teachers were involved in developing their own materials and lessons. What value do they place on these, their own materials, as compared to materials from other sources? Would you participate in this type of inservice again? What aspect of the teacher collaborator experi— ence do you value most/least? Overview Chapter I contains the introduction and background of the study, purpose of the study, objectives, definitions of terms, limitations of the study, methodology, plan of the study, and summary. Chapter II contains a review of liter- ature related to inservice education needs and trends, literature related to general research studies in inservice education, and literature related to teacher collaborator/ peer teaching. Chapter III provides a description of 13 transactions and recommendations of the demonstration team related to the conceptual framework for the teacher collab- orator inservice model and the practices and procedures undertaken by the teacher during the developmental training process. The analysis of inforamtion and follow up of the study are presented in Chapter IV. Chapter V contains the conclusions and recommendations generated by the study. CHAPTER II REVIEW OF SELECTED LITERATURE AND RESEARCH This chapter presents a review of the literature and research related to the topic of the study. The chapter is presented under the following subheadings: literature re- lated to inservice education needs and trends, general re- search studies in inservice education, and research related to the teacher collaborator/peer teaching. Literature Related to Inservice Education Needs Inservice education is a natural continuation of the professional preservice education in which teachers have participated. Such an activity is an obligation for teach- ers and a necessity for educational programming. Few, if any, would deny the fact that one of the imperative needs of American education is the continuing education of the pro- fessional in the field (Childress, 1965). According to Bell (1974): New methods, materials and machines have shaped a new and changing world in which knowledge and skills are paramount . . . . The nature of to- day's culture also demands specialized skills and understanding (p. 42). Inservice education must serve the needs of practition- ers so that they can respond effectively to the educational l4 15 demands of students and society. Although inservice edu- cation demandsichanging roles to meet societal educational needs, the existing models show documented impairment, Bunker (1977) outlined some of the weakness of inservice education: --initiation of the inservice by someone other than the teacher --total disregard for the felt and expressed needs of teachers --appending inservice education programs to the teaching day --teaching inservice programs in a manner class— room teachers are admonished to avoid Corey (1957) described the problems and issues in in- service education. He emphasized planned programs in con- trast to independent attempts by teachers to improve them- selves and stated that wide reading, travel, convention at- tendance, professional courses, or any other means condu- cive to professional growth is not thereby undervalued. Corey pointed out the necessity for planned programs in in- service education for the improvement of school personnel emphasizing the notion that it is not practical to depend entirely on preservice preparation and individual initia- tive. He recommended carefully planned, creative programs geared to the needs and demands of a rapidly changing so- ciety. He strongly urged school personnel to keep abreast of what they must know and be prepared to do. Inservice education in the past has failed to provide programs and activities necessary to accomplish this goal. 16 Edelfelt (1974) summarized: Inservice education has been the neglected step- child of teacher training. Most resources and effort in teacher education have gone to preser- vice preparation. For the last four decades, this concentration of resources and effort was defensible in order to assure that teachers were adequately prepared prior to service. Now, how- ever, preservice goals have been largely accom- plished . . . . Meanwhile, inservice education for teachers remain a wasteland of evening, Saturdays and summer courses or workshops man- dated by school districts and state departments of education. Inservice education takes place almost entirely on the teacher's time and in advanced collegiate study at the teacher's ex- pense. It is required for a standard teaching certificate or for advancement on a local dis— trict's salary schedule. It is planned and executed by educators other than teachers. Too often it is taught in a manner that violates al- most every principle of good teaching. Perhaps most important, too little of its emphasis has been on improving teacher performance (p. 13). A similar position is espoused by Mulkh Raj Chilan (1968). He stated that a well organized and systematic in- service education is essential for the efficiency and promo- tion of any profession, but it is much more important for educational workers because of the unique and strategic position which education occupies in the task of human de- velopment. Suggesting a more comprehensive look at inser- vice education, Edelfelt and Lawrence (1975) reported: Inservice education has been the weakest and most haphazard component of teacher education. Even the most charitable would have to admit that it has not been nearly as effective as it might have been, considering the expenditure of time, ef- fort, and resources. However, to say that in- service education has been inadequate is not to say that teachers can or want to do without it . . . teachers want quality inservice education; they also recognize a significant discrepancy be- tween what exists and what they would like (p. 23). 17 Supporting this notion, Roth (1975) suggested that in- service education address the individual teacher's ideas and needs and be relevant to the teacher's teaching responsi- bilities. Roberts (1964) concluded that it is hard to imagine a single school system in the United States today that does not have a commitment to the professional development of teach- ers after they get the job. The need for inservice growth has been a part of the professional teaching picture from the time of the earlier schools. It was only in more re- cent years that compelling forces have high-lighted the necessity for providing teachers with opportunities to in- crease their knowledge, insight, understanding and skills in working with young people. Teaching assignments today are becoming more complex. The demands upon school are to teach more and to teach it better. Sidney Dorros (1968) outlined some specific reason for the continuing professional development: 1. Employment of persons who have made great preparation for teaching. 2. Rising standards for teaching and prepara- tion during teaching careers. 3. Varying conditions, philosophies, and pro- cedures in different school systems. 4. Rapid growth of knowledge in almost all fields of instruction Similarly, Harriet and Besset (1979) summarized what inservice programs have experienced: tion 18 --failure to relate inservice program plans to genuine needs of staff participants --failure to select appropriate activities for implementing program plans --fai1ure to implement inservice program activi- ties with sufficient staff and other resources to assure effectiveness (p. 27) Donald Cruickshank (1979) posited that inservice educa- is a relatively untouched research area. He noted that unlike teacher effectiveness research inservice education research has given little attention to descriptive studies, thus we know little about what actually occurs during in- service programs. lack An examination of inservice education needs indicates of direction, scope, and legitimacy; however, teachers still want and need inservice education. Edelfelt (1979) re- ported: Despite all its shortcomings, teachers apparently still want inservice education. Teachers want to improve; they want to remain current. Teachers also want changes in inservice education so that it more adequately meets their needs. Joyce (1976) in a review of literature on inservice education,made two basic assumptions: The process of inservice education is generally neglected in the literature in favor of the con- tent and, second, traditional inservice programs have consisted entirely of information gathering activities, attending workshops, taking college courses and institutes, reading professional journals, reading curriculum bulletins, discuss- ing methods with other teachers, attending pro- fessional conventions. Programs that address utilization of that information or practice of techniques with feedback have been distinctly in the minority (p. 26). 19 Bush (1971) categorized the four forms that inservice teacher education was currently taking as follows: exposi— tory, exhortations, demonstration teaching, supervised trials, and analysis of performance. This scheme provides a useful conceptual framework for sorting out the various methods on inservice, but is too abstract to offer much information about the differences among them. Similarly, Berge, Harris, and Walden (1957) described three approaches to inservice education: (a) the centra- lized approach in which inservice is initiated and con- ducted by persons in the central office of the school sys- tem; (b) the decentralized approach in which the respon- sibility:h3with local school staff, themselves; and (c) the centrally coordinated approach in which local programs are coordinated and assisted through the central office. These approaches lend themselves to who initiates and con- trols rather than to content and process. Roland Goddu (1977) prOposed inservice education that incorporates specific characteristics: on going, flexible, needs oriented, designed by multi-role groups, job compe- tency oriented. The Opposite is a "one shot" workshOp which everyone must attend after school. Kenneth Howey (1976) described six types of basic in- service: transitional, induction activities which permit beginning teachers to move from generalized preservice edu- cation to the assumption of specific roles; job specific, a response to typically reoccurring needs and problems in 20 one's job situation; system related, a response to more dramatic changes in society and school which mandates role reorientation or redefinition; the desire to stay current professionally without regard to immediate transfer; the desire to change roles or responsibilities; and enhancing the person in a professional role. Wood and Thompson (1980) support the notion that inser- vice education will be the priority of the decade in the '803 if schools are to survive. The authors attribute reasons consistent with those outlined in the foregoing pages as to why inservice has been ineffective and propose guidelines related to adult learning as major considerations for the future development of inservice education programs. In light of the information presented, it is apparent that most inservice education in the past has netted few positive results. A significant change is likely to occur as planners and developers recognize the implications for inservice education for the effective professional staff training and retraining. Literature Related to General Research Studies in Inservice Education The state of Florida reports positive results from the development and implementation of a statewide school based inservice program. The Florida model required each school district to develOp and submit to the state department a plan for inservice education. Funds for staff development in excessfim OOmmoa Uoccmam mcfl>ummno mcflsommu coflumuuchEoc mono acoucoo Op pmpmaou commma OAMfioomm How maficcmHm OH OH OH om CH ml mucocsum Heapw>flpcw Spas mcflxHOB 0H om mm ON Ql mmuscflfi mm .Hson H ".E.m ucmmm “comm ucomm “comm ucmmm ucomm coflum>uomno o: o ow ow OH C 0v 0 ov 0 CV o ow c ow m. D) O CH ov ml mafia 08H» oEHu oEflu mafia mafia. (140me m ocoo m¢ 5* wt mw v¢ mw N¢ aw .OEHB coauosuumcH :Oflwmom :OHmmom cofimmom cofimmom coflmmom :Oammom cowmwom aoflmmom 59 methods and approaches in a selected content area. It included planning of classroom demonstration, Observation, and feedback. The Objective Of this interaction was to have the teacher in training achieve an acceptable level Of competence through the multiplicity of experiences pro— vided by the teacher collaborator. Follow up Phase During the follow up phase of the teacher collaborator inservice model, the researcher attempted to ascertain information about specific aspects Of the experience that were part of the teacher's regular instructional program. The data were based on information Obtained during a series Of Observations and focused interviews with the teacher collaborator and peer teacher. Specifically, eight Observations were scheduled with each teacher over a six month period. The teachers were assigned to their regular teaching assignments. The teacher collaborator was given a fifth-sixth grade combination, whereas the peer teacher was assigned a fourth grade. The evaluative questions regarding the follow up phase were: —-TO what extent does the teacher use the con- tent considered for study (the integration of creative dramatics and multicultural edu- cation in the language arts curriculum) in their regular teaching? --What aspect Of the teacher collaborator experience does the teacher use most often during regular teaching? 60 —-How did the content selected affect his/her training? --During the teacher collaborator training and implementation, teachers were involved in developing their own lessons and ma- terials. What value do they place on their own materials as compared to materials from other sources? --Would the teacher participate in this type of experience again? --What aspect of the teacher collaborator experience does the teacher value most/ least? Question I: TO what extent does the teacher use the content selected for study (the integration of crea- tive dramatics and language arts into the language arts curriculum) in his/her class- room? To answer this question, three categories were pre- sented along with observation information which illustrate specifically how teachers integrated strategies acquired in their language arts curriculum as well as other content areas . Category I: Point Of View The point of View concept, changing the intent or ac- tions of characters in a familiar story, was Observed on January 16, 1980. During this Observation, Teacher TC read the story "The Three Billy Goats Gruff" using a different point of view for the troll to her class. As students were actively involved in the story, the teacher paused, asking them to select one of the other characters from the 61 story and generate a different point of View. Caught in the mood of the story, the children behaved like mean billy goats instead of nice and polite goats as implied in the original version. Some students acted out being a nice troll as well. In a brief conversation with the research- er, Teacher TC commented that the point of view concept was new to her students this year, and they seemed to enjoy it. The point Of view concept was again illustrated during a language lesson on April 16, 1980. Teacher TC read a story, "The Big Orange Splot," to her class. Prior to reading the story, she indicated that this was one of her favorite stories and she hoped they would like it. She began by telling the class that the story was about a man named Mr. Plumbean who lived on a street where all of the houses were the same. One day a seagull was flying over the houses and drOpped a big bucket of orange paint on his house, so he decided to paint his house many different colors. After the introduction, Teacher TC asked the students to try on characters Of someone getting ready to paint, choosing the color of paint s/he wanted, getting equipment ready.. About five minutes was allowed for students to move about, putting on paint clothes, using various facial expressions as they pretended to select the color of paint they wanted. 62 Teacher TC motioned for the students to gather around and listen to the story. After reading the story, she asked the students what type Of peOple might have lived on Mr. Plumbean's street. As families were mentioned, she wrote them on the board. Students were given direction to choose a character from one of the families and write what each person might have said when s/he saw Mr. Plumbean's house. A few stu- dents were called On to read their stories to the class. After stories were read, Teacher TC told the students they had written point Of view stories about Mr. Plumbean's house and each point of view varied according to the indi- vidual. The second part of the lesson required students to write what the seagull might have thought as he flew back over Mr. Plumbean's house on his way back home. After the lesson, students went outside for recess. During this time, Teacher TC and the researcher briefly discussed the students' reaction to the story. Teacher TC felt that the point Of view concept was easily understood by the students and that they had been very creative in their responses. References were made regarding types of families generated by the students. Teacher TC felt the categories most likely resembled their own family makeups. She commented that Often times the different characters students choose and describe provide insight about their own lives and families (Observation, 2/29/80; see Appen- dix P). 63 CategoryIEI: Pre-Drama Activities Pre-drama activities or creative transitions are described as short activities used to provide smooth and quick transitions or movement from one activity to the next or in and out of the classroom. These pre—drama activities might include pantomime, pretending to be a character from a story or play, mirroring, modeling the movement or reaction or a person or thing and sensory awareness or exercise. Use of pre-drama was observed on 4/9/80, as students in Teacher PT's class gathered books and personal items to go to the library. During this time the noise level increased and a few students were Observed chasing each other around the room and teasing about losing their books. Teacher PT flipped the light switch which signaled quiet and asked students to line up quietly, adding, "Today, we are going to walk to the library like drowsy butterflies." Most of the children assumed a drowsy position by extending their arms alongside their bodies, heads flopped to the side, and eyes almost closed. Two students paused to ask the teacher what she meant by "like drowsy butterflies." She took them to the side of the room and demonstrated, pointing to a student, K_____, who was acting out the role very well. Minutes later the two students joined the group, practicing their drowsy act (Observation, 4/9/80; see Appendix P). "Freeze, you are a big ice cube" was another pre-drama technique used by Teacher TC on one occasion to restore order and attention (Observation, 2/21/80; see Appendix P). 64 Category III: Multicultural Education The concept Of multicultural education which encour- ages responsible behavior that exemplifies awareness, ac- ceptance, appreciation, and valuing of human diversity was integrated into various aspects of the language arts cur— riculum as well as reading and science. On several oc- casions the teachers incorporated multicultural education concepts by encouraging students to respond and participate in classroom discussions, sharing their personal views and Opinions. Special assistance by the teachers and student helpers was also provided to accommodate individual student needs (Observation, 3/5/80--see Appendix Q; Observation, 2/6/80--Appendix Q; Observation, 2/18/80--Appendix P). Additional information from follow-up interviews Of both teachers revealed that learning the multicultural con- tent had increased their knowledge and understanding Of diverse students, enabling them to be more skillful and sensitive toward them. Question II: What aspect of the teacher col- laborator experience does the teacher use most Often during regular teaching? Observation information of the participating teachers revealed that it is difficult to isolate one aspect of the experience which was used most Often. However, information gathered indicated that the three categories identified (point of View, pre-drama, multicultural education) were 65 used on several occasions. A pre-drama activity was used in Teacher TC's room as a management technique in order to settle students down for a puppet show (Observation, 2/29/80; see Appendix P). Teacher PT used multicultural strategies in her classroom as a part of a reading lesson (Observation, 2/6/80; see Appendix 0): in a science activity, wherein students designed individual stuff boxes Of their favorite things (Observation, 4/9/80; see Appen- dix T); and in language writing, when students generated lists of items to take to camp (Observation, 4/9/80; see Appendix T). Within each of these activities, opportuni- ties for expressions and demonstrations of diversity were notable, as students were encouraged to share personal ex- periences, express likes and dislikes, and generate indi- vidual projects. Interview information regarding this question revealed that both teachers felt they used both creative dramatics and multicultural education techniques and strategies Often, sometimes without labeling them as such (Focused interview; see Appendix R). Question III: How did the content selected affect his/her training? Observation information clearly indicated that parti- cipating teachers exhibited skills and techniques that en- hanced students' opportunities to learn new skills which was demonstrated in their efforts to provide students the Opportunity to be involved in learning situations that 66 facilitated creativity, individual accomplishment, personal worth, as well as helping behaviors. Information from teacher interviews supported these impressions and is pre- sented as follows: Teacher TC reported that she had gained and developed more confidence in herself as a teach- er and in working with peers and adults. Teacher PT valued the feedback and demonstration provided by the teacher collaborator. It en- hanced her ability to teach creative dramatics and multicultural education. She had learned a lot from the feedback, particularly knowing what could be added or changed in the stories. Last- ly, the experience had enhanced her teaching and she felt that the teachers had learned from each other. Question IV: Duripg the teacher collaborator training and implementation, teachers were involved in develop: ing their own lessons and mater- ials as compared to materials from other sources? The nature of the content considered for study re- quired participating teachers in conjunction with university instructors in respective areas to develOp and adapt mater- ials to meet their particular need. Teacher TC indicated that she enjoyed adapting and revising familiar stories for point of View activities. As noted in the observation, she continued to use these materials. She also reported that she usually changed most commercial materials to meet indi- vidual student needs. This aspect Of the teacher collabor- ator experience was not expected of Teacher PT since she was not involved in the materials develOpment training phase. 67 Question V: Would the teacherpparticipate in this type Of experience again? Interview information pertaining to this question is presented as follows: Teacher TC and Teacher PT both enjoyed and valued the teacher collaborator arrangement which resulted in new learning techniques, ex- pending their knowledge Of creative dramatics. They would readily participate in this type of activity again. Additionally, the teachers enjoyed the Opportunity Of working with their own peers and learning from them first hand. Question VI: What aspect of the teacher col- laborator experience does the teacher value most/least? Interview information pertaining to this question is presented as follows: Teacher TC enjoyed going into an unfamiliar setting and being successful. She felt she had been very successful in her role and hoped that the peer teacher was still using the activities and lessons she shared. Teacher PT liked the adaptability of creative dramatics and felt it worked with any student. Neither teacher viewed any aspect Of the experience as un- desirable. Summary Synthesis of information gathered during the follow up phase in response to questions revealed that various aspects Of the teacher collaborator expereince were still a part Of the participating teacher's regular teaching, spe- cifically, the integration of creative dramatics techniques of point Of View, pre-drama, and multicultural education 68 strategies and techniques. It was noted that these strate- gies, particularly multicultural, were integrated into other subject areas. The interrelationships of the concepts taught created difficulty when attempting to identify those used most Often. Likewise, techniques identified as creative drama- tics were used without being labeled as such, Often in the area of management. It appeared that the integration of pre-drama and multicultural strategies were a part of their daily teaching. Interview information revealed that both teachers felt the experience enhanced their teaching by providing dif- ferent approaches to working with and meeting diverse stu- dent needs. Teacher TC felt that she had gained confidence in herself and was better able to work with adults. The area of planning and developing materials appeared to be on-going for Teacher TC. She was in the process of writing a book on using creative dramatics in the classroom with another teacher. The positive comments from both teachers indicatedtflmfi: they would be delighted to participate in this type of in- service again. The aspect Of the experience valued most by the teach- ers varied from adaptability for Teacher PT to being able tO work successfully with another peer for Teacher TC. Neither teacher voiced any dislikes for any aspect of the inservice experience. CHAPTER V CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDY The purpose of this study was to systematically de- scribe the conceptualization, developmental training, implementation, and follow up Of the teacher collaborator inservice model in a selected content area. It is hOped that this study will contribute valuable information for the continuing professional development of teachers' in- service. Conclusions Within the limitations imposed on this study and de- fined in Chapter I, the following conclusions appear to be justified. l. The teacher collaborator inservice model pro- vided directions for designing and implement- ing both current and future inservice programs as teachers assume more responsibility for their own professional growth. 2. The teacher collaborator inservice model al- lowed the teacher to work side by side with his/her peer in a non-threatening and con- genial manner in the development of skills 69 70 in a specific content area. Tasks under- taken were planned and agreed upon jointly by the team with roles varying from facili- tator of learning to Observer and evaluator. The teacher collaborator inservice model was successful in building a preservice-inservice format to release teachers during the regu- lar school day within their own buildings. This delivery system enabled teachers to par- ticipate and, at the same time, be available in the building if problems should arise. The efforts of the demonstration team revealed that cooperative planning and development Of inservice programs are necessary steps for linking research, theory, and practice. The shift was from little or no teacher involvement and participation to the utilization of teach- ers in the planning, development, implementa- tion, and evaluation. This was a deliberate attempt to bridge the gap between and among these groups. Allowing teachers and teacher educators the Opportunity to learn from each other and to discover that learning and shar- ing together are valuable and necessary. Within this framework, teachers and teacher educators were able to collaborate together in meaningful and productive ways regarding 71 common goals and activities. The COOpera- tive planning evidenced by the demonstration team contributed greatly to the successful conceptualization of the teacher collaborator inservice model. Finally, this procedure revealed that teachers and teacher educators plan more effectively together than they do separately. 5. The teacher collaborator peer teacher joint effort established and maintained throughout the implementation phase of the model re- flected a working relationship based on mu- tual respect and responsibility. The teacher collaborator's demonstration of competence, credibility, and ability to help in a non- threatening manner served to create a produc- tive learning environment incorporating the needs and desires of the peer teacher. The extensive training prior to the implementa- tion was significant in that potential prob- lems and concerns had been clearly identified. Summary Statement Inservice education seems to be a practical way to assist teachers with the tasks they face. In addition to providing professional growth and renewal, teachers must keep up to date in their fields. New approaches, new 72 curricular advancements, and new teaching techniques as well as new facts and concepts are constantly being de- veloped; and teachers need exposure to all of them. The teacher collaborator inservice model directly ad- dressed these needs as well as those needs posed through the literature in its design and implementation. It dif- fers from traditional inservice in many ways. The fact that teachers were notably interested in and capable Of working with their peers was distinctly Obvious. Addition- ally, the teacher is the core Of the instructional program, possessing both practical and theoretical knowledge. The teacher collaborator model tended to include those charac- teristics of benefit to teachers attempting and willing to serve as facilitators of their own professional growth. APPENDICES APPENDIX A TWELFTH CYCLE TEACHER CORPS INSERVICE OPTIONS TWELFTH CYCLE TEACHER CORPS INSERVICE OPTIONS In the spring of 1978, teachers participating in the Twelfth Cycle Teacher Corps program focusing on an inte- grated communication curriculum with creative dramatics and multicultural education to improve children's communication skills were given Options to participate in three different inservice programs for the 1978-79 school year. The Op- tions were: the Exceptional Child component, developing skills and strategies for working with special students in regular classrooms; the Curriculum Development component, securing, developing, and sharing materials and resources related to an integrated communication curriculum; and the Teacher Collaborator component, planning and developing an inservice program in a selected content area to be shared with another teacher. 73 APPENDIX B PRE-TRAINING INTERVIEW QUESTIONS --TEACHER COLLABORATOR PRE-TRAINING INTERVIEW QUESTIONS --TEACHER COLLABORATOR Introduction: we are asking people involved in last year's inservice program to reflect on their experiences as participants and to think about their expectations for the coming year. I would like you to think back to when you first heard about Twelfth Cycle. What did you expect the program to entail? DO you remember why you agreed to participate? As a teacher-participant, you were encouraged to introduce creative drama activities into your class- room and curriculum. Try to think back to the first creative drama activity that you implemented (tried) in your room--something you defined as creative drama (creative transition, story dramatization, role play- ing). What was the activity? When was it? What were your concerns about doing the activity? Why did you select that particular activity? (Where did the idea come from or how did you identify the particular classroom need that it met?) How did you feel about the activity when you were done? (Was it successful? Why? Where were there problems? Did the students enjoy the activity?) As a teacher—participant, you were encouraged to design language arts lessons that included multicul— tural content and use creative drama as an integrative devise. How many of these integrated lessons would you say you did last year? Tell me about one. In terms Of the content areas and skills covered in the inservice, do you feel that some are more important than others? (multicultural? language arts? creative dramatics?) Did you have written lessons plans for any of the integrated lessons? Did you find the plans useful? Would you recommend written plans to a teacher trying to do this type of lesson? 74 10. 11. 12. 13. 14. 15. 75 When you were Observed doing any of these lessons, did you receive any feedback from the Observers? If yes, was it helpful? in what way? What does the term "integration" mean to you? Has it changed since your involvement with Twelfth Cycle? DO you think it is possible to integrate language arts and multicultural material using creative drama? Would creative drama help in other content areas? Since you have led creative drama activities in your classroom, do you think the same level of skills is as necessary to be a leader as to be a player? Was it useful for you to participate as a player in the in- service sessions? I would like to name some of the specific activities that the inservice sessions focused on and have you tell me if you found them useful or not--and why they were or were not: language arts hierarchy, guest lecturers, resources, active versus passive partici- pation in inservice sessions, transitions, and story dramatization techniques. What activities would you add to the list, if you could? Why did you choose to be a teacher collaborator? In thinking about the role Of the teacher collabora- tor, what kinds of activities do you envision doing? For example: doing a lesson together in both of your rooms? doing a written lesson for the new teacher? helping with any problems with intern or personal problems? collecting resources and materials for the new teacher? giving feedback on the new teacher's lesson? demonstrating a lesson with the new teacher's class? teaching the new teacher about the content area or specific skills? If you envision feedback as part Of your role, how might you give it to another teacher? DO you think your approach would differ from that used by a univer— sity person? How? If you were to help a new teacher plan his/her first integrated lesson, how or where might you begin? For example, would you suggest beginning with a small activity like a transition? a narrative activity? or an activity that the teacher already does? Would you work on each content area separately and then try to put them together? 16. 17. 18. 19. 20. 76 How would you help a new teacher deal with some of the potential problems? (Add any that are mentioned earl- ier in the interview.) For example: noise control, physical arrangement of the classroom, a disruptive child, knowledge of content, getting total group par- ticipation? What skills do you like help with during the seminar if you are tO successfully implement the role? For example: constructive feedback, problem solving (problem identification), interpersonal skills. If you had had a teacher collaborator last year, what would you have liked him/her to help you with? What would you have liked the relationship tO look like? Whom do you prefer learning from, other teachers or university persons? Why? Under what conditions? How would it differ? What do you expect to gain as a teacher collaborator this year? What are your expectations? What would make you say it had been a successful year? APPENDIX C TEACHER COLLABORATOR QUESTIONNAIRE TEACHER COLLABORATOR QUESTIONNAIRE As many of you know, a planning team has been working on the design Of the inservice demonstration which will be Offered to teachers outside Of the school. As you are also aware, it is intended that teachers will collaborate in the instruction of this inservice by working with other teach- ers as they attempttoinmdement an integrated language arts curriculum which utilizes creative dramatics as an instruc- tional tool and focuses on multicultural education. The planning team is attempting to design an inservice experience which is based not only on research recommenda- tions but also on our own inservice experience. Your in- sights, based on your experience will be extremely helpful to us. While some of the items ask you to reflect on this year's inservice experience, we are not asking you to limit yourself to this year in sharing your insights. (You will be asked to evaluate this year at the end of this year.) We are primarily interested in specific data which will help us design the most satisfying experience for all par- ticipants. As usual, time is short. We would appreciate having this questionnaire returned by Friday, March 17. Please give it to C , and she will see that we get it. Thank you. Inservice Demonstration Team 77 78 QUESTIONNAIRE Why would you be likely to volunteer for an inservice that uses internstr released time? Consider potential advantages tO yourself, your classroom, your school, teaching, and other relevant groups; but list only those advantages which you see as directly motivating for you. Be as complete and specific as you can. If there are other factors which would influence you to volunteer for such a program, please describe them. Of the advantages you listed in #1, and factors de- scribed in #2, which would be most influential in your decision to volunteer. Why might you decide not to participate in such an in- service project. Consider potential disadvantages to yourself, your classroom, your school, teaching, and other relevant groups, but list only those disadvan- tages which are influential to you personally. Of the disadvantages you described in #4, which would be most influential in your decision making. What could a teacher collaborator do that would be helpful to a teacher who is attempting to implement an integrated language arts curriculum using creative dramatics tools and multi-cultural education? What personal characteristics do you think a teacher collaborator would need to be effective in this role? What knowledge and skill would a teacher collaborator need to be effective in this role? If you were a teacher collaborator next year, what do you think you would gain from this experience? 10. 11. 12. 79 If you were a teacher collaborator with a teacher in another building, what problems dO you think might re- sult for the people involved either in your own build- ing or in the new building? DO you have any suggestions as to how these problems might be resolved? What is your View concerning teachers' sharing of pro- fessional knowledge, activities, and expertise with other teachers? Answer the following by citing agree/disagree. Please state your View more specifically if you wish. 13. 14. 15. 16. 17. 18. 19. Teacher should diagnose their own inservice needs. Teachers should prescribe the inservice instruction they feel would best meet these needs. Teachers and instructors should both plan the inser- vice activities which are designed to meet teachers' expressed needs. Only those teacher needs which are directly correlated with assessed pupil deficiencies (academic and social) should be the basis Of inservice education. Only volunteers should be included in inservice teach- er education. What circumstances Or factors would cause you to de- cide you needed inservice education? Are there any conditions whereby teachers should be required to take prescribed inservice classes? 20. 21. 80 Inservice instructional time can be used in a variety of ways. Which of the following should the proposed inservice include? Please rate each as Not Important, Minimally Important, Moderately Important, or Criti- cally Important. a. Arriving at mutual group understanding of founda- tional knowledge. Practicing discreet skills. Planning lessons for classrooms in small groups. Sharing ideas, activities, and experiences. Demonstrating classroom strategies for each other. Individual planning and feedback conferences. Visiting consultant. Other. When and where would you be willing to attend inser- vice? Please indicate Would Agree or Would Not Agree for each item. During regular school time After school Evenings Weekend retreat with pay Weekend retreat without pay Three day workshop prior to Labor Day with pay Three day workshOp prior to Labor Day without pay At your school one half day a week plus one half day away from your school One half day during school hours and two hours after school Other? 22. 23. 24. 81 When would you be willing to work on inservice pro— jects? Rate each item Would Agree or Would Not Agree. a. During school outside of scheduled classes b. During school during scheduled classes c. After school hours d. Other? A good way to evaluate the effectiveness Of an inser- vice program is . . . (please check the statements you agree with): a. Change in pupil performance-~standardized tests b. Change in pupil performance--teacher judgment c. Change in pupil affect d. Change in teacher behavior e. Change in teacher attitude f. Change in amount Of time teacher spends in: 1) Planning 2) Preparing 3) Teaching 4) Evaluating 9. Other? By considering the concerns you have had this year, the planning team hopes tO avoid similar problems next year. Please check all appropriate responses and add others that you think are also relevant. --When you have felt that the inservice experience was not meeting your needs, you usually meant that you: a. Have had a previous course in this same content b. Are already using the recommended teaching methods successfully and consistently 25. g. h. 82 Have tried using the method and found it unsuc— cessful Did not want to create new strategies but would try some already developed activities if they were presented Did not see the need to use the method because current methods are satisfactory Did not feel comfortable with the instructor's style or approach to teaching; i.e., 1) TOO abstract or theoretical 2) TOO much practice which appears redundant 3) TOO much practice which appears irrelevant 4) TOO much practice with peers 5) Too little one-to-one involvement with learners 6) Too slow paced 7) TOO few intellectual demands on learners 8) Other? Other factors? I was primarily sastified/unsatisfied (circle one) By considering the satisfaction you have had this, we hOpe to build a more effective program next year. When you have felt that the inservice experi- ence was meeting your needs, you usually meant that: a. b. It assessed correctly your entry point into this content Methods and materials were challenging in interest level and difficulty It provided a rationale for Objectives and activities prior to working on them It presented major goals and allowed individuals to work out their own Objectives in relation to general ones 26. 83 You could see a use for what you learned either immediately or soon Your use Of the skills/knowledge may result in positive pupil outcomes It lead to feelings of competence and worth It helped you improve children's academic defi- ciencies It helped you improve children's social or emo- tional growth It helped you prepare for an additional profes- sional role It helped you work toward a degree and increased salary It provided an Opportunity for you to work out an individualized plan for personal and/or profes— sional growth Other? Participation in decision making about inservice in- service instruction can take a variety of forms. Please check the form you are most comfortable with. 6. Instructional team makes decision and announces it Instructional team "sells" decision Instructional team presents ideas and invites questions Instructional team presents tentative decisions subject to change Instructional team presents problem, gets sugges— tions and makes decision Instructional team defines limits and asks group to make decision Group presents the problem and asks the instruc- tional team to find a solution Group presents the problem as well as the recom- mended solution 27. 28. 29. 84 i. Group and/or team present problem, then meet to make decision collaboratively j. Instructional team makes decision, group reacts, instructional team revises k. Group has active participation on instructional team 1. Other? Which decision making form do you think has been used in the inservice at your school this year? Which decision making form would you like used in future inservice projects? Please add any general comments you feel are relevant to the planning of the inservice next year. APPENDIX D MICHIGAN STATE UNIVERSITY ELEMENTARY INTERN PROGRAM DELIVERY SYSTEM MICHIGAN STATE UNIVERSITY ELEMENTARY INTERN PROGRAM DELIVERY SYSTEM Through a six year COOperative effort involving Lansing teachers and administrators, Michigan State University graduate students in elementary education and MSU faculty, a programmatic pre- service elementary education program has been developed upon a research conceptual framework. This program, which is largely field-centered, features unified content methods and practices, foundational principles which are systematically integrated throughout the students' course work and field experiences, and competency based per- formance criteria. Students are admitted into this program as sophomore preinterns after par- ticipating in a detailed selection process. During their sophomore year, preinterns spend two to three half-days per week in schools, per- forming general instructional tasks and instruct- ing small groups of students in content related to the campus content/methods courses. During their junior year, the preintern field experi— ence increases in amount of time spent and com- plexity Of task performed as well as responsi- bilities assumed. By the third term of their junior year, preinterns are spending four half- days a week in school and have taught both small and large groups in all content areas under teacher and clinic professor supervision. By fall term of their senior year, students who are now in their formal internship experience are ready to assume full responsibility for at least two half-days of complete instruction. When they being a "normal" full day student teaching experience the second or third term Of their senior year, interns are ready to assume complete instructional responsibility for plan- ning and actual instruction for the entire day for the minimum Of ten week internship experience. The high level of expertise exhibited by these undergraduate students is due in large part to the assignment Of a clinic professor to each student. The clinic professor performs a number 85 86 Of valuable services for interns, teachers, and the program. Critical among the tasks performed aretflmesupervision Of planned instruction, class- room management, and personal interaction with immediate provisions for constructive feedback. The clinic professor provides necessary linkage between theory and classroom practices. Be- cause interns have demonstrated their ability to participate as full team members with their cooperating teachers, many of the problems us- ually associated with released time for inservice teacher education are alleviated. Because the undergraduate intern begins teaming with the cooperating teacher on the opening day of school, he or she is accepted by the children, parents and other staff, as a regular teacher. Inservice schedules are coordinated so that clinic professors can be in the building and available in classrooms to assist their interns if problems should arise. Because inservice sessions are held within the school building or nearby building, teachers are always available to return to their classrooms if serious prob- lems come up. APPENDIX E TEACHER COLLABORATOR SEMINAR OVERVIEW TEACHER COLLABORATOR SEMINAR OVERVIEW The function Of this course is to train classroom teachers who have participated in Teacher Corps inservice classes to act in the role of a teacher collaborator in order to disseminate the knowledge and skills gained in the Teacher Corps inservice classes to other teachers. The purposes of this experience are: l. to develOp a description of the teacher collaborator role, based on the demonstra— tion team recommendations; 2. to provide instruction based on participant self-evaluation relative to the skills needed to successfully implement the new role; 3. to provide an opportunity for participants to implement the teacher collaborator role; 4. to revise the description Of the teacher collaborator role, based on actual experi- ences; and 5. to recommend ways the teacher collaborator role can be used to facilitate dissemination of knowledge and skills gained in inservice training programs. 87 88 Objectives Each participant will: 1. Describe the role Of teacher collaborator s/he will implement, related knowledge, and skills which are necessary for successful role imple- mentation, and his/her rationale; 2. Complete Objectives, plan for self growth, and do a self evaluation of his/her knowledge and skills; 3. Document his/her implementation efforts; and 4. Describe recommendation for future implemen— tation of teacher collaborator role based on personal experiences and feedback from part- ner (to be completed end of winter term). Due to the functions and purposes of this course, a syllabus will not be used. Class sessions will be held each week. The instructor will provide opportunities for brainstorming, discussion, skill practice, synthesizing, field assistance, and feed- back. Surveys, interviews, and reading will be used to gather data for decision making. Field implementation will occur over an eight week period, and the instructor will also be present at the setting. This course will be graded on a pass/fail basis at the end of two terms. Achievement Of personal objectives and course objectives will consti- tute a pass grade. APPENDIX F FOCUSED INTERVIEW WITH TEACHER COLLABORATOR Researcher: TC: Researcher: TC: Researcher: TC: Researcher: TC: Researcher: TC: FOCUSED INTERVIEW WITH TEACHER COLLABORATOR This year, I'm attempting to do a field study. My purpose is to find out what actually hap- pens tO you as you become a teacher collabora- tor. I want to do this from an Observation point of view rather than giving tests and having you fill out questionnaires. Really, sounds interesting. Do you work or will you be working with kids in my room? NO, just you. I'll be trying to describe what and how the role Of the teacher collaborator shapes up or evolves. For example, when you go to meet with the peer teacher, I'd be there listening, Observing, etc., similar to what L.P. did with B.W. NO problem, won't bother me. I also should tell you why you were selected. Well, I want to get to know you. Even though I've been here for years, I don't know you at all. That's true; I feel the same way about you. You know there are three Carols in this build- ing, and one way I identify you is by saying "that nice looking teacher that dresses so well." Gee, thanks; I shop a lot; as a matter Of fact, I just bought this outfit. It's really nice; it's very versatile. Yes, I like to buy clothes I can wear for years. 89 Researcher: TC: Researcher: TC: 90 Really, when you shop do you go Often or one or two big trips a year? Two or three big ones. Thanks for agreeing to let me study you. NO problem, sounds great. APPENDIX I TEACHER COLLABORATOR-PEER TEACHER PLANNING AND FEEDBACK FORM TEACHER COLLABORATOR FILLED OUT BY TC TYPE OF SESSION: Planning X TEAMMATE'S NAME PT Classroom X A. PURPOSE OF SESSION Planning WHAT WAS ACTUALLY ACCOMPLISHED? "Orange Splot" follow-up using creative drama, point Of View WHAT DID YOU GAIN PERSONALLY FROM THIS SESSION? The challenge Of putting the unit together with as many alternatives as possible WHAT DO YOU WANT TO DO NEXT TIME? Observe; G is to have a follow up lesson on point of View and conflict management WHAT DID YOU AGREE TO BETWEEN THIS AND THE NEXT SESSION? She'll start unit planned with homeroom FOR THE MOST PART, HOW DID YOU ENACT YOUR ROLE TODAY? Listener X Team teaching Demonstrating Writing up activities X Giving Suggestions X Social visiting X Giving feedback X Other (specify) WHAT SURPRISES DID YOU ENCOUNTER? Room arrangement; "the lesson" 95 APPENDIX H TEACHER COLLABORATOR-PEER TEACHER PLANNING FORM TEACHER COLLABORATOR/TEAM MATE FILLED OUT BY TC TYPE OF SESSION Planning X TEAMMATE'S NAME PT Classroom X A. PURPOSE OF SESSION Further discussion of lesson and develOpment Of point Of View WHAT WAS ACTUALLY ACCOMPLISHED? Peer teacher read story to class WHAT DID YOU GAIN PERSONALLY FROM THIS SESSION? I was able to listen and assess the story read by my PT WHAT DO YOU WANT TO DO NEXT TIME? We will continue the point of view concept and watch the teacher and give her feedback on asking clear questions, praising students, and setting rules WHAT DID YOU AGREE TO DO BETWEEN THIS AND THE NEXT SESSION? Bring in stories I had adapted FOR THE MOST PART, HOW DID YOU ENACT YOUR ROLE TODAY? Listener X Team teaching Demonstrating Writing up activities Giving suggestions X Social visiting X Giving feedback Other (specify) WHAT SURPRISES DID YOU ENCOUNTER? 92 APPENDIX J FOCUSED INTERVIEW-- TEACHER COLLABORATOR #2 Researcher: TC: Researcher: TC: Researcher: TC: Researcher: TC: FOCUSED INTERVIEW-- TEACHER COLLABORATOR #2 During an earlier interview, you were con- cerned about your peer teacher's style of teaching. Since you've worked with her for a while, what are your thoughts? Obviously, her style is different than mine. Her students work independently a lot, but it doesn't get in the way--it's really Okay. As teacher collaborator, what has been your major role? Planning and providing materials. What part of the role do you enjoy most, to date? I enjoy being a resource person. I can gen- erate ideas and also gain and learn new things. What benefits do you expect from this experi- ence? Well, I expect to know the area better--I'm sure I'll gain skills in working with another teacher as well as with another group of students. Adjusting and learning is good. 94 APPENDIX L FIGURE I AND FIGURE II PEER TEACHER ROOM ARRANGEMENT .oa p-.U’I :\ A O \b..~x3o L L «L 4 ¥L.LO.\fiQL mm QLWII — I ;;.mtu¢6m).._ .7ISNEJWJfl (unkind _02.2D49.flyfull 01:15de L L3 ' F : —IV..J.U. q ’L\I/\ E. L / L I I [1 TI" [1 [LI [I BEIGE] DECIDE! L: [I D D L III..-.L D ML LI L L:r \T J 02:434JP L I L. LLL T.dntQ\A_ L” 38.1.3 \L. 36.9 Ii.) Ilrill IUOOW Figure I 96 97 9.0 (OLAJW 7. SLAL Q \L. DQfiéL fl. 0, Q L0 ill .II 1 - uy'I i . I 'Is 1"" .111'.:‘v I I .cr. I. .. . I. L. 1 I II L -.-...II---I HI If L II I. .2: Li... L _L L. 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