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76-12,492
MDKMA, Arnold Lee, 1940AN ASSESSMENT OF THE LEADERSHIP ROLE
IN EMERGING CAREER EDUCATION PROGRAMS
IN MICHIGAN.
Michigan State University, Ph.D., 1975
Education, administration

Xerox University Microfilms ,

A nn A rb o r, M ic h ig a n 46 1 0 6

AN A S S E S S M E N T OF THE L E A D E R S H I P ROLE
IN E M E R G I N G CAREER ED U CA T I O N
PRO GRAMS IN M I C H I G A N
By
Arnold Lee Mokroa

A D I S S E R TA T IO N

Submitted to
M i c h i g a n State U n i v e r s i t y
in p a rtial fulfillment of the requirements
for the degree of
DO CT OR O F PHILOSO P HY
D ep a rt m en t of Second a ry E d u c a t i o n and C u r r i c u l u m
1975

A BS T RA C T
AN ASSESSM E N T O F THE LEADERSHIP ROLE
IN E M ERGING CAREER E DU C AT I ON
PROGRA MS IN M I CH I GA N
By
Arnold Lee Mokma
The p urpose of this study was to identify the
activities of ca r ee r e d u c a t i o n lea dership personnel,
ad equacy of pr epar ation,

and the appropriate methodologies

fo r d e li v er i ng needed knowledges,
Ad ditio nally,

their

skills and attitudes.

this study assessed the congruencies and

d is crepancies b e t w e e n c urrent career ed u ca t io n leaders and
t heir ad m inistrators and the rela tionship b e t w e e n various
dist rict sizes and the le a de r sh i p role.
A survey of all M i c h i g a n superintendents revealed
60 districts

currently have personnel wi th 50 percent of their

time assigned to lead the d ev el o pi n g career e du c at i on prgrams
in their district.

The administrators

leaders in these districts
study.

and c ar e er e du c ation

served as the p o p u l a t i o n for this

A review of the literature dealing with leadership

charact e ri s ti c s

and functions led to the d evelopment o f a

critical I n cident interview instrument*

The critical incident

interviews p ro v i d e d a g ro u D of activities w hi c h were used in

Arnold Lee Mokma
the final su rv ey questionnaire#
were coded a nd pu n ch e d on cards

Data from the 81 respondents
for comput e r tabulation.

A na lysis of the da ta revealed

considerable

agreement b e t w e e n administrators and leaders in the expected
p erformance of leadership activities.

Performance of 1+3 of

the J+I+ activities was expected by the leaders and admi nistrators
The LEA (Local Ed u ca t io n Agency) and C E P D (Career E d u c a t i o n
Planning District)

career e du c ation leadership roles have

ma ny common al i ti e s but also ma ny differences,

e s pe c ia l ly related

to i n vo l vi n g teachers and teacher committees.
The leaders

i n di c at e d they,

generally, do not feel

a dequately pr epared to p er f o r m the activities r eq uired o f the
le adership role.

Of 31 activities w h i c h 90% administrators

e xpected to be performed,
pr epared" responses

only 9 re c eived "well or very well

from 7?^ of the leaders.

leaders i nd i cated least p r e p a r a ti o n were:
and counselors
students;

The areas which

assisting teachers

in de v el o pi n g individualized programs

superv i si n g staff members

and c u r r i c u l u m materials;

for

in evaluating cu r ri c u l u m

establ is h in g e v al u at i on criteria;

c on d uc t in g follow-up studies; budgeting;

and w r i t i n g proposals.

The areas w h i c h leaders indicated they are adequately pr epared
were:

m a i n t a i n i n g co ntact w i t h CEPD personnel and M i c h i g a n

D ep a rt m en t o f E d u c a t i o n personnel;
l e g i s l at i on and philosophy;

e x p l a i n i n g c a re e r e du c ation

and e s t a b l i s h i n g s t eering committees

Arnold Leo Mokma
There was very little agreement b e t w e e n leaders
administrators
the knowledges,

in identifying the best m ethods for d e l i v e r i n g
skills,

leadership activities.
be twe en leaders
method.

and

and attitudes ne ede d to p e r f o r m the
Only 3 activities had agreement

and adm inistrators o n the best d eli ver y

" Experience* was the m e t h o d identified.
The implications

of this study dealt with the n ee d

for d e v e l o p i n g a leader s hi p p r o g r a m for pre sent and future
career e d u c a t i o n l e ad e rs h ip p er s onnel w i t h c o n s i d e r a t i o n of the
followingi
numbers

the l ea d er s hi p p o p u l a t i o n wil l be growing in

and amount of time assigned;

a dministrators

to p e r f o r m activities

feel ill-pr epared;

lea ders are e x p e c t e d by
for w h i c h the leaders

leaders w i l l be e x pe c t e d to have a b e t t e r

u n d e r s t a n d i n g of school district o r g a n i z a t i o n and the i n t e r ­
facing of their role with that of ot her school personnel;
and leaders
di s t r i c t s .

are viewed as "change ag ents" w i th i n th e ir

AC KN OWLEDGEMENTS
This w r i t e r Is de ep ly indebted to all who
c on t ri b ut e d to this study.

It is impossible to list all

of those who made direct or indirect contributions.
Special thanks must go to Dr. Cas F. Heilman,

Ch airman

of the Doctoral Committee, for his a ssistance and encouragement.
I w o u l d also express my sincere a p p r e c i a t i o n to Dr.
Bobbitt, Dr.

Robert George,

J. Prank

and Dr. James Page for the ir

advice and assistance as members of m y Doctoral G ui d an c e
Committee•
I am grateful to Dr. Carroll "Ja ke" Wa m hoff for
his

support and en c ouragement to complete this d i s s e r t a t i o n

and degree so "gre ener pastures can be turned to."
To m y wife, Marilyn,
and assistance

without w h o s e patience,

I could not have succeeded,

admiration, and love.

support,

I o f f e r my respect,

To our c hi ldren Craig, Mary,

and Tim,

I offer m y a p p r e c i a t i o n for their s u pport and unders tanding.

ii

TABLE O F CONTENTS
Page
A C K N O W L E D G E M E N T S ............................................... ii
L I S T OF T A B L E S .................................................. vi
Chapter
1.

2.

T H E P R O B L E M .........................................

1

I n t r o d u ct i on ...................................
Need for the Study • • . . ....................
P urpose of the S t u d y ..........................
Limi tations of the Study . . . » .............
D e f i n i t i o n of Terms
..........................

1
2
5
6
7

RE V I E W O F R ELATED L I TE R A T U R E

....................

I n t r o d u ct i on ...................................
Role Analysis
• • • • • • • • • • • • • * •
Le a d e r s h i p Characteristics and Functions • .
L e a d e r s h i p Traits
L e a d e r s h i p Functions
L e a d e r s h i p in Educational A d m i n i s t r a t i o n • .
L e a d e r s h i p in Vocational E d u c a t i o n .........
L e a d e r s h i p In C u r r i c u l u m and Gu i da n ce
Counseling
• * * • • • • . . . . • • • •
L e a d e r s h i p in Career E d u c a t i o n ..............
M i c h i g a n Department of E d u c a t i o n G u i d e ­
lines
C ha n ge Agent Strategies
S u m m a r y ........................................
3.

M E T H O D O L O G Y ........................................
I n t r o d u c t i o n ...................................
Purp ose of the Study
................
Data C o l l e c t i o n ...............................
I d e n t i f yi n g the P op u la t i o n
The Po p u la t i o n
D evelop m en t of the Instrum ent
M a i l i n g Procedures and Returns
Data P r o c e s s i n g and Analysis • *
R es e a r c h Questions
F ai lure to Respond
S ummary
..........................
iii

9
9
10
12
18
?k
28
31

jn
UU
UU
1+5

Chapter
U.

Page
P R E S E N TA T IO N A N D A NA LYSIS OP D A T A ............
I ntroduction • • • • . . • • . . . . . • •
Degree of E x p e c t a t i o n
Q ue stion 1.. ................. . . . . . .
Unanimous E xp e ct a ti o ns
Co ntrasts
E s s e n t i a l / I m p o r t a n t Activities
Sha red R e s p o n s i b i l i t y
Not E x p e c t e d
Q ue stion 2
...............................
Unanimous Ex p ectations
E ss e nt i a l / I m p o r t a n t Activities
Shared R e s p o n si b il i ty
Contrasts
..........* ..................
Qu estion 3
E s s e n t i a l / I m p o r t a n t Activi t ie s
Shared R e s p o n s i b i l i t y
Contrasts
L e v e l of P r e p a r a t i o n ..........................
Q ue stion
.................................
Q ue stion 5
.................................
Q ue stion 6
.................................
L ea r n i n g A c t i v i t y
. . .
.....................
Question 7
.................................

5.

SUMMARY, CONCLUSIONS, IMPLICATIONS, A N D
R E C O M M E N D A T I O N S FOR F URTHER S T U D Y ............
S u mmary
• • • « •
............................
Purpose o f the St u dy
M e t h o d o lo g y
Findings an d Conclusions
Implications
......... .. ................ *
R ecommendations for F ur t h e r Study
• • • *

B I B L I O G R A P H Y .................................................

55
55
56
56

66

76

8U
91
95
95
100
1°°
106
106

112
113
H U

APPENDIXES
A.
B.

P o p u l a t i o n Survey Q u e s t i o n n a i r e and Cover
Letter
............ * .....................
C h ar a ct e r i s t i c s of Districts and Ca r e e r
E d u c a t i o n L e a d e r s h i p P er s o n n e l in c luded In
this Study
.............................
iv

127

130

Chapter

Page

C. Critical I n ci d e n t In terview Q u e s t i on a ir e
• • •
.............
D. A d m i n i s t r a t o r Survey C o v e r Letters
E. A d m i n i s t r a t o r Sur vey Instrument .
.............
P. Ca ree r E d u c a t i o n L e a d e r Survey C o v e r Letters
.
G. Ca ree r E d u c a t i o n L e a d e r Survey Instrument . . .
H, Ta bul ati on of C a r e e r E d u c a t i o n Lea der Responses
I • T a bu l at i on of A d m i n i s t r a t o r Responses ..........
J. B r e a k d o w n of "Not Expected" Responses on Pour
Activities R e c e i v i n g More than 20# "Not
Ex pec t e d " Response • • • • •
.................

v

133
136
138
li;5
1U7
l£5>
159
163

LIST O F TABL ES
Table

Page

1.

Summary of Le a de r sh i p F u n c t i o n Termin o lo g y

2.

Summary of E d u c a t i o n A dm i ni s tr a ti o n Functio n al
Task Areas •

21

Summary of S e le c t e d P r i n c i p a l Functional
C a t e g o r i e s ............................ . . * .

22

Summary of Functions i n Gu i dance C o u n s e l o r
Role • • • • ....................... * . . . .

30

Charac te r is t ic s of D is t ri c ts and C a r e e r
E d u c a t i o n Leadership Per sonnel i nc l u d e d in
this study

U6

N um b er of Us a b l e Responses to the S u r v e y
Q ue s tionnaire
. • • . ................ • . .

51

Ranking of C a r e e r E d u c a t i o n L e a d e r s h i p A c t i ­
vities b y Ad m in i st r at o rs and L ea d e r s • • .

57

Activities Ident if i ed by 75 Percent of the
Leaders or A dm i ni s tr a to r s as " Essential/
Important" for the C a r e e r E d u c a t i o n P r o ­
gr am • • ................

63

Percentage o f A d mi n is t ra t or s and L e ad e rs
E x p e c t i n g Act ivities to be Performed.
Responses Grouped b y C a r e e r E d u c a t i o n
Pla n n i n g District, L o c a l E d u c a t i o n Agency,
and L EA District Size

67

A Co m p a r i s o n of Activ ities ha v in g w id e
Differences Be t ween L E A and CEPD
Resp ondents
. . . . .
.....................

77

"Essential" Activities as Identified by
Various LEA District Size Groups • • • . •

8l

N um b er of A c ti v i t y Items h a v i n g a 1 0 Percent
or G r e a t e r Difference in " Essential/
I mportant" E x p e c t at i on s B etween D i st r ic t
Size G roups
................... . . . . . .

83

3.
I4..
5.

6.
7-

8.

9*

10.

11.
12.

vi

•

.

16

Table
13*
1U*

15-

16.

17.

Page
C o m p a r i s o n of C E P D and L E A Leaders* L e v e l of
Preparedness
............................

85

Number o f Respondents Indicating B e i n g "not",
"poorly", or "somewhat" P r epared for 11 or
more A c t i v i t i e s ......................... * •

91

Activities for w h i c h 75 Percent of Current
Lead ers Indicated "well/very w e l l "
P r e p a r at i on
..................

92

C o m p a r i s o n of the Level of Preparedness of
C a r e e r E d u c a t i o n Leaders in Vari ous Sized
..........
Local Ed u cation Agencies
. .

96

C o m p a r i s o n of A d m i n i s t r a t o r Ex p ec t at i on s and
L e a d e r Preparedness

vii

101

C HAPTER I
THE P RO B L E M
Int roduction
Care er education has been promoted
will bring r e le v an c y to A m e r i c a n education.
c a r e e r ed u ca t io n embraces all elements
emphasizing the knowledge,
to exolore, understand,
worker,

family member,

skills,

In Michigan,

of ed u ca t i o n while

and attitudes people need

and p e rform the life r o l e s - - s t u d e n t ,
and citizen.^

He lping students

u nd e rs t an d themselves and relate education
in t o m o r r o w 1s society

as the p r o g r a m wh ich

is not new.

to their role

Dewey once po inted out

the complexity of today's prepar at i on for tomorrow's

society:

The ideal of u si n g the pr esent simply to get
ready for the future contradicts itself...We
always live at the time we live and not at some
other time, and only by extracting at each
present time the full meaning of each present
experience are we pr e pared for doing the same
thing in the f u t u r e .2
C ar e er ed ucation attempts
education to tomorrow's

society.

to relate today's
Programs must be developed

M i c h i g a n Department o f Education, "Career E d uc a t i o n
as a Concept for Educational Planning in Michiga n's Schools",
p. U, ( m i m e o g r a p h e d ).
2
"John Dewey, Experience and E d u c a t i o n (New York:
M ac M il l an Company, 193&), p*
~~

1

w h i c h relate

reading, writing,

arI timetic,

instru c ti o na l content to life rolesE d u c a t i o n Mod el
(2) G ui d ance,
Develop m en t ,

The M i c h i g a n Career

identifies nine key elements

(3) Placement,

(14.) Fval uation,

(1)

If this Model

Instruction,

(5>) Professional

(6 ) Occ upational I n f o r m a t i o n System,

(8 ) A d v i s o r y Groups,

innovat ive

and ot h er basic

(7) Media,

and (9) The C a re e r E d u c a t i o n Team.
is to function properly,

leade rship must be provided.

systematic

These leaders must

u n d e r s t a n d the total educational system, the econ omic
social conditions of society, but m o s t
to serve people

and

Importantly must want

and not preserve programs.
Need for the S tu d y

As career e d uc a t i o n gains m om e n t u m and acceptance,
there

is an i ncreasing demand for leadership per sonnel--people

who wo rk w i t h i n a school building,

a local school system (K-12)

a n d / o r a c a re e r e du c a t i o n plann in g district
systems).
leaders

However, p r es e nt l y there

(several school

is a great shortage of

and/or change agents who are qualified and k n o w l e d g e ­

able about the concepts and practices

of ca r ee r education.

L e a d e r s h i p de velopment pr o grams are need ed to prepare
people

to occupy these positions.

little

in the way of p r e c e d en t on w h i c h to ident i fy expected

job pe r fo r ma n ce

Unfortunately,

there is

of perso nn e l in these eme rging ca r ee r ed u cation

-^Michigan D eo a rt m en t of Education, "Guidelines
C a r e e r E d u c a t i o n Progra m mi n g, " p. 9, ( m i m e o g r a o h e d ).

for

3
leadership po r tions.
adequate programs

Thus, it is difficult

to e st a blish

aimed at d e v e l o p i n g leaders

for this new

program.
Not only is there little precedent
perform ances,

but it appears

of backgro u nd s

for the ex p ec t ed

that people w i t h a wide va riety

are being asked to lead the develo pm e nt and

i mp l e m e n t a t i o n of career ed u ca t io n programs.

Many people

c ur r e n t l y occupying positions of leadership have come from
the ranks of cl a ss r o o m teachers,

guidance

counselors,

or

administrators.
In ma ny cases it appears

these people were e x ci t ed

about career e d u c at i on as a way to improve ed u ca t io n al
In o th e r cases,

these people were

r ec r uited to provide
It appears

innovative

teachers and were

leadership to the career e d u c a t i o n program.

that in mo st cases these people have b e e n u n p r e ­

p a r e d for this new assignment.
been re q ue s ti n g assistance

In increasing numbers,

knowledges,

they have

from ed ucational agencies,

e s p e c i a l l y teacher education institutions,
skills,

programs*

and attitudes

to de v el o p the

necessary to carry out their

tasks .
Comparing Michigan*s

a p p r o a c h to d e v e l o p i n g a

c oo r di n at e d comorehensive ca r ee r e d u c a ti o n p r o g r a m to that of
o th e r states points
p l a n n i n g district

out the un i q u e n e s s of the ca r ee r e d u c a t i o n

(CEPD) concent.

The CE PD is charged w i t h

c o o r d i n at i ng the c a r e e r ed u ca ti o n program b e t w e e n all the
schools and school di stricts w i t h i n its boundaries.
require

p e r s o n n e l — but what exactly,

This will

is their role to be?

k
In an u n p u b l i sh e d report on "Clari fy i ng C areer
E du c at i on Legisl a ti o n"

an ad hoc committee of the M i c h i g a n

Department of E d u c a t i o n raised the question,

"What should be

the q ua l ifications and com petencies of the C E P D Coordinator?"
T h ei r r e c o m m e n d a t i o n was that this c o o r d i n a t o r should have
"(a) knowledge of c urriculum developmentj
administrative practices;
cation,

and

(b) knowledge of

(c) group dynamics,

communi­

interp er s o na l and p r o b l e m solving sk ills."^

What are

the specific activities this p e r s o n will be asked to p e r f o r m
to carry out the respons ib i li t y of c o o r d i na t in g career
e du c at i on d e ve l op m en t ?
Will
leader?

the local educational agency

(LEA) have a

If so, what are the activities of the LEA c areer

e du c a t i o n l ea ders?

How will the n ec e s s a r y knowledges,

and attitudes be de veloped?

skills,

All of these questions and others

require a n a n sw e r i f appropriate le adership develo p me n t
programs are to be organised.
A n o t h e r f actor point i ng out the need for this
study is the a u e s t i o n of ce r ti fi c at i on criteria.

The

M i c h i g a n Board of E du c at i on has adopted a p r o g r a m of a c c o u n ­
tabi lity wh i ch requests new t e acher c e r t i f i c a t i o n programs
to identify the knowledges and skills needed by the people
entering.

Thus by identifying the c a reer e d uc a t i o n

**Mi c h i g a n Department of Education, "Clarifying Ca reer
E d u c a t i o n Legislation", June 21+, 197k» u. U, (unpublished
memorandum).

5
le adership activities,

we can organize appropriate

leadership

development programs and establish the criteria for appropriate
certification.
P urpose of the Study
The purpose of this

study was to identify the activities

expected of career e d u c a t i o n leadership personnel;
their a d eq u a c y of preparation;

identify

identify the appropriate

learning activities for deliver in g the n e ce ssary knowledges,
skills,

and attitudes in a leadership development program.

Secondly,

this study d et e rm i ne d the congruencies and d i s c r e ­

pancies b e t w e e n the leaders and administrators
leadership role.

Thirdly,

in viewing the

this study assessed the r e l a t i o n ­

ship b e t w e e n school di s t r i c t size and the career ed ucation
leadership role.

Specifically,

this study was concerned

wi th the following questions*
1.

Is there a difference b e t w e e n current career
education leaders and admini strators concerning
the e xp e c t e d performance

of career education

leadership personnel?
2.

What is the difference b e t w e e n LE A and CEPD
personnel

in the expected perfo rmance

of career

edu c ation leade rship person n el ?
3.

Will school district size be a factor in the
expected perform a nc e of career e d uc a ti o n l ea d e r ­
ship p e r s o n n e l ?

6
U*

Is there a di fference b et w e e n current LEA
and C E P D career e d uc a t i o n leaders in their
level of p r e p a re d ne s s?

5*

Will school district

size be a factor in the

level of pr e paredness of current career
e d u c a t i o n leadership pe rsonnel?
6.

Will ad ninistrators expect curr ent career
e d u c a t i o n leaders to p e r f o r m activities

for

w hi c h they do not feel p r e p ar e d?
7.

What wi ll be the best method for delivery
of the knowledges,

skills,

and attitudes

needed to pe rform the leadership activities?
Li mitations
This
because

of the Study

study is limited to the State

of the unique CEPD organization*

of Mic higan
Local educational

a gencies are ex p ected to d ep e nd on the C E P D career e d u c a t i o n
leaders

to provide

cert ain services

that might be p ro v id e d

by the LEA career e d uc a ti o n l ea de r in the absence of the
CEPD organization.
This study is further limited by the definit ion
of ca r ee r e du c a t i o n leadership perso n ne l as persons

assigned

to spend 50 percent or more of their time on career e d u c a t i o n
p ro g r a m d evelopment or management.

7
D ef i ni t io n of Terms
C ar e er E d u c a t i o n — "a d e livery system e m p h a s i z i n g the
knowledge,

skills,

understand,

and attitudes pe o pl e need to explore,

and p e r f o r m the life r o l e s .

.

.programs

K-12 students d es i gn e d to create c a r e e r awareness,
exploration,

planning,

preparation,

career options available,
development.

for

orientation,

and placement to maximize

and to p r o v i d e

comprehensive

career

•6

Care er E d u c a t i o n L ea d er s hi p Personnel

( L e a d e r s )—

persons who have b e e n delegated by C e n t r a l Adminis t ra t or
(Superintendent)

to spend $0 p er c en t or more of their time in

develop i ng and m a n a g i n g Career E d u c a t i o n Programs.
Career E d u c a t i o n Pl anning D i s t r i c t
local educational agencies,

(CEPD)— "a group of

...in g eo g ra p hi c p ro x im i ty to

each other and o r ga n iz e d to increase co o pe r at i on and
a rticulation b e t w e e n local educati o na l agencies...
Local E d u c a t i o n Agency

.

ml

( LE A )— local school districts.

R o l e — A gr o up of functions and tasks or activities to
be performed by pers ons occu pying a sp ecified p o s i t i o n w i t h i n
an organization.
F u n c t i o n — A group of related
contribute

tasks or act ivities w h i c h

to the overall operation and success of a program.

q
^Michigan Department of Ed u ca t io n ,
as a Conce £t..., p. U.

Career E du c a t i o n

^ M i c h i g a n Legislature, C a r e e r E d u c a t i o n A c t , P.A. 97,
77th Legislature, May, 197U.
7 Ibid.

8
A ctivities

( Ta s ks ) — Those op erations and r es p on s i­

bilities r e qu i ri n g specific knowledges,

skills,

and attitudes

which are perfo rm e d in the successful e x e c u t i o n of a gi v en
function.
C o m p e t e n c i e s — The knowledges,

skills,

and attitudes

needed for the successful performance of a g i v e n activity or
task.
Degr ee of E x p e c t a t i o n — The extent to w hi c h the ac tivity
is expect e d to be p e rf ormed by career e d u c a t i o n leadership
personnel.
Level of P r e p a r e d n e s s --The exte nt to w h i c h the car eer
ed ucation le a de r sh i p p e r s o n feels co n fident in h i s / h e r ability
to p e r f o r m a specific activity.
L e a r n i n g A c t i v l t y --The process for ac q ui r i n g the
knowledges,

skills,

and attitudes ne e de d to p e r f o r m a

specified activity.
A d m i n l s t r a t o r --The p e r s o n respon si b le

for the total

educ ational p r o g r a m w i t h i n the school district;

the person to

whom the career e d uc a t i o n leadership p erson reports;
suoerintendent or his designee.

the

CH APT ER II
R EVIEW O P RELA TED L I TE R A T U R E
I nt r od u ct i on
A review of the literature revealed there Is very
little

infor mation o n the role of ca r ee r ed u ca t io n leaders.

The inform a ti o n that

is available

is based mostly on op inion

rather t h a n research.
A compute r iz e d search of ERIC

(Educational R e se a rc h

I nf o rm a ti o n Center) documents re v ealed no studies o n the
le adership role for c a r e e r education.

However,

several

studies d e aling w i t h leaders hip in related educat io n al
areas such as administration,
vocational e d uc a ti o n

counseling,

curriculum,

and

were identified.

To better u n de r st a nd the role of the c areer e du c at i on
lead er in schools,
characteristics,

a review of studies on leader ship

role

analysis,

and innovation i m p l e m en t at i on

as well as educat i on a l l eadership roles was made.
this c hanter is d iv i de d into six sections:
Analysis;

(1)

Therefore,
Role

(2) L e a d e r s h i p Ch a ra c te r is ti c s and Functions;

(3) L e a d e r s h i p in E d u c a ti o na l Admini stration;
in Vocational Education;
Gui dance Counseling;

Leadership

(1;.) L e a d e r s h i p

in C u r r i c u l u m and

and (6 ) L e a d e r s h i p in Career Education.
9

10

Role Analysis
The p r esent day emphasis on ac c ou ntability has brought
w i t h it a great deal of interest and c o n c e r n w i t h a n al yzing
the role,

or occupation,

in question.

Occupational analysis for

d e t e r m i n i n g c u r r i c u l u m content was first use d in the e a r l y
tw entieth c en t ur y in industrial education,
for other areas

in the late 1 9 ^ 0 ' s

of vocational-technical education,

and in the

6 0 *s for te a c h e r education.
In the Sixties a v a r i a t i o n of the oc cupational analysis
was devel o pe d w i t h the " F u n c t i o n - A c ti v it i es * a p p r o a c h .1

This

a pp roach i dentifies the occupational functions w hi c h serve
as a basis f o r de t er m in i ng and gr o uping the o ccupational
activities

or tasks.

as a basis

for identif y in g specific c o m p e t e n c i e s - - s k i l l s ,

knowledges,

These activities,

or tasks,

t h e n serve

and a t t i t u d e s — needed b y pe r so n n e l o c c u p y i n g the

p a r t i c u l a r occupation.
A l t h o u g h this p r ocess was d e v e l o p e d for s e c o n d ar y and
post s e co n da r y v ocational ed ucation curricula, Ward
C ottrell

(1971),

D as inger (1973),
Activities"

Bayne

(1972),

and M c C l e a r y

(1970),

Ramp and An derson (1972),
(1973)

used

this "Function-

a pp r o a c h in s tu dying the t e ac h i n g and ed ucational

leadership occupations.

Ward,

Cottrell,

Bayne,

Ramp and

1 Ra y mo n d M. Clark and 0. Do na ld headers, F u n c t i o n
A pp roach to I d e n t if y in g Cu r r i c u l a r C o n t e n t App ropriate to
V o c a t i o n a l - T e c h n i cal E d u c a t i o n Programs (RR 2 1 ) , (East Lansing,
Michigan:
M i c h i g a n state Univ ersity, 1 9 6 d ).

11
Anderson,

and Da s inger b e g a n their studies b y ide ntifying the

functions and competencies while others such as H eilman (1970)
used func tions as a m e t h o d for organizing and grouping tasks
and activit ies after t h e y were

identified.

A lt hough the termin ol o gy and pro cedures differed
slightly,

the above studies were si milar in identifying the

f un c t i o n and activities w i t h i n the teaching or leadership role.
Those co n ce r ne d w i t h c u r r i c u l u m development t h e n determined
the compet en c ie s n ee d ed to carry out the above activities.
McCleary ou t lined six steps

for d ev e lo D in g a p r o g r a m

of c om p et e nc y b as e d administration:
1.

Assess c ompetency needs

2.

Specify competencies

3.

Determine
levels

Lj..

Identify compet en cy attainment

5.

E st a bl i sh assessment of co m pe t en c y attainment

6*

Validate competencies,
assessment s ystem

c o mp e te nc y components

In the past decade,
became
roles.

an acceptable,

and perfo rmance

attainment procedures

and

the f u nc t io n - a c t i v i t y method

wo r kable m e t h o d for a n al y zi n g various

It is e s p e c i a l l y appropriate in the p ro c es s of

i de n t i f y i n g knowledges,

skills,

and attitudes

to be in cluded

in a co m pe t e nc y ba s ed educati o na l program.

2

F lo y d E. McCl eary, C o m p e t e n c y Based E d u c a t i on a l
A d m i n i s t r a t i o n and Ap p l ic at i on s to Re lated F i e l d s .
p r e s e n t e d to C on f er e nc e on C o m p e t e n c y Based Administration,
Arizona State U n i v e r s i t y )( 1973.

12
Leadership C h a r a c t e r i 3tics and Functions
In the past the emphasis was on the concept
that certain qualities or traits were c h ar a ct e ri s ti c of all
l e a d e r s — that leaders were born,
the

not made;

that regardless of

si tuation someone w h o p o ss e ss e d these c e r t a i n qualities

w ou l d come to the front to lead the group.
L e a d e r s h i p Traits
In 191+8

S t og d i l l r ev iewed 121+ studies of leadership

and le a de r characteristics.
e xc e e d e d
(2)

found that the average leader

the average group m e m b e r in (1) intelligence,

scholarship,

bilit ie s ,
status*

He

( 3 ) d e p e n d a b i l i t y in e x e r c i s i n g r e s p o n s i ­

(1+) social participation,

and

(5 )

He also found that the qualities,

socioeconomic

characteristics,

and skills r eq u i r e d in a leader are determined to a large
ext e nt by the demands
f u n c t i o n as a leader.

of the s it u a t i o n in w h i c h he is to
He concluded*

Findings s u ggest l e ad e rs h ip is not a m a t t e r of
passive status, or of the mere p o s s e s s i o n of some
combina t io n of traits.
It appears r a t h e r to be a
wor k i n g r e l a t io n sh i p among members of a group, in
which the l e a d e r acquires status t h ro u gh active
p a r t i c i p a t i o n and d e m o n s t r a t i o n of his c ap a ci t y
for carryi n g cooperative tasks t h ro u gh to
completion.

^R. m. Stogdill, "Personal Factors A s s o c i a t e d with
L e a d e r s h i p - A S u rv e y of the L i t e r a t u r e , " J ournal of P s y c h o l o g y .
January, 191+8, p. 6 3 .
^ I b i d .. p. 66.

13
Krech,

Crutchfield and Ball achey co n cluded that the

study of p e r s o na l it y characteristics of leaders
uncover any characte ristics

failed to

c o m m o n to all leaders.

They

identified several traits w h i c h tend to characterize leaders
in a wide v a ri e ty of situations

- more intelligent, be t te r

adjusted, more dominant, more extroverted, more masculine,
less conservative,
However,

and g r ea t er interp ersonal sensitivity.

they also concluded that leadership functions are

determined by the structure,

situation,

and tasks of the

group,^
G o u l d n e r Presented- five criticisms

of personality

characteristics as the me t ho d for studying leadership.
1.

Lists of c ha r acteristics or traits w h ic h are
suggested have no indication of the relative
importance of any trait.

2.

The traits

3*

Lists of leadership traits do no t specify t heir
importance for ascent to le a de r sh i p positions,
m a i n t a i n i n g leadership, or m a i n t a i n i n g status
w i t h o u t leadership.

If.

The c haracteristics lists are d es c ri p ti v e w i t h
no a t te n t i o n g iv e n to acquisition; it is therefore
assumed they are inherent.

5.

Lists of l ea d er s hi p traits have b ^ e n developed
from studying pa r t i c u l a r l e a d e r s . 1

identified are not m u t u a l l y exclusive.

^David Krech, Richard S. Crutchfield,
Ballachey, Individual in S o c i e t y , (New York:
Bo ok Company, 1962), pp. ififj-lplfb.
York:

^ Al v in W. Gouldner, Studies
H ar p er Brothers, 19^0^, pp.

and E. L.
McGraw-Hill

in L e a d e r s h i p , (New

11*
Cartwright and Zander summarized

the review of trait

studies:
We may conclude that the co n ce p ti o n of leaders as
people who possess c er t ai n distinctive traits has
not p r o ve d to be satisfactory.
A 'new v i e w 1 of
leadership is emerging w h i c h stresses the p e r f o r ­
mance of needed functions and ada ptability to
c ha nging s i t u a t io n s. 7
L ea d er s hi p Functions
As a result of d is s at i s f a c t i o n with p ersonality
charac teristics

several people co ntinued to study leadership

and leadership characteristics w i t h a new emphasis
on the group and the group's situation*
situations differ,
list of universal
Williams

it was impossible

Because

groups and

to identify an appropriate

leadership characteristics.
and Leavitt summarized the re sultant

frustrati on:
le adership very nearly d e fi e d definition, let
alone measurement.
It appears to be some elusive
c om b i na t io n of abilities w h i c h varies from person
to person, from group to group, and p os s i b l y from
moment to moment.®
A more pr o mi s in g concept was

that l eadership is

functional--a r e l a t i o ns h ip between a group and an individual

^Dorwin Cartwright and A l v i n Zander, G r ou p Dynamics:
Research and Theory, 3rd edition (Evanston, I l l i n o i s : Harper
and R o w , 1966 ), p. 301*.
A
Stanley B. Williams
and Harold J. Leavitt, "Group
O pinion as a P r e d i c t o r of M il itary Leadership," The Study of
Leadership, e d it o r George G. Browne and Thomas S . C o h n ( D a n v i l l e ,
Yl l i n o i s : Interstate Printers and Publishers, 1968), p. 136.

IS
in w h i c h the individual
group activities.

(leader) directs o r coordinates

the

The l e a d e r was identified as a change

agent who initiated p rocedures with in the group*s goals.
As leadership studies diverted from the

"leader" to

the "le adership function" res earchers found that leadership
tends to be situational w i t h the leader po s s i b l y ch a nging with
the situation.

However,

the leadership f u nc t i o n does not

neces sa r il y change w i t h situations.
organize the activities

The f un ction is to

of a gr oup to a e c o m u l i s h some

objectives•
Krech, Crutchfield,

and Ballachey have identified

1U functions which leaders n a y p e r f o r m
po licymaker,

executive, planner,

expert, e x ternal group representative,

control l er

of internal relations, p u r v e y o r of rewards

and punishment,

arbitrator,

for individual
o
and scapegoat.

exemplar,

respons ibility,
Table

group symbol,

ideologist,

1 summarizes

substitute

father figure,

several other lists of identified

functions•
A l t h o u g h all leaders may p e r f o r m these functions,
importance

of each f un c ti o n and the process

the

in w h i c h it is

carried out will vary a c co r d i n g to (1) the leader's per sonal
relations w i t h the members,

Q
7Kreeh, Crutchfield,
S o c i e t y , pp. U20-U32.

(2) the p o we r and authority w h i c h

and Ballachey,

Individual and

Table 1--Summary of Leadership Functions Terminology

Gregg 10
(1957)1U

1.
2.
3.
4.
5.
6.

Planning
Organizing
Communicating
Coordinating
Evaluating
Decision Making

Shuster,
Wetzler (1958)

1. Planning
2. Organizing
3. Coordinating
4. Directing
5. Controlling

Ovard
(1966)12

1.
2.
3.
4.
5.
6.
7.
8.

Planning
Coinnunicating
Coordinating
Evaluating
Decision Making
Initiating
Managing
Delegating

Binkley
(1971)

1,
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Planning
Organizing
Conrounicating
Evaluating
Initiating
Guiding
Integrating
Identifying
Producing
Defending
Representing
Recognizing

^Russell T. Gregg, "The Administrative Process," Administrative Behavior in Education, editors,
R. F. Campbell and R. T. Gregg, (New York: Harper and Brothers, 1957), p. 274.
^Albert H. Shuster and Wilson F. Wetzler, Leadership In Elementary School Administration and
Supervision, (Boston: Houghton-Mifflin, 1958).
12

Glen F. Ovard, Administration of the Changing Secondary School, (New York:
1966), pp. 30-35.
13

MacMillan Company,

Harold Binkley, "Leadership Development in Vocational Education,"(Paper prepared for Seminar
in Vocational Education for EPDA Fellows) Fall Semester, 1971, University of Kentucky.

17
the l ead ers hip p o s i t i o n provides,
structure

and ( 3) the degree of

in the task be ing p e r f o r m e d . ^

B a r t k y feels that lea der shi p success depends on the
leader's ability to play several roles at the same time.
then identifies

He

a successful leader as:

someone who has followers, ...an expert in h u m a n
relations, ...a catalytic agent who encourages
group interaction, ... one w h o can create a
cohesive group, ...a politician, ...one w h o accepts
the value s yst em of his followers and encourages
them to live a cco rding to those values, ...an
expert in m atters i nvolving people's needs for
se cur ity and r e c o g n i t i o n . 1?
We nri ch describes

an effective leader as a p e r s o n

who:
--helps others to accept com mon goals.
— initiates pro duc tiv e a c t i o n in group situations,
--establishes clear plans and w o r k procedures,
--maintains w a r m relati ons hip s w i t h m emb ers of
the group.
— gets com mit men t and c o o p e r a t i o n from those wi th
w h o m he w o r k s .
— effects change and builds an o r g a n i z a t i o n for
achievem ent of me ani n g f u l p u r p o s e . 1^

^Fred E. Fielder, "A C o n t i n g e n c y Model of L e a d e r s h i p
Effectiveness", Advances in E x p e r i m e n t a l Social Psychology,
editor, Leo n a r d B e r k o w i t z , (New York:
Academic Press, 1964.),
p. 1^8.
15
^John A. Bartky, A d m i n i s t r a t i o n as E ducational
L e a d e r s h i p , (Stanford:
U n i v e r s i t y Press, 1956), p.
Ralph Wenrich, "Leadership Developm ent in
V o cat ion al E d u c a t i o n " , (Graduate S cho ol Lecture p r e s e n t e d
Ohio State University^ Columbus, Ohio, May 2 2 , 197U*

at

18
M u r p h y ^ has

identified

job (role)

analysis as a

suitable m e t h o d o l o g y for studying leadership.

He m aintained

that p r e p a ra tio n for leadership should be based u p o n an
analysis of the

situation or upon the needs of the group.

In this way any special skills,

knowledges,

or attitudes

ne ces s a r y to p er f o r m the leadership role can be identified.
The study of leadership has had three ma jor theories-(1) leaders possess c ertain traits,
determine

the leader's role,

and

(2 ) situations will

(3) the relationship b etween

the leader and the group will determine

the leader's role.

During the last quarter century the first theory
less emphasis while the other two
important.

became

increasingly

It is apparent that role analysis

if the leadership functions

received

is essential

are to be identified.

Le ade rsh ip in Educational A d m i n ist rat ion
Ad min i s t r a t i o n is often considered as so mething
di fferent

from leadership.

Little

18

considered a dmi nistration

as ha v i n g two fun cti ons-*leadership and management.
context,

leadership is "living ahead of the

In his

institution" and

m a n a g e m e n t is "arranging and operating the institution."

■^Albert S. Purphy, "A Study of the L e a d e r s h i p Process" f
The Study of L e a d e r s h i p , editors C. G. Browne and T. S.
Cohn, (Danville, Illinois:
Interstate Printers and Publishers,
1958), pp. 123-13U.
^ J . K. Little, "Leadership as Viewed by a Psychologist",
A S eminar on Graduate E d u c at ion P r o g r a m s , editor J. P. Arnold,
(Columbus, Ohio:
Center l^or Vocational and Technical Education,
November, 1970), p. U8.

19
Wenrich considered

l e a d e r s h i p aa i n i t i a t i n g ch a n g e w hereas

a d m i n i s t r a t i o n is m a i n t a i n i n g the

s tatus quo.

19

W e b e r and W e b e r tend to a g r e e w ith L ittle

w h e n they

state
To r e f e r to e d u c a t i o n a l a d m i n i s t r a t i o n as l e a d e r ­
ship is to a s s i g n it a m u c h m o r e s i g n i f i c a n t role
th an mere m a n a g e m e n t .
It Is far too l i m i t e d a view
to co nc eiv e of a d m i n i s t r a t i o n in s t r i c t l y o p e r a ­
t ional terms.
M a n a g e m e n t is an important part of
a d m i n i s t r a t i o n , but it is o n l y a part; m a n a g e m e n t
is not s y n o n y m o u s w i t h l e a d e rs hip . ...
Le a d e r s h i p ,
on the o t h e r hand, at tac hes p a r a m o u n t i m p o r t a n c e to
the p r o g r e s s i v e d e v e l o p m e n t of a school p r o g r a m
w h i c h is the o u t g r o w t h of v i t a l i n t e l l e c t u a l
a c t i v i t y by all those in the c o m m u n i t y w h o are
c o n c e r n e d w i t h the g r o w t h and d e v e l o p m e n t of the
young. ...
A d m i n i s t r a t o r s m a y or may no t be
r e s p o n s i b l e f or the i n t r o d u c t i o n of n e w ideas, in
fact, in m a n y s itu ati ons the a d m i n i s t r a t i o n ^
l e a d e r s h i p role m a y be tha t o f e n c o u r a g i n g others
to make c o n t r i b u t i o n s to p r o b l e m s . 2®
Table
fu n c t i o n s .
those

1 s u m m a r i z e d s eve ral

Gregg,

functions

S h u s t e r and W e t z l e r ,

and O v a r d

identified

as a l s o the role of e d u c a t i o n a d m i n i s t r a t o r s .

G r a f f and St r e e t

i d e n t i f i e d l e a d e r s h i p f u n c t i o n s of

educational administrators
"Critical

lists of l e a d e r s h i p

tasks" we re

though "critical tasks."

t hose w i t h o u t w h i c h the e d u c a t i o n a l

^ R a l p h Wen ric h, " D e v e l o p m e n t and L e a d e r s h i p Roles in
A d m i n i s t r a t i o n " , C o n t e m p o r a r y C o n c e p t s in V o c a t i o n a l E d u c a t i o n ,
e d i t o r G o r d o n Law, {Washington:
A m e r i c a n V o c a t i o n a l Association;
1971), p. 328.
?f)
C l a r e n c e A. W e b e r and M a r y E. Weber, F u n d a m e n t a l s
of E d u c a t i o n a l L e a d e r s h i p , (New Y o r k *
E x p o s i t i o n Press,
1951), p p ."TS-?U.-------

20

p r o g r a m would not
these
(1)

function effectively.

categorized

"critical tasks" into seven operational areas:2 ^

Organiza ti on and Structure,

Management,
Instruction,

(2) Finance

(3) S tu d e n t Personnel,
(*?) Sta ff Personnel,

(7) Transportation.

performance.

and Business

(U) Cu rri cul um and
(6) School Plant,

and

Each of these seven areas has several

tasks to be a c c o m p l i s h e d for effective

areas

They

administrative

Table 2 summarizes the administrative

task

(functions) as identified or pe rce i v e d by other authors.
22
Pool
r evi e w e d the literature for administrative

competency statements.

His compilat ion of statements provides

a wide range of functional groupings.
the building principals*

functions

A selected li sti ng of

are summarized in Table

3-

Although the educational administrator's role has been
we ll analyzed,
role

it w oul d be helpful to look at the leadership

in more detail than just i den tif yin g functional areas.

S h u s t e r and W e t z l e r identified five leadership functions
be carried out by administrators
supervision,

in the community,

t hro ugh in-service education,

g u idance services,

to

t hrough

in dev elo pin g

in curriculum development,

through

2 1 0. B. G r a f f and C. M. Street, Improving Competence
in Educational A d m i n i s t r a t i o n . (New York:
Harper, 1996),
p. 20U - 2114..
^ J o n e l l e pool, Compila tio n of Compete ncy Statements
for School Admini str ato rs as Derived from the L i t e r a t u r e ,
Re s e a re h Re port I .
( A t h e n s : U nive rsi ty of Georgia, 19710 •

Table 2--Suranary of Educational Administration Functional Tasks Areas

Graff
Street
(1956) 23

1.
2.
3.
4.
5.
6.
7.

Organization and Structure
Finance and Business
Management
Student Personnel
Curriculum and Instruction
Staff Personnel
School Plant
Transportation

Faber
Shearron
(1970) 21|.

1.
2.
3.
4.
5.
6.
7.

Organization and Structure
School Finance and
Business Management
Pupil Personnel
Instruction and Curriculum
Development
Staff Personnel
School Plant and trans­
portation
Community-School Leader­
ship

Arnold
(1970)2^

1.
2.
3.
4.
5.
6,
7.
8.
9.

Fiscal Responsibility
Student Affairs
Curriculum and Instruction
Staff Development and
Improvement
Program and Facilities
Planning
Public Relations and
Liaison
Evaluation
Legislative Influence and
Authority
Research and Development

Graff-Street, Improving Competence in Educational Administration, pp. 204-215.
^Charles p. Faber and Gilbert F. Shearron, Elementary School Administration:
(New York; Holt, Rinehart, and Winston, Inc., 1970).
2?Joseph P. Arnold, A Seminar on Graduate Education Programs, (Columbus:
and Technical Education, 1970).

Theory and Practice,

Center for Vocational

9fi

Table 3*-Sunmary of Selected Principal Functional Categories^0

Addachi Braun
(no date given)

1. Instructional Leader­
ship
2. Interpersonal Relations
3. School Management
4. Professional Growth

^^Pool)

Klopf
(1972)

1. Organize and Administer
School
2. Work with teachers and
instructional personnel
3. Work with community

Melton and
Stanavage (1970)

1.
2.
3.
4.
5.
6.
7.

Educational leader
Administrator
Interpreter
Conflict Mediator
Educator of Educators
Ombudsman
Professional

Competency Statements...from the Literature,

Tye
(no date given)

1. Self Understanding
2. Climate to create
best opportunity
for staff to
perform tasks
3. Communication
4. Conflict Management
5. Decision Making
6. Stages of Planned
Change
7. Create Atmosphere
for Scientific
Problem Solving

23
evaluation,

and many other administrative activities. 27

the community,

In

the a d m i n i s t r a t o r was concerned w i t h e x a m i nin g

and u n d e r s t a n d i n g the c o m m u n i t y ’s b e l i e f and value structures;
giving d i r e c t i o n to an educational p r o g r a m w h i c h represents
the will of the people and was d e d i c a t e d to t h e i r hi ghest
Ideals;

and e v a l u a t i n g his own b e h a v i o r in terms of its

effect on the e duc ati ona l processes
suoervision,
assistance,

Through

the a d m i n is tra tor h e l p e d teachers w h o needed
knew the kinds of supervis ion teachers wa nted

and appreciated,

e ff e c t i v e l y used supervisors,

for continuous g r o w t h of the staff.
the a d m i n i s t r a t o r was
b e t w e e n skills

and planned

In c u r r i c u l u m development,

concerned w i t h m a i n t a i n i n g a balance

and content,

initiative and compliance,

creative and trained responses,
bility.

and outcomes.

and freedom and r e s p o n s i ­

The a d m i n i s t r a t o r e sta bli she d a cooperative ap pro ach

b e t w e e n the central administration,
the community so real ac tio n may

the teaching staff,

and

r eac h the c l a s s roo m level.

E d u c a t i o n adm in i s t r a t i o n has b e e n viewed as a
c o m b i nat ion m a n a g e m e n t and lea der shi p position.

Alt hou gh

management g e n e r a l l y refers to m a i n t a i n i n g the present program,
there Is ample
in all areas

o p p o r tu nit y for a dmi nistrators to be l e a d e r s —

of the school system.

persons possess b o t h qualities.

Unfortunately,

not all

T h e y tend to be good man age rs

or good leaders but n ot both.

^ S h u s t e r and Wetzler, L e a d e r s h i p in Element ary School
A d m i n i s t r a t i o n and S u p e r v i s i o n .

Le a d e r s h i p In V oca tio nal Ed uca t i o n
One of the specific leadership areas that has bee n
studied ex t e n s i v e l y is vocational education.

Mil ler has

reviewed several studies w h i c h dealt with vocational e d u c a ­
tion leadersh ip programs
state,

for leadership roles at the local,
pQ
and national levels.
Pet e r s o n r evi e w e d several

studies dea ling w i t h vocational teacher p r e p a r a t i o n programs
?o
and competencies needed b y teachers.
M i l l e r found that most programs

for pr epa rin g v o c a ­

tional e d u c a t i o n leaders were course oriented rather than
competency-based.
what was

However,

there was much co nc e r n as to

the appropriate role for vo cat ion al educa tio n

leaders.
Ward I nvestigated £0 competencies

of w h i c h U0 were

identified as essential or important for the vocational
ed uca t i o n l e a d e r . T h e s e
categories:

competencies were grouped into five

administration,

r e search and development,

supervision,

instruction,

and pr ofe ssi ona l development.

pQ
Me l v i n D. Miller, Review and S ynt hes is of
Researc h o n P r e p a r ati on of Leader shi p P e r s on nel for Vocational
and Te chnical E d u c a t i o n . (Columbus, Ohio:
C e n t e r for
V o c a t i o n a T and Tec hnical Education, July, 1972).
pQ
Roland L* Peterson, Review and Synthesis of Research
in Voc ati ona l Te acher E d u c a t i o n [Columbus:
(Tenter’T o r
Vocational ancf Te chnical Education, 1973)^ D a r r e l l L. Ward, "Vocational E d u c a t i o n Competencies
Identified for Local Leaders of Occupa tio nal Education*
(unpublished Ph. D* dissertation, Oregon State University), p . 62*

25
He also found that a c o m b i na tio n of course work and
internship was the best m ethod for h5 of the 50 items wit h
only one item h a v i n g course work as the best method of
preparation,^
Several

studies d eal ing with tasks,

competencies have b e e n conducted.

activities,

These have

and

led to a fairly

un i f o r m list of vocational e duc ation leadership functions
the i den tif ica tio n of a great need for leadership d e v e l o p ­
ment programs.
Bayne i dentified 63 activity statements
vocational e d u c a t i o n leaders,
and state department

local school administrators,

of e duc a t i o n supervisors

in o rder of importance.

and asked

to rank them

These 63 activities were grouped

into 8 function categories:

administrative,

personnel,

p r o g r a m planning and development,

relations,

research,

resources,

instruction,
public

and student services

activities.

There was

substantial agreement

three groups

of people responding.

However,

and

among the
local school

administrators p lac ed a hig her priority on co ordinating
vocational edu ca t i o n with other educational activities,
d e vel o p i n g program objectives,

and de vel o p i n g criteria to

evaluate equipment and facilities.

- ^ I b i d ., p.

55*

The superintendents

and

26
p laced a lower p r i o r i t y on the use o f resource people and
ad vi s o r y c o m m i t t e e s .
Ramp and A nde r s o n id ent ifi ed 158 competencies
seven functional areas:

in

pr o g r a m p lan n i n g and implementation;

staff recruitment;

personnel de v e l o p m e n t and management;

p r o g r a m operation;

pro g r a m management;

facilities*

supplies*

and equipment;

manageme nt of physical

and public relations.

The purpose of t hei r study was to determine the best me t h o d
for developing the ability to p e r f o r m the competencies.
F o u r t e e n com petencies were determine best a chi e v e d t hr o u g h
course work, while

29 were best achiev ed on the

job.

O f the other 115 competencies*

57 were achieveable t hr o u g h

academic methods

in course work,

(60% response

simulations*

and workshops combi ned ) and 38 achievable t h r o u g h practic al
methods

(60% resoonse

in in ter nsh ip and o n-t he- job combined).

In a stu dy of vocational e duc a t i o n directors
and the need for adequate p r e p a r a t i o n programs,

in Uta h

Edmunds

found

local schools had no definite guidelines d e s c r i b i n g the roles

J George K. Bayne, The Role of the L oca l Dir ect or
of Occupational E d u c a t i o n D i r e c t o r as P e r c e i v e d by S u p e r ­
intendents, State D i v i s i o n of Voc ati ona l and Tec hnical
E d u c a t i o n staff, and Occupational E d u c a t i o n D i r e c t o r s *
(unpublished ^h. D. Thesis, S o u t h e r n Illinois tJniversity*
1972).
^ W a y n e Ramp and Edward Anderson* M o d e l Graduate
P r o g r a m in O c c u p a t i o n a l E d u c a t i o n - A Cooperat ive S t u d y T
(Springfield, Illlnofs:
Illinois State Board of Vo cat i o n a l
E d u c a t i o n and Rehabilitation, June 30, 1972), pp. 11-23*

33

27
and f u n c t i o n s

of v o c a t i o n a l dire ct o r s .

studied w e r e bu dge tin g;
programs;

and p l a c e m e n t

and i n s e r v i c i n g t e a c h e r p e r s o n n e l ;
e q u i p m e n t and c u r r i c u l u m n eed s.

considered

the duties he

d i r e c t i n g w o r k - s t u d y and adult

contacting employers

20 s p e c i f i c

Among

A l t h o u g h se veral

selecting

and r e c o m m e n d i n g facility,

His

findings

functi ons w h i c h two-t hir ds
to be v i t a l l y

service;

identified

of the r e s p o n d e n t s

i m p o r t a n t •^
studies have b e e n c o n d u c t e d on the

role and r e s p o n s i b i l i t y of v o c a t i o n a l e d u c a t i o n leaders,
there are n o t e n o u g h p e o p l e b e i n g p r e p a r e d
positions.
n o t o nly

Leighbody reports

for these

that o c c u p a t i o n a l

"suffering from a numerical

e d u c a t i o n is

s h o r t a g e but more

i m p o r t a n t l y f r o m a lack o f f r e s h t h i n k i n g a n d innova tiv e
p r a c t i c e ■"35

He b e l i e v e s

fu ture

leaders

in e d u c a t i o n sh o u l d

be able to d e a l wi th new p r o g r a m s w i t h ne w g o a l s
stand the

social

and u n d e r ­

issues r e l a t i n g to e d u c a t i o n fo r the w o r l d

of work.
A l t h o u g h there
fu nct ion s

is f a i r l y u n i f o r m a g r e e m e n t on the

of vocational education

to be a n e e d

for i m p r o v e d p r o g r a m s

leaders,

t here c o n t i n u e d

for d e v e l o p i n g l e a d e r s h i p

^ Hi el A. E dmu nds , The Q u a l i f i c a t i o n s and P r o f e s ­
sional R e s p o n s i b i l i t i e s of V o c a t i o n a l D i r e c t o r s ~ a F the
Lo c a l D i s t r i c t Level in the State of U t a h , (Salt L a k e C i t y ,
tjtah:
R e s e a r c h C o o r d i n a t i n g U n i t for V o c a t i o n a l and
T e c h n i c a l Ed u c a t i o n , 1967)35G e ra id B. L e i g h b o d y , V o c a t i o n a l E d u c a t i o n in
A m e r i c a ^ Schools;
M a j o r Issues of the 7 0 *3 , (Chicago:
A m e r i c a n T e c h n i c a l So cie ty, 1972'>'“ pT''TEff:

28
personnel.

Leighbody best summarized this need by describi ng

the leadership development pr o g r a m as follows:
It should be of the broadest possible character
and should be coupled with similar programs
de sig ned to prepare general ad min istrators and
other educational leaders.
It should avoid the
mi nutiae of educational m ana gem ent and concentrate
u p o n the broad u n d e r s t a n d i n g of society and of
e d u c a t i o n which are so essential for educational
leaders of the f u t u r e . 3°
Leadership in C u r r i c u l u m and Guidance
Counse ling
The literature indicates
the school have been studied.
to career education,

several other roles wit hin

Because

of their importance

studies dealing w i t h the role of

cu rri cul um directors and guidance counselors were

selected

for review.
Harris
supervisors:
instruction,

identified

four functional areas for curricu lum

(1) curriculum development,

(2) eva lua tio n of

(3) media and m ate r i a l development,

inservice education.

and

(Ij.)

He ind icated there are several areas

wh ich c u r r i c u l u m supervisors

in

should be involved but the

re spo n s i b i l i t y should be shared with o t h e r administrative
roles.

Among this group are staffing,

organizing for instruction,
services,

staff orientation,

public relations,

and facility develonment.

pupil

37

36I b l d .. p. 152.
^ B e n M. Harris, ” Roles of Supervisors and Curricul um
W o r k e r s ” , To war d Professional r'aturlty of Supervisors and
Cu rri cul um Vorkers^ editor Roy P. Wahle (Washington,
C.:
Association for Supervision and C u r r i c u l u m Development, 1967).

29
Feltham,

Gaetz,

and Nichols, Dasinger,

studied the role

of* guidance

counselors.

sixty activities

and asked teachers,

and D a w s o n

Daw son identifi ed

administrators,

and

counselors to determine the appropriate

activities for

guidance

three groups have

counselors.

He found that all

similar e x p e c tat io ns of guidance counselors.
Fe lth am et al. and D a s i n g e r i den tif ied functional
areas w i t h i n the counselor's
Table U-

role.

They are sum mar ize d in

F e l t h a m et al. rep o r t e d differ enc es b e t w e e n junior

h i g h and senior h i g h teachers
high p ers onn el

and a dministrators.

sel ected the f oll owi ng w i t h g re a t e r frequency:

se con d a r y e d u c a t i o n information,
information,

Se n i o r

vocat ion al

f i nancial assistance.

post-secondary education

information,

and schola rsh ip and

Jun ior h i g h p e r s o n n e l selected

e d uca tio nal c o u n s e l i n g with g r e a t e r f r e q u e n c y than s e n i o r hi gh
personnel.

Adm ini str at ors

(senior h i g h and junior high)

selected the f o l l ow ing items w i t h g re a t e r f req u e n c y t han
teachers:

p ers o n a l and social counseling,

consultation,

parent-counselor

t e a c h e r - c o u n s e l o r consultation,

and a d m i n i s t r a -

ti ve- c o u n s e l o r consultation. ^

3 % . G. Dawson, E x p l o r a t i o n of the Occ upa tio nal
Gu idance Role of the Public S eco n d a r y S c h o o l Gu idance C o u n s e l o r
Raleigh:
North C aro lin a State University, 1969)*
^ ^ e l t h a m et al., T e a c h e r and A d m i n i s t r a t o r O p i n i o n
Survey o f Gui dance Services i n the S e c o n d a r y Schools, (Calgary,
Alberta:
C a l g a r y Separate School Board, u n p u b l i s h e d report,
1972).

Table 4--Sumnary of functions in Guidance Counselor role.

Feltham, Gaetz, and Nichols
(1972) 40

1.
2,
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Orientation to school building.
Testing
Educational Counseling
Secondary education information
Post-secondary education information
Vocational information
Scholarships and financial assistance
Personal and Social Counseling
Parent-counselor consultation
Teacher-counselor consultation
Administration-counselor consultation
Research

Dasinger
(1973)41

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12,
13.

Coordinating
Administer and interpret individual tasks
Administer and interpret group tests
Educational counseling
Vocational counseling
Personal counseling
Research
Individual counseling
Group counseling
Placement
Teach
Resource person for teachers
Clerical work

40 D. W. Feltham, E. L. Gaetz, and K. E. Nichols, Teacher and Administrator Opinion Survey of
Guidance Services in the Secondary Schools, (Calgary, Alberta: Calgary Separate School Board,
unpublished report, 1972).
James P. Dasinger, The Role of Montana Secondary School Counselors as Perceived by
Selected Reference Groups, (Missoula: University of Montana, 1973).

31
These studies Indicate that curricu lum directors

are

more c o n c e r n e d with change than w i t h m a i n t a i n i n g the status
quo.

G u i d a n c e counselors p r i m a r y concern i3 provi din g

informa tio n and/or assistance to students r e g a r d i n g the roles
they will occupy in life.

B o t h of these roles will be crucial

to the e m e r g i n g career e duc ati on programs.
Le ade rsh ip in C a r e e r E duc ation
In the area o f career e d u c a t i o n l ead ers hip there are
very few studies available.

M a n y people have shared th eir

views thr o u g h speeches and pr ofessional

journal articles but

very few people have

responsibilities,

studied the roles,

competencies of the people

and

in leadership positions.

C a r e e r ed uca tio n is not new:
explore and un d e r s t a n d their life

h e l p i n g students

roles in learning, w o r k i n g

and l iving has long b e e n an objective of the schools.

However,

what is n e w is the b r i n g i n g t o g e t h e r of m a n y p r e v i o u s l y isolated
activities

available to a few students

into a coordinated

cu r r i c u l u m w h i c h is available to all students.

The c a r e e r

education concept was g i v e n b i r t h w h e n the 1968 Amendments
to the Vo c a t i o n a l E d u c a t i o n Act br oad ene d voc ati ona l e d u c a t i o n
to include p r e v o ca tio nal orientation,

e mpl o y a b i l i t y skills

and academic ed uca tio n n e c e s s a r y to prepare for employment.
Because o f its b i r t h in vocational e d u c a tio n legislation,

32
m a n y people tend to confuse car eer e duc ati on with vocati ona l
e d u c a t i o n in their articles

and speeches*

The first career e d u c a t i o n p r o g r a m was started i n 1969,
but not until 1971 w h e n Marland

(U. S* C o m m i ssi one r of E d u c a t i o n

at that time) ch all eng ed the edu ca t i o n co mmu nit y to p r e p a r e
all students for ent ry into h i g h e r e d u c a t i o n or useful r e w a r d i n g
employment did ca ree r e duc ati on receive n ational a t t e n t i o n . ^
Since then career e duc ati on has b e e m pro m o t e d as the e d u c a t i o n
of the future w h i c h will be co nce rne d w i t h the "usefulness
and s e l f - re ali zat ion of every individual"
Parnell specified five ma j o r changes that will ha ve
to occur w i t h i n the educational system if c are er e d u c a t i o n is
to be successful!
1.

Definite c ommitment to move away from the
p r ese nt tracki ng system.

2.

Infuse daily te aching with illustrations
the w o r l d of work.

3*

H i g h school curricula rebuilt around the
ca ree r cluster concept so e a c h student ma y
select a cluster at the b e g i n n i n g of hi gh
school and tie a m ajo r i t y of h i g h school
ex per ien ces into this ge n e r a l i z e d goal*

from

^ Sidney P. Marland, Jr., "Career E duc a t i o n Now",
(Presentation to the Co n v e n t i o n of Na ti o n a l A s s o c i a t i o n of
S e c o n d a r y School Principals, Houston, Texas, January 23, 1Q 7I)^ S i d n e y F. Karland, Jr., "A Time for Leadership in
Educati on, " (Pr esentation to the National Council of A d m i n i ­
strative Women in Edu cat ion at the A m e r i c a n A s s o c ia tio n of
S c hoo l Administrators Convention, Atlantic City, New Jersey,
F e b r u a r y 12-16, 1972).

33
1+.

Specific training for those that do not require
a B.A. degree will become the re spo n s i b i l i t y of
p o s t - s e c o n d a r y institutions .

5*

E very school and com mun ity college must develop
i n t e g r a t e d and str ong er guidance counseling
programs . W

Taylor i den tif ied 17 items to be c ons ide red in
de vel opi ng an effective career education program:
1.
2.
3.
l+.
5*
6.
7.
8.
9*
10.
11.
12.
13*
11+.
15.
16.
17*

Determine the knowledge and beliefs of key
co mmunity groups c o n c e r n i n g c a r e e r education.
Determine the state o f readiness of the educational
staff to provide leadership in career education.
Ex ploit the kn owledge base wh ich supports c areer
education.
Visit o ngoing career education programs.
Secure board of e d u c a t i o n action on career
ed u c a t i o n and e s t a b l i s h long-range p r o g r a m goals.
Assess congruence of current p r o g r a m to ca r e e r
ed u c a t i o n goals.
Involve the c o m m un ity in d e v e l opi ng career
education.
Assess alternative delivery systems.
Initiate staff de vel opm ent orograms.
E s t a b l i s h in structional material development teams*
Review m anp o w e r projections.
Exp and cooperative education.
Provide continuing ca ree r education.
Initiate an active community i n f o r m a t i o n program.
E s t a b l i s h career e d u c a t i o n a d v i s o r y councils.
Operate a job p l a c eme nt service.
j^
M a i n t a i n an effective eva lua tio n capacity

To e f f e c t i v e l y ac com pli sh these tasks, Tay lor states
that the ca r e e r e duc ati on l ead ers hip per sonnel must also

^Dale

Parnell,

C o n t e m p o r a r y C o n c e p t s , editor G o r d o n

F. Law,
^ Robert E. Taylor, Perspectives on Career E d u c a t i o n ,
pr e s e n t a t i o n at the Oregon A s s o c i a t i o n oi1 School Adminis tra tors Meeting, Corvallis, Oregon, March 30, 1972.

3U
u nd e rs t an d occupational programs,

career development theory,

i nt e rrelationships of subject m a t t e r areas,

and the

cumulative d e ve l op m en t of individuals.
MeMi nn and Morris co m piled a h a ndbook with ideas,
sample activities,

and other inform at i on appropriate

in impleme nting career ed u ca t i o n programs.
111

administrative

for use

They identified

activities which are d iv i de d into l e a d e r ­

ship and support categories.

The eight leadership activities

are:
1*
2.
3.
L|.
5*
6.
7*
8.

Sp o ns o r a survey of existing school services,
facilities, and resources to determ ine the s c h o o l 1s
readiness for a c ar e er ed ucation program;
Get assistance fr om specialists regarding t e c h ­
niques of initi ating a career e d uc ation program;
Discuss budgetary requirements o f the career
e du c at i on p r o g r a m w i t h the b o ar d of education;
Plan p r el i mi n ar y meetin g s of the school staff to
discuss approaches to es t ablishing a career
e d u c a t i o n program;
Select an adv isory committee w h ic h is acceptable
to the faculty and community;
C oo p erate with this committee in determining a
p l a n of action;
Provide sufficient time so the p l a n of action
can be carried out;
Select staff m e mbers who are interested, capable,
and qualifiedjv^

Engelha rdt

studied a specific c o mm u n i t y and recommended

a r e or g a n i z a t i o n of the educational p r ogram to emphasize career
education.

Among the recommendations

each ad m inistrative position*

However,

were task outlines

for

for the career

^ Jo K. M c M i n n and K e n Morris ( c o m p ) », Career Education:
A H an d b o o k for P r o g r a m I n i t i a t i o n . (Jackson, Mississippi?
M ississ i pp i State Departm ent of Education, July, 197?)*

ed uca tio n supervisor there was no pr ece den t to follow.

The

suggestion for this p o s i t i o n was
Any te ach er or counselor h a v i n g a broad b a c k ­
ground or awareness of occupati ona l opportunities
should be eligible for this position.
It would
be an advantage for this p ers on to exceed state
requirements in supervision and curricular areas.
Sociology, economics, and pol iti cal science can
count as content for this p e r s o n . ^7
There were
identified:

six areas of c a r e e r e duc ati on leadership

(1) n o n i n s t r u e t i o n a l support,

e v a l u a t i o n support,

(3) guidance,

cu r r i c u l u m development,
education,

(2) r e s e a r c h and

(I*.) instruction and

(?) vocational

and cooperative

and (6) p r o g r a m imp lem ent ati on through principals

Smoker pro p o s e d the task of r e s t r u c t u r i n g our
ed uca tio nal programs
elements:
ment,

for career edu ca t i o n involves

communication,

staff development,

flexibility improvement,

partnerships.

five

p r o g r a m develop

and es tablishment of

He Identified the f o l l o win g leader shi p

activities as es sen tia l to e s t a b li shin g a career ed uca t i o n
program:

^ D a v i d p # Engelhardt, Adm ini str ati ve Keeds for
Career E d u c a t i o n . (Annapolis, M a r y l a n d : Engelh ard t and
Engelhardt, Inc., October, 1972), p. 39.

^8ibid.

36
lie Identified the foll owing

leadership activities as

essential to e s tablishing a career ed u ca t io n program:
Immediate Activi tie s
1.
Organize Ca reer E d u c a t i o n A dvisory Committee.
2.
Develop an occupational i n f o r ma tio n resource
bureau•
3. Work w i t h the guidance p r o g r a m to expand it
beyond college p l a c e m e n t .
if.. En cou r a g e libraries to g ath er career information.
S*
E s t a b l i s h a job placement service.
6.
Organize voluntary community service projects.
Intermediate Activities
1.
Review the instructional p r o g r a m .
2.
Redeploy and in-service t eaching staff.
3.
Acquire mat erials and equipment.
i+. E s t a b l i s h a c are er edu cat ion resource center
for staff and student u s e .
De velop cooperative re lat ion shi ps with
business, industry, and labor.
6.
Improve the educational options of students.
L o n g Range Activities
1.
De velop time grids to pr ovi de for c o m p r e ­
hensive programs, staffing facilities, and
equipment in c aree r education.U9
Odbert and T ro t t e r studied the p eda gog ica l competencies
needed by teachers,
e d u c a t i o n programs*

counselors,

and administrators

in career

They b e g a n wit h over 2,000 competencies

and r efi ned this into groups
77 c o u n s e l o r competencies,

of 63 teacher competencies,

and 66 a d m i n i s t r a t o r competencies.

They then divided each group into three sub-groups by grade
l e v e l - - e l e m e n t a r y , junior high,
Twelve

and senior h i g h - -fo r validation.

(12) competencies were va lidated as applicable

David E. Smoker, C a r e e r Education:
School A d m i n i s t r a t o r s , (Arlington, Virginia!
As s o c i a t i o n of school Administrators, 1973)*

to all

A Guide for
American
PP« 26-28.

37
groups at all levels*
1.
2,
34.
9.
6.
7.
8.
9.
10*
11.
12.

These 12 competencies are;

Use community people as career e duc ati on resource
people.
Provide student awareness experiences.
Develop interpersonal skills*
Utilize career oriented materials.
Utilize career education inaervice training.
Utilize individu ali zed m o t i v a tio nal systems.
Promote student self-evaluation.
Des ign op timum career learning environments*
Involve teachers in revising instructional
programs.
Practice a career education philosophy.
Provide active c areer education leadership.
Est ab l i s h student feedback systems. ^0

M i c h i g a n D e pa r t me n t of E d u c a ti o n Guidelines
The M i c h i g a n Department of E d u c a t i o n has b e e n pre par ing
guidelines

for local administrators

the i mpl em e n t a t i o n of the statewide

as plans are d eve lop ed for
career e duc ati on program.

A d m i n i s t r a t i o n of the Mic h i g a n Career Edu ca t i o n p r o g r a m may
very w ell be unique because of the
district (CEPD)

arrangement.

career edu cation p lan nin g

The Department of E d u c a t i o n has

labeled the c areer edu cation l ead er as a "c oor dinator."
is a c o o r d i n a t o r role
agency

(LEA)

There

identified for the local educat ion al

and a nother coo rdi nat or role identified for the

career edu cat ion p l a n n i n g district.
The LE A C o o r d in ato r may be appointed to a full time
career e d u c a t i o n p o s i t i o n or m ay be assigned career education

John T. Odbert and Eugene E. Trotter, C areer
E d u c a t i o n Personnel M o d e l , (Ann Arbor, Michigan:
(Jniversity
ot Michigan, February, 1974) * PP* 97-99.

38
responsi bi lit ies

in addition to other duties.

De par tme nt of E d u c a t i o n

(NDE) guidelines

The M i c h i g a n

suggest the followi ng

m a j o r duties:
1.

P r o v i d i n g leadership for i m p l e men tin g C a r e e r
E d u c a t i o n by w o r k i n g with teachers and counselors
to establish u n d e r s t a n d i n g and support.
2.
O r g a n i z i n g in-service w o r k s h o p s on Career
Education.
3* Co l l e c t i n g and distrib uti ng resource materials.
l|.. Organ izi ng and c hair ing a S t e e r i n g Committee.
9. De v e l o p i n g good comm unications w i t h the community.
6.
I dentifying and p r o c u r i n g access to community
resources.
7.
Organizing, g u i d i n g and e n c o u r agi ng an ad vis ory
committee, p r o v i d i n g all supportive services.
8. Ov e r s e e i n g the o p e r a t i o n and details of any projects
such as a goals setting process that may be
undertaken.
9.
P r o v i d i n g current progress reports to the boa rd
of education, ei t h e r through the superintendent or
pe rso n a l l y if dele gat ed this responsibility.
10.
P r e p a r i n g Car eer E d u c a t i o n b u d g e t to r eco mme nd
to superintendent.
11.
E v a l u a t i n g and u p d a t i n g programs.
12.
Pinal develo pme nt and s ubm iss ion of the C a r e e r
E d u c a t i o n Plan.^*
C a r e e r e duc ati on p l a n n i n g districts are co mpr i s e d of
several LEAs and may include more than one Intermediate
D i strict

(ISD).

School

The C E P D C a r e e r E d u c a t i o n Coordinator may

have a staff of career e d u c a t i o n specialists to assist w i t h
the C E P D program.

The size of staff will depend on the CEPD-

ISD-LEA relationship.
have

The Department of E d u c a t i o n guidelines

suggested the following as duties for the CEPD Coordinator:

^ M i c h i g a n Depar tme nt of Education, Career E d u c a t i o n
Ha nd b o o k for Imp lem e n t a t i o n
(Lansing, Michigan*
Michigan
Department of kducation, 197^), Section III, p. 6-7*

39
ESSENTIAL

DE SIR E A B L E

To promote:

A w areness of Career
Ed uca t i o n
U n d e r s t a n d i n g of Career
E d u c a t i o n concepts
I m p l e m e n t a t i o n of Career
Education
P l a n n e d change
Pr oce sse s for planning
L E A level pl ann ing
C E P D / I S D level p lan nin g

R e p o r t i n g of
activities
Business, commercial,
la bor participation
Communication
b e t w e e n schools
and community
Curriculum develop­
ment structure
for Career
Education
P r o v e n practic es in
i m p l e men tat ion

To assist with:

I n t e r p r e t a t i o n and use
of Guidelines
D e v e l o p m e n t of LEA and
IS D plans
S t a f f de vel opm ent plans
C o o r d i n a t i o n of staff
d e v e l o p m e n t plans
b e t w e e n districts

O r g a n i zat ion al
fr ame wor k
D i s s e m i n a t i o n of
re source mat erials
I m p l e m e n t a t i o n of
staff development
plans
I d e n t i f i c a t i o n of
co mpl eme nta ry
Career Education
programs, a w a r e ­
ness programs and
other programs
outside of schools
Cooperation between
schools, business
and labor
E v a l u a t i o n strategies

To coordinate:

I S D C a r e e r E d u c a t i o n plans
Collecting, re viewing and
ap pro vin g of LEA plans
In -se rvi ce efforts b e t w e e n
districts
C o m m u n i c a t i o n s betweer Vp
State level and LE A -

C a r e e r i nfo rma tio n
systems and m a n pow er inform ati on
C u r r i c u l u m development efforts

52 I b i d . , pp.

16-17

i+o
Change Agent Strategies
A l t h o u g h career e d u c a t i o n is not totally new, m a n y of
the strategies involved are considered innovative.
working w i t h implementation of new ideas,
practices

are considered change

agents.

People

n e w methods,
Therefore,

or new

the

career e d u c a t i o n leadership personnel are c onsidered change
agents.
H a v e l o c k identifies
a change agent:
process helper,

four ways a p e r s o n can p e r f o r m as

as a catalyst,

as a solutio n giver,

and as a resou rce linker.

mutuall y exclusive,

it is reaso nab le

Since

as a

these are not

to expect career

ed uca t i o n leaders to p erf orm in all four ways at one time or
another.

cjl
If career education is to be implemented and become

a coordina ted program,
their role.

the l eade rsh ip p ers onnel must recognize

But they must also work w i t h all other staff

members w i t h i n the local d ist r i c t to bring about the des i r e d
change.

Lippitt,

Watson,

and Westley de scribe the change

process as a series of 3 steps:
change,

(1) d e v e l o p i n g a need for

(2) wo rk i n g toward change,

change.^

Hav e l o c k identifies

and (3)

sta bil izi ng the

six stages of pla nne d change

^ R o n a l d g . Havelock, The Change Agent*s Guide to
Innovation in E duc ati on (Englewood Cliffs:
Ed uca tio nal
Technology Publications, 1973), PP* 7-9.
^ R o n a l d Lippitt, Jeanne Watson, and Bruce Westley,
Th eDDynamica of Planned Cha nge (New York:
Harcourt, Brace
and World, Inc ., 1998), pp. 129-21+9•

m
in educations

(1) bu il d i n g a relationship with staff,

(2) d i a g n o s i n g the problem,
the relevant resources,

(3) identifying and acquiring

(ij.) choosing a solution,

(£) g a i n i n g

acceptance and imp lementation of the change,

and (6) d e v e l o p i n g
qd
an internal capability of maintain ing the change.
W h e n change must be constant if edu cat ion is to be

related to life,

the goal for career e d u c a t i o n and career

education leaders must be to help every teacher identify new
developments

and adapt them to the classroom.

It bec omes apparent that much study must be gi v e n to
the functions

of the l ead ers hip role in ca ree r education.

Without an ide nti fic ati on of the leadership functions,
appropriate p r e p a rat ion progra ms cannot be developed.
Su mmary
This
six topics:

chapter has divided the literature review into
(1) Role analysis,

and functions,

(2) L e a d e r s h i p charact eri sti cs

(3) L ead ers hip in edu ca t i o n administration,

(U) L e a d e r s h i p in vocational education,

(^) Leadership in

curriculum and guidance counseling,

(6)

and

leadership in

career education.
Pole

analysis is an acceptable met hod

career e d u c a t i o n leadership role.
the functions,

activities or tasks,

for studying the

This me t ho d identifies
and competencies

Havelock, Change Agpnt*s G u i d e , pp.

39-lUO.

(skills,

knowledges,

and attitudes) needed by personnel occupying the

role being analyzed.
Leadership,
to certain people

although at one time th ought to be en dowed

and not to others,

fu nction of pe rsonal qualities

is co nsi der ed to be a

in a g i v e n s itu ati on w i t h i n

w h i c h a group of people are a t t e m p t i n g to operate.

Most

leaders tend to perform some or all of the following functions
if they are to succeeds
(3)

guiding,

CL|_) communicating,

(7) identifying,
senting,

(1) planning,

(11)

(8) producing,

evaluating,

A l t h o u g h there

and

(5) initiating,
(9) defending,

(10) r e p r e ­

are essent ial ly no u s e f u l studies

of

there are several

as to what activities might be included.

one of the obstacles
qualified,

(6) integrating,

(12) recognizing.

the career e d u c a t i o n leadership role,
projections

(2) organizing,

However,

to car eer education is the shortage of

knowledgeable,

and committed

leaders.

impediment to supplying qualified leaders

The g rea tes t

is the lack of an

identifiable role that is recognized by administrators and
the leaders themselves.
identifiable

In Michigan,

this lack of an

role may be esp eci all y acute b ecause of the

presence of career edu ca tion pla nn i n g dis tri cts which are
w o r k w i t h the local schools

in de vel opi ng a coordinated

statewide c a r e e r edu cat ion program.
In see kin g solutions

to this dilemma,

the M i c h i g a n

Department of F d u c a t i o n has

identified and suggested some

r e s p on sib ili tie s

for ca ree r e d u c a t i o n leaders

and duties

to

U3
("C oordinators")
personnel,

at both the local and C E P D levels.

as they occupy the

However,

"coordinator" position,

must be

pr e p a r e d to carry out the leadership functions.
It is obvious that the people filling these
r o l e s will be looked u p o n as change agents.
expected to deal with n e w goals,
ships

leadership

They w i l l be

and e st a blish new r e l a t i o n ­

as c a r e e r e du c a t i o n atte mpts to rel ate e d u c a t i o n to the

r ealities

of life.

CHAPTER III
M ET H OD O LO G Y
I ntroduction
This chapter contains a de s c r i p t i o n of the m e t h o d o l o g y
u ti l i z e d to collect, process,
di vided into ]+ sections:
Collection;

and analyze data.

(1) Purpose

It is

of the Study;

(3) Data P r oc e ss in g and Analysis;

and

(2) Data

Cl*-) Summary.

The s e ct i on on data colle ction deals w i t h i d en t i f i c a t i o n of
the po pulation,

d ev e lo p i n g the instrument,

cedures and returns.
analysis

includes

and m a i l i n g p r o ­

The section on data p r o c e s s i n g and

the questions

and the testable hypotheses

to be answer ed in this study.
Purpose of the Study
The purpose o f this study was

to identify the activ ities

expected of career e du c at i on le a de r sh i p personnel,
l e a d e r s 1 ade quacy of preparation,
learning activities
skills,

and the appropriate

for delive ring the n e ce s s a r y knowledges,

and attitudes

Secondly,

the

in a leadership develo p me n t program.

this study determined the congru en c ie s

and

di screpancies b et ween the leaders and their administrators
viewing the leadership role.

Thirdly,

this study assess ed

the r e l a t i on s hi p b e t w e e n school distr i ct
ed ucation leadership role,

uu

in

size and the c areer

hs
Data Colle ct i on
Identifying the Popula ti o n
A one-page survey questionnaire was pr e pared and
mailed to all LE A

(Local E d u c a t i o n Agency)

Su p er intendents

and ISD (Intermediate School District) S u p e ri n te n de n ts
assess the

scope of and identi fy the le a de r sh i p persons

local ca re er e d u c a t i o n programs

of Michigan.

to
in the

A copy of this

questionnaire is in A p pendix A.
O f the 593 questionnaires mailed,
These returns

identified

38U districts

537 were returned.

( 3U1 LEA and I4.3 ISD)

which have a p e r s o n id e nt i fi e d as the C a r e e r E d u c a t i o n
L eadership person.

More than 75 percent of these leaders

spend less th an 50 percent of their time on the c areer
education program.

Another eight percent of the returns did

not respond to the question o f amount of time assigned*
remaining leaders
over 50 p ercent

(nearly 16 percent) were

The

assigned to spend

of their time on the c ar e er e du c ation program.

The P op u la t i o n
The p o p u l a t i o n to be studied co n si s t e d of 60^ districts
who had an identi fi e d C a re e r E du c at i on Leadership P e r s o n wi th
50 percent or m o r e of h i s / h e r time assigned

to career education.

Several c h a r a ct e r is t ic s were id entified for the p o p u l a t i o n

^A total of 61 di stricts were identified as m e e t i n g
this q u al ification.
However, one district submitted an
incomplete name and address of the career e du c a t i o n leader ship
person.

U6
including r)i ntri ct 3iz^,

time sssigned

level of responsibility,

administr ative

leadership personnel background.

to career education,
supervisor,

Desc riptions of these

characteristics

can be found in Appendix B,

characteristics

are not appropriately dis tributed

istical

study,

study are
Table

and

Because

several

for s t a t ­

the characteristics of p ri ma r y c oncern in this

shown with the district br ea k d o w n in Table 8.

^'--Characteristics of Districts and Career E d u c a t i o n
Lea d er s hi p Personnel Included in this Study,

School

Size

LEA
Small
(under 3,000)
M edium
(3,000-10,000)
Large
(Over 10,000)
ISD
Totals

Time Assigned
60-7U
76-100

Totals

3

11

1U

7

8

16

h

7

11

h

16

?0

18

b?

60

Due to the size of the population,
not to draw a sample hut

instead,

it was decided

study the total population.

The s up e ri ntendents of these 60 schools and the 66 Career
E d u c a t i o n Le a de r sh i p Persons identified composed the final
p
pop u la t io n for this study.

E l e v e n (11) districts reported sharing a total of 6
leaders and P districts each reported h a vi n g ? persons as c o ­
leaders,
This resulted in 60 schools with 66 rii fferent people
as their C a r e e r E d u c a t i o n Leadership Persons.,

U7
Development of the Instru m en t
The role analysis m e t h o do l og y was
m e t h o d o l o g y Tor this study*

Role analysis

selected as the
involves

(1 ) i de n t if ic a t io n of functions es s en t ia l to the role;
(2 ) d e t e r m i n i n g activities

or tasks re q uired in successful

fulfillment of the function,
competencies

(skills,

and (3 ) i de n ti f i c a t i o n of the

knowledges,

for c ar rying out the tasks.

and attitudes)

This m e t h o d has b e e n us ed for

several years but more r ec ently by W a r d
(1972), Bayne
and McCleary

(1972),

necessary

(1970), F el t ha m et al.

Ramp and A n d e r s o n (1972), Da s inger (1973)*

(1973).

The initial stage

in d e v e l o p i n g an ins trument was an

extensive re v ie w of the literature r e g a r d i n g functions of the
leadership role.

This review i dentified the following as

functions ex p ected in m o s t ed ucational leadership roles:
1.

P r o g r a m P l a n n i n g and D e v e l o p me n t

2.

S ta ffing and Personnel D e ve l op m en t

3*

C u r r i c u l u m and Instruction

U-

Student Services

5*

Administration

6.

B u d g e t i n g and Financing

7.

E v a l u a t i o n and Research

8.

Public

Relations

The second stage

in d e v e l o p i n g an instrument was the

c re ation of a series of twelve critical
each of the above functions.
is found in A pp e n d i x C.

Eight

incidents to reflect

The list of critical incidents
selected current C a reer

1+8
E ducation Leader sh i p Personnel were asked to discuss

their

responses to each incident in an i nt e rv i ew situation.
The eight leaders in te rviewed were selected to be
re presentative of the
size, time assigned,

study p o p u l a t i o n on the basis of school
and professional background.

The i n t e r ­

views were co nducted on a one to one basis by this in v es t ig a to r
at the i n t e r v i e w e e ’s office.
The third stage involved c o n v e r t i n g the
responses to the critical incidents
or tasks,

interview

to a series of activities,

which C ar e e r E du c at i on L ea d er s h i p Personnel m a y be

e xpected to perform.
1+6 activities were

Based on the i n t e r v i e w e e ’s responses,

identified*

This

grouped into functional categories

list of activit ies was not

due to the interviewee's

id entification of s i mi l ar activities

for a v a riety of situations

and functions.
This list was

then r e vi e w e d by a panel of judges

(people w o rk i ng w it h career e d u c a t i o n at the state
were asked to rate the importance
u n c l e a r wording,

The panel suggested de l e t i o n of six

re w or d in g of seven statements,

new activities

revise any

and suggest additi on a l activities w h i c h

should be included.
activities,

of each activity,

level) who

to be included.

and identified

four

This left a list of 1+1+ activity

statements.
The a c tivity statements we re reworded
so a revised q u e s t i on n ai r e could be

and reordered

incorporated into an

instrument.
The
10 members

instrument was

then pi l o t tested w i t h a group of

of the M i c h i g a n State U n i v e r s i t y C a r e e r E d u c a t i o n

U9
L eadership E x t e r n P rogram w h o are currently occupying
positions of leadership in career e d u c a t i o n in their school
districts*

The group was asked to read the in structions and

complete the total questionnaire m a k i n g any revisions as they
w or k ed through the instrument.

Upon completion a discussion

was conducted as to any n e c e s s a r y changes for cl a ri t y and
appropriateness.
F o l l o w i n g this p il o t test, revisions were made
final instruments prepared.
were prepared:

and the

Two ne a rl y identical instruments

one for ad m in istrators and the other for career

ed ucation leaders.

The only difference b e t w e e n the instruments

was the re s ponse category d e al i ng w i t h the level of p r e p a r e d ­
ness.

It was felt the a dm i nistrators m a y object to the q u e s t i o n ­

naire on the basis of it b e i n g personnel
be co n si d er e d con fidential.

e v al u at i on w h i c h should

A copy of the instruments

in Appendices E (Administrator)

is found

and G (Leader).

M a i l i n g Proced u re s and Returns
Mailin gs

to the s uperintendents

and career educa t io n

leaders were made during the first w e e k of May,
m a i l i n g to the superintendents

for returning.

(Appendix

it.)

educa ti o n leader included a
survey instrument,

E) w i th

(The i nstrument was

the r e t u r n address printed on the back page
only a staple to close

Each

included a cover letter

(Appendix D) and the survey instrument
instructions

1975*

thus r e q u i r i n g

Each m a i l i n g to the
cover letter,

s t a m p e d wi t h

career

(Appendix F) the

(Appendix G) and a stamped,

self-addressed

50
return envelope*
superintendents

Survey instruments we re mailed to 60
and £6 ed u ca t io n leaders*

W i t h i n fifteen days,
(63*3 percent)
had returned

3

a total of 3? administrators

and 28 c a re e r education leaders

the instrument.

responses were u n us able--one
losing the mi d dl e

(^0 percent)

Two (2) of the administrator
for failure

to staple

it and

section and the other for a leader respond i ng

to the ad m inistrator survey.
A f ol l ow-up mai ling was prepared and mailed the
fourth w eekend

(i'ep■■or! a 1 fay)

of Hay.

This ma iling co nsisted

of 28 letters being sent to the superintendents
letters to c a r e e r education leaders.
cover l e t t e r

and 28

Each mailing included a

(Appendices D and P) and i n s t r u m e n t — the same as

the initial mailing.

An additional 11 administrators and 15

career e du c a t i o n leaders responded p r i o r to June 20.

However,

three of the career e d uc a t i o n leader responses were not
usable be cause

the res pondents did not complete the q u e s t i o n ­

naire due to their pr i mary re s po nsibility being vocational
education and very little r es p on s ib i li t y

for career education.

There was no further follow-up of the n o n - r e s p o n d e n t s •
Table 6 shows the number of responses br o ke n down by
school

size.

It is inte resting to note

that the combined

percentage of usable responses increases directly wi th school
size.

A total of Ul administrators and HO career ed u ca t io n

leaders returned usable

^See note

responses.

2 on page U 6 .

51

Table 6--Number of Usable

Number
Sent
Adm,
Lead.

Responses to the Survey Questionnaire.

Nu m b e r
Usab le
Adm.
Lead.

Percent
Usable
Adm.
Lead.

Co mbined
Percent
Usuable
Responses

9

k

5

26.6

55.6

39.1

IS'

15

11

9

73.3

60.0

66.7

Large LEA

11

12

7

10

6 3.6

83.3

73.9

Total L E A

kO

36

2?

2k

55.0

66 •7

60.6

Intermediate
School Bist.

20

20

19

16

95.0

80.0

87.5

6o

56

ia

Uo

68.3

71. k

69.8

Small LEA

U

M e d i u m LEA

Totals

Data Pr o ce s si n g and Analysis
The usable responses were n um b e r e d wi th a school
i d e n t i f i c a t i o n n um b er and the data coded for key pu n ch i ng
with two c o mp u te r cards

for each respondent.

The cards were

v er ified to insure

the informa t io n on data cards c or r es p on d ed

with the responses

on the survey instruments.

A C RO S ST A BS p r o g r a m from the statistical Package
the S o ci a l Sciences
analysis

for

(SPSS) was us e d to give an item by item

of the data in s e ar c hi n g for answers to the following

questions:

^2
R e s e a r c h Ques tions
1.

Is there a difference b et w e e n current c areer
e d u c a t i o n leaders and admini strators c oncerning
the expected perform a nc e of career ed u ca t io n
leadership personnel?

2.

What

Is the difference b e t w e e n L E A and C E PD

p er s on n el in the expec t ed performance

of c areer

e d u c a t i o n leadership perso n ne l ?
3*

Will school district size be a factor in the
e xp e c t e d performance of care er e du c ation l e a d e r ­
ship personnel?
Is there a difference be t w e e n current L E A and
C E P D career ed u ca t i o n leaders

in their level of

p repare d ne s s ?
Wi ll

school district size be a factor in the

level of preparedness of current career ed ucation
l ea d er s hi p personnel?
6.

Will administrators
e d u c a t i o n leaders

expect cu rr ent career

to p er f o r m activities

for w hi c h

they do not feel prepa re d ?
7*

What will be the best m et h od
knowl edges,

skills,

for d e l i v e r i n g the

and attitudes needed to

p e r f o r m the leadership a c t i vi t ie s ?
F a i l u r e to R e a p o n d
It was noted there were
failed to respond

several individuals who

to some of the questions*

Two individuals

^3

evidently overlooked a page of the questionnaire.
failed to respond

to any questions on items

One leader

36“Ui+ (page 8 of

the questionnaire)

and one a dm in i st r at o r did not respond to the

questions on items

1

(page

Six ether individuals
on all items.

8 of the ques tionnaire).
did not respond to all questions

One leader did not respond to the "level of

preparation" qu e s t i o n on ll* items and the "learning activity"
question on 10 items.

The

the most om i tt e d responses.

"learning ac tivity" qu estion had
A total of 8 leaders did not

respond to 7 or more items while

3 administrators had 9 or more

"no resnonses".
A lt hough no other respondent ha d more
responses"
questions

than 3 "no

there were several people wh o omitted one or more
on one or two items*

percentages

these

In tabulating the various

"no respo nses" were c on s id e re d and not

included in the tabulation.
Summary
This
study.

ch ap ter described the m e t h o d ol o gy used in this

It di s cu s s e d the pu rpose of the study,

data collection,

and data p r o c e s s i n g and analysis.
The p o p u l a t i o n c o n s i s t e d of administrators
ed ucation l ea d er s hi p personnel

and c areer

in 60 Mi c h i g a n school districts

with leaders as s igned ^0 p e r c e n t or more of th eir time

to

develop ing and coordin a ti n g the career e d u c a t i o n program in
the district*

An instrument was developed from a revi ew of literature,
a aeries of critical

incident interviews,

and a review by a

panel of M i c h i g a n career ed ucation leaders.
identical

instruments were developed;

one

Two nearly

for administrators

and the other for the c a re e r education l eadership person.
The only difference was
leader survey,

the inclusion,

in the career e d u c a t i o n

of a q u e s t i o n dealing w i t h a personal a s s e s s ­

ment of the ability to p e r f o r m the stated activity.
Responses were
total population,

re c eived from ne a rl y 70 percent of the

coded for keypunching,

and analyzed u s i n g

the SPSS C R OS S T A B S urogram.
A report of the findings is re p orted in the following
chapter w i t h conclusions
chapter.

and recommendations

in the final

CHAPTER IV
P R E S E N T A T I O N A N D ANALYSIS OP DA T A
I nt r od u ct i on
This c h a p t e r contains

a d e scription of the c a reer

ed ucation l e a d e r s h i p activities,

the leaders*

preparation,

and the methods

for d el i ve r in g the needed skills, kn owledges,

and attitudes.

There will be three sections!

(1) Degree

of Expectation,

(2) Level of Preparation,

(3) L e a r n i n g

and

Activities.
The i nf o r m a t i o n p re s ented should provide a basis

for

d ec ision m aking rel ative to selecting personnel and
de signing l e a d e r s h i p p r e p a r a t i o n programs.
The respon de n ts were re quested to use

a 5 point

no mi nal scale in m a k i n g their responses as to the degree
of expectation,

level of preparedness,

and the best

learning activity for each career ed u ca t io n leadership
activity statement.
in Appendices H
Responses).
the

This data was tabul ated and is found

(Leader Responses) end I (Admin istrator

However,

in the initial analysis

of the data

point res ponses were m e r g e d into dichoto m ou s groups

for level of e x p e c t a t i o n and level of preparation.
learning activi t y data was merged
Experience,

(2) Classes,

The

into a t r i c h o t o m y - - ( 1 )

or (3) Combination.

This m e r g e r

96
allowed a b e t t e r i d e n t i f i c a t i o n of trends regarding the
role of c ar e er e du c a t i o n leaders
o f the Michigan's

at this ve ry ear ly stage

Career E d u c a t i o n program.
Degree of E x p e c t a t i o n

Q ue s t i o n 1 :

Is there a difference b e t w e e n current
career e d u c a t i o n leaders and
ad ministrators c o nc e rn i ng the expected
pe rf ormance of career e d uc a t i o n l e a d e r ­
ship person ne l ?

In in i tially analyzing the degree

of e x p e c t a t i o n for

the c ar e er ed u ca t i o n leaders h ip activities,
were m e r g e d into two grouDS - -" E xp e ct e d"

the responses

and "Not Expect ed . "

There is considerable agreement b e t w e e n current c areer
e d u c a t io n leaders

and administrators

in identif y in g the

ex pe ctations of the l eadership role.

As shown in Table

more

than 7 ? p ercent of the a d mi nistrators

combined,

h ig h er perce ntage of respondents
expe cted

and leaders,

id entified 1±3 of the activities as

The m a j o r i t y of activities were

32 ac tivities).

the ad m inistrators

7*

"expected".

expected by an even
(90 percent resoondents

Seventy-five percent

(79#)

of

expected perfor ma n ce on U.2 of the

activities while a similar p er c en t ag e of the current
expe cted l±l of the activities

to be performed.

Un animous Ex pectations
One activity

(Explain Public Act 97 and o th e r

ca re er e d u c a t i o n related l e g i s l a t i o n to the teachers,

leaders

-7
Table 7--Ranking of Career Education Leadership Activities by Administrators and
Leaders.

Percentage of Respondents Expecting
Activity to be Performed
Rank

11em

Cfxnbined Adminlstratorb Leaders
n»4l
n*40
n-81

Explain Public Art 97 and other career educa^
tlon related Legislation t'1 the teachers,
administrators., Board of Education,, and
100,0
Advisory cownlttees. (31)*
100,0
100,0
Establish a relationship with the administrators
counselors, and teachers which will allow each
of them to be actively involved in the
developmental activities related to career
97,f,
education, (35)
98.77
100,0
Assist in identifying the specific tasks to he
accomplished and the timelines needed to develop
a district wide career education plan. (20)
98.75
100.0
97.5
Report to the adminisrrative staff and Board of
Education on progress with the developmental and
imp1etoentation plans tor the district's career
97
education program. (40)
98,75
100.0
Assist administrators, counselors, and teachers
in identifying staff development goals and
objectives as they relate to impImentlng the
97.U7
100.0
career education program. (23)
98,73
Establish an advisory coonlttee composed of
community leaders, buaiTiesamen, parents,
students, teachers, and administrators to
provide feedback on career education program
p1ans, (1)
97,5)
95.0
100.0
Maintain contact with the Michigan Department
of Education to keep infc^med of their
95.0
guidelines. (5)
100,0
Keep informed on legislation affecting career
education programs, (24)
97.50
95.01
100.0
Explain the career education philosophy and
concepts to parents and covmunlty leaders through
presentations to service clubs, PTA's etc, (38)
97.5
97.5
Assist teachers with Infusing career education
10
97.5
into their classroom instruction. (19)
97.51
Explain the philsophy and concepts of career
11
education to teachers, counselors, and
97.h
97.9
administrators, (3b)
Identify potential resource people who cart
12
assist with staff In-service based on staff
development needs and in-service goals and
100. 01
objectives, (21)
97.46
95.0
Assist advisory covnittees in identifying
13
district wide career education program goals. (25) 97.44
99.91
100.0^
Contact potential consultants and establish
14
an arrangement for the services to be
rendered. (7)
95.7
9b. 10
95.1
♦Superscript number refers to number of "no responses" on the expectation of that
activity. hNo responses” are not included In computing the percentages; therefore, the n is
reduced by the number of "no responses".

*>8
Table 7--Continued.
Percentage of Respondents Expecting
Activity to be Performed
Ranlt

16
17
18
19

20
21
22

23
24

25
26

Combined Administrators Leaders
Item
n-81
n-Al
n-40
Assist in developing tasks for the career
education steering and adviaory co^lttees end
supervise their coupletIon within the
established timelines* <26)
97.6
95,0
Maintain contact with the CEPD Coordinator and
CEPD Council to insure a coordinated career
education program- <44)
96*25
95.1
97.4^
Upon completion of a district wide career
education plan, identify the tasks and establish
timelines for Implementing the plan. (22)
96,20
95.01
97t41
Write proposals seeking funds for implementing
the local career education program. (2)
95,06
97.6
92,5
Identify the need for consultant services and
Identify potential people qualified to meet
those needs* C9)
95.1
95.0
help establish specific purposes for the
advisory committee. (17)
95,00
100.0
90.0
Identify annual and long range budget needs for
Implementing the career education program* (13) 93*83
95,1
92*5
Establish a steering committee of teachers,
counselors, and administrators to develop
career education program goals and objectives
in accordance to Michigan Department of
Education guidelines, (14)
93.75
95.0
92.5
Assist resource persons in planning the con­
tent for in-service sessions or courses. (28)
90.01
97,5
Conduct in-service sessions to prepare
steering cownlttee members for their role as
group Leaders within buildings or grade
95.1
92.11
level departments. (43)
Assist teachers in planning how to use
community resources* (11)
92*59
90,2
95,0
Establish a procedure for keeping the
parents and comunlty informed of progress in
planning and Implementing the career education
program.

27

(3 3)

92,7

92.5

Schedule meetings and assist with establishing
the agenda for the career education steering
and advisory committees* (16)
92-40
95,0L
89.7
28
Establish appropriate criteria for reviewing
and evaluating instructional materials prior
to purchase by the district* (27)
91*36
87.8
95.0
29
Explain the infusion process to teachers and
counselors. (38)
91.25
87.8
94.9*
30
Assist counselors In establishing a process
of assessing student's needs, interests,
abilities, and achievements, (4 )
90*12
95.1
85*0
^Superscript number refers to number of "no responses*' on the expectation of that
activity. "No responses" are rot Included in computing the percentages; therefore, the n Is
reduced bv the number of "no responses".

99

Table

/--Contlnued.

Rank

'il

H

j3

34

35

3b

37

38

39

40

41

42

4 3

Percentage of Respondents Expecting
Activity to be Performed _
Combined
Administrators
Leaders
n*8l
n“41
n“40

Item

A s s i s t t h e adwisjory c o m m i t t e e in i d e n t i f y i n g
c o m m u n i t y r e s o u r c e s w h i c h w i l l be u s e f u l In
c ar r y i n g out c l a s s r o o m i n s t r u ct i on .
(12)

9 0,12

92.7

8 7 .5

D e v e l o p a n d k e e p c u r r e n t a list of c o m m u n i t y
r e s o u r c e s - people,, b u s i n e s s e s , i n d u s t r i e s ,
et c. w h o a r e w i l l i n g to s e r v e as r o l e m o d e l s ,
field trip sites. Individual e xp er i en c e Hires,
etc . to s u p p l e m e n t c l a s s m u i n I n s t r u c t i o n . (JO)

9 0 .I2

92.7

87.5

8 9 . 7 *■

87.5

S u p e r v i s e d e v e l o p m e n t , t e s t i n g , a n d a d o p t i o n of
i ns t flu t i o n a 1 m a t e r i a l s b v d i s t r i c t m I*1 f i m ^ e r > .
C o n d u c t a s u r v e y of t e a c h e r s , c o u n s e l o r s , a n d
a d m i n 1 s t r a t o r h to d e t e r m i n e t h e i r k n o w l e d g e of
and a tt it ude s toward career education.
(3)

H7*h5

HO.2

85.0

B e a b l e to e x p l a i n t o t e a c h e r s ,
a n d a d m i n i s t r a t o r s w h a t Is n ot

8 b , 4?

82-9

90.0

8 b . 4?

82.9

90.0

P r o v i d e t lie H o a r d of Ew Ilk -at ion. w i t h s t a t i s t i c a l
e v i d e n c e That a n e e d lo r e d u c a t i o n a l c h a n g e d o e s
exist.
(29)

8 3.14

80.5

90.0

A ss i s t t e a c h e r s in p l a n ni n g f o r i n d i v i d u a l i z e d
student l e a rn i ng a t ti vi tie s.
;15)

85.00

82-5*

87.5

S u p e r v i s e the
center.
(10)

e s t a b L i ishnent

of

counselors,
career education.

(42)

,i i iir^er

information

P r o v i d e g u i d e l i n e s for t h e p a r e n t s a n d c cmvruin i t y
l e a d e r s w h o w i l l be I n v o l v e d in c l a s s r o o m s as
r ok o u r r e p e o p l e .
(39)

8 5,4

O o n d u c t a s u r v e v of leat h e r s , i o u n s t d c r s , a n d
a d m in i a t ra t or s to d e t e r m i n e t h e p r e s e n t f l a s s n n j m
a c t i v i t i e s r e l a t e d to ca re er e d uc ati on. 0 7 )
C o n t a c t a p p r o p r i a t e u n i v e r s i t y personne l, to
o r g a n i z e and conduct credit or n o n - c r e d i t c o u r s e s
o r w o r k s h o p s r e l a t e d t o the d i s t r i c t ' s p l a n for
implementing career education.
(8)
Co nd uc t an
droji-auts-

annual
(13)

follow-up

study

on

graduates

83*75

85,4

84,6^

82. I 1

81.25

92-5

and
79.01

85.4

72. 3

C o n d u c t -in e v a l u a t i o n uf th e p r e s e n t o i r r icn I urn a n d
i t s a p p r o p r i a r e n e s s t o flic c a r e e r e d u c a t i o n p r o g r a m 7 8 . 7 5

78, ( 1

79,5

65.9

52,5

(41

44

8fi ,h I

A r r a n g e for t h e b o a r d of Pd u c a t ion to m a k e u n ~ t h e
sp ot obfl^rvat io ns t h r o u g h v i s i t s t o c l a s s r o o m s
w hi c h focus on careereducation,
(34)

>
59*2b

♦ S u p e r s c r i p t n u m b e r r e f e r s to n u m b e r o f " n o r e s p o n s e s " o n t h e e x p e c t a t i o n of t h a t
activity*
" N o r e s p o n s e s " a r e not I n c l u d e d In c o m p u t i n g t h e p e r c e n t a g e s ; t h e r e f o r e , t h e n
r e d u c e d b y t h e n u m b e r of " n o r e s p o n s e s " .

is

60
administrators,

Boa rd of Education,

was e xp e ct e d by all r e s o o n d e n t s .

and advisory committees)

Nine activities were

u n a n i m o u s l y e x pected b y the administrators or leaders.
Administrators u n a n i m o u s l y ex p e c t e d the following activities*
3.

Assist advisory committees in id entifying
district wide career education p r o g r a m goals,

(2 0 )

I*.,

Report to the administrative st a ff and Board of
E d u c a t i o n on progress w i t h the de v el o pm e nt a l and
imp l em e n t a t i o n plans for the d istrict's career
e d u c a t i o n program.
(I4.0 )

6.

Establish
c om m un i ty
teachers,
on c ar e er

7.

M a i n t a i n contact w i t h the M i ch i g a n Department of
E d u c a t i o n to keep informed of their guidelines,
(5)

an ad v isory committee composed of
leaders, businessmen, parents, students,
and admini strators to provide feedback
e du cation p r og r am plans.
(1 )

13.

Assist advisory committees in i d en t if y in g district
wide ca r ee r e d uc a ti o n p r ogram goals,
(2?)

20.

Help e s t a b l i s h specific purposes
committee, (1 7 )

for the advisory

Leaders unanim ou s ly expected the following activities to be
performed* *
2,

E s t a b l i s h a r e l a t io n sh i p with the administrators,
counselors, and teachers which wi ll allow each of
them to be actively involved in the d e v e l o p ­
mental activities r el a te d to c a r e e r education.
(35)
Assist administrators, counselors, and teachers
in identi f yi n g s ta f f development goals and
object i v es as they relate to i m pl e m e n t i n g the
c ar e er e du c at i on program.
(2 3 )

8.

Ke ep informed on le g i s l a t i o n a f f e c t i n g car eer
e d u c a t i o n programs.
(21*.)

See Table 7.
Number in parenthesis
qu esti o nn a ir e item number.

refers

to original

61
12.

Identi fy potential resource people w h o can
asssist w i t h staff in-service ba s ed o n staff
d ev e lo p me n t needs and in-service goals and
objectives.
(2 1 )

Contrasts
Five
or more.

(5) activities had differences o f 10 .0 percent

The activity ranked I4.I (Contact appro priate

u ni v er s it y personn el

to organize and conduct cr e di t or n o n ­

credit courses or workshops

related to the district's plan for

implem e nt i ng career education.) had

the largest difference

(22.5 p e r c e n t - - e x p e c t e d by 70*0 percent of the administrators
and 92 .5 percent of the leaders).

The other activities with

10 percent or greater differences be tween ad m inistrators and
leaders w e r e : *
1+1±*

Arrange for the Board of E du c at i on to make
on-the - sp o t observations through visits to
classrooms w h i c h focus on career education*
(3U)

14.2 .

Conduct an annual follow-up study on graduates
and drop-outs. (3 2 )

30.

Assist counselors in e s t a b l i sh i ng a process of
assessing student's needs, interests, abilities
and achievements.
(I4.)

20.

Help es t ab l i s h specific purposes
committee. (1 7 )

for the advisory

E s s e n t ia l /I m po r ta n t Activities
A further analysis of the "expected" responses
indicates some of the activities are not the sole r e s p o n s i b i ­
lity of the Career E d u c a t i o n L e a d e r s h i p Person.

See Table 7*
Number in parenthesis
original questi o nn a ir e item numbers.

(See Appendices

refers

to

62
H and I).

There were no activities

by 75 p er c e n t of the respondents.

identified

"essential"

Only 5 activities were

identified b y 75 percent or more of the administrators
and the same percentage

of leaders

as "e ssential/important"

(A combina t io n of "expec t ed - es s en t ia l " and "expectedimportant").
activity as

Administrators

identified one additional

" e ss e ntial/important" w i t h leaders i d e n t if y in g 13

other activities.

These activities

are listed in Ta ble 8 .

Shared Responsibility
There was only one activity w h i c h 50 percent of the
leaders and a d mi n istrators ex p ected to be shared w i t h other
school p ersonnel*

That activity was it em 27 ranked 28 in

Table 7 (Establish appropriate criteria for revie w in g and
evaluating i n structional materials p r i o r to purchase by the
district.).

Fifty

(50) p e rcent of the administrators

indicated e x p e c t a t i o n of one other ac tivity as a shared
responsibility:

Item 28 ranked 23

(Assist resource persons

In pl a nn i ng the content for in-service
However,

several

activities

respondents

(25-50 percent)

(20 activities by leaders;

administrators)

sessions or courses).
indicated several

32 activities by

are expected but the re s po n si b il i ty is shared

w i t h other school personnel

(See Appendices H and I).

Not Expected
Four

(U.) activities received "not expected" responses

from 20 p e rc e nt or more of the administrators a nd/or

63
Table 8 --Activitlea id e nt i fi e d by 75 percent of the leaders or
Ad ministrators as "Essential/Important" for the C areer
E d u c a t i o n Program.

Item

Leaders

Admin i st r at o rs

1. E s t a b l i s h an advisory committee
co mposed of community leaders,
busin es s me n , parents, students,
teachers, and admini strators to
provide feedback on c a re e r e d u c a ­
tion p r o g r a m plans.
(1)

82.5

85.U

2. M a i n t a i n contact w i t h the M i ch i ga n
D ep a rt m en t of E d u c a t i o n to keep
i nformed o f their guidelines. (5)

82.5

85-U

3* E x p l a i n the philoso p hy and concepts
of career e d uc a t io n to teachers,
counselors, and administ rators. (3 6 ) 89.7

8 0 .5>

U* Report to the administrative staff
and Board of E d u c a t i o n on progress
w i t h the d ev e lopmental and i m p l e m e n t a ­
tion plans for the district*s c a r e e r
e du c a t i o n program. (UO)
79.5

75*6

5. M a i n t a i n contact wi t h the CEPD
C o o r d i n a t o r and CE PD Council to
insure a c oo r di n at e d career e d u c a t i o n
program. (UU)
87.2

©5*1+

6. Assist ad v isory committees in
i d e n t i f yi n g dist rict wide career
e du c at i on p ro g r a m goals.
(25)

7U.lt

80.5

7- Contact po t en t ia l cons ultants and
est a bl i sh an arrang e me n t for the
services to be rendered.
(7)

77-5

58.5

8. I d en t if y the need for con sultant
services and identify p o te n ti a l
people qu a li f i e d to meet those needs.
(9)
78.0

8 3 .U

6L

Table 8 — C ont inu ed

Item

L ea d er s

Admini s tr a to r s

n=UO

n-i|.l

9. I d e n t i f y annual and long range
b u d g e t needs for impleme nt i ng the
c a r e e r e d u c a t i o n program. (1 3 )

7 7 .?

10. E s t a b l i s h a st e ering committee of
teachers, counselors, and a d m i n i ­
strators to de velop caree r e d u c a ­
t i o n p r o g r a m goals and objectives
i n a c co r d an c e to Mi c hi g an
D e p a r t m e n t of E d u c a t i o n guidelines.
(11+)

02 .?

70.7

11. Schedule m e et i n g s and assi st w i th
e s t a b l i s h i n g the agenda for the
c a r e e r e d u c a t i o n steering and
a d v i s o r y committees. (16)

,
82.1

63*U

1 2 . H e l p e s t a b l i s h specific purposes
for the a d visory committee. (1 7 )

80.0

61.0

1 3 . A s s i s t in id e nt i fy i ng the specific
tasks to be a c c o m p l is h ed and the
t i m e l i ne s n ee d ed to de v el o p a
d is t r i c t wide c ar e er e d u c a t i o n
plan. (2 0 )

8?.0

70.7

1U« I d e n t i f y p o t e n t i a l resource people
w h o can assist w i t h staff in-service
b a s e d on sta ff develop m en t needs and
in-service goals and objectives. (21)76.9 1

68.3

1?. As s is t administrators, counselors,
and teachers in id en tifying staff
d e v e l o p m e n t goals and objectives as
t h e y relate to i m p l e me n ti n g the
c a r e e r e d u c a t i o n program.
(2 3 )

7?*0

?6.1

82*5

73.2

16. K e e p informed on l e g i s l at i on
a f f e c t i n g c ar e er ed ucation programs.

(210

S upersc r ip t numbers indicate the n u m b e r of "no response"
on that item.
"No responses" were not considered in computing
the percentage.

65
Table 8 --Continued

Item

17. Ex p l a i n Public Act 97 and other
career e d u c a t i o n r e la t ed l e g i s ­
lati on to the teachers, a d m i n i ­
strators, B o a r d of Education, and
Advisory committees. (31)
18.

E st a bl i sh a r e l a t i o n s h i p w i t h the
administrators, counselors, and
teachers w h i c h wi l l al low e a c h of
them to be a ct i v e l y involved in
the d e ve l op m en t al activities
rel a te d to c ar e er education. (3 5 )

19* E x p l a i n the i n fu s i o n process to
teachers and cou nselors. (3 8 )

Leaders
n=lvO

Ad ministrators
n=Ul

87-?

73*2

85.0

6 3 *U

79*5

I4.B.8

66
leaders.

These four activities were ranked

About one third of the responses

in Table 7*

indicated that while these

activities were not expected they were b e i n g pe rformed by
present C a r e e r E du c a t i o n Leaders.

See Ap p en d i x J for a

further breakdown.
Due to this low percentage and few n u m b e r of
activities,

no further analysis was made of "not expected"

responses.
Q ue s t i o n 2 :

As

What is the difference b e t w e e n LEA and
C E P D p e rs o n n e l in the e xp e ct e d
perf ormance o f career e d u c a t i o n l e a d e r ­
ship pe r so n n e l ?

in q ue stion 1, there is co ns iderable similarity

on the e x p e c t at i on of LE A and C E P D career e d u c a t i o n leaders.
Se venty-five
all

(75) p ercent of the LEA respondents

activities

are expected w h i l e the same percentage

of CEPD respondents

expected i^l o f the act ivities.

breakdown o f the responses
activities

indicated

is s h o w n in Table 9.

A

The 3

not m e e t i n g the level of 75 percent o f the

CEPD p e r s o n n e l responses were:
l±1 •

Conduct an evalua t io n of the p r e s e n t curri culum
and its appropriateness to the c a r e e r education
program.

32.

Conduct a n annual
and drop-outs.

3U*

Arrange for the Bo a rd of E d u c a t i o n to make onthe-spot obs ervations through v is i ts to
classrooms w h ic h focus on career education*

fo llow-up study on graduates

Unanimous Expect a ti o ns
C E P D personnel u n a n i m o u s l y selected o n l y three
activities

and LEA p er s on n el u n a n i m o u s l y agre ed that eight

Table 9— Percentage of Administrators and Leaders Expecting Activities to be performed. Responses grouped by Career
Education Planning Districts, Total Local Education Agencies, and LEA District site.

Career
Education
Planning
Districts

TOTAL LEA
Lead.
Adn.
n*22
n»2t4

Local Education Agencies
Small
Adm.
Lead.
n=l4
n“ 5

Medium
Adm,
Lead,
n“ll
n*9

Large
Adn.
Lead
n*7
n*10

5s t 2 1.

2.

3.

U*

5.

Establish an advisory committee composed of
consmmity leaders, businessmen, parents,
students, teachers, and administrators to
provide feedback on career education program
plans.

100.0

87.5

100,0

100.0

100,0

100.0

100.0

100.0

100.0 100.0

Write proposal# seeking funds for implement­
ing the local career education program.

91i.7

87.5

100.0

95.8

100,0

80.0

100,0

100.0

100,0 100.0

Conduct a survey of teachers, counselors, and
administrators to determine their knowledge of
and attitudes toward career education.

8I4..2

87.5

95.5

83.3

100.0

80.0

100.0

88.9

85.7

60,0

Assist counselors in establishing a process
of assessing student's needs, Interests,
abilities, and achievements.

914.7

93*8

95.5

79.2

100. o

80.0

90.9

88.9

100.0

70.0

100,0

93.8

100.0

95.8

100,0

100.0

100.0

100,0

100.0

9 0,0

95.21

87-5

100.0

60.0

95.5

95.8

100.0

80.0

Maintain contact with the Michigan Department
of Education to keep informed of their
guidelines.

t>. Supervise development, testing, and adoption

?.

of instruction materials by district staff
members.

8 3 .31

Contact potential consultants and establish
an arrangement for the services to be
rendered.

914.7

87.5

100.0

90.01

100.0

88.9

100.0 100.0

100,0

65.7 100.0

—
inr respons
___
_iM not
_i
" C activity.
" 1.1-t t z --- "Ho
m
n Tr—
M____
*Superseript number refers to the number
n o— responses"
for
eacti
e aw" we re
considered in computing the percentages, thereby reducing the n by the number of "no responses".

Tibia 9--Contlnued.

Career
Education
Planning
Districts
Adm.
Lead,
n“ 19
na16
6.

9.

Contact appropriate university personnel
to organise and conduct credit or noncredit courses or workshops related to the
district's plan for implementing career
education.

12.

Lead.
n*2U

Adm.

Small
Lead.

nMl*.

n»5

Medium
Adm.
Lead.
n“ll
n=*9

Large
Adm.
Lead.
n=10
o=7

63.6

91.7

50.0

60.0

77.7

100.0

57.1

100.0

93.8

90.9

95.8

100.0

8o.o

90.9

100.0

85.7

100.0

89.5

93.8

77.3

87.5

75.0

80.0

72.7

100.0

85.7

8o.o

Assist teachers in planning how to use
cojTinunlty resources.

8li.2

93.8

95.5

95.8

100.0

80.0

100.0

100.0

85.7

100.0

Assist the advisory committee in
identifying community resources which will
be useful in carrying out classroom
instruction.

8h.2

81.3

100.0

91.7

100.0

60.0

100.0

100.0

100.0

100.0

9U .7

81.3

95.5 100.0

100.0

100.0

90.9

100.0

100.0

100.0

89.5

87-5

95.8

100,0

80.0

100.0

100.0

100.0

100.0

77-S1

Identify the need for consultant services
and identify potential people qualified to
100.0
meet those needs*

13* Identify annual and long range budget
needs for implementing the career
education program.

m.

Adm.
n=22

93.8

10. Supervise the establishment of a career
information center.

11.

Local Education Agencies

TOTAL LEA

Establish a steering committee of teachers
counselors* and administrators to develop
career education program goals and
objectives In accordance to Michigan
Department of Education guidelines.

100.0

considered In computing the percentages, thereby reducing the n by the number of "no responses".

Ch
O0

Table 9 — Continued.

Career
Education
Planning
Districts
Adm.
Lead.
n*19
n“l6

15. Assist teachers in planning for Individ­
ualized student learning activities.

TOTAL LEA
Adm. Lead.
n*22 n»2t^

Local Education Agencies
Adm.
n*ii

Small
Lead.
nM5

Medium
Adm.
Lead.
n=ll
n«9

Large
Adm,
Lead.
n-10
n-7

90.0

78.9

81.3

8 5 ,71

91.7

100.0

80.0

80.01

100.0

85.7

lb. Schedule meetings and assist with establish*
lng the agenda for the career education
steering and advisory committees.
9U .7

93.8

95.21

86.91 100.0

80,0

90. o1

88.9

100.0

8 9 .91

17. Help establish specific purposes for the
advisory consulttee.

100.0

87.5 100.o1

91.7

100,0

80.0

100.01

100.0

100.0

90.0

Id. Explain the career education philosophy
and concepts to parents and conviunlty
leaders through presentations to service
clubs, FTA'a etc.

9i|.7

93.8 loo.o1 100.0

100.0

100.0

100.o1

100.0

100.0

100.0

19. Assist teachers with infusing career
education into their classroom instruction.

9h .7

93*8 100.01 100.0

100.0

100.0

100.o1

100.0

100.0

100.0

20. Assist in identifying the specific tasks to
be accomplished and the timelines needed to
develop a district wide career education
100.0
plan.

93.8 100.o1 100.0

100.0

100.0

100.o1

100.0

100.0

100.0

95.2l 100.O1 100.0

100.0

90.01

100.0

100,0

100.o1

21. Identify potential resource people who can
assist with staff in-service based on staff
development needs and in-service goals and
objectives.

9U -7

100.0

m r yfor
— each activity. ■Wn
. responses"
,
nfc
♦Superscript number refers to the number ofn r"no
"Ho „a
responses’* wana
were n
not
considered in computing the percentages, thereby reducing the n by the number of *no responses*.

Table 9 — Continued.

Career
Education
Planning
Districts
ij
,
,
nnq
22, Upon completion of a district wide career
education plan* Identify the tasks and
establish timelines for implementing the
plan,
23* Assist administrators, counselors, and
teachers in identifying staff development
goals and objectives as they relate to
Implementing the career education program.
2h. ltaep informed on legislation affecting
career education programs.
25. Assist advisory committees in Identifying
district wide career education program
g0*la,

TOTAL LEA
Adm. Lead.
n*22 n«2t(.

rSlfc

9U .7

93.8

n“u

.
95.2 100.0 1

*
9h.lt
9I+.7

Local Education Aaenclaa
e ,,
„
T
.. S"**1*
Medium
,,U r B a T ,
Adm.
Lead*
Adm.
Lead* Adm*
Lead.

100.0

n*?

100.0

n*n

i
90.01

i
100.0 100.0
100.0

100.0

H*7

100.0

n*10

\

100.0A

i
100.0

.
9 5 .2 100*0

.
.
100.0 1 9 3 .31 100.O1

11=9

95.0

100.0

100.0 10 0.0

100,0 100.0

100.0

100,0

_
100.0

l
100,0

100.0

100.0

90.0

80.0 100.0 1

100.0

100.0 100.0

100.0

26. Assist in developing tasks for the career
education steering and advisory committees
and supervise their completion within the
established timelines.

100.0

87.5

95.< 100.0

100.0

100.0

90.9

100.0

100.0

100.0

27* Establish appropriate criteria for review­
ing and evaluating instruction materials
prior to purchase by the district.

09.5

07*5

8 6 .U

100.0

100,0

100.0

7 2 .7

100.0

100.0

„
100.0

28, Assist resource persons in planning the
content for in-service sessions or courses,

.
03*3

93.0

95.5 100.0

100,0

100,0

100*0

100.0

85*7

100,0

29. Provide the Board of Education with stat­
istical evidence that a need for educationsl change does exist.

01v* 2

01.3

77.3

100.0

100.0

90.9

n
100.0

U2.9

„
90.0

95.8

eSuperscriot number refers to the number of '’no responses" for each activity.
responses1 were not
considered in computing theppercentages, thereby reducing the n by the number of "no responses .

-J

Table 9 — Contlnued.

Education
Planning
Districts
Adm.
Lead.
n*19
n*l6
30. Develop and keep current a liat of community
resources people, businesses, industries,
etc. who are willing to serve as role models,
field trip sites, individual experience
sites, ate. to supplement classroom
instruction.
89.5

TOTAL LEA
Adm.
Lead.
n=22
n*2l;

Local Education A g e n c l e a _________
Small
Medium
I*rge
Adm.
Lead. Adm.
Lead. Adm.
Lead.
n*5
n*ll
n*9
n=?
n*10

75.0

95*5

95.8

100.0

8 0 .0

90.9

100.0

100.0

100.0

100.0

100.0

100.0

100.0

78.9

50.0

90.9

87.5

100*0

100,0

90.9

91;. 7

81.3

90.9

100.0

100.0

100.0

„ ^
81.8

31;. Arrange for the Board of Education to make
on-the-spot observations through visits to
classrooms which focus on career education. 57.9

37.5

72.7

62.5

100.0

UO.O

72.7

31. Explain Public Act 97 and other career
education related legislation to the
teachers, administrators, Board of
Education, and Advisory committees.
32. Conduct an annual follow-up study on
graduates and drop-outs.
33. Establish a procedure for keeping the
parents and cosnunlty informed of progress
in planning and implementing the career
education program.

100.0

100.0

100.0

100.0 100.0

100,0

88.9

85*7

80.0

100.0 100.0

100*0

77*8

57*1

60.0

35. Establish a relationship with the admini­
strators, counselors, and teachers which
will allow each of them to be actively

36, Explain the philosophy and concepts of
career education to teachers, counselors,
and administrators.

100.0

i°°.°

100.0

100.0

95.5

100.0100.0

95.7

100.0

100.0100.0

80 .0

100.0

100.0100.0100.0

100.0

7
B5.7

lfW) -1
100.0

- - - - - - - - - - - - *Superscript number refers to the number of "no responses" for each activity, "lo responses" were not
considered in computing the percentages, thereby reducing the n by the number of no responses .

Table 9--Continued

Education
Planning
rHatT-ifti
Adn.
Lead.
n*19
n=16

TWi
Local Education Agencies
________
T?TAL
.
Snail
H e d l u m L a r g e
* ™ * LaaoT Adn.
Lead.
Adn.
Lead*
Adn,
Lead.
n“22 n“^
n“5
n"n
*»-?
n«7
n-10

37. Conduct a surrey of teachers, counselors,
and administrators to determine the present
classroom activities related to career
education.

91**7

81.3

77.3

6 2 .61 100.0

60.3

63.6

ee.9

85.7

88.91

38. Explain the infusion process to teachers
and counselors.

81*.2 100.0

90.9

91.31 100,0

80.0

90.9

100.0

85.7

8 8 .91

39. Provide guidelines for the parents and
consunity leaders who Mill be involved in
classrooms as resource people.

73.7

68.8

95.5

9S.71 1 00.0

8 0 .0

90.9

100,0

100.0

100.01

l*o. Report to the administrative staff and
Board of Education on progress with the
developmental and implementation plans for
the district's career education program.

-0

100.0 100.O1 100.0

100.0

100.0

100.0

100.0

100.O1

81.8

91.31 100.0

8 0 .0

72.7

100.0

85.7

88.9*

8 0 .0

95.5

85*73 100.0

66,7 2 100.0

88,9

85*7

88.91

87.5

90.9

95.71 100.0

100,0

100,0

100,0

88.91

100.0 100.0

90.9

95.71 100.0

100.0

100,0
90.9
rr-

85.7

88.9*

100.0

93.8

1*1 . Conduct an evaluation of the present
curriculum and its appropriateness to the
career education program.

73.7

62.$

U2. Be able to explain to teachers, counselors,
and administrators what is not career
education.

81*.2

1*3. Conduct in-service sessions to prepare at
steering committee members for their role
as group leaders within buildings or grade
level departments.

100,0

1(1*. Maintain contact with the CEPD Coordina­
tor and CEPD Council to insure a
coordinated career education program.

•superscript mimoer reiers to tne m w m e r 01 no itiobwim, iviconsidered in computing the percentages, thereby reducing the n by the number of

81.8

r—

.
no responses ■

73
activities were expected to be performed.
w h i c h was

The only activity

common was regarding ex p l a n a t i o n of legislation

(See Table 9 a ct ivity 31)The other two activities w h i c h CEPD p e r s o n n e l
e xpected u n a n i m o u s l y were*
36.

E x p l a i n the p h i l o s o p h y and concepts of career
e d uc a ti o n to teachers, counselors, and
administrators.

J|J[ ~

M a i n t a i n contact w i t h the CEPD C o o r d i n a t o r
and C E P D Council to Insure a c o o r d i n a t e d career
e d u c a t i o n program.

The o t h e r activities which LEA personnel u n a n i m o u s l y expected
were 1
1,

E s t a b l i s h an ad visory committee c om p o s e d of
c om m un i ty leaders, businessmen, parents,
students, teachers, and administrators to
provide feedback o n ca r ee r e d u c a t i o n pr ogram
plans•

18.

E xp l a i n the career e du c at i on p h i l o s o p h y and
concepts to parents and community leaders
t hr o u g h p re s entations to service clubs, PTA*s
etc.

1 9 .

Assi st teachers w i t h infusing c a r e e r education
into their c l as sroom instruction.

20.

Assist in ident ifying the specific tasks to
be a ccomplished and the timelines n eeded to
d e v e l o p a district wide career e d u c a t i o n
plan.

23.

Assist administrators, counselors, and
teachers in i d e n t if y in g staff d ev e l o p m e n t goals
and objectives as they relate to implem enting
the c a r e e r e d uc a ti o n program.

3 %'

E s t a b l i s h a r e l a t i o ns h ip with the administrators,
co unselors, and tea chers w hich wi l l allow each
of t h e m to be a c ti v e l y involved in the
d ev e lopmental a ctivities related to career
education.

7U
1+0.

Report to the a d mi n istrative staff and Board
of E d u c a t i o n on progress w i t h the d ev elopmental
and im p le m e nt at i on plans for the d i s t r i c t fs
career e d u c a t i o n program.

E ss e nt i al / Im p or t an t Act ivities
A c lo s er analysis of the ex p e c t a t i o n responses
indicates

seventy-five

(75) pe rcent of the CEPD personrit..

i dentified two activities
5*

I+i|*

as ’’expected-essential":

M a in t a i n cont act with the M ic h i g a n Department
of E d u c a t i o n to ke e p informed of their
guidelines•
M a in t a i n contact w i t h the C E P D C o or d in a to r
and C E P D C o un ci l to insure a coordinated
care er e d u c a t i o n program*

W hile 75 pe rcent of the L E A personnel did not have
any "essential" activities,

they did id e ntify b o t h of the above

activities as "essential/ i mp or t an t "
"expected-i mp o rt a nt " responses

(" E xp e cted-essential" and

combined).

The same percentage

of L EA pe r so n n e l i dentified 9 other activities as
important".

"essential/

A s i milar percentage of C E P D pe rs o nn e l

6 activities as " es s en t ial/important".

identified

The 5 common

" e s s e n t i a l/ i mp o rt a nt " a a c ti v it i es w e r e :
1.

Establish
an advisory committee c o mposed of
community leaders, businessmen, parents,
students, teachers, and ad m in i st r at o rs to
provide f ee dback on career e d u c a t i o n pr ogram
plans•

20.

A ssist in
i d e n t i fy i ng the specif ic tasks to
be a c c o m p l is h ed and the timelines n e ed e d to
develop a d i st ri c t wide c ar e er e d u c a t i o n
plan.

2t|.

Keep i n formed on legis lation a ff e c t i n g career
e du c ation programs.

75
31.

E x p l a i n Public Act 97 and other c a re e r education
r elated l eg i sl a ti o n to the teachers, a d m i n i s t r a ­
tors, Board of Educati on, and Ad v isory committees.

36.

E x p l a i n the p h i l o s o p h y and concepts of c areer
e d u c a t i o n to teachers, counselors, and
administrators•

The ot h er activity ident ified by C E P D pe rsonnel as

"essential/

importa nt" was:
UO.

Report to the a d mi n is t ra t iv e staff and B o a r d of
E d u c a t i o n on progress w i t h the d e ve l op m en t al and
i mp l e m e n t a t i o n plans for the district*s c a reer
e d u c a t i o n program.

The four r e ma i ni n g "essential/ i mp o rt a nt " activities

as

identified by L E A perso n ne l were:
li^.

E s t a b l i s h a ste ering committee of teachers,
co unselors, and admini strators to d e v e l o p career
e d u c a t i o n program goals and objectives in
accordance to M i c h i g a n Department of E d u c a t i o n
guidelines•

18.

E x p l a i n the career e d u c a t i o n philosophy and
concepts to parents and community lea ders through
p re s e n t a t i o n s to s e rvice clubs, PTA*s etc.

25-

Assist advisory committees in i d e n t i f yi n g district
wide c a r e e r e du c at i on p rogram goals.

26.

As s is t in develo ping tasks for the c a r e e r
e d u c a t i o n steering and advisory committees and
supervise their c o m p l e t i o n wi t h i n the e s t a b l i sh e d
timelines•

Shar ed Respon s ib i li t y
While a sizeable percentage
the LEA pe rsonnel

(over 25 percent)

of

in d icated the r es p o n s i b i l i t y of s e veral

activities was shared with o th e r scho ol personnel,
no act ivities r e c e i v i n g that r e sponse

there were

from 50 percent

76
of the group*

O n the other hand,

50 percent o f the CEPD

personnel identi fi e d four activities w h i c h have shared
responsi bility.

These activities were:

26*

Assi st in developing tasks for the career
e d u c a t i o n steeri n g and ad v isory committees
and supervise their c o m p l e t i o n w i t h i n the
estab li s he d timelines.

27*

Establish app ropriate criteria for reviewing
and e v al u at i ng i ns t ructional m at e ri a ls prior
to purchase b y the district.

30.

De velop and keep current a list o f community
resources - people, businesses, industries, etc.
w ho are wi l l i n g to serve as role models, field
tr ip sites, individual exper ience sites, etc*
to supplement classroom instruction*

37*

Conduct a survey of teacher, counselors,
a dm i nistrators to dete rmine the p r es e n t
c lassroom activities r el a te d to c areer
education.

and

Contrasts
This i n -depth analysis

identifies

several activities

w h i c h have wi de variations b e tween LEA and C E P D personnel.
Those activities w h i c h have a 10 pe rcent or g r e a t e r
di fference in the " e s s e n t i a l / i m p o r t a n t 11 e x p e c t a t i o n response
are listed i n Table 10.
Question 3 t

Will school di strict size be a factor
in the e xp ected p e r f o r ma n ce of career
e d u c a t i o n leade rship p e r s o n n e l ?

Table 9 shows the LEA e x p e c t a t i o n re s ponse by district
size*

Sevent y- f iv e

of small districts
the Ijl). activities.

(75) or more pe r ce n t of the admin i st r at o rs
(less th an 3000 students)
They were unan imous

e x pected ip3 of

in e x p e c t i n g l\2

77
Table 10--A c om p ar i so n of activities ha v in g wide differences
b e t w e e n LEA and C E P D respondents.

LEA
Percentage
E ss e nt i al /
Imp ortant

CEPD
Percentage
Essential/
Important

1. Assist in de v e lo p in g tasks for the
c ar e er ed u ca t i o n steering and a d v i s ­
ory committees and supervise their
c ompletion wi t hi n the established
timelines. (26)

78.3

^0.0

2. D e ve l op and keep current a list of
co mmunity resources - people,
businesses, industries, etc. w h o are
w illing to serve as role models, field
trip sites, individual experience
sites, etc. to supplement classroom
instruction. (30)

66.2

28.6

3. Provide guidelines for the parents
and community leaders who will be
involved in classrooms as resource
peoDle. (39)

88.7

28.6

U. Arrange for the Board of E d u c at i on to
make o n -t h e -s p ot observations through
visits to classrooms wh i ch focus on
c ar e er education.
(3U)

U3 *5

20.0

8. Assist the advisory committee in
i d e n t i fy i n g community resources which
will be useful in c a rrying out c l a s s ­
room instruction.
(12)

71.7

Li.8.6

6. Conduct a survey of teachers, c o u n ­
selors, and a d mi n istrators to
deter mi n e the present cl assroom
activities related to c a r e e r education.
(37)

8U.3

3 1 .h

7. Conduct a su rv ey of teachers, counselors
and administrators to determine their
knowle dge o f and attitudes toward
c areer education .
(3)
60.6

U8.6

^ ten

78

Table 1 0 - - C o n t i n u e d .

LEA
Percentage
Essent i al /
Important

I tern

8.

CEPD
Percent age
Essenti al/
Important

Ma i ntain contact with the CE PD C o o r d ­
inator and CEPD Council to insure a
coordinated career ed u ca t io n Drogran.
(Uii)

76.1

97.1

Assist administrators, counselors, and
teachers in identifying staff d e v e l o p ­
ment goals and objectives as they
relate to implem e nt i ng the career
education program. (23)

73*9

5U*3

50.0

31.U

11. Supervise development, testing, and
adopti on of instructional ma terials
by d is trict staff members. (6)

50.0

3U»3

12. Up on c o m pl e ti o n of a d is trict wide
care er e du c a t i o n plan, identify the
tasks and es tablish time lines for
i m p l e m e nt i ng the plan.
(22)

69.6

5U*3

13* Explain the infusion process
and counselors. ( 38)

56.5

7 1 . U-

1U. M ai n t a i n contact w i t h the Mi c hi g an
Department of Ed u ca t io n to keep
informed of their guidelines. (5)

78.3

91 .U

15* Report to the ad m in istrative staff and
Board of Ed u ca t i o n on progress with the
d ev eloDmental and i m pl em e n t a t i o n plans
for the district's ca r ee r e d u c a t i o n
program. (Uo)

71-7

82.9

9.

10. E s t a b l i s h
re viewing
m at e rials
district.

appropriate criteria for
and evaluating instructional
p r io r to purchase by the
(27)

to teachers

79

Table 1 0 - - C o n t i n u e d .

LEA
Percentage
Essential/
Important

C EP D
Pe rcentage
E ssenti a l/
Important

16. Assist teachers in p la n n i n g how to
use c om m un i ty resources. (11)

65.2

5U-.3

17* Be able to explain to teachers,
counselors, and administrators w h at
is not ca r ee r education. (1^2)

65.2

5U-3

Item

80
activities.

A similar pe rcentage

of the activities.

The

of the leaders e x pe c t e d 38

leaders were una nimous

in e x p e c t i n g

21 activities.
M e d i u m sized d i s t r i c t

(3,000*10,000 students) personnel

had the lowest level of agreement on expe cted pe rformance.
Seventy-five
activities

(75) pe rcent o r more o f the leaders

should be p erformed.

expecting 38 of the activities.
unanimous

said all I4I4.

T h e y were u na n im o us

in

The a dm i nistrators were

in expecting 20 of the activities w i t h 75 p e rc e nt

of them e x pe c t i n g 37 of the activities.

E i g h t e e n (1 8 ) of

the u n a n i m o u s l y e x p ec t ed activities wer e identi f ie d by
leaders and adm inistrators.
In large districts

(over 10,000 students)

percent or more of the res pondents

agree

the 144. activities to be performed.
of the activities

seventy-five

in e x p e c t i n g 1+0 of

The leaders e x pe c t e d 1+2

(unanimously a gr eeing on 28 a ctivities)

while administrators ex p e c t e d 1+1 a c t i v i t i e s — u n a n i m o u s l y
a greeing on 27.

Twenty-two

(22) of these were common.

E ss e nt i al / I m p o r t a n t Activi t ie s
Se venty-five
respondents

(75) pe rcent of the small L E A di s tr i ct

Identified 6 activities

as "essential'1.

The same

p ercentage o f m e d i u m d i s t r i c t r es p on d en t s i de n ti f ie d 2 activities
as "essential" while there were none
district respondents.

so identified b y large

These activities

are l isted i n Ta ble 11.

81

Table

ll--Essentisl activities as identified by 7? percent of one
of the various LEA District sizes.

L EA District Size
I tem
Small
1.

2.

3.

i+.

5.

6.

7*

M edium

Large

Est ablish an advisory committee composed
of community leaders, businessmen,
parents, students, teachers, and
ad minis trators to provide feedback on
career e d u c a t i o n prog ram Dlans, (1)
55.6

75-0

52.9

Estab li s h a steering committee of
teachers, counselors, and administrators
to dev elop c ar e e r e du c at i on p r ogram
goals and objectives in accordance to
M ichigan Department of Ed u ca t io n
guidelines. (11+)
88.9*

75.0*

58.8

Upon c o m p l e t i o n of a distri ct wide
c areer e d u c a t i o n plan, identify the
tasks and es tablish timelines for
implem e nt i ng the plan. {22)

77.8*

l+o.o

141 . 2

Assist administrators, counselors, and
teachers in identifying st a ff d e v e l o p ­
ment goals and objectives as they
relate to im plementing the career
edu cation program. (23)

77.8*

14-0.0

52.9

Develop and keep current a list of
community resources - people, businesses
industries, etc. who are w i lling to
serve as role models, field trip sites,
in dividual experience sites, etc. to
su pplement classroom instruction* ( 3 0 )

77.8*

25.0

23.5

Establish a relationship w i t h the
administ rators, counselors, and
teachers w h i c h will allow each of then
to be a c t i v e l y involved in the d e v e l o p ­
mental activities related to career
education. (3?)

88.9*

1+5-0

1+7.1

Report to the administrative staff and
Board of E d u c a t i o n on progress wi th the
de velop mental and i mp l em e nt a ti o n plans
for the d i s t r i c t s c a r e e r education
program. (1+0)

77.8

1+5-0

1+7.1

*Ra ted
category.

hessenti a l " by 75*^ of the respondents

in the

.

82
Thirty-one

{31) of the act ivities were identified as

" es s en tial/important" by 75 pe r ce n t of one or more of the
size groups.

However*

only 2 activities were

important" to 75 pe rcent of all groups.
res pondents

"essential/

The small district

identified 25 activities while the m e d i u m district

group identified It*, and the large district respondents
11 activities

as

identified

"es sential/important."

Shared Respon s ib i li t y
In fo l lowing through w i t h the 50 pe rcent level as
the de terminant
had one

for shared responsibility*

the small districts

(1) a c tivity (Item 27) as "expected-shared".

m e d i u m districts

also had one activ it y

large districts had three activities

The

(Item 38) while

the

(Item 6* 15* and 28)

as "expected-shared".
Contrasts
A l t h o u g h there appeared to be tremedous agreement on
the expected activities,

there was

a great amount of

d i s a g r ee m en t o n the " essential/important" expectations.

Ten

(10) p ercent was

used as the d et e rm i ne n t level for differences

b et w e e n groups.

The results

are analyzed in Table 12.

83
Table 1 2 — N u m b e r of A ct i v i t y Items h a v i n g a 10 p er c en t or
g r e a t e r difference i n "essen t ia l /i m po r ta n t"
expectations b e t w e e n district size groups.

D i s t r i c t Size
1.
2.
3.
u.

No. o f Items

D if f er e nc e s between small districts
and m e d i u m districts

27

Diff erences between small districts
and l ar g e districts

31

Differences b e tween m e d i u m i districts
and large districts

28

Differ e nc e s be tween small, medium,
large districts.

11

and

The r e were only four activities w h i c h did not have
differences

be tween di s trict size groups.

activities were

identified as

70-79 p e r c e n t of each group.

Three

(3) of these

"essential/ i mp o rt a nt " by
The fourth item was rated

" e s s e n t i a l / i m p o r t a n t ” by 7 6- 8 8 percent of e a c h group.
These ac t iv i ti e s were:
16.

Schedule me e t i n g s and assist w i t h e st a b l i s h i n g
the agenda for the career e d u c a t i o n s t e e r i n g
and advisory committees.

19.

Assist teachers w i t h i nf u s i n g career e d u c a t i o n
into their c l a s s r o o m instruction.

2 3-

Assist administrators, counselors, and teachers
in identifying s t a f f d e v e l o p m e n t goals and
objectives as they related to i m p l e m e n t i n g the
c areer e d u c a t i o n program.

31*

E xplain Public Act 97 and o th e r c a r e e r ed u ca t io n
related l e g i s l a t i o n to the teachers,
administrators, B o a r d of Education, and Ad v is o ry
committees.

8U
Level o f Prepar a ti o n
General ly,

ca r ee r ed u cation Leaders

felt prepared

for the activities w h i c h they were e x pected to perform.
However,

a sizeable pe r ce n ta g e did not feel they were

p repared as we ll as they should have b e e n to adequately
p er f o r m the activities.

See Ap p en d ix H for a b r e a k d o w n of

responses.
Over 97 *0 percent of the leaders

reported some

p r e p a r a ti o n on all activities except three.

These three

activities h a d 20!+. (5-10 percent) p e op l e who felt "not
prepared".

However,

in analyzing the level of preparation,

a sizeable percentage r e ported being "poorly" or "somewhat"
prepared r e a t h e r than "well" and "very well" prepared.

Table

13 has a b r e a k d o w n of the percentage responses.

Due to the

e xt r emely low n u mb e r of "not prepared" responses

this ca tegory

was m e r g e d w i t h the "poorly pr epared" response category.
Also the "well prepared" and "very-well prepared" response
categories were merged since

few activities h a d large

"very

well p r e p a r e d " responses.
In analyz i ng the range of responses,
reported be i ng "very we l l" prepared

one p e r s o n

for all i+4 activities

while two people r ep orted being "well" or "very well"
pr epared for all 1+!+. activities.
only 1 or 2 activities
prepared;

F o u r peop le re p or t ed

for wh i ch they felt "somewhat"

otherwise they felt "well/ v er y well" pr e pa r ed

for all other activities.

Table 1 3 — -Comparison of CEPD and LEA leaders'

level of preparedness.

Career Education Planning
District n=l6
Hot/
Poorly
1.

2.

3.

I*.

6,

7,

Somewhat

Well/
Very Well

26.7

66.7

Local Educational
Agencies n=24
Hot/
Poorly

Somewhat

Well/
Very Well

0.0

25.0

75.0

Establish an advisory committee composed 0 f
community leaders, businessmen, parents,
students, teachers, and administrators to
provide feedback on career education program
plans.

6.7

Write proposals seeking funds for implement­
ing the local
career education program.

0.0

50.0

50.0

4.2

54.2

41.7

Conduct a survey of teachers, counselors, and
administrators to determine their knowledge of
and attitudes
toward career education.

0.0

31-3

68.8

4.2

29.2

66.7

46.7

40.0

20.8

20.8

58.3

6.3

93.8

4.2

29.2

66.7

60,0

40.0

12.5

33.3

54.2

26.7

73.3

4.2

12.5

83.3

1*

CD

Assist counselors in establishing a process of
assessing student's needs, interests, abilities
.
and achievements,
13*3
Maintain contact with the Michigan Department
of Education to keep informed of their guide­
lines,

0,0

Supervise development, testing, and adoption
of instructional mater!els by district staff
members.

0.0

Contact potential consultants and establish
an arrangement for the services to be
rendered,

0.0

^

^

^ S u p e r s c r i p t r e f e r s to t h e n u m b e r ” o f "no r e s p o n s e s ' 1'.
computing percentages.

N o responses" wer e not con s i d e r e d " I n

Table 1 3 — Continued.

Career Education Planning
District n==16
Not/
Poorly
8.

9.

10.

11.

12.

13.

1U.

15.

16.

Somewhat

TKYT7"'"
Very Well

Local Educational
Agencies n=2l+
Not/
Poorly

Somewhat

Well/
Very Well

Contact appropriate university personnel to
organize and conduct credit or non-credit
courses or workshops related to the district's
plan for implementing career education.

0.0

12.5

87.5

1+.2

12.5

83.3

Identify the need for consultant services and
identify potential people qualified to meet
those needs.

6.71

1+0.0

53-3

6.3

25.0

66.7

Supervise the establishment of a career
information center.

6.3

U3.8

5 0 .0

1+.31

30.1a

65.2

Assist teachers in planning how to use
community resources.

0.0

37.5

62.5

o.o1

3U.6

65.2

Assist the advisory committee in identifying
community resources which will be useful in
carrying out classroom instruction.

0.0

37.5

62.5

o.o1

26.1

73.9

12,9

1+3.8

U3.8

13.o1

3i+.B

52.2

0.0

12.5

87.5

o.o1

26.1

73.9

Assist teachers in planning for individualized
student learning activities.

12.5

37.5

5 0 .0

U.31

U7.8

U7.8

Schedule meetings and assist with establishing
the agenda for the career education steering
and advisory committees.

0.0

6.3

93,8

2
0.0^

22.7

77.3

Identify annual and long range budget needs
for implementing the career education program.
Establish a steering committee of teachers,
counselors, and administrators to develop
career education program goals and objectives
in accordance to Michigan Department of
Education guidelines.

♦Suoerscriot refers to the number of "no responses*.
computing percentages.

No responses were not considered in

T a b l e 1 3-- Cont inued .

Career Education Planning
District n=l6
Not/
Poorly

Somewhat

Well/
Very Well

Local Educational
Agenciee n=2l*
Not/
Poorly

Somewhat

Well/
Very Well

17* Help establish specific purposes for the
advisory committees.

0.0

2 5 .0

75-0

0.0

lb.7

93*3

10. Explain the career education philosophy and
concepts to parents and community leaders
through presentations to service clubs, PTA's,
etc.

6.3

1*3.8

50.0

,
liO1

30.1*

65.2

IQ. Assist teachers with infusing career education
into their classroom instruction.

0.0

31*3

68.8

8.3

1*1*7

50.0

20. Assist in identifying the specific tasks to be
accomplished and the timelines needed to
develop a district wide career education plan.

0.0

18.8

01.3

1**2

20,8

75*0

21. Identify potential resource people who can
assist with staff in-service based on staff
development needs and in-service goals and
objectives,

0*0

1*3*9

56*3

.
1**3

21*7

73*9

22. Upon completion of a district wide career
education plan, identify the tasks and
establish timelines for implementing
the plan.

0.0

37.5

62.5

1*.5

1*0.9

5U*5

23.

Assist administrators, counselors, and teachers
in identifying staff development goals and
objectives as they relate to implementing the
career education program.

21;. Keep informed on legislation affecting career
education programs,

2

^
0 .01
n
n

2 0 .0

6 0 .0

8 .3

2 0 .8

?0 ,8

^
0.01

13*3

86.7

0.0

33.3

66.7

' "
^ S u p e r s c r i p t ref ers to the n u m b e r of "no res po n s e s " .
computing percentages.

No r e s pons es wer e n ot c o n s i d e r e d in

T a b l e 1 3 - - C o ntin ued.

0
Career Education Planning
District n=l6
Hot/
Poorly
25* Assist advisory committees in Identifying
district wide career education program goals.

Local Educational
Agencies 11=214.

Well/
Very Well

Hot/
Poorly

25-°

6 8 .8

0 ,0

3U-*8

6 $ .2

Somewhat

Somewhat

Well/
Very Well

.
6 .3

26. Assist in developing tasks for the career
education steering and advisory committees and
supervise their completion within the
established timelines.

0 .0

2?.Q

75*0

0-0

33*3

66.7

27. Establish appropriate criteria for reviewing
and evaluating instructional materials prior to
purchase by the district.

6 ,3

37*5

56.3

2 0 .8

37*5

Ul.7

20. Assist resource persons in planning the content
for in-service sessions or courses,

0 .0

1 8 ,8

01-3

8*3

29. Provide the Board of Education with statistical
evidence that a need for educational changes
does exist.

6 .3

25 * 0

6 8 .8

12.5

30. Develop and keep current a list of community
resources - people, businesses, industries,
etc. who are willing to serve as role models,
field trip sites, individual experience sites,
etc. to supplement classroom instruction,

8.3

31*3

62.5

31. Explain Public Act 97 and other career
education related legislation to the teachers,
administrators, Board of Education, and
Advisory ccissltt.ss.

0.0

6.3

32. Conduct an annual follow-up study on graduates
rtroo-outs.
and drop-outs.

25-0

25-0

58*3

25*0

62.5

ti*3

0
3U-8

x
60.9

93-8

ll.2

20.E

75.0

50.0

8.3

20.8

.
70.8

1

•Superscript refers to the number of "no responses".
computing percentages.

33*3

Ho responses were not considered in

CD
CD

Table 13--Continued.

Career Education Planning
District n=16
Mot/
Poorly

Somewhat

Well/
Very Well

60

37,5

56.3

20.01

33.3

lt.6.7

35. Eatabllsh a relationship with the administrators,
counselors, and teachers which will allow each
of them to be activelyiinvolved in the develop­
mental activities related to career education.

0,0

25.0

36. Explain the philosophy and concepts of career
education to teachers, counselors, and
administrators»

0.0

37. Conduct a survey of teachers, counselors, and
administrators to determine the present class­
room activities related to career education.
38. Explain the infusion process to teachers and
counselors.

33. Establish a procedure for keeping the parents
and community informed of progress In planning
and Implementing the career education program.

Local Educational
Agencies n*2l4
Not/
Poorly Somewhat

Well/
Very well

33*3

5U.2

U-31

26,1

69.6

75.0

U.2

2 5 .0

70.0

12.5

87.5

U.31

13,0

82.6

6.3

37.5

56*3

U.31

26.1

69.6

6.3

31.3

62.5

9.12

3 1 .6

59.1

39. Provide guidelines for the parents and community
leaders who will be involved in classrooms as
12.5
resource people.

31.3

56.3

9.12

27.3

63.3

6.3

93-8

8.71

17-U

73.9

12.5

%* Arrange for the Board of Education to make onthe-spot observations through visits to class­
rooms which focus on career education.

UO. Report to the administrative staff and Board
of Education on progress with the developmental
and implementation plans for the district’s
career education orogram.

0,0

• S u p e r s c r i p t ref ers to the numfcer of "no r e s p o n s e s 7.
computing percentages.

No r e s pons es were not c o n s i d e r e d in

Table 13--Continued.

Career Education Planning
District n=16
Hot/
Poorly
1*1. Conduct an evaluation of the present curricu­
lum and its appropriateness to the career
education progran.
1*2. Be able to explain to teachers, counselors, and
administrators what is not career education.

Somewhat

,
20.0

1*0.0

Well/
Very Well

1*0,0

1
0.0

33*3

Local Educational
Agencies n’2i*
Not/
Poorly

9-1

66*7

.
10.0^

Somewhat

Well/
Very Well

£9.1

31*8

25*00.

65*0

1+3• Corduct in-service sessions to prepare steering
committee members for their role as group leader
leaders within buildings or grade level
departments,
6.3

37.5

56*3

8.7

30.L

60.9

1+J+• Maintain contact with the CEPD Coordinator and
CEPD Council to insure a coordinated career
education program.

12.5

68.8

?
0.0

9.1

90.9

1 8 .8

•Superscript refers to the number of "no r e s p o n s e s N o
computing percentages.

responses were not considered in

91
One p erson r e po r te d feeling " no t ” , " p o o r l y ” , or
"somewhat" pr e pared for U 3 of the activities

and two others

reported s i mi l ar p r e p a r a t i o n for 1^0 or more activities.
total of 21

(52.9 percent)

r ep orted b e i n g "poorly",
(25 percent)

current career e d u c a t i o n leaders

or "somewhat" p r e p a r e d for 11

or more of the activities

(Table II4.).

Table 14— Number of Respondents indicating "not",
prepared for 11 or more activities.

Number of "not,
poorly, or
somewhat
prepared"
Responses

40-44
30-39
20-29
11-19

Small
Districts
(n=5)

Medium
Districts
(n=9)

"poorly", or "somewhat"

Large
Districts
(n=10)

2 (22.2%)
1 (11.1%)

Totals

A

Career
Education
Planning
Districts
(n=16)

1 (20%)
2 (40%)

2 (22.2%)

2 (20%)
4 (40%)

3 (18.8%)
3 (18.8%)

3
1
6
11

3 (60%)

5 (55.6%)

6 (60%)

7 (43.8%)

21 (52.5%)

Q u e s t i o n In

1 ( 6.3%)

Total
(n=40)

( 7.5%)
( 2.5%)
(15.0%)
(27.5%)

Is there a diffe rence b e t w e e n current
L E A and C E P D c ar e er e d u c a t i o n leaders
in their level of p r ep a r e d n e s s ?

Local educat i on a l agency leaders r e po r t e d only 10
activities

fo r w h i c h 79 percent or more felt

prepared.

The Ca r ee r E d u c a t i o n P l a n n i n g D is trict leaders

16 activ ities w h i c h 79 percent or more
prepared.

There were 8 activities

activities

are listed i n Table

15.

felt

in common.

"well/very well"
had

"well/very well"
These

Table I f — Activities for which 7f percent of current leaders
indicated "well/very well" preparation.

1.

Maint ai n contact with the M ic h i g a n Department of
Education to keep informed of their guidelines, (f)

2.

Establish a steering commi ttee of teachers,
counselors, and ad minis trators to d ev e lo p career
ed ucation or ogram goals and objectives in accordance
to Mi c h i g a n Department of E d u c a t i o n guidelines, (lit.)

3.

Schedule meetings and assist w i t h establ i sh i ng the
agenda for the care er ed ucation steer in g and advisory
committees. (16)

k-

E x p l a i n the career e d uc a ti o n p h il o so p hy and concepts
to parents and community leaders through p r e s e n t a ­
tions to service clubs, P T A Ts, etc. {18)

5.

Assist in identifying the specific tasks to be
ac complished and the timelines need ed to d ev e lo p a
district wide career education plan. (2 0 )

6.

E xplain Public Act 97 and other career education
related legislation to the teachers, administrators,
Board of Education, and Advisory committees. (31)

7.

E xp l a i n the philosophy and concepts of career
e ducation to teachers, counselors, and administrators.
(36)

8.

M a i n t a i n contact with the CEPD Co o r d i n a t o r and CEPD
Council to insure a coordinated career e du c at i on
program. (UU)

1.

Establish an advisory committee composed of community
leaders, businessmen, parents, students, teachers,
and administrators to provide feedback on career
ed ucation p rogram plans.
(1 )

2.

Contact potential consultants and establish an
arrangement for the services to be rendered. (7)

LEA Only

93
Table

1 5 — Continued.

CEPD Only
1.

Contact appropriate u n iv e rs i ty personnel to
organize and conduct credit or non-credit courses
or workshops related to the district*s plan for
i mplementing ca r ee r education.
(8 )

2.

Help es tablish specific purposes
committee. (17)

3.

Assist administrators, counselors, and teachers in
i dentifying staff development goals and objectives
as they relate to implementing the career e d u c a t i o n
program. (23)

for the advisory

t+. Keep informed on l e gi s la t io n affecting c areer
e d u c a t io n programs. (2I4.)
5.

Assist in d ev e lo p in g tasks for the ca r ee r ed u ca t io n
steering and advisory committees and supervise their
c o m p l e t i o n w i t h i n the e st a bl i sh e d timelines. (2 6 )

6.

Assist resource persons in p l an n i n g the content for
in-service sessions or courses. (2o)

7.

E st a bl i sh a relati o ns h ip w i t h the adm inistrators,
counselors, and teachers w h i c h will allow ea ch of
them to be actively involved in the de velopmental
activit ies related to career education. (3 5 )

8.

Report to the administrative staff and Board of
E d u c a t i o n on progress with the d e ve l op m en t al and
i mp l e m e n t a t i o n plans for the district*s c a reer
e du c a t i o n program. (I4.O)

9b
Conversely,

^0 percent or more of the L E A leaders

r eported 5 activities which they felt "not",

"poorly",

or

" s o m e w h a t ” p re p a r e d while a s i m i l a r percentage of CEPD leaders
reported 10 activities in this category.

The c o mm o n activities

for w h i c h b o t h groups felt less t h a n "well/very well"
p re pared are:
1.

Write prop osals s ee k in g funds for i mp lementing
the local c a re e r e d uc a ti o n program*
(2 )

2.

Assist teachers in p l a n n i n g for indivi d ua l iz e d
student l ea r ni n g activities.
(1 5 )

3*

Conduct an evalua t io n of the p re s e n t curric u lu m
and it's appropriateness to the c a r e e r ed u ca t io n
program.
(Ul)

The o t h e r activities

for w h i c h a m a j o r i t y of L E A leaders felt

less t h a n " well/very w ell" p r e p a r e d wass
1.

Assist teachers wi th in f us i ng c a r e e r e du c at i on
into their classroom instruction.
(19)

2.

E s t a b l i s h appropriate criteria fo r re viewing
and e v a l u a t i n g in s tructional ma t er i al s pr ior
to p ur chase b y the district.
(2 7 )

The 7 a ctivities for w hi c h C E P D leaders did not feel "well/
very well" p r ep a re d were:
1.

Assist counselors in e s tablishing a process
o f a s se s si n g student's needs, interests,
abilities, and achievements.
(Ij.)

2.

Supervise development, testing, and adopt i on
of i n s t r u c ti o n ma te r ia l s b y distr ic t staff
m embers.
(6 )

3*

Supervise the establ is h me n t of a c a r e e r
i n f o r m a t i o n center.
(1 0 )

1^.

I de ntify annual and l o n g range b u d g e t needs
for i m p l e m en t in g the ca r ee r e d uc a ti o n program.
(13)

9?
f?.

E x p l a i n the c areer education p h i l o s o p h y and
concepts to parents and community leaders
t hrough p r esentations to service clubs, PTA*s
etc.
(lo)

6.

Conduct an annual follow-up study on graduates
and drop-outs.
(32)

?•

Arrange for the B o a r d of E d u c a t i o n to make ont he -spot observations through visits to c l a s s ­
rooms w hi c h focus o n career education.
(3^)

Q ue stion

Will school district size be a factor in
the level of preparedness of current
career e d u c a t i o n leadership personnel?

In s ep a ra t in g the LEA responses
the leaders
activities

in small districts h a d a higher n u m b e r of
in w h i c h a higher pe r ce n ta g e of leaders

very well" prepared.
(5) of the leaders
activities

into district size,

There were 9 activities for which all

felt "well/very well" prepared,

for w h i c h

felt "well/

and 13

(80 p er cent) of the le aders felt

’’w e l l / v e r y w e l l " prepared.

The leaders in me d i u m - s i z e d

districts had no activities

for w h i c h all leaders

felt "well/

very well" prepared and only 9 activities for w hi c h 7 (77*8
percent)

of the leaders felt "well/very well" prepared.

leaders o f large -sized districts h ad one

The

(1) activity for

wh ich all felt "well/very well" prepared and 11 activities
w hi c h 80 pe rcent felt "well/ very well" prepared.
has a co mplete analys is of the L E A leaders

Table 16

"well/very well"

prepared.
Question 6 ;

Will administrators expect current
career e d u c a t i o n leaders to per form
activities for which th ey do not feel
p repared ?

for

96

Table

lfc--Comparison of the l e v e l of p r e p a r e d n e s s
various sized Local E d u c a t i o n Agencies.

of C a r e e r

Local

Ed ucation Leaders

E du cat ion Agencies

Small

n=5
Well/
Very Well
1. E s t a b l i s h a n a d v i s o r y c o m m i t t e e c o m p o s e d of
c o m m u n i t y l e a d e r s , b u s i n e s s m e n , p a r en t s , s t u d e n t s
teachers, a n d a d m i n i s t r a t o r s t o p r o v i d e f e e d b a c k
on career education program plans.

in

Medium
n-9
Well/
Very Well

Large
n*10
W e ll /
V e r y Well

80.0

80.9

60.0

20.0

55.6

U O .O

3- C o n d u c t a s u r v e y of t e a c h e r s , c o u n s e l o r s , and
a d m i n i s t r a t o r s to d e t e r m i n e t h e i r k n o w l e d g e o f a n d
a t t it ud es t o w a r d c a r e e r e d u c a t i o n .

BO.O

77.8

50.0

1+. A s s i st c o u n s e l o r s in e s t a b l i s h i n g a p r o c e s s of
a s s e s s i n g s t u d e n t ' s n eeds, i n t e r e s t s , a b i li t i e s ,
and a c h i e v e m e n t s ,

Uo.Q

66.7

60.0

5. M a i n t a i n c o n t a c t w i t h the M i c h i g a n D e p a r t m e n t o f
E d u c a t i o n to k e e p i n f o r m e d o f t h e i r g u i d e l i n e s .

100.0

68.9

60.0

2.

6.

W r i te p r o p o s a l s s e e k i n g funds f o r i m p l e m e n t i n g
the l o cal c a r e e r e d u c a t i o n p r o g r a m .

S u p e r v i s e d e v e l o p m e n t , t e s t i n g , and
i n s t r u c t i o n a l m a t e r i a l s by d i s t r i c t
members.

adoption
staff

of

7. C o n t a c t p o t e n t i a l c o n s u l t a n t s a n d e s t a b l i s h an
a r r a n g e m e n t for the s e r v i c e s to be r e n d e r e d .

8.

9.

10.

11.

12.

13.

6 0 .0

80.0

100.0

77.8

80.0

100.0

58.6

70.0

I d e n t i f y the n e e d for c o n s u l t a n t s e r v i c e s and
i d e n t i f y p o t e n t i a l p e o p l e q u a l i f i e d t o meet
t h o s e ne e d s .

80.0

85.6

70.0

S u p e r v i s e the
tion center.

00.0

58.6

6 0. 0

50. 0

85.6

6 0 .0

7 e .O

66.7

80.0

28,0

Mi .U

70.0

C o n t a c t a p p r o p r i a t e u n i v e r s i t y p e r s o n n e l to
o r g a n i z e and c o n d u c t c r e d i t o r n o n - c r e d i t c o u r s e s
o r w o r k s h o p s r e l a t e d to the d i s t r i c t ' s p l a n for
imp le m en ti ng c a r ee r education.

establishment

A s si s t t e a c h e r s
r e s o u rc es .

of

In p l a n n i n g h o w

a career

to use

informa­

community

A s s i s t the a d v i s o r y c o m m i t t e e in i d e n t i f y i n g
c o m m u n i t y r e s o u r c e s w h i c h w i l l be u s e f u l In
c a r r y i n g ou t c l a s s r o o m i n s t r u c t i o n .
I d e n t i f y a n n u a l and l o n g r a n g e b u d g e t n e eds
i m p l e m e n t i n g the c a r e e r e d u c a t i o n p r o g r a m .

for

97

Table 1 6 — Continued

Local E d u c a t i o n
Small
n=5
Well/
V e r y Well

11*.

15.
16.

E s t a b l i s h a steering co mmittee of teachers,
c o u n s e l o r s , and a d m i n i s t r a t o r s to d e v e l o p c a r e e r
e d u c a t i o n p r o g r a m g o a l s and o b j e c t i v e s i n a c c o r d ­
an c e to M i c h i g a n D e p a r t m e n t o f E d u c a t i o n g u i d e ­
lines .

77.8

90.0

50 . 0

UU.li

50.0

100.0

66.7

77.9

75.0

66 . 7

70.0

fio.o

77 . 8

90.0

80.0

330

50.0

6o.o

66 . 7

80.0

100.0

55.6

77.8

U p o n c o m p l e t i o n of a d i s t r i c t wide c a r e e r e d u c a ­
t i o n p la n , i d e n t i f y the t asks a n d e s t a b l i s h
t i m e l i n e s f o r i m p l e m e n t i n g the p l an.

50.0

Wi.U

66.7

Assi st ad ministrators, counselors, and teachers
i n i d e n t i f y i n g s t a f f d e v e l o p m e n t g o a l s and
o b j e c t i v e s as t h e y r e l a t e to i m p l e m e n t i n g the
c a r e e r edu ca ti on program.

flo.o

55.6

60.0

8o.o

66.7

6 0 .0

A s s i s t a d v i s o r y c o m m i t t e e s in I d e n t i f y i n g
d i st ri ct wide career ed uc at io n p ro g r a m goals.

75.0

66.7

60 . 0

A s s i s t i n d e v e l o p i n g t a s k s for the c a r e e r
e d u c a t i o n s t e e r i n g a n d a d v i s o r y c o m m i t t e e s and
s u p e r v i s e t h e i r c o m p l e t i o n w i t h i n the e s t a b l i s h e d
timelines.

80.0

56. 6

70.0

A s s i s t t e a c h e r s in p l a n n i n g for
student learning activities.

21.
22.

23.

specific

purposes

26.

f o r the d e l i v e r y

E x p l a i n the c a r e e r e d u c a t i o n p h i l o s o p h y and c o n ­
c ep t s to p a r e n t s a n d c o m m u n i t y l e n d e r s t h r o u g h
p r e s e n t a t i o n s to s e r v i c e c l ubs, P TA'e, etc.
Infusing career education
instruction.

A s s i s t in i d e n t i f y i n g the s p e c i f i c tasks to be
a c c o m p l i s h e d and the t i m e l i n e s n e e d e d to d e v e l o p
a d i s t r i c t w i d e c a r e e r e d u c a t i o n plan.
Id ent if y poten tia l res our ce people who can assist
wi th st aff in-service based on staff de ve lop men t
n e e d s a n d i n - s e r v i c e g o a l s and o b j e c t i v e * .

2k. K e e p i n f o r m e d on l e g i s l a t i o n
e d u c a t i o n programs.

25.

individualized

Sch edu le meetings and assist with establishing
the a g e n d a for t h e c a r e e r e d u c a t i o n s t e e r i n g and
a d v i s o r y committees.

19. A s s i s t t ea c h e r s w i t h
into t hei r clas sro om

20 .

L arge
n =10
W e ll /
Very Well

100.0

17. H e l p e s t a b l i s h
c ommi t t e e .

18.

Agencies

Medium
n=9
W e ll /
V e r y Wel l

affecting career

90

Table 16--Contlnued.

Lo cal

E d u c a t i o n A g e n c i es

Small
n=5
Well/
Ver y Wei 1

n=9
Well/
V e r y Well

La rge
n =10
Well/
V e r y We l l

27. E s t a b l i s h a p p r o p r i a t e c r i t e r i a
and eva lu ati ng inst ru ct io na l
p u r c h a s e by the d i s t r i c t .

2 8 . Assist resource pe rso ns
for in-service

29. P r o v i d e
evidence
exist.
30.

sessions

for r e v i e w i n g
materials p r i o r

Wed i um

in p l a n n i n g the
or courses.

to

I4.O.O

22.2

60.0

60.0

59.6

60.0

60.0

99.6

70.0

100.0

Uii.U

60.0

80.0

66.7

80.0

60.0

88.9

60.0

60.0

33.3

70.0

75.0

66.7

70.0

60.0

55.6

90.0

100.0

77.8

77.8

60.0

66.1

77-8

content

the B oa r d o f E d u c a t i o n w i t h s t a t i s t i c a l
t h a t a n e e d f o r e d u c a t i o n a l c h a n g e s does

D e v e l o p a n d k e e p c u r r e n t a list of c o m m u n i t y
r e s o u r c e s - p e o p l e , b u s i n e s s e s , i n d u s t r i e s , etc.
w h o are w i l l i n g t o s e r v e as role m o d e l s , f i e l d
t r i p si t e s , i n d i v i d u a l e x p e r i e n c e s ites, etc . to
s upp le men t cl as sro om instruction.

31. E x p l a i n P u b l i c

Act 97 a n d o t h e r c a r e e r e d u c a t i o n
r e l a t e d l e g i s l a t i o n to the teachers, a d m i n i s t r a ­
tors, B o a r d o f E d u c a t i o n , a n d A d v i s o r y c o m m i t t e e s .

32. C o n d u c t
and

a n a nnual
drop-outs.

follow-up

study on g r a d u a t e s

33* E s t a b l i s h a p r o c e d u r e

f o r k e e p i n g the p a r e n t s
and c o m m u n i t y i n f o r m e d o f p p r o g r e s s in p l a n n i n g
and i m p l e m e n t i n g the c a r e e r e d u c a t i o n p r o g r a m .

31*. A r r a n g e

f o r the B o a r d o f E d u c a t i o n to m a k e o n t h e - s p o t o b s e r v a t i o n s t h r o u g h visits to c l a s s ­
r o o ms w h i c h f o cua o n c a r e e r e d u ca t i o n .

35* E s t a b l i s h a r e l a t i o n s h i p w i t h the a d m i n i s t r a t o r s ,
c o u n s e l o r s , and t e a c h e r s w h i c h w i l l a l l o w e a c h of
t h e m to b e a c t i v e l y i n v o l v e d in the d e v e l o p m e n t a l
a c t i v i t i e s r e l a t e d to c a r e e r e d u c a t i o n .

36. E x p l a i n the p h i l o s o p h y
e d u c a t i o n to t e a c h e r s ,
administrators.

and concepts of c a r e e r
c o u n s e l o r s , and

a s urvey o f t e a c h e r s , counselors, a nd
a d m i n i s t r a t o r s to d e t e r m i n e the p r e s e n t c l a s s r o o m
a c t i v i t i e s r e l a t e ! to c a r e e r education.

37* C o n d u c t

99

Table 16— Continued.

Local Ed u ca ti on Agencies
3mall
n=5
Well/
Very Well

30. E x p l a i n the i n f u s i o n p r o c e a s

to t e a c h e r s

and

Medium
n =9
Well/
V e r y Wel l

La rge
n -10
Well/
Ver y W e ll

80.0

Wi-U

67.5

60.0

33-3

100.0

80.0

^5.6

88.9

U-l. C o n d u c t a n e v a l u a t i o n of the p r e s e n t c u r r i c u l u m
and its a p p r o p r i a t e n e s s to t h e c a r e e r e d u c a t i o n
program.

25.0

33.3

33.3

lt-2. Be ab l e to e x p l a i n to t ea c h e r s , c o u n s e l o r s , and
a d m i n i s t r a t o r s w h a t is n o t c a r e e r e d u c a t i o n .

33-3

66. 7

7 5. 0

60.0

^8*6

66.7

100.0

88. 9

87.5

counselors.

39. P r o v i d e g u i d e l i n e s
l e ad e r s w h o w i l l be
resource people.
UO.

f o r the p a r e n t s a n d c o m m u n i t y
i n v o l v e d in c l a s s r o o m s as

R e po r t to the a d m i n i s t r a t i v e s t a f f a n d B o a r d of
E d u c a t i o n on p r o g r e s s w i t h the d e v e l o p m e n t a l and
i m p l e m e n t a t i o n p l a n s f o r the d i s t r i c t ' s c a r e e r
e d u c at io n program.

U3- C o n d u c t

i n - s e r v i c e s e s s i o n s to p r e p a r e s t e e r i n g
coTonittee m e m b e r s f o r t h e i r role as g r o u p l ea d e r s
w i t h i n b u i l d i n g s o r g r a d e l e ve l d e p a r t m e n t s .

w*.

M a i n t a i n c o n t a c t w i t h the C E P D C o o r d i n a t o r and
C E P D C o u n c i l to i n s u r e a c o o r d i n a t e d c a r e e r
ed uc at io n program.

100
In analyzing the data related to this question,

the

"expected" response of administrators was compared wi th the
"prepared" response

of leaders.

fied so few activities

Since

administrators

indenti-

as "essential" or " i m o o r t a n t ", it was

decided to analyze this data wi t hout concern for "essential",
"important",

or "shared" response.

Table 17 compares

the ad m in i st r at o r ex pectations wi t h

the percentage of leaders who had
responses.

Of the

"well/very well prepared"

31 activities w hi c h 90 percent or more of

the a d mi nistrators

expected,

prepared responses

from 79 pe rcent of current career e d uc ation

leaders.

Twenty

only 9 had "well/very well"

(20) activities

percent of the leaders

in this group had 90-7U*9

indicating "well/very well prepared".

L ea rning Activities
Whereas
agreement,
ment.

in the previous

area there was considerable

in this area there was

a very low level of a g r e e ­

In analyzing the data in this

section,

the responses

"on-the-job" and "internships" were combined and labeled
"Experience",

and

"credit courses",

were co m bined and labeled
as a third

"Co mbination" was left

category*

Q ue stion 7 ?

Only
the leaders

"Classes".

and "non-credit worksho p s"

What will be the best meth od for d e li v e r i n g
the knowledges, skills, and attitudes n e e d ­
ed to p erform the leadership activities?

3 activities had ag reement from 90 percent of
and

^0 percent of the administrators

as to the

101

Table 17— Comparison of Administrators Expectations and Leader Preparedness.

P er c e n t of
Administrators
Expecting
n=41

1.

2.

3.

5.

4.

6.

7.

8.

9.

P e r c e n t of
Leaders
W e l l / V e r y wel l
Prepared
n = 40

M a i n t a i n c o n t a c t w i t h the M i c h i g a n D e p a r t ­
m en t of E d u c a t i o n to k e e p i n f o r m e d of
their g u i d e l i n e s .
(1)

100 .0

40 . 0

E x p l a i n P u b l i c Act 97 and o t h e r c a r e e r
e d u c a t i o n r e l a t e d l e g i s l a t i o n to the
t e a c h e r s , a d m i n i s t r a t o r s . B oa r d of
E d u c a t i o n , an d A d v i s o r y c o m m i t t e e s . (11)

100 . 0

82.5

R e p o r t to t h e a d m i n i s t r a t i v e staff and
B oa r d of E d u c a t i o n on p r o g r e s s w i t h the
d e v e l o p m e n t a l a n d i m p l e m e n t a t i o n p l a n s for
the d i s t r i c t ' s c a r e e r e d u c a t i o n p r o g r a m .
(40 >

100 . 0

82.1

E s t a b l i s h an a d v i s o r y c o m m i t t e e c o m p o s e d
of c o m m u n i t y l e a d e r s , b u s i n e s s m e n , p a r e n t s ,
s t u d e n t s , t e a c h e r s , a n d a d m i n i s t r a t o r s to
p r o v i d e f e e d b a c k on c a r e e r e d u c a t i o n
p r o g r a m plans. (1)

100 .0

71.8*

A s s i s t in i d e n t i f y i n g the s p e c i f i c t a s k s to
be a c c o m p l i s h e d a n d th e t i m e l i n e s n e e d e d
to d e v e l o p a d i s t r i c t w i d e c a r e e r e d u c a t i o n
plan. (20)

100.0

77.5

100.0*

71.8

100.0 2

66.7

E s t a b l i s h a r e l a t i o n s h i p w i t h the a d m i n i s t r a ­
tors, c o u n s e l o r s , a n d t e a c h e r s w h i c h wi l l
a l l o w e a c h of t h e m to be a c t i v e l y i n v o l v e d
in the d e v e l o p m e n t a l a c t i v i t i e s r e l a t e d to
c a r e e r e d u c a t i o n . (36)

97.6

84.6

E x p l a i n the p h i l o s o p h y
e d u c a t i o n to t e a c h e r s ,
a d m i n i s t r a t o r s . (36)

97.6

84.6

Help est abl ish sp ec i fi c purposes
a d vi so ry committee.
(17)

for

refers

a n d c o n c e p t s of
c o u n s e l o r s , an d

to n u m b e r s

of

.

the

A s s i s t a d v i s o r y c o m m i t t e e s in i d e n t i f y i n g
district wide career educ ati o n p rog ram
go al s . (25)

♦Superscript

1

,

career

"no

responses"

on

each

item.

10?

Table

17— Continued

P e r c e n t of
A d m i n is t r a t o rs
Expectlng
n**41

10.

11.

12.

13.

14.

16.

15.

17.

18.

19.

20.

A ss i s t In d e v e l o p i n g task s for the c a r e e r
e d u c a t i o n s t e e r i n g and a d v i s o r y c o m m i t t e e
s u p e r v i s e t h e i r c o m p l e t i o n w i t h i n the
est ablished timelines.
(26)

P e r c e n t of
leaders
We ll / Ve r y Well
Prepared
n~40

and
97.6

70 . 0

W r i t e p r o p o s a l s s e e k i n g f u n d s for i m p l e m e n t i n g
the local c a r e e r e d u c a t i o n p r o g r a m . (2)

97.6

45.0

E x p l a i n t h e c a r e e r e d u c a t i o n p h i l o s o p h y and
c o n c e p t s to p a r e n t s a n d c o m m u n i t y l e a d e r s
t h r o u g h p r e s e n t a t i o n s to s e r v i c e c l u b s , P T A 1s ,
etc. (18)

97 .5 1

80.0

Assist t e a c h e r s w i t h
into t h e i r c l a s s r o o m

97.5l

57 .5

infusing c a r e e r edu cation
i n s t r u c t i o n , (19)

A ssist a d m i n i s t r a t o r s , c o u n s e l o r s , a n d t e a c h e r s
in i d e n t i f y i n g s t a f f d e v e l o p m e n t g o a l s a n d
o b j e c t i v e s a s t h e y r e la t e to imp lenient l n g the
c a r e e r e d u c a t i o n p r o g r a m . (23)

97.4

M a i n t a i n c o n t a c t w i t h the CF.PD C o o r d i n a t o r and
C E P D C o u n c i l to i n s u r e a c o o r d i n a t e d c a r e e r
education program.
(44)

95.1

86.82

(7)

95.1

64. I1

I d e n t i f y t h e n e e d f o r c o n s u l t a n t s e r v i c e s and
i den Li f y p o t e n t i a l pe opl e q u a l i f i e d to meet
t hos e n e e d s . (9)

95.1

6 1 .51

I d e n t i f y a n n u a l a n d lon g r a n g e b u d g e t n e e d s for
i m p l e m e n t i n g t h e c a r e e r e d u c a t i o n p r o g r a m . (13)

95.1

59 .01

C on d u c t i n - s e r v i c e s e s s i o n s
c o m m i t t e e m e m b e r s for t h e i r
leaders w i t h i n b u i l d i n g s of
departments.
(43)

95.1

59.0 1

95.1

51 .31

2

74 .41

C o n t a c t p o t e n t i a l c o n s u l t a n t s a n d e s t a b l i s h an
a r r a n g e m e n t for the s e r v i c e s to b e r e n d e r e d .

to p r e p a r e s t e e r i n g
role as group
grade level

A s s i s t c o u n s e l o r s in e s t a b l i s h i n g a p r o c e s s of
a s s e s s i n g s t u d e n t ' s nee d s, i n t e r e s t s , a b i l i t i e s ,
and a c h i e v e m e n t s .
(4)
*Superscript

refers

to n u m b e r

of

"no

r e s p o n s e s " on

each

Item.

103

Table

17--Continued

P e r c e n t of
Administrators
Exp ect i ng
n ” 41

24.

25.

21.

22.

23.

27.

28.

26.

30.

29.

31.

P e r c e n t of
Leaders
Well/Very Well
Prepared
n»40

Establish a stee ri ng committee
of t ea che rs,
c ou ns elo rs, a nd a d m i n i s t r a t o r s
to d e v e l o p c a r e e r
e d u c a t i o n p r o g r a m g o a l s a n d o b j e c t i v e s in
a c c o r d a n c e t o M i c h i g a n D e p a r t m e n t of E d u c a t i o n
guidelines.
(14)

95.0

84.22

S c h e d u l e m e e t i n g s and assist w i t h e s t a b l i s h i n g
the a g e n d a f o r the c a r e e r e d u c a t i o n s t e e r i n g
and a d v i s o r y c o m m i t t e e s , (16)

95.0*

84.22

K ee p i n f o r m e d on l e g i s l a t i o n
e d u c a t i o n p r o g r a m s . (24)

95 .0*

74 . 4 1

95.0

58. 0 2

Upon co m p le t io n of a district wid e career e d u c a­
tio n plan, i d e n t i f y the t a s k s a n d e s t a b l i s h
t i m e l i n e s f o r i m p l e m e n t i n g t h e plan, (22)

95.0

58. 0 2

A s s i s t t h e a d v i s o r y c o m m i t t e e in i d e n t i f y i n g
c o m m u n i t y r e s o u r c e s w h i c h w i l l b e u s e f u l in
c a r r y i n g o u t c l a s s r o o m i n s t r u c t i o n . (12)

92 . 7

69. 2 1

D e v e l o p a n d k e e p c u r r e n t a lis t o f c o m m u n i t y
r e s o u r c e s - p e o p l e , b u s i n e s s e s , i n d u s t r i e s , etc,
w h o a r e w i l l i n g to s e r v e as r o l e m o d e l s , field
trip s i t e s , i n d i v i d u a l e x p e r i e n c e s i t e s , etc. to
s u p p l e m e n t c l a s s r o o m I n s t r u c t i o n . (30)

92.7

61. 5J

E s t a b l i s h a p r o c e d u r e for k e e p i n g t h e p a r e n t s and
c o m m u n i t y i n f o r m e d of p r o g r e s s
in p l a n n i n g and
i m p l e m e n t i n g the c a r e e r e d u c a t i o n p r o g r a m .
(33)

92.7

55.0

C o n d u c t a s u r v e y of t e a c h e r s , c o u n s e l o r s , and
a d m i n i s t r a t o r s to d e t e r m i n e t h e i r k n o w l e d g e of
a n d a t t i t u d e s t o w a r d c a r e e r e d u c a t i o n . (3)

90.2

67.5

affecting

career

I d e n t i f y p o t e n t i a l r e s o u r c e p e o p l e w h o c a n assi s t
w i t h s ta f f i n - s e r v i c e b a s e d o n st a f f d e v e l o p m e n t
n e e d s and i n - s e r v i c e g o a l s a n d o b j e c t i v e s ,
(21)

A s s i s t t e a c h e r s in p l a n n i n g h o w
r e s o u r c e s . (11)

to us e

community

A s s i s t r e s o u r c e p e r s o n s in p l a n n i n g t h e c on t en t
for i n - s e r v i c e s e s s i o n s or c o u r s e s . (28)
*Superscript

refers

to n u m b e r

of

"no

90.2

64.1J

90.0*

6 7. 5

r e s p o n s e s " on e a c h

item.

Table

17— Continued

Percent of
Administrators
Expecting

n = 41

32.

34.

33.

36.

37.

35.

38.

39.

40.

41.

42.

43.

44.

S u p e rv i se d e v e l o p m e n t , t e s ti ng , and a d o p t i o n
i n s t r u c t i o n a l m a t e r i a l s b y d i s t r i c t s ta f f
m e m b e r s . (6)

Percent of
Leaders
Well/Very Well
Prepared
n= 40

of
89.7

48.7

8 7 .8

6 0. 5 ^

87. 8

47,3

C o n d u c t a s u r v e y of t e a c h e r s , c o u n s e l o r s , a n d
a d m i n i s t r a t o r s to d e t e r m i n e the p re s e n t c l a s s r o o m
a c t i v i t i e s r e l a t e d to c a r e e r e d u c a t i o n . (37)

83.4

64.J

C on d u c t an an n u a l f o l l o w - u p
and d r o p - o u t s . (32}

83,4

62.3

83. 4

60,5

E x p l a i n t fie i n f u s i o n p r o c e s s
c o u n s e l o r s . (38)

to

teachers

E s t a b l i s h a p p r o p r i a t e c r i t e r i a for
e v a l u a t i n g instructional m at e ri a ls
p u r c h a s e by t fie d i s t r i c t , (77 )

studv

and

r e v i e w i n g a nd
p r i o r to

on g r a d u a t e s

P r o v i d e g u i d e l i n e s for t lie p a r e n t s and cumntun it v
l e a d e r s w h o will he i n v o l v e d in c l a s s r o o m s as
r e s o u r c e p e o p l e . (39)
Be a b L e to e x p l a i n to t e a c h e r s , c o u n s e l o r s , and
a d m i n i s t r a t o r s w h a t is not c a r e e r e d u c a t i o n . (42)
S u p e r v i s e the e s t a b l i s h m e n t
t ion c e n t e r . (10)

of

a career

82. 9

63.9

informa-

,
82.9

59.0

82.5^

48 . 7

80.5

65.0

C o n d u c t a n e v a l u a t i o n of the p r e s e n t c u r r i c u l u m
an d its a p p r o p r i a t e n e s s to th e c a r e e r e d u c a t i o n
program.
(41)

78.0

3 5,1

C o n t a c t a p p r o p r i a t e u n i v e r s i t y p e r s o n n e l to
o r g a n i z e a n d c o n d u c t c r e d i t or n o n - c r e d i t c o u r s e s
o r w o r k s h o p s r e l a t e d to t h e d i s t r i c t ' s p l a n for
i m p l e m e n t i n g c a r e e r e d u c a t i o n . (8)

70.0

77.5

A r r a n g e for the B o a r d of E d u c a t i o n to m a k e o n - t h e spot o b s e r v a t i o n s t h r o u g h v i s i t s to the c l a s s r o o m s
w h i c h f o c u s o n c a r e e r e d u c a t i o n . (34)

65.9

60.5

A s s i s t t e a c h e r s in p l a n n i n g for i n d i v i d u a l i z e d
s t u d e n t l e a r n i n g a c t i v i t i e s , (15)
P r o v i d e t h e B o a r d of
e v i d e n c e t hat a n e e d
exist. (29)

•Superscript

^

Ldu cat ion wi t h statistical
for e d u c a t i o n a l c h a n g e d o e s

refers

to n u m b e r

of

"no

responses"

2
on e a c h

item.

1CK
best m e t h o d for d el i ve r in g the n e c e s sa r y skills, knowledges,,
and attitudes.

In all 3 cases the respondents i d e n t i f i e d

" E x p e r i e n c e ” (internship and on-the-job)

as the be st method.

These activities are:
1.

A rrange for the Board of E d u c a t i o n to m a k e ont he - sp o t observations t h ro u gh visits to c l a s s ­
rooms w h ic h focus o n career education.
(3U)

2.

M a i n t a i n contact w it h the C E P D Co o r d i n a t o r and
CEPD Council to insure a coordinated c a r e e r
e d u c a t i o n program.
(Uii)

3.

D ev e lo p and keep current a list of c o m m u n i t y
resour ces - people, businesses, industries, etc.,
w ho are w il l i n g to serve as role models, field
trip sites, individual experie nce sites, etc.,
to su p pl e me n t cl a ss ro o m instruction.
(3 0 )

A lt hough there were no o t h e r activities r e c e i v i n g
$0 p e r c e n t of b o t h groups

a gr eeing on one method,

several

activit ies had ^0 percent of one group agreeing on a method.
Administrators

i d en t if i ed 7 activities best de l iv e re d

t hrough "Experience",

2 activities th r ou g h "Classes",

and

1 a c t i v i t y t hrough a c o m b i n a t i o n o f Classes and E x p e r i en c e.
The leaders

id e nt i fi e d

activities wh i ch wo uld be st be

d e l i v e r e d thro ugh "Experience" and 6 activities b e s t delivered
t hrough "Combination".

The leaders did not ident if y "Classes"

as the de livery m e t h o d for any activity.
Due to the low level of agreement o n the best methods
o f d e l i v e r i n g the skills, know ledges,
was no fu rther analysis.

and attitudes,

there

CHAPTER V
SUMMARY, CONCLUSIONS, IMPLICATIONS, AND
R E C O M M EN D AT I ON S FOR F URTHER STUDY

Summary
Purpose o f the Study
The purpose of this study was to identify the
activities e xp e c t e d of ca r ee r e d uc a ti o n l eadership personnel,
t he i r a d eq u a c y of preparation,
activities
attitudes.

and the ap propriate l ea r ni n g

for de l iv e ri n g n e c e s s a r y knowledges,
Secondly,

skills,

and

this study de t e r m i n e d the congruencies

and d i screpancies b e t w e e n the leaders and administrators
v iewing the leadership role.

Thirdly,

in

this study as s es s ed

the r e l a ti o ns h ip b e t w e e n school di s t r i c t size and the career
e du c at i on l ea d er s hi p role.
Methodology
All s uperintendents

of schools were s ur v e y e d to

identify the people c u rr e n t l y o cc u py in g the ca r ee r ed u cation
leadership p o s i t i o n in their district.
administrators

Replies from the 537

identified 381+ le a de r sh i p people.

The 60

districts w i t h leaders h a v i n g 50 p er c e n t or more o f their
time a s signed to career e d u c a t i o n were
i n the study.
106

selected to pa r t i c i p a t e

107
The q u es tionnaires we re developed after r e vi e wi n g
the literature;

co n du c ti n g interviews w i t h selected

representative leaders;

e v a l u a t i n g the statements w i t h a

panel of expert judges; and pilot testing.
instrum ent was sent to the superi nt e nd e nt s

The

final U 4 ite m

in the 60 districts

and a simi lar q u es t io n na i re to the career e d uc a ti o n leaders.
The two q u e s t i o n n a i r e s

differed in that the leaders were

asked to respond about their a d e q u a c y of p r ep a re d ne s s.
Su m m ar y of Findings and Conclusions
The data was

transf e rr e d to data cards

analysis and tabulation.

The analysis of data was g u i d e d

b y seven r e se a r c h questions.
summary of data,
Question 1 ;

for c o m p u t e r

The questions,

a concise

and the s i g n i fi c an t co nclusions

follow:

Is there a difference b e t w e e n cur rent c a r e e r
e d u c a t i o n leaders

and a d mi n is t ra t or s c o n c e r n i n g

the e x pe c t e d p e r f o r m a n c e of c a r e e r e d u c a t i o n
leadership personnel?
S u m m a r y of data:
1.

Fo r t y - t h r e e

(U3)

items were id e nt i fi e d by 75

per c en t o f the c o m b i n e d p o p u l a t i o n as being
" ex p ec t ed "

(combi n at i on of " ex p ec t ed - es s en t ia l ",

"expe ct e d- i mp o rt a nt " ,
responses)

and " e x p e ct e d- s ha r ed "

to be pe r f o r m e d .

(Table 7* pages

57-

59)
2.

Eleven

(11) activities were u n a n i m o u s l y e x p e c t e d

b y a d mi n i s t r a t o r s o r current c a r e e r e d u c a t i o n

108
leaders.

One of these was unanimously expected

by both groups.
3»

Five

(Table 7, pages 57-59)

(5) activities were

important"

identified as

"essential/

(combination o f "expecte d-essential" and

"expected-important" responses) by 75 p e r c e n t of
the administrators and leaders.
administrators

recognized one

Additionally,

(1 ) o t h e r activity

in this cate gory while leaders i d en t if i ed 13
other activities

as "essential/important".

(Table 8 , pages 63-65)
U.

Twenty

(2 0 ) items were i dentified as

"e xpected-

shared" b y 25 percent o f the leaders.
identified 32 activities

Administrators

as being in this category.

(Appendices H and I)
5*

Only four activities were identified as

"not

expected" b y 20 percent or more of the leaders or
administrators.

(Table 7* pages

57-59)

Conclus ions;
1.

There is a group of activities w h ic h c a n be
identified as part of the career educa ti o n
leaders hip role.

2.

There is a high level of agreement b e t w e e n
and among leaders and administr ators

as to

the expected performance of the career ed u cation
leader.

109
3*

Many activities

are looked u p o n as a "shared

r es p onsibility" b e t w e e n the ca r ee r e d uc ation
leader and another person w i t h i n the school
d is trict *
Q ue s t i o n 5 t What is the diffe rence b e t w e e n L E A (Local
E d u c a t i o n Agency)

and CEPD (Career E d u c a t i o n

Pla n n i n g District) personnel in the expected
pe r f o r m a n c e of c ar e er education leadership
personnel?
S u m m a r y of Data:
1.

Forty one

((+1) activities were

identified by 75

p ercent of the LEA and CEPD p e r s o n n e l as b e i n g
"expected".

The remaining three activities were

"expected" by LE A personnel but not by C EP D
personnel.
2.

Five

(Table 9* pages 67-72)

(5) activities were i d e n t i f i e d as " essential/

important" by b o t h groups.

LEA personnel

r ec o gn i ze d 6 other activities as b ei n g in this
c at egory while C E P D pers onnel i dentified on ly 1
other activity i n this category.
3.

LEA personnel

(Pages 75-76)

ident ified no activities as

"shared"

while C E P D p er s on ne l placed U. activities in this
category.
U.

(Pages

75-76)

There were 17 activities w h i c h h a d large differences
b e t w e e n LE A and C E P D personnel responses.
1 0 , page 77-79)

(Table

110
a*

LEA personnel exoected pe r f o r m a n c e of 13 a c t i ­
vities de aling w i t h surveys

o f teachers,

selors,

evalu ating

and administrators;

instru ctional materials;
tation plans;

coun­

developing implemen­

and iden tifying and ut i li z i n g

community resources*
b.

The CE PD p e r s o n n e l expected p erformance of
I4. activities de a l i n g wit h m a i n t a i n i n g contact
w i t h the CE PD coordinator and KDE,
to the admini st r at i ve staff,

reporting

and explaining

the inf usion process.
Conclusions:
1.

Q ue stion 3 ;

A lt h o u g h there are commonalities,

the LEA and C E PD

c areer e du c ation leadership roles

are different.

Will school d i strict

size be a fa c to r in the e x p e c ­

ted perfo rmance of LEA career e d u c a t i o n leaders h ip
personnel?
Summary of Data!
1.

Small district pe r so n n e l expected p erformance of 38
of the activities.
activities,

2.

Ad mi n istrators

expected £ other

(Table 9, pages 67-7 2)

M e d i u m sized di s tr ic t personnel e x p e c t e d 37 of the
activities.

The career e d uc ation leaders in this

group expected all UU activities

to be performed.

(Table 9, pages 67-72)
3*

Large district p er s on n el expe cted
ties

to be pe rformed.

1 of the a c t i v i ­

The ca r ee r education leaders

Ill
e xp ected one a dditional activity for a total of
62.
6..

(Table 9, pages 67-72)

The small, medium,

and large

2 5 , 16# and 11 activities,
tial/important".

districts

respectively,

as

" e ss e n­

Only 2 of these were conside r ed

in this category b y all three groups*
5-

identi fi e d

(Page 8 2 )

There were only 6 activities w h i c h did not ha ve a
10 p ercent or g re a t e r difference

in "essent i al /

i mportant" ex p ec t at i on s b e tw e en the di s tr i ct
size groups.

(Table 12 page 8 3 )

Conclusions:
1.

There

is very little difference b e t w e e n d if f er e nt

sized districts

in the

"expected" pe r fo r ma n ce of

c ar e er education leadership activities.
2.

There is a great deal of difference b e t w e e n the LEA
size groups in the
Small

"essen ti al / im p or t an t " response.

sized districts view mo re activities

as

" e s s e n t i a l/ i mp o rt a nt " than do the other districts.
Question U s

Is there a difference be t w e e n current L E A and
C E P D career e d u c a t i o n leaders

in their level of

p r e p a r e dn e ss ?
Summary of Data:
1*

Fifty
"not",

($0) p e r c e n t of the LE A leaders r e p o r t e d being
"poorly",

or "somewhat" pr e p a r e d on ? a c t i ­

vities w i t h the same p er ce n ta g e of C E P D leaders
ha v i n g 10 activities
pages

8 ^-9 0 )

in this category.

(Table 13,

112
2.

N e a r l y 6 of 10 (58.39%) L E A leaders felt less
than well p r e p a r e d ("not",
prepared)

"poorly", or "somewhat"

on 11 or more activities w h il e

!(. o f 10 (14.3 .8 %) CEPD leaders

just over

felt the same*

(Table II4., page 91)
3.

Ei ght

(8) activities r e c e i v e d a "well/very well

p re p ar e d" r a t i n g by 75 p e r c e n t of the current LEA
and CEPD leaders.
were

LEA pe r so n ne l i n d i c at e d they

"well/very well p r ep a re d " for 2 o t h e r

activities w hi l e CE PD p e r s o n n e l felt adequately
p re p a r e d for 8 other activities.

(Table 15»

pages 92-93)
I4..

The activities

receiving the highest percent a ge

of "well p r e p a r e d " responses
co ntact w i t h C E P D personnel
e du c ation personnel,

and d e pa r tm e nt of

e x p l a i n i n g career education

l e g i s l a t i o n and philosophy,
s te ering committees.
5.

dealt w i t h m a i n t a i n i n g

and e s ta b li s hi n g

(A ppendix H)

The activities receiving the highest perce n ta g e
of "poorly p r e p a r e d " responses dealt w i t h assist ing
teachers and counselors
p ro grams for students,

in de v el o pi n g indivi dualized
s u p e r v is i ng s t af f members

in evaluating curriculum and cu r ri c ul u m materials,
budgeting,

establ i sh i ng e v a l u a t i o n criteria,

conducting fo l lo w- u p studies,
(Appendix H)

and w r i t i n g proposals.

113
Conclusions:
1.

T h e r e is v e r y l ittle

d i f f e r e n c e b e t w e e n L E A end

C EP D c a r e e r e d u c a t i o n l e a d e r s h i p p e r s o n n e l

in

t h e i r l e v e l of p r e p a r e d n e s s *
2*

A l a r g e n u m b e r of c u r r e n t

c areer e d u c a t i o n leaders

n ee d h e l p in d e v e l o p i n g the n e c e s s a r y k n ow l ed g es ,
skills,

and a t ti t ud e s

f o r p e r f o r m i n g the l e a d e r ­

shi p a c t i v i t i e s *
Question g s

Will

s chool

district

size be a f a c t o r in the

level o f p r e p a r e d n e s s

o f c ur r en t L E A c a r e e r

education leadership personnel?
S u m m a r y o f Data:
1*

Pour

(l|.) of the 9 l e ad e rs

i n small d i s t r i c t s

" w e l l / v e r y well p r e p a r e d ” for 22 i tems*
of 9 m e d i u m d i s t r i c t l e a d e r s
well prepared"
district

for 9 items;

l e ad e rs

activities.

felt

S e v e n (7)

"well/very

and 8 o f the 10 large

felt a d e q u a t e l y p r e p a r e d

(Table 16,

felt

for 12

pages 96-99)

Conclusi o n s :
1.

There
gro ups

is a d i f f e r e n c e b e t w e e n the v a r i o u s L EA size
as

to the c u r r e n t c a r e e r e d u c a t i o n l ea der*s

preparedness.

Leaders

in small d i s t r i c t s

b e t t e r p r e p a r e d t h a n do le a de r s
districts•

feel

in m e d i u m or l ar g e

n u
Que stion 6 :

Will administrators

expect current ca r e e r

e d u c a t i o n leaders to p e r f o r m activities

for

w hi c h they do not feel prepared?
Su mmary of Data:
1.

There were

31 activities

"expected" by 90 percent

or more o f the administrators.

(Table 17# pages

101-10U)
2.

Seventy-five

(75) percent o f the leaders

felt

"well/very well pr epared" for only 9 of the
31 activities.
3*

T we n ty

(Table 17# pages 101-10LO

(20) activities recei ve d "well/very well

p re p ar e d"

responses

from 50-75 percent of the

leaders.

(Table 17# pages 101-lOij.)

Conclusion:
1.

Current career e du c at i on leaders do not feel
a d e q u a t e l y p r ep a r e d for p e r f o r m i n g the activit ies
e xp e c t e d of them.

Question 7 i

What will be the best m et h od
kno wledges,

skills,

for d e l i v e r i n g the

and attitudes ne e de d to

p e r f o r m the leadership activities?
Summary of Data:
1.

Only

3 activities had agreement

from 50 pe rc ent

of the le ad ers and ad m inistrators as to the best
me thod.

The n e ce s sa r y knowledges,

skills,

and

U S
attitude s

for these

3 activities could best be

d el i ve r ed through "Experience" (internships and
on-the-job ).
2.

Fifty

(Page 1CK)

(?0) pe rcent of the administrators

i d en t if i ed "Experience" as the be st me t ho d for 7
activi ties

"Classes"

2 activities,

(courses and w or k sh o ps )

and "Combination"

for

for 1 activity.

(Appendices H and I)
3.

F if t y (50) per cent of the leaders

identif i ed

"Experience" as the be st method for ? activities
and "Combination" for 6 activities.

They did not

i de n t i f y "Classes" as the best m e t h o d for
d e l i v e r i n g needed knowledges,

skills,

and att itudes.

(Appendices H and I)
Conclusions:
1.

There

is ve ry little agreement b e t w e e n leaders

and administrators

as to the best m e t h o d for

d e l i v e r i n g the knowledges,

skills,

an d attitudes

n e e d e d for p e r f o r m i n g the l eadership ac tivities.
Implications
This study has identified several items w hi c h h a v e
implications

for developing a leader sh i p p r o g r a m to meet the

needs o f pr esent and future c ar e e r ed ucation l e a d e r s h i p
personnel•

116
1.

The

f u nc t io n -activity approach to studying the

l ea d er s hi p role in career e d u c a t i o n is appropriate,
and the identified activities
b as i s

can be used as

for i d e n t i f y i n g the specific ompetencies

(skills,

knowledges,

and attitudes)

needed by

c a r e e r education l ea d er s hi p personn el*
2*

T he r e is great n e e d for a l e ad e rs h ip develop m en t
p r o g r a m for current and future ca re er e d uc ation
l ea d er s hi p personnel*

This le a de r sh i p d e v e l o pm e nt

p r o g r a m should c o ns i d e r the
a.

following:

The present p o p u l a t i o n o f leade rship pe r so n ne l
in the State of M i ch i g a n c a n be ex p ec t e d to
grow in nu mbers

and increase in time

allocation.
b.

Administrators

view the a ss i g n e d career

education l e a d e r as h a v i n g the re s po n s i b i l i t y
for considerable p ro gram p la n n i n g and i m p l e ­
me ntation skills for w h i c h leaders

feel ill-

prepared.
c.

Career e d u c a t i o n leaders will be expec t ed to
have an u n d e r s t a n d i n g of the total school
program and the r e s p o n s i b i l i t y of other
leadership p er s on n el w i t h i n their agency.
They may h a v e to i d entify h o w their role and
other l e a d e r s h i p roles i n te rface and h o w the
r esponsibilities can be e f f e c t i ve l y shared.

117
d.

There are u ni q ue differences b e t w e e n the
c a r e e r education l eadership role o f the LEA
and the CEPD.

e.

The career e d u c a t i o n lead er is vi ew ed as a
"change agent""and may need experiences in
dev e lo p in g c om m un i ca t io n skills, or g an i z i n g
and pr o vi d i n g in-service programs,
ing strategies

a nd d e s i g n ­

for impleme n ti n g future

instructional models.
3«

More specifically,

those d e s i gn i ng l e ad e r s h i p

d e v e l o p m e n t programs

in career ed u ca t i o n should

c o n s i d e r p r ov i di n g par ticipants w i t h experiences
c o n s i s t i n g of:
a.

b.

M a n a g e m e n t o r g a n i z a t i o n including:
1.

In t erpersonnel relations

2.

Superv is i on

3.

E v a l u at i on

ij..

Management skills

Instructional o r g a n i z a t i o n including:
1.

Instru ct i on a l development

2.

The infusion process

3.

Identif y in g and u t i l i z i n g community
resources

U.

I n di v id u al i ze d i n s t ru c ti o n

118
U*

Those de s ig n i n g the leadership d e v e l o p me n t p r o g r a m
s hould c o ns i de r the v aried backgrounds of the
p a r t i c ip a nt s in s el e ct i ng appropriate m e t h o d o l o g y
for d e l i v e r i n g the n e e d e d k no w le d ge

and skills.

R e c o m m e nd a ti o ns for F u r t h e r Stu dy
1.

F u r t h e r studies shou ld be co n du c t e d to further
delineate the care er e d u c a t i o n le a de r sh i p role
w i t h i n the LE A as it applies s p e c i f i ca l ly to the
l e a d e r s h i p person.

2*

F u r t h e r studies

should be conducted

to delineate

the c a r e e r e d u c a t i o n leader s hi p role of the L E A
as compared to the C E P D role of c ar e er e d u c a ti o n
leadership.
3*

A c o mp a ra b le study should be u n d e r t a k e n to
determine

to w h a t extent the c a re e r ed u ca t io n

l e a d e r s h i p p e r s o n ’s experience and training
b a c k g r o un d s have a n impact on h i s / h e r p re p ar e dn e ss
and e x pe c t e d p e r f o r m a n c e in this role.
U.

A study should be done to identify the knowledges,
skills,

and attitudes r eq uired to carry out the

activities w h i c h were i d en t if i ed in th is study.
5*

R e s e a r c h should b e g i n to identify a

model leader­

ship develop m en t p r o g r a m w h i c h w o ul d provide the
r eq u ir e d knowledges,

skills,

and at titudes.

This

m o d e l mu st c on s i d e r the indivi d ua l differ en c es

119
and the need by great numbers of peop le for
some specific competencies and the need by some
p eo p le for great numbers of competencies*

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1
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A m erican Vocational Association, 1971*
Rogers, E ve r et t and F. Floyd Shoemaker.
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I n n o v a t i o n s . New York:
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Shuster, Albert H. and W il s on F. Wetzler.
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E l e m e n t a r y School A dm i ni s tr a ti o n and S u p e r v i s i o n .
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Hou ghton-Mifflin, 1998.
Smoker, D a v i d F.
Career Education:
A Guide for School
A d m i n i s t r a t o r s . Arlington, Virginia:
Ame rican
A s s o c i a t i o n of School Administrators, 1973*

12 3

Stadt, Ronald V/. Managing C a r e er Educ ation Progra ms.
Cliffst
Prentice-Hall, 1973.

Englewood

Stogdill, Ralph M.
"Leadership, Membership, and Organization".
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T. S. Cohn.
D a n v i l l e , I l l i n o i s : Interstate Printers and
Publishers, 1998.
Weber, Clarence A. and Mary E. Weber.
Fun damentals of
Educational L e a d e r s h i p . New York*
E x p o s i t i o n Press,

1961.

Wenrich, Ralph C*
"Development and L ea d er s hi p Roles in
Ad ministration".
In Contemporary Concepts in Vocational
E d u c a t i o n . Edited by G o r d o n F. Law.
Wa shington*
A merican Vocational Association, 1971.
Williams, Stanley B. and Harold J. Leavitt.
"Group O pi nion
as a P r e d i c to r of Military Leadership".
In The Study of
L e a d e r s h i p * Edited by C. G. Browne and T. S. Cohn.
D a n v i l l e , Illinois:
Interstate Printers and Publishers,
1998.
Periodicals
Bottoms, Gene.
"State Level Management for C a r e e r Educat i on , "
American Vocational J o u r n a l . U7*3 (March, 1972)* 89-92.
Carricato, Frank N.
"Creating an Enviro n me n t for Career
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Stogdill, R. M.
"Personal Factors Associated w i t h L ea d er s h i p A Survey of the Literature", Journal o f P s y c h o l o g y . 29
(January, 19U8), 35-71.
Reports
Blikre, Claire T.
Let's Get with i t . P r e s e n t a t i o n at the
All-Service Vocational E d u c a t i o n Conference, Bismarck,
North Dakota, August, 1972.
(ED 068731)
Brickell, Henry M., Carol B. Aslanian, Rena Grossman, Laurel
J* Spak, Mary Callaway, and Katharine S. Smith*
Taxonomy
o f Ca re er E d u c a t i o n . New York:
E du c at i on a l Research
Council of A me r i c a 7 197U*

Burt,

Samuel M.
Ca r ee r Education;
Involving the Community
and its H e s o u r c e s . C o l u m b u s : C en t er ^or Vocational
and Technical Educati o n , 1973*
(ED 0 8996U

Clark, Raymond M. and 0. Donald Meaders.
F u nction A pp r oa c h
to Ide ntifying Curric u la r Content Appropriate to
Vocational- Te c hn i ca l E d u c a t i o n P r o g r a m s . Research
Report
East Lansing, Michigan:
M i c h i g a n State
University, College of* Education, 1966.
Cottrell, Calvin J.
Model Cu rr icula for Vo cational Technical
T e a c h e r E du c a t i o n Report No. 1:
Performance Requirements
for teachera Z
C o l u m b u s , Ohio:
C e n t e r for V o c a t i o n a l ancl
T ec h nical Education, 1971*
Dasinger, James P.
The Role of Montana Se c ondary School
Counsel ors as Perceived by Selected Reference G r o u p s .
Mi s soul a, Montana:
U n i v e r s i t y of Montana, 1973 *
(ED 00 3901)
Dawson, C. G.
E x p l o r a t i o n of the Occupa t io n al Guidan c e Role
of* the PubTic Se condary School G ui d a n c e Counselor.
Raleigh, North Carolina:
Center for O cc upational
Education, 1969*
(ED 092369)
Edmunds, Niel A.
The Qualif ications and Pr o fe s si o na l
R esponsibilities of V ocational Di r ec t or s at ihe^L ocal
Dist rict Level in the State of U ^ a ^ * Salt Lake City,
Utah:
Resear ch C o o r d i na ti n g Unit 7“or Vocational and
Technical Education, 1967*
(ED 017726)
Engelhardt, David F.
Administrative Needs for C a re e r E d u c a t i o n .
Annapolis, Maryland:
E n ge l ha r dt and Engelhardt, 1n c •,
1972*
(ED 07229?)
Feltham, D. W . , E. L. Oaetz, and K. E. Nichols.
Te a c h e r and
A d m i n i s t r a t i o n Op inion Survey of G u id a n c e Services in the
S ec o n d a r y S c h o o l s . Alberta, C a n a d a : Ca lgary Separate
School B o a r d , 19^? • (ED 08!4+89)
Hodges, Lewis H ., and Ralph C. Wenrieh.
Experi m en t al Program
for the Tdentification. Selection, and De v el o pm e nt of
Persons for Leadership Roles in the A d m i n i s t r a t i o n and
S u p e r v i s i o n o f Vocational and T ec h ni c al E d u c a t i o n . Ann
Arbor:
Un i v e r s i t y of Michigan, School of Edu cation, 1966.
(ED 013683)
Little, J. K.
"Leadership as Viewed By a Psychologist".
In
A Se m inar on Gr aduate E d u c a t i o n P r o g r a m s . L e a d e rs h ip
T ra i n i n g Series No. 30.
Edited by Joseph P. Arnold.
Columbus:
Ce n te r for Vocational and Technical Education,
1970.
(ED OUC099)

KcCleary, Lloyd E.
"Competency Based E du c at i on a l Admini st r at i on
and Ap plications to Related Fields".
P r e s en t at i on to the
Confere nce on Competency Based Administration, January,
1973*
(ED 0 7 7 1 3 6 )
Marland, Sidney P., Jr.
"Career Ed u ca t io n Now".
P r es e nt a ti o n
to the 1971 Convention of the National Associa t io n of
Se condary School Principals, Houston, Texas, January ?3,
1971.
. "A Time for Leader sh i p in Education".
P r esentation
to the National Council of Administrative Women in
E d u c a t io n at the A me r i c a n Associa t io n of School
A dministrators Convention, Atlantic City, New Jersey,
February 12-16, 1972.
(ED 059176)
Miller, Melvin D.
Review and Synthesis of Research on
Prepa ra t io n of Le a de r sh i p Personnel j’or Vocational and
Technical E d u c a t i o n . Columbus:
C e n t e r for Vocational
and Technical Education, July, 1972.
(ED 061^.71)
National Advisory Council on Educat i on Professions Development.
Vocatio nal Education:
Staff Development Priorities for
the 7 0 * 3 . Washington:
National Ad v is o ry Council on
E du c at i on Professions Development, 1973*
Odbert, John T., and Eugene E. Trotter.
Career Ed u ca t i o n
Personnel M o d e l . Ann Arbor, Michigan;
U n iv e rs i ty of
Michigan, February, 197U*
Peterson, Roland L.
Review and Synthesis of Research in
Vocational T e acher E d u c a t i o n . C o l u m b u s : C e n t e r for
Vocational and Technical Education, 1973.
Pool,

Jonelle.
Compila t io n of Co mp e te n cy Statements for
School AdmlrvTstrators as Derived from the L i t e r a t u r e .
Research Report 1.
Athens, Georgia:
U n i v e r s i t y of
Georgia, 197U(ED 088839)

Ramp,

Wayne and Edward Anderson.
Model Gr a du a te P r o g r a m in
Occupational Education - A Cooperative Stud~y^
Springfield,
TTTTnoTsl
illinois State Board of V ocational E d uc a t i o n
and Rehabilitation, 1972.

Taylor, Robert E.
Perspectives on Ca r ee r E d u c a t i o n .
P r e s e n ta t io n at the O re g on A s s o c i a t i o n of School
Admini strators Meeting, Corvallis, Oregon, March

30, 197?.

l^fl

Unpublished Documents
Bayne, George K.
The Role of the Local Di r ec t or of
O c c u p a ti o na l Education D i r e c t o r as P e r c e i v e d by S u p e r ­
intendents. State Di vision o f Vocational and technical
E d u c a t i o n Staff, and Occup at i on a l E d uc a ti o n D i r e c t o r s .
Binkley, Harold.
"Leadership D e v e lo p me n t in Vocat ional
Education".
Paper pre pared for Seminar in Vocational
E du c at i on for EPDA Fellows, Univer si t y of Kentucky,
Fall, 1971.
(mimeographed)
Heilman, Casmer F.
"A Task Analysis of Se l ected Leaders in
Vocational Education".
Ph. D. Dissertation, Oregon
State University, 1970.
Mic h i g a n D ep a rt m en t of Education.
Legisla tion".
Lansing, July,

"Clarifying Career E d u c a t i o n
197U*
(memorandum)

. " C a r e e r Education as a Concept for Educational
Planning in M i c h i g a n ’s Schools".
Lansing, January, 1975*
(mimeographed)
. "Guidelines
Lansing, not dated.

for C a r e e r E du c at i on Programming".
(mimeographed)

« "Career Education H an d b o o k for Implementation".
Lansing, not dated.
Ward,

Darrel L.
"Vocational E d u c a t i o n Competencies Ident if i ed
for Local Le aders of O c cupational Ed ucation".
Ph. D.
Dis s ertation, Oregon State University, 1970*

Wenrich, Ralph C.
"Leadership Development in Vocational
Education".
Graduate Student lecture at the Ohio State
University, Columbus, May 22, 197U.
(mimeographed)
U. S. Go v er n me n t Publications
Mic h i g a n Legisla t ur e .
77th Legislature,

Career E d u c a t i o n A c t .
May, 19714..

Public Act 97,

APPENDIX A

Survey Questionnaire
Survey Cover Letters

CAREER EDUCATION LEADER SURVEY
Ru m of person responding_______________________

6* This person reports tot
(position titleJ

Title________________________________________
School District________________________________
(Circle the aoet appropriate response)
1. Rusher of students In your districti
s, less than 3,000
b. 3,000 * 10,000
c. over 10,000
2. Do you presently have soseone assigned responsi­
bility to develop the career education prograa?
a. Yes
b. No

3. If you answered "Yea” in ltea 2, prooeed to ltea 5.
If you answered "No" In ltea 2, do you anticipate
having soseone assigned next year (1975-76)?
a. Yes
b, NO
b, If you answered "Yes" in item 3» proceed to ltea 7*
If you answered "No" In ltea 3* do you anticipate
having soseone assigned within the next five years?
a. Yes
b. No
5. Naae and address of the person presently assigned
to lead the career education prograat

7. This person Is assigned to spend
percent of
his/her tlae to the career education prograa.
a* less than 23
b. 25 - b9
c. 50 - 7b
d. 75 end sore

8. Dils
a.
b.
c.
d.
e.
f.
g.

person coordinates career education for _
the total district
the eleaentary level only
the secondary level only
an eleaentary building only
a siddle school/junior high building only
a high school building only
other (specify)______________________

9. Prior to being assigned to the career education pro­
graa, this person was_______ .
a. the currlculua director
b. the eleaentary currlculua director
c. the secondary currlculua director
d. the vocational education director
e. an eleaentary guidance counselor
f. a middle school/Junior high guidance counselor
g. a high school guidance counselor
h. a classroom teacher

1, other (specify)

________________
(grade/subject)

1P8
MICHIGAN
COLLEGE O r

STATE

B Q U C A T lO N

UNIVERSITY

* R E tC K S O N

ha st

l a n s in g

*

m ic w g a n

m s j i

HALL

February 10, 1075

The Collage of Education la In the process of establishing a leadership
development prograa for the people planning to enter or currently assigned to
leadership roles in local career education programs* He are attempting to
Identify the people currently occupying these leadership roles and the tasks
they are expected to perform* He then plan to use this information in design­
ing our leadership development program.
We have been encouraged in our plans by Donald M. Currie, Executive Director
of the Michigan Association of School Administrators who continues to be both
interested and helpful*
Enclosed la a one page questionnaire regarding the career education prograa
in your district during the present (l97**-75) and your plans for next (1975-76)
school year.
We would appreciate the name and address of the person assigned to the
leadership position in your career education program. Also enclosed is a
self-addressed business reply envelope for returning the questionnaire.
We greatly appreciate your taking a few minutes from your busy schedule
to complete and return this questionnaire.
Thank you for your assistance.
Sincerely,

Cas F. Heilman, Coordinator
Career Education
i •-*■ ,L *v ■
Arnold Mokma
Instructor
Enclosures

1P9
MICHIGAN
C O U .B G B

STATE

O F B D U C A T IO N

UNIVERSITY

LAST L A N S I N G ■ M I C H I G A N

1HHI ",

• B R IC K S O N HALL

February 27, 1975

Dear Superintendent of Schools:
About three weeks ago you received a questionnaire regarding the career
education program in your district.
We will be using the information
to plan a leadership development program for local leaders of career
educat ion.
Thus far returns have been very good but we have not received the ques­
tionnaire from your district.
Enclosed is another copy of the questionnaire.
Would you please take the two minutes required to complete it and return
it in the enclosed business reply envelop today?
We sincerely appreciate your taking time from your already too busy schedule
to assist us in our efforts to organize a Career Education Leadership
Development Program.
Sincerely,

//

' f'4

Cas Heilman, Coordinator
Career Education

fat;: f
Arnold Mokma
Instructor

)*’h'/: :'

APPENDIX B

Characteristics of Districts and
Career Education Leadership Personnel
Included, in this Study

1 30
Characteristics of Districts and Career Education Leadership Personnel
Included in this Study
Background

Level of Responsibility
Total District (LEA)
28
(ISD)
20
Eleaentary level only
1
Secondary Level only
1
Multiple Districts
6
UBA utilising ISD personnel ^
Other
1

“ST

Tine Assigned to
nareer Education
50-7^
75-100%

19
**2
”51

Teacher
Counselor
Vocational Education
Director
Administrator
Other

19
13
15
12
2
” 51

Administrator to whoa
Career Education Leadership Person
Reportsi
Superintendent
Ass*t Superintendent
Dir. Currlculun/lnstruction
Vocational Education Director
Building Principal
CEPD Coordinator
Administrative Assistant
No response

28
12
7
4
4
2
2
2
” 51

131
Characteristics of Leader Respondents

District Size
LEA LEA LEA Career

Under 3,000 students
3,000-10,000 students
Over 10,000 students
Education Planning Districts

3
9
10
16

Position title
Career Education Coordinator, Leader, Consultant, Director, Implementor
Director Vocational Education and Career Education
Career Education Planning District (CEPD) Coordinator
Director of Vocational Education
Project Director
Director of Curriculum, Instructional Services
Director of Guidance; Mobile Counselor
Shared Time Director; Staff Assistant - Elementary Career Education
Years in Career Education
7
9
3
2
2
1

1
2
3
4
5
No response

LEA
LEA
LEA
LEA
LEA
LEA

3
2
6
3
2

CEPD
CEPD
CEPD
CEPD
CEPD

Time Assigned to Career Education
50 - 75%
75 -100%

12 LEA
12 LEA

Other responsibilities

8 CEPD
9 CEPD

(if not full-time career education)

Vocational Education
Other:
Guidance Director
Teacher - 4th Grade
Work Experience Program
Enrichment Program
Health Education Coordinator
Public Awareness (CEPD)
Previous
18
5
6

13
1
1
1
1
1
1

Position
Teacher - Elementary (2); Music (3); H.S. "Occupational"
College - Trade Tech. (2); Other (2)
Guidance - Elementary; Junior High (2); High School (2)
Vocational Education Director

(9);

16
7

132
5
6

Administrator - Principal, Adm. Assistant (2), Business Mgr,
Dean for Vocational Education
Other - Co-op Coordinator (2); V o c . Ed. Implementor, Substance Abuse
Education, Department of Labor

Highest Degree Held:
Bachelors
Masters
Doctorate
Ed. Specialist

3 CEPD
13 CEPD

3 LEA
14 LEA
4 LEA
3 LEA

Education in Ca reer Education
Credit Courses

20

Non-Credit Workshops
Regional Conferences
National Conferences
Nothing formal
Other:
Thesis

31
34
20
1
3

Average term credits:
Range: 2 - 4 5

14

To whom do you report?
Superintendent
20
Assistant Superintendent
11
Director of Instruction
1
Director of Curriculum
1
CEPD Coordin at or
3
Other:
Voc. Ed. Director
3
Trade/Ind. Ed. Dir. 1
Coordinate

for wh i ch level?

Total local district
Total CEPD
Several local districts
Elementary level
Other:
Junior High

18
17
2
2*
2*

* One person has responsibility for elementary and junior high.
Staff assistance

0
1
2
3
4
5
Other

Full-Time
25
3
4

Part-time
26
5
2
2

1

2
3

7

Critical Incident Interview Questionnaire
You have a building principal who wants to start a career education
program.
He has asked you to be the resource person at his staff's
in-service meeting next week.
What will be the key points y o u ’ll
want to get them to understand?
You have been promoting the "infusion process" for conducting career
education in the classroom.
An individual teacher in the middle
school approached you last week for some individualized help with
"infusion" in her social studies class which is supposed to be "ex­
ploring" careers.
How can you help her?
You have two requests from teachers wanting to know how career educa­
tion affects them in their classrooms?
A 4th grade teacher.
The high
school foreign language teacher.
You have a group of teachers from one building who want to get a
career education program started but their principal is opposed.
How will you propose to handle this situation with the teachers?
The principal?
A group of young teachers, working towards their MA, have proposed
that you schedule a credit course on career education open to all
teachers within your district.
How would you handle this request?
a.

The university has indicated they are overloaded but are willing
to have you teach it providing you coordinate your planning with
Dr. X.
He says he's too busy to put much effort into it but is
willing to share outline.
How would you complete plans?

b.

The University has indicated they are willing to teach the
course, but you must provide the outline of what is to be
taught.
What should go into this outline?

The superintendent has notified you to locate a resource person for
the May in-service session.
How would you identify a list of candi­
dates and propose to most effectively use this person.
You have a Board member who wants some statistical evidence that a
career education program is needed? V’hat statistical evidence can
you provide to support your proposal for a career education program?
An advisory committee member has asked for an appointment with you to
discuss his role in promoting career education with the advisory com­
mittee.
He's not sure he understands career education and why i t ’s
needed but h e ’s heard it's a "good thing".
How can you help him?
The superintendent is not happy with the guidance program because it's
too college oriented.
Beginning next year he is reorganizing the
guidance service to be part of the career education program.

13U
You will be responsible for this service.
He has asked you for
recommendations on staffing this so he can hire adequate personnel.
a.

What will your response be as to the services rendered?

b.

What role will you want to play in hiring new staff?

10. A building principal has requested your assistance in evaluating
his staff and their performance.
How do you view your responsibi­
lities in evaluating the professional staff?
11. You have requested a budget for consultant services for next year.
The business manager has raised a question about the utilization of
this person.
How would you propose to use this person during the
year?
12. The local TV station wants to have a one hour program on career
education in the local schools.
The superintendent has sent the
TV program director to you.
What would you propose as the program?

Personal Experiences and Opinions
1.

What has been a recent successful experience for you in carrying out
your responsibilities?
What made it successful?

2.

What has been a recent bad experience?
Why did it fail?What could
you have done to make it successful in the future?

3.

What are the "unique" knowledges, skills,
to carry out your responsibilities?

4.

Should you have
it while on the

5.

What kind of help do you need to improve your performance as
leader of the career education program in your district?

6.

What kind of help:

and/or attitudes you

need

these when you begin this position or can you learn
job through an in-service program?

a.

From universities and teacher educators?

b.

From the State Department of Education?

c.

From other sources?

a

APPENDIX C

Critical Incident Interview Questionnaire

CRITICAL INCIDENT INTERVIEW SCHEDULE
Site

District

Tlae Assigned

C.E. Leadership Person

Date

Tlae

S a a ill

30-?4%

Leslie

Linda Jenkins

March 26

1(00 P.M.

Saall

75-100%

lake Fenton

John Olastead

April 11

2 tOO P.M,

Otsego

Jack Warner

March 26

9 i00 A.M.

Medlua

50-74%

Coloaa

Gerald Geik

March 27

9i00 A.M.

Medlua

75-100%

Lansing-Waverly

Wes Stephins

March 26

7(00 P.M.

Muskegon

Ed Pelkey

March 27

2i00 P.M.

Royal Oak

Irene Mann

April 1

9(00 A.M.

Calhoun

Roger LaBonte

March 26

1(00 P.M.

large

50-74%

Large

75-100%

*

*

Appointments aade but broken by Interviewee twice.
to meet study schedule deadlines.

Arrangeaents could not be aade with others

APPENDIX D

Administrator Survey Cover Letter

136

MICHIGAN

STATE

UNIVERSITY

bast l a n s in c

, Mi c h i g a n 4 u

i i

COLLBGB O f EDU CATIO N • BHICKSON HALL

May 5, 19 75

Dear Mr.

Superintendent:

Earlier this year we surveyed all school superintendents in Michigan for
some information regarding the Career Education program in their district.
We appreciated receiving your response to that survey which served as the
basis for selecting your school for a more detailed study.
Enclosed is a questionnaire which will help us identify the activities
expected of Career Education Leaders and the best method of delivering the
skills and knowledges needed to carry out their activities.
Your person
assigned to Career Education will receive a similar questionnaire which
will also assess his/her present level of preparation.
The information received will be treated confidentially and no identifica­
tion of persons or school will be made.
If you desire a copy of the report
of this study, please provide your name and school which are, otherwise,
optional items.
Please take a few minutes from your busy schedule to respond to this qu e s ­
tionnaire and return it before May 20.
Just staple it closed and place it
in the mail -- no postage is needed.
Thank you for your cooperation.
Sincerely,

,

Cas Heilman, Coordinator
Career Education

Arnold Mokma
Ins tructor

enc.

137
M IC H IG A N

STATIi

U N IV ER SITY
FAST

( O I .I H U F O F K IJU C A l IO N
DM'AHIMFN'I
I Hl< X V l N

OF

S I O O N D A K Y

I 1)1 i C A I I O N

A N D

L A N S IN G

* M IC H IG A N

■ 4 88 2 F

C.U K K I C U I . U M

I f Al I

M ay

22,

19 75

Dear Mr. Superintendent:
Approximately two weeks ago we sent
tendents of schools who had earlier
leaders.
We must have neglected to
would you please take a few minutes
to the enclosed questionnaire?

questionnaires to several superin­
identified their career education
include you in our mailing, so
from your busy schedule to respond

The results of this study will be used by us to develop a Career Educa­
tion Leadership program at Michigan State University.
Your experience
with Career Education makes your response very important to our study
of present Career Education Leaders*
Your Career Education Leader has
received a similar questionnaire regarding his/her role.
The informa­
tion will be treated confidentially and no schools or respondents will
be identified.
If you desire a copy of the final report, please include
your name and school which are, otherwise, optional.
We would appreciate your response before May 30. The questionnaire is
stamped and addressed so it need only be stapled closed before returning.
Thank you for your cooperation and contribution to our Career Education
Leadership program.
Sincerely,

/

Cas F. Heilman, Coordinator
Career Education

Arnold Mokma
Instruc tor

APPENDIX E

Administrator Survey Instrument

138

AN

ASSESSMENT OF

THE LEADERSHIP ROLE
IN EMERGING
CAREER EDUCATION PROGRAMS
IN MICHIGAN

administrator survey

MAY

COLLEGE
MICHIGAN

1975

OF
STATE

EDUCATION
UNIVERSITY

139

AH ASSESSMENT OF THE LEADERSHIP ROLE 1H EMERGING CARES) EDUCATION PR OGHAMS IN MICHIGAN

PURPOSEi
The College of Education at Michigan State University la In the process of
establishing a leadership developaent ptrograa for the people planning to enter
the leadership position la local career education progress. We are atteapting
to identify the activities that current leaders are expected to per fora to guide
us In our progras planning efforts.
INSTRUCTIONS I
The questionnaire on the following pages contains a listing of activities which
have been Identified through a series of interviews with current career education
leaders.You are asked to give
two responses to each actlvltyi
First - To what degree is this activity expected of your leader?
5.
b.
3.
2.
1.

Expected-essential to the success of the progras
Expected-lmportant to the success of the progras
Ex pected-share responsibility with another person
Not expected-but does this
Not expected-and does not do this

Second - How can the knowledges and skills necessary to perfora this activity
best be gained?
5.
b,
3.
2,
1.

Credit courses-Including workshops and seainars
Non-credit workshops-including conferences
Internships-supervised practical experiences
Coablnatlon-lnvolving internships and credit courses
On-the-job-not formali learning through experience

Please respond ti each stateeent even though sons aay appear to be very slsllar.
There are no right or wrong answers. All lnforsatlon will be treated confidentially
and no identification of respondents or schools will be aade.

DESCRIPTIVE INFORMATION
Nase___________

District________ ______________________
(Optional)

(Optional)

Position Title____________________________________ Nuaber of students in your school
system i
Less than 3.000

3,000-10,000

Your current leader is assigned to spend
education progras.

50-7**%
75-100%

_0ver 10,000
percent of his/her time to the career

lU o

DBGRU UF
_____________ A C T IV IT Y STATBHMT

(Circle the most appropriate
number In u c h category)

f
I

♦

E
The C a re e r E d u c e tIo n l « id « r ih lp

w non

learmkg

ACmVTTY

KTBCTATIOW

| $ %£
t in
H f f|
i

i

ft

I

i

h

a

o

*
I

f

O

2.
O'

a

o
*8

&

I. Establish an advisory
*»+-- composed of
community lMdari, tauilnauwn, parents,
students, teachers, and administrators to provide
feedhack on career education program plans.

d
a

I

f*

ih o u ld i

r
f]

5 ^ 3 2

2. Writ* proposals tanking funds for Implementing
the local career education progras.___________
3. Conduct a survey of teachers• counselors! and
administrators to determine their knowledge of
and attitudes toward career education.

5

4. Assist counselors in establishing a process of
assessing student's needs, interests, abilities,
and achievements._____________________________

5 ^ 3 2

5. Maintain contact with the Michigan Department of
education to keep informed of their guidelines.

5

4

3

2

6. Supervise development, testing, and adoption of

5

4

3

2

5

4

3

2

5

4

3

2

9• Identify the need for consultant services and
identify potential people qualified to meet
those needs._______________________________

5

4

3

2

10. Supervise the establishment of a career lnfor-

5

4

3

2

5

4

3

2

5

4

3

2

5

4

3

2

A

3

2

instruct! anal materials by district staff member^,
7. Contact potential consultants and establish an

arrangement for the services to be rendered.

8.

Contact appropriate university personnel to or­
ganise and conduct credit or non-credit courses
or workshops related to the district's plan for
implementing career education.

nation penter.________________
11 . Assist teachers In planning how to use community

resources.
12

.Assist

the advisory committee in identifying
community resources which will be useful in
carrying out classroom instruction._________

13. Identify annual and long range budget needs for
implementing the career education urogram.

4

3

2

E

1U1

DEGKES or
LEARNING
ACTIVITY STATEMENT____________________ SXJPSCTATIOH____________ACTIVITY
(Circle the most appropriate
a
ft
tf
ft 9
0B I? &
number In each category)
r*
*
*f
8t *f8t *8
T
a
&
e
c* ft 6
X
3
2. a
o
a
I
&
1
• a %ft £
h*
a
i+
NS O
f
t
m
3
£
a
f
t
*
4
s
3
a
•
«+
H
s

E

CL

<*

o

The Career Education leadership person should t
14.

15.

Establish a steering coaalttee of teachers,
counselors, and administrators to develop
career education progras goals and objectives
In accordance to Michigan Departsent of
Education guidelines.
Assist teachers In planning far Individualised
student learning activities.

16. Schedule seetInge and assist with establishing
the agenda for the career education steering
and advisory committees.

«

r+

?
&

La

1

o
■8

r*

O

5

4

3

2

1

5

4

3

2

l

5

4

3

2

1

5

4

3

2

l

5

4

3

2

1

5

4

3

2

I

1?.

Help establish specific purposes for the
advisory committee.

5

4

3

2

1

5

4

3

2

l

18.

Explain the career education philosophy and
concepts to parents and community leaders
through presentations to service clubs.fTA's etc

5

4

3

2

1

5

4

3

2

l

19.

Assist teachers with Infusing career education
Into their classroom instruction.

5

4

3

2

1

5

4

3

2

l

20.

Assist in identifying the specific tasks to be
accomplished and the timelines needed to devel­
op a district wide career education plan.

5

4

3

2

1

5

4

3

2

i

21.

Identify potential resource people who can
assist with staff ln-eervlce based on staff
development needs and in-service goals and
objectives.

5

4

3

2

1

5

4

3

2

l

5

4

3

2

1

5

4

3

2

1

in identifying staff development goals and
objectives as they relate to lsplementlng the
career education urogram.

5

4

3

2

1

5

4

3

2

l

24.

Keep informed on legislation affecting career
education urograms.

5

4

3

2

1

5

4

3

2

l

25-

Assist advisory committees in identifying dis­
trict wide career education urogram goals.

5

4

3

2

1

5

4

3

2

l

22.

Upon completion of a district wide career educa­
tion plan, identify the tasks and establish
timelines for Lmpleaenting the plan.

23. Assist administrators, counselors, and teachers

13+2

DECREE CF
LEARMIMC
ACTIVITY STATBraT___________________ EXfECTATIOH____________ACTIVITY
(Circle the most appropriate
S
if
y
y
number In «aob category)

1 ni ?
1 l i | 3 ns 1
ii 1 ? !
*1
0

9

h-

m

1

|
t+

*

5

4

27. Establish appropriate criteria for reviewing
and evaluating Instructional materials prior to
purchase bar the district.

5

28. Assist resource persons In planning the content
for In-service sessions or courses.
29. Provide the Board of Education with statistical
evidence that a need for educational change
dose exist.

O
fi

s
A*
H*

&■
lO

**
HO

t-h
O
O'

i
O.
°

r
r,
p.
O

3

2

1

5

4

3

2

1

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

32. Conduct an annual follow-up study on graduates
and drop-OUtS.

5

4

3

2

1

5

4

3

2

1

33. Establish a procedure for keeping the parents
and community Informed of progress in planning
and Implementing the career education program.

5

4

5

4

3

2

1

Arrange for the Board of Education to sake onthe-spot observations through visits to class­
rooms which focus on career education.

5

4

5

4

3

2

1

35* Establish a relationship with the administra­
tors, counselors, and teachers which will
allow each of them to be actively involved in
the developmental activities related to career
education.

5

4

3

2

1

5

4

3

2

1

36, Explain the philosophy and concepts of career
education to teachers, counselors, and
administrators.

5

4

3

2

1

5

4

TYie Career Bducation leadership person should t
26. Assist In developing tasks for the career educa­
tion steering and advisory committees and super­
vise their completion within the established
timelines.

10. Develop and keep current a list of community
resources - people, businesses, industries, etc
who are willing to serve as role models, field
trip sites, Individual experience sites, etc.
to supplement classroom Instruction.
31. Explain Public Act 97 and other career educa­
tion related legislation to the teachers, ad­
ministrators, Board of Education, and Advisory
committees.

.

3

3

2

2

1

1

i

3

3

2

2

1

1

114-3

LSgRHIBG

DBGR££ OF

(Circle the sost appropriate
nunber in each category)

^

£

gt

?»
•

£
S-

(*■

°

The Career Education leadership person should i
37. Conduct a survey of teachers, counselors, and
administrators to deteralne the present classrooa activities related to career education.
38. Explain the Infusion process to teachers and
counselors.
39. Provide guidelines for the parents and coeaunity
leaders who will be Involved in classrooes as
resource people.
hO. Report to the adninistrmtive staff and Board of
Education on progress with the developaental and
iaplesentatlon plans for the district's career
education nroexaa.
hi. Conduct an evaluation of the present currlculua
and it's appropriateness to the career education
progras.
42. Be able to explain to teachers, counselors, and
adainistrators what is noj career education.
43, Conduct in-service sessions to prepare steering
connittee aesbers for their role as group leaders
within buildings or grade level desartsents.
44. Maintain contact with the CEPD Coordinator and
CEH) Council to Insure a coordinated career
education progras.

f?
*
»
n
0
|

1 asa
Hfll
flits s

^3

5

4

5

4

5

4

5

4

3

3

2

2

3

3

B
«♦
a
a

1

1

2

2

1

1

7n£ t
?

£
£

&

9

s
&

5

H-

«

§

<-»
0
O’

?

§
Sr
O
?

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

ll+L

ARNOLD MOKMA
ROOM 330 ERICKSON HALL
MICHIGAN STATE UNIVERSITY
EAST UNSING, MICHIGAN L862^

APPENDIX F

Career Education Leader Survey Cover Letters

1U5
MICHIGAN

STATE

UNIVERSITY

bast

l a n s in g

- Mi c h i g a n

4h b i »

COLLEGE O F EDU CA TIO N * H IC K S O N HALL

May 5, 1975

Dear Career Education Leader;
The College of Education is planning a Career Education Leadership Program.
To make this program relevant to the needs of career education personnel,
we are attempting to identify the activities expected, the present level of
preparation, and the best method of delivering the skills and knowledges
needed by career education leaders.
The enclosed questionnaire is aimed at gathering this data so appropriate
programs can be developed.
You and your school have been selected to par­
ticipate in this study because you spend 50% or more of your time in a
career education leadership role.
Your Superintendent will receive an
abbreviated questionnaire.
The information will be treated confidentially and no identification of
respondents or schools will be made.
If you desire a copy of the report
of this study, please provide your name and school which are, otherwise,
optional items.
Please take a few minutes to answer the questions and return it before
May 20 in the enclosed addressed, stamped envelope.
Thank you for your cooperation.
Si nc ere ly ,

Cas Heilman, Coordinator
Career Education

Arnold Mokma
Instructor
enc.

1U6

MICHIGAN STATE UNIVERSITY
collect of

E A S T I A N M N C j • M IC H IG A N

education

-

D F P A R T M E N T O F S F C O N D A K Y E U U C A I I O N ANI) C U R R I C U L U M
E R J C K S O N HAl-L

May 22, 1975

Dear Career Education Leader:
About two weeks ago we sent questionnaires to several Career Education
leaders who had been identified as having a majority of their time
assigned to this leadership role.
We must have neglected to include
you in our mailing, so would you please take a few minutes to respond
to the enclosed questionnaire?
We are attempting to develop a leadership program forthose persons
given the responsibility for developing local Career Education programs.
As a person with experience, your response is very important to our study
of present Career Education Leaders.
The information will be treated c o n f identia1ly and no identification of
school or respondent will be made.
If you desire a copy of the final
report, please provide your name and school which are, otherwise,
optiona1,
We would appreciate your response before May
envelope is included for your convenience.

30. Astamped, self-addressed

Thank you for your contribution to the Career Education Leadership program.
Sincerely,

/
r

_

.■

_ _

,

■

‘

’*

-

Cas F - H e i l m a n , Coordinator
Career Education

Arnold Mokma
Ins true tor

APPENDIX

G

Career Education Leader Survey Instrument

AN

ASSESSMENT OF

THE LEADERSHIP ROLE
IN EMERGING
CAREER EDUCATION PROGRAMS
IN MICHIGAN

career education leader survey

MAY

COLLEGE
MICHIGAN

1975

OF
STATE

EDUCATION
UNIVERSITY

1U8

AN ASSESSMENT OF THE LEADERSHIP ROLE IN EMERGING CAREER EDUCATION PROGRAM IN MICHIGAN

PURPOSEi
The Collage of Education at Michigan State University is In the process of
establishing a leadership development program for the people planning to enter the
leadership position in local career education programs. We are attempting to
identify the activities that current leaders are expected to perfora to guide us
In our program planning efforts*
INSTRUCTIONSi
The first page of the questionnaire has several questions regarding your level
of responsibility and soae characteristics of yourself. Although your name and
school are desirable, It is left to your discretion to Include. If, however, you
desire a copy of the report of this study or if you desire more Information about
this
leadership progras, your name and addressare essential. AllInformation
will
be treated confidentially and no identification of respondents orschools
will be
made.
The following pages contain a listing of activities which have been identified
through a series of Interviews with current career education leaders. You are asked
to give three responses to each activltyi
First - To what degree are you expected to perform this activity?
5. Expected-essential to the success of the program
h. Expected-important to the success of the program
3. Expected-share responsibility with another person
2. Not expected-but I do this
1. Not expected-and I don't do this
Second - How well are you prepared to perfora this activity?
5* Very well prepared - I feel very confident in doing it
h. Well prepared - 1 feel confident that I can do it
3. Somewhat prepared - I don't feel confident but I will do it
2. Poorly prepared - I have no confidence, but I'll try to do it
1. Not prepared - I won't even try. I'll get someone else
Third - How can the knowledges and skills necessary to perform this activity
best be Rained?
3*
h.
3*
2.
1.

Credit courses - including workshops and seminars
Non-credit workshops - Including conferences
Internships - supervised practical experiences
Combination - involving internships and course work
On-the-job - not formalI learning through experience

Please respond to each statement even though some may appear to be very
similar. There axe no right or wrong answers.

PROGRAM INFJlNATION
Name

What education in Career Education have you had?

Wi^5i7
District
(Optional)
Number of students In /our school systemi
Less than 3»000

3.000

-

10,000

over 10,000

Your Position Titlei

_Credit courses, workshops, or seminars
number of term credits
number of semester credits____
_Non-credit workshops
_Regional Conferences
^National Conferences
Nothing formal - reading on my own
Otheri
To whoa do you report?

Years in Career Education positiont 1 2

3 ^ 5

Hov much tlae is spent on Career Education?
50 - 75%
75-100*
If not full-time Career Education, what are your other
responsibilities?

Superintendent
_Asslstant Superintendent
_Building Principal (level?)_
_Dlrector of Instruction
_Director of Curriculum
^Administrative Assistant
~CETO Coordinator
_Otheri (specify)_________
You coordinate/plan career education for what level?

What was your previous position?
Teacher(grade/subject)_____

Guidance Counselar(level)
_Vocational Education Director
_Ad*lnlstrator(position)_____

^the total local district
_the secondary level
_the elementary level
the total intermediate district
_several local districts
Otheri specify______________
How many people are assigned to assist you in develop­
ing the program (excluding steering committee members)?

_Other (specify) _________
Highest Degree Earned)

^Bachelors
_Masters
Doctorate

Full time 0 1 2
Part time 0 1 2

3 ^ 5
3 ^ 5

DSQiSS JF
ACTIVITY STATEMENT_______

LEVEL OF

EXPECIATIJM

LEARNING

HtSPARifflNSSS_________ ACTIVITY

(Circla th* aoart appropriate nuaber In each category)
»
*d
8
a
1
•

P
w
0
**
s.
1
► *

*
< 5 «
n
£ 5
He*

ff
«b
A
f*
a
1
» <
!
I

The Career Education leadership person should i
1. Establish an advisory committee coeposed of coesunlty
leaders, businessmen, parents, students, teachers, and
adainistrators to provide feedback on career education
program plans.

S
c+
X
?
O
+

3s
c*
ft
H
s
0
r*

*

I

<k

r
*
&
0

3r*ft
0

<
ft
•<

e:
ftH

«
S
*

*«
8
4

s

i
«

i

n
*a

:
3
■s
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a

n
8.

1
*3 ft
l a
®
1

h

a

%
*d
1
*

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3
!=
0
O
ft
S
•

*
8
A
3
(5.
H»
*
5
a80
1

M
&
ft
2
S’
K*

O
8
£
S
H*
§

Q
?
£
T
(-*■
O
«■

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

4, Assist counselors in establishing a process of assessing
student's needs. Interests, abilities, and achievement*.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5, Maintain contact with the Michigan Department of
Education to keep Informed of their guidelines.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

6. Supervise development, testing, and adoption of instruc­
tional saterials by district staff seabars.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

7. Contact potential consultants and establish an
arrangement for the services to be rendered.

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

5 4 3 2 1

5

4

3

2

1

2. tfrite proposals seeking funds for implementing the
local career education prograa.
3* Conduct a survey of teachers, counselors, and adminis­
trators to determine their knowledge of and attitudes
toward career education.

8, Contact

appropriate university personnel to organise
and conduct credit or non-credit courses or workshops
related to the district’s plan far implementing
career education.

9. Identify the need far consultant services and identify
potential people qualified to meet those needs.

DEGREE JF

LEVEL OP

(Circle the sost appropriate number in each category)

ff e
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f<*
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ft
&1 11 a1

j ?
** **
dH x0
sn ?0

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ft-

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0

0

5

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8-

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3- 8

7

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10, Supervise the est&blishaent of a career inforaation
center.

5

4

3

2

1

5

4

11. Assist teachers in planning how to use coasunlty
resources.

5

4

3

2

1

5

^

12, Assist the advisory committee In Identifying coosunity
resources which will be useful In carrying out classrooa instruction.

5

4

3

2

1

5

4

3

2

13. Identify annual and long range budget needs for
implementing the career education program.

5

4

3

2

1

5

4

3

5

4

3

2

1

5

4

15, Assist teachers in planning for individualised student
learning activities.

5

4

5

16, Schedule meetings and assist with establishing the
agenda for the career education steering and advisory
cosmlttees.

5

4

3

2

1

17. Help establish specific purposes for the advisory
coomlttee.

5

4

3

2

5

4

3

2

The Cireer Education leadership person should i

14. Establish a steering committee of teachers, counselors,
and administrators to develop career education program
goals and objectives In accordance to Michigan
Department of Education guidelines.

18. Explain the career education philosophy and concepts
to parents and community leaders through presentations
to service clubs, PTA's etc.

3

2

LEARNING

3

#

1

O•
e
&

S»

*
fl
1
&

O' b
It
P
S
T
r* (j,
I-*
0

0
O

3

>31
*
•0
0

2

5

4

3

2

1

5

4

3

2

1

1

5

4

3

2

1

2

1

5

4

3

2

1

3

2

1

5

4

3

2

1

4

3

2

1

5

4

5

4

3

2

1

5

4

3

2

1

1

5

4

3

2

1

5

4

3

2

1

1

5

4

3

2

1

5

4

3

2

1

1

3

2

1

3

2

1

DEGREE OF

LEVEL OF

LEARNING

ACTIVITY STATQISNT
(Circle the loti appropriate number in each category}
A
$
a
&
i
*

M
I

1

I
i

i
t

I
t

i
ft

**
a
i
n

5

!

1

M

1 1
t

?

1
a
°

»
,*

The Career Education leaderahId person should t
19■ Assist teachers with Infusing career education Into
their classroom instruction.

?
^
&
■g
s
**■

<
fl

h

*
£
i-

i
H
h* 0

M
•a
3

1

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t*

s.

«
h

I

w
?
e

5?
g
R

a
^

1 f
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1 R
^
{
R
r
&
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a

1
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o
*

f
*?
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**
o
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5

5
a
i
o
4
3.
t-*
^

$
m

o

p-

0

8 T
9
i
&
f* it
a «
^ iL
H>
O
o <r

S'
^
m
^
a
§■
t>

h

*■
&
o
*

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

2*. Keep informed on legislation affecting career education
programs.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

25. Assist advisory committees in Identifying district
wide career education program goals.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

26. Assist in developing tasks for the career education
steering and advisory committees and supervise their
completion within the established timelines.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

27. Establish appropriate criteria for reviewing and
evaluating instructional materials prior to purchase
by the district.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

20, Assist In identifying the specific tasks to be
accoapllshed and the timelines needed to develop a
district vide career education plan.
2l, Identify potential resource people who can assist with
staff in-service based on staff development needs and
in-service goals and objectives.
22, Upon completion of a district wide career education
plan, Identify the tasks and establish timelines for
lspleisentlng the plan.
23* Assist administrators, counselors, and teachers In
identifying staff development goals and objectives as
they relate to implementing the career education
program.

DEGREE OF
EXPECTATION

ACTIVITY STATEMENT
(Circle the aost appropriate nueber In etch categoryJ
(?
*52
*
fd-

11
4
«
*

$

i?
o

?
**
»

iz
ft

H

c*

i1

t1

H*
ft
*33

*
**
«
X

s
?
0
0
c+
ft ffl
?• t

C*
S'
ft

|
M

LEVEL OF
fflSPAREJNESS

f*

The Career Education leadership person shouldi

|

LEARNING
ACTIVITY

S
M

}
#

?
H

I

i

»

i

f

1

B

|

I

1

\

5

5

‘

1

{

I

P°

(♦
PQ

1

1

t

6
^0
6
&
*m

k

i f f
§
p

s
IS' gt+ L*
T
0
** * § *

3p.
g

*
w*1

80

1

28. Assist resource persons In planning the content for
in-service sessions or courses.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

29* Provide the Board of Education with statistical evidence
that a need for educational change does exist.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

32. Conduct an annual follow-up study on graduates and
drop-outs.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

33. Establish a procedure for keeping the parents and
coasunlty Informed of progress in planning and lapleaentlng the career education progras.

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

5

*

3

2

1

30. Develop and keep current a list of coaaunity resources people, businesses, Industries, etc, who are willing to
serve as role aodels, field trip sites, individual
experience sites, etc, to supplement classrooa
Instruction.
31. Explain Public Act 97 and other career education
related legislation to the teachers, adainistrators,
Board of Education, and Advisory coaaittees.

34, Arrange for the Board of Education to sake on-the-spot
observations through visits to claserooas which focus
on career education.
35. Establish a relationship with the adainistrators,
counselors, and teachers which will allow each of thea
to be actively involved in the developeental activities
related to career education.

DEGREE OF
LEVEL OF
LEARNING
ACTIVITY STATEMENT____________________ EXPECTATION___________PREPAREDNESS__________ACTIVITY

i

1

y
s

s
-

m 1+ tj u
«}K «1 »
4 N
S
I * 1 1

0

5

* 3 2

1

5 * 3 2 1

5 * 3 2 1

5 *

5

* 3 2

1

5

* 3 2

1

to teachers, counselors, and adainistrators.
37• Conduct a survey of teachers1 counselors, and adainis­
trators to determine the present classrooa activities
related to career education.

5 4 3 2 1

3 2 1
k

38. Explain the infusion process to teachers and counselors. 5

*

39• Provide guidelines for the parents and community leaders 5 *
who will be Involved in classrooms as resource people.

3

2

1

3 2 1

5 *

3 2 1

5 * 3 2 1

5 *

5 *

3 2 1

5 * 3 2 1

* 3 2 1

5 * 3 2 1

3 2 1

40. Report to the administrative staff and Board of Educa­
tion on progress with the developmental and implementa­
tion plan* for the district’s career education program.

5

41. Conduct an evaluation of the present curriculum and Its
appropriateness to the career education program.

5 *

42, Be able to explain to teachers, counselors, and admin­
istrators what is not career education.

5

* 3 2 1

5 *

3 2 1

5 *

3 2 1

5

*

5 * 3 2 1

5 *

3 2 1

43. Conduct in-service sessions to prepare steering commit­
tee members for their role as group leaders within
buildings or (Trade level departments*
44, Maintain contact with the CEfD Coordinator and CEJ®
Council to insure a coordinated career education
program.

* 3 2 1

3 2 1

3

2

1

5 * 3 2 1

5

5

4

3

2

1

5 * 3 2 1

On-the-job

*

«•

Combination

m
m

f
e

Internship

36. Explain the philosophy and concepts of career education

?

3

Non-credit workshops

The Career Education leadership person shouldi

ff ff f?
s
■8 ‘S S
* *
0 0
0 0 *
<+<+ X
H
1 I I * *
1 1 1 0 0
<
1 ( - «3" (+<-*■
0
0t a
<ti
®1 "SO i
u £
s 0 H
■ 1
3. 3- £ ? &
® 5
** 3.
*“! I+1
O. (+
0 a

Credit courses

(Circle the sost appropriate number in each category)

APPENDIX H

Tabulation of Career Education Leader Responses

155
TABULATION OF CAREER EDUCATION LEADER RESPONSES (n*40)
DECREE OF
EXPECTATION

ACTIVITY STATEMENT

LEVEL OF
PREPAREDNESS

LEARNING
ACTIVITY

o
a
1*1

f? n

pn

The Career Education leadership person
ahouldi
1.

2.

3.

1|,

5.

6.

7.

8.

9.

Eatabllah an advisory committee
eoapottd of conssunlty leaders,
builnannan, parents, students,
teachers, and administrators to
provide feedback on caraar
education program plana.

25 B 5

Write propoaala seeking funda Tor
Implementing the looal caraar
education program.

111 12 11

3

Conduct a survey of taachara,
counselora, and adnlnlatratora to
datarnlna their knowledge of and
attltudaa toward caraar education.

11 12 11

8 15 11

Assist counselors In establishing
a proceaa of aaaaaelng student's
needs, Interest*, abilities, and
achievement!.
Maintain contact with the Mlohigan
Department of Education to keep
Informed of thetr guidelines.

26

7

5

1

6

3 19 10

5 13 21

5

9

U 15

7

l|

U 23 12

U 15

1+ 13

3

2

li 6 1U 12

3

li 5

6 J

1

19 17

3

1

2

7

2

6 13 17

3

2

5

5 17

8 20 10

Supervise development, testing, and
adoption of instructional materials
by district staff members.

9 11 15

Contact potential consultants and
establish an arrangement for the
services to be rendered.

8 23 8 1

Contact appropriate university
personnel to organize and conduct
oredlt or non-credit courses or
workshops related to the district**
plan for Implementing career
education.

12 15

10 2

Identify the need for consultant
aervlcea and identify potential
people qualified to meet thoae
needs.

15 15

8 2

10. Supervise the establ1ahment of a
career information center.

12

11. Assist teachers in planning how to
use comunity resources.

17 12

9 1

12. Assist the advisory committee In
identifying coaesunlty resource*
which will be useful In carrying
out classroom Instruction.

13 lit

8 3

1

8 19

5

1U 17

7

1

0

7

1 16 15

12 19

8

1

5

U

3 Hi Hi

8 16 12

3

2

6

3 13 *5

6

7

2 111 9

5

6

1 17

0

7

3 17 10

6 17 11* 1

9 15

U

11 111 1U
1

7 20 12

1

Superscript numbers refer to "no responses”; •■courses and worlta lop#) #*all
activities .

8

1^6

ACTIVITY STATEMENT

LEVEL OF
PREPAREDHESS

DECREE OF
EXPECTATION

LEARN INC
ACTIVITY
"T
HS”
S
Sr
A c
4
3*

Ui

TT

a

3

f

T

<
a»

O

13. Identify annuel and long rang*
budget naada for Implementing the
caraar education program.

25 6 6 2 1

lit• Establish a ateerlng consslttee of
teachers, counselors, and sdmlnlstretora to develop caraar education
program goala and objectives in
accordance to Michigan Department
of Education guideline!.

31

15. Assist teachers In planning for
Individualleed student learning
activities.

lo 10 15

16. Schedule meetings and assist with
establishing the agenda for the
career education steering and
advisory c om ! tteea .

23

9

3

16 16

17. Help establish specific purposes for
the advisory committee.

19 13

U

1ft. Eaplain the career education philo­
sophy and concepts to parents and
consiunity leaders through presenta­
tions to service clubs, PTA's, etc.

19

9 11

19. Assist teachers with infusing career
education into their classroom
instruction.

23

U 12

20. Assist in identifying the specific
tasks to be accomplished and the
timelines needed to develop a
district wide career education plan.

26

8

21. Identify potential resource people
who can assist with staff ln-aervlee
based on staff development needs and
in-servloe goals and objectives.

16 111 9

?2, Upon casn>letlon of a district wide
career education plan. Identify the
tasks and establish timelines for
Implementing the plan.

21

7 10

*3. Assist administrators, counselors,
and teaohers In identifying staff
development goals and objectives as
they relate to implementing the
career education program.

23

7 10

2li. Keep Informed on leg! slation
affecting career education program.

20 13

7

25. Assist advisory conltteii In iden­
tifying dlstriot wide career eduoatioi 1
15 111
program goals.

8

2

7 12 15

12 22

U

3

2

5

1

3 13 10

5

l

6

3 *

3 21

5

7

5

1 1? L

6

2

5

1 13 II*

11 17

lO 1

2

9

1 16

17 15

8

5 1U 17

:2

1

5

3

8 15

15 1

10 21

8 1

1

10 16 12

1

8

1 e

#

5

15 5

7

1 a

11

#

li 2 1 5

5

ii

5 10

2

1

1

7

3 IS 11

1

2

9

2 16

9

82

3

7

3 17

7

2

7 15 15

1

B 21

1
12 17 10

1
5 21 12 1

2

1 io

ill

3 10 11*

1 20

Superscript numbers refer to "no responses") *“0 oursas and workshopsI #"ell
activities.

8

fy

H
H\

DECREE OF
EXPECTATION

LEVEL OF
PREPAREDNESS

Not prepared
Poorly prepared
Soaevh.it prepared
Well prepared

CU
H

H
H

H

ftj

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Not expected-dont do
Not expected-but do

fy

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H

S T A T E M E N T
ACTIVITY

H
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Credit courses

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LEVEL OF
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Not prepared
Poorly prepared

oj

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Somewhat prepared

us

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v-sD

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Very-well prepared

DEGREE OF
EXPECTATION

Not expected-dont do
rD

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Expec ted-Import ant

US
H
CD

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rH CD

ACTIVITY STATEMENT

ti
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H

APPENDIX I

Tabulation of Administrator Responses

159

TABULATION OF ADMINISTRATOR RESPONSES (tl-41)
DECREE OF
EXPECTATION

ACTIVITY STATEMENT______

1*
w
A

S?

«

a.

X he

1.

2.
3.

u.

5.
6.

7-

6*

9.

Z

5
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f
0t
.

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r
*
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C .
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ft

*-A

rt

LEARNING
ACTIVITY

ft
ft
2.

o

5

6

Writs proposals seeking funds for Implement­
ing the local career education program.
15

10

15

Conduct a survey of teachers, counselors,and
administrators to determine their knowledge
of and attitudes toward career eduoatlon*
15

11

11

Aeaiet counselors In establishing a process
of assessing student's needs, interests,
abilities, and achievements.

13

13

13

Maintain contact with the Michigan Depart­
ment of Education to keep informed of their
guidelines•

25 10

6

O

o
■i
&

-s

s

a
o:
i

H

»

ft

ft

n

n

D.

s
tr

rt

r*

C

rt

■a

Cl.

CL

ft

n

O'

CL

•

c

rt

3

CL
O

Career Education ,,.H.r.lilD Derapn should;
Establish an advisory eoseslttee oomposed of
community lesdsrs, businessmen, parents,
students, teachers, and adnlnlstrators to
provide feedback on career education progras
30
plans.

Z

O
|
S
rt
O

o
a

rt
7
s*

Lj .

a
a

a.
□

11

7

12

11

1

3

16

5

7

8

2

2

1

13

5

lo

10

1

1

8

U

16

7

17

2

5

17

5

9

1

13

11

3
1

5

5

9

18

1

Supervise development, testing, and
adoption of instructional materials by
district staff members.

2
7

Contact potential consultants and establish
an arrangement for the services to be
rendered.

5

2

e

20

2

5

19

15

2

Contact appropriate university personnel to
organise and conduct credit or non-credit
courses or workshops related to the district 'i 1
6
plan for implementing career education.

B

m

9

3

3
2

7

U

9

15

1
1

5

3

15

16

Identify the need for consultant services
and Identify potential people qualified to
meet those needs.

2

e

IB

13

1

1

10

9

15

3

U

u

5

2

15

13

11. Assist teachers In planning how to use
eonssunity res cure os.

n

9

17

3

1

u 12

3

ll

10

12. Assist the advisory cossnlttee in
identifying comsunlty resources which will
ba useful in carrying out classroom
Instruction.

10

13

15

2

1

1
1

12

5 10

12

13. Identify annual and long range budget
needs for Implementing the career
education program.

13

11

15

1

1

2

6

7

12

1U

9

9

2

u

12

3

12

8

lo.

1
Information center.

•
rH

Establish a steering coHsittee of teachers,
counselors, and administrators to develop
career education program goals and objec­
tives In accordance to Michigan DepartMnt
of Education guidelines.
Superscript numbers r i f m

tforicihopit #*all activities.

to tbt number

1

2

1
20

or

no r«iponi«t| w o u r » » « and

1 60

DECREE OF
ACTIVITY STATEMENT____________________________ EXPECTATION

r £
• e
fy rt
pt
L
a• f
1
a s
<
g• 0
fT rt
ft B

£

*
o

r>

«
F
t
ft
(

TK)

1

n

n

I

n

<
a•.
i
D.
r.
C
0L.

H
a.

Q1
#
C
c

15. Aaslat tisehin In planning for lndlvl-

1
7

10

16

Schedule mostInga and aaalat with
sstablishing tha aganda for tha caraar
education steering and advisory
consol ttee a .

15

11

12

Help establish specific purposes for the
advisory consol ttee .

l
ll

111

15

Explain the oareer education philosophy
end concepta to parents and a o m n i t y
leaders through presentations to service
clubs. PTA'e, etc.

1U

15

10

Assist teachers with Infusing career
education into their classroom
Instructlon.

1
17

ll

11

Assist in Identifying the specific tasks
to be accomplished and the timelines
needed to develop a district wide
caraar education plan.

16

13

11

Identify potential resource people who
can assist with staff ln-servloe based on
staff developsaent needs and in-service
goals and objectives.

1
7

21

10

1

Upon completion of a district wide oareer
education plan, identify the tasks and
establish timelines for implementing the
plan*

1
Hi

9

15

1

Assist administrators, counselors, and
teachers in identifying staff development
goals and objectives as they relate to
implementing the career education program

2
16

7

15

Keep Informed on legislation affecting
career education programs.

1
26

U

6

Assist advisory comnlttaei In Identifying
district wide career education program
goals *

2
16

16

7

7

15

18

10

6

20

1
6

8

22

dualised atudant l.amlng activities.

16.

17.
16.

19.

20.

21.

22.

23.

2U.

25.

26.

27.

Aaslat in developing tasks for the career
education steering and advisory comsitteee
and supervise their completion within the
established timelines.
Establish appropriate criteria for
reviewing and evaluating instructional
materials prior to purchase by the
district.

*
o

LEARNING
„_____ ACTIVITY

n

V
o

FV

t-i

£

3

ft

CL.

*

s
N
*
ft

?
rt
fit1

S
ft
y

E
t*
s

t
O

V
cr
m

3

8

10

1

10

9

2

3
1

9

5

9

1U

2
1

11

5

12

io

1

2
5

11

3

10

10

1

2
7

12

1

12

6

1
3

12

3

15

6

1

3

8

3

lit

1

2
0

*
6

2

21

9

1

2
5

9

2

iu

9

2

2
1

9

1

11

17

3
2

io

3

m

1

2

8

h

111

13

3

2

2
5

8

2

1U

10

3

1

2
3

7

3

lit

12

li

l

1

*

*

13

9

26 . Assist resource persona in planning the

content for ln-eervlce sessions or
courses.

3up*norlpt nunb«n rtftn to th« n w b c r of no r**ponj*i| *“covir* ssand
workshops! #-all activities.

■

161

DECREE OF
EXPECTATION

ACTIVITY STATEMENT

LEARNING
ACTIVITY

0
a1
M
£

IT

D

r*

30. Develop and keep currant a list of
community resources - people, businesses.
Industries, etc. who are willing to serve
as role models, field trip sites, 1nd1vi dual experience sites, etc. to supplement
classroom instruction.

31-

Explain Public Act 97 and other career
education related legislation to the
teachers, administrators, Board of Education
and Advisory coimitteaa.

32 . Conduct an annual follow-up study on
graduates and drop-outs.

lit

7

i

12

lit

17

5

3

1
16

ll; 11

2

2

It

O

13

12

p

S
29. Pmlfl* th« Board of Education with
statistical evidence that a naad for
educational change does exist.

O

3 io 18

17

2

9 10

12

1

8 lit

1
lit

9

12

2

1*

33. Establish a prooedure for keeping the
parents and community Informed of progress
In planning and implementing the career
education program.

5

15

18

1

2

3lf. Arrange for the Board of Education to make
on-the-spot observations through visits to
classrooms which focus on career education.

5

5

2

6 it

3 11

3

7

It 12 13

It

1

1

6

5 lit 13

5

13

2 10 11

U
0

10

22

35. Establish a relationship with the admini­
strators, counselors, snd teachers which
will allow each of them to be actively
involved in the developmental activities
related to career education.

15

11

lit

36. Explain the philosophy and concepts of
career education to teachere, counselors,
and administrators.

17

16

7

1

37. Conduct a survey of teachere, counselors,
and administrators to determine the
present classroom activities related to
career education.

8

6

19

U

2

2

7

2

13 17

30. Explain the infusion process to teachers
and counselors.

9

11

It

It

1

6

11

1

9 12

6

13

16

3

3

It

9

2 lit 10

Board of Education on progress with the
developmental and implementation plans
for the district's career education
program.

18

13

1

7

3 15

Conduct an evaluation of the preaent
curriculum and its appropriateness to
the career education program.

lit

7

6

2

39.

Provide guidelines for the parents and
community leaders who will be Involved in
classrooms as resource people.

2

1

2

ItO. Report to the administrative staff and

W.

10

15

1
11

3

6

6

Superscript numbers refers to the nwber of no responsesi *”coursss and
workshops t #“ell activities.

15 11

1 62

DECREE OF
EXPECTATION

ACTIVITY STATEMENT
w
K
■O
n
rr

ft
Q.
*

W
»
m
ft
S3
r*

ft
h-

m
W
^
n
rt

ft
(X
i
♦“<
&

O
*i
r*
(h
3
rt

h
*
Tf

r>
r*
o
Q,
i
ft
v
ft
M
o.

n

-jl

O
r.
ft

K
’t?

ft

n
rt

f>
cl
I
tr
c

rt

rr
n
Cl

I
a.

O

n
^
Q.
h

rt
r*

ft
O
C
^
ft
rt
ft

-rr

GO

1*2. Be able to explain to teachers ,
counselors, and administrators what la
not career education.

1 ?

16

1*3* Conduct ln-servlce sessions to prepare
steering committee members for their
role as group leaders within buildings
or grade level departments.

13

11+12

1*1*. Maintain contact with the CEFD
Coordinator and CEPD Council to insure a
coordinated career education program.

29

6

LEARNING
ACTIVITY
H
0
r.
re
W
t>
in

9

k

1

n

r\

ft
ft.
Hr>

3

*-■
rp
rt
m
p
A

n
0

8?
^

**
D
ft

7T

rr

*—
T3

kO
□

<
o

o

|

rt
y
ft
|
Lj.
O
u"

n

ft
rr
o

rr

Q.
O

h

as
0
13

*o

ft

i

*

1*

11

1

10

13

16

5

1

1

5

11*

l

1

1

l
1

IO

3

Superscript numbers rst ors fo the number of no responses)*=cours«s end
workshops) #= nil sctlTltles.

1* 22

APPENDIX J

Breakdown of "Not Expected" Responses On
Four Activities Receiving More Than 20 %
"Not Expected" Response

Breakdown of "Not Expected" Responses on Four Activities Receiving sore than 20 Percent
"Not Expected" Responses*

Item

Not Expected— But Do
LEA
CEPD
Lead. Ada. Lead, Ada.

Total
1 63

8. Contact appropriate university personnel
to organise and conduct credit or noncredit courses or workshops related to
the district’s plan for implementing
career education.

Not Expected— Don't Do
LEA
CEPD
Lead, Ada. Lead. Ada*

0

3

1

0

2

5

0

4

15

32. Conduct an annual follow-up study on
graduates and drop-outs*

3

2

6

2

0

0

2

2

17

>». Arrange for the Board of Education to
sake on-the-spot observations through
visits to classroons which focus on
career education.

5

4

6

7

4

2

4

1

33

41. Conduct an evaluation of tne present
curriculun and its appropriateness to
the career education prograa.

2

3

6

3

0

1

0

2

10

12

19

12

6

8

6

9

22(61.1#)

m

31(67.

14(38.9*)

15(32.6#)

17