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A N N A R B O R . Ml 4 8 1 0 6 18 B E D F O R D ROW, L O N D O N W C 1 R 4 E J . E N G L A N D 7921154 GR OB E• LORETTA L . THE ROLE OF M I C H I G A N V O C A T I O N A L TEACHER E DUCATORS AS I D E N T I F I E D BY M I C H I G A N VOCATIONAL A D M I N I S T R A T O R S . MICHIGAN STATE COPR. 1979 University Microfilms International © C o p y r ig h t by LORETTA L. GROBE 1979 UNIVERSITY, GROBE, LORETTA 3 0 0 N. Z E E B R O A O . A N N A R B O R . Ml 4 8 1 0 6 PH .D ., L. 1979 PLEASE NOTE: In a l l cases t h i s m a te ria l has been film ed 1n th e b e s t p o ssib le way from the a v a ila b le copy. Problems encountered with t h i s document have been i d e n t i f i e d here w ith a check mark v ^ . 1. Glossy photographs ________ 2. Colored I l l u s t r a t i o n s ________ 3. Photographs with dark background ________ 4. I l l u s t r a t i o n s a re poor copy ________ 5. P r in t shows through as th e re 1s t e x t on both sid e s o f page _________ 6. I n d i s t i n c t , broken o r small p r i n t on several pages 7. T ig h tly bound copy w ith p r i n t l o s t 1n spine _________ 8. Computer p r in to u t pages w ith I n d i s t i n c t p r i n t ________ 9. Page(s) _____ lacking when m a terial re c e iv e d , and not a v a ila b le from school or auth o r ________ throughout 10. Page(s) ________ seem to be missing 1n numbering only as t e x t follow s ________ 11. Poor carbon copy ________ 12. Not o r ig in a l copy, several pages with b lu rre d 13. Appendix pages a r e poor copy _________ 14. O riginal copy w ith l i g h t type _________ 15. Curling and wrinkled pages ________ 16. Other University’ M icrdnlm s International 300 N. ZEEB RO.. ANN ARBOR. Ml 48106 *313) 761 4700 type _____ THE ROLE OF MICHIGAN VOCATIONAL TEACHER EDUCATORS AS IDENTIFIED BY MICHIGAN VOCATIONAL ADMINISTRATORS By L o r e t t a L. Grobe A DISSERTATION Subm itted t o Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f th e requirem ents f o r th e degree o f DOCTOR OF PHILOSOPHY Dep ar tm en t o f Secondary E d u c a t io n and C u r r ic u lu m 1979 THE ROLE OF MICHIGAN VOCATIONAL TEACHER EDUCATORS AS IDENTIFIED BY MICHIGAN VOCATIONAL ADMINISTRATORS By L o r e t t a L. Grobe AN ABSTRACT OF A DISSERTATION Subm itted t o Michigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s f o r the degree of DOCTOR OF PHILOSOPHY Department o f Secondary E d u c a tio n and C u r r ic u lu m 1979 ABSTRACT THE ROLE OF MICHIGAN VOCATIONAL TEACHER EDUCATORS AS IDENTIFIED BY MICHIGAN VOCATIONAL ADMINISTRATORS By L o r e t t a L. Grobe S t a t e m e n t o f t h e Problem The problem o f t h i s s t u d y was t o (1) d e t e r m in e w h e t h e r t h e r e i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o c a t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs) who a r e i n v o l v e d i n t h e p r o f e s s i o n a l development o f p r a c t i t i o n e r s , and ( 2 ) d e t e r m i n e w h e th e r t h e p o s i t i o n o f t h e a d m i n i s t r a t o r i n f l u e n c e s h i s / h e r e x p e c t a t i o n s f o r t h o s e VTEs. An a d d i t i o n a l i n t e n t i o n o f t h e s t u d y was t o document demographic p a t t e r n s and p r o f i l e s o f t h e respondents. The e x p e c t e d c o n t r i b u t i o n o f t h i s s t u d y was b a s e l i n e d a t a u s e f u l t o VTEs i n a s s e s s i n g t h e i r p r e s e n t r o l e and i n p l a n n i n g f o r t h e i r f u t u r e r o l e in v o c a t i o n a l - t e c h n i c a l e d u c a t i o n . Another e x p e c t e d c o n t r i b u t i o n was i n f o r m a t i o n t h a t would s e r v e as a c a t a l y s t f o r communication between VTEs and o t h e r gr o u p s o f v o c a t i o n a l tech nical education personnel. R es ea rch Methodology The p o p u l a t i o n f o r t h e s t u d y co mpr ised a l l 211 v o c a t i o n a l admin­ i s t r a t o r s l i s t e d i n t h e Michigan Department o f E d u c a t i o n , V o c a t i o n a l - L o re tta L. Grobe T e c h n i c a l E d u c a t io n S e r v i c e ' s 1977-78 D i r e c t o r y o f V o c a t i o n a l Admin­ istrato rs. The s u r v e y i n s t r u m e n t c o n t a i n e d 62 r o l e s t a t e m e n t s which evolv ed from a r e v i e w o f t h e l i t e r a t u r e . I t was s e n t t o t h e e n t i r e p o p u l a t i o n and n e t t e d a 78 p e r c e n t u s a b l e r e s p o n s e . The p e r c e n t a g e s o f r e s p o n d e n t s , by g r o u p , a g r e e i n g t h a t item s were a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs were i d e n t i f i e d . Then t h e items were rank o r d e r e d f o r t h e g r o u p s , u t i l i z i n g ite m mean s c o r e s . F a c t o r a n a l y s i s was co nduct ed t o s ee whet her an u n d e r l y i n g p a t t e r n o f r e l a t i o n s h i p s e x i s t e d and t o c o n s t r u c t i n i t i a l s c a l e s which were f u r t h e r r e f i n e d on t h e b a s i s o f ite m c o r r e l a t i o n s , i t e m - s c a l e c o r ­ r e l a t i o n s , and i n t e r n a l c o n s i s t e n c y r e l i a b i l i t y . Conclusions Among t h e c o n c l u s i o n s were: 1. No m a t t e r w h e th e r t h e r e s p o n d e n t s were c a t e g o r i z e d i n t o s ub ­ p o p u l a t i o n s o r c o n s i d e r e d as a w hole, t h e m a j o r i t y a g r e e d t h a t each o f t h e 62 r o l e s t a t e m e n t s l i s t e d on t h e q u e s t i o n n a i r e was a p p r o p r i a t e f o r VTEs. 2. A continuum t e n d s t o e x i s t among t h e s u b p o p u l a t i o n s r e g a r d ­ ing t h e i r s i m i l a r i t i e s and d i s s i m i l a r i t i e s w i t h t h e t o t a l group o f r e s p o n d e n t s ; most s i m i l a r were v o c a t i o n a l d i r e c t o r s ; community c o l ­ l e g e d e a n s and t h e o t h e r s s u b g r o u p ; CEPD s p e c i a l i s t s and s h a r e d - t i m e d i r e c t o r s ; and a r e a c e n t e r p r i n c i p a l s . 3. Only o n e - f i f t h o f t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s have backgr ounds i n a r e a s o t h e r t h a n i n d u s t r i a l e d u c a t i o n o r b u s i n e s s and/or d i s t r i b u t i v e education. L o re tta L. Grobe 4. A d d i t i o n a l s c h o o l i n g w i l l n o t be r e q u i r e d f o r t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s u n l e s s c r e d e n t i a l r e q u i r e m e n t s change. 5. There i s an i n t e l l i g i b l e e x p e c t a t i o n among t h e a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan VTEs: traditional They e x p e c t t h e VTEs t o p erfo rm a r o l e ( a s d e s c r i b e d by t h e r o l e s t a t e m e n t s i n t h e q u e s ­ t i o n n a i r e ) ; however, a t t h e same t i m e , t h e y e x p e c t VTEs t o p l a c e a high p r i o r i t y on t h e i r t r a i n e r and change a g e n t c o n s u l t a n t r o l e s and t o some e x t e n t on t h e i r i n n o v a t o r r o l e . The a d m i n i s t r a t o r s e x p e c t VTEs t o d e - e m p h a s i z e t h e i r co nveyor and c o n s u l t a n t r o l e s . Now t h a t b a s e l i n e d a t a have been documented r e l a t i v e t o e x p e c t a ­ t i o n s f o r VTEs' t r a d i t i o n a l r o l e , a m ajor recommendation i s t h a t a s t u d y sh o u ld be c o n d u c te d t o i d e n t i f y n o n - t r a d i t i o n a l , e m e r g i n g , o r f u t u r i s t i c r o l e e x p e c t a t i o n s f o r VTEs. To my f i s h e r m e n , Edward and Kevin ACKNOWLEDGMENTS T h i s r e s e a r c h s t u d y was p o s s i b l e o n l y b ec a u s e o f t h e i n s i g h t s , c o o p e r a t i o n , and c o n t r i b u t i o n s o f many i n d i v i d u a l s , f o r e m o s t among them b e in g my g u i d a n c e committee members: Dr. R o b e r t P o la n d , Dr. Norma B o b b i t t , Dr. P h i l i p C u s i c k , and Dr. Rex Ray. Special appre­ c i a t i o n goes t o Dr. P o la n d , a t r u s t i n g , c o n cer n ed f a c i l i t a t o r who s e r v e d as d i s s e r t a t i o n d i r e c t o r , as well a s ch airman o f t h e g u id a n c e c o m m it te e. Dr. Norma B o b b i t t i s e s p e c i a l l y th a n k e d f o r s h a r i n g h e r e c o l o g i c a l p e r s p e c t i v e , h e r ge n u in e i n t e r e s t , and a myriad o f p r o f e s ­ sional in s ig h ts v i t a l a s a r o l e model. to th e study. She i s a l s o th a n k e d f o r s e r v i n g Dr. P h i l i p Cu sick i s e s p e c i a l l y thanked f o r h i s e v a l u a t i o n o f t h e s t u d y , and Dr. Rex Ray i s e s p e c i a l l y than ked f o r h is p a tie n c e in helping d e f in e the param eters o f th e study. Sue Cooley i s t o be commended f o r h e r p a t i e n c e and e x p e r t i s e (in c lu d in g v o c a tio n a l- te c h n ic a l s k i l l s ) in tra n sfo rm in g the unpolished d i s s e r t a t i o n i n t o a p r e s e n t a b l e p r i n t e d document. The v o c a t i o n a l a d m i n i s t r a t o r s o f Michigan a r e s i n c e r e l y thanked f o r t h e i r i n t e r e s t and p a r t i c i p a t i o n i n t h e s t u d y , a s demon­ s t r a t e d by a 78 p e r c e n t u s a b l e r e s p o n s e . I am g r a t e f u l t o have been one o f M i c h i g a n ' s E d u c a tio n P r o ­ f e s s i o n s Development Act (EPDA) f e l l o w s h i p r e c i p i e n t s , a l l o w i n g me t o s t u d y f u l l tim e one y e a r a t Michigan S t a t e U n i v e r s i t y , i n t h e EPDA program , c o - d i r e c t e d by Dr. P e t e r Haines and Dr. Rex Ray. iii I am a l s o g r a t e f u l f o r t h e o n e - y e a r EPDA i n t e r n s h i p which I s e r v e d w i t h i n t h e Michigan Department o f E d u c atio n V o c a t i o n a l - T e c h n i c a l E d u c a tio n S e r v i c e . Not t o be f o r g o t t e n a r e t h o s e i n d i v i d u a l s who, o v e r t h e y e a r s , have s e r v e d i n v a r y i n g d e g r e e s as my men tors and have been i n s t r u ­ mental in pr omoting my c a r e e r . In c h r o n o l o g i c a l s e q u e n c e , t h e y a r e : Dr. C h a r l e s C l a r k , D i r e c t o r o f V o c a tio n a l E d u c a t i o n , F l i n t Community S c h o o l s ; Ralph Wenrich, P r o f e s s o r o f O c c u p a t io n a l E d u c a t i o n , and D i r e c t o r o f t h e L e a d e r s h i p Development Program in A d m i n i s t r a t i o n o f V o c a t i o n a l - T e c h n i c a l E d u c a t i o n , The U n i v e r s i t y o f M ichigan ; a g a i n , Dr. Norma B o b b i t t , P r o f e s s o r o f Family Ecology and A s s i s t a n t Dean, C o l l e g e o f Human Ec olo gy, Michigan S t a t e U n i v e r s i t y ; Dr. R o b e r t Weishan, D i r e c t o r , O f f i c e o f C a r e e r E d u c a t i o n , Michigan Department o f E d u c a t io n ; Dr. John W. P o r t e r , S u p e r i n t e n d e n t o f S c h o o l s , S t a t e o f Michigan; and W illiam W e is g e r b e r , I n t e r i m Program S u p e r v i s o r f o r M o n ito r in g and Com pliance, Michigan Department o f E d u c a t io n V o c a t i o n a l T e c h n ic a l E d u c a tio n S e r v i c e . The c u l m i n a t i o n o f t h i s s t u d y m igh t n o t have o c c u r r e d w i t h o u t f r i e n d s l i k e B ar b ar a Ferguson and J a c k i e Kunnecke, who t r a v e l e d t h e d i s s e r t a t i o n r o u t e b e f o r e me; p a r e n t s who have always e n co u r ag ed me t o aim toward h i g h g o a l s ; a s i s t e r who p r o v i d e d me moral s u p p o r t ; my hus band, who n o t o n l y t o l e r a t e d my s t u d y , b u t e n couraged me d a i l y ; and f i n a l l y , my young s o n , who h e lp e d me keep t h e im p o r t a n c e o f my s t u d y in p e r s p e c t i v e w h i l e he en jo y e d h i s many v i s i t s w i t h me t o t h e " e a r n i v e r s i t y " — e s p e c i a l l y t h e " p u t e r c e n t e r " and t h e " l i b e r r y . " TABLE OF CONTENTS Page LIST OF T A B L E S ........................................................................................................... ix LIST OF FIGURES........................................................................................................... xiii LIST OF APPEN DICES ................................................................................................. xiv C h a p te r I. II. III. THE PROBLEM................................................................................................. 1 I n t r o d u c t i o n : T e a c h e r E d u c a tio n i n G e n e r a l ; S p e c i f i c a l l y , V o c a t i o n a l T e a c h e r E d u c a tio n . . . . S t a t e m e n t o f t h e Problem ............................................................ Need f o r t h e S t u d y .......................................................................... S i g n i f i c a n c e o f t h e Study ............................................................ B a s ic Assumptions o f t h e S t u d y .............................................. D e l i m i t a t i o n o f t h e S t u d y ............................................................ L i m i t a t i o n s o f t h e S t u d y ............................................................ D e f i n i t i o n o f T e r m s .......................................................................... 9 9 10 10 11 REVIEW OF LITERATURE........................................................................... 16 I n t r o d u c t i o n : Role— C l a r i f i c a t i o n o f Concept . . . . The Need t o C l a r i f y t h e Role o f H igher E d u c a tio n F a c u l t y , I n c l u d i n g T e a c h e r E d u c a t o r s .............................. The Need t o C l a r i f y t h e Role o f T e a c h e r E d u c a to r s i n G e n e r a l ........................................................................................ The Need t o C l a r i f y t h e Role o f V o c a t i o n a l Te a c h e r E d u c a to rs . . . . ..................................................... The Need t o C l a r i f y t h e Role o f VTEs i n Michigan E d u c a t io n a l Systems ..................................................................... Suirena r y ..................................................................................................... 16 1 6 8 19 21 27 32 37 RESEARCH PROCEDURES ............................................................................... 38 R es ea rch Methodology Commensurate With t h e Task o f I d e n t i f y i n g V o c a t i o n a l A d m i n i s t r a t o r s ' Expec­ t a t i o n s f o r t h e Role o f V T E s .............................................. The P o p u l a t i o n ................................................................................... I n s t r u m e n t Development ................................................................. 38 40 42 v Chapter IV. Page Data C o l l e c t i o n ................................................................................... Data A n a l y s i s ........................................................................................ 48 49 F I N D I N G S ..................................................................................................... 52 Rank Orde r o f t h e 62 Q u e s t i o n n a i r e Items f o r t h e T o ta l P o p u l a t i o n and t h e V ar io u s S u b p o p u l a t i o n s ( R e s e a rc h Q u e s t io n 1) ................................................................. Top Ranked Items f o r t h e T o t a l P o p u l a t i o n as Compared With t h e Top Ranked Items f o r t h e V ar io u s S u b p o p u l a t i o n s ( R e s e a rc h Q u e s t i o n 2) . .. Comparison One: Top Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l P o p u l a t i o n .. Comparison Two: Top Ranked 15 Items f o r t h e T o t a l S ec on dar y Group and t h e T o t a l P o p u l a t i o n . . . . Comparison T h r e e : Top Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l Secondary G r o u p ................................................................................................. Comparison Four: Top Ranked 15 Items f o r t h e V o c a t io n a l D i r e c t o r s Subgroup and t h e T o ta l Seco nd ar y Group .......................................................................... Comparison F i v e : Top Ranked 15 Items f o r t h e CEPD V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s Subgroup and t h e T o t a l Sec on da ry Group ................................................... Comparison S i x : Top Ranked 15 Items f o r t h e Area C e n t e r P r i n c i p a l s Subgroup and t h e T o t a l S eco ndar y Group .......................................................................... Comparison Seven: Top Ranked 15 Items f o r t h e Shared-Time D i r e c t o r s Subgroup and t h e T o t a l S ec ond ar y Group .......................................................................... Comparison E i g h t : Top Ranked 15 Items f o r t h e O t h e r s Subgroup and t h e T o t a l Secondar y Group . . R es e a r c h Q u e s tio n 2: Comparison Summary--Number o f Top Ranked 15 Items i n Each Role Area f o r V ar io u s Groups .......................................................................... Bottom Ranked Items f o r t h e T o t a l P o p u l a t i o n as Compared With t h e Bottom Ranked Items f o r t h e Var io us S u b p o p u l a t i o n s ( R e s e a rc h Q u e s tio n 3) . . . Comparison One: Bottom Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l P o p u l a t i o n .. Comparison Two: Bottom Ranked 15 Items f o r t h e T o t a l Seco nd ar y Group and t h e T o ta l P o p u l a t i o n . Comparison T h r e e : Bottom Ranked 15 Ite ms f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l Secondar y G r o u p ............................................................................................... Comparison Four: Bottom Ranked 15 Items f o r t h e V o c a t i o n a l D i r e c t o r s Subgroup and t h e T o t a l S eco ndar y Group .......................................................................... vi 54 62 65 68 71 71 76 80 84 88 92 93 94 98 101 Chapter Page Comparison F iv e : Bottom Ranked 15 Items f o r t h e CEPD V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s Sub­ group and t h e T o t a l Secondary G r o u p ................................. Comparison S i x : Bottom Ranked 15 Items f o r t h e Area C e n t e r P r i n c i p a l s Subgroup and t h e T o t a l Seco nd ar y Group........ .................................................................... Comparison Seven: Bottom Ranked 15 Items f o r t h e Shared-Time D i r e c t o r s Subgroup and t h e T o t a l Sec onda ry G r o u p ............................................................ Comparison E i g h t : Bottom Ranked 15 Items f o r t h e O th e r s Subgroup and t h e T o t a l Sec on dar y G r o u p ................................................................................................. R es earch Q u e s tio n 3: Comparison Summary— Number o f Bottom Ranked 15 Items i n Each Role Area f o r .................................................................... V ar io u s Groups Comparison o f S u b s c a l e Means f o r Secondary Voca­ t i o n a l A d m i n i s t r a t o r s and P o s t - S e c o n d a r y V o c a t i o n a l A d m i n i s t r a t o r s ( R e s e a rc h Q u e s t io n 4) . . VTE Tasks C i t e d a s A p p r o p r i a t e / I n a p p r o p r i a t e by V o c a t i o n a l A d m i n i s t r a t o r s ( R e s e a rc h Q u e s t io n 5) . . I d e n t i f i c a t i o n o f Co ncep ts by F a c t o r A n a l y s i s ( R e s e a r c h Q u e s t io n 6 ) ................................................................. Demographic P r o f i l e o f P o p u l a t i o n (R esearc h Q u e s t io n 7 ) ........................................................................ 139 .......................................................................... Present P osition Number o f E n r o l l e e s in Programs A d m i n i s t e r e d . . . Number o f Years i n P r e s e n t P o s i t i o n ................................. Number o f Y e a r s ' E x p e r i e n c e i n V o c a t io n a l E d u c a t io n Te aching ................................................................. Number o f Y e a r s ' E x p e r i e n c e i n V o c a ti o n a l E d u c a t io n A d m i n i s t r a t i o n ................................................... Number o f Y e a r s ' E x p e r i e n c e as a F u l l-T i m e V o c a t i o n a l T e a c h e r E d u c a t o r .............................................. Number o f Y e a r s ' E x p e r i e n c e a s a P a r t- T im e V o c a t i o n a l T e a c h e r E d u c a to r .............................................. Number o f Y e a r s ' E x p e r i e n c e in an O c c u p a ti o n a l S p e c i a l t y — E x c lu d in g Te aching and A d m i n i s t r a t i o n . Approximate Number o f Michigan V o c a t i o n a l T e a c h e r E d u c a t o r s Whom S e l e c t e d V o c a t i o n a l A d m i n i s t r a ­ t o r s Know Well, on a P r o f e s s i o n a l B a s i s ... 150 Background Area o f S p e c i a l i z a t i o n ..................................... S e x ........................................................................................... 156 E d u c a t io n a l Level .......................................................................... P r o f i l e o f t h e V o c a ti o n a l A d m i n i s t r a t o r 1n Michigan . VTE Task s Overlooked by Q u e s t i o n n a i r e (R es earch Q u e s t i o n 8 ) ......................................................................... 161 P o p u l a t i o n ' s S u g g e s t i o n s f o r E n a b li n g VTEs t o Perform a S e r v i c e F u n c ti o n ( R e s e a rc h Q u e s tio n 9) . v ii 106 109 109 116 119 119 122 131 139 142 143 144 144 144 147 150 150 157 159 162 Chapter V. Page SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ................................. 164 S u m m a r y ........................................................................................................... The P r o b l e m ............................................................................................. R es ea rch P r o c e d u r e s ..................................................................... F i n d i n g s ................................................................................................. C o n c l u s i o n s ................................................................................................. Recommendations ........................................................................................ 164 164 165 168 179 181 APPENDICES........................................................................................................................ 183 BIBLIOGRAPHY 257 .................................................................................................................... vi i i LIST OF TABLES Table 1. Page I n d i c a t o r s o f P a r t i c i p a t i o n as a T e a c h e r E d u c a t o r Who P r o v i d e s I n s e r v i c e E d u c a t io n t o Seco nd ar y and P o s t Secondary V o c a t i o n a l - T e c h n i c a l E d u c a tio n P e r s o n n e l . 2. Response R a t e s , by T o t a l P o p u l a t i o n and S u b p o p u l a t i o n s 3. Sixty-Two Items (VTE Role S t a t e m e n t s ) Rank Ordered f o r t h e T o t a l P o p u l a t i o n ........................................................ 4. 5. 6 . 7. 8 . 43 . 50 56 Mean Sco re Ranges Between H i g h e s t and Lowest Ranked Items f o r t h e T o t a l P o p u l a t i o n and t h e S u b p o p u l a t i o n s . 59 One Hundred P e r c e n t Agreement, Within Gro ups , t h a t an Item Was an A p p r o p r i a t e Role S t a t e m e n t f o r VTEs . . . . 60 Q u e s t i o n n a i r e Items With Lowest P e r c e n t a g e o f Respo nde nts Agr eeing They Were A p p r o p r i a t e Role S t a t e m e n t s f o r VTEs, by G r o u p ............................................... 61 Top Ranked 15 Items f o r t h e T o t a l P o p u l a t i o n and C o r r e s p o n d in g Ranks f o r S u b p o p u l a t i o n s ................................. 64 . Top Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group (Community C o lle g e Deans) as Compared w i t h t h e Top Ranked 15 Items f o r t h e T o ta l P o p u l a t i o n ............................ 66 9. 10. 11. 12. Top Ranked 16 Items f o r t h e T o t a l S ec onda ry Group as Compared w i t h t h e Top Ranked 15 Items f o r t h e T o ta l P o p u l a t i o n ........................................................................... Top Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group (Community C o l l e g e Deans) as Compared w i t h t h e Top Ranked 16 Items f o r t h e T o ta l S ec on dar y Respon den ts . 69 . 72 Top Ranked 15 Items f o r t h e V o c a t i o n a l D i r e c t o r s as Compared w i t h t h e Top Ranked 16 Ite ms f o r t h e T o t a l Secondar y Respond en ts .......................................................................... 74 Top Ranked 15 Items f o r t h e C a r e e r E d u c a tio n P l a n n i n g D i s t r i c t (CEPD) V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s as Compared w i t h t h e Top Ranked 16 Items f o r t h e T o t a l Secondar y R espo nde nt s .......................................................................... 77 ix Table 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Page Top Ranked 15 Items f o r Area C e n t e r P r i n c i p a l s as Compared w i t h t h e Top Ranked 16 Items f o r t h e T o ta l S eco nda ry Respo nde nts .......................................................................... 81 Top Ranked 15 Items f o r Shared-Time D i r e c t o r s as Compared w i t h t h e Top Ranked 16 Items f o r t h e T o t a l S ec on dar y Res pondents .......................................................................... 85 Top Ranked 15 Items f o r t h e O t h e r s Subgroup as Compared w i t h t h e Top Ranked 16 Items f o r t h e T o t a l Se condary Res po nd ents .......................................................................... 89 Number and P e r c e n t a g e o f Top Ranked 15 Ite ms in Each Role A rea, by Respondent Group .................................................... 92 Bottom Ranked 15 Items f o r t h e T o t a l P o p u l a t i o n and C o r r e s p o n d i n g Ranks f o r S u b p o p u l a t i o n s ................................. 95 Bottom Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group (Community C o l l e g e Deans) as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l P o p u l a t i o n . . . . 96 Bottom Ranked 15 Items f o r t h e T o t a l Seco nd ar y Group as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l P o p u l a t i o n .......................................................................... 99 Bottom Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group (Community C o l l e g e Deans) as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l Secondary R e s p o n d e n t s ................................................................................................. 102 Bottom Ranked 15 Items f o r t h e V o c a t i o n a l D i r e c t o r s as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l S ec ond ar y Respo nde nts ................................................... 104 Bottom Ranked 15 Items f o r t h e C a r e e r E d u c a tio n P la n n in g D i s t r i c t (CEPD) V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l Secondary R e s p o n d e n t s ............................ 107 Bottom Ranked 15 Ite ms f o r t h e Area C e n t e r P r i n c i p a l s as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e T o t a l Sec on da ry Respo ndents ................................................... 110 Bottom Ranked 15 Items f o r t h e Shared-Time D i r e c t o r s as Compared w i t h t h e Bottom Ranked 15 Ite ms f o r t h e T o t a l Sec on dar y Respo ndents ............................................................ 113 x Table 25. Page Bottom Ranked 15 Items f o r t h e O th e r s Subgroup as Compared w i t h t h e Bottom Ranked 15 Items f o r t h e Total Secondary Respo nd en ts ............................................................ 117 Number and P e r c e n t a g e o f Bottom Ranked 15 Items in Each Role Area , by Respondent G r o u p .......................................... 120 27. C o r r e l a t i o n Among Dependent V a r i a b l e s ......................................... 121 28. Means and S t a n d a r d D e v i a t i o n s o f Dependent V a r i a b l e s . . 121 29. Sixty-Two Items (VTE Role S t a t e m e n t s ) Rank Or der ed by P e r c e n t a g e o f Respondents C i t i n g Them as A p p r o p r i a t e / I n a p p r o p r i a t e ................................................................. 123 Number o f Items S e l e c t e d as " A p p r o p r i a t e " Role S t a t e m e n t s f o r V o c a tio n a l T e a c h e r E d u c a t o r s , by Selected Percentages o f the Population ................................ 131 F a c t o r One I t e m s , by C o r r e l a t i o n w i th F a c t o r One S c a l e , I n d i c a t i n g Role C a tegory and Rank o f Item f o r V o c a t io n a l A d m i n i s t r a t o r s ................................................................. 133 F a c t o r Two I te m s , by C o r r e l a t i o n w i t h F a c t o r Two S c a l e , I n d i c a t i n g Role C ategory and Rank o f Item f o r V o c a t io n a l A d m i n i s t r a t o r s ................................................................. 136 F a c t o r Three I t e m s , by C o r r e l a t i o n w i t h F a c t o r Three S c a l e , I n d i c a t i n g Role C a t e g o r y and Rank o f Item f o r V o c a ti o n a l A d m i n i s t r a t o r s ................................................................. 140 P r e s e n t P o s i t i o n s o f t h e 211 S e l e c t e d V o c a ti o n a l Adm inistrators ........................................................................................ 141 Number o f Enrol l e e s i n Programs A d m in is te r e d by t h e S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s .......................................... 142 S e l e c t e d V o c a t io n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e r ie n c e i n P r e s e n t P o s i t i o n ................................................... 143 S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e rie n c e in V o c a t i o n a l E d u c a tio n Teac hing ....................... 145 S e l e c t e d V o c a ti o n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e ri e n c e i n V o c a t i o n a l E d u c a t io n A d m i n i s t r a t i o n . . . 146 S e l e c t e d V o c a tio n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e rie n c e as a F u ll-T im e V o c a t i o n a l T e a c h e r E d u c a to r . 148 26. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. xi Table 40. 41. 42. 43. 44. 45. 46. FI. G1. HI. II. J1. K1. L I. Ml. Page S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e r i e n c e as a P a r t- T im e V o c a t i o n a l T e a c h e r E d u c a to r . 149 S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ' Number o f Y e a r s ' E x p e r i e n c e in an O c c u p a tio n a l S p e c i a l t y , Ex clu ding Teaching and A d m i n i s t r a t i o n ............................................................ 151 Approximate Number o f V o c a t i o n a l T e a c h e r E d u c a t o r s Known W ell, on a P r o f e s s i o n a l B a s i s , by S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ................................................................. 152 S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ' Background Area o f S p e c i a l i z a t i o n , by P r e s e n t P o s i t i o n s ..................................... 154 Rank o f S p e c i a l t i e s f o r S e l e c t e d V o c a t io n a l A dm inistrators ........................................................................................ 155 Sex o f S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s , by Present Position ................................................................................... 157 S e l e c t e d V o c a t i o n a l A d m i n i s t r a t o r s ' H i g h e s t Level o f E d u c a t io n A t t a i n e d , by P r e s e n t P o s i t i o n ................................. 158 F a c t o r I n t e r c o r r e l a t i o n s and Loading M a t r i x — Three F a c t o r s ............................................................................................ 207 Rank Or der o f VTE Role S t a t e m e n t s f o r P o s t Secondar y G r o u p ........................................................................................ 209 Rank Or der o f VTE Role S t a t e m e n t s f o r T o t a l Secondary R e s p o n d e n t s ................................................................................................. 216 Rank Order o f VTE Role S t a t e m e n t s f o r V o c a tio n a l D i r e c t o r s ...................................................................................................... 223 Rank Order o f VTE Role S t a t e m e n t s f o r CEPD V o c a t i o n a l T e c h n ic a l S p e c i a l i s t s .......................................................................... 230 Rank Or der o f VTE Role S t a t e m e n t s f o r Area C e n t e r P r i n c i p a l s ................................................................................................. 237 Rank Or der o f VTE Role S t a t e m e n t s f o r Shared-Time D i r e c t o r s ...................................................................................................... 244 Rank Order o f VTE Role S t a t e m e n t s by " O th e r s " S u b g r o u p ...................................................................................................... 251 xi i LIST OF FIGURES Figure 1. Page I n s t r u m e n t Development Grid xi i i ............................................................ 45 LIST OF APPENDICES Appendix Page A. MEMORANDUM TO JURY OF EXPERTS....................................................... 184 B. JURY OF EXPERTS........................................................................................ 186 C. COVER LETTER AND QUESTIONNAIRE ................................................... 189 D. FOLLOW-UP COMMUNICATIONS ................................................................. 199 E. UNIVERSITY COUNCIL FOR VOCATIONAL EDUCATION ......................... 204 F. FACTOR INTERCORRELATIONS AND LOADING MATRIX ....................... 206 G. RANK ORDER OF VTE ROLE STATEMENTS FOR POST­ SECONDARY GROUP................................................................................... 208 RANK ORDER OF VTE ROLE STATEMENTS FOR TOTAL SECONDARY RESPONDENTS ..................................................................... 215 RANK ORDER OF VTE ROLE STATEMENTS FOR VOCATIONAL DIRECTORS................................................................................................. 222 RANK ORDER OF VTE ROLE STATEMENTS FOR CEPD VOCATIONAL-TECHNICAL SPECIALISTS .......................................... 229 RANK ORDER OF VTE ROLE STATEMENTS FOR AREA CENTER P R I N C I P A L S ............................................................................................ 236 RANK ORDER OF VTE ROLE STATEMENTS FOR SHARED-TIME DIRECTORS................................................................................................. 243 RANK ORDER OF VTE ROLE STATEMENTS FOR "OTHERS" SUBGROUP................................................................................................. 250 H. I. J. K. L. M. x iv CHAPTER I THE PROBLEM I n t r o d u c t i o n ; T e a c h e r E d u c a tio n i n G e n e r a l ; S p e c i f i c a l l y , V o c a tio n a l T eac her E d u c a t io n E d u c a t io n a l p o l i c y makers c u r r e n t l y seem t o be q u e s t i o n i n g , c h a lle n g in g , or ignoring the r o le of te a c h e r ed u cators in g e n e r a l. T e a c h e r e d u c a t i o n s p o k e s p e r s o n s a r e aware t h a t s o c i e t a l changes such as t h o s e r e l a t i v e t o p o p u l a t i o n , t h e j o b m a r k e t , t h e economy, and o t h e r f a c t o r s a r e c hanging i n d i v i d u a l s ' p e r c e p t i o n s o f t h e i r role. T h is a w ar en es s has been e v id e n c e d a t t h e n a t i o n a l l e v e l by t h e m a i n t e n a n c e o f a m ajor d e p a r t m e n t w i t h i n t h e J o u r n a l o f T e a c h e r E d u c a t i o n , e n t i t l e d " S u r v i v a l Talk f o r E d u c a t o r s . " Since January 1977, w r i t e r s f o r t h a t d e p a r t m e n t have a d d r e s s e d such t o p i c s as e x t e r n a l d e g r e e pr o g ram s , i n s e r v i c e t r a i n i n g , m a i n s t r e a m i n g , m u l t i ­ c u l t u r a l and community e d u c a t i o n , t e n u r e and p ro m o ti o n , a c c o u n t a ­ b i l i t y , co mpetency-b ase d e d u c a t i o n , and s t a f f dev elopm en t f o r u n i v e r s i t y p e r s o n n e l , i n an a p p a r e n t a t t e m p t t o c l a r i f y t h e r o l e o f teacher educators. S in c e t h e p a s s a g e o f t h e E d u c a tio n Amendments o f 1976 ( P u b l i c Law 9 4 - 4 8 2 ) , which p r a c t i c a l l y d i s r e g a r d e d t h e r o l e o f voca ­ t i o n a l t e a c h e r e d u c a t o r s (VTEs), t h e U n i v e r s i t y Council f o r V o c a t i o n a l E d u c a t io n was e s t a b l i s h e d " t o promote t h e i n t e l l i g e n t c r i t i q u i n g o f t h e p r e s e n t i s s u e s and p o t e n t i a l future i s s u e s in v o c a t i o n a l e d u c a t i o n 2 i n a r e f l e c t i v e , s c h o l a r l y manner" ( S c h a e f e r & Moss, 1 9 7 7 ) . Appendix E f o r l i s t o f U n i v e r s i t y Council members.) (See A m ajor p u r ­ po se o f t h e Council i s t o " a d d r e s s i s s u e s and p o t e n t i a l i s s u e s so t h a t t h e p u b l i c s o f v o c a t i o n a l e d u c a t i o n may i n t e l l i g e n t l y t h i n k about public p o licy fo r vocational education in ste a d o f j u s t r e a c t ­ in g t o p u b l i c p o l i c y f o r v o c a t i o n a l e d u c a t i o n " ( p . i i i ) . A Michigan gro u p , t h e Michigan O c c u p a tio n a l T e a c h e r E d u c a t o r s A s s o c i a t i o n (MOTEA), i s a t t e m p t i n g t o c l a r i f y t h e l i n k a g e o r i n t e r ­ f a c e of vocatio n al te a c h e r ed u cato rs with the personnel w ith in the S t a t e Department o f E d u c a tio n u n i t w i t h d e s i g n a t e d r e s p o n s i b i l i t y f o r vocational education. According t o t h a t group: For v a r i o u s r e a s o n s , v o c a t i o n a l t e a c h e r e d u c a t o r s o f Michigan have f e l t e x c l u d e d from o r i n s u f f i c i e n t l y i n v o l v e d i n t h e d e c i s i o n - m a k i n g p r o c e s s as i t r e l a t e s t o v o c a t i o n a l e d u c a t i o n p e r s o n n e l d ev e l o p m e n t . The v o i c e s o f v o c a t i o n a l t e a c h e r edu­ c a t o r s , i n d i v i d u a l l y and c o l l e c t i v e l y , have had l i t t l e impact o v e r t h e p a s t s e v e r a l y e a r s ; and t h e p e r s o n n e l o f t h e Voca­ t i o n a l - T e c h n i c a l E d u c a tio n S e r v i c e (V-TES)do n o t a p p e a r t o have had an u n d e r s t a n d i n g o f nor an o r i e n t a t i o n towar d t h e i m p o r t a n t r o l e and c o n t r i b u t i o n o f v o c a t i o n a l t e a c h e r e d u c t o r s (Michigan O c c u p a t io n a l T e a c h e r E d u c a to r s A s s o c i a t i o n , 1978, p. 1 ) . A lthough t h e MOTEA has d e v e lo p e d a p o s i t i o n s t a t e m e n t , t h e gr oup has n o t c o n d u cte d any p r im a r y r e s e a r c h t o d e t e r m i n e VTEs' r o l e e x p e c t a t i o n s , as p e r c e i v e d by e i t h e r t h e VTEs t h e m s e l v e s o r by others. P e r s o n n e l w i t h i n t h e Michigan Departm ent o f E d u c a t i o n (MDE) O f f i c e o f P r o f e s s i o n a l Development d r a f t e d t h e 1978 s t a t e p l a n f o r p r o f e s s i o n a l d ev e lo p m e n t , which i n c l u d e s c e r t a i n p r o f e s s i o n a l d e v e l o p ­ ment a c t i v i t i e s f o r t e a c h e r e d u c a t o r s a n d / o r h i g h e r e d u c a t i o n p e r ­ sonnel. Some o f i t s o b j e c t i v e s i n c l u d e t h e c r e a t i o n o f l i n k a g e s 3 between i n s t i t u t i o n s o f h i g h e r e d u c a t i o n and t h e p u b l i c s c h o o l s . No r e p r e s e n t a t i v e o f h i g h e r e d u c a t i o n , however, s e r v e s on t h e MDE's P r o f e s s i o n a l Development Council (MDE, S t a t e Plan f o r t h e P r o f e s s i o n a l Development o f School S t a f f s , 1978, p. 5 9 ) . Even tho ug h t h e s t a t e p l a n f o r p r o f e s s i o n a l development s u g ­ g e s t s t h e i m p o r ta n c e o f i n v o l v i n g i n s t i t u t i o n s o f h i g h e r e d u c a t i o n in t h e p r o f e s s i o n a l development p r o c e s s , t h e s t a t e p l a n f o r v o ca­ t i o n a l e d u c a t i o n (Annual and Long-Range S t a t e P l a n f o r V o c a t i o n a l Edu­ c a t i o n in Michigan 1978- 1982) p l a c e s l i t t l e im p o rta n ce on t h e r o l e o f VTEs. Among t h e f a c t o r s i n f l u e n c i n g t h e p o t e n t i a l impact o f t e a c h e r e d u c a t o r s i n Michigan a r e : 1. "The r a t e a t which p u b l i c school t e a c h e r s a r e t e r m i n a t i n g i s d e c l i n i n g , r e d u c i n g t h e number o f open p u b l i c scho ol new p o s i ­ t i o n s " ( B o l i n g , 1975, p. 3 7 ) . The d e c l i n e o f t e r m i n a t i o n s may p a r ­ t i a l l y be a t t r i b u t e d t o t e a c h e r t e n u r e , m a s t e r c o n t r a c t s , and d e c l i n ­ ing s t u d e n t e n r o l l m e n t s . Because fewer new t e a c h e r s w i l l be a c q u i r i n g t e a c h i n g p o s i t i o n s , i t seems l o g i c a l t o assume t h a t t e a c h e r e d u c a t o r s w i l l need t o f o c u s t h e i r p r im a r y e f f o r t s on i n s e r v i c e f o r e x i s t i n g s t a f f s r a t h e r th a n on p r e s e r v i c e f o r p o t e n t i a l t e a c h e r s . 2. A lthou gh s e c o n d a r y s t a f f members a r e p r i m a r i l y t e n u r e d and f u l l y c e r t i f i c a t e d , many v o c a t i o n a l t e a c h e r s l a c k t h e c r e d e n t i a l s t o become e i t h e r c e r t i f i e d o r t e n u r e d . According t o Katz and Nerden ( 1 9 7 5 ) , o n e - t h i r d ( 1 , 8 5 0 ) o f t h e Michigan v o c a t i o n a l e d u c a t i o n t e a c h e r s were on annual a u t h o r i z a t i o n s ( s e e d e f i n i t i o n , page 1975-76 s chool y e a r . 11 ) during the 4 Even though VTEs may be aware t h a t v o c a t i o n a l - t e c h n i c a l e d u ­ cators t o meet have c e r t a i n p r o f e s s i o n a l developmen t n e e d s , t h e y may be u n a b le t h o s e needs f o r a v a r i e t y o f r e a s o n s , i n c l u d i n g : 1. Lack o f e x p e r t i s e : Most VTEs, i n t h e i r p r o f e s s i o n a l p r e p a r a t i o n , have s p e c i a l i z e d i n a g iv en c o n t e n t a r e a , be i t a g r i c u l ­ t u r e , home e co n o m ics , d i s t r i b u t i v e e d u c a t i o n , o r a n o t h e r s p e c i a l t y ; however, i n s e r v i c e a c t i v i t i e s f o r p r a c t i t i o n e r s f r e q u e n t l y r e q u i r e " a c r o s s t h e bo ar d " e x p e r t i s e ( a b i l i t y t o app r o a c h a t o p i c from t h e various v o c a tio n a l-te c h n ic a l education s p e c ia lty p e rs p e c tiv e s ). Because o f s t a t e manda tes o r l o c a l r e q u i r e m e n t s , p r a c t i t i o n e r s may need i n s e r v i c e t r a i n i n g on such t o p i c s as b i l i n g u a l e d u c a t i o n , c a r e e r e d u c a t i o n , c o m p etency-based e d u c a t i o n , consumer e d u c a t i o n , e l i m i n a t i o n o f s e x - r o le s te r e o ty p in g , energy ed u c a tio n , long-range planning, m a i n s t r e a m i n g , needs a s s e s s m e n t , and program a r t i c u l a t i o n . The VTEs who a r e know ledge ab le a b o u t t h o s e t o p i c s have g e n e r a l l y made p e r s o n a l e f f o r t s to develop t h a t e x p e r t i s e . In some c a s e s , t h e y (as wel l as anyone e l s e who has s e l e c t e d t o become a " t r a i n e r " f o r a s t a t e s u p p o r t e d p r o j e c t ) have p a r t i c i p a t e d in S t a t e Department o f E d u c a tio n t r a i n e r workshops b e f o r e t h e y became c e r t i f i e d t o co n d u ct workshops for p ra c titio n e rs. T h e r e f o r e , e v e r - c h a n g i n g needs o f p r a c t i t i o n e r s may c a u s e VTEs t o l a c k e x p e r t i s e , a t l e a s t t e m p o r a r i l y . 2. Lack o f communication: be i n a d e q u a t e f o r VTEs in M ichigan . Communication c h a n n e l s a p p e a r t o During t h e p a s t few y e a r s , s t e p s have been t a k e n by t h e S t a t e Department o f E d u c atio n t o en hance t h e communication among VTEs by p r o v i d i n g fu n d s f o r ( a ) an annual m e e ti n g f o r a l l VTEs w i t h i n Michigan i n s t i t u t i o n s o f h i g h e r e d u c a t i o n , (b) a 5 monthly m e e tin g o f i n s t i t u t i o n a l r e p r e s e n t a t i v e s , and ( c ) a news­ l e t t e r f o r and a b o u t VTEs. VTEs, however, p r o b a b l y c o u ld a l s o ben e­ f i t from communication w ith v o c a t i o n a l - t e c h n i c a l p e r s o n n e l o u t s i d e t h e a r e a o f t e a c h e r e d u c a t i o n ; f o r ex ample, m i n i - i n t e r n s h i p s i n b u s i n e s s and i n d u s t r y m ight be b e n e f i c i a l . Seemingly a p p r o p r i a t e would be communication w i t h t h e vocational-technical adm inistrators. In M ichig an, f i n a n c i a l a s s i s t a n c e i s p r o v id e d th r o u g h t h e V o c a t i o n a l - T e c h n i c a l E d u c a t io n S e r v i c e (V-TES) t o e n s u r e t h a t K-12 d i s t r i c t s and i n t e r m e d i a t e scho ol d i s ­ t r i c t s have t h e l e a d e r s h i p s e r v i c e s needed t o a d m i n i s t e r v o c a t i o n a l t e c h n i c a l e d u c a t i o n a t t h e l o c a l l e v e l (MDE, V-TES, A d m i n i s t r a t i v e Guide f o r V o c a t i o n a l - T e c h n i c a l E d u c a t i o n , Tab VI, S e c t i o n E, p. 1 ) . The f u n c t i o n s o f t h e s e a d m i n i s t r a t o r s i n c l u d e program p l a n n i n g , d ev e lo p m e n t , and e v a l u a t i o n ; i n s t r u c t i o n a l management; s t u d e n t s e r ­ v i c e ; p e r s o n n e l management; s t a f f d ev elo p m en t; p r o f e s s i o n a l r e l a t i o n s and s e l f - d e v e l o p m e n t ; s c h o o l/ e m p l o y e r /c o m m u n it y r e l a t i o n s ; and f a c i l i ­ t i e s and equip men t management. Also r e i m b u r s e d i n Michigan a r e commu­ n i t y c o l l e g e s employing q u a l i f y i n g o c c u p a t i o n a l e d u c a t i o n a d m i n i s t r a ­ t o r s , who pe r fo r m s p e c i f i e d d u t i e s r e l a t i v e t o p l a n n i n g , p e r s o n n e l s u p e r v i s i o n , f i n a n c e and bud get management, p u b l i c r e l a t i o n s , i n t e r ­ agency com m unicatio n, and e v a l u a t i o n . These a d m i n i s t r a t o r s s e l e c t c o n s u l t a n t s , t r a i n e r s , and o t h e r p e r s o n n e l t o meet p r a c t i t i o n e r s ' p r o f e s s i o n a l dev elopm en t n e e d s , which f r e q u e n t l y r e s u l t from e v e r - a p p e a r i n g s t a t e and f e d e r a l g u i d e l i n e s and m a n d a te s . T herefore, vocational a d m in is tr a to rs ' r o l e e x p e c t a t i o n s f o r VTEs a r e c r i t i c a l : I f t h e y e x p e c t more th a n 6 t h e VTEs can d e l i v e r , d i s s a t i s f a c t i o n r e s u l t s ; i f t h e y f a i l t o r e c o g n i z e o r s o l i c i t VTEs' e x p e r t i s e , t h e t a l e n t and tim e o f VTEs a re wasted. Michigan Department o f E d u c atio n p r o f e s s i o n a l s and v o c a t i o n a l a d m i n i s t r a t o r s have a w e l l - e s t a b l i s h e d communication s y s te m . In con ­ t r a s t , VTEs, l i k e o t h e r c i t i z e n s , may r e q u e s t and r e c e i v e c o p i e s o f l e g i s l a t i o n , r u l e s , and r e g u l a t i o n s , b u t a r e g e n e r a l l y e x c l u d e d from t h e i n t e n s i v e d i s c u s s i o n s a b o u t such l e g i s l a t i o n t h a t a r e commonplace w i t h i n t h e s t a t e agency. F u r t h e r , t h e y a r e g e n e r a l l y e x c l u d e d from m ailings ( u s u a lly intended f o r v o catio n al a d m i n i s t r a t o r s ) through which i n f o r m a t i o n a n d / o r d i r e c t i v e s r e s u l t i n g from such i n f o r m a t i o n are d is tr ib u te d . In g e n e r a l , t h e s t a t e agency t e n d s t o p r o v i d e VTEs w i t h o n l y p a r t o f t h e i n f o r m a t i o n made a v a i l a b l e t o v o c a t i o n a l admin­ istrato rs. The r e s u l t i n g communication gap i n f l u e n c e s VTEs' and a d m i n i s t r a t o r s ' u n d e r s t a n d i n g o r m i s u n d e r s t a n d i n g o f r o l e s and i s s u e s . S t a t e m e n t o f t h e Problem The problem o f t h i s s t u d y was t o (1) d e t e r m i n e w h e th e r t h e r e i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o c a t i o n a l a d m i n i s t r a ­ t o r s a b o u t t h e r o l e o f Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s who a r e i n v o lv e d in t h e p r o f e s s i o n a l development o f p r a c t i t i o n e r s , and ( 2 ) d e t e r m i n e w h e th e r t h e p o s i t i o n o f t h e a d m i n i s t r a t o r i n f l u e n c e s h is /h e r ro le expectations fo r those teach er ed u cato rs. An a d d i t i o n a l i n t e n t i o n o f t h e s t u d y was t o document demographic p a t t e r n s and p r o ­ f i l e s of the respondents. The f o l l o w i n g r e s e a r c h q u e s t i o n s were s e t f o r t h : 7 1. What i s t h e r a n k o r d e r o f t h e 62 q u e s t i o n n a i r e i t e m s , f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t ­ s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y su bg ro ups [ v o c a t i o n a l d i r e c t o r s , C a r e e r E d u c a t io n P l a n n i n g D i s t r i c t — CEPD— v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 2. Which t a s k s , among t h o s e i d e n t i f i e d i n t h e 62 q u e s t i o n ­ n a i r e i t e m s , a r e ranked w i t h i n t h e t o p 25 p e r c e n t f o r t h e t o t a l popu­ l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a ry g r o u p ; and s e c o n d a r y s ub­ groups [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 3. Which t a s k s , among t h o s e i d e n t i f i e d i n t h e 62 q u e s t i o n ­ n a i r e i t e m s , a r e r a n k e d w i t h i n t h e bottom 25 p e r c e n t f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y sub­ groups [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 4. I s t h e r e a d i f f e r e n c e between t h e means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h and d e v e lo p m e n t , t e a c h i n g , and s e r v i c e ) f o r t h e s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s group and t h e p o s t - s e c o n d a r y v o ca­ t i o n a l a d m i n i s t r a t o r s group? 5. Which v o c a t i o n a l t e a c h e r e d u c a t o r (VTE) t a s k s were c i t e d as b e in g a p p r o p r i a t e / i n a p p r o p r i a t e by t h e s e l e c t e d v o c a t i o n a l admin­ istrato rs? 8 6 . Do t h e r e s u l t s o f a f a c t o r a n a l y s i s s u p p o r t t h e c o n c e p t s o f r e s e a r c h and de v e lo p m e n t, t e a c h i n g , and s e r v i c e , o r does i t d e t e r m i n e o t h e r c e n t r a l c o n c e p t s which c o n s t i t u t e t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' e x p e c t a t i o n f o r t h e r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs)? 7. What i s t h e demogr aphic p r o f i l e o f t h e p o p u l a t i o n ; and what demographic p a t t e r n s emerged t h r o u g h d a t a a n a l y s i s ? 8 . overlooked? 9. Does t h e p o p u l a t i o n f e e l t h a t any VTEs' t a s k s have been I f s o , which ones ? What s u g g e s t i o n s , i f a n y , does t h e p o p u l a t i o n have f o r e n a b l i n g VTEs t o p e r fo r m a s e r v i c e f u n c t i o n ? The s t u d y was d e s i g n e d t o be d e s c r i p t i v e in n a t u r e . An a t t e m p t was made t o i d e n t i f y and r e p o r t t h e p a t t e r n s and p r o f i l e s t h a t emerged t h r o u g h d a t a a n a l y s i s . Need f o r t h e Study Many e d u c a t i o n a l l e a d e r s have w r i t t e n a r t i c l e s and books a d d r e s s i n g t h e need f o r t e a c h e r e d u c a t o r s t o d e f i n e o r r e d e f i n e th e ir role. Parks and Hull (1976) s t a t e d , I t has been common p r a c t i c e f o r t e a c h e r e d u c a t i o n i n s t i t u ­ t i o n s t o p l a y a m ajor r o l e i n t h e t r a i n i n g o f v o c a t i o n a l e d u c a t i o n p e r s o n n e l . . . . T e a c h e r e d u c a t i o n programs s h o u l d , however, become more a d e p t a t a n t i c i p a t i n g p r o f e s s i o n a l dev el opm en t needs o f t e a c h e r s and o t h e r s who c a n n o t always comply w it h t r a d i t i o n a l modes o f d e l i v e r y . . . . T e a c h e r ed u­ c a t i o n i n s t i t u t i o n s s h o u ld make known t h e i r s t r a t e g i e s f o r f u l f i l l i n g t h e i r r o l e i n t h e p e r s o n n e l develo pment p r o c e s s , and s h o u ld r e l a t e t h e i r p l a n s t o t h e c o o p e r a t i v e l y d e v e lo p e d s t a t e p l a n . . . . A n o th e r d im ension t h a t i n s t i t u t i o n s must address themselves to i s th e process of s e lf - r e n e w a l — t h a t p r o c e s s which a l l o w s i n s t i t u t i o n s t o s t a y a b r e a s t o f t h e r a p i d l y ch a n g in g t e c h n o l o g y and s o c i a l movements. E f f o r t s t o keep up t o d a t e have i m p l i c a t i o n s n o t o n l y f o r p l a n n i n g and c o n d u c t i n g i n s e r v i c e p r o g r a m s , b u t f o r t h e p r o f e s s i o n a l growth o f t h e p e r s o n n e l dev elo p m en t s t a f f (p p. 5 3 - 5 4 ) . 9 R e c e n t l y , an e n t i r e i s s u e o f t h e J o u r n a l o f T e a c h e r E d u c atio n (Mar ch -A pril 1977) was de v o te d t o t h e t o p i c o f l i f e l o n g l e a r n i n g f o r professionals. S e v e r a l o f t h e a r t i c l e s in t h a t i s s u e a l s o a d d r e s s e d t h e need f o r t e a c h e r e d u c a t o r s t o d e f i n e , r e d e f i n e , a n d / o r change th e ir ro le. In k e e p i n g w i t h t h e c u r r e n t emphasis upon p r o f e s s i o n a l dev elop men t in M ic higan, i t seems t h a t t h e time has come t o i d e n t i f y t h e r o l e o f M ichigan VTEs who a r e i n v o l v e d in t h e p r o f e s s i o n a l d e v e l o p ­ ment o f p r a c t i t i o n e r s . Such r o l e i d e n t i f i c a t i o n would have been even more t i m e l y d u r i n g t h e f o r m u l a t i o n o f t h e s t a t e p r o f e s s i o n a l d e v e l o p ­ ment p l a n ; however, i t s t i l l i s n o t t o o l a t e , bec a u s e t h e p lan w i l l be r e v i s e d a n n u a l l y . S i g n i f i c a n c e o f t h e Study T h is d e s c r i p t i v e s t u d y w i l l p r o v i d e b a s e l i n e d a t a u s e f u l t o VTEs in a s s e s s i n g t h e i r p r e s e n t r o l e and in p l a n n i n g f o r t h e i r f u t u r e c o n tr ib u tio n to v o c a tio n a l-te c h n ic a l education. Another p u r p o s e f o r t h i s s t u d y was t o p r o v i d e i n f o r m a t i o n t h a t would s e r v e a s a c a t a l y s t f o r communication between VTEs and o t h e r gr oups o f v o c a t i o n a l t e c h n i c a l e d u c a t i o n p e r s o n n e l such a s s t a t e agency p r o f e s s i o n a l s , l o c a l a d m i n i s t r a t o r s , s u p p o r t p e r s o n n e l , and c l a s s r o o m t e a c h e r s . B a s ic As sumptions o f t h e Study S e v e r a l a s s u m p t i o n s were i n h e r e n t i n t h i s s t u d y , i n c l u d i n g th a t th e vocational a d m in is tra to rs s e le c te d f o r the study; 1. p ractitio n ers. have pla n n e d p r o f e s s i o n a l dev elop m en t a c t i v i t i e s f o r 10 2. have e x p e c t a t i o n s f o r t h e r o l e o f VTEs. 3. have had c o n t a c t w ith many o f t h e VTEs who a r e in v o l v e d in t h e p r o f e s s i o n a l developm ent o f p r a c t i t i o n e r s . 4. have i n t e r a c t e d " a c r o s s t h e bo ar d" i n v o c a t i o n a l ed u ­ cation. A nother a s su m p t io n was t h a t t h e s u r v e y i n s t r u m e n t (1) l i s t s t h e i m p o r t a n t r o l e components o f VTEs who a r e in v o l v e d in t h e p r o f e s ­ s i o n a l development o f p r a c t i t i o n e r s and (2) i n c l u d e s a c c u r a t e c a t e ­ g o r i e s o f item s ( i . e . , it e m s 1-16 a r e r e s e a r c h and develo pment r o l e s t a t e m e n t s , item s 17-34 a r e t e a c h i n g r o l e s t a t e m e n t s , and it e m s 35-62 are service ro le statem ents). D e l i m i t a t i o n o f t h e S tudy The f o l l o w i n g was a d e l i m i t a t i o n o f t h e s t u d y : The r e s e a r c h was d e s ig n e d t o d e t e r m i n e w h e th e r t h e r e i s an i n t e l l i g i b l e r o l e e x p e c t a t i o n f o r Michigan VTEs who a r e i n v o l v e d i n t h e p r o f e s s i o n a l development o f p r a c t i t i o n e r s , o n l y as i d e n t i f i e d by s e l e c t e d v o ca­ tional ad m inistrators. L i m i t a t i o n s o f t h e S tudy A major l i m i t a t i o n o f t h e s t u d y i s t h a t t h e s u r v e y item s e v o l v e d from a r e v i e w o f t h e l i t e r a t u r e . The i t e m s , t h e r e f o r e , r e f l e c t t r a d i t i o n a l r o l e e x p e c t a t i o n s r a t h e r th a n n o n t r a d i t i o n a l , em er g in g , o r f u t u r i s t i c r o l e e x p e c t a t i o n s f o r VTEs. A fu rth e r lim i­ t a t i o n was t h a t t h e a b i l i t y o f t h e r e s p o n d e n t s t o make ju dgm en ts a b o u t t h e r o l e o f VTEs was n o t a s s e s s e d . n An other l i m i t a t i o n r e l a t e d t o t h e t h e o r e t i c a l a s p e c t o f t h e l i n k e r r o l e (H a v e lo c k , 197 1 ) , a s d e s c r i b e d in C h a p te r I I o f t h i s d i s ­ sertation. The s t u d y was l i m i t e d t o t h e l i n k i n g r o l e o f VTEs r e l a t i v e t o t h e i r r o l e i n t h e p r o f e s s i o n a l develop ment o f p r a c t i t i o n e r s , who are f i e l d based. However, co m plet e s e p a r a t i o n o f VTE r o l e s a t t h e p r e s e r v i c e and i n s e r v i c e l e v e l s i s i m p r o b a b l e , a s one l e v e l most lik e ly influences the other. An a d d i t i o n a l l i m i t a t i o n o f t h e s t u d y was t h e tim e p a r a m e t e r o f t h e s t u d y , which was c o n d u cted between A p r il 22 and June 6 , 1978. Even tho ug h 7 8 . 2 p e r c e n t r e s p o n d e d , t h o s e r e s p o n s e s o n l y r e p r e s e n t o p i n i o n s h e ld d u r i n g t h a t p e r i o d o f t i m e . D e f i n i t i o n o f Terms The f o l l o w i n g te rm s a r e d e f i n e d in t h e c o n t e x t i n which t h e y a r e used i n t h i s s t u d y . Acro ss t h e b o a r d : An e x p r e s s i o n used by v o c a t i o n a l e d u c a t o r s t o i n d i c a t e i n t e r a c t i o n w i t h i n d i v i d u a l s from a l l t h e s p e c i a l t y areas w ithin vocational education. Annual a u t h o r i z a t i o n : A l e g a l power i s s u e d t o a scho ol d i s t r i c t f o r c a n d i d a t e s who have n o t met t h e s t a n d a r d s o u t l i n e d f o r a t e m p o ra ry v o c a t i o n a l a u t h o r i z a t i o n o r a vo catio n al endorsement t o t h e i r r e g u l a r teaching c e r t i f i c a t e . The p u r p o s e o f t h i s a u t h o r i z a t i o n i s t o p r o v i d e sc hool d i s t r i c t s w i t h e x p e r i e n c e d i n d i v i d u a l s t o i n s t r u c t i n an o c c u p a t i o n a l a r e a where f u l l y c e r t i f i e d v o c a t i o n a l t e a c h ­ e r s a r e in s h o r t s u p p l y . . . v o c a t i o n a l l y ap proved t r a d e and i n d u s t r i a l o r h e a l t h o c c u p a t i o n c o u r s e s i n g r a d e 9 t o 12 (MDE, F a c t s About Michigan V o c a t i o n a l T e a c h e r C e r t i f i c a t i o n , 1977, p. 2 ) . In serv ice Education: "An o n - g o i n g , f l e x i b l e , n e e d s - r e s p o n s i v e , emerging program [ f o r t h e p r o f e s s i o n a l de vel opm en t o f e d u c a t o r s ] 12 d e s ig n e d by m u l t i r o l e gr oups t o improve each p e r s o n ’s j o b competency" (Goddu, 1977, p. 7 ) . P ractitio n ers: I n d i v i d u a l s who a r e employed a t t h e s e c o n d a ry o r p o s t - s e c o n d a r y l e v e l and a r e r e s p o n s i b l e f o r d e l i v e r i n g i n s t r u c t i o n or i n s t r u c t i o n a l s e rv ic e s to students in the v o c a tio n a l-te c h n ic a l a re a s, i . e . , a g r ic u ltu r e , d i s t r i b u t i v e education, health occupations, home ec onom ics , b u s i n e s s a n d / o r o f f i c e , t e c h n i c a l , and t r a d e and in d u strial. Preservice: "A l e v e l o f p r e p a r a t i o n which emphas izes g e n e r i c k inds o f knowledge and s k i l l s s ee n as p r o v i d i n g a f o u n d a t i o n f o r s u c ­ c e s s f u l t e a c h i n g i n a s p e c i f i c s e t t i n g and w i t h p a r t i c u l a r s t u d e n t c h a r a c t e r i s t i c s and needs" (Denemark, 1977, p. 7 ) . P ro fe s sio n a l development: Sim ilar to in se rv ic e education. "A p la n n e d and o r g a n i z e d e f f o r t t o p r o v id e t e a c h e r s and o t h e r e d u c a ­ t i o n a l w or ker s w i t h knowledge and s k i l l s t o f a c i l i t a t e improved s t u ­ d e n t l e a r n i n g and p e r fo r m a n c e and t o meet a d d i t i o n a l dev elopmen tal needs o f s t u d e n t s " (MDE, S t a t e Plan f o r t h e P r o f e s s i o n a l Development o f School S t a f f s , 1978, p. 3 ) . P r o f e s s i o n a l development c e n t e r : "A c e n t e r t o improve j o b r e l a t e d s k i l l s and knowledge o f t e a c h e r s , a d m i n i s t r a t o r s , and o t h e r sc hool s u p p o r t s t a f f " (MDE, S t a t e Plan f o r t h e P r o f e s s i o n a l Development o f School S t a f f s , 1978, p. 5 ) . P r o f e s s i o n a l dev el opm en t a d v i s o r y c o u n c i l : A c o u n c i l made up o f c l a s s r o o m t e a c h e r s , c i t i z e n s , l o c a l b o a r d s o f e d u c a t i o n , s ch ool a d m i n i s t r a t o r s , i n t e r m e d i a t e s chool d i s t r i c t s t a f f , s t a f f from t e a c h e r p r e p a r a t i o n i n s t i ­ t u t i o n ( s ) and n o n p u b l i c s c h o o l s . Such a c o u n c i l , w i t h 50 13 p e r c e n t t e a c h e r membership, i d e n t i f i e s , on a r e g i o n a l b a s i s , a r e a s o f need f o r p r o f e s s i o n a l development a c t i v i t i e s , p o s ­ s i b l e r e s o u r c e s t o meet t h o s e n e e d s , and a s s i s t s in p l a n n i n g and c o o r d i n a t i o n t o improve r e g i o n a l p r o f e s s i o n a l developm ent services. In t h o s e a r e a s o f t h e s t a t e where a p r o f e s s i o n a l dev elop men t c e n t e r has been funded f o r o p e r a t i o n , such an a d v i s o r y c o u n c i l may a l s o p r o v i d e i n p u t t o t h e c e n t e r b o a r d r e l a t i v e t o p r o f e s s i o n a l development needs and c e n t e r p r o ­ grams (MDE, S t a t e P lan f o r t h e P r o f e s s i o n a l Development o f School S t a f f s , 1978, p. 6 ) . Role: "A s e t o f e x p e c t e d b e h a v i o r s f o r an i n d i v i d u a l i n a giv en s i t u a t i o n o r p o s i t i o n " Prescribed r o l e : ( B l u c a s , 1977, p. 1 1). A ro le th a t is external to the in d i­ v i d u a l t o whom i t a p p l i e s ( T h i b a u t , 1959, p. 14 4). Role c o n f l i c t : "A s o c i o l o g i c a l t e r m which d e s c r i b e s a s i t u a t i o n i n which a f o c a l p e r s o n i s c o n f r o n t e d w i t h incom­ p a t i b l e e x p e c t a t i o n s " ( C a r r o l l , 1976). Subjective r o le : A r o l e t h a t i s p e r c e i v e d by t h e i n d i ­ v i d u a l and i s r e c o g n i z e d as a p p l y i n g t o h i s / h e r b e h a v i o r ( T h i b a u t , 1959, p. 144). School s t a f f : "All p e r s o n n e l employed by a s ch ool system who a r e r e s p o n s i b l e f o r d e l i v e r i n g i n s t r u c t i o n a l s u p p o r t s e r v i c e s t o s t u d e n t s " (MDE, S t a t e Plan f o r t h e P r o f e s s i o n a l Development o f School S t a f f s , 1978, p. 5 ) . Vocational A d m in is tr a to rs : A ll i n d i v i d u a l s l i s t e d i n t h e 1977-78 D i r e c t o r y o f V o c a t i o n a l A d m i n i s t r a t o r s , p u b l i s h e d by t h e Michigan Dep ar tm en t o f E d u c a t i o n , V o c a t i o n a l - T e c h n i c a l E d u c a t io n Service. titles: Included in th e l i s t i n g a r e in d i v i d u a l s with th e follow ing 14 Community c o l l e g e d e a n s : The a d m i n i s t r a t o r s who t y p i c a l l y p l a n , p rom o te , o r g a n i z e , c o o r d i n a t e , s u p e r v i s e p e r s o n n e l , e v a l u a t e , and g i v e g e n e r a l d i r e c t i o n t o a compreh en sive program o f o c c u p a t i o n a l e d u c a t i o n (MDE, V-TES, A d m i n i s t r a t i v e Guide f o r V o c a t i o n a l - T e c h n i c a l Education) . Vocational d i r e c t o r s : A d m i n i s t r a t o r s in s ch oo l d i s t r i c t s w it h a minimum o f 3 , 0 0 0 s t u d e n t s in g r a d e s 9 - 1 2 , i n c l u s i v e , o r 800 s t u d e n t s in r e i m b u r s e d v o c a t i o n a l programs i n c l u d i n g home economics (MDE, V-TES, A d m i n i s t r a t i v e Guide f o r V o c a t i o n a l - T e c h n i c a l E d u c a t i o n ) . CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s : Individuals responsible f o r c o o rd in a tin g secondary vo cation al education long-range planning in t h e C a r e e r E d u c a t io n P l a n n i n g D i s t r i c t (CEPD); t h e y a r e a l s o r e s p o n ­ s i b l e f o r p l a c e m e n t and f o l l o w - u p o f v o c a t i o n a l e d u c a t i o n g r a d u a t e s (MDE, V-TES, A d m i n i s t r a t i v e Guide f o r V o c a t i o n a l - T e c h n i c a l E d u c a t i o n ) . Area c e n t e r p r i n c i p a l s : A dm inistrators of c e n tr a lly located f a c i l i t i e s d e s i g n e d and eq u ip p e d t o p r o v i d e v o c a t i o n a l e d u c a t i o n p r o ­ grams f o r two o r more s c h o o l s (Shaw, 1977, p. 1 ) . Shared-tim e d i r e c t o r s of vocational e d u c a tio n : A dm inistrators who s e r v e two o r more d i s t r i c t s w i t h a minimum s t u d e n t e n r o l l m e n t o f 2 , 5 0 0 i n g r a d e s 9 - 1 2 , i n c l u s i v e , o r 600 s t u d e n t s in r e i m b u r s e d voca ­ t i o n a l programs (MDE, V-TES, A d m i n i s t r a t i v e Guide f o r V o c a t i o n a l Technical E d ucation) . O ther: V o c a t i o n a l a d m i n i s t r a t o r s s e r v i n g in two o r more secondary v o catio n al a d m i n i s tr a t o r p o s it i o n s ( i . e . , v ocatio n al d i r e c ­ t o r , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t , a r e a c e n t e r p r i n c i p a l , shared-tim e d i r e c t o r ) sim ultaneously. 15 Vocational e d u c a tio n : "Means o r g a n i z e d e d u c a t i o n a l programs which a r e d i r e c t l y r e l a t e d t o t h e p r e p a r a t i o n o f i n d i v i d u a l s f o r p a id o r un paid employment, o r f o r a d d i t i o n a l p r e p a r a t i o n f o r a c a r e e r r e q u i r i n g o t h e r t h a n a b a c c a l a u r e a t e o r advanced d e g r e e " ( F e d e r a l R e g i s t e r , O c to b e r 3 , 1977, p. 53865 ). V o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs): I n d i v i d u a l s employed a t f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s , who c o n t r i b u t e t o t h e p r o f e s ­ s i o n a l dev elo p m en t o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n p e r s o n n e l t i t i o n e r s ) a t t h e s e c o n d a r y and p o s t - s e c o n d a r y l e v e l s . (prac­ CHAPTER II REVIEW OF LITERATURE Introduction: R o l e - - C l a r i f i c a t i o n o f Concept A s e a r c h o f t h e l i t e r a t u r e , i n v o l v i n g DATRIX, ERIC, and an e x t e n s i v e hand s e a r c h , produced n e i t h e r a r o l e d e f i n i t i o n f o r t e a c h e r e d u c a t o r s i n g e n e r a l , n o r one f o r v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs) specifically. The l i t e r a t u r e r ev iew d i d , however, i n d i c a t e t h a t many i n d i v i d u a l s a n d / o r groups a r e i n t e r e s t e d in pr omotin g i n s e r v i c e e d u ­ c a t i o n o r p r o f e s s i o n a l development p l a n s f o r t e a c h e r e d u c a t o r s , as wel l as f o r c o l l e g e f a c u l t y in g e n e r a l . The s e a r c h r e v e a l e d t h a t few s t u d i e s have been c onducted t o d e t e r m in e e i t h e r (1) t h e t e a c h e r e d u c a t o r ' s s u b j e c t i v e r o l e ( p e r c e i v e d by t e a c h e r e d u c a t o r s t o be t h e i r r o l e ) o r (2) t h e t e a c h e r e d u c a t o r ' s p r e s c r i b e d r o l e ( r o l e e x p e c t a t i o n s by o t h e r i n d i v i d u a l s o r groups f o r t e a c h e r e d u c a t o r s ) . No s t u d i e s were found t h a t a d d r e s s e d t h e r o l e o f VTEs, p e r s e . Brookover (1975) n o t e d t h e l a c k o f such r e s e a r c h : " . . . There have been few s t u d i e s v a l i d l y c o n d u c t e d , which d e s c r i b e t h e p u b l i c o r p r i v a t e school t e a c h e r a t any l e v e l i n any n a t i o n " (p . 2 1 0 ) . He went on t o say t h a t , f o r t h e most p a r t , even t h o s e s t u d i e s t h a t have been c onducte d a r e q u i c k l y o u t d a t e d b e c a u s e o f t h e r a p i d l y ch a n g in g s o c i e t y . T h i b a u t (1959) d e f i n e d " r o l e , " which i s t h e c e n t r a l c o n c e p t o f t h e p r e s e n t s t u d y , as f o l l o w s : 16 17 Roles c o n s i s t o f c l u s t e r s o f norms p r o v i d i n g f o r a d i v i s i o n o f l a b o r o r s p e c i a l i z a t i o n o f f u n c t i o n s among t h e members o f a gr oup. A per so n i s s a i d t o occupy a p a r t i c u l a r r o l e , when i n r e l a t i o n t o some s p e c i a l s o c i a l o r t a s k a r e a , t h e norms a p p l i c a b l e t o h i s b e h a v i o r a r e d i f f e r e n t from t h o s e a p p l i c a b l e t o h i s p a r t n e r ( o r in l a r g e r g r o u p s , t h o s e a p p l i ­ c a b l e t o a t l e a s t some o f h i s c o l l e a g u e s ) . The o r g a n i z a t i o n o f norms i n t o r o l e s i s t o be e v a l u a t e d i n term s o f how wel l t h e i n d i v i d u a l i s a b l e t o r e c o n c i l e t h e demands o f t h e d i f ­ f e r e n t r o l e s he o c c u p i e s and w h e t h e r h i s r o l e - s p e c i f i e d beh a­ v i o r s i n t e r f e r e w it h o r f a c i l i t a t e h i s p a r t n e r ' s r o l e per fo r m a n c e s (p. 14 6 ). Homans (1950) s e t f o r t h t h e f o l l o w i n g d e f i n i t i o n o f norms, which c l u s t e r t o form r o l e s : A norm, t h e n , i s an gro u p , an i d e a t h a t s p e c i f y i n g what t h e t o do, a r e e x p e c t e d i d e a i n t h e minds o f t h e members o f a can be p u t in t h e form o f a s t a t e m e n t members o r o t h e r men s h o u l d do, oug ht t o do, un de r given c i r c u m s t a n c e s (p. 1 2 3) . Havelock (1971) d i s c u s s e d s p e c i a l i z e d knowledge l i n k i n g roles: Any d e t a i l e d c o n s i d e r a t i o n o f t h e d i s s e m i n a t i o n and u t i l i z a t i o n o f knowledge must s o o n e r o r l a t e r fo cu s on t h e q u e s t i o n o f l i n k ­ ing r o l e s . Who s e e s t o i t t h a t knowledge g e t s t o t h e u s e r ? Who i s charg ed w i t h t h e r e s p o n s i b i l i t y o f r e t r i e v i n g b a s i c o r a p p l i e d knowledge, d e r i v i n g p r a c t i c a l i m p l i c a t i o n s from i t , and d i s t r i b u t i n g i t t o p e o p le who need and can use i t ? (p . 7 - 1 ) . He d e f i n e d t h e knowledge gap as t h e s i t u a t i o n f o r which l i n k a g e i s r e q u i r e d , and i l l u s t r a t e d t h e l i n k e r r o l e t h r o u g h t h e use o f an example e x p l a i n i n g t h a t r e s e a r c h and p r a c t i c e " r e p r e s e n t two s o c i a l sy stem s each d e f i n e d and i d e n t i f i e d by i t s own s e t o f r u l e s , v a l u e s , la nguages and communication p a t t e r n s " (p. 7 - 1 ) . Ac co rd ing t o H ave lo ck , " t h e l i n k i n g r o l e argument i s t h a t t h i s gap can be b r id g e d e f f e c t i v e l y i f a d d i t i o n a l p e r s o n s o r gro up s a r e i n t e r p o s e d between t h e two s y s ­ tems" (p. 7 - 1 ) . lin k e r role: He used t h e f o l l o w i n g diag ram t o i l l u s t r a t e t h e 18 Researcher Linker )<- •■*■( P r a c t i t i o n e r F i l l i n g t h e Knowledge Gap Havelock p roceeded t o r e l a t e a t y p o l o g y o f l i n k i n g r o l e s , which i n c l u d e d : conveyor, c o n s u lt a n t , t r a i n e r , le a d e r , in n o v a to r, d e f e n d e r , k n o w l e d g e - b u i I d e r s as l i n k e r s , p r a c t i t i o n e r as l i n k e r , and t h e u s e r as l i n k e r . He i d e n t i f i e d t h e f o l l o w i n g f u n c t i o n s f o r each o f t h e l i n k i n g r o l e s : Conveyor: To t r a n s f e r knowledge from p r o d u c e r s t o u s e r s . C onsultant: To a s s i s t u s e r s i n i d e n t i f i c a t i o n o f problems and r e s o u r c e s , t o a s s i s t i n l i n k a g e t o a p p r o p r i a t e r e s o u r c e s ; t o a s s i s t in a d a p ta tio n to use: f a c i l i t a t o r , objective observer, process a n a ly s t. T rainer: To t r a n s f e r by i n s t i l l i n g in t h e u s e r an u n d e r ­ s t a n d i n g o f an e n t i r e a r e a o f knowledge o r p r a c t i c e . Leader: To e f f e c t l i n k a g e t h ro u g h power o r i n f l u e n c e in o n e ' s own g r o u p , t o t r a n s f e r by example o r d i r e c t i o n . Innovator: To t r a n s f e r by i n i t i a t i n g d i f f u s i o n i n t h e u s e r system. Defender: To s e n s i t i z e t h e u s e r t o t h e p i t f a l l s o f in n o v a ­ t i o n s ; t o m o b i l i z e p u b l i c o p i n i o n , p u b l i c s e l e c t i v i t y , and p u b l i c demand f o r a d e q u a t e a p p l i c a t i o n s o f s c i e n t i f i c knowledge. K n o w ledge-buiId ers as l i n k e r s : To t r a n s f e r t h r o u g h g a t e - keep in g f o r t h e knowledge s t o r e h o u s e and t h ro u g h d e f i n i n g t h e g o a l s 19 o f knowledge u t i l i z a t i o n ; t o t r a n s f e r t h ro u g h m aintenance o f a dual o r i e n t a t i o n — s c i e n t i f i c sound nes s and u s e f u l n e s s . P r a c t i t i o n e r as l i n k e r : To t r a n s f e r t o c l i e n t s and consumers th r o u g h p r a c t i c e s and s e r v i c e s t h a t i n c o r p o r a t e t h e l a t e s t s c i e n t i f i c knowledge. The u s e r as l i n k e r : To l i n k by t a k i n g i n i t i a t i v e on o n e ' s own b e h a l f t o s e e k o u t s c i e n t i f i c knowledge and d e r i v e u s e f u l l e a r n ­ ings t h e r e f r o m (p. 7 - 4 ) . The Need t o C l a r i f y t h e Role o f H ighe r E duc atio n F a c u l t y , I n c l u d i n g T e a c h e r E d u c a to rs As p r e v i o u s l y i m p l i e d i n t h i s c h a p t e r , a p a u c i t y o f l i t e r a ­ t u r e e x i s t s r e l a t i v e t o t h e r o l e o f VTEs. However, s i n c e VTEs a r e f a c u l t y members o f h i g h e r e d u c a t i o n i n s t i t u t i o n s , t h e f o l l o w i n g i n f o r m a t i o n has been i n c l u d e d . In r e s p o n s e t o a p l e a by managers w i t h i n i n s t i t u t i o n s o f h i g h e r e d u c a t i o n , t h e N a t i o n a l C e n t e r f o r H ighe r E d u c a t io n Manage­ ment Systems a t Western I n t e r s t a t e Commission f o r H ig her E d u c a tio n d e v e l o p e d t h e F a c u l t y A c t i v i t y A n a l y s i s (Manning & Romney, 1973) t o d e s c r i b e a s t a n d a r d methodology t o c a t e g o r i z e f a c u l t y a c t i v i t i e s , t o show t h e d i s t r i b u t i o n o f f a c u l t y e f f o r t among t h e programs o f an i n s t i t u t i o n , and t o d e s c r i b e how f a c u l t y a c t i v i t y d a t a c o u ld be used t o s u p p o r t c o s t i n g , b u d g e t i n g , and l o n g - r a n g e p l a n n i n g . The F a c u l t y A c t i v i t y A n a l y s i s a d d r e s s e s t h e s t a t e o f t h e a r t by r e q u e s t i n g f a c u l t y members t o p r o v i d e i n f o r m a t i o n a b o u t t h e a c t i v i t i e s in which th e y engage. The q u a l i t y o f t h e a n a l y s i s depends somewhat upon t h e a c c u ­ r a c y o f t h e r e s p o n d i n g f a c u l t y member. 20 Altho ugh t h e N a t i o n a l C e n t e r f o r H igh er E d u c a t io n Management Systems has a d o p t e d a h i g h l y s o p h i s t i c a t e d a p p r o a c h , which i s c a p a b l e o f e l i c i t i n g d a t a u s e f u l in d i s c u s s i n g , c l a r i f y i n g , and e v a l u a t i n g t h e r o l e o f f a c u l t y members, many i n d i v i d u a l s ( p o s s i b l y c a u g h t up i n t h e " p u b l i s h o r p e r i s h " syndrome) a r e penning t h e i r b e l i e f s a b o u t t h e r o l e of c o lle g e f a c u lty in g e n e ra l. F r e q u e n t l y , when th e r o l e o f c o l l e g e f a c u l t y is d isc u s s e d in jo u rn a l a r t i c l e s , only the t r a d i t i o n a l c l a s s ­ room r e s p o n s i b i l i t i e s a r e r e v i e w e d , as e x e m p l i f i e d by M asl ov/s ki's (1976) a r t i c l e : To be e f f e c t i v e , t h e c o l l e g e t e a c h e r must n o t s tu m b l e i n t o t h e most d e a d l y t r a p t h a t can b e f a l l a member o f h i s p ro fe ssio n , the b e l i e f t h a t his p rin c ip a l r e s p o n s ib ility i s t o d i s p e n s e i n f o r m a t i o n (p. 1 2 5 ) . Maslowski went on t o say t h a t t o be e f f e c t i v e t h e c o l l e g e t e a c h e r mus t, w i t h wisdom and f o r e s i g h t , p la n t h e o b j e c t i v e s o f t h e c o u r s e and e s t a b l i s h p r a c t i c a l g o a l s , m o t i v a t e s t u d e n t s , be e n t h u s i a s t i c , use a v a r i e t y o f ways t o p r o v i d e m eanin gful i n f o r m a t i o n , and e v a l u a t e the e ffe c tiv e n e s s o f his teaching. The f o l l o w i n g p r o s e s e l e c t i o n by Graves (1976) a l s o r e f e r r e d to t r a d i t i o n a l t e a c h i n g and i n d i c a t e d t h e need f o r r o l e c l a r i f i c a t i o n : MASTERS AND SCHOLARS The f i r s t s t r a t e g y f o r a r e a l academ ic r e v o l u t i o n i s t o make y o u r p r o f e s s o r b e l i e v e t h a t b o th you and he a r e l e a r n e r s t o g e t h e r . As t h i n g s now s t a n d , y o u r p r o f e s s o r i s l i k e l y t o be u n d e r t h e i m p r e s s i o n t h a t he must t e a c h and you must l e a r n what he t e a c h e s y o u. You s h o u ld n o t j u d g e y o u r p r o f e s s o r t o o h a r s h l y on t h i s p o i n t . He i s p l a y i n g a r o l e which has been handed down f o r g e n e r a t i o n s , and when you g e t r i g h t down t o i t , y o u r r o l e a s t h e one who i s t a u g h t i s an i n h e r i t a n c e o f v e n e r a b l e age a s w e l l . Here i s a v e r y o l d and v e r y bad h a b i t , d i f f i c u l t to kick. In t r u t h , n e v e r t h e l e s s , a l l o f us a r e l e a r n e r s o r o u g h t t o b e , no m a t t e r o u r t i t l e s o r a g e s , and a l l o f o u r i n t e l l e c t s a r e b e t t e r d e v e l o p e d i n a company o f 21 l e a r n e r s , r a t h e r th a n in a community s e g r e g a t e d i n t o l e v e l s o f t e a c h e r s and p u p i l s . S t u d e n t s must s t o p b e in g mere s p o n g e s , and p r o f e s s o r s must s t o p l a d i n g o u t f a c t s , f i g u r e s , and myria d c o n c e p t i o n s f o r sponges t o a b s o r b (p. 5 ) . In h i s d i s c u s s i o n o f r o l e c o n f l i c t , C a r r o l l (1976) s t a t e d t h a t i n d i v i d u a l p r o f e s s o r s o f t e n s t r u g g l e between t h e e x p e c t a t i o n s o f s t u d e n t s on t h e one hand and t h e u n i v e r s i t y a d m i n i s t r a t i o n o r t h e i r p r o f e s s i o n on t h e o t h e r . He s a i d t h a t r o l e c o n f l i c t may r e s u l t in d e c i s i o n - m a k i n g d i f f i c u l t y o r w ith d ra w a l from o r a v o i d a n c e o f t h o s e who a r e s ee n as c r e a t i n g t h e c o n f l i c t . Even though he acknowledged t h a t r o l e c o n f l i c t in complex e d u c a t i o n a l i n s t i t u t i o n s is almost i n e v i t a b l e , C a rro ll suggested a plan f o r a l l e v i a t i n g p a r t of i t . He w r o te : . . . E d u c a t i o n a l a d m i n i s t r a t o r s must a r r i v e a t some c on s en­ sus as t o t h e p u r p o s e s o f t h e i n s t i t u t i o n o f h i g h e r l e a r n i n g i n o u r s o c i e t y . Once t h e s e o b j e c t i v e s a r e c l e a r l y d e f i n e d and a g r e e d upon, p o l i c i e s may be d e v e l o p e d which w i l l g i v e more s p e c i f i c d i r e c t i o n t o t h e o r g a n i z a t i o n a l e f f o r t s (p. 2 4 6 ) . A cco rding t o C a r r o l l , t h e d e g r e e t o which emphasis s h o u ld be g iv e n t o research versus i n s t r u c t i o n or to graduate versus undergraduate i n s t r u c t i o n i s a p r im a r y c o n f l i c t i s s u e . He s t a t e d t h a t t h e v i t a l l i n k t o s u c c e s s i n any o r g a n i z a t i o n i s com m unica tion , and t h a t one o f t h e coping t a c t i c s o f p e o p l e who a r e e x p e r i e n c i n g r o l e c o n f l i c t i s r e d u c i n g communication. The Need t o C l a r i f y t h e Role o f T e a c h e r E d u c a to r s i n General I t i s no s e c r e t t h a t t h e N a t i o n a l E d u c atio n A s s o c i a t i o n (NEA) i s i n t e r e s t e d in the r o le o f te a c h e r e d u c a to r s . An NEA p u b l i c a t i o n , T e a c h e r s Can Change T e a c h e r E d u c a t io n ( 1 9 7 6 ) , had as i t s p u r p o s e " t o 22 p r o v i d e members o f t h e NEA w i t h background i n f o r m a t i o n a b o u t a c c r e d i ­ t a t i o n and c e r t i f i c a t i o n so t h a t t h e y can t a k e a p p r o p r i a t e a c t i o n t o change t e a c h e r e d u c a t i o n " (p. i i i ) . In t h a t same p u b l i c a t i o n ( p . 4 2 ) , t h e NEA's p o s i t i o n on t e a c h e r e d u c a t i o n i s p r e s e n t e d i n R e s o l u t i o n 75-3 3. Among o t h e r t h i n g s , t h a t r e s o l u t i o n u r g es NEA a f f i l i a t e s t o " c r i t i c a l l y a s s e s s c u r r e n t c o l l e g e and u n i v e r s i t y programs o f t e a c h e r e d u c a t i o n and make s p e c i f i c recommendations f o r c h a n g e s . " The Michigan E d u c a tio n A s s o c i a t i o n b a s i c a l l y a d h e r e s t o t h e NEA r e s o l u t i o n , and has supported a te a c h e r lic e n su re b i l l duced March 3, 1977. (House B i l l 4 2 4 2 ) , which was i n t r o ­ An o p p o s in g b i l l (House B i l l 5 1 0 9 ) , advanced by t h e Michigan A s s o c i a t i o n o f School Boa rds , was i n t r o d u c e d June 29, 1977. S e v e r a l p u b l i c h e a r i n g s were h e l d on both b i l l s , and both b i l l s d i e d i n t h e House E d u c a t io n Committee a t t h e end o f 1978. Ac co rd in g t o t e s t i m o n y p r e s e n t e d by Dan A u s t i n ( 1 9 7 8 ) , MEA p r o f e s s i o n a l developmen t c o n s u l t a n t , "The p r a c t i c i n g c l a s s r o o m t e a c h e r i s r e a l l y s h u t o u t o f t h e p r o c e s s o f s e t t i n g s t a n d a r d s o f p r a c t i c e and ad m is s i o n i n t o t e a c h i n g ; t h i s i s a key i s s u e " (Michigan E d u c a tio n A s s o c i a t i o n , 1977, p. 3 ) . A u s t i n was p a r t i c u l a r l y c o n c e r n e d w i t h t h e f a c t t h a t each o f t h e 33 Michigan t e a c h e r p r e p a r a t i o n i n s t i t u t i o n s has i t s own t e a c h e r c e r t i f i c a t i o n program. ( T e a c h e r s ' c r e d i t s o f t e n do n o t t r a n s f e r from one i n s t i t u t i o n t o a n o t h e r . ) E l l n e r (1976) d ev elo p ed a p r o f i l e o f C a l i f o r n i a t e a c h e r e d u ­ c a t o r s who were d e f i n e d as f u l l - t i m e f a c u l t y , o c c u p ie d a t l e a s t 50 p e r c e n t o f t h e ti m e w i t h e l e m e n t a r y a n d / o r s e c o n d a r y t e a c h e r p r e p a r a ­ tion. She t h e n compared t h e p r o f i l e w i t h t h e L a d d - U p s e t s u r v e y , a 23 n a t i o n a l c o l l e g e f a c u l t y s t u d y ( r e p o r t e d i n t h e C h r o n i c l e o f H ig her E d u c a t i o n , b e g i n n i n g w i t h t h e September 15, 1975, i s s u e ) . A cco rding t o E l l n e r , C a l i f o r n i a t e a c h e r e d u c a t o r s a r e p r e ­ d o m i n a n t l y C a u c a s ia n males i n t h e i r m iddle y e a r s , and a r e t e n u r e d . Many r e c e i v e d t h e i r own e d u c a t i o n t o t a l l y in C a l i f o r n i a c o l l e g e s , and few have t a u g h t a t o t h e r c o l l e g i a t e i n s t i t u t i o n s . Most o f them work l o n g e r t h a n a 4 0 - h o u r week and spend a p p r o x i m a t e l y o n e - t h i r d o f t h e i r tim e in t e a c h i n g and c l a s s p r e p a r a t i o n . More th a n h a l f o f t h e s e ed u ­ c a t o r s have n o t p u b l i s h e d i n t h e l a s t f i v e y e a r s , a l t h o u g h more th an t w o - t h i r d s a r e a t t h e a s s o c i a t e p r o f e s s o r l e v e l o r above. Less than o n e - s i x t h o f t h e i r ti m e i s s p e n t i n s c h o l a r l y r e a d i n g . In C a l i f o r n i a , women a r e i n t h e m i n o r i t y a s t e a c h e r e d u c a t o r s , and a l s o a l a r g e r p r o p o r t i o n o f women a r e on n o n t e n u r e d t r a c k s t h a n a r e men. They r e p r e s e n t a s m a l l e r p e r c e n t a g e o f t h e p o p u l a t i o n th an women n o r m a ll y occupy in "women's f i e l d s " n a t i o n a l l y . Women t e a c h e r e d u c a t o r s work more hours p e r week and p u b l i s h l e s s t h a n do men. E l l n e r found t h a t , in C a l i f o r n i a , t e a c h e r e d u c a t o r s r ead a v a r i e t y o f p r o f e s s i o n a l m a g a z in e s . S p e c i f i c a l l y , t h e p e r c e n t a g e s who r e a d each p u b l i c a t i o n a r e a s f o l l o w s : Phi D e l t a Kappan— 47 p e r c e n t , AERA J o u r n a l - - 1 8 p e r c e n t , P sychology Today— 17 p e r c e n t , L e a r n i n g — 17 p e r c e n t , Reading T e a c h e r — 15 p e r c e n t , Language A r t s - - 1 4 p e r c e n t , I n s t r u c t o r - -12 p e r c e n t , E d u c a t i o n a l L e a d e r s h i p - - 1 0 p e r c e n t , Review o f E d u c a t i o n a l R e s e a r c h - - 9 p e r c e n t , and Harvard E d u c a t io n a l Review— 6 percent. E lln e r concluded: (1) t h e r e l a t i o n s h i p between p u b l i c a t i o n and prom otion must be r e e x a m in e d , (2) ways must be found t o d i v e r s i f y 24 t h e pool o f t e a c h e r e d u c a t o r s ( r a c i a l and e t h n i c m i n o r i t i e s , women), and (3) no common body o f knowledge e x i s t s th r o u g h r e a d i n g . In h i s p r e s e n t a t i o n a t t h e 1977 Annual Meeting f o r T e acher Edu­ c a t i o n , David L. C l a r k ( P r o f e s s o r o f E d u c a t i o n , I n d ia n a U n i v e r s i t y a t Bloomington) made e i g h t p r e d i c t i o n s c o n c e r n i n g t h e n e x t f i v e t o seven y e a r s f o r s c h o o l s , c o l l e g e s , and d e p a r t m e n t s o f e d u c a t i o n (SCDEs). They a r e : 1. 2. 3. 4. 5. 6. 7. 8. There w i l l be a d ec rem en t i n r e a l fu nds a v a i l a b l e in SCDEs t o s u p p o r t t h e ra n g e o f b a s i c f u n c t i o n s a s s i g n e d t o such units; E n r o l l m e n t in t e a c h e r e d u c a t i o n programs w i l l c o n t i n u e t o d e c l i n e and fu nd s t o s u p p o r t t h e i n s t r u c t i o n f u n c t i o n s o f SCDEs w i l l a l s o d e c l i n e ; F i s c a l s u p p o r t f o r knowledge p r o d u c t i o n a c t i v i t i e s o r r e s e a r c h and development i n SCDEs w i l l d e c l i n e ; F i s c a l s u p p o r t o f SCDE in v o lv e m e n t i n knowledge u t i l i z a ­ tio n a c t i v i t i e s w ill increase; Program q u a l i t y i n SCDEs w i l l d e c l i n e ; C u r r e n t p e r c e p t i o n s h e l d by some c l i e n t s and p o l i c y makers t h a t SCDEs a r e n o t p e r f o r m i n g a d e q u a t e l y in e i t h e r t e a c h e r e d u c a t i o n a n d / o r knowledge u t i l i z a t i o n programs w ill increase; There w i l l be a l o s s o f autonomy f o r SCDEs i n program d e v e lo p m e n t, o p e r a t i o n , and e v a l u a t i o n ; and Changes in t h e form and s t r u c t u r e o f t e a c h e r e d u c a t i o n w i l l be more l i k e l y t h a n changes i n i t s s u b s t a n c e . In r e c e n t y e a r s , co m petency-based t e a c h e r e d u c a t i o n (CBTE), synonymous with p e r f o r m a n c e - b a s e d t e a c h e r e d u c a t i o n ) , has r e c e i v e d co n sid e rab le acclaim . Roth (1 97 6) c o n d u c t e d a s t u d y on CBTE and concluded t h a t S t a t e m e n t s a b o u t CBTE i n g e n e r a l o r com parisons o f t h e CBTE ap p r o a c h w i t h o t h e r a p p r o a c h e s c a n n o t be made i n t h e ab s ence o f a g e n e r a l l y a c c e p t e d d e f i n i t i o n o f CBTE and a number o f o p e r a t i o n a l programs whose d e s i g n i s c o n s i s t e n t w i t h such a d e f i n i t i o n (p. 403). Few d o c t o r a l c a n d i d a t e s , i n c l u d i n g C a in , Maddox, Dabney, H o r to n , McCollough, and W i l k e r s o n , have a d d r e s s e d t h e r o l e o f t e a c h e r 25 e d u c a t o r s , p e r s e ; in most s t u d i e s , t e a c h e r e d u c a t o r s a r e i n c l u d e d as p a r t o f t h e c o l l e g e f a c u l t y . Based on a 28 p e r c e n t r e t u r n from 2 , 5 0 0 randomly s e l e c t e d c o l l e g e t e a c h e r s in t h e e a s t e r n h a l f o f t h e U n ite d S t a t e s , Cain (1977) a t t e m p t e d t o d e v e lo p a d e s c r i p t i o n o f t h e ro le o f the te a c h e r in higher ed u cation. He found t h a t 89 t o 98 p e r ­ c e n t o f t h e 815 r e s p o n d e n t s e n d o r s e d t h e 123 r o l e s t a t e m e n t s in th e s u r v e y i n s t r u m e n t , which were c a t e g o r i z e d as f o l l o w s : d ire c to r of l e a r n i n g , c o u n s e l o r and a d v i s o r , m e d i a t o r o f t h e c u l t u r e , l i n k w it h t h e p u b l i c , member o f t h e f a c u l t y , member o f t h e t e a c h i n g p r o f e s s i o n , and member o f an academic d i s c i p l i n e . Maddox (1977) employed t h e same i n s t r u m e n t Cain us ed (which was d e v e lo p e d by Deever [ 1 9 7 4 ] ) t o s u r v e y c o l l e g e t e a c h e r s i n t h e w e s t e r n h a l f o f t h e U n it e d S t a t e s . He, t o o , found more t h a n 80 p e r c e n t e n dorsem ent f o r each o f t h e 123 i t e m s . Dabney (1975) c o n d u c te d a s t u d y t o i d e n t i f y and d e s c r i b e e m p i r i c a l l y t h e r o l e c o n f l i c t s o f f a c u l t y members in e i g h t s m a l l , p r e d o m in a n tl y black, M ethodist-related co lleg es. She d e t e r m in e d r o l e b e h a v i o r norms by c a l c u l a t i n g a s c o r e f o r each r e s p o n d e n t on s u b s c a l e s f o r r e s e a r c h , t e a c h i n g , and p r o f e s s i o n a l s e r v i c e . The r e s e a r c h e r co n clu d ed t h a t t h e r e was e v i d e n c e o f a l i m i t e d d i s c r e p a n c y between r o l e b e h a v i o r s and r o l e p r e s c r i p t i o n s , and t h a t t h e i n d i ­ v i d u a l s who showed s i g n i f i c a n t l y d i f f e r e n t b e h a v i o r s were p r o b a b l y t h o s e who were s u b j e c t t o r o l e c o n f l i c t . She f u r t h e r c o n c l u d e d t h a t ch an ging r o l e s and demands o f s t u d e n t s were f a c t o r s c o n t r i b u t i n g t o t h e need f o r r o l e r e d e f i n i t i o n . Horton (1976) s t u d i e d i n s t r u c t i o n a l r o l e c o n c e p t s and found t h a t i n s t r u c t o r s among d i v i s i o n s w i t h i n a u n i v e r s i t y i d e a l i z e d 26 s i g n i f i c a n t l y d i f f e r e n t r o l e s , and t h a t s t u d e n t s v a r i e d i n t h e i r r o l e i d e a l s from l e v e l t o l e v e l and d i v i s i o n t o d i v i s i o n . She a l s o found t h a t male and fe m a le s t u d e n t s i d e a l i z e d d i f f e r e n t r o l e c o n c e p t s , b u t such a d i f f e r e n c e d i d n o t e x i s t between male and fem ale i n s t r u c t o r s . McCollough (1970) c onducted a f o l l o w - u p s t u d y o f t h e t e a c h e r e d u c a t i o n program a t F o r t Lewis C o l l e g e , Durango, C o l o r a d o , t o o b t a i n inform ation concerning t h a t program's e f f e c t i v e n e s s . He found t h a t although the m a jo rity of the respondents considered t h e i r p r o fe s ­ s i o n a l p r e p a r a t i o n a t t h e c o l l e g e t o be v a l u a b l e , n e a r l y 80 p e r c e n t c o n s i d e r e d t h e i r i n s e r v i c e t r a i n i n g t h e most i m p o r t a n t f a c t o r in making them e f f e c t i v e t e a c h e r s . Accor ding t o Wilkerson ( 1 9 7 7 ) , knowledge a b o u t t h e b e h a v i o r s and a t t i t u d e s o f a c a d e m ic ia n s t a k e s on e d u c a t i o n a l and p r a c t i c a l im p o rtan ce as h i g h e r e d u c a t i o n i s t h r e a t e n e d from w i t h o u t and w i t h i n by changes i n f i n a n c i a l s u p p o r t , s o c i e t a l demands, and s t u d e n t popu­ lations. From h e r s t u d y , she co n clu d ed t h a t e d u c a t o r s ' f a i l u r e t o a s s e s s t h e i r own s t r e n g t h s as t e a c h e r s o r t o c o n s i d e r g o a l s f o r s t u d e n t l e a r n i n g o t h e r th an an i n c r e a s e in knowledge a l s o l i m i t s t h e i r a c t i v e in v o lv em en t w ith t e a c h i n g and t e a c h i n g - i m p r o v e m e n t a c t i v i t i e s o f f e r e d th ro u g h f a c u l t y development programs on campus. M art in Essex ( 1 9 7 3 ), t h e r e c e n t l y r e t i r e d S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n in Ohio, s a i d t h a t e i t h e r t h e s t a t e d e p a r t m e n t o f e d u c a t i o n o r t h e u n i v e r s i t i e s must d e v e l o p d i v i s i o n s t h a t a r e devote d e x c l u s i v e l y t o y e a r - r o u n d development o f t h e i n s t r u c t i o n a l m aterials for inservice learning. He a d v i s e d t h a t p r o f e s s o r s " t a k e some t u r n s around t h e t r a c k " o f t h e i r s p e c i a l t y f i e l d s (pp. 3 1 1 - 1 2 ) . 27 R e c e n t l y , an e n t i r e i s s u e o f t h e J o u r n a l o f T e a c h e r E d u c a tio n was d e v o te d t o t h e t o p i c o f lifelong learning fo r p ro fessio n als. S e v e r a l o f t h e a r t i c l e s i n t h a t p u b l i c a t i o n a l s o a d d r e s s e d t h e need f o r t e a c h e r e d u c a t o r s t o d e f i n e , r e d e f i n e , a n d / o r change t h e i r r o l e . In t h a t j o u r n a l , Roy E d e l f e l t ( 1 9 7 7 ) , a p r o f e s s i o n a l a s s o c i a t e f o r i n s t r u c t i o n and p r o f e s s i o n a l de v e lo p m e n t, N a t i o n a l E d u c a tio n Asso­ c ia tio n , predicted: The s h i f t away from s c h o o l s o f e d u c a t i o n in i n s e r v i c e e d u c a ­ t i o n w i l l n o t be a b r u p t . I t w i l l be g r a d u a l and o f t e n s u b t l e , b u t l i t t l e by l i t t l e i t w i l l be e v i d e n t t h a t t h e c o l l e g e and u n i v e r s i t y as an i n s t i t u t i o n i s n o t i n t h e m a in s tr e a m o f i n s e r v i c e e d u c a t i o n f o r K-12 p e r s o n n e l . Individual p ro fe s ­ s o r s w i l l be ( t h e y a r e now) p ic k e d o f f as p r i v a t e c o n s u l t a n t s , o t h e r a g e n c i e s w i l l c o n t r a c t f o r s p e c i f i c s e r v i c e t o use h i g h e r e d u c a t i o n r e s o u r c e s , b u t i n none o f t h e s e a p p r o a c h e s w i l l h i g h e r e d u c a t i o n be a p a r t n e r (p. 1 4 ) . As lo ng ago as 1967, J o r d a n ' s r e p o r t on t h e t a s k f o r c e m eet­ in g on t a s k a n a l y s i s and r o l e d e f i n i t i o n s recommended re fo r m o f p r e and i n s e r v i c e t e a c h e r e d u c a t i o n and r e e d u c a t i o n o f t e a c h e r e d u c a t o r s . The Need t o C l a r i f y t h e Role o f V o c a t io n a l T e a c h e r E d u c a to r s S c h a e f e r and Moss ( 1 9 7 7 ) , w r i t i n g f o r t h e newly formed Uni­ v e r s i t y Council f o r V o c a t i o n a l E d u c a t i o n , p r e s e n t e d t h e f o l l o w i n g view r e g a r d i n g m axim iz a tio n o f c o n t r i b u t i o n s t o t h e f i e l d : The v o c a t i o n a l e d u c a t i o n programs in t h e i n s t i t u t i o n s making up t h e U n i v e r s i t y Council f o r V o c a tio n a l E d u c a tio n * a r e com­ m i t t e d t o a c h i e v i n g e x c e l l e n c e in a t l e a s t t h r e e f u n c t i o n s : (1) D i s c i p l i n e d I n q u i r y . . . A p r im a r y f u n c t i o n o f u n i v e r s i t y b a s e d programs o f v o c a t i o n a l e d u c a t i o n i s . . . t o g e n e r a t e new i d e a s and t o i d e n t i f y , i n t e r p r e t , and o r g a n i z e t h e i d e a s o f *See Appendix E f o r a l i s t o f u n i v e r s i t i e s c o m p r is i n g t h e U n i v e r s i t y Council f o r V o c a t i o n a l E d u c a t io n . 28 s c h o l a r s from o t h e r f i e l d s t h a t l e a d t o t h e improvement o f p r a c t i c e in v o c a t i o n a l e d u c a t i o n . . . t h e scope and p u r p o se s o f v o c a t i o n a l e d u c a t i o n . . . s h o u ld be r eex am in ed , a c o h e r e n t body o f t h e o r y s h o u ld be f o r m u l a t e d , p o l i c y a l t e r n a t i v e s s h o u ld be s t u d i e d , and e f f i c i e n t t e c h n i q u e s and p r o d u c t s d ev elo p ed and dissem inated. (2) P e r s o n n e l Development . . . s h o u ld i n c l u d e l e a d e r s h i p programs . . . which d ev elo p a c a r e f u l b l e n d o f a b i l i t i e s now r e q u i r e d by t h e f i e l d , t h o s e t h a t a r e l i k e l y t o be needed in t h e f u t u r e , and t h o s e t h a t s h o u ld be p o s s e s s e d i f t h e f i e l d i s t o change i n d e s i r e d d i r e c t i o n s ; and t e a c h e r e d u c a t i o n programs o f hi gh q u a l i t y which i n c l u d e . . . s e l f ­ renewal and r e j u v e n a t i o n o f t h o s e who make up t h e p r o f e s s i o n . (3 ) S e r v i c e a c t i v i t i e s such as c o n s u l t a t i o n , f i e l d s t u d i e s , o r g a n i z a t i o n a l s e r v i c e and d i s s e m i n a t i o n s h o u ld be used as a means t o b r i d g e t h e gap between t h e knowledge b as e and p r o f e s ­ s i o n a l p r a c t i c e i n t h e f i e l d (pp. 3 - 6 ) . As a r e s u l t o f t h e i r a s s e s s m e n t o f p r e s e r v i c e v o c a t i o n a l t e a c h e r e d u c a t i o n in M i s s i s s i p p i , Handley and S h i l l (1973) recommended an i n c r e a s e in p r e s e r v i c e e x p e r i e n c e in " a c t u a l " s ch ool s i t u a t i o n s , the team -teaching approach, stan d a rd ized t e s t i n g , g u id a n c e -re la te d t a s k s , budget plan n in g , p rep arin g r e p o r t s , s tu d e n t d i s c i p l i n a r y a c t i o n s , use o f m edia, r e s e a r c h s t u d i e s , working w i t h y o u th o r g a n i ­ z a t i o n s , and program c o o r d i n a t i o n . In h i s book, Angelo G i l l i (1976) s t a t e d h i s b e l i e f s c o n c e r n ­ in g t h e dilemma o f t e a c h e r e d u c a t o r s . He s a i d t h a t two b a s i c p h i l o s o ­ phies about te a c h e r t r a i n i n g e x i s t : 1. Those who es p o u se an a n t i - t e a c h e r - t r a i n i n g p h i l o s o p h y say t h a t anyone w i t h a r e a s o n a b l e amount o f i n t e l l i g e n c e and compe­ t e n c e i n h i s / h e r s u b j e c t m a t t e r can a u t o m a t i c a l l y t e a c h ; i . e . , l i t t l e o r no t r a i n i n g o f t e a c h e r s i s n e c e s s a r y . 2. The o t h e r group b e l i e v e s t h a t t h e c u r r i c u l u m i n American e d u c a t i o n r e q u i r e s c o n s i d e r a b l e v a r i a t i o n and f l e x i b i l i t y b e c a u s e o f t h e s t u d e n t s ' d i v e r s e b a c k g r o u n d s , m o t i v a t i o n s , and n e e d s . Teachers 29 must be t r a i n e d t o p e rfo rm t h e d i f f e r e n t , complex, and dynamic t a s k s involved. Hence t h e r e i s a g r e a t need f o r p r o f e s s i o n a l l y t r a i n e d t e a c h e r s (p. 1 08) . G i l l i went on t o w r i t e t h a t u n i v e r s i t i e s have a t t e m p t e d t o combine t h e two p h i l o s o p h i e s by d e s i g n i n g t e a c h e r e d u c a t i o n programs t h a t s t r e s s b o th academic competency and p r o f e s s i o n a l t e a c h e r p r e p a r a ­ tion. He e x p l a i n e d t h a t an a d d i t i o n a l e l e m e n t o f v o c a t i o n a l t e a c h e r s ' t r a i n i n g i s t h e r e q u i r e m e n t t h a t t h e y have o c c u p a t i o n a l e x p e r i e n c e ; t h i s r e q u i r e m e n t i s more c o m p l i c a t e d t h a n t h o s e f o r n o n v o c a t i o n a l teachers. He commented, F u r th e r m o r e , t h e demand f o r p r e v i o u s work e x p e r i e n c e v i r t u a l l y e n s u r e s t h e drawing o f t e a c h e r s from t h e r a n k s o f t h e uppe r lower and low er middle c l a s s e s o n l y , and p r e c l u d e s t h e e n t r a n c e o f more i n t e l l e c t u a l l y o r i e n t e d i n d i v i d u a l s i n t o t h e p r o f e s s i o n o f v o c a t i o n a l t e a c h i n g . This s e v e r e h a r r o w i n g o f t h e s o u r c e o f v o c a t i o n a l t e a c h e r s may have some d e l e t e r i o u s e f f e c t s upon voca­ t i o n a l e d u c a t i o n i n g e n e r a l (p. 109) . Further, the author s ta te d th a t F a c u l t y members t e a c h i n g v o c a t i o n a l programs ho ld t h e l e a s t d e s ir a b le teach in g p o s itio n s in the u n i v e r s i t y , o f course. T h i s f a c t must be obvio us t o them, and t h e p e r c e i v e d r ed uc ed p r e s t i g e must c e r t a i n l y g e n e r a t e some d i f f i c u l t i e s , both w i t h i n t h e m s e l v e s and in t h e i r r e l a t i o n s h i p s w i t h o t h e r f a c u l t y . . . . The v o c a t i o n a l f a c u l t y member i s e s s e n t i a l l y a d i f f e r e n t b r e e d o f i n s t r u c t o r from t h e t h e o r e t i c a l l y o r i e n t e d university professor. He i s a member o f t h e t e a c h i n g f a c u l t y and n o t a s c h o l a r in a t r u e s e n s e (pp. 2 0 1 - 2 0 2 ) . G i l l i had l i t t l e t o l e r a n c e f o r t h e CBTE movement. He w r o t e : The he ad long r u s h i n t o CBVTE s h o u ld be s t o p p e d . V o c a tio n a l e d u c a t o r s s h o u l d c o n s i d e r t h i s movement in a p r o f e s s i o n a l and r e s e a r c h - b a s e d manner. O th e r w is e t h e t r a d i t i o n a l v o c a t i o n a l t e a c h e r e d u c a t i o n mode may be r e p l a c e d w i t h a s ystem t h a t w i l l be p o l i t i c i z e d and d e p r o f e s s i o n a l i z e d , and CBTE w i l l become y e t a n o t h e r bygone fad whose a d v e r s e e f f e c t s remain t o h a u n t t h e p r o f e s s i o n f o r some tim e (p. 2 6 8 ) . 30 In h i s d e s c r i p t i o n o f VTEs and t h e i r r o l e , R u p e r t Evans (1971) c h a r a c t e r i z e d them a s b e in g e x p e r i e n c e d v o c a t i o n a l t e a c h e r s o r a d m i n i s ­ t r a t o r s , u s u a l l y h av in g done advanced g r a d u a t e work i n t h e f i e l d . He s a i d t h e y a r e employed by u n i v e r s i t i e s o r s t a t e d e p a r t m e n t s o f v o ca­ t i o n a l e d u c a t i o n t o conduct p r e s e r v i c e and i n s e r v i c e t e a c h e r e d u c a ­ t i o n p r o g ram s , t o d e v e l o p c u r r i c u l u m m a t e r i a l s and t e s t s , t o o p e r a t e e x p e r i m e n t a l p r o g ra m s , and t o co n d u c t r e s e a r c h (p. 2 4 1 ) . C. J . C o t r e l l (1973) s a i d t h a t t h e demands f o r new t e a c h e r e d u ­ c a t i o n c u r r i c u l a t o cope w i t h t h e ch a n g in g s t r u c t u r e w i t h i n v o c a t i o n a l and t e c h n i c a l e d u c a t i o n l e d t o t h e r e s e a r c h and develop men t p r o j e c t , "Model C u r r i c u l a f o r V o c a tio n a l and T e c h n i c a l T e a c h e r E d u c a t i o n , " which was d e s ig n e d t o d e v e l o p , im plem en t, and t e s t c u r r i c u l a f o r th e p r e p a r a t i o n and i n s e r v i c e e d u c a t i o n o f a l l t y p e s o f v o c a t i o n a l and technical teachers. The f o u n d a t i o n o f t h e p r o j e c t was p e r fo r m a n c e - b a s e d t e a c h e r e d u c a t i o n (PBTE), which r e q u i r e s t e a c h e r e d u c a t o r s t o s t a t e p er fo r m an ce o b j e c t i v e s . r e q u i r e t h r e e m a j o r components: desired a c t i v i t y , According t o C o t r e l l , such o b j e c t i v e s (1) a s t a t e m e n t i d e n t i f y i n g t h e ( 2 ) a s t a t e m e n t o f t h e c o n d i t i o n s under which t h e a c t i v i t y i s t o be e x p e r i e n c e d , and (3) a s t a t e m e n t o f t h e c r i t e r i a t o be used in m ea s u rin g ac h i e v e m e n t o f t h e o b j e c t i v e (p. 3 4 4 ) . The p r o j e c t produced 100 PBTE modules f o r t h e f o l l o w i n g 10 c a t e g o r i e s : program p l a n n i n g , d e v e lo p m e n t, and e v a l u a t i o n ; i n s t r u c t i o n a l p l a n ­ ning; in s tr u c tio n a l execution; in s tr u c tio n a l e v a lu a tio n ; in s t r u c ­ t i o n a l management; g u i d a n c e ; sch ool- com m unity r e l a t i o n s ; s t u d e n t v o c a t i o n a l o r g a n i z a t i o n ; p r o f e s s i o n a l r o l e and d e v e lo p m e n t; and c o o r d i n a t i o n (Ohio S t a t e U n i v e r s i t y , 1975). 31 T h i r t y p e r s o n s h o l d i n g p o l ic y - m a k in g p o s i t i o n s and r e p r e s e n t ­ ing a l l l e v e l s o f v o c a t i o n a l e d u c a t i o n ( s i x each from f i v e s t a t e s — Washington, C a l i f o r n i a , T e x a s, Ohio, and G e orgia ) formed t h e p a r t i c i p a n t group f o r a p r o j e c t t h a t had as one o f i t s outcomes t h e p u b l i c a t i o n Policy-M aking f o r V o c a ti o n a l E d u c a t io n (Barlow, 197 5). Tha t work in cludes a l i s t o f sta te m e n ts i d e n t i f y i n g sta te w id e personnel p o l i c i e s f o r i n s t r u c t o r s , c o o r d i n a t o r s , s u p e r v i s o r s , d i r e c t o r s , t e a c h e r ed u­ c a t o r s , and o t h e r v o c a t i o n a l e d u c a t o r s w i t h s i m i l a r t i t l e s . Following is a l i s t of those p o lic ie s : •All i n s t r u c t i o n a l , s u p e r v i s o r y , a d m i n i s t r a t i v e , and t e a c h e r e d u c a t i o n p e r s o n n e l i n v o c a t i o n a l e d u c a t i o n a t t h e s t a t e and l o c a l l e v e l s s h a l l meet minimum p r o f e s s i o n a l s t a n d a r d s which a r e s e t and p e r i o d i c a l l y re view ed and upd ated by an a pprop­ r i a t e s t a t e agency. •All v o c a t i o n a l e d u c a t i o n p e r s o n n e l ( i n s t r u c t i o n a l , s u p e r v i s o r y , a d m i n i s t r a t i v e and t e a c h e r t r a i n i n g ) s h a l l : a. Be co m petent v o c a t i o n a l t e a c h e r s ; b. Be o c c u p a t i o n a l l y p r o f i c i e n t i n t h e i r f i e l d o f i n s t r u c ­ t i o n o r s u p e r v i s i o n ; and c. P o s s e s s a c t u a l work e x p e r i e n c e beyond t h e l e a r n i n g period in t h e i r f i e l d o f i n s t r u c t i o n o r s u p e r v is io n . •The s t a t e s h a l l s u p p o r t development and im p le m e n t a t io n o f p r e s e r v i c e and i n s e r v i c e e d u c a t i o n i n t h e p r i n c i p l e s and p r a c t i c e s o f v o c a t i o n a l e d u c a t i o n f o r p e r so n s w it h a d m in is ­ t r a t i v e r e s p o n s i b i l i t i e s in g e n e r a l e d u c a t i o n . •The s t a t e s h a l l m a i n t a i n a d e q u a t e programs o f p r e s e r v i c e and in se rv ic e education fo r vocational education i n s t r u c t i o n a l , s u p e r v i s o r y , a d m i n i s t r a t i v e , t e a c h e r t r a i n i n g , and s u p p o r t personnel. •The development o f i n s t r u c t i o n a l co m p eten cie s and t h e main­ t e n a n c e and improvement o f o c c u p a t i o n a l s k i l l s s h a l l be t h e shared r e s p o n s i b i l i t y o f the i n d i v i d u a l , the lo c a l educa­ t i o n a l a g en cy , t h e s t a t e and t h e t e a c h e r t r a i n i n g i n s t i t u t i o n s . • A p p r o p r i a t e c o n s i d e r a t i o n i n t h e form o f s a l a r y and f r i n g e ben e­ f i t s s h a l l be g iv e n t o v o c a t i o n a l e d u c a t i o n p e r s o n n e l b a s e d on t h e i r d e m o n s t r a t e d o c c u p a t i o n a l competence as w ell as p r o f e s ­ s i o n a l p r e p a r a t i o n and y e a r s o f s e r v i c e . 32 •P erio d ic e v a lu a tio n o f vocational education personnel s h a ll be c onducted by t h e employing s t a t e o r l o c a l agency o r i n s t i ­ tution. • R e c r u i t m e n t , s e l e c t i o n , employment and advancement o f voca­ t i o n a l e d u c a t i o n p e r s o n n e l s h a l l be c o n s i s t e n t w i t h c u r r e n t affirm ative action p o lic ie s. •The s t a t e s h a l l r e q u i r e a l l v o c a t i o n a l e d u c a t i o n p e r s o n n e l , i n c l u d i n g t e a c h e r s , s u p e r v i s o r s , a d m i n i s t r a t o r s , and t e a c h e r e d u c a t o r s , t o have i n d i v i d u a l i z e d p l a n s o f p e r s o n a l p r o f e s ­ s i o n a l develo pm ent t h a t w i l l be r e v i s e d as needed. •The s t a t e s h a l l p r o v id e a d e q u a te program and s u p p o r t s e r v i c e s f o r o r i e n t i n g new p e r s o n n e l a t a l l l e v e l s o f t h e v o c a t i o n a l e d u c a t i o n s y ste m (pp. 1 1 0 - 1 1 ). The s u g g e s t e d p o l i c i e s , i f implem ented , c o u ld g r e a t l y i n f l u ­ ence t h e r o l e o f VTEs, as well as o t h e r v o c a t i o n a l e d u c a t i o n p e r s o n n e l , throughout the s t a t e . The Need t o C l a r i f y t h e Role o f VTEs in Michigan E d u c a t io n a l Systems The working d r a f t o f t h e s t a t e p l a n f o r p r o f e s s i o n a l d e v e l o p ­ ment i n c l u d e s a r e s p o n s e t o c l a s s r o o m t e a c h e r s ' co n c e r n t h a t g r a d u a t e c o u r s e s , l o c a l s t a f f - t r a i n i n g a c t i v i t i e s , and c a t e g o r i c a l l y funded programs were n o t m e e tin g l o c a l l y i d e n t i f i e d t e a c h e r n e e d s . Th at d r a f t a l s o s t a t e d t h a t t h e Michigan Board o f E d u c a t i o n , i n May 1976, recommended t h e c r e a t i o n o f v o l u n t a r y r e g i o n a l a d v i s o r y c o u n c i l s on p r o f e s s i o n a l development t o p e rfo rm t h r e e e s s e n t i a l f u n c t i o n s : (1) t o d e t e r m in e p e r c e i v e d p r o f e s s i o n a l development needs o f school s t a f f s , (2 ) t o s e r v e as r e g i o n a l net wor ks f o r f u n n e l i n g i n f o r m a t i o n t o h e l p s ch oo l s t a f f s improve s e r v i c e , and (3) t o p l a n and c o o r d i n a t e r e g i o n a l p r o f e s s i o n a l development a c t i v i t i e s (Michigan Department o f E d u c a t i o n , S t a t e P l a n f o r t h e P r o f e s s i o n a l Development o f School S t a f f s — Working D r a f t , 1978). 33 F o n n u l a t o r s o f t h e p la n e s t i m a t e d t h a t 20 P r o f e s s i o n a l Development C e n t e r s a r e needed t o p r o v i d e s e r v i c e t o a l l Michigan e d u c a t o r s (p . 1 5 ) . Three such c e n t e r s a l r e a d y a r e o p e r a t i n g : (1) t h e D e t r o i t C e n t e r f o r P r o f e s s i o n a l Growth and Development, (2) Region 12-.-Kalamazoo, and (3) t h e Kent c e n t e r . To d a t e , t h e r o l e o f VTEs r e l a t i v e t o t h e p r o f e s s i o n a l d e v e l o p ­ ment o f i n d i v i d u a l s on sc hoo l s t a f f s has n o t been i d e n t i f i e d . Accord­ ing t o t h e l a t e s t S t a t e Plan f o r V o c a tio n a l E d u c a t i o n — 1978-82 (MDE, 1977), t h e r o l e o f Michigan f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s i s as follow s: [ F o u r - y e a r i n s t i t u t i o n s ] may be d e s i g n a t e d by t h e S t a t e Board o f E d u c a tio n t o o f f e r a r e a v o c a t i o n a l - t e c h n i c a l e d u c a ­ t i o n programs a t t h e p o s t s e c o n d a r y l e v e l i n a r e a s where com­ munity c o l l e g e d i s t r i c t s do n o t e x i s t . F o u r - y e a r c o l l e g i a t e i n s t i t u t i o n s may p r o v i d e up per d i v i s i o n i n s t r u c t i o n which complements v o c a t i o n a l - t e c h n i c a l e d u c a t i o n pr o g ram s . Upper d i v i s i o n a r t i c u l a t i o n s h o u ld be p r o v id e d w i t h community c o l l e g e programs t o p e r m i t s t u d e n t s t o c o n t i n u e t h e i r e d u c a t i o n a l p r e p a r a t i o n w i t h maximum r e c o g ­ n i t i o n o f c o u r s e work completed a t t h e community c o l l e g e (p. 2 ) . The S t a t e Plan f o r V o c a t i o n a l E d u c a tio n en u m e r a te s t h e a d m i n i s t r a t i v e p r o v i s i o n s o f t e a c h e r t r a i n i n g and p u b l i c t e a c h e r edu­ c a t i o n i n s t i t u t i o n s d e s i g n a t e d by t h e Department o f E d u c a t io n : Teacher T ra in in g : T e a c h e r t r a i n i n g may be p r o v id e d by t h e Michigan Department o f E d u c a t io n t h r o u g h c o n f e r e n c e s , m e e t i n g s , i n s e r v i c e and o t h e r preservice tra in in g a c t i v i t i e s . Such a c t i v i t i e s may a l s o be c o n t r a c t e d by t h e Departm ent t o ap proved p u b l i c and n o n p u b l i c institu tio n s. P u b l i c T e a c h e r E d u c a t io n I n s t i t u t i o n s D e s i g n a t e d by t h e Dep ar tm en t o f E d u c a t io n : Such t r a i n i n g s h a l l i n c l u d e both p r e s e r v i c e and i n s e r v i c e tra in in g for teachers, supervisors, d ire c to rs , adm inistrators, c o u n s e l o r s and o t h e r s . Public te a c h e r education i n s t i t u t i o n s 34 s h a l l be ap proved by t h e S t a t e Board o f E d u c a t io n t o co n d u c t v o c a t i o n a l t e a c h e r e d u c a t i o n programs. . . . Approved i n s t i t u t i o n s s h a l l m a i n t a i n s t a n d a r d s and requirements necessary f o r p re p a ra tio n o f vocational tea c h e rs and a d m i n i s t r a t i v e p e r s o n n e l (p. 1 4). The p o l i c i e s and p r o c e d u r e s f o r v o c a t i o n a l e d u c a t i o n p e r s o n n e l developm ent a r e d i s c u s s e d i n t h e s t a t e p la n i n a r a t h e r c o n f u s i n g , i f n o t c o n t r a d i c t o r y , manner: All v o c a t i o n a l e d u c a t i o n p e r s o n n e l development a t t h e p r e s e r v i c e l e v e l s h a l l be performed by c o o p e r a t i n g i n s t i t u t i o n s o f h i g h e r e d u c a t i o n . . . . V o c a tio n a l e d u c a t i o n p e r s o n n e l development a c t i v i t i e s may be p r o v id e d by t h e Michigan Department o f Educa­ t i o n o r c o n t r a c t e d by t h e MDE t o a c c r e d i t e d p u b l i c and non­ p u b l i c i n s t i t u t i o n s , l o c a l e d u c a t i o n a g e n c i e s and i n d u s t r y f o r in se rv ic e or p reserv ice tra in in g of individuals preparing fo r o r working d i r e c t l y o r i n d i r e c t l y w i t h v o c a t i o n a l e d u c a t i o n (p. 4 0 ) . (Emphasis m i n e . ) As i l l u s t r a t e d by t h e p r e c e d i n g q u o t a t i o n , t h e S t a t e Plan f o r Voca­ t i o n a l E d u c a tio n does n o t p r e s e n t a c l e a r p i c t u r e o f t h e r o l e o f VTEs. In a s i m i l a r manner, M i c h i g a n ' s f u n d in g p a t t e r n s may c r e a t e confused r o le e x p e c t a t i o n s . The f o l l o w i n g h i s t o r i c a l a c c o u n t p r o v i d e s a b a s i s f o r r e v i e w i n g t h e change in f u n d in g p a t t e r n s f o r VTEs: T e a c h e r e d u c a t i o n programs in a g r i c u l t u r e , home e co n o m ics , and t r a d e and i n d u s t r y have been o f f e r e d in Michigan c o l l e g e s . . . s i n c e 1917. . . . From 1918 t o 1954 i t was t h e p o l i c y o f t h e S t a t e Board o f C o n tr o l f o r V o c a ti o n a l E d u c a tio n t o make f u l l (100 p e r c e n t ) r eim b u r s em en t from s t a t e and f e d e r a l fu nd s f o r t h e s a l a r i e s and t r a v e l ex p en s es o f ap proved t e a c h e r t r a i n e r s . . . . I t became n e c e s s a r y t o g r a d u a l l y r e d u c e t h e r a t e o f r e im b u r s e m e n t; t h e r a t e f o r t h e y e a r 1960-61 was 4 7 . 2 p e r ­ c e n t (Michigan S t a t e U n i v e r s i t y , 1963 ). A c c o r d in g t o Letwin ( 1 9 7 8 ) , b e g i n n i n g w i t h t h e p a s s a g e o f t h e V o c a t i o n a l E d u c a t io n Act o f 1963 and c o n t i n u i n g u n t i l 1973, s a l a r y r eim b u r s em en t f o r VTEs was d i s c o n t i n u e d ; n o n p r e s c r i p t i v e and non­ c o m p e t i t i v e b l o c k g r a n t s o f v a r y i n g amounts were awarded t o approved 35 in stitu tio n s. The g r a n t s were bas ed on t h e number o f ap pr oved programs and t h e number o f ap prove d VTEs. From 1973 t o 1975, each i n s t i t u t i o n r e c e i v e d a n o n c o m p e t i t i v e $22 ,0 0 0 b lo c k g r a n t . Each i n s t i t u t i o n was r e q u i r e d t o s u b m it a p ro p o s a l in r e s p o n s e t o s p e c i f i c o b j e c t i v e s e s t a b l i s h e d by t h e v o c a t i o n a l s t a f f o f t h e Michigan S t a t e Department o f E d u c a t i o n . S i n c e 1976, each i n s t i t u t i o n has r e c e i v e d an annual $5,0 0 0 b lo c k g r a n t , upon s u b m i s s io n o f an approved p r o p o s a l . ( I n s t i t u t i o n s may a l s o s u b m it p r o p o s a l s , on a c o m p e t i t i v e b a s i s , f o r a d d i t i o n a l p e r s o n n e l d ev e lo p m e n t, c u r r i c u l u m d e v e lo p m e n t, o r r e s e a r c h funds.) While t h e 1976 E d u c a t io n Amendments a u t h o r i z e d fu n d s f o r v o c a t i o n a l e d u c a t i o n p e r s o n n e l t r a i n i n g ( P u b l i c Law 9 4 - 4 8 2 , T i t l e I I , S u b p a r t 3 , S e c t i o n 1 2 3 ) , a dilemma i s e v o l v i n g i n Michigan which i s a t l e a s t p a r t i a l l y a t t r i b u t a b l e t o t h e a c t i o n s o f t h e S t a t e Department o f Education. In t h e p a s t , t h e S t a t e Department o f E d u c a t io n p l a y e d t h e f a c i l i t a t o r r o l e in p e r s o n n e l t r a i n i n g t o a g r e a t e r e x t e n t t h a n i t does p r e s e n t l y . In many i n s t a n c e s , s t a t e agency p r o f e s s i o n a l s e i t h e r p e r s o n a l l y co n d u c t i n s e r v i c e programs o r m o n i t o r o t h e r s ( l o c a l o r i n t e r m e d i a t e sch o o l d i s t r i c t p e r s o n n e l , community c o l l e g e p e r s o n n e l , o r VTEs) who a r e c o n d u c t i n g such pr ogra m s. Such a c t i o n s by s t a t e agency p e r s o n n e l r e l a t i v e t o p e r s o n n e l t r a i n i n g a r e , i n e f f e c t , chan ging t h e r o l e and f u n c t i o n o f o t h e r s w i t h i n t h e d e l i v e r y system fo r v o c a tio n a l-te c h n ic a l education, p a r t i c u l a r l y the teach er education units. Among t h e i n s e r v i c e t o p i c s t o be a d d r e s s e d in Michigan f o r FY 1979 (1979 Michigan S t a t e Plan f o r V o c a t i o n a l E d u c a t i o n , pp. 4875) a r e : placement personnel t r a i n i n g , e m p lo y a b ility s k i l l s , 36 co m petency-based e d u c a t i o n , c a r e e r e x p l o r a t i o n , c a r e e r g u i d a n c e , s p e c i a l n e e d s , l i m i t e d E n g l i s h - s p e a k i n g , chan gin g work p a t t e r n s o f women and men. In a s i m i l a r manner, s t a t e agency p e r s o n n e l a r e chan ging t h e r e s e a r c h f u n c t i o n o f t e a c h e r e d u c a t i o n u n i t s by making v o c a t i o n a l e d u c a t i o n r e s e a r c h fu nds a v a i l a b l e t o o t h e r gr o u p s o f i n d i ­ v i d u a l s , i n c l u d i n g n o t o n l y l o c a l and i n t e r m e d i a t e sc hool d i s t r i c t s and community c o l l e g e s , b u t a l s o p r i v a t e c o r p o r a t i o n s . While f a c u l t y numbers a r e d e c r e a s i n g w i t h i n t e a c h e r e d u c a t i o n u n i t s , an i n c r e a s i n g p e r c e n t a g e o f t h e i r ti m e must be s p e n t d r a f t i n g p r o p o s a l s t o compete f o r r e s e a r c h fun d s which a r e made a v a i l a b l e t o i n c r e a s i n g numbers o f potential grantees. Although t h e p r e s e n t s t u d y s o u g h t t o d i s c o v e r and document t h e e x p e c t e d r o l e o f VTEs who a r e i n v o l v e d i n t h e p r o f e s s i o n a l d e v e l o p ­ ment o f v o c a t i o n a l e d u c a t i o n p r a c t i t i o n e r s , t h e i d e a i s n o t new. In f a c t , c o n t a c t p e r s o n s from t h e e i g h t Michigan o c c u p a t i o n a l t e a c h e r e d u c a t i o n i n s t i t u t i o n s and t h e Michigan Department o f E d u c a tio n s p o n s o r e d a s t u d y in 1971 t o s u p p ly bac kgro un d i n f o r m a t i o n n e c e s s a r y f o r d e c i s i o n making in e s t a b l i s h i n g a c o m p r e h e n s i v e ’s t a t e p l a n f o r p r o f e s s i o n a l development ( F e r n s , 197 1 ) . S e v e r a l recommendations emerged from t h a t s t u d y , i n c l u d i n g t h e c o n s i d e r a t i o n o f su ch s i g n i f i ­ c a n t f u n c t i o n s as "To p r o v i d e f o r d e l i n e a t i o n o f r o l e s and r e s p o n s i ­ b i l i t i e s o f t e a c h e r e d u c a t i o n i n s t i t u t i o n s , t h e S t a t e Department o f E d u c a t i o n , p r o f e s s i o n a l o r g a n i z a t i o n s , and employing s c h o o l d i s t r i c t s o r u n i t s i n m e e t in g p e r s o n n e l developm ent r e q u i r e m e n t s . " 37 Summar.y The r e v ie w o f l i t e r a t u r e r e v e a l e d t h a t t h e r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s i s o f i n t e r e s t t o a number o f i n d i v i d u a l s and groups. While some i n d i v i d u a l s have a t t e m p t e d t o promote t h e i r own d e f i n i t i o n o f t e a c h e r e d u c a t i o n , o t h e r s have a t t e m p t e d t o work w i th r e c o g n i z e d l e a d e r s in t h e f i e l d t o de v e lo p p o s i t i o n s t a t e m e n t s and p o l i c y s t a t e m e n t s t h a t have a b e a r i n g on t h e f i e l d o f t e a c h e r e d u c a ­ tion. No s t u d i e s were i d e n t i f i e d t h ro u g h t h e r e v ie w o f l i t e r a t u r e which documented e x p e c t a t i o n s by o t h e r s f o r t h e r o l e o f v o c a t i o n a l teacher educators. The p r e s e n t s t u d y i s d i r e c t e d a t documenting v o c a t i o n a l t e a c h e r e d u c a t o r r o l e e x p e c t a t i o n s by v o c a t i o n a l a d m i n i s ­ trato rs. CHAPTER I I I RESEARCH PROCEDURES This c h a p t e r p r e s e n t s t h e r e s e a r c h d e s i g n o f t h e s t u d y , which was i n t e n d e d t o ( 1 ) d e t e r m i n e w h e th e r t h e r e i s an i n t e l l i g i b l e e x p e c ­ t a t i o n among Michigan v o c a t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s who a r e in v o l v e d i n t h e p r o f e s ­ s i o n a l develo pm ent o f p r a c t i t i o n e r s , and ( 2 ) d e t e r m i n e w h e th e r t h e p o s itio n of the a d m in istra to r in fluen ces h is /h e r ro le expectatio n s fo r those teacher educators. An a d d i t i o n a l i n t e n t i o n o f t h e s t u d y was t o document dem ographic p a t t e r n s and p r o f i l e s o f t h e r e s p o n d e n t s . Within t h e c h a p t e r , t h e f o l l o w i n g e l e m e n t s a r e d i s c u s s e d : research m ethodology , t h e p o p u l a t i o n , t h e i n s t r u m e n t , d a t a c o l l e c t i o n , and data a n a ly s is . Res earch Methodology Commensurate With t h e Task o f I d e n t i f y i n g V o c a ti o n a l A d m i n i s t r a t o r s ' E x p e c t a t i o n s f o r t h e Role o f VTEs The l i t e r a t u r e r e v ie w i n d i c a t e d t h a t many i n d i v i d u a l s and groups have o p i n i o n s a b o u t and s u g g e s t i o n s f o r im pr ov ing t h e r o l e o f t e a c h e r e d u c a t o r s in g e n e r a l a n d , i n a few c a s e s , o f VTEs. How­ e v e r , r e s e a r c h t h a t documents t h e VTEs 1 r o l e , as e x p e c t e d by them­ selves or o th e r s , i s lacking. One m ight i n f e r t h a t t h e r o l e e x p e c ­ t a t i o n i s o b v i o u s , and t h a t c o n d u c t i n g a s t u d y t o d e t e r m i n e such e x p e c t a t i o n s would be a w a s t e o f t i m e . 38 39 However, a l e a d i n g s u rv e y r e s e a r c h e r , Earl B a b b ie , p r o b a b l y would d i s a g r e e w i t h t h a t i n f e r e n c e . " In s h o r t , A cco rding t o Babbie ( 1 9 7 5 ), 'd o c u m e n tin g t h e o b v i o u s ' i s a v a l u a b l e f u n c t i o n o f any s c i e n c e , p h y s i c a l o r s o c i a l " (p. 2 6 ) . He recommended u s in g m a ile d q u e s t i o n n a i r e s t o g a t h e r d a t a from l a r g e samples t h a t a r e d i s p e r s e d o v e r a wide g e o g r a p h i c a l a r e a bec a u s e t h e y a r e an e f f i c i e n t means f o r g a t h e r i n g d a t a , r e s p o n s e s t e n d t o be l e s s i n f l u e n c e d by t h e r e s e a r c h th a n a r e i n t e r v i e w r e s p o n s e s , and t h e d a t a can be s t o r e d f o r a p e r i o d o f time and ree xam ined l a t e r from a d i f f e r e n t p e r s p e c t i v e . According t o B a b b ie , " t h e r e a r e p r o b a b l y as many d i f f e r e n t r e a s o n s f o r c o n d u c t i n g s u r v e y s as t h e r e a r e s u r v e y s " (p. 5 7 ) , b u t t h r e e g e n e r a l o b j e c t i v e s c r o s s c u t t h e s e many c o n c e r n s : e x p l a n a t i o n , and exploration. description, A g iv e n s u r v e y may aim a t s a t i s f y i n g more t h a n one o f t h e s e o b j e c t i v e s . Babbie d e f i n e d t h e t h r e e o b j e c ­ t i v e s as f o l l o w s : D escription: Surveys a r e f r e q u e n t l y c onducted f o r t h e pu r p o se o f making d e s c r i p t i v e a s s e r t i o n s a b o u t some p o p u l a t i o n : d i s c o v e r i n g the d i s t r i b u t i o n o f c e r t a i n t r a i t s o r a t t r i b u t e s . In t h i s r e g a r d , t h e r e s e a r c h e r i s n o t c o n c e r n e d w it h why t h e o b s e rv e d d i s t r i b u t i o n e x i s t s , b u t m erely what t h a t d i s t r i b u t i o n i s (p. 5 7 ) . E xplanation: While most s u r v e y s a r e aimed, a t l e a s t i n p a r t , a t d e s ­ c r i p t i o n , many have t h e a d d i t i o n a l o b j e c t i v e o f making e x p l a n a ­ t o r y a s s e r t i o n s a b o u t t h e p o p u l a t i o n . . . . An e x p l a n a t o r y o b j e c t i v e a l m o s t always r e q u i r e s m u l t i v a r i a t e a n a l y s i s ; t h e s i m u l t a n e o u s e x a m i n a t i o n o f two o r more v a r i a b l e s (p. 5 8 ) . Babbie s a i d t h a t by examinin g t h e r e l a t i o n s h i p s between r e s p o n s e s t o a g i v e n q u e s t i o n and t h e s e v e r a l e x p l a n a t o r y v a r i a b l e s , 40 t h e r e s e a r c h e r would a t t e m p t t o " e x p l a i n " why r e s p o n d e n t s p i c k e d one response over another. Exploration: "S urvey methods can a l s o p r o v i d e a " s e a r c h " d e v i c e when t h e r e s e a r c h e r i s only beginning h is in q u iry in t o a p a r t i c u l a r to p ic " (p. 5 9 ) . Babbie s a i d t h a t a l t h o u g h a r e s e a r c h e r may have many i d e a s on t h e s u b j e c t , h e / s h e may be a p p r e h e n s i v e a b o u t having o v e r lo o k e d some a d d i t i o n a l components o f t h e s i t u a t i o n . The P o p u l a t i o n The p o p u l a t i o n f o r t h e s t u d y comprised a l l Michigan v o c a t i o n a l a d m i n i s t r a t o r s l i s t e d in t h e 1977-78 D i r e c t o r y o f V o c a t i o n a l Adminis­ t r a t o r s (MDE, V-TES, 19 77). The d i r e c t o r y c o n t a i n s a l i s t o f admin­ i s t r a t o r s in f o u r c a t e g o r i e s : 30 community c o l l e g e d e a n s , 103 v o c a t i o n a l d i r e c t o r s , 53 C a r e e r E d u c a t io n P l a n n in g D i s t r i c t (CEPD) v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , and 39 a r e a c e n t e r p r i n c i p a l s — a t o t a l o f 225 i n d i v i d u a l s . However, c r o s s - r e f e r e n c i n g o f t h e names i n c l u d e d in t h e d i r e c t o r y r e v e a l e d t h a t 14 i n d i v i d u a l s were l i s t e d i n more t h a n one c l a s s i f i c a t i o n ; a r e a c e n t e r p r i n c i p a l s , and center p rin c ip a ls. 6 were b o t h CEPD s p e c i a l i s t s and were b o th v o c a t i o n a l d i r e c t o r s and a r e a 8 A f t e r s u b t r a c t i n g t h e 14 d u p l i c a t i o n s , t h e r e v i s e d number o f i n d i v i d u a l s was 211 . One o f t h e o b j e c t i v e s o f t h e s t u d y was t o d e t e r m i n e w h e th e r e x p e c t a t i o n s o f VTEs' r o l e a r e i n f l u e n c e d by an a d m i n i s t r a t o r ' s position. That o b je c tiv e n e c e s s ita te d the s e le c tio n of e x c lu siv e subpopulations. S i n c e s e v e r a l i n d i v i d u a l s o c c u p i e d more t h a n one o f 41 the a d m in is tr a tiv e p o s itio n s l i s t e d in the d i r e c t o r y , the fo u r c a t e ­ g o r i e s o b v i o u s l y would n o t have s e r v e d a s e x c l u s i v e s u b p o p u l a t i o n s . A member o f t h e j u r y o f e x p e r t s a l s o p o i n t e d o u t t h a t many o f t h e i n d i v i d u a l s l i s t e d in t h e d i r e c t o r y a s v o c a t i o n a l d i r e c t o r s were r e a l l y s h a r e d - t i m e d i r e c t o r s , and s u g g e s t e d t h a t a s e p a r a t e c a t e g o r y be used f o r them. The d e c i s i o n was made t o use t h e f o u r c a t e g o r i e s l i s t e d i n t h e d i r e c t o r y , t h e s u g g e s t e d c a t e g o r y , and a c a t c h - a l l c a t e g o r y ( " o t h e r " ) f o r s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s who s e r v e d i n more t h a n one o f t h e i d e n t i f i e d p o s i t i o n s . In t h i s way, s i x e x c l u ­ s i v e groups were d e l i n e a t e d f o r s t u d y . One q u e s t i o n n a i r e was s e n t t o each i n d i v i d u a l , r e g a r d l e s s o f t h e number o f p o s i t i o n s t h a t p e r s o n o c c u p i e d . The r e s p o n d e n t was as ked t o i n d i c a t e h i s / h e r p r e s e n t p o s i t i o n ( s ) by c h e c k in g a s many o f the c a te g o r ie s as a p p lie d . Responses r e v e a l e d t h a t t h e 211 v o c a t i o n a l a d m i n i s t r a t o r s were c a t e g o r i z e d in t h e f o l l o w i n g manner: 30 community c o l l e g e d e a n s , 78 v o c a t i o n a l d i r e c t o r s , 39 CEPD s p e c i a l i s t s , 24 a r e a c e n t e r p r i n c i p a l s , 16 s h a r e d - t i m e d i r e c t o r s , and 24 o t h e r s . S in c e o p i n i o n s from 211 v o c a t i o n a l - t e c h n i c a l e d u c a t i o n admin­ i s t r a t o r s l o c a t e d t h r o u g h o u t Michigan were s o u g h t f o r t h i s s t u d y , t h e s u r v e y r e s e a r c h method u s in g a m a il e d q u e s t i o n n a i r e was s e l e c t e d . Acco rd ing t o Babbie ( 1 9 7 5 ) , a m a i l e d q u e s t i o n n a i r e i s t h e most a p p r o p ­ r i a t e ap proac h t o d a t a c o l l e c t i o n f o r a l a r g e sample t h a t i s d i s p e r s e d o v e r a wide g e o g r a p h i c a l a r e a . found i n Appendix A. A copy o f t h e s u r v e y i n s t r u m e n t may be 42 I n s t r u m e n t Development The f o l l o w i n g a c t i v i t i e s f a c i l i t a t e d t h e dev elop men t o f t h e questionnaire: 1. A p r e l i m i n a r y s u r v e y was c o n d u c te d in an a t t e m p t t o (a) i d e n t i f y t h e Michigan VTEs and (b) d i s c o v e r some i n d i c a t o r s o f t h e i r p a r t i c i p a t i o n as t e a c h e r e d u c a t o r s who p r o v i d e i n s e r v i c e e d u ­ c a t i o n t o s e c o n d a r y and p o s t - s e c o n d a r y v o c a t i o n a l - t e c h n i c a l e d u c a ­ tio n personnel. In November 1977, a form was p r o v id e d t o each o f t h e i n s t i t u t i o n a l r e p r e s e n t a t i v e s from t h e n i n e V o c a t i o n a l T e a c h e r E d u c a tio n Cons or tium member i n s t i t u t i o n s ( C e n t r a l Michigan Uni­ v e r s i t y , E a s t e r n Michigan U n i v e r s i t y , F e r r i s S t a t e C o l l e g e , M ic h i ­ gan S t a t e U n i v e r s i t y , N o r t h e r n Michigan U n i v e r s i t y , U n i v e r s i t y o f M ichigan , U n i v e r s i t y o f M i c h i g a n - F l i n t , Wayne S t a t e U n i v e r s i t y , and Western Michigan U n i v e r s i t y ) . On t h a t form t h e y were as ked t o (a) l i s t t h e names and p o s i t i o n s o f VTEs a t t h e i r i n s t i t u t i o n s and (b) i n d i c a t e t h o s e t e a c h e r e d u c a t o r s ' t y p e s o f p r o f e s s i o n a l p a r ­ ticipation. A r e s p o n s e was r e c e i v e d from e v e r y i n s t i t u t i o n a l rep­ r e s e n t a t i v e , i d e n t i f y i n g a t o t a l o f 78 t e a c h e r e d u c a t o r s who p r o ­ v i d e i n s e r v i c e t o s e c o n d a r y and p o s t - s e c o n d a r y v o c a t i o n a l - t e c h n i c a l education personnel. T a b le 1 i n d i c a t e s t h e 78 VTEs' t y p e s o f p a r t i c i p a t i o n r e l a t i v e t o t h e i n s e r v i c e e d u c a t i o n o f s e c o n d a r y and post-secondary v o c a tio n a l-te c h n ic a l education personnel. At t h e F e b r u a r y 1978 V o c a t i o n a l T e a c h e r E d u c a t io n Cons ortium m e e t i n g , t h e r e p r e s e n t a t i v e s were a s k e d t o r e a c t t o t h e pro pose d d e f i n i t i o n o f VTEs t o be used i n t h i s s t u d y ; a l e n g t h y d i s c u s s i o n e n s u e d , b u t no co n s e n s u s was r e a c h e d . 43 T a b l e 1 . - - I n d i c a t o r s o f p a r t i c i p a t i o n a s a t e a c h e r e d u c a t o r who p r o v i d e s i n s e r v i c e e d u c a t i o n t o s e c o n d a r y and p o s t ­ s e c o n d a r y v o c a t i o n a l - t e c h n i c a l e d u c a t i o n p e r s o n n e l (N=78). N % Indication of P a rtic ip a tio n 67 86 Resource p e r s o n , v o c a t i o n a l - t e c h n i c a l e d u c a t i o n conven­ tio n s , conferences, professional meetings, e tc . 66 85 Member, o f i d e n t i f i e d group w i t h i n t h i s i n s t i t u t i o n t h a t promotes v o c a t i o n a l - t e c h n i c a l e d u c a t i o n 63 81 T e a c h e r , on-campus g r a d u a t e - l e v e l p r o f e s s i o n a l c o u r s e s r e l a t i v e to v o c a tio n a l-te c h n ic a l education 63 81 C o n s u lta n t, to v o c a t i o n a l - te c h n i c a l education personnel 60 77 Developer, v o c a tio n a l- te c h n ic a l education curriculum m aterials 53 68 C o n d u c to r , workshops f o r v o c a t i o n a l - t e c h n i c a l e d u c a t i o n personnel 53 68 E valuator, v o c a tio n a l-te c h n ic a l education research 51 65 Member, American V o c a t i o n a l A s s o c i a t i o n (AVA) 50 64 Member, Michigan O c c u p a tio n a l T e a c h e r E d u c a t o r s Asso­ c i a t i o n (MOTEA) 48 61 R e p re se n ta tiv e , of v o c a tio n a l-te c h n ic a l education to other d isc ip lin e s 44 56 A u th o r , p r o f e s s i o n a l v o c a t i o n a l - t e c h n i c a l e d u c a t i o n 1 iterature 43 55 Advisor, f o r graduate s tu d e n ts pursuing continuing c e r t i f i c a t i o n a n d / o r an advanced d e g r e e r e l a t i v e t o v o c a tio n a l-te c h n ic a l education 39 50 T e a c h e r , off- cam p u s g r a d u a t e - l e v e l p r o f e s s i o n a l c o u r s e s r e l a t i v e to v o c a tio n a l-te c h n ic a l education 26 33 Teacher C e r t i f i c a t i o n O ffic e r 11 R e p r e s e n t a t i v e , t o t h e Michigan Department o f E d u c a t i o n , fo r t h i s i n s t i t u t i o n 's vocational teacher educators 9 44 2. An in fo r m a l e x p l o r a t o r y s t u d y was co nduct ed by i n t e r ­ v i e w i n g , e i t h e r p e r s o n a l l y o r by t e l e p h o n e , s e v e r a l i n d i v i d u a l s who a r e knowledgeable a b o u t t h e r o l e o f VTEs, i n c l u d i n g d o c t o r a l committee members, o t h e r p r o f e s s o r s , S t a t e Department p e r s o n n e l , i n t e r m e d i a t e school d i s t r i c t and c i t y school d i s t r i c t v o c a t i o n a l a d m i n i s t r a t o r s , v o c a t i o n a l e d u c a t i o n t e a c h e r s , and f e l l o w d e g r e e c a n d i d a t e s . They were asked t o enu m e r a te t h e i r e x p e c t a t i o n s r e l a t i v e t o t h e r o l e o f VTEs. 3. An e x t e n s i v e r e v i e w o f t h e l i t e r a t u r e was c o n d u c t e d . It y i e l d e d no model f o r a q u e s t i o n n a i r e , b u t d i d i n d i c a t e f i v e s o u r c e s t h a t proved t o be o u t s t a n d i n g in p r o v i d i n g c o n t e n t f o r t h e i n s t r u m e n t . Those s o u r c e s were (a) t h e e n t i r e i s s u e o f t h e M arch-April 1977 J o u r n a l o f T e acher E d u c a t i o n , which was d ev o ted t o t h e t o p i c , " L i f e l o n g L e arn in g f o r P r o f e s s i o n a l s " ; (b) a p o s i t i o n p a p e r by Carl S c h a e f e r and J e r r y Moss, J r . , e n t i t l e d "The Role o f U n i v e r s i t i e s in V o c a t i o n a l Edu­ c a t i o n " ; ( c ) Ohio S t a t e U n i v e r s i t y ' s "P er form an ce -B as ed T e a c h e r Educat i o n - - V o c a t i o n a l T e a c h e r Competency P r o f i l e " ; (d) George F e r n s ' s t u d y , M i c h i g a n ' s V o c a t i o n a l T e c h n i c a l E d u c a tio n P er so n n el Development Needs 1971-1 97 5; and ( e ) t h e "1976-77 M innesota Survey o f V o c a tio n a l Educa­ t i o n N ee ds." 4. A c o n s u l t a n t in t h e O f f i c e o f R e s e a r c h C o n s u l t a t i o n was engaged t o e n s u r e t h e develop m en t o f an a p p r o p r i a t e q u e s t i o n n a i r e . The i n t e r v i e w s , p r e l i m i n a r y s t u d y , and r e v i e w o f t h e l i t e r a ­ t u r e , a s w e ll as t h e p e r s o n a l e x p e r i e n c e s o f t h e r e s e a r c h e r , s u g g e s t e d t h a t s p e c i f i c t a s k s c om pris e t h e r o l e o f VTEs who a r e in v o l v e d in t h e p r o f e s s i o n a l dev el opm en t o f p r a c t i t i o n e r s . During t h e develop m en t o f 45 t h e q u e s t i o n n a i r e , s t a t e m e n t s o f t h o s e t a s k s were a r r a n g e d on a g r i d , which was d i v i d e d i n t o t h r e e VTE r o l e a r e a s : MENT, (2) TEACHING, and (3) SERVICE. (1) RESEARCH & DEVELOP­ These r o l e a r e a s were f u r t h e r d i v i d e d by ( a ) P r o f e s s i o n a l Development o f P r a c t i t i o n e r s by VTEs, (b) Mutual P r o f e s s i o n a l Development Between P r a c t i t i o n e r s and VTEs, and ( c ) The P r o f e s s i o n a l S e lf - D e v e l o p m e n t o f VTEs. The g r i d a ppro ach guided t h e dev el opm en t by e n s u r i n g c o v e r a g e o f a l l a s p e c t s r e l e v a n t to the study. Item numbers on t h e g r i d r e f e r t o f i n a l r a t h e r t h a n prelim inary instrum ent. (See F i g u r e 1 . ) RESEARCH & DEVELOPMENT TEACHING P r o f e s s i o n a l Development o f P r a c t i t i o n e r s by VTEs Items 1-8 Items 17-27 Mutual P r o f e s s i o n a l Develop ­ ment Between P r a c t i t i o n e r s and VTEs Items 9-12 Items 28-31 The P r o f e s s i o n a l S e l f Development o f VTEs Items 13-16 Items 32-34 SERVICE Items 35-51 Items 52-60 Items 61-62 F i g u r e 1. — I n s t r u m e n t develop men t g r i d . A t e n t a t i v e q u e s t i o n n a i r e was d i s t r i b u t e d March 2 , 1978, t o a j u r y o f t e n e x p e r t s who had p r e v i o u s l y a g r e e d t o e v a l u a t e i t . r e q u e s t e d , a l l t e n j u r o r s resp o n d ed by March 29. i s l o c a t e d in Appendix C . ) As (A l i s t o f j u r o r s Members f o r t h e j u r y o f e x p e r t s were s e l e c t e d on t h e b a s i s o f t h e i r p r e v i o u s o r p r e s e n t e x p e r i e n c e a d m i n i s ­ t e r i n g v o c a t i o n a l e d u c a t i o n programs i n M ich igan . T hese i n d i v i d u a l s 46 included: a p r o f e s s o r i n a m ajo r u n i v e r s i t y w i t h e x p e r i e n c e s i n t h r e e c o n t e n t a r e a s i n v o c a t i o n a l e d u c a t i o n as well a s e x p e r i e n c e a s a s e c o n d a r y t e a c h e r , a d m i n i s t r a t o r , and t e a c h e r e d u c a t o r i n v o c a t i o n a l e d u c a t i o n ; a r e c e n t l y r e t i r e d u n i v e r s i t y p r o f e s s o r who a l s o had been a s t a t e d i r e c t o r o f vocational e d u catio n ; the execu tiv e d i r e c t o r of t h e S t a t e A d v is o ry Council f o r V o c a tio n a l E d u c a t i o n ; Michigan Depar tment o f E d u c a t io n p r o f e s s i o n a l s r e p r e s e n t i n g t h e O f f i c e o f C a r e e r E d u c a t io n and t h e V o c a t i o n a l - T e c h n i c a l E d u c a t io n S e r v i c e ; a community c o l l e g e v o c a t i o n a l a d m i n i s t r a t o r ; an i n t e r m e d i a t e school d i s t r i c t a s s i s t a n t s u p e r i n t e n d e n t ; an a s s i s t a n t p r i n c i p a l f o r an a r e a v o c a t i o n a l c e n t e r ; and a r e c e n t l y r e t i r e d v o c a t i o n a l e d u c a t i o n di r e c t o r . The j u r o r s were asked t o j u d g e t h e a p p r o p r i a t e n e s s o f each ite m on t h e p roposed q u e s t i o n n a i r e and t o i n d i c a t e t h e i r r e a s o n s f o r j u d g i n g item s t o be i n a p p r o p r i a t e by u s in g t h e f o l l o w i n g code: D— D u p l i c a t i o n o f a n o t h e r i t e m — i n d i c a t e which o n e ; I — I r r e l e v a n t , i . e . , n o t a r o l e e x p e c t a t i o n f o r Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s ; U— U n c l e a r , c o n f u s i n g , vague. Comments and s u g g e s t i o n s were e n c o u r a g e d . All o f t h e comments and s u g g e s t i o n s made by t h e e x p e r t s were c a r e f u l l y n o t e d , a s was t h e a d v i c e o f a c o n s u l t a n t in t h e O f f i c e o f R e s e a r c h C o n s u l t a t i o n i n Michigan S t a t e U n i v e r s i t y ' s C o l l e g e o f Educa­ t i o n , w ith whom t h e r e s e a r c h e r worked c l o s e l y . The q u e s t i o n n a i r e was r e v i s e d , r e d u c i n g t h e number o f q u e s t i o n s t o 6 2 , and r e p r o d u c e d f o r d i s t r i b u t i o n t o t h e t o t a l p o p u l a t i o n o f 211 Michigan v o c a t i o n a l a d m in is tr a to rs s e le c te d f o r the study. 47 Although t h e f i n a l i n s t r u m e n t c o n t a i n e d i n d i c a t e d on t h e g r i d i n F i g u r e t h e g r o u p in g s o f item s 1, t h e it em s were n o t l a b e l e d as such. R a t h e r , t h e 62 it e m s were l i s t e d c o n s e c u t i v e l y . The r e s p o n d e n t s were asked t o r e a d ea ch o f t h e 62 t a s k s t a t e m e n t s and d e c i d e ( 1 ) w h e th e r o r n o t t h e y t h o u g h t t h e t a s k s h o u ld be p a r t o f t h e VTEs' r o l e and (2) i f s o , what l e v e l p r i o r i t y i t was ( 1 — h i g h , 2 —medium, 3— lo w ) ; o r , i f th e y f e l t t h e t a s k was i n a p p r o p r i a t e , why? ( 4 — someone e l s e s h o u ld do i t , 5 - - n o one e l s e s h o u ld do i t ) . Then t h e y were t o check t h e r e s p o n s e t h a t b e s t ap p r o x im a te d t h e i r opinion. As a f u r t h e r e x p l o r a t o r y p r o c e d u r e , r e s p o n d e n t s were asked t o c o n t r i b u t e any item s t h e y t h o u g h t had been o v e r l o o k e d . The one open-ended q u e s t i o n on t h e s u r v e y asked them t o l i s t a n d / o r e x p l a i n any s u g g e s t i o n s t h a t m ight e n a b l e VTEs t o p e r fo r m t h e SERVICE f u n c t i o n . Res pond en ts were a l s o as ke d t o co mplete a demographic i n f o r ­ m ation s e c t i o n , i n d i c a t i n g ( 1 ) p r e s e n t p o s i t i o n , ( 2 ) number o f e n r o l l e e s i n programs a d m i n i s t e r e d , (3) number o f y e a r s i n p r e s e n t p osition, (4) number o f y e a r s ' e x p e r i e n c e in v o c a t i o n a l e d u c a t i o n teaching, (5) number o f y e a r s ' e x p e r i e n c e in v o c a t i o n a l e d u c a t i o n adm inistration, ( 6 ) number o f y e a r s ' e x p e r i e n c e as a f u l l - t i m e voca ­ t i o n a l t e a c h e r e d u c a t o r , (7) number o f y e a r s ' e x p e r i e n c e as a p a r t time v o c a t i o n a l t e a c h e r e d u c a t o r , ( 8 ) number o f y e a r s ' e x p e r i e n c e in an o c c u p a t i o n a l s p e c i a l t y - - e x c l u d i n g t e a c h i n g and a d m i n i s t r a t i o n , (9) b a c k g r o u n d - - a r e a o f s p e c i a l i z a t i o n , (10) h i g h e s t l e v e l o f e d u c a ­ t i o n a t t a i n e d , and (11) a p p r o x i m a te number o f Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s known w e l l , on a p r o f e s s i o n a l b a s i s . In a l l b u t a 48 few c a s e s , t h e sex o f t h e r e s p o n d e n t was a p p a r e n t from t h e d i r e c t o r y . A Michigan Dep ar tm en t o f E d u c a tio n s e c r e t a r y was a b l e t o c l a r i f y t h e few c a s e s i n q u e s t i o n ; t h e r e f o r e , t h e i n d i v i d u a l s were n o t asked t o r e p o rt t h e i r sex. Data C o l l e c t i o n The q u e s t i o n n a i r e s were coded w i t h i d e n t i f i c a t i o n numbers a n d , t o g e t h e r w ith a c o v e r l e t t e r and a sta mped , s e l f - a d d r e s s e d e n v e l o p e , t h e y were m a il e d A p r i l 22, 1978, t o t h e e n t i r e p o p u l a t i o n o f 211 s e le c te d vocational a d m in istra to rs . t h e q u e s t i o n n a i r e s by May 2. Respond ents were as ke d t o r e t u r n The f i r s t f o l l o w - u p was a p o s t c a r d r e m i n d e r , which was m a ile d on May 3 t o t h e 111 n o n r e s p o n d e n t s ; t h e y were asked t o respond by May 12 o r t o c a l l t h e r e s e a r c h e r i f t h e y needed a n o t h e r q u e s t i o n n a i r e . For t h e second f o l l o w - u p , 20 o f t h e 61 n o n r e s p o n d e n t s were t e l e p h o n e d on May 15, and reminded e i t h e r p e r ­ s o n a l l y o r by t h e i r s e c r e t a r i e s t o r e t u r n t h e q u e s t i o n n a i r e . The r e m a in in g 41 n o n r e s p o n d e n t s were s e n t a l e t t e r , which as ked them t o respond by May 24, o r t o w r i t e a n o t e i n d i c a t i n g why t h e y had n o t resp onded t o t h e q u e s t i o n n a i r e . All o f t h e m a t e r i a l s s e n t t o t h e p o p u l a t i o n , e x c e p t t h e c o v e r l e t t e r f o r t h e i n s t r u m e n t , were p r i n t e d on c o l o r e d p a p e r t o h e l p a t t r a c t t h e p o t e n t i a l r e s p o n d e n t s ' a t t e n t i o n . Even though 7 8 . 2 p e r c e n t o f t h e p o p u l a t i o n r e t u r n e d u s a b l e q u e s tio n n a ire s , the study req u ired inform ation regarding the p re se n t p o s i t i o n s o f 100 p e r c e n t o f t h e p o p u l a t i o n . ( T h at i s , i f 58 o f t h e 165 r e s p o n d e n t s were v o c a t i o n a l d i r e c t o r s , i t was a l s o e s s e n t i a l t o know how many o f t h e 46 n o n r e s p o n d e n t s were a l s o v o c a t i o n a l d i r e c t o r s 49 in o r d e r t o r e p o r t t h a t 7 4 . 3 p e r c e n t o f t h e v o c a t i o n a l d i r e c t o r s responded.) To co m p le te t h i s a s p e c t o f d a t a c o l l e c t i o n , a n o t h e r l e t t e r w i t h an e n c l o s e d stamped, s e l f - a d d r e s s e d p o s t c a r d was m a ile d t o t h e 46 n o n r e s p o n d e n t s i n September 1978. They were asked t o r e p o r t t h e p o s i t i o n ( s ) t h e y h e ld d u r i n g A p r i l- M a y -J u n e 1978, by ch eck in g t h e a p p r o p r i a t e r e s p o n s e s on t h e p o s t c a r d . Four d i d n o t r e s p o n d , and were t e l e p h o n e d f o r t h e i n f o r m a t i o n . Every w r i t t e n communication was i n d i v i d u a l l y s i g n e d by t h e r e s e a r c h e r t o h e l p p e r s o n a l i z e t h e r e q u e s t and en co u r ag e r e s p o n s e . (See Appendix B f o r c o p i e s o f f o l l o w - u p communiques.) As shown i n Table 2, t h e r e s p o n s e r a t e s were as f o l l o w s : 23 o f 30 community c o l l e g e d e a n s , o r 76.7 p e r c e n t ; 58 o f 78 v o ca­ t i o n a l d i r e c t o r s , o r 7 4 . 3 p e r c e n t ; 36 o f 39 CEPD s p e c i a l i s t s , o r 9 2 . 3 p e r c e n t ; 15 o f 24 a r e a c e n t e r p r i n c i p a l s , o r 6 2 . 5 p e r c e n t ; 16 o f 16 s h a r e d - t i m e d i r e c t o r s , o r 100 p e r c e n t ; and 17 o f 24 o t h e r s , or 70.8 p e r c e n t. Data A n a l y s i s The d a t a from t h e r e s p o n d e n t s were keypunched o n t o punch c a r d s and p r o c e s s e d u s i n g t h e com puter f a c i l i t i e s a t Michigan S t a t e U niversity. The S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s (SPSS) (1975) was used t o program, compute, and summarize t h e d a t a . r e s u l t s o f t h e d a t a a n a l y s i s a r e r e p o r t e d i n C h a p te r IV. The 50 T a b le 2 . — Response r a t e s , by t o t a l p o p u l a t i o n and s u b p o p u l a t i o n s . N o f U sab le Responses 5I o f Usable Responses 165 78.5 30 23 76.7 181 142 7 8.4 V o c a ti o n a l d i r e c t o r s 78 53 7 4.3 CEPD s p e c i a l i s t s 39 36 92.3 Area c e n t e r p r i n c i p a l s 24 15 62.5 Shared-time d i r e c t o r s 16 16 100.0 Others (secondary vocational a d m i n i s t r a t o r s w i t h combina­ tion o f t i t l e s ) 24 17 70.8 Group N Total population 211 P o s t - s e c o n d a r y (community c o l l e g e dean s) T o t a l s e c o n d a ry Among th e SPSS p r o c e d u r e s used in d a t a a n a l y s i s f o r t h e s t u d y were: 1. CONDESCRIPTIVE ( D e s c r i p t i v e S t a t i s t i c s f o r Continuous V a r i a b l e s ) ; t h i s p r o c e d u r e was used in an s w erin g r e s e a r c h q u e s t i o n s 1, 2, and 3 , by d e t e r m i n i n g mean s c o r e s f o r ea ch i t e m . The mean s c o r e f o r each item was c a l c u l a t e d from t h e p r i o r i t y s c o r e a s s i g n e d t o t h e item ( 1 — h i g h ; 2 — medium; 3— low) by r e s p o n d e n t s who a g r e e d t h e it em was an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs ( SPSS, pp. 1 8 5 - 9 4 ) . 2. FREQUENCIES ( use d t o compute and p r e s e n t one-way f r e q u e n c y d i s t r i b u t i o n t a b l e s ) ; t h i s p r o c e d u r e was used i n a n s w e rin g r e s e a r c h q u e s t i o n 5, by s p e c i f y i n g t h e p e r c e n t a g e s o f r e s p o n d e n t s c i t i n g 51 s t a t e m e n t s as a p p r o p r i a t e / i n a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs. I t was a l s o used i n a n s w e rin g r e s e a r c h q u e s t i o n 7, by d e t e r m i n i n g t h e p e r c e n t a g e s o f r e s p o n d e n t s h aving c e r t a i n demographic c h a r a c t e r i s ­ t i c s (SPSS, pp. 1 9 4 - 2 0 2 ). 3. CROSSTABS (use d t o compute and d i s p l a y c r o s s t a b u l a t i o n t a b l e s f o r v a r i a b l e s ) ; t h i s p r o c e d u r e was used t o answer r e s e a r c h q u e s t i o n 7, by computing and d i s p l a y i n g t h e v a r i o u s demographic v a r i a b l e s , f o r exa mple, p o s i t i o n o f a d m i n i s t r a t o r by e d u c a t i o n l e v e l (SPSS, pp. 2 1 8 - 4 8 ) . 4. MANOVA ( M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e and C o v a r i a n c e ) ; t h i s p r o c e d u r e was used t o t e s t t h e h y p o t h e s i s i n r e s e a r c h q u e s t i o n 4 t h a t " t h e means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h , t e a c h i n g , and s e r ­ v i c e ) o f s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s and p o s t - s e c o n d a r y voca ­ t i o n a l a d m i n i s t r a t o r s a r e t h e same" (SPSS-6000 Sup ple m ent, MANOVA, pp. 1 - 1 5 5 ) . 5. FACTOR ANALYSIS (a d a t a - r e d u c t i o n p r o c e d u r e , e n a b l i n g t h e u s e r t o s e e w h e t h e r some u n d e r l y i n g p a t t e r n o f r e l a t i o n s h i p s e x i s t s such t h a t t h e d a t a may be r e a r r a n g e d o r red u c e d t o a s m a l l e r s e t o f f a c t o r s o r components t h a t may be t a k e n as s o u r c e v a r i a b l e s a c c o u n t ­ in g f o r t h e o b s e r v e d i n t e r r e l a t i o n s i n t h e d a t a ) ; t h i s p r o c e d u r e was used t o c o n s t r u c t i n i t i a l s c a l e s , which were f u r t h e r r e f i n e d on t h e b a s i s o f i te m c o r r e l a t i o n s , i t e m - s c a l e c o r r e l a t i o n s , and i n t e r n a l consistency r e l i a b i l i t y . S t a n d a r d s c o r e c o e f f i c i e n t a l p h a s f o r each s c a l e were d e t e r m i n e d t o a s s e s s r e l i a b i l i t y . CHAPTER IV FINDINGS As s t a t e d i n C h a p te r I , t h e problem o f t h i s s t u d y was t o ( 1 ) d e t e r m in e w h e th e r t h e r e i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o c a t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan v o ca­ t i o n a l t e a c h e r e d u c a t o r s who a r e i n v o l v e d in t h e p r o f e s s i o n a l develo pment o f p r a c t i t i o n e r s , and ( 2 ) d e t e r m i n e w h e t h e r t h e p o s i t i o n of the a d m in is tra to r influences h is /h e r r o le ex p ectatio n s fo r those teacher educators. An a d d i t i o n a l i n t e n t i o n o f t h e s t u d y was t o docu­ ment demographic p a t t e r n s and p r o f i l e s o f t h e r e s p o n d e n t s . A capsu- l a t e d s t a t e m e n t r e l a t i n g t h e f i n d i n g s o f t h i s s t u d y t o t h e problem o f t h e s t u d y m ight be t h u s s t a t e d : There i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o c a t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan VTEs. The a d m i n i s t r a t o r s e x p e c t t h e VTEs t o pe r fo r m a t r a d i t i o n a l r o l e as d e s c r i b e d by t h e r o l e s t a t e m e n t s in t h e q u e s t i o n n a i r e ; how­ e v e r , a t t h e same tim e t h e a d m i n i s t r a t o r s e x p e c t VTEs t o p l a c e a high p r i o r i t y on t h e i r i n n o v a t o r r o l e , and t o some e x t e n t a l s o on t h e i r t r a i n e r and change a g e n t c o n s u l t a n t r o l e s . On t h e o t h e r hand, admin­ i s t r a t o r s e x p e c t VTEs t o d e - e m p h a s iz e t h e i r c o n veyor and c o n s u l t a n t ro les. The p o s i t i o n t i t l e o f t h e a d m i n i s t r a t o r had l i t t l e on VTE r o l e e x p e c t a t i o n s . 52 influence 53 To a d d r e s s t h e problem o f t h i s s t u d y , t h e f o l l o w i n g r e s e a r c h q u e s t i o n s were s e t f o r t h : 1. What i s t h e rank o r d e r o f t h e 62 q u e s t i o n n a i r e i t e m s , f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t ­ s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y su bgro ups [ v o c a t i o n a l d i r e c t o r s , C a r e e r E d u c a tio n P la n n in g D istrict--C E P D --vocational-technical s p e c i a l i s t s , area cen ter p r in c i ­ p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 2. Which t a s k s , among t h o s e i d e n t i f i e d i n t h e 62 q u e s t i o n ­ n a i r e i t e m s , a r e ranked w i t h i n t h e t o p 25 p e r c e n t f o r t h e t o t a l popu­ l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a ry g r oup; and s e c o n d a r y s u b ­ gr oups [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 3. Which t a s k s , among t h o s e i d e n t i f i e d i n t h e 62 q u e s t i o n ­ n a i r e i t e m s , a r e r anked w i t h i n t h e bottom 25 p e r c e n t f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y s u b ­ gr ou ps [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and o t h e r s ] ) ? 4. I s t h e r e a d i f f e r e n c e between t h e means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h and d e v e l o p m e n t , t e a c h i n g , and s e r v i c e ) f o r t h e s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r group and t h e p o s t - s e c o n d a r y v o ca­ t i o n a l a d m i n i s t r a t o r group? 54 5. Which v o c a t i o n a l t e a c h e r e d u c a t o r (VTE) t a s k s were c i t e d a s b e i n g a p p r o p r i a t e / i n a p p r o p r i a t e by t h e s e l e c t e d v o c a t i o n a l admin­ istrato rs? . 6 Do t h e r e s u l t s o f a f a c t o r a n a l y s i s s u p p o r t t h e c o n c e p t s o f r e s e a r c h and d e v e l o p m e n t, t e a c h i n g , and s e r v i c e , o r does i t d e t e r m i n e o t h e r c e n t r a l c o n c e p t s which c o n s t i t u t e t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' e x p e c t a t i o n f o r t h e r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs)? 7. What i s t h e demographic p r o f i l e o f t h e p o p u l a t i o n ; and what demographic p a t t e r n s emerged t h r o u g h d a t a a n a l y s i s ? 8 . Does t h e p o p u l a t i o n f e e l t h a t any VTEs' t a s k s overlooked? 9. have been I f s o , which ones? What s u g g e s t i o n s , i f a n y , does t h e p o p u l a t i o n have f o r e n a b l i n g VTEs t o p e r f o r m a s e r v i c e f u n c t i o n ? Rank Orde r o f t h e 62 Q u e s t i o n n a i r e Items f o r t h e T o t a l P o p u l a t i o n and t h e V ar io u s S u b p o p u l a t i o n s ( R e s e a rc h Q u e s tio n 1) To answer t h e f i r s t r e s e a r c h q u e s t i o n , "What i s t h e rank o r d e r o f t h e 62 q u e s t i o n n a i r e i t e m s , f o r t h e t o t a l p o p u l a t i o n and t h e v a r i ­ ous s u b p o p u l a t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y su bg ro ups [ v o c a t i o n a l d i r e c t o r s , C a r e e r E d u c a t io n P l a n n i n g D i s t r i c t — CEPD—v o c a t i o n a l techn ical s p e c i a l i s t s , area c e n te r p r in c ip a ls , shared-tim e d i r e c t o r s , and o t h e r s ] ) ? " t h e 62 it e m s were r a n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n and f o r t h e v a r i o u s s u b p o p u l a t i o n s u t i l i z i n g t h e mean s c o r e which was c a l c u l a t e d from t h e p r i o r i t y s c o r e a s s i g n e d t o t h e i t e m ( 1 - - h i g h ; 2—medium; 3— low) by r e s p o n d e n t s who a g r e e d t h e it e m was an 55 a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs. T a b le 3 shows t h e rank o r d e r o f t h e 62 it e m s f o r t h e t o t a l p o p u l a t i o n . (See Appendices G t h r o u g h M f o r su bpopulation rank o r d e r s . ) T a ble 4 d i s p l a y s t h e ra n g e o f mean s c o r e s between t h e h i g h e s t and l o w e s t ranked i t e m s , a c c o r d i n g t o g ro u p . although the t o t a l The t a b l e shows t h a t , p o p u l a t i o n ' s ra nge f o r it e m mean s c o r e s was 1.09 ( h i g h , 1 . 1 5 ; low, 2 . 2 4 ) , a l l o f t h e s u b p o p u l a t i o n s e x c e p t t o t a l s e c o n d a r y ( 1 . 0 7 ) and o t h e r s ( 1 . 0 3 ) had w i d e r r a n g e s . Those w i t h wider ranges included s h ared -tim e d i r e c t o r s (1.50) w ith th e w id est r a n g e , f o ll o w e d by a r e a c e n t e r p r i n c i p a l s ( 1 . 3 6 ) , CEPD s p e c i a l i s t s ( 1 . 2 8 ) , p o s t - s e c o n d a r y ( 1 . 2 2 ) , and v o c a t i o n a l d i r e c t o r s ( 1 . 1 6 ) . Based on t h e r a n g e in mean s c o r e s o f t h e 62 item s by g r o u p , shared-tim e d i r e c t o r s e x h ib ite d the g r e a t e s t a b i l i t y to d isc rim in a te p r i o r i t y among i t e m s , f o l l o w e d , r e s p e c t i v e l y , by a r e a c e n t e r p r i n c i ­ p a l s , CEPD s p e c i a l i s t s , p o s t - s e c o n d a r y , v o c a t i o n a l d i r e c t o r s , t o t a l p o p u l a t i o n , t o t a l s e c o n d a r y , and o t h e r s . As e v i d e n c e d by T a b le 5 , 100 p e r c e n t o f t h e v a r i o u s groups a g r e e d t h a t c e r t a i n it e m s were a p p r o p r i a t e r o l e s t a t e m e n t s . The m a j o r i t y o f t h o s e i t e m s were e i t h e r i n t h e t e a c h i n g r o l e a r e a ( i t e m s 17-34) o r i n t h e r e s e a r c h and developm ent r o l e a r e a ( it e m s 1-16). The t o t a l p o p u l a t i o n s e l e c t e d o n l y one it e m unan im ous ly as an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs: "VTEs s h o u ld f a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m o t i v a t i o n a l and i n s t r u c t i o n a l strateg ies" (item 1 8 ). selected ite m s u n a n im o u s ly , t h e t o t a l s e c o n d a r y gr oup had 11 Whereas t h e p o s t - s e c o n d a r y r e s p o n d e n t s 56 T a b l e 3 . — S i x t y - t w o i te m s (VTE r o l e s t a t e m e n t s ) r a n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n .® Rank S t a te m e n t Jb Mean 1 32. C o n t i n u a l l y u p d a te c o n t e n t and d e l i v e r y o f c o u r s e s a n d / o r p r o g r a m s , b a s e d on i n p u t from p r a c t i t i o n e r s 99.4 1.15 T 2 18. F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m o t i v a t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 1 00 .0 1.35 T 3.5 17. Emphasize t h e d evelop m ent o f p r e s e n t and e m e rg ing c o m p e te n c ie s n eeded by p r a c t i t i o n e r s 97.5 1 .4 0 T 3.5 d8. P r o v i d e a s y s te m f o r g r a n t i n g c o l l e g e c r e d i t t o p r a c t i t i o n e r s f o r p r e v i o u s e x p e r i e n c e s i n t h e w o r ld o f work (which a r e r e l a t i v e t o t h e c o u r s e / p r o g r a m c o n t e n t In t h e i r t e a c h i n g a s s i g n m e n t s ) 8 9.2 1.40 S 5 2 3. Teach by t h e CBE (c o m p e te n c y -b as ed e d u c a t i o n ) method 9 6.8 1.41 T 6 Id. M a i n ta i n v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence th r o u g h p e r i o d i c e x p e r i e n c e s i n t h e w o r ld o f work 98.8 1.44 R&D 7.5 15. Survey p r a c t i t i o n e r s (on a c o n t i n u i n g b a s i s ) t o d e te rm i n e p r o f e s s i o n a l develop m ent needs and I n t e r e s t s 9 5 .7 1.49 RJD 7 .5 29. In te ra c t freq u e n tly 96.2 1.49 T 9 31. I n v ite p r a c t i t i o n e r s to share t h e i r e x p e rtis e (as resource p e r s o n s ) i n c r e d i t and n o n - c r e d i t c o u r s e s 98.7 1.51 T 10.5 28 . A ddress s p e c i f i c problem s f a c e d by n o n - d e g r e e d , a n n u a l l y a u t h o r i z e d p e r s o n n e l ( e . g . , t h e t r a n s i t i o n from l a b o r — s u p e r v i s e d e m p lo y e e , t o a p r o f e s s i o n — t e a c h e r ) 86.6 1 .53 T 1 0.5 21 . E ncourage a conmitment t o a p r o f e s s i o n a l code o f e t h i c s 96 .9 1.53 T 12 27. 9 6 .7 1.56 T Id 3. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r n eeds ( i . e . , be s e l e c t i v e i n u se o f c o ir m e r c i a l l y p r e p a r e d modules o r o t h e r curriculum a id s ) C o o p e ra te w i t h t h e S t a t e D ep artm ent o f E d u c a ti o n i n s e t t i n g and m aintaining stan d ard s fo r vocational tea ch e r c e r t i f i c a t i o n 8 6 .5 1.6 0 R&D Id 30. C o o p e ra te w i t h p r a c t i t i o n e r s t o p r o v i d e m ea n in g fu l l e a d e r s h i p e x p e r i e n c e s f o r i n d i v i d u a l s i n advanced d e g r e e programs 9 2 .5 1 .6 0 T Id 53. C o o p e ra te w i t h s c h o o l o f f i c i a l s t o reconmend p r a c t i t i o n e r s for c e rtific a tio n 90.0 1 .6 0 S 16 2. Engage i n c o o p e r a t i v e p l a n n i n g w i t h S t a t e D e partm ent o f E d u c a tio n p e r s o n n e l r e s p o n s i b l e f o r l e a d e r s h i p i n p r o f e s s i o n a l d evelopm ent of p ra c titio n e rs 93 .2 1.61 R&D C o o p e r a te w i t h t h e S t a t e D e partm en t o f E d u c a ti o n i n t h e de v e lo p m e n t a n d / o r s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c o c cu p a tio n a l a re a s 91.8 1.62 R&D 9 4 .5 1.62 R&D 18 .5 8. ( o n - s i t e ) w ith s u p e r v is in g te a c h e r s 18.5 11. C o o p e r a te i n o b t a i n i n g and u t i l i z i n g d a t a t o improve v o c a t i o n a l e d u c a t i o n program s 18.5 33. P a r t i c i p a t e a c t i v e l y i n l o c a l , s t a t e and n a t i o n a l o r g a n i ­ z a t i o n s w hich f a c i l i t a t e i n t e r a c t i o n w i t h p r a c t i t i o n e r s 9 7 .0 1 .6 2 T P r o j e c t a c o m p r e h e n s iv e " p i c t u r e " o f v o c a t i o n a l e d u c a t i o n 9 2 .6 1 .6 2 T C o o p e r a te w i t h t h e S t a t e D e p artm ent o f E d u c a ti o n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s in t h e d e velopm ent and u t i l i z a t i o n o f p r o f e s s i o n a l d e velo pm ent m a t e r i a l s and a c t i v i t i e s 98.1 1.6 4 R&D P r o v i d e a d v i c e and c o u n se l f o r p r a c t i t i o n e r s i n t h e i r p e r s o n a l planning ( f o r c o n tin u in g e d u c a tio n , c e r t i f i c a t i o n an d /o r ad vanced d e g r e e pro g ram s) 9 0.6 1.66 S A r tic u la te p r a c t it i o n e r s ' e x p ec ta tio n s o f vocational te a c h e r e d u c a t o r s t o c o l l e g e / u n i v e r s i t y p o l i c y makers 92.3 1.66 S 18.5 21 2 2 .5 2 2 .5 22. 7. 4d. 61. 57 Table 3 . --C o n tin u e d . Rank Item # 24 13. P a r t i c i p a t e i n a p r o f e s s i o n a l d e v elop m an t p l a n ( f o r v o c a t i o n a l t e a c h e r e d u c a t o r s ) which i n c l u d e s o n - s i t e i n t e r a c t i o n w i t h p r a c t i t i o n e r s and t h e i r s t u d e n t s 9 5 .7 1 .6 7 R&D 25 36. P ro v i d e c o n s u l t a t i o n f o r v o c a t i o n a l e d u c a t i o n i n s t r u c t i o n a l p l a n n i n g , e x e c u t i o n and e v a l u a t i o n 8 9 .4 1.6 8 S 26 16. P a r t i c i p a t e i n t h e v o c a t i o n a l - t e c h n i c a l e d u c a t i o n program a r t i c u l a t i o n p r o c e s s be tw een conmunlty c o l l e g e p r a c t i t i o n e r s and v o c a t i o n a l t e a c h e r e d u c a t o r s 95.0 1.69 R&D 2 7.5 24. Conduct v o c a t i o n a l e d u c a t i o n s e m in a rs on a r e g u l a r b a s i s i n g e o g rap h ica lly a c c e s s ib le lo c a tio n s 8 5 .2 1.70 T 2 7.5 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g program s who p o s s e s s a p p r o p r i a t e e x p e r i e n c e s i n t h e w o rld o f work 9 3.2 1 .7 0 S 29 10. C o o p e r a te w i t h a d v i s o r y c om m itte es In t h e d evelopm ent ( i . e . , need s a s s e s s m e n t , p l a n n i n g , d e l i v e r y , e v a l u a t i o n ) o f p r o f e s ­ s i o n a l d e velopm ent a c t i v i t i e s 92.6 1.71 R&D 30 4. Develop p r e p a r a t o r y program s f o r s u p p o r t p e rs o n n e l ( e . g . , d i r e c t o r s o f f e d e r a l p r o j e c t s , j o b p l a c e m e n t, f o l l o w - u p , conmunlty r e l a t i o n s , c u r r i c u l u m ) 8 9 .4 1.72 R&D 31 52. C o o p e r a te w i t h p r o f e s s i o n a l o r g a n i z a t i o n s in l o b b y in g f o r v o c a tio n a l-te c h n ic a l e d u ca tio n l e g i s l a t i o n 90 .6 1.74 S 32 4 6. Conduct S t a t e D epartm ent o f E d u c a ti o n d e v e lo p e d a n d / o r ap prov ed i n s e r v i c e workshops ( e . g . , c o m p e te n c y - b a s e d e d u c a t i o n [CBE], e m p l o y a b i l i t y s k i l l s , p la c e m e n t p e r s o n n e l ) 8 0 .5 1.76 S 34 35. P r o v id e c o n s u l t a t i o n ( e . g . , f o r p l a n n i n g , i m p l e m e n t a t io n , o p e r a t i o n , o r e v a l u a t i o n ) f o r v o c a t i o n a l e d u c a t i o n program s 90.1 1.79 S 34 43. P r o v i d e l i n k a g e (c o m m u n ica tio n , u n d e r s t a n d i n g ) betw een t h e v a r i o u s l e v e l s and se q u e n c e s o f v o c a t i o n a l e d u c a t i o n and r e l a t e d program s ( e . g . , I n d u s tr ia l a r t s , c a re e r e d u ca tio n , p re -v o c a tio n a l educa­ t i o n , aca dem ic s u b j e c t s ) 8 8 .9 1 .7 9 s Conduct r e s e a r c h a n d / o r c o n t r i b u t e t o p r o f e s s i o n a l l i t e r a t u r e ( r e l a t i v e t o th e f i e l d o f v o c a tio n a l-te c h n ic a l e d u ca tio n ) 9 5.6 1.79 R&D P r o v i d e c o n s u l t a t i o n f o r i n f u s i n g m andated program s ( e . g . , C a r e e r E d u c a t i o n , B i l i n g u a l E d u c a t i o n , M a in s t re a m i n g ) i n t o v o c a t i o n a l e d u c a t i o n program s 8 6.2 1.81 S Communicate o p p o r t u n i t i e s ( e . g . , p r o f e s s i o n a l and h o n o r a ry o r g a n i ­ z a t i o n s , l e a d e r s h i p o r t r a i n i n g p ro g r a m s , c r e d i t / n o n - c r e d i t c o u r s e s and p ro g ra m s ) t o renew and expand c o m p e te n c ie s 9 5.6 1.82 s 34 5. 36 39. 37 50. S t a te m e n t % Mean Role Area 38 9. C o o p e r a te i n d e v e lo p m e n ta l a c t i v i t i e s (p la c e m e n t p r o j e c t s , c u r r i c u l u m d e v e lo p m e n t, p r o f e s s i o n a l w r i t i n g s ) 95.0 1.84 R&D 39 6. I d e n t i f y , i n t e r p r e t and o r g a n i z e i d e a s ( o f c o l l e a g u e s and p r a c ­ t i t i o n e r s , and o f s c h o l a r s a n d / o r l e a d e r s from o t h e r f i e l d s ) t h a t have i m p l i c a t i o n s f o r v o c a t i o n a l - t e c h n i c a l e d u c a t i o n 9 3.3 1 .8 5 R&D T 40 25. I n t e r p r e t t h e v o c a t i o n a l c e r t i f i c a t i o n code 7 0.8 1 .8 6 42 12. C o o p e ra te i n t h e d e v elop m en t o f l e a d e r s f o r v o c a t i o n a l e d u c a t i o n youth o r g a n iz a tio n s 97.3 1 .8 8 R&D 42 41. P ro v i d e c o n s u l t a t i o n f o r im p ro v in g and e x p a n d in g v o c a t i o n a l e d u c a ­ t i o n o p t i o n s f o r p a r t i c u l a r g ro u p s ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n ts , s p a rs e ly populated ru ra l a rea r e s i d e n t s , m in o r itie s , l im ite d E n g lis h - s p e a k e r s , h a ndicapped, d isa d v a n ta g e d , m ig r a n ts , m ales-fem ales in s e x - b ia s e d o c c u p a tio n s) 8 5.6 1 .8 8 S 58 T a b le 3 . - - C o n t i n u e d . Rank Item S t a te m e n t % Mean Role Area 42 37. Provide c o n s u l ta t io n f o r v o c atio n al ed u ca tio n i n s t r u c t i o n a l management ( b u d g e t s , r e p o r t s , s p a c e , f a c i l i t i e s , equipm ent and s u p p l i e s , c u r r i c u l u m m a t e r i a l s ) 80.9 1.88 S 44 34. P a r t i c i p a t e i n exchange programs ( w i t h p r a c t i t i o n e r s and S t a t e D epartm ent o f E d u c a tio n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s ) 98.1 1 .8 9 T 4 5.5 40. P r o v i d e c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c i a l i 2 ed p e r s o n n e l ( e . g . , j o b p l a c e m e n t , s p e c i a l e d u c a t i o n , r e m e d ia l b a s i c s k i l l s , t e a c h i n g a i d s , p s y c h o l o g y , s o c i a l w ork, s t a f f d e v elo p m en t) i n t o v o c a t i o n a l e d u c a t i o n program s 8 9 .5 1.91 S 4 5.5 55. C o o p e r a te w i t h p r a c t i t i o n e r s t o s o l v e " a c r o s s t h e b o a r d " v o c a t i o n a l - t e c h n i c a l e d u c a t i o n problem s 9 7.2 1.91 S 47 49. P r o v i d e a d v i c e a n d / o r a nsw ers f o r a v a r i e t y o f v o c a t i o n a l e d u c a ­ t i o n (and r e l a t e d ) q u e s t i o n s / p r o b l e m s (upon r e q u e s t by p r a c t i t i o n e r s ) 9 5 .5 1.92 S 4 8 .5 59. Guide p r a c t i t i o n e r s in c o n d u c t i n g m ea n in g fu l r e s e a r c h 90.1 1.95 S 4 8 .5 45. P r o v i d e i n p u t ( e . g . , l e g i s l a t i v e , fu n d i n g a l l o c a t i o n , program p l a n ­ n i n g ) f o r p r o f e s s i o n a l d e v elo p m en t a t s t a t e and n a t i o n a l l e v e l s 94.3 1.95 S 50 38. P r o v i d e c o n s u l t a t i o n f o r c o o r d i n a t i n g c o o p e r a t i v e e d u c a t i o n program s 8 5 .6 1.99 S 5 1 .5 57. A s s i s t i n p l a n n i n g and c o n d u c t i n g l o c a l and s t a t e need s a s s e s s m e n t fo r vo c atio n al e d ucation 8 3.7 2 .00 S 5 1.5 60. C o o p e r a te i n t h e r e c r u i t m e n t o f i n d i v i d u a l s from t h e w o rld o f work t o s e r v e a s p a r t - t i m e community c o l l e g e f a c u l t y i n h i g h l y s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l e d u c a t i o n programs 7 2 .9 2 .0 0 s 53 26. I n t e r p r e t t h e S t a t e P la n f o r p r o f e s s i o n a l developm ent 7 7.7 2 .0 2 T 54 1. C o o p e rate i n t h e d evelop m ent o f t h e ann ual and f i v e - y e a r s t a t e plan f o r v o c atio n al e d u ca tio n 80 .7 2 .0 3 R&D 55 42. P ro v i d e c o n s u l t a t i o n f o r w r i t i n g p r o p o s a l s 8 6 .5 2 .0 8 s 56 62. P a r t i c i p a t e i n a v a r i e t y o f v o c a t i o n a l e d u c a t i o n (and r e l a t e d ) e x p e r i e n c e s as a v o l u n t e e r 9 4 .3 2 .0 9 S 57 56. A s s i s t i n program p l a n n i n g w i t h Com prehensive Employment and T r a i n i n g Act (CETA) r e p r e s e n t a t i v e s 75.3 2.11 S T 5 8 .5 20. I n t e r p r e t t h e S t a t e P la n f o r v o c a t i o n a l e d u c a t i o n 6 8 .3 2.12 58 .5 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i t y Commission, O c c u p a t io n a l I n f o r m a t io n System) which r e l a t e to v o c atio n al e d ucation 8 6 .6 2.12 S 60 19. I n t e r p r e t v o c a tio n a l- te c h n ic a l e d ucation l e g i s l a t i o n 70 .3 2 .1 3 T 61 47. Conduct ( i n c o o p e r a t i o n w i t h t h e S t a t e D epartm ent o f E d u c a tio n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s ) s t a t e c o n f e r e n c e s and m e e tin g s 73 .7 2 .1 5 S D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c r i b i n g v o c a t i o n a l e d u c a t i o n ite m s o f i n t e r e s t f o r and about p r a c titi o n e r s 81.1 2.24 S 62 Key: 54. R&D = r e s e a r c h and d e v e lo p m e n t, S = s e r v i c e , T = t e a c h i n g . a N * 165, r e p r e s e n t i n g a 7 8 .2 p e r c e n t r e t u r n . r e f e r s t o t o t a l p o p u l a t i o n s e l e c t i n g ite m as an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs. 59 T a b le 4 . — Mean s c o r e r a n g e s between h i g h e s t and l o w e s t ranked ite m s f o r t h e t o t a l p o p u l a t i o n and t h e s u b p o p u l a t i o n s . Item Xs Group Range High Low Total p o p u latio n 1.15 2.24 1.09 Post-secondary 1.26 2.48 1.22 Total secondary 1 .13 2.20 1.07 Vocational d i r e c t o r s 1.14 2.30 1 .16 CEPD s p e c i a l i s t s 1.11 2.39 1.28 Area c e n t e r p r i n c i p a l s 1.08 2.44 1.36 Shared-time d i r e c t o r s 1.12 2.62 1 .50 O th e r s (S ec ondar y v o c a t i o n a l admin­ i s t r a t o r s w ith co m b i n a t io n o f t i t l e s ) 1.12 2.15 1.03 c o n s e n s u s on o n ly one i te m . Among t h e s e c o n d a r y su bgro ups unanimous s e l e c t i o n s were t h e v o c a t i o n a l d i r e c t o r s w i t h 2 , t h e CEPD v o c a t i o n a l t e c h n i c a l s p e c i a l i s t s w i t h 7 , t h e a r e a c e n t e r p r i n c i p a l s w i t h 17, t h e s h a r e d - t i m e d i r e c t o r s w it h 18, and t h e o t h e r s subgroup w it h 24. ( T ab le 3 and Appendices G t h r o u g h M d i s p l a y t h e v a r i o u s g r o u p s ' p e r ­ c e n t a g e o f ag ree men t t h a t each it em i s an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs.) Respondents d i s c r i m i n a t e d among i t e m s ' a p p r o p r i a t e n e s s as VTE r o l e s t a t e m e n t s , as e v id e n c e d by bo th T a b le s 5 and 6 . T a b le 5 i d e n ­ t i f i e s t h o s e items t h a t were s e l e c t e d unanimously by t h e t o t a l popu­ l a t i o n a n d / o r t h e v a r i o u s groups and su bgro ups a s a p p r o p r i a t e r o l e 60 T a ble 5 . --One hundred p e r c e n t a g r e e m e n t , w i t h i n g r o u p s , t h a t an ite m was an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs. E 01 \ H—1 « ro u t— +-> . oo Cl . • IS ) t— • o > • Q a. o I11 l l1 c_> . 1— CO t0) JC o X 1 2 X 3 4 5 X X X X X X 6 7 X X 8 X X X 9 X 10 X X 11 12 13 14 15 16 17 18 19 X X X X X X X X X X X X X 20 21 22 23 24 25 26 27 28 29 30 31 X X X X X X X X X X X X X X X X X X X X X X X X X X X X E OJ* •41— * ► —I u h - 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 T o ta l Key: ro -M • co Q. * CO o a Q111 o t— >■ O i> JZ o X X X X X X X X X X X X X X X X X l 11 1 2 7 17 18 24 Total = t o t a l p o p u la tio n , P.S. = p o s t-se c o n d a ry , T.S. = t o t a l s e c o n d a r y , V.D. = v o c a t i o n a l d i r e c t o r s , CEPD = CEPD s p e c i a l i s t s , A.C. = a r e a c e n t e r p r i n c i p a l s , S.T. = s h a r e d - t i m e d i r e c t o r s . 61 T a b le 6 .— Q u e s tio n n a ire items with low est p ercentage o f respondents a g r e e i n g t h e y were a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs, by g ro u p . Q uestionnaire Item Number Group % Agr eeing Total po p u latio n 20 68.3 Post-secondary 1 65.2 20 66.2 Vocational d i r e c t o r s 19 64.8 CEPD s p e c i a l i s t s 20 65.7 Area c e n t e r p r i n c i p a l s 47 53.8 Shared-time d i r e c t o r s 47 56.3 O th e r s ( s e c o n d a r y v o c a t i o n a l a d m i n i s ­ t r a t o r s w i t h c o m b i n a tio n o f t i t i e s ) 56 80.0 T o t a l s e c o n d a ry s t a t e m e n t s f o r VTEs. For exam ple, ite m 18 was s e l e c t e d unanim ou sly by t h e p o p u l a t i o n ; item 21 was unan im ou sly s e l e c t e d by t h e s h a r e d ­ ti m e d i r e c t o r s sub group and t h e o t h e r s s u b g ro u p ; and it e m 62 was s e l e c t e d unan im ou sly by t h e p o s t - s e c o n d a r y g r o u p . T a b le 6 id en tifies t h o s e it e m s t h a t were s e l e c t e d by t h e l o w e s t p e r c e n t a g e o f t h e t o t a l p o p u l a t i o n a n d / o r t h e v a r i o u s groups and sub g ro u p s a s a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs. For exa mple, T a b le 6 shows t h a t ite m number 47, "Conduct . . . s t a t e c o n f e r e n c e s and m e e t i n g s , " was s e l e c t e d by o n l y 5 3 . 8 p e r c e n t o f t h e a r e a c e n t e r p r i n c i p a l s a s an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs. T a b le 6 i n d i c a t e s t h a t , bas ed on t h e r a n g e i n p e r c e n t a g e s o f r e s p o n d e n t s who a g r e e d t h a t c e r t a i n it e m s were 62 a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs, t h e a r e a c e n t e r p r i n c i p a l s sub group showed t h e g r e a t e s t a b i l i t y t o d i s c r i m i n a t e , f o l l o w e d , r e s p e c t i v e l y , by t h e s h a r e d - t i m e d i r e c t o r s s u b g ro u p , t h e v o c a t i o n a l d i r e c t o r s s u b g r o u p , t h e p o s t - s e c o n d a r y g r o u p , t h e CEPD s p e c i a l i s t s subg ro u p , t h e t o t a l s e c o n d a r y g ro u p , t h e t o t a l p o p u l a t i o n , and t h e o th e r s subgroups. Top Ranked Items f o r t h e T o t a l P o p u l a t i o n a s Compared With t h e Top Ranked Items f o r t h e V a r io u s S u b p o p u l a t i o n s ( R e s e a rc h Q u e s t io n 2) The s eco nd r e s e a r c h q u e s t i o n a s k e d : "Which t a s k s , among t h o s e i d e n t i f i e d in t h e 62 q u e s t i o n n a i r e i t e m s , a r e ranked w i t h i n t h e t o p 25 p e r c e n t f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ? " To answer t h i s q u e s t i o n , t h e t o p r an ked 15 i t e m s , by g r o u p , were i d e n t i f i e d by examin ing T a b le 3 (62 item s [VTE r o l e s t a t e m e n t s ] r a n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n ) and Appendices G th r o u g h M ( rank o r d e r o f t h e 62 VTE r o l e s t a t e m e n t s f o r t h e v a r i o u s s u b p o p u l a t i o n s ) . For a l l o f t h e t a b l e s and co m par iso ns t h a t f o l l o w , t h e ran k o r d e r was based on t h e i te m mean s c o r e s , which were c a l c u l a t e d from t h e p r i o r i t y s c o r e s a s s i g n e d t o t h e ite m s ( 1 — h i g h ; 2 —medium; 3— low) by r e s p o n d e n t s who a g r e e d t h e i te m s were a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs. A l s o , f o r a l l o f t h e t a b l e s and co m par iso ns t h a t f o l l o w , p a r e n t h e s e s have been used t o h i g h l i g h t t h e r a n k o r d e r o f item s n o t ranked w i t h i n t h e t o p 15 f o r t h e c o m p a r a t i v e g r o u p s . A nother common f e a t u r e o f t h e t a b l e s and co m p ar iso n s i s an i n d i c a t i o n o f r o l e c a t e g o r y t o which ea ch o f t h e ite m s b e lo n g : developm ent; T— t e a c h i n g ; S - - s e r v i c e . R&D— r e s e a r c h and 63 The top ra n k e d 15 item s were compared f o r t h e f o l l o w i n g g r o u p s : ( 1 ) p o s t - s e c o n d a r y group and t o t a l p o p u l a t i o n , (2 ) t o t a l secondary group and t o t a l p o p u l a t i o n , (3) p o s t - s e c o n d a r y group and t o t a l s e c o n ­ d a r y g ro u p , (4) v o c a t i o n a l d i r e c t o r s sub group and t o t a l s e c o n d a ry g r o u p , (5) CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s subg ro up and t o t a l s e c o n d a r y g r o u p , ( 6 ) a r e a c e n t e r p r i n c i p a l s subgroup and t o t a l s e c o n ­ d a r y g r o u p , (7) s h a r e d - t i m e d i r e c t o r s subgroup and t o t a l s e c o n d a ry g r o u p , and ( 8 ) t h e o t h e r s subgroup and t o t a l s e c o n d a ry gr o u p . T a ble 7 p r e s e n t s an ov erview o f t h e d i s c u s s i o n t h a t f o l l o w s . I t l i s t s t h e to p ranked 15 item s f o r t h e t o t a l p o p u l a t i o n , i n d i c a t e s t h e r o l e c a t e g o r y t o which t h e item s b e l o n g , and d i s p l a y s each o f t h o s e i t e m s ' rank o r d e r by s u b p o p u l a t i o n . The t a b l e r e v e a l s t h a t none o f t h e item s h e l d t h e same rank f o r a l l t h e g r o u p s ; however, t h r e e ite m s were i n c l u d e d among t h e t o p ranked 15 ite m s o f e v e r y group: " C o n t i n u a l l y u p d a te c o n t e n t and d e l i v e r y o f c o u r s e s a n d / o r pr ogra m s, based on i n p u t from p r a c t i t i o n e r s " ( Item 3 2 ) ; " F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m o t i v a t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s " ( i t e m 1 8 ) ; and "Emphasize t h e developmen t o f p r e s e n t and emerging c o m p e te n c ie s needed by p r a c t i t i o n e r s " (item 17). Four items ( 23, 15, 31, 27) were among t h e rop ran ked 15 item s f o r a l l b u t one gro u p . Another f i v e item s ( 4 8 , 14, 2 9 , 28, 21) were among t h e t o p ranked 15 it em s f o r a l l b u t two g r o u p s . Two it e m s ( 3 , 53) were among th e t o p ranked 15 ite m s f o r a l l b u t f o u r g r o u p s . One i t e m , "Coop­ e r a t e w ith p r a c t i t i o n e r s t o p r o v i d e m ea ningfu l l e a d e r s h i p e x p e r i e n c e s f o r i n d i v i d u a l s i n advanced d e g r e e programs" ( i t e m 30) was i n c l u d e d Table 7 . —Top ranked 15 Hems fo r the to ta l po p u latio n and corresponding ranks fo r subpop u latio n s. Role Area R&D T S Item I Rank Statement Ranks for Subpopulations TP CC TS VO CE AC ST 0 X 32. Continually update content and delivery of courses and/or programs, based on input from p ra ctitio n ers 1 1 1 1 1 2 1 1.5 X 18. F a c ilita te learning by u tiliz in g a v ariety of m otivational and instru ctio n al stra te g ie s 2 3 2.5 5 3 4.5 5.5 5 X 17. Emphasize the development of present and emerging competencies needed by p ra c titio n e rs 3.5 4 5 12 5 8 3 3 48. Provide a system for granting college c re d it to p ra c titio n e rs for previous experiences in the world of work (which are re la tiv e to the course/ program content in th e ir teaching assignments) 3.5 (27.5) 4 2 3 (26.5) 4 23. Teach by the CBE (competency-based education) method 5 6 4 12 4 (17.5) 2 X 14. Maintain vocational-technical specialty compe­ tence through periodic experiences in the world of work 6 5 6 2 11.5 (17.5) (18.5) X 15. Survey p ra c titio n e rs (on a continuous basis) to determine professional development needs and in te re s ts 7.5 2 10 6 15 (37) X 29. In tera ct frequently (o n -site) with supervising teachers 7.5 14 7 3 11.5 (17.5) 4 X 31. Invite p ra c titio n e rs to share th e ir expertise (as resource persons) in c re d it and non-credit courses 9 8 9 7 10.5 (39) X 28. Address sp ecific problems faced by non-degreed, annually authorized personnel ( e .g ., the tra n s itio n from labor—supervised employee, to a profession— teacher) 10.5 12 10 (16) (21.5) 1 14 X 21. Encourage a conriitment to a professional code of ethics 10.5 13 10 7 (19.5) 12.5 (26.5) 12 X 27. T ailor presentations to meet p ra c titio n e r needs ( i . e . , be se lec tiv e in use of commercially pre­ pared modules or other curriculum aids) 12 12 12 (30) 10.5 9.5 9 3. Cooperate with the State Department of Education in se ttin g and maintaining standards for voca­ tional teacher c e rtific a tio n 14 (17) 14 (17) (19.5) 14 9.5 (28) 30. Cooperate with p ra c titio n e rs to provide meaning­ ful leadership experiences for individuals in advanced degree programs 14 (22) 13 8 (18) 53. Cooperate with school o f fic ia ls to reconmend p ra c titio n e rs for c e rtific a tio n 14 (18.5) 14 (26) Total items within top 15: 15 13 9 X X X X X 3 10 2 Key: 7.5 7.5 11 2.5 (15.5) 15 (29) 4.5 10 1? 1.5 11 6.5 (24) 6.5 9 (31) (24) (37.5) (24) 9 11 R&O = research and development, T = teaching, S = serv ice; TP = to ta l population, CC = community college deans, TS - total secondary, VD = vocational d ire c to rs , CE = CEPD s p e c ia lis ts , AC = area center p rin cip als, ST = shared-time d ire c to rs , 0 - others. 65 among t h e to p r a n k e d 15 i te m s f o r o n ly t h r e e gro up s ( t o t a l p o p u l a t i o n * t o t a l s e c o n d a r y , and v o c a t i o n a l d i r e c t o r s ) . The t a b l e i n d i c a t e s that t h e t o t a l p o p u l a t i o n ' s to p 15 ran k s i n c l u d e t h r e e r e s e a r c h and d ev e lo p m e n t , t e n t e a c h i n g , and two s e r v i c e r o l e i t e m s . Comparison One: Top Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l P o p u l a t i o n T a b le 8 l i s t s in ran k o r d e r t h e t o p 15 item s f o r t h e p o s t ­ s e c o n d a r y g roup— community c o l l e g e d e a n s — and i n d i c a t e s t h e r a n k o r d e r o f t h o s e it e m s f o r t h e t o t a l p o p u l a t i o n . At t h e bottom o f t h e t a b l e , t h e item s ranked among t h e t o p 15 f o r t h e t o t a l p o p u l a t i o n ( b u t n o t f o r t h e p o s t - s e c o n d a r y group) a r e d i s p l a y e d . The t a b l e r e v e a l s t h a t t h e it e m ranked number one f o r both gr oups was "Con­ t i n u a l l y u p d a te c o n t e n t and d e l i v e r y o f c o u r s e s . . . " (item 32). While none o f t h e o t h e r r a n k i n g s were i d e n t i c a l , t e n a d d i t i o n a l it e m s ( 15, 18, 17, 14, 23, 27, 31, 28, and 21) were among t h e t o p 15 r a n k s f o r b o th g r o u p s . The f o u r it e m s t h a t were ranked among t h e to p 15 f o r t h e community c o l l e g e d e a n s , b u t n o t f o r t h e t o t a l p o p u l a t i o n , were: " P a r t i c i p a t e in t h e . . . a r t i c u l a t i o n p r o c e s s between commu­ n i t y c o l l e g e p r a c t i t i o n e r s and VTEs" ( i t e m 1 6 ) ; " P r o j e c t a comprehen­ s i v e ' p i c t u r e ' o f v o c a t i o n a l e d u c a t i o n " ( it e m 2 2 ) ; "C ooper at e i n o b t a i n i n g and u t i l i z i n g d a t a t o improve v o c a t i o n a l e d u c a t i o n programs" ( i t e m 1 1 ) ; and "Conduct r e s e a r c h a n d / o r c o n t r i b u t e t o p r o f e s s i o n a l literatu re. . . " (item 5 ). The t o p ran ke d c o u n t e r p a r t s f o r t h e t o t a l p o p u l a t i o n were i t e m s 4 8 , 30, 3, and 53. The p o s t - s e c o n d a r y g r o u p ' s t o p ra n k e d 15 it e m s i n c l u d e d f i v e r e s e a r c h and dev elopmen t and t e n Table 8 . —Top ranked 15 items f o r th e post-secondary group (community c o lle g e deans) as compared with th e top ranked 15 items f o r the t o t a l pop ulation . Role Area Item ------------------u R&D T S * x x 32. Contin ua lly update content and d e l i v e r y o f courses a nd /o r programs, based on in put from p r a c t i t i o n e r s nc pS 1 15. Survey p r a c t i t i o n e r s (on a continuous b a s i s ) t o d e t e r ­ mine pr o fes sio n al development needs and i n t e r e s t s x x x 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y o f motiva­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s Tn TP 1 2 3 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s ^ank 7.5 2 4 3.5 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r i o d ic experiences in the world o f work 5 6 x 23. Teach by th e CBE (competency-based education) method 6 5 x 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules o r o t h e r curriculum a i d s ) 7.5 12 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 7.5 9 16. P a r t i c i p a t e in th e v o c a t i o n a l - t e c h n i c a l education program a r t i c u l a t i o n process between community c o lle g e p r a c t i ­ t i o n e r s and vocational t e a c h e r educators 9 (26.0) 22. P r o j e c t a comprehensive " p i c t u r e " o f vocational education 10 (18.5) 11. Cooperate in o b ta in in g and u t i l i z i n g data t o improve vo cational education programs 11 (18.5) x x x x Statement Table 8 .—Continued. Role Area R&D T S 28. X Rank Statement TS TP Address s p e c i f i c problems faced by non-degreed, annually auth oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, t o a p r o f e s s i o n —te a c h e r ) 12 10.5 X 21 . Encourage a commitment t o a p r o fe s s i o n a l code o f e t h i c s 12 10.5 X 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p e rv is in g teachers 14 7.5 Conduct re se arch and /or c o n t r ib u t e to p rofe s sional l i t e r a t u r e ( r e l a t i v e t o the f i e l d o f v o cati o n alte c h n i c a l edu ca tion) 15 (34.0) 5. X 5 Item # 10 0 Items Included Among th e Top Ranked 15 Items f o r th e Total Population but not f o r the Community College Deans X 48. 30. X 3. X X 53. Provide a system f o r g r a n tin g co ll e g e c r e d i t to p r a c t i ­ t i o n e r s f o r previous ex periences in the world o f work (which ar e r e l a t i v e t o th e course/program content in t h e i r tea ch in g assignments) (27.5) Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r ­ ship experiences f o r i n d i v i d u a l s in advanced degree programs (2 2 . 0 ) 14 Cooperate with th e S t a t e Department of Education in s e t t i n g and maintaining stan da rds f o r vocational t e a c h e r c e r t i f i c a t i o n (17.0) 14 Cooperate with school o f f i c i a l s to recommend p r a c t i t i o n e r s for certific a tio n (17.0) 14 3.5 63 teaching r o le item s. The p o s t - s e c o n d a r y g r o u p ' s t o p ran ked 15 item s l i s t was u n iq u e i n i t s v o id o f s e r v i c e r o l e i t e m s . Comparison Two: Top Ranked 15 Items f o r t h e T o t a l Seco nda ry Group and the Total Population T a b le 9 i l l u s t r a t e s t h e to p ranked 25 p e r c e n t o f t h e i t e m s - - w h i c h f o r t o t a l s e c o n d a r y i n c l u d e d 16 i t e m s , s i n c e two t i e d f o r rank 15. The t a b l e shows t h a t t h e t o p r a n k s f o r bo th groups i n c l u d e t h e same it em s ( a l t h o u g h in d i f f e r e n t o r d e r ) , w i t h one e x c e p t i o n : The r anks f o r t h e s e c o n d a ry group i n c l u d e d an a d d i t i o n a l i t e m , "Engage in c o o p e r a t i v e p l a n n i n g w i t h S t a t e Department o f E d u c a tio n p e r s o n n e l r e s p o n s i b l e f o r l e a d e r s h i p i n p r o f e s s i o n a l development o f p r a c t i ­ ti o n e r s " (item 2 ). While o n ly f o u r o f t h e it e m s o c c u p i e d t h e same rank on b o t h l i s t s , t h e r a n k s f o r t h e r e m a i n in g item s on one l i s t d i f f e r e d by no more t h a n one rank on t h e o t h e r l i s t . same ran k were: courses. Occupying t h e " C o n t i n u a l l y u p d a t e c o n t e n t and d e l i v e r y o f . . " ( i t e m 32, Rank 1 ) ; " M a in t a in v o c a t i o n a l - t e c h n i c a l s p e c i a l t y com pe ten ce . . ." ( i t e m 14, Rank t o meet p r a c t i t i o n e r n e e d s . . 6 ); "Tailor presentations ( i t e m 27, Rank 1 2 ) ; and "C ooperate w i t h t h e S t a t e Department o f E d u c a t io n in s e t t i n g and m a i n t a i n i n g standards fo r teach er c e r t i f i c a t i o n " ( i t e m 3 , Rank 1 4 ) . The top ranked item s f o r t h e s e c o n d a r y group i n c l u d e d f o u r r e s e a r c h and d ev e lo p m e n t, t e n t e a c h i n g , and two s e r v i c e r o l e s t a t e m e n t s . Table 9 . —Top ranked 16a items f o r the t o t a l secondary group as compared with th e top ranked 15 items f o r the t o t a l population. Role Area R&D T S Item # 32. X 18. X X 48. Statement Rank TS TP Co ntinually update co nte nt and d e l i v e r y o f courses and/or programs, based on in p ut from p r a c t i t i o n e r s 1 1 F a c i l i t a t e le a r n in g by u t i l i z i n g a v a r i e t y o f motiva­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 2.5 2 Provide a system f o r g r a n t in g c o lleg e c r e d i t to p r a c t i ­ t i o n e r s f o r previous exper iences in th e world of work (which ar e r e l a t i v e to the course/program c o n ten t in t h e i r teaching assignment 2.5 3.5 X 23. Teach by th e CBE (competency-based education) method 4 5 X 17. Emphasize th e development o f p r e s e n t and emerging compe­ t e n c i e s needed by p r a c t i t i o n e r s 5 3.5 Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence through p e r i o d i c exper iences in the world o f work 6 6 14. X X 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s uperv is in g te a c h e r s 7 7.5 X 31. I n v i t e p r a c t i t i o n e r s t o shar e t h e i r e x p e r t i s e (as r eso ur ce persons) in c r e d i t and n o n - c r e d i t courses 8 9 15. X X 21 . Survey p r a c t i t i o n e r s (on a continuing b a s is ) to d e t e r ­ mine pr o fes sio n al development needs and i n t e r e s t s 10 7.5 Encourage a commitment to a pr o fes sio n al code o f e t h i c s 10 10.5 Table 9 . —Continued. Role Area — —z — 7 R&D T S x x x x x n-pm # # 10 Rank — --------- —— TS TP 28. Address s p e c i f i c problems faced by non-degreed, annually authorized personnel ( e . g . , th e t r a n s i t i o n from l a b o r —supervised employee, to a p r o f e s s i o n — teacher) 10 10.5 27. T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules o r o th e r curriculum a i d s ) 12 12 30. Cooperate with p r a c t i t i o n e r s to provide meaningful le a d e r sh ip exper iences f o r i n d i v i d u a l s in advanced degree programs 13 14 3. Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining stan dard s f o r vocational te a c h e r c e r t i f i c a t i o n 14 14 2. Engage in coop er ative planning with S t a t e Department o f Education personnel res p o n s ib le f o r l e a d e r s h ip in p r o fe s s i o n a l development o f p r a c t i t i o n e r s 15.5 (16) 15.5 14 53. 4 Statement Cooperate with school o f f i c i a l s to recommend pr a c ­ titio n e rs for c e rtific a tio n 2 aDue t o a t i e f o r Rank #15, 16 items ar e included. 71 Comparison T h r e e : Top Ranked 15 Ite ms f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l Secondar y Group T a b le 10 shows t h a t one i t e m , " C o n t i n u a l l y u p d a t e c o n t e n t and delivery of courses. . . " ( i t e m 3 2 ) , h e l d t h e same r a n k — 1— f o r b oth g r o u p s ; however, t e n a d d i t i o n a l ite m s ( 1 5 , 18, 17, 14, 23, 27, 31, 28, 21, 29) were i n c l u d e d on bo th l i s t s . Four item s were l i s t e d f o r t h e p o s t - s e c o n d a r y g ro u p , b u t n o t f o r t h e t o t a l s e c o n d a r y g r o u p , including: " P a r t i c i p a t e in t h e . . . a r t i c u l a t i o n p r o c e s s between community c o l l e g e p r a c t i t i o n e r s and VTEs" ( i t e m 1 6 ) ; " P r o j e c t a com­ p r e h e n s i v e ' p i c t u r e ' o f v o c a t i o n a l e d u c a t i o n " ( i t e m 2 2 ) ; "C ooperate i n o b t a i n i n g and u t i l i z i n g d a t a t o improve v o c a t i o n a l e d u c a t i o n p r o ­ grams" ( it e m 1 1 ) ; and "Conduct r e s e a r c h a n d / o r c o n t r i b u t e t o p r o f e s ­ sional l i t e r a t u r e . . ." (item 5 ) . Only t h e s e c o n d a r y g r o u p ' s l i s t i n c l u d e d it e m s 48, 30, 3, 53, and 2. Among t h e t o p ranked 15 item s f o r t h e p o s t - s e c o n d a r y group were f i v e r e s e a r c h and dev elop m en t and ten teaching ro le s ta te m e n ts. As s t a t e d i n Comparison One, t h e p o s t ­ s e c o n d a r y g r o u p ' s t o p 15 l i s t was u n iq u e in i t s v o id o f s e r v i c e r o l e i terns. Comparison Four: Top Ranked 15 Items f o r t h e V o c a t i o n a l D i r e c t o r s Subgroup and t h e T o t a l S ec onda ry Group L i s t e d in T a b l e 11 a r e t h e t o p r anked 15 i tem s f o r t h e voca­ t i o n a l d i r e c t o r s s u b g ro u p ; b e s i d e e a c h , t h e r a n k f o r t h e t o t a l s e c o n ­ d a r y group i s i n d i c a t e d . The i t e m ranked number one on e i t h e r l i s t was, " C o n t i n u a l l y u p d a t e c o n t e n t and d e l i v e r y o f c o u r s e s . (item 32). . ." A n oth er it e m was ra n k e d t w e l f t h on b o th l i s t s , " T a i l o r Table 10.—Top ranked 15 items f o r th e post-secondary group (community c o lle g e deans) as compared with the top ranked 16 items f o r the t o t a l secondary re spon den ts. Role Area —_ ■ R&D T S x x x x 4 » Statement Rank — --------- —— PS TS 32. Co ntinua lly update co n te nt and d e l i v e r y of courses and/or programs, based on input from p r a c t i t i o n e r s 1 1 15. Survey p r a c t i t i o n e r s (on a continuous b a s is ) to d e t e r ­ mine p r o fe s s i o n a l development needs and i n t e r e s t s 2 10 18. F a c i l i t a t e lear n in g by u t i l i z i n g a v a r i e t y of motiva­ ti o n a l and i n s t r u c t i o n a l s t r a t e g i e s 3 2.5 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 4 5 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence through p e r i o d ic exper iences in the world of work 5 6 x 23. Teach by the CBE (competency-based education) method 6 4 x 27. T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a i d s ) x x x x x TtPm 31. I n v i t e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 7.5 12 7.5 8 16. P a r t i c i p a t e in the v o c a t i o n a l - te c h n i c a l education program a r t i c u l a t i o n process between community c o l le g e p r a c t i ­ t i o n e r s and vocational t e a c h e r educators 9 (30) 22. P r o j e c t a comprehensive " p ic t u r e " o f vocational education 10 (21) 11. Cooperate in o b ta in in g and u t i l i z i n g data t o improve vocation al education programs 11 (2 1 ) Table 10 .—Continued. Role Area R&D T S 28. X Rank Statement PS TS Address s p e c i f i c problems faced by non-degreed, annually author ized personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, to a p r o f e s s i o n —te acher) 12 10 X 21. Encourage a conuiitment to a p r o fe s si o n a l code of e t h i c s 13 10 X 29. In te ract frequently 14 7 15 (37) 5. X 5 Item # 10 ( o n - s i t e ) with su per visin g te a c h e r s Conduct re se arch and/or c o n t r i b u t e to profe s sio nal l i t e r a t u r e ( r e l a t i v e to the f i e l d of v o c a tio n a lte c h n ic a l education) 0 Items Included Among the Top Ranked 16 Items f o r the Total Secondary Population but not f o r the Post-Secondary Respondents X 30. X 3. X X X 48. 53. 2. Provide a system f o r g r a n tin g c o l le g e c r e d i t to p r a c t i ­ t i o n e r s f o r previous experiences in the world o f work (which a r e r e l a t i v e to the course/program co ntent in t h e i r teac hing assignments) (27.5) Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r ­ ship experiences f o r i n d i v i d u a l s in advanced degree programs (20.5) 13 Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining stand a rd s f o r vocational te a c h e r c e r t i f i c a t i o n (17) 14 Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s for c e r tific a tio n (18) 15.5 Engage in co op er ativ e planning with S t a t e Department of Education personnel r e s p o n s ib le f o r l e a d e r s h i p in p r o f e s ­ sional development o f p r a c t i t i o n e r s (24.5) 15.5 2.5 Table 11.—Top ranked 15 items f o r the vocational d i r e c t o r s as compared with the top ranked 16 items f o r the t o t a l secondary respondents. Role Area R&D T S x * # ... . . Statement Rank ---------------------VD TS 32. Continually update co nte nt and d e l i v e r y o f courses and /or programs, based on input from p r a c t i t i o n e r s 1 1 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r io d ic experiences in the world of work 2 6 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s uperv is in g te a c h e r s 3 7 48. Provide a system f o r g r antin g c o lle g e c r e d i t t o prac­ t i t i o n e r s f o r previous experiences in the world of work (which ar e r e l a t i v e t o the course/program conten t in t h e i r teac hing assignments) 4 2.5 18. F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f motiva­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 5 2.5 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o d e t e r ­ mine p r o fe s si o n a l development needs and i n t e r e s t s 6 10 x 21. Encourage a commitment to a p r o fe s sio n a l code o f e t h i c s 7 10 x 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h i p experiences f o r i n d i v i d u a l s in advanced degree programs 8 13 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 9 8 10 (17.5) x x x x x x x Item 8. Cooperate with th e S t a t e Department of Education in the development and /or s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational area s Tab! e 11.—Conti nued. Role Area R&O T S 17. X Statement ■ Rank VD TS Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 12 5 X 23. Teach by the CBE (competency-based edu ca tion) method 12 4 X 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a i d s ) 12 12 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s for certific a tio n 14 15.5 22 . P r o je c t a comprehensive " p i c t u r e " o f vocational education 15 (21) (16) 10 Cooperate with th e S t a t e Department of Education in s e t t i n g and maintaining stand ards f o r vocational te a c h e r c e r t i f i c a t i o n (17) 14 Engage in co op erative planning with S ta t e Department o f Education personnel re s p o n s ib le f o r l e a d e r s h i p in p r o f e s ­ sional development of p r a c t i t i o n e r s 15.5 X X 3 Item # 10 2 Items Included Among the Top Ranked 16 Items f o r the Total Secondary Group but not f o r th e Vocational D ir e c to rs X X X 28. 3. 2. Address s p e c i f i c problems faced by non-degreed, annually au th oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, t o a p r o f e s s io n —t e a c h e r ) (23.5) 76 p r e s e n t a t i o n s t o meet p r a c t i t i o n e r n e e d s . . (item 27). Eleve n a d d i t i o n a l it em s ( 1 4 , 29, 4 8 , 18, 15, 21, 30, 31, 17, 23, 53) were i n c l u d e d on bo th l i s t s o f t o p ran ke d 15 i t e m s , b u t n o t i n t h e same rank o rd e r. The v o c a t i o n a l d i r e c t o r s ' l i s t i n c l u d e d two ite m s t h a t the t o t a l secondary l i s t did not: "Coo per ate w ith t h e S t a t e D e p a r t ­ ment o f E d u c a tio n i n t h e developm en t a n d / o r s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational a re a s" ( i t e m 8 ) ; and " P r o j e c t a c o m prehensiv e ' p i c t u r e ' o f v o c a t i o n a l ed u ­ c a tio n " (item 22). I n s te a d o f th o se ite m s, the t o t a l secondary l i s t i n c l u d e d it em s 28, 3 , and 2. The v o c a t i o n a l d i r e c t o r s ' t o p ra n k e d 15 it e m s l i s t i n c l u d e d t h r e e r e s e a r c h and d ev e lo p m e n t, t e n t e a c h i n g , and two s e r v i c e r o l e i t e m s . Comparison F iv e : Top Ranked 15 Items f o r t h e CEPD V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s Subgroup and t h e T o t a l Secondar y Group T a ble 12 p o r t r a y s t h e t o p ra n k e d 15 ite m s f o r t h e CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , and i n d i c a t e s t h a t t e n o f t h o s e ite m s were a l s o r an ke d among t h e to p ranked 15 it e m s f o r t h e t o t a l s e c o n d a r y group ( 32, 48, 18, 2 3 , 17, 2, 31 , 14, 29, and 1 5 ) . t h o s e i t e m s , t h r e e h e l d t h e same r a n k on b o t h l i s t s : t i n u a l l y u p d a t e c o n t e n t and d e l i v e r y o f c o u r s e s . Of Rank 1, "Con­ . ." (item 32); Rank 4 , "Teach by t h e CBE ( c o m p e te n c y -b a s e d e d u c a t i o n ) method" ( i t e m 2 3 ) ; and Rank 5, "Emphasize t h e devel opm en t o f p r e s e n t and emerging c o m p e t e n c i e s needed by p r a c t i t i o n e r s " (item 17). The f i v e item s i n c l u d e d f o r t h e CEPD s p e c i a l i s t s ( b u t n o t f o r t h e t o t a l Table 12.--Top ranked 15 items f o r the Career Education Planning D i s t r i c t (CEPD) v o c a t i o n a l tech n ical s p e c i a l i s t s as compared with the top ranked 16 items f o r the t o t a l secondary res p o n d en ts . Ro1e Area R&D T S x Statement * _____ _________ CE TS 32. Continually update c o n te n t and d e l i v e r y o f courses and/or programs, based on in pu t from p r a c t i t i o n e r s 1 1 48. Provide a system f o r g r a n tin g c o ll eg e c r e d i t to p r a c t i t i o n e r s f o r previous experiences in the world o f work (which are r e l a t i v e to the course/program conten t in t h e i r teaching assignments) 2 2.5 18. F a c i l i t a t e le a r n in g by u t i l i z i n g a v a r i e t y of motivational and i n s t r u c t i o n a l s t r a t e g i e s 3 2.5 x 23. Teach by the CBE (competency-based edu ca tion ) method 4 4 x 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 3 5 6 15.5 31. I n v ite p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d it courses 7 8 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n ational o rg a n iz a ti o n s which f a c i l i t a t e i n t e r a c t i o n with practitioners 3 x x x 2. x x Engage in coope rative planning with S ta te Department of Education personnel resp o n s ib le f o r le a d e r sh ip in pro­ f e s s i o n a l development of p r a c t i t i o n e r s (17.5) Table 12 .—Continued. Role Area item R&D T S # _ CE 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d ucation, c e r t i f i c a ­ t i o n and/or advanced degree programs) 9 8. Cooperate with th e S t a te Department o f Education in the development and/or s e l e c t i o n o f competency t e s t s f o r t e a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational areas 11.5 (17.5) 11.5 6 x x x M Ci , x Statement 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence through p e r io d ic experiences in the world of work Rank TS (24) VI 00 x x x x 4 8 3 24. Conduct vocational education seminars on a r e g u l a r b a s is in geograph ic all y a c c e s s i b l e l o c a tio n s 11.5 29. I n t e r a c t f r e q u e n tl y ( o n - s i t e ) with s u p e rv is in g teachers 11.5 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c t a tio n s o f vocational t e a c h e r educators to c o l l e g e / u n i v e r s i t y policy makers 14 (21) 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) to determine p r o fe s s i o n a l development needs and i n t e r e s t s 15 10 (27) 7 Table 1 2 .—Continued. Role Area R&D T S Item # Rank Statement CE TS Items Included Among the Top Ranked 16 Items f o r the Total Secondary Group but not f o r th e CEPD S p e c i a l i s t s X 21. Encourage a commitment t o a p r o fe s sio n a l code of e t h i c s (19.5) 10 X 28. Address s p e c i f i c problems faced by non-degreed, annually au th oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervis ed employee, to a p r o f e s s io n —te a c h e r ) (21.5) 10 T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use of commercially prepared modules o r o t h e r curriculum aids (30) 12 Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r s h i p experiences f o r i n d i v i d u a l s in advanced degree programs (18) 13 Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining stand ards f o r vocational te a c h e r certification (19.5) 14 Cooperate with school o f f i c i a l s to recommend p r a c t i ­ tioners for c e rtific a tio n (26) 15.5 27. X 30. X 3. X X 53. 80 s e c o n d a r y gr ou p) were: " P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and national organizations. . ( it e m 3 3 ) ; " P r o v i d e a d v i c e and c o u n s e l f o r p r a c t i t i o n e r s in t h e i r p e r s o n a l p l a n n i n g . . . " ( i t e m 4 4 ) ; "Coop­ e r a t e in t h e devel opm en t a n d / o r s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational a re a s" (item 8 ); "Conduct v o c a t i o n a l e d u c a t i o n s e m in a r s . . . in g e o g r a p h ic a lly a c c e s ­ s i b l e l o c a t i o n s " ( i t e m 2 4 ) ; and " A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c t a ­ t i o n s o f VTEs t o c o l l e g e / u n i v e r s i t y p o l i c y maker s" ( it e m 6 1 ) . Ite ms 21, 28, 27, 30, 3 , and 53 were l i s t e d among t h e t o p r a n k e d 15 item s f o r t h e t o t a l s e c o n d a r y g r o u p , b u t n o t f o r t h e CEPD s p e c i a l i s t s . The t a b l e shows t h a t t h e CEPD s p e c i a l i s t s ' to p ranked 15 l i s t i n c l u d e d f o u r r e s e a r c h and d e v e l o p m e n t, e i g h t t e a c h i n g , and t h r e e s e rv ic e r o le item s. Comparison S i x : Top Ranked 15 Items f o r t h e Area C e n t e r P r i n c i p a l s Subgroup and t h e T o t a l Secondary Group As i l l u s t r a t e d i n T a b le 13, t e n o f t h e it e m s ( 2 8 , 3 2 , 4 8 , 18, 53, 17, 31, 27, 21, 3) were i n c l u d e d on both l i s t s ; however, o n l y one i t e m , "C o o p e r a te w i t h t h e S t a t e Department o f E d u c a tio n i n s e t t i n g and m a i n t a i n i n g s t a n d a r d s f o r v o c a t i o n a l t e a c h e r c e r t i f i c a t i o n " ( i t e m 3) h e ld t h e same ran k (14) on both l i s t s . The f i v e it e m s on t h e a r e a c e n t e r p r i n c i p a l s ' l i s t which d i f f e r e d from t h o s e on t h e t o t a l s e c o n d a r y g r o u p ' s l i s t w e r e , "C o o p er ate w i t h p r o f e s s i o n a l o r g a n i z a ­ t i o n s i n lo b b y i n g f o r v o c a t i o n a l - t e c h n i c a l e d u c a t i o n l e g i s l a t i o n " ( it e m 5 2 ) , "Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who Table 1 3 .—Top ranked 15 items for area center prin cip als as compared with the top ranked 16 items for the to ta l secondary respondents. Role Area R&D T S Rank Statement AC TS Address s p e c i f i c problems faced by non-degreed, annually au th oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervis ed employee, to a p r o f e s s i o n —te a c h e r ) 1 10 32. C on tinu al ly update content and d e l i v e r y of courses and/or programs, based on input from p r a c t i t i o n e r s 2 1 48. Provide a system f o r g r a n tin g c o lle g e c r e d i t to p r a c t i t i o n e r s f o r previous experiences in the world of work (which ar e r e l a t i v e t o the course/program conte nt in t h e i r teac hing assignments) 3 2.5 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y of motivational and i n s t r u c t i o n a l s t r a t e g i e s 4.5 2.5 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i ­ tioners for c e r tific a tio n 4.5 15.5 X 52. Cooperate with p r o fe s s i o n a l o r g a n i z a t io n s in lobbying f o r v o c a t i o n a l - t e c h n i c a l education l e g i s l a t i o n 6 (27) X 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess ap p r o p ria te ex periences in th e world o f work 7 (30) 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 8 28. X X X X X X Item # 5 Table 1 3 .—Continued. Role Area -------------R&D T S Item „ # 13. 31. 27. 16. 21. 3. 10. 4 7 4 A Rank Statement------------------------------------------------------- --------------------AC TS P a r t i c i p a t e in a p r o fe s sio n a l development plan ( f o r vocational te a c h e r e d u cato r s) which includes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s t u d e n t s I n v i t e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o th e r curriculum a i d s ) 9 (23) 10.5 8 10.5 12 qq w P a r t i c i p a t e in th e v o c a t i o n a l - te c h n i c a l education program a r t i c u l a t i o n process between community co lleg e p r a c t i t i o n e r s and vocational t e a c h e r educators 12.5 (30) Encourage a commitment t o a p r o fe s s io n a l code o f ethics 12.5 10 Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining standards f o r vocational te a c h e r c e r t i f i c a t i o n 14 14 Cooperate with advisory committees in the development ( i . e . , needs assessment, planning, d e l i v e r y , e v a l u a ti o n ) of p r o fe s sio n a l development a c t i v i t i e s 15 (27) Table 1 3 .--Continued. Role Area R&D T S Item # Statement Rank AC TS Items Included Among the Top Ranked 16 Items f o r the Total Secondary Group but not f o r the Area Center P r in c i p a l s X X X X X X 23. Teach by th e CBE (competency-based edu ca tion ) method (17.5) 4 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r i o d i c experiences in the world of work (17.5) 6 29 I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p erv is in g teachers (17.5) 7 15. Survey p r a c t i t i o n e r s (on a continuing b a s is ) t o determine p r o fe s s i o n a l development needs and i n t e r e s t s (37) 10 (29) 13 (21) 15.5 30. 2. Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r s h i p experiences f o r in d i v i d u a l s in advanced degree programs Engage in coope ra tive planning with S t a t e Department of Education personnel r e s p o n s i b le f o r l e a d e r s h i p in pro­ f e s s i o n a l development o f p r a c t i t i o n e r s 84 p o s s e s s a p p r o p r i a t e e x p e r i e n c e s i n t h e w orld o f work" ( i t e m 5 8 ) , " P a r t i c i p a t e i n a p r o f e s s i o n a l development p l a n f o r [VTEs] which i n c l u d e s o n - s i t e i n t e r a c t i o n w i t h p r a c t i t i o n e r s and t h e i r s t u d e n t s " ( it e m 1 3 ) , " P a r t i c i p a t e i n t h e v o c a t i o n a l - t e c h n i c a l e d u c a t i o n program a r t i c u l a t i o n p r o c e s s between community c o l l e g e p r a c t i t i o n e r s and VTEs" ( it e m 1 6 ) , and "C o o p er ate w i t h a d v i s o r y com m ittees in t h e develop men t . . . o f p r o f e s s i o n a l develop men t a c t i v i t i e s " (item 10). In p l a c e o f th e a r e a c e n t e r p r i n c i p a l s ' i t e m s , t h e t o t a l s e c o n d a r y g r o u p ' s l i s t in c l u d e d ite m s 23, 14, 29, 15, 30, and 2. The a r e a c e n t e r p r i n c i p a l s ' t o p r an ke d 15 i t e m l i s t i n c l u d e d f o u r r e s e a r c h and dev elopm ent, seven t e a c h i n g , and f o u r s e r v i c e r o l e i terns. Comparison Seven: Top Ranked 15 Items f o r t h e Shared-Time D i r e c t o r s Subgroup and t h e T o t a l S ec on dar y Group The to p ra n k e d 15 ite m s f o r t h e s h a r e d - t i m e d i r e c t o r s and t h e t o t a l s e c o n d a ry group a r e d e p i c t e d i n T a ble 14. Althoug h n o t in t h e same rank o r d e r , t h e two g r o u p s ' l i s t s c o n t a i n e d t e n o f t h e same item s (3 2, 23, 17, 29, 18, 2, 27, 3, 15, 2 8 ) . Only t h e t o p r a n k i n g i t e m , " C o n t i n u a l l y u p d a t e c o n t e n t and d e l i v e r y o f c o u r s e s . ( it e m 3 2 ) , h e ld t h e same ran k on e i t h e r l i s t . . ." The s h a r e d - t i m e d i r e c t o r s ' to p r a n k e d 15 l i s t i n c l u d e d f i v e item s t h a t t h e t o t a l s e c o n d a ry g r o u p ' s l i s t d i d n o t : " P a r t i c i p a t e in a p r o f e s s i o n a l development p l a n f o r VTEs which i n c l u d e s o n - s i t e i n t e r a c t i o n w i t h p r a c t i t i o n e r s and t h e i r s t u d e n t s " ( i t e m 1 3 ) ; " A r t i c u l a t e p r a c t i ­ t i o n e r s ' e x p e c t a t i o n s o f VTEs t o c o l l e g e / u n i v e r s i t y p o l i c y makers" Table 1 4 .~Top ranked 15 items for shared-time d irectors as compared with the top ranked 16 items for the to ta l secondary respondents. x u # 32. x 23. x Statement 29. x x x Rar|k ST TS C ontinually update c o n ten t and d e l i v e r y o f courses and/ o r programs, based on in pu t from p r a c t i t i o n e r s 1 1 Teach by the CBE (competency-based edu ca tion ) method 2 4 3 5 4 7 17. Emphasize th e development of p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s x x Ttpm I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p e rv i s in g t e a c h e r s 13. P a r t i c i p a t e in a p r o fe s s i o n a l development plan ( f o r vocational t e a c h e r e d u c a to r s) which includes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu dents 5.5 18. F a c i l i t a t e le a r n i n g by u t i l i z i n g a v a r i e t y o f motiva­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 5.5 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta tio n s o f vocational te a c h e r ed ucators to c o l l e g e / u n i v e r s i t y p o lic y makers 7 2. Engage in cooper ative planning with S t a te Department o f Education personnel r e s p o n s ib le f o r l e a d e r s h i p in pr o fe s s io n a l development of p r a c t i t i o n e r s — - Role Area — —i — r RJD T S 9.5 (23) 2.5 (21) 15.5 Table 1 4.—Continued. 5£S^“ R&D T S x x ‘tern statement * ST 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules o r o t h e r consumer a i d s ) 9.5 12 9.5 14 9.5 (21) 3. Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining standards f o r vocational teach er certification x to*----- 11. Cooperate in o b ta in in g and u t i l i z i n g data t o improve vocational ed ucation programs TS 03 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o determine pr o fe s s io n a l development needs and i n t e r e s t s 5. Conduct r esear ch and/or c o n t r i b u t e to p r o fe s s io n a l l i t e r a t u r e ( r e l a t i v e t o the f i e l d o f v o c a t i o n a l - t e c h n i c a l ed uc ation 28. Address s p e c i f i c problems faced by non-degreed, annually a u th oriz ed personnel ( e . g . , th e t r a n s i t i o n from l a b o r su pervise d employee, to a p r o f e s s i o n —t e a c h e r ) 24. 6 8 1 Conduct vocational education seminars on a r e g u l a r b as is in geographically a c c e s s i b l e l o c a t i o n s 12 10 (37) 14 10 14 (27) Table 1 4 .—Continued. Role Area R&D T S Item # Rank Statement ST TS Provide a system f o r g r a n t in g co ll e g e c r e d i t t o p r a c t i ­ t i o n e r s f o r previous ex periences in the world o f work (which ar e r e l a t i v e to th e course/program c o n ten t in t h e i r teac hing assignments) (26.5) 2.5 Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence through p e r io d ic ex periences in the world o f work (18.5) 6 I n v i t e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as reso urce persons) in c r e d i t and n o n - c r e d i t courses (39) 8 Items Included Among th e Top Ranked 16 Items f o r the Total Secondary Group but not f o r the Shared-Time D i r e c t o rs X 48. 14. X 31. X X 21. Encourage a commitment t o a p r o fe s s i o n a l code o f e t h i c s (26.5) 10 X 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h i p ex periences f o r i n d i v i d u a l s in advanced degree programs (31) 13 Cooperate with school o f f i c i a l s to recommend p r a c t i ­ tioners for c e rtific a tio n (37.5) 15.5 X 53. 88 ( i t e m 6 1 ) ; "C o o p e r a te i n o b t a i n i n g and u t i l i z i n g d a t a t o Improve v o c a t i o n a l e d u c a t i o n programs" ( it e m 1 1 ) ; "Conduct r e s e a r c h a n d / o r c o n t r ib u t e to p r o fe s s io n a l l i t e r a t u r e . . ( i t e m 5 ) ; and "Conduct v o c a t i o n a l e d u c a t i o n s e m in a r s on a r e g u l a r b a s i s i n g e o g r a p h i c a l l y a c c e s s ib le lo c a tio n s " (item 24). In ste a d o f the aforem entioned, th e t o t a l s e c o n d a r y g r o u p ' s l i s t i n c l u d e d ite m s 48 , 14, 31, 21, 30, and 53. S ix r e s e a r c h and d e v e lo p m e n t , e i g h t t e a c h i n g , and one s e r v i c e r o l e it e m co m p r is e d t h e t o p r an ke d 15 it e m l i s t f o r s h a r e d - t i m e directors. Comparison E i g h t : Top Ranked 15 Items f o r t h e O t h e r s Subgroup and t h e T o t a l Sec on dar y Group T a b le 15 i n d i c a t e s t h a t even though 11 i t e m s (2 3 , 3 2 , 17, 48, 18, 15, 31, 27, 18, 14, 21) were i n c l u d e d among t h e to p ranked 15 i te m s f o r b o th g r o u p s , none h e ld t h e same r a n k on bo th l i s t s . Only the o th e r s su bgroup's l i s t included th e follow ing fo u r items: " C o o p e r a te w ith t h e S t a t e Dep ar tm en t o f E d u c a t io n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s in t h e develop men t and u t i l i z a t i o n o f p r o f e s s i o n a l developmen t m a t e r i a l s and a c t i v i t i e s " ( it e m 7 ) ; " P r o v i d e c o n s u l t a t i o n f o r v o c a t i o n a l e d u c a t i o n i n s t r u c t i o n a l management. . ." ( i t e m 3 7 ) ; " P r o j e c t a co m prehensive ' p i c t u r e ' o f v o c a t i o n a l e d u c a t i o n " ( i t e m 2 2 ) ; and " P r o v i d e c o n s u l t a t i o n f o r v o c a t i o n a l e d u c a t i o n i n s t r u c t i o n a l p l a n ­ n i n g , e x e c u t i o n , and e v a l u a t i o n " ( i t e m 3 6 ) . The t o t a l s e c o n d a r y l i s t i n c l u d e d ite m s 29, 30, 3, 53, and 2, i n s t e a d o f t h e p r e v i o u s l y d e t a i l e d item s. The o t h e r s s u b g r o u p ' s l i s t i n c l u d e d t h r e e r e s e a r c h and d e v e lo p m e n t, n i n e t e a c h i n g , and t h r e e s e r v i c e r o l e i t e m s . Table 1 5 .—Top ranked 15 items for the others subgroup as compared with the top ranked 16 items for the to ta l secondary respondents. Role Area R&D T S OJ. ^ . Rank Statement-----------------------------------------------------------------------------0 TS x 23. Teach by the CBE (competency-based education) method 1.5 4 x 32. Continually update content and d e l i v e r y of courses and/ o r programs, based on in p u t from p r a c t i t i o n e r s 1.5 1 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 3 5 48. Provide a system f o r g r a n tin g c o ll e g e c r e d i t t o prac ­ t i t i o n e r s f o r previous exper iences in the world o f work (which ar e r e l a t i v e t o th e course/program conten t in t h e i r teac hing assignments) 4 2.5 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y o f motiva­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 5 2.5 15. Survey p r a c t i t i o n e r s (on a contin uing b a s i s ) to determine p r o f e s s io n a l development needs and i n t e r e s t s 6.5 10 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 6.5 8 x x x x x x item „ # 7. Cooperate with th e S t a t e Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n of p r o fe s si o n a l development m a t e r i a l s and a c t i v i t i e s 9 (17.5) Table 1 5 .—Continued. R&D T S x x Ur # Statement 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a i d s ) 9 12 28. Address s p e c i f i c problems faced by non-degreed, annually au th oriz ed personnel ( e . g . , th e t r a n s i t i o n from l a b o r supervised employee, t o a p r o f e s s i o n —te a c h e r ) 9 10 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competency through p e r i o d ic exper iences in the world of work 11 6 21. Encourage a commitment to a p r o fe s s io n a l code o f e t h i c s 12 10 37. Provide c o n s u l t a t i o n f o r vocational education i n s t r u c ­ t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 13 (23) 14 (21) x 22. P r o je c t a comprehensive " p i c t u r e " o f vocational education x 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v a lu a t io n 5 8 2 „ 0 15 (25) o Table 1 5 .—Continued. Role Area R&D T S Item u # r, , Statement Rank ---“ — 0 TS Items Included Among th e Top Ranked 16 Items f o r th e Total Secondary Group but not f o r the Others Subgroup______ x 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p erv is in g te a c h e r s x 30. Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r s h ip ex periences f o r i n d i v i d u a l s in advanced degree programs x x x (24) 7 (24) 13 3. Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining stand ards f o r vocational te a c h e r certification (28) 14 53. Cooperate with school o f f i c i a l s to recommend p r a c t i t i o n e r s for c e rtific a tio n (24) 15.5 2. Engage in coop er ative planning with S t a t e Department of Education personnel re s p o n s ib le f o r l e a d e r s h i p in p r o f e s ­ s ion al development o f p r a c t i t i o n e r s (31) 15.5 92 R es e a r c h Q u e s t io n 2: Comparison Summary--Number o f Top Ranked 15 Ite ms in Each Role Area f o r V a r io u s Groups T a b le 16 d i s p l a y s , by g r o u p , t h e number o f ite m s w i t h i n t h e to p ran ke d 15 it e m s t h a t were components o f t h e t h r e e r o l e a r e a s : r e s e a r c h and d e v e l o p m e n t, t e a c h i n g , and s e r v i c e . The m a j o r i t y o f it e m s f o r e v e r y g r o u p , e x c e p t t h e a r e a c e n t e r p r i n c i p a l s , were from the teaching ro le a rea. Fewer s e r v i c e r o l e it em s t h a n r e s e a r c h and development r o l e item s were i n c l u d e d w i t h i n t h e t o p 15 r a n k s , o v e r a l l ; f o r some g r o u p s , t h e number o f it e m s were t i e d f o r t h o s e r o l e c a t e ­ gories . T a b le 1 6 . — Number and p e r c e n t a g e o f t o p ran ke d 15 it e m s in each r o l e a r e a , by r e s p o n d e n t gr oup. Group R es e a r c h & Development Te ach ing Service % N % 10 66.7 2 13.3 33.3 10 66.7 0 4 25.0 10 62.5 2 12.5 Vocational d i r e c t o r s 3 2 0 .0 10 66 .7 2 1 3.3 CEPD s p e c i a l i s t s 4 26.7 8 53.3 3 2 0 .0 Area c e n t e r p r i n c i p a l s 4 26.7 7 46.7 4 26.7 Shared-time d i r e c t o r s 6 40.0 8 53.3 1 6.7 O t h e r s ( s e c o n d a r y voc. adm. w i t h c o m b i n a tio n o f t i t l e s ) 3 2 0 .0 9 60.0 3 2 0 .0 N % T o ta l p o p u l a t i o n 3 2 0 .0 Post-secondary 5 Total secondary N S i x t e e n i t e m s were i n c l u d e d b e c a u s e two t i e d f o r ran k 15. • • 93 Bottom Ranked Items f o r t h e T o t a l P o p u l a t i o n as Compared With t h e Bottom Ranked Items f o r t h e Var ious S u b p o p u l a t i o n s (R es earch Q u e s tio n 3) The t h i r d r e s e a r c h q u e s t i o n a s k e d : "Which t a s k s , among t h o s e i d e n t i f i e d in t h e 62 q u e s t i o n n a i r e i t e m s , a r e ran ke d w i t h i n t h e bottom 25 p e r c e n t by t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ? " To answer t h i s q u e s t i o n , t h e bottom ran ked 15 i t e m s , by g r o u p , were i d e n t i f i e d by exa m ining T a b le 3 ( r a n k o f 62 VTE r o l e s t a t e m e n t s f o r t h e t o t a l p o p u l a t i o n ) and Appendices G t h r o u g h M ( r a n k o f 62 VTE r o le statem en ts f o r the various su b p o p u latio n s). For a l l o f t h e t a b l e s and co m par iso ns t h a t f o l l o w , t h e ran k o r d e r was bas ed on t h e i te m mean s c o r e s , which were c a l c u l a t e d from t h e p r i o r i t y s c o r e s a s s i g n e d t o t h e ite m s (1— h i g h ; 2 —-medium; 3 - -low) by r e s p o n d e n t s who a g r e e d t h e item s were a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs. A l s o , f o r a l l o f t h e t a b l e s and com parisons t h a t f o l l o w , p a r e n t h e s e s have been used t o h i g h l i g h t t h e ran k o r d e r o f item s n o t r anked w i t h i n t h e t o p 15 f o r t h e c o m p a r a t i v e g r o u p s . An o th er common f e a t u r e o f t h e t a b l e s and c o m p a r iso n s i s an i n d i c a ­ t i o n o f r o l e c a t e g o r y t o which each o f t h e ite m s b e l o n g : R&D— r e s e a r c h and d e v e lo p m e n t; T— t e a c h i n g ; S— s e r v i c e . The bottom ranked 15 i t e m s were compared f o r t h e f o l l o w i n g gr o u p s : (1) p o s t - s e c o n d a r y group and t o t a l p o p u l a t i o n , (2) t o t a l s e c o n d a r y group and t o t a l p o p u l a t i o n , (3) p o s t - s e c o n d a r y group and t o t a l s e c o n d a r y g r o u p , (4) v o c a t i o n a l d i r e c t o r s sub group and t o t a l s e c o n d a r y g r o u p , (5) CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s subgr ou p and t o t a l s e c o n d a r y g r o u p , (6) a r e a c e n t e r p r i n c i p a l s su bgro up and 94 t o t a l s e c o n d a r y g r o u p , (7) s h a r e d - t i m e d i r e c t o r s subgroup and t o t a l s e c o n d a r y g ro u p , and (8) t h e o t h e r s sub group and t o t a l s e c o n d a r y gr oup. T a b le 17 p r e s e n t s a l i s t o f t h e bottom r an ke d 15 item s f o r t h e t o t a l p o p u l a t i o n and i n d i c a t e s t h o s e i t e m s ' ran k f o r t h e component groups. The r o l e c a t e g o r y t o which ea ch item b e lo n g s i s i n d i c a t e d w i t h an " x . " The t a b l e r e v e a l s t h a t none o f t h e ite m s h e ld t h e same r a n k f o r a l l t h e g r o u p s ; f o u r i t e m s , however, were i n c l u d e d among t h e bottom r anked 15 ite m s f o r e v e r y g r o u p : "Provide c o n s u lta tio n f o r w r i t i n g p r o p o s a l s " ( i t e m 4 2 ) ; " P a r t i c i p a t e in a v a r i e t y o f v o c a t i o n a l e d u c a t i o n . . . e x p e r i e n c e s as a v o l u n t e e r " ( i t e m 6 2 ) ; " A s s i s t in program p l a n n i n g w i t h Comprehensive Employment and T r a i n i n g Act (CETA) representatives" ( it e m 5 4 ) . ( i t e m 5 6 ) ; and " D i s t r i b u t e . . . a new sletter. . ." Five it e m s ( 3 8, 26, 20 , 51 , 19) l a c k e d j u s t one g r o u p ' s bottom 15 r a n k i n g ; one item (47) l a c k e d two g r o u p s ' bottom 15 r a n k ­ i n g ; f o u r it e m s ( 5 9 , 57, 60, 1) l a c k e d t h r e e g r o u p s ' bo tt o m 15 r a n k i n g ; and one ite m (45) was n o t i n c l u d e d i n f o u r g r o u p s ' bottom ran ke d 15 item l i s t . T a ble 17 i n d i c a t e s t h a t t h e t o t a l p o p u l a t i o n ' s bottom 15 r a n k s i n c l u d e 1 r e s e a r c h and d ev e lo p m e n t, 3 t e a c h i n g , and 11 s e r ­ vice r o le item s. Comparison One: Bottom Ranked 15 Items f o r t h e P o s t - S e c o n d a r y Group and t h e T o t a l P o p u l a t i o n T a ble 18 l i s t s in r a n k o r d e r t h e bottom 15 it e m s f o r t h e p o s t ­ s e c o n d a r y g r oup— community c o l l e g e d e a n s — and i n d i c a t e s t h e r a n k o r d e r o f t h o s e ite m s f o r t h e t o t a l p o p u l a t i o n . At t h e bottom o f t h e t a b l e , T a b l e 1 7 . - -B o tto m ran k ed 15 item s f o r t h e t o t a l p o p u l a t i o n and c o r r e s p o n d i n g r a n k s f o r s u b p o p u l a t i o n s . Role Area RSD T S TP Ranks fo r Subpopulations CC TS VD 59. Guide p r a c t it i o n e r s in conductingm eaningful re se a rc h 48.5 X 45. Provide in p u t ( e . g . , l e g i s l a t i v e , funding a llo c a ­ t io n , program p lan n in g ) fo r p ro fe s sio n a l develop­ ment a t s t a t e and n a tio n a l le v e ls 48.5 (3 8 .5 ) 49 60 X 38. Provide c o n s u lta tio n fo r c o o rd in a tin g c o o p era tiv e edu catio n programs 50 (4 3 .5 ) 52 48 X 57. A s s is t in planning and conducting lo c a l and s t a t e needs assessm ent fo r v o c atio n al education 51.5 55.5 50 (47) X 60. C ooperate in th e re c ru itm e n t o f in d iv id u a ls from the world o f work to serv e as p a rt-tim e conmunity c o lle g e f a c u lty in h ig h ly sp e c ia liz e d v o c a tio n a lte c h n ic a l e d u ca tio n programs 51.5 (2 4 .5 ) 55 26. I n t e r p r e t th e S ta te Plan fo r p ro fe s sio n a l development 53 49.5 C ooperate in th e development o f th e annual and f iv e - y e a r s t a t e plan f o r v o c atio n al education 54 1. X 48 48 (45.5) CE 56 (45) 53.5 AC 58 (45.5) ST 0 (42.5) (17) (4 6 .5 ) 55 (41) 50 58 (46) (41) 56 58 55.5 59 (36) 52.5 53 52 50.5 (38) 48 60 51 55.5 (44) (25) (47) (43.5) 60.5 58 X 42. Provide c o n s u lta tio n f o r w ritin g p ro p o sa ls 55 52 56 58 53.5 54 51 49.5 X 62. P a r t ic i p a t e in a v a r ie ty o f v o c atio n al educa­ tio n (and r e la te d ) e x p erien c e s as a v o lu n te e r 56 62 54 53 50.5 49 52.5 48 X 56. A s s is t in program planning w ith Comprehensive Employment and T rain in g Act (CETA) r e p re s e n ta tiv e s 57 52 59.5 54 57.5 57 62 53 20. I n t e r p r e t th e S ta te Plan fo r v o c a tio n a l education 58.5 52 59.5 61 53.5 49 (21) 62 51. Comnunicate a u x ilia r y s e rv ic e a v a ila b le ( e . g . , Employment S e c u rity Commission, O ccupational Inform ation System) which r e l a t e to v o c atio n al education 58.5 59 57 59 57.5 57 59 (38) 19. I n t e r p r e t v o c a tio n a l-te c h n ic a l edu catio n l e g i s l a ti o n 60 58 58 60 60 60 (16) 51 47. Conduct (in co o p era tio n w ith th e S ta te Department o f E ducation v o c atio n al edu catio n p ro fe s s io n a ls ) s t a t e con feren ces and m eetings 61 54 61 62 61 (42.5) 60.5 D is tr ib u te to p r a c t it i o n e r s a n e w s le tte r o r re p o rt (on a re g u la r b a s is ) d e sc rib in g v o c atio n al edu catio n item s o f i n t e r e s t f o r and about p ra c ­ titio n e r s 62 61 62 57 62 62 57 54 T otal item s w ith in bottom 15: 15 12 15 13 12 8 9 12 X X X X X Key: Rank Statem ent X X 1 Item # 3 11 54. (45.5) RSD = re se a rc h and developm ent, T = te a c h in g , S = s e r v ic e ; TP = t o ta l p o p u la tio n , CC = community c o lle g e d e an s, TS = t o ta l secondary, VC = v o c atio n al d i r e c t o r s , CE = CEPD s p e c i a l i s t s , AC = a rea c e n te r p r i n c i p a l s , ST = sh ared -tim e d i r e c t o r s , 0 = o th e rs . Table 18.—Bottom ranked 15 items f o r th e post-se co nda ry group (community c o lle g e deans) as compared with the bottom ranked 15 items f o r the t o t a l pop ulat ion. R&D T S x Statement ~ PS -------TP 59. Guide p r a c t i t i o n e r s in conducting meaningful re se ar ch 49 48.5 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s s io n a l development 49 53 52. Cooperate with p r o f e s s i o n a l o r g a n iz a tio n s in lobbying f o r v o c a t i o n a l - te c h n i c a l l e g i s l a t i o n 49 (31) 20. I n t e r p r e t the S t a t e Plan f o r vocational education 52 58.5 x 42. Provide c o n s u l t a t i o n f o r w r i t i n g pr op osals 52 55 x 56. A s s i s t in program planning with Comprehensive Employment and Trai ni ng Act (CETA) r e p r e s e n t a t i v e s 52 57 47. Conduct ( in cooperation with the S ta t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e con­ fe rence s and meetings 54 61 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S ta te Department o f Education vocational education professionals) 55.5 57. A s s i s t in planning and conducting loca l and s t a t e needs assessment f o r vocational education 55.5 12. Cooperate in th e development o f l e a d e r s f o r vocational education youth o rg a n iz a tio n s 57 x x x x x x x Ite/ " # (44) 51.5 (42) Table 1 8 .—Continued. Role Area R&D T S X X X X 4 Rank Statement PS TP 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 58 60 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecur ity Commission, Occupational Information System) which r e l a t e t o vocational education 59 58.5 Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocational education 60 54 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 61 62 P a r t i c i p a t e in a v a r i e t y o f vocational ed ucation (and r e l a t e d ) experiences as a v o lu n te e r 62 56 1. X 2 Item # 54. 62. 9 Items Included Among the Bottom Ranked 15 Items f o r th e Total Population but not f o r the Community College Deans X 45. Provide in p u t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s sio n a l development a t s t a t e and national l e v e l s (38.5) 49 X 38. Provide c o n s u lt a t i o n f o r co o r d in atin g co operati v e education programs (43.5) 50 X 60. Cooperate in the r ecru itm en t o f i n d i v i d u a l s from the world o f work t o serve as p a r t - t i m e community c o l le g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs (24.5) 51.5 98 t h e it e m s ran ked among t h e bottom 15 f o r t h e t o t a l p o p u l a t i o n ( b u t not fo r t h e p o s t - s e c o n d a r y gro u p ) a r e d i s p l a y e d . The t a b l e r e v e a l s t h a t t h e l i s t c o n t a i n e d no ite m s t h a t were ranked t h e same f o r b o t h g r o u p s ; however, 12 ite m s were i n c l u d e d on 42, 56, 47, 57, 19, 51, 1, 54, 6 2 ) . b o th l i s t s ( 5 9 , 26, 20, Three i te m s were i n c l u d e d on the p o st-seco n d ary resp o n d en ts' l i s t only: " C o o p e r a te w i t h p r o f e s ­ s i o n a l o r g a n i z a t i o n s lo b b y in g f o r v o c a t i o n a l - t e c h n i c a l l e g i s l a t i o n " ( i t e m 5 2 ) ; " P a r t i c i p a t e i n exchange pr ogram. . ." ( i t e m 3 4 ) ; and " C o o p er ate i n t h e develop men t o f l e a d e r s f o r v o c a t i o n a l e d u c a t i o n youth o r g a n iz a tio n s " ( it e m 1 2 ) . The ite m s i n c l u d e d f o r t h e t o t a l p o p u l a t i o n ( b u t n o t t h e p o s t - s e c o n d a r y group) were it e m s 45, 38, and 60. The p o s t - s e c o n d a r y g r o u p ' s bottom 15 l i s t i n c l u d e d two r e s e a r c h and d e v e lo p m e n t, f o u r t e a c h i n g , and n in e s e r v i c e r o l e i t e m s . Comparison Two: Bottom Ranked 15 Items f o r t h e T o t a l Seco nd ar y Group and t h e T o t a l P o p u l a t i o n T a b l e 19 i l l u s t r a t e s in rank o r d e r t h e bottom ranked 15 ite m s f o r t h e t o t a l s e c o n d a r y group and i n d i c a t e s t h e ran k f o r t h e t o t a l population. The i t e m s on both l i s t s were t h e same, b u t in d i f f e r e n t rank o r d e r e x c e p t f o r " I n t e r p r e t t h e S t a t e P la n f o r p r o f e s s i o n a l dev elop men t" ( i t e m 26, ran k 5 3 ) , "Conduct . . . s t a t e c o n f e r e n c e s and m e e t i n g s " ( i t e m 47 , rank 6 1 ) , and " D i s t r i b u t e . . . ( i t e m 54, r a n k 6 2 ) . a new sletter" The t o t a l s e c o n d a r y g r o u p ' s ( a s w e ll a s t h e t o t a l p o p u l a t i o n ' s ) bottom r an ke d 15 it e m s l i s t i n c l u d e d 1 r e s e a r c h and d ev e lo p m e n t , 3 t e a c h i n g , and 11 s e r v i c e r o l e i t e m s . Table 1 9 .—Bottom ranked 15 items for the to ta l secondary group as compared with the bottom ranked 15 items for the to ta l population. Role Area “ —i —7 R&D T S i t em # * Rank Statement TS TP x 59. Guide p r a c t i t i o n e r s in conducting meaningful r e se a r c h 48 48.5 x 45. Provide inpu t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s sio n a l development a t s t a t e and national l e v e l s 49 48.5 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education 50 51.5 51 54 38. Provide c o n s u l t a t i o n f o r co o r d in atin g coope rative educa­ t i o n programs 52 50 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s s i o n a l development 53 53 62. P a r t i c i p a t e in a v a r i e t y o f vocatio nal education (and r e l a t e d ) exper iences as a v o lunteer 54 56 60. Cooperate in the re c ru it m e n t o f i n d i v i d u a l s from the world o f work t o serve as p a r t - t i m e community co lleg e f a c u l t y in hig hly s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l education programs 55 51.5 42. Provide c o n s u l t a t i o n f o r w r i ti n g proposals 56 55 x x 1. Cooperate in the development o f the annual and f i v e yea r s t a t e plan f o r vocational education x x x x x ’ Table 19.—Continued. Role Area -------------R&D T S item » # 51. 58.5 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l ed ucation l e g i s l a t i o n 58 60 20. I n t e r p r e t th e S t a t e Plan f o r vocational ed ucation 59.5 58.5 56. A s s i s t in program planning with Comprehensive Employ­ ment and Trai ning Act (CETA) r e p r e s e n t a t i v e s 59.5 57 Conduct (in cooperation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 61 61 D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s is ) d e s c r i b i n g vocatio nal education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 62 62 100 57 54. 3 11 Rank -----------------TS TP Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Informa­ ti o n System) which r e l a t e to vocational education 47. 1 A Statement 101 Comparison Three: Bottom Ranked 15 Items fo r the Post-Secondary Group and the T o tal Secondary Group The t h i r d compar ison i s i l l u s t r a t e d i n T a b le 20, which l i s t s i n r a n k o r d e r t h e bottom 15 items f o r t h e p o s t - s e c o n d a r y g r oup— community c o l l e g e d e a n s — and i n d i c a t e s t h e i r r a n k f o r t h e t o t a l s e c o n ­ dary group. Only one i t e m , " I n t e r p r e t v o c a t i o n a l - t e c h n i c a l e d u c a t i o n legislation" ( i t e m 19, r a n k 58) h e l d a mutual r a n k on t h e two l i s t s . E lev en o t h e r i t e m s ( 59, 26, 20, 42, 56, 4 7 , 57, 51, 1, 5 4 , 62) were a l s o i n c l u d e d on b o t h l i s t s . Only t h e p o s t - s e c o n d a r y gr oup i n c l u d e d " C o o p e r a t e w i t h p r o f e s s i o n a l o r g a n i z a t i o n s i n lo b b y in g f o r v o c a t i o n a l technical le g is la tio n " grams. ( it e m 5 2 ) , " P a r t i c i p a t e in exchan ge p r o ­ . . " ( i t e m 3 4 ) , and "C o o p er ate i n t h e dev elop m en t o f l e a d e r s f o r v o c a t i o n a l e d u c a t i o n y o u t h o r g a n i z a t i o n s " ( i t e m 1 2 ) , whereas o n l y t h e t o t a l s e c o n d a r y group i n c l u d e d item s 45, 38, and 60. As s t a t e d in Comparison One ( p o s t - s e c o n d a r y group and t o t a l p o p u l a t i o n ) , t h e p o s t - s e c o n d a r y g r o u p ' s bottom ranked 15 l i s t i n c l u d e d two r e s e a r c h and de v e lo p m e n t, f o u r t e a c h i n g , and n i n e s e r v i c e r o l e i t e m s . Comparison Four: Bottom Ranked 15 Items f o r t h e V o c a t i o n a l D i r e c t o r s Subgroup and t h e T o t a l Secondar y Group D i s p l a y e d i n T a b le 21 a r e t h e bottom ranked 15 item s f o r t h e v o c a t i o n a l d i r e c t o r s s u b g ro u p ; b e s i d e e a c h , t h e ran k f o r t h e t o t a l s e c o n d a r y group i s i n d i c a t e d . Although 13 it e m s ( 3 8 , 4 5 , 26 , 62, 5 6 , 1, 60, 64, 42, 51, 19, 20, 47) were i n c l u d e d on bo th l i s t s , th e y were r anked d i f f e r e n t l y . Only t h e v o c a t i o n a l d i r e c t o r s s u b g r o u p ' s l i s t Table 2 0 .—Bottom ranked 15 items for the post-secondary group (community c o lle g e deans) as compared with the bottom ranked 15 items for the to ta l secondary respondents. Role Area R&D T S x ^ PS ______ TS 49 48 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s s io n a l development 49 53 52. Cooperate with p r o fe s s io n a l o r g a n iz a t io n s in lobbying f o r v o c a t i o n a l - te c h n i c a l l e g i s l a t i o n 49 (27) 20. I n t e r p r e t the S t a t e Plan f o r vocational education 52 59.5 x 42. Provide c o n s u l t a t i o n f o r w r i ti n g pr oposals 52 56 x 56. A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s 52 59.5 47. Conduct (in co operation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e con­ fere nce s and meetings 54 61 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a t e Department o f Education vocatio nal education pro­ fessionals) 55.5 (41) 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education 55.5 50 12. Cooperate in the development of l e a d e r s f o r vocational education youth o rg a n iz a tio n s 57 (39) 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 58 58 x x x x x x Statement 59. Guide p r a c t i t i o n e r s in conducting meaningful re se arch x x Item Table 2 0 .—Continued. Role Area R&D T S Item # X 51. 1. X X X 2 4 54. 62. Statement Rank PS TS Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employ­ ment S ecur ity Commission, Occupational Information System) which r e l a t e t o vocational education 59 57 Cooperate in the development o f th e annual and f i v e - y e a r s t a t e plan f o r vocational education 60 51 D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t te r or r e p o r t (on a r e g u l a r b a s is ) d e s c rib i n g vocational education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 61 62 P a r t i c i p a t e in a v a r i e t y o f vocatio nal education (and r e l a t e d ) ex periences as a vo lunteer 62 54 9 Items Included Among the Bottom Ranked 15 Items f o r the Total Secondary Group but not f o r th e Post-Secondary Group X 45. Provide inpu t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fes sio n al developmentat s t a t e and nati onal level (38.5) (38.5) 49 49 X 38. Provide c o n s u l t a t i o n f o r co o r d in atin g co operati ve education programs (43.5) 52 Cooperate in th e r e c ru i tm e n t o f i n d i v i d u a l s from the world of work to serve as p a r t - t i m e community c o l l e g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l education programs (24.5) 55 X 60. Table 21 .—Bottom ranked 15 items fo r the vocational directors as compared with the bottom ranked 15 items fo r the to ta l secondary respondents. Role Area R&D T item u rx. A Rank Statement------------------------------------------------------------ --------------------VD TS S # x 38. Provide c o n s u lt a t i o n f o r co o r d in atin g cooper ative education programs x 48 52 50 (39) 45. Provide input ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s si o n a l development a t s t a t e and nati o nal level 50 49 49. Provide advice and/or answers f o r a v a r i e t y o f vocational education (and r e l a t e d ) questions/problems (upon req u est by practitioners) 50 (47) 26. I n t e r p r e t the S ta t e Plan f o r p r o fe s s i o n a l development 52 53 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lu nte er 53 54 56. A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s 54 59.5 1. Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocational education 55.5 51 55.5 55 9. Cooperate in developmental a c t i v i t i e s (placement pro­ j e c t s , curriculum development, p r o fe s sio n a l w r i t i n g s ) x x x x x x x 60. Cooperate in the r ecru it m en t of i n d i v i d u a l s from the world of work t o serve as p a r t - t i m e community c o lle g e f a c u l t y in high ly s p e c i a l iz e d v o c a t i o n a l - te c h n i c a l ed ucation programs Table 21 . —Continued. ' Role Area R&D T S X X Item # Statement VD TS D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c r ib in g vocational ed ucation items of i n t e r e s t f o r and about p r a c t i t i o n e r s 57 62 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 58 56 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i ty Commission, Occupational Information System) which r e l a t e to vocational education 59 57 54. X X 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n X 20. I n t e r p r e t the S t a t e Plan f o r vocational education 61 59.5 47. Conduct (in co operation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e con­ f erence s and meetings 62 61 X 2 Rank 3 10 Items Included Among th e Bottom Ranked 15 Items f o r the Total Secondary Group but not f o r the Vocational D irectors X 59. Guide p r a c t i t i o n e r s in conducting meaningful re se ar ch (45.5) 48 X 57. A s s i s t in planning and conducting lo ca l and s t a t e needs assessment f o r vocational education (47) 61 106 i n c l u d e d "C o o p er ate i n developm ental a c t i v i t i e s . . ( i t e m 9) and " P r o v i d e a d v i c e a n d / o r answers f o r a v a r i e t y o f . . . q u e s t i o n s / pr o b le m s . . ." ( i t e m 4 9 ) ; o n l y t h e t o t a l s e c o n d a ry g r o u p ' s l i s t i n c l u d e d it em s 59 and 57. Among t h e bottom ranked 15 it e m s f o r t h e v o c a t i o n a l d i r e c t o r s subgroup were two r e s e a r c h and de v e lo p m e n t, t h r e e t e a c h i n g , and t e n s e r v i c e r o l e i t e m s . Comparison F i v e : Bottom Ranked 15 Items f o r t h e CEPD V o c a t i o n a l - T e c h n i c a l S p e c i a l i s t s Subgroup and t h e T o t a l Secondary Group T a b le 22 p o r t r a y s t h e bottom ranked 15 ite m s f o r t h e CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s s u b g ro u p , and i n d i c a t e s t h a t 12 o f t h o s e item s ( 62, 26, 42 , 38, 20, 59, 56, 51 , 60 , 19, 47 , 54) were a l s o ranked among t h e bottom ranked 15 i te m s f o r t h e t o t a l s e c o n d a ry group. The bottom two ra n k s on bo th l i s t s were o c c u p i e d by t h e same items: "Conduct . . . s t a t e c o n f e r e n c e s and m e e t i n g s " ( i t e m 47, ran k 61) and " D i s t r i b u t e . . . a new sletter. . ( it e m 54, ran k 6 2 ) . The t h r e e item s i n c l u d e d on t h e CEPD s p e c i a l i s t s s u b g r o u p ' s l i s t n o t on t h e t o t a l s e c o n d a r y g r o u p ' s ) i n c l u d e d : (but "Provide advice and /o r ans wers f o r . . . q u e s t i o n s / p r o b l e m s " ( it e m 4 9 ) , "C o o p er ate i n t h e developm ent o f l e a d e r s f o r v o c a t i o n a l e d u c a t i o n y o u t h o r g a n i z a t i o n s ( it e m 1 2 ) , and " P r o v i d e c o n s u l t a t i o n f o r v o c a t i o n a l e d u c a t i o n i n s t r u c t i o n a l management. . (item 37). In p l a c e o f t h o s e i t e m s , t h e t o t a l s e c o n d a r y g r o u p ' s l i s t i n c l u d e d item s 4 5 , 57, and 1. The t a b l e shows t h a t t h e CEPD s p e c i a l i s t s s u b g r o u p ' s l i s t i n c l u d e d o n l y 1 r e s e a r c h and d ev e lo p m e n t, 3 t e a c h i n g , and 11 s e r v i c e r o l e i t e m s . Table 2 2 .—Bottom ranked 15 items for the Career Education Planning D i s t r i c t (CEPD) vocational technical s p e c i a l i s t s as compared with the bottom ranked 15 items for the to ta l secondary respondents. Role Area R&D T S Item # X 49. Rank Statement CE TS Provide advice and/or answers f o r a v a r i e t y o f voca­ t i o n a l education (and r e l a t e d ) questions/problems (upon re q u e s t by p r a c t i t i o n e r s ) 48 (47) Cooperate in the development o f le a d e r s f o r vocational education youth o rg a n iz a tio n s 49 (39) P a r t i c i p a t e in a v a r i e t y of vocational education (and r e l a t e d ) exper iences as a vol unte er 50.5 54 26. I n t e r p r e t th e S t a t e Plan f o r p r o f e s s io n a l development 50.5 53 X 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 53.5 56 X 38. Provide c o n s u l t a t i o n f o r co o r d i n a tin g co op erative educa­ t i o n programs 53.5 52 Provide c o n s u l t a t i o n f o r vocational ed ucation i n s t r u c t i o n a l management (budgets, r e p o r t s , s pac e, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 53.5 (45.5) 20 . I n t e r p r e t th e S t a t e Plan f o r vocational education 53.5 59.5 X 59. Guide p r a c t i t i o n e r s in conducting meaningful re se ar ch 56 48 X 56. A s s i s t in program planning with Comprehensive Employment and Trai ning Act (CETA) r e p r e s e n t a t i v e s 57.5 59.5 12. X X X X X 62. 37. Table 2 2 .—Continued. Role Area R&D T S * X 51. X X X X 1 3 item Rank Statement CE TS Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i ty Commission, Occupational Information System) which r e l a t e to vocational education 57.5 57 Cooperate in the re c ru i tm e n t of i n d i v i d u a l s from th e world of work to serve as p a r t - t i m e community co lle g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs 59 55 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l ed ucation l e g i s l a t i o n 60 58 47. Conduct (in cooperation with the S ta te Department of Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 61 61 D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational ed ucation items of i n t e r e s t f o r and about p r a c t i t i o n e r s 62 62 Provide in put ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s s io n a l development a t s t a t e and n a tio n a l levels (45) 49 A s s i s t in planning and conducting loc al and s t a t e needs assessment f o r vocational education (46) 50 Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocational education (44) 51 60. 54. 11 Items Included Among the Bottom Ranked 15 Items f o r the Total Secondary Group but not f o r the CEPD S p e c i a l i s t s X X X 45. 57. 1. 109 Comparison S i x : Bottom Ranked 15 Items f o r t h e Area C e n t e r P r i n c i p a l s Subgroup and t h e T o t a l Secondary Group As i l l u s t r a t e d in T a b le 23, o n ly e i g h t o f t h e i te m s ( 62, 20, 51, 42, 56, 59, 19, 54) were i n c l u d e d on b o th g r o u p s ' l i s t s o f bottom ranked 15 i t e m s ; however, " D i s t r i b u t e . . . a new sletter. ( it e m 54) o c c u p ie d t h e bottom ran k f o r b o th g r o u p s . . ." The a r e a c e n t e r p r i n c i p a l s ' l i s t d i f f e r e d from t h e t o t a l s e c o n d a r y g r o u p ' s l i s t by i n c l u d i n g t h e f o l l o w i n g seven i t e m s : ing mandated pr ograms. " P r o v id e c o n s u l t a t i o n f o r i n f u s ­ . . " ( it e m 3 9 ) ; " I n t e r p r e t t h e v o c a t i o n a l c e r ­ t i f i c a t i o n code ( it e m 2 5 ) ; "C ooperate w ith p r a c t i t i o n e r s t o s o l v e 'a c ro s s the board' . . . problems" ( i t e m 5 5 ) ; " P ro v id e c o n s u l t a t i o n f o r im proving and expa nd in g v o c a t i o n a l e d u c a t i o n o p t i o n s f o r p a r t i c u ­ l a r g r o u p s . . . " ( i t e m 4 1 ) ; "Conduct r e s e a r c h a n d / o r c o n t r i b u t e t o professional l i t e r a t u r e . . ." ( it e m 5 ) ; " P a r t i c i p a t e in exchange p r o ­ grams. . . " ( it e m 3 4 ) ; and "C o o p er ate i n t h e develo pment o f l e a d e r s f o r v o c a t i o n a l e d u c a t i o n y o u th o r g a n i z a t i o n s " ( i t e m 1 2 ) . Instead of t h o s e seven i t e m s , t h e t o t a l s e c o n d a r y group i n c l u d e d ite m s 45 , 57, 1, 38, 26, 60, and 47. The t a b l e shows t h a t t h e a r e a c e n t e r p r i n c i ­ p a l s ' bottom ranked 15 l i s t i n c l u d e d two r e s e a r c h and d ev e l o p m e n t , f o u r t e a c h i n g , and n i n e s e r v i c e r o l e i t e m s . Comparison Seven: Bottom Ranked 15 Items f o r t h e Shared-Time D i r e c t o r s Subgroup and t h e To t a l Secondary Group D e p ic te d i n T a b le 24 a r e t h e bottom ran ked 15 it e m s f o r t h e s h a r e d - t i m e d i r e c t o r s and t h e t o t a l s e c o n d a r y g r o u p . Whereas n i n e Table 2 3 .—Bottom ranked 15 items for the area center principals as compared with the bottom ranked , 15 items for the to ta l secondary respondents. S # 39. 62. Statement---------------------------------------------------------- ---------------------AC TS Provide c o n s u lt a t i o n f o r in fu s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) in t o vocational education programs 49 (36) P a r t i c i p a t e in a v a r i e t y o f vocatio nal education (and r e l a t e d ) exper iences as a v o lu n te e r 49 54 20. I n t e r p r e t the S t a t e Plan f o r vocational education 49 59.5 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Information System) which r e l a t e t o vocational ed ucation 51 57 25. I n t e r p r e t th e vocational c e r t i f i c a t i o n code 52 (39) 55. Cooperate with p r a c t i t i o n e r s t o solve "across the board" v o c a t i o n a l - te c h n i c a l education problems 53 (43.5) 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals 54 41. Provide c o n s u lt a t i o n f o r improving and expanding vocational education options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i d e n t s , s p a r s e l y populated r u ra l ar ea r e s i ­ d e n t s , m i n o r i t i e s , li m i te d E n g lis h -s p e a k e r s, handicapped, disadvantaged, m igra nts , males-females in se x-b iased occupations) 55 Oil R&D T 56 (45.5) Table 23 .—Continued. i Role Area n, n ■■ R&D T S x Rank Statement 5. Conduct r esear ch and/or c o n t r i b u t e t o pr o fes sio n al l i t e r a t u r e ( r e l a t i v e t o the f i e l d of v o c a ti o n a ltec h n ic a l educa tion) x x x x 56. A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) p r o f e s s i o n a l s 4 9 ~~ TS 56 (37) 57 59.5 Guide p r a c t i t i o n e r s in conducting meaningful re se arch 58 58 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a te Department o f Education vocational education professionals) 59 (41) I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 60 58 61 (39) 62 62 12. Cooperate in th e development o f le a d e r s f o r vocational education youth o r g a n iz a t io n s x AC 59. 19. x 2 Tfom * * 54. D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t te r or r e p o r t (on a r e g u l a r b a s i s ) d e s c r i b i n g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s Table 2 3 .—Continued. Role Area R&D T S Item # Rank Statement AC TS Items Included Among th e Bottom Ranked 15 Items f o r the Total Secondary Respondents b ut not f o r the Area Center P r in c i p a l s X X 45. Provide inpu t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fes sio n al development a t s t a t e and nation al levels (45.5) 49 A s s i s t in planning and conducting loc al and s t a t e needs assessment f o r vo catio nal education (41) 50 Cooperate in the development o f th e annual and f i v e - y e a r s t a t e plan f o r vo cational education (44) 51 Provide c o n s u l t a t i o n f o r co o r d in atin g coope rative education programs (41) 52 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s si o n a l development (38) 53 60. Cooperate in th e re c ru it m e n t o f i n d i v i d u a l s from th e world o f work to serve as p a r t - t i m e community c o l le g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs (36) 55 Conduct (in cooperation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings (45.5) 61 57. 1. X X X X X 38. 47. Table 2 4 .—Bottom ranked 15 items for the shared-time d irecto rs as compared with the bottom ranked ■15 items for the to ta l secondary respondents. Role Area R&D T S X X X Item # Statement Rank ST TS 26. I n t e r p r e t th e S t a t e Plan f o r p r o fe s s i o n a l development 48 53 35. Provide c o n s u lt a t i o n ( e . g . , f o r plan ning, implementation, o p e r a t i o n , o r e v a lu a t io n ) f o r vocational education programs 49 (34) Provide c o n s u lt a t i o n f o r co o r d in a tin g coop er ative education programs 50 52 38. X 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 51 56 X 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lu n te e r 52.5 54 Cooperate in the recru itm ent o f i n d i v i d u a l s from th e world of work t o ser ve as p a r t - t i m e community c o lle g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l ed ucation programs 52.5 55 Provide c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, s p e c ia l e d u c a t io n , remedial b a s ic s k i l l s , tea ch ing a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 54 (43) Provide c o n s u l t a t i o n f o r improving and expanding vocational ed uc ation options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , innerc i t y r e s i d e n t s , s p a r s e l y populated r ura l area r e s i d e n t s , m i n o r i t i e s , lim it e d E n g l is h -s p e a k e r s, handicapped, disadvan­ tag ed, m i g ra n ts , males-females in se x-b iased occupations) 55 (45.5) 60. 40. 41. Table 2 4 .—Continued. Role Area R&D T S x x x x x x x 0 2 13 It # R . Statement------------------------------------------------------------ _ _ ------------------ 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational ed ucation 56 50 54. D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib i n g vo catio nal education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 57 62 55. Cooperate with p r a c t i t i o n e r s t o solve 'a c r o s s the board' v o c a t i o n a l - t e c h n i c a l ed ucation problems 58 43.5 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecu r ity Commission, Occupational Information System) which r e l a t e to vocational education 59 57 37. Provide c o n s u l t a t i o n f o r vocational education i n s t r u c ­ t i o n a l management (b udgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 60 (45.5) 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a t e Department o f Education vocational education pro­ fessionals) 61 (41) 56. A s s i s t in program planning with Comprehensive Employment and T rain in g Act (CETA) r e p r e s e n t a t i v e s 62 59.5 Table 2 4 .—Continued. Role Area R&D T S Item # Rank Statement ST TS Items Included Among the Bottom Ranked 15 Items f o r th e Total Secondary Group but not f o r the Shared-Time D ir e c to rs X 59. Guide p r a c t i t i o n e r s in conducting meaningful research (42.5) 48 X 45. Provide input ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s s io n a l development a t s t a t e and n a tio n a l l e v e l s (46.5) 49 Cooperate in th e development o f th e annual and f i v e - y e a r s t a t e plan f o r vocational education (29) 51 1. X X 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n (16) 58 X 20. I n t e r p r e t th e S ta te Plan f o r vocational education (21) 59.5 47. Conduct ( in co oper ation with th e S t a te Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e con­ f erence s and meetings (42.5) 61 X 116 o f t h e item s (26, 38, 42, 62, 60, 57, 51 , 56) were i n c l u d e d f o r both g r o u p s , none h e ld t h e same ran k on bo th l i s t s . o n l y f o r t h e s h a r e d - t i m e d i r e c t o r s were: The s i x it em s i n c l u d e d "Provide c o n s u lta tio n . . . f o r v o c a t i o n a l e d u c a t i o n programs" ( i t e m 3 5 ) ; " P ro v i d e c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c ia liz e d personnel . . . i n t o v o catio n al educa­ t i o n programs" ( i t e m 4 0 ) ; " P r o v id e c o n s u l t a t i o n f o r improving and expan ding v o c a t i o n a l e d u c a t i o n o p t i o n s f o r p a r t i c u l a r gro up s ( i t e m 4 1 ) ; " C o o p e r a te w i t h p r a c t i t i o n e r s t o s o l v e ' a c r o s s t h e b o a r d ' . . . pr oblems" ( i t e m 5 5 ) ; " P r o v id e c o n s u l t a t i o n f o r v o c a t i o n a l e d u c a t i o n i n s t r u c t i o n a l management. . . " ( it e m 3 7 ) ; and " P a r t i c i p a t e in exchange programs. . ." (item 34). Instead of the previously d e ta ile d six i t e m s , t h e t o t a l s e c o n d a r y g r o u p ' s l i s t i n c l u d e d ite m s 59, 45 , 1, 19, 20, and 47. For t h e s h a r e d - t i m e d i r e c t o r s , no r e s e a r c h and d e v e l o p ­ ment r o l e it e m s were i n c l u d e d on t h e bottom ran ke d 15 i te m l i s t ; 2 t e a c h i n g and 13 s e r v i c e r o l e it em s were i n c l u d e d . Comparison E i g h t : Bottom Ranked 15 Items f o r t h e O t h e r s Subgroup and t h e T o t a l S ec on dar y Group As e v i d e n c e d in T a b le 25, even tho ug h 12 ite m s ( 62, 4 2 , 19, 56, 54, 45, 38, 57, 1, 26, 4 7 , 20) were i n c l u d e d f o r b o th t h e o t h e r s subgroup and t h e t o t a l s e c o n d a r y g r o u p ' s bottom ranked 15 it e m l i s t , no ite m s h e l d t h e same r a n k on both l i s t s . o n ly on t h e o t h e r s s u b g r o u p ' s l i s t : Three it e m s were i n c l u d e d " I n t e r p r e t the vocational c e r t i ­ f i c a t i o n code" ( i t e m 2 5 ) ; "Conduct . . . s e m in a r s . . . in g e o g r a p h i c ­ a l l y a c c e s s i b l e l o c a t i o n s " ( it e m 2 4 ) ; and "Conduct S t a t e Dep ar tm en t o f E d u c a tio n d e v e lo p e d a n d / o r ap pr oved i n s e r v i c e worksh ops. . ." Table 2 5 .—Bottom ranked 15 items for the others subgroup as compared with the bottom ranked 15 items for the to ta l secondary respondents. Role Area R&D T Item # Statement Rank 0 TS P a r t i c i p a t e in a v a r i e t y o f voc atio na l education (and r e l a t e d ) experiences as a v o lu n te e r 48 54 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 49.5 (39) 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 49.5 56 X 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 51 58 X 24. Conduct vocational ed ucation seminars on a r e g u l a r bas is in geog raphic all y a c c e s s i b l e l o c a t i o n s 52 (27) 56. A s s i s t in program planning with Comprehensive Employment and T rain in g Act (CETA) r e p r e s e n t a t i v e s 53 59.5 54. D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c r ib in g vocatio nal education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 54 62 Provide in put ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s s i o n a l development a t s t a t e and national l e v e l s 55 49 Conduct S t a t e Department o f Education developed and/or approved i n s e r v i c e workshops ( e . g . , competency-based edu­ c a t i o n [CBE], e m ployabili ty s k i l l s , placement personnel) 56 (32) 38. Provide c o n s u l t a t i o n f o r co o r d in atin g c ooperative educa­ t i o n programs 58 52 57. A s s i s t in planning and conducting lo cal and s t a t e needs assessment f o r vocatio nal education 58 50 S X X X X X X X X X 62. 45. 46. Table 2 5 .—Continued. It“ M T S x 1. Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocational educa tion x x x 1 Statement 5 _ _ «■.'* _ * _______________________________________________________________________ Q TS 58 51 26. I n t e r p r e t the S t a te Plan f o r p r o fe s s i o n a l development 60.5 53 47. Conduct (in cooperation with the S t a t e Department of Education vocational educ atio n p r o f e s s i o n a l s ) s t a t e conferences and meetings 60.5 61 20. I n t e r p r e t the S t a t e Plan f o r vocational education 62 59.5 9 Items Included Among th e Bottom Ranked 15 Items f o r the Total _________ Secondary Group but n o t f o r the Others Subgroup 59. Guide p r a c t i t i o n e r s in conducting meaningful r e se a r c h (17) 59.5 60. Cooperate in th e r e c ru it m e n t o f i n d i v i d u a l s from the world o f work to serve as p a r t - t i m e community c o l le g e f a c u l t y in high ly s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l ed uc ation programs (43.5) 55 Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Information System) which r e l a t e t o voc atio na l ed ucation (38) 57 51. 119 ( it e m 4 6 ) . The t o t a l s e c o n d a r y g r o u p ' s l i s t i n c l u d e d item s 59, 60 , and 51 i n s t e a d . The t a b l e shows t h a t t h e o t h e r s subgroup had o n l y one r e s e a r c h and d ev e l o p m e n t, f i v e t e a c h i n g , and n i n e s e r v i c e r o l e item s on i t s bottom ran ke d 15 ite m l i s t . R es ea rch Q u e s t io n 3: Comparison Summary--Number o f Bottom Ranked 15 Items in Each Role Area f o r V ar io u s Groups T a b le 26 d i s p l a y s , by g ro u p , t h e number o f i t e m s w i t h i n t h e bottom r an ke d 15 it e m s t h a t were components o f t h e t h r e e r o l e a r e a s : r e s e a r c h and d ev e l o p m e n t , t e a c h i n g , and s e r v i c e . The t a b l e shows t h a t t h e m a j o r i t y (60 t o 8 6 . 7 p e r c e n t ) o f item s f o r e v e r y group were from t h e s e r v i c e r o l e c a t e g o r y . For e v e r y g r o u p , fewer r e s e a r c h and deve lo pm en t th an t e a c h i n g r o l e i te m s were i n c l u d e d w i t h i n t h e bottom ranks. Comparison o f S u b s c a le Means f o r Secondary V o c a t i o n a l A d m i n i s t r a t o r s and P o s t Seco nd ar y V o c a t io n a l A d m i n i s t r a t o r s (R e s e a rc h Q u e s t io n 4) To answer t h e q u e s t i o n , " I s t h e r e a d i f f e r e n c e between t h e means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h and d e v e lo p m e n t, t e a c h i n g , and s e r v i c e ) f o r s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s and p o s t - s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s ? " t h e f o l l o w i n g h y p o t h e s i s was t e s t e d : Hq : The means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h and d e v e lo p m e n t, t e a c h i n g , and s e r v i c e ) o f s e c o n d a r y v o c a t i o n a l a d m i n i s t r a ­ t o r s and p o s t - s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s a r e t h e same. T his h y p o t h e s i s was t e s t e d on t h r e e d e p e n d e n t v a r i a b l e s which were s c o r e s on t h e t h r e e s u b s c a l e s : r e s e a r c h and d ev e lo p m e n t, 120 Table 2 6 . — Number and p ercen tage o f bottom ranked 15 item s in each r o l e a r e a , by respondent group. R es ea rch & Development Group N % Te achin g N % Service N % T o ta l p o p u l a t i o n 1 6.7 3 2 0 .0 11 73.3 Post-secondary 2 1 3.3 4 26.7 9 60.0 Total secondary 1 6.7 3 2 0 .0 11 73.3 Vocational d i r e c t o r s 2 13.3 3 2 0 .0 10 6 6.7 CEPD s p e c i a l i s t s 1 6.7 3 2 0 .0 11 73.3 Area c e n t e r p r i n c i p a l s 2 13.3 4 2 6.7 9 60.0 Shared-time d i r e c t o r s 0 • 2 13.3 13 86.7 O th e r s ( s e c o n d a r y voc. adm. w i t h c o m b in a tio n o f t i t l e s ) 1 6.7 5 3 3.3 9 60.0 t e a c h i n g , and s e r v i c e . • As shown i n T a b le 27, t h e i n t e r c o r r e l a t i o n s o f t h e s c a l e s v a r i e d from .49 t o .70 and a l l c o r r e l a t i o n s were s t a ­ t i s t i c a l l y s ig n i f i c a n t ; th u s, the s t a t i s t i c a l t e s t o f t h i s hypothesis involved a m u l t i v a r i a t e a n a ly s is o f v a ria n c e . The i n d e p e n d e n t v a r i ­ a b l e was p o s i t i o n , which had two l e v e l s : (1) s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s and (2) p o s t - s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s . T a b le 28 r e p o r t s t h e d e s c r i p t i v e i n f o r m a t i o n a b o u t t h e t h r e e s u b s c a l e s in e a c h gro up . Using WILKS LAMBDA s t a t i s t i c s , t h e m u l t i v a r i a t e F - t e s t was 2 . 0 5 ; and w ith 3 and 161 d e g r e e s o f f reed o m , t h e F - t e s t was n o t s i g ­ n i f i c a n t s in c e p 5 .11. S in c e t h e c r i t i c a l v a l u e s e t f o r t h i s s t u d y was . 0 5 , th e h y p o t h e s i s c o u ld n o t be r e j e c t e d . There was no e v i d e n c e t o c l a i m t h a t t h e two group s were d i f f e r e n t on any o f t h e t h r e e s ub­ scales. 121 Table 2 7 . — C o r r e la tio n among dependent v a r i a b l e s . R es e a r c h & Development Teac hing Service R es earch & Development ( I te m s 1-16) 1.0000 (0) S = .001 .5847 (165) S = .001 .4917 (165) S = .001 T e aching ( I t e m s 17-34) .5847 (165) S = .001 1.0000 (0) S = .001 .6988 (165) S = .001 Service (I t e m s 35-62) .4917 (165) S = .001 .6988 (165) S = .001 1.0000 (0) S = .001 T a b l e 2 8 . — Means and s t a n d a r d d e v i a t i o n s o f d ep en d en t v a r i a b l e s . Mean S.D. N Second ar y v o c a t i o n a l a d m i n i s t r a t o r s 1.79 .40 142 Post-secondary vocational ad m in istra to rs 1.9 9 .48 23 Seco nd ar y v o c a t i o n a l a d m i n i s t r a t o r s 1 .78 .45 142 Post-secondary vocational a d m in istra to rs 1.8 3 .43 23 S eco ndar y v o c a t i o n a l a d m i n i s t r a t o r s 2.03 .57 142 Post-secondary vocational a d m in istra to rs 2 .14 .58 23 V ariable R es ea rch & Development ( I te m s 1-16) Te ac hing ( I t e m s 17-34) S e r v i c e ( I t e m s 35 - 6 2 ) 122 VTE Tasks C i t e d a s A p p r o p r i a t e / I n a p p r o p r i a t e by V o c a ti o n a l A d m i n i s t r a t o r s (R e s e a rc h Q u e s tio n 5)' Which v o c a t i o n a l t e a c h e r e d u c a t o r (VTE) t a s k s were most f r e ­ q u e n t l y c i t e d as b e i n g a p p r o p r i a t e / i n a p p r o p r i a t e by t h e v o c a t i o n a l adm inistrators? To answer t h i s q u e s t i o n , t h e ite m s were r a n k o r d e r e d a c c o r d i n g t o t h e p e r c e n t a g e o f r e s p o n d e n t s who s e l e c t e d t h e it e m s as b e in g a p p r o p r i a t e / i n a p p r o p r i a t e . (See T a b le 2 9 . ) Based on t h a t rank o r d e r i n g , it e m s were found t o be " a p p r o p ­ r i a t e " r o l e s t a t e m e n t s f o r VTEs by p e r c e n t a g e s o f t h e p o p u l a t i o n r a n g i n g from 6 8 . 3 t o 100 p e r c e n t , and t h e y were l i k e w i s e found t o be " i n a p p r o p r i a t e " r o l e s t a t e m e n t s f o r VTEs by p e r c e n t a g e s o f t h e popu­ l a t i o n r a n g i n g from 0 t o 3 1 . 7 p e r c e n t . T a b le 20 shows t h a t a l l 62 ite m s on t h e q u e s t i o n n a i r e were found t o be a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs by a t l e a s t 6 8 . 3 percent of the population. Seven o f t h e it em s were c i t e d a s be ing i n a p p r o p r i a t e by more t h a n 20 p e r c e n t o f t h e p o p u l a t i o n . Four o f t h o s e it e m s r e f e r r e d t o " i n t e r p r e t i n g " somethin g ( S t a t e Plan f o r p r o ­ f e s s i o n a l d ev e lo p m e n t, t h e v o c a t i o n a l c e r t i f i c a t i o n c o d e , v o c a t i o n a l t e c h n i c a l e d u c a t i o n l e g i s l a t i o n , and t h e S t a t e Plan f o r v o c a t i o n a l education). C o n c e iv a b ly , v o c a t i o n a l a d m i n i s t r a t o r s may o b j e c t t o t h e t e r m i n o l o g y a s b e in g t o o s t r o n g . P erhaps t h e y f e e l t h a t t h e y , t h e m s e l v e s , o r i n d i v i d u a l s in a d i f f e r e n t r o l e such as S t a t e D e p a r t ­ ment p e r s o n n e l ( r a t h e r th an VTEs) sh o u ld i n t e r p r e t such documents. Table 2 9 . —Sixty-two items (VTE r o l e sta tem ents) rank ordered by percentage of respondents c i t i n g them as a p p r o p r i a t e / i n a p p r o p r i a t e . % Saying % Saying Role Is I n a pp ro priate Role IsIs Role Appropriate 0.0 .6 1.2 1.3 1.9 1.9 2.5 3.0 3.1 3.2 100.0 99.4 98.8 98.7 98.1 98.1 97.5 97.0 96.9 96.8 Statement 18. F a c i l i t a t e le a r n in g by u t i l i z i n g a v a r i e t y o f motivational s t r a t e g i e s T 32. C ont in ual ly update c o n ten t and d e l i v e r y o f courses a nd /o r programs, based on in pu t from p r a c t i t i o n e r s T 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competency through p e r io d ic exper ience s in th e world o f work R&D 31. I n v i t e p r a c t i t i o n e r s to share t h e i r e x p e r t i s e (as r es ou rce persons) in c r e d i t and n o n - c r e d i t courses T 7. Cooperate with th e S t a t e Department o f Education vocational education p r o f e s s i o n a l s in th e develop­ ment and u t i l i z a t i o n of p r o fe s s i o n a l development m a t e r i a l s and a c t i v i t i e s R&D 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a t e Department o f Education vocational educa­ tion professionals) T 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s T 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n atio n al o r g a n i z a t i o n s which f a c i l i t a t e i n t e r a c t i o n with practitioners T 21. Encourage a commitment to a p r o fe s s io n a l code of ethics T 23. Teach by the CBE (competency-based education) method T Table 2 9 .—Continued. % Saying % Saying Role Is I n a ppro priate Role Is Appropriate 3.3 3.8 4.3 4.3 4.4 4.4 4.5 5.0 96.7 96.2 95.7 95.7 95.6 95.6 95.5 95.0 Item # Statement Role Area 27. T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use of commercially prepared modules or o th e r curriculum a i d s T 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u perv is in g te a c h e r s T 13. P a r t i c i p a t e in a p r o fe s s io n a l development plan (fo r vocational t e a c h e r ed uca tors) which in cl udes on­ s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu d e n ts R&D 15. Survey p r a c t i t i o n e r s (on a contin uing b a s i s ) to d e t e r ­ mine p r o fe s s io n a l development needs and i n t e r e s t s R&D 5. Conduct r e s e a r c h and /o r c o n t r i b u t e t o p r o fe s sio n a l l i t e r a t u r e ( r e l a t i v e to the f i e l d o f v o c a t i o n a l tech n ical edu ca tion ) R&D 50. Communicate o p p o r t u n i t i e s ( e . g . , p r o f e s s io n a l and honorary o r g a n i z a t i o n s , le a d e r s h ip or t r a i n i n g pro­ grams, c r e d i t / n o n - c r e d i t courses and programs) to renew and expand competencies S 49. Provide advice and/or answers f o r a v a r i e t y o f voca­ t i o n a l education (and r e l a t e d ) questions/problems (upon re q u e s t by p r a c t i t i o n e r s ) S 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s sio n a l w ritings) R&D Table 2 9 .—Continued. % Saying Role Is I n a ppro priate 5.0 5.5 5.7 5.7 6.3 6.7 6.8 6.8 7.3 % Saying Role Is Appropriate 95.0 94.5 94.3 94.3 93.7 93.3 93.2 93.2 92.7 Item # Statement Role Area 16. P a r t i c i p a t e in t h e v o c a t i o n a l - te c h n i c a l education program a r t i c u l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational t e a c h e r ed ucators R&D 11. Cooperate in o b ta in in g and u t i l i z i n g da ta t o improve vo cational ed ucation programs R&D 45. Provide i n p u t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program planning) f o r p r o fe s s i o n a l development a t s t a t e and national l e v e l s S 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) exp er ience s as a v o lu n te e r S 12. Cooperate in th e development of l e a d e r s f o r vocational education youth o r g a n i z a t i o n s R&D 6. I d e n t i f y , i n t e r p r e t and organize idea s (of co lleagues and p r a c t i t i o n e r s , and o f s c h o la rs and /o r l e a d e r s from o th e r f i e l d s ) t h a t have im p l ic a tio n s f o r v o c a t i o n a l te c h n i c a l education R&D 2. Engage in c o operati ve planning with S t a t e Department o f Education personnel r e s p o n s i b le f o r l e a d e r s h ip in p r o fe s s io n a l development of p r a c t i t i o n e r s R&D 58. Encourage a p p l i c a n t s f o r te a c h e r t r a i n i n g programs who possess a p p r o p r i a t e ex periences in th e world o f work S 55. Cooperate with p r a c t i t i o n e r s to solve "across the board" v o c a t i o n a l - t e c h n i c a l education problems S Table 2 9 .—Continued. % Saying Role Is In ap p ro p r iate 7.4 7.4 7.5 7.7 8. 2 9.3 9.4 9.9 9.9 % Saying Role Is Appropri a te 92.6 92.6 92.5 92.3 91.8 90.7 90.6 90.1 90.1 Item Statement 10. Cooperate with advisory committees in th e develop­ ment ( i . e . , needs assessment, plan ning, d e l i v e r y , e v a l u a t io n ) of p r o f e s s io n a l development a c t i v i t i e s Role Area R&D 22. P r o j e c t a comprehensive " p ic tu re " o f vocational education T 30. Cooperate with p r a c t i t i o n e r s to provide meaning­ ful le a d e r sh ip experiences f o r i n d i v i d u a l s in advanced degree programs T 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta tio n s of vocational te a c h e r educ ators t o c o l l e g e / u n i v e r s i t y p o lic y makers S 8. Cooperate with the S t a t e Department of Education in the development and/or s e l e c t i o n o f competency t e s t s f o r t e a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational a r e a s R&D 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d u cati o n , c e r t i f i ­ c a t i o n a nd/or advanced degree programs) S 52. Cooperate with p r o f e s s io n a l o r g a n iz a ti o n s in lobbying f o r v o c a t i o n a l - t e c h n i c a l education l e g i s l a t i o n S 35. Provide c o n s u l t a t i o n ( e . g . , f o r plann in g, implemen­ t a t i o n , o p e r a t i o n , o r e v a lu a t io n ) f o r vocational edu­ c a t io n programs S 59. Guide p r a c t i t i o n e r s in conducting meaningful r esear ch S Table 2 9 . - - Continued. % Saying Role Is I n a pp ro priate % Saying Role Is Appropriate Item # Statement 10.0 90.0 53. 10.5 89.5 40. Provide c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d p e r ­ sonnel ( e . g . , job placement, s p e c ia l e d ucation, remedial bas ic s k i l l s , teac hing a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 10.6 89.4 4. Develop p r e p a r a t o r y programs f o r support personnel ( e . g . , d i r e c t o r s o f fe d e ra l p r o j e c t s , job placement, fo llow-u p, conmunity r e l a t i o n s , curriculum) 10.6 89.4 Role Area Cooperate with school o f f i c i a l s t o recommend prac ­ titio n e r s for c e r tific a tio n 36. Provide c o n s u l t a t i o n f o r vocational education i n s t r u c t i o n a l plann ing, execution and e v alu atio n 10.8 89.2 48. Provide a system f o r gr an tin g c o ll e g e c r e d i t to prac­ t i t i o n e r s f o r previous exper iences in the world of work (which a r e r e l a t i v e t o th e course/program con­ t e n t in t h e i r teaching assignments) 11.1 88.9 43. Provide linkage (communication, understanding) between the va rio us l e v e l s and sequences of vo cational educa­ t i o n and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e d u c a ti o n , pre-v o c a ti o n a l e d u catio n , academic s u b je c ts 13.4 86.6 28. Address s p e c i f i c problems faced by non-degreed, annual ly au th oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r —supervised employee, to a p r o f e s s i o n — te a c h e r R&D S Table 2 9 .—Continued. % Saying Role Is I n a pp ro priate 13.4 13.5 % Saying Role Is Appropriate 86.6 86.5 Item # Statement 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i ty Commission, Occupational Information System) which r e l a t e to vocational education 3. Cooperate with th e S t a t e Department of Education in s e t t i n g and maintaining stan dard s f o r vocational te a c h e r c e r t i f i c a t i o n Role Area S R&D 13.5 86.5 42. Provide c o n s u lt a t i o n f o r w r i ti n g proposals S 13.8 86.2 39. Provide c o n s u lt a t i o n f o r in fu s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) i n t o vocational education programs S 38. Provide c o n s u l t a t i o n f o r co o r d in atin g co op erative education programs S 41. Provide c o n s u l t a t i o n f o r improving and expanding vo cational ed ucation options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i d e n t s , s p a r s e l y popu­ l a t e d r u r a l area r e s i d e n t s , m i n o r i t i e s , lim ite d E n g l is h -s p e a k e r s , handicapped, disadvantaged, m ig ra nts, males-females in sex-biase d occupations ) S 24. Conduct vocational education seminars on a r e g u l a r b a s is in geo graphic all y a c c e s s i b l e l o c a t i o n s T 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education S 14.4 14.4 14.8 16.3 85.6 85.6 85.2 83.7 Table 2 9 .—Continued. % Saying % Saying Role Is I n ap p ro p r ia te Role Is Appropriate J 18.9 81.1 54. 19.1 80.9 19.3 19.5 22.3 24.7 80.7 80.5 77.7 75.3 It Statement Role Area D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t te r or r e p o r t (on a r e g u l a r b a s i s ) d e s c r i b i n g vocational education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 37. Provide c o n s u l t a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r ia ls ) 1. Cooperate in the development of th e annual and f i v e - y e a r s t a t e plan f o r vocational education S R&D 46. Conduct S t a t e Department of Education developed a nd/or approved i n s e r v i c e workshops ( e . g . , competencybased education [CBE], em ploya bility s k i l l s , p l a c e ­ ment personnel) S 26. I n t e r p r e t th e S t a t e Plan f o r p r o fe s si o n a l development T 56. A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s S Table 2 9 .—Continued. % Saying Role Is In appro priate % Saying Role Is Appropriate Item # Statement Role Area 26.1 73.9 47. Conduct (in co oper ation with th e S t a t e Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 27.1 72.9 60. Cooperate in th e r e c ru itm e n t o f i n d i v i d u a l s from th e world o f work t o serve as p a r t - t i m e community co ll e g e f a c u l t y in h ighly s p e c i a l i z e d v o c a t i o n a l tec h n ic a l education programs S 29.2 70.8 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code T 29.7 70.3 19. I n t e r p r e t v o c a t i o n a l - t e c h n i c a l education l e g i s ­ lation T I n t e r p r e t the S t a t e Plan f o r vocational l e g i s ­ lation T 31.7 68.3 20. 131 T able 3 0 . — Number o f it em s s e l e c t e d as " a p p r o p r i a t e " r o l e s t a t e m e n t s f o r v o c a t i o n a l t e a c h e r e d u c a t o r s , by s e l e c t e d p e r c e n t a g e s o f the population. % of Population N of Items Cu mulative N o f Items Cum ulative % o f Items 95.1-100% 17 17 27.4 9 0 . 1 - 95% 19 36 58.0 8 5 . 1 - 90% 14 50 86.4 8 0 . 1 - 85% 5 55 8 7.7 7 5 . 1 - 80% 2 57 91.9 7 0 . 1 - 75% 4 61 98.3 6 8 . 3 - 70% 1 62 1 0 0.0 S e l e c t i n g Items as " A p p r o p r i a t e " While t h e s tu d y i n d i c a t e s t h a t a l l o f t h e it e m s on t h e q u e s ­ t i o n n a i r e were viewed a s a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs by t h e m a jo rity of th e re sp o n d en ts, a p r o b a b i li t y e x i s t s t h a t n o n - t r a d i t i o n a l , em er ging, o r f u t u r i s t i c r o l e s f o r VTEs were o m i t t e d from t h i s s t u d y . I d e n t i f i c a t i o n o f Concepts by F a c t o r A n a l y s i s ( Res ea rc h Q u e s tio n 6) The s i x t h r e s e a r c h q u e s t i o n was: "Do t h e r e s u l t s o f a f a c t o r a n a l y s i s s u p p o r t t h e c o n c e p t s o f r e s e a r c h and d e v e lo p m e n t , t e a c h i n g , and s e r v i c e , o r does i t d e t e r m in e o t h e r c e n t r a l c o n c e p t s which con­ s t i t u t e th e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' e x p e c t a t i o n f o r t h e r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs)?" To answer t h e q u e s t i o n , a p r i n c i p a l components f a c t o r a n a l y s i s was used t o c o n s t r u c t t h r e e i n i t i a l s c a l e s c o r r e s p o n d i n g t o t h e t h r e e factors. The t h r e e c l u s t e r s ( i . e . , t h e s c a l e s ) were d e f i n e d w ith 132 ite m s be in g p l a c e d in t h e c l u s t e r o n l y i f t h e item s had f a c t o r l o a d ­ in g s o f a t l e a s t .6 w it h t h e c o r r e s p o n d i n g o r t h o g o n a l f a c t o r . Nex t, on t h e b a s i s o f t h e item c o r r e l a t i o n s , i t e m - s c a l e c o r r e l a t i o n s , and i n t e r n a l c o n s i s t e n c y r e l i a b i l i t y , t h e s c a l e s were f u r t h e r r e f i n e d . This le d t o a s l i g h t m o d i f i c a t i o n o f t h e s c a l e s as d e f i n e d by t h e original fa c to r a n aly sis. ( F a c t o r a n a l y s i s i s n o t d e s i g n e d t o con­ s t r u c t s c a l e s , but r a t h e r to e x t r a c t orthogonal f a c t o r s . ) The t h r e e m o d i f i e d s c a l e s r e s u l t e d i n t h e f o l l o w i n g s t a n d a r d score c o e f f i c i e n t alp h as: T h r e e , 84. F a c t o r One, 93; F a c t o r Two, 92; and F a c t o r (See Appendix F f o r f a c t o r i n t e r c o r r e l a t i o n s and l o a d i n g m atrix.) While t h e t h r e e f a c t o r s d i d n o t s u p p o r t t h e c o n c e p t s o f r e s e a r c h and d ev elo p m en t, t e a c h i n g , and s e r v i c e as d e s c r i b e d in t h i s s t u d y , t h e item c l u s t e r s d i d t e n d t o s u p p o r t H a v e l o c k ' s l i n k i n g r o l e t h e o r y , a s d i s c u s s e d in C h a p te r I I . While t h e t h e o r y i n c l u d e s many types of lin k in g r o l e concepts (conveyor, c o n s u l t a n t , t r a i n e r , l e a d e r , i n n o v a t o r , d e f e n d e r , k n o w l e d g e - b u i l d e r s as l i n k e r s , p r a c t i t i o n e r a s l i n k e r , and t h e u s e r a s l i n k e r ) , F a c t o r One i n c l u d e d o n l y conveyor and c o n s u l t a n t r o l e i t e m s , F a c t o r Two i n c l u d e d change a g e n t con­ s u l t a n t and t r a i n e r r o l e i t e m s , and F a c t o r Three i n c l u d e d i n n o v a t o r r o le items. Within t h e F a c t o r One c l u s t e r o f 16 it e m s were 5 ite m s ( s e e T a ble 31) t h a t s u g g e s t e d a " conve yo r" t y p e o f r o l e and 11 item s t h a t suggested a c o n s u lta n t r o le . A cco rding t o H a v e l o c k ' s l i n k i n g r o l e t h e o r y , a con veyor i s a l s o known as a d i s s e m i n a t o r o r d i f f u s e r and Table 3 1 .—Factor Onea items, by co rrelation with Factor One S ca le, in d icatin g role category and rank o f item for vocational adm inistrators. r with Scale Item # Statement Category 86 22. P r o j e c t a comprehensive " p i c t u r e " of vocational education 80 38. Provide c o n s u l t a t i o n f o r co o r d in atin g co operati ve education programs x 50 76 59. Guide p r a c t i t i o n e r s in conducting meaningful r e s e a r c h x 48.5 76 20. I n t e r p r e t the S t a t e Plan f o r vocational education x 58.5 73 47. Conduct (in co oper ation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e con­ f ere nce s and meetings x 61 46. Conduct S t a t e Department o f Education developed and/or approved i n s e r v i c e workshops ( e . g . , competency-based educa­ t i o n [CBE], em ployabil it y s k i l l s , placement personnel) x 32 71 69 66 62 x Rank 18.5 55. Cooperate with p r a c t i t i o n e r s to solve "across the board" v o c a t i o n a l - te c h n i c a l education problems x 45.5 36. Provide c o n s u l t a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v a lu a tio n x 25 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) x 42 Table 31.--Continued. Role . Category A B r with Scale Item # 61 21. Encourage a commitment t o a p r o fe s s i o n a l code of e t h i c s X 10.5 61 15. Survey p r a c t i t i o n e r s (on a continuing b a s is ) to determine p r o fe s s i o n a l development needs and i n t e r e s t s X 7.5 A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s X 57 59 58 57 55 55 56. 51. 57. 60. 49. Statement Communicate a u x i l i a r y s e r v ic e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Information System) which r e l a t e to vocatio nal education Rank (1-62) 58.5 X A s s i s t in planning and conducting loca l and s t a t e needs assessment f o r vocational education X 51.5 Cooperate in th e re c ru itm e n t o f i n d i v i d u a l s from the world o f work to serve as p a r t - t i m e community c o ll e g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs X 51.5 Provide advice and/or answers f o r a v a r i e t y o f vocational education (and r e l a t e d ) questio ns /p roblem s (upon r e q u e s t by practitioners) X 47 aStandard score c o r r e l a t i o n alpha = 93. = conveyor; B = c o n s u lt a n t . 135 i s an i n d i v i d u a l who t a k e s knowledge from e x p e r t s o u r c e s and p a s s e s i t on t o n o n - e x p e r t p o t e n t i a l u s e r s (H av elo ck , 7 - 3 ) . The knowledge co uld be in t h e form o f r e s e a r c h d a t a , i n f o r m a t i o n d e r i v e d from r e s e a r c h , "packaged" knowledge i n t h e form o f c u r r i c u l a , p r i n t e d m a t e r i a l s and t r a i n i n g pr o g ram s , o r i t c o u ld be s u p p l i e s , p r o d u c t s , s e r v i c e s , o r p r a c t i c e s founded on o r d e r i v e d from s c i e n t i f i c knowl­ edge in one way o r a n o t h e r . The pure co nv ey or c o n c e p t s u g g e s t s t h a t such knowledge i s p a s s e d on b a s i c a l l y i n t h e same form t h a t i t i s received. Communication i s one-way. The co nveyor t e l l s "what" and i s needed t o p r o v i d e c r u c i a l t e c h n i c a l i n f o r m a t i o n a t t h e ti m e when t h e c l i e n t has need f o r i t ; however, t h e pseudo middleman r o l e o f conveyor i s f r e q u e n t l y s c o r n e d by s c h o l a r s and p r a c t i t i o n e r s , b e in g a f f o r d e d a s t a t u s s l i g h t l y above t h a t o f s e c r e t a r y . T a b le 31 shows t h a t 11 o f t h e F a c t o r One item s were o f t h e consultant role v a rie ty . A cco rding t o H a v e l o c k ' s t h e o r y , t h e con­ s u l t a n t i s n o t n e c e s s a r i l y a knowledge l i n k i n g r o l e a t a l l . Con­ s u l t a n t r o l e s i n c l u d e f a c i l i t a t o r , h e l p e r , o b j e c t i v e o b s e r v e r , and s p e c i a l i s t i n "how" t o d i a g n o s e n e e d s , how t o i d e n t i f y r e s o u r c e s , and how t o r e t r i e v e from e x p e r t s o u r c e s . The c o n s u l t a n t r o l e may be ver y p a s s i v e , a l m o s t a b y s t a n d e r r o l e , having t o be i n v i t e d t o h e l p . C o n s u l t a n t s may be e x p e d i t e r s — s e e i n g t o i t t h a t s e r v i c e i s g iv e n t o th e u s e r . C o n s u l t a n t s may a l s o be m e d i a t o r s when l i n k a g e c o n f l i c t s a r i s e among c l i e n t s . S e v e r a l o f t h e F a c t o r Two item s d e p i c t e d in T a b le 32 a r e o f a n o t h e r ty p e o f c o n s u l t a n t r o l e , t h a t o f change a g e n t c o n s u l t a n t — an Table 3 2 .—Factor Twoa item s, by co rrelation with Factor Two S cale, indicating r o le category and rank o f item for vocational adm inistrators. r with Scale 81 79 78 77 75 75 73 66 Item # Statement Category 31. I n v i t e p r a c t i t i o n e r s to share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 48. Provide a system f o r g r a n tin g c o lle g e c r e d i t t o p r a c t i t i o n e r s f o r previous ex periences in the world o f work (which ar e r e l a ­ t i v e to the course/program co n te nt in t h e i r teaching assignments x x 28. Address s p e c i f i c problems faced by non-degreed, annually auth oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, to a p r o f e s s io n —t e a c h e r ) 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s f o r certification 9 3.5 x x 27. T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o th e r curriculum a i d s ) Rank ^ _ 62^ 10.5 14 x 12 35. Provide c o n s u l t a t i o n ( e . g . , f o r pla nning, implementation, o p e r a t i o n , or e v a l u a tio n ) f o r vocational education programs x 34 58. Encourage a p p l i c a n t s f o r te a c h e r t r a i n i n g programs who possess ap p r o p r i a t e experiences in the world o f work x 27.5 24. Conduct vocational education seminars on a r e g u l a r b a s is in geographically a c c e s s i b l e l o c a t i o n s x 27.5 Table 3 2 .—Continued. r with Scale Item # 64 16. 59 58 57 55 13. 61. 7. 2. Statement Role . Category A B Rank (1-62) P a r t i c i p a t e in th e v o c a t i o n a l - te c h n i c a l ed ucation program a r t i c u l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational te a c h e r educators X 26 P a r t i c i p a t e in a p r o fe s s io n a l development plan ( f o r voca­ t i o n a l te a c h e r e ducators) which in cl udes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu dents X 24 A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta tio n s o f vocational te a c h e r educator s to c o l l e g e / u n i v e r s i t y po lic y makers X 22.5 Cooperate with the S t a t e Department o f Education vocational education p r o f e s s i o n a l s in th e development and u t i l i z a t i o n o f p r o f e s s io n a l development m a t e r i a l s and a c t i v i t i e s X 21 Engage in co operative planning with S t a t e Department of Education personnel res p o n s i b le f o r l e a d e r s h i p in p r o f e s ­ sional development o f p r a c t i t i o n e r s X 16 a Standard score c o e f f i c i e n t alpha = 92. = Change agent c o n s u l t a n t ; B = t r a i n e r . 138 a c t i v e p a r t i c i p a n t and c o l l a b o r a t o r and a co nveyor o f knowledge a b o u t t h e p r o c e s s o f change i t s e l f . r e a d i n e s s t o c h an g e. Such a c o n s u l t a n t b u i l d s a According t o H avelock, t h e change a g e n t con­ s u l t a n t e m p h as iz es t h e need f o r c l i e n t s e l f - d i a g n o s e s and problem d e f i n i t i o n , b u t a t t h e same tim e i s f l e x i b l e in s e r v i c e s r e n d e r e d . S e r v i c e s may r a n g e from a s s i s t i n g in d i a g n o s i s by showing t h e c l i e n t how t o c o n d u c t a s e l f - s u r v e y , o r by c o n d u c t i n g a s e l f - s u r v e y f o r t h e client. The change a g e n t c o n s u l t a n t may p r o v i d e t h e c l i e n t w i t h s k i l l s i n problem f o r m u l a t i o n and problem s o l v i n g and may make t h e c l i e n t aware o f v a r i o u s change s t r a t e g i e s . Within t h e F a c t o r Two c l u s t e r o f it e m s a r e n i n e o f t h e change a g e n t c o n s u l t a n t r o l e t y p e . Also w i t h i n t h e F a c t o r Two c l u s t e r a r e f o u r t r a i n e r r o l e i t e m s . A cco rding t o Havelock, t h e t r a i n e r works on t h e a s su m p tio n t h a t a body o f knowledge can be conveyed and s t o r e d f o r f u t u r e use in an e x t e n d e d , i n t e n s i v e l e a r n i n g e x p e r i e n c e u s u a l l y i n a s p e c i a l i z e d l e a r n i n g e n v i r o n m e n t. The t r a i n e r u s u a l l y has some a u t h o r i t y o v e r th e l e a r n e r and can use r e i n f o r c i n g t e c h n i q u e s ( c e r t i f i c a t e s , l e t t e r s o f recommendation, e t c . ) . He s a y s t h a t t h e p r o f e s s o r o f p r a c t i c e in t h e u n i v e r s i t y i s a most v i t a l t r a i n e r r o l e w i t h t h e r e s p o n s i ­ b i l i t y o f p a s s i n g on o r i n c u l c a t i n g u n d e r s t a n d i n g o f a p r o f e s s i o n into the next generation of p r a c t i t i o n e r s . "Because o f h i s s t r a t e g i c r o l e in t h e s o c i a l i z a t i o n o f t h e p r a c t i t i o n e r , t h e p r o f e s s o r ' s a t t i ­ t u d e s , t r a i n i n g , s k i l l s and o r i e n t a t i o n toward change w i l l have a major im pa ct on t h e p r o g r e s s i v e n e s s and i n n o v a t i v e n e s s o f an e n t i r e profession" (H avelock , 7 - 1 0 ) . He s a y s t h a t t h e c h i e f l i m i t a t i o n o f 139 the t r a i n e r r o le i s the lack o f continuing c o n ta c t with th e p r a c t i ­ t i o n e r , e s p e c i a l l y c o n t a c t in t h e f i e l d s e t t i n g . While o n l y f i v e item s c l u s t e r e d f o r F a c t o r T h r e e , a l l o f them were o f t h e i n n o v a t o r r o l e t y p e . (See T a b le 3 3 . ) Havelock s ay s t h a t t h e i n n o v a t o r i s t h e f i r s t p e r s o n i n a s o c i a l s ystem t o t a k e up a new i d e a and s e r v e a s i t s a d v o c a t e . While t h e i d e a may n o t have o r i g i n a t e d w i t h t h e i n n o v a t o r , t h a t p e r s o n i s m o t i v a t e d t o th e d e g r e e o f t o t a l l y i n v o l v i n g and i n v e s t i n g s e l f in t h e i n n o v a t i o n ; however, sometimes t h e id e a i n v e n t o r w i l l p e r s o n a l l y champion h i s / h e r own i d e a . Demographic P r o f i l e o f P o p u l a t i o n (R es earch Q u e s t io n 7) Demographic d a t a a b o u t t h e s u b p o p u l a t i o n s were c o l l e c t e d and a n a l y z e d t o answer t h e s e v e n t h r e s e a r c h q u e s t i o n : "What i s t h e demographic p r o f i l e o f t h e t o t a l p o p u l a t i o n ; and wh at demographic p a t t e r n s emerged t h r o u g h d a t a a n a l y s i s ? " Because t h e d i f f e r e n c e s among t h e s u b p o p u l a t i o n s were s l i g h t , o n l y an o v e r a l l p o p u l a t i o n p r o f i l e i s r e p o rte d f o r a l l but t h r e e o f th e v a r i a b l e s (background-a r e a o f s p e c i a l i z a t i o n , h i g h e s t l e v e l o f e d u c a t i o n a t t a i n e d , and sex). Present Position Even though p r e s e n t p o s i t i o n s o f t h e r e s p o n d e n t s were i n c l u d e d in t h e demographic d a t a , i t was n e c e s s a r y t o know t h e c u r r e n t p o s i t i o n o f e v e r y a d m i n i s t r a t o r w i t h i n t h e p o p u l a t i o n b e c a u s e t h e s u b p o p u la ­ t i o n s were t o be compared w i t h one a n o t h e r . A lthou gh 46 i n d i v i d u a l s Table 3 3 .—Factor Three3 item s, by correlation with Factor Three S cale, in d icatin g ro le category and rank o f item for vocational adm inistrators. r with Scale Item # 100 10. 78 78 58 56 11. 9. 6. 23. Statement Role . Category A B Rank (1-62) Cooperate with advisory committees in the development ( i . e . , needs assessment, planning, d e l i v e r y , e v a lu a tio n ) o f p r o fe s si o n a l development a c t i v i t i e s X 29 Cooperate in o b ta in in g and u t i l i z i n g data to improve voca­ t i o n a l education programs X 18.5 Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s s i o n a l w r i t i n g s ) X 38 I d e n t i f y , i n t e r p r e t and organize ideas (of collea gues and p r a c t i t i o n e r s , and o f s c h o la rs and /or l e a d e r s from o th e r f i e l d s ) t h a t have im p li c a tio n s f o r v o c a t i o n a l - te c h n i c a l education X 39 Teach by th e CBE (competency-based education) method X 5 a Standard score c o e f f i c i e n t alpha = 84. ^A = i nn ova to r; B = o t h e r . 141 d i d n o t r e t u r n u s a b l e q u e s t i o n n a i r e s , i n f o r m a t i o n on p r e s e n t p o s i t i o n had t o be c o l l e c t e d from them. As d e t a i l e d in C h a p t e r I I I , t h e y were s e n t l e t t e r s w i t h e n c l o s e d s e l f - a d d r e s s e d stamped p o s t c a r d s on which t h e y were t o r e p o r t o n l y t h e i r p o s i t i o n s . Even t h e n , f o u r i n d i v i d u a l s d i d n o t r e s p o n d , and had t o be t e l e p h o n e d f o r t h e i n f o r ­ m ation. T a b le 34 d i s p l a y s t h e p o s i t i o n s o f t h e p o p u l a t i o n . Six grou ps comprised t h e t o t a l p o p u l a t i o n o f 211 s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s , i n c l u d i n g 30 p o s t - s e c o n d a r y a d m i n i s t r a t o r s (community c o l l e g e d e a n s ) ( 1 4 . 2 p e r c e n t ) and 181 s e c o n d a ry a d m i n i s t r a t o r s ( 8 5 .8 percent). The t o t a l s e c o n d a r y group was d i v i d e d i n t o t h e f o l l o w i n g fiv e subpopulations: 78 v o c a t i o n a l a d m i n i s t r a t o r s (37 p e r c e n t ) , 39 CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s ( 1 8 .5 p e r c e n t ) , 24 a r e a c e n t e r p r i n c i p a l s ( 1 1 . 4 p e r c e n t ) , 16 s h a r e d - t i m e d i r e c t o r s ( 7 . 6 p e r ­ c e n t ) , and 24 o t h e r s ( 1 1 . 4 p e r c e n t ) . T a ble 3 4 . — P r e s e n t p o s i t i o n s o f t h e 211 s e l e c t e d v o c a t i o n a l adm inistrators. Present P osition P o s t - s e c o n d a r y (community c o l l e g e dean) Total secondary N % o f Total 30 14.2 (181) (85.8) V ocational d i r e c t o r 78 37.0 CEPD s p e c i a l i s t 39 18 .5 Area c e n t e r p r i n c i p a l 24 11 .4 Shared-time d i r e c t o r 16 7.6 Other (secondary vocatio n al a d m in is t r a to r s w ith a combination o f t i t l e s ) 24 11.4 T otal 211 100.l a a F i g u r e s do n o t eq u al 1 0 0 . 0 p e r c e n t b e c a u s e numbers were rounded o f f . 142 Number o f Enrol l e e s in Programs A d m i n i s t e r e d Only 145 o f t h e 165 r e s p o n d e n t s s u p p l i e d d a t a a b o u t t h e number o f e n r o l l e e s i n t h e i r programs. Of t h o s e 145, 71 (49 p e r c e n t ) r e p o r t e d fe w e r t h a n 999 e n r o l l e e s , 45 (31 p e r c e n t ) r e p o r t e d 1 ,0 0 0 1 , 9 9 9 , and 12 (8 p e r c e n t ) r e p o r t e d 2 , 0 0 0 - 2 , 9 9 9 e n r o l l e e s . Cumulatively, 88 p e r c e n t o f t h e r e s p o n d e n t s r e p o r t e d fe wer t h a n 3,000 e n r o l l e e s in t h e i r progra m s . (See T a ble 3 5 . ) T a ble 3 5 . — Number o f e n r o l l e e s i n programs a d m i n i s t e r e d by t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s (N = 1 45) . Number o f E n r o l l e e s Frequency A d j u s te d % Cumulative % o f Respondents 999 71 49 49 1,000- 1,999 45 31 80 2,000- 2,999 12 8 88 3 , 0 0 0 - 3, 999 1 1 89 4,000- 4,999 3 2 91 5 , 0 0 0 - 5 , 999 3 2 93 6,000- 6,999 2 1 94 7 , 0 0 0 - 7,999 1 1 95 8,000- 8,999 1 1 96 9 , 0 0 0 - 9,99 9 1 1 97 10,0 00 - 10,999 1 1 97 11,0 00 - 11,999 1 1 98 0- • • • • 2 6 , 0 0 0 - 26,9 9 9 1 1 99 2 7 , 0 0 0 - 27,9 99 1 1 99 550,000+ 1 1 100 Total 145 143 Number o f Years in P resen t P o s itio n The number o f y e a r s in p r e s e n t p o s i t i o n ranged from 1 t o 20, w i t h 5 y e a r s b ein g t h e most f r e q u e n t l y dents. (See T a b le 3 6 . ) r e p o r t e d by t h e 165 r e s p o n ­ The t a b l e r e v e a l s t h a t , c u m u l a t i v e l y , 55 p e r ­ c e n t had s p e n t 5 o r fewer y e a r s in t h e i r p r e s e n t p o s i t i o n , 90 p e r c e n t had s p e n t 10 o r few er y e a r s , and 99 p e r c e n t had s p e n t 16 o r fewer y ears in t h e i r p re s e n t p o s itio n . Ta ble 3 6 . — S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e in p r e s e n t p o s i t i o n . Number o f Years 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 T otal A d j u s te d % Cu mulative % o f Respondents 19 15 17 11 29 19 11 10 6 11 1 7 2 2 3 1 12 9 10 7 18 12 7 6 4 7 1 4 1 1 2 1 12 21 31 38 55 67 73 79 83 90 90 95 96 97 99 99 • • • • • • • • • • • • , , • • Frequency 1 165 1 100 144 Number o f Y e a r s ' E x p e r i e n c e in V o c a ti o n a l E d u c a t io n Teac hing A cco rding t o T a b le 37, t h e number o f y e a r s ' e x p e r i e n c e f o r t h e 158 r e p o r t i n g a d m i n i s t r a t o r s r an ge d from 0 t o 32, w i t h t h e m a j o r i t y (56 p e r c e n t ) r e p o r t i n g 8 o r fe wer y e a r s . Although t h e mode w a s 5 y e a r s , a c o n s i d e r a b l e number o f t h e r e s p o n d e n t s had had as many as 18 y e a r s ' experience. However, o n l y 10 p e r c e n t had had more th an 20 y e a r s ' vocational teaching experience. Number o f Y ear s' E x p e r i e n c e in V o c a ti o n a l E d u c a tio n A d m i n i s t r a t i o n The 165 r e s p o n d e n t s ' y e a r s o f e x p e r i e n c e as v o c a t i o n a l admin­ i s t r a t o r s ranged from 0 t o 33, w i th 5 y e a r s ' e x p e r i e n c e b ein g t h e mode, as i t was f o r y e a r s o f e x p e r i e n c e i n v o c a t i o n a l t e a c h i n g . T h i r t y - s e v e n p e r c e n t r e p o r t e d 5 o r fe wer y e a r s o f v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t i o n e x p e r i e n c e , 74 p e r c e n t r e p o r t e d 10 o r few er y e a r s , and 93 p e r c e n t r e p o r t e d 15 o r f ew er y e a r s o f such e x p e r i e n c e . (See T a b le 3 8 . ) Number o f Y ea rs' E x p e r ie n c e as a F u ll-T im e V o c a t i o n a l T e a c h e r E d u c a to r Although T a b le 39 i n d i c a t e s t h a t many o f t h e v o c a t i o n a l admin­ i s t r a t o r s had had c o n s i d e r a b l e e x p e r i e n c e as VTEs, t h e r e s e a r c h e r has re a s o n t o b e l i e v e t h a t many o f t h e r e s p o n d e n t s m ight have s u p p l i e d in c o rre c t inform ation regarding t h i s v a ria b le . The f o l l o w i n g might be r e a s o n s why i n c o r r e c t i n f o r m a t i o n was s u p p l i e d : 1. Res pondents m ig h t have s canned t h e q u e s t i o n n a i r e b e f o r e r e a d i n g t h e d i r e c t i o n s and d e f i n i t i o n s , and upon d i s c o v e r i n g t h e 145 T a b le 3 7 . - - S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e in v o c a t i o n a l e d u c a t i o n t e a c h i n g (N = 158) . T o f Years 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 F r e que„cy 7 3 3 8 12 20 10 11 15 4 10 4 8 1 3 7 2 2 9 4 2 2 5 8 13 6 7 9 3 6 3 5 1 2 4 1 1 6 4 6 8 13 21 34 40 47 56 59 65 • 68 73 73 75 80 81 82 88 3 1 2 2 2 3 2 1 1 1 1 2 90 91 92 93 94 96 1 1 1 1 97 98 99 99 ## 2 1 1 1 • Total • 1 158 • • 1 100 146 T a ble 3 8 . — S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e i n v o c a t i o n a l e d u c a t i o n a d m i n i s t r a t i o n (N = 165) 7 7 7 7 ^ Frequency 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 1 7 8 9 14 22 20 12 10 8 11 2 11 6 7 6 1 4 5 5 8 13 12 7 6 5 7 1 7 4 4 4 • • — • • 1 1 ## • 1 1 • • 1 1 2 • 33 0 9 9 • 1 1 1 • « 97 98 99 ## 1 99 1 100 • 1 T o ta l • • 1 • 94 95 96 3 ## 1 5 10 15 24 37 49 56 62 67 74 75 82 85 90 93 165 147 demographic d a t a s e c t i o n ( l a s t page) d e c i d e d t o com plete t h a t f i r s t . (Two u n u s a b le q u e s t i o n n a i r e s were r e t u r n e d w ith t h e dem ographic s e c ­ t i o n s c o m p l e t e d , b u t o n ly a few o f t h e 62 item s f i n i s h e d . ) 2. Res pondents m ig ht have m i s r e a d t h e i t e m as " v o c a t i o n a l teacher" in stead o f "vocational teach er ed u cato r." (On t h a t s e c t i o n , a few q u e s t i o n n a i r e s showed e v i d e n c e o f answers h a v in g been e r a s e d o r c r o s s e d o u t and a new answer s u p p l i e d . ) 3. Respo nd en ts m ight n o t have r e a d t h e d i r e c t i o n s , and s up­ p l i e d t h e i r own d e f i n i t i o n o f VTE, which i n some c a s e s t h e y e q u a t e d w ith v o c a t i o n a l t e a c h e r . ( A f t e r r e c e i v i n g a n s w e rs from two r e s p o n ­ d e n t s who o b v i o u s l y t h o u g h t t h e r e s e a r c h e r was s e e k i n g t o i d e n t i f y t h e i r r o l e e x p e c t a t i o n s f o r v o c a t i o n a l t e a c h e r s r a t h e r t h a n f o r VTEs, t h e r e s e a r c h e r t e l e p h o n e d one and w r o te t h e o t h e r and e x p l a i n e d t h e d i f f e r e n c e ; t h e r e s p o n d e n t s were s e n t new q u e s t i o n n a i r e s , which n e i t h e r completed. The two q u e s t i o n n a i r e s t h a t c o n t a i n e d o b v i o u s m i s u n d e r s t a n d i n g s were n o t us ed i n t h e d a t a a n a l y s i s . For t h e s e r e a s o n s , T a b l e 39 i s i n c l u d e d on ly as a p o i n t o f i n t e r e s t and i s n o t e v a l u a t e d f u r t h e r i n t h i s c h a p t e r . I t i s hoped t h a t t h e r e p o r t i n g o f t h i s a p p a r e n t m i s u n d e r s t a n d i n g m ig h t h e l p f u t u r e r e s e a r c h e r s a v o i d su ch p i t f a l l s as t h e one d e s c r i b e d . Number o f Y e a r s 1 E x p e r ie n c e as a P a r t- T im e V o c a t i o n a l T e a c h e r E d u c a to r To be a b i t c o l l o q u i a l , t h e n e x t t a b l e and accompanying d i s ­ c u s s i o n c o u ld be e n t i t l e d "Same Song, Second V e r s e , " s i n c e t h e y i n v o l v e t h e same a p p a r e n t m i s u n d e r s t a n d i n g . T a b l e 4 0 , howev er , i s 148 T a b le 3 9 . - - S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e as a f u l l - t i m e v o c a t i o n a l t e a c h e r e d u c a t o r (N = 1 3 1 ) . Number o f Years Frequency A d ju s te d % Cum ulative % o f Respondents 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 69 53 53 • • • • 2 5 5 9 9 2 3 3 2 2 1 2 1 3 2 2 1 1 1 • • 2 4 4 7 7 2 2 2 2 2 1 2 1 2 2 2 1 1 2 1 • • 2 25 26 27 1 — • • 54 58 62 69 76 77 79 82 83 85 85 87 88 90 92 93 94 95 96 97 • • 98 . * . * 1 99 1 100 . • 32 1 Total 131 149 p e r h a p s a more a c c u r a t e r e p r e s e n t a t i o n o f v o c a t i o n a l a d m i n i s t r a t o r s ' e x p e r i e n c e th a n i s T a b le 39, becaus e r e s p o n d e n t s ' t e a c h i n g p a r t - t i m e a s a VTE was a l i k e l y p o s s i b i l i t y . They m ight have t a u g h t some c o u r s e s a n d / o r p a r t i c i p a t e d i n u n i v e r s i t y e x t e n s i o n c o u r s e s as l e c ­ turers. F u r t h e r , o n l y 115 o f t h e 165 r e s p o n d e n t s s u p p l i e d t h e requested inform ation. tio n blank. F i f t y r e s p o n d e n t s (30 p e r c e n t ) l e f t t h e q u e s ­ I f t h e d a t a a r e a c c u r a t e , 39 o f t h e 115 who re sp on ded (36 p e r c e n t ) had had e x p e r i e n c e as a p a r t - t i m e VTE, w i th t h e m a j o r i t y having had o n l y one o r two y e a r s o f such e x p e r i e n c e . T a b le 4 0 . — S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e as a p a r t - t i m e v o c a t i o n a l t e a c h e r e d u c a t o r (N « 1 1 5 ) . A d ju s te d Number o f Years Frequency 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 76 9 11 6 3 2 1 66 8 10 5 3 2 1 • • • • % • 66 74 83 89 91 93 94 • 1 95 1 96 • • 1 • Cu mulative % o f Res pondents • • • • • 97 • • 1 1 • Total • • • 1 1 98 99 1 100 • 1 18 • 115 150 Number o f Y e a r s ' E x p e rie n c e i n an O c c u p a tio n a l S p e c i a l t y — Exc luding T e aching and A d m i n i s t r a t i o n Res pondents i n d i c a t e d from 0 t o 32 y e a r s ' e x p e r i e n c e i n an o c c u p a t i o n a l s p e c i a l t y , as e v i d e n c e d i n T a b le 41. E ighty-three per­ c e n t o f t h e r e s p o n d e n t s i n d i c a t e d 10 o r fe wer y e a r s . Four y e a r s ' e x p e r i e n c e was t h e mode, w i th 26 (17 p e r c e n t ) i n d i c a t i n g t h a t number. S ev en tee n (11 p e r c e n t ) o f th e r e s p o n d e n t s i n d i c a t e d t h e y had had no e x p e r i e n c e i n an o c c u p a t i o n a l s p e c i a l t y . A n o th e r 15 (9 p e r c e n t ) d i d n o t answer t h i s i t e m . Approximate Number o f Michigan V o c a ti o n a l T e a c h e r E d u c a t o r s Whom S elected Vocational A dm in istrato rs Know Well, on a P r o f e s s i o n a l B a s i s T a b le 42 shows t h a t t h e mode f o r t h e number o f VTEs known w ell p r o f e s s i o n a l l y was 10; 21 (13 p e r c e n t ) o f t h e 160 r e s p o n d e n t s reported t h a t f ig u r e . F i f t e e n (9 p e r c e n t ) o f t h e r e s p o n d e n t s r e p o r t e d knowing 20 VTEs w e l l ; 14 (9 p e r c e n t ) r e p o r t e d knowing 100 VTEs w e l l ; 13 (8 p e r c e n t ) r e p o r t e d knowing 14 VTEs w e l l ; and 10 (6 p e r c e n t ) r e p o r t e d knowing 6 VTEs w e l l . The r e m a in in g 87 r e s p o n d e n t s r e p o r t e d knowing v a r i o u s numbers o f VTEs, r a n g i n g from 0 t o 500. Since t h e e s t i m a t e d number o f VTEs in Michigan a p p r o x i m a te s 100, some v o c a t i o n a l a d m i n i s t r a t o r s must have been c o n f u s e d a b o u t i d e n t i f y i n g t h e s e i n d i ­ viduals. Background Area o f S p e c i a l i z a t i o n T a b l e 43 p o r t r a y s many c h a r a c t e r i s t i c s o f t h e p o p u l a t i o n r e l a t i v e t o r e s p o n d e n t s ' p r e s e n t p o s i t i o n and t h e i r background o f 151 T a b le 4 1 . — S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' number o f y e a r s ' e x p e r i e n c e i n an o c c u p a t i o n a l s p e c i a l t y , e x c l u d i n g t e a c h i n g and a d m i n i s t r a t i o n (N = 1 5 0 ) . Number o f Veers Frequency 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 17 1 9 15 26 15 14 7 8 3 10 3 2 2 3 4 2 — • 11 1 6 10 17 10 9 5 5 2 7 2 1 1 2 3 1 11 12 18 28 45 55 65 69 75 77 83 85 87 88 90 93 94 1 95 4 99 ,m ## 1 • • 6 • • .* 99 • 32 • 1 Total 150 • 1 • 100 152 T a b le 4 2 . — Approximate number o f v o c a t i o n a l t e a c h e r e d u c a t o r s known w e l l , on a p r o f e s s i o n a l b a s i s , by s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s (N = 1 6 0 ) . Number o f VTEs Known 0 2 3 4 5 6 7 8 10 11 12 13 15 18 20 23 25 30 35 40 50 52 60 75 100 150 175 200 300 350 500 Frequency 1 1 4 5 7 10 3 9 21 1 11 1 13 3 15 1 6 3 2 2 10 1 3 3 14 1 2 4 1 1 1 Total 160 ^ p o n d ^ s 1 1 2 3 4 6 2 6 13 1 7 1 8 2 •9 1 4 2 1 1 6 1 2 2 9 1 1 2 1 1 1 1 1 4 7 11 18 19 25 38 39 46 46 54 56 66 66 70 72 73 74 81 81 83 85 94 94 96 98 99 99 100 153 sp ecialization. For ex ample, t h e "% in S p e c i a l t y " row r e v e a l s t h a t more m i s c e l l a n e o u s r e s p o n d e n t s (7— 3 1 . 8 p e r c e n t ) had s e r v e d as com­ munity c o l l e g e dea ns t h a n i n o t h e r p o s i t i o n s . T h a t row a l s o shows t h a t more t r a d e and i n d u s t r i a l / i n d u s t r i a l a r t s r e s p o n d e n t s (27— 35 .5 p e r c e n t ) had s e r v e d as v o c a t i o n a l d i r e c t o r s t h a n i n o t h e r p o s i t i o n s ; t h a t more b u s i n e s s and o f f i c e e d u c a t i o n r e s p o n d e n t s ( 1 0 - - 5 0 p e r c e n t ) had s e r v e d as v o c a t i o n a l d i r e c t o r s ; more d i s t r i b u t i v e e d u c a t i o n r e s p o n d e n t s (7— 4 3 . 8 p e r c e n t ) had s e r v e d as a r e a c e n t e r p r i n c i p a l s th an i n o t h e r p o s i t i o n s ; more d i s t r i b u t i v e e d u c a t i o n / b u s i n e s s and o f f i c e e d u c a t i o n r e s p o n d e n t s (9— 50 p e r c e n t ) had s e r v e d as v o c a t i o n a l d i r e c t o r s ; and more a g r i c u l t u r e e d u c a t i o n r e s p o n d e n t s ( 4 - - 3 0 . 8 p e r c e n t ) had s e r v e d as CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s th a n i n o t h e r p o s i ­ tions. An e x a m i n a t i o n o f t h e "% i n P o s i t i o n " row r e v e a l s t h a t t r a d e and i n d u s t r i a l / i n d u s t r i a l a r t s r e s p o n d e n t s were t h e most h i g h l y r e p ­ r e s e n t e d s p e c i a l t y group in e v e r y p o s i t i o n e x c e p t t h a t o f a r e a c e n t e r p r i n c i p a l , in which t h e d i s t r i b u t i v e e d u c a t i o n s p e c i a l t y group was t h e most h i g h l y r e p r e s e n t e d . The t a b l e a l s o shows, i n t h e "% in P o s i t i o n " row, t h a t t h e r e s p o n d e n t s w i t h m i s c e l l a n e o u s backgr ou nds were b e s t r e p r e s e n t e d ( 3 0 .4 p e r c e n t ) i n t h e community c o l l e g e dean p o s i t i o n ; t r a d e and i n d u s t r i a l / i n d u s t r i a l a r t s r e s p o n d e n t s were b e s t r e p r e s e n t e d ( 5 8 . 8 p e r c e n t ) i n t h e p o s i t i o n " o t h e r " ; b u s i n e s s and o f f i c e e d u c a t i o n r e s p o n d e n t s were b e s t r e p r e s e n t e d ( 1 8 . 8 p e r c e n t ) i n t h e s h a r e d - t i m e d i r e c t o r p o s i t i o n ; d i s t r i b u t i v e e d u c a t i o n r e s p o n d e n t s were b e s t 154 Table 4 3 . —Se le ct ed vocational a d m i n i s t r a t o r s ' background are a o f s p e c i a l i z a t i o n , by p r e s e n t p o s i t i o n s . Background Area Pr ese nt P o s iti on CEPD A. c . S_T Spec. Pr in. Dir. c .c . Dean Voc> Dir. Total Miscellaneous N % in p o s i t i o n % in s p e c i a l t y % of voc. a d m i n i s t r a t o r s 7 30.4 31.8 4.2 5 8.6 22.7 3.0 5 13.9 22.7 3.0 2 13.3 9.1 1.2 1 6.3 4.5 .6 2 11.8 9.1 1.2 Trade and I n d u s t r i a l / I n d u s t r i a l Arts N % in p o s i t i o n % in s p e c i a l t y % of voc. a d m i n i s t r a t o r s 12 52.2 15.8 7.3 27 46.6 35.5 16.4 17 47.2 22.4 10.3 3 20.0 3.9 1.8 7 43.8 9.2 4.2 10 58.8 13.2 6.1 0 0 0 0 10 17.2 50.0 6.1 4 11.1 20.0 2 .4 1 6.7 5.0 .6 3 18.8 15.0 1.8 2 11.8 10.0 1.2 2 8.7 12.5 1.2 4 6.9 25.0 2.4 2 5.6 12.5 1.2 7 46.7 43.8 4.2 1 6.3 6.3 .6 0 0 0 0 0 0 0 0 9 15.5 50.0 5.5 4 11.1 22.2 2 .4 2 13.3 11.1 1.2 3 18.8 16.7 1.8 0 0 0 0 2 8.7 15.4 1.2 3 5.2 23.1 1.8 4 11.1 30.8 2 .4 0 0 0 0 1 6.3 7.7 .6 3 17.6 23.1 1.8 7.9 23 13.9 58 35.2 36 21.8 15 9.1 16 9.7 17 10.3 165 100.0 utner 22 13.3 76 46.1 Business and Offi ce Ed. N % in p o s i t i o n % in s p e c i a l t y % of voc. a d m i n i s t r a t o r s 20 12.1 D i s t r i b u t i v e Education N % in p o s i t i o n % in s p e c i a l t y % of voc. a d m i n i s t r a t o r s D i s t r i b u t i v e Education/ Business and Offi ce Ed. N % in p o s i t i o n % in s p e c i a l t y % of voc. a d m i n i s t r a t o r s Aqric. N % in % in % of Total N % 16 9.7 18 10.9 and Agric. Comb. position specialty voc. a d m i n i s t r a t o r s 13 155 r e p re s e n te d (46.7 p e rc e n t) in th e are a c e n t e r p r in c ip a l p o s i t i o n ; r e s p o n d e n t s w i t h a co m b in a ti o n background o f d i s t r i b u t i v e e d u c a t i o n / b u s i n e s s and o f f i c e e d u c a t i o n were b e s t r e p r e s e n t e d ( 1 8 . 8 p e r c e n t ) in t h e s h a r e d - t i m e d i r e c t o r p o s i t i o n ; and a g r i c u l t u r e e d u c a t i o n r e s p o n d e n t s were b e s t r e p r e s e n t e d (11.1 p e r c e n t ) i n t h e CEPD vocational-technical s p e c ia lis t p osition. T a b le 44 d i s p l a y s t h e rank o r d e r o f t h e background a r e a s o f s p e c i a l i z a t i o n , based on t h e number o f r e s p o n d e n t s w i t h i n each category. T a b le 4 4 . — Rank o f s p e c i a l t i e s f o r s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s . Rank S p e c i a l t y Area N Percent 1 Tr ad e and I n d u s t r i a l , I n d u s t r i a l A r t s 76 46.1 2 M iscellaneous 22 13.3 3 B u s i n e s s and O f f i c e E d u c atio n 20 12.1 4 B u s i n e s s and O f f i c e E d u c a t i o n / D i s t r i b u t i v e E d u c atio n 18 10.9 5 D i s t r i b u t i v e E d u c atio n 16 9.7 6 A g r i c u l t u r e and A g r i c u l t u r e Comb. 13 7.9 165 100. 0 T o ta l The breakdown o f t h e c a t e g o r i e s shown in T a b le 32 was as follow s: (1) 1 i n d u s t r i a l a r t s , 14 i n d u s t r i a l a r t s / t r a d e and i n d u s ­ t r i a l , and 61 t r a d e and i n d u s t r i a l ; (2) 2 t e c h n i c a l , 11 o t h e r [3 a d m i n i s t r a t i o n , 3 c o u n s e l i n g , 1 e c o n o m ic s , 1 s p e c i a l e d u c a t i o n , 1 t e a c h e r t r a i n i n g , and 1 v o c a t i o n a l program d e v e l o p m e n t ] , 1 home 156 economics e d u c a t i o n , 1 h e a l t h o c c u p a t i o n s e d u c a t i o n , 4 r e s p o n d e n t s w i t h a c o m b in a ti o n o f d i s t r i b u t i v e e d u c a t i o n / t r a d e and i n d u s t r i a l , 1 w i t h a c o m b i n a t i o n o f d i s t r i b u t i v e e d u c a t i o n / t r a d e and i n d u s t r i a l / industrial a r ts , 1 w ith t h e p r e v i o u s combinat ion p l u s m i s c e l l a n e o u s , and 1 w i t h d i s t r i b u t i v e e d u c a t i o n / h e a l t h o c c u p a t i o n s e d u c a t i o n / t r a d e and i n d u s t r i a l ; (3) 18 b u s i n e s s and o f f i c e e d u c a t i o n and 2 b u s i n e s s and o f f i c e e d u c a t i o n p l u s t r a d e and i n d u s t r i a l ; (4) 15 b u s i n e s s and o f f i c e / d i s t r i b u t i v e e d u c a t i o n and 3 b u s i n e s s and o f f i c e / d i s t r i b u t i v e e d u c a t i o n / t r a d e and i n d u s t r i a l ; (5) 16 d i s t r i b u t i v e e d u c a t i o n ; (6) 8 a g r i c u l t u r e , 1 a g r i c u l t u r e / o t h e r , 1 a g r i c u l t u r e / i n d u s t r i a l a r t s , 1 a g r i c u l t u r e / t r a d e and i n d u s t r i a l / o t h e r , 1 a g r i c u l t u r e / t r a d e and i n d u s t r i a l / i n d u s t r i a l a r t s , and 1 a g r i c u l t u r e / d i s t r i b u t i v e e d u c a t i o n / t r a d e and i n d u s t r i a l . Sex T a b le 45 i n d i c a t e s t h e sex o f t h e r e s p o n d e n t s oc cupying the v ario u s a d m i n i s t r a t i v e p o s i t i o n s . Although an overwhelming p e r c e n t a g e o f t h e r e s p o n d e n t s were males ( 9 0 .3 p e r c e n t ) , f e m a le s occupy 9 . 7 p e r c e n t o f t h e v o c a t i o n a l a d m i n i s t r a t o r p o s i t i o n s r e p r e ­ s e n t e d in t h i s s t u d y . The t a b l e r e v e a l s t h a t 6 ( o r 3 7 . 5 p e r c e n t ) o f t h e 16 fem ale r e s p o n d e n t s were v o c a t i o n a l d i r e c t o r s , a n o t h e r 3 ( o r 1 8 . 8 p e r c e n t ) were s h a r e d - t i m e d i r e c t o r s , and 2 ( o r 1 2 . 5 p e r c e n t ) s e r v e d i n each o f t h e f o l l o w i n g p o s i t i o n s : community c o l l e g e d e a n , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t , and o t h e r . was an a r e a c e n t e r p r i n c i p a l . One ( o r 6 . 3 p e r c e n t ) Among t h e fe m ale r e s p o n d e n t s , t h e 157 g r e a t e s t p r o p o rtio n (3— 18.8 p e rc e n t) held th e p o s i t i o n o f sh a re d ­ tim e d i r e c t o r . W ithi n th e t o t a l p o p u l a t i o n , f e m a l e s were b e s t r e p r e s e n t e d (6— 3 . 6 p e r c e n t ) i n t h e v o c a t i o n a l d i r e c t o r p o s i t i o n . T a b le 4 5 . — Sex o f s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s , by p r e s e n t position. Present Position Sex Total C.C. Dean Voc. Dir. CEPD Spec. n r c _t Prin. Dir. 0ther 21 91.3 14.2 12. 7 52 89.7 35.1 31.5 34 94.5 2 3.9 2 0.6 14 93.3 9.5 8.5 13 81.3 8.8 7.9 15 88.2 10.0 9.1 2 8.7 12.5 1.2 6 10.3 37.5 3.6 2 5.6 12.5 1.2 1 6.7 6.3 .6 3 18.8 18.8 1.8 2 11 .8 12.5 1.2 9.7 23 13.9 58 35.2 36 21.8 15 9.1 16 9.7 17 10.3 165 100.0 Male N % in p o s i t i o n % o f al 1 male voc. adm. % o f a l l voc. adm. 149 90.3 Female N % in p o s itio n % o f a l l female voc. adm. % o f a l l voc. adm. 16 T o ta l N % E d u c a t io n a l Level T a b le 46 d i s p l a y s t h e h i g h e s t l e v e l o f e d u c a t i o n a t t a i n e d by vocational a d m in is tr a to r s in th e various p o s i t i o n s . The t a b l e r e v e a l s t h a t , re g a rd le ss o f t h e i r p o s itio n , the h ig h e st percentage of respon­ dents had co m pleted work beyond t h e m a s t e r s l e v e l . I t a l s o shows 158 T a b le 4 6 . - - S e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' h i g h e s t l e v e l o f e d u c a t i o n a t t a i n e d , by p r e s e n t p o s i t i o n . — ■— — ~ - M — — p» J ...J _ !_ ! I- . _ I I I ------- II ■ i • II I H j -I n .H -1 1 II ■ II _ I IM-I .1 11-1111 ■» u m !■ H J — P— — mmm- Present Position E d u c a t io n a l Level C.C. Dean Voc. Dir. CEPD Spec. A-C Prin. 0 0 0 0 1 1. 7 100.0 .6 0 0 0 0 0 0 0 0 S-T Dir. Other T o ta l BA p lu s N % in p o s itio n % w it h BA % o f voc. adm. 0 0 0 0 0 0 0 0 .6 M ast ers N % in p o s i t i o n % w ith m a s t e r s % o f voc. adm. 4 1 7.4 22.4 2.4 5 8.6 27.8 3.0 3 8.3 16.7 1.8 3 20.0 1 6.7 1.8 2 12.5 11.1 1.2 1 5.9 5.6 .6 9 39.1 9.7 5. 5 30 51.7 32.3 18.2 24 66.7 25.8 14.5 6 40.0 6.5 3.6 13 81.3 14.0 7. 9 11 64.7 11.8 6.7 1 4.3 6.3 .6 9 15.5 56.3 5. 5 2 5.6 12.5 1.2 2 1 3.3 12.5 1.2 1 6.3 6.3 .6 1 5.9 6.3 .6 4 17.4 23.5 2.4 5 8.6 29.4 3.0 3 8.3 17.6 1.8 3 2.0 17.6 1.8 0 0 0 0 2 11.8 11.8 1. 2 5 21.7 25.0 3.0 8 1 3.8 40.0 4.8 4 11.1 20.0 2.4 1 6.7 5.0 .6 0 0 0 0 2 11.8 10. 0 1.2 12.1 23 13.9 58 35.2 36 21.8 15 9.1 16 9.7 17 10.3 165 100. 0 18 10. 9 MA p l u s N % in p o s i t i o n % w it h MA p l u s % o f voc. adm. 93 56.4 Specialist N % in p o s i t i o n % with s p e c i a l i s t % o f voc. adm. 16 9.7 S p e c i a l i s t plus N % in p o s i t i o n % with spec, plus % o f voc. adm. 17 10.3 Doctorate N % in p o sitio n % with d o c to r a te % o f voc. adm. 20 Total N % 159 t h a t t h e o n l y r e s p o n d e n t having a t t a i n e d l e s s t h a n a m a s t e r s d e g r e e was a v o c a t i o n a l d i r e c t o r ; and t h a t among r e s p o n d e n t s h a v in g a t t a i n e d m a s t e r s d e g r e e s , t h e r e p r e s e n t a t i o n was h i g h e s t among a r e a c e n t e r p rin cip als (20.0 p e r c e n t ) . Respondents who had completed c o u r s e work beyond t h e m a s t e r s l e v e l were b e s t r e p r e s e n t e d among s h a r e d - t i m e directors ( 8 1 .3 p e r c e n t ) . Those h o l d i n g s p e c i a l i s t s d e g r e e s were b e s t r e p r e s e n t e d among t h e v o c a t i o n a l d i r e c t o r s ( 1 5 .5 p e r c e n t ) . Respondents who had completed c o u r s e work beyond t h e s p e c i a l i s t d e g r e e were b e s t r e p r e s e n t e d among community c o l l e g e deans ( 1 7 .4 p e r c e n t ) , and t h o s e h o l d i n g d o c t o r a t e s were a l s o b e s t r e p r e s e n t e d among commu­ n i t y c o l l e g e deans ( 2 1 . 7 p e r c e n t ) . P r o f i l e o f t h e V o c a tio n a l A d m i n i s t r a t o r in Michigan The t y p i c a l v o c a t i o n a l a d m i n i s t r a t o r s e l e c t e d f o r t h i s s t u d y i s a male v o c a t i o n a l d i r e c t o r , who has been i n h i s p r e s e n t p o s i t i o n f i v e y e a r s , a d m i n i s t e r i n g programs f o r few er t h a n 999 e n r o l l e e s . His background a r e a o f s p e c i a l i z a t i o n i s t r a d e and i n d u s t r i a l e d u c a t i o n , and he has a c c u m u la te d c r e d i t s beyond h i s m a s t e r s d e g r e e . His e x p e r i ­ en ce i n c l u d e s f o u r y e a r s i n h i s o c c u p a t i o n a l s p e c i a l t y , f i v e y e a r s ' v o c a t i o n a l e d u c a t i o n t e a c h i n g , and f i v e y e a r s ' v o c a t i o n a l e d u c a t i o n adm inistration. He g e n e r a l l y l a c k s e x p e r i e n c e as e i t h e r a f u l l - t i m e o r p a r t - t i m e VTE; however, he knows a p p r o x i m a t e l y 15 VTEs w e l l , on a professional b a sis. Although t h e p r e c e d i n g p r o f i l e d e s c r i b e s t h e t o t a l p o p u l a t i o n , the following d iscu ssio n p resen ts m in i-p r o file s of the a d m in is tra to rs i n each o f s i x p o s i t i o n s . 160 The community c o l l e g e dean t y p i c a l l y i s male and has c om pleted c o u r s e work beyond t h e m a s t e r s d e g r e e , whereas 17.4 p e r c e n t o f h i s c o l l e a g u e s have a t t a i n e d a m a s t e r s d e g r e e and 4 3 . 4 p e r c e n t have advanced d e g r e e s . His background a r e a o f s p e c i a l i z a t i o n i s t r a d e and i n d u s t r i a l e d u c a t i o n , wher eas t h a t o f h i s c o l l e a g u e s i s g e n e r a l l y m i s ­ c e l l a n e o u s ; a few have back gr ou nd s i n e i t h e r d i s t r i b u t i v e e d u c a t i o n or a g ric u ltu re . None has a background i n b u s i n e s s e d u c a t i o n . The v o c a t i o n a l d i r e c t o r a l s o i s t y p i c a l l y male; however, 10. 3 p e r c e n t o f h i s a s s o c i a t e s a r e f e m a l e . He has a t t a i n e d t h e ed u ­ c a t i o n l e v e l o f m a s t e r s p l u s , b u t has t h e d i s t i n c t i o n o f having t h e o n ly c o l l e a g u e w i t h l e s s th a n a m a s t e r s d e g r e e . A l t o g e t h e r , 10.3 p e r ­ c e n t o f h i s c o l l e a g u e s have a t t a i n e d a lower e d u c a t i o n a l l e v e l th a n he, and 3 7 . 9 p e r c e n t have advanced d e g r e e s . His backgr ound a r e a o f s p e c i a l i z a t i o n i s t r a d e and i n d u s t r i a l e d u c a t i o n , b u t a l l o f t h e o t h e r background a r e a s o f s t u d y a r e r e p r e s e n t e d by h i s c o u n t e r p a r t s . The CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t i s a l s o t y p i c a l l y male. He, t o o , has a t t a i n e d t h e e d u c a t i o n a l l e v e l o f m a s t e r s p l u s , w it h o n l y 8 . 3 p e r c e n t o f h i s a s s o c i a t e s below t h a t l e v e l ; 25 p e r c e n t have a c h i e v e d advanced d e g r e e s . His background a r e a o f s p e c i a l i z a ­ t i o n i s t r a d e and i n d u s t r i a l e d u c a t i o n , b u t h i s c o l l e a g u e s r e p r e s e n t the various o th e r s p e c i a l t i e s , to a lim ite d degree. The a r e a c e n t e r p r i n c i p a l t y p i c a l l y i s m ale, and has o n l y one fe m ale c o u n t e r p a r t . He d i f f e r s from t h e o t h e r t y p e s o f s e c o n d a r y a d m i n i s t r a t o r s , who have back gr ound s in t r a d e and i n d u s t r i a l e d u c a t i o n , by h a v in g a background i n d i s t r i b u t i v e e d u c a t i o n . His c o u n t e r p a r t s 161 a l s o d i f f e r somewhat by having t h e d i s t i n c t i o n o f b e in g t h e g r e a t e s t p e r c e n t a g e who have a t t a i n e d a m a s t e r s d e g r e e . T h irty percent of h i s c o l l e a g u e s , however, have e a r n e d advanced d e g r e e s . The s h a r e d - t i m e d i r e c t o r g e n e r a l l y i s m a l e , b u t has t h e g r e a t e s t p e r c e n t a g e o f fe m ale a s s o c i a t e s ( 1 8 . 8 p e r c e n t ) . He, t o o , t y p i c a l l y has a t r a d e and i n d u s t r i a l b a c k g r o u n d , b u t has c o l l e a g u e s r e p r e s e n t i n g each o f t h e o t h e r s p e c i a l t i e s . N e a r ly a l l o f h i s a s s o ­ c i a t e s have a t t a i n e d t h e same l e v e l o f e d u c a t i o n as he ( m a s t e r s p l u s ) , w i t h o n l y 1 2.5 p e r c e n t h a v in g a c h i e v e d l e s s , and 6 . 3 p e r c e n t h a v in g e a r n e d an advanced d e g r e e . The " o t h e r " s e c o n d a r y a d m i n i s t r a t o r i s t y p i c a l l y m a le , has a background i n t r a d e and i n d u s t r i a l e d u c a t i o n , and l a c k s a s s o c i a t e s in t h e s p e c i a l t y a r e a s o f d i s t r i b u t i v e e d u c a t i o n and d i s t r i b u t i v e e d u c a t i o n / b u s i n e s s and o f f i c e e d u c a t i o n . He has a t t a i n e d an e d u c a ­ t i o n a l l e v e l beyond t h e m a s t e r s d e g r e e , whereas o n l y 5 . 9 p e r c e n t o f h i s c o l l e a g u e s have a t t a i n e d a low er l e v e l and 2 9 . 5 p e r c e n t have e a r n e d advanced d e g r e e s . VTE Tasks Ove rlo ok ed by Q u e s t i o n n a i r e ( R e s e a rc h Q u e s t io n 8) Res earch Q u e s t io n 8 a s k e d : "Does t h e p o p u l a t i o n f e e l t h a t any VTEs' t a s k s have been o v e r l o o k e d ? I f s o , which o n e s ? " a d d i t i o n a l t a s k s were s u g g e s t e d by t h e r e s p o n d e n t s . Some Only a few r e l a t e d t o t h e r o l e o f VTEs who a r e i n v o l v e d i n t h e p r o f e s s i o n a l dev el opm en t o f p r a c t i t i o n e r s . Those a d d i t i o n a l t a s k s were: Follow up f o r a t l e a s t t h r e e y e a r s each t e a c h e r i n u p d a t i n g management s k i l l s and t e s t i n g . 162 I n s e r v i c e new gr oups o f t e a c h e r s , c e r t i f i e d o r NOT, on c l a s s r o o m management. P r o v id e t r a i n i n g f o r p r a c t i t i o n e r s i n community r e l a t i o n s , a d m i n i s t r a t i o n and board o f e d u c a t i o n r e l a t i o n s . P r o v id e r e c i p r o c i t y between c o l l e g e s i n c o u r s e c r e d i t c e r t i f i c a t i o n requirem ents. P o p u l a t i o n ' s S u g g e s t i o n s f o r E n a b li n g VTEs t o Perform a S e r v i c e F u n c t i o n ( R es earch Q u e s tio n 9) The n i n t h r e s e a r c h q u e s t i o n a s k e d : "What s u g g e s t i o n s , i f a n y , does t h e p o p u l a t i o n have f o r e n a b l i n g VTEs t o pe r fo r m a s e r v i c e function? To answer t h i s q u e s t i o n , t h e a d m i n i s t r a t o r s were p r o v id e d w i t h t h e f o l l o w i n g s t a t e m e n t , and as ked f o r t h e i r s u g g e s t i o n s : At p r e s e n t , SERVICE i s n o t a u n i v e r s i t y f u n c t i o n t h a t i s supported/funded via the L e g is la tu re . Please l i s t and/or e x p l a i n any s u g g e s t i o n s you have t h a t m i g h t e n a b l e v o ca­ t i o n a l t e a c h e r e d u c a t o r s t o p e r fo r m t h i s r o l e (su ch a s a f u n d in g mechanism, g e n e r a t i o n o f c o n t i n u i n g e d u c a t i o n u n i t s , cooperation with p ro fe ssio n a l o r g a n iz a tio n s ) . T heir suggestions included: Some u n i v e r s i t y o r p r o f e s s i o n a l group ne ed s t o t a k e t h i s on a s a s p e c i f i c goal p r o j e c t — This i s a tough one. F e d e r a l g r a n t s a r e ab u n d a n t i n V o c a t i o n a l E d u c a t i o n — t e a c h e r t r a i n i n g and r e t r a i n i n g a r e h ig h p r i o r i t y it em s i n te r m s o f f e d e r a l f u n d i n g — u n i v e r s i t i e s and l o c a l system s c o u ld coo p­ e r a te in the w ritin g of grant re q u e sts . P riv ate or federal grants fo r id e n tifie d task s. S t a t e money can and i s a l l o c a t e d ( c a t e g o r i c a l ) f o r u n i v e r ­ s i t i e s t o p r o v i d e s e r v i c e such as t h e a r t i c u l a t i o n p r o j e c t s between community c o l l e g e s and s e c o n d a r y v o c a t i o n a l s c h o o l s . G e n e r a l l y , we have fu nds v i a added c o s t d o l l a r s t o c o n t r a c t f o r s e r v i c e s based on o u r n e e d s . E f f o r t s s h o u ld be d i r e c t e d t h r o u g h t h e e x i s t i n g v o c a t i o n a l e d u c a t i o n o r g a n i z a t i o n s (MOEA, MCVA, e t c . ) . Teacher educa­ t o r s must e x h i b i t s t r o n g l e a d e r s h i p w i t h i n t h e s e gr o u p s as 163 w ell as m e e tin g by t h e m s e l v e s . But i f you d o n ' t have t h e support o f the users o f your s e rv ic e s —fo rg e t i t . Users must view you as an i m p o r t a n t s o u r c e . Using PDAC [ P r o f e s s i o n a l Development A d vis ory C o u n c i l ] needs a s s e s s m e n t i n f o / r e s u l t s d e v e lo p "PILOT" o r " d e m o n s t r a t i o n " p r o j e c t s t o c o n v in ce t h e L e g i s l a t u r e t h a t SERVICES co u ld be provided. I b e l i e v e t h e r e must be a u n i v e r s i t y commitment t o t h i s e f f o r t . The Board o f T r u s t e e s may a l l o c a t e fu n d s o u t o f t h e S t a t e a p p r o p r i a t i o n t o p r o v id e t h i s s e r v i c e . I t s h o u ld be a p a r t o f t h e C o l l e g e o f E d u c a t i o n ' s b u d g e t . C o l l e g e and u n i v e r s i t y b u d g e ts s h o u ld a l l o w f o r f u n d in g i n house f o r v o c a t i o n a l e d u c a t i o n — When m i l l i o n s a r e a l r e a d y g iv e n t o h i g h e r e d u c a t i o n t h e d o l l a r s s h o u ld be a v a i l a b l e . Work w i t h i n t h e p r e s e n t e s t a b l i s h e d s ystem ; p a r t i c i p a t i o n w ith t h e MOEA would be a good s t a r t . CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Surnnary The Problem A p r im a r y purpose o f t h i s d e s c r i p t i v e r e s e a r c h s t u d y was t o p r o v i d e b a s e l i n e d a t a u s e f u l to v o c a t i o n a l t e a c h e r e d u c a t o r s (VTEs) i n a s s e s s i n g t h e i r p r e s e n t r o l e and i n p l a n n i n g f o r t h e i r f u t u r e co n­ trib u tio n to v o c a tio n al-te ch n ical education. A n o th e r pu r p o se o f t h i s s tu d y was t o p r o v i d e i n f o r m a t i o n which would s e r v e as a c a t a l y s t f o r communication between VTEs and o t h e r groups o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n p e r s o n n e l such a s s t a t e agency p r o f e s s i o n a l s , l o c a l admin­ i s t r a t o r s , s u p p o r t p e r s o n n e l , and c l a s s r o o m t e a c h e r s . The s p e c i f i c problem o f t h i s s t u d y was t o (1) d e t e r m i n e w h e th e r t h e r e i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o ca­ t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan VTEs who a r e in v o l v e d in t h e p r o f e s s i o n a l development o f p r a c t i t i o n e r s , and (2) d e t e r m in e w h e th e r t h e p o s i t i o n o f t h e a d m i n i s t r a t o r i n f l u e n c e s h i s / h e r r o l e expectations fo r those teacher educators. An a d d i t i o n a l i n t e n t o f t h e s t u d y was t o document demographic p a t t e r n s and p r o f i l e s o f t h e respondents. 164 165 R es e a r c h P r o c e d u r e s The p o p u l a t i o n f o r t h e s t u d y comp rised a l l 211 Michigan v o c a ­ t i o n a l a d m i n i s t r a t o r s l i s t e d i n t h e 1977-78 D i r e c t o r y o f V o c a tio n a l A d m i n i s t r a t o r s (MDE, V-TES, 19 77). S i n c e o p i n i o n s from t h o s e 211 i n d i v i d u a l s l o c a t e d t h r o u g h o u t Michigan were s o u g h t f o r t h i s s t u d y , t h e s u r v e y r e s e a r c h method u s i n g a m a i le d q u e s t i o n n a i r e was s e l e c t e d . The r e s e a r c h e r d ev elo p ed t h e i n s t r u m e n t , w i t h t h e a i d o f a c o n s u l t a n t i n t h e O f f i c e o f Re sea rc h C o n s u l t a t i o n , Michigan S t a t e U n i v e r s i t y , and s e v e r a l i n d i v i d u a l s who a r e knowledg ea ble a b o u t t h e r o l e o f VTEs. During t h e dev elopm en t o f t h e q u e s t i o n n a i r e , s t a t e m e n t s o f t a s k s (which t h e p r e l i m i n a r y r e s e a r c h and r e v ie w o f t h e l i t e r a t u r e i n d i c a t e d comprised t h e r o l e o f VTEs) were a r r a n g e d on a g r i d , which was d i v i d e d i n t o t h r e e VTE r o l e a r e a s : (2) TEACHING, and (3) SERVICE. (1) RESEARCH & DEVELOPMENT, These r o l e a r e a s were f u r t h e r d i v i d e d by (a ) P r o f e s s i o n a l Development o f P r a c t i t i o n e r s by VTEs, (b) Mutual P r o f e s s i o n a l Development Between P r a c t i t i o n e r s and VTEs, and ( c ) t h e P r o f e s s i o n a l S e lf- D e v e l o p m e n t o f VTEs. A t e n t a t i v e q u e s t i o n n a i r e was e v a l u a t e d by a j u r y o f t e n e x p e r t s , who had r e c e n t o r p r e s e n t e x p e r i e n c e a d m i n i s t e r i n g v o c a t i o n a l o r r e l a t e d programs i n M ich ig an . All o f t h e i r comments and s u g g e s ­ t i o n s were c a r e f u l l y n o t e d , a s was t h e a d v i c e o f a c o n s u l t a n t from t h e O f f i c e o f R e s e a r c h C o n s u l t a t i o n i n Michigan S t a t e U n i v e r s i t y ' s C o l l e g e o f E d u c a t i o n , w i t h whom t h e r e s e a r c h e r worked c l o s e l y . The number o f item s was reduced t o 62 , and t h e q u e s t i o n n a i r e was r e v i s e d 166 and r e p r o d u c e d f o r d i s t r i b u t i o n t o t h e 211 Michigan v o c a t i o n a l a d m in is tr a to r s s e le c t e d fo r th e study. Although t h e f i n a l i n s t r u m e n t c o n t a i n e d t h e g r o u p i n g s o f it e m s i n d i c a t e d on t h e g r i d , t h e items were n o t l a b e l e d as s u ch . R a t h e r , t h e 62 it e m s were l i s t e d c o n s e c u t i v e l y . The r e s p o n d e n t s were asked t o r e a d ea ch o f t h e 62 t a s k s t a t e m e n t s and d e c i d e (1) w h e t h e r o r n o t t h e y t h o u g h t t h e t a s k s h o u ld be p a r t o f t h e VTEs' r o l e and (2) i f s o , what l e v e l p r i o r i t y i t was ( l - - h i g h , 2--medium, 3— lo w ) ; o r , i f t h e y f e l t t h e t a s k was i n a p p r o p r i a t e , why? ( 4 - - someone e l s e s h o u ld do i t , 5— no one e l s e s h o u ld do i t ) . Then t h e y were t o check t h e r e s p o n s e t h a t b e s t ap p r o x im a te d t h e i r o p i n i o n . As a f u r t h e r e x p l o r a t o r y p r o c e d u r e , r e s p o n d e n t s were asked t o c o n t r i b u t e any t a s k s t a t e m e n t s t h e y t h o u g h t had been o v e r l o o k e d . The one open -e nded q u e s ­ t i o n on t h e s u r v e y asked them t o l i s t a n d / o r e x p l a i n any s u g g e s t i o n s t h a t m i g h t e n a b l e VTEs t o p erfo rm t h e SERVICE f u n c t i o n . Respo nde nts were a l s o asked t o co m p le te a dem ographic i n f o r m a t i o n s e c t i o n . The q u e s t i o n n a i r e s were coded w i t h i d e n t i f i c a t i o n numbers a n d , t o g e t h e r w it h a c o v e r l e t t e r and a stam ped , s e l f - a d d r e s s e d e n v e l o p e , t h e y were m a ile d t o t h e 211 s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s . e l i c i t a g r e a t e r r e s p o n s e , two f o l l o w - u p s were c o n d u c t e d . To The f i r s t was a p o s t c a r d r e m i n d e r , which was m a i l e d on May 3 t o t h e 11 non­ r e s p o n d e n t s ; t h e y were asked t o re sp o n d o r t o c a l l t h e r e s e a r c h e r ( c o l l e c t ) i f t h e y needed a n o t h e r q u e s t i o n n a i r e . For t h e second f o l l o w - u p , 20 o f t h e 61 n o n r e s p o n d e n t s were t e l e p h o n e d on May 15, and reminded e i t h e r p e r s o n a l l y o r by t h e i r s e c r e t a r i e s t o r e t u r n t h e 167 questionnaire. The r e m a i n in g 41 n o n r e s p o n d e n t s were s e n t a l e t t e r , which as ke d them t o re sp o n d by May 24, o r t o w r i t e a n o t e i n d i c a t i n g why t h e y had n o t r esponded t o th e q u e s t i o n n a i r e . Even though 7 8.2 p e r c e n t o f t h e p o p u l a t i o n r e t u r n e d u s a b l e q u e s t i o n n a i r e s , t h e s tu d y r e q u i r e d i n f o r m a t i o n r e g a r d i n g t h e p r e s e n t p o s i t i o n s o f 100 p e r c e n t o f t h e p o p u l a t i o n . To co m p l e t e t h i s a s p e c t o f d a t a c o l l e c t i o n , a n o t h e r l e t t e r w i t h an e n c l o s e d s ta m ped, s e l f addressed postcard was m a ile d t o t h e 46 n o n r e s p o n d e n t s . They were as ke d t o r e p o r t t h e i r p o s i t i o n s by c h e c k i n g t h e a p p r o p r i a t e r e s p o n s e s on t h e p o s t c a r d ; a l l b u t f o u r r e s p o n d e d , and t h o s e f o u r were t e l e ­ phoned f o r t h e i n f o r m a t i o n . The r e s p o n s e r a t e s were a s f o l l o w s : 23 o f 30 community c o l l e g e d e a n s , o r 7 6 . 6 p e r c e n t ; 58 o f 78 v o c a t i o n a l d i r e c t o r s , o r 7 4 . 3 p e r c e n t ; 36 o f 39 CEPD s p e c i a l i s t s , o r 9 2.3 p e r c e n t ; 15 o f 24 a r e a c e n t e r p r i n c i p a l s , o r 6 2 . 5 p e r c e n t ; 16 o f 16 s h a r e d - t i m e d i r e c ­ t o r s , o r 100 p e r c e n t ; and 17 o f 24 o t h e r s , o r 7 0 . 8 p e r c e n t . ("O thers" r e f e r t o s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s who o c c u p i e d a combina­ t i o n o f t h e p o s i t i o n s v o c a t i o n a l d i r e c t o r , C a r e e r E d u c a t io n P l a n n in g D i s t r i c t [CEPD] v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t , a r e a c e n t e r p r i n c i ­ p al, or shared-tim e d i r e c t o r . ) The d a t a were keypunched o n t o punch c a r d s and p r o c e s s e d u s i n g t h e computer f a c i l i t i e s a t Michigan S t a t e U n i v e r s i t y . The S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s was used t o pr og ra m , compute, and summarize t h e d a t a . 168 Findings The d a t a p r e s e n t e d in t h i s s t u d y were compiled from t h e r e s p o n s e s o f t h e 165 s e l e c t e d Michigan v o c a t i o n a l - t e c h n i c a l e d u c a t i o n a d m i n i s t r a t o r s ( 7 8 . 2 p e r c e n t ) who r e t u r n e d u s a b l e q u e s t i o n n a i r e s . To answer r e s e a r c h q u e s t i o n s 1, 2 , and 3 , t h e 62 q u e s t i o n ­ n a i r e i tem s were r a n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n and f o r t h e v a r i o u s s u b p o p u l a t i o n s , u t i l i z i n g t h e mean s c o r e which was c a l c u ­ l a t e d from t h e p r i o r i t y s c o r e a s s i g n e d t o t h e it e m ( 1 — h i g h , 2—medium, 3— low) by r e s p o n d e n t s who a g r e e d t h e it e m was an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs. Demographic d a t a f o r t h e t o t a l p o p u l a t i o n and f o r t h e v a r i o u s s u b p o p u l a t i o n s were co mpiled t o i d e n t i f y demographic p a t t e r n s and p r o f i l e s . The f o l l o w i n g i s a summary o f f i n d i n g s r e l a t ­ ing t o t h e s p e c i f i c r e s e a r c h q u e s t i o n s posed in t h i s s t u d y . R es earch Q u e s t i o n l .-- W h at i s t h e ran k o r d e r o f t h e 62 q u e s ­ t i o n n a i r e i t e m s , f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a ­ t i o n s ( i . e . , p o s t - s e c o n d a r y group [community c o l l e g e deans]*, t o t a l s e c o n d a r y g r oup; and s e c o n d a r y subg roup s [ v o c a t i o n a l d i r e c t o r s , C a r e e r E duc atio n P l a n n i n g D i s t r i c t - - C E P D - - v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and others])? ( T ab le 3 , C h a p t e r IV, d i s p l a y s t h e r a n k o r d e r i n g o f t h e 62 items [VTE r o l e s t a t e m e n t s ] f o r t h e t o t a l p o p u l a t i o n . The rank o r d e r i n g s o f t h e 62 item s f o r t h e s u b p o p u l a t i o n s a r e i n c l u d e d in Appendices G t h r o u g h M.) A co mpar ison o f t h e ra n g e i n mean s c o r e s o f t h e 62 i t e m s , by group, revealed t h a t th e shared-tim e d i r e c t o r s e x h ib ite d th e g r e a t e s t 169 a b i l i t y t o d i s c r i m i n a t e p r i o r i t y among i t e m s , f o l l o w e d , r e s p e c t i v e l y , by a r e a c e n t e r p r i n c i p a l s , CEPD s p e c i a l i s t s , p o s t - s e c o n d a r y , voca­ t i o n a l d i r e c t o r s , t o t a l p o p u l a t i o n , . t o t a l s e c o n d a r y , and o t h e r s . A com pa riso n o f t h e r a n g e i n p e r c e n t a g e s o f r e s p o n d e n t s who a g r e e d t h a t c e r t a i n item s were a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs showed t h a t a r e a c e n t e r p r i n c i p a l s e v i d e n c e d t h e g r e a t e s t a b i l i t y t o d i s c r i m i n a t e , f o l l o w e d , r e s p e c t i v e l y , by s h a r e d tim e d i r e c t o r s , v o c a t i o n a l d i r e c t o r s , p o s t - s e c o n d a r y , CEPD s p e c i a l i s t s , t o t a l s e c o n ­ d a r y , t o t a l p o p u l a t i o n , and o t h e r s . R es earch Q u e s t i o n 2 . — Which t a s k s , among t h o s e i d e n t i f i e d in t h e 62 q u e s t i o n n a i r e i t e m s , a r e r anked w i t h i n t h e to p 25 p e r c e n t f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t ­ s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a ry g r oup; and s e c o n d a r y su bg ro ups [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and others])? Items 32, 18, and 17 were among t h e t o p ran ke d 15 it e m s f o r t h e t o t a l p o p u l a t i o n a s w ell a s f o r e v e r y s u b p o p u l a t i o n . In rank o r d e r , t h e top 15 it e m s (25 p e r c e n t ) f o r t h e t o t a l p o p u l a t i o n a r e a s follow s: Role Area T 32. C o n t i n u a l l y u p d a te c o n t e n t and d e l i v e r y o f c o u r s e s a n d / o r p r o g ra m s , based on i n p u t from p r a c t i t i o n e r s T 18. F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m o t i v a ­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s T 17. Emphasize t h e dev el opm en t o f p r e s e n t and emerging c o m p e t e n c i e s needed by p r a c t i t i o n e r s 170 Role Area S 48 . P r o v i d e a system f o r g r a n t i n g c o l l e g e c r e d i t t o p r a c ­ t i t i o n e r s f o r p r e v i o u s e x p e r i e n c e s i n t h e w orld o f work (which a r e r e l a t i v e t o t h e c o u r s e / p r o g r a m c o n t e n t in t h e i r teaching assignments) T 23. Teach by t h e CBE ( com petency-b as ed e d u c a t i o n ) method R&D 14. M a in t a i n v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence th r o u g h p e r i o d i c e x p e r i e n c e s in t h e world o f work R&D 15. Survey p r a c t i t i o n e r s (on a c o n t i n u i n g b a s i s ) t o d e t e r ­ mine p r o f e s s i o n a l develop men t needs and i n t e r e s t s T 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) w i t h s u p e r v i s i n g t e a c h e r s T 31. I n v i t e p r a c t i t i o n e r s t o s h a r e t h e i r e x p e r t i s e ( a s r e s o u r c e p e r s o n s ) i n c r e d i t and n o n - c r e d i t c o u r s e s T 28. Address s p e c i f i c problems f a c e d by n o n - d e g r e e d , a n n u a l l y a u t h o r i z e d p e r s o n n e l ( e . g . , t h e t r a n s i t i o n from l a b o r — s u p e r v i s e d employee, t o a p r o f e s s i o n — t e a c h e r ) T 21. Encourage a commitment t o a p r o f e s s i o n a l code o f e t h i c s T 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f c o m m e r c ia lly p r e p a r e d modules o r o th e r curriculum a id s) R&D 3. C o o p e r a te w i t h t h e S t a t e Department o f E d u c a tio n in s e t t i n g and m a i n t a i n i n g s t a n d a r d s f o r v o c a t i o n a l t e a c h e r certificatio n T 30. C o o p e r a te w it h p r a c t i t i o n e r s t o p r o v i d e m eaningful l e a d e r s h i p e x p e r i e n c e s f o r i n d i v i d u a l s i n advanced d e g r e e programs S 53. C o o p e r a te w i t h school o f f i c i a l s t o recommend p r a c t i t i o n e r s for c e rtific a tio n Comparisons o f t h e t o p r an ke d 15 it e m s f o r t h e v a r i o u s gr oups a r e d e t a i l e d in C h a p t e r IV. The m a j o r i t y o f t h e t o p r an ked 15 ite m s f o r t h e t o t a l popu­ l a t i o n were i n t h e TEACHING r o l e a r e a . (See T a b le 1 6 . ) 171 The l e v e l o f agr ee m en t between t h e t o p r an ked 15 it e m l i s t s f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s groups ranged from 9 (60 p e r c e n t ) t o 13 ( 8 6 .7 p e r c e n t ) . sp ecialists' The CEPD v o c a t i o n a l - t e c h n i c a l l i s t and t h e s h a r e d - t i m e d i r e c t o r s ' l i s t included 9 (60 p e r c e n t ) , t h e a r e a c e n t e r p r i n c i p a l s ' l i s t i n c l u d e d 10 ( 6 6 .7 p e r c e n t ) , t h e community c o l l e g e d e a n s ' l i s t and t h e " o t h e r s ' " l i s t i n c l u d e d 11 ( 7 6 .7 p e r c e n t ) , and t h e v o c a t i o n a l d i r e c t o r s ' l i s t in c l u d e d 13 ( 8 6 .7 p e r c e n t ) o f t h e item s i n c l u d e d on t h e t o p ran ked 15 ite m s l i s t f o r t h e t o t a l p o p u l a t i o n . In r e g a r d t o t h e t o p ran ked 15 i t e m s , t h e n , t h e o r d e r o f i n c r e a s i n g ag reem ent w i t h t h e t o t a l p o p u l a t i o n , by g ro u p , i s : (1) CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s and s h a r e d - t i m e d i r e c t o r s , (2) a r e a c e n t e r p r i n c i p a l s , (3) community c o l l e g e de an s and " o t h e r s , " an d, i n c l o s e s t a greem en t w i t h t h e t o t a l p o p u l a t i o n , (4) v o c a t i o n a l d i r e c t o r s . (See T a b le 6 . ) The l e v e l o f agr ee m en t between t h e l i s t s o f t o p r an ked 15 item s f o r t h e t o t a l s e c o n d a r y group and i t s component s u b p o p u l a t i o n s was p r a c t i c a l l y t h e same a s t h e l e v e l o f agree m en t between l i s t s o f to p ranked 15 item s f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s component groups. (The t o t a l s e c o n d a r y g r o u p ' s t o p 16 i n c l u d e d t h e same i te m s as t h e t o t a l p o p u l a t i o n ' s t o p 1 5 , p l u s one i te m due t o a r a n k o r d e r tie .) The CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t and s h a r e d - t i m e d i r e c t o r subgroups were t h e o n l y ones t h a t i n c l u d e d t h e a d d i t i o n a l ite m . The l e v e l o f agr ee men t between t h e l i s t s o f to p ran ked 15 item s f o r t h e t o t a l s e c o n d a r y group and t h e v a r i o u s s u b p o p u l a t i o n s i n t h e i r i n c l u s i o n o f t h e to p 16 i t e m s ranged from 10 ( 6 2 . 5 p e r c e n t ) t o 13 ( 8 1 .2 p e r c e n t ) . The o r d e r o f i n c r e a s i n g agr e e m e n t w i t h t h e t o t a l 172 s e c o n d a r y group was (1) CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , s h a r e d - t i m e d i r e c t o r s , and a r e a c e n t e r p r i n c i p a l s , e a c h w i t h 10 (62.5 p e r c e n t ) ; (2) conmunity c o l l e g e dean s and o t h e r s , w i t h 11 ( 6 8 .7 p e r c e n t ) ; and (3) v o c a t i o n a l d i r e c t o r s , w it h 13 ( 8 1 .2 3 p e r c e n t ) . R es earch Q u e s t io n 3 . — Which t a s k s , among t h o s e i d e n t i f i e d in t h e 62 q u e s t i o n n a i r e i t e m s , a r e ran ked w i t h i n t h e bottom 25 p e r c e n t f o r t h e t o t a l p o p u l a t i o n and t h e v a r i o u s s u b p o p u l a t i o n s ( i . e . , p o s t ­ s e c o n d a r y group [community c o l l e g e d e a n s ] ; t o t a l s e c o n d a r y g r o u p ; and s e c o n d a r y s ubgro ups [ v o c a t i o n a l d i r e c t o r s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , a r e a c e n t e r p r i n c i p a l s , s h a r e d - t i m e d i r e c t o r s , and others])? Every one o f t h e v a r i o u s g r o u p s ' bottom r an ke d 15 item s l i s t s i n c l u d e d it e m s 42, 62, 56, and 54. The bottom ranked (25 p e r ­ c e n t ) q u e s t i o n n a i r e i t e m s , f o r t h e t o t a l p o p u l a t i o n , a r e as f o l l o w s : Role Area S 59. Guide p r a c t i t i o n e r s in c o n d u c t i n g meaningful r e s e a r c h S 45 . P r o v id e i n p u t ( e . g . , l e g i s l a t i v e , f u n d in g a l l o c a t i o n , program p l a n n i n g ) f o r p r o f e s s i o n a l develop men t a t s t a t e and n a t i o n a l l e v e l s S 38. P r o v id e c o n s u l t a t i o n f o r c o o r d i n a t i n g c o o p e r a t i v e edu­ c a t i o n programs S 57. A s s i s t i n p l a n n i n g and c o n d u c t i n g l o c a l and s t a t e needs assessment f o r vocational education S 60. C o o p e r a t e i n t h e r e c r u i t m e n t o f i n d i v i d u a l s from t h e world o f work t o s e r v e a s p a r t - t i m e community c o l l e g e f a c u l t y i n h i g h l y s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l ed u ­ c a t i o n programs T 26. I n t e r p r e t t h e S t a t e P l a n f o r p r o f e s s i o n a l dev elop m en t 173 Role Area R&D 1. C o o p e r a te i n t h e develo pment o f t h e an nua l and f i v e - y e a r s t a t e plan fo r vocational education S 42. P r o v i d e c o n s u l t a t i o n f o r w r i t i n g p r o p o s a l s S 62. P a r t i c i p a t e in a v a r i e t y o f v o c a t i o n a l e d u c a t i o n (and r e l a t e d ) e x p e rie n c e s as a v o lu n te e r S 56. A s s i s t in program p l a n n i n g w i t h Comprehensive Employment and T r a i n i n g Act (CETA) r e p r e s e n t a t i v e s T 20. I n t e r p r e t t h e S t a t e Plan f o r v o c a t i o n a l e d u c a t i o n S 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i t y Commission, O c c u p a ti o n a l I n f o r m a t i o n System) which r e l a t e t o v o c a t i o n a l e d u c a t i o n T 19. I n t e r p r e t v o c a t i o n a l - t e c h n i c a l e d u c a t i o n l e g i s l a t i o n S 47. Conduct ( i n c o o p e r a t i o n w i t h t h e S t a t e Department o f E d u c a t io n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s ) s t a t e c o n f e r e n c e s and m e e tin g s S 54. D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c r i b i n g v o c a t i o n a l e d u c a t i o n it e m s o f i n t e r e s t f o r and a b o u t p r a c t i t i o n e r s SERVICE r o l e s t a t e m e n t s co m pris ed t h e m a j o r i t y o f t h e bottom 15 item s s e l e c t e d by t h e t o t a l p o p u l a t i o n . (See T a b l e 2 6 . ) The l e v e l o f agr e e m e n t between t h e l i s t s o f bottom ra n k e d 15 item s f o r t h e t o t a l p o p u l a t i o n ( a s wel l as t h e t o t a l s e c o n d a r y group) and t h e v a r i o u s s u b p o p u l a t i o n s r a n g e d from 8 ( 5 3 . 3 p e r c e n t ) t o 13 ( 8 6 .7 p e r c e n t ) . The a r e a c e n t e r p r i n c i p a l s ' l i s t i n c l u d e d 8 ( 5 3 . 3 p e r c e n t ) o f t h e i t e m s i n c l u d e d on t h e l i s t f o r t h e t o t a l p o p u l a t i o n ; t h e s h a r e d - t i m e d i r e c t o r s ' l i s t i n c l u d e d 9 (60 p e r c e n t ) o f t h e it e m s i n c l u d e d on t h e l i s t f o r t h e t o t a l p o p u l a t i o n ; t h r e e s u b p o p u l a t i o n s ' lists (community c o l l e g e d e a n s , CEPD v o c a t i o n a l - t e c h n i c a l s p e c i a l i s t s , and o t h e r s ) i n c l u d e d 12 (80 p e r c e n t ) o f t h e i t e m s on t h e t o t a l 174 p o p u l a t i o n ' s l i s t ; and t h e v o c a t i o n a l d i r e c t o r s ' l i s t i n c l u d e d 13 ( 8 6 . 7 p e r c e n t ) o f t h e item s i n c l u d e d on t h e t o t a l p o p u l a t i o n ' s l i s t . (See T a b le 1 7 . ) Res e a r c h Q u e s t io n 4 . — I s t h e r e a d i f f e r e n c e between t h e means o f t h e t h r e e s u b s c a l e s ( r e s e a r c h and de v e lo p m e n t , t e a c h i n g , and s e r ­ v i c e ) f o r s e c o n d a r y v o c a t i o n a l a d m i n i s t r a t o r s and p o s t - s e c o n d a r y vocational a d m in istra to rs? There was no e v i d e n c e t o c l a i m t h a t t h e two groups were d i f f e r e n t on any o f t h e s u b s c a l e s . R es ea rch Q u e s t io n 5 . --Which v o c a t i o n a l t e a c h e r e d u c a t o r (VTE) t a s k s were most f r e q u e n t l y c i t e d as b e i n g a p p r o p r i a t e / i n a p p r o p r i a t e by t h e v o c a t i o n a l a d m i n i s t r a t o r s ? As i n d i c a t e d in C h a p te r IV on T a b le 29, e v e r y item on t h e q u e s t i o n n a i r e was c i t e d a s be ing an a p p r o p r i a t e r o l e s t a t e m e n t by p e r c e n t a g e s o f t h e p o p u l a t i o n r a n g i n g from 6 8 . 3 t o 100. However, seven item s were c i t e d as i n a p p r o p r i a t e r o l e s t a t e m e n t s by more th an 20 p e r c e n t o f t h e p o p u l a t i o n . They were: (22.3%) 26. I n t e r p r e t t h e S t a t e Plan f o r p r o f e s s i o n a l developmen t (24.7%) 56. A s s i s t i n program p l a n n i n g w it h Comprehensive Employment and T r a i n i n g Act (CETA) r e p r e s e n t a t i v e s (26.1%) 47. Conduct ( i n c o o p e r a t i o n w ith t h e S t a t e Departm ent o f E d u c a tio n v o c a t i o n a l e d u c a t i o n p r o f e s s i o n a l s ) s t a t e c o n f e r e n c e s and m e e tin g s (27.1%) 60. C o o p e r a te i n t h e r e c r u i t m e n t o f i n d i v i d u a l s from t h e world o f work t o s e r v e as p a r t - t i m e community c o l l e g e f a c u lty in highly s p e c ia liz e d v o c a tio n a l-te c h n ic a l e d u c a t i o n programs (29.2%) 25. I n t e r p r e t t h e v o c a t i o n a l c e r t i f i c a t i o n code (29.7%) 19. I n t e r p r e t v o c a tio n a l-te c h n ic a l education l e g i s l a t i o n (31.7%) 20 . I n t e r p r e t t h e S t a t e Plan f o r v o c a t i o n a l e d u c a t i o n 175 The p o p u l a t i o n may have o b j e c t e d t o t h e te r m " i n t e r p r e t " s i n c e a l l f o u r o f t h e q u e s t i o n n a i r e ite m s which began w i t h t h a t term were i n c l u d e d among t h o s e c i t e d a s bein g i n a p p r o p r i a t e r o l e s t a t e m e n t s f o r VTEs by more t h a n 20 p e r c e n t o f t h e p o p u l a t i o n . All b u t it e m 25 o f t h e p r e v i o u s l y l i s t e d seven were i n c l u d e d among t h e bottom ra n k e d 15 ite m s f o r t h e t o t a l p o p u l a t i o n , pp. 50-52 ( t h a t r a n k i n g was bas ed on t h e l e v e l o f im p o rta n c e o f i t e m s by r e s p o n ­ d e n t s who s e l e c t e d them as a p p r o p r i a t e r o l e s t a t e m e n t s ) . Therefore, item s 19, 20, 26, 47, 56, and 60 were found t o be i n a p p r o p r i a t e r o l e s t a t e m e n t s by more th an 20 p e r c e n t o f t h e p o p u l a t i o n , and were f u r t h e r c i t e d as be ing r e l a t i v e l y u n i m p o r t a n t by t h o s e who d i d s e l e c t them as be ing a p p r o p r i a t e r o l e s t a t e m e n t s . Res earch Q u e s tio n 6 . --Do t h e r e s u l t s o f a f a c t o r a n a l y s i s s u p p o r t t h e c o n c e p t s o f r e s e a r c h and d ev e l o p m e n t, t e a c h i n g , and s e r v i c e , o r does i t d e t e r m i n e o t h e r c e n t r a l c o n c e p t s which c o n s t i t u t e t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' e x p e c t a t i o n f o r t h e r o l e o f v o ca­ t i o n a l t e a c h e r e d u c a t o r s (VTEs)? While t h e f a c t o r e d c l u s t e r s d i d n o t match t h e r o l e c a t e ­ g o r i e s u n d e r l y i n g t h e s u r v e y i n s t r u m e n t , some c o i n c i d i n g o f it e m s d id occur. For ex am ple, t h e F a c t o r One c l u s t e r , as e x p l a i n e d i n C h a p te r IV, te n d e d t o i n c l u d e c o n veyor and c o n s u l t a n t r o l e c a t e g o r i e s a s d e s ­ c rib e d in Havelock's th e o r y . Twelve (75 p e r c e n t ) o f t h e 16 F a c t o r One item s were c l a s s i f i e d as " s e r v i c e " r o l e ite m s on n a i r e ( i t e m s 36, 37, 38, 46, the q u estio n ­ 4 7, 4 9 , 51, 55, 56, 57, 59, 6 0 ) . two ( 1 2 . 5 p e r c e n t ) o f t h e F a c t o r One Only ite m s ( 15, 21) were among t h e to p 176 r a n k e d 15 it e m s f o r t h e t o t a l p o p u l a t i o n , w h i l e e i g h t (50 p e r c e n t ) o f t h e ite m s ( 20, 38, 47, 49, 51, 56, 57, 60) were among t h e bottom ranked 15 items f o r t h e t o t a l p o p u l a t i o n . Three a d d i t i o n a l item s ( 37, 49, 55) were a l m o s t w i t h i n t h e bottom ran ke d 15 i t e m s . Because o f t h e o v e r a l l low r a n k i n g o f t h e F a c t o r One i t e m s , i t may be a p p r o p ­ r i a t e t o assume t h a t t h e p o p u l a t i o n does n o t p l a c e a premium on VTEs' conveyor/consultant ro le . In c o n t r a s t t o t h e F a c t o r One c l u s t e r , which had many low r an ke d i t e m s , t h e F a c t o r Two c l u s t e r o f 13 item s had no item r anked lower th a n 34 ( o f a p o s s i b l e h i g h o f 1 and low o f 6 2 ) , w i t h 5 o f them ( 3 8 . 5 p e r c e n t ) b e i n g among t h e t o p ra n k e d 15 item s ( 27, 28, 31, 48, 5 3 ) . The F a c t o r Two c l u s t e r c o n t a i n e d a c r o s s - s e c t i o n o f it e m s from t h e c a t e g o r i e s : f o u r r e s e a r c h and dev elop m en t item s ( 2 , 7 , 13, 1 6 ) ; f o u r t e a c h i n g item s (2 4, 27, 28, 3 1 ) ; and f i v e s e r v i c e item s (35 , 4 8, 53, 58, 6 1 ) . The F a c t o r Two it e m s te n d e d t o i n c l u d e change a g e n t c o n s u l t a n t and t r a i n e r r o l e s , a s d e s c r i b e d in H a v e l o c k ' s theory. T h is i n f o r m a t i o n s u g g e s t s t h a t t h e v o c a t i o n a l a d m i n i s t r a t o r s p l a c e a r a t h e r h ig h p r i o r i t y on such r o l e s f o r VTEs. Only f i v e it e m s c l u s t e r e d f o r F a c t o r T h r e e . them (80 p e r c e n t ) ( 6 , 9, 10, 11) were from t h e r e s e a r c h and dev elop m en t c a t e g o r y on t h e q u e s t i o n n a i r e . a teaching r o le . However, f o u r o f The f i f t h i t e m (23) was c l a s s i f i e d as A ll o f t h e it e m s i n t h e F a c t o r Three c l u s t e r t e n d e d to f i t Havelock's d e s c r i p t i o n o f th e inn ovator r o l e . While i te m 23 was among t h e t o p r a n k e d 15 ite m s f o r t h e v o c a t i o n a l a d m i n i s t r a t o r s , t h e o t h e r f o u r i t e m s were ranked from 18 t o 38 ( o f a p o s s i b l e high 177 o f 1 t o a low o f 6 2 ) . S eem ingly, t h e n , v o c a t i o n a l a d m i n i s t r a t o r s p l a c e a medium p r i o r i t y on an i n n o v a t o r r o l e f o r VTEs. In summary, t h e n , t h e f a c t o r a n a l y s i s p r o c e s s d i d n o t s u p p o r t t h e c o n c e p t s o f r e s e a r c h and d ev e l o p m e n t , t e a c h i n g , and s e r v i c e . R a t h e r , c e r t a i n l i n k i n g r o l e c o n c e p t s a s d e s c r i b e d by H a v e l o c k ' s t h e o r y were i d e n t i f i e d . Vocational a d m i n i s t r a t o r s ' apparent high- p r i o r i t y r o l e e x p e c t a t i o n s f o r VTEs i n c l u d e t h a t o f change a g e n t c o n s u l t a n t (an a c t i v e p a r t i c i p a n t and c o l l a b o r a t o r and a co nveyor o f knowledge a b o u t t h e p r o c e s s o f change i t s e l f ) and t r a i n e r ( i n d i v i d u a l w ith some a u t h o r i t y o v e r t h e l e a r n e r , who o f t e n u s e s r e i n f o r c i n g t e c h n i q u e s t o h e lp a l e a r n e r o b t a i n a body o f knowledge t o be used a t a future d ate). Also, vocational a d m in is tr a to r s a p p a re n tly place a medium p r i o r i t y on t h e i n n o v a t o r r o l e ( t h e f i r s t p er so n i n a s o c i a l system t o t a k e up a new i d e a and s e r v e as i t s a d v o c a t e ) f o r VTEs. They a p p a r e n t l y p l a c e a low p r i o r i t y on t h e co nve yo r r o l e (one who, t h ro u g h a one-way communication s y s te m , g i v e s i n f o r m a t i o n and t e l l s "what") and c o n s u l t a n t r o l e (one who g e n e r a l l y must be i n v i t e d t o p a r t i c i p a t e and t h e n t e l l s "how") f o r VTEs. Res earch Q u e s tio n 7 . — What i s t h e demographic p r o f i l e o f t h e t o t a l p o p u l a t i o n ; and what demographic p a t t e r n s emerged th r o u g h d a t a analysis? The t y p i c a l v o c a t i o n a l a d m i n i s t r a t o r s e l e c t e d f o r t h i s s t u d y i s a male v o c a t i o n a l d i r e c t o r , who has been in h i s p r e s e n t p o s i t i o n f i v e y e a r s , a d m i n i s t e r i n g programs f o r f e w e r th an 999 e n r o l l e e s . His background a r e a o f s p e c i a l i z a t i o n i s t r a d e and i n d u s t r i a l e d u c a t i o n , 178 and he has a c cu m u lated c r e d i t s beyond h i s m a s t e r s d e g r e e . His e x p e r i e n c e i n c l u d e s f o u r y e a r s in h i s o c c u p a t i o n a l s p e c i a l t y , f i v e y e a r s ' v o c a t i o n a l e d u c a t i o n t e a c h i n g , and f i v e y e a r s ' v o c a t i o n a l ed u­ cation adm inistration. He g e n e r a l l y l a c k s e x p e r i e n c e a s e i t h e r a f u l l - t i m e o r p a r t - t i m e VTE; however, he knows a p p r o x i m a t e l y 15 VTEs w e l l , on a p r o f e s s i o n a l b a s i s . M in i-p ro file s of the a d m in istra to rs in each o f s i x p o s i t i o n s a r e r e p o r t e d i n C h a p te r IV, pages 159-161. Res earch Q u e s tio n 8 . — Does t h e p o p u l a t i o n f e e l t h a t any VTEs' t a s k s have been o v e r l o o k e d ? I f s o , which ones ? Some a d d i t i o n a l t a s k s were s u g g e s t e d by t h e r e s p o n d e n t s , i n c l u d i n g t h e need f o r VTEs t o f o l l o w up f o r a t l e a s t t h r e e y e a r s on new t e a c h e r s ' management and t e s t i n g s k i l l s , and t o i n s e r v i c e new gr oups o f t e a c h e r s , even i f t h e y a r e c e r t i f i e d , on c l a s s r o o m management. Another s u g g e s t i o n i s t h a t VTEs s h o u ld p r o v i d e t r a i n i n g f o r p r a c t i t i o n e r s i n community r e l a t i o n s , a d m i n i s t r a t i o n , and board o f e d u c a t i o n r e l a t i o n s . Also s u g g e s t e d was t h e need t o p r o v i d e r e c i p r o c i t y between c o l l e g e s in c o u r s e c r e d i t c e r t i f i c a t i o n requirem ents. R es ea rch Q u es tio n 9 . — What s u g g e s t i o n s , i f a n y , does t h e popu­ l a t i o n have f o r e n a b l i n g VTEs t o per fo rm a s e r v i c e f u n c t i o n ? Although no g r a n d i o s e p la n emerged f o r e n a b l i n g VTEs t o pe r fo r m a s e r v i c e r o l e (which i s n o t a u n i v e r s i t y f u n c t i o n t h a t i s s u p p o r t e d / f u n d e d by t h e l e g i s l a t u r e ) , respondents submitted several s u g g e stio n s, in clu d in g : 1. Some u n i v e r s i t y o r p r o f e s s i o n a l group s h o u ld t a k e t h i s on a s a s p e c i a l p r o j e c t . 2. C o o p e r a t e w i th a l o c a l system t o w r i t e g r a n t r e q u e s t s to t r a in / r e t r a i n teachers. 3. S o lic it p riv a te or federal grants for id e n tifie d tasks. 179 4. C ontract with vocational a d m in is tra to rs to provide s e r ­ v i c e s , t o be f i n a n c e d w i t h a d d e d - c o s t f u n d s . 5. D i r e c t s e r v i c e e f f o r t th ro u g h e x i s t i n g v o c a t i o n a l edu­ c a t i o n o r g a n i z a t i o n s (Michigan O c c u p a t io n a l E d u c atio n A s s o c i a t i o n o r Michigan Council o f V o c a t i o n a l Adminis­ t r a t o r s ) ; e x h i b i t l e a d e r s h i p t o them and g a i n t h e i r support. 6. D em onstr ate t o t h e l e g i s l a t u r e , th r o u g h p i l o t p r o j e c t s , t h a t s e r v i c e s c o u ld be p r o v i d e d . 7. S e r v i c e s h o u ld be p a r t o f t h e C o l l e g e s o f E d u c a t i o n ' s budgets. C o n c lu s i o n s 1. No m a t t e r w h e t h e r t h e r e s p o n d e n t s were c a t e g o r i z e d i n t o s u b p o p u l a t i o n s o r c o n s i d e r e d a s a w hole, t h e m a j o r i t y a g r e e d t h a t each o f t h e 62 r o l e s t a t e m e n t s l i s t e d on t h e q u e s t i o n n a i r e was a p p r o p r i a t e f o r VTEs. In o t h e r words, t h e m a j o r i t y o f t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s e x p e c t e d VTEs t o f u l f i l l ( t o some e x t e n t ) e a c h o f t h e 62 t a s k s s t a t e d on t h e q u e s t i o n n a i r e . However, a s s t a t e d in t h e l i m i t a t i o n s o f t h e s t u d y (page 1 0 ) , i t should be n o te d t h a t t h e s u r v e y it e m s ev o lv e d from a r e v ie w o f t h e l i t e r a t u r e and t h e r e ­ f o r e r e f l e c t t r a d i t i o n a l r o l e e x p e c t a t i o n s r a t h e r th a n n o n - t r a d i t i o n a l , em er g in g , o r f u t u r i s t i c r o l e e x p e c t a t i o n s f o r VTEs. 2. R e g a r d l e s s o f w h e t h e r t h e 62 q u e s t i o n n a i r e it e m s were ra n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n o r f o r t h e v a r i o u s s u b p o p u la ­ t i o n s , t h r e e item s ( a l l from t h e t e a c h i n g r o l e a r e a ) were l i s t e d among t h e t o p 15. Those item s were: 32. C o n t i n u a l l y u p d a t e c o n t e n t and d e l i v e r y o f c o u r s e s a n d / o r pr o g ram s , based on i n p u t from p r a c t i t i o n e r s 18. F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m o t i v a ­ t i o n a l and i n s t r u c t i o n a l s t r a t e g i e s 180 17. Emphasize t h e develo pment o f p r e s e n t and emerging com­ p e t e n c i e s needed by p r a c t i t i o n e r s (Of a l l 62 i t e m s , o n ly number 18 was s e l e c t e d a s an a p p r o p r i a t e r o l e s t a t e m e n t f o r VTEs by e v e r y r e s p o n d e n t . ) 3. R e g a r d l e s s o f w h e th e r t h e 62 q u e s t i o n n a i r e item s were ra n k o r d e r e d f o r t h e t o t a l p o p u l a t i o n o r f o r t h e v a r i o u s s u b p o p u la ­ t i o n s , f o u r item s ( a l l from t h e s e r v i c e r o l e a r e a ) were l i s t e d among t h e bo ttom 15. Those item s were: 42. Provide c o n s u lt a t i o n f o r w r itin g proposals 62. P a r t i c i p a t e in a v a r i e t y o f v o c a t i o n a l e d u c a t i o n (and r e l a t e d ) e x p e r i e n c e s as a v o l u n t e e r 56. A s s i s t in program p l a n n i n g w i t h Comprehensive Employment and T r a i n i n g Act (CETA) r e p r e s e n t a t i v e s 54. D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c r i b i n g v o c a t i o n a l e d u c a t i o n item s o f i n t e r e s t f o r and a b o u t p r a c t i t i o n e r s 4. A continuum t e n d s t o e x i s t among t h e s u b p o p u l a t i o n s r e g a r d i n g t h e i r s i m i l a r i t i e s and d i s s i m i l a r i t i e s . The v o c a t i o n a l d i r e c t o r s were c l o s e s t i n agr e e m e n t w i t h t h e t o t a l p o p u l a t i o n , f o l ­ lowed by t h e community c o l l e g e dea ns and o t h e r s , CEPD v o c a t i o n a l t e c h n i c a l s p e c i a l i s t s and s h a r e d - t i m e d i r e c t o r s , and w it h t h e l e a s t ag r e e m e n t— a r e a c e n t e r p r i n c i p a l s . 5. With t h e e x c e p t i o n o f one i n d i v i d u a l , t h e s e l e c t e d voca ­ t i o n a l a d m i n i s t r a t o r s p o s s e s s t h e formal d e g r e e s r e q u i r e d , r e g a r d l e s s of t h e i r p re s e n t p o s it i o n s ; t h e r e f o r e , a d d itio n a l schooling w ill not be r e q u i r e d f o r them u n l e s s c r e d e n t i a l r e q u i r e m e n t s change. 6. Only o n e - f i f t h o f t h e s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s have back gr ou nd s in a r e a s o t h e r t h a n i n d u s t r i a l e d u c a t i o n o r b u s i n e s s 181 a n d / o r d i s t r i b u t i v e e d u c a t i o n ; t h e r e f o r e many s p e c i a l t y a r e a s ( p a r ­ t i c u l a r l y h e a l t h and home eco nom ics) a r e s p a r s e l y r e p r e s e n t e d . 7. There i s an i n t e l l i g i b l e e x p e c t a t i o n among Michigan v o c a ­ t i o n a l a d m i n i s t r a t o r s a b o u t t h e r o l e o f Michigan VTEs. The a d m i n i s ­ t r a t o r s e x p e c t t h e VTEs t o p e r fo r m a t r a d i t i o n a l r o l e a s d e s c r i b e d by t h e r o l e s t a t e m e n t s in t h e q u e s t i o n n a i r e ; however, a t t h e same tim e t h e a d m i n i s t r a t o r s e x p e c t VTEs t o p l a c e a high p r i o r i t y on t h e i r t r a i n e r and change a g e n t c o n s u l t a n t r o l e s and t o some e x t e n t on t h e i r innovator r o le . On t h e o t h e r hand, a d m i n i s t r a t o r s e x p e c t VTEs t o d e - e m p h a s iz e t h e i r c o nveyor and c o n s u l t a n t r o l e s . Recommendations Based on t h e f i n d i n g s o f t h i s s t u d y , t h e f o l l o w i n g recommen­ d a t i o n s a r e made: 1. That v o catio n al te a c h e r ed u cato rs tak e s te p s i n d i v i d u a l l y and c o l l e c t i v e l y t o : a. i d e n t i f y r o l e e x p e c t a t i o n s t h a t can and s h o u ld be m e t, and t a k e s t e p s t o meet them. b. i d e n t i f y r o l e e x p e c t a t i o n s t h a t s h o u ld b u t c a n n o t be m e t , due t o c i r c u m s t a n c e s beyond t h e VTEs' c o n t r o l . c. i d e n t i f y th e c o n t r o l l e r o f th e circum stance preventing VTEs from m e e tin g t h e r o l e e x p e c t a t i o n s . d. communicate t o t h e c o n t r o l l e r o f t h e c i r c u m s t a n c e (M ichi­ gan D epartm ent o f E d u c a t i o n o r t h e i n s t i t u t i o n s o f h i g h e r e d u c a t i o n ) t h e dilemma o f t h e VTEs who f e e l a need t o meet c e r t a i n r o l e e x p e c t a t i o n s o f v o c a t i o n a l a d m i n i s t r a ­ t o r s ; a s k f o r s u p p o r t i n r e s o l v i n g t h e dilemma. e. i d e n t i f y r o l e e x p e c t a t i o n s t h a t VTEs s h o u ld n o t m e e t , even i f t h e y c o u l d , and communicate t h o s e t o a p p r o p r i a t e i n d i ­ v i d u a l s ( v o c a t i o n a l a d m i n i s t r a t o r s , Michigan D epartm ent o f Education, i n s t i t u t i o n s o f h ig h er e d u c a tio n ) . 182 2. T h a t v o c a t i o n a l t e a c h e r e d u c a t o r s s h o u ld d e c i d e among t h e m s e l v e s who q u a l i f i e s a s a v o c a t i o n a l t e a c h e r e d u c a t o r ; d e v e l o p an a p p r o p r i a t e j o b d e s c r i p t i o n ; and communicate i t t o t h e v o c a t i o n a l a d m i n i s t r a t o r s , Michigan Department o f E d u c a tio n p r o f e s s i o n a l s ( e s p e c i a l l y w i t h i n t h e O f f i c e o f P r o f e s s i o n a l Development and t h e V o c a t i o n a l - T e c h n i c a l E d u c a t io n S e r v i c e ) , and d e c i s i o n makers w i t h i n i n s t i t u t i o n s o f higher education. 3. T h a t v o c a t i o n a l t e a c h e r e d u c a t o r s d e v e lo p a t y p e o f e cos ystem t o keep them inform ed o f t h e i r s t a t u s r e g a r d i n g v o c a t i o n a l a d m i n i s t r a t o r s ' and o t h e r p r a c t i t i o n e r s ' r o l e e x p e c t a t i o n s f o r VTEs. 4. Now t h a t b a s e l i n e d a t a have been documented r e l a t i v e t o e x p e c t a t i o n s f o r VTEs' t r a d i t i o n a l r o l e , a s t u d y should be c ond ucted t o i d e n t i f y n o n - t r a d i t i o n a l , e m e r g in g , o r f u t u r i s t i c r o l e e x p e c t a t i o n s f o r VTEs. APPENDICES 183 APPENDIX A MEMORANDUM TO JURY OF EXPERTS 184 APPENDIX A MEMORANDUM TO JURY OF EXPERTS TO: Members o f J u r y o f E x p e r t s FROM: L o r e t t a L. Grobe SUBJECT: Evaluation of T e n ta tiv e Q uestionnaire Thank you f o r a g r e e i n g t o a s s i s t me in e v a l u a t i n g t h e e n c l o s e d q u e s t i o n n a i r e which w i l l be used t o s u r v e y s e l e c t e d v o c a t i o n a l admin­ i s t r a t o r s r e g a r d i n g t h e i r r o l e e x p e c t a t i o n s f o r Michigan f o u r - y e a r i n s t i t u t i o n v o c a t i o n a l e d u c a t o r s who a r e i n v o l v e d i n t h e p r o f e s s i o n a l developmen t o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n p r a c t i t i o n e r s . Would you p l e a s e j u d g e t h e a p p r o p r i a t e n e s s o f each item on t h e pr opose d q u e s t i o n n a i r e , and i n d i c a t e y o u r r e a s o n s f o r j u d g i n g items i n a p p r o p r i a t e by u s i n g t h e f o l l o w i n g code: D I - D u p l i c a t i o n o f a n o t h e r it e m : See it e m : (NO.) I r r e l e v a n t , i . e . , n o t a r o l e e x p e c t a t i o n f o r Michigan f o u r - y e a r i n s t i t u t i o n v o c a t i o n a l e d u c a t o r s who a r e i n v o l v e d in t h e p r o f e s s i o n a l development o f v o c a t i o n a l technical education p r a c ti tio n e r s U - U n c l e a r , c o n f u s i n g , vague Any a d d i t i o n a l comments a r e welcome, a s a r e s u g g e s t i o n s e x p e c t a t i o n s you f e e l sh o u ld have been i n c l u d e d fo rrole P l e a s e use t h e e n c l o s e d e n v e l o p e t o r e t u r n t h e q u e s t i o n n a i r e to me p r i o r t o t h e d a t e i d e n t i f i e d on t h e e n c l o s u r e . I f you have any q u e s t i o n s , f e e l f r e e t o c a l l my an yt im e a t (517) 676-404 7. 185 APPENDIX B JURY OF EXPERTS 186 APPENDIX B JURY OF EXPERTS Dr. Norma B o b b i t t A s s i s t a n t Dean C o l l e g e o f Human Ecology Michigan S t a t e U n i v e r s i t y E a s t L a n s i n g , Michigan 48823 Dr. Ed Cory, C o n s u l t a n t V o c a t i o n a l - T e c h n i c a l E d u c atio n S e r v i c e Michigan Department o f E d u c atio n Box 30009 L a n s i n g , Michigan 48909 Rodger E c k h ard t D i r e c t o r f o r V o c a t i o n a l E d u c a tio n Programs Glen Oaks Community C o l l e g e 109 Shimmel Road C e n t r e v i l l e , Michigan 49032 K. Dale McAlvey ( r e t i r e d ) D i r e c t o r o f V o c a tio n a l Educ ation P e to s k e y P u b l i c Sch ools E a s t M i t c h e l l Road P e t o s k e y , Michigan 49770 Dr. W illiam Rude E x e c u t iv e D i r e c t o r S t a t e A d vis ory Council f o r V o c a t i o n a l E d u c atio n P.O. Box 30008 L a n s i n g , Michigan 48909 Dian Shaw P r o f e s s i o n a l Development S p e c i a l i s t O f f i c e o f C a r e e r E d u c a tio n Michigan Department o f E d u c a tio n L a n s i n g , Michigan 48909 Leo Schuch, A s s i s t a n t P r i n c i p a l C a p i t a l Area C a r e e r C e n t e r Mason, Michigan 48854 187 188 John Shupe, A s s i s t a n t S u p e r i n t e n d e n t L i v i n g s t o n I n t e r m e d i a t e School D i s t r i c t 1425 W. Grand R i v e r Avenue Howell, Michigan 48843 P r o f e s s o r Ralph Wenrich The U n i v e r s i t y o f Michigan School o f E d u c a tio n O c c u p a ti o n a l Programs Ann A r b o r , Michigan 48104 Carl Woloszyk, C o n s u l t a n t V o c a t i o n a l - T e c h n i c a l E d u c atio n S e r v i c e Michigan Department o f E d u c atio n L a n s i n g , Michigan 48909 APPENDIX C COVER LETTER AND QUESTIONNAIRE 189 APPENDIX C COVER LETTER AND QUESTIONNAIRE M ICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING • MICHIGAN • 4M24 DEPARTMENT OF SECONDARY EDUCATION AND CURRICULUM 321 E ric k s o n H all A p r i l 2 2, 1978 Dear V o c a tio n a l A d m i n i s t r a t o r : You, no d o u b t , s h a r e w i t h me a common c o n c e rn : t h e need t o d e f i n e t h e r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s i n M 1 c h ig an --as i t r e l a t e s t o t h e p r o f e s s i o n a l dev elo p m e n t o f p r a c t i t i o n e r s . You may be aw are t h a t t h e M ichigan O c c u p a tio n a l T e a ch er E d u c a to rs A s s o c i a t i o n (MOTEA) 1s d r a f t ­ in g a p o s i t i o n p a p e r r e g a r d i n g t h e i r r o l e ; and t h a t t h e s t a t e c o n f e r ­ e n c e , May 2 2 -2 3 , f o r V o c a tio n a l T e a c h e r E d u c a to rs has a s i t s them e, "The Role o f V o c a tio n a l T e a ch er E d u c a t o r s . " For my d o c t o r a l d i s s e r t a t i o n , u n d e r t h e d i r e c t i o n o f Dr. R o b e rt P. P olan d a t M ichigan S t a t e U n i v e r s i t y , I have chosen t o s t u d y " S e l e c t e d V o c a tio n a l A d m i n i s t r a t o r s ' Role E x p e c t a t i o n s f o r M ichigan V o c a tio n a l T e a c h e r E d u c a t o r s . " As you know, 212 i n d i v i d u a l s a r e l i s t e d i n t h e D i r e c t o r y o f V o c a tio n a l A d m i n i s t r a t o r s 1 9 7 7 -7 8 , p u b l i s h e d by t h e M ichigan D epartm ent o f E d u c a tio n V o c a t i o n a l - T e c h n i c a l E d u c a tio n S e r ­ v ice. I f e e l t h a t each o f t h o s e 212 i n d i v i d u a l s has a v a l u a b l e o p i n i o n re g a rd in g th e r o l e e x p e c ta tio n s f o r v o c a tio n a l te a c h e r e d u c a to rs. I am t h e r e f o r e s e e k in g y o u r r e s p o n s e t o t h e e n c lo s e d q u e s t i o n n a i r e , which s h o u ld t a k e a p p r o x im a te ly 15 m in u te s t o c o m p le te . Your r e s p o n s e s w i l l be k e p t c o m p l e t e l y c o n f i d e n t i a l . A ll r e s u l t s w i l l be s u i m a r i z e d by g r o u p s . P l e a s e re s p o n d t o e a c h ite m on t h e q u e s t i o n n a i r e and r e t u r n 1 t i n t h e s tam p ed , s e l f - a d d r e s s e d e n v e lo p e by May £ . Thank you f o r y o u r c o o p e r a t i o n . S in c ere ly , L o r e t t a L. Grobe Ph.D. C a n d id a te V o c a t i o n a l - T e c h n i c a l E d u c a tio n A d m i n i s t r a t i o n 190 191 SELECTED VOCATIONAL ADMINISTRATORS' ROLE EXPECTATIONS FOR MICHIGAN VOCATIONAL TEACHER EDUCATORS Q U E S T I O N N A I R E T h is s t u d y o f s e l e c t e d v o c a t i o n a l a d m i n i s t r a t o r s ' r o l e e x p e c t a t i o n s f o r Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s i s b e in g co nd ucted t o d e t e r m in e t h e m a jo r t a s k s t h a t , i n t h e a d m i n i s t r a t o r s ' o p i n i o n , SHOULD be p e r ­ formed by v o c a t i o n a l t e a c h e r e d u c a t o r s . The f o l l o w i n g d e f i n i t i o n s s h o u ld be h e l p f u l i n c l a r i f y i n g t h e above statem ent: ROLE—A s e t o f e x p e c t e d b e h a v i o r s f o r an i n d i v i d u a l in a g iv e n s itu a tio n or po sitio n . VOCATIONAL TEACHER EDUCATORS— i n d i v i d u a l s employed a t f o u r y e a r c o l l e g e s and u n i v e r s i t i e s who c o n t r i b u t e t o t h e p r o ­ f e s s i o n a l developm en t o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n p e r s o n n e l a t t h e s e c o n d a r y and p o s t - s e c o n d a r y l e v e l s . PROFESSIONAL DEVELOPMENT— ( s i m i l a r t o i n s e r v i c e e d u c a t i o n ) A planned and o r g a n i z e d e f f o r t t o p r o v i d e t e a c h e r s and o t h e r e d u c a t i o n a l w orkers w i t h t h e knowledge and s k i l l s n e c e s s a r y t o f a c i l i t a t e improved s t u d e n t l e a r n i n g and per fo rman ce and t o meet a d d i t i o n a l needs o f s t u d e n t s . PRACTITIONERS-- V o c a t i o n a l - t e c h n i c a l e d u c a t o r s who a r e employed a t t h e s e c o n d a r y o r p o s t - s e c o n d a r y l e v e l and a r e r e s p o n s i b l e f o r d e liv e r in g i n s t r u c t i o n o r i n s t r u c t i o n a l s e r v ic e s to s tu d e n ts in th e v o c a tio n a l-te c h n ic a l education a r e a s , i . e . , a g r ic u ltu r e , d i s t r i b u t i v e education, h ealth occupations, home ec onom ic s, b u s i n e s s a n d / o r o f f i c e , and t r a d e and in dustrial. T h is q u e s t i o n n a i r e c o n s i s t s o f two s e c t i o n s : S e c t i o n I i s d e s ig n e d t o d e t e r m i n e t h e r e s p o n d e n t ' s o p i n i o n o f t h e t a s k s t h a t i d e a l l y s h o u ld be perfo rm ed by t h e Michigan v o c a t i o n a l t e a c h e r e d u c a t o r s ( r e l a t i v e t o t h e i r in v o lv e m e n t i n t h e p r o f e s s i o n a l dev el opm en t o f p r a c t i t i o n e r s ) . S e c t i o n I I i s d e s ig n e d t o c o l l e c t i n f o r m a t i o n on t h e e d u c a t i o n a l b ack ­ ground and work e x p e r i e n c e o f t h e r e s p o n d e n t . SECTION I D i r e c t i o n s : This q u e s t i o n n a i r e c o n t a i n s d e s c r i p t i o n s o f t a s k s o r " r o l e e x p e c t a t i o n s . " P l e a s e t h i n k a b o u t an i d e a l ( v e r y a p p r o p r i a t e ) r o l e f o r v o c a t i o n a l t e a c h e r e d u c a t o r s . As you r e a d ea ch t a s k s t a t e ­ ment,- d e c i d e w h e th e r you t h i n k i t s h o u ld be p a r t o f t h e i r r o l e , and i f s o , wh at l e v e l p r i o r i t y i t i s ; i f n o t , why i t i s i n a p p r o p r i a t e . Then, ch eck t h e r e s p o n s e , a t t h e r i g h t , t h a t b e s t a p p r o x i m a te s y o u r o p i n i o n . P l e a s e r e s p o n d t o each i t e m . Thank you. 192 1. cooperate In the development of the annual and f iv e - y e a r s t a t e plan fo r vocational education 2. engage in co operative planning with S ta te Department of Education personnel re sp o n sib le fo r le a d e rsh ip In p rofession al development of p r a c t i t i o n e r s . 3. cooperate with the S ta te Department o f Education In s e t t i n g and m aintaining standards f o r vocational teach er c e r t i f i c a t i o n 4. develop prepara to ry programs f o r support personnel ( e . g . , d i r e c t o r s o f fed eral p r o j e c t s , job placement, follow-up, community r e l a t i o n s , curriculum) 5. conduct re searc h and/or c o n trib u te to p ro fessio nal l i t e r a t u r e ( r e l a t i v e to the f i e l d o f v o c a tio n a l-te c h n ic a l education) 6. i d e n t i f y , I n t e r p r e t and organize Ideas (of colleagues and prac­ t i t i o n e r s , and o f sc h o la rs and/or lead e rs from o th e r f i e l d s ) t h a t have Im plications f o r v o ca tio n a l-te c h n ic a l education 7. cooperate with the S ta te Department o f Education vocational education p ro fe ss io n a ls 1n the development and u t i l i z a t i o n of pro fessio nal development m a te r ia ls and a c t i v i t i e s 8. cooperate with the S ta te Department of Education In the development and /or s e l e c t io n of competency t e s t s fo r teacher c e r t i f i c a t i o n in s p e c if ic occupational areas 9. cooperate 1n developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p ro fessio n al w ritin g s ) 10. cooperate with advisory committees 1n the development ( I . e . , needs assessment, planning, d e l i v e r y , ev a lu a tio n ) o f p ro fessio n al development a c t i v i t i e s 11. cooperate 1n obtaining and u t i l i z i n g d ata to Improve vocational education programs 12. cooperate 1n the development of lead e rs f o r vocational education youth o rg a n iz atio n s PLEASE REMEMBER TO COMPLETE THE REVERSE SIDE OF THIS PAGE! UNDECIDED NO. IT IS NOT THEIR ROLE IS INAPPROPRIATE: No one needs to do I t "In my opinion, the ex pectatio n f o r vocational teac h er educators to . . IS OF LOW PRIORITY Preface each statem ent with: IS OF MEDIUM PRIORITY YES, IT IS THEIR ROLE IS INAPPROPRIATE: Someone else should do I t 1 IS OF HIGH PRIORITY Q- NO. I . 1 J . I 193 YES, IT IS THEIR ROLE NO. IT IS NOT THEIR ROLE 4-» Preface each statem ent with: "In my opinion, the ex p e ctatio n f o r vocational teach er educators to . . 13. p a r t i c i p a t e 1n a pro fessio n al development plan ( f o r vocational teacher educators) which includes o n - s i t e I n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r stud ents 14. maintain v o c a tio n a l-te c h n ic a l s p e c ia l ty competence through p e rio d ic experiences in the world o f work 15. survey p r a c t i t i o n e r s (on a continuing b a s is ) to determine pro fessio n al development needs and i n t e r e s t s 16. p a r t i c i p a t e in the v o c a tio n a l-te c h n ic a l education program a r t i c u l a t i o n process between community co lleg e p r a c t i t i o n e r s and vocational teacher educators 17. emphasize the development of p re sen t and emerging competencies needed by p r a c t i t i o n e r s 18. f a c i l i t a t e learning by u t i l i z i n g a v a r ie ty of m otivational and i n s t r u c t i o n a l s t r a t e g i e s 19. i n t e r p r e t v o c a tio n a l-te c h n ic a l education l e g i s l a t i o n 20. i n t e r p r e t the S ta te Plan fo r vocational education 21. encourage a conmitment to a p ro fessio n al code of e t h i c s 22. p r o j e c t a comprehensive " p ic tu re " of vocational education 23. teach by the CBE (competency-based education) method 24. conduct vocational education seminars on a re g u la r b a sis 1n g eog rap hically a c c e s s ib le lo c a tio n s 25. i n t e r p r e t the vocational c e r t i f i c a t i o n code 26. i n t e r p r e t the S ta te Plan f o r p ro fessio n al development 27. t a i l o r p re s e n ta tio n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use of commercially prepared modules or o th e r curriculum aids >- £ o ooc oc a. a. £ t— 4 5 o 3= £ ku b. O o 4J o o >— o UJ 3 UJ OC u H- -C O o -M © UJ < OC ae OC in a . => o. oOC *D 0>J 3C O 8: * o. 2•H d| 9 M O o CO to t—4 CO M to CO o M CO o z 194 28. address s p e c if ic problems faced by non-degreed, annually authorized personnel ( e . g . , the t r a n s i t i o n from l a b o r - supervised employee, to a p ro fe s sio n —teacher) 29. i n t e r a c t fre q u en tly ( o n - s i t e ) with supervising teachers 30. cooperate with p r a c t i t i o n e r s to provide meaningful lead e rsh ip experiences fo r in d iv id u a ls in advanced degree programs 31. i n v i t e p r a c t i t i o n e r s to share t h e i r e x p e rtis e (as resource persons) in c r e d i t and n o n -c red it courses 32. c o n tin u a lly update co nten t and d e liv e r y o f courses and/or programs, based on input from p r a c t i t i o n e r s 33. p a r t i c i p a t e a c ti v e ly in l o c a l , s t a t e and natio nal o rg a n i­ z a tio n s which f a c i l i t a t e i n t e r a c t io n with p r a c t i t i o n e r s 34. p a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S ta te Department o f Education vocational education p r o f e s s io n a ls ) 35. provide c o n s u lta tio n ( e . g . , f o r planning, Implementation, o p e ra tio n , or e v a lu a tio n ) f o r vocational education programs 36. provide c o n s u lta tio n f o r vocational education In s tr u c tio n a l planning, execution and ev a luatio n 37. provide c o n s u lta tio n f o r vocational education In s tr u c tio n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p lie s , curriculum m a te r ia ls ) 38. provide c o n s u lta tio n f o r coordin atin g cooperative education programs 39. provide c o n s u lta tio n f o r infu sin g mandated programs ( e . g . , Career Education, B ilingual Education, Mainstreaming) i n to vocational education programs PLEASE REMEMBER TO COMPLETE THE REVERSE SIDE OF THIS PAGE! IS INAPPROPRIATE: No one else should do i t IS INAPPROPRIATE: Someone el se shoul d do 11 NO, IT IS NOT THEIR ROLE UNDECIDED IS OF LOW PRIORITY "In my opinion, the ex pectation fo r vocational teach er educators to . . IS OF MEDIUM PRIORITY Preface each statem ent with: IS OF HIGH PRIORITY YES, IT IS THEIR ROLE 195 YES, IT IS THEIR ROLE NO, IT IS NOT THEIR ROLE 4-» "In my op inion, the ex p e ctatio n fo r vocational teacher educators to . . 40. provide c o n s u lta tio n f o r In te g r a tin g s p e c ia liz e d personnel ( e . g . , job placement, special edu catio n, remedial basic s k i l l s , teaching a i d s , psychology, s o c ia l work, s t a f f development) i n to vocational education programs 41. provide c o n s u lta tio n fo r Improving and expanding vocational educat i o n o p tion s fo r p a r t i c u l a r groups ( e . g . , a d u l t s , 1nner-c1ty r e s i ­ d e n ts , s p a rse ly populated r u r a l area r e s i d e n t s , m i n o r i ti e s , lim ite d EnglIsh-speakers, handicapped, disadvantaged, m igrants, males-females in sex-biased occupations) 42. provide c o n s u lta tio n f o r w ritin g proposals 43. provide linkage (comnunlcatlon, understanding) between th e various le v e ls and sequences of vocational education and r e l a t e d programs ( e . g . . I n d u s t r i a l a r t s , c a ree r education, p re -vo catlonal educa­ t i o n , academic su b je c ts ) 44. provide advice and counsel f o r p r a c t i t i o n e r s 1n t h e i r personal planning (f o r continuing education, c e r t i f i c a t i o n and/or advanced degree programs) 45. provide Input ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program p lan ­ ning) f o r p rofession al development a t s t a t e and nation al le v e ls 46. conduct S ta te Department o f Education developed an d/o r approved In s e rv ic e workshops ( e . g . , competency-based education [CBE], e m plo yab ility s k i l l s , placement personnel) 47. conduct ( i n cooperation with th e S ta te Department of Education vocatio nal education p ro f e s s io n a ls ) s t a t e conferences and meetings 48. provide a system fo r gran tin g c o lle g e c r e d i t to p r a c t i t i o n e r s f o r previous experiences in the world o f work (which a r e r e l a t i v e to th e course/program co nten t In t h e i r teaching assignments) 49. provide advice and/or answers f o r a v a r ie t y o f vocational educa­ t i o n (and r e la t e d ) questions/problem s (upon re q u e st by p r a c t i ti o n e r s ) 50. communicate o p p o rtu n itie s ( e . g . , p ro fe s s io n a l and honorary o rg a n i­ z a ti o n s , le a d e rs h ip or t r a i n i n g programs, c r e d l t / n o n - c r e d l t courses and programs) to renew and expand competencies £ -§ o UJ TJ Q UJ 3 UJ 3 © UJ £ £ M2to a *-* t/> $ oc q. a> E E o < /> OC ro X mm U J o * o. a> a. gi o. X X _J u. u. li. >HO o o o CO MCO MZ >t— *-< OC o oc P reface each statem ent with: 4-» s oc © £ mm oc oc a. © oc Sf Sg 196 51. conmunicate a u x i l i a r y s e r v ic e a v a ila b le ( e . g . , Employment S ecu rity Commission, Occupational Information System) which r e l a t e to vocational education 52. cooperate with professio nal o rg a n iz atio n s In lobbying fo r v o c a tio n a l-te c h n ic a l education l e g i s l a t i o n 53. cooperate with school o f f i c i a l s to recommend p r a c t i t i o n e r s for c e rtific a tio n 54. d i s t r i b u t e to p r a c t i t i o n e r s a n ew sle tte r or r e p o rt (on a re g u la r b a s is ) desc rib in g vocational education Items o f I n t e r e s t fo r and about p r a c t i t i o n e r s 55. cooperate with p r a c t i t i o n e r s to solve "across th e board" vo c a tio n a l-te c h n ic a l education problems 56. a s s i s t 1n program planning with Comprehensive Employment and Training Act (CETA) re p re s e n ta tiv e s 57. a s s i s t In planning and conducting local and s t a t e needs assessment f o r vocational education 58. encourage ap p lic a n ts f o r teacher t r a i n i n g programs who possess a p p ro p ria te experiences 1n the world o f work 59. guide p r a c t i t i o n e r s 1n conducting meaningful research 60. cooperate 1n the re cru itm en t of Ind ividu als from the world o f work to serve as p a r t- tim e community co lle g e fa c u lty 1n highly s p e c ia liz e d v o ca tio n a l-te c h n ic a l education programs 61. a r t i c u l a t e p r a c t i t i o n e r s ' ex pectation s o f vocational teac h er educators to c o l l e g e /u n i v e r s it y p olicy makers 62. p a r t i c i p a t e In a v a r ie t y of vocational education (and r e la t e d ) experiences as a volunteer PLEASE REMEMBER TO COMPLETE THE REVERSE SIDE OF THIS PAGE! IS INAPPROPRIATE: No one else should do 1t IS INAPPROPRIATE: Someone else should do i t NO, IT IS NOT THEIR ROLE UNDECIDED IS OF LOW PRIORITY "In my opinion, the ex pe ctation fo r vocational teach er educators to . . ." IS OF MEDIUM PRIORITY Preface each statem ent with: IS OF HIGH PRIORITY YES, IT IS THEIR ROLE 197 63. 64. 65. At p re s e n t, SERVICE 1s not a u n iv e r s ity function t h a t 1s supported/funded via the L e g is la tu re . Please l i s t and/or ex plain any suggestions you have t h a t might enable vocational teac h er educators to perform t h i s r o l e (such as a funding mechanism, generation of continuing education u n i t s , cooperation with p rofessio nal o rg a n iz a tio n s ). IS INAPPROPRIATE: No one else should do i t UNDECIDED IS OF LOW PRIORITY IS OF MEDIUM PRIORITY IS OF HIGH PRIORITY Please use th e following spaces to add any Items t h a t you fe e l have been overlooked: IS INAPPROPRIATE: Someone else should do i t NO, IT IS NOT THEIR ROLE YES, IT IS THEIR ROLE 198 SECTION II D ire c tio n s : P lease complete the following Information about y o u rs e lf . You are assured t h a t a l l Information you supply w ill be kept c o n f id e n tia l and no In d i­ vidual w ill be I d e n ti f i e d In the re p o rt of t h i s study. PRESENT POSITION 1 Dean ( s im ila r t i t l e ) of Occupational Education, a t a community co lleg e 2 Vocational D ire cto r 3 CEPD Voc-Tech S p e c i a l i s t 4__ Area Center P rin c ip a l 5__ Shared-T1me D ire cto r 6 Other (Specify)__________ NUMBER OF ENROLLEES IN PROGRAMS ADMINISTERED ( 1) (_ (2) .) NUMBER OF YEARS IN PRESENT POSITION ( NUMBER OF YEARS EXPERIENCE IN VOCATIONAL EDUCATION ADMINISTRATION NUMBER OF YEARS EXPERIENCE AS A FULL-TIME VOCATIONAL TEACHER EDUCATOR (. (4) (5) (6) .) NUMBER OF YEARS EXPERIENCE AS A PART-TIME VOCATIONAL TEACHER EDUCATOR (. (3) ) NUMBER OF YEARS EXPERIENCE IN VOCATIONAL EDUCATION TEACHING .) NUMBER OF YEARS EXPERIENCE IN AN OCCUPATIONAL SPECIALTY—EXCLUDING TEACHING AND ADMINISTRATION (7) (8 ) .) BACKGROUND—AREA OF SPECIALIZATION 1 A gric u ltu re Education 2 D i s t r i b u t iv e Education 3 Health Occupations Education 4 Home Economics Education 5 B usiness/O ffice Education 6 Trade and In d u s tria l Education 7__ I n d u s t r i a l Arts 8__ Other (Specify)________________ (9) HIGHEST LEVEL OF EDUCATION ATTAINED ( 1 0 ) 1 Less than Bachelors 2 Bachelors 3 More than Bachelors, but le s s than Masters 4 Masters 5 More than M asters, but le s s than S p e c i a l i s t or Doctorate 6 Special 1st 7 More than S p e c i a l i s t , but le s s than Doctorate 8 Doct orat e APPROXIMATE NUMBER OF MICHIGAN VOCATIONAL TEACHER EDUCATORS WHOM YOU KNOW WELL, ON A PROFES­ SIONAL BASIS (11) APPENDIX D FOLLOW-UP COMMUNICATIONS 199 APPENDIX D FOLLOW-UP COMMUNICATIONS May 3, 1978 Dear Vocational Administrator: I am anxiously awaiting your response to the questionnaire that I sent you April 22, 1978, regarding "Selected Vocational Administrators' Role Expectations of Michigan Vocational Teacher Educators*" Would you be so kind as to answer and return the questionnaire to me by May 12? Thank you for your cooperation* Sincerely, Loretta L. Grobe P.S. Call me (collect) if you need a question­ naire. My number is 517-676-4047* 200 201 203 Mark Street Mason, Michigan 48854 May 15, 1978 Dear This letter (reminder number 2) most likely finds you extremely busy with the end of the school year rapidly approaching. When I mailed you a questionnaire April 22 seeking your opinion about the "Role Expectations for Michigan Vocational Teacher Educators" I hoped I had beaten the end-of-the-year rush, but perhaps I had not. (Even so, 6B% of your colleagues have responded at this date.) ____________ questionnaire and selfIf you still have the addressed, stamped envelope that I mailed you, I would be most appreciative if you would either: 1) respond to and return the questionnaire to me by May 24 or 2) send me a short note (handwritten would be fine!) indicating your reason for not responding to the questionnaire If you need a questionnaire, please call me (collect) between 8 : 0 0 a.m. and 1 0 : 0 0 p.m. at 5 1 7 6 7 6 - 4 0 4 7 * If you cannot reach me at that number, you may leave a message at Michigan State University--not collect--at 517 353-6450 between 8:00 a.m. and 5*00 p.m. Thank you for your interest and cooperation in improving our profession. Sincerely, Loretta L. Grobe 202 M ICHIGAN STATE U N IV ERSITY COLLEGE OF EDUCATION E A S T L A N S IN G • M IC H IG A N • 4K S 2, DEPARTMENT OF SECONDARY EDUCATION AND CURRICULUM 30 ^ E r i c k s o n H al l S e p t e m b e r 1 9 1 1978 Dear Vocational Administrator* You m a y r e c a l l t h a t l a s t s p r i n g I sent y o u a q u e s t i o n n a i r e r e g a r d i n g y o u r p e r c e p t i o n o f the r o l e o f v o c a t i o n a l t e a c h e r e d u c a t o r s in the p r o f e s s i o n a l d e v e l o p m e n t o f p r a c t i t i o n e r s . I did n o t r e c e i v e a c o m p l e t e d q u e s t i o n n a i r e f ro m y o u - - a n d I a m n o t a s k i n g for it now. H o w e v e r , I do n e e d y o u r h e l p w i t h one s ma l l d e t a i l fo r m y study... I n e e d to k n o w the p o s i t i o n ( s ) y o u h e l d d u r i n g Ap ri l , M a y and June, 1978. E n c l o s e d is a p o s t card o n w h i c h y o u m a y i n d i c a t e that i n f o r m a t i o n b y s i m p l y c h e c k i n g the a p p r o p r i a t e nu mbe rs . I w o u l d be m o s t a p p r e c i a t i v e if y ou w o u l d check the a p p r o p r i a t e n u m b e r s on th e p o s t card and s e n d it to m e by r e t u r n mail. Thank y o u for y o u r c o o p e r a t i o n . Sincerely, L o r e t t a L. G r o b e Ph.D. C a n d i d a t e Vocational-Technical Education Administration 203 Which position(s) did you hold during April, May and June, 1978? (Check all that apply) 1_____Dean (similar title) of Occupational Education, at a community college 2_____Vocational Director 3______ CEPD V o c - T e c h S p e c i a l i s t ^_____ Area Center Principal 5_____ Shared-Time Director 6_____ Other (Specify).____________________ _ Thank you for your cooperation. APPENDIX E UNIVERSITY COUNCIL FOR VOCATIONAL EDUCATION 204 APPENDIX E UNIVERSITY COUNCIL FOR VOCATIONAL EDUCATION O f f i c i a l Delegates Dr. B. Harold Anderson Dept, o f V o c a t i o n a l E duc ation C olor ad o S t a t e U n i v e r s i t y F t . C o l l i n s , CO 80523 Dr. Well f o r d W. Wilms Grad uate School o f E duc atio n 405 H i l g a r d Avenue U niversity of C a lifo rn ia a t Los Angeles Los A n g e l e s , CA 90024 Dr. Lloyd D. B r ig g s School o f O c c u p a tio n a l & A d u lt E d u c atio n Oklahoma S t a t e U n i v e r s i t y Classroom O f f i c e B u i l d i n g S t i l l w a t e r , OK 74074 Dr. J o e C l a r y , Head Dept, o f O c c u p a ti o n a l E duc ation North C a r o l i n a S t a t e U n i v e r s i t y P.O. Box 5096 R a l e i g h , NC 27607 Dr. Sharon Wallace V o c a t io n a l &T e c h n i c a l E duc atio n Oregon S t a t e U n i v e r s i t y C o r v a l l i s , OR 97331 Dr. R ich ar d E r i c k s o n , Chairman Dept, o f V o c a t i o n a l & P r a c t i c a l A r t s E d u c atio n U n i v e r s i t y o f M i s s o u r i , Columbia Columbia, MO 62501 Dr. Melvin M i l l e r Dept, o f V o c a tio n a l T e c h n i c a l E d u c a t io n U n i v e r s i t y o f T e nness ee K n o x v i l l e , T e n n e s s e e 37916 Dr. George L. O ' K e l l e y D i v i s i o n o f V o c a t io n a l E d u c atio n Aderhold Hall U n i v e r s i t y o f Georgia A th e n s , G eo rgia 30602 Dr. Carl J . S c h a e f e r (Annel 1 Simcoe) Dept, o f Voc. -Tec h. E d u c atio n R u t g e r s —The S t a t e U n i v e r s i t y New Brunswick, NJ 08903 Dr. Rob er t T a y l o r , D i r . (Dewey Adams) C e n t e r f o r V o c a tio n a l E d u c a tio n The Ohio S t a t e U n i v e r s i t y Columbus, OH 43210 Dr. R ic h a r d W h in f ie ld H ig h e r , T e c h n i c a l & A d u lt E d u c atio n U n i v e r s i t y o f C o n n e c t i c u t (U-93) S t o r r s , CT 06068 Dr. R u p e r t N. Evans Dept, o f Voc. & Tech. E d u c a tio n 345 E d u c atio n B u i l d i n g U niversity of I l l i n o i s Urbana, IL 61801 Dr. Jerome Moss, J r . Dept, o f Voc. & Te ch. E d u c a t io n 125 Pei k Hall 159 P i l l s b u r y D rive S.E. U n i v e r s i t y o f Minnesota M in n e a p o l i s , MN 55455 Dr. Daniel E. V og ler V irginia Polytechnic I n s t i t u t e C o l l e g e o f E d u c atio n B l a c k s b u r g , V i r g i n i a 24061 Dr. Harold Department U niversity L e x in g t o n , 205 B in kley o f V o c a t io n a l E d u c atio n o f Kentucky Kentucky 40506 APPENDIX F FACTOR INTERCORRELATIONS AND LOADING MATRIX 206 Table F I . —F a c to r i n t e r c o r r e l a t i o n s and lo ad in g m a t r ix —t h r e e f a c t o r s (communality in the d i a g o n a l ) . Factor 1 l/> c o ID 01 I. 1- o o x E O) " E Ol . — fc. E O O IO 20 Factor 2 15 37 56 21 57 51 60 49 31 28 27 35 53 66 65 49 62 43 41 60 63 58 46 51 65 65 48 50 38 65 42 34 42 50 42 41 24 42 58 34 46 24 13 24 70 50 21 65 45 56 50 38 43 49 62 41 38 33 32 32 29 34 41 50 49 41 65 42 49 37 49 21 42 13 37 51 14 48 59 45 46 61 41 44 39 39 53 34 50 42 42 62 41 49 21 39 37 37 35 27 22 17 18 40 42 53 50 52 31 53 62 53 38 57 41 24 38 42 27 22 37 47 24 56 20 63 53 63 33 56 42 58 33 13 17 18 47 33 2-9 11 55 44 50 44 53 28 34 46 32 37 40 42 24 29 33 36 24 34 50 54 32 3B 24 13 32 51 53 50 56 11 36 31 13 48 61 36 37 35 24 70 29 14 52 31 20 55 24 13 19 19 52 24 10 36 6 34 39 24 16 42 23 11 38 34 4 39 46 10 33 38 49 51 55 16 38 42 49 55 44 21 19 23 10 33 -8 -1 22 4 -4 -15 -14 37 33 5 30 50 31 13 6 24 0 23 13 15 55 27 44 14 15 4 5 35 31 52 30 39 52 44 52 39 71 48 60 56 13 9 16 38 33 50 39 42 37 12 27 39 30 31 59 10 34 38 38 19 39 20 31 26 27 55 57 36 42 3 39 - 1 44 19 37 40 42 22 8 38 17 9 28 36 4 14 -15 54 28 14 21 23 48 22 7 6 42 18 18 7 5 27 6 22 -7 -20 42 6 26 15 13 11 13 22 0 6 51 12 35 22 31 20 31 23 23 16 8 20 47 27 16 55 23 37 10 27 3 8 8 11 9 18 23 45 6 14 49 -5 23 -8 2 43 7 -4 -7 -24 36 6 16 19 -7 -15 -6 29 -6 27 34 -6 -9 15 -2 37 -13 36 19 59 15 27 15 -6 55 24 5 13 10 59 4 14 24 19 54 11 13 24 18 59 20 -4 13 19 41 4 2 33 15 52 44 26 7 24 29 34 54 -17 11 37 -6 -19 7 39 -2 - 1 -5 41 53 46 11 14 -4 -22 34 -13 -14 34 -7 52 42 31 34 34 50 21 16 -18 2 34 -7 -18 16 -15 46 40 7 4 39 46 13 52 39 20 31 35 22 31 20 31 49 51 55 55 71 57 36 42 47 27 16 55 23 16 38 42 27 48 39 -1 3 37 10 27 3 8 49 55 44 44 60 44 19 37 11 9 18 23 8 21 19 23 14 56 40 42 22 45 6 14 49 -5 10 33 -8 15 13 38 17 8 23 -8 2 43 7 22 4 4 9 9 23 36 -4 -7 -24 36 6 54 51 68 52 50 53 50 53 82 58 60 64 64 54 58 67 65 55 28 24 38 30 47 58 48 52 37 25 42 54 53 65 55 41 40 47 46 29 53 22 59 22 59 38 47 20 46 55 36 15 37 56 21 57 51 60 49 73 71 66 72 70 66 65 50 34 48 59 53 63 44 34 48 71 58 49 59 53 49 62 21 41 45 46 62 53 50 50 61 66 72 70 49 59 53 65 48 70 48 53 46 70 46 57 43 60 58 41 63 46 65 45 56 50 49 41 61 44 39 41 39 53 53 38 57 63 33 56 44 53 28 54 32 38 36 37 35 31 48 28 27 35 53 58 24 16 7 61 13 2 19 10 34 52 36 39 24 5 24 13 6 24 52 30 39 50 37 39 39 12 30 42 27 31 22 18 22 7 7 -7 6 5 -20 42 27 42 18 6 6 10 11 9 6 23 3b 19 59 15 27 15 13 -6 10 55 59 4 24 5 14 24 19 54 11 13 24 13 33 29 -17 18 19 15 34 11 49 41 52 54 37 4 44 20 7 -6 -4 2 26 24 -19 -5 7 39 -2 -1 41 -4 53 -22 46 34 11 -13 14 -14 34 -7 52 42 31 34 -18 16 34 2 -15 50 34 46 21 -7 40 16 18 7 501 502 503 86 41 44 78 80 22 36 15 20 73 31 29 76 71 37 37 34 26 62 59 61 48 41 20 10 53 -8 57 11 32 58 0 32 16 11 42 38 23 34 0 23 52 44 59 38 10 38 34 19 26 22 15 0 13 6 11 51 13 12 Factor 3 36 10 33 38 15 39 26 27 55 23 23 16 8 20 69 32 44 66 61 58 32 44 -6 -1 -4 -15 -14 5 16 14 -15 4 16 19 -7 -15 -6 37 30 33 50 5 31 35 31 38 33 54 21 28 23 14 48 49 -9 -6 15 27 -2 34 37 -6 -13 55 41 -5 55 34 19 65 74 57 57 48 54 51 62 37 49 44 62 25 48 47 62 68 55 65 68 52 61 25 34 47 61 29 -17 -19 -13 -25 14 28 -21 -8 32 7 57 68 60 58 73 50 53 48 42 55 57 38 48 57 48 55 65 58 73 57 49 49 57 50 82 53 58 48 47 54 53 55 24 44 38 38 47 36 34 58 24 55 46 62 61 48 48 47 58 67 44 41 42 29 37 59 16 8 -3 33 21 33 14 29 23 -2 44 16 18 -15 41 38 38 56 54 38 29 51 24 24 23 12 33 18 20 25 1 18 9 37 35 26 27 50 35 81 79 78 6 3 43 31 75 24 62 75 55 59 77 39 34 73 60 40 66 33 41 64 54 7 61 13 2 10 62 61 38 38 47 47 58 37 29 14 17 35 0 25 29 48 36 34 48 52 59 53 54 41 0 25 -17 -19 8 -3 33 21 33 14 29 15 -15 14 25 15 -15 14 11 8 2 33 3 29 20 2 -3 39 10 23 25 10 28 17 34 99 76 64 62 58 14 57 42 16 55 47 49 34 55 55 24 28 24 42 47 33 64 14 54 44 47 57 44 38 38 30 29 46 64 33 17 41 12 42 58 59 19 25 11 9 23 -13 14 -25 28 23 38 -2 38 44 56 16 54 18 38 -15 29 41 51 11 33 8 3 2 29 10 28 -21 -8 24 24 23 12 33 18 20 20 2 -3 17 32 7 25 1 18 9 17 35 26 39 10 23 34 76 61 49 39 44 64 49 50 63 37 62 39 63 34 35 58 44 37 35 32 29 23 15 16 100 78 71 48 78 22 15 53 14 33 56 S cale/Scale C o rrelatio n s (corrected fo r a tte n u atio n ) Factor 1 Factor 2 Factor 3 6 Factor 1 Factor 2 Factor 3 Standard Score C o e ffic ie n t Alpha 100 51 41 51 100 49 41 49 100 Factor 1 * .93 Factor 2 * .92 Factor 3 = .84 207 eCl 47 38 APPENDIX G RANK ORDER OF VTE ROLE STATEMENTS FOR POST-SECONDARY GROUP 208 Table G l.—Rank order o f VTErole statements for post-secondary group (community c o lle g e deans). Rank 1 2 3 4 5 7.5 7.5 9 32. Continually update conten t and d e l i v e r y o f courses and/or programs, based on in put from p r a c t i t i o n e r s Mean 100.0 1.26 87.0 1.30 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y of motivational and instructional strateg ies 100.0 1.35 17. Emphasize th e development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 100.0 1.41 95.5 1.43 23. Teach by the CBE (competency-based edu ca tion ) method 100.0 1.52 31. I n v i t e p r a c t i t i o n e r s to share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 100.0 1.54 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a i d s ) 100.0 1.54 90.9 1.55 100.0 1.56 15. Survey p r a c t i t i o n e r s (on a continuing b a s is ) t o determine p r o f e s ­ sio nal development needs and i n t e r e s t s 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through pe r io d ic experiences in th e world of work 16. P a r t i c i p a t e in the v o c a t i o n a l - t e c h n i c a l education program a r t i c u ­ l a t i o n process between community co lleg e p r a c t i t i o n e r s and voca­ t i o n a l t e a c h e r educators 10 22. P r o je c t a comprehensive " p ic tu r e " o f vocational education 11 11. Cooperate in o b taining and u t i l i z i n g data t o improve vocational education programs 91.3 1.57 28. Address s p e c i f i c problems faced by non-degreed, annually a u th or­ ized personnel ( e . g . , the t r a n s i t i o n from la b o r —supervised employee, t o a p r o f e s s i o n —t e a c h e r ) 78.3 1.61 12 209 6 Statement Table G1 . —Continued. Rank Statement % Mean 13 21. Encourage a commitment t o a p r o fe s sio n a l code o f e t h i c s 95.5 1.62 14 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with su p erv is in g te a c h e r s 86.4 1.63 5. Conduct re se arch and/or c o n t r i b u t e t o p r o fes sio n al l i t e r a t u r e ( r e l a t i v e t o the f i e l d o f v o c a t i o n a l - te c h n i c a l educ ation) 100.0 1.65 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess a p p r o p r ia t e experiences in the world o f work 91.3 1.67 72.7 1.69 15 16 17 18.5 18.5 20.5 20.5 22 3. Cooperate with the S ta t e Departemnt of Education in s e t t i n g and maintaining standards f o r vocational te a c h e r c e r t i f i c a t i o n 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s f o r c e r t i f i c a t i on 91.31.71 7. Cooperate with the S t a t e Department of Education vocational educa­ ti o n p r o f e s s i o n a l s in the development and u t i l i z a t i o n of p r o f e s ­ sional development m a t e r ia l s and a c t i v i t i e s 95.5 1.71 41. Provide c o n s u l t a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u r a l area r e s i d e n t s , m i n o r i t i e s , l i m i t e d Eng lis h -s p eak er s, handicapped, disadvantaged, m igra nts , males-females in s ex -b iased occupations) 90.0 1.72 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continu in g e d u c a tio n , c e r t i f i c a t i o n and/or advanced degree programs) 81.8 1.72 30. Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r s h i p experiences f o r i n d i v i d u a l s in advanced degree programs 90.9 1.75 Table G1.--Continued. Rank 24.5 24.5 24.5 24.5 27.5 27.5 29.5 29.5 31 Statement % Mean 2. Engage in cooper ative planning with S t a t e Department o f Education personnel r e s p o n s ib le f o r l e a d e r s h i p in p r o fe s s io n a l development of p ractitio n ers 91.3 1.76 6. I d e n t i f y , i n t e r p r e t and organize ideas ( o f co lleag ues and p r a c t i ­ t i o n e r s , and o f s c h o la r s and/or l e a d e r s from o t h e r f i e l d s ) t h a t have im p li c a t io n s f o r v o c a t i o n a l - te c h n i c a l education 91.3 1.76 Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v a lu a tio n 91.3 1.76 60. Cooperate in the r ecru itm ent o f in d i v i d u a l s from th e world o f work to serve as p a r t - t i m e comnunity c o l le g e f a c u l t y in h ighly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs 73.9 1.76 48. Provide a system f o r g r a n tin g c o lle g e c r e d i t to p r a c t i t i o n e r s f o r previous ex periences in the world o f work (which ar e r e l a t i v e t o the course/program content in t h e i r te achin g assignments) 85.7 1.78 24. Conduct vocational education seminars on a r e g u l a r b a s is in geo­ graphically accessible locations 85.7 1.78 8. Cooperate with th e S t a t e Department o f Education in the develop­ ment and /or s e l e c t i o n o f competency t e s t s f o r t e a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational area s 90.9 1.80 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l manage­ ment (budgets, r e p o r t s , s pace, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 90.9 1.80 35. Provide c o n s u l t a t i o n ( e . g . , f o r planning, implementation, o p e r a t i o n , o r e v a l u a t i o n ) f o r vocational education programs 91.3 1.81 36. Table G1 . — Continued. Rank 33 33 33 35.5 35.5 37 38.5 38.5 40 41 Item # 4. 33. 46. 61. 13. 39. 10. 45. 9. 43. % Mean Develop p repara to ry programs f o r support personnel ( e . g . , d i r e c t o r s o f fed­ e r a l p r o j e c t s , job placement, follow-up, community r e l a t i o n s , curriculum) 77.3 1.82 P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n atio n al o rg a n i z a t io n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 95.7 1.82 Conduct S t a t e Department o f Education developed a nd/or approved i n s e r v i c e workshops ( e . g . , competency-based education [CBE], employa­ b i l i t y s k i l l s , placement per sonnel) 77.3 1.82 A r t i c u l a t e p r a c t i t i o n e r s * e x p e c t a t io n s o f vocational te a c h e r edu­ c a t o r s t o c o l l e g e / u n i v e r s i t y p o lic y makers 90.9 1.85 P a r t i c i p a t e in a p r o fe s si o n a l development plan ( f o r vocational t e a c h e r e ducato rs) which include s o n - s i t e i n t e r a c t i o n with prac­ t i t i o n e r s and t h e i r s tu dents 91.3 1.85 Provide c o n s u lt a t i o n f o r i n f u s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) i n t o vocational edu­ c a ti o n programs 82.6 1.89 Cooperate with advisory coimrittees in the development ( i . e . , needs assessment, planning, d e l i v e r y , e v a l u a t i o n ) o f p r o fe s sio n a l development a c t i v i t i e s 91.3 1.90 Provide in put ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program plan­ ning) f o r p r o f e s s io n a l development a t s t a t e and n a ti o n a l l e v e l s 100.0 1.90 Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , c u r r i c u ­ lum development, p r o fe s s io n a l w r i t i n g s ) 95.7 1.91 Provide linkage (communication, understanding) between th e var ious l e v e l s and sequences o f vocational ed ucation and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r ed u c a t io n , pr e-v o cati o n al educa­ t i o n , academic s u b j e c t s ) 81.8 1.94 Statement Table 61 . —Continued. Rank Statement % Mean 43.5 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 78.3 2.00 43.5 38. Provide c o n s u l t a t i o n f o r co o r d in atin g coope rative education programs 91.3 2.00 43.5 49. Provide advice and /o r answers f o r a v a r i e t y of vocational education (and r e l a t e d ) questions/problems (upon r e q u e s t by p r a c t i t i o n e r s ) 95.5 2.00 100.0 2.00 40. Provide c o n s u lt a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, s p e c ia l ed u c a tio n , remedial b a s ic s k i l l s , teach ing a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 95.7 2.04 55. Cooperate with p r a c t i t i o n e r s t o solve "across the board" v o c a tio n a lte c h n ic a l education problems 95.2 2.05 48 59. Guide p r a c t i t i o n e r s in conducting meaningful re se arch 95.7 2.09 49 26. I n t e r p r e t th e S t a t e Plan f o r p r o fes sio n al development 86.4 2.10 49 52. Cooperate with p r o fe s s io n a l o r g a n iz a tio n s in lobbying f o r v o c a t i o n a l - t e c h n i c a l education l e g i s l a t i o n 82.6 2.10 52 20. I n t e r p r e t the S t a t e Plan f o r vocational education 81.8 2.11 52 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals 85.7 2.11 52 56. A s s i s t in program planning with Comprehensive Employment and Tra in ing Act (CETA) r e p r e s e n t a t i v e s 81.8 2.11 47. Conduct (in cooperation with the S t a t e Department o f Education voca­ t i o n a l education p r o f e s s i o n a l s ) s t a t e conferences and meetings 69.6 2.12 43.5 46 47 54 50. Communicate o p p o r t u n i t i e s ( e . g . , p r o fe s s i o n a l and honorary o r g a n i­ z a t i o n s , l e a d e r sh ip o r t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) t o renew and expand competencies Table 6 1 .—Continued. Rank Item # 55.5 34. 57. 55.5 57 12 . Statement % Mean P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S tate Department o f Education vocational education p r o f e s s i o n a l s ) 95.7 2.18 A s s i s t in planning and conducting loca l and s t a t e needs assessment f o r vocational education 77.3 2.18 Cooperate in the development o f l e a d e r s f o r vocational education youth or g a n iz a ti o n s 87.0 2.20 58 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 85.7 2.28 59 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Information System) which r e l a t e t o vocational education 90.9 2.30 f o r vocational education 65.2 2.40 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t te r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 77.3 2.47 100.0 2.48 1. Cooperate in th e development o f th e annual and f i v e - y e a r s t a t e plan 60 61 54. 62. 62 P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lunteer aN = 23, r e p r e s e n t i n g a 76.7 percent r e t u r n . r e f e r s t o postsecondary subpopulation s e l e c t i n g item asan a p p r o p r ia te r o l e statement f o r VTEs. APPENDIX H RANK ORDER OF VTE ROLE STATEMENTS FOR TOTAL SECONDARY RESPONDENTS 215 Table HI.—Rank order o f VTE role statements f o r t o t a l secondary respondents.9 Rank 1 Statement 32. C on tinua ll y update con tent and d e l i v e r y of courses and /or programs, based on in put from p r a c t i t i o n e r s Mean 99.3 1.13 100.0 1.35 48. Provide a system f o r g r a n tin g co lle g e c r e d i t t o p r a c t i t i o n e r s f o r previous experiences in th e world of work (which are r e l a t i v e to the course/program conten t in t h e i r teach ing assignments) 89.8 1.35 4 23. Teach by th e CBE (competency-based edu ca tion) method 96.3 1.39 5 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 97.1 1.40 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competency through p e r i o d ic experiences in the world o f work 99.3 1.45 7 29. I n t e r a c t f re q u e n t ly ( o n - s i t e ) with su p erv is in g te a c h e r s 97.8 1.47 8 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 98.6 1.51 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) to determine p r o fe s si o n a l development needs and i n t e r e s t s 97.2 1.52 10 21. Encourage a commitment t o a p r o fe s sio n a l code of e t h i c s 97.1 1.52 10 28. Address s p e c i f i c problems faced by non-degreed, annually au th oriz ed personnel ( e . g . , th e t r a n s i t i o n from l a b o r supervis ed employee, t o a p r o f e s s io n —t e a c h e r ) 88.1 1.52 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o th e r curriculum a i d s ) 96.2 1.56 2.5 2.5 6 10 12 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y of motivational and instructional strateg ies Table HI . —Continued. Rank % Mean 92.8 1.57 3. Cooperate with th e S t a t e Department o f Education in s e t t i n g and maintaining standards f o r vocational t e a c h e r c e r t i f i c a t i o n 88.7 1.58 2. Engage in co op er ativ e planning with S t a t e Department o f Education personnel r e sp o n s ib le f o r l e a d e r s h ip in p r o fe s sio n a l development of p r a c t i t i o n e r s 93.5 1.58 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s f o r certification 89.8 1.58 . Cooperate with th e S t a t e Department o f Education in the development and /or s e l e c t i o n of competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational areas 92.0 1.59 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and national o r g an izatio n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 97.2 1.59 7. Cooperate with th e S ta te Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n of p r o fe s s io n a l development m a t e r i a l s and a c t i v i t i e s 98.6 1.62 11. Cooperate in o b ta in in g and u t i l i z i n g data to improve vocational education programs 95.0 1.63 21 22. P r o je c t a comprehensive " p ic tu r e " of vocational education 91.4 1.63 21 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta t io n s of vocational te a c h e r educator s t o c o l l e g e / u n i v e r s i t y p o lic y makers 92.5 1.63 13. P a r t i c i p a t e in a p r o fes sio n al development plan ( f o r vocational te a c h e r ed u cato r s) which in cl udes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu d e n ts 96.4 1.64 13 14 15.5 15.5 17.5 17.5 19 21 23 Statement 30. Cooperate with p r a c t i t i o n e r s to provide meaningful le a d e r sh ip experiences f o r i n d i v i d u a l s in advanced degree programs 8 Table HI . —Continued. Rank 24 25 27 27 27 30 30 30 32 Statement % Mean 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d ucation, c e r t i f i c a t i o n and/or advanced degree programs) 92.1 1.65 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v alu atio n 89.1 1.66 10. Cooperate with ad viso ry committees in the development ( i . e . , needs assessment, planning, d e l i v e r y , e v a lu a ti o n ) o f p r o f e s ­ sional development a c t i v i t i e s 92.9 1.68 24. Conduct vocational education seminars on a r e g u l a r b a s i s in g eogr ap hica lly a c c e s s i b l e l o c a t i o n s 85.1 1.68 52. Cooperate with p r o fe s sio n a l o r g a n i z a t io n s in lobbying f o r v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 91.9 1.68 91.4 1.71 16. P a r t i c i p a t e in th e v o c a t i o n a l - te c h n i c a l education program a r t i c u l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational t e a c h e r educators 95.6 1.71 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess ap p r o p ria t e experiences in the world of work 93.5 1.71 46. Conduct S t a t e Department o f Education developed and /or approved in s e r v i c e workshops ( e . g . , competency-based education [CBE], em ployabili ty s k i l l s , placement perso nnel) 81.0 1.75 4. Develop p r e p a ra to r y programs f o r support personnel ( e . g . , d i r e c t o r s o f f edera l p r o j e c t s , job placement, follow-up, commu­ n i t y r e l a t i o n s , curriculum) Table HI . —Continued. Rank Item # 33 43. 34 35 36 37 39 39 35. 50. 39. 5. 9. 12. % Mean Provide linkage (communication, understanding) between the various l e v e l s and sequences of vocational education and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r ed ucation, p re-v ocational educa­ t i o n , academic s u b j e c t s ) 90.0 1.77 Provide c o n s u l t a t i o n ( e . g . , f o r planning, implementation, o p e r a t i o n , or e v a lu a ti o n ) f o r vocational education programs 89.9 1.78 Communicate o p p o r tu n i t i e s ( e . g . , p r o fe s s io n a l and honorary o r g a n i ­ z a t i o n s , l e a d e r s h i p or t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) t o renew and expand competencies 95.0 1.79 Provide c o n s u lt a t i o n f o r in fu s i n g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) i n t o vocational education programs 86.8 1.80 Conduct research a nd/or c o n t r i b u t e to p r o fe s sio n a l l i t e r a t u r e ( r e l a t i v e t o the f i e l d of v o c a t i o n a l - te c h n i c a l education) 94.8 1.82 Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s s io n a l w r i t i n g s ) 94.9 1.83 Cooperate in the development o f le a d e r s f o r vocational education youth organizations- 94.8 1.83 Statement 39 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 69.6 1.83 41 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S ta t e Department o f Education vocational education p r o f e s s i o n a l s ) 98.5 1.85 I d e n t i f y , i n t e r p r e t and organize ideas (of colleagues and prac ­ t i t i o n e r s , and o f s c h o la rs and /or le a d e r s from o t h e r f i e l d s ) t h a t have im p licatio n s f o r v o c a t i o n a l - te c h n i c a l education 93.6 1.87 42 6 . Table HI . —Continued. Statement % Mean 43.5 40. Provide c o n s u lt a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, sp ecial e d u cati o n , remedial b a s ic s k i l l s , teaching a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 88.5 1.89 55. Cooperate with p r a c t i t i o n e r s t o solve "across th e board" v o c a t i o n a l - te c h n i c a l education problems 92.3 1.89 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 79.3 1.90 41. Provide c o n s u lt a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i d e n t s , s p a r s e l y populated r u ra l area r e s i d e n t s , m i n o r i t i e s , li m i t e d E nglis h-s peakers, handicapped, disadvantaged, m igra nts, males-females in sex -b iased occupations) 85.0 1.90 49. Provide advice and /or answers f o r a v a r i e t y of vocational educa­ t i o n (and r e l a t e d ) questions/problems (uponr e q u e s t byp r a c t i t i o n e r s ) 95.6 1.91 48 59. Guide p r a c t i t i o n e r s in conducting meaningful resear ch 89.1 1.93 49 45. Provide in pu t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program plan ­ ning) f o r p r o fe s sio n a l development a t s t a t e andn ational l e v e l s 93.4 1.96 57. A s s i s t in planning and conducting loca l and s t a t e needs assessment f o r vocational education 84.8 1.97 83.3 1.98 43.5 45.5 45.5 47 50 51 1. Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocatio nal education 220 Rank 52 38. Provide c o n s u lt a t i o n f o r c oo rdinating co operative education programs 84.7 1.99 53 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s sio n a l development 76.3 2.01 Table HI.--Continued. Rank Item # 54 62. 55 60. Statement % Mean P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a voluntee r 93.3 2.02 Cooperate in the recru itm ent o f i n d i v i d u a l s from th e world of work to serve as p a r t - t i m e community c o ll e g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs 72.7 2.05 56 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals 86.6 2.08 57 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecu r ity Commission, Occupational Information System) which r e l a t e to vocational education 85.9 2.09 I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 67.9 2.10 I n t e r p r e t the S ta t e Plan f o r vocational education 66.2 2.12 A s s i s t in program planning with Comprehensive Employment and T rai ni ng Act (CETA) r e p r e s e n t a t i v e s 74.2 2.12 Conduct (in cooperation with th e S ta te Department of Education) vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 74.4 2.15 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 81.8 2.20 19. 58 . 59.5 20 59.5 56. 47. 61 62 54. aN = 142, r e p r e s e n t i n g a 78.4 p er cen t r e t u r n . r e f e r s to t o t a l secondary subpopulation s e l e c t i n g item as an a p p r o p r i a t e r o l e statement f o r VTEs. APPENDIX I RANK ORDER OF VTE ROLE STATEMENTS FOR VOCATIONAL DIRECTORS 222 Table II.--Rank order o f VTErole statements forvocation al d ir e c t o r s .3 Rank Mean 32. Continually update c o n te n t and d e l i v e r y o f courses and/or programs, based on in p u t from p r a c t i t i o n e r s 98.3 1.14 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competence through p e r io d ic experiences in the world o f work 98.3 1.33 3 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p e rv i s in g te a c h e r s 96.3 1.40 4 48. Provide a system f o r g r antin g co ll e g e c r e d i t t o p r a c t i t i o n e r s f o r previous exper iences in th e world of work (which ar e r e l a t i v e to the course/program con tent in t h e i r teaching assignments) 91.1 1.41 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y o f m otiva tion al and instructional strateg ies 100.0 1.43 15. Survey p r a c t i t i o n e r s (on a contin uing b a s i s ) t o determine p r o f e s ­ sio nal development needs and i n t e r e s t s 100.0 1.46 2 5 6 7 21. Encourage a commitment t o a p r o fe s s io n a l code o f e t h i c s 96.5 1.47 8 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h i p ex periences f o r i n d i v i d u a l s in advanced degree programs 97.5 1.47 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 98.2 1.48 . Cooperate with th e S ta te Department of Education in th e development and /or s e l e c t i o n o f competency t e s t s f o r t e a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational ar eas 91.1 1.53 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 96.6 1.54 23. Teach by the CBE (competency-based educa tion) method 94.5 1.54 9 10 12 12 8 223 $ 1 Statement Table II . —Continued. Rank Mean 94.5 1.54 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s f o r certification 91.1 1.55 15 22. P r o je c t a comprehensive " p i c t u r e " o f vocational education 91.4 1.58 16 28. Address s p e c i f i c problems faced by non-degreed, annually author ized personnel ( e . g . , the t r a n s i t i o n from la b o r —su pervised employee, to a p r o f e s s i o n —te a c h e r ) 89.1 1.59 3. Cooperate with th e S t a t e Department o f Education in s e t t i n g and maintaining standa rds f o r vocational t e a c h e r c e r t i f i c a t i o n 82.8 1.60 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n atio n al or g a n iz a tio n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 96.6 1.61 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess a p p r o p r i a t e ex periences in the world of work 92.9 1.65 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d u c a tio n , c e r t i f i c a t i o n and /or advanced degree programs) 96.6 1.67 10. Cooperate with advisory committees in th e development ( i . e . , needs assessment, pl anning, d e l i v e r y , e v a l u a t i o n ) of p r o fe s ­ siona l development a c t i v i t i e s 94.6 1.68 24. Conduct vocational ed ucation seminars on a r e g u l a r b a s is in geographically a c c e s s i b l e l o c a t io n s 85.1 1.68 89.7 1.69 14 17 18 19 20 21.5 21.5 23.5 27. T a i l o r p r e s e n t a t i o n s to meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use of commercially prepared modules or o t h e r curriculum a i d s ) 2. Engage in co op erative planning with S t a t e Department o f Education personnel res p o n s ib le f o r l e a d e r s h ip in p r o fe s s io n a l development of p ractitio n ers 224 % 12 Statement Table II . —Continued. Rank 23.5 25.5 25.5 27.5 29 Statement Mean 11. Cooperate in o b tain in g and u t i l i z i n g d ata t o improve vocational education programs 96.5 1.69 13. P a r t i c i p a t e in a p r o fe s s io n a l development plan ( f o r vocational te a c h e r ed u ca tors) which includ es o n - s i t e i n t e r a c t i o n with p rac ­ t i t i o n e r s and t h e i r s tu d e n ts 98.3 1.70 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a te Department o f Education vocational education p r o f e s s i o n a l s ) 98.1 1.70 4. Develop p r ep arato r y programs f o r suppo rt personnel ( e . g . , d i r e c t o r s o f fe d e ra l p r o j e c t s , jo b placement, follow- up, community r e l a t i o n s , curriculum) 91.4 1.72 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v a lu a t io n 89.3 1.72 98.2 1.75 7. Cooperate with the S t a te Department of Education vocational education p r o f e s s i o n a l s in th e development and u t i l i z a t i o n of p r o fe s sio n a l development m a t e r i a l s and a c t i v i t i e s 32.5 25. I n t e r p r e t th e vocational c e r t i f i c a t i o n code 66.1 1.76 32.5 35. Provide c o n s u lt a t i o n ( e . g . ? f o r plann in g, implementation, o p e r a t i o n , o r e v a l u a tio n ) f o r vocational education programs 87.7 1.76 39. Provide c o n s u lt a t i o n f o r i n f u s i n g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) in to vocational education programs 89.5 1.76 46. Conduct S t a t e Department o f Education developed and/or approved i n s e r v i c e workshops ( e . g . , competency-based education [CBE], employabi1i t y s k i l l s , placement per sonnel) 80.7 1.76 32.5 32.5 225 27.5 % # Table II . —Continued. Rank 32.5 32.5 36 37 39.5 39.5 41 42 % Mean 52. Cooperate with p r o fes sio n al o rg a n i z a t io n s in lobbying f o r v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 92.7 1.76 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta t io n s o f vocational te a c h e r educators t o c o l l e g e / u n i v e r s i t y po lic y makers 96.2 1.76 94.4 1.78 12. Cooperate in the development o f l e a d e r s f o r vocational education youth o r g a n i z a t io n s 94.7 1.80 50. Communicate o p p o r t u n i t i e s ( e . g . , p r o fe s sio n a l and honorary o rgani­ z a t i o n s , l e a d e r s h ip o r t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) t o renew and expand competencies 94.5 1.81 16. P a r t i c i p a t e in th e v o c a t i o n a l - te c h n i c a l education program a r t i c u l a ­ t i o n process between community c o l le g e p r a c t i t i o n e r s and vocational t e a c h e r ed ucators 96.6 1.84 43. Provide linkage (communication, under standing) between the various l e v e l s and sequences o f vocational education and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e d u c a ti o n , p r e-v o catio n al educa­ t i o n , academic s u b j e c t s ) 96.6 1.84 . I d e n t i f y , i n t e r p r e t and organize ideas (of collea gue s and pract i o n e r s , and o f s ch o la rs a nd/or l eaders from o t h e r f i e l d s ) t h a t have im p lic a ti o n s f o r v o c a t i o n a l - te c h n i c a l education 89.7 1.85 83.9 1.87 5. Conduct resear ch and /or c o n t r ib u t e to p r o fe s s i o n a l l i t e r a t u r e ( r e l a t i v e to the f i e l d o f v o c a t i o n a l - te c h n i c a l edu ca tion ) 6 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , s pac e, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 226 38 Statement Table II . —Continued. Rank 43.5 43.5 45.5 47 48 50 % Mean 55. Cooperate with p r a c t i t i o n e r s to solve "across the board" v o c a t i o n a l - t e c h n i c a l education problems 94.5 1.88 40. Provide c o n s u lt a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, s p e c ia l e d u c a tio n , remedial b a s ic s k i l l s , teach ing a i d s , psychology, so c ia l work, s t a f f development) i n t o vocational education programs 91.2 1.88 41. Provide c o n s u l t a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u ra l area r e s i d e n t s , m i n o r i t i e s , lim i t e d E n g lis h -s p e a k e r s, handicapped, disadvantaged, m ig ra nts, males-females in se x-b iased occupations) 86.0 1.92 59. Guide p r a c t i t i o n e r s in conducting meaningful re se arch 92.9 1.92 57. A s s i s t in planning and conducting lo ca l and s t a t e needs assessment f o r vocational education 82.8 1.96 38. Provide c o n s u lt a t i o n f o r co o r d in atin g co operative education programs 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , c u r ­ riculum development, p r o fe s sio n a l w r i t i n g s ) 87.9 1.96 96.4 2.00 45. Provide in pu t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program plan­ ning) f o r p r o fe s s io n a l development a t s t a t e and national l e v e l s 93.1 2.00 49. Provide advice and/or answers f o r a v a r i e t y o f vocational educa­ t i o n (and r e l a t e d ) questions/problems (upon r e q u e s t by p r a c t i t i o n e r s ) 94.6 2.00 52 26. I n t e r p r e t th e S tate Plan f o r p r o fe s s i o n a l development 72.2 2.03 53 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a voluntee r 94.1 2.04 50 50 227 45.5 Statement Table I I . —Continued. Rank Item # 54 56. 55.5 55.5 57 1. 60. 54. Statement % Mean A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s 70.9 2.05 Cooperate in th e development o f the annual and f i v e - y e a r s t a t e plan f o r vocational education 84.2 2.10 Cooperate in th e r ecru itm en t o f i n d i v i d u a l s from th e world of work to serve as p a r t - t i m e community c o ll e g e f a c u l t y in highly s p e c i a l ­ ized v o c a t i o n a l - t e c h n i c a l ed ucation programs 70.4 2.10 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s is ) d es crib in g vocational education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 83.9 2.11 58 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 91.2 2.13 59 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecur ity Commission, Occupational Information System) which r e l a t e to voca­ ti o n a l education 85.7 2.15 I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 64.8 2.20 I n t e r p r e t th e S t a te Plan f o r vocational education 58.6 2.29 Conduct (in cooperation with the S tate Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 83.9 2.30 60 19. 61 20 62 47. . aN = 58, r e p r e s e n tin g a 74.3 pe rce nt r e t u r n . k% r e f e r s t o vocational d i r e c t o r s subpopulation s e l e c t i n g item as an a p p r o p r ia te r o l e sta temen t f o r VTEs. APPENDIX J RANK ORDER OF VTE ROLE STATEMENTS FOR CEPD VOCATIONAL-TECHNICAL SPECIALISTS 229 Table Jl.--Rank order ofVTErole statements forCEPD vocational-tech n ical s p e c i a l i s t s . 3 Rank 1 2 3 Statement 32. Continually update conten t and d e l i v e r y o f courses and /o r programs, based on input from p r a c t i t i o n e r s Mean 100.0 1.11 48. Provide a system f o r gr an tin g co lle g e c r e d i t t o p r a c t i t i o n e r s f o r previous exper iences in th e world of work (which are r e l a t i v e to the course/program conten t in t h e i r teachin g assignments) 91.4 1.22 18. F a c i l i t a t e le a r n in g by u t i l i z i n g a v a r i e t y of mo tivational and instructional strateg ies 100.0 1.23 23. Teach by the CBE (competency-based educ atio n) method 94.1 1.28 5 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 97.1 1.33 2. Engage in coo pe ra tive planning with S t a t e Department o f Education personnel res p o n s ib le f o r l e a d e r s h i p in p r o fe s s io n a l development of practitioners 94.1 1.37 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resourc e persons) in c r e d i t and n o n - c r e d i t courses 97.2 1.46 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n atio n al o rg a n i z a t io n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 97.1 1.47 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d ucation, c e r t i f i c a t i o n a nd/or advanced degree programs) 88.6 1.48 . Cooperate with the S t a t e Department o f Education in th e develop­ ment and /o r s e l e c t i o n o f competency t e s t s f o r t e a c h e r c e r t i f i c a ­ t i o n in s p e c i f i c occupational areas 85.7 1.50 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r i o d ic experiences in the world o f work 100.0 1.50 6 7 8 9 11.5 11.5 8 230 4 Table 0 1 .--Continued. Rank 11.5 11.5 14 15 16.5 16.5 18 19.5 19.5 21.5 21.5 Statement % Mean 88.9 1.50 100.0 1.50 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta t io n s o f vocational t e a c h e r educators to c o l l e g e / u n i v e r s i t y p o li c y makers 94.4 1.52 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o determine p r o f e s ­ sional development needs and i n t e r e s t s 91.7 1.53 16. P a r t i c i p a t e in the v o c a t i o n a l - te c h n i c a l education program a r t i c u ­ l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational te a c h e r educators 97.1 1.54 43. Provide linkage (communication, understanding) between th e various le v e l s and sequences o f vocational education and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e d ucati on, p re-v ocational educa­ t i o n , academic s u b j e c t s ) 82.4 1.54 100.0 1.57 97.1 1.58 88.6 1.58 100.0 1.59 88.9 1.59 24. Conduct vocational education seminars on a r e g u l a r b a s i s in geogr ap hica lly a c c e s s i b l e l o c a t i o n s 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p e rv i s in g t e a c h e r s 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h ip experiences f o r i n d i v i d u a l s in advanced degree programs 21. Encourage a commitment t o a p r o fe s sio n a l code o f e t h i c s 3. Cooperate with the S ta te Department o f Education in s e t t i n g and maintaining standards f o r vocational t e a c h e r c e r t i f i c a t i o n 7. Cooperate with the S ta t e Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n of p r o fe s sio n a l development m a t e r i a l s and a c t i v i t i e s 28. Address s p e c i f i c problems faced by non-degreed, annually a uth or­ ized personnel ( e . g . , the t r a n s i t i o n from l a b o r —supervised employee, t o a p r o f e s s i o n —t e a c h e r ) Table J1.--Continued. Rank Statement Mean 23 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l planning, execution and e v a l u a ti o n 85.7 1.60 11. Cooperate in o b taining and u t i l i z i n g d ata to improve vocational education programs 91.4 1.62 94.1 1.62 93.9 1.64 94.3 1.67 13. P a r t i c i p a t e in a p r o fe s s i o n a l development plan ( f o r vocational te a c h e r ed u cato r s) which includes o n - s i t e i n t e r a c t i o n with prac­ t i t i o n e r s and t h e i r s tu dents 94.3 1.67 52. Cooperate with p r o fe s si o n a l o rg a n i z a t io n s in lobbying f o r v o c a t i o n a l t e c h n i c a l education l e g i s l a t i o n 94.1 1.69 100.0 1.70 55. Cooperate with p r a c t i t i o n e r s t o solve "across th e board" v o c a t i o n a l - te c h n i c a l education problems 86.7 1.73 32 22. P r o je c t a comprehensive " p i c t u r e " o f vocational ed ucation 91.4 1.75 33 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S tate Department o f Education vocational education p r o f e s s i o n a l s ) 97.1 1.76 24.5 24.5 26 27.5 27.5 29 30 31 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , c u r r i c u ­ lum development, p r o fe s sio n a l w r i t i n g s ) 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s f o r certification 4. Develop p r e p a ra t o r y programs f o r support personnel ( e . g . , d i r e c t o r s o f f edera l p r o j e c t s , job placement, follow- up, community r e l a t i o n s , curriculum) 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o th e r curriculum a i d s ) 232 % Table J l . —Continued. Rank 34 35.5 35.5 37.5 39 % Mean 82.9 1.76 39. Provide c o n s u lt a t i o n f o r i n f u s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) i n t o vocational education programs 80.0 1.79 25. I n t e r p r e t th e vocational c e r t i f i c a t i o n code 70.6 1.79 97.2 1.80 . provide c o n s u lt a t i o n ( e . g . , f o r planning, implementation, opera­ t i o n , or e v a l u a t i o n ) f o r vocational education programs 88.2 1.80 41. Provide c o n s u lt a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u r a l ar ea r e s i d e n t s , m i n o r i t i e s , l i m i t e d E n g li s h -s p eak er s, handicapped, disadvantaged, m igra nts , males-females in se x-b iased occupations ) 78.8 1.81 97.1 1.82 97.1 1.85 46. Conduct S t a t e Department of Education developed and/or approved i n s e r v i c e workshops ( e . g . , competency-based education [CBE], em ployab ility s k i l l s , placement personnel) 5. Conduct re se arch and/or c o n t r i b u t e t o p r o fe s s io n a l l i t e r a t u r e ( r e l a t i v e t o the f i e l d o f v o c a t i o n a l - te c h n i c a l edu ca tion ) 35 40 10. Cooperate with advisory committees in the development ( i . e . , needs as sessment, planning, d e l i v e r y , e v a lu a t io n ) o f p r o fe s sio n a l development a c t i v i t i e s 41 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess a p p r o p r i a t e experiences in the world of work 42.5 6 . I d e n t i f y , i n t e r p r e t and organize ideas (of collea gues and p r a c t i ­ t i o n e r s , and o f s c h o la rs a nd/o r le a d e r s from o t h e r f i e l d s ) t h a i have im p lic a ti o n s f o r v o c a t i o n a l - t e c h n i c a l education 233 37.5 Statement Table J1 .--Continued. Statement % Mean 42.5 50. Communicate o p p o r tu n i t i e s ( e . g . , p r o fe s sio n a l and honorary organiza­ t i o n s , l e a d e r s h ip o r t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) t o renew and expand competencies 94.4 1.85 1. Cooperate in the development of the annual and f i v e - y e a r s t a t e plan f o r vocational ed ucation 80.0 1.86 45. Provide i n p u t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program p la n ­ ning) f o r p r o fe s sio n a l development a t s t a t e and n atio n al l e v e l s 94.4 1.88 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education 82.4 1.89 40. Provide c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, s p e c ia l e d ucation, remedial b a s ic s k i l l s , teaching a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 80.6 1.92 49. Provide advice a nd/or answers f o r a v a r i e t y o f vocational educa­ t i o n (and r e l a t e d ) questions/problems (upon re q u e s t by p r a c t i t i o n e r s ) 93.8 1.93 12. Cooperate in the development o f le a d e r s f o r vocational education youth o r g a n iz a ti o n s 97.1 1.94 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lu n te e r 96.8 2.00 50.5 26. I n t e r p r e t th e S t a t e Plan f o r p r o fe s s i o n a l development 76.5 2.00 53.5 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals 84.4 2.04 53.5 38. Provide c o n s u lt a t i o n f o r co o r d in atin g coope rative education programs 74.3 2.04 44 45 46 47 48 49 50.5 234 Rank Table J1 . —Continued. Rank Item # 53.5 37. Mean Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l manage­ ment (budgets, r e p o r t s , s pac e, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 70.6 2,04 I n t e r p r e t the S tate Plan f o r vocational education 65.7 2.04 20 56 59. Guide p r a c t i t i o n e r s in conducting meaningful resear ch 85.7 2.07 57.5 56. A s s i s t in program planning with Comprehensive Employment and Tra in ing Act (CETA) r e p r e s e n t a t i v e s 84.4 2.15 Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecu r ity Commission, Occupational Information System) which r e l a t e to vocational education 81.8 2.15 Cooperate in th e r ecru itm en t of i n d i v i d u a l s from the world o f work t o serve as p a r t - t i m e community co lle g e f a c u l t y in highly s p e c i a l ­ ized v o c a t i o n a l - te c h n i c a l education programs 75.0 2.21 59 51. 60. 60 19. I n t e r p r e t v o c a t i o n a l - t e c h n i c a l education l e g i s l a t i o n 67.6 2.22 61 47. Conduct (in cooperation with the S t a t e Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 72.7 2.30 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 94.3 2.39 62 54. aN = 36, r e p r e s e n tin g a 92.3 pe rcent r e t u r n . r e f e r s to CEPD v o c a t i o n a l - te c h n i c a l s p e c i a l i s t s subpopulation s e l e c t i n g item as an a p p r o p r i a t e r o l e statement f o r VTEs. 235 53.5 57.5 . % Statement APPENDIX K RANK ORDER OF VTE ROLE STATEMENTS FOR AREA CENTER PRINCIPALS 236 Table Kl.—Rank order o f VTE role statements forarea center p r in c ip a ls .3 Rank 1 2 3 4.5 6 7 8 9 10.5 10.5 Statement $ Mean 28. Address s p e c i f i c problems faced by non-degreed, annually au thoriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, to a p r o f e s s i o n —te a c h e r ) 85.7 1.08 32. Continually update co nte nt and d e l i v e r y o f courses and/or programs, based on in put from p r a c t i t i o n e r s 100.0 1.13 86.7 1.23 100.0 1.27 53. Cooperate with school o f f i c i a l s to recommend p r a c t i t i o n e r s for ce rtific a tio n 73.3 1.27 52. Cooperate with p r o fes sio n al o r g a n iz a tio n s in lobbying f o r v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 80.0 1.33 58. Encourage a p p l i c a n t s f o r te a c h e r t r a i n i n g programs who possess a p p r o p ria t e experiences in th e world of work 86.7 1.38 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 100.0 1.40 13. P a r t i c i p a t e in a p r o fe s si o n a l development plan ( f o r vocational t e a c h e r e ducators) which in cludes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu d e n t s ) 92.9 1.46 100.0 1.50 92.3 1.50 48. Provide a system f o r g r antin g co lle g e c r e d i t to p r a c t i t i o n e r s f o r previous exper iences in the world o f work (which are r e l a t i v e to th e course/program co ntent in t h e i r teac hing assignments) 18. F a c i l i t a t e l e a r n in g by u t i l i z i n g a v a r i e t y of motivationa l and instructional strateg ies 31. I n v it e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a i d s ) 237 4.5 *t ^ni Table K1 . —Continued. Rank % Mean 16. P a r t i c i p a t e in the v o c a t i o n a l - t e c h n i c a l education program a r t i c u l a t i o n process between community c o lleg e p r a c t i t i o n e r s and vocational t e a c h e r educators 92.9 1.54 21. Encourage a commitment to a p r o fe s sio n a l code of e t h i c s 92.9 1.54 93.3 1.57 80.0 1.58 14. Maintain v o c a t i o n a l - t e c h n i c a l s p e c i a l t y competency through p e r io d ic experiences in the world o f work 100.0 1.60 17.5 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p erv is in g t e a c h e r s 100.0 1.60 17.5 23. Teach by th e CBE (competency-based edu ca tion) method 100.0 1.60 17.5 50. Communicate o p p o r tu n i t i e s ( e . g . , p r o fe s si o n a l and honorary o rgan i­ z a t i o n s , l e a d e r s h i p or t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) to renew and expand competencies 100.0 1.60 11. Cooperate in o b ta in in g and u t i l i z i n g data to improve vocational education programs 93.3 1.64 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l plan ning, execution and e v a lu a t io n 93.3 1.64 12.5 14 15 17.5 21 21 21 22 3. Cooperate with the S ta te Department o f Education in s e t t i n g and maintaining standa rd s f o r vocational t e a c h e r c e r t i f i c a t i o n 10. Cooperate with advisory committees in the development ( i . e . , needs assessment, plannin g, d e l i v e r y , e v a l u a t i o n ) o f p r o f e s ­ sional development a c t i v i t i e s 2. Engage in coop er ative planning with S t a t e Department of Education personnel re s p o n s i b le f o r l e a d e r s h i p in p r o fe s s io n a l development of p r a c titio n e rs 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c t a tio n s of vocational t each er ed ucator s to c o l l e g e / u n i v e r s i t y p o lic y makers 9 3 •3 85.7 1.67 238 Statement 12.5 *t »ni # Table K1 . —Continued. Rank Mean . Cooperate with the S ta te Department o f Education in the development and/or s e l e c t i o n of competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational areas 92.9 1.69 24.5 22. P r o je c t a comprehensive " p i c tu r e " o f vocational education 86.7 1.69 26.5 40. Provide c o n s u lt a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, special ed ucation, remedial b a s ic s k i l l s , teaching a i d s , psychology, so c ia l work, s t a f f development) i n t o vocational education programs 93.3 1.71 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d u c a tio n , c e r t i f i c a t i o n and/or advanced degree programs) 93.3 1.71 100.0 1.73 100.0 1.73 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 73.3 1.73 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and natio na l organiza­ ti o n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 93.3 1.79 35. Provide c o n s u lt a t i o n ( e . g . , f o r planning, implementation, o p e r a t i o n , or e v a l u a ti o n ) f o r vocational education programs 93.3 1.79 49. Provide advice and /o r answers f o r a v a r i e t y of vocational educa­ t i o n (and r e l a t e d ) questions/problems (upon r eq u est by p r a c t i t i o n e r s ) 93.3 1.79 26.5 29 29 29 32 32 32 8 7. Cooperate with th e S ta t e Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n o f p r o fes sio n al development m a t e r ia ls and a c t i v i t i e s 30. Cooperate with p r a c t i t i o n e r s to provide meaningful l e a d e r s h i p experiences f o r in d i v i d u a l s in advanced degree programs 239 % 24.5 Statement Table K1 . —Continued. Rank 34.5 Statement 4. Develop pr ep arato r y programs f o r support personnel ( e . g . , d i r e c t o r s o f fed er al p r o j e c t s , job placement, follow-up, community r e l a t i o n s , curriculum) % Mean 1.80 46. Conduct S t a t e Department of Education developed and/or approved in s e r v i c e workshops ( e . g . , competency-based education [CBE], em ploya bility s k i l l s , placement per sonnel) 76.9 1.80 60. Cooperate in th e r ecru itm en t of i n d i v i d u a l s from the world of work to serve as p a r t - t i m e community c o lle g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - t e c h n i c a l education programs 73.3 1.82 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o determine p r o fe s sio n a l development needs and i n t e r e s t s 93.3 1.86 38 26. I n t e r p r e t the S t a t e Plan f o r p r o fe s s io n a l development 66.7 1.90 39 43. Provide linkage (communication, understanding) between th e various l e v e l s and sequences o f vocational ed ucation and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e d u catio n , p re-v ocational e ducation, academic s u b j e c t s ) 73.3 1.91 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s si o n a l w r i t i n g s ) 93.3 1.92 38. Provide c o n s u l t a t i o n f o r co o r d in atin g coo per ativ e education programs 80.0 1.92 57. A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education 80.0 1.92 24. Conduct vocational education seminars on a r e g u l a r b a s is in g eographically a c c e s s i b l e l o c a t i o n s 100.0 1.93 34.5 36 37 41 41 41 43 240 100.0 Table K1 . —Continued. Rank 45.5 Statement 1. Cooperate in the development o f the annual and f i v e - y e a r s t a t e plan f o r vocational education % Mean 100.0 2.00 100.0 2.00 45. Provide in p u t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program plan ­ ning) f o r p r o fe s s io n a l development a t s t a t e and n atio n al l e v e l s 92.3 2.00 47. Conduct (in cooperation with the S t a t e Department of Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 53.8 2.00 39. Provide c o n s u l t a t i o n f o r i n f u s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) i n t o vocational education programs 86.7 2.08 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lu n te e r 85.7 2.08 49 20. I n t e r p r e t the S t a t e Plan f o r vocational education 80.0 2.08 51 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r ity Commission, Occupational Information System) which r e l a t e t o vocational education 78.6 2.09 52 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 66.7 2.10 53 55. Cooperate with p r a c t i t i o n e r s t o solve "across the board" v o c a t i o n a l - t e c h n i c a l education problems 100.0 2.14 80.0 2.17 45.5 45.5 45.5 49 49 54 6 . I d e n t i f y , i n t e r p r e t and organize ideas (of collea gue s and pr a c ­ t i t i o n e r s , and o f s c h o la rs and/or leaders from o t h e r f i e l d s ) t h a t have im p licatio n s f o r v o c a t i o n a l - te c h n i c a l education 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals Table K1 . —Continued. Rank Item # 55 41. 56 57 5. 56. Statement Provide c o n s u lt a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u r a l area r e s i d e n t s , m i n o r i t i e s , li m i t e d E n g lis h -s p e a k e r s, handicapped, di sadva ntaged, migra nts, males-females in se x-b iased occupations) Conduct re se ar ch and/or c o n t r i b u t e t o p r o fe s s io n a l l i t e r a t u r e ( r e l a t i v e t o th e f i e l d o f v o c a t i o n a l - t e c h n i c a l education) 69.2 2.22 73.3 2.27 100.0 2.31 I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 64.3 2.33 Cooperate in the development o f le a d e r s f o r vocational education youth or g a n iz a t io n s 78.6 2.36 D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t te r o r r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items of i n t e r e s t f o r and about p r a c t i t i o n e r s 60.0 2.44 59 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a t e Department o f Education vocational education p r o f e s s i o n a l s ) 12 62 . 54. 2.18 A s s i s t in program planning with Comprehensive Employment and Training Act (CETA) r e p r e s e n t a t i v e s Guide p r a c t i t i o n e r s in conducting meaningful re se ar ch 61 84.6 2.21 59. 19. Mean 100.0 58 60 % a N = 15, r e p r e s e n ti n g 62.5 per ce nt r e t u r n . r e f e r s to ar ea c e n t e r p r in c ip a l subpopulation s e l e c t i n g item as an a p p r o p r i a t e r o l e statemen t f o r VTEs. APPENDIX L RANK ORDER OF VTE ROLE STATEMENTS FOR SHARED-TIME DIRECTORS 243 Table L I.—Rank order o f VTE role statements for shared-time d ir e c t o r s .a Rank 1 n Statement $ Mean 100.0 1.12 2 23. Teach by the CBE (competency-based education) method 100.0 1.14 3 17. Emphasize the development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 100.0 1.27 92.9 1.46 13. P a r t i c i p a t e in a p r o fe s sio n a l development plan ( f o r vocational t e a c h e r ed uca tors) which in cludes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu d e n ts 100.0 1.56 18. F a c i l i t a t e le a r n in g by u t i l i z i n g a v a r i e t y o f motivation al and instructional strateg ies 100.0 1.56 85.7 1.58 100.0 1.60 100.0 1.60 3. Cooperate with the S t a t e Department o f Education in s e t t i n g and main taining stan dards f o r vocational t e a c h e r c e r t i f i c a t i o n 93.8 1.60 . Cooperate in o b ta in in g and u t i l i z i n g da ta t o improve vocational education programs 93*8 1-60 100.0 1.62 4 5.5 5.5 7 9.5 9.5 9.5 9.5 12 29. I n t e r a c t f r e q u e n tl y ( o n - s i t e ) with su p erv is in g te a c h e r s 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c ta ti o n s o f vocational te a c h e r educ ators to c o l l e g e / u n i v e r s i t y p o lic y makers 2. Engage in cooper ative planning with S t a t e Department of Education personnel re s p o n s ib le f o r l e a d e r s h i p in p r o fe s s io n a l development of p ractitio n ers 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c ­ t i v e in use o f commercially prepared modules or o th e r consumer a i d s ) 11 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o determine pro­ fe s s i o n a l development needs and i n t e r e s t s 244 32. C ontinua lly update c o n ten t and d e l i v e r y o f courses and/or programs, based on inpu t from p r a c t i t i o n e r s Table LI . —Continued. Rank Mean 85.7 1.67 28. Address s p e c i f i c problems faced by non-degreed, annually auth oriz ed personnel ( e . g . , the t r a n s i t i o n from l a b o r supervised employee, to a p r o f e s s io n —te a c h e r ) 85.7 1.67 24. Conduct vocational education seminars on a r e g u l a r b a s is in geo grap hic al ly a c c e s s i b l e l o c a t i o n s 75.0 1.67 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 60.0 1.68 10. Cooperate with advisory committees in the development ( i . e . , needs assessment, planning, d e l i v e r y , e v a l u a t i o n ) o f p r o f e s ­ s ional development a c t i v i t i e s 100.0 1.69 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r i o d ic experiences in the world o f work 100.0 1.69 4. Develop p r e p a ra to r y programs f o r support personnel ( e . g . , d i r e c t o r s o f fed er al p r o j e c t s , job placement, follow-up, community r e l a t i o n s , curriculum) 86.7 1.69 52. Cooperate with p r o fes sio n al o rg a n iz a tio n s in lobbying f o r v o c a t i o n a l - t e c h n i c a l education l e g i s l a t i o n 86.7 1.69 21 20. I n t e r p r e t the S ta t e Plan f o r vocational education 66.7 1.70 22.5 16. P a r t i c i p a t e in the v o c a t i o n a l - t e c h n i c a l education program a r t i c u l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational t e a c h e r ed ucators 100.0 1.71 12. Cooperate in the development o f leaders f o r vocational educa­ t i o n youth o rg a n iz a tio n s 92.9 1.71 14 14 16 18.5 18.5 18.5 18.5 22.5 5. Conduct re se ar ch and/or c o n t r ib u t e t o p r o fe s sio n a l l i t e r a t u r e ( r e l a t i v e t o th e f i e l d o f v o c a t i o n a l - t e c h n i c a l educa tion ) 245 % 14 Statement Table LI . —Continued. Rank 24.5 24.5 Statement 7. Cooperate with th e S t a t e Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n of p r o fe s si o n a l development m a t e r ia ls and a c t i v i t i e s 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s s io n a l w r i t i n g s ) % Mean 100.0 1.73 93.8 1.73 100.0 1.75 21. Encourage a conmitment to a p r o fes sio n al code o f e t h i c s 26.5 48. Provide a system f o r gr an tin g c o ll e g e c r e d i t to p r a c t i t i o n e r s f o r previous ex periences in th e world of work (which ar e r e l a t i v e t o the course/program content in t h e i r te achin g assignments) 85.7 1.75 22. P r o j e c t a comprehensive " p ic tu r e " o f vocational ed ucation 87.5 1.79 66.7 1.80 100.0 1.81 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h ip experiences f o r i n d i v i d u a l s in advanced degree programs 87.5 1.86 . Cooperate with the S t a t e Department o f Education in the development a n d/o r s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational areas 100.0 1.87 50. Communicate o p p o r tu n i t i e s ( e . g . , p r o fe s s io n a l and honorary org ani­ z a t i o n s , l e a d e r s h ip or t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) t o renew and expand competencies 93.8 1.87 39. Provide c o n s u l t a t i o n f o r i n f u s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) in t o vocational education programs 83.3 1.90 28 29 30 31 32.5 32.5 34 1. Cooperate in t h e development o f th e annual and f i v e - y e a r s t a t e plan f o r vocational education 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n a tio n a l o rg a n iz a ti o n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 8 246 26.5 Table LI . —Continued. Rank Mean 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l plan ning, execution and e v a l u a ti o n 86.7 1.92 46. Conduct S t a te Department o f Education developed and /or approved i n s e r v i c e workshops ( e . g . , competency-based education [CBE], employab ility s k i l l s , placement p e r s o n n e l ) 81.3 1.92 53. Cooperate with school o f f i c i a l s t o recommend p r a c t i t i o n e r s for c e rtific a tio n 87.5 1.93 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess a p p r o p r ia te experiences in th e world o f work 87.5 1.93 100.0 1.94 . I d e n t i f y , i n t e r p r e t and organize ideas (of collea gu es and prac­ t i t i o n e r s , and of s c h o la rs a n d /o r l e a d e r s from o t h e r f i e l d s ) t h a t have im p lic a ti o n s f o r v o c a t i o n a l - te c h n i c a l education 93.8 2.00 43. Provide linkag e (communication, under standing) between th e various l e v e l s and sequences o f vocational ed ucation and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e d u catio n , p r e-v o catio n al educa­ t i o n , academic s u b j e c t s ) 93.8 2.00 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d u c a tio n , c e r t i f i c a t i o n and/or advanced degree programs) 86.7 2.00 42.5 59. Guide p r a c t i t i o n e r s in conducting meaningful re se arch 86.7 2.00 42.5 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 68.8 2.00 42.5 47. Conduct (in cooperation with the S ta te Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 56.3 2.00 35.5 37.5 37.5 39 42.5 42.5 42.5 31. I n v it e p r a c t i t i o n e r s to share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d i t courses 6 247 % 35.5 Statement Table LI . —Continued. Rank Mean 49. Provide advice and/or answers f o r a v a r i e t y o f vocational education (and r e l a t e d ) questions/problems (upon r e q u e s t by p r a c t i t i o n e r s ) 100.0 2.07 45. Provide in p u t ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program plan ­ ning) f o r p r o fes sio n al development a t s t a t e and n a tio n a l l e v e l s 86.7 2.07 48 26. I n t e r p r e t th e S ta t e Plan f o r p r o fe s si o n a l development 81.3 2.08 49 35. Provide c o n s u l t a t i o n ( e . g . , f o r plan ning, implementation, opera­ t i o n , o r e v a l u a t i o n ) f o r vocational education programs 93.3 2.14 50 38. Provide c o n s u l t a t i o n f o r co o r d in a tin g coope ra tive education programs 85.7 2.17 51 42. Provide c o n s u l t a t i o n f o r w r i t i n g proposals 73.3 2.18 62. P a r t i c i p a t e in a v a r i e t y of vocational education (and r e l a t e d ) exper iences as a v o lunteer 90.0 2.22 60. Cooperate in the recru itm ent o f i n d i v i d u a l s from the world of work t o serve as p a r t - t i m e community c o ll e g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs 60.0 2.22 40. Provide c o n s u l t a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, s p e c ia l e d u c a tio n , remedial b a s ic s k i l l s , teach ing a i d s , psychology, so c ia l work, s t a f f development) i n t o vocational education programs 92.9 2.23 41. Provide c o n s u l t a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u r a l area r e s i d e n t s , m i n o r i t i e s , l i m i t e d E n g l is h -s p e a k e r s, handicapped, disadvantaged, m i gra nts , males-females in se x-b iased occupations ) 92.3 2.25 46.5 52.5 52.5 54 55 248 % 46.5 Statement Table LI . —Continued. Rank Item # 56 57. 57 58 59 61 62 55. 51. 37. 34. 56. Mean A s s i s t in planning and conducting local and s t a t e needs assessment f o r vocational education 87.5 2.29 D i s t r i b u t e t o p r a c t i t i o n e r s a n e w s l e t t e r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s 66.7 2.30 Cooperate with p r a c t i t i o n e r s t o solve "across the board" v o c a t i o n a l - te c h n i c a l education problems 86.7 2.31 Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S ecu r ity Commission, Occupational Information System) which r e l a t e t o vocational education 86.7 2.38 Provide c o n s u l t a t i o n f o r vocational education i n s t r u c t i o n a l management (budgets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) 78.6 2.54 100.0 2.57 61.5 2.62 P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S ta te Department of Education vocational education professionals) A s s i s t in program planning with Comprehensive Employment and Trai nin g Act (CETA) r e p r e s e n t a t i v e s aN = 16, r e p r e s e n t in g a 100 per ce nt r e t u r n . b% r e f e r s to shared-time d i r e c t o r s subpopulation s e l e c t i n g item as an a p p r o p r i a t e r o l e statemen t f o r VTEs. 249 60 54. % Statement APPENDIX M RANK ORDER OF VTE ROLE STATEMENTS FOR "OTHERS" SUBGROUP 250 Table Ml . —Rank order o f VTE ro le statements for "others" subgroup.3 Rank Statement $ Mean 1.5 23. Teach by th e CBE (competency-based edu ca tion) method 100.0 1.12 1.5 32. C ont inual ly update co ntent and d e l i v e r y of courses and/or programs, based on input from p r a c t i t i o n e r s 100.0 1.12 17. Emphasize th e development o f p r e s e n t and emerging competencies needed by p r a c t i t i o n e r s 94.1 1.18 48. Provide a system f o r g r a n t in g co ll e g e c r e d i t t o p r a c t i t i o n e r s f o r previous ex periences in th e world o f work (which ar e r e l a t i v e t o th e course/program c o n ten t in t h e i r t each in g assignments) 88.2 1.20 18. F a c i l i t a t e l e a r n i n g by u t i l i z i n g a v a r i e t y o f m otiva tion al and instructional stra te g ie s 100.0 1.23 15. Survey p r a c t i t i o n e r s (on a continuing b a s i s ) t o determine p r o fe s s i o n a l development needs and i n t e r e s t s 100.0 1.29 31. I n v i t e p r a c t i t i o n e r s t o share t h e i r e x p e r t i s e (as resource persons) in c r e d i t and n o n - c r e d it courses 100.0 1.29 94.1 1.31 27. T a i l o r p r e s e n t a t i o n s t o meet p r a c t i t i o n e r needs ( i . e . , be s e l e c t i v e in use o f commercially prepared modules or o t h e r curriculum a ids) 92.9 1.31 28. Address s p e c i f i c problems faced by non-degreed, annually au thoriz ed personnel ( e . g . , th e t r a n s i t i o n from l a b o r su pervise d employee, t o a p r o f e s s i o n —t e a c h e r ) 86.7 1.31 3 4 5 6.5 6.5 9 9 9 7. Cooperate with the S t a t e Department o f Education vocational education p r o f e s s i o n a l s in the development and u t i l i z a t i o n o f p r o f e s s i o n a l development m a t e r i a l s and a c t i v i t i e s ro ui Table Ml . —Continued. Rank 11 Statement 14. Maintain v o c a t i o n a l - te c h n i c a l s p e c i a l t y competence through p e r i o d ic experiences in the world of work 12 21. Encourage a commitment t o a p r o fe s s io n a l code o f e t h i c s 13 37. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l management ( bu dg ets, r e p o r t s , space, f a c i l i t i e s , equipment and s u p p l i e s , curriculum m a t e r i a l s ) % Mean 100.0 1.33 100.0 1,35 87.5 1.36 100.0 1.37 22. P r o j e c t a comprehensive " p ic t u r e " o f vocational education 15 36. Provide c o n s u lt a t i o n f o r vocational education i n s t r u c t i o n a l plann ing, execution and e v a lu a tio n 93.8 1.40 61. A r t i c u l a t e p r a c t i t i o n e r s ' e x p e c t a tio n s of vocational te a c h e r educators to c o l l e g e / u n i v e r s i t y p o lic y makers 88.2 1.41 33. P a r t i c i p a t e a c t i v e l y in l o c a l , s t a t e and n a t io n a l org a n i z a tio n s which f a c i l i t a t e i n t e r a c t i o n with p r a c t i t i o n e r s 100.0 1.41 59. Guide p r a c t i t i o n e r s in conducting meaningful re se ar ch 100.0 1.41 12. Cooperate in the development o f leaders f o r vocational education youth o r g a n iz a tio n s 100.0 1.44 94.1 1.44 11. Cooperate in o b ta in in g and u t i l i z i n g d ata t o improve vocational education programs 100.0 1.47 24 29. I n t e r a c t f r e q u e n t l y ( o n - s i t e ) with s u p e rv is in g te a c h e r s 100.0 1.50 24 34. P a r t i c i p a t e in exchange programs (with p r a c t i t i o n e r s and S t a t e Department o f Education vocational education p r o f e s s i o n a l s ) 100.0 1.50 17 17 17 19.5 19.5 21 10. Cooperate with ad viso ry committees in the development ( i . e . , needs assessment, plann in g, d e l i v e r y , e v a l u a t i o n ) of p r o f e s ­ sional development a c t i v i t i e s 252 14 Table Ml . —Continued Rank 24 24 24 28 28 30 31 33 33 Mean 30. Cooperate with p r a c t i t i o n e r s t o provide meaningful l e a d e r s h ip experiences f o r i n d i v id u a ls in advanced degree programs 94.1 1.50 35. Provide c o n s u l t a t i o n ( e . g . , f o r planning, implementation, o p e r a t i o n , o r e v a lu a ti o n ) f o r vocational education programs 94.1 1.50 53. Cooperate with school o f f i c i a l s to recommend p r a c t i t i o n e r s for c e r tific a tio n 94.1 1.50 100.0 1.53 100.0 1.53 88.2 1.53 94.1 1.56 100.0 1.59 100.0 1.60 93.8 1.60 49 Statement . Provide advice and/or answers f o r a v a r i e t y o f vocational educa­ tio n (and r e l a t e d ) questions/problems (upon req ues t by p r a c t i t i o n e r s ) 3. Cooperate with the S t a t e Department o f Education in s e t t i n g and maintaining standards f o r vocational te a c h e r c e r t i f i c a t i o n 41. Provide c o n s u lt a t i o n f o r improving and expanding vocational educa­ t i o n options f o r p a r t i c u l a r groups ( e . g . , a d u l t s , i n n e r - c i t y r e s i ­ d e n t s , s p a r s e l y populated r u r a l area r e s i d e n t s , m i n o r i t i e s , lim i t e d E n g lis h -s p e a k e r s, handicapped, disadvantaged, m ig ra nts, males-females in sex -b iased occupations) 13. P a r t i c i p a t e in a p r o fe s sio n a l development plan ( f o r vocational t e a c h e r ed uca tors) which includes o n - s i t e i n t e r a c t i o n with p r a c t i t i o n e r s and t h e i r s tu d e n t s 2. Engage in coo pe ra tive planning with S ta te Department of Education personnel resp o n s ib le f o r l e a d e r s h ip in p r o fes sio n al development of practitio n ers 52. Cooperate with p r o fe s s io n a l o rg a n iz a ti o n s in lobbying f o r v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 55. Cooperate with p r a c t i t i o n e r s t o solve "across the board" v o c a t i o n a l - te c h n i c a l education problems 253 28 % w Table Ml . —Continued. Rank 33 36 36 38 39.5 39.5 41.5 Statement % Mean 44. Provide advice and counsel f o r p r a c t i t i o n e r s in t h e i r personal planning ( f o r continuing e d u catio n , c e r t i f i c a t i o n and/or advanced degree programs) 88.2 1.60 8. Cooperate with the S t a te Department o f Education in the development and /or s e l e c t i o n o f competency t e s t s f o r te a c h e r c e r t i f i c a t i o n in s p e c i f i c occupational area s 100.0 1.62 39. Provide c o n s u lt a t i o n f o r in fu s in g mandated programs ( e . g . , Career Education, Bilingual Education, Mainstreaming) in to vocational education programs 94.1 1.62 43. Provide li nkage (communication, understanding) between the various l e v e l s and sequences of vocational education and r e l a t e d programs ( e . g . , i n d u s t r i a l a r t s , c a r e e r e ducation, p re-v ocatio nal educa­ t i o n , academic s u b j e c t s ) 94.1 1.62 51. Communicate a u x i l i a r y s e r v i c e a v a i l a b l e ( e . g . , Employment S e c u r i ty Commission, Occupational Information System) which r e l a t e t o vocational education 100.0 1.65 9. Cooperate in developmental a c t i v i t i e s (placement p r o j e c t s , curriculum development, p r o fe s s io n a l w r i t i n g s ) 93.8 1.67 40. Provide c o n s u lt a t i o n f o r i n t e g r a t i n g s p e c i a l i z e d personnel ( e . g . , job placement, sp ecia l e d u c a tio n , remedial b a s ic s k i l l s , tea ch ing a i d s , psychology, s o c ia l work, s t a f f development) i n t o vocational education programs 88.2 1.67 50. Communicate o p p o r t u n i t i e s ( e . g . , p r o fe s s io n a l and honorary orga ni­ z a t i o n s , le a d e r sh ip o r t r a i n i n g programs, c r e d i t / n o n - c r e d i t courses and programs) to renew and expand competencies 94.1 1.69 254 36 m Table Ml . —Continued. Rank 41.5 Statement 4. Develop p r e p a r a to r y programs f o r support personnel ( e . g . , d i r e c t o r s o f federa l p r o j e c t s , job placement, follow-up, community r e l a t i o n s , curriculum) % Mean 1.69 100.0 1.71 60. Cooperate in the r ecru itm ent o f i n d i v i d u a l s from th e world of work t o serve as p a r t - t i m e community c o l le g e f a c u l t y in highly s p e c i a l i z e d v o c a t i o n a l - te c h n i c a l education programs 87.5 1.71 16. P a r t i c i p a t e in the v o c a t i o n a l - t e c h n i c a l education program a r t i c u l a t i o n process between community c o lle g e p r a c t i t i o n e r s and vocational t e a c h e r educa to rs 88.2 1.73 5. Conduct r esear ch and/or c o n t r i b u t e t o p r o fe s s io n a l l i t e r a t u r e ( r e l a t i v e t o the f i e l d o f v o c a t i o n a l - t e c h n i c a l educ ation) 94.1 1.75 6. I d e n t i f y , i n t e r p r e t and organize ideas (of colleag ue s and pra ct i o n e r s , and o f s chola rs and/or le aders from o t h e r f i e l d s ) t h a t have im p li c a t io n s f o r v o c a t i o n a l - te c h n i c a l education 94.1 1.75 62. P a r t i c i p a t e in a v a r i e t y o f vocational education (and r e l a t e d ) experiences as a v o lu nte er 92.9 1.77 49.5 25. I n t e r p r e t the vocational c e r t i f i c a t i o n code 82.4 1.79 49.5 42. Provide c o n s u lt a t i o n f o r w r i t i n g proposals 93.3 1.79 51 19. I n t e r p r e t v o c a t i o n a l - te c h n i c a l education l e g i s l a t i o n 88.2 1.80 52 24. Conduct vocational education seminars on a r e g u l a r b a s is in geo g r ap h ically a c c e s s i b l e l o c a t i o n s 94.1 1.81 56. A s s i s t in program planning with Comprehensive Employment and T raining Act (CETA) r e p r e s e n t a t i v e s 80.0 1.83 43.5 43.5 45 46.5 46.5 48 53 58. Encourage a p p l i c a n t s f o r t e a c h e r t r a i n i n g programs who possess a p p r o p r i a t e experiences in th e world o f work 255 81.3 Table Ml . —Continued. Rank Item # 54 54. 55 45. 56 46. Statement D i s t r i b u t e to p r a c t i t i o n e r s a n e w s l e t te r or r e p o r t (on a r e g u l a r b a s i s ) d e s c rib in g vocational education items o f i n t e r e s t f o r and about p r a c t i t i o n e r s Provide in put ( e . g . , l e g i s l a t i v e , funding a l l o c a t i o n , program p la n ­ ning) f o r p r o fe s sio n a l development a t s t a t e and national l e v e l s Conduct S t a te Department o f Education developed and/or approved i n s e r v i c e workshops ( e . g . , competency-based education [CBE], em ployabili ty s k i l l s , placement personnel) % Mean 81.3 1.85 100.0 1.87 81.3 1.92 38. Provide c o n s u lt a t i o n f o r co o r d in atin g coop er ative education programs 100.0 1.93 58 57. A s s i s t in planning and conducting loc al and s t a t e needs assessment f o r vocational education 100.0 1.93 Cooperate in the development of the annual and f i v e - y e a r s t a t e plan f o r vocational education 88.2 1.93 1. 58 60.5 26. I n t e r p r e t the S ta te Plan f o r p r o fe s sio n a l development 93.8 2.00 60.5 47. Conduct (in cooperation with the S t a t e Department o f Education vocational education p r o f e s s i o n a l s ) s t a t e conferences and meetings 80.0 2.00 I n t e r p r e t the S ta te Plan f o r vocational education 81.3 2.15 62 20. aN = 17, r e p r e s e n t i n g a 70.8 pe rcent r e t u r n . \ f o r VTEs. r e f e r s t o the o th e r s subpopulation s e l e c t i n g item as an a p p r o p r i a t e r o l e statement 256 58 BIBLIOGRAPHY 257 BIBLIOGRAPHY Books B abbie, Earl R. Survey R es ea rch Methods. P u b l i s h i n g C o . , I n c . , 1973. Belmont, C a l i f . : Wadsworth Br ooko ver , Wilbur B . , and E r i c k s o n , Edsel L. 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