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H a w k in s , R ic h a rd T a ylo r

VOCATIONAL-TECHNICAL ROLE EXPECTATIONS OF THE VOCATIONALTECHNICAL SPECIALIST POSITION AT THE INTERMEDIATE SCHOOL
DISTRICT LEVEL IN MICHIGAN

PH.D. 1981

Michigan State University

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VOCATIONAL-TECHNICAL ROLE EXPECTATIONS OF THE VOCATIONALTECHNICAL SPECIALIST POSITION AT THE INTERMEDIATE
SCHOOL DISTRICT LEVEL IN MICHIGAN

By
Richard Taylor Hawkins

A DISSERTATION
Submitted to
Michigan State University
in p a r t ia l f u l f i l l m e n t o f the requirements
fo r the degree of
DOCTOR OF PHILOSOPHY
Department o f Secondary Education and Curriculum

ABSTRACT
VOCATIONAL-TECHNICAL ROLE EXPECTATIONS OF THE VOCATIONALTECHNICAL SPECIALIST POSITION AT THE INTERMEDIATE
SCHOOL DISTRICT LEVEL IN MICHIGAN
By

Richard Taylor Hawkins

This descriptive study was an investigation to determine the
vocational-technical role expectations of the s p e c ia lis t position at
the intermediate school d i s t r i c t level in Michigan as viewed by i n t e r ­
mediate school d i s t r i c t superintendents, vo cational-technical s p e c ia l­
i s t s , and local vocational-technical d ire c to rs .

The objectives o f the

study were to:
1.

Obtain major vocational-technical role expectations o f the

s p e c ia lis t position in Michigan's intermediate school d i s t r i c t s .
2.

Id e n tify any s ig n ific a n t relationships in the major

vocational-technical ro le expectations of the s p e c ia lis t position held
by superintendents, s p e c ia lis ts , and d ire c to rs .
3.

Provide a composite l i s t of the major vocational-technical

role expectations of the s p e c ia lis t position with respect to selected
role expectations.
The data fo r the study were collected by the use o f a question­
naire th a t was mailed to 219 p a rtic ip a n ts .

The respondents included

a l l intermediate school d i s t r i c t superintendents, vocational-technical

Richard Taylor Hawkins
s p e c ia lis ts , and local vocational-technical d irectors in Michigan.
The questionnaire contained 60 vocational-technical

role expectations

th at were presented in six adm inistrative categories.

An overall

return rate of 78 percent was achieved.
The top ten and lowest ten vocational-technical role expecta­
tions in each respondent group were selected to be presented in both
n a rra tiv e and ta b le form.

Selection was based on the highest and

lowest percentage o f respondents who strongly agreed with the
vocational-technical role expectations.
The following conclusions were derived from the data
reported:
1.

The person occupying the s p e c ia lis t position should pro­

vide leadership in forming the Career Education Planning D i s t r i c t 's
philosophy of vocational-technical education.

This p a rtic u la r

vocational-technical role expectation was selected by a ll three
responding groups and was in the top ten vocational-technical role
expectation category f o r a l l three groups.
2.

The s p e c ia lis t should serve as a contact person between the

Career Education Planning D is t r ic t and the Michigan Department of Edu­
c ation , Vocational-Technical Education Services, on matters pertaining
to vocational-technical education.

The superintendents, s p e c ia lis ts ,

and d irectors a l l strongly agreed with t h i s vocational-technical role
expectation.
3.

The s p e c ia lis t should be responsible fo r helping to develop

a p o sitive community image o f vo cational-technical education.

In

developing the p o sitive image, the s p e c ia lis t should estab lish and

Richard Taylor Hawkins
maintain an e ffe c tiv e working relation ship with key individuals in
business and industry to promote vocational-technical education.
4.

The s p e c ia lis t should play a key role in providing leader­

ship fo r a representative vocational-technical education planning com­
mittee (Career Education Planning D i s t r i c t Council) at the intermediate
school d i s t r i c t le v e l.

Also, leadership from the s p e c ia lis t's o ffic e

should be provided to promote the e f fe c tiv e u t i l i z a t i o n of local
vocational-technical education advisory committees.
5.

The superintendents and s p e c ia lis ts were in agreement on

the vocational-technical role th at the s p e c ia lis t plays in the overall
d e live ry of vocational-technical education at the intermediate school
di s t r i c t .
6.

The directors and s p e c ia lis ts were in agreement on the

vocational-technical role th at the s p e c ia lis t plays in the overall
d e liv e ry of vocational-technical education as long as the s p e c ia lis t
does not make decisions at or fo r the local le v e l.

ACKNOWLEDGMENTS

The completion of th is study was dependent upon the assistance
and cooperation of many people.

The w r ite r is deeply indebted to his

w ife , Barbara, fo r her encouragement, understanding, and patience, and
to his ch ild re n , Laura, Je n n ifer, and Michael, who s a c rific e d much
fa th e r ly companionship.
The author is deeply appreciative o f the enthusiasm, encourage­
ment, and guidance he received from Dr. B i l l i e T. Rader, who, as Com­
mittee Chairman, w il l i n g l y gave his time and personal encouragement.
Appreciation is also extended to Dr. Richard Gardner, Dr. Robert Poland,
and Dr. Louis Romano, who, as members of the Guidance Committee, pro­
vided encouragement and professional advice.
The w r ite r wishes to extend his thanks to Dr. John Doneth, who,
as the w r it e r 's undergraduate advisor, has continued to encourage the
author to expand his educational endeavors.

Also, thanks is extended

to the many intermediate school d i s t r i c t superintendents, vo cation altechnical s p e c ia lis ts , and local vo cational-technical d irec to rs who
took time to complete the questionnaire which provided much o f the
data fo r th is study.

TABLE OF CONTENTS
Page
LIST OF T A B L E S ................................................................................................

v

Chapter
I.

BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY . . . .
Introduction ........................................................................... .
Background o f the S t u d y ..........................................................
Statement o f the Problem ......................................................
Need fo r the S t u d y ..................................................................
Purpose of the S t u d y ..............................................................
Research Questions ..................................................................
Objectives ...............................................................................
Questions ...................................................................................
Assumptions ...................................................................................
D elim itations o f the S t u d y ..................................................
D e fin itio n o f T e rm s ...................................................................
Summary............................................................................................

II.

III.

IV .

REVIEW OF RELATED LITERATURE.....................................

1
1
2
4
5
6
8
8
8
9
10
10
11
14

Introduction ...............................................................................
History o f the Vocational-Technical S p e c ia lis t
P o s i t i o n ...................................................................................
Pertinent Related L ite ra tu re ...............................................
Summary............................................................................................

15
17
24

METHODOLOGY........................................................................................

26

Introduction ...............................................................................
The P o p u l a t i o n ...........................................................................
Preparation o f the Questionnaire ......................................
Data C o l l e c t i o n ...........................................................................
Methods o f Analysis ...................................................................
Summary............................................................................................

26
26
28
30
32
33

ANALYSIS AND PRESENTATION OF DATA.........................................

35

Introduction ...............................................................................
Descriptive C h a racteristics o f Respondents ...................
Professional Work Experience ..........................................
Levels o f E d u c a tio n ...............................................................

35
35
35
36

iii

14

Page

Research Questions
Question Number
Question Number
Question Number
Question Number

....................
O n e ............................
T w o .............................................................
Three .........................................................
F o u r .........................................................

38
38
48
57
67

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS FOR
FURTHER RESEARCH, AND REFLECTIONS .....................................

85

Introduction ...............................................................................
Summar y ...........................................................................................
Research Questions ..................................................................
F i n d i n g s .......................................................................................
Question Number O n e .............................................................
Question Number T w o .............................................................
Question Number Three .........................................................
Question Number F o u r .........................................................
C onclu sion s...................................................................................
Recommendations fo r Further Research .............................
R e f l e c t i o n s ...................................................................................

85
85
86
87
87
89
90
92
94
95
96

APPENDICES........................................................................................................

98

V.

A.

MAP OF THE CAREER EDUCATION PLANNING DISTRICTS . . . .

B.

SELECTED EXPERTS IN VOCATIONAL-TECHNICAL EDUCATION . .

101

C.

LETTER TO SELECTED EXPERTS .......................................................

103

D.

QUESTIONNAIRE................................................................................

105

E.

LETTER TO RESPONDENTS...............................................................

110

F.

FOLLOW-UP LETTER TO NONRESPONDENTS .......................................

112

G.

VOCATIONAL-TECHNICAL ROLE EXPECTATIONS ..............................

114

H.

TOP TEN VOCATIONAL-TECHNICAL ROLE EXPECTATIONS
IN RANK O R D E R ...........................................................................

159

SELECTED BIBLIOGRAPHY ....................................................................................

161

iv

99

LIST OF TABLES
Table
3.1

4.1

4.2

4.3

4 .4

4 .5

4 .6

4.7

4 .8

Page
Intermediate School D is t r ic t Superintendents,
Vocational-Technical S p e c ia lis ts , and Local
Vocational-Technical Directors Forming Population
fo r the S t u d y ...................................................................................

31

Professional Work Experience o f Intermediate School
D is t r ic t Superintendents, Vocational-Technical
S p e c ia lis ts , and Local Vocational-Technical Directors .

36

Level o f Education Attained by Intermediate School
D is t r ic t Superintendents, Vocational-Technical
S p e c ia lis ts , and Local Vocational-Technical Directors .

37

The Top Ten Vocational-Technical Role Expectations of
the Vocational-Technical S p e c ia lis t Position as
Viewed by Interm ediate; School D i s t r i c t Superintendents .

39

The Lowest Ten Vocational-Technical Role Expectations
of the Vocational-Technical S p e c ia lis t Position as
Viewed by Intermediate School D i s t r i c t Superintendents .

44

The Top Ten Vocational-Technical Role Expectations o f
the Vocational-Technical S p e c ia lis t Position as
Viewed by Vocational-Technical S p ec ialists ......................

49

The Lowest Ten Vocational-Technical Role Expectations
of the Vocational-Technical S p e c ia lis t Position as
Viewed by Vocational-Technical S p ec ialists ......................

53

The Top Ten Vocational-Technical Role Expectations of
the Vocational-Technical S p e c ia lis t Position as
Viewed by Local Vocational-Technical Directors . . . .

58

The Lowest Ten Vocational-Technical Role Expectations
of the Vocational-Technical S p e c ia lis t Position as
Viewed by Local Vocational-Technical D irectors . . . .

63

v

Table

4 .9

4.10

G.l

G.2

G.3

G.4

H.l

Page

The Top Ten Vocational-Technical Role Expectations of
the Vocational-Technical S p e c ia lis t Position as
Viewed by Vocational-Technical S pecialists With
Comparison Responses From Intermediate School
D i s t r i c t Superintendents and Local VocationalTechnical Directors.......... .............................................................

68

The Lowest Ten Vocational-Technical Role Expectations
of the Vocational-Technical S p e c ia lis t Position as
Viewed by Vocational-Technical S pecialists With
Comparison Responses From Intermediate School
D i s t r i c t Superintendents and Local VocationalTechnical D irectors
.............................................................

77

Vocational-Technical Role Expectations of the
Vocational-Technical S p e c ia lis t Position as Viewed
by the Intermediate School D i s t r i c t Superintendents .

116

Vocational-Technical Role Expectations o f the
Vocational-Technical S p e c ia lis t Position as Viewed
by the Vocational-Technical S pecialists
.........................

123

Vocational-Technical Role Expectations of the
Vocational-Technical S p e c ia lis t Position as Viewed
by the Local Vocational-Technical Directors ...............

131

Vocational-Technical Role Expectations of the
Vocational-Technical S p e c ia lis t Position as Viewed
by Intermediate School D i s t r i c t Superintendents,
Vocational-Technical S p e c ia lis ts , and Local
Vocational-Technical Directors ..............................................

139

The Top Ten Vocational-Technical Role Expectations
fo r the Intermediate School D is t r ic t Superinten­
dents, Vocational-Technical S p e c ia lis ts , and
Local Vocational-Technical Directors in Rank
O r d e r ................................................................................................

160

vi

CHAPTER I
BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY

Introduction
Since the inception o f the Career Education Planning D is t r ic ts
in Michigan in 1971, there has been one d is s e rta tio n (LaBonte, 1978)
and numerous published and unpublished documents w ritte n by the Michi­
gan Department of Education about the ro le and r e s p o n s ib ilitie s of
the Career Education Planning D i s t r i c t position in regard to career
education (Michigan Department o f Education, 1972).

Yet, there is

another aspect of the ro le and r e s p o n s ib ilitie s of the Career Educa­
tio n Planning D is t r ic t position in Michigan, th at being vocationaltechnical education, and in p a r t ic u la r , the vocational-technical
s p e c ia lis t's (s p e c ia lis t) relatio n sh ip to vocational-technical educa­
tio n .

Research concerning the vocational-technical role expectations

of the s p e c ia lis t position a t the intermediate school d i s t r i c t in
Michigan has been v i r t u a l l y nonexistent.
At both the local and intermediate school d i s t r i c t le v e ls ,
there are no c le a r nor uniform vocational-technical role expectations
concerning the s p e c ia lis t position.

Yet, each year since the incep­

tio n o f the Career Education Planning D i s t r i c t , vocational-technical
education in Michigan has become more and more complex to administer,
and the ro le and r e s p o n s ib ilitie s o f the s p e c ia lis t have increased
tremendously.

2
The s p e c ia lis t must be prepared to provide assistance to the
local school d i s t r i c t s concerning t h e ir p a rtic u la r vo cational-technical
education programs, curriculum, and f a c i l i t i e s .

At the same tim e, the

s p e c ia lis t is expected to coordinate and manage a l l a c t i v i t i e s re la te d
to vocational-technical education at the intermediate school d i s t r i c t
le v e l.

At the intermediate school d i s t r i c t le v e l, the s p e c ia lis t

is providing services to anywhere from 1 to 20 or more local school
d is tric ts .

At the same tim e, the State Department of Education,

Vocational-Technical Education Services, expects the s p e c ia lis t to
act as a lia is o n person between the local school d i s t r i c t s and the
State Department o f Education.

Also, because Career Education Plan­

ning D is t r ic ts vary in t h e ir geographic size (Appendix A) and vo cationaltechnical enrollment, the s p e c ia lis t is faced with many other problems
in administering vocational-technical education than what a local
school d i s t r i c t vocational-technical administrator would encounter.
These problems could involve the transporting of students, use of a
number of f a c i l i t i e s located in several d if f e r e n t school d i s t r i c t s ,
working with local vocational-technical s t a f f th a t are possibly rep­
resented by one or more bargaining u n its , and dealing with one or more
local boards o f education.
Background o f the Study
Michigan's primary d e liv e ry system of secondary vo cation altechnical education is the public secondary high school, the secondary
area vo cational-technical center, or a combination o f the two.

These

d e liv e ry systems are a r e s u lt o f both federal and state commitment fo r

3
a high degree of q u a lity vocational-technical education a t the secondary
level in Michigan.

The Michigan le g is la tu r e and the State Board of

Education have established the role of each type of Michigan educa­
tio n a l agency or i n s t it u t io n as they r e la te to the provisions of
vocational-technical education.
Generally, vo cational-technical programs are offered a t the
la t e r senior high school years (grades 11-12).

Each K-12 d i s t r i c t

should o f fe r a l l vocational-technical programs fo r which i t has suf­
f i c i e n t resources and in terested students.

The purpose of vocational-

technical education a t the secondary level in Michigan is to provide
h ig h -q u a lity vocational-technical tra in in g which is r e a l i s t i c in the
lig h t of actual or an ticip ated opportunities fo r gainful employment.
This tra in in g must be consistent with the student's needs, in te r e s ts ,
and a b i l i t i e s

(Michigan Department of Education, 1980, p. 1 ).

Michigan's secondary vocational-technical program enrollment
over the past several years has continued to increase, with numerous
areas in the state serving in excess o f 50 percent of t h e ir to ta l
secondary population, and with some areas providing tra in in g to over
70 percent of t h e ir t o ta l secondary enrollment (Michigan Department o f
Education, 1977, pp. 1 1 -1 2 ).

Based on the Annual and Long-Range State

Plan fo r Vocational Education in Michigan (1980), the vocationaltechnical enrollment w i l l continue to show an increase even in an era
o f declining enrollments fo r schools in general.

Many students are

not continuing t h e i r formal education a f t e r high school because they
are able to receive e x c e lle n t job tra in in g while in high school
(Oberlander, 1980).

The Annual and Long-Range State Plan fo r Vocational

4
Education in Michigan (1980) projects an increasing enrollment in a l l
categories, with more and more in divid ua ls from special areas being
served.
Much of the growth and development of secondary vocational technical education can be a ttrib u te d to the leadership a t the i n t e r ­
mediate school d i s t r i c t level by the s p e c ia lis t.

They are the c h ie f

vocational-technical adm inistrator and are required to make decisions
regarding the planning, development, implementation, operation, and
evaluation of the vocational-technical programs at the intermediate
school d i s t r i c t and Career Education Planning D is t r ic t le v e ls .

Statement of the Problem
The problem of th is study was to conduct an in ves tig a tio n
to determine the vocational-technical ro le expectations o f the
s p e c ia lis t position as viewed by intermediate school d i s t r i c t super­
intendents (superintendent), s p e c ia lis ts , and local vo cationaltechnical d irec to rs ( d ir e c t o r ) .

To date, there has been no examination

of the s p e c ia lis t position at the intermediate school d i s t r i c t level in
regard to vocational-technical education and s p e c ific a lly to the
vocational-technical ro le expectations o f the position.

Also, because

the vocational-technical ro le expectations have not been examined,
many administrators at both the local and intermediate school d i s t r i c t
levels must r e ly on the b r ie f general performance objectives (Adminis­
t r a t i v e Guide, 1978) th a t the State Department of Education has devel­
oped fo r the s p e c ia lis t po sition.

By not having any s p e c ific

vocational-technical ro le expectations, only performance o b je c tiv e s ,

5
there could be a p o s s ib ilit y th a t some o f the s p e c ia lis ts might not
be providing vocational-technical leadership to the local school d is ­
t r i c t s in a consistent manner th a t is in keeping with the State
Department's overall vocational-technical plans.

This study w ill

determine a number o f key vocational-technical ro le expectations th at
could then in turn be u t i l i z e d by administrators to as sis t in d e ter­
mining the ro le th a t s p e c ia lis ts are to play in the overall d e liv e ry
system fo r vocational-technical education.
Need fo r the Study
At present, there has been v i r t u a l l y no research completed
concerning the vocational-technical ro le expectations of the sp ecial­
i s t position a t the intermediate school d i s t r i c t level in Michigan.
Each intermediate school d i s t r i c t th a t employs a s p e c ia lis t places a
v a rie ty o f d if f e r e n t ro le expectations upon th a t person based on the
p a r tic u la r intermediate school d i s t r i c t ' s emphasis on vocationaltechnical education.

This is c le a r ly evident and can be seen by the

p r i o r i t y or lack o f p r i o r i t y as indicated by the t i t l e and the impor­
tance th a t the intermediate school d i s t r i c t places on the s p e c ia lis t
po sition.

In 16 percent o f the intermediate school d i s t r i c t s , the

s p e c ia lis t is given the t i t l e of assistan t superintendent fo r
vocational-technical education and functions as an upper-level admin­
i s t r a t o r , while a t 84 percent of the intermediate school d i s t r i c t s
th is same position is held by a coordinator or d ire c to r and they are
regarded as a middle- or low er-level adm inistrator (Michigan Education
D ire c to ry , 1980).

6

Both at the intermediate school d i s t r i c t level and at the
local school d i s t r i c t le v e l, there are no s p e c ific a lly defined
vocational-technical ro le expectations fo r the s p e c ia lis t position.
The State Department of Education, Vocational-Technical Education
Services, does provide examples of performance objectives fo r the
position of s p e c ia lis t in i t s Administrative Guide fo r VocationalTechnical Education in Michigan handbook, but intermediate school
d i s t r ic t s can in te r p r e t these examples in whatever manner they wish
(Administrative Guide, 1978).
Purpose of the Study
Because there are no current data av a ila b le concerning the
vocational-technical ro le expectations o f the s p e c ia lis t p o sitio n ,
the main purpose o f th is study was to determine the vocationaltechnical ro le expectations of the s p e c ia lis t position at the i n t e r ­
mediate school d i s t r i c t level in Michigan as viewed by superintendents,
s p e c ia lis ts , and d ire c to rs .

By determining the vocational-technical

role expectations, th is study obtained a f i r s t approximation reading
of the major vocational-technical ro le expectations of the s p e c ia lis t
position r e la t iv e to selected adm inistrative functions of vocationaltechnical education.

I t would then be fe a s ib le fo r a local education

agency, intermediate school d i s t r i c t , or Michigan Department of Edu­
cation to assess to what extent the s p e c ia lis t position is or is not
being u t i l i z e d in the overall d e liv e ry system fo r vocational-technical
education in Michigan.

7
The study id e n t ifie d differences in the vocational-technical
ro le expectations as viewed by superintendents, s p e c ia lis ts , and
d ire c to rs .

This information revealed the r e la t iv e in te n s ity and

p r i o r i t y with which these vocational-technical ro le expectations were
held by selected in d ivid u a ls.

I t is an ticip ated th a t the findings of

th is study w ill assist local education agencies and intermediate
school d i s t r ic t s in f u l l y understanding the ro le th a t is held by the
s p e c ia lis t in relatio n sh ip to vo cational-technical education in
Michigan.

The study possibly could be o f value to the Vocational -

Technical Education Services of the Michigan Department o f Education.
This research report is the f i r s t in ves tig a tio n regarding the
vocational-technical ro le expectations o f the s p e c ia lis t p o s itio n ,
and i t w ill provide an opportunity fo r the State Department o f Educa­
tio n to take a c r i t i c a l

look a t a s p ecific p a rt o f the vocational-

technical d e livery system.

The Vocational-Technical Education

Services has recognized the importance o f the s p e c ia lis t position to
the success of vocational-technical education a t the local education
agency level and provides annual vo cational-technical education
assistance to intermediate school d i s t r i c t s which have established
th is adm inistrative position and have employed a q u a lifie d person
(Administrative Guide, 1978, pp. 5 - 6 ) .

The amount o f assistance is

40 percent of the s p e c ia lis t 's annual salary up to $30,000.

8
Research Questions
Objectives
This study was structured to:
1.

Obtain a f i r s t approximation reading o f the major

vo cational-technical ro le expectations o f the s p e c ia lis t position
in Michigan's intermediate school d i s t r i c t s with respect to selected
ro le expectations.
2.

Id e n t if y any s ig n ific a n t relationships in the major

vo cational-technical ro le expectations of the s p e c ia lis t position
held by superintendents, s p e c ia lis ts , and d ire c to rs .
3.

Provide a composite l i s t of the major vocational-technical

ro le expectations o f the s p e c ia lis t position with respect to selected
ro le expectations.
Questions
The purposes o f the study were realized by answering the f o l ­
lowing research questions:
1.

What are the major vocational-technical role expectations

of the s p e c ia lis t position as held by superintendents with respect to
selected ro le expectations?
2.

What are the major vocational-technical ro le expectations

o f the s p e c ia lis t position as held by sp e c ia lis ts with respect to
selected role expectations?
3.

What are the major vocational-technical ro le expectations

o f the s p e c ia lis t position as held by d irectors with respect to
selected ro le expectations?

9
4.

What are the relation ship s between the vocational -

technical role expectations o f the s p e c ia lis t position as held by
superintendents, s p e c ia lis ts , and d irectors with respect to selected
role expectations?

Assumptions
There are four main basic assumptions th a t were made in th is
study:
1.

Given a l i s t of selected vocational-technical role expec­

ta tio n s , the s p e c ia lis ts can id e n t if y the major vocational-technical
role expectations they believe are anticipated of t h e i r position.
2.

Given a l i s t of selected vocational-technical role

expectations, the superintendents and the d irec to rs can id e n t ify the
major vocational-technical role expectations they hold of the sp ecial­
i s t position.
3.

An acceptable degree o f s i m ila r it y ex is ts between the

vocational-technical ro le expectations fo r the s p e c ia lis t position
held by superintendents, s p e c ia lis ts , and d irec to rs to permit the
use of the same questionnaire with each group.
4.

The vocational-technical ro le expectations o f the

s p e c ia lis t position are s im ila r enough to secondary vocationaltechnical adm inistrators' role expectations and th erefore permit
the use of findings of re la te d research as a beginning to the selec­
tio n o f items fo r the questionnaire.

10
D elim itations o f the Study
The study and i t s findings are subject to the following
d e lim ita tio n s :
1.

The study is lim ite d to the superintendents, the sp ecial­

is t s , and the d irectors serving in Michigan's 58 intermediate school
d is tric ts .
2.

The vocational-technical role expectations id e n t ifie d in

the study were lim ite d to those considered most important by the
researcher, and no attempt was made to study a l l role expectations
of the s p e c ia lis t po sition.
3.

The findings of the study may not be generalized to

positions th a t do not f i t the d e fin itio n o f the s p e c ia lis t as used
in th is study.

D e fin itio n of Terms
The following terms have been defined as they are used in
th is study:
Vocational-Technical Education—organized educational
programs which are d i r e c t ly re la te d to the preparation o f in divid uals
fo r paid or unpaid employment, or fo r additional preparation fo r a
career requiring other than a baccalaureate or advanced degree
(State Plan, 1980, pp. 7 - 8 ) .
Vocational-Technical S p e c ia lis t P o sition—an adm inistrative
position a t the intermediate school d i s t r i c t level in Michigan th at
coordinates a l l vocational-technical a c t i v i t i e s a t the intermediate
school d i s t r i c t level and acts as a lia is o n between the State

11

Department o f Education, Vocational-Technical Education Services,
and the local school d i s t r i c t .
Intermediate School D i s t r i c t - -an intermediary educational
agency situated between K-12 schools and the State Department of
Education and serves as the middle echelon in a three-echelon educa­
tio n a l adm inistrative structure th a t is responsible fo r carrying out
both regulatory and service-oriented functions with local education
agencies.
Intermediate School D i s t r i c t Superintendent--the top admin­
i s t r a t i v e position at the intermediate school d i s t r i c t l e v e l, who
is responsible fo r the operation o f the intermediate school d i s t r i c t .
This person is hired by and must answer to the intermediate school
d i s t r i c t board of education.
Local Vocational-Technical D ire c to r—an individual who is
employed by a local education agency and has d ire c t r e s p o n s ib ility
fo r administering the vocational-technical education programs.
Summary
In th is chapter, the researcher presented information regard­
ing the s p e c ia lis t 's re la tio n s h ip with the intermediate school d is ­
t r i c t and also the local school d i s t r i c t concerning the administration
o f vocational-technical education.

The ro le and r e s p o n s ib ilitie s of

the s p e c ia lis t have increased s ig n if ic a n t ly over the past several
years because vocational-technical education in Michigan has continued
to expand and therefore has become more and more complex to administer.

12
The primary d e liv e ry system fo r vocational-technical educa­
tio n is at the secondary level because of a commitment (State Plan,
1980) by the State Department of Education to provide q u a lity
vocational-technical education.

In th is d e liv e ry system, the sp ecial­

i s t is a primary lin k between the State Department o f Education,
Vocational-Technical Education Services, and the local school d is ­
t r i c t s in coordinating and administering vocational-technical education.
Because of the role th a t the s p e c ia lis t plays in vocationaltechnical education, the problem o f th is study was to conduct an
in vestigation to determine the vocational-technical ro le expectations
of the s p e c ia lis t position as viewed by superintendents, s p e c ia lis ts ,
and d ire c to rs .

There has been v i r t u a l l y no research completed con­

cerning the vocational-technical ro le expectations o f the s p e c ia lis t
position at the intermediate school d i s t r i c t level in Michigan.

The

State Department o f Education does provide general performance objec­
t iv e s , but no s p ecific vocational-technical ro le expectations are
a v a ila b le .
In th is research p r o je c t, four research questions were asked
which d e a lt with the vo cational-technical ro le expectations o f the
s p e c ia lis t position as viewed by the s p e c ia lis t's supervisor, the
incumbent, and the local vocational-technical adm inistrator.

Basic

assumptions were made regarding the use o f the same questionnaire fo r
a l l groups.

Also, d e lim ita tio n s were placed on the study regarding

the respondents who p a rtic ip a te d .

These indicated th a t the vocational-

technical ro le expectations th a t were presented in the questionnaire

13

were those considered most important by the researcher.
th a t were used throughout the study were defined.

Major terms

CHAPTER I I
REVIEW OF RELATED LITERATURE

Introduction
In reviewing related l i t e r a t u r e , i t was determined th a t no
studies had been conducted or reported concerning the vocational technical ro le expectations o f the s p e c ia lis t position at the
intermediate school d i s t r i c t level in Michigan.

There were, however,

numerous studies regarding a s im ila r position in the public secondary
school system, which re fe rre d to a local vocational-technical d i r e c t o r '
or local shared-time vo cational-technical d ire c to r .

Even though the

vocation al-tech nical position at the local secondary level is d i f ­
fe re n t from the s p e c ia lis t position a t the intermediate school d is ­
t r i c t le v e l , enough s i m ila r it y ex ists between the two roles to permit
the review and presentation o f re la te d l i t e r a t u r e th a t pertains to
th is vo cational-technical po sitio n .
There has been one d is s e rta tio n completed concerning the
Career Education Planning D i s t r i c t in Michigan, "Judgments Concern­
ing the Major Functions, A u th o rity , A ccoun tab ility, and Financial
Support of the Career Education Planning D is t r ic ts in Michigan" by
Roger T. LaBonte, but th a t d e a lt s p e c ific a lly with career education
and did not explore the vo cational-technical aspects o f the Career
Education Planning D i s t r i c t (LaBonte, 1978).

14

15
History o f the Vocational-Technical
S p e c ia lis t Position
The idea of employing an individual a t the intermediate school
d i s t r i c t level to coordinate and act as a lia is o n between the local
school d i s t r i c t and the State Department o f Education fo r vocational technical education is not a new concept.

Twenty years ago, there

were several in divid uals who functioned as vocational-technical
d irec to rs at the intermediate school d i s t r i c t level in Michigan
(R. Pangman, personal communication, March 1980).

In the e a rly

1960s, there was no system established to provide vocational-technical
leadership at the intermediate school d i s t r i c t le v e l.
In 1963, the National Vocational Education Act was passed by
Congress.

Included in the act was a provision fo r a l l states to

develop area- or region-wide vocational-technical education planning
and programming.

In Michigan, th is provision gave va lid a tio n and

support to a series of 42 area vocational-technical studies th at
were conducted between 1966 and 1968.

Responding to an appeal made

by the Michigan Department o f Education's Division o f VocationalTechnical Education, local and intermediate educational units studied
the ex is tin g and po ten tia l arrangements possible fo r q u a lity
vocational-technical education offered w ithin the lim it s o f local and
area-wide resources and cooperation.

In some cases, these studies

explored t e r r i t o r i a l configurations beyond the existing legal boun­
daries of p a rtic ip a tin g educational u n its .
In 1966, a position paper e n t it l e d "A V e r t ic a lly Integrated
Occupational Curriculum fo r Schools in Michigan" was published by

16
the Michigan Department o f Education.

I t was developed by the Division

of Vocational-Technical Education and was a product o f three years of
study by the Vocational-Technical Education Curriculum Committee.

It

asserted the need fo r occupational education to be an in te g ra l part of
the to ta l educational process and id e n t if ie d the ro le occupational
education should play a t each level o f th is process ("A V e r t ic a lly
In teg rated ," 1966, p. 1 ).
As a re s u lt of these studies, another position paper was
prepared by the Vocational-Technical Education Division on November 15,
1971.

E n title d "Proposed Career Education Organization S tru c tu re ,"

th is document was published e a rly in 1972.

I t suggested an organiza­

tio n a l structure to as sis t local educational agencies to achieve the
goals and process th at had been established fo r Michigan VocationalTechnical Education ("Proposed Career Education," 1971, p. 1 ) .
Because of these studies, the concept o f the Career Educa­
tio n Planning D is t r ic t was a c tu a lly implemented during the 1971-1972
fis c a l year through adm inistrative action by the Michigan Department
o f Education.

The position of Career Education Planning D i s t r i c t

coordinator was established by the Michigan Department of Education,
and provisions were made p a r t i a l l y to reimburse the cost o f th is
p o sition.

The name o f th is position was changed to Career Education

Planning D is t r ic t Vocational-Technical S p e c ia lis t to r e f l e c t the
vocational-technical importance th a t is placed on the position a t
the intermediate school d i s t r i c t le v e l.
At th a t tim e, the State Department o f Education placed su f­
f i c i e n t emphasis on vocational-technical education th a t they assisted

17
in meeting local and intermediate vocational-technical leadership
needs.

These needs were met by reimbursement o f sa laries o f d ire c to rs ,

shared-time d ire c to r s , and s p e c ia lis ts u n til adequate funds were
av a ila b le on an added-cost basis to o ffs e t local costs.

On occasions

when Career Education Planning D is t r ic t s ' plans called fo r additional
vo cational-technical leadership besides the s p e c ia lis t, the State
Department o f Education would reimburse an area program implementer
position fo r a lim ite d number o f years.

P ertinent Related L ite ra tu re
Administrators in vocational-technical education have been
faced with a v a rie ty of ro le expectations to perform with each
having varying degrees o f importance.

The importance o f these role

expectations can vary g re a tly from one level to another or from one
d i s t r i c t to another.

Also, the importance of ce rtain vocational-

technical ro le expectations can vary w ithin a single intermediate
school d i s t r i c t , depending on the p r i o r i t y th a t is placed on a par­
t i c u l a r expectation by the adm inistration or the board o f education.
As explained by Baker (1977), i t is extremely d i f f i c u l t to id e n t ify
ce rtain functions or jobs because of the size and range of a p a rtic u ­
l a r local school or local school d i s t r i c t .

Also, there is such a

tremendous variance in the types o f ad m in istrative r e s p o n s ib ilitie s
fo r vo cational-technical programs, and one must take into considera­
tion the q u a lific a tio n s and background of each individual adminis­
tra to r.

But because there have been a number o f studies th a t have

consistently id e n t if ie d s p ecific functions o f local vocational-technical

18

adm inistrators and a ll o f these studies have u t iliz e d acceptable
methods and produced consistent fin d in g s , the re s u lts can be accepted
w ith a high lev el o f v a lid it y .
With the rapid growth in vo catio n al-tech n ical education th a t
Michigan has experienced, both in numbers and scope, the ro le o f the
vo cation al-tech nical adm in istrator has become much more comprehensive
and complex.

There has been an increase in the number o f federal

and state rules and regulations regarding vo catio n al-tech n ical educa­
tio n and it s re la tio n s h ip to c iv i l r ig h ts , special education, b a r r ie r fre e environment, and the vo catio n al-tech n ical education data system.
These and numerous other areas have a ll placed more and more respon­
s i b i l i t i e s on the vo catio n al-tech n ic al ad m in istra to r.

I t was in d i­

cated by Loudermilk (1973) th a t there is d e f in it e ly an association
th a t ex ists between the type o f school d i s t r ic t and the perceived
ro le of the vocational d ire c to r.

D irectors in single-school d is ­

t r ic t s seemed to be more concerned with day-to-day operations, while
d irec to rs o f m ulti-school d is t r ic t s showed more concern fo r o verall
planning and program development.

This same type o f reasoning would

hold tru e fo r the s p e c ia lis t because a person in th a t po sition deals
with a number o f local school d is t r ic t s and must be concerned with
the o v erall planning and not with the day-to-day operation.

Y et,

in some circumstances, the s p e c ia lis t fin ds him self in a position
where a local school d i s t r i c t does not have a d ire c to r and the
s p e c ia lis t must become involved in the day-to-day operation o f local
vo catio n al-tech n ical programs.

19
A fte r surveying local vocational programs in In d ian a, Yoho
(1959) analyzed a ll functions performed in the operation o f the voca­
tio n a l programs and found th a t the local vocational d ire c to r usually
reported d ir e c tly to the superintendent o f schools.

The superintendent

o f schools g e n erally f e l t th at the vocational d ire c to r should be
placed below high school p rin cip a ls on a l i n e - s t a f f chart in r e la tio n ­
ship to re s p o n s ib ility and a u th o rity .

The researcher came to th is

conclusion a f te r f i r s t categorizing communities and the number o f
fu ll-tim e vocational adm inistrators th at they employed and then in t e r ­
viewing vocational teacher tr a in e r s , p ra c tic a l a rts a d m in istra to rs,
and vocational ad m in istrators.

Further re s u lts o f the research in d i­

cated th a t some o f the functions th a t were performed by the local
vocational d ire c to rs revealed considerable d ifferen ces in (a ) the
amount o f importance th a t was placed on c e rta in functions and (b) a
v a rie ty o f methods o f performing ce rta in function s.

Yoho did fin d

in his research study th a t a large m ajo rity of the vocational d ire c to rs
tended to function toward the cooperative-action approach in cru c ial
s itu a tio n s th a t were posed by the researcher.
Because th is study w ill attempt to c la r i f y the v o catio n altechnical ro le expectations o f the s p e c ia lis t position a t the
interm ediate school d i s t r ic t lev el in Michigan, ro le theory w ill con­
tr ib u te to the study's th e o re tic a l foundation.

Society is made up o f

people who form a v a rie ty o f organizations and suborganizations or
systems which a c tu a lly d ic ta te how in d ivid u a ls are expected to behave.
Also, because o f these organizations and suborganizations, an in d i­
v id u a l's behavior can be influenced by how others a c tu a lly expect

20
him/her to behave or react to c e rta in s itu a tio n s .

Regarding how an

individual responds or reacts to a p a rtic u la r s itu a tio n , Foskett
(1969) reported th a t an in d ivid u al can use a lte rn a tiv e ways o f acting
and th a t these ways are fe a s ib le fo r c e rta in s itu a tio n s .

But, over a

period o f tim e, a p a rtic u la r way o f acting can become preferred by a
ce rtain segment o f the population and th erefo re th is way o f acting
becomes the "best" or "proper" way o f a c tin g .

However, one must take

in to account an in d iv id u a l's p e rs o n a lity , education, and cu ltu re
because o f the influences th a t these have not only on one's behavior
but on an in d iv id u a l's ro le concept.
Extensive ro le analyses were conducted by Gross, Mason, and
McEachern (1958) in an attempt to show in th e ir research of ro le
expectations concerning superintendents o f schools th a t in d ivid u als
in p a rtic u la r social s itu a tio n s g e n erally behave with reference to
ce rtain recognized expectations th a t are held by a given population.
The study concluded th a t g e n erally form ulations o f ro le expectations
and/or conceptions, p a r tic u la r ly in the social science lit e r a t u r e ,
include c e rta in assumptions th a t in d ic a te consensus very often does
e x is t concerning ro le expectations when applied to the incumbents o f
a p a rtic u la r social p o s itio n .
An a ttitu d in a l study th a t d e a lt with the re s p o n s ib ilitie s o f
the d ire c to rs o f vocational education in C a lifo rn ia a t the interme­
d iate school d i s t r ic t le v e l was completed by Stanger (1967).

The

in v e s tig a to r's major purpose focused on selected groups o f vocational
education leaders and th e ir a ttitu d e s toward the functions of the
d irecto rs o f vocational education a t the county le v e l.

The functions

21
in th is research study d e a lt only with service re s p o n s ib ilitie s o f
the d ire c to rs o f vocational education.

Of the 73 functions th a t were

surveyed, a lis t in g in rank-order o f the importance o f items in d i­
cated th a t executive and ad m in istra tive functions along w ith evalua­
tio n and program planning were rated as most im portant.

Further

down the l i s t but s t i l l rated as important were items th a t d e a lt
with professional and personal improvement and in s tru c tio n a l programmi ng.
During 1971, Ward (1971) completed research concerning voca­
tio n a l education leadership roles and the competencies th a t were
essential fo r the adequate performance o f the p o s itio n .

Forty essen­

t i a l competencies were id e n tifie d as necessary, and these should be
performed by lo cal vocational education d ire c to rs .

These essential

competencies which p e rtain to vocational education leadership func­
tions were divided in to six major categories:
1.

Planning

2.

Public Relations

3.

Personnel Management

4.

Equipment and F a c ilit ie s

5.

Program Supervision

6.

Curriculum Development

The researcher found th a t a combination o f in te rn experience and
college course work was the best way fo r an in d iv id u a l to be train ed
fo r ad m in istra tive functions in vocational education.
In a study th a t was d irec ted toward the ro le o f local
vo catio n al-tech n ical d ire c to rs , Bayne (1972) in ves tig a ted public

22
school d is t r ic t s th a t employed someone who worked d ir e c tly w ith
occupational education.

The main emphasis o f the study was to

determine the amount o f agreement th a t existed among local superin­
tendents, I l l i n o i s D ivision o f Vocational and Technical Education
s t a f f , and local occupational d ire c to rs concerning the occupational
education d ire c to r 's r o le .

There were 63 items th a t were categorized

in to eig h t major areas:
1.

In s tru c tio n

2.

Public Relations

3.

Research

4.

Program Planning

5.

A dm inistrative

6.

Student Services

7.

Personnel

8.

Resources

There was a high degree o f consensus between the three
groups th a t were surveyed in th is research concerning the ro le o f the
d ire c to r o f occupational education.

The most agreement, however, was

between the D ivision o f Vocational and Technical Education s t a f f and
the local occupational education d ire c to rs .
Seven major fa cto rs were determined from the research con­
ducted by Sundstrom (1972) when he surveyed 72 adm inistrators regard­
ing educational competencies common to local vocational education
ad m in istrato rs.

These fa c to rs included:

1.

In s tru c tio n which d e a lt w ith s t a f f and f a c i l i t i e s

2.

Personnel--both s t a f f and student

23
3.

Management o f the educational system

4.

Curriculum— both development and evaluation

5.

Research projects

6.

Professional re la tio n s w ith organized groups

7.

Program development and demonstration

The major and most important point th a t was determined from his
research study indicated th a t the lo cal vocational education adminis­
tr a to r must be w illin g to work w ith other educational adm inistrators
to m aintain, i n i t i a t e , and promote occupational education programs.
Role perceptions o f the d ire c to rs o f vocational education in
Missouri were researched by Sireno (1973) to determine the r e la tio n ­
ship between the ideal and actual r o le .

Questionnaires were mailed

not only to local vocational education d ire c to rs but also to voca­
tio n a l education teachers and the inmediate vocational education
d ire c to r 's supervisor to determine ro le perceptions.

The survey

instrument lis te d a number o f duties th a t were g en erally associated
with the adm inistration o f vocational education.

The researcher

found th a t between the immediate supervisors and the local vocational
d ire c to rs , there was general agreement concerning duties or tasks o f
the vocational education d ire c to r 's p o s itio n .

Concerning the actual

ro le o f the vocational education d ire c to rs , there seemed to be some
disagreement between the vocational education teachers and the imme­
d ia te supervisors.

In over 90 percent o f the inventory item s, there

was a s ig n ific a n t d iffe re n c e in the ideal ro le o f the lo cal vocational
education d ire c to r as perceived by the immediate supervisors compared
with the vocational education teachers.

24
Summary
In the review o f rela te d li t e r a t u r e , there were no studies
completed or reported concerning the vo catio n al-tech n ical ro le
expectations of the s p e c ia lis t position a t the interm ediate school
d i s t r ic t le v e l in Michigan.

There has been one study th a t in v e s ti­

gated the career education aspect o f the s p e c ia lis t position a t the
interm ediate school d i s t r ic t level in Michigan, but i t did not d e te r­
mine the vo catio n al-tech n ic al ro le expectations o f the p o s itio n .

In

reviewing the h isto ry o f the Career Education Planning D is t r ic t
s p e c ia lis t p o s itio n , a need was shown by the Michigan Department o f
Education, Vocational-Technical Education S ervices, fo r vo catio n altechnical leadership a t the interm ediate school d i s t r ic t le v e l.

This

leadership came about because o f a study in 1971 th a t determined the
need fo r an organizational stru ctu re throughout Michigan fo r the
d e liv e ry o f vo catio n al-tech n ical education.

The position o f Career

Education Planning D is t r ic t Coordinator was estab lish ed , but la t e r i t
was changed to Vocational-Technical S p e c ia lis t to emphasize the impor­
tance o f vo catio n al-tech n ical education.
In reviewing p e rtin e n t re la te d li t e r a t u r e , i t was determined
th a t a number of studies

had been completed th a t d e a lt s p e c ific a lly

w ith local vo catio n al-tech n ical education d ire c to rs and th e ir tasks
or ro le expectations.

These studies provided an e x c e lle n t background

fo r determining the major vo catio n al-tech n ic al expectations th a t could
be used in th is research concerning a v o catio n al-tech n ic al leadership
position a t the interm ediate school d i s t r i c t le v e l.

B a s ic a lly , the

25
re la te d lit e r a t u r e indicated th a t a l l vo cation al-tech nical ro le
expectations could be c la s s ifie d in to six major categories.

They were:

1.

General Adm inistration

2.

Curriculum Development

3.

Budget and Finance Management

4.

Planning, E valuation, and Research

5.

Personnel Management and Professional Development

6.

Public Relations

Upon fu rth e r in v e s tig a tio n , i t was determined from the re la te d
lit e r a t u r e th a t the best way to ascertain the vo cation al-tech nical
ro le expectations o f the s p e c ia lis t position was not only to survey
the incumbent but also to survey the incumbent's superior and subordi­
nate.

Because of the major ro le th a t vo cation al-tech nical education

plays in our secondary education today, i t is extremely important to
determine the leadership ro le th a t the s p e c ia lis t w ill provide in
the o v e ra ll d e liv e ry o f vo catio n al-tech n ical education.

In an a r t ic le

by Leighbody (1 9 6 8 ), he indicated th a t in a ra p id ly changing world,
vocational leadership must by dynamic and forward looking.

I t must

be able to adapt it s thinking and it s behavior to the constantly
changing s itu a tio n s th a t a ris e and, a t the same tim e, maintain s ta ­
b i l i t y and d ire c tio n in the program.

The s p e c ia lis t provides th is

s t a b il it y to vo catio n al-tech n ic al education and plays an important
leadership ro le in the d e liv e ry o f vo catio n al-tech n ical education in
Michigan.

CHAPTER I I I
METHODOLOGY
Introduction
The objectives o f th is d e s c rip tiv e study were to :
1.

Obtain a f i r s t approximation reading o f the major

vo catio n al-tech n ical ro le expectations o f the s p e c ia lis t position in
Michigan's interm ediate school d is t r ic t s with respect to selected
ro le expectations.
2.

Id e n tify any s ig n ific a n t relatio n sh ip s in the major

vo catio n al-tech n ical ro le expectations o f the s p e c ia lis t position
held by superintendents, s p e c ia lis ts , and d ire c to rs .
3.

Provide a composite l i s t of the major vo catio n al-tech n ical

ro le expectations o f the s p e c ia lis t position with respect to selected
ro le expectations.
The Population
The population selected fo r th is study included superinten­
dents, s p e c ia lis ts , and d ire c to rs .

These in d iv id u a ls were selected

because o f th e ir d ire c t re la tio n s h ip w ith the s p e c ia lis t position a t
the interm ediate school d i s t r i c t le v e l.

The superintendent is the

d ire c t supervisor o f the s p e c ia lis t; th erefo re th a t person's
vo catio n al-tech n ical ro le expectations concerning the s p e c ia lis t posi­
tio n are c r it ic a l and have a d ire c t bearing on the effectiven ess o f

26

th a t p o s itio n .

Because the s p e c ia lis t works a t the interm ediate

school d i s t r ic t le v e l and acts as a lia is o n between the local d i s t r ic t
and the S tate Department o f Education, i t is extrem ely important to
determine the v o catio n al-tech n ic al ro le expectations held by d irec to rs
concerning the s p e c ia lis t p o s itio n .

The superintendents selected fo r

the study were those persons who were lis te d as "Interm ediate School
D is t r ic t Superintendents" in the Michigan Education D irectory and
Buyer's Guide (1 979 ).

A ll o f the s p e c ia lis ts were selected because

o f the nature o f the study and th e ir re la tio n s h ip to the s p e c ia lis t
po sitio n .

The s p e c ia lis ts selected fo r the study were those persons

who were lis te d as "Vocational-Technical S p e c ia lis ts " in the Michigan
Department o f Education D irecto ry o f Vocational A dm inistrators (1979BO, Blue S ectio n ).

The d ire c to rs selected fo r the study were those

persons who were lis te d as "Vocational D irectors" in the Michigan
Department o f Education D irecto ry o f Vocational Adm inistrators (1979BO, Green S ectio n ).
These three groups were id e n tifie d as having d ire c t in vo lv e­
ment with the s p e c ia lis t p o s itio n , and they were included in the study
as follow s:
1.

F ifty - e ig h t interm ediate school d i s t r i c t superintendents

2.

F if t y vo ca tio n a l-te c h n ic a l s p e c ia lis ts

3.

One hundred eleven lo cal vocational d ire c to rs

A to ta l o f 219 respondents were id e n tifie d fo r th is research
study.

The 219 respondents co n stitu ted a ll superintendents, a ll

s p e c ia lis ts , and a l l lo cal state-reim bursed d ire c to rs in Michigan
fo r the 1979-80 school year.

28
Preparation o f the Questionnaire
In studying ro le expectations, one of. the more e ffe c tiv e
means th a t can be used is a questionnaire (S arbin, 1954).

This par­

t ic u la r form o f in q u iry was used fo r th is research as a means of
obtaining inform ation from selected population groups.
A th ree-step approach was used by the in v e s tig a to r to develop
the questionnaire fo r th is research study.

A l i s t of te n ta tiv e

vo catio n al-tech n ical ro le expectations was developed fo r the s p e c ia l­
is t p o s itio n .

In accomplishing the f i r s t step, p ra c titio n e rs in

vo catio n al-tech n ical education were interview ed, re la te d research was
analyzed, and appropriate lit e r a t u r e was reviewed.

A te n ta tiv e l i s t

o f vo catio n al-tech n ical ro le expectations was organized in question­
n aire form and stated in terms o f action or deeds th a t the s p e c ia lis t
might be expected to accomplish.
The second step was to submit the proposed questionnaire to
selected recognized experts (Appendices B and C) in the f ie ld of
vo catio n al-tech n ical education a t the secondary, post-secondary, and
s ta te department le v e ls .

These in d ivid u a ls were asked to judge the

appropriateness o f the vo catio n al-tech n ical ro le expectations.

They

were also asked to evaluate the proposed vo catio n al-tech n ical ro le
expectations as to th e ir v a lid it y and s u it a b ilit y fo r the selected
population groups in the research study.
The th ird and fin a l step was to re w rite , e lim in a te , or com­
bine vo catio n al-tech n ical ro le expectations based on how the selected
experts evaluated the effectiven ess o f the proposed v o catio n altechnical expectations.

Upon the recommendations o f the exp erts,

29
28 te n ta tiv e vo catio n al-tech n ical ro le expectations were l e f t as
presented, 17 were modified or a lte re d s lig h t ly , 15 were elim inated
or combined as necessary, and 4 new vo cation al-tech nical ro le expec­
ta tio n s were added.
The questionnaire was divided in to two major sections.
Section I contained the revised set o f vo cation al-tech nical ro le
expectations th a t were divided in to six major ad m in istrative cate­
gories:
1.

General Adm inistration

2.

Curriculum Development and In stru ctio n

3.

Budget and Finance Management

4.

Planning, Evaluation, and Research

5.

Personnel Management and Professional Development

6.

Public Relations

A L ik e rt scale was added to Section I to help the respondents
ra te the appropriateness of each vo catio n al-tech n ical ro le expecta­
tio n .

The scale allowed respondents to select one o f the fiv e f o l ­

lowing responses:
1.

Strongly Agree--The vo catio n al-tech n ical ro le expectation

should d e fin ite ly be the re s p o n s ib ility o f the person occupying the
s p e c ia lis t p o s itio n .
2.

Agree--The vo catio n al-tech n ical ro le expectation should

g e n erally be the re s p o n s ib ility o f the person occupying the s p e c ia l­
i s t p o s itio n .

30
3.

Undecided— The respondent has not determined i f the person

occupying the s p e c ia lis t position should or should not be responsible
fo r the v o catio n al-tech n ic al ro le expectation.
4.

Disagree— The vo catio n al-tech n ical ro le expectation should

generally not be the re s p o n s ib ility o f the person occupying the
s p e c ia lis t p o sitio n .
5.

Strongly Disagree—The vo catio n al-tech n ical ro le expecta­

tio n should d e f in it e ly not be the re s p o n s ib ility o f the person occupy­
ing the s p e c ia lis t p o s itio n .
Section I I asked the respondents to in d ic a te the number of
years they have in t h e ir present p o s itio n , the number o f years of
teaching experience they have in public secondary education, and the
number o f years they have in adm inistration in public secondary edu­
c a tio n .

This section also asked the respondents to in d ica te the

highest lev el o f education th a t they had a tta in e d .
A fte r a ll m o d ific a tio n s , co rrec tio n s, and changes had been
made, the questionnaire was prin ted and d is trib u te d in June 1980.
The questionnaire (Appendix D) was printed in booklet form and con­
tained a cover l e t t e r explaining the study's purpose.

A ll cover

le t te r s (Appendix E) were o rig in a l copies on G ra tio t-Is a b e lla In te r ­
mediate School D is t r ic t le tte rh e a d s ta tio n e ry .
Data C ollection
A questionnaire and a cover le t t e r o f explanation were mailed
to 219 p a rtic ip a n ts .

A ll were coded so th a t each returned question­

n a ire could be id e n tifie d w ith a study respondent fo r response checking

31
and c la s s ific a tio n on ly.

In the cover l e t t e r o f explanation, a

two-week return date was requested.

An addressed, stamped envelope

was enclosed to encourage the return o f the questionnaire by the
p a rtic ip a tin g respondents.
A fte r completion o f the second week, a reminder le t t e r
(Appendix F) w ith a fresh questionnaire was mailed to the nonrespond­
ents,

requesting them to return the completed questionnaire w ith in

one week.

I f the second attempt to secure a completed questionnaire

f a ile d , the in v e s tig a to r tr ie d to contact each nonrespondent by
telephone to determine i f the in d ivid u al would or would not p a r t ic i ­
pate.
The i n i t i a l m ailing produced a return ra te o f 63 percent.
Subsequent follow -up attempts secured ad d itio n al re tu rn s , which brought
the to ta l response ra te to 78 percent.

Table 3 .1 .--In te rm e d ia te school d i s t r ic t superintendents, v o catio n altechnical s p e c ia lis ts , and local vo catio n al-tech n ical
d ire c to rs forming population fo r the study.
Group

Number
Contacted

Number
Responding

Percentage
Responding

Interm ediate school
d i s t r ic t superintendents

58

45

78

V ocational-technical
s p e c ia lis ts

50

46

92

111

80

72

219

171

78

Local vo catio n altechnical d ire c to rs
Total

32
Respondents returned the questionnaires to the researcher
during a five-w eek period.

Upon re c e ip t o f the completed question­

n a ire s , they were coded and prepared fo r key punching.
Methods o f Analysis
To provide answers to research questions re la te d to the major
vo catio n al-tech n ic al ro le expectations o f the s p e c ia lis t position as
held by superintendents, s p e c ia lis ts , and d ire c to rs , d e scrip tive s ta ­
t is t ic s were used.

This research study d e a lt s t r i c t l y with the data

th a t were co llec ted by the questionnaire, and no attempt was made by
the in v e s tig a to r to g eneralize the re s u lts .

The study also d e a lt

with a s p e c ific population a t a s p e c ific tim e.
Responses to each item on the questionnaire were analyzed
fo r a ll groups in d iv id u a lly and c o lle c tiv e ly .

For each question,

the frequency and percentage were shown fo r a ll respondents who
selected a point on a fiv e -p o in t ra tin g scale (stro n g ly agree, agree,
undecided, disagree, strongly d isag re e).
In the f i r s t three research questions, only the top ten and
lowest ten vo catio n al-tech n ic al ro le expectations were selected to be
presented in both n a rra tiv e and ta b le form.

S election o f the

vo catio n al-tech n ic al ro le expectations was based on the highest and
lowest percentage o f respondents who strongly agreed w ith the
vo catio n al-tech n ic al ro le expectations.

A ll 60 vo catio n al-tech n ical

ro le expectations are included in ta b le form in Appendix G.
Only the top ten and lowest ten vo catio n al-tech n ical ro le
expectations in Research Question 4 were selected to be presented in

33
both n a rra tiv e and ta b le form.

S election was based on the highest

and lowest percentage o f s p e c ia lis ts who strongly agreed with the
vo catio n al-tech n ical ro le expectations.

A comparison was then made

between the s p e c ia lis ts ' responses and those o f the superintendents
and d irec to rs to the same v o catio n al-tech n ic al ro le expectations.
A ll 60 vo catio n al-tech n ic al ro le expectations showing comparison
responses are included in ta b le form in Appendix G.

Summary
In th is ch apter, the in v e s tig a to r presented the o b jectives
o f the research study.

Those ob jectives d e a lt with obtaining a

f i r s t approximation reading, id e n tify in g any s ig n ific a n t r e la tio n ­
ships, and providing a composite l i s t o f the vo catio n al-tech n ical
ro le expectations o f the s p e c ia lis t p o s itio n .

To accomplish the

o b je c tiv e s , a population made up o f 58 superintendents, 50 s p e c ia lis ts ,
and 111 d ire c to rs was selected because o f the nature o f the study and
th e ir re la tio n s h ip to the s p e c ia lis t p o s itio n .
A questionnaire containing 60 vo catio n al-tech n ic al ro le
expectations was developed by the researcher and submitted to a ju ry
o f experts.

They were asked to evaluate the vo catio n al-tech n ical

ro le expectations as to th e ir v a lid it y and s u it a b ilit y fo r the selected
population groups.

A fte r a l l m o d ific a tio n s , co rre c tio n s , and changes

were made, the questionnaire along w ith a cover l e t t e r was mailed to
219 possible respondents.

A to ta l o f 171 (78 percent) respondents

returned usable questionnaires th a t were then coded and prepared fo r
key punching.

To provide answers to the research questions concerning the
vo catio n al-tech n ic al ro le expectations o f the s p e c ia lis t p o s itio n ,
d e s c rip tiv e s t a tis tic s were used.

Responses to each item on the ques­

tio n n aires were analyzed fo r a l l groups in d iv id u a lly and c o lle c tiv e ly .
The frequency and percentage were shown fo r each question.
The top ten and the lowest ten vo cation al-tech nical ro le
expectations in each respondent group were selected to be presented
in both n a rra tiv e and ta b le form.

Selection was based on the highest

and lowest percentage o f respondents who strongly agreed with the
vo catio n al-tech n ic al ro le expectations.

CHAPTER IV
ANALYSIS AND PRESENTATION OF DATA
Introduction
The purpose o f th is chapter is to present in d e s c rip tiv e
form the data r e la t iv e to the responses from superintendents,
s p e c ia lis ts , and d ire c to rs regarding the vo catio n al-tech n ical ro le
expectations th a t were examined in th is study.

D escrip tive C h a ra cte ris tics o f Respondents
This section presents inform ation regarding the respondents'
professional work experience, which includes the number o f years in
th e ir present position and teaching and ad m in istra tive experience in
secondary education.

Also included in th is section is inform ation

concerning the le v e l o f education a ttain ed by the respondents.
Professional Work Experience
Table 4.1 shows the average years o f professional work
experience by selected categories fo r each respondent group.

The

superintendents averaged 10.29 years o f work experience in th e ir
present p o s itio n , w hile the s p e c ia lis ts and d irec to rs averaged
approximately three years less work experience in th e ir present posi­
tio n s w ith 7.11 and 7.46 years, re s p e c tiv e ly .

D irectors exceeded

both superintendents and s p e c ia lis ts in the number o f years o f teach­
ing experience in public education.

The d ire c to rs averaged 12.60

35

36

years o f experience, w hile the s p e c ia lis ts ' mean was 9.74 and a mean
o f 8.71 was computed fo r the superintendents.

Table 4 .1 .--P ro fe s s io n a l work experience o f interm ediate school
d i s t r ic t superintendents, vo catio n al-tech n ical s p e c ia lis ts ,
and local vo catio n al-tech n ical d ire c to rs .
Work Experience
Category
Present job
position

Superintendents
X

S p e c ia lis ts
X

D irectors
X

10.29

7.11

7.46

Teaching experience
in public secondary
education

8.71

9.74

12.60

A dm inistrative
experience in public
secondary education

16.51

9.78

9.78

X = Mean.

Regarding ad m in is tra tiv e experience in public secondary edu­
c a tio n , the superintendents had an average o f 16.51 years o f ex p e ri­
ence.

Both the s p e c ia lis ts and d ire c to rs had 9.78 years o f

ad m in istrative experience, which was 6.73 years less than the super­
intendents.
Levels o f Education
Table 4 .2 contains data showing the number o f respondents
by le v e ls o f education.

The most common le v e l o f education was th a t

o f more than a masters degree but less than a doctoral degree category.
There were 57.8 percent o f the superintendents who had a tta in e d th is

37
le v e l, while 78.3 percent o f the s p e c ia lis ts and 75.0 percent o f the
d ire c to rs had also a ttain ed th is le v e l.

Masters degrees were held

by 8 .9 percent o f the superintendents, w hile 33.3 percent o f the
superintendents had doctoral degrees.

Of the 46 s p e c ia lis ts who

responded to the survey questionnaire, 13.0 percent had masters
degrees, while 8 .7 percent held doctoral degrees.

There were 12.5

percent o f the d ire c to rs who held masters degrees and 12.5 percent
who had attain ed a doctoral degree.

No respondent from any o f the

groups held less than a masters degree.

Table 4 . 2 . --L evel o f education attain ed by interm ediate school d i s t r ic t
superintendents, vo catio n al-tech n ical s p e c ia lis ts , and
local vo catio n al-tech n ical d ire c to rs .
Superintendents

S p e c ia lis ts

f

%

f

Bachelors degree
or less

0

0

0

0

0

0

More than bachelors
degree but less
than masters degree

0

0

0

0

0

0

Masters degree

4

8 .9

6

13.0

10

12.5

More than masters
degree but less than
doctoral degree

26

57.8

36

78.3

60

75.0

Doctoral degree

15

33.3

4

8 .7

10

12.5

Total

45

100.0

46

100.0

80

100.0

f = Frequency o f response.
% = Percentage o f response.

t

D irectors

f

t

38
Research Questions
Only the top ten and lowest ten vo catio n al-tech n ical ro le
expectations were selected to be presented.

The other vocational -

technical ro le expectations were not selected to be presented because
there was not a s ig n ific a n t d iffe re n c e in the opinions held by the
responding groups.

A ll vo catio n al-tech n ic al ro le expectations of

the s p e c ia lis t po sitio n th a t were not selected as one o f the top ten
or lowest ten v o catio n al-tech n ic al ro le expectations fo r each research
question are presented in Appendix G.
Question Number One
What are the major vo catio n al-tech n ical ro le expectations
o f the s p e c ia lis t position as held by superintendents
w ith respect to selected ro le expectations?
Top ten v o catio n al-tech n ic al ro le expectations. —The top ten
vo catio n al-tech n ical ro le expectations (Table 4 .3 ) were selected to
be presented in both n a rra tiv e and ta b le form.

Selection o f these

p a rtic u la r v o catio n al-tech n ic al ro le expectations was based on the
highest percentage o f superintendents who strongly agreed with the
expectations.

The range o f responses regarding the top ten

v o catio n al-tech n ical ro le expectations from superintendents who
strongly agreed varied from a high o f 73.3 percent to a low o f 57.8
percent.

In th is p a rtic u la r research question, vo catio n al-tech n ical

ro le expectation numbers 23 and 33 had id e n tic a l percentages in the
strongly agree response category.

Therefo re, the highest percentage

o f agree responses was used to determine which vo catio n al-tech n ical
ro le expectation would be included in the top te n .

Table 4 . 3 . ~T he top ten vo cation al-tech nical ro le expectations o f the vocational-technical
s p e c ia lis t position as viewed by interm ediate school d is t r ic t superintendents.
SA

Role Expectation
1.

Provide leadership in forming the Career Education
Planning D is t r ic t (CEPD) philosophy o f vocationaltechnical education.

f
%

A

U

D

SD

NR

33
73.3

11
24.4

0
0

1
2.2

0
0

0
0

54.

Work with business and industry and other p riv a te
enterprises in the CEPD to promote vocation altechnical programs.

32
71.1

13
28.9

0
0

0
0

0
0

0
0

55.

Help develop a p o sitive community image of
vocational-technical education.

32
71.1

12
26.7

1
2.2

0
0

0
0

0
0

56.

Establish and maintain e ffe c tiv e working r e la tio n ­
ships with key in d ivid u als representing tra d e ,
la b o r, management, and other organizations in the
area served by the CEPD.

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Provide leadership fo r a representative vocational technical education planning committee (CEPD c o u n c il).

31
68.9

13
28.9

1
2.2

0
0

0
0

0
0

Establish and maintain e ffe c tiv e working r e la tio n ­
ships w ith p rin cip a ls and counselors in the local
high schools served by the CEPD.

31
68.9

14
31.1

0
0

0
0

0
0

0
0

6.

53.

Table 4 . 3 . — Continued.
Role Expectation

10.

Serve as a contact person between the CEPD and the
Michigan Department o f Education, Vocational Technical Education Services, on matters pertaining
to vocational education.

SA

f

%

A

U

D

SD

NR

1
2.2

0
0

0
0

0
0

0
0

0
0

0
0

0
0

0
0

0
0

29
64.4

13
28.9

2
4.4

2.

Promote the e ffe c tiv e u t iliz a t io n o f local
vocational-technical advisory committees.

28
62.2

16
35.6

1
2.2 .

9.

Provide technical assistance in implementing
vocational-technical program standards o f q u a lity .

27
60.0

16
35.6

1
2.2

1
2.2

23.

Id e n tify p o ten tial sources and amounts o f fin a n c ia l
income to support the cost o f vocational-technical
programs.

26
57.8

18
40.0

0
0

1
2.2

Note:

LU

1U

w

U

In th is and subsequent ta b le s , the follow ing symbols are used: f = frequency; % = percent;
SA = strongly agree; A = agree; U = undecided; D = disagree; SD = strongly disagree; NR = no
response.

V

41

The top ten vo catio n al-tech n ical ro le expectations were
divided in to three major ad m in istra tive categ o ries, which d e a lt w ith
general a d m in is tra tio n , budget and finance management, and public
re la tio n s .

The vo catio n al-tech n ic al ro le expectation th a t received

the most support from the superintendents refe rred to a general admin­
is tr a tio n expectation concerning the s p e c ia lis t providing leadership
in forming the Career Education Planning D is t r ic t 's philosophy o f
vo catio n al-tech n ic al education.

Strongly agreeing were 73.3 percent

o f the superintendents, w hile another 24.4 percent agreed with th is
vo catio n al-tech n ical ro le expectation.
The superintendents indicated th e ir support fo r having the
s p e c ia lis t be responsible fo r providing leadership fo r a representa­
tiv e vo catio n al-tech n ic al education planning committee a t the in t e r ­
mediate school d i s t r i c t le v e l w hile also promoting the e ffe c tiv e
u t iliz a t io n o f lo cal v o catio n al-tech n ic al advisory committees.

Both

o f these v o catio n al-tech n ic al ro le expectations were strongly agreed
w ith by over 60 percent o f the responding superintendents.

There were

also another 35.8 percent o f the superintendents who agreed th a t the
s p e c ia lis t should promote lo cal advisory committees, and 28.9 percent
agreed th a t the s p e c ia lis t should provide leadership fo r a council a t
the interm ediate school d i s t r ic t le v e l.
Serving as a contact person between the Career Education
Planning D is t r ic t and the Michigan Department o f Education, V ocationalTechnical Education S ervices, on matters p ertaining to vo catio n altechnical education was an expectation th a t 64.4 percent o f the super­
intendents strongly agreed th a t the s p e c ia lis t should accomplish.

42
Another 28.9 percent agreed th a t the s p e c ia lis t should act as a
contact person.
V ocational-technical ro le expectation number 9, which was
in the general ad m in istration category, d e a lt with the s p e c ia lis ts
providing technical assistance in implementing vo catio n al-tech n ical
program standards o f q u a lity .

S ix ty percent o f the superintendents

denoted th a t th is v o catio n al-tech n ic al ro le expectation was important
and strongly agreed w ith i t .

S lig h tly over 35 percent responded as

being in agreement th a t the s p e c ia lis t should perform th is p a rtic u ­
la r ro le expectation.
Only one vo catio n al-tech n ic al ro le expectation from the
budget and finance management category was in the top ten as viewed
by the superintendents.

They indicated th a t one o f the s p e c ia lis t's

duties should be to id e n tify p o te n tia l sources and amounts o f fin a n ­
c ia l income to support the cost o f v o catio n al-tech n ic al programs.
Strongly agreeing were 57.8 percent o f the superintendents, while
another 40 percent were also in agreement.
Four vo catio n al-tech n ical ro le expectations out o f the top
ten were in the public re la tio n s category.

Over 70 percent o f the

responding superintendents stro ngly agreed th a t the s p e c ia lis t
should be very involved in developing a p o s itiv e community image of
vo cation al-tech nical education along w ith working w ith business and
industry to promote v o catio n al-tech n ic al programs.

Also, the super­

intendents strongly agreed th a t the s p e c ia lis t should e s ta b lis h and
maintain e ffe c tiv e working re la tio n s h ip s w ith key in d iv id u a ls in the
community.

43
Along w ith being concerned about vo catio n al-tech n ical edu­
c a tio n 's community image, 68.9 percent o f the superintendents strongly
agreed th a t the s p e c ia lis t should es tab lish and maintain e ffe c tiv e
working re la tio n s h ip s with p rin c ip a ls and counselors in the local
high schools.

This expectation was fu rth e r agreed with by 31.1 per­

cent o f the superintendents.
Lowest ten vo catio n al-tech n ical ro le expectations. —The lowest
ten vo catio n al-tech n ic al ro le expectations (Table 4 .4 ) were selected
to be presented in both n a rra tiv e and ta b le form.

Selection o f these

p a rtic u la r vo catio n al-tech n ical ro le expectations was based on the
1owest percentage o f superintendents who strongly agreed with the
expectations.

The range of responses regarding the lowest ten

v o catio n al-tech n ical ro le expectations from superintendents who
strongly agreed varied from a low o f 11.1 percent to a high o f 28.9
percent.

In th is p a rtic u la r research question, vo cation al-tech nical

ro le expectation numbers 26, 29, and 35 had id e n tic a l percentages in
the strongly agree response category.

Therefore, the lowest percentage

o f agree responses was used to determine which vo cation al-tech nical
ro le expectations would be included in the lowest ten.
The lowest ten vo catio n al-tech n ic al ro le expectations were
divided in to fiv e major a d m in istra tive categ o ries, dealing w ith gen­
eral ad m in istra tio n ; curriculum development and in s tru c tio n ; budget
and finance management; planning, ev a lu a tio n , and research; and
personnel management and professional development.
Preparing a r tic le s fo r professional jo urnals and p e rio d ic als
was an expectation th a t received the le a s t support from the responding

Table 4 . 4 . —The lowest ten vo cation al-tech nical ro le expectations o f the vocational-technical
s p e c ia lis t position as viewed by interm ediate school d i s t r ic t superintendents.
Role Expectation
47.

7.

49.

17.

27.

SA

U

D

SD

NR

5
11.1

24
53.3

12
26.7

3
6.7

0
0

1
2.2

Coordinate, m onitor, and a s sis t in implementing
the O ffice o f C iv il Rights guidelines as they
apply to vo cation al-tech nical education.

7
15.6

23
51.1

11
24.4

2
4 .4

2
4 .4

0
0

Take ac tive part in professional organizations
such as the American Vocational Association,
Michigan Council o f Vocational A dm inistrators,
and the Michigan Occupational Education Asso­
c ia tio n .

10
22.2

30
66.7

5
11.1

0
0

0
0

0
0

11

7
15.6

3
6.7

0

0

1
2.2

9
20.0

3
6.7

0
0

0
0

Prepare a r tic le s fo r professional journals and
p e rio d ic a ls .

f
%

A

Provide vo cation al-tech nical education con­
sultants to a s sis t vocational teachers in program
development.

24.4

23
51.1

Establish and maintain e ffe c tiv e relatio n sh ip s
w ith key persons o f the Michigan Department of
Management and Budget administering state aid funds,

11
24.4

22
48.9

Table 4 . 4 . — Continued.
Role Expectation
48.

Attend lo c a l, s ta te , and national professional
meetings.

SA
f

%

A

U

11
24.4

30
66.7

4
8 .9

18
40.0

D

SD

NR

0
0

0
0

0
0

8
17.8

6
13.3

1
2.2

0
0

4
8 .9

1
2.2

2
4 .4

0
0

34.

Plan Comprehensive Employment and Training Act
(CETA) and other special manpower tra in in g pro­
grams fo r the CEPD.

12
26.7

12.

Obtain necessary data from local education
agencies and submit to Vocational-Technical
Education Services fo r the Vocational Education
Data System.

13
28.9

26.

Approve re q u is itio n s fo r supplies and equipment
fo r the CEPD a t the interm ediate school d is t r ic t
le v e l.

13
28.9

16
35.6

9
20.0

6
13.3

0
0

1
2.2

35.

Plan special vocational-technical programs fo r
disadvantaged and b ilin g u a l students.

13
28.9

13
28.9

12
26.7

7
15.6

0
0

0
0

25
55.6

superintendents.

Only 11.1 percent o f the superintendents strongly

agreed th a t the s p e c ia lis t should perform th is p a rtic u la r vo catio n altechnical ro le expectation.

However, 53.3 percent did agree with the

vo catio n al-tech n ical ro le expectation.

Two other vo catio n al-tech n ical

ro le expectations th a t were in the personnel management and profes­
sional development category indicated th a t the superintendents were
not in strong agreement w ith the s p e c ia lis t taking an a c tiv e p art in
professional organizations or attending lo c a l, s ta te , or national
meetings.

In both vo catio n al-tech n ical ro le expectations, less than

one-fourth o f the responding superintendents strongly agreed th a t the
s p e c ia lis t should perform the expectations.
In the general adm inistration category, only 15.6 percent o f
the superintendents stro ngly agreed with the s p e c ia lis t coordinating,
m onitoring, and as sis tin g in implementing the O ffic e o f C iv il Rights
guidelines as they applied to vo catio n al-tech n ical education.

In

th is p a rtic u la r vo catio n al-tech n ic al ro le expectation, there were
51.1 percent o f the superintendents who did agree th a t the s p e c ia lis t
should be responsible fo r the expectation.

In another vo catio n al-

technical ro le expectation th a t was also in the general adm inistra­
tio n category, the superintendents were not very supportive o f the
s p e c ia lis t obtaining necessary data from local education agencies and
submitting i t to the Vocational-Technical Education Services fo r the
Vocational Education Data System.

S lig h tly over o n e-fo u rth , 28.9

percent, o f the superintendents strongly agreed w ith the expectation.
V ocatio n al-tech n ical ro le expectation number 17 was the only
one in the curriculum development and in s tru c tio n category th a t f e l l

47
in to the lowest ten group.

Only 24.4 percent o f the superintendents

strongly agreed with the s p e c ia lis t providing vocational-technical
education consultants to as sis t vocational-technical teachers in pro­
gram development.
Two vo cational-technical role expectations in the budget and
finance management category s ig n ifie d th a t the superintendents did not
strongly agree with the s p e c ia lis t approving req u isitions fo r supplies
and equipment a t the intermediate school d i s t r i c t level or e s ta b lis h ­
ing and maintaining e f f e c t iv e relationships with key individuals
administering state aid funds.

In vocational-technical role expecta­

tio n number 26, which d e a lt with approval of re q u is itio n s , only 28.9
percent of the superintendents strongly agreed with the expectation,
while ju s t 35.6 percent agreed.

Even le s s , 24.4 percent, strongly

agreed with vocation al-tech nical role expectation number 27 regarding
the s p e c ia lis t relatio n sh ip s with individuals administering state aid
funds.
Superintendents were not strongly in favor of the s p e c ia lis t
working with special groups or groups with special problems.

Only

26.7 percent responded as strongly agreeing with the s p e c ia lis t
planning Comprehensive Employment and Training Act and other manpower
tr a in in g programs, while only 28.9 percent indicated the same
response regarding the s p e c ia lis t being responsible fo r planning
vo cational-technical programs fo r the disadvantaged and b iling ual
students.

In both o f these expectations, which were in the planning,

evaluation, and research category, 40 percent or less o f the

48
respondents agreed th a t the expectations should be the s p e c ia lis t's
re s p o n s ib ility .
Question Number Two
What are the major vo cational-technical ro le expectations
of the s p e c ia lis t position as held by s p e c ia lis ts with
respect to selected role expectations?
Top ten vocational-technical ro le expectations. —The top ten
vocational-technical ro le expectations (Table 4 .5 ) were selected to
be presented in both n a rra tiv e and ta b le form.

Selection of these

p a rtic u la r vocational-technical role expectations was based on the
highest percentage of s p e c ia lis ts who strongly agreed with the expec­
ta tio n s .

The range o f responses regarding the top ten vocational-

technical role expectations from s p e c ia lis ts who strongly agreed
varied from a high o f 89.1 percent to a low o f 63.0 percent.
The top ten vocational-tech nical ro le expectations were
divided into four major adm in istrative categories, which d e alt with
general adm inistration; planning, e v alu atin g , and research; personnel
management and professional development; and public re la tio n s .

The

vocational-technical r o le expectations th a t received the strongest
agreement from the respondents, 89.1 percent, concerned the s p e c ia lis t
serving as a contact person between the Career Education Planning
D is t r ic t and the Michigan Department o f Education, VocationalTechnical Education Services, on matters pertaining to vo cationaltechnical education.

In vo cational-technical ro le expectation

number 11, the s p e c ia lis ts also indicated strong agreement, 78.3
percent, with the s p e c ia lis t being responsible fo r attending meetings

Table 4 . 5 . —The top ten vocational-technical role expectations of the vocational-technical
s p e c ia lis t position as viewed by vocational-technical s p e c ia lis ts .
Role Expectation
10.

Serve as a contact person between the CEPD
and the Michigan Department o f Education,
Vocational-Technical Education Services, on
matters pertaining to vocational education.

f

%

SA

A

U

D

41
89.1

4
8.7

0
0

1
2.2

SD

NR

0

0
0

0

11.

Attend meetings called by the VocationalTechnical Education Services fo r administrators
o f vocational-technical education.

35
78.3

7
15.2

1
2.2

2
4 .3

0
0

0
0

55.

Help develop a positive community image of
vocati onal-techni cal educati on.

33
71.7

13
28.3

0
0

0
0

0
0

0
0

1.

Provide leadership in forming the Career
Education Planning D is t r ic t (CEPD) philosophy
of vocational-technical education.

32
69.6

12
1
26.1 2.2

1
2.2

0
0

0
0

53.

Establish and maintain e f fe c tiv e working r e la ­
tionships with principals and counselors in
the local high schools served by the CEPD.

32
69.6

14
30.4

0
0

0
0

0
0

0
0

Table 4 . 5 . — Continued.
Role Expectation
54.

9.

49.

56.

39.

Work with business and industry and other
private enterprises in the CEPD to promote
vocational-technical programs.

SA
f

%

31
67.4

A
15
32.6

U

D

SD

0
0

0
0

0
0

NR
0
0

Provide technical assistance in implementing
vocational-technical program standards of
q u a lity .

30
65.2

14
1
30.4 2.2

0
0

0
1
0 2.2

Take ac tive part in professional organizations
such as the American Vocational Association,
Michigan Council o f Vocational Administrators,
and the Michigan Occupational Education Asso­
c ia tio n .

30
65.2

14
2
30.4 4.3

0
0

0
0

0
0

Establish and maintain e ffe c tiv e working r e la ­
tionships with key individuals representing
trad e, labor, management, and other organiza­
tions in the area served by the CEPD.

30
65.2

16
34.8

0
0

0
0

0
0

0
0

Work with local school boards, superintendents,
and vocational s t a f f to assist in the development
o f vocational-technical education programs.

29
63.0

17
37.0

0
0

0
0

0
0

0
0

51

called by the Vocational-Technical Education Services fo r adm inistra­
tors o f vocational-technical education.

These two vo cational-technical

role expectations were in the general adm inistration category along
with two others from the same category th a t received strong support
from the s p e c ia lis ts .

Vocational-technical ro le expectation number 1,

which d e a lt with the s p e c ia lis t providing leadership in forming the
Career Education Planning D i s t r i c t philosophy of vo cational-technical
education, was strongly agreed to by 69.6 percent of the respondents.
Also, 30.4 percent agreed with the vo cational-technical ro le expecta­
tio n .

The fourth vocational-technical ro le expectation in th is cate­

gory th a t received strong agreement from the respondents refe rred to
the s p e c ia lis t providing technical assistance in implementing
vocational-technical program standards o f q u a lit y .
Only one vocational-technical ro le expectation from the
planning, evaluation, and research category was in the top ten as
viewed by the s p e c ia lis ts .

This expectation referred to the s p ecial­

i s t working with local school boards, superintendents, and vo cationaltechnical s t a f f to as sis t in the development of vo cational-technical
education programs.

Of the 46 s p e c ia lis ts who responded to the ques­

tio n n a ir e , 63.0 percent strongly agreed with the expectation, while
another 37.0 percent agreed th a t the s p e c ia lis t should carry out the
expectation.
In the personnel management and professional development
category, the respondents strongly agreed regarding the s p e c ia lis t
taking an ac tiv e part in professional organizations.

Organizations

th a t the vocational-technical ro le expectation re fe rre d to were the

52
American Vocational Association, Michigan Council o f Vocational
Adm inistrators, and the Michigan Occupational Education Association.
There were four vocational-technical ro le expectations in the
public re la tio n s category th a t were selected, based on the s p e c ia lis ts '
responses, to be presented in the top ten expectations.

Three out of

the four vocational-technical ro le expectations d e a lt with the s p ecial­
i s t working with the conmunity to develop a p o sitive vocationaltechnical image and promoting vocational-technical programs to business
and industry.

Also, establishing and maintaining e f fe c tiv e working

relation ship s with key in divid uals from business and industry was
strongly agreed with by the s p e c ia lis ts .

In a l l three vocational-

technical ro le expectations, between 71.7 percent and 65.2 percent of
the respondents strongly agreed th a t the s p e c ia lis t should be respon­
s ib le fo r these expectations.

The fourth vo cational-technical ro le

expectation in the public re la tio n s category referred to the s p e c ia lis t
establishing and maintaining e f fe c tiv e relation ship s with the high
school counselors and p rin c ip a ls .

In th is expectation, 69.6 percent

o f the s p e c ia lis ts strongly agreed with the vocational-technical role
expectation.
Lowest ten vo cational-technical ro le expectations.--The lowest
ten vo cational-technical ro le expectations (Table 4 .6 ) were selected
to be presented in both n a rra tiv e and ta b le form.

Selection o f these

p a r t ic u la r vocational-technical ro le expectations was based on the
lowest percentage o f s p e c ia lis ts who strongly agreed with the expec­
ta tio n s .

The range of responses regarding the lowest ten vocational-

technical ro le expectations from s p e c ia lis ts who strongly agreed

Table 4 . 6 . ~The lowest ten vocational-technical role expectations of the vocational-technical
s p e c ia lis t position as viewed by vocational-technical s p e c ia lis ts .
Role Expectation
7.

Coordinate, monitor, and assist in implement­
ing the O ffice of C iv il Rights guidelines as
they apply to vocational-technical education.

f

%

SA

A

U

4
8.7

27
58.7

11
23.9

D

3
Q, j

SD

NR

1

9• 9
c.
c.

0
0

47.

Prepare a r t ic le s fo r professional journals
and perio dicals.

6
13.0

21
45.7

18
39.1

0
0

1
2.2

0
0

35.

Plan special vocational-technical programs
fo r disadvantaged and b iling ual students.

11
23.9

24
52.2

8
17.4

2
4.3

0
0

1
2.2

43.

Assist in the development o f c r i t e r i a to be
used in evaluating the performance of
vocational-technical s t a f f .

11
23.9

b
25
.\j
54.3

7
15.2

2
4.3

1
2.2

o
0

34.

Plan Comprehensive Employment and Training
Act (CETA) and other special manpower tra in in g
programs fo r the CEPD.

12
26.1

9
21
45.7 . 19.6

3
6.5

1
2.2

0
0

Ta ble 4 . 6 . - - C o n t in u e d .
Role Expectation
16.

Provide leadership fo r the review of vocationaltechnical courses, course o u tlin e s , and in stru c­
tio nal m aterials.

SA

f

%

A

U

D

SD

NR

1
2.2

14
30.4

23
50.0

7
15.2

1 0
2.2
0

24
52.2

7
15.2

1
2.2

22.

U t i l i z e lay advisory committees to make recommen­
dations to administration and fa c u lty on both
program content and in struction al equipment.

14
30.4

36.

Analyze follow-up data on both leavers and
completers to recommend improvements in vocational
technical education o fferin g s.

14
30.4

31
67.4

1
2.2

0
0

0
0

0
0

33.

Prepare a w ritte n annual and long-range vocational'
technical education plan fo r the CEPD.

15
32.6

27
58.7

3
6.5

1
2.2

0
0

0
0

45.

Assess vocational-technical s t a f f needs and assist
in the development of programs and a c t i v i t i e s to
meet those needs.

15
32.6

7
15.2

0
0

0
0

0
0

24
52.2

0
0

0
0

Ta ble 4 . 6 . — Continued.
Role Expectation
16.

Provide leadership fo r the review of vocational technical courses, course o u tlin e s , and in stru c­
tional m aterials.

SA

f

%

A

U

D

SD

NR

14
30.4

23
50.0

7
15.2

1
2.2

0
0

1
2.2

22.

U t i l i z e lay advisory committees to make recommen­
dations to administration and fa c u lty on both
program content and in struction al equipment.

14
30.4

24
52.2

7
15.2

1
2.2

0
0

0
0

36.

Analyze follow-up data on both leavers and
completers to recommend improvements in vocationaltechnical education o fferin g s.

14
30.4

31
67.4

1
2.2

0
0

0
0

0
0

33.

Prepare a w ritte n annual and long-range vocationaltechnical education plan fo r the CEPD.

15
32.6

27
58.7

3
6.5

1
2.2

0
0

0
0

45.

Assess vocational-technical s t a f f needs and assist
in the development of programs and a c t i v i t i e s to
meet those needs.

15
32.6

24
52.2

7
15.2

0
0

0
0

0
0

55

varied from a low of 8 .7 percent to a high of 32.6 percent.

In th is

p a r t ic u la r research question, vocational-technical role expectation
numbers 13, 33, and 45 had id e n tic a l percentages in the strongly
agree response category.

Therefore, the lowest percentage of agree

responses was used to determine which vocational-technical role
expectations would be included in the lowest ten.
The lowest ten vocational-technical role expectations were
divided in to four major ad m inistrative categories dealing with general
adm inistration; curriculum development and in s tru c tio n ; planning,
ev alu atio n , and research; and personnel management and professional
development.

The vocational-technical ro le expectation th a t received

the le a s t support from the s p e c ia lis ts , with only 8.7 percent strongly
agreeing, indicated th a t the s p e c ia lis t should coordinate, monitor,
and as sis t in implementing the O ffic e of C iv il Rights guidelines as
they apply to vo cational-technical education.
Two vocational-technical ro le expectations in the curriculum
development and in stru ctio n category were in the lowest ten grouping.
One o f the expectations referred to the s p e c ia lis t providing leader­
ship fo r the review of vocational-technical courses, course o u tlin e s ,
and in s tru c tio n a l m a te ria ls , while the other indicated th at the
s p e c ia lis t should u t i l i z e lay advisory corranittees to make recommenda­
tions concerning program content and in stru ctio n al equipment.

Both

o f these expectations only had 30.4 percent o f the respondents strongly
agreeing th a t the person responsible fo r accomplishing them should be
the s p e c ia lis t.

56

In the planning, evaluation, and research category, four
vocational-technical ro le expectations were selected because of the
low percentage of s p e c ia lis ts who strongly agreed with the expecta­
tio ns.

Two o f the vocational-technical ro le expectations referred

to the s p e c ia lis t planning vocational-technical programs fo r special
groups with s p ecific needs and planning special manpower tra in in g pro­
grams fo r the Comprehensive Employment and Training Act organization.
. In both expectations, less than 27 percent o f the respondents strongly
agreed with having the s p e c ia lis t perform the vocational-technical
role expectations.
Analyzing follow-up data on both leavers and completers to
recommend improvements in vo cational-technical education offering s
was an expectation th a t only 30.4 percent o f the s p e c ia lis ts responded
as strongly agreeing.

Another 67.4 percent agreed th a t the s p e c ia lis t

should perform th is expectation.
The fourth vo cational-technical expectation in the planning,
evaluation, and research category to be selected related to the
s p e c ia lis t preparing a w ritte n annual and long-range vocationaltechnical education plan fo r the Career Education Planning D i s t r i c t .
Only 32.6 percent o f the responding s p e c ia lis ts indicated th a t they
were in strong agreement with th is p a r t ic u la r expectation.

However,

58.7 percent did agree th a t the s p e c ia lis t should be responsible fo r
f u l f i l l i n g th is vo cational-technical ro le expectation.
Of the ten vo cational-technical ro le expectations th a t were
selected to be presented, three were in the personnel management and
professional development category.

Assisting in the development of

57
c r i t e r i a to be used in evaluating vocational-technical s t a f f and
assessing vocational-technical s t a f f needs were two areas with which
the respondents did not strongly agree.

Only 23.9 percent indicated

th a t they strongly agreed with the s p e c ia lis t assisting in the
development of c r i t e r i a fo r ev alu atio n, while a s l i g h t ly larger
percentage, 3 2 .6 , strongly agreed with the assessing o f vocationaltechnical s t a f f needs.
One other expectation in the personnel management and profes­
sional development category, regarding the s p e c ia lis t preparing a r t ic le s
fo r professional journals and periodicals, was strongly agreed with by
only 13.0 percent o f the respondents.

There were, however, 45.7 of

the s p e c ia lis ts who did agree with th is p a r tic u la r expectation.
Question Number Three
What are the major vocational-technical ro le expectations
of the s p e c ia lis t position as held by d irec to rs with
respect to selected ro le expectations?
Top ten vocational-technical role expectations.--The top ten
vocational-technical ro le expectations (Table 4 .7 ) were selected to
be presented in both n a rra tiv e and ta b le form.

Selection o f these

p a r t ic u la r vocational-technical ro le expectations was based on the
highest percentage of d irec to rs who strongly agreed with the expec­
ta tio n s .

The range of responses regarding the top ten vocational-

technical role expectations from d irec to rs who strongly agreed varied
from a high of 62.5 percent to a low of 45.0 percent.
The top ten vocational-technical ro le expectations were
divided in to three major ad m in istrative categ ories, which d e a lt with

Table 4 . 7 . —The top ten vocational-technical ro le expectations of the vocational-technical
s p e c ia lis t position as viewed by local vocational-technical d irec to rs.
Role Expectation
6.

11.

Provide leadership fo r a representative
vocational-technical education planning
cormiittee (CEPD co u n cil).

SA
f

%

50
62.5

A
26
32.5

U

D

SD

NR

1 2
1.2 2.5

0
0

1
1.2

Attend meetings called by the VocationalTechnical Education Services fo r administrators
o f vocational-technical education.

48
60.0

30
37.5

2
2.5

0
0

0
0

0
0

In te rp re t the potential e f f e c t of proposed
state or federal le g is la tio n on vocationaltechnical offerings in the CEPD.

47
58.7

30
37.5

3
3.7

0
0

0
0

0
0

55.

Help develop a positive community image of
vocational-technical education.

47
58.7

31
38.7

0
0

2
2.5

0
0

0
0

10.

Serve as a contact person between the CEPD and
the Michigan Department o f Education, Vocational'
Technical Education Services, on matters per­
ta in in g to vocational education.

45
56.3

28
35.0

4
5.0

1
1.2

2
2.5

0
0

Ta ble 4 . 7 . — Continued.
Role Expectation
1.

12.

Provide leadership in forming the Career Education
Planning D is t r ic t (CEPD) philosophy of vocationaltechnical education.

SA

f

%

44
55.0

A

34
42.5

U

D

SD

NR

1
1.2

1
1.2

0
0

0
0

Obtain necessary data from local education
agencies and submit to Vocational-Technical Edu­
cation Services fo r the Vocational Education
Data System.

40
50.0

26
11
32.5 13.7

3
3.7

0
0

0
0

23.

Id e n tify potential sources and amounts o f fin a n ­
c ia l income to support the cost o f vocational technical programs.

38
47.5

38
47.5

3
3.7

1
1.2

0
0

0
0

57,

E ffe c tiv e ly keep state and federal le g is la to rs
informed concerning the current trends in
vocational-technical education.

38
47.5

38
47.5

4
5.0

0
0

0
0

0
0

28.

Establish and maintain e ffe c tiv e relationships
with key persons of the Michigan Department of
Education administering federal vocationaltechnical education funds.

36
45.0

38
47.5

3
3.7

3
3.7

0
0

0
0

60

general ad m in istration , budget and finance management, and public
re la tio n s .

The vocational-technical role expectation th at received

the most support from the directors referred to the s p e c ia lis t pro­
viding leadership fo r a representative vocational-technical education
planning committee.

Of the 80 d irectors who responded to the ques­

tio n n a ire , 62.5 percent strongly agreed th a t the s p e c ia lis t should
be responsible fo r accomplishing th is expectation.
There were f iv e other vocational-technical role expectations
in the general adm inistration category th a t were selected to be pre­
sented based on the d ire c to r s ' responses.

Attending meetings called

by the Vocational-Technical Education Services fo r administrators of
vocational-technical education and serving as a contact person between
the Career Education Planning D is t r ic t and the Vocational-Technical
Education Services were two vocational-technical expectations that
the directors f e l t should be the r e s p o n s ib ility o f the s p e c ia lis t.
Sixty percent strongly agreed th at the s p e c ia lis t should attend meet­
ings called by the Vocational-Technical Education Services, while
56.3 percent strongly agreed th a t serving as a contact person was an
expectation of the person occupying the s p e c ia lis t position.
Two other vo cational-technical role expectations th at were
in the general adm inistration category referred to the s p e c ia lis t
in te rp re tin g the p o ten tial e ffe c ts o f proposed state or federal le g is ­
la tio n on vo cational-technical education and obtaining data from the
local education agencies and submitting i t to the Vocational-Technical
Education Services fo r the Vocational Education Data System.

There

were 58.7 percent o f the responding d irectors who strongly agreed th a t

61

the s p e c ia lis t should in te r p r e t proposed state and federal le g is la tio n
and the possible e ffe c ts i t might have on vocational-technical o f f e r ­
ings in the Career Education Planning D i s t r i c t .
agreed with th is p a r tic u la r expectation.

Also, 37.5 percent

Regarding the s p e c ia lis t

obtaining data fo r the Vocational Education Data System, exactly oneh a lf, 50.0 percent, of the d irec to rs strongly agreed with the
vocational-technical ro le expectation.
Providing leadership in forming the Career Education Planning
D i s t r i c t 's philosophy o f vocation al-tech nical education is a general
administration category expectation th a t 55.0 percent o f the directors
strongly agreed th a t the s p e c ia lis t should carry out.

Another 42.5

percent also agreed with the expectation.
In the budget and finance management category, two vocationaltechnical ro le expectations were included in the top ten expectations
as viewed by the d ire c to rs .

One o f the expectations refe rred to the

s p e c ia lis t id e n tify in g poten tial sources and amounts of fin a n c ia l
income to support the cost of vocation al-tech nical programs.

Strongly

agreeing with th is expectation were 47.5 percent of the responding
d ire c to rs , while another 47.5 percent agreed th a t the s p e c ia lis t
should be responsible fo r the expectation.

The other expectation in

the budget and finance management category d e a lt with the s p e c ia lis t
establishing and maintaining e f f e c t iv e relatio n sh ip s with key persons
who administer vocation al-tech nical education funds.

F o rty -fiv e

percent o f the respondents strongly agreed with the vo cation altechnical role expectation.

62
Two vocational-technical ro le expectations in the public
re la tio n s category were also selected to be included in the top ten
expectations.

Helping to develop a p o sitive community image of

vocational-technical education was a vocational-technical expectation
th a t 58.7 percent o f the d irectors strongly agreed th a t the s p e c ia lis t
should perform.
ta t io n .

However, another 38.7 percent agreed with the expec­

In the other expectation in th is category, 47.5 percent of

the d irec to rs strongly agreed th a t the s p e c ia lis t should keep state
and federal le g is la to r s informed concerning current trends in
vo cational-technical education.
Lowest ten vo cational-technical role expectations.--The lowest
ten vocational-technical role expectations (Table 4 .8 ) were selected
to be presented in both n a rra tiv e and table form.

Selection of these

p a r tic u la r vocational-technical role expectations was based on the
lowest percentage of d irec to rs who strongly agreed with the expecta­
tio n s .

The range of responses regarding the lowest ten vocational-

technical role expectations from the directors who strongly agreed
varied from a low of 7.5 percent to a high o f 18.8 percent.
The lowest ten vocational-technical role expectations were
divided into f iv e major ad m in istrative categories, dealing with
general ad m inistration; curriculum development and in s tru c tio n ; budget
and finance management; planning, evalu atio n, and research; and per­
sonnel management and professional development.

The vocational-

technical ro le expectation th a t received the le a s t support from the
d ire c to rs referred to the s p e c ia lis t preparing a r t ic le s fo r profes­
sional journals and p e rio d ic a ls .

Only 7.5 percent o f the d irectors

Table 4 . 8 . --The lowest ten vocational-technical role expectations of the vocational-technical
s p e c ia lis t position as viewed by local vocational-technical d irec to rs.
Role Expectation

SA

U

D

SD

NR

6
7.5

29
36.2

32
40.0

11
13.7

2
2.5

0
0

Plan special vocational-technical programs
fo r disadvantaged and bilingual students.

9
11.2

35
43.8

21
26.2

13
16.2

2
2.5

0
0

Coordinate, monitor, and assist in implement­
ing the O ffice of C iv il Rights guidelines as
they apply to vocational-technical education.

12
15.0

31
38.7

21
26.2

14
17.5

2
2.5

0
0

18.

Encourage the use of suggestions from students
and graduates in developing or revising
vocational-technical programs and courses.

13
16.2

45
56.3

11
13.7

10
12.5

1
1.2

0
0

43.

Assist in the development of c r i t e r i a to be
used in evaluating the performance of
vocational-technical s t a f f .

13
16.2

31
38.7

13
16.2

18
22.5

4
5.0

1
1.2

47.

35.

7.

Prepare a r t ic le s fo r professional journals
and periodicals.

f

A

%

Table 4 . 8 . — Continued.
Role Expectation
19.

Provide leadership in developing vocational technical curriculum policy.

SA
f

%

A

U

D

SD

NR

14
17.5

40
50.0

10
12.5

12
15.0

3
3.7

1
1.2

26.

Approve requ isitions fo r supplies and equip­
ment fo r the CEPD at the intermediate school
d i s t r i c t le v e l.

14
17.5

25
31.3

13
16.2

12
15.0

16
20.0

0
0

36.

Analyze follow-up data on both leavers and
completers to reconmend improvements in
vocational-technical education o fferin g s.

14
17.5

42
52.5

13
16.2

9
11.2

2
2.5

0
0

15.

Provide leadership fo r the review of vocationaltechnical courses, course o u tlin e s , and in stru c­
tional m aterials.

15
18.8

37
46.2

10
12.5

16
20.0

1
1.2

1
1.2

40.

Assist in the planning fo r the vocationaltechnical needs o f handicapped students and
assist vocational teachers in meeting those
needs.

15
18.8

51
63.8

9
11.2

5
6.3

0
0

0
0

65

strongly agreed th a t the s p e c ia lis t should be responsible fo r th is
expectation.

However, 40.0 percent responded as undecided i f the

s p e c ia lis t should or should not perform th is p a r tic u la r vocational technical ro le expectation.

This f i r s t vocational-technical role

expectation was in the personnel management and professional develop­
ment category.

There was one other expectation in the lowest ten

grouping, which also was in the same category.

That expectation

referred to the s p e c ia lis t assisting in the development o f c r i t e r i a
to be used in evaluating the performance o f vocational-technical s t a f f .
The directors did not strongly support th is expectation, with only
16.2 percent strongly agreeing and 38.7 percent agreeing with the
vocational-technical role expectation.
In the general administration category, only one vocationaltechnical role expectation was selected to be presented based on the
responses of the d ire c to rs .

Coordinating, monitoring, and assisting

in implementing the O ffic e o f C iv il Rights guidelines as they apply
to vocational-technical education was an expectation th a t very few of
the d irectors strongly supported.

Fifteen percent responded as

strongly agreeing and another 38.7 did agree with th is p a rtic u la r
expectation.
The d irec to rs indicated th a t they were not in favor of having
the s p e c ia lis t provide much assistance in regard to revising
vocational-technical programs and courses or working with curriculum
policy.

In the curriculum development and in stru c tio n category, two

vocational-technical ro le expectations d e a lt with the s p e c ia lis t using
suggestions from students and graduates in developing or revising

66
vocational-technical programs and courses and providing leadership
in developing vocational-technical curriculum policy.

Only 16.2

percent of the directors strongly agreed with having the s p e c ia lis t
revise vocational-technical programs and courses, while 17.5 percent
of the directors strongly agreed with the s p e c ia lis t dealing with cur­
riculum policy.
One other expectation in the same category was also selected
to be presented in the lowest ten vocational-technical ro le expecta­
tions as viewed by the d ire c to rs .

Of the 80 directors who responded

to the questionnaire, 18.8 percent strongly agreed th a t the s p e c ia lis t
should provide leadership fo r the review of vocational-technical
courses, course o u tlin e s , and in stru ctio n al m aterials.
There was ju s t one vocational-technical role expectation in
the budget and finance management category th at the d irec to rs did not
strongly support.

I t d e a lt with the s p e c ia lis t approving r e q u is i­

tions fo r supplies and equipment fo r the Career Education Planning
D i s t r i c t a t the intermediate school d i s t r i c t le v e l.

Only 17.5 per­

cent of the d irectors strongly agreed with the s p e c ia lis t having
th is r e s p o n s ib ility .

In th is p a r tic u la r expectation, 20.0 percent

of the responding directors strongly disagreed with th is vo cation altechnical ro le expectation.
In the planning, evalu atio n, and research category, three
vocational-technical ro le expectations were selected to be presented.
Two o f the vocational-technical role expectations referred to the
s p e c ia lis t planning and assisting in meeting the needs o f special
groups.

Only 11.2 percent o f the d irectors strongly agreed with

67
having the s p e c ia lis t plan special vocational-technical programs
fo r disadvantaged and b ilin g u a l students.

S lig h tly more of the

d ire c to rs , 18.8 percent, strongly agreed with the s p e c ia lis t planning
fo r the vocational-technical needs of handicapped students.
The th ir d vocational-tech nical role expectation in th is ca te­
gory dealt with the s p e c ia lis t analyzing follow-up data on both leav­
ers and completers to recommend improvements in vocational-technical
education o ffe rin g s .

Of the 80 d irec to rs who responded, only 17.5

percent strongly agreed with having the s p e c ia lis t be responsible
fo r th is expectation.
Question Number Four
What are the relatio n sh ip s between the vo cation altechnical ro le expectations o f the s p e c ia lis t position
as held by superintendents, s p e c ia lis ts , and d irec to rs
with respect to selected ro le expectations?
Top ten vocation al-tech nical role expectations. —The top ten
vocational-technical ro le expectations (Table 4 .9 ) were selected to
be presented in both n a rra tiv e and ta b le form.

Selection of these

p a rtic u la r vo cational-technical ro le expectations was based on the
highest percentage of s p e c ia lis ts who strongly agreed with the expec­
ta tio n s .

The top ten expectations th a t the s p e c ia lis ts strongly

agreed with were selected to show the relation ship s between the three
responding groups because o f the nature of the study.

The range of

responses from the s p e c ia lis ts who strongly agreed varied from a high
of 89.1 percent to a low o f 63.0 percent.

(See Appendix H fo r the top

ten vocational-technical ro le expectations fo r each o f the three
responding groups.)

68

Table 4 . 9 . — The top ten vocational-technical role expectations o f the
vocational-technical s p e c ia lis t position as viewed by
vocational-technical s p e c ia lis ts with comparison responses
from intermediate school d i s t r i c t superintendents and local
vocational-technical d ir e c to r s .
Respondents

,

SA

A

U

D

SD

NR

Role 10: Serve as a contact person between the CEPD and the
Michigan Department of Education, VocationalTechnical Education Services, on matters p e rta in ­
ing to vocational education.
29
64.4

13
28.9

2
4.4

1
2.2

0
0

0
0

Vocational-technical
sp eciali sts

41
89.1

4
8.7

0
0

1
2.2

0
0

0
0

Local vocational
directors

45
56.3

28
35.0

4
5 .0

1
1.2

2
2.5

0
0

Combined

115
67.3

45
26.3

6
3.5

3
1.8

2
1.2

0
0

Intermediate school
d i s t r i c t superintendents

f

%

Role 11: Attend meetings called by the Vocational-Technical
Education Services fo r administrators o f vocationaltechnical education.
Intermediate school
d i s t r i c t superintendents

19
42.2

23
51.1

2
4.4

1
2.2

0
0

0
0

V ocational-technical
s p e c ia lis ts

36
78.3

7
15.2

1
2.2

2
4 .3

0
0

0
0

Local vocational
d irec to rs

48
60.0

30
37.5

2
2.5

0
0

0
0

0
0

Combined

103
60.2

60
35.1

5
2.9

3
1.8

0
0

0
0

69
Ta ble 4 . 9 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 55: Help develop a p o sitive community image of
vocational-technical education.
Intermediate school
d i s t r i c t superintendents

32
71.1

12
26.7

1
2.2

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

33
71 J

13
28.3

0
0

0
0

0
0

0
0

Local vocational
directors

47
58.7

31
38.7

0
0

2
2.5

0
0

0
0

Combi ned

112
65.5

56
32.7

1
.6

2
1.2

0
0

0
0

f

%

Role 1: Provide leadership in forming the Career Education
Planning D i s t r i c t (CEPD) philosophy of vocationaltechnical education.
Intermediate school
d i s t r i c t superintendents

33
73.3

11
24.4

0
0

1
2.2

0
0

0
0

Vocational-technical
s p e c ia lis ts

32
69.6

12
26.1

1
2.2

1
2.2

0
0

0
0

Local vocational
d irectors

44
55.0

34
42.5

1
1.2

1
1.2

0
0

0
0

Combined

109
63.7

57
33.3

2
1.2

3
1.8

0
0

0
0

Ta ble 4 . 9 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 53: Establish and maintain e f fe c tiv e working r e la t io n ­
ships with p rin cip a ls and counselors in the local
high schools served by the CEPD.
31
68.9

14
31.1

0
0

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

32
69.6

14
30.4

0
0

0
0

0
0

0
0

Local vocational
directors

22
27.5

38
47.5

9
11.2

7
8.8

4
5.0

0
0

Combined

85
49.7

66
38.6

9
5.3

7
4.1

4
2.3

0
0

Intermediate school
d i s t r i c t superintendents

f
%

Role 54: Work with business and industry and other p rivate
enterprises in the CEPD to promote vocational technical programs.

Intermediate school
d i s t r i c t superintendents

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Vocational-technical
sp ecialis ts

31
67.4

15
32.6

0
0

0
0

0
0

0
0

Local vocational
directors

27
33.7

49
61.2

1
1.2

3
3.7

0
0

0
0

Combined

90
52.6

77
45.0

1
.6

3
1.8

0
0

0
0

71
T a b le 4 , 9 . — Continued.
SA

Respondents

A

U

D

SD

NR

Role 9: Provide technical assistance in implementing
vocational-technical program standards o f q u a lity .
Intermediate school
d i s t r i c t superintendents

f

27
60.0

16
35.6

1
2.2

1
2.2

0
0

0
0

Vocati onal-techni caT
sp e c ia lis ts

30
65.2

14
30.4

1
2.2

0
0

,0
0

1
2.2

Local vocational
directors

35
43.8

39
48.7

6
7.5

0
0

0
0

0
0

Combi ned

92
53.8

69
40.4

8
4.7

1
.6

0
0

1
.6

%

Role 49: Take a c tiv e part in professional organizations such
as the American Vocational Association., Michigan
Council o f Vocational Administrators, and the
Michigan Occupational Education Association.

Intermediate school
d i s t r i c t superintendents

10
22.2

30
66.7

5
11.1

0
0

0
0

0
0

Vocati onal-techni cal
s p e c ia lis ts

30
65.2

14
30.4

2
4.3

0
0

0
0

0
0

Local vocational
d irectors

38
47.5

36
45.0

6
7.5

0
0

0
0

0
0

Combined

78
45.6

80
46.8

13
7.6

0
0

0
0

0
0

72
Ta b le 4 . 9 . - - C o n t in u e d .
Respondents

SA

A

U

D

Role 56: Establish and maintain e f fe c tiv e working re la tio n
ships with key individuals representing trade,
labor, management, and other organizations in the
area served by the CEPD.

SD

NR

i

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

30
65.2

16
34.8

0
0

0
0

0
0

0
0

Local vocational
directors

35
43.8

44
55.0

1
1.2

0
0

0
0

0
0

Combi ned

97
56.7

73
42.7

1
.6

0
0

0
0

0
0

Intermediate school
d i s t r i c t superintendents

f

%

Role 39: Work with local school boards, :superintendents, and
vocational s t a f f to as sis t in 1the development of
vocational -technical education programs.

Intermediate school
d i s t r i c t superintendents

22
48.9

20
44.4

2
4.4

1
2.2

0
0

0
0

Vocational-technical
s p e c ia lis ts

29
63.0

17
37.0

0
0

0
0

0
0

0
0

Local vocational
d irectors

30
37.5

40
50.0

6
7.5

2
2.5

2
2.5

0
0

Combined

81
47.4

77
45.0

8
4.7

3
1.8

2
1.2

0
0

The top ten vocational-technical role expectations were
divided in to four major adm inistrative categories, which referred to

73
general adm inistration; planning, ev alu atio n, and research; personnel
management and professional development; and public r e la tio n s .

The

vocational-technical role expectation th a t received the strongest
agreement from the sp e c ia lis ts d e alt with the s p e c ia lis t serving as
a contact person between the Career Education Planning D i s t r i c t and
the Vocational-Technical Education Services on matters pertaining to
vocational-technical education.

Strongly agreeing were 89.1 percent

of the s p e c ia lis ts , while only 64.4 percent of the superintendents
strongly agreed with the expectation.

However, the d irectors did not

show as much support as the other two groups, with ju s t 56.3 percent
strongly agreeing th at the s p e c ia lis t should be responsible fo r th is
expectation.
Besides the expectation th at was ju s t presented, there were
four other vocational-technical role expectations th a t were in the
general administration category.

Attending meetings ca lled by the

Vocational-Technical Education Services fo r administrators of
vocational-technical education was strongly agreed to by 78.3 percent
o f the s p e c ia lis ts , with 60.0 percent of the d irec to rs also strongly
agreeing with th is expectation.

The superintendents did not express

as much strong agreement fo r the expectation as the s p e c ia lis ts and
directors d id , with only 42.2 percent strongly agreeing.
The th ir d vocational-technical ro le expectation from the
general administration category th a t was selected to be presented
referred to the s p e c ia lis t providing leadership in forming the Career
Education Planning D i s t r i c t ' s philosophy o f vocation al-tech nical edu­
cation.

The superintendents and s p e c ia lis ts both strongly agreed

74
with the vocational-technical role expectation, with 73.3 percent
and 69.6 percent, resp ectively.

In th is vocational-technical role

expectation, s lig h t ly more than on e-h alf, 55.0 percent, of the
directors responded as strongly agreeing th a t the s p e c ia lis t should
be responsible fo r the expectation.
Providing technical assistance in implementing vocationaltechnical program standards of q u a lity was the la s t vo cationaltechnical ro le expectation in the general administration category to
be selected based on the s p e c ia lis ts ' responses.

A s im ila r per­

centage o f superintendents and s p e c ia lis ts , 60.0 percent and 65.2
percent, re s p e c tiv e ly , strongly agreed th a t the s p e c ia lis t should pro­
vide technical assistance concerning standards of q u a lit y .

A s ig n ifi­

cantly smaller percentage, 43.8 percent, of the d irec to rs indicated
th at they strongly agreed with the expectation.
Only one vocational-technical role expectation was selected
from the planning, ev alu atio n, and research category.

Strongly

agreeing were 63.0 percent o f the sp e c ia lis ts th at working with local
school boards, superintendents, and vocational-technical s t a f f to
as sis t in the development o f vocational-technical education programs
should be the s p e c ia lis t 's r e s p o n s ib ility .

But, in th is p a rtic u la r

vocational-technical ro le expectation, 48.9 percent o f the superin­
tendents strongly agreed, while only 37.5 percent o f the d irec to rs
strongly agreed.
In the personnel management and professional development
category, an expectation th a t related to the s p e c ia lis t taking an
ac tive p a rt in professional organizations was strongly agreed with

f

75
by 65.2 percent o f the s p e c ia lis ts who responded to the questionnaire.
A s li g h t ly smaller percentage, 47.5 percent, of the directors strongly
agreed with having the s p e c ia lis t f u l f i l l

the expectation.

However,

a noticeable d ifferen ce in responses came from the superintendents,
with only 22.2 percent o f them responding as strongly agreeing.
The public re la tio n s category had four vocational-technical
role expectations th a t were selected to be presented.

Three out of

the four vo cational-technical role expectations referred to the
s p e c ia lis t developing a p o sitive community image of vocationaltechnical education and establishing and maintaining e f fe c tiv e work­
ing relation ship s with business and industry.

In a l l three of these

vo cational-technical ro le expectations, between 65.2 percent and 71.7
percent of the superintendents and s p e c ia lis ts were in strong agree­
ment with the expectations.

However, the d ire c to rs ' responses in d i­

cated th a t only 58.7 percent strongly agreed with the s p e c ia lis t
developing a p o s itiv e community image, while 43.7 percent or less
strongly agreed with the s p e c ia lis t establishing and maintaining
e f fe c tiv e working relatio n sh ip s with business and industry.
The fourth vo cational-technical role expectation in the
public re la tio n s category d e alt with the s p e c ia lis t establishing and
maintaining e f f e c t iv e working relation ship s with p rin cip a ls and coun­
selors in the local high schools served by the Career Education Plan­
ning D i s t r i c t .

Almost id en tic a l strongly agreeing responses were

recorded fo r the superintendents and s p e c ia lis ts , with 68.9 percent
and 69.6 percent, re s p e c tiv e ly .

In th is p a r tic u la r vocational-

technical ro le expectation, very few d ire c to rs responded as strongly

76

agreeing, 27.5 percent, th a t the s p e c ia lis t should perform th is
vocational-technical ro le expectation.
Lowest ten vocational-technical role expectations.--The lowest
ten vocational-technical ro le expectations (Table 4.1 0) were selected
to be presented in both n a rra tiv e and table form.

Selection of these

p a rtic u la r vocational-technical role expectations was based on the
lowest percentage of s p e c ia lis ts who strongly agreed with the expec­
ta tio n s .

The lowest ten expectations th at the s p e c ia lis ts strongly

agreed with were selected to show the relationships between the three
responding groups because of the nature of the study.

The range of

responses from the s p e c ia lis ts who strongly agreed varied from a low
of 8.7 percent to a high of 32.6 percent.

In th is p a rtic u la r research

question, vocational-technical ro le expectation numbers 13, 33, and 45
had id en tical percentages in the strongly agree response category.
Therefore, the lowest percentage of agree responses was used to
determine which vocational-technical role expectations would be
included in the lowest ten.
The lowest ten vocational-technical ro le expectations were
divided into four major ad m inistrative categories, which d e a lt with
general adm inistration; curriculum development and in s tru c tio n ;
planning, evaluation, and research; and personnel management and pro­
fessional development.

Coordinating, monitoring, and assisting in

implementing the O ffic e of C iv il Rights guidelines as they apply to
vocational-technical education was the expectation th a t received the
le a s t support from the s p e c ia lis ts .

Only 8.7 percent o f the s p ecial­

is ts strongly agreed with the expectation, while s l i g h t l y more

77
Table 4 . 1 0 . —The lowest ten vocational-technical ro le expectations of
the vocational-technical s p e c ia lis t position as viewed by
vocational-technical s p e c ia lis ts with comparison responses
from intermediate school d i s t r i c t superintendents and
local vocational-technical d irec to rs.
Respondents

SA

A

U

D

SD

NR

Role 7: Coordinate, monitor, and as sis t in implementing the
O ffice of C iv il Rights guidelines as they apply to
vocational-technical education.
Intermediate school
d i s t r i c t superintendents

7
15.6

23
51.1

11
24.4

2
4.4

2
4.4

0
0

4
8.7

27
58.7

11
23.9

3
6.5

1
2.2

0
0

Local vocational
directors

12
15.0

31
38.7

21
26.2

14
17.5

2
2.5

0
0

Combined

23
13.5

81
47.4

43
25.1

19
11.1

5
2 .9

0
0

Vocational-technical
s p e c ia lis ts

f

%

Role 47: Prepare a r t ic le s fo r professional journals and
periodical s.
Intermediate school
d i s t r i c t superintendents

5
11.1

24
53.3

12
26.7

3
6.7

0
0

1
2.2

Vocational-technical
sp e c ia lis ts

6
13.0

21
45.7

18
39.1

0
0

1
2.2

0
0

Local vocational
directors

6
7.5

29
36.2

32
40.0

11
13.7

2
2.5

0
0

Combi ned

17
9.9

74
43.3

62
36.3

14
8.2

3
1.8

1
.6

78
T a b le 4 . 1 0 . --C o n tin u e d .
Respondents

SA

A

U

D

SD

NR

Role 35: Plan special vocational-technical programs fo r d is ­
advantaged and biling ual students.
f

13
28.9

13
28.9

12
26.7

7
15.6

0
0

0
0

11
23.9

24
52.2

8
17.4

2
4.3

0
0

1
2.2

Local vocational
directors

9
11.2

35
43.8

21
26.2

13
16.2

2
2.5

0
0

Combi ned

33
19.3

72
42.1

41
24.0

22
12.9

2
1.2

1
.6

Intermediate school
d i s t r i c t superintendents
Vocational-technical
sp e c ia lis ts

%

i

Role 43: Assist in the development of c r i t e r i a to be used in
evaluating the performance o f vocational-technical
s ta ff.

Intermediate school
d i s t r i c t superintendents

18
40.0

19
42.2

5
11.1

3
6.7

0
0

0
0

Vocati onal-techni cal
s p e c ia lis ts

11
23.9

25
54.3

7
15.2

2
4.3

1
2.2

0
0

Local vocational
d irectors

13
16.2

31
38.7

13
16.2

18
22.5

4
5.0

1
l.;

Combi ned

42
24.6

75
43.9

25
14.6

23
13.5

5
2.9

1

.i

79
T able 4 . 1 0 . — C ontinued.
SA

Respondents

A

U

D

SD

NR

Role 34: Plan Comprehensive Employment and Training Act
(CETA) and other special manpower tr a in in g pro­
grams fo r the CEPD.
12
26.7

18
40.0

8
17.8

6
13.3

1
2.2

0
0

Vocational-technical
sp ecialis ts

12
26.1

21
45.7

9
19.6

3
6.5

1
2.2

0
0

Local vocational
d irectors

16
20.0

28
35.0

23
28.8

12
15.0

1
1.2

0
0

Combined

40
23.4

67
39.2

40
23.4

21
12.3

3
1.8

0
0

Intermediate school
d i s t r i c t superintendents

f

%

Role 16: Provide leadership fo r the review o f vocational technical courses, course o u tlin e s , and in s tru c ­
tio nal m aterials.

Intermediate school
d i s t r i c t superintendents

14
31.1

26
57.8

3
6.7

2
4.4

0
0

0
0

Vocational-technical
s p ecialis ts

14
30.4

23
50.0

7
15.2

1
2.2

0
0

1
2.2

Local vocational
d irectors

15
18.8

37
46.2

10
12.5

16
20.0

1
1.2

1
1.2

Combi ned

43
25.1

86
50.3

20
11.7

19
11.1

1
.6

2
1.2

80
T able 4 . 1 0 . — C ontinued.
Respondents

SA

A

U

D

SD

NR

Role 22: U t i l i z e la y advisory committees to make recommenda­
tions to administration and fa c u lty on both program
content and in struction al equipment.
f

18
40.0

21
46.7

4
8 .9

2
4.4

0
0

0
0

Vocational-technical
sp ecialis ts

14
30.4

24
52.2

7
15.2

1
2.2

0
0

0
0

Local vocational
directors

21
26.2

35
43.8

11
13.7

11
13.7

2
2.5

0
0

Combined

53
31.0

80
46.8

22
12.9

14
8.2

2
1.2

0
0

Intermediate school
d i s t r i c t superintendents

%

Role 36: Analyze follow-up data on both leavers and completers
to recommend improvements in vocational-technical
education o ffe rin g s .

Intermediate school
d i s t r i c t superintendents

16
35.6

25
55.6

3
6.7

1
2.2

0
0

0
0

Vocational-technical
s p e c ia lis ts

14
30.4

31
67.4

1
2.2

0
0

0
0

0
0

Local vocational
directors

14
17.5

42
52.5

13
16.2

9
11.2

2
2.5

0
0

Combi ned

44
25.7

98
57.3

17
9.9

10
5.8

2
1.2

0
0

81
T a b le 4 . 1 0 . — C ontinued.
Respondents

SA

A

U

D

SD

NR

Role 33: Prepare a w ritte n annual and long-range vocational technical education plan fo r the CEPD.
Intermediate school
d i s t r i c t superintendents

f

26
57.8

16
35.6

1
2.2

2
4 .4

0
0

0
0

Vocational-technical
s p e c ia lis ts

15
32.6

27
58.7

3
6.5

1
2.2

0
0

0
0

Local vocational
d irectors

26
32.5

44
55.0

9
11.2

1
1.0

0
0

0
0

Combined

67
39.2

87
50.9

13
7.6

4
2.3

0
0

0
0

%

Role 45: Assess vo cational-technical s t a f f needs and as sis t
in the development o f programs and a c t i v i t i e s to
meet those needs.

Intermediate school
d i s t r i c t superintendents

21
46.7

18
40.0

5
11.1

1
2.2

0
0

0
0

Vocational-technical
sp eciali sts

15
32.6

24
52.2

7
15.2

0
0

0
0

0
0

Local vocational
d irectors

21
26.2

45
56.3

10
12.5

4
5.0

0
0

0
0

Combi ned

57
33.3

87
50.9

22
12.9

5
2 .9

0
0

0
0

82
superintendents and directors strongly agreed, 15.6 percent and 15.0
percent, resp ectively.

This p a r t ic u la r vocational-technical role

expectation was the only one selected from the general administration
category.
In the curriculum development and in stru ctio n category, two
vocational-technical ro le expectations were selected to be presented.
Both o f these vocational-technical role expectations referred to
s im ila r issues, with one regarding the s p e c ia lis t reviewing vocationaltechnical courses, course o u tlin e s , and in s tru c tio n a l m a te ria ls , while
the other related to the s p e c ia lis t making recommendations concerning
program content and in stru ctio n al equipment.

In both expectations,

30.4 percent o f the s p e c ia lis ts strongly agreed th a t the s p e c ia lis t
should be responsible fo r these expectations.

A s li g h t ly la rg e r per­

centage (31.1 percent and 40.0 percent) of superintendents strongly
agreed with the expectations, while a s li g h t ly smaller percentage
(18.8 percent and 26.2 percent) o f d irectors strongly agreed with
both expectations.
There were four vocational-technical ro le expectations th a t
were selected to be presented in the lowest ten grouping from the
planning, evalu atio n, and research category.

Two of these expecta­

tions referred to the s p e c ia lis t planning special vocational-technical
programs fo r sp ecific groups who have special needs.

Only 23.9 per­

cent o f the s p e c ia lis ts and 28.9 percent o f the superintendents
strongly agreed th a t the s p e c ia lis t should plan special vocation altechnical programs fo r disadvantaged and bilin g u al students.

Of the

80 responding d ire c to r s , 11.2 percent strongly agreed with th is

83
expectation.

The other expectation in th is category d e a lt with the

s p e c ia lis t planning special manpower tra in in g programs fo r the Career
Education Planning D i s t r i c t .

Between 20.0 percent and 26.7 percent

of the respondents from a l l three groups strongly agreed with the
s p e c ia lis t being responsible fo r th is p a rtic u la r expectation.
Another vocational-technical role expectation in th is same
category referred to the s p e c ia lis t analyzing follow-up data on both
leavers and completers to recommend improvements in vo cation altechnical education o ffe rin g s .

Approximately one-third o f the

s p e c ia lis ts , 30.4 percent, and superintendents, 35.6 percent, strongly
agreed with the s p e c ia lis t performing th is vocational-technical role
expectation.
The la s t vocational-technical role expectation th a t was
selected in the planning, evaluation, and research category related
to the s p e c ia lis t preparing a w ritte n annual and long-range vo cationaltechnical education plan fo r the Career Education Planning D i s t r i c t .
An almost id en tic a l strongly agreeing response rate from the sp ecial­
is t s and directors o f 32.6 percent and 32.5 percent, re s p e c tiv e ly ,
was recorded fo r th is expectation.

The superintendents placed much

more importance on th is vocational-technical role expectation, with
57.8 percent of them strongly agreeing th a t the s p e c ia lis t should
f u l f i l l the expectation.
There were three vocational-technical ro le expectations th a t
were selected to be presented from the personnel management and
professional development category.

The one expectation th a t received

the le a s t support from a l l three responding groups re fe rre d to the

84
s p e c ia lis t preparing a r t i c l e s fo r professional journals and p e rio dicals.
Strongly agreeing with the expectation were 13.0 percent or less of the
respondents from a l l groups.
Assisting in the development of c r i t e r i a to be used in evaluat­
ing the performance o f vocational-technical s t a f f was an expectation
th a t 23.9 percent of the s p e c ia lis ts strongly agreed w ith , while only
16.2 percent of the d irec to rs strongly agreed th at the s p e c ia lis t
should be responsible fo r the expectation.

A s lig h t ly larg e r per­

centage of superintendents, 40.0 percent, strongly agreed with the
expectation.

In th is p a r t ic u la r vocational-technical role expecta­

t io n , 22.5 percent o f the d irectors did respond as disagreeing with
the expectation.
Assessing vo cational-technical s t a f f needs and assisting in
the development of programs and a c t i v i t i e s to meet those needs was an
expectation in the personnel management and professional development
category.

Strongly agreeing with th is expectation were 32.6 percent

of the s p e c ia lis ts and 26.2 percent of the d ire c to rs .

A la rg e r per­

centage, 46.7 percent, of the superintendents also strongly agreed
th a t the s p e c ia lis t should accomplish the expectation.

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS
FOR FURTHER RESEARCH, AND REFLECTIONS
Introduction
In th is chapter, the in ves tig a to r w ill present (a) a summary
of the problem, procedures, and findings of the study; (b) conclu­
sions th at were derived from the data; (c) recommendations fo r
fu rth e r research based on the conclusions, and (d) re fle c tio n s of
the researcher.

Summary
This study was an in vestigation to determine the vocational technical ro le expectations o f the s p e c ia lis t position a t the i n t e r ­
mediate school d i s t r i c t level in Michigan as viewed by superintendents,
s p e c ia lis ts , and d ire c to rs .

By determining the vocational-technical

role expectations, th is study obtained a f i r s t approximation reading
of the major vocational-technical role expectations of the s p e c ia lis t
position r e la t iv e to selected adm in istrative functions o f vocationaltechnical education.
The data fo r th is research study were collected by the use of
a questionnaire th a t was devised by the in v e s tig a to r.

The question­

naire was submitted to a ju ry o f experts fo r t h e ir evaluation as to
i t s v a l i d i t y and s u i t a b i l i t y fo r the selected population.

85

The

86

questionnaire was separated into two sections, with the f i r s t section
asking the p a rticip an ts to respond to 60 vo cational-technical role
expectations th a t were divided into six ad m inistrative categories.
These categories were:
1.

General Administration

2.

Curriculum Development and Instruction

3.

Budget and Finance Management

4.

Planning, Evaluation, and Research

5.

Personnel Management and Professional Development

6.

Public Relations

The second section asked the respondents to provide information
regarding t h e ir work experience and level of education a tta in e d .
A fte r refinement, the questionnaire along with a cover l e t t e r and
addressed, stamped envelope was mailed to 58 superintendents, 50
s p e c ia lis ts , and 111 directors in Michigan.

Of the 219 possible

respondents, 171 (78 percent) returned usable questionnaires, which
were then coded and prepared fo r key punching.

Research Questions
The purposes o f the study were re a liz e d by answering the
following research questions:
1.

What are the major vocational-technical ro le expectations

o f the s p e c ia lis t position as held by superintendents with respect to
selected ro le expectations?
2.

What are the major vo cational-technical ro le expectations

of the s p e c ia lis t position as held by s p e c ia lis ts with respect to
selected ro le expectations?

87
3.

What are the major vocational-technical ro le expectations

o f the s p e c ia lis t position as held by d irectors with respect to
selected ro le expectations?
4.

What are the relation ship s between the vocational -

technical role expectations of the s p e c ia lis t position as held by
superintendents, s p e c ia lis ts , and d irectors with respect to selected
ro le expectations?

Findings
The findings in th is research study are presented fo r each
research question separately.
Question Number One
What are the major vo cational-technical role expectations
o f the s p e c ia lis t position as held by superintendents
with respect to selected ro le expectations?
The researcher's findings indicated th at the superintendents
f e l t th a t the person occupying the position of s p e c ia lis t at the
intermediate school d i s t r i c t level in Michigan should play a major
leadership ro le in forming the vocational-technical education philos­
ophy fo r the Career Education Planning D i s t r i c t .

Also, the s p e c ia lis t

should be instrumental in developing a representative vocationaltechnical education planning committee th at would serve a l l local
vocation al-tech nical education programs.
The superintendents f e l t very strongly about the s p e c ia lis t
working with the corranunity to develop a p o sitive community image of
vocation al-tech nical education and also promoting vocational-technical
education to business and industry.

The superintendents indicated

88

th a t the s p e c ia lis t should be establishing and maintaining e f f e c ­
t iv e working relation ship s with the community.

In developing a

good working re la tio n s h ip with the community, i t would be much easier
fo r the s p e c ia lis t to promote the e f fe c tiv e u t i l i z a t i o n of local
vocational-technical advisory committees.

The data showed th a t over

97 percent of the responding superintendents supported the s p e c ia lis t
working with local vocational-technical advisory committees.
Besides serving as a contact person between the Career Edu­
cation Planning D i s t r i c t and the Vocational-Technical Education
Services, the superintendents indicated th a t the s p e c ia lis t should
also be establishing and maintaining e f fe c tiv e working relationships
with high school p rin cip a ls and counselors.

The response rates sig­

n ifie d th a t these two areas were considered by the superintendents to
be very important.
The findings o f th is research study also revealed th a t the
superintendents strongly supported the expectation regarding the
s p e c ia lis t providing technical assistance in implementing vocation altechnical program standards o f q u a lity .

This area was supported by

approximately 97 percent o f the responding superintendents.
The response ra te from the research study s ig n ifie d th a t the
superintendents were in agreement th a t the s p e c ia lis t should id e n t ify
potential sources and amounts o f fin a n c ia l income to support the cost
of vocational-technical programs.

This p a r tic u la r vocational-technical

ro le expectation was supported almost unanimously by the superinten­
dents.

89
Question Number Two
What are the major vocational-technical ro le expectations
of the s p e c ia lis t position as held by sp ecialis ts with
respect to selected role expectations?
The strongest support from the respondents concerned the
s p e c ia lis t serving as a contact person between the Career Education
Planning D is t r ic t and the Michigan Department of Education, Vocational Technical Education Services, on matters pertaining to vocational technical education.

This p a r tic u la r area received positive responses

from almost 98 percent of the respondents.

The findings also in d i­

cated th a t attending meetings ca lled by the Vocational-Technical
Education Services fo r administrators of vocational-technical educa­
tio n was a vocational-technical ro le expectation th a t the s p e c ia lis t
should.be doing.
The respondents f e l t th a t the s p e c ia lis t should be developing
a positive community image o f vo cational-technical education along
with establishing and maintaining e f fe c tiv e working relationships
with key individuals in business and industry to promote vo cation altechnical education.

In promoting vocational-technical education,

the s p e c ia lis t would be providing leadership in forming the Career
Education Planning D i s t r i c t ' s philosophy o f vocational-technical
education.
The findings revealed th a t the s p e c ia lis t should be working
with local schoolboards, superintendents, and vocational-technical
s t a f f to assist in the development o f vocational-technical education
programs.

One hundred percent o f the s p e c ia lis ts strongly supported

th is area and also f e l t th a t estab lish ing and maintaining e f f e c t iv e

90

working relation ship s with principals and counselors in the local
high schools served by the Career Education Planning D i s t r i c t was a
very desirable vocational-technical role expectation fo r the
s p e c ia lis t.
The data showed th a t the s p e c ia lis t should be providing tech­
nical assistance in implementing vocational-technical program stan­
dards o f q u a lity .

S lig h tly over 95 percent of the respondents

s ig n ifie d th a t someone holding the position of s p e c ia lis t should be
responsible fo r program standards o f q u a lity .
Strong support was indicated from the respondents regarding
the s p e c ia lis t taking an active part in professional organizations.
Organizations th a t the s p e c ia lis t should be a f f i l i a t e d with are the
American Vocational Association, Michigan Council of Vocational
Adm inistrators, and Michigan Occupational Education Association.
Again, 95 percent o f the sp e c ia lis ts strongly agreed with the area.

Question Number Three
What are the major vocational-technical role expectations
of the s p e c ia lis t position as held by directors with
respect to selected role expectations?
The d a ta ’ Showed th a t the d irec to rs strongly supported the
s p e c ia lis t providing leadership fo r a representative vocationaltechnical education planning committee.

Over 95 percent of the

d irec to rs responded in a positive way to th is vocational-technical
ro le expectation.
Attending meetings called by the Vocational-Technical Educa­
tio n Services fo r administrators o f vocational-technical education

91

was an expectation th a t the d irectors f e l t the s p e c ia lis t should
accomplish.

Also, the respondents did indicate th a t the person

occupying the s p e c ia lis t position should serve as a contact person
between the Career Education Planning D is t r ic t and the Vocational Technical Education Services on matters pertaining to vocationaltechnical education.

Both o f these areas were supported by more than

97 percent of the responding d ire c to rs .
The findings revealed th a t the s p e c ia lis t should e f f e c t iv e ly
keep state and federal le g is la to r s informed concerning the current
trends in vo cational-technical education.

In th is same area, the

d irectors strongly supported the s p e c ia lis t in te rp re tin g the poten­
t i a l e ffe c ts o f proposed state or federal le g is la tio n on vocationaltechnical o fferin g s in the Career Education Planning D i s t r i c t .
Developing a p o s itiv e community image of vocational-technical
education along with providing leadership in forming the Career Edu­
cation Planning D i s t r i c t ' s philosophy of vocational-technical educa­
tio n were two vo cational-technical role expectations th at the
d irec to rs denoted as important.

In both expectations, over 97 per­

cent of the d irec to rs responded in a p o sitive manner.
Two vocational-tech nical ro le expectations th a t were closely
related d e a lt with the s p e c ia lis t id e n tify in g po tential sources o f
income to support vo cational-technical programs while also e s ta b lis h ­
ing and maintaining e f f e c t iv e relationships with key in divid uals who
administer federal vo cational-technical education funds.

These two

vocational-technical ro le expectations were strongly supported by
the d ire c to rs .

92
The data co llected by the questionnaire indicated th at the
directors supported the s p e c ia lis t obtaining necessary data from
local education agencies and submitting i t to the Vocational-Technical
Education Services fo r the Vocational Education Data System.

This

p a rtic u la r vo cational-technical ro le expectation was agreed with by
over 82 percent o f the d ire c to rs .
Question Number Four
What are the relatio n sh ip s between the vocational-technical
ro le expctations o f the s p e c ia lis t position as held by
superintendents, s p e c ia lis ts , and d irec to rs with respect to
selected ro le expectations?
The data showed th a t the sp e c ia lis ts f e l t very strongly about
serving as a contact person between the Career Education Planning
D i s t r i c t and the Vocational-Technical Education Services on matters
pertaining to vo cational-technical education and also attending meet­
ings ca lled by the Vocational-Technical Education Services.

The

superintendents were more supportive of the s p e c ia lis t serving as a
contact person than the d irec to rs but less supportive of the s p e c ia lis t
attending meetings ca lle d by the Vocational-Technical Education Ser­
vices than the d ire c to rs .
Helping to develop a p o sitive community image o f vocationaltechnical education along with providing leadership in forming the
Career Education Planning D i s t r i c t ' s philosophy of vocational-technical
education were two. expectations th a t both the s p e c ia lis ts and superin­
tendents indicated as being important.

Approximately 70 percent of

the s p e c ia lis ts and superintendents strongly agreed with the two
vocational-technical ro le expectations, while less than 60 percent of

93

the directors strongly agreed th a t the s p e c ia lis t should be responsible
fo r the expectations.
S lig h tly more than 70 percent o f the superintendents strongly
agreed with the s p e c ia lis t working with business and industry in pro­
moting vocational-technical education.

Almost the same percentage

of s p ecialis ts agreed with the superintendent, but considerably fewer
of the directors strongly agreed.

Establishing and maintaining

e f fe c tiv e working relation ship s with key in divid uals in business and
industry was also strongly supported by the superintendents and
s p e c ia lis ts but not as strongly supported by the d ire c to rs .
The data revealed th a t superintendents and s p e c ia lis ts
endorsed the vocational-technical ro le expectation r e fe rr in g to the
s p e c ia lis t establishing and maintaining e f fe c tiv e working r e la t io n ­
ships with high school counselors and p rin c ip a ls .

Almost 40 percent

fewer d irectors strongly agreed with the expectation than did super­
intendents and s p e c ia lis ts .
Taking an ac tiv e part in professional organizations by the
s p e c ia lis t was a vocational-technical role expectation th a t over
60 percent of the s p e c ia lis ts responded to as strongly agreeing.
However, the directors were not as much in favor o f the expectation
as the s p e c ia lis ts , and only s l i g h t l y more than 20 percent of the
superintendents responded as strongly agreeing with the expectation.
Both the superintendents and s p e c ia lis ts strongly agreed
with having the s p e c ia lis t provide technical assistance in implement­
ing vocational-technical program standards o f q u a lit y .
also favore

The d irec to rs

94

also favored th is p a r tic u la r vocational-technical role expectation
but not to as great an extent as the superintendents and s p e c ia lis ts .
The findings indicated th a t working with local school boards,
superintendents, and vocational-technical s t a f f to assist in the
development of vocational-technical education programs was an expec­
ta tio n with which approximately 60 percent of the s p e c ia lis ts were in
strong agreement.

A s li g h t ly smaller percentage of the superintendents

strongly agreed, while less than 40 percent o f the d irectors strongly
agreed with th is vocational-technical role expectation.
Conclusions
The data collected in th is descrip tive research study pro­
vided the basis fo r numerous comparisons o f the vocational-technical
role expectations of the s p e c ia lis t position as viewed by superin­
tendents, s p e c ia lis ts , and d ire c to rs .

The findings related to the

s p ecific research questions revealed six major conclusions.
1.

The person occupying the s p e c ia lis t position should

provide leadership in forming the Career Education Planning D i s t r i c t 's
philosophy of vocational-technical education.

This p a r tic u la r

vocational-technical ro le expectation was selected by a l l three
responding groups and was in the top ten vocational-technical ro le
expectation category fo r a l l three groups.
2.

The s p e c ia lis t should serve as a contact person between

the Career Education Planning D i s t r i c t and the Michigan Department of
Education, Vocational-Technical Education Services, on matters per­
ta in in g to vo cational-technical education.

The superintendents,

95
s p e c ia lis ts , and d irec to rs a l l strongly agreed with th is vocational technical ro le expectation.
3.

The s p e c ia lis t should be responsible fo r helping to

develop a p o sitive community image o f vocational-technical education.
In developing the p o sitive image, the s p e c ia lis t should establish
and maintain an e f f e c t iv e working re la tio n s h ip with key individuals
in business and industry to promote vocational-technical education.
4.

The s p e c ia lis t should play a key role in providing leader­

ship fo r a representative vocational-technical education planning
committee (Career Education Planning D i s t r i c t Council) at the i n t e r ­
mediate school d i s t r i c t le v e l.

Also, leadership from the s p e c ia lis t

o f f ic e should be provided to promote the e f fe c tiv e u t i l i z a t i o n of
local vocation al-tech nical education advisory committees.
5.

The superintendents and s p e c ia lis ts are generally in

agreement on the vocational-technical ro le th a t the s p e c ia lis t plays
in the o verall d e liv e ry o f vocational-technical education a t the
intermediate school d i s t r i c t le v e l.
6.

The d irec to rs and s p e c ia lis ts are generally in agreement

on the vo cational-technical role th a t the s p e c ia lis t plays in the
overall d e liv e ry o f vocational-technical education as long as the
s p e c ia lis t does not make decisions a t or fo r the local le v e l.
Recommendations fo r Further Research
Based on the findings o f th is research study and ensuing
conclusions, the follow ing recommendations fo r fu rth e r research are
made:

96

1.

Because of the important role th a t the s p e c ia lis t plays

in vocational-technical education in Michigan, another study should
be completed to determine the difference between the actual role
expectations and the perceived role expectations o f someone occupying
the s p e c ia lis t position.
2.

A p a ra lle l study could assess the vocational-technical

role expectations o f the s p e c ia lis t position as viewed by Michigan
Department of Education, Vocational-Technical Education Services,
s t a f f and college and u n iv e rs ity teacher educators.
3.

A s im ila r study could be conducted using more sp ecific

vocational-technical ro le expectations to fu rth e r assess the s p ecial­
i s t ' s role in the d e liv e ry o f vocational-technical education in
Michigan.
Reflections
The r e fle c tio n s are not based t o t a l l y on the data from the
study, but are the researcher's opinions and in te rp re ta tio n s regard­
ing the vocational-technical ro le expectations of the s p e c ia lis t
position.
1.

The data co llected by th is research study pointed out

th a t the s p e c ia lis t position is an important part o f the to ta l d e liv e ry
system fo r vocational-technical education in Michigan.

The State

Department o f Education should continue to fund the position and pro­
vide more inservice tra in in g fo r the s p e c ia lis t.
2.

The Michigan Department o f Education, Vocational-Technical

Education Services, should review the findings of th is study to b e tte r

97
determine the vocational-technical ro le th a t the s p e c ia lis t should
play in the fu ture o f vocational-technical education.
3.

Based on the fin d in g s, the Michigan Department o f Educa­

tio n , Vocational-Technical Education Services, should provide in ser­
vice tra in in g fo r the directors to b e tte r inform them as to the
vocational-technical ro le of the s p e c ia lis t.
4.

With a l l three groups responding in a positive manner to

the m ajority o f the vocational-technical role expectations, the
resu lts of th is study should be used by the superintendents and
sp e c ia lis ts to evaluate the position of the s p e c ia lis t.

APPENDICES

APPENDIX A
MAP OF THE CAREER EDUCATION PLANNING DISTRICTS

99

APPENDIX A

C «*W »0 «D :

0^1 C D *

O G IM **

Source:

Michigan Department of Education, The Annual and Long-Range
State Plan fo r Vocational Education in Michiqan (Lansinq:
--------------------------------MDOE, 1980).-----------------

APPENDIX B
SELECTED EXPERTS IN VOCATIONAL-TECHNICAL EDUCATION

101

APPENDIX B

Mr. Donald Aulbert
Assistant Superintendent
M e r r ill Community Schools

Dr. David Jones
Superintendent
Breckenridge Community Schools

Dr. Wells Cook
Professor
Central Michigan U niversity

Mr. B i l l Mayes
Vocational D irector
St. Louis Community Schools

Dr. Anne DeRose
Consultant
Michigan Department of Education

Mr. Robert M il le r
Principal
Mecosta-Osceola Career Center

Dr. John Doneth
Professor
Ferris State College

Mr. Jack Parr
Principal
Career Opportunities Center

Mr. John Duris
Placement S p e c ia lis t
Eaton Intermediate School D is t r ic t

Dr. Mack Seney
Consultant
Michigan Department of Education

Dr. Bruce Grow
Consultant
Michigan Department of Education

Dr. David Spathelf
Superintendent
Alma Public Schools

Ms. Mary Havercamp
Professor
Ferris State College

Dr. George Storm
Professor
F e rris State College

Mr. Richard Karelse
Consultant
Michigan Department o f Education

102

APPENDIX C

LETTER TO SELECTED EXPERTS

103

APPENDIX C

GRATIOT-ISABELLA
INTERMEDIATE BOARD OF EDUCATION
1131 EAST C E N TE R S T R E E T
ITH A C A , M IC H IG A N 48847

D A N IE L

M. MAHONEY

RICHARD T .

Superintendent

HAWKINS

C .E .P .D . Coordinator

May 7, 1980

Dear
Thank you fo r agreeing to f i l l out my questionnaire and helping me to
v a lid a te my instrument.
Please feel fre e to make any suggestions,
changes, corrections, or helpful hints regarding the questionnaire.
A fte r the instrument is v a lid a te d , I w ill be sending i t to I.S .D .
Superintendents, CEPD Vocational-Technical S p e c ia lis ts , and Local
Vocational Directors to assess the vocational role expectations they
hold regarding the CEPD Vocational-Technical S p e c ia lis t position at
the I.S .D . le v e l. The returned questionnaires w ill provide me with
data th a t w i l l be used to w rite my d is s e rta tio n .
I t would be appreciated i f you could return the questionnaire to me by
May 16th. Again, thank you fo r your help.
Sincerely,

Richard T. Hawkins
CEPD Voc-Tech S p e c ia lis t

RTH:bl
Enclosure

104

APPENDIX D
QUESTIONNAIRE

105

*•

APPENDIX D

VOCATIONAL ROLE EXPECTATIONS OF THE VOCATIONALTECHNICAL SPECIALIST POSITION AT THE INTERMEDIATE
SCHOOL DISTRICT LEVEL IN MICHIGAN
Q. No____________
THIS STUDY OF THE VOCATIONAL-TECHNICAL SPECIALIST IS BEING CONDUCTED TO DETERMINE THE MAJOR DUTIES
WHICH SHOULD BE PERFORMED BY SOMEONE HOLDING THIS POSITION. THE RESPONSES YOU MAKE ON THE
QUESTIONNAIRE WILL BE HELD COMPLETELY CONFIDENTIAL.
THIS QUESTIONNAIRE CONSISTS OF TWO SECTIONS:
SECTION I IS DESIGNED TO DETERMINE THE STATUS OF THE VOCATIONAL-TECHNICAL SPECIALIST
POSITION AT THE INTERMEDIATE 8CHOOL DISTRICT LEVEL IN MICHIGAN.
SECTION II IS DESIGNED TO COLLECT INFORMATION ON THE EDUCATIONAL BACKGROUND AND WORK
EXPERIENCE OF THE RESPONDENTS.
SECTION I:

1. PROVIDE LEADERSHIP IN FORMING THE CAREER EDUCATION PLANNING
DISTRICT (CEPD) PHILOSOPHY OF VOCATIONAL-TECHNICAL EDUCATION.
2. PROMOTE THE EFFECTIVE UTILIZATION OF LOCAL VOCATIONAL-TECHNICAL
ADVISORY COMMITTEES.
3. WRITE PROPOSALS FOR STATE AND FEDERAL REIMBURSEMENT OF VOCATIONALTECHNICAL COURSES AND PROJECTS.
4. PROVIDE LEADERSHIP IN THE COORDINATION OF VOCATIONAL-TECHNICAL
EDUCATION AND COMPREHENSIVE EMPLOYMENT AND TRAINING ACT (CETA)
PROGRAMS.
5.

INTERPRET THE POTENTIAL EFFECT OF PROPOSED STATE OR FEDERAL
LEGISLATION ON VOCATIONAL-TECHNICAL OFFERINGS IN THE CEPD.

6.

PROVIDE LEADERSHIP FOR A REPRESENTATIVE VOCATIONAL-TECHNICAL
EDUCATION PLANNING COMMITTEE (CEPD COUNCIL).

7. COORDINATE, MONITOR, AND ASSIST IN IMPLEMENTING THE OFFICE OF CIVIL
RIGHTS GUIDELINES AS THEY APPLY TO VOCATIONAL-TECHNICAL EDUCATION.
B. COORDINATE AND ASSIST IN IMPLEMENTING A PLAN FOR PLACEMENT OF
VOCATIONAL-TECHNICAL GRADUATES.
9. PROVIDE TECHNICAL ASSISTANCE IN IMPLEMENTING VOCATIONAL-TECHNICAL
PROGRAM STANDARDS OF QUALIYy .
10. SERVE AS A CONTACT PERSON BETWEEN THE CEPD AND THE MICHIGAN
DEPARTMENT OF EDUCATION, VOCATIONAL-TECHNICAL EDUCATION SERVICES,
ON MATTERS PERTAINING TO VOCATIONAL EDUCATION.
11. ATTEND MEETINGS CALLED BY THE VOCATIONAL-TECHNICAL EDUCATION
SERVICES FOR ADMINISTRATORS OF VOCATIONAL-TECHNICAL EDUCATION.
12. OBTAIN NECESSARY DATA FROM LOCAL EDUCATION AGENCIE8 AND 8UBMIT TO
VOCATIONAL-TECHNICAL EDUCATION 8ERVICES FOR THE VOCATIONAL EDU­
CATION DATA SYSTEM.

106

STRONGLY
DISAGREE

DISAGREE

UNDECIDED

1. GENERAL ADMINISTRATION

AGREE

STRONGLY
AGREE

DIRECTIONS - THE POSITION OF VOCATIONAL-TECHNICAL SPECIALIST HAS BEEN IDENTIFIED AS THE ADMINISTRATIVE
OFFICE IN YOUR CAREER EDUCATION PLANNING DISTRICT HAVING PRIMARY RESPONSIBILITY FOR DEVELOPING,
EVALUATING, AND PROMOTING THE CAREER EDUCATION PLANNING DISTRICT VOCATIONAL-TECHNICAL EDUCATION
PROGRAMS AND COURSES. THIS QUESTIONNAIRE CONTAINS DESCRIPTIONS OF TASKS OR "ROLE EXPECTATIONS" THAT
MIGHT BE PERFORMED BY A PERSON OCCUPYING THIS OFFICE. YOU ARE ASKED TO INDICATE THE EXTENT TO WHICH
YOU AGREE OR DISAGREE THAT SOMEONE IN THE ABOVE POSITION SHOULD PERFORM EACH ROLE EXPECTATION.
PLEASE WEIGH EACH EXPECTATION CAREFULLY AND PLACE A CHECK
IN ONE OF THE BOXES AT THE RIGHT OF EACH
EXPECTATION WHICH BEST APPROXIMATES YOUR OPINION. PREFACE EACH ROLE EXPECTATION WITH THE PHRASE,
"SOMEONE HOLDING THE VOCATIONAL-TECHNICAL SPECIALIST POSITION SHOULD . .

13. PROVIDE ASSISTANCE IN DEVELOPING COMPETENCY-BASED VOCATIONALTECHNICAL EDUCATION PROGRAMS.
14. ASSUME A LEADERSHIP ROLE IN SUPPORTING INCREASED PROGRAM ARTICU­
LATION BETWEEN SECONDARY SCHOOLS AND COMMUNITY COLLEGES.
15. PROMOTE COOPERATIVE TRAINING AND OTHER FORMS OF ON-THE-JOB
LEARNING EXPERIENCES FOR VOCATIONAL-TECHNICAL STUDENTS.
16. PROVIDE LEADERSHIP FOR THE REVIEW OF VOCATIONAL-TECHNICAL COURSES,
COUR8E OUTLINES, AND INSTRUCTIONAL MATERIALS.
17. PROVIDE VOCATIONAL-TECHNICAL EDUCATION CONSULTANTS TO ASSIST
VOCATIONAL TEACHERS IN PROGRAM DEVELOPMENT.
18. ENCOURAGE THE USE OF SUGGESTIONS FROM STUDENTS AND GRADUATES IN
DEVELOPING OR REVISING VOCATIONAL-TECHNICAL PROGRAMS AND COURSES.
19. PROVIDE LEADERSHIP IN DEVELOPING VOCATIONAL-TECHNICAL CURRICULUM
POLICY.
20. ASSUME A LEADERSHIP ROLE IN SUPPORTING INCREASED PROGRAM ARTICU­
LATION BETWEEN THE VOCATIONAL-TECHNICAL STAFF AND GENERAL EDU­
CATION STAFF.
21. PROVIDE LEADERSHIP IN ORGANIZING LAY ADVI80RY COMMITTEES COMPOSED
OF INDUSTRIAL, BUSINESS, LABOR, AND HEALTH SERVICE REPRESENTATIVES TO
ASSIST THE CEPD IN IDENTIFYING NEW VOCATIONAL-TECHNICAL PROGRAMS
AND COURSE NEEDS.
22. UTILIZE LAY ADVISORY COMMITTEES TO MAKE RECOMMENDATIONS TO
ADMINISTRATION AND FACULTY ON BOTH PROGRAM CONTENT AND IN­
STRUCTIONAL EQUIPMENT.

III. BUDGET AND FINANCE MANAGEMENT

23. IDENTIFY POTENTIAL 80URCES AND AMOUNTS OF FINANCIAL INCOME TO
SUPPORT THE COST OF VOCATIONAL-TECHNICAL PROGRAMS.
2*. PREPARE REQUESTS TO STATE OR FEDERAL AUTHORITIES FOR VOCATIONALTECHNICAL EDUCATION FUNDS.
25. MANAGE THE TOTAL VOCATIONAL-TECHNICAL EDUCATION BUDGET FOR THE
CEPD AT THE INTERMEDIATE SCHOOL DISTRICT LEVEL.
26. APPROVE REQUISTIONS FOR SUPPLIES AND EQUIPMENT FOR THE CEPD AT THE
INTERMEDIATE SCHOOL DISTRICT LEVEL.
27. ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS WITH KEY PERSONS OF
THE MICHIGAN DEPARTMENT OF MANAGEMENT AND BUDGET ADMINISTERING
STATE AID FUNDS.
28. ESTABLISH AND MAINTAIN EFFECTIVE RELATIONSHIPS WITH KEY PERSONS OF
THE M ICHIG AN DEPARTMENT OF EDUCATION ADM INISTERING FEDERAL
VOCATIONAL-TECHNICAL EDUCATION FUNDS.
29. COMPUTE THE COST-EFFECTIVENESS RATIO FOR VOCATIONAL-TECHNICAL
EDUCATION PROGRAMS AND COURSES U8ING FIN ANCIAL INFORMATION
PROVIDED ON END OF YEAR REPORT8.
30. ASSIST IN THE DEVELOPMENT OF THE VOCATIONAL-TECHNICAL EDUCATION
BUDGET FOR THE CEPD AT THE INTERMEDIATE 8CHOOL DISTRICT LEVEL.
31. SUBMIT PERIODIC REPORTS ON PROGRAM AND COURSE EXPENDITURES TO
HIGHER-ECHELON AOMINI8TRATOR8 AT THE INTERMEDIATE SCHOOL DISTRICT
AND LOCAL EDUCATION LEVEL.

—

32. PRE8ENT THE CEPD VOCATIONAL-TECHNICAL EDUCATION BUDGET TO HIGHERECHELON ADMINISTRATION FOR APPROVAL.
t -------------------------------------------------------------------------------------------- -- ----- ---------

STRONGLY
DISAGREE

DISAGREE

UNDECIDED

II. CURRICULUM DEVELOPMENT AND INSTRUCTION

AGREE

'•OM EONE HOLDING THE VOCATIONAL-TECHNICAL SPECIAL1ST POSITION SHOULD . .

8TRONGLY
AGREE

107

33. PREPARE A WRITTEN ANNUAL AND LONG-RANQE VOCATIONAL-TECHNICAL
EDUCATION PLAN FOR THE CEPD.
34. PLAN COMPREHENSIVE EMPLOYMENT AND TRAINING ACT (CETA)AND OTHER
SPECIAL MANPOWER TRAINING PROGRAMS FOR THE CEPD.
35. PLAN SPECIAL VOCATIONAL-TECHNICAL PROGRAMS FOR DISADVANTAGED AND
BILINGUAL STUDENTS.
38. ANALYZE FOLLOW-UP D ATA ON BOTH LEAVERS AND COMPLETERS TO
RECOMMEND IMPROVEMENTS IN VOCATIONAL-TECHNICAL EDUCATION OFFER­
INGS.
37. PROVIDE LEADERSHIP IN DETERMINING THE CEPD STANDARDS AND CRITERIA
FOR EVALUATING THE ADEQUACY OF VOCATIONAL-TECHNICAL EDUCATION
OFFERINGS.
38. OBTAIN INFORMATION PERTAINING TO THE VOCATIONAL-TECHNICAL OFFER­
INGS OF OTHER CEPD FOR PURPOSES OF POSSIBLE PROGRAM CHANGES.
39. WORK WITH LOCAL SCHOOLBOARDS, SUPERINTENDENTS. AND VOCATIONAL
STAFF TO ASSIST IN THE DEVELOPMENT OF VOCATIONAL-TECHNICAL EDU­
CATION PROGRAMS.
40. ASSIST IN THE PLANNING FOR THE VOCATIONAL-TECHNICAL NEEDS OF
HANDICAPPED STUDENTS AND ASSIST VOCATIONAL TEACHERS IN MEETING
THOSE NEEDS.
41. CONDUCT THE NEEDS DETERMINATION PHASE OF THE LONG RANGE PLANNING
PROCESS FOR THE CEPD.
42. COORDINATE LONG RANGE VOCATIONAL-TECHNICAL PLANNING FOR ALL
SECONDARY SCHOOLS WITHIN THE CEPD.

V.

PERSONNEL MANAGEMENT AND PROFESSIONAL DEVELOPMENT

43. ASSIST IN THE DEVELOPMENT OF CRITERIA TO BE USED IN EVALUATING THE
PERFORMANCE OF VOCATIONAL-TECHNICAL STAFF.
44. HELP PLAN INSERVICE FOR LOCAL DISTRICT VOCATIONAL ADMINISTRATORS AND
VOCATIONAL STAFF WITHIN THE CEPD.
45. ASSESS VOCATIONAL-TECHNICAL 8TAFF NEEDS AND ASSIST IN THE DEVELOP­
MENT OF PROGRAMS AND ACTIVITIES TO MEET THOSE NEEDS.
46. ENCOURAGE VOCATIONAL DIRECTORS AND TEACHING STAFF MEMBERS TO
PARTICIPATE IN PROFESSIONAL IMPROVEMENT PROGRAMS.
47. PREPARE ARTICLES FOR PROFESSIONAL JOURNALS AND PERIODICALS.
48. ATTEND LOCAL, STATE, AND NATIONAL PROFESSIONAL MEETINGS.
49. TAKE ACTIVE PART IN PROFESSIONAL ORGANIZATIONS SUCH AS THE AMERICAN
VOCATIONAL ASSOCIATION. MICHIGAN COUNCIL OF VOCATIONAL ADMINIS­
TRATORS, AND THE MICHIGAN OCCUPATIONAL EDUCATION ASSOCIATION.
50. ORIENT NEW VOCATIONAL-TECHNICAL STAFF MEMBERS TO CEPD VOCATIONALTECHNICAL PROGRAMS AND POLICIES.

VI.

PUBLIC RELATIONS

51. WRITE ARTICLES AND NEWS RELEASES FOR LOCAL NEWSPAPERS TO PROMOTE
VOCATIONAL-TECHNICAL PROGRAM OFFERINGS.
52. ASSIST IN THE PREPARATION OF BROCHURES TO PROMOTE VOCATIONALTECHNICAL PROGRAM OFFERINGS.

STRONGLY
DISAGREE

DISAGREE

UNDECIDED
1

IV. PLANNINQ.EVALUATION. AND RESEARCH

AGREE

"SOMEONE HOLDING THE VOCATIONAL-TECHNICAL SPECIALIST POSITION SHOULD . .

8TRONGLY
AGREE

108

109

STRONGLY
DISAGREE

DISAGREE

UNDECIDED

AGREE

8TR0NGLY
AGREE

“ SOMEONE HOLDING THE VOCATIONAL-TECHNICAL SPECIALIST POSITION SHOULD . .

53. ESTABLISH AND M A IN T A IN EFFECTIVE W ORKING RELATIONSHIPS W ITH
PRINCIPALS AND COUNSELORS IN THE LOCAL HIGH SCHOOLS SERVED BY THE
CEPD.
54. WORK WITH BUSINESS AND INDUSTRY AND OTHER PRIVATE ENTERPRISES IN
THE CEPD TO PROMOTE VOCATIONAL-TECHNICAL PROGRAMS.
55. HELP DEVELOP A POSITIVE COMMUNITY IMAGE OF VOCATIONAL-TECHNICAL
EDUCATION.
56. ESTABLISH AND MAINTAIN EFFECTIVE WORKING RELATIONSHIPS WITH KEY
INDIVIDUALS REPRESENTING TRADE, LABOR, MANAGEMENT, AND OTHER
ORGANIZATIONS IN THE AREA SERVED BY THE CEPD.
57. EFFECTIVELY KEEP STATE AND FEDERAL LEGISLATORS INFORMED CONCERNING
THE CURRENT TRENDS IN VOCATIONAL-TECHNICAL EDUCATION.
58. WORK WITH GENERAL EDUCATION TO ENCOURAGE A BETTER MEANS OF
COM MUNICATIONS BETWEEN VOCATIONAL-TECHNICAL EDUCATION AND
GENERAL EDUCATION.
59. PERIODICALLY SPEAK TO CIVIC AND PROFESSIONAL ORGANIZATIONS CONCERN­
ING VOCATIONAL-TECHNICAL EDUCATION PROGRAMS.
60. ENCOURAGE ACTIVITIES SUCH AS EXHIBITS AND OPEN HOUSES TO PROMOTE
Vo c a t io n a l -t e c h n ic a l e d u c a t io n p r o g r a m s .

SECTION II:
DIRECTIONS - PLEASE COMPLETE THE FOLLOWING INFORMATION ABOUT YOURSELF. YOU ARE ASSURED THAT ALL
- INFORMATION YOU SUPPLY WILL BE KEPT CONFIDENTIAL AND NO INDIVIDUAL OR DISTRICT WILL BE IDENTIFIED IN THE
REPORT OF THIS STUDY.
1. HOW MANY YEARS OF EXPERIENCE DO YOU HAVE IN YOUR PRESENT POSITION?__________________
2. HOW MANY YEARS OF TEACHING EXPERIENCE DO YOU HAVE IN PUBLIC SECONDARY EDUCATION?______________
3. HOW MANY YEARS OF ADMINISTRATIVE EXPERIENCE DO YOU HAVE IN PUBLIC SECONDARY EDUCATION?________
4. HOW MANY YEARS OF COLLEGE EDUCATION DO YOU HAVE? (CHECK ONE).
A.

None

B.

Leea than bachelor's degree

C.

Bachelor’s degree

D. More than bachelor’s degree but less than master’s degree
E.

Master's degree

F. More than master's degree but lees than doctoral degree
G. Doctoral degree
S. WOULD YOU LIKE A COPY OF THE RESULTS OF THIS RESEARCH?_____ YES________ NO

THANK YOU FOR YOUR TIME AND COOPERATION
PLEASE RETURN THE COMPLETED QUESTIONNAIRE TO:
RICHARD T . HAWKINS
QRATIOT-ISABELLA INTERMEDIATE SCHOOL DISTRICT
1131 EAST CENTER STREET
ITHACA,Ml 43M7

APPENDIX E
LETTER TO RESPONDENTS

110

APPENDIX E
GRATIOT-ISABELLA
INTERMEDIATE BOARD OF EDUCATION
1131 EAST C EN TER S T R E E T
IT H A C A , M IC H IG A N 48847

D A N IE L

M. MAHONEY

RICHARD T .

Superintendent

HAWKINS

C .E .P .D . Coordinator

June 16, 1980

Dear
A study of the Vocational-Technical S p e c ia lis t Position is being conducted
to determine the major vocational role expectations generally associated
with th is position a t the intermediate school d i s t r i c t level in Michigan.
This questionnaire is divided into two sections and takes approximately
f i f t e e n minutes to complete.
Since th is is an i n i t i a l analysis o f the vocational role expectations of
the Vocational-Technical S p e c ia lis t P osition, your prompt responses on the
enclosed questionnaire w i l l be most h e lp fu l. The questionnaire also
requests personal information th a t w ill be used in determining i f respond­
ents' educational backgrounds and employment experiences have any r e l a ­
tionship with responses to questionnaire items.
This information is v i t a l to the completion o f my research, and a l l
responses w i l l be c o n fid e n tia l. The data are to be used only in th is
study.
A self-addressed, stamped envelope is enclosed fo r your convenience in
returning the questionnaire.
Please return the questionnaire p r io r to
June 27, 1980. I f you would li k e a copy of the resu lts of th is research,
please in dicate so on the questionnaire.
Thank you fo r your time and cooperation.
S incerely,
Richard T. Hawkins
CEPD Voc-Tech S p e c ia lis t
RTH:bal
Enclosure
111

APPENDIX F
FOLLOW-UP LETTER TO NONRESPONDENTS

112

APPENDIX F

GRATIOT-ISABELLA
INTERMEDIATE BOARD OF EDUCATION
1131 EAST C E N TE R S T R E E T
IT H A C A , M IC H IG A N 4 8 847

D A N IE L M. MAHONEY

R ICHARD T .

Superintendent

HAWKINS

C .E .P .D . Coordinator

Approximately three weeks ago, questionnaires were mailed to Intermediate
School D i s t r i c t Superintendents, CEPD Vocational-Technical S p e c ia lis ts , and
Local Vocational Directors as part o f a research study. The purpose o f the
questionnaires was to determine the major vocational role expectations
generally associated with the CEPD Vocational-Technical S p e c ia lis t position
a t the ISD level in Michigan.
Thus f a r , the number of returns in th is State-wide study is encouraging and
i t is an ticipated th at the f in a l return rate w i l l be s u f f i c i e n t l y high to
assume v a l i d i t y of the fin d in g s. As o f y e t , I have not received a ques­
tio n n aire from you, which is v i t a l to the completion of th is research.
For your convenience, a fresh questionnaire is included with th is l e t t e r .
Please complete the questionnaire and return i t in the addressed, stamped
envelope p r io r to July 18, 1980. You are assured th a t a l l information you
supply w ill be kept co n fid en tial and no in dividual or school w ill be iden­
t i f i e d in the report of the study.
I f a questionnaire has already been completed and returned, thank you.
Your time and cooperation are g re a tly appreciated.
S in c erely,

Richard T. Hawkins
CEPD Voc-Tech S p e c ia lis t
RTH: bl
Enclosure

113

APPENDIX G
VOCATIONAL-TECHNICAL ROLE EXPECTATIONS

114

Table G.l . —Vocational-technical role expectations of the vocational-technical s p e c ia lis t position
as viewed by the intermediate school d i s t r i c t superintendents.
Role Expectation
1.

Provide leadership in forming the Career Education
Planning D i s t r i c t (CEPD) philosophy of vocationaltechnical education.

SA

f

%

A

U

D

SD

NR

33
73.3

11
24.4

0
0

1
2.2

0
0

0
0

2.

Promote the e ffe c tiv e u t i l i z a t i o n of local
vocational-technical advisory comnittees.

28
62.2

16
35.6

1
2.2

0
0

0
0

0
0

3.

Write proposals fo r state and federal reimburse­
ment of vocational-technical courses and projects.

21
46.7

16
35.6

6
13.3

0
0

1
2.2

1
2.2

4.

Provide leadership in the coordination of vocationaltechnical education and Comprehensive Employment and
Training Act (CETA) programs.

23
51.1

15
33.3

6
13.3

1
2.2

0
0

0
0

5.

In te rp re t the potential e f fe c t o f proposed state or
federal le g is la tio n on vocational-technical o f f e r ­
ings in the CEPD.

25
55.6

18
40.0

0
0

1
2.2

0
0

1
2.2

6.

Provide leadership fo r a representative vocationaltechnical education planning committee (CEPD council).

31
68.9

13
28.9

1
2.2

0
0

0
0

0
0

7.

Coordinate, monitor, and assist in implementing the
O ffice o f C iv il Rights guidelines as they apply to
vocational-technical education.

7
15.6

23
51.1

11
24.4

2
4.4

2
4.4

0
0

8.

Coordinate and assist in implementing a plan fo r
placement of vocational-technical graduates.

23
51.1

19
42.2

2
4.4

1
2.2

0
0

1
2.2

9.

Provide technical assistance in implementing
vocational-technical program standards of q u a lity .

27
60.0

16
35.6

1
2.2

1
2.2

0
0

0
0

T able 6 .1 . — C ontinued.
Role Expectation
10.

Serve as a contact person between the CEPD and the
Michigan Department of Education, VocationalTechnical Education Services, on matters pertaining
to vocational education.

SA

f

%

A

U

D

SD

NR

29
64.4

13
28.9

2
4.4

1
2.2

0
0

0
0

11.

Attend meetings called by the Vocational-Technical
Education Services fo r administrators of vocationaltechnical education.

19
42.2

23
51.1

2
4.4

1
2.2

0
0

0
0

12.

Obtain necessary data from local education agencies
and submit to Vocational-Technical Education Services
fo r the vocational education data system.

13
28.9

25
55.6

4
8.9

1
2.2

2
4.4

0
0

13.

Provide assistance in developing competency-based
vocational-technical education programs.

14
31.1

29
64.4

2
4.4

0
0

0
0

0
0

14.

Assume a leadership role in supporting increased
program a r tic u la tio n between secondary schools and
community colleges.

14
31.1

25
55.6

4
8 .9

2
4.4

0
0

0
0

15.

Promote cooperative tra in in g and other forms of
on-the-job learning experiences fo r vocationaltechnical students.

20
44.4

19
42.2

4
8.9

2
4.4

0
0

0
0

16.

Provide leadership fo r the review o f vocationaltechnical courses, course o u tlin e s , and in struction al
m aterials.

14
31.1

26
57.8

3
6.7

2
4.4

0
0

0
0

17.

Provide vocational-technical education consultants to
assist vocational teachers in program development.

11
24.4

23
51.1

7
15.6

3
6.7

0
0

1
2.;

T a b le 6 .1 . — Continued.
Role E x p e c tatio n

SA

A

U

D

SD

NR

0
0

1
2.2

0
0

0
0

18.

Encourage the use o f suggestions from students and
graduates in developing or revising vocational technical programs and courses.

14
31.1

30
66.7

19.

Provide leadership in developing vocational technical curriculum policy.

16
35.6

22
48.9

5
11.1

2
4.4

0
0

0
0

20.

Assume a leadership role in supporting increased
program a r tic u la tio n between the vocationaltechnical s t a f f and general education s t a f f .

22
48.9

18
40.0

2
4.4

3
6.7

0
0

0
0

21.

Provide leadership in organizing lay advisory com­
mittees composed of in d u s tr ia l, business, labor,
and health service representatives to assist the
CEPD in id e n tify in g new vocational-technical pro­
grams and course needs.

25
55.6

16
35.6

3
6.7

1
2.2

0
0

0
0

22.

U t i l i z e lay advisory conmittees to make recorranendations to administration and fa c u lty on both program
content and instructional equipment.

18
40.0

21
46.7

4
8 .9

2
4.4

0
0

0
0

23.

Id e n tify potential sources and amounts o f fin a n ­
c ia l income to support the cost of vocationaltechnical programs.

26
57.8

18
40.0

0
0

1
2.2

0
0

0
0

24.

Prepare requests to state or federal au th o ritie s
fo r vocational-technical education funds.

22
48.9

16
35.6

4
8.9

0
0

0
0

25.

Manage the to ta l vocational-technical education
budget fo r the CEPD a t the intermediate school
d i s t r i c t le v e l.

15
33.3

12
26.7

3
14
6.7 31.1

0
0

1
2.2

3
6.7

Table G . l.- - C o n t i n u e d .
Role Expectation
26.

Approve req u isitions fo r supplies and equipment fo r
the CEPD a t the intermediate school d i s t r i c t le v e l.

27.

Establish and maintain e ffe c tiv e relationships
with key persons of the Michigan Department of
Management and Budget administering state aid funds.

28.

Establish and maintain e f fe c tiv e relationships with key
persons o f the Michigan Department of Education adminis­
terin g federal vocational-technical education funds.

SA
f

%

A

U

D

SD

NR

13
28.9

16
35.6

9
20.0

6
13.3

0
0

1
2.2

11
24.4

22
48.9

9
20.0

3
6.7

0
0

0
0

21
46.7

21
46.7

3
6.7

0
0

0
0

0
0

29.

Compute the cost-effectiveness r a tio fo r vocationaltechnical education programs and courses using
fin an cial information provided on end of year reports.

13
28.9

21
46.7

7
15.6

3
6.7

0
0

1
2.2

30.

Assist in the development of the vocational-technical
education budget fo r the CEPD a t the intermediate
school d i s t r i c t le v e l.

22
48.9

21
46.7

2
4.4

0
0

0
0

0
0

31.

Submit periodic reports on program and course
expenditures to higher-echelon administrators at the
intermediate school d i s t r i c t and local education
le v e l.

23
51.1

20
44.4

1
2.2

1
2.2

0
0

0
0

32.

Present the CEPD vocational-technical education
budget to higher-echelon administration fo r approval.

23
51.1

13
28.9

5
4
8.9 11.1

0
0

0
0

33.

Prepare a w ritten annual and long-range vocationaltechnical education plan fo r the CEPD.

26
57.8

16
35.6

1
2.2

2
4.4

0
0

0
0

Table G . l . — C ontinued.
Role Expectation
34.

Plan Comprehensive Employment and Training Act
(CETA) and other special manpower tra in in g programs
fo r the CEPD.

SA

f

%

A

U

D

SD

NR

12
26.7

18
40.0

8
6
17.8 13.3

1
2.2

0
0

12
7
26.7 15.6

0
0

0
0

35.

Plan special vocational-technical programs fo r
disadvantaged and bilingual students.

13
28.9

13
28.9

36.

Analyze follow-up data on both leavers and com­
pleters to recoiTBTiend improvements in vocational technical education o fferin g s.

16
35.6

25
55.6

3
6.7

1
2.2

0
0

0
0

37.

Provide leadership in determining the CEPD standards
and c r i t e r i a fo r evaluating the adequacy of
vocational-technical education o fferin g s.

21
46.7

22
48.9

2
4.4

0
0

0
0

0
0

38.

Obtain information pertaining to the vocationaltechnical offerings of other CEPD fo r purposes of
possible program changes.

15
33.3

24
53.3

3
6.7

3
6.7

0
0

0
0

39.

Work with local school boards, superintendents, and
vocational s t a f f to assist in the development of
vocational-technical education programs.

22
48.9

20
44.4

2
4.4

1
2.2

0
0

0
0

40.

Assist in the planning fo r the vocational-technical
needs of handicapped students and assist vocational
teachers in meeting those needs.

17
37.8

22
48.9

6
13.3

0
0

0
0

0
0

41.

Conduct the needs determination phase of the long
range planning process fo r the CEPD.

18
40.0

23
51.1

1
2.2

3
6.7

0
0

0
0

T able G . l . — C ontinued.
SA

Role Expectation

A

U

D

SD

NR

18
40.0

22
48.9

3
6.7

1
2.2

0
0

1
2.2

Assist in the development of c r i t e r i a to be used
in evaluating the performance of vocational technical s t a f f .

18
40.0

19
42.2

5
11.1

3
6.7

0
0

0
0

44.

Help plan inservice fo r local d i s t r i c t vocational
administrators and vocational s t a f f within the
CEPD.

22
48.9

21
46.7

1
2.2

1
2.2

0
0

0
0

45.

Assess vocational-technical s t a f f needs and
assist in the development o f programs and a c t i v i t i e s
to meet those needs.

21
46.7

18
40.0

5
11.1

1
2.2

0
0

0
0

46.

Encourage vocational directors and teaching s t a f f
members to p a rtic ip a te in professional improvement
programs.

17
37.8

26
57.8

2
4.4

0
0

0
0

0
0

47.

Prepare a r t ic le s fo r professional journals and
perio dicals.

5
11.1

24
53.3

12
26.7

3
6.7

0
0

1
2.2

48.

Attend lo c a l, s ta te , and national professional
meetings.

11
24.4

30
66.7

4
8 .9

0
0

0
0

0
0

49.

Take active part in professional organizations such
as the American Vocational Association, Michigan
Council o f Vocational Administrators, and the
Michigan Occupational Education Association.

10
22.2

30
66.7

5
11.1

0
0

0
0

0
0

42.

Coordinate long range vocational-technical planning
fo r a l l secondary schools within the CEPD.

43.

f
%

T able G .l . — C ontinued.
Role E xp e c tatio n

SA

A

U

D

SD

NR

50.

Orient new vocational-technical s t a f f members to
CEPD vocational-technical programs and p o lic ie s .

19
42.2

21
46.7

1
2.2

4
8.9

0
0

0
0

51.

Write a r t ic le s and news releases fo r local news­
papers to promote vocational-technical program
o fferin g s.

19
42.2

19
42.2

5
11.1

2
4.4

0
0

0
0

52.

Assist in the preparation of brochures to promote
vocational-technical program o fferin g s.

18
40.0

26
57.8

0
0

1
2.2

0
0

0
0

53.

Establish and maintain e ffe c tiv e working r e l a ­
tionships with principals and counselors in the
local high schools served by the CEPD.

31
68.9

14
31.1

0
0

0
0

0
0

0
0

54.

Work with business and industry and other private
enterprises in the CEPD to promote vocationaltechnical programs.

32
71.1

13
28.9

0
0

0
0

0
0

0
0

55.

Help develop a positive community image of
vocational-technical education.

32
71.1

12
26.7

1
2.2

0
0

0
0

0
0

56.

Establish and maintain e ffe c tiv e working r e la t io n ­
ships with key individuals representing trad e,
labor, management, and other organizations in the
area served by the CEPD.

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Table G . l . — C ontinued.
Role Expectation
57.

E ffe c tiv e ly keep state and federal le g is la to rs
informed concerning the current trends in vocational
technical education.

f
%

SA

A

U

D

SD

NR

19
42.2

23
51.1

3
6.7

00

0
0

0
0

58.

Work with general education to encourage a b e tter
means of communications between vocational-technical
education and general education.

21
46.7

23
51.1

1
2.2

0
0

0
0

0
0

59.

P erio d ically speak to c iv ic and professional
organizations concerning vocational-technical
education programs.

22
48.9

21
46.7

2
4.4

0
0

0
0

0
0

60.

Encourage a c t i v i t i e s such as exhib its and open
houses to promote vocational-technical education
programs.

19
42.2

23
51.1

3
6.7

0
0

0
0

0
0

Table 6 . 2 . — Vocational-technical role expectations o f the vocational-technical s p e c ia lis t position
as viewed by the vocational-technical s p e c ia lis ts .
Role Expectation
1.

Provide leadership in forming the Career Education
Planning D is t r ic t (CEPD) philosophy of vocationaltechnical education.

f

%

SA

A

U

■D

SD

NR

32
69.6

12
26.1

1
2.2

1
2.2

0
0

0
0

■0
0

0
0

0
0

0
0

0
0

1
2.2

2.

Promote the e ffe c tiv e u t i l i z a t i o n o f local
vocational-technical advisory committees.

23
50.0

23
50.0

3.

Write proposals fo r state and federal reimburse­
ment of vocational-technical courses and projects.

16
34.8

17
37.0

4.

Provide leadership in the coordination of vocationaltechnical education and Comprehensive Employment and
Training Act (CETA) programs.

20
43.5

19
41.3

3
6.5

2
4.3

1
2.2

1
2.2

5.

In te rp re t the potential e f fe c t of proposed state or
federal le g is la tio n on vocational-technical o f f e r ­
ings in the CEPD.

23
50.0

20
43.5

1
2.2

0
0

0
0

2
4.3

6.

Provide leadership fo r a representative vocationaltechnical education planning committee (CEPD co un cil).

27
58.7

16
34.8

3
6.5

0
0

0
0

0
0

7.

Coordinate, monitor, and assist in implementing the
O ffice of C iv il Rights guidelines as they apply to
vocational-technical education.

4
8.7

27
58.7

11
23.9

3
6.5

1
2.2

0
0

8.

Coordinate and assist in implementing a plan fo r
placement of vocational-technical graduates.

22
47.8

20
43.5

3
6.5

0
0

0
0

1
2.2

9.

Provide technical assistance in implementing
vocational-technical program standards o f q u a lity .

30
65.2

14
30.4

1
2.2

0
0

0
0

1
2.2

7
5
15.2 10.9

Table G .2 . — C ontinued.
Role Expectation
10.

Serve as a contact person between the CEPD and the
Michigan Department of Education, VocationalTechnical Education Services, on matters pertaining
to vocational education.

f

%

SA

A

U

D

SD

NR

41
89.1

4
8.7

0
0

1
2.2

0
0

0
0

11.

Attend meetings called by the Vocational-Technical
Education Services fo r administrators o f vocationaltechnical education.

36
78.3

7
15.2

1
2.2

2
4.3

0
0

0
0

12.

Obtain necessary data from local education agencies
and submit to Vocational-Technical Education Services
fo r the vocational education data system.

26
56.5

16
34.8

2
4.3

2
4.3

0
0

0
0

13.

Provide assistance in developing competency-based
vocational-technical education programs.

15
32.6

30
65.2

1
2.2

0
0

0
0

0
0

14.

Assume a leadership role in supporting increased
program a r tic u la tio n between secondary schools and
community colleges.

23
50.0

22
47.8

0
0

1
2.2

0
0

0
0

15.

Promote cooperative tra in in g and other forms of
on-the-job learning experiences fo r vocationaltechnical students.

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

16.

Provide leadership fo r the review o f vocationaltechnical courses, course o u tlin e s , and in structional
m aterials.

14
30.4

23
50.0

7
15.2

1
2.2

0
0

1
2.;

17.

Provide vocational-technical education consultants to
assist vocational teachers in program development.

16
34.8

23
50.0

5
10.9

1
2.2

0
0

l
2.;

Table G .2 . — Continued.
Role E x p e c tatio n

SA

A

U

D

SD

NR

18.

Encourage the use o f suggestions from students and
graduates in developing or revising vocationaltechnical programs and courses.

16
34.8

24
52.2

5
10.9

1
2.2

0
0

0
0

19.

Provide leadership in developing vocational technical curriculum policy.

19
41.3

21
45.7

4
8.7

2
4.3

0
0

0
0

20.

Assume a leadership role in supporting increased
program a r tic u la tio n between the vocationaltechnical s t a f f and general education s t a f f .

16
34.8

25
54.3

4
8.7

0
0

0
0

1
2.2

21.

Provide leadership in organizing lay advisory com­
mittees composed of in d u s t r ia l, business, labor,
and health service representatives to assist the
CEPD in id e n tify in g new vocational-technical pro­
grams and course needs.

21
45.7

18
39.1

7
15.2

0
0

0
0

0
0

22.

U t i l i z e la y advisory committees to make recommenda­
tions to administration and fa c u lty on both program
content and in struction al equipment.

14
30.4

24
52.2

7
15.2

1
2.2

0
0

0
0

23.

Id e n tify potential sources and amounts o f fin an ­
c ia l income to support the cost of vocationaltechnical programs.

27
58.7

15
32.6

3
6.5

0
0

0
0

1
2.2

24.

Prepare requests to state or federal a u th o ritie s
fo r vocational-technical education funds.

21
45.7

17
37.0

4
8.8

3
6.5

0
0

1
2.2

25.

Manage the to ta l vocational-technical education
budget fo r the CEPD a t the intermediate school
d i s t r i c t le v e l.

18
39.1

10
21.7

3
6.5

1
2.2

5
9
10.9 19.6

Table G .2 . — C ontinued.
SA

Role Expectation
26.

Approve requ isitions fo r supplies and equipment fo r
the CEPD a t the intermediate school d i s t r i c t le v e l.

f

%

A

U

D
12
26.1

17
37.0

8
17.4

4
8.7

SD

NR

4
8.7

1
2.2

27.

Establish and maintain e ffe c tiv e relationships
with key persons of the Michigan Department of
Management and Budget administering state aid funds.

22
47.8

14
30.4

10
21.7

0
0

0
0

0
0

28.

Establish and maintain e ffe c tiv e relationships with key
persons of the Michigan Department o f Education adminis­
te rin g federal vocational-technical education funds.

28
60.9

17
37.0

1
2.2

0
0

0
0

0
0

29.

Compute the cost-effectiveness r a tio fo r vocationaltechnical education programs and courses using
fin a n c ia l information provided on end of year reports.

17
37.0

17
37.0

7
15.2

4
8.7

1
2.2

0
0

30.

Assist in the development o f the vocational-technical
education budget fo r the CEPD at the intermediate
school d i s t r i c t le v e l.

21
45.7

14
30.4

3
6.5

3
6.5

4
8.7

1
2.2

31.

Submit periodic reports on program and course
expenditures to higher-echelon administrators a t the
intermediate school d i s t r i c t and local education
le v e l.

18
39.1

17
37.0

7
15.2

2
4.3

2
4.3

0
0

32.

Present the CEPD vocational-technical education
budget to higher-echelon administration fo r approval.

20
43.5

16
34.8

1
6
2.2 13.0

2
4.3

1
2.2

33.

Prepare a w ritte n annual and long-range vocationaltechnical education plan fo r the CEPD.

15
32.6

27
58.7

3
6.5

0
0

0
0

1
2.2

T a ble G .2 . — Continued.
Role E x p e c ta tio n

SA

A

U

D

SD

NR

34.

Plan Comprehensive Employment and Training Act
(CETA) and other special manpower tra in in g programs
fo r the CEPD.

12
26.1

21
45.7

9
19.6

3
6.5

1
2.2

0
0

35.

Plan special vocational-technical programs fo r
disadvantaged and bilingual students.

11
23.9

24
52.2

8
17.4

2
4.3

0
0

1
2.2

36.

Analyze follow-up data on both leavers and com­
pleters to recomnend improvements in vocationaltechnical education o ffe rin g s .

14
30.4

31
67.4

1
2.2

0
0

0
0

0
0

37.

Provide leadership in determining the CEPD standards
and c r i t e r i a fo r evaluating the adequacy of
vocational-technical education o fferin g s.

17
37.0

24
52.2

5
10.9

0
0

0
0

0
0

38.

Obtain information pertaining to the vocationaltechnical offering s of other CEPD fo r purposes of
possible program changes.

17
37.0

23
50.0

6
13.0

0
0

0
0

0
0

39.

Work with local school boards, superintendents, and
vocational s t a f f to assist in the development of
vocational-technical education programs.

29
63.0

17
37.0

0
0

0
0

0
0

0
0

40.

Assist in the planning fo r the vocational-technical
needs o f handicapped students and assist vocational
teachers in meeting those needs.

18
39.1

26
56.5

2
4.3

0
0

0
0

0
0

41.

Conduct the needs determination phase of the long
range planning process fo r the CEPD.

18
39.1

21
45.7

4
8.7

2
4.3

1
2.2

0
0

T able G .2 . — C ontinued.
SA

Role Expectation
42.

Coordinate long range vocational-technical planning
fo r a l l secondary schools within the CEPD.

f

%

A

U

D

SD

NR

17
37.0

24
52.2

3
6.5

1
2.2

1
2.2

0
0

43.

Assist in the development o f c r i t e r i a to be used
in evaluating the performance of vocational technical s t a f f .

11
23.9

25
54.3

7
15.2

2
4 .3

1
2.2

0
0

44.

Help plan inservice fo r local d i s t r i c t vocational
administrators and vocational s t a f f within the
CEPD.

21
45.7

23
50.0

2
4.3

0
0

0
0

0
0

45.

Assess vocational-technical s t a f f needs and
assist in the development of programs and a c t i v i t i e s
to meet those needs.

15
32.6

24
52.2

7
15.2

0
0

0
0

0
0

46.

Encourage vocational directors and teaching s t a f f
members to p a rtic ip a te in professional improvement
programs.

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

47.

Prepare a r t ic le s fo r professional journals and
periodical s.

6
13.0

21
45.7

18
39.1

0
0

1
2.2

0
0

48.

Attend lo c a l, s ta te , and national professional
meetings.

21
45.7

22
47.8

2
4.3

1
2.2

0
0

0
0

49.

Take active part in professional organizations such
as the American Vocational Association, Michigan
Council o f Vocational Administrators, and the
Michigan Occupational Education Association.

30
65.2

14
30.4

2
4.3

0
0

0
0

0
0

Table 6 . 2 . — Continued.
Role E x p e c tatio n

SA

A

U

D

SD

NR

50.

Orient new vocational-technical s t a f f members to
CEPD vocational-technical programs and p o lic ie s .

22
47.8

23
50.0

0
0

1
2.2

0
0

0
0

51.

Write a r t ic le s and news releases fo r local news­
papers to promote vocational-technical program
o f f e r i ngs.

17
37.0

25
54.3

4
8.7

0
0

0
0

0
0

52.

Assist in the preparation of brochures to promote
vocational-technical program o fferin g s.

20
43.5

24
52.2

2
4.3

0
0

0
0

0
0

53.

Establish and maintain e ffe c tiv e working r e l a ­
tionships with principals and counselors in the
local high schools served by the CEPD.

32
69.6

14
30.4

0
0

0
0

0
0

0
0

54.

Work with business and industry and other private
enterprises in the CEPD to promote vocationaltechnical programs.

31
67.4

15
32.6

0
0

0
0

0
0

0
0

55.

Help develop a positive community image of
vocational-technical education.

33
71.7

13
28.3

0
0

0
0

0
0

0
0

56.

Establish and maintain e ffe c tiv e working r e la t io n ­
ships with key individuals representing trad e,
lab or, management, and other organizations in the
area served by the CEPD.

30
65.2

16
34.8

0
0

0
0

0
0

0
0

Ta ble G .2 . — Continued.
Role Expectation
57.

E ffe c tiv e ly keep state and federal le g is la to rs
informed concerning the current trends in vocational technical education.

SA

f
%

27
58.7

A

17
37.0

U

D

SD

NR

2
4.3

0
0

0
0

0
0

58.

Work with general education to encourage a better
means of communications between vocational-technical
education and general education.

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

59.

P erio d ic a lly speak to c iv ic and professional
organizations concerning vocational-technical
education programs.

20
43.5

23
50.0

3
6.5

0
0

0
0

0
0

60.

Encourage a c t i v i t i e s such as ex hib its and open
houses to promote vocational-technical education
programs.

24
52.2

22
47.8

0
0

0
0

0
0

0
0

Table G.3 . — Vocational-technical role expectations of the vocational-technical s p e c ia lis t position
as viewed by the local vocational-technical d irec to rs.
Role Expectation
1.

Provide leadership in forming the Career Education
Planning D is t r ic t (CEPD) philosophy of vocationaltechnical education.

SA

f

%

A

U

D

SD

NR

44
55.0

34
42.5

1
1.2

1
1.2

0
0

0
0

6
7.5

7
8.8

0
0

0
0

2.

Promote the e ffe c tiv e u t i l i z a t i o n of local
vocational-technical advisory committees.

32
40.0

35
43.8

3.

Write proposals fo r state and federal reimburse­
ment o f vocational-technical courses and projects.

21
26.2

41
51.3

8
9
11.2 10.0

1
1.2

0
0

4.

Provide leadership in the coordination of vocationaltechnical education and Comprehensive Employment and
Training Act (CETA) programs.

34
42.5

31
38.7

12
15.0

1
1.2

1
1.2

1
1.2

5.

In te rp re t the potential e f fe c t of proposed state or
federal le g is la tio n on vocational-technical o f f e r ­
ings in the CEPD.

47
58.7

30
37.5

3
3.7

0
0

0
0

0
0

6.

Provide leadership fo r a representative vocationaltechnical education planning committee (CEPD co u n c il).

50
62.5

26
32.5

1
1.2

2
2.5

0
0

1
1.2

7.

Coordinate, monitor, and assist in implementing the
O ffice o f C iv il Rights guidelines as they apply to
vocati onal-techni cal educati on.

12
15.0

31
38.7

21
14
26.2 17.5

2
2.5

0
0

8.

Coordinate and assist in implementing a plan fo r
placement of vocational-technical graduates.

16
20.0

46
57.5

13
16.2

5
6.3

0
0

0
0

9.

Provide technical assistance in implementing
vocational-technical program standards of q u a lity .

35
43.8

39
48.7

6
7.5

0
0

0
0

0
0

Table G .3 . — Continued.
SA

Role Expectation

A

U

D

SD

NR

1

10.

Serve as a contact person between the CEPD and the
Michigan Department o f Education, VocationalTechnical Education Services, on matters pertaining
to vocational education.

f

%

45
56.3

28
35.0

4
5.0

1
1.2

2
2.5

0
0

11.

Attend meetings called by the Vocational-Technical
Education Services fo r administrators of vocationaltechnical education.

48
60.0

30
37.5

2
2.5

0
0

0
0

0
0

12.

Obtain necessary data from local education agencies
and submit to Vocational-Technical Education Services
fo r the vocational education data system.

40
50.0

26
32.5

ll
13.7

3
3.7

0
0

0
0

13.

Provide assistance in developing competency-based
vocational-technical education programs.

22
27.5

55
68.8

1
1.2

2
2.5

0
0

0
0

14.

Assume a leadership role in supporting increased
program a r tic u la tio n between secondary schools and
community colleges.

35
43.8

38
47.5

5
6.3

2
2.5

0
0

0
0

15.

Promote cooperative tra in in g and other forms of
on-the-job learning experiences fo r vocationaltechnical students.

22
27.5

38
47.5

10
9
11.2 12.5

1
1.2

0
0

16.

Provide leadership fo r the review of vocationaltechnical courses, course o u tlin e s , and in struction al
m aterials.

15
18.8

37
46.2

16
10
12.5 20.0

1
1.2

1
i .;

17.

Provide vocational-technical education consultants to
assist vocational teachers in program development.

28
35.0

36
45.0

7
8
8.8 10.0

1
1.2

0
0

Table G .3 . — Continued.
Role E x pectation

SA

A

U

D

SD

NR

18.

Encourage the use o f suggestions from students and
graduates in developing or revising vocational technical programs and courses.

13
16.2

45
56.3

11
10
13.7 12.5

1
1.2

0
0

19.

Provide leadership in developing vocational technical curriculum policy.

14
17.5

40
50.0

12
10
12.5 15.0

3
3.7

1
l.;

20.

Assume a leadership role in supporting increased
program a r tic u la tio n between the vocational technical s t a f f and general education s t a f f .

18
22.5

38
47.5

13
10
16.2 12.5

1
1.2

0
0

21.

Provide leadership in organizing lay advisory com­
mittees composed of in d u s tr ia l, business, labor,
and health service representatives to assist the
CEPD in id e n tify in g new vocational-technical pro­
grams and course needs.

24
30.0

42
52.5

6
7.5

1
1.2

0
0

22.

U t i l i z e lay advisory committees to make recommenda­
tions to administration and fa c u lty on both program
content and instruction al equipment.

21
26.2

35
43.8

11
11
13.7 13.7

2
2.5

0
0

23.

Id e n tify potential sources and amounts of fin an ­
c ia l income to support the cost of vocationaltechnical programs.

38
47.5

38
47.5

3
3.7

1
1.2

0
0

0
0

24.

Prepare requests to state or federal a u th o ritie s
fo r vocational-technical education funds.

25
31.3

36
45.0

15
18.8

3
3.7

1
1.2

0
0

25.

Manage the to ta l vocational-technical education
budget fo r the CEPD a t the intermediate school
d i s t r i c t le v e l.

21
26.2

23
28.2

15
11
10
13.7 12.5 18.8

0
0

7
8 .8

Table G .3 . — Continued.
Role Expectation
26.

Approve requisitions fo r supplies and equipment fo r
the CEPD a t the intermediate school d i s t r i c t le v e l.

SA
f

%

A

14
17.5

25
31.3

U

D

SD

12
13
16
16.2 15.0 20.0

NR
0
0

Establish and maintain e ffe c tiv e relationships
with key persons of the Michigan Department of
Management and Budget administering state aid funds.

32
40.0

37
46.2

6
7.5

3
3.7

2
2.5

0
0

28.

Establish and maintain e ffe c tiv e relationships with key
persons of the Michigan Department of Education adminis­
terin g federal vocational-technical education funds.

36
45.0

38
47.5

3
3.7

3
3.7

0
0

0
0

15
9
18.8 11.2

3
3.7

0
0

29.

Compute the cost-effectiveness r a tio fo r vocationaltechnical education programs and courses using
fin an cial information provided on end of year reports.

17
21.2

36
45.0

30.

Assist in the development of the vocational-technical
education budget fo r the CEPD at the intermediate
school d i s t r i c t le v e l.

24
30.0

42
52.5

4
5.0

5
6.3

5
6.3

0
0

31.

Submit periodic reports on program and course
expenditures to higher-echelon administrators a t the
intermediate school d i s t r i c t and local education
le v e l.

18
22.5

40
50.0

7
00
CO

27.

11
13.7

4
5.0

0
0

Present the CEPD vocational-technical education
budget to higher-echelon administration fo r approval.

21
26.2

39
48.7

8
8
10.0 10.0

3
3.7

1
i.;

26
32.5

44
55.0

9
11.2

0
0

0
0

32.

33. Prepare a w ritten annual and long-range vocationaltechnical education plan fo r the CEPD.

1
1.0

Ta ble G .3 . — Continued.
SA

Role Expectation
34.

Plan Comprehensive Employment and Training Act
(CETA) and other special manpower tra in in g programs
fo r the CEPD.

^
%

A

U

D

SD

NR

16
20.0

28
35.0

12
23
28.8 15.0

1
1.2

0
0

35.

Plan special vocational-technical programs fo r
disadvantaged and bilingual students.

9
11.2

35
43.8

21
13
16.2
26.2

2
2.5

0
0

36.

Analyze follow-up data on both leavers and com­
pleters to recommend improvements in vocationaltechnical education o fferin g s.

14
17.5

42
52.5

13
9
16.2 11.2

2
2.5

0
0

37.

Provide leadership in determining the CEPD standards
and c r i t e r i a fo r evaluating the adequacy of
vocational-technical education o fferin g s.

18
22.5

43
53.7

11
13.7

5
6.3

3
3.7

0
0

38.

Obtain information pertaining to the vocationaltechnical offering s o f other CEPD fo r purposes of
possible program changes.

19
23.8

45
56.3

11
13.7

3
3.7

1
1.2

1
1.2

39.

Work with local schoolboards, superintendents, and
vocational s t a f f to assist in the development of
vocational-technical education programs.

30
37.5

40
50.0

6
7.5

2
2.5

2
2.5

0
0

40.

Assist in the planning fo r the vocational-technical
needs o f handicapped students and assist vocational
teachers in meeting those needs.

15
18.8

51
63.8

9
11.2

5
6.3

0
0

0
0

41.

Conduct the needs determination phase of the long
range planning process fo r the CEPD.

23
28.8

47
58.7

9
11.2

1
1.2

0
0

0
0

Table G .3 . — Continued.
Role Expectation
42.

Coordinate long range vocational-technical planning
fo r a l l secondary schools within the CEPD.

SA
f

%

A

U

D

SD

NR

25
31.3

36
45.0

14
17.5

4
5.0

1
1.2

0
0

13
18
16.2 22.5

4
5.0

1
1.2

43.

Assist in the development of c r i t e r i a to be used
in evaluating the performance o f vocational technical s t a f f .

13
16.2

31
38.7

44.

Help plan inservice fo r local d i s t r i c t vocational
administrators and vocational s t a f f within the
CEPD.

34
42.5

44
55.0

1
1.2

1
1.2

0
0

0
0

45.

Assess vocational-technical s t a f f needs and
assist in the development o f programs and a c t i v i t i e s
to meet those needs.

21
26.2

45
56.3

10
12.5

4
5.0

0
0

0
0

46.

Encourage vocational directors and teaching s t a f f
members to p a rtic ip a te in professional improvement
programs.

28
35.0

51
63.8

1
1.2

0
0

0
0

0
0

47.

Prepare a r t ic le s fo r professional journals and
periodicals.

6
7.5

29
36.2

2
2.5

0
0

48.

Attend lo c a l, s ta te , and national professional
meetings.

26
32.5

47
58.7

5
6.3

1
1.2

0
0

1
1.2

49.

Take active part in professional organizations such
as the American Vocational Association, Michigan
Council o f Vocational Administrators, and the
Michigan Occupational Education Association.

38
47.5

36
45.0

6
7.5

0
0

0
0

0
0

32
11
40.0 13.7

Table G .3 . — Continued.
Role E x pe c tation

SA

A

U

D

NR

1
1.2

0
0

37
46.2

Write a r t ic le s and news releases fo r local news­
papers to promote vocational-technical program
o fferin g s.

30
37.5

38
47.5

7
8.8

3
3.7

2
2.5

0
0

52.

Assist in the preparation o f brochures to promote
vocational-technical program o fferin g s.

28
35.0

35
57.5

4
5.0

2
2.5

0
0

0
0

53.

Establish and maintain e ffe c tiv e working r e la ­
tionships with principals and counselors in the
local high schools served by the CEPD.

22
27.5

38
47.5

9
11.2

7
8.8

4
5.0

0
0

54.

Work with business and industry and other private
enterprises in the CEPD to promote vocationaltechnical programs.

27
33.7

49
61.2

1
1.2

3
3.7

0
0

0
0

55.

Help develop a positive conmunity image of
vocational-technical education.

47
58.7

31
38.7

0
0

2
2.5

0
0

0
0

56.

Establish and maintain e ffe c tiv e working r e la t io n ­
ships with key individuals representing trade,
lab or, management, and other organizations in the
area served by the CEPD.

35
43.8

44
55.0

1
1.2

0
0

0
0

0
0

51.

-a

Orient new vocational-technical s t a f f members to
CEPD vocational-technical programs and p o lic ie s .

-h

24
30.0

50.

9
9
11.2 11.2

SD

Table G .3 . — Continued.
Role Expectation
57.

E ffe c tiv e ly keep state and federal le g is la to rs
informed concerning the current trends in vocational technical education.

SA
f
%

A

U

D

SD

NR

38
47.5

38
47.5

4
5.0

0
0

0
0

0
0

40
50.0

6
7.5

5
6.3

1
1.2

1
1.2

58.

Work with general education to encourage a better
means of communications between vocational-technical
education and general education.

27
33.7

59.

P e rio d ic a lly speak to c iv ic and professional
organizations concerning vocational-technical
education programs.

31
38.7

45
56.3

3
3.7

1
1.2

0
0

0
0

60.

Encourage a c t i v i t i e s such as exhib its and open
houses to promote vocational-technical education
programs.

28
35.0

47
58.7

4
5.0

1
1.2

0
0

0
0

139

Table G .4 .--V o c a tio n a l-te c h n ic a l role expectations of the vo cationaltechnical s p e c ia lis t position as viewed by intermediate
school d i s t r i c t superintendents, vocational-technical
s p e c ia lis ts , and local vocational-technical d ire c to rs .
Respondents

SA

A

U

D

SD

NR

Role 1: Provide leadership in forming the Career Education
Planning D i s t r i c t (CEPD) philosophy o f vocationaltechnical education.
Intermediate school
d i s t r i c t superintendents

33
73.3

11
24.4

0
0

1
2.2

0
0

0
0

Vocational-technical
sp ec ia lis ts

32
69.6

12
26.1

1
2.2

1
2.2

0
0

0
0

Local vocational
directors

44
55.0

34
42.5

1
1.2

1
1.2

0
0

0
0

Combi ned

109
63.7

57
33.3

2
1.2

3
1.8

0
0

0
0

f

%

Role 2: Promote the e f fe c tiv e u t i l i z a t i o n of local vocational technical advisory committees.
Intermediate school
d i s t r i c t superintendents

28
62.2

16
35.6

1
2.2

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

23
50.0

23
50.0

0
0

0
0

0
0

0
0

Local vocational
di rectors

32
40.0

35
43.8

6
7.5

7
8.8

0
0

0
0

Combined

83
48.5

74
43.3

7
4.1

7
4.0

0
0

0
0

Role 3: Write proposals fo r state and federal reimbursement of
vocational-technical courses and projects.
1
2.2

1
2.2

5
10.9

0
0

1
2.2

9
11.2

8
10.0

1
1.2

0
0

22
12.9

13
7.6

2
1.2

2
1.2

Intermediate school
d i s t r i c t superintendents

21
46.7

16
35.6

6
13.3

Vocational-technical
sp e c ia lis ts

16
34.8

17
37.0

7
15.2

Local vocational
directors

21
26.2

41
51.3

Combi ned

58
33.9

74
43.3

0
0

140
Ta ble G .4 . - - C o n t i n u e d .
Respondents

SA

A

U

D

SD

NR

Role 4: Provide leadership in the coordination o f vo cation altechnical education and Comprehensive Employment and
Training Act (CETA) programs.
Intermediate school
d i s t r i c t superintendents

f

23
51.1

15
33.3

6
13.3

1
2.2

0
0

0
0

Vocational-technical
sp e c ia lis ts

20
43.5

19
41.3

3
6.5

2
4.3

1
2.2

1
2.2

Local vocational
directors

34
42.5

31
38.7

12
15.0

1
1.2

1
1.2

1
1.2

Combined

77
45.0

65
38.0

21
12.3

4
2.3

2
1.2

2
1.2

%

Role 5: In te rp re t the potential e f fe c t of proposed state or
federal le g is la tio n on vocational-technical o ffe r •—
ings in the CEPD.
Intermediate school
d i s t r i c t superintendents

25
55.6

18
40.0

0
0

1
2.2

0
0

1
2.2

Vocational-technical
s p e c ia lis ts

23
50.0

20
43.5

1
2.2

0
0

0
0

2
4.3

Local vocational
d irec to rs

47
58.7

30
37.5

3
3.7

0
0

0
0

0
0

Combined

95
55.6

68
39.8

4
2.3

1
.6

0
0

3
1.8

Role 6: Provide leadership fo r a preresentative vo cation altechnical education planning committee (CEPD c o u n c il).
Intermediate school
d i s t r i c t superintendents

31
68.9

13
28.9

1
2.2

0
0

0
0

0
0

Vocational-technical
sp e c ia lis ts

27
58.7

16
34.8

3
6.5

0
0

0
0

0
0

Local vocational
directors

50
62.5

26
32.5

1
1.2

2
2.5

0
0

1
1.2

Combi ned

108
63.2

55
32.2

5
2.9

2
1.2

0
0

1
.6

141
Ta b le G . 4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 7: Coordinate, monitor, and as sis t in implementing the
O ffic e o f C iv il Rights guidelines as they apply to
vo cational-technical education.
Intermediate school
d i s t r i c t superintendents

7
15.6

23
51.1

11
24.4

2
4.4

2
4.4

0
0

4
8.7

27
58.7

11
23.9

3
6.5

1
2.2

0
0

Local vocational
d irec to rs

12
15.0

31
38.7

21
26.2

14
17.5

2
2.5

0
0

Combined

23
13.5

81
47.4

43
25.1

19
11.1

5
2.9

0
0

Vocational-technical
s p e c ia lis ts

f

%

Role 8: Coordinate and as sis t in implementing a plan fo r
placement o f vocational-technical graduates.
Intermediate school
d i s t r i c t superintendents.

23
51.1

19
42.2

2
4.4

1
2.2

0
0

0'
0

Vocational-technical
s p e c ia lis ts

22
47.8

20
43.5

3
6.5

0
0

0
0

1
2.2

Local vocational
direc to rs

16
20.0

46
57.5

13
16.2

5
6.3

0
0

0
0

Combined

61
35.7

85
49.7

18
10.5

6
3.5

0
0

1
.6

Role 9: Provide technical assistance in implementing vocational
technical program standards o f q u a lit y .

-

Intermediate school
d i s t r i c t superintendents.

27
60.0

16
35.6

1
2.2

1
2.2

0
0

0
0

Vocational-techni cal
s p e c ia lis ts

30
65.2

14
30.4

1
2.2

0
0

0
0

1
2.2

Local vocational
d irectors

35
43.8

39
48.7

6
7.5

0
0

0
0

0
0

Combined

92
53.8

69
40.4

8
4.7

1
.6

0
0

1
.6

142
Table G .4 . - - C o n t in u e d .
SA

Respondents

A

U

D

SD

NR

Role 10: Serve as a contact person between the CEPD and the
Michigan Department of Education, Vocational-Technical
Education Services, on matters pertaining to vocational
education.
Intermediate school
d i s t r i c t superintendents

f

29
64.4

13
28.9

2
4.4

1
2.2

0
0

0
0

Vocati onal-techni cal
sp ecialis ts

41
89.1

4
8.7

0
0

1
2.2

0
0

0
0

Local vocational
directors

45
56.3

28
35.0

4
5.0

1
1.2

2
2.5

0
0

Combi ned

115
67.3

45
26.3

6
3.5

3
1.8

2
1.2

0
0

%

Role 11: Attend meetings ca lled by the Vocational-Technical
Education Services fo r administrators of vocationaltechnical education •
Intermediate school
d i s t r i c t superintendents

19
42.2

23
51.1

2
4.4

1
2.2

0
0

0
0

Vocational-technical
s p ec ia lis ts

36
78.3

7
15.2

1
2.2

2
4.3

0
0

0
0

Local vocational
directors

48
60.0

30
37.5

2
2.5

0
0

0
0

0
0

Combi ned

103
60.2

60
35.1

5
2.9

3
1.8

0
0

0
0

Role 12: Obtain necessary data from local education agencies
and submit to Vocational-Technical Education Services
fo r the vocational education data system.
Intermediate school
d i s t r i c t superintendents

13
28.9

25
55.6

4
8 .9

1
2.2

2
4.4

0
0

Vocational-technical
s p ecialis ts

26
56.5

16
34.8

2
4.3

2
4.3

0
0

0
0

Local vocational
d irectors

40
50.0

26
32.5

11
13.7

3
3.7

0
0

0
0

Combined

79
46.2

67
39.2

17
9.9

6
3.5

2
1.2

0
0

143
Ta ble G .4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 13: Provide assistance in developing competency-based
vocational-technical education programs.
Intermediate school
d i s t r i c t superintendents

f

14
31.1

29
64.4

2
4.4

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

15
32.6

30
65.2

1
2.2

0
0

0
0

0
0

Local vocational
directors

22
27.5

55
68.8

1
1.2

2
2.5

0
0

0
0

Combined

51
29.8

114
66.7

4
2.3

2
1.2

0
0

0
0

%

Role 14: Assume a leadership ro le in supporting 1 increased
program a r t ic u la t io n between secondary schools and
community colleges.
Intermediate school
d i s t r i c t superintendents

14
31.1

25
55.6

4
8 .9

2
4.4

0
0

0
0

Vocational-technical
s p e c ia lis ts

23
50.0

22
47.8

0
0

1
2.2

0
0

0
0

Local vocational
d irectors

35
43.8

38
47.5

5
6.3

2
2.5

0
0

0
0

Combined

72
42.1

85
49.7

9
5.3

B
2.9

0
0

0
0

Role 15: Promote cooperative tr a in in g and other forms of onth e-jo b learning experiences fo r vocational -technical
students.
Intermediate school
d i s t r i c t superintendents

20
44.4

19
42.2

4
8 .9

2
4.4

0
0

0
0

Vocational-technical
sp e c ia lis ts

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

Local vocational
directors

22
27.5

38
47.5

9
11.2

10
12.5

1
1.2

0
0

Combi ned

62
36.3

82
48.0

14
8.2

12
7.0

1
.6

0
0

144
Ta b le 6 . 4 . - - C o n t i n u e d .
Respondents

SA

A

U

D

SD

NR

Role 16: Provide leadership fo r the review of vo cation altechnical courses, course o u tlin e s , and in stru ctio n al
m aterials.
Intermediate school
d i s t r i c t superintendents

f
%

14
31.1

26
57.8

3
6.7

2
4 .4

0
0

0
0

Vocational-technical
s p e c ia lis ts

14
30.4

23
50.0

7
15.2

1
2.2

0
0

1
2.2

Local vocational
d irectors

15
18.8

37
46.2

10
12.5

16
20.0

1
1.2

1
1.2

Combi ned

43
25.1

86
50.3

20
11.7

19
11.1

1
.6

2
1.2

Role 17: Provide vocational -technical education consultants to
as sis t vocational teachers in program development.
Intermediate school
d i s t r i c t superintendents

11
24.4

23
51.1

7
15.6

3
6.7

0
0

1
2.2

Vocational-technical
sp eciali sts

16
34.8

23
50.0

5
10.9

1
2.2

0
0

1
2.2

Local vocational
d irectors

28
35.0

36
45.0

7
8 .8

8
10.0

1
1.2

0
0

Combined

55
32.2

82
48.0

19
11.1

12
7 .0

1
.6

2
1.2

1
2.2

0
0

0
0

Role 18: Encourage the use of suggestions from students and
graduates in developing or revising vo cation altechnical programs and courses.
0
0

Intermediate school
d i s t r i c t superintendents

14
31.1

30
66.7

Vocati onal-techni cal
s p e c ia lis ts

16
34.8

24
52.2

5
10.9

1
2.2

0
0

0
0

Local vocational
d irec to rs

13
16.2

45
56.3

11
13.7

10
12.5

1
1.2

0
0

Combined

43
25.1

99
57.9

16
9.4

12
7.0

1
.6

0
0

145
Ta ble G . 4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 19: Provide leadership in developing vocational -technical
curriculum policy.
Intermediate school
d i s t r i c t superintendents

f

16
35.6

22
48.9

5
11.1

2
4.4

0
0

0
0

Vocational-technical
s p ecialis ts

19
41.3

21
45.7

4
8.7

2
4.3

0
0

0
0

Local vocational
directors

14
17.5

40
50.0

10
12.5

12
15.0

3
3.7

1
1.2

Combined

49
28.7

83
48.5

19
11.1

16
9.4

3
1.8

1
.6

%

Role 20: Assume a leadership role in supporting increased program
a r t ic u la t io n between the vocational- technical s t a f f and
general education s t a f f .
Intermediate school
d i s t r i c t superintendents

22
48.9

18
40.0

2
4.4

3
6.7

0
0

0
0

Vocational-technical
s p e c ia lis ts

16
34.8

25
54.3

4
8.7

0
0

0
0

1
2.2

Local vocational
d irectors

18
22.5

38
47.5

13
16.2

10
12.5

1
1.2

0
0

Combined

56
32.7

91
47.4

19
11.1

13
7.6

1
.6

1
.6

Role 21: Provide leadership in organizing lay advisory committees
composed o f in d u s t r ia l, business, lab or, and health
service representatives to as s is t the CEPD in id e n tify in g
new vocational-technical programs and course needs.
Intermediate school
d i s t r i c t superintendents

25
55.6

16
35.6

3
6.7

1
2.2

0
0

0
0

Vocational-technical
s p e c ia lis ts

21
45.7

18
39.1

7
15.2

0
0

0
0

0
0

Local vocational
di rectors

24
30.0

42
52.5

7
8.8

6
7.5

1
1.2

0
0

Combi ned

70
40.9

76
44.4

17
9.9

7
4.1

1
.6

0
0

146
Table G .4 . - - C o n t i n u e d .
Respondents

SA

A

U

D

SD

NR

Role 22: U t i l i z e la y advisory committees to make recommendations
to adm inistration and fa c u lty on both program content
and in stru ctio n al equipment.
Intermediate school
d i s t r i c t superintendents

f

18
40.0

21
46.7

4
8.9

2
4.4

0
0

0
0

Vocational-technical
sp eciali sts

14
30.4

24
52.2

7
15.2

1
2.2

0
0

0
0

Local vocational
d irectors

21
26.2

35
43.8

11
13.7

11
13.7

2
2.5

0
0

Combined

53
31.0

80
46.8

22
12.9

14
8.2

2
1.2

0
0

%

Role 23: Id e n tify poten tial sources and amounts of fin an cial
income to support the cost of vocational-technical
programs.
Intermediate school
d i s t r i c t superintendents

26
57.8

18
40.0

0
0

1
2.2

0
0

0
0

Vocational-technical
s p e c ia lis ts

27
58.7

15
32.6

3
6.5

0
0

0
0

1
2.2

Local vocational
directors

38
47.5

38
47.5

3
3.7

1
1.2

0
0

0
0

Combined

91
53.2

71
41.5

6
3.5

2
1.2

0
0

1
.6

Role 24: Prepare requests to state or federal a u th o ritie s fo r
vo cational-technical education funds •
Intermediate school
d i s t r i c t superintendents

22
48.9

16
35.6

4
8 .9

3
6.7

0
0

0
0

Vocational-technical
sp e c ia lis ts

21
45.7

17
37.0

4
8.7

3
6.5

0
0

1
2.2

Local vocational
d irectors

25
31.3

36
45.0

15
18.8

3
3.7

1
1.2

0
0

Combined

68
39.8

69
40.4

23
13.5

9
5.3

1
.6

1
.6

147
Ta ble G . 4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 25: Manage the to ta l vo cational-technical education budget
fo r the CEPD a t the intermediate school d i s t r i c t ; level •
15
33.3

12
26.7

3
6.7

14
3.1

0
0

1
2.2

Vocational-technical
sp ec ia lis ts

18
39.1

10
21.7

5
10.9

9
19.6

3
6.5

1
2.2

Local vocational
d irectors

21
26.2

23
28.8

11
13.7

10
15
12.5 18.8

0
0

Combi ned

54
31.6

45
26.3

19
11.1

33
18
19.3 10.5

2
1.2

Intermediate school
d i s t r i c t superintendents

f
%

Role 26: Approve re q u is itio n s fo r supplies and equipment fo r
the CEPD a t the intermediate school d i s t r i c t le v e l.
Intermediate school
d i s t r i c t superintendents

13
28.9

16
35.6

9
20.0

6
13.3

0
0

1
2.2

Vocational-technical
sp ecialis ts

17
37.0

8
17.4

4
8.7

12
26.1

4
8.7

1
2.2

Local vocational
directors

14
17.5

25
31.3

13
16.2

12
16
15.0 20.0

0
0

Combined

44
25.7

49
28.7

26
15.2

30
20
17.5 11.7

2
1.2

Role 27: Establish and maintain e f f e c t iv e relatio n sh ip s with
key persons o f the Michigan Department o f Management
and Budget administering state aid funds.
Intermediate school
d i s t r i c t superintendents

11
24.4

22
48.9

9
20.0

3
6.7

0
0

0
0

Vocational-technical
s p ec ia lis ts

22
47.8

14
30.4

10
21.7

0
0

0
0

0
0

Local vocational
directors

32
40.0

37
46.2

6
7.5

3
3.7

2
2.5

0
0

Combined

65
38.0

73
42.7

25
14.6

6
3.5

2
1.2

0
0

148
Ta ble G .4 . - - C o n t in u e d .
Respondents

SA

A

U

D

SD

NR

Role 28: Establish and maintain e f fe c tiv e relation ship s with
key persons o f the Michigan Department of Education
administering federal vocational-technical education
funds.
Intermediate school
d i s t r i c t superintendents

f

21
46.7

21
46.7

3
6.7

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

28
60.9

17
37.0

1
2.2

0
0

0
0

0
0

Local vocational
d irectors

36
45.0

38
47.5

3
3.7

3
3.7

0
0

0
0

Combined

85
49.7

76
44.4

7
4.1

3
1.8

0
0

0
0

%

Role 29: Compute the cost-effectiveness r a t io fo r vocationaltechnical education programs and courses using
fin a n c ia l information provided on end o f year reports,
13
28.9

21
46.7

7
15.6

3
6.7

0
0

1
2.2

Vocational-technical
s p e c ia lis ts

17
37.0

17
37.0

7
15.2

4
8.7

1
2.2

0
0

Local vocational
directors

17
21.2

36
45.0

15
18.2

9
11.2

3
3.7

0
0

Combi ned

47
27.5

74
43.3

29
17.0

16
9.4

4
2.3

1
.6

Intermediate school
d i s t r i c t superintendents

f

%

Role 30: Assist in the development o f the vocational-technical
education budget fo r the CEPD a t the intermediate
school d i s t r i c t le v e l.
Intermediate school
d i s t r i c t superintendents

22
48.9

21
46.7

2
4.4

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

21
45.7

14
30.4

3
6.5

3
6.5

4
8.7

1
2.2

Local vocational
d irec to rs

24
30.0

42
52.5

4
5.0

5
6.3

5
6 .3

0
0

Combined

67
39.2

77
45.0

9
5.3

8
4.7

9
5.3

1
.6

149
Ta ble 6 . 4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 31: Submit periodic reports on program and course expen­
ditures to higher-echelon administrators at the
intermediate school d i s t r i c t and local education le v e l.
23
51.1

20
44.4

1
2.2

1
2.2

0
0

0
0

Vocational-technical
sp e c ia lis ts

18
39.1

17
37.0

7
15.2

2
4.3

2
4.3

0
0

Local vocational
directors

18
22.5

40
50.0

7
8.8

11
13.7

4
5 .0

0
0

Combined

59
34.5

77
45.0

15
8.8

14
8.2

6
3.5

0
0

Intermediate school
d i s t r i c t superintendents

f

%

Role 32: Present the CEPD vocational-technical education budget
to higher-echelon administration fo r approval.
Intermediate school
d i s t r i c t superintendents

23
51.1

13
28.9

4
8.9

5
11.1

0
0

0
0

Vocational-technical
s p e c ia lis ts

20
43.5

16
34.8

1
2.2

6
13.0

2
4.3

1
2.2

Local vocational
directors

21
26.2

39
48.7

8
10.0

8
10.0

3
3.7

1
1.2

Combined

64
37.4

68
39.8

13
7.6

19
11.1

5
2.9

2
1.2

Role 33: Prepare a w ritte n annual and long-range vocationaltechnical education plan fo r the CEPD.
Intermediate school
d i s t r i c t superintendents

26
57.8

16
35.6

1
2.2

2
4.4

0
0

0
0

Vocational-technical
s p e c ia lis ts

15
32.6

27
58.7

3
6.5

1
2.2

0
0

0
0

Local vocational
d irectors

26
32.5

44
55.0

9
11.2

1
1.2

0
0

0
0

Combined

67
39.2

87
5019

13
7.6

4
2.3

0
0

0
0

150
Ta ble G .4 . - - C o n t in u e d .
Respondents

SA

A

U

D

SD

NR

Role 34: Plan Comprehensive Employment and Training Act (CETA)
and other special manpower tra in in g programs fo r the
CEPD.
Intermediate school
d i s t r i c t superintendents

f

12
26.7

18
40.0

8
17.3

6
13.3

1
2.2

0
0

Vocational-technical
specialists

12
26.1

21
45.7

9
19.6

3
6.5

1
2.2

0
0

Local vocational
directors

16
20.0

28
35.0

23
28.8

12
15.0

1
1.2

0
0

Combi ned

40
23.4

67
39.2

40
23.4

21
12.3

3
1.8

0
0

%

Role 35: Plan special vo cational-technical programs fo r d is advantaged and b ilin g u a l students.
Intermediate school
d i s t r i c t superintendents

13
28.9

13
28.9

12
26.7

7
15.6

0
0

0
0

Vocational-technical
sp ecialists

11
23.9

24
52.2

8
17.4

2
4.3

0
0

1
2.2

Local vocational
directors

9
11.2

35
43.8

21
26.2

13
16.2

2
2.5

0
0

Combined

33
19.3

72
42.1

41
24.0

22
12.9

2
1.2

1
.6

Role 36: Analyze follow-up data on both leavers and completers
to recommend improvements in vocational-technical
education o ffe rin g s .
Intermediate school
d i s t r i c t superintendents

16
35.6

25
55.6

3
6.7

1
2.2

0
0

0
0

Vocational-technical
sp ecialis ts

14
30.4

31
67.4

1
2.2

0
0

0
0

0
0

Local vocational
directors

14
17.5

42
52.5

13
16.2

9
11.2

2
2.5

0
0

Combined

44
25.7

98
57.3

17
9.9

10
5 .8

2
1.2

0
0

151
Table G . 4 . — Continued.
Respondents

SA

A

U

D

SD

Role 37: Provide leadership in determining the CEPD standards
and c r i t e r i a fo r evaluating the adequacy o f vocational
technical education o ffe rin g s .
Intermediate school
d i s t r i c t superintendents

f

NR

-

21
46.7

22
48.9

2
4.4

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

17
37.0

24
52.2

5
10.9

0
0

0
0

0
0

Local vocational
d irectors

18
22.5

43
53.7

11
13.7

5
6.3

3
3.7

0
0

Combi ned

56
32.7

89
52.0

18
10.5

5
2.9

3
1.8

0
0

%

Role 38: Obtain information pertaining to the vocational technical o fferin g s of other CEPD fo r purposes of
possible program changes.
Intermediate school
d i s t r i c t superintendents

15
33.3

24
53.3

3
6.6

3
6.7

0
0

0
0

Vocational-technical
s p e c ia lis ts

17
37.0

23
50.0

6
13.0

0
0

0
0

0
0

Local vocational
d irectors

19
23.8

45
56.3

11
13.7

3
3.7

1
1.2

1
1.2

Combined

51
29.8

92
53.8

20
11.7

6
3.5

1
.6

1
.6

Role 39: Work with local school boards, superintendents, and
vocational s t a f f to assist in the development of
vocational-technical education programs.
Intermediate school
d i s t r i c t superintendents

22
48.9

20
44.4

2
4.4

1
2.2

0
0

0
0

Vocati onal-techni cal
s p e c ia lis ts

29
63.0

17
37.0

0
0

0
0

0
0

0
0

Local vocational
d irectors

30
37.5

40
50.0

6
7.5

2
2.5

2
2.5

0
0

Combined

81
47.4

77
45.0

8
4.7

3
1.8

2
1.2

0
0

152
Ta ble G .4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 40: Assist in the planning fo r the vocational - technical
needs of handicapped students and assist vocational
teachers in meeting those needs
Intermediate school
d i s t r i c t superintendents

17
37.8

22
48.9

6
13.3

0
0

0
0

0
0

Vocati onal-techni cal
s p ecialis ts

18
39.1

26
56.5

2
4.3

0
0

0
0

0
0

Local vocational
directors

15
18.8

51
63.8

9
11.2

5
6.3

0
0

0
0

Combined

50
29.2

99
57.9

17
9.9

5
2.9

0
0

0
0

f
%

Role 41: Conduct the needs determination phase of the long
range planning process fo r the CEPD.
Intermediate school
d i s t r i c t superintendents

18
40.0

23
51.1

1
2.2

3
6.7

0
0

0
0

Vocational-technical
s p e c ia lis ts

18
39.1

21
45.7

4
8.7

2
4.3

1
2.2

0
0

Local vocational
directors

23
28.8

47
58.7

9
11.2

1
1.2

0
0

0
0

Combined

59
34.5

91
53.2

14
8.2

6
3.5

1
.6

0
0

Role 42: Coordinate long range vocational-technical planning
fo r a l l secondary schools within the CEPD.
Intermediate school
d i s t r i c t superintendents

18
40.0

22
48.9

3
6.7

1
2.2

0
0

1
2.2

Vocational-technical
s p e c ia lis ts

17
37.0

24
52.2

3
6.5

1
2.2

1
2.2

0
0

Local vocational
d irectors

25
31.3

36
45.0

14
17.5

4
5.0

1
1.2

0
0

Combi ned

60
35.1

82
48.0

20
11.7

6
3.5

2
1.2

1
.6

153
Ta ble G .4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 43: Assist in the development o f c r i t e r i a to be used in
evaluating the performance o f vocational-technical
s ta ff.
Intermediate school
d i s t r i c t superintendents

f

18
40.0

19
42.2

5
11.1

3
6.7

0
0

0
0

Vocational-technical
sp e c ia lis ts

11
23.9

25
54.3

7
15.2

2
4.3

1
2.2

0
0

Local vocational
directors

13
16.2

31
38.7

13
16.2

18
22.5

4
5.0

1
1.2

Combined

42
24.6

75
43.9

25
14.6

23
13.5

5
2.9

1
.6

%

Role 44: Help plan inservice fo r local d i s t r i c t vocational
administrators and vocational s t a f f within the CEPD.
Intermediate school
d i s t r i c t superintendents

22
48.9

21
46.7

2
2.2

1
2.2

0
0

0
0

Vocational-technical
speciali sts

21
45.7

23
50.0

2
4.3

0
0

0
0

0
0

Local vocational
d irectors

34
42.5

44
55.0

1
1.2

1
1.2

0
0

0
0

Combined

77
45.0

88
51.5

4
2.3

2
1.2

0
0

0
0

Role 45: Assess vo cational-technical s t a f f needs and as sis t in
the development o f programs and a c t i v i t i e s to meet
those needs.
Intermediate school
d i s t r i c t superintendents

21
46.7

18
40.0

5
11.1

1
2.2

0
0

0
0

Vocati onal-techni cal
s p ec ia lis ts

15
32.6

24
52.2

7
15.2

0
0

0
0

0
0

Local vocational
d irec to rs

21
26.2

45
56.3

10
12.5

4
5.0

0
0

0
0

Combined

57
33.3

87
50.9

22
12.9

5
2.9

0
0

0
0

154
Ta b le G .4 . — Continued.
SA

Respondents

A

U

D

SD

NR

Role 46: Encourage vocational directors and teaching s t a f f
members to p a rtic ip a te in professional improvement
programs.
Intermediate school
d i s t r i c t superintendents

f

17
37.8

26
57.8

2
4.4

0
0

0
0

0
0

Vocational-technical
sp eciali sts

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

Local vocational
directors

28
35.0

51
63.8

1
1.2

0
0

0
0

0
0

Combined

65
38.0

102
59.6

4
2.3

0
0

0
0

0
0

%

Role 47: Prepare a r t ic le s fo r professional journals and
p e rio d ic als .
Intermediate school
d i s t r i c t superintendents

5
11.1

24
53.3

12
26.7

3
6.7

0
0

1
2.2

Vocati onal-techni cal
s p e c ia lis ts

6
13.0

21
45.7

18
39.1

0
0

1
2.2

0
0

Local vocational
d irec to rs

6
7.5

29
36.2

32
40.0

11
13.7

2
2.5

0
0

Combined

17
9.9

74
43.3

62
36.3

14
8.2

3
1.8

1
.6

Role 48: Attend lo c a l, s ta te , and national professional
meetings.
Intermediate school
d i s t r i c t superintendents

11
24.4

30
66.7

4
8 .9

0
0

0
0

0
0

Vocati onal-techni cal
s p e c ia lis ts

21
45.7

22
47.8

2
4.3

1
2.2

0
0

0
0

Local vocational
d irec to rs

26
32.5

47
58.7

5
6.3

1
1.2

0
0

1
1.2

Combined

58
33.9

99
57.9

11
6.4

2
1.2

0
0

1
.6

.

155
T a b le G .4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 49: Take ac tiv e part in professional organizations such as
the American Vocational Association, Michigan Council
of Vocational Administrators, and the Michigan Occupatio n a l Education Association.
Intermediate school
d i s t r i c t superintendents

10
22.2

30
66.7

5
11.1

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

30
65.2

14
30.4

2
4.3

0
0

0
0

0
0

Local vocational
d irectors

38
47.5

36
45.0

6
7.5

0
0

0
0

0
0

Combi ned

78
45.6

80
46.8

13
7.6

0
0

0
0

0
0

f

%

Role 50: Orient new vocational-technical s t a f f members to CEPD
vocational-technical programs and p o lic ie s .
Intermediate school
d i s t r i c t superintendents

19
42.2

21
46.7

1
2.2

4
8.9

0
0

0
0

Vocational-technical
s p e c ia lis ts

22
47.8

23
50.0

0
0

1
2.2

0
0

0
0

Local vocational
d irectors

24
30.0

37
46.2

9
11.2

9
11.2

1
1.2

0
0

Combi ned

65
38.0

81
47.4

10
5.8

14
8.2

1
.6

0
0

Role 51: Write a r t i c l e s and news releases fo r local newspapers
to promote vocational-technical program o ffe rin g s .
Intermediate school
d i s t r i c t superintendents

19
42.2

19
42.2

5
11.1

2
4.4

0
0

0
0

Vocational-technical
s p e c ia lis ts

17
37.0

25
54.3

4
8.7

0
0

0
0

0
0

Local vocational
d irec to rs

30
37.5

38
47.5

7
8.8

3
3.7

2
2.5

0
0

Combined

66
38.6

82
48.0

16
9.4

5
2.9

2
1.2

0
0

156
Ta ble 6 . 4 . - - C o n t i n u e d .
SA

Respondents

A

U

D

SD

NR

Role 52: Assist in the preparation of brochures to promote
vocational-technical program o fferin g s.
18
40.0

26
57.8

0
0

1
2.2

0
0

0
0

20
43.5

24
52.2

2
4.3

0
0

0
0

0
0

Local vocational
directors

28
35.0

46
57.5

4
5.0

2
2.5

0
0

0
0

Combined

66
38.6

96
56.1

6
3.5

3
1.8

0
0

0
0

Intermediate school
d i s t r i c t superintendents
Vocational-technical
speciali sts

,

f
%

Role 53: Establish and maintain e f fe c tiv e working relationships
with prin cipals and counselors in the local high schools
served by the CEPD.
Intermediate school
d i s t r i c t superintendents

31
68.9

14
31.1

0
0

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

32
69.6

14
30.4

0
0

0
0

0
0

0
0

Local vocational
directors

22
27.5

38
47.5

9
11.2

7
8 .8

4
5.0

0
0

Combi ned

85
49.7

66
38.6

9
5.3

7
4.1

4
2.3

0
0

Role 54: Work with business and industry and other priva te
enterprises in the CEPD to promote vocationaltechnical programs.
Intermediate school
d i s t r i c t superintendents

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Vocational-technical
s p e c ia lis ts

31
67.4

15
32.6

0
0

0
0

0
0

0
0

Local vocational
di rectors

27
33.7

49
61.2

1
1.2

3
3.7

0
0

0
0

Combi ned

90
52.6

77
45.0

1
.6

3
1.8

0
0

0
0

157
Table G .4. — Continued.
SA

Respondents

A

U

D

SD

NR

Role 55: Help develop a p o sitive community image of vocational'
technical education.
32
71.1

12
26.7

1
2.2

0
0

0
0

0
0

Vocational-technical
sp ecialis ts

33
71.7

13
28.3

0
0

0
0

0
0

0
0

Local vocational
directors

47
58.7

31
38.7

0
0

2
2.5

0
0

0
0

Combi ned

112
65.5

56
32.7

1
.6

2
1.2

0
0

0
0

Intermediate school
d i s t r i c t superintendents

f

%

Role 56: Establish and maintain e f fe c tiv e working re la tio n
ships with key in divid uals representing trad e,
lab or, management, and other organizations in the
area served by the CEPD •
Intermediate school
d i s t r i c t superintendents

32
71.1

13
28.9

0
0

0
0

0
0

0
0

Vocational-technical
s p ecialis ts

30
65.2

16
34.8

0
0

0
0

0
0

0
0

Local vocational
directors

35
43.8

44
55.0

1
1.2

0
0

0
0

0
0

Combi ned

97
56.7

73
42.7

1
.6

0
0

0
0

0
0

Role 57: E ffe c tiv e ly keep state and federal le g is la to rs
informed concerning the current trends in vocationaltechnical education.
Intermediate school
d i s t r i c t superintendents

19
42.2

23
51.1

3
6.7

0
0

0
0

0
0

Vocational-technical
sp ec ia lis ts

27
58.7

17
37.0

2
4.3

0
0

0
0

0
0

Local vocational
directors

38
47.5

38
47.5

4
5.0

0
0

0
0

0
0

Combi ned

84
49.1

78
45.6

9
5.3

0
0

0
0

0
0

158
Ta ble G . 4 . — Continued.
Respondents

SA

A

U

D

SD

NR

Role 58: Work with general education to encourage a b e tte r
means o f communications betweeni vocational -technical
education and general education i .
Intermediate school
d i s t r i c t superintendents

f

21
46.7

23
51.1

1
2.2

0
0

0
0

0
0

Vocational-technical
s p ecialis ts

20
43.5

25
54.3

1
2.2

0
0

0
0

0
0

Local vocational
directors

27
33.7

40
50.0

6
7.5

5
6.3

1
1.2

1
1.2

Combined

68
39.8

88
51.5

8
4.7

5
2.9

1
.6

1
.6

%

Role 59: P e rio d ic a lly speak to c iv ic and professional organi­
zations concerning vo cational-technical education
programs.
Intermediate school
d i s t r i c t superintendents

22
48.9

21
46.7

2
4.4

0
0

0
0

0
0

Vocational-technical
sp e c ia lis ts

20
43.5

23
50.0

3
6.5

0
0

0
0

0
0

Local vocational
directors

31
38.7

45
56.3

3
3.7

1
1.2

0
0

0
0

Combined

73
42.7

89
52.0

8
4.7

1
.6

0
0

0
0

Role 60: Encourage a c t i v i t i e s such as e x h ib its and open houses
to promote vo cational-technical education programs.
Intermediate school
d i s t r i c t superintendents

19
42.2

23
51.1

3
6.7

0
0

0
0

0
0

Vocational-technical
sp e c ia lis ts

24
52.2

22
47.8

0
0

0
0

0
0

0
0

Local vocational
directors

28
35.0

47
58.7

4
5.0

1
1.2

0
0

0
0

Combined

71
41.5

92
53.8

7
4.1

1
.6

0
0

0
0

APPENDIX H
TOP TEN VOCATIONAL-TECHNICAL ROLE EXPECTATIONS
IN RANK ORDER

159

APPENDIX H

Table H . I . — 'The top ten vocational-technical role expectations fo r
the intermediate school d i s t r i c t superintendents,
vocational-technical s p e c ia lis ts , and local vocationaltechnical d irectors in rank order.
Rank

Superintendents

S p ec ialists

Directors

1

1

10

6

2

54

11

11

3

55

55

5

4

56

1

55

5

6

53

10

6

53

54

1

7

10

9

12

8

2

49

23

9

56

57

23

39

28

9
10

160

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