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8308918

Crowell, Ronald Alan

THE ROLE O F COLLEGES AND UNIVERSITIES IN STAFF
DEVELOPMENT: A DESCRIPTIVE STUDY O F STATE COLLEGE AND
UNIVERSITY PARTICIPATION IN THE MICHIGAN STATE PLAN FOR
PROFESSIONAL STA FF DEVELOPMENT

Michigan Slate University

University
Microfilms
International

Ph.D.

300 N. Zeeb Road, Ann Arbor, MI 48106

1982

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University
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THE RO LE O F C O L L E G E S A N D U N I V E R S I T I E S

IN ST A F F DEVELOPMENT:

A D ES C R I P T I V E S T U D Y OF ST A TE C O L L E G E A N D U N I V E R S I T Y
P A R T I C I P A T I O N IN TH E M I C H I G A N ST A T E P L A N FOR
P R O F E S S I O N A L ST AF F D E V E L O P M E N T

by

Ronald A.

Crowell

A DISSERTATION

Submi tte d to
Michigan State University
in partial f u l f il lm en t of the r eq u i r e m e n t s
for the d e g r e e of

D O C T O R OF P H I L O S O P H Y

C o l l e g e of E d u c a t i o n
1982

ABSTRACT
THE ROLE OF COLLEGES AND UNIVERSITIES IN STAFF DEVELOPMENT:
A DESCRIPTIVE STUDY OF STATE COLLEGE AND UNIVERSITY
PARTICIPATION IN THE MICHIGAN STATE PLAN FOR
PROFESSIONAL STAFF DEVELOPMENT
By
Ronald A. Crowell

Since 1979 the sta ff developm ent e ffo r t of local and interm ediate school
d istricts

in

leg isla tiv ely

Michigan

has

mandated

been enhanced by the

and

funded

sta te

plan

im plem entation
lor

professional

of a
s ta ff

developm ent. The primary ob jective of this study was to exam ine the ex te n t
to which sta te c o lleg es and universities have been involved in the design,
developm ent, and delivery o f sta ff developm ent programs and a c tiv itie s
through this sta te plan. A second, related ob jective was to assess the e x te n t
to

which

departm ents

and

c o lleg es

of

education

in

state-supported

institutions of higher education in Michigan have provided support for facu lty
involvem ent in local sta ff developm ent e ffo r ts.

Tw elve research questions

encom passing the tw o basic ob jectives guided the investigation.
Two instrum ents designed to e lic it inform ation pertaining to th e research
questions w ere used in the study. One questionnaire was used to in v estig a te
program delivery at the local lev el provided through the sta te program. The
other questionnaire was sen t to an adm inistrator in each of the eleven
departm ents

or

c o lleg es

of

education

in

Michigan

sta te

c o lleg es

and

un iversties.
The findings of the study indicated that university personnel still play a
substantive role in s ta ff developm ent, but not the dominant role of the past.

They are involved to som e degree in all a sp ects of the sta te program, but
participation is lim ited to nondecision-m aking roles in m ost ca ses.

Another

finding of the study pointed out th a t, when delivering s ta ff developm ent
a c tiv itie s, m ost university personnel function as private entrepreneurs as
opposed

to

o fficia lly

sanctioned

rep resen tatives

of

their

institutions.

Additional inform ation supported the conclusion that university com m itm ent
to sta ff developm ent is lim ited .

Seven recom m endations for policy and

action w ere offered , as w ell as a number of recom m endations for further
study.

ACKNOWLEDGMENTS
Al f r e d

North

k e e p any b e t t e r

than

d i ss er ta ti on s.
en c o u r a g e d
lifetime,
es p e c i a l l y

Whitehead
fish."

Th e

and

however.

and

me

And
and

said,

"Kno wle dg e

I su sp ec t

memories

s u p po rt ed

g ra t e f u l

once

in

who

some

primarily

is

of

endeavor

are

are

same

friendship

this

the re

the

doe s
true

those

will

to

close

Western

friend

providing
without
Sue

Michigan

whom

I

responsible

and

the

partner

pe r s o n a l

which

th i s

Timmer,

Paula

the

assistance
move

Tom

endeavors,

organizational

not

Ryan,

have

been

good

for

support

finished.
hu mo r

and

skill eased the way.

who

Department

alway s

in o p e n i n g

doors

of

had

time

e na bl ed

Education:
and

this

whos e

task

to

forward.
At

La r ry

many

u n fa il in g

Michigan

Tissot,

in

and

wo u ld

whose

u n er ri ng e di t o r i a l
At

Un ive rsi ty :

Michigan

Lezotte,

State
and

Univer sit y:

Pat

Demarte,

George
members

Ferns,
of

my

d o c t o r a l q u i d a n c e co mmittee,

for the ir friendship,

their

project,

interest

co n t i n u e d

in

s up po rt

this
as

the

mo n th s

and

of
who

last

the c o m p l e t i o n o f this task.
At

not

their
passed.

a
am

for

C h a r l e s Blackman,
professionalism

my

advisor,

and

whose

deep

c om m i t m e n t

sense of

to

staff

d e v e l o p m e n t has serve d as the g u i d i n g mode l
c o n ti nu in g
Th e

pe r s o n a l

guidance

over

the

and

course

and

professional

encouragement
of

this

he

for my

development.
ha s

p ro v id ed

p ro je ct

cannot

be

Corey,

Leslev,

and

a d e qu at el y acknowl edg ed.
At

2822 Broadw ay:

e sp e c i a l l y
and

Nancy,

u nd er st an di ng

p ar t i c u l a r l y

for

for
as

Chris,
the ir

th is

su pp or t

venture

t ol e r a t i n g

a

and

p a ti en ce

p r o g r e s s e d — and

card

table

in

the

living room for four months.
These
ow e

the m

p eo pl e

all

new things

very

ha v e

touch ed

speci al

my

thanks.

life

in

I look

many

forward

in new c o nt ex ts w i t h each o f them.

iii

wa ys
to

and

I

do i nq

TABLE OF CONTENTS

Chapt er
1

INTRODUCTION

Page
...........................................

T h e U n i v e r s i t y ' s Role in St a f f D e v e lo p me nt . . .
..............................................
P ur pos e
Re s e a r c h Q u e s t i o n s ..................................
Scope and L i m i t a t i o n s .............................
S i g n i f ic an c e .........................................
P r o c e d u r e s and Da t a S o u r c e s ......................
De f i n i t i o n o f T e r m s ............
O v e r v i e w of the S t u d y .............................
2

R E V I E W OF R E L A T E D L I T E R A T U R E

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

T h e C h a n g i n g C o n t e x t for P r o f e s s i o n a l
Staf f D e v e l o p m e n t ..................................
H i s to ri ca l R e a s o n s for I n s e r v i c e E d u c a t i o n . .
Rene we d Int er est and A c t i v i t y in
I n se rv ic e E d u c a t i o n
..........................
Federal I n i t i at iv es I nf lu enc ing
In se rv ic e E d u c a t i o n
..........................
The Pre sen t C on te xt for In se rvi ce
E d u c a t i o n ...............................
S u m m a r y ...........................................
The Hi s t o r i c a l A n t e c e d e n t s of P r o f e s s i o n a l
Staff D ev e l o p m e n t in M i c h i g a n ...................
The B eg i n n i n g s o f C e r t i f i c a t i o n and
Teacher Education
.............................
T e a c h e r I n s t i t u t e s ...............................
The En t ry of H i g h e r E d u c a t i o n and the
C e n t r a l i z a t i o n of C e r t i f i c a t i o n
............
L oca l I n v o l ve me nt in E d u c a t i o n a l P o l i c y
. . .
The Em e r g i n g St a te R o l e — T h e L a t e 1960s
. . .
Re n ewe d Intere st in P r o f e s s i o n a l
Sta ff D e v e l o p m e n t .............................
S u m m a r y ...........................................
Th e Ro l e o f H i g h e r E d u c a t i o n in
Pr o f e s s i o n a l St af f D e v e l o p m e n t ...................
P e r s p e c t i v e s on the N a t u r e o f the
U n i v e r s i t y ' s M is s i o n and Role in
P r o f e s s i o n a l S t a f f D e v e l o p m e n t ..............
Cr it ic is ms o f U n i v e r s i t y I nv ol ve me nt in
P r o f e s s i o n a l S t a f f D e v e l o p m e n t ..............
Q u es ti on s About the Need for a U ni v e r s i t y
Ro l e in P r o f e s s i o n a l St a ff D e v e l o p m e n t . . .

iv

1
3
8
10
14
16
17
19
21
23

25
25
28
37
38
45
46
47
49
51
54
59
61
67
68

69
74
76

Chapter

Paqe
Issues and C o n s t r a i n t s Inhib it ing
the U n i v e r s i t y ' s R o l e in
P ro f e s s i o n a l St af f D e v e l o p m e n t ..............
81
C o n s i d e r a t i o n s for t h e P o t e n t i a l Role
of the U n i v e r s i t y in P r o f e s s i o n a l
93
Staff D e v e l o p m e n t .............................
S u m m a r y .............................................. 109

3

P R O C E D U R E S ................................................ 112
Instrumentation
....................................
114
Data C o l l e c t i o n ....................................... 115
A n a l y s i s ................................................. 119
Summary o f S e c t i o n 9 7 — 1980-1981 ..............
120

4

A N A LY SI S OF D A T A ......................................... 122
Pro c ed ur es . . . . ..................................... 122
124
Limi ti ng F a c t o r s ..................................
R e s u l t s ................................................. 130
130
Re s e a r c h Q u e s t i o n s 1 T h r o u g h 7 .................
S u m m a r y .............................................. 141
R e se ar ch Q u e s t i o n s 8 T h r o u g h 12
142
S u m m a r y .............................................. 156
S u m m a r y ................................................. 157

5

SUMMARY,

C O N C L U SI ON S, A N D R E C O M M E N D A T I O N S

. . . .

160

S u m m a r y ................................................. 160
C o n c l u s i o n s ............................................ 165
Recommendations
....................................
172
Re c o m m e n d a t i o n s for Po l i c y and A ct i o n
. . . .
173
R e c o m m e n d a t i o n s for F u r t h e r S t u d y
............
181
R e f l e c t i o n s ............................................ 182
BIBLIOGRAPHY

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

188

AP P EN DIC ES
A

INS TR UME NTS

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

B

P OL IC Y BO A R D I N F O R M A T I O N

C

D EP A R T M E N T A N D C O L L E G E OF E D U C A T I O N I N F O R M A T I O N

196

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

V

.

203
206

LIST OF TABLES

Table

Page

1 S t a f f D e v e l o p m e n t A c t i v i t i e s P ro v i d e d
by C o l l e g e / U n i v e r s i t y Staff.... ....................

130

2 St a f f D e v e l o p m e n t A c t i v i t i e s P ro vi de d
by U n i v e r s i t y / C o l l e g e Staff
E x c l u d i n g Detroit, Ke nt ISD, and
K a l a m a z o o V a l l e y I S D .................................. 131
3 N u m b e r o f St a f f D e v e l o p m e n t A c t i v i t i e s
D e l i v e r e d by all P r o v i d e r Gr o u p s .................

132

4 P l a c e o f E m p l o y m e n t o f U n i v e r s i t y Staf f
P r o v i d i n g Staf f D e v e l o p m e n t Ac t i v i t i e s ...........

133

5 Institutional or Organizational Affiliation
o f I n d i v i d u a l s P r o v i d i n g Pro gr a ms
C o l l a b o r a t i v e l y wi t h U n i v e r s i t y Sta ff
..........

134

6 A f f i l i a t i o n of St a ff D e v e l o p m e n t P r o v id e rs

135

. . . .

7 P e r c e n t o f Funds for St af f D e v e l o p m e n t
A c t i v i t i e s .............................................. 136
8 I n v o l v e m e n t o f U n i v e r s i t y St a f f in
P o l i c y Boa rd O p e r a t i o n s
..........................

138

9 S o u r c e o f I d e n t i f i c a t i o n o f U n i v e r s i t y P er so n
as R e s o u r c e for Sta ff D e v e l o p m e n t Ac tiv it y . . .

139

10 C a t e g o r i e s o f S t a f f D e v e l o p m e n t A c t i v i t i e s
P r o v i d e d by U n i v e r s i t y Staff ......................

140

11 P a r t - T i m e / F u l l - T i m e A s s i g n m e n t s to W o r k with
S t a f f Dev elo pm en t :
D e p a r t m e n t o r College
of E d u c a t i o n S t a f f .....................................143
12 Fiscal A r r a n g e m e n t s W h i c h Support Staff
I n v o l v e m e n t in S t a f f D e v e l o p m e n t E f f o r t s

. . . .

13 D e p a r t m e n t and C ol l e g e of Ed u c a t i o n M em b e r s h i p
o n P o l i c y Boards, 1980-1981

vi

147

153

CHAPTER I

INTRODUCTION

Until
rec ei ved

re c e n t l y

r e l a ti ve ly

priority

for

professional
little

pu b l i c

Professional

in

various

development

se tti ng s

inserv ic e pr og ra ms
fun c ti on
co u rs es

of
and

at t e n t i o n

education

t r a d i t i o n a l l y has been an

districts

days.

Motivation

in

for

suopo rt

the

as

Un it ed

practicinq

individual
in ser vi ce

has

a hiqh
States.

e d u ca to rs

r e s p o n s i b i l i t y pursued
Pro vi di nq

for t e ac he rs has been viewed

ei the r as a

education

workshops

school

or

development

ed ucation.^

higher

as

staff

or

as

a cc o m p l i s h e d
for

de l i v e r e d
the

t hr ou gh

coll ege

responsibility

t hr oug h

participation

of

local

designated

inservice

in service

e d u ca ti on

in

has been linked p r i m a r i l y to c e r t i f i c a t i o n r e q u i re me nt s
sa la ry

inc rements.^

be e n

s ec ond ar y

that

a

increased

ed u c a t i o n

for

te ach in g

c ons id era ti on.
t e ac hi ng
children,

^Ben M. Harris,
In-S er vic e E d u c a t i o n
p. 2 6.
^Ralph W.
A L o o k at the
Education, ed.
1 9 7 1 ) , p. 1 0 .

im pr o ve d

skill

Although
would

ins e rv ic e

Imp r ov in g
(Boston:

sk il ls
it

re sul t

often
was
in

activities

and
have

assumed
be tter
have

St af f P e r f o r m a n c e T h ro ug h
Allyn and Bacon,
1 ,

Tyler,
"I n - S e r v i c e E d u c a t i o n o f Teachers:
Pa st and Future,"
in I m p ro vi ng In-S erv ic e
Loui s J. R u b i n (Boston":
Al l vn and BacorTT

s e l d o m bee n c on c e p t u a l i z e d
to

the

im provement of s c h o o l s . ^

For

many,

pressures

on

this

education

expanding
on

has

cause d

constraints
work

content

t ea c h e r s

view

sch ool s

se v e r e e c on om ic
the

as part of: a sy st ema ti c ap pro ach

de cr ea si n g

have

produced

These

mandated

leadi ng

some

changed.

by

place.

and

now

U n p r e c ed en te d
e n r o ll m en ts

m aj or

factors,

programs,

educators

to

h i gh es t

decade.'*
which

priority

Ha rr is

c rea te

concludes

points

gr ea t

that

t he re

e ffo rt

personnel

all

c o l l e g e s . in

present

important

a

American

out

that

urgency

programmatic
in

for

is
of

a
the

elementary
recent
status of

for

in -service

ar ti cl e

s e c o n da ry
Ha rr is

the

in

this
exist

ef f o r t s

for

in-service
and

that

con di t io ns

n e ce ss i ty

with

staffs m a y be

edu ca ti on

ma n y

in

new de ma nd s

state

c o n t i n u i n g p ro f e s s i o n a l d e v e l o p m e n t of school
the

ch an ge s

coupled

place

and

"a

and
major

e d u ca ti on

of

s c ho ols

and

ac k n o w l e d g e s

the

in-service education:

The
growi ng
i mp o r t a n c e
of
ISE
[inservice
education]
and
the
re c og ni ti o n
that
all
p e r so nn el
can
improve
their
p er f o r m a n c e
c a p a b i l i t i e s in m a j o r ways,
combined with the
pressures
for
better
education
at
r ea so nab le
costs,
ma k es
in se r vi ce
ed u c a t i o n
d e v e l op me nt

^R o ber t W. Houston, "The N a t u r e of Ch ang e in S ch oo ls
and U n i v e r s i t i e s , 11 in S ta ff D e v e l op me nt and Ed uca t io na l
C h a n g e , eds. Robert W. H ou st on and Roger P a n c r a t z (Reston,
Virginia:
A s s o c i a t i o n of T e a c h e r Educators,. 1980), p. 6.
^R o y A. E del fe lt,
"I ns erv ic e E d uc at io n o f Teachers:
Priority
for the N e x t Dec ade,"
The Jo ur nal of Te a c h e r
E d u c a t i o n (Fall 1974), p. 250.
^Harris,

I m p r o v i n g Sta ff Per formance,

p.

13.

3
a logi cal
t op p r i o r i t y
nat ion al levels.°

at

local,

state,

and

TH E U N I V E R S I T Y ' S ROLE IN ST AFF D E V E L O P M E N T

In
wh i c h

the

past,

the

t ra d i t i o n a l l y

designer

and

Universities

con si de re d

deliverer
have

p r e s e r v i c e and

university

of

pl aye d

wa s
itself

inserv ic e

the

i n st it uti on

the

pr inc ip al

teacher

education.

leadership

in service level.

the

role

at

both

the

As Le Ba ro n notes:

T h e u ni v e r s i t y school of ed u c a t i o n has b e e n the
tr ad it io na l
s u p pl ie r
of
inserv ic e
training,
u su al ly
throuqh
course
formats
or
the
d e s i g n / d e l i v e r y o f wo r k s h o p s to meet the needs.
Teachers
r e q u ir in g
certification
hav e
u su a l l y
found the instit ut e for hi g h e r e d u c a t i o n (IHE)
the o n l y source o f state ap pr o ve d credits, even
wh e n the c ou rse s have not c o n t ri bu t ed d i r e c t l y to
the
te ach er 's
per ce i ve d
nee ds
within
the
p a r t i c u l a r tea chi ng c o n t e x t . ^
It

is evident,

however,

that

in se rvi ce e d uc at io n has changed.
at

the

root

university

of
is

c r i ti ci sm s
Edelfelt

has

these
reap ing

being
noted

changes,
the

v oi ce d
that:

the

un iv e r s i t y ' s

Many
of

is

that

negative

benefits

of

the

about

i ns er vic e

i n a d e q ua ci es

e d u c a t i o n have been well d oc u m e n t e d

in

in

factors ap pea r to be
which

"The

one

role

recent

the
many

education.
of

inservice

wr i t i n g s

and

^Ben
M.
Harris,
"The
Evaluation
of
Inser vic e
Education:
T a k i n g a C l o s e r Look," The D e v e l o p e r
(June
1982), p. 4.
^Walt Le Baron, T e a c h e r Co r ps Reports:
De v e l o p m e n t P ro c e s s e s (Washington, D.C.~
U.S.
Education, C o n tr ac t 300-76-0302, 1977), p. 5.

Inserv ice
Of fi ce o 7

speeches"**
c o ll eg es

and

of

because

education

of

have

their
of te n

h i s to ri ca l

bo rn e

the

role

brun t

the

of

the

to

the

education

has

a c c o m p a n y i n g criticisms.
Mu c h

of

university's
fo c use d

on

the

current

role
those

in

inservice

f ac t or s

the

li te r at ur e

which

t e ac her

are

un i v e r s i t y ' s

p er t a i n i n g

constraints

to

edu cation.

Dav id C l a r k has addressed

cr ea t in g

barriers

participation

in

and

inservice

this topic:

The
n e ga ti ve
perceptions
of
SCDEs
(Schools,
Colle ge s, and D e p a r t m e n t s of Education) held by
v a r i o u s g ro up s c o n s t i t u t e a current p r o b l e m for
all S C D E s .
M a n y p r a c t i t i o n e r s feel that SCDE
tra in in g p r o g r a m s ha v e not been but should be
field based; need to be less g en er al and mo re
tar ge ted
to
spe cia l
pr obl ems
and
school
popul at ion s;
h a v e not focused o n the sp ec i fi c
skills req ui red in the c la s s r o o m but should do
so.
M a n y sc hool pe o p l e and ch an g e aqents
feel
that SCD Es have be en u nr es po ns iv e to the need for
so l vi ng school p r o b l e m s and hav e failed to put
th e or y into p r a c t i c e . 9
In

a d d it io n

u n i v e r s i t y ’s
university
Declining
to

a

role,

to

the

decrease

l on g- st a nd in g

other

in vo lv em en t

decreasing

a

th es e

en r o l l m e n t s

di s tr ic ts ,
ca u se d

to

factors

in

need

for

termination
in

also

inservice

in schools

in the
ne w

of

t ur no ve r

c r i ti c is ms

te ac he r

t e ac he r s

emp l oy ed

the

aff ec ti ng
education.

sev en ti es

teachers.
of

are

of

have

led

and, inm a n y
This

also has

te ac he rs

and

®Roy
A.
Edelf elt ,
"The
School
of
E du c a t i o n
and
Inservice
Edu cat io n,"
in
H ig h e r
Education's
Ro l e
in
I n se rv ic e Ed ucation, ed. Karl M a s sa na r i (Washington, D.C.:
AA CT E, 1977), p. 3 T
9Davi d
L.
Cl ar k,
"The
Educator:
A Lo ok to the N e a r
(May 1977), p. 683.

Real W o r l d
of
the T e a c h e r
Future," Phi D e l t a K ap pa n

res u lt an t
Th e

increased
e ff ec t

l o n g e v i t y of teac her staffs.

of

the se

inte rre lat ed

felt un iqu ely by the u niv er sit y.
the pr e s e r v i c e
u nd e r g r a d u a t e
increased

stream

and,

enrollments

longevity

of

te ach er s

gaining

full

example,

n ea rl y

eighty

have con ti n ui ng
ha v e

the

many

t e ac he rs

controlled,
Other
the

governance
the
are

p a s t .

in

and
12

has

of

of

educa tio n

Concurrently,
re sul ted

certifi ca tio n.

degree. 1*
need

In
the

There

of

diminished

fa ct or s

un wil lin g

e du c a t i o n

te a c h e r s

in

e mp lo ye d

the
more

Michi gan ,

in

al s o

the

ins er vi ce

co nt ro l
Joyce
to

mediated

are

pow er

as

an

tea chers

ac ce pt

af fe ct i ng
teac her

in st r u c t i o n

and

of

not

as

this

the

has

colleqe-

the

in vo l vem ent

education.
important

co ncl ude d
the

are

inservice system.

are muc h more
h as

si mp ly

ce rt i f i c a t i o n

degree/credit-oriented

un i v e r s i t y

coll eq e

dropping.

p er ce nt

been

S t ud en ts are not en tering

therefore,
are

has

c e r t i f i c a t i o n and nearly fo rt y-f iv e percent

master's

significantly

conditions

Issue s
now

that:

same

quantities

than

they

hav e

than

of
of
in

"Teachers
of
in

h iq he r

the

oast

^Herbert
Hite,
"I nservice
Education:
Pe rce pt io ns ,
Pur po s es ,
and
Practic es ,"
in
Pla nn ing
Inserv ic e T e a c h e r Educ at ion : Pro mi si ng Alternatives'^ eds.
H e r b e r t Hi t e and K e n n e t h H o w e y
(Washington,
D.C.:
The
American Association of Colleges of Teacher
Education,
1977), p. 3.
1t e a c h e r
Supply
and
De ma nd
Re p o r t
(Lansinq,
Michigan:
M i c h i g a n D e p a r t m e n t of Education, 1980).
I^james F. C o ll in s,
"C en t er s for the E d u c a t i o n of
Teachers:
So me P e r s p e c t i v e s on O p e r a t i o n and M an ag em ent "
(New Orleans:
P a p e r D e l i v e r e d at N C S I E Con fe ren ce, 1976),
p. 22.

and

are de m a n d i n g much gr ea te r

which
that

th ey
the

will

be

de p r e s s e d

inf la ti on

also

control o v e r

e x p o s e d . " H o w e y 14
ec o no my

has

created

cou ple d
a

severe

r e l a t i v e l y ex p e n s i v e un ive rs it y- ba se d
Th i s

li ta ny

university's
issues.
in di ca te

factors,

role,

could

that

bo th

the

with

be

carried

un iv er si ty 's

and

ha s

to

noted

accelerating
for

the

inserv ic e programs.
r ef l e c t i n g

on

to

on

seve ra l

the
more

in the l it e r a t u r e c l ea r ly
role

ha s

C o l l i n s has sp ok en to these

preservice

c on ten t

c on s t r a i n t

n e g at iv el y

Th e studi es and an aly se s

d im i n i s h i n g .
to

of

the

inservice

c ha ng ed
issues

education

and

in

is

regard

and

has

concluded:
To k e e p p a c e — to stay a b r e a s t — T e a c h e r E d u c a t i o n
has to mov e ag g r e s s i v e l y and d r a m a t i c a l l y toward
ne w and d i f f er en t ways of o rg a n i z i n g and m a n a g i n g
its r e s o u r c e s wh i c h will p ro duc e s i g n i f ic an t and
s o re ly needed changes in pr es e rv ic e and inservice
te a c h e r e d u c a t i o n . ^
It
to
the

is not

change.

however,

Am o ng ot h er

perception

im p ed ime nt
the

easy,

of

members

of

factors,

some

to change.
the

for a teac her

No

the

o bs er ve rs,
less

university
often

a gr o u p of

Co m m i s s i o n

of

education

itself,

se r v e s

as

authorities

Education

unit

for

in
an

than
the

1^B ruc e
R.
Joyce,
K en ne t h
Howey,
and
Bam
J.
Yarger, Issues to Face (Palo Alto, California:
ISTE Re por t
I, J u n e T O 7 5 T 7 "p.'TI—
^Kenneth
R.
Howey,
"A
Fr a m e w o r k
for
Pl a n n i n g
A l t e r n a t i v e A p p r o a c h e s to In se rvi ce T e a c h e r E d u c at io n ," in
Planning
Ins er vi ce
Teacher
Education:
_
Promising
Alternatives,
eds.
H e rb er t
Hi te
and
Kenneth
Howey
(Washington, D.C.:
T he A m e r i c a n A s s o c i a t i o n of C o l l e g e s
o f T e a c h e r Educ ati on , 1975), p. 32.
^Collins,

C en te r s for Teach ers ,

p. 22.

Profession

of

Teachinq

(CEPT)

of

the

A m er ic an

Association

of C o l l e g e s of T e a c h e r E d u c a t i o n has stated:
H i g h e r e d u c a t i o n has ex pl o it ed teacher e d u ca ti on
for its o w n interests,
w h i l e gr an ti ng
it low
status,
misplacing
it
organizationally
and
programmatically,
and
s e ri ou sl y
u n d er fi na nc in g
it.
E v e n the v i g o r o u s d ev e l o p m e n t effort o f the
last
10 y e a r s ha s
not pro du ce d
muc h
change;
teacher
education
still
sits o n
the a c ad em ic
street corner, tin cup in hand, begging for the
c ap ita l
to
market
its
product.
....In
c on seq ue nce , t e a c h e r e d u c a t i o n has existed in a
'no-man's land' b e t w e e n the d i s c i p l i n e s on the
one
ha nd
and
the
p ro f e s s i o n a l
school
on
the
o t h e r . 16
Th i s p o s i t i o n
difficult

to

"o ff- campus"
future,

e ff ec t

ch an ge s

i nv o l v e m e n t

with

the

distinct

e d u c a t i o n m a y be
"when

Teacher

c o ll eg es

or

exclusively

is not one of st rength and m a k e s
wh ic h
the

Training

wa s

universities
made

by

exists

inservice

basically
and

c o l le ge

the

for

profession.

possibility

left out of the

call

in

scene.
ha nd s

de c i s i o n s

professors

we r e

an d/ or

mo re
In

that

the

it very

the

hi ghe r
Th e

era

of

the

almost
co ll eg e

su p e r v i s o r s has u n m i s t a k a b l y come to an e n d ."^
This
Does

the

st at e

of

university

t e ac he r e d u c a t i o n ?
and

this

cu r ren t

af f a i r s
have
There

descriptive
role

in

ra ise s

an

Michigan,

important

a l t e rn at iv e

are ma n y

study,

an

facets

fo cusing

rel ate s

role

to

to

on

the

one

of

in

question:
inservice

this q ue s ti on
un ive rs it y' s
the

po ss i bl e

answers.

^ R o b e r t B. H o w s a m et al.,
Ed uca ti ng A P r o f e s s i o n
(Washington, D.C.:
A m e r i c a n A s s o c i a t i o n o? C o l l e q e s o F
T e a c h e r Ed uc at io n, 1976), pp. 57-60.
^Collins,

Centers

for T ea ch ers ,

pp.

22-25.

The

Michigan

Development
Aid

Act,

emphasis

funded

provides

State

Pl a n

t hr ou gh
the

for

Section

c o nt ex t

Professional

97

for

of

the

th i s

study.

is placed on the role and ex ten t of

universities

Sta te

Sta ff
Schoo l
Primary

involv eme nt of

in the program.

PURPOSE

Th e

p u rp os e

of

this

st u d y

is

to

e xa min e

the

involvem en t o f state u n i v e r s i t i e s — s p e c i f i c a l l y d e p a r t m e n t s
and col leges
pro g ra ms

of e d u c a t i o n — in the pl an ni ng

and

activities offered

97 of the St at e Sc h o o l Ai d A c t
(1980-1981)

of

ope ra ti on .

pr in ci pa l assumptions.
the

p ro fe ss io na l

under

the

aegis

d ur ing

its

second

The

Th e

of
The

st at e- as si st ed

institutions

of

ch a r t e r

tradition

departments
suppo rt

of

sy s te m

for

role

in

definable
development
The

pr o b l e m

Th e
of

the

full

year

on

two

higher

firmly
is that

education

are

th ei r
the

s ch oo ls

and

and

a

as s u m p t i o n

to

design

is

for

by

col le g es

or

in st ru ct ion al
thus

delivery

ha v e

of

a

staff

activities.

un i ve rs it y' s
wi t h i n

the

Sect ion

based

staff s

second

integral

M i c h i g a n ’s

of

is that state s up por t

(through

education)

is

school

e s t a b li sh ed p ol ic y priority.

and

st u dv

first

development

and d e l i v e r y of

exa m in ed

role

state

in
plan

issues exa mi ned
participation.

in

developing
for

include
The

this

stud y

is

and

providing

professional
the

c on tex t

level,
in

related

staff

this

the

se rvices

d ev el opm ent .

frequency,

whi ch

to

and

form

problem

will

be addre sse d
as

is the state plan for pro fe ss io na l de ve l o p m e n t

im ple me nte d

Act,

under

Section

1980-1981.

97

In o r d e r

i nv ol vem ent of univers iti es,

of

to

the

St at e

ad eq ua te ly

p ri ma ry

objective

Aid

asses s

the

it is also ne ce ss ar y to re vi ew

the extent to wh i c h the state plan has been
Th e

School

wh ich

gu id es

implemented.

the

inquiry

is

to

e x am in e the e xt en t to whi ch state college s and

un ive rs it ie s

have been

and d e l i v e r y

of

involved

staff

thro ug h

development

S ec ti on

objective
Plan

97

the

Professional

fun c ti on s

and

staff

co ll e ct ed

i n te rm ed ia te

full
Sta ff

from co o r d i n a t o r s
district

affiliation.

in sti tu ti on al

therefore,

be

the

of

po li cy

c ol l e g e s

of

Act. This

M i c hi ga n

Sta te

policy

board

offered.

Data

114

bo a rd s

in the p r og ra m are

local
in

with

and

Michigan.

identified on l y

University

af fi l ia te d

of fe re d

Aid

act i vi ti es

by

and

School

Development;

used

departments

ac t i v i t i e s

scope of

development

school

may

and

Stat e

The re so u rc e pe op le

involved

dev elopment,

pr ogr am s
o f the

encompasses

for

we r e

in the design,

units

education.

pe rso nn el
ot h e r

The

than

findings,

re la te to the total college or u ni v e r s i t y and to

the full co mp le me nt o f staff.
A

second

col l eg es

and

u n i v e r si ti es
thro ug h
local
to

objective
departments
in M ic h i g a n

ins ti t ut io na l

this

to

of
have,

support

staff d e v e l o p m e n t

meet

is

objective

assess

the

ed uc at io n

extent

in

activities.
p er t a i n s

staff

been

involved

Information

on l y

to

which

s t a t e- su pp or te d

throu gh th ei r
provided,

to

and
in

collec te d

departments

and

10
colleges

of

education

narrowly

descriptive

first objective.
Fi n d i n g s

related

th an

The

a s s o ci a te d

r e la te d

to

in

this

respect,

th os e

da t a

co lle cte d

finding s d i ff er

to the

factors

the

and,

first

with

se cond

deal

i n st it ut io na l po l i c y and

suppo rt

d e v e l o p m e n t pro g ra ms

activities.

and

for

primarily

delivery.

objective

more
the

in one o t h e r respect.

objective

program

is

focus

The

on

findings

principally

with

for the p ro vi der s of staff

'• R E S E A R C H QU E S T I O N S

The
fu tu re

un d er ly in g
role

of

concern

the

t e a c h e r education.
exist.

The

D e ve lo pm en t,
is on e

wh ic h

university

A nu mb er

Michigan

St at e

s erv es

type of o r g a n i z e d

provides

an e x pl i ci t

implicit

of

in

this

as the
support

st ud y

pr ov i di ng

pos s ib le

Plan

c on tex t

in

for

is

inservice

a l t e r na t iv e

roles

Pr of e s s i o n a l
for

for

de v e lo pm en t

to

invest iga te

this

Staff

framew ork
staff

the

study,

role

the university.
T h e goal of the S e c t i o n 97 p r o g r a m
in the b ro ad es t sens e is to augm ent the exi st ing
sy s te m o f p r o f e s s i o n a l g ro wt h opp or tu ni ti es .. . .
This
new
system
does
not
r ep la ce
ex isting
providers
of
i n s e r v i c e but
is
complementary
th r oug h
the
provisions of
a means
for
local
ed u c a t o r s
to
be
more
directly
involved
in
de f i n i n g p r o f e s s i o n a l g r o w t h e x p e r i e n c e s w h i c h
can addre ss lo ca ll y d e fi ne d problems.

^8T e a c h e r Suppl y,

pp.

1-2.

the

and
of

Th e

program

c r ea te s

a

is
new

base d

on

local ly

decision-making

identified

p r o ce du r e

needs.

ce nte red

It
in

a

p ol ic y board wi t h a m a j o r i t y of te ach ers as v oti nq members.
It

encourages

r eq u i r e s

each

collaboration

and

crea tes

policy

to

implement

bo ar d

a

sy s t e m
a

wh ic h

p ro ce ss

to

ide nti fy resources.
Th e
po te nt ia l

provisions
roles

of

for

the

the

le g is l at io n

university

q u e s t i o n s which will be add re ss ed
Fo ll owi ng
and relevant

and

sugqest
lead

to

several
several

in this study.

are the r e s ea rc h questions,

the da ta source,

i n d ic a to rs n e c e s s a r y to answer each question.

R e se ar ch Q u e s t i o n

In di cat or

D a t a So ur ce

1.

Ho w ma n y staff
d ev el op me nt
pr ogr ams and
a ct iv iti es were
de li ve re d by staff
from col leges and
u ni ve rs it ie s under
the aegis of the
S ec ti on 97
program?

L is tin g of
act ivities
d e li ve re d by
college and
u n i ve rs it y
staff.

MDE Form 4 674
Follow-Up.

2.

H o w m a n y of these
pro grams and
act i vi ti es were
deliv ere d
c o o p e ra ti ve ly
with resource
pe op le from ot h e r
inst itutions and
or g an iz a t i o n s ?

D e s c r i p t i o n of
ar r ang em ent s
ana lyzed by
initial request
and
institu tio nal
arrangement.

MDE Form 4 674
Follow-Up.

3.

Do un iv er si ty
staff who d e l i v e r
staff d ev e l o p m e n t
pr ograms
repres en t the
in stitution they
work for or do
they function as

Listi ng of
un iv er si ty staff
a r r a n g em en ts
with po licy
board.

MDE Form 4 674
Follow-Up.

12
Rese ar ch Q u e s t i o n

Indicator

D a t a Source

private
con su ltants?
4.

W h a t sources of
funds, ot h e r than
those pro vided
through S ec tio n
97, are used to
pay u ni ve rsi ty
staff who d e li ve r
staff d e v e l op me nt
program s and
activities?

L i s t i n g and
cat e go ri zation
of financ ial
ar ra nge me nts .

MDE Form 4674
Follow-Up.

5.

W h a t is the form
and fun ction of
uni v er si ty staff
involvement with
local policy
boards?

L i s t i n g of
u n i v e r s i t y staff
o n po li cy
boards—
c a t e g o r i e s of
fu nc ti on s
specified.

MDE Form 4 674
Follow-Up.

6.

How are
u n i v e rs it y
personnel
identified as
res ou rce people
to deli ver
programs?

T a b u l a t i o n of
i n f o r m a t i o n from
q u es ti on na ir e.

MDE Fo r m 4674
Follow-Up.

7.

Do un i ve rs it y
staff tend to
serve as
resources for any
sp ecific ca t e g o r y
or c at ego ri es of
staff d e v e l op me nt
activi ti es?

T a b u l a t i o n of
questionnaire
res ponses.

MDE Form 4 674
Follow-Up.

8.

How m a n y
dep a rt me nt or
college of
education
personnel are
assigned part- or
full-time to work
s p ec if ic al ly in
pr of ess ion al

T a b u l a t i o n of
i n t er vi ew
information.

THE Interview.

13
Res ea rch Q u e s t i o n

I n dic at or

D a t a Source

What mechanisms
exist in
d e p a r t m e n t s or
coll e ge s of
e d uc at io n to
facilitate the
d e l i v e r y of
ser vices to the
field?

D e s c r i p t i o n of
a rr ang eme nt s
noted by higher,
educa tio n
representative.

IHE Interview.

10.

Do any fiscal
ar ra nge men ts
exist in
de p a r t m e n t s or
col l eg es of
ed uc ati on to
support
in vo lv e me nt in
p r ofe ss ion al
staff d e v e l op me nt
activit ie s?

D e s c r i p t i o n of
a rr ang eme nt s
noted by higher
educa tio n
institutions.

IHE Interview.

11.

W h a t informal
linkage s or
formal
r el at ion shi ps
have been
de ve lop ed be t w e e n
de p a r t m e n t or
c ol leg e of
ed u c at io n and
ot h e r people o r
gr o up s involved
in the state plan
for pro fes si on al
d e v e l op me nt ?

D e s c r i p t i o n of
ar r ang em ent s
noted by hi gher
ed ucation
institutions.

IHE Interview.

12.

D o e s d e p ar tm en t
or college of
e d uc at io n po li cy
and o r g a n i z a t i o n
suppor t service
to local and
in te rmediate
school di str ic t
staff d e v e lo pm en t
efforts?

D e s c r i p t i o n of
ar ra nge me nts
noted by h igh er
educa tio n
institutions.

IHE Interview.

staff d e v e l op me nt
pr og ram s and
ac ti vit ie s?
9.

14
S C O P E AN D L I M I TA TI ON S

Scope
This
second
for

st u dy

Cull

covers

year

of

Professional

S e ct io n 97 of

the

operation

St a f f

the

1980-1981
of

the

Development

St a t e

School

study

is n a r ro wl y d e s c r i p t i v e

whi ch

u n i ve rs it y staff

were

Aid

and

Mor e

fully or pa rt ial ly ,

spec ifi ca lly ,

the

co ll eg es of e d u c a t i o n
in

pro v id in g

examined.
school

St af f

development

development

districts

examined.
109,682

staff

These

in

Pl a n

The

Michigan

and

scope o f
the

ex ten t

S e c t i o n 97
the

el e v e n
s e r vi c es

for

to

an

em plo ye d

field

542

of

en t ir e

for

program.

the

vea r

104,364

by

or

un i v e r s i t i e s

the

in

to

funded,

departments

state

the

services

ac ti vi ti es

by

a cc oun t

personnel

t h ro uqh

in p r o vi di ng

activities

districts

professional

Sta te

the

played
of

M i ch ig an

id e nt if ie s

throu gh

in ea ch

the

Act.

involved

role

year,

implem ent ed

for local staff d e v e l o p m e n t p r og ra ms
e it her

school

574
are

of

p ub l ic

was

the

schoo ls

in the state.

L im it ati ons
The

study

is

l im it ed

development

pr o g r a m s

pe rio d J u l y

1,

period

which

for

4 6 7 4 — 1980-81
Activities.
b ac k g r o u n d

and

Evaluation

the

activities

1980 to J u n e
data

to

30,

were
of

Information
s our ce m a t e r i a l

1981.

examination
de l i v e r e d
Th i s

c o ll e ct ed

Professional
from

on

form

upon w h i c h

this

staff

du ri n g

the

r eo r e s e n t s

the

MDE

Sta ff

this

of

Fo rm

PD

D ev e l o p m e n t

serves
stu dy

as

the

is based.

15
The

sup pl em en ta l

Follow-Up

of

developed
designed

Professional

for this study
primarily

to

p e o p l e who d e l iv er ed
insure

a d eq ua te

information,

MDE

form.

In

and

and

(MDE

i nfo rm ati on
and

to

em ph as i ze

the

there fo re,
who

do e s not attem pt

delivered

policy

programs.

b oa rd s

refers

if

The

the el ev en state u ni v e r s i t i e s
st a ff

and

procedures

in

importance

of

of ficial
the

not

MDE

request

it was requested

any.

The

study,

to ide ntify the names of people

res ou rc es

aff il iation.

to

could

co llected

being

the

the

with

a

to d i f f e r en ti at e

informa ti on

is limited

from

connected

c o l l e g e or u n i ve rs it y and d o e s not attempt
departmental

was

In o r d e r

r e qu ir em en ts of

In f o r m a t i o n

to

A—

re source

status as an

form

o r g a n i z a t i o n a l co nne c ti on ,

about

the

i n f o r m a t i o n on r e so ur ce pe rs on ne l by name;
by

4674

Activities)

activities.

meet the

however,

PD

D e v e lo pm e nt

the form w a s granted
to

Form

sent to all p o lic y bo ar ds

p r og ra ms

order

Office,

St a ff

c o ll ec t

re tur n

th e

Fo r ms

questionnaire

collected

from

to qu est io ns about

de p a r t m e n t

or

c ol leq e

of

e d u c a t i o n at each university.
A

rig or o us

m at ch

between

in for mat io n

co ll ect ed

th e local p ol ic y b oa rd s th ro ug h the supple men ta l
and

that

co l le ct ed

education
precision

has
of

not
the

fr om
been

fin d in gs

the d e p a r t m e n t s
attempted.
but

should

from

state form

and

col l eq es

of

This

limits

the

not

inhibit

the ir

m e a n i n g f u l n e s s or use fu ln es s since the follow -u p p ro ce du res
provided

a

in f o r m a t i o n

th oro ug h

check

on

the

from the p r i m a r y data source.

a c c ur ac y

of

the

16
SIGNIFICANCE

Q u e s t i o n s have b e e n raised about the form and
of

higher

education's

development

of

education

in

education

are

school

the

st af fs

impinging

departments

of

on

search an

the

f a cu lt y
the

goes

jobs

n atu re

role

be yo nd

to

of

and

a

role

in

example,

a more

the

ma d e

ed u c a t i o n

in

and

a d di tio na l

nine

collaborative
At

this

education

of

c o l le q es

of
and

(with

role definitions)

^Edelfelt,

and

for

staff

the

whic h
extent

d e v e lo pm en t

need

to

co nc er n

ma i n t a i n

foc usinq

questions

of

on

what

that the u ni v e r s i t y still has
education.

respect.
for

time,

the ir

education

c on cer n

the

sp e c i f i c

relationships
in

of

c o n s t ra in ts

a p p r op ri at e practice.

benefits

point

^Howey,

co nt ext

functions,

severe

un de rly ing

teacher

nine

this

The

philosophical

ro le

inservice

are

pr a g m a t i c

is broad a g r e e m e n t

ha s

and

new

c o ll eg es

in

the

co n s t i t u t e s ef fe ct iv e and
There

c h a ng in q

roles,

There

imperative.

u ni v er si ty 's

enterprise

new

pr ofe s si on al

in an era o f de c l i n i n g school e nr o l l m e n t s and
r et re nc hme nt.

the

the

in

Departments

for

programmatic

ma k e

in

eight ies .

se ar c hi ng

ne w c l i en te le

in vo lv em ent

function

suggestions

Howe y^ O

wi t h

local

departments

an
in

di stricts.

and

colleqes

of

of

delivery

and

modes

Mi c h i g a n D e p a r t m e n t

for Planning."

en qa ge

school

for

tea che r

com p il ed

wh i ch

"The S c h o o l of Educati on ,"

"A F r a m e w o r k

for

has

u n i v e rs i ti es

traditional
the

E d e l f e l t , 1^

pp.

of

E d uc at io n

2-3.

17
(focusing

resources

buildings
fa c et s

or

of

which

sta ff

Sta te

however,

are

can

pool

local

of

This

could

need.
to

more

provide

as

in

Staf f

f a cu l ty
can

local

d if fer in q

Bu i lt

into

the

Dev elopment,
to

un iversities.

ev aluation

Further,

the

in un iv e rs it ie s provide

help

districts

in
the

of

state

effective

a

furnish

se rv ic es

if the m e c h a n i s m

refl ect in g

sta te

wh e r e

is

a

to

can be

basis

for

policy
of

in

makers

po l i c y

of

staff

of

the

re so urc es

ways

e x is ti ng

priority.

unive rsi ty 's

development

addition,
of

role

pr of ess ion al

decision-making

deployment
study,

the

the

clear

description

professional

the

use

data

staffs

a useful

re g a r d i n g

Results

i nfo rm

picture.

two

from pl an n in g

for

which

school

function

university

role

provides

play
of

serve

repres ent

of

these re so u rc es available.

universities

current

rang ing

school

st u dy

development

to

development

Professional

e x p e ri en ce d

and

found to make

Such d a t a

a

resources

sc ho ols

ap pe ar

for

fu nc t io ns

provide

sta ff

development

Plan

h i g h l y skilled,
a

the

districts)

the

Michigan

on

to

may

which

w i th in

to

meet

be

this

expected

fac ili tat e

r e s o ur ce s

the

in

the

hiqher

education.

P R O C E D U R E S AN D D A T A SOURCES

T h e o u t c o m e o f this study
th e

role

that

universities

is a d e s c r i p t i v e an alysis of

play

in

the

state

plan

for

pr o f e s s i o n a l

de vel opment.

To

fa ci lit at e

to answer the re search q ue s t i o n s posed,
from
of

the

the

po l i c y

b oa rd s

Section

97

re spo ns ibl e

program

c o ll eg es

of

education

in

involved

in

d el i v e r i n g

and

state

the

the

and

im pl e m e n t a t i o n

departments

c o ll eg es

inservice

a n al ys is

da t a were co llected

for

from

this

and

p r og ra ms

and

u ni v e r s i t i e s

and

s e rv ic es

to

the p ub li c schools.
Th e

follo win g d a t a sources were used

1.

in this study:

The M ic h i g a n D e p a r t m e n t of E d u c a t i o n req uires
ea c h staff d ev e l o p m e n t p ol i cy board
accordance

wi t h

evaluation

of

activities.
elements
97:

data

of

the

97

its

Th e

needs

p l an ni ng

S e c ti on

state

req u es te d
plan

ass es sm en t

pr ovi de d

submit

pr of e ss io na l

data

functions,

to

es ta b l i s h e d

indicate

the

development

s pe ci fie d

program

in

to

the

S e ct ion

policv

board

del iv er v.

The

exten t

to

p r o v i s i o n s of S ec ti on 97 have been
t h e r e b y s upp ly the ba ck gro un d

annual

re la te

pr oc ed ur es,

and

an

in

whi ch

these

impleme nte d

and cont ext

and

for this

study.
2.

h questionnaire
in v ol ve me nt
program
policy

the

boar d

wa s

the

developed

p ro g ra m

served

as

un iv er si ty 's

development.

on

in staff d e v e l op me nt

delivery

ob t a i n e d

focusinq

po li cy bo ar ds

and

and

all

coordina to rs.

the

ba si s

c ur ren t

for

un iv er si ty 's

the

role

sent
The

to

re s ult s

a n al y si s
in

of

staff

19
3.

In o r d e r to c on f ir m the data collected on the
questionnaire
ex t en d

the

and provi de

an a l y s i s

departments

to

and

the

a c c om mo da ti on s

co lle ge s

i n v o lv em en t

in

from

stat e

el ev en

in for ma tio n n e c e s s a r y to

staff

of

e du c a t i o n

de ve lo pme nt,

col l eg es

and

ma de

by
for

ad mi n i s t r a t o r s

u ni ve rs it i es

were

i n te rv ie wed by te lep hon e and a brief q u e s t i o nn a ir e
administered.
Th e el ev en c ol l e g e s and
are

Michigan

Un iv er s it y;
Central

College;

University

n e c e s s a r y and
only

ad eq uat el y,
in f o r m a t i o n
and

Eastern,

We ste rn,

and

Grand V a l l e y

State

Valley

were

University;

le ad in g

and

to

a ssu re

e va l u a t i o n

expand
to

Ferris
the

that

informa tio n was collected

the

to

State

A pp r o p r i a t e

identified

an sw er
but

College;

Michigan.

su f fi ci en t

to

St at e

O ak la nd

of

administrators

not

Wayne

U ni ve rs iti es;

Saginaw

included

University;

No rth ern ,

Michigan

Colle ge s;
St a t e

St a te

u ni ver si tie s

a

and

mo r e

questions

amplify

in-depth

the

ana ly sis

useful conclusion.

D E F I N I T I O N OF TERMS

For

the pu rp os e

of

clarity,

the

following

d ef i n i t i o n s

are used:
Staff D e v e l o p m e n t :
in

staff

it

a

T h e current hiqh level of interest

development/inservice

variety

of

definitions

of

e d u ca ti o n
these

h a s .b ro uqh t

and

related

with

terms.

20
Ha r ri s
that

are

term
are

points
used

out

that

"as

in -s erv ic e
"o n- th e- jo b

"continuing

if

there

th e y

we re

ed uc at io n. "
t ra in in g,"

are

many

almos t

91

Th e

"renewal,"

ed uc ati on ,"

widely

s yn on ym ous

dev el o pm en t, "

sp ec i fi es

gr owt h, "

in this study,

the te r m "staff dev elo pm en t"

by

the

"staff

d e v e l o p m e n t . " 22

The d e f i n i t i o n p r o p o s e d

with

he

"p ro fes si ona l

wh e re a no the r term m a y be qu ote d

terms

terms

" pr of es si on al
To

used

pr o v i d e

and

c o n s i st en cy

is used,

except

and discussed.
the

Ed uc at io n for "staff d e v e l o p m e n t "

M ic h i g a n D e p a r t m e n t

of

is:

Sta f f d e v e l o p m e n t
is
a p l an ne d
and or g a n i z e d
effort
to
(1)
provide
t e ac h er s
and
oth er
ed u ca tio nal w o r k e r s wi t h kn o w l e d g e and skills to
fac i li ta te
improve d
stude nt
learning
and
pe r f o r m a n c e c o m m e n s u r a t e with ind ividual student
incen ti ve
and
pot e nt ia l,
(2)
meet
a dd it io nal
d e v e l o p m e n t a l ne ed s of students, and (3) meet the
sp ec if ic needs o f staff that m a y or m a y not be
related to c o g n i t i v e o u t c o m e s . 22
Th i s d e f i n i t i o n
study

to

is used

de no te

those

in C h a p t e r s
programs

III,

and

IV,

and V o f

activities

this

sponso re d

under the aegis of the S e c t i o n 97 program.
In C h a p t e r II,

R e v i e w of Re la ted Li ter at ure ,

"in ser vic e edu cat io n,"
p ro fes si ona l

"staff de vel op me nt ,"

d e v e l op me n t"

the p oin ts ma d e

"^Harris,

are

o ft e n

quoted.

and

the terms

"continuing

Discussion

in the l i t e r a t u r e uses the terms quoted

of
for

I m p r o v i n g St a f f P e r f o r m a n c e , p. 20.

22Ibid.
22St ate
Pl an
for
S ch ool
Mi chi gan
[Lansing, M i c higan:
Dev elopment, M i c h i g a n D e p a r t m e n t
1979).

St af f
Development
in
Office of
Pro fe s s'lonaT
o f Education, M ar ch 22,

21
c o n s i s t e n c y and clarity.
Th e

University;

four-year
staff,

Th e

in sti tu tio n

as

co l l e c t e d

used

of

in

through

term

"uni ver sit y"

hi gh er

education.

c on j u n c t i o n

the

MDE

re fers

wi t h

any

University

the

su pp le m en ta l

to

i nf or mat io n

form,

therefore,

re f er s to the faculty o f an ins ti tu ti on o f h ig he r ed uc at io n
without

further s pe ci fi ca ti on of d e p a r t m e n t a l

D e p a r t m e n t or C o l l e g e of E d u c a t i o n :
colleges
an

and

un iv er si ti es

queri ed

in

affiliation.

The

this

eleven

stud y

each

id ent if i ab le d e p a rt m en t or coll ege of e du c a t i o n

organizational

structure.

i de nti fie d

be lo ng in g

therefore

as

identified

the

r evi ew

terms

"university"

often

are

education
reference

used
unit

of

this

in their

and

staff,

when

these

units,

are

pa p er

l i t er at ur e

" in st it ut io n

sy no n y m o u s l y
the

one o f

have

as

"department

staff.
the

and

in

being

to

thr ou gh ou t

or c o ll eg e of education"
In

Faculty

state

and

university.

d i s cu ss e d

is

in
of

C ha pt er
higher

used

term

for

the

educ at ion "

u s u a l l y refe r
Th e

II,

to

qu oted

the
in

consistency

the
and

c l a r i t y throughout C h a p t e r II.

O V E R V I E W OF THE ST UD Y

This
Chapter

d e s c ri pt iv e

I c o ns is ts

study

of

an

is

int ro du ct io n

the c ur ren t

state of

university

in d e l i ve ri ng staff

pu r p o s e

the

of

study

rep orted

staff d e v e lo pm en t

and

in

five

chapters.

briefly

summari zin g

and

role of

development

the

services.

related re s e a r c h q ue st io ns,

the
The
the

22
sc o p e and limitations,
d e f i n i t i o n of terms,
the study also are
In

Chapter

a summa ry of the proc edu re s used,

and a statement of the si gn if ica nce of

included.

II

the

and the study o u t l i n e d
is

on

the

ro le

of

l i t e ra tu re

related

to

the

in C h a p t e r I is reviewed.
the

d e v e l o p m e n t and h i s t or ic al

university

in

p ro b l e m

The

focus

p ro vid in q

staff

an t ec ed en t s of staff de ve lo pm en t

in Michigan.
Chapter

III

consists

development

of

the

analysis.

In

Chapter

presented

and

r e c om me nd a ti on s,
chapter.

ins tr um en ts
IV

examined.

interpretations

drawn,
and

of

the
The

the

p r o c ed ur e s

used,

and

ana l ys is
summ ary

used,

the

of
of

co nc lu s io ns

r e f l ec t io ns are presented

the

m et hod

the

data

the

of
is

study,
reached,

in the

final

CHAPTER II

R E V I E W OF RE L A T E D L I T E R A T U R E

The
st ud y

li t er at ur e

wil l

discussed

be

part

on

edu cation.
tho u sa nd

rev ie wed

are

literature

p e r ta in in g
in

of

much

pr of e ss io na l

documents

on

He

also

articles

pub l is he d

t h o us an d books,
si n ce
two
fro m

in

c al e n d a r
j o u rn al s

Clearinghouse
th r o u g h
in cr ea se

last
and

ye a rs
and
on

1974

and

other

Teacher
1979

nearly

the

of

inservice

of

s ys te m
six

more

journal

than

two

p a p e r s wri tte n
that

were

r e p or te d
Fro m
incre ase d

percent.2^

one

in the last

hundred

and

th e re

Education.
entries

bo dy

to pi c

u npu bli sh ed

sour ces

studi es

over

decade

1975,

this

id en ti fi ed

re por te d

fifty

T he

general

in the ER I C

approximately

the

on

development/inservice

general

Ede l fe lt

December
of

staf f

the

periodicals,

1957 .24

la rg er

example,

located

bearing

chapter.

for

t e a c h e r e d u c a t i o n cata log ued
decade.

t o pic s

this

a

Ni cholson,

to

in
938

in

the

entri es

the

ERIC

January

1978

to

1387,

This

an

large

24A l e x a n d e r
M.
Nicholson,
Bruce
R.
Joyce,
and
D o n a l d W.
Parker,
The Literature
on
Inservice
Teacher
E d u c a t i o n (Palo Alto” California:
ISTE R e p o r t III k June
1976), p. 4.
2 ^Roy
A.
Edelfelt,
"Six
Years
of
Progress
in
I n s e r v i c e Education," Journal o f R e s e a r c h and D e v e l o p m e n t
in E d u c a t i o n (Vol. 14, No. 2, 1981), pp. 112-118.

23

24
am o u n t

of

li te ra tu re

currently

at tac he d

R e a m acknowledges,
education

has

literature

to

one

in di ca ti on

ins e rv ic e

of

the

education.

imp ort anc e
Alt hou gh

"f ro m its e a rl i es t be gi nni ngs ,

be e n

professional

is

a

to p ic

of

e d u c a t o r s , " 26
r e f le ct s

a

considerable

this
renewed

inservice

intere st

inc reasing

with

amount

a t t en ti o n

as

to

of

staff

d e v e l o p m e n t and a c ha ng in g ed uc at io nal context.
To ex am ine and un de rst an d the un iv er si ty 's pres ent and
shif t in g role in the la r ge and complex
rev e al ed
the

thr oug h the literature,

un de rl yin g

university's
in

the

question:

c u rr e nt

l it er at ure

are

(1) T h e

ch a n g i n g

question:
development
historical

wh ic h

it is ne c e s s a r y to address

"VJhat

role?"

Three

of

and

u n i v e r si ty ' s

to

cur ren t

role

their

role as

internal

Michigan

staff

of

the

inser vic e

in M i c h i g a n wh ic h

age nc ie s and

issues ex amined

relate

professional

(2) T h e h i s t or ic al a n t e c ed en ts

na tu re of the u n i v e rs it y 's

they

this

i nf lu enc in g

The

as

to

fac to rs

impact of va ri ou s

the three ma in

for

the

ex amined

pertinent

discussion

the

and

ar e as

a

of pr of e s s i o n a l staff d e v e l o p m e n t

perceptions

determined

r el ate d

cont ext

e d u c a t i o n up to the present,

outside

has

e sp e c i a l l y

encompasses

purposes

inserv ic e en te rp ri se

in

it

is

as

chapter,
they

in se rv ic e

and

influenced

constraints.

in this
and

policies,

include

These

(3)
bv
are

es pe ci al ly

illus tr ate

the

education/staff

de ve lopment.

26M a r s h a
A.
Ream,
Teachers
(Washington,
D.
Associa ti on, R es ea rc h S u m m a r y

In s e r v i c e
Education
of
C.:
National
E d u ca ti on
1966-S1, 1966), p. 24.

25
THE C H A N G I N G C O N T E X T F OR P R O F E S S I O N A L
STAFF DEVELOPMENT

H i s t o r i c a l R e a s o n s for
I n se rv ic e E d u c a t i o n
The
rarely

need

for

be en

p r og r am s

con tested.

of

In

i ns erv ic e
1957

education

Corey

observed

has
that

i ns e r v i c e " ac t i v i t i e s h a v e been part and parcel o f A m er ic an
education
Johnson

for

more

poin t

education

o ut

"as

a

w hen

1839"28

th an

a

th at

c e n t u r y . "^7

the

formal,

the

in tr o d u c t i o n

group

first

Edelfelt
of

activity

teachers'

and

inser vic e

dates...from

i ns tit ut e

was

org ani zed .
The

form,

ed ucation,
the

however,

in fl ue nc e

development
program.

^

purpose,

of
and
T he

o r i g i n a t e d d ur i n g

have

the

and

emphasis

de v e l o p e d

v a ri ou s

evolution
teachers

of

primarily

facto rs
of

in se r vi ce

the

ac co r di ng

contributing
total

"i nstitutes,"

teacher

to

to
the

ed uca tio n

for

a time wh e n th er e was a sho r ta ge

example,
of

even

^Stephen
m .
Corey,
"I nt ro duc ti on, "
in
I n se rv ic e
Education
Fo r
Te ac h er s,
Sup er v is or s,
and
A d m i n i s t r a t o r s , ed. N e l s o n Bl He n r y (Chicago, IL:
Nat io n al
S o c i e t y for tHe S t u d y o f Ed ucation, 1957), p. 2.
2®R oy
A.
Edelfelt
and
Margo
Johnson,
"A
Hi s t o r y
of the P r o f e s s i o n a l D e v e l o p m e n t o f Teach er s," in T he 1981
Re p or t
on Educational
Personnel. D e v e l o p m e n t , edT
Emil y
F e i s t n t z e r (Washington, D.C. :
F e i s t n t z e r Pu bl ica ti ons ,
1980), p. 7.
^See
Herman
G.
Rich ey ,
"Growth
of
the
Mo de rn
C o n c e p t i o n of I n - S e r v i c e E du ca tio n," in In s e r v i c e Ed uc a ti on
For Te ac he rs , S up e r v i s o r s , and A d m i n i s t r a t o r s , ed. N e l s o n
B.
H e n r y (Chicago, 1 1 1 : N a t i o n a l S o c i e t y for the St u dy of
Education, 1957), p. 35; and Tyler, p. 9.

26
partially

trained

teachers,
systems

t e a c h e r s .

co up le d

wi th

this

country,

in

the

30

This

st ea dy

was

the

sho r ta ge

expansion

p r in ci p al

of

of

school

force

behind

in se rvi ce e d u c a t i o n for m u c h of the next c e n t u r y . 3 ^
In

the

view

ed u ca ti on

has

p r o a c t i v e . "32
"growth

of

programs,

b ut

Further,

the

c o un tr y

was

capacity

in fluenced

d ir e c t e d

t e a c h e r s . " 3^

30Ri ch ey ,

by

preservice

This

was

preparation

led

most

conception

seemed

experience

de v e l o p i n g

conditions

the

tr a i n i n g

to

i n s t i t u t i o n s . " 33

to
"made

in -s erv ice e d u c a t i o n o f

toward

the

always

in ser vi ce
the

than
that

co ll ege

the se

which

These

r ath er

t ea ch er s

of

requirements

tha t pr o g r a m s o f
be

for

in -service

documenting

developing

de m a n d

training.

by

for

first ce n t u r y of

certification
incre as ed

the

r e a ct iv e

s ch oo ls

r ap id ly

the

historically,

continues

normal
by

Harris,
been

He

fo llowed

outstrip

of

the

obvious
of

in

sy ste m

the
it

need

of
for

es sential

period

should

defects
a

this

of

remedial

p. 39.

31 See
L or ri n
Kennamer
and
Gen e
E.
Hall,
"E d uc at io na l
Staff
Development
and
Its
Implementation:
Past, Present,
and Future,"
in D i m e n s i o n s of Inser vic e
E d u c a t i o n , eds. J e r o m e F r ei be rg and R u b i n S T T v a r e y (San
Antonio, Texas:
Th e T e x a s T e a c h e r C o r p s Net wo rk , 1978), p.
19; Harris, I mp rov in g St a ff P e r f o r m a n c e , p. 26; and Richev,
p. 35.
o0

J Harri s,

Imp ro vi ng St a ff P e r f o r m a n c e , p. 26.

33I b i d .
3^Richey,

p. 38.

27
process

of

in se r vi ce

deficiencies
purpose

of

education

teachers

of

w as

ins e rv ic e

d es i g n e d

the

to

predominant

well

into

c or rec t

the

view

the

the

of

twent ie th

c e n t u r y .35
Improving
certification
of

the

tea ch ing

requirements
the

century.

staff

assum ed
Fr om

to

meet

added

the

upgraded

im po rt an ce

First

World

after

the

tu rn

the

1930s inserv ice te a c h e r e d u c a t i o n was st ro n gl y affected

by the e s t a b li sh me nt o f q u a n t i t a t i v e st an dar ds
c e r t i f i c a t e s . 3 **
p r o gr am s
ne w

the

but

ra th er

r e q u ir em en ts ." -^
"modern

system

by state r eg u l a t i o n s and
product

this

until

for teaching

period,

inservice

"were not aimed p ri m a r i l y at help ing t e a ch er s meet

r eq u i r e m e n t s

degree
that

During

War

of

two

credentialling

at

filling

E d e lf el t
of

gaps

and

ins er vi ce

in

co ll eg e

Johnson

education,

state

dom i na te d

school di s t r i c t requ ire me nts ,

t w en ti et h

c e nt ur y

m o v e m e n t . . .and

the

mov em e nt s,

professional

is a

...the

stand ard s

movement."
Th e
another

co n d i t i o n s
acute

e f f o r t s of

f oll owi ng

s h or ta ge

of

World

War

teachers,

inservice e d u c a t i o n on

II,

which

a ga in

filling

created

focused

ga ps

and

the

m ee ti ng

3 ^See
Corey,
p.
2;
Kennamer
and
Hall,
p.
16;
and G l e n C. Hass, " I n s e r v i c e E d u c a t i o n Today," in I ns er vic e
E d u c a t i o n for T e a ch e rs , Sup er v is or s,
and A d m i n i s t r a t o r s ,
ed. N e l s o n B. H e n r y (Chicago:
N a t i o n a l S o c i e t y for the
St u dy o f Education, 1957), p. 14.
36Tyler,

p.

10.

3^Ibid.,

p.

13.

33Ed el fel t and Joh ns on,

"A History,"

p.

9.

28
ce r t i f i c a t i o n
curriculum

projects

fo rc es also
te a ch er
in

r eq ui rem ent s.
and

inf luenced

the

p er io d

the

the

1960s

e me r g e n c e

of

the p u r p o s e s for

education.^

this

In

But,
great

as

the

na tio nal

p ote nt

societa l

inservice

Ha rr is^ ®

ur ge nc y

for

concludes,

inservice

e ff ort s

r e ma in ed d r i v e n by the need for m a n y m o r e teachers.
Writing
the

Study

in

of

the

" Y ea rb oo k

Ed uc at io n "

of

in

the N a t i o n a l

1957

(which

Society

was

d ev ot ed

for
to

in se rvi ce educati on ),

R i c h e y s u m m ar iz es the p u r po se s o f the

previous

i n se rv ic e

the

century

ch a n g i n g

of

p ro g r a m

b e e n f or mul at ed

of

education:

in -s er vi c e

"Historically,

te a c h e r

in r es p o n s e to the demand

education

has

for mor e and more

te a c h e r s and the c o n t e m p o r a r y c o n c e p t i o n as to the re lat ive
i m p o r ta nc e o f the v a r i o u s needs of teachers.

R e ne we d I nt er es t and A c t i v i t y
m Inservice Education
Unti l
ins e rv ic e

the

sixties

t ea c he r

and

education

into

the

ap pe ar s

to

ea r ly
ha v e

s e ve nt ie s

been

gu ided

m o r e by these h i s t o r i c a l roo ts than by the calls for re for m
w h i c h were be g i n n i n g to be sounded.
writing

in

a

•^Tyler,

bo ok

pp.

which

wa s

the

E de l f e l t and Lawrence,
pr o d u c t

of

a

13-14.

^ H a r r i s ,

im p r o v i n g St aff P e r f o r m a n c e , p. 29.

^Richey,

p.

36.

na tio na l

29
conference

on

reconceptualizing

inservice

education,

state:
I n - s e rv ic e
te ac he r
e d u ca ti on
today
bears
a
close
resemblance
to
the
co nc e pt s
that
have
shaped
it
h is to ric al ly.
It
is
usually
req ui red o f teachers.
C on t e n t and ap pr o ac h are
pr e s c r i b e d by u n i v e r s i t i e s and school districts.
Co u r s e cr e d i t s are m a n d a t e d by state re g u l a t i o n s
and
school
district
policies.
Al th o uq h
in te nt io ns have
usua lly
been good,
too oft en
pro g ra ms
are
low
level,
piece-meal,
and
pat chwork.
T e a c h e r s achie ve ad vanced degrees,
c r ed it s for s a l a r y increments, and hi gh er levels
of
cer t if ic at io n,
but
the
ef fo rt
y ie ld s
too
li ttle in the imp ro ve me nt o f te aching o r school
program.
In sum, in- se rv ic e edu ca ti on has been the weakest
and
most
haphazard
compon en t
of
teacher
education. Even the m o s t c h a r it ab le would have to
admit that it has not been nearly as ef fec ti ve as
it mi g ht have been, considering^ the e x p e nd i tu re
o f time, effort, and resources.
Statements
p r ob le ms
voiced

of

in

in te res t
trac e
se r ie s

such

in -s er vic e
the

in

of

na ti o na l

of

and

wh ich

which

in dicative
we re

of

b eg i n n i n g

ac co mp an ie d
Ed el fe lt

the
to

be

the

renewed

and

Johnson

in

inserv ic e

e du c a t i o n

conferences

b eg i n n i n g

in

1964

soons ore d

by

the Na t i o n a l

te ach er s

from

are

education.

in ter es t

Commission on Teacher
(NCTEPS)

and

ins er vi ce

cu r r e n t

this

teac he r

s i xt ie s

the

p r ob le ms

as

the

in

s er vic e

Education
entry

the p r o f e ss io na l d e v e l o p m e n t

of

and
the

P r o f e ss io na l
federal

to
on

a

the

S t an da rd s

g ov e r n m e n t

in

scene.^

42Roy a . E d e l f e l t and G o r d o n Lawrence,
" In- Se rvi ce
Education:
Th e St at e o f the Art," in Re t h i n k i n g In -Service
Education,
eds.
Roy
A.
Ede l fe lt
and
Ma r g o
Johnson
(Washington, D . C . :
N a t i o n a l Ed u c a t i o n Assoc iat io n, 1975),
pp. 13— 14.
^Edelfelt

and Johnson ,

"A History."

30
This
sharp

renew ed

focus.

r e l at iv el y
the

Many

few

of

ne c e s s a r y

in se rvi ce

br ou gh t

writers

resources

development

re se ar ch

int erest

a
to

ar gued

in

the

sound

actual

competence

wer e

seldom

e du c a t i o n a l

sy s t e m

pr o v i d e

s up por t

the

past

examine

classroom

had

that

the

practice

l i tt le

had

c o n c ep tu al

w o r k . 44P ro g r a m s

teachers'

inserv ice

e ne rg y

bee n
base

long-term

found.

and

or

Rubin

"not

made

essential

to

an
the

to

ef fe ct s

their

that

a de qu at e e f f o r t
c o n t in ui ng

of

meet

in cre as e

c on cl ude d

to
the

to
to

and

de v o t e d

d es i g n e d
needs

into

the
to

education

of t e a c h e r s . " 4 ^
In

su mm ar izi ng

improv in g

a

se ri e s

i ns er vic e e d u c a t i o n

of

a rt i c l e s

dealing

with

in the earl y seventies,

Rubin

also stated that:
The
co n c e p t i o n s
set
f o r t h . ...lead
to
three
fu n da me nt al
conclusions:
t e ac he r p r o f es s io na l
g r o w t h h as not b e e n taken se riously, it lacks a
s ys t e m a t i c m e t h od ol og y, and it has bee n ma na ge d
with
a st o n i s h i n g
clumsiness.
It
is
not
surprising, therefore, that t e ac he r s hav e gr ow n
acc u st om ed
to
its
impotence,
and
that
administrators
h a v e come
to regard
it
as
a
ro u t i n e e x er ci se in futility. 6
Brody

ana l yz ed

the

state

o f a ff a i r s

in

the

e ar lv

seventies:
Th e
c on d i t i o n
of
present-day
in-s erv ic e
prog r am s
is
an a l o g o u s
to
a
su rvival
kit,
providing
qui ck
help
to
the
bel eaguered,

4 Lo ui s
J.
Rubin,
"Te ac her
Growth
P e rs pec ti ve, " in I m p r ov in g I n- Ser vic e E d u c a t i o n , ed.
J. Ru bi n (Boston:
A l l y n ancU Bacon, TT7TT1
4 ^ I b i d ., p.
4 6 Ibid.,

247.

p. 245.

in
Louis

31
i ll - p r e p a r e d
te a c h e r
facing
a
pr o b l e m
situation.
In
other
p r o f e s si on al
dis ci pl in es ,
such as en gi ne eri ng, law, and medicine, w h e r e the
pre-service curriculum
is de s i g n e d
to p ro vi de
basic
concepts,
theories,
te ch nol og ies ,
and
problems
of
practi ce,
the
fu nction
of
the
in - s e r v i c e p r o g r a m is to p re se nt th e or et ic al and
p r a c t i c a l d e v e l o p m e n t s as they occur." '
Harris
teacher

al s o

a

problem:

that

q

on

a
to

p r og ra ms

ra rel y

a sse rt
also

the t ea c h e r s
an e x e r c i s e
Harris
methods

can

of

a

been
one

a

to

be

and

find

of

so

i n t e l l i g e n c e or

wi t h

inservice

"casual
out

minor

au t h e n t i c
of

to

p oin ts

m an ag ed

"m a j o r i t y

either

ap pr o ac h

p os i t i o n

assessment

that
are

to

has

hardheaded

the

c o nc ur s

"R el ega te d

only

that

tended

Ru b i n

development

with

n ot ed

education

sporadic."*0

st a ff

h as

such

c a s ua ln es s

c o nc er n

so va g ue

that

that

m at ch ed
ne

i n - se rv ic e

prescriptive

a no th er

importance,

r e s u l t s . "4°
of

or

tra in ing

they

they

goe s

insult

co ns ti tu t e

in f u t i l i t y . " 50
c h r on ic le d
i n- s e r v i c e

the

ev o l v i n q

education

from

set

of

c o n ce pt s

1 94 0-1 97 5

and

and

found

47 h .
s .
Brody,
"I n -S er vi ce
Teacher
Education:
P a r a d o x e s and P ot en ti al s, " in N at i o n a l Symposium:
C r it ic al
Is sues in T e a c h e r I n - S e r v i c e E d u c a t i o n , ed. Louis
Rub in
( U rb an a-C ham pa ign ,
Illinois:
University
of
Illinois,
1976), p. 4.
4°Harris,

I mp r o v i n g St af f P e r f o r m a n c e , p. 29.

4 ° Lo ui s
J.
Rubin,
"The
Cas e
for
Staff
D e v e l o pm en t ," in P r o f e s s i o n a l S u p e r v i s i o n for Pr of e s s i o n a l
T e a c h e r s , ed.
Thomas
S er g r o v a n n i
(Washington,
D.C.:
ASCD, 1975), p. 35.
50Ibid,

p.

37.

32
the

re su lts

"hardly

r e a s s u r i n g . "51

He

conclu de d

that:
Despite
a long
history of
recognition
as
an
e s s e n t i a l par t o f the o n g o i n g o p e r a t i o n o f the
school
program,
in -s erv ice
edu c at io n
seems
c on s t a n t l y
ens na re d
or
d i ve rt ed
by
less
fundamentalf
but
se em in gl y
mo re
urgent,
d e v e l o p m e n t a l efforts.
E d elf el t-

and

Lawrence

s i t u a t i o n toda y e xis ts
n e g l e c t . "^3
wer e

made

Si m i l a r

by

many

noted

that:

"the

deplorable

p r o ba b ly not so much by de si gn as by
cri ti ci sm s

writers

and

of

inser vic e

r es e a r c h e r s

in

pr ac ti ce

the

six tie s

and s e v e n t i e s . ^
By

the

considerable
of

middle
en e r g y

mechanisms

and

of

was

p r o gr am s

a mo unt of

li t e r a t u r e o n

the

introduction

^Harris,
p. 29.

being

methods

i n ser vi ce

to

to

the

last

d i r ec te d

for

the

d ev e l o p m e n t

more

Much

the

inserv ic e
c ha p t e r

Im p r o v i n g

to

however,

delivering

teachers.

this

decade,

of

e du c a t i o n
consists

Staf f

effective
inc reasing

re fer re d
of

to

repor ts

in
of

P e r f o r m a n c e ,"

52I b i d .
^Edelfelt

and Lawrence,

p.

14.

5^See
D wi gh t
W.
Allen,
"I n-S e rv ic e
T ea ch er
Trainin g:
A Modest
Pro posal,"
in Imp ro vi n g
I n- Se rvi ce
E d u c a t i o n , ed. Loui s J. Ru b in (Boston:
All yn an3 Racon,
1971), p.
109; M a r v i n M. Bech er man ,
" Ed uc at io n al Ch a n g e
Agents:
An 'I n s i d e - O u t s i d e 1 Team," E d u c at i on al L e a d e r s h i p
(March 1973), p. 530; Corey, p. 1; Ho p k i n NL Da vi es and
J o h n T. Aquino, " C o l l a b o r a t i o n in C o n t i n u i n g Pr o f e s s i o n a l
De vel op me nt ," J ou r n a l o f T e a c h e r E du c a t i o n (Fall 1975), p.
274;
and K e n n e t h
FU
H o w e v , "P utt inq
I n s e rv ic e
Teacher
Ed u c a t i o n Into P er sp ec ti ve , " Jo u r n a l of T e a c h e r E d uc at io n
(Summer 1976), p. 102.

33
su c ce ssf ul

inserv ice

practice

and

descriptions

of

mo d e l

p r o c e s s e s and procedures. ^
After
adequately
the

many

of

conceptualize

outco mes ,

th e ir

yea rs

wr i t e r s

energies

i n ve s t i g a t o r s

on
and

th e se

r e s e a rc he rs
areas

observers

d e s cr ib ed

and

few

att e mp ts

i n s e rv ic e e d u c a t i o n o r

and

a n al yz e the wid e array of
Edelfelt^

i n a t t en ti on

of

also

neglect.

a tt em pte d

to

to

to m o n i t o r

be ga n
A

to

focus

nu mber

ca t e g o r i z e

of
and

in se rvi ce fu n c t i o n s and purposes.
five

different

pur p os es

for

in se rv ic e education:

For

1

Deg re es,

2.

Sc hool

3.

Pr of es si on a l

4.

Retrain ing ,

5.

Pe r s o n a l p r o f e s s i o n a l de ve lopment.

each

of

credent ial ,

licensure;

improvement;

these

improvement;
and

purposes

he

proposed

six

related

variables:
1.

T he
proce ss
by
w hi ch
the
purposes
are
ac complished.
For
example,
w o r k sh op s,
formal
study, counseling, o r in dividual choice.

2.

T he setting

3.

T he san ct io ns
or
a u th or i ty
(state
laws,
po l ic y or regula tio n, d i s t r i c t policy).

4.

The st an da rd s of control such as
certification
re q u i r e m e n t s or sc ho ol di s t r i c t criteria.

S^Nicholson,

in wh i c h the p r oc es s t ak es place.

Joyce,

and Parker,

state

p. 4.

S^Roy
a .
Edelfelt,
"I ns er vi ce
Education:
Alive
W i t h Int er est
and
F ra ug ht
With
Pr o bl em s, "
In se r vi ce
(September, 1976), p. 2.

34
5.

The rewards for pa rti cipation.

6.

Th e m o t i v a t i o n

J o y c e 5^

for participation.

su gg e st ed

five

ins e rv ic e te a c h e r education.

con tex ts

for

T h e s e are:

1.

Job-embeded.
Th i s r efe rs to the t r ai ni nq and
l e ar ni ng
that
goes
on
w h il e
the
t ea ch er
is
a c t u a l l y wo rki ng ,
th ro ug h
co m m i t t e e work,
te am
teaching, in te r a c t i o n wit h others, and re ad in g and
c u r r i c u l u m analysis.
T h i s tak es pl ac e on site and
d u r i n g w o r k i n g hours.

2.

Job-related.
I n s er vi ce
of
this
type
is
not
a c c o m p l i s h e d as pa r t o f the t e ac h er 's job but is
cl o se ly related, such as wor ksh op s.
Th is m a y be
off-site.

3.

C r e d e n t i a l - o r i e n t e d . Th i s is the mo s t t r a d it io na l
m o d e and is u su al ly ac com p li sh ed at the u n i v e r s i t y
th r oug h r e gu la r for- cre di t co ur se work.

4.

Professional-organization
related.
As te ach e rs
strive to b ec om e p ro fe ss ion al s, the o r g a n i z a t i o n
provides
s pe c i f i c
opportunities
for
inservice
edu cation,
such as w or ksh op s,
conv ent io ns,
and
co urs e work.

5.

S e l f - d i r e c t e d . T h i s ap pr oa ch to inservice as s ure s
the te a c h e r has c er ta i n p ro f e s s i o n a l needs wh ic h
s/he ful fills on h er /h is own.

Lawrence^®

re viewed

hi s c r i t e r i a
to

su gg est

of

i n s e rv ic e

the

g e ne ra l

for ef f e c t i v e

seve n

variables

ide n ti fi ed

ninety-seven
inser vic e

dichotomous

activities.
are

studi es
pro g ra ms

approaches

His

attributes

t y po l og y
of

to

wh i ch
and

the

also

su cc es sf ul

w as

met
able

m an a g e m e n t

implies
pr o g r a m s

that
as

in his study:

S ^ Jo yc e et al.,

pp.

14-18.

5® G o r d o n
Lawrence,
I ns e r v i c e
Educat ion ,"
pp. 1-8.

"Patte rns
of
Effective
Ins er v ic e
(February
1977),

35
1.

I n di vi du al iz e d vs. g r o u p programs.

2.

Ac ti ve vs.

3.

D e m o n s t r a t i o n or si mu lat ion vs.
techniques.

4.

P a r t i c i p a n t s w o r k to ge t he r vs.

5.

L o n g - t e r m vs. o n e - s h o t p r o g r a m efforts.

6.

T e a c h e r - p l a n n e d vs.

7.

S e l f - i n i t i a t e d vs. m a n d a t e d programs.

Another
Howey^

de al s

p a ss iv e roles for participants.

pr ep la nn ed

classification
w i t h ‘ six

i nf o rm at ion -gi vi ng

w o rk in g alone.

programs.

scheme

re as ons

w hy

d e v el op ed

te ac h er s

en ca ge

by
in

i n ser vi ce te ac he r education:

p.

1.

T r a n s i t i o n a l , as in duc ti on ac t i v i t i e s to allow for
m o v e m e n t from ge n e r a l i z e d p r e s e r v i c e e d u c a t i o n to
the a s s u m p t i o n o f a sp eci fi c role.

2.

Job-specific,
reoccurnng
situation.

3.

S y s t e m r e l a t e d , as a r es p o n s e to mo re d r a m a t i c
c ha ng es in society, and in turn schools, whi ch
m a n d a t e role r e o r i e n t a t i o n o r redefinition.

4.

Ge n e r a l p r o f e s s i o n a l d e v e l o p m e n t , as a m a t t e r of
st a yin g c u rr en t p r o f e s s i o n a l l y w it ho ut regard to
i mm edi at e
t ra ns fe r
or
application
of
one's
s p ec if ic situation.

5.

C a r e e r p r o g r e s s i o n , as a m e a n s o f cha ng ing
re s po ns ib ili tie s.

6.

Pe r s o n a l
development,
as
u n d e r s ta n di ng
and
en ha n ci ng
p r o f e s s i o n a l role.

S^Howey,
32.

"A

as
needs

a

re sp o ns e
to
and
pr obl em s

F ra m e w o r k

a
the

for

typica lly
in
one's

role or

p ro ces s
of
pe rs on
in
a

Planning,"

36
O b v io us ly ,
a

variety

of

in se rv ic e e d u c a t i o n
lines;

characteristics

seem

sp e c i f i c context.
l i tt le

hard

is c o nc ep tu al iz e d alonq

differing
to

be

el e m e n t s

i m po r ta nt

N i c h o l s o n not es

re s e a r c h

[on

"(1)

the

does
state

exist
of

is

not

in se rv ic e

very

useful.'

education

in

on

th e r e

available,
c

what

differinq

de p e n d i n g

that

inservice]

and

n

the

In
early

the

is ve ry
and

(2)

r e vi ew in g
seventies,

E d e l f e l t and L a w r e n c e m a d e the fo ll ow in g comment:
There
has
ne v er
been
a
br oa d
scheme
of
in se rvi ce
education
with
a
clear
concept
of
purpose,
appropriate
undergirding
of
policy,
le g i t i m a c y
in
commitment,
and
fixed
responsibility
for
at t a i n i n g
ag re ed - up on
g o a l s . 61
Hite

points

out,

ho wever,

that

th e r e

a g re em en t on two p a r t i c u l a r views:
am o ng

cl ie nt s

ins e rv ic e

education

sa ti sf ac to ry ,
professional
im po rta nt

of

to

in se rv ic e
in

the

development

to

more

past

of

has

least,"*’2
practicing

education

se em

to

be

"there is c ons ens us

education

the

say

(1)

doe s

(teachers)
been

less

than

and

(2)

"The

te ac her s

agencies

that

now

is

than

more
ever

before.

^^ Ni cholson,
^Edelfelt
^2Hite,
p.

3.
6 3 Ibid.

Joyce,

and Parker,

and Lawrence,
"I n s e r v i c e

p.

p.

3.

11

Edu cation:

P e rc ep ti on s, "

37
Federal I n i t i a t i v e s In f lu en ci n g
Ins e rv ic e E d u c a t i o n
During

the

government

Although

ins er v ic e

po i nt

ea rl y

pro v id ed

seventies,
the

Act

education
of

1917

to the N a t i o n a l

government's

the

first

federal
dates

(The

work

in

government's
bac k

to

Smith-Hughes

federal

mandates

for mu c h o f the d e v e l o p m e n t a l

education.

Education

and

in it at iv es

i n c e n ti ve s

in

si xt ies

and

inserv ic e

i nv ol vem ent

the

Vocational

Act),

mos t

p eop le

D e f e n s e E d u c a t i o n Ac t o f

1958

as

ma j o r

e f f o r t . 64

Other

the

ma jo r

federal pro gr am s whic h suppo rt or suppor te d va r i o u s as pe ct s
of

ins e rv ic e e d u c a t i o n / p r o f e s s i o n a l d e v e l o p m e n t

National

Science

Education

A ct

throughout
of

the

sp ec ia l

Foundation

in

1965,

s ix tie s
education

a

i ns ti tu ted

in

series

laws

s up p o r t i n g

D e v e l o p m e n t Ac t

in

Professions

Development Act

was

the

for ed uc a t i o n a l

first

p e r so nn el

dev elo pm en t,

and

the

the H i g h e r

and a m e n d m e n t s
development

the

1967.^5

pe r s o n n e l

l e g i s l a t i o n that

1954,

p ro f e s s i o n a l

teachers,

Professions

legislation

of

include the

The

Education
Education

first " c o m p r e h e n s i v e
development

c on c e n t r a t e d

on

m ai n l y

and

also

education
inserv ice

p e r s o n n e l . " 66
This

act

spaw ned m a n y o f the pr og ra ms

64E d e l f e l t and Jo hnson,
65I b i d .
6 6 Ibid.

"A Histor y, "

(27 p r o g r a m s

p. 44.

in

38

a l l 8 ^)

which

have

understanding
ins e rv ic e
wh i c h

(which

be e n

of

wa s

C o un ci l

Tw o

b ro ug h t

und er

States
under

Cor ps .® ®

Seventeen

the

other

pr e s e n t

94-482,
P.L.

in 1975.

laws

cont ex t

authorizing

92-142,

direct

pu b l i c

In

of

and

on

c ur ren t

know n

pro g ra ms

the

1976

of

major

five

Traininq

Teacher
the

Education

with
as

c ur re n t

the

sponsorship

as we ll

our

wer e

and

Act).

state s

on

well

i mp or tan t

I n se rv i ce

the

education,

mo st

program

a d m i n i s t r a t o r or g a n i z a t i o n s ,
Two

the

the

on

organized

i n ser vi ce

of

(TTT)

impact

e du c a t i o n

particularly

Teachers

of

d ir e c t

in ser vi ce

practice.

ha v e

Teachers

of

had

Corps

National

(NCSIE)
the

Teacher

c o m m i tm en ts

nat io nal

wa s

te a ch er

to
and

are m e m b e r s o f the NCSIE.
wh i c h

hav e

inser vic e

federal

te ac her

directly

education
ce n t e r s

in

in fluenced
we re
1976,

P.L.
and

the E d u c a t i o n for A ll H a n d i c a p p e d C h i l d r e n Act

Ma ny o f the r ep or ts cit ed

r esu lt o f

p r o gr am s

and

in this ch ap t er are the

developmental

wo rk

sp ons or ed

the

p re vi ou s

by the se fe der all y l e g i sl at ed mandates.

The P re s e n t C o n t e x t
I ns erv ic e E d u c a t i o n
The
se c t i o n s

i ssu es

and

provide

understanding
education.
li t e r a t u r e

w as

factors
the

of
As

for

n e ce ss a ry

the
ear ly

discussed

pr e s e n t
as

s p r in kl ed

the
wi th

in

ba c k g r o u n d

con tex t

for

beginning
wa rn i ng s

of

for

inser vi ce

sev en ti es
the

an

the

ch an g in q

® ^ I b i d . , p. 45.
®8Hite,
p.

7.

" I n se rv ic e

Education:

Pe rc ept ion s, "

39
co n t e x t

in

problems
many

education

and

is sue s

wr i t e r s

driving

the

and

the

fa ci ng

have

been

sc h o o l s

to

need

to

wrestle

education.
discussing

recognize

In
the

an

the

with

last

d ec ad e

c ha n g i n g

i n c r e as in g

the

forces

need

for

i n s e r v i c e education.
F i sh er
probl em s:
faced

than

for

for

example,

all

and

levels

pro bl em s

pressures

and

expansion

Fi s h e r

demand

de ma nd

more

the
and

that

society's
the

pressures

gr ow th

demands

1974,

" E d u c a t i o n — at

wit h

c o mp le x
the

in

li ste d

for
more

the

in

all

that

in

to

mo re

ac c om pa ni ed
The

time

educational

increased

and

sixties.

point

these

ty p e s — is

greater

accessibility

relevance

a c c o u n t a bi li ty ,

of

much

that

greater

and

pro bl em s

of
at

r e c og ni ze d

included

education,
goals,

productivity

for
(cost

e f f e c t i v e n e s s and e f f i c i e n c y ) , and d e m o n s t r a b l e m e a s u r e s of
educational
Such

o u t c o m e s .

demands

circumstances
situation
which

in

which

are
have

education.

are u np a r a l l e l e d

i mp act

the

present

ac co mp an ie d
cr e ate d
E d u ca to rs

in o u r

co n t e x t

a

pressures

complex,
are

hi s t o r y
of

by

and

p ar a d o x i c a l

facing

ch a ll en ge s

which

for cef ul ly

and

i n s er vi ce

education/staff

6^Floyd
B.
Fisher,
"Coordination:
Continuing
Edu ca tio n,"
Adult
Leadership
p. 289.

Th e
Nee d
in
(March
1974),

d ev el op me nt .

70Ibid.

40
T h e s e c h a l l e n g e s ha v e com pe ll ed a belt t iq h t e n i n q that
some

writers

feel

wi l l

f o r e s e e a b l e future.

re ma in

with

education

for

the

As F is he r observ ed :

T h e u n p r e c e d e n t e d rate o f g r o w t h has sl ac ke ne d
and in some ca s es has v i r t u a l l y stopped.
W e live
in a p eri od
of
sc arc e dollars,
of
declining
markets
for
the
p r es en t
pr o d u c t s
of
our
institutions,
of
sh ri nk in g
percentages
of
college-age youth."7 ^
Fa c t o r s
some

of

the

development

such

as

th e s e

primary
w hi ch

ea r l y eighties.

are

re a s o n s

seen
for

characterizes

by

seve ral

the

in te res t

the

late

D i l l o n s u m m a r i z e s the

writers
in

as

staff

seventies

and

factors mo s t w r i t e r s

i n cl ud e in thei r analyses:
Th e
re as ons
for
the
increased
em p h a s i s
on
staf f
development
are:
(a)
the
declining
birthrate
and
resultant
decline
in
te ac he r
turnover,
(b)
public
dissatisfaction with
the
a c h i e v e m e n t o f m a n y students,
and
(c) g en er al
so ci et al
pressures
that
impinge
on
s c h o o l s .'2
Carey
inc r ea si ng
serv e

a

declining
Hendee

and

Ma r s h

also

their e f f o r t s
maturing

note

in

te a c h e r

budgets

and

that

"pub lic

s ch ool s

i nse rv ice

t ea c he r

education

to

c o nt ex t

of

population

increased

in

ex ter na l

focuses on d e c l i n i n g en rol lments:

enrollment

presents

educators

a

wi th

are

demands."73

"Today, d e c l i n i n g
a

s t a rt l in g

new

71Ibid.
^ E l i z a b e t h A. Dillon,
"Staff Dev el op me nt :
Br i g h t
H o p e or E m p t y Pro mi se ," E d u c a t i o n a l L e a d e r s h i p (December
1976), p. 165.
7 3l o u
M.
Carey
and
David
D.
Marsh,
University
Rol es
in
I n s er vi ce
Edu cation:
Planning
for
Change
(Washington, D.C.:
A m e r i c a n A s s o c i a t i o n for C o l l e q e s o f
T e a c h e r Education, 1980), p. 1.

41
dimension

and

challenge.

Ov er

the

next

few years,

mus t be pro vid ed ways to ch an ge thei r tea ch in g
un i d i m e n s i o n a l
Sandefur

discusses

emphasize
p r og ra ms

the

a
the se

need

for

field from a

multidimensional
same

factors

re t h i n k i n g

one."^

wh i c h

in ser vi ce

he

for teachers:

Shrinking
sc hool
enrollments
and
pr e s e n t
s upp ly
of
t ea c h e r s
make
it
di f f i c u l t to o b t a i n t e a c h i n g positions.

2.

Teacher
mobility
has
t e a ch er s are m o r e st able

3.

In cr ea si ng
t e ac he r
professionalization
and
the
developing
s t r en gt hs
of
the ir
p r o f e s s i o n a l o r g a n i z a t i o n s hav e an impact on
in se rvi ce
education.
Teachers
are
a
si g n i f i c a n t p o l i ti ca l and p r o f es si on al voice.
T h e y ha v e w o n the right to n eq o t i a t e
for
salaries, improved w o r k i n g conditions, and a
role in governance.
T h e y de m a n d
a vo ic e
in
the
co nd uct
of
their
p ro fe ss io na l
p r o g r a m s .75

the

says

ed u c a t i o n

1.

Davies
for

to

st affs

and

Aquino

incre ase d

co n cu r

that

em p h a s i s

on

the
more

been
reduced
and
in their positions.

th e se

are

ins e rv ic e

the

major

re as on s

education.

Thev

list the r ea son s as:
...(a)
declining
pr e s e r v i c e
en rol lments;
(b)
lack
of
school
renewal
obtained
throu gh
the
ye a r l y influx of new personnel;
(c) co nc er n of
t e a c h e r s for th e i r own p r o f e s s i o n a l deve lop men t;
and (d) co n c e r n o f the public, m a n i f e s t e d through
th e ir
representatives
in
po l i t i c s
and

7 ^R aym ond
E.
Hendee,
"Toward
E ff e c t i v e
Staff
D e v e l o p m e n t P l a n s and
Programs,"
E du c a t i o n a l
Leadership
(December 1976), p. 164.
7 ^J.
T.
Sandefur,
"We
Change," In se rv ic e (January 1979),

Can
p. 13.

Change— We

Must

42
le gis lat ur es,
e d u c a t i o n . 76
Hite

also

cit es

enr o ll me nt s. .. ,
in cr ea s in gl y
level,

for

(3)

the

(1)

(2)

up g r a d i n g

eco no m ic

pressures

fully

de ma n ds

for

c e r t if ie d

re tr ai ni ng

education

the

(4)

level,

and

organizations,

increased

writers

perspective
education

in

and

education.
conver ge d

as

i m p o r ta nc e o f

Other

th e i r

about

r e v ol ut io n

in

ins er v ic e

establishment."7®
wh i ch

a

recent

teacher
of

the

the

77Hite,

ch a n g i n g

e mp h a s i s

t hr ee

of

for

the

p.

"I n s e r v i c e

Jo yce,

conte xt

on

wh i c h

ha ve
"the

(1)

E ng li sh

c o nc er n

with

and
and

wi t h

in

"the

the

q e ne r al

ed uc at io na l

several
for

factors

c on ti nuo us

the

d ev e l o p m e n t s ,

the

schoolinq,"

(3)

listed

of

i ns erv ic e

scene:

k no w l e d g e

new

specialization

a pp r o a c h e s

wi th in

many

1.
Education:

Per cep ti ons ,"

4.
7®Nicholson,

at

different

forces

includ inq

in cr ea sin g

7 ® Da v i e s and Aquin o,

p.

the

recognition

technological
and

r ea son s

c ha n g i n g

has

explosion,

teaching,

needs,

position

so me wh at

public

de vel o pm en t,

to

state

spe ci f ic

a

militan cy ,"

professional
new

the

ma in s tr ea mi nq ,

the

education

Powell

underscore

and

of

of

spe ci fi es

the

disenchantment

meet

at

p ol i t i c a l

in creased

of

"inc rea se d

some

a n a ly se s

resultant

bring

the

em pha siz e

in f lu enc es

(2)

declining

in service e d u c a t i o n . 77

Nicholson
to

and

st af f

to

such as for m u l t i - c u l t u r a l

t e ac he r

A me r i c a n

co nce rn s w i t h q u a l i t y ed u c a t i o n with an

older,

district

of

and Parker,

pp.

34-36.

43
f i e l d s . 79
"the

Galleg os,

gr o w i n g

school

on

in terest

the

in

t e a c h e r s . ..is

other

staff
not

hand,

asserts,

d ev e l o p m e n t

for

n e c e s sa ri ly

that

public

what

it

s e e m s . " ® 9 He ar gue s that:
...the
flurry
of
activity
su rro un din q
staff
d e v e l o p m e n t (i.e., i n s er vi ce training)
is to a
large
ex te nt
du e
to
ec o n o m i c
and
p o l i ti ca l
p r es su re s with a di re ct r e l a t i o n s h i p to power, to
the control of sal a ri es granted, a n d , in the case
o f hi gh er ed ucation, to s u r v i v a l .'®'
Ma n y o f
included

the

factors

in what Neale,

reality"®3
a n al ys is

of

conte xt

wh ic h

of

Bailey,

the

growth

e xi st ed

In

Sl o w d o w n . " ® ®

a

authors

and

they

optimism
1950

sin ce
They

about

and

1970,

are

"a new

comprehensive

strategies,

between

im p ro ve me n t

pre vi ou s

and Ro ss have du bb ed

im pr ov em en t

en o r m o u s

for school

"Age

by

education.

school

education

cont ex t
the

for

of

the pe rio d
of

discussed

1970

wh ic h

include

con t ra st
the
to

role
a

the v
a

new
call

broad

in the ir analyses:

As the 1970s unfolded, d r a m a t i c c ha nge s in the
e d u c a t i o n a l scene b r o u g h t about 'a new r e a l i t y 1

79Douglas
R.
Powell,
C o n ti nu in g
Teacher
Education:
The University's
Role
(Evanston,
Illinois:
Occasional
Pa p er
N u m b e r Six,
Center
for
the
Te a c h i n q
P r o f e s si on s,
Northwestern
Un iv er si ty,
April
1974),
p. 1.
®®A r no ld
M.
Galleg os,
"Poli tic s
and
of
St af f
Dev el o pm en t, "
Journal
of
Teacher
(Jan/Feb 1980), p. 21.

Realities
Education

8 1 Ibid.
® 3Da n i e l
C.
Neale, W i l l i a m
J.
Bailey, and
Bil ly
E.
Ross, St r a t e g i e s for Sc hoo l Im pro ve me n t (Boston:
Al l y n
and Bacon, 1981), p. xi.
® 3 I b i d ., p. 49.

44
for
s c h o o l s . . . .Very
different
c o n d it io ns
have
e me rge d
as a c on tex t
for A m e r i c a n
education.
W o r l d - w i d e re s o u r c e s h o r t a g e s pro duc ed infla tio n
and redu ced e c o n o m i c growth.
School e n r o l l m e n t s
nationally began
to decline.
Disillusionment
abo ut the role o f schoo ls in social pro gr es s was
common, and sc ho ol s w e r e cr it ic iz ed for d e c li ni ng
test s c o r e s . 84
The

f a ct ors

co ntrolling,
in

this

the

are

to

in se r vi ce

scene

encompassing

a

af fecting,
scene

and

are

t he m s e l v e s

of

c ir cu ms ta nce s.

we b

gai n

conte xt

presently

fu nd am en tal

a f f ec ti ng

the

and

the

part

of

If

some

ways

un iv er si ty 's
a

of

development

role

much

te ac he r

u nd e r s t a n d i n g

staff

in

mo r e

educators

the

c u rr e nt

effort,

these

c i r c u m s t a n c e s also mu st be considered.
D o l e , 85

for

id eol og ic al

and

specifically
issues
U.S.,

are

example,
values

t ea ch er
the

er ode d

In

effects

Dole's

p r of ou nd
The

of

the

faith

such
in

a

n um be r

impacting

today.

and

the

fu nd am en tal
te a c h e r

in

swing

curr ent

these
in

the

p o li ti ca l

co n d i t i o n s

e du c a t i o n

and

hav e
hav e

i m p l ic at i on s for practice.
challenges

and

issues

education/professional

de v e l o p m e n t

o ve r v i e w ,

of

8 4 Ibid.,

the

effects

p ro vid e

fr om

for

In

factors

emerge-

all

ins er vi ce

the v a r i o u s

which

in t e r a c t i o n of

eighties.

of

education,

In cluded

conservative

changes,

view,

tr ad it io na l

issues

ed ucation,

the r el ate d v a l u e

scene.

discusses

these

the

the

context
in

the

co nv er gi n g

p. xi and p. 49.

85Carl
J.
Dole,
" C o n s e rv at is m
in America:
D o e s it Mean for T e a c h e r E du cat io n?, " J ou rna l of
E d u c a t i o n (J uly /August 1981), p. 15.

What
Teacher

45
circumstances
dir ection,

have

ha d

governance

a

major

of,

and

impact

suppo rt

on

the

for,

nature,

professional

staff develo pme nt .

Su m m a r y
In th is
st af f

s ec t i o n

the

development

education

c ha ng in g

was

discussed.

historically

va r i o u s

ha s

de mog ra p hi c,

affecting

the

t e ac hi ng

force.

the

impac t

system,

the

parallel

we r e

dis cus se d.

tr a ine d
staf f

Th e

t ec h e r s

wa s

development

of

to

development

de v e l o p i n g

co n t i n u e d

of

of

factor

the

t ea ch er

certification

sh ort age

during

the

fact or s

sta nd a rd s

predominant

practice

a cc o r d i n g
p ol i cy

professional

the

teac he r

and

The
the

for p r o f e s s i o n a l

I n se rv ic e

d ev e l o p e d

pol iti ca l,

institutes,
and

context

movement

adequately
in fl ue nc ing

initial

150

years'

h i s t o r y o f the o r g a n i z e d e d u c a t i o n sy st em in this country.
The
in the

renew ed

in ter est

staff d e v e l o p m e n t

be g an

ed u c a t i o n ' s

i n a d e q u a c i e s we r e r e c o g n i z e d and m a n y p r o p o s a l s

for change,

i n se rv ic e

du r i n g

the

literature
detail.
federal

models,

s i xt ie s

and
and

discussing
In cluded

considered.

w hi ch

I n s e rv ic e

ne w

si x t i e s then was

in

in

ini ti at iv es

various
the

these
this
also

ea rly
issues

a na l y s e s

seventies,
was

discussion
in fl ue nci ng

r e v ie we d
wer e
the

e d u c a t i o n e n t e r p r i s e d u r i n g thi s same period.

B^ Ed elf el t,

were

"Six Y e a r s o f Pr ogr ess."

the

of f e r e d
and
in

the
some

v ar io us
inserv ic e

46
Mu c h of
by the

the d e v e l o p m e n t a l

renew ed

i n i t i at iv es

int e re st

h as

understanding
practice.
the

ch a n g i n g

the

had

of

Also

force,

a

di re ct

i nf l u e n c i n g

social,

c ur re nt

economic,

spawned

and

federal

on

cur re nt

on

cu rr en t

however,

e du c a t i o n a l
pro b le ms

surplus,

en rol lm ent s,

were discussed

and

practice,

and
and

such as the t ea ch er

c o nst ra int s,

work

impact

ed u c t i o n

Pressures

declining

c o n c e pt ua l

i ns er vic e e d u c a t i o n

ins er vi c e

seventies.

edu ca tio n,

in

and

c o n te xt

severe

in light of

of

i m pin qin g

a m at u r i n q

and

was

their

on

t ea c he r
economic

i nf lue nce on

the p r e s e n t sta ff d e v e l o p m e n t effort.
The
here

ch a nge d

presents

u n iq ue

c o nt ex t

departments

ch allenges.

information

which

confronted

in

background
chapter:

for

the

and

Th is
can

be

i ns erv ic e

e d u c a t i o n d es c r i b e d

colleges

stud y
useful

eighties.

of

may
as

education

ser ve

th ese

to

with

p r ov id e

challenges

Particularly

are

imp or ta nt

as

for this st ud y are the next two sec ti o ns o f this
T he H i s t o r i c a l

Development

Antecedents of Professional

St a ff

in M i c h i g a n and Th e R o l e of H i g h e r E d u c a t i o n

in

P r o v i d i n g P r o f e s s i o n a l St af f D ev elo pm ent .

TH E H I S T O R I C A L A N T E C E D E N T S OP P R O F E S S I O N A L
S T A F F D E V E L O P M E N T IN MI C H I G A N

Although
mirrors

the

especially
dev elo pm en t.
state

of

in

many

n a ti on al

s tro ng

in

r es p e c t s
experie nce ,
its

s u pp ort

Th e h i s t o r i c a l

affairs

regarding

the

Michiqan

the
for

state

experience
has

professional

been
staff

fact ors leading to the curre nt
p ro f e s s i o n a l

sta ff

development

47
in M i c h i g a n are rev ie we d

in this section.

The B e g i n n i n g s of C e r t i f i c a t i o n
and T e a c h e r E d u c a t i o n
T he
s ub jec t
of

writers
of

the

of

the

education

Tenth

constitution

and,

therefore,

Am en dm en t,

it

states .Although

the

to

local

take

system s

co nt ro l

eventually

ine v it ab le
of

ov e r

st at es

to

responsibility

for

te a c h e r s

and

a

a

the

not

e me rg e

and

ass ur in g

be g i n n i n q

the

school

them

ade qua te

c o n ce rn

the

r ap idl y

state

with

an

of

move

schools,

on

p r o v is io ns

fun ct ion

did

co mmo n

silent

und er

b ec am e

began

qualified

we r e

for

the

supply
t e ac her

preparation.
Th e
they

present

are

preservice

r e la te d

to

the

and

state

ins e rv ic e
school

en deavors,

system,

as

d ev e l o p e d

s i m u l t a n e o u s l y wi t h the d e v e l o p m e n t o f ce n tr al iz e d co nt r ol s
over

te a c h e r

fully
of

the

which
to

and

education

un i v e r s a l l y
tw e n t i e t h

came

about

un de rs ta nd

and

accomplished

cen tur y. "88

t hr ou gh

it,

ce r ti fi cat io n;

it

is

the

a

p ro ce ss

until

about

This

is

circumstances

e s s e nt ia l

to

the

a
of

"not

middle

s it uat io n
history

review

the

and
past

briefly.
C r e m i n no te s that the d e v e l o p m e n t o f t e ac he r e du c a t i o n
can be d i vi de d

into four d i s t i n c t periods.

87t .
M.
Stinnett,
" T ea c he r
Education,
Ce rt if ic at io n,
and A cc r e d i t a t i o n , "
in E d u c a t i o n
in the
States:
H is t o r i c a l D e v e l o p m e n t and O u t l o o k , e d s . Edg ar
F ul le r and J.
P e a r s o n (Washington, D . C . :
NEA, 1969),
p. 383.
88ibid.

48
The
firs t
of
th e se
is
the
Colonial
period
(1600-1789)
during
which
ther e
was
little
interest in p o p u l a r e du c a t i o n and v i r t u a l l y no
interest in t e a c h e r e d u c a t i o n per se.
A second
period e m b r a c e s th o s e ye ar s b e t w e e n 1789 and 1860
wh e n A m e r i c a n s
laid
the
f ou n d a t i o n s of
thei r
state p u b l i c sc hoo l s ys te ms — p a r t i c u l a r l y at the
elementary
level---and
es t a b l i s h e d
the
first
normal
s c ho ol s
to m e e t
the g r o w i n g
need
for
p r o f e s s i o n a l l y p r e p a r e d teachers.
A third pe riod
co vers the ye a r s fro m 1 860 to 1 9 1 0 r a p eri od wh en
the v a s t e x p a n s i o n o f e l e m e n t a r y and sec on da ry
e d u c a t i o n was r e f l e c t e d in the increa se o f normal
schools,
the e a r l y
evolution of
the
tea c he rs
college, the i n t r o d u c t i o n o f t e a c h e r e d u c a t i o n
into l i be ra l ar ts co ll e ge s and uni ver si tie s, and
the
development
of
e d u c at i on al
pro gr am s
for
teac h er s in service.
Finally, the fourth period
covers
the
years
since
1910
when
rising
enrol lme nts , e x p a n d i n g curricula, and the g r ow i ng
ef f o r t s o f state a g e n c i e s and pr of e s s i o n a l g r o u p s
to r a i s e e d u c a t i o n a l st and ar ds ha v e led to the
up gr adi ng of v i r t u a l l y e v e r y ph a se o f t ea ch er
e d u c a ti on .^
The
al tho ugh

last
th e

did

normal

s ch ool

first

periods

emergence

e ff or t

the

th r ee

not

beg in

sixth op en ed

end

education.

the

in

1839
in

to

this

"tr ain ing "

in i t i a t i o n
with

the

as

of

review,
a

state

the

state

establishment

Mas s ac hu se tt s.
established

The

of

normal

in 1849, w a s the

in the Un i t e d S t a t e s . ^0

product

e sse nti al ly

until

Michig an,

Cert i fi ca ti on ,
the

t ea ch er

sc ho ol

school at Y ps i l a n t i ,

germane

of

movement

no rmal

are

the

which

of
same

is

formal
path

c o n si d er ed
te a c h e r

as

the

by

many

ed u c a t o r s

education,

followed

development

of

t ea ch er

In M i c h i g a n ' s early h i s t o r y c er t i f y i n g tea ch ers

®^ L a w r e n c e
A.
T ea c h e r Edu cat io n ,"
1953), pp. 163-170.
^Stinnett,

p.

Cremin,
Journal

388.

"The
Heritage
of
American
of T e a c h e r
Education
(June

49
was

st r i c t l y

issued

a

local

one-year

and

way

to
as

1840s— Ira

wh i c h

for

wou ld

soo n

only

the

limitations were

not

determine

co m p e t e n c y

as

the

beginning,
s t an da rd s

state

different

g ra n t e d

teachers

an

on

a

st at ew id e
to

a

in the

grades

"i n ce nt iv e

and

a p p oi nt e d

T h e St at e S u p e r i n t e n d e n t

teachers,

giv e

in

certifying

Mayhew— proposed

certificates

qood

i ns pe cto rs

helter-skelter

provide

s u p e r i n t e n d e n t of schools.

school

were

to

this

made

almost

which

e du c a t i o n a l

uniform
From

were

practices

A g e or

no

existed.9 ^
attempts

Township

certificates

t o w n s h i p granted.
imposed

matter.

of
basis,

upgr ad e

th e m s e l v e s e d u c a t i o n a l l y . " 92

T e a c h e r I ns t itu tes
Superintendent
ins t it ut e
the

in

the

i n s ti tu t e

was

te a c h e r s

and

Mayhew
stat e
to

initia ted
in

in

in M i c h i g a n

in

few

from

a

da ys

to

thr oug h
six

first
T he

ed u c a t i o n a l

different

ins e rv ic e v e h i c l e
le ngt h

1846 .93

pr o v i d e

continued,

the

p u rp os e

of

experiences

for

forms,
the

weeks,

teachers'

as

1960s.
the

a

b as ic

"Varying

i ns ti tut es

pr o v i d e d an o p p o r t u n i t y for t e a ch er s to re vi ew the su bjects
taught

in

school

and

to

stud y

methods

9 ^James
P.
Pearson
and
Ed g a r
Education
in
the
States:_____ Hi s t o r i c a l
O u t l o o k (Washington, D.C.:
NEA^ 1969).
9 2 Ibid,

p.

605.

9 3 Ibid.
9 ^Stinnett,

p.

388.

of

teaching."9^

Fuller,
eds.,
Development
and

50
As Car ey notes:
D u r i n g mo s t o f the n i n e t e e n t h century, and to
a degree during
the
first
few ye a r s
of
the
twentieth, t e a c h e r s in the c o m m o n schoo ls we r e
ge n e r a l l y
immature,
po or ly
educated,
and
superficially
trained.
Th e
main
pu r p o s e
of
in-se rv ice
education
was
to
cor rec t
such
defi c ie nc ie s, and teachers' in s t i t u t e s b ec am e the
c hi ef m e a n s of a c c o m p l i s h i n g this e n d . 95
Du r i n g

1907-1 90 9 S t a t e S u p e r i n t e n d e n t L u t h e r L. W r i g h t

established
w hi ch

was

normal

the

fol lowed

s ch ool s

t e ac he rs

pattern
into

held

pa rt ici pa ted .

other

by

a t t ra ct ed

the

5,000

i n d e p en de nt
p r ov id ed

Two

approximately

other

1910
in

su mme r

St at e

the

state

which

3,300

institutes,

Teachers

one

operating
11,543
of

the

and

Asso cia tio n,

Ad dit io na ll y,

for

pe r c e n t

in st itu tes

Education Association

in st it ut es

se v e n t y

In

i n s t it u te s

par tic ip ant s.

experiences

t r ai ni nq

sixties.

Peninsula

Michigan

c ou nt y

su mm er

the

s umm er

su mmer

sp on so re d by the U p p e r
the

for

the

in

143

Michigan

teachers.
state 's

Thus,
t ea ch er s

a t te nd ed s um mer i n s t it ut es in 1910 .9^
The

county

and then,

i n s t it ut es

as W o r l d W a r

incre ase d

tw e n t i e s

when

they

i n s ti tu te s reac he d
after World War
each

II,

aga in

t h e i r peak
state

period

of

the in st it ut es d e c r e a s e d
flourished.
in the

in st i tu te s

fall,

9 5C a r e v and Marsh,

a

time

I c aus ed m a n y t ea c h e r s to seek o t h e r

jobs or go into the service,
the

for

p. 2.

9 ^ P e a r s o n and Puller,

p.

605.

Although

t hi rt ie s

and

con ti n ue d

to

until
c ou nt y

declined
be

held

51
a u t h o r i z e d b y the sta te boa rd and co n d u c t e d by
the M i c h i g a n F e d e r a t i o n o f Teach ers , the D e t r o i t
Bo a r d o f Edu cation, and the M i c h i g a n E d u c a t i o n
A ss oci ati on .
B y 1955, however,
a g r e a t m a n y e d u c a t o r s we re
se r i o u s l y
questioning
the
meaningfulness
of
t e a c h e r institutes.
T h e sta te boar d a p po in t ed a
12
member
committee,
co n s i s t i n g
of
representatives
from
v a ri ou s
ed uc a t i o n a l
and
p r o f e s s i o n a l or ga n i z a t i o n s , to re v i e w the pu rp os e
and need for thes e in st it ut e s and to ma k e po i i c y
rec o mm en da ti on s.
M a n y be l i e v e that the local
sc hool
districts
should
be
gi v e n
the
responsibility,
with
in dividual
districts
determining
whether
time
should
be
used
for
i n - s e rv ic e t r a in i ng or institutes, or w h e t h e r any
such t r ai ni ng should be h e l d . 97

the

T h i s view,

no doubt,

i ns t i t u t e s

in

the

r e f le ct ed

ch a n g i n g

m i l i e u of the ea r ly sixties.
money

p ou ri ng

into

opportunities

for

developmental
diminishing

the

education

s oci al

w as

and

va l u e

of

professional

to

providing
be

need

for

many

involved

demonstration

p e rc ei ve d

p e r ce iv ed

T he m a s s i v e am oun t o f federal

t ea ch er s

and

the

in

projects,
the

mo r e
new

t he reb v

older

inservice

mechani sm s.

T h e E n t r y of H i g h e r E d u c a t i o n
and the C e n t r a l i z a t i o n
of C e r t i f i c a t i o n
In the ce n t u r y pr i o r to the
not
ver y

automatically
imp or ta nt

a ss u me

role)

in

a

1930s h i g h e r e d u c a t i o n did

leadership

preparing

rol e

t e ac he rs

for

(or
the

even

a

p ub li c

schools.

The e s t a b l i s h m e n t o f a ch a ir of s c i e n c e and art of

te a c h i n g

at

first

the U n i v e r s i t y

di r e c t

in v ol ve me nt

9 7 p e a r s o n and Fuller,

of

Michiqan

of

p.

hi g h e r

607.

in

1879

marked

education

in

the
the

52
preparation

of

t e a c h e r s . 98

se s s i o n s p ro v i d e d

Th e

summer

institute

the v e h i c l e for hi g h e r e du c a t i o n to en ter

the

ins er vi c e

m a r k e t . 99

the

un iv e r s i t y ' s

Edelfelt

i n se r vi ce

and

e nd e a v o r s

Johnson
into

the

trace
early

tw e n t i e t h century:
As
the
trend
toward
mo re
education
for
t e a c h e r s co ntinued, spurred by the c r e d e n ti al li ng
movement
and
the
push
for hi g h e r edu ca ti on al
sta ndards,
the u n i v e r s i t y b ec am e
the d o m i n a n t
force
in the
i n s er vi ce e f f o r t as well
as
in
p r e s e r v i c e p r e p a r a t i o n o f t e a c h e r s . 100
The

centralization

certification
the

of

requirements

university

in

development

the

of

the

Michigan

granting

of

legislature
fro m

Th is

key

to

and

the

and

teachers.
was

pa ss ed
five

act

to
also

pl aye d

in

act

o n e — the

of
by

con ti nu in g

Centralization

co mp le te d
an

upg ra di n g

role

preparation

certification

authorities

E d u c a t i o n . 101

are

the

professional
granting

certification

of

1935

when

red u ci ng

the

Sta te

re qui red

Boa rd

the

of

State

B o a r d of E d u c a t i o n to p r e s c r i b e c o u rs es o f p re s e r v i c e study
l e ad in g to " d eg re e s in c o n n e c t i o n with several
of

the

state. " 1°2

rphe

long-term

in sti t ut io ns

effect

of

this

9 8 Ibid.
"Robert
E.
Gri nder,
Virginia
Boyle,
and
Lou
M.
Carey , " T e a c h e r E d u c a t i o n ' s P r o f e s s i o n a l D e v e l o p m e n t in the
Context
of
Emerging
Field
Experien ce s,"
in
Th e
I n s t i t u t i o n a l i z a t i o n o f C h a n g e and I n s e r v i c e , ed. Paul R.
W a l k e r (Bellingham, WA:
Far W e s t T e a c h e r C or ps Ne two rk,
1978), p. 14.
100E d e l f e l t and Jo hns on,
101P e a r s o n and Fuller,
10 2 I b i d .

p.

"A History,"
608.

p.

6.

53
l e g i s l a t i o n and the a t t e n d a n t policy of the state e d uc at io n
a ge ncy

was

to

make

the

principal provider of

degree-granting

credit

co ur se s

for

in st it ut io n
certification

the
and

in se rvi ce education.
While

certification

and

de gr ee

centralized

and

fo rm al ize d

legislative

and

institutionally

developing
staff

wh ic h

also

development

wer e

in

in

to

the

re qu i r e m e n t s

mid

thirties,

spo ns or ed

have

impact

Michigan.

were
other

efforts

on

Th e se

were

pro fe ss io na l
efforts

were

r e f le ct iv e of a p h i l o s o p h y focused on local d e c i s i o n - m a k i n g
ra th er

than

program

im ple me nte d

Cooperative

c en t r a l i z e d
in

the

Curriculum

c o n t r o l . O n e
fall

of

Program,

1935

was

sp on so re d

important
the

by

M i ch ig an

the

State

D e p a r t m e n t of P u b l i c Instruction.
Comparable
Michigan,
social,

the

to

the

ea r l y

economic,

and

cu rr en t

thirties

was

educational

state
a

p r o b l e m s .

d e ma n ds

^5

for

the

Although

scho ol s
the

time

af fa ir s
of

to

in

stress fu l

conditions.

e c o n o m i c su pp or t for e d u c a t i o n oc c u r r e d
in c re asi ng

of

D ec l i n i n q

si mu l t a n e o u s l y with
help

Michiqan

solve

societal

C o o p e ra ti ve

C u r r i c u l u m P r o g r a m "g re w out of ef f ort s to m ob i l i z e citizen

103Edw a r d
Taylor
Spink,
Th e
Mi c h i q a n
C o o p e r a t i v e C u r r i c u l u m Program:
A D e s c r i p t i v e S t u d y of
St ate
Leadership
in
Curriculum
Development
(1935-1968)
(East Lansing, Michigan:
U np u b l i s h e d Ph.D. Diss er tat ion ,
M i c h i g a n St a te U n i v e rs it y, 1974), p. iv.
10 4Ibid.

1O^Ibid.f p # 28.

54
support

for

particularly

refinancing
germane

to

the

e d u c a t i o n , " 100
bac kg ro un d

of

r e p o r t e d he re since it was a central e ff or t
in

Michigan

to

educational

garner

widespread

im pr ov em ent

in

is

the

study

in the att e mp ts

c oo p e r a t i v e

beginning

it

the

s up por t
t h i rt ie s

for
and

c o n t i n u i n g o v e r the next th r ee decades.

Local In v o l v e m e n t in
E d u c a t i o n a l P ol i cy
Sp in k

no tes

educational
philosophy

that

in

philosophy
based

on

the

mid

th i r t i e s

" dr as ti ca ll y

cooperation

and

c ha nge d
local

the

St at e' s

to

a...new

a u to n om y

as

the

state e d u c a t i o n a gen cy e n c o ur a ge d c u r r i c u l u m d e v e l o p m e n t
the
of

local
the

school

program,

d i s t r i c t . " 10^

Bartlett

In

e m p h as iz ed

that

a

1960

this

in

review

program

was

"built around the co nc ep t o f the streng th o f the d e m o c r a t i c
operation

as

schoo l

opposed

to

centralized,

a d m i n i s t r a t i o n . " 100

Th e

C o o p e r a t i v e C u r r i c u l u m P r o g r a m was
the

St a t e

policy

Department
of

of

providing

Public

autocratic

"one m e t h o d

In s t r u c t i o n

s er vic e

to

to

state

Mi c h i g a n
e m pl oy ed
implement

local

by
a

school

d i s t r i c t s . " 109

1° ° I b i d . , p.

ii.

10^ I b i d . , p. 21.
1°° L y n n
Bartle tt ,
The
Old
and
the
New
Faces
of the M i c h i g a n C u r r i c u l u m P r o g r a m
(Tan s i n g ", Michigan:
D e p a r t m e n t of P u b l i c In str uction, 1960).
10 9 I b i d .

55
In

the

Cooperative

Curriculum

Program

inservice

e d u c a t i o n of t e ac he rs wa s one of three m a j o r e mp ha se s w hi ch
p re v a i l e d

th r o u g h o u t

e x i s t e n c e .

Michigan111
ins e rv ic e

for

Steering
future

committee

for

i n- s e r v i c e

From

the

in n ova ti ve
published
the

earliest,

practices
by

basis

as

sc ho ols

lo gi ca ll y
In

tr ain in g
that

the

four

provision

in

initial

lon g- ra n ge

On e
that

through

a

involved

1936

pr e s e n t e d

the

in o r d e r

tr ends

in the

consid era ti on.

c o n ce rn ed

cu r r e n t issues and

co nce iv ed

it dev eloped.

Committee

the sta te

w as

such

needs

if any,

th r o u g h o u t

as

thirty-three-year

i n s t r uc t io n

as

education

four p r i m a r y
made,

improve

and

Curriculum
needs

program

rp^e

st a t e w i d e p r o g r a m to

its

of

these

"should

be

study gr o u p s

te ac h er s m a y

u nd ers ta nd

in the c u r r i c u l u m . " 1 1 ^
t ea ch er s

thro ugh

we re
the

the

program.H^

for

i n se rv ic e

enc ou ra ge d

Curricular
These

to

Bulletins

later

ac t i v i t i e s

share

at

pr ovi ded
local

l e v e l s . 11^
Th e

Curricular

mechanism

for

Bulletins
the

also

curriculum

St a t e D e p a r t m e n t o f P u b l i c

served

as

materials

Instruction.

a

dissemination

p u b li sh ed

bv

Si nc e

teacher

the

had to e va l u a t e the u se f u l n e s s o f the m a te ri al p r e s e nt ed

H°Spink,

p. 21.

111I b i d . , p.

48.

11^ I b i d . , p.

54.

11^ I b i d . , p.

334.

114Spink.

the

in

56
the

bulletins,

the

Curriculum

Steering

Committee

found

it

ne ce ss ar y to sti mu la te

in se rvi ce e d u c a t i o n a ct i v i t i e s whi ch

could

in

aid

tea che rs

i mp lem en tin g

these

cu r ri cu la r

11C

ideas.

Th is

Curriculum

link

Program

ed u c a t i o n

for

operation

of

committees

activities

te a c h e r s
the

Program

initiated

very

its

of

participation
Curriculum

Program
in

a sp ec ts
was,

i n s er vi ce

of

by

the

fun ctional

existence.

1 1 Gi

until
In

Michigan

the

The

sponsored

t e ac h er s

1968.

the

inservice

Program

for

in

of

its

the

workshops

Cooperative

related

pa rt

th r ou gh ou t

existence

in m a n y

participation

a

through

c o nd uc te d

the

and

re mai ne d

c o n f e r e n c e s and
end

b et we en

the

fact,

Cooperative

P r og ra m' s

nature,

Sp in k

c o n cl u de s

activities.

that:
The
experiences
pro vi d e d
in
c o m m it te e
meetings, p l a n n i n g s e ss io ns for c o n f e r e n c e s and
workshops,
preparing
publicat io ns,
and
other
c o m mi tt ee
activities
pro vi de d
an
inser vic e
e d u c a t i o n a c t i v i t y for the indivi dua ls serving in
the program....
Ins e rv ic e e d u c a t i o n w as o ne of
the first co n c e r n s identified and co nti nue d to be
a m a j o r thrust o f the pr o g r a m th ro ug ho ut
its
history.
Based
on the b e l i e f
that
te ac h er s
should
be
an
integral
part
of
c ur r i c u l u m
development
at
the
local
level,
the
program
sought
xays
to
upgra de
and
improve
their
s k i l l s . 1 '7
Ot h e r activities,
with

the

Michigan

implem en ted

115Ibid.,

du ri ng

p.

116I b i d ., p.
117Ibid.,

pp.

ei th er part of o r clo sel y ass oci at ed
Cooperative
this

69.
303.
321-323.

same

Curriculum
g en era l

time

Program,
period

57
(1935-1965)
a c ti on

and

teachers.
one

also

reflected

c ur r i c u l u m

the

development

Th e Au g u s t W o r k i n g

a p p ro a ch

to

S ta te 's
by

emphasis

local

administratiors

Con fe ren ce ,

curriculum

on

and

for example,

development

wh e r e

was

local

e d u c a t o r s w or ke d t o g e t h e r " c o o p e r a t i v e l y and e f f e c t i v e l y to
ma k e

in te ll ig en t

c o n s u l t a n t s .

"^ ^

"w o rks hop s

of

especially

decisions

Beginning
six-weeks

g ea re d

program.

Beginning

wa s

for

at

1940

lea st

one

aid

the

week

professional

su mmer
held

of

initial
the

of

we r e

needs

the

in

in

the

in

the

duration

to,

participating"H9

he l d

with

each

1938

for,

and

thos e

phases

Au g u s t

of

of

Working
ye a r

schools
this

Conference

for

fou rte en

years.
The

pu r p o s e

of

focused

on

pr o c e s s

used

for the

particip ant s.

the

curriculum

processes

ex te nd

thei r

w a y s . "120
on e

res ul ted

of

Working

Conference

and

in

professional

p e rs on al

As

knowledge
thi s

most

August

development

employed,

In
the

the

S tr ou d
the

base

r es pec t

imp o rt an t

c h a n g e — the w o r k s h o p

po in ts

out,

participants
in

pe r s o n a l
the

was

development
"By

we re
and

of

ab le

to

meaningful

p ro g r a m

p ro f e s s i o n a l

means

p r o vi de d

development

a c t i v i t i e s spo ns or ed b y the S t a t e du r i n g this period.

11® Sa rah
Jane
Stroud,
Th e
Michigan
Au g u s t
W o r k i n g C o n f e r e n c e as a Method of C u r r i c u l u m D e v e l o p m e n t
(East Lansing, Michig an :
U n p u b l i s h e d Ph.D. D i s s e r t at io n,
M i c h i g a n St a te U n i v er si ty , 1966), p. 26.
11^ I b i d . , p.

86.

12 0 I b i d ., p.

163.

58
Although

the

A ug us t

discontinued

af t e r

be

a measure of

vi ew ed

as

beginning

fourteen

years,

that

it

was

the

its success.

to hold p r e s c h o o l

c o n cl ud ed

Working

Conference

was

discontinuance

can

Many

s ch ool s

in ser vi ce w o r k s h o p s

no

lo nge r

ne c e s s a r y

and
to

wer e

it was
condu ct

st a t e w i d e w o r k s h o p s . ^ 2 ^
The

final

thr ee

Curriculum Program
p e r i o d "

^2

context,
the

re v i e w i n g

Crawford

was

Michigan

the

of

role

and,

in

curriculum

i de nti fie d

the

as

"the

Spink

quotes

Department

in

final

b ro ad e r

the p o l i c i e s of

Michigan

development

1970

the

in

Education.

of

Cooperative

"an intensive e v a l u a t i o n

s i g n i f i c a n t c han ge

Department

in

the

Program

a p er io d o f

Education

of

(1965-1968)

£or

Michigan

sp e ec h

ye a r s

wh ic h
cl os in g

a
of

Perris
of

an

e d u c a t i o n a l cy cl e w h i c h has ta ken ap p r o x i m a t e l y fifty year s
to

complete. "123

"philosophy

of

c u r r i c u l u m " ^ 24
developing

rpj^
local

p r ov id ed

leadership

c u r r i c u l u m d e v e l o p m e n t and
However,
(pr oviding
St a te

the

adoption

^2 ^Spink, p.

14.

122Ibid.,

69.

p.

12 3 I b i d ., p.

9.

l24Ibid.,

234.

p.

of

of
the

and

based

on

the

a

school

means

for

s t i m u la ti ng

local

in ser vi ce education.
of

for an e l e c t e d Bo a rd

Superintendent

wa s

development

and

local

Program

Public

a

new

St at e

of E d u c a t i o n
Ins truction),

constitution
and

ap poi nt ed

coupl ed

with

59
"cont in ued

atta cks

c o n t r o l , "125
policies
late

a

r el at ed

sixties

giving

the

on

to

and

State

the

philosophy

pro f ou nd

impact

i nse rvi ce e d u c a t i o n
ear ly

mor e

on

local

ed uc at io na l

in M i c h i q a n

seventies.

regulatory

of

Fede ral

functions,

in

the

l e g i sl at io n

and

the

final

ph a se o f the c e n t r a l i z a t i o n and up gra din g o f certification,
also

contributed

during

this

to

the

period.

curriculum

committees

Curriculum

Program

reappointed

c ha ng in g

in

1969

na tu r e

Sp i nk

no t es

re pla ce d

the

in

1968,

by

the

th e s e

then

of

St at e

that,

al tho uqh

Michiqan

n ew

C oo p e r a t i v e

c om m i t t e e s

A ct i ng

p o li ci es

we re

not

Superintendent

of

P u b l i c In str uction, J o h n P o r t e r . ^ 6
Thus,
well

as

the

the

su p p o r t i n g
u n de rw en t
of

time.

described

primary

relat ed

social

in se rv ic e
r ad ica l
Th e

St a t e

policies
and

education

sh ifts

mechanisms

po li ti ca l

for

c h an ge s d u r i n g

re su lt in g

and

ma n y

circumstances)

ye ar s

a rel at iv el y
in

p oli cy

(as

in

Mic hi g an

short

and

perio d

p ro g r a m

are

in the r em a i n d e r o f this section.

Th e Em e r g i n g St a t e R o l e —
The Lat e 1960s
The
the

policies

St at e's

ro l e

and
in

procedures

ins er vi ce

whic h

we re

education/staff

from the late s ix ti es to the pr e s e n t time had
in a new

Sta te

Co nst it ut io n,

to

ra tif ied

in

influe nc e

development

their q e n e s i s

1963,

wh i ch

ma de

p r o v i s i o n for the a p p o i n t m e n t of a S u p e r i n t e n d e n t o f P u b l i c

12 5 Ibid. , p. 237.
126Ibid.

60
Instruction

by

an

elected

St a te

Bo a rd

of

Education.

In

1969 the S t a t e Bo a r d o f E d u c a t i o n ap po in te d Dr. J o h n P o r t e r
to the post o f S u p e r i n t en de nt .
pr ov ed

Fr om the outset, Dr.

to be an a dv o c a t e o f school

im p ro ve me n t

Porter

in M i ch ig an

through c e n t r a l i z e d d i r e c t i o n and control.
Dr.
the

P o r t e r ' s p o s i t i o n e f f e c t i v e l y became the po li cy o f

Michigan

education
cl e arl y

Department

policies

counter

decades

of

Education

ad v o c a t i n g

to

the

c e n t ra li ze d

e s po us ed

championing

( M D E ).

Th e e f f e c t o f this ch an ge

document

in

committees

and

rather

activities

attitude

expressed

Education

in

found

the

the

to war d

ea rl y

". .. at

the

inh ib iti ng

change

ra t h e r

p e r so nn el
districts

do

sense
ac cep t

a
the

vi ew ed

in

responsibilities

a

state
need
[but]

positive

are]

"being

the

128ibid., p. 16.

of

the

D ep a r t m e n t
quotes

MDE

is

r ep ort s
local

takeover,"
a

"the

s tro ng
pr e s e n t

ma nn er"
er od ed

at

the

d i st ri ct
"local

pa r t n e r

in

partnership
that
by

as

that

[that]

[and
away

who

vi ew ed

also

intentions,

of

whan

ch a n g e

for

the

n e ga ti ve

s ti m u l a t i n g

as su mi ng too m u c h r e s p o n s i b i l i t y . " ^ ®

127ibid., p. 15.

local

is dif fi cu lt to

and

Sp i n k

past

and

Michigan

time

than

Department

d e p a r t m e n t o f ed uc at io n"
not

the

were

the

cessation

past

Sp i nk

of
do

the

present

level.

"r e ga rd le ss

abrupt

seventies.

that

local

of

of

au to n om y

de c is io n- m a k i n g .
ex ce pt

cont rol

philosophy

local

St a te

the

the
is

local
MDE

61
During

Dr.

insistence,
for

P o r te r 's

the MDE

sc ho ols

and

students.

for

An

t en ur e

i mp le men te d

school

responsibility

ea rl y

a sy s t e m of

personnel,

providing

em p h a s i s

ke y to this e ff or t and,

inc r ea se d

st aff

Michigan

Department

" M i c h i g a n App r oa ch "

of

with

the

education

for

all

quality

therefore,

emerged.

Education

his

them

te a c h e r

r e c og ni ze d

thro uqh

accountability

c h ar gi ng

quality

on

development

and

w as

the

need

for

the

E x c er pt s
description

from
of

a
the

p r e s e n t this em p h a s i s as state policy:

T h e M i c h i g a n D e p a r t m e n t o f E d u c a t i o n in re cent
y e a r s h as c o n cl ud ed that on e o f the m a j o r keys to
su c c e s s in d e v e l o p i n g s a t i s f a c t o r y schoo ls is the
retraining
and
up gr ad i ng
of
s t a f f . . . .teachers
sh ou ld have the skills to br in g s tu den t learning
up
to
stated
e x p e c t a t i o n s . . . .As
a
result,
p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s ha v e emerged
am o ng the mos t im por ta nt e d u c a t i o n a l a c t iv it i es
in
the
State
of
M i c h i g a n . . . .The
Mi chi gan
D e p a r t m e n t o f E d u c a t i o n is a d v o c a t i n g a proc ess
of
professional
development
wh ic h
has
as
its
un d e r l y i n g a s s u m p t i o n that schoo ls can make a
differ en ce.

R e ne we d In te r es t in Pr o f e s s i o n a l
Staf f D e v e l o p m e n t
As

early

p r o gr am s
st af fs

as

for
as

1970

the

a

^

P

r

o

f

e

ne c e s s a r y

s

s

Fro m

i

o

n

a

St a t e

Suoerintendent

pr o f e s s i o n a l

improvement. 130

1

the

l

(Lansing,
Michigan:
O c t o b e r 1976), p.
1.

a spe ct
that

development
of

hi s

beginning

push
the

called

for

of

school

for

school

push

for

Development
of
School
St af fs
M i c h i g a n D e p a r t m e n t o f Education,

1 3 0 »EV a l u at io n
of
D e v e l o pm en t" (Lansing, Michigan:
M i c h i g a n D e p a r t m e n t of Education,

Professional
St a ff
U n p u b l i s h e d memoran du m,
1981).

62
a

state

se r ie s

plan
of

professional^ d e v e l o p m e n t

position

pro posals,
be g a n

for

papers,

c ou nci l

reports,

and task force re com me nd at io ns .

wi th

proposals

for

went

bu dg et

MD E

t hr ou gh

a

l e g i s la t iv e
in it ia ti ves

suppo rt

for

local

programs:
In 1971 and 1972 the S t a t e Bo a rd o f E d u c a t i o n
e n d or se d p r o p o s a l s for st a te su pp or t o f locally
defined
staff
development
programs.
Such
requests
were
not
successful.
In
1973
the
Department
of
Education
d ev e l o p e d
a
position
pa p e r and p r op o se d s tat ue a ut h o r i z i n g a st ate wid e
n e t w o r k of t ea ch er centers.
In Pall of 1974 the
St a te A d v i s o r y Co u n c i l for T e a c h e r P r e p a r a t i o n
and P r o f e s s i o n a l D e v e l o p m e n t re je ct ed the 1973
p o s i t i o n pa p e r and instead a do pte d a se ri es of
g u i d e l i n e s for staff d e v e l o p m e n t c en te r programs.
A l t h o u g h the Co u n c i l e n d o r s e d state su pp or t for
such p r og ra ms a c on c e r n w as e xp r e s s e d for the
need
for
local
r es p o n s e
to
sta ff d e v e l o p m e n t
needs.
In a s e pa ra te y et r e l a t e d ac t i o n in 1974, the
St a te
Superintendent
ma d e
a
s eri es
of
r e c o m m e n d a t i o n s to the S t a t e Bo ard o f E du c a t i o n
and the G o v e r n o r as a re su l t o f the w o r k o f a
stat e
task
force
con ce rn ed
with
the
accountability
issue.
Si n c e
this
co nc er n
o r i g i n a t e d wi t h Detroit, the St a t e S u p e r i n t e n d e n t
pr o po se d that a p r o f e s s i o n a l d e v e l o p m e n t ce nte r
be a u t h or iz ed for Detroit.
W i t h the s up por t of
the St at e Boar d o f E d u c a t i o n and the Governor,
Michigan's
first
state
funded
p r o f e ss i on al
d e v e l o p m e n t ce n t e r b e c a m e a r e a l i t y and be ga n
o p e r a t i o n in March, 1976. ”*31
Two
we r e

ad di ti on a l
funded

and

"outstate"
beg an

professional

operation

in

the

development
fall

of

ce nt er s

1977.

In

1977 the M i c h i g a n D e p a r t m e n t o f E d u c a t i o n p r e se nt e d a Sta te
Plan

for

Education.

Professional
Fu n d i n g

w as

Development
de l a y e d

to
and

the
in

St at e
1978

1 -^St a ff
Development
of
E d u c at i on al
(Lansing^
Michigan:
Michigan
Department of
1977).

Bo a rd
a

of

special

P er s o n n e l
Education7

63
a p p r o p r i a t i o n to
define
which

a

the MDE

statewide

wo ul d

loca ll y

al lo w

s u pp or te d

system

more

for

control

iden ti fie d

an

i n d e pe nd en t

professional
by

local

needs,

study

to

development

ed ucators,

meet

be

cost

and

eff ective. "*32
This

stu dy

directed

by

an

(known

as

i nd e p e n d e n t

the

Bettinghouse

contractor

w ho

report)

worked

wa s

wi t h

an

ad v i s o r y g r o u p m a d e up of fif ty p e rc en t te a c h e r s as well as
r e p r e s e n t a t i v e s o f m a n y o f the o t h e r gr o up s who had a stake
in the d e v e l o p m e n t
development

plan.

si nce

the

(MEA)

during

late

of

This

position
this

seventies)

a state-supported

of

is
the

same

also

an

has

es p e c i a l l y

Michigan

time

p eri od

had

professional

an

im po rt an t

Education
(the

late

import ant

staff
ac ti on

Association
si x t i e s

im pact

on

to

staff

d e v e l o p m e n t po l i c y and practice.
While

the

accountability
control,
Education

state
and

the MEA,

education

i nc rea se d

and

Association

a gen cy

was

ce nt ra li ze d

direction

its pa r e n t or gan i za ti on ,
(NEA),

were

a d v o ca ti n g

pursuing

and

the N a t i o n a l
policies

of

in c re as ed t e a c h e r c on tro l at the local level and g o v e r n a n c e
o f the pr ofession.
a s t a te m en t o f
development.^^

In

1974,

priorities
The

for example,

for

the N E A pub l is he d

i n s t ru ct i on
theme

and

pr of es si on a l

throughout

this

^^Erwin
P.
B e t t i n g ho us e,
ed.,
A
St at e
Pl a n
for
Sc hoo l
Staff
Development
in
MichTgan
(Lansing,
Michigan:
St ud y su b m i t t e d to the M i c h i g a n D e p a r t m e n t o f
Ed uc ation, 1978).
1^ D o u g l a s
Ward,
Lo c al
Associations
In s t r u c t i o n and P r o f e s s i o n a l D e v e l o p m e n t (Washington,
N a t i o n a l E d u c a t i o n As soc ia tl o n, 1974')'.

Eye
D .C .:

64
discussion
c o nt ro l

of

th i r t e e n

over

the

priorities

i n st ru ct i on al

was

and

governance

staff

and

development

p r og ra ms by the t e a c h i n g force.
In

the

staff

professional
Michigan

development

association's

Department

of

area,

position
Education;

however,

the

co m p l e m e n t e d

the

both

were

a d v o c a t e s but w i t h d i f f e r i n g view s of practice.
"Platforms"
strong,

of the ea r l y

cooperatively

development
Resolution
Association

funded
(74-22)

of

consistently

developed

pr ograms

throu gh

state

in 1974 stated:

recognizes

development

s e v e nt ie s

the

need

educators

strong

Th e

MEA 's

called
of

aid.^^

for

staff
An

NEA

"The N a t i o n a l Ed u c a t i o n

for
and

the

c on t i n u i n g

s u pp o rt s

ca re er

in- service

t r a i n i n g . "135
O ' K e e f e notes,

however,

that the a p pr oa ch to

inservice

e s p o u s e d by the N E A in the earl y s e v e n t i e s was
a
br e a k
fr o m
the
tr ad i t i o n a l
pa st .. .. Ins e rv ic e education,
the N E A
contends,
must
be
s u b s t a n t i a l l y m o r e than e x t e n s i o n c o ur se s o ff er ed
by
a
neighboring
university.
While
these
re s p o n s e s can u nd o u b t e d l y be helpful, the mo s t
v a l u a b l e and least used re s o u r c e s exist in the
(teachers) p e e r g r o u p . ' 36
Agne

and

association's

30,

Ducharne
impact

was

argue

particularly

134" m e a 's
Pla tform,"
1973), pp. 2-3.

13 6I n s e rv ic e
(Washington, D.C.:

that

the

impor tan t d u r i n g

Teacher's

Education:
NEA, Fall 1974).’

^36W i l l i a m
O'Keefe,
"Some
I n - S e r v i c e Pro gra ms, " T o d a y ' s E d u c a t i o n
p. 39.

pr of es si on al

Voice

I nf op ac

the

(April

No.

7

Teacher-Centered
(March/April 1974),

65
late s ix t i e s and early seventies.

T h e y state that:

Much o f the c u r r e n t in ten siv e r e e x a m i n a t i o n o f
ins e rv ic e and c o n t i n u i n g p r o f e ss io na l d e v e l o p m e n t
is
a
re sul t
of
growing
desire
by
t e ac he r
organizations
to
as sum e
a m aa n i n g f u i
ro l e
in
g o v e r n a n c e o f the p r o f e s s i o n . 137
The

c on v e n i n g

broug ht

t o ge th e r

competing,
co m mo n

of

teachers.
the

Stat e

and

the

Bettinghouse

groups

ag en da s

goal;

the

and

of

pr opo sed

s yst em

of

Education

Legislature

which

wi t h i n

to

increa sed

Recommendations

en do r se d

by

1979-1980

on

development
we re

funds

s o me ti me s

to g e t h e r

s t ud y

included
the

wo r k

staff

the
and

therefore,

differing,

s tr a t e g i e s

providing

Boa rd

wit h

group,

to

for

acc e pt ed
the

a

by

Governor

implement

Schoo l

the

Aid

Act

(Section 97).
Sta ff
focus

on

p r ov id es

development

needs
for

of

state

thus

im ple m en te d

is

te a c h e r s

at

the

local

co nt ro l

of

the

disbursal

in ten ded

level.
of

m o n i t o r i n g by a state a ge nc y but also

for local

the

by

funds

and

local

decision-making

a

The

to
plan

funds
control

and
of

representative

po l ic y bo ard with a m a j o r i t y of t ea ch er members.
Professional

development

of

school

staffs

with

an

e m ph as is o n local d e c i s i o n - m a k i n g c l ea rl y ha s re tur ned as a
priority
r esu lt of

for

e d u c a ti on al

a blend

re ceived g e n e r a l l y

of

po l ic y

compromise

in
and

the

State.

It

collaboration

f a v or ab le acceptance.

is

the

and

has

Its imp o rt an ce

is

137Ru s s e l l
Agne
and
E dwa rd
Ducharne,
" R e a r ra ng in g the Parts:
A Mo d e s t P ro po sa l for C o n t i n u i n g
and
In se rv ic e Educati on, "
Journal
of T e a c h e r E d u c a t i o n
(Ma rch/April 1 977), pp. 16-19"!

66
underscored
preserved

by

the

by the

fact

that

legislature

fiscal

at a time

supp ort
whe n

has

been

a ll o c a t i o n s

in

mos t p r o g r a m ar ea s h a v e be en slashed.
This
present

decade-long
emphasis

se ri es

on,

of

and

events

su pp ort

leading

for,

to

the

p ro f e s s i o n a l

d e v e l o p m e n t m a y hav e be e n a for tu it o us c i r c u m s t a n c e for the
f ut ur e

of

previous
ha v e

education
section,

for
from

and

as

ne w

wa s

implementation

s tro ng

of

is

pool

educational

to

community

the

Michigan

Bailey,

this

one

re s o u r c e s

^ I b i d . , p.

3.

and Ross,

of

of

in

p. 49.

schools.

"required"

for

is

human
Staff

of

ou t c o m e

such
of

the

P r o f e s si on al

area

from

perio d

by Neale

e xi st in g

for

i mp r o v e m e n t o f schools.

^®Neale,

as

initial

St at e Plan

w or k i n g

the

cognizance

o ne

suppo rt

d es c r i b e d

Pl an

to take

in

in

im p ro ve me nt

the

American

massive

scho ols

use

in

co n d i t i o n s

for

by N e a l e

the

recover,
hu m a n

different

slowdown"

respect,

discussed

the

of

p o si te d

the

of

role

for

designed

In this

wit h

of

Th e

requ ir eme nt s.

Development

context

i mpr ovi ng

resources."^ ^
Development

a

"age

strategies

on

"very

the

strategies

three

focus

The

As

1970

c o mp ar ed
about

1950-1970.

One of
"a

as

optimism

requires

Michigan.

si n ce

e me rg ed

e d u ca ti on " ^ 8

in

at

the

co nc er t

least,

a

M i c hi ga n
for

the

67
T he

professional

conc e iv ed

in

re f o r m i n g

and

the

development

stat e

plan,

rebuilding

for pu b l i c education.

the

of

school

pr o v i d e s

the

in st ruc ti ona l

S u c c e s s of the plan

staffs,

as

mechanism
supp or t

for

system

is pr ed ica te d on

the e s t a b l i s h m e n t o f a sy st em w h i c h ma k e s sta ff de v el op me nt
activities
provides

available
for

education

in

developed

and

devel op men t.
to

p ro v i d e

full

to

school

participation

Michigan.

As

im pl em en te d
Michigan

funds

every

of

of

all

1980,

st a t e w i d e

is one

member

and

s t a k eh ol de rs
ten

plan s

o f on l y

specifically

staff

state s

have

for p ro fes si ona l

a handf ul

designated

in

for

of

states

pro fe s si o na l

de ve lopment.

Su m m a r y
Fo ll owi ng
to

the

fa c tor s

a g en er a l

c ur re nt

co nt ex t

specifically

we r e de s c r i b e d
experience

discussion of
for

imp or ta nt

in this section.

mirrored

in

the fact or s lead ing to

many

the

inservice
in

the

r es p e c t s

M ic h i g a n

the

century

w e r e exa m in ed

of

need s and

the

the

situation

the Mic hig an

na tio nal

scene;

inc rea si ng ce nt ra li ze d state control
in this section.

T h e role pl aye d by v ar i o u s e d u c a ti on al

first

leading

education,

His to r ic a ll y,

o v e r te ac her p r e p a r a t i o n were rev ie w ed

su p por t o f teachers'

factors

their p r e p a r a t i o n du ri ng the

certification

in some detail.

in sti tu tio ns in

Final

movement

in

Mic hi gan

centralization of

the

^^Emily
C.
Fe ist ritzer,
Th e
1980
Re por t
on
Ed u ca ti on al
Pe r s o n n e l
Development
(Washington,
D.C.:
Fe i s t r i t z e r P ub li ca tio ns, 1979), p. 90.

68
certification
present,

p ro ce ss

when

many

occurred

socia l

in

and

1935,

a period

economic

like

the

c on s t r a i n t s

also

we r e a ff e c t i n g education.

A p r o g r a m wh i c h gr ew out of this

c o nt ex t

in fl uen ce d

effort

in

1935 and w h i c h

for the

Curriculum
emphasis

next

re f l e c t e d

discussed

ins er v ic e

a

staff de ve l o p m e n t

t h i r t y y e a r s — the Mi ch ig an

P r o g r a m — wa s
on

the

state

in

education.

emphasis

re lat ion
Th is

on

Cooperative
to

its

pr o g r a m

local

also

aut on omv

and

c o o p e r a t i v e p l a n n i n g w h i c h w e r e the g u i d i n q p hi l o s o p h i e s
Michigan
The

for th ir ty years.
ab rup t

shift

of

Ins tr uction,

is d o c u m e n t e d

was

a

in

appointment

policies

in

new

b r ie f ly

this

St a te

position,

f oll ow inq

Su pe r i n t e n d e n t

and

the

reviewed.

impact
The

of

of
Dr.

the

Pu bl ic
Por t er 's

re m a i n d e r

of

this

s e c t i o n c h r on ic le d the d e v e l o p m e n t o f pol ic ie s and pr ograms
in the

se v e n t i e s w h i c h

lead

to

the c ur r e n t e m ph as is o n

and

s up p o r t for staff d e v e l o p m e n t as a state policy.

TH E R O L E O F H I G H E R E DU C A T I O N IN
PROFESSIONAL STAFF DEVELOPMENT

This

study

departments

and

the d e v e l o p m e n t
and a c t i v i t i e s
colleges
providing
Th e

of

is

co l l e g e s

of

and d e l i v e r y
in Michigan.

education

in - se rv ic e

history

c o n ce rn ed

of

this

have

wi th

the

education
of

staff

cu rr en tl y

de v e l o p m e n t

Traditionally,
p la yed

education
i n v o l ve m en t

to
w as

role

a

pla y

in

pr ogr am s

d e p a r t m e n t s and

central

public

which

school

d e s c ri be d

role

in

staffs.

briefly

in

69
the

previous

the

sections

cha ng in g

of

social

this

chapter

in

connection

and

e du c a t i o n a l

with

con tex t

for

p r o f e s s i o n a l de vel op men t.
As

the

teachers
primary

emphasis

has

po w e r
the

the

the

role

of

s o u r c e of pr o g r a m s

that w h i l e

in the d e s i g n
for

the "IHE

and

school

designing
district

p r o f e s s i o n . "141 P e r s p e c t i v e s
current

role

educa ti on,

the

education

university

activities

and d e l i v e r y of

planning

local

and

i ns er vic e

als o has

as

of
the

changed

L e B a r o n co m m e n t e d on as pe c ts o f this change

recognizing

ro le

on

changed,

si gn if ic an tl y.
by

p la c e d

of

major

ro l es d i s c u s s e d

issue s

inservice,
p r og ra ms

and
on

universities

re t a i n s

in

involved,

to
the

an
the

is

focus of

shifting

the
n atu re

of

the

i ns er vic e

p o t e nt ia l

in the l i t e r a t u r e will be the

to

organized

p ro v i d i n g
and

i mp or tan t

future

focus of this

section.

P e r s p e c t i v e s on the N a t u r e of the
U n i v e r s i t y ' s M i s s i o n and R o l e m
Professional Staff Development
Th e
education
enterprise

^^Le

ch a n g i n g
in

role

the

is

Baron,

of

in s e r v i c e
one

p.

5.

of

departments

and

education/staff
the m a j o r

issues

colleqes

of

.development
c on f r o n t i n g

70
university
not ed
is

staff

that
the

ap p ea rs

the

key

role
not

t o d a y . 142
concern

of

to

the

be

re l a t i o n to o t h e r

of

a

profession

i n s t i t u t i o n s . " 144
n ot ing

that

c o ll eg es

the re

in

Ry a n
is

no

i n s er vi ce

a n al ys ts

i ns erv ic e

t ea c h e r

u n i v e r s i t y . 145
and

as Fe rve r states,
agencies,

a le gi ti ma te
and

ro le

colleges

of

" th ei r role in

of

for

in

the

ed u c a t i o n a l

this

e d u c a t i o n . 145

issue

o r g a n i z a t i o n s and

i m p r ov em en t

s in gl e

education

role to pl ay

u nd e r s c o r e s

have

The

departments

institut ion s,

in d iv idu als who als o hav e
education

in

whether

e d u c a t i o n have a ro le but,

Other

issue

by

departments
Rather,

and
the

role is complex and lacks clarity.
Pow el l d e v e l o p e d

se ve ral

questions

to g u i d e

his

study

w h i c h are p a r t i c u l a r l y g er m a n e to this chapter:

1 See
David
D.
Ma rs h and
Lou
M. Carey,
"The
I n v o l v e m e n t o f U n i v e r s i t i e s in I n s e r v i c e Educ at ion :
An
O r g a n i z a t i o n a l An al ys is ,"
in Th e I n s t i t u t i o n a l i z a t i o n of
C h a n g e and I n s er vi ce in S ch o o l s and C o l l e g e s o£ E d u c a t i o n ,
ed.
P.
R. W a l k e r
(Bellingham, W a s h i ng to n:
Far W e s t
T e a c h e r Co r ps N e tw or k,
1978),
p.
44;
Jack
C.
Ferver,
"C o o r d i n a t i n g
SCDE
Pr og ram s,"
Journal
of R e s e a r c h
and
Development
in
Education
(Fall
1'9§f),
pi
5~?Tj M a r g o
Johnson,
I n s er vi ce
Edu cation:
Priority
for
the
'80s
(Syracuse,
New
York:
National Council
o?
States
on
I n se rv ic e Edu cation, 1980), p. 45; Ber t Y. Kersh, F a cu lt y
Development
for
I ns e r v i c e E d u c a t i o n
in the
S c ho ol s
(Washington, D . C . :
AACTE, 1978) , p.
?; Howey, In se rv ic e
Into P e r s p e c t i v e .
l45See
Powell,
p.
2;
Robert
W. H o u s t o n
and
J e r o m e J. Frieberg, " P e r c ep t ua l Motion, B l i n d m a n ' s Bluff,
and
In s e r v i c e
Ed uc at io n,"
Jo u r n a l
of Teacher Education
(Jan/Feb 1979), p.
7.
144Ferver,

p. 26.

145T h o m a s
F.
E du c a t i o n ' s Rol e in
p. 5.

Ryan,
" Sp e c u l a t i o n s
on
Inserv ice ," I n s er vi c e (January

Hi gh er
1979),

To wh a t e xte nt
shoul d
universities
con tr ib ut e
to the formal e d u c a t i o n of t e a c h e r s in service?
In
wh a t
form
and
wh at
setti ng
mi ght
the
invo lv em en t of u n i v e r s i t i e s in in -s er vi ce te ac her
education
take pl a c e ?
Who,
or
what
entity,
should
de t e r m i n e
the
c on te nt
of
e d u c a ti on al
e x p e r i e n c e s for p r a c t i c i n g teach ers ?
In brief,
w h a t should be th e role o f the u n i v e r s i t y in the
c on t i n u i n g e d u c a t i o n of te achers?
Powell
in

su gge s ts

a

that

"institutions of

good

position

education" ^ 4 7

because

specialized
buildings

sta ff

and

to

other

s po ns or
they

prepared

higher

to

facilities

in- ser vic e

hav e

work

education

t ea ch er

a c c u m ul at ed

with

wh i c h

are

tea ch er s

can

be

a

and

hav e

in

many

used

t y p e s of programs.
The

rol e

variety

of

of

the

trends,

university. ^ 4 8
question

of

the

role

education

especially

urgent

ha s

of

al s o

ext e rn al
and

which

now

focused

s c ho ol s while,

both

Carey

i n s er vi ce

c o nt ex t

university

is

to

Ma rs h

because

attention

on

the

and
state

universities
public

re la te d

can

school
c h a ng in g

staff

to

within

the

that

the

play

in

the

p e r so nn el

is

educational

development

in

at the same time,

fa c tor s
wi t h i n
schools,
colleges,
and
d e p a r t m e n t s of e d u c a t i o n (SCDEs) are p r o p el li ng
th e m toward e x p a n d e d
i nv ol v em en t
in
in se rvi ce
education.
SC D Es
are
r e vi si ng
their
ins ti tu ti on al m i s s i o n
in light o f d e c l i n e s in
preservice
and
d oc t o r a l
st ud en t
enrollments,
t i gh te ne d
budgets,
d em an ds
for
ne w
research,

1 4 8 Powell,
14 7

p. 3.

Ibid.

^48Ma rs h and Carey ,

p.

44.

a

the

72
and re la te d
Revision
im po rta nt

of

c

t

o

r

or

role

re c o g n i z e d

i n st it ut io n' s
of

a

s

reexamination

in

by

wh i ch

other
is

of

the

should

in se r vi ce

mission

in vo lv eme nt

149

.

development

un i v e r s i t y ' s
also

f

he lp

education.

writers.

in

the

is

clarify
It

P owe ll

re fle ct ed

mission

is

an

a rq ue s
na tu re

an
the

issue

that
and

an

type

in in -s er vi ce education.

Institutions
of
higher
education
that
a dh er e
to
a
service-oriented
land
gr a nt
philosophy
pe r c e i v e
th e ir
involv eme nt
in
i n- se rv ice
education
differently
than
tho se
in sti t ut io ns
that
tend
to
be
th e or e ti ca l
in
na t u r e
and
co n t r i b u t e
to the
professional
p r e p a r a t i o n of
te a c h e r s
th ro ug h
res e ar ch
and
development
activities. '50
A

c om men t

be a r s

by

Ryan

directly

points

out

different

regarding

on

their

that

the

role

different

sets

of

s i mi la r

missions

adopted,

considerably

in

mission

of

in se rv ic e

universities

resources"1 ^ 1 ;

(teaching,

research,

different

re s o u r c e s

the

university

education.
ha v e

" ent ire ly

even

th ough

service)
exi st

He

may

be

within

the

v a r i o u s institutions.

Suc h re s o u r c e d i f f e r e n t i a t i o n should

be r e c o gn iz ed and used

in wa ys wh i c h can mo st a p p r o p r i a t e l y

serve the field.

He states:

Ma n y u ni ve rs it i es ,
founded
as normal
schools,
abandoned
rich
and
honorable
t ra d i t i o n s
of
t e a c h i n g and s e r v i c e in a t t em pt s to c om pe te in
the r e s e a r c h arena.
Th o s e a tt em p ts we re d es ti n ed
to resul t in a d i l u t i o n of the total e ff o r t s of
h i g h e r e d u c a t i o n to serve the pr ofession.
It
4Q
'Carey

1

and Marsh,

^®Powell,
15

^T. Ryan,

p.
p.

50.
5.

p.

1.

73
also
co nt ri bu te d
to the
c ur ren t
co n f u s i o n
in
the h i g h e r e d u c a t i o n c o m m u n i t y o v e r o u r role in
in se rvi ce training.
Th e fact is th ere is no
si n gl e role.
R a t h e r th e re is a co n s t e l l a t i o n of
rol e s to be ta k en by d i f f e r e n t in st it ut io ns and
agencies.^ 52
Kersh,

rep or ti ng

de v el op me nt ,

on

provides

an

AACT E

a pr ac t ic al

workshop
perspective

on
on

faculty
the

issue

o f the m i s s i o n of d e p a r t m e n t s and c o ll eg es of education:
There
is
a
sens e
of
urgency,
someti me s
bordering
on
dispair,
in
wh at
some
of
ou r
c o l l e a g u e s are sa yi ng about the need to fulfill
o u r serv ice m i s s i o n in the schools.
At anot her
of the region al w or k sho ps, Be rt Shark, then dean
of
education
at
the
University
of
Florida,
o b s e r v e d that 'the trai n m a y al re ady ha ve left
the s t a t i o n . '
A nd J a m e s Co l l i n s fro m S y ra cu s e
U n i v e r s i t y wa rn ed me ta p h o r i c a l l y , 'You have to do
more
than
mo v e
the
chair s
on
the
Titanic. 153
Bot h

M a t h i s ^ 3^

and

fa c ult y

development

experts)

p r e p a r a t i o n for d e l i v e r i n g
in

a

c o nt ext

of

Bergquist^^
also

argue

(university
that

u ni v e r s i t y

i nse rvi ce e d u c at io n must be done

r ed e f i n i n g

the

u n i v e r si ty 's

mission

to

s up po rt o u t r e a c h efforts.
This
ne c e s s a r y

em p h a s i s
adjun ct

on
to

the

mission

of

the q u e s t i o n o f

the
the

university
u ni ve rs it y' s

as

a

role

152 Ibid.
^ Ber t
Y.
Kersh,
"Needed:
New
Wa ys
of
T h i n k i n g and A ct i n g in St a f f De vel op m en t, " J ou rn al of St aff
D e v e l o p m e n t (Jan/Feb 1979), p. 44.
^^Claude
B.
Mathis,
"The
T e ac hi ng
S c h o l a r — An Old Model in a N e w Context," J ou rn al of T e a c h e r
E d u c a t i o n (May/June 1978), pp. 9-13.
^^William
Ber gqu ist ,
"Relationship
of
C o l l e g i a t e P r o f e s s i o n a l D e v e l o p m e n t and T e a c h e r Education,"
J o ur na l of Te a c h e r E d u c a t i o n (May/June 1978), pp. 18-27.

74
in

i nse rvi ce

cont ex t

education

for

is

i ns er vic e

a

recognition

education

of

and

the

chanqing

the

need

of

and

the

u n i v e r s i t i e s also to change.

Cr i t i c i s m s of U n i v e r s i t y I n v o l ve me nt
P r of e s s i o n a l Staff? D e v e l o p m e n t
Im pl ici t

in

the

c ha n g i n g

of

departments

i n s er vi ce

re l ate d

role

however,

is an un d e r l y i n g dilemma.

had

the

major

ex pe ct ed
ha v e

role

to bui ld

not

An

the

be e n

of

be

edu cation,

W h i l e u n i v e r s i t i e s have
ha ve

be e n

p r o g r a m s — "their

list o f

coul d

cont ext

colleges

wanted" 1 5 6

extensive

endeavors

and

p a s t — and

in ser vi ce

al wa y s

criticized.
ins e rv ic e

in

in

and

c r i ti ci sm s

c o mp il ed

but

ask ed

and

contributions
often

highly

of

university

th e y

generally

re v olv e around the u n i v e r s i t y s p o n so re d p r o g r a m or a c t i v i t y
not m e e t i n g the needs o f the c l a s s r o o m t e a c h e r . 15^
P o we ll

cites

s ev era l

s ou rc es

wh ic h

su pp or t

the

p o s i t i o n that c ol l e g e s and u n i v e r s i t i e s hav e not a d e q u a t e l y
met the needs of t e a c h e r s
f u rt he r
the

pr og ra ms

face.
done

confirm

He
a

that

that

universities

dea l

additionally

po or

job

of

in service.

wi th
points

re l a t i n g

156Ca r e y and Marsh,

p.

Powell's conclusions

generally

do

not

everyday

p r ob le ms

ou t

universities

that

graduate

study

to

offer

teachers
ha v e

in - se rv ic e

1.

l5^See
Allen,
p.
109;
Neale,
Bailey,
and
Ross, p. 32; A r t h u r Sneed, " Co n t i n u i n g E d u c a t i o n in the
Pro fes sio ns ," Jo u r n a l of H i g h e r E d u c a t i o n (Summer 1972),
p.
224;
Agne
and
Ducharne;
Ed e l f e l t
and
Lawrence,
p 1 4.

75
needs;

they

u su all y

co u r s e s

that

content

is

t

e

a

c

h

e

r

s

.

collectively
not

is

the

gen er al,

the

question

s mo oth

not

yet

transition

and v e r y li tt le
Sn e ed

of

for

professional

have

s mo r g a s b o r d

lead

most

programming" ! 5 9

feels

a

to

professionally

1^8

addresses
and

offer

fr o m

cr it i ca l
a

in - se r vi ce

faced

this

and

to

cours e

practicing

p ro b l e m

" p at te rn

and

u nr el ate d

degree

relevant

school,

the

a

of

of

Po well

responsibility

education.
the

profession

in

There

no

ch allenge.

undergraduate

He

degree

to

is

the

job

f o ll ow -u p provided.

also

ind ic a te s

that

the

c o n t i n u i n g e d u c a t i o n lacks a d e q u a t e

u ni v e r s i t y ' s

ro l e

in

fo llow-through:

Mo s t d i s c u s s i o n s about
the
c o n t r i b u t i o n s wh i c h
h i g h e r e d u c a t i o n can m a k e to c o n t i n u i n g e d u c a t i o n
end wi th the u n i v e r s i t y p e o p l e p ro m i s i n g to study
the
matter
further,
nonuniversity
p eop le
p r o m i s i n g to d o m o r e
to
i nfo rm the p r o f e s s i o n
abo ut the a d v a n t a g e s o f c o n t i n u i n g edu cation, and
bot h
as s e r t i n g
thei r
l oy al ty
to
the
goal
of
im pr ovi ng p r o f e s s i o n a l s e r v i c e s . ! 6 0
It

does

criticisms
education
w or ke d
of

of

not
the

further.

in

the

seem

It

ev id en t to an yo n e

3.

!5 9 I b i d .
! 6 0 Sneed,

is s ta r k l y
that

sp ons ore d

p.

do c u m e n t

in vo l ve me nt

ac tivities.

! 5 ®Powell,

to

university's

field

university

n ec e s s a r y

p. 224.

many

te a c h e r s

professional

in

are

these

in se rvi ce
who

has

cri ti ca l

development

76
Q u e s t i o n s A b o u t the N e e d for a
U n i v e r s i t y Rol e in P r o f e s s i o n a l
Sta ff D e v e l o p m e n t
Th a t

universities

imp o rt an t
of

role

te a c h e r s

and

w r i t e r s and

the

have

co n t i n u i n g

school

st affs

a

M a n y of

university's

necessity of

the

same

traditional

university

c on t i n u i n g

professional
is

the

role

also

i n v o l ve me nt

are

have

in

by

n a tu re o f

a u th or s who

and

development

acknowledged

r e s e a r c h e r s c o n ce rn ed wi t h

d ev elo pme nt .
the

in

should

many
staff

cri tic al

s up por te d

inser vic e

of
the

education

t hr oug h c o l l a b o r a t i v e r el ati ons hi ps.
As would be expected,
itself,

in

an

official

Association of Colleges
the
still

u ni v e r s i t y ' s
see

the

the t ea ch er e d u c a t i o n p ro f e s s i o n
publication

of

the

for T e a c h e r Education,

role.

However,

161

traditional

role

of

the

American

ac k n o w l e d g e s

these

au th or s

university

as

the

p r e d o m i n a n t rol e in the future.
W h i l e the c h i e f
responsibility
for c on t i n u i n g
professional
development
must
rest
wi th
the
ind ivi dua l t e a c h e r and the o r g a n i z e d profession,
the m a j o r v e h i c l e for c a r ry in g ou t p r o f e s si on al
development objectives
still d o u b t l e s s
re ma ins
the
graduate
p r og ra ms
of
the
c o l le g es
and
un i ve rs iti es, e n r i c h e d by the c o l l a b o r a t i o n o f
school s y s t e m s . 1 6 2
While
continues

Dillon
to

be

notes

that

"the

s t r o n g , " 16^

and

university
Ki r by

161H o w s a m et al.
16 2

I b i d ., p . 103.

l 6 ^Dillon,

St a f f D e v e l op m en t,

p.

163.

influ enc e

state s

that

77
"the

un ique

role

development
c o nc ed e

is

the

are

ef f ec ti ven es s.

can

"I

pr o c e e d

hi g h e r

of

do n 't

great, " 1 6 4

mo st

the

but

university

in vo lvi ng

the

for

progress

collaboration

community

s c h o o l s . " 16^

p l a y in

staff
w r it er s

hold

that

university

op t i m a l

and

p ro g ra m

for example, m a k e s th i s case ve r y

think

wi t h o u t

can

ne c e s s a r y

E de lf elt ,

education

public

tr u ly

relationships

scho ol s

directly:

co lle ge s

c ha nge d r o l e

collaborative
local

that

and

Eu bi e

in

i n se r vi ce

between

th e ir

and

e du c a t i o n

members

of

the

in

the

b e li ev e

it

colleagues

Gray

also

is imp or ta nt for u n i v e r s i t i e s "to w o r k o n an int im ate ba si s
wi t h

pu b l i c

scho ol s

and

s c h o o l s . " 1^
t ea ch er

education

t o g e t h e r " 16^

a nd

goes

education must

take

the

pr ob le ms

"a

on
lead

more

to
in

that

"the

i n e x t ri ca bl y

bound

say

that

helping

s ch oo ls

teach er
solve

ef fo rt

and

than

s c ho ol s
what

can
has

l64Pau l
W.
K irb y,
" I n - S er vi ce
Education:
U n i v e r s i t y ' s Role," E d u c a t i o n a l L e a d e r s h i p ( Feb rua ry
p.
433.
16^Roy
A.
Edelf elt ,
and
Inservice
Ed u ca ti on ,"
(Mar/Apr 1977), p. 10.

"The
Journal

S ch o ol
of
of
Teacher

1^ J o s e p h
Eubie
and
Frank
"University-School
C oo p e r a t i o n , "
Educational
(February 1973), p. 416.
1 ^^Dole,

p.

2 0

.

the

B o y e r and M a e r t e n s posit

universities

productive

notes

are

facing pu b l i c education.

that c o o p e r a t i o n b e t w e e n
to

Dole

lead
been

The
1973),

Ed u c a t i o n
E d u c at io n

Gray,
Leadership

78
traditionally
po t e n t i a l
[in]

the

case."^®

contributions of

collaborative

and co ll eg e
Other

Dillon

professors

arrangements

emphasizes

of

between

"the

t e ac h er

education

schoo l

districts

institutions. " 1 0 9
writers

have

discussed

the

i m p o r ta nc e

u n i v e r s i t y in p a r t n e r s h i p w i t h p u b l i c s ch oo ls and
relat io nsh ip s.

Ho u gh

ar g u e s

that

in

a

of

the

in p a r i t y

situation

wh e r e

p a r i t y ex is ts u n i v e r s i t y i n v o lv em en t can e n h a n c e "e ff ect ive
pr o g r a m m i n g

and

impact. " 1 7 0

in se rv ic e e d u c a t i o n mus t
t e ac he r

educators

roles"

in

171

leadership,
'c at alytic

this
and

role1

f u n c t i o n s . " 17 ^

Cochran

be a p a r t n e r s h i p v e n t u r e
ha ve

"v ita ll y

context;

ro l es

interaction.
in

st ates

research,

S m i t h 17-*

They

and

that

s i g n i f ic an t

of

coordina tio n,
" p er fo rm

d e v e l o pm en t,
also

that

and

s tr e s s e s

their

delivery
the

100J a m e s
Boyer
and
Norbert
Maertens,
"School-University
Coalitions
for
Realitv-Based
In str uct io n,"
Educational
Leadership
(February
1975),
p. 313.
169E l i z a b e t h
A.
Dillon,
"I nn o v a t i o n
and
C o l l a b o r a t i o n — A P u b l i c S c h o o l E d u c a t o r Sp eaks," J ou rn al of
T e a c h e r E d u c a t i o n (Summer 1974), p. 256.
170W e n d e l l
M.
Hough,
P a r t n e r s h i p for T e a c h e r Gr owt h, "
(February 1975), p.
308.
171L e s l i e
Co chran,
Passive-Complacent-Reality,"
1975), p. 9.
17 3

"School
Educational

University
Leadership

" In s e r v i c e
Education:
T h e o r y Into P r a c t i c e (February

Ibid.

1 7 3 E.
B ro ok s
E d u c a t i o n R e v i si t ed ,"
1974), p. 253.

Smith,
Journal

"Partnership
in
of T e a c h e r E d u c a t i o n

Te a c h e r
(Summer

79
need
to

for

university-school

assure

mo d el

more

for

prescribes

effective

e f fe ct iv e
a

sy s t e m

inservice.
c ha n g e

necessary

partnerships

role

A

staff

d e s cr ib e d

in

as

res e ar ch

way

de v e l o p m e n t

by

and

the

Delano^^

dissemination

for the university.
Ca r ey
pot e nt ia l

and Ma r sh ha ve do n e a "working
role

education.
r e se ar ch

for

Th e y

that

conclude

process.
role

in

university,

P owe ll

Big

Big

10

and

programs.
a

Most

p r o g r a m s .

1^6

and

and

school

ad mi n is tr at or s,

part
a

the

to

the

this

l o n g- te rm
of

the

p e r s p e c t i v e of
of

education

te ac her

in

in -service

st udy

p ref err ed
in -service

add:

"A

o rg an iz a ti on s,

departments of
to

the

to

Johnson

is.essential

from
a

pla n ni ng

and

of

inservice

st udy

in P o we ll 's

st ate

of

approaches

in cl u di ng

uni versities,

a

in

a pp ear s

p ro f e s s o r s

(80.5%)

effort,

be

from

ab out

Edelfelt

co l l a b o r a t i v e
colleges

questioned

a p pr oa ch

"It

In

ins er v ic e

p eo pl e

cooperative

must

" ^ 5

s ch ool s

8

in vol ve m en t

that

universities

developmental
u ni v e r s i t y ' s

university

analysis"

education,

r e c o n c e p tu al i ze

in - se rv ic e t ea ch er education. " ^ 7
Th e

broader

ge n e r a l

literature

on

school

^^June
S.
Delano,
"I n- Se r vi ce
E d u c a t i o n a l L e a d e r s h i p (May 1975), p. 523.
^^Carev

and Marsh,

1"^Powell,

p.

imp ro vem ent

for

Change,"

p. 4.

52.

I^Roy
a.
E d el fe lt
and
Margo
Johnson,
Re t h i n k i n g
In-Service
Education
(Washington,
N a t i o n a l E d u c a t i o n As so ci at io n, 1975), p. 6 .

eds. ,
D.C.:

80
also

is

supportive

of

suc cessful programs.

collaboration

Ne ale,

d i sc us s st af f d e v e l o p m e n t
models.

These

models

co m mo n— c ol l a b o r a t i o n
change e f f o r t .
Th e

a u th o rs
should

long

is

would

it

"have

e n t er pr is e
ex cluded

cited

four d i f f e r e n t

all

one
the

have

in

a

ab ov e
a

element

in

for example,

planned

chang e

ing re di en t

participants

m a k e it
in

collaborative

unhealthy
in

rol e

this

clear

in se rv ic e
posture.

effects on

the

c ou nt ry "17^

in

in

the

if

that the

education
Ryan

en t i r e

feels

as
it

education

universities

we r e

from the in se rv ic e scene.

The ke y q u e s t i o n a p p e a r s
d i me nsi on s
ot h e r

ke y

and Ross,

ha v e

among

a

178

uni v er si ty
as

in

Bailey,

as

of

the

university's

stakeholders

a c k n o w le dg es

the

to be,

in

the

ad dr ess es the q u e s t i o n o f

r o l e in

in s e r v i c e

i m p or ta n ce

wha t

o f the

are

the

s p ec if ic

relation

e nt e r p r i s e ?
university's

to the
Ed el f el t

role

and

its functions:

The
te ac h in g
profession
is not
competent
enough,
pow er ful
enough, and large en o u g h
to
c o nt ro l
its ow n d es ti ny .
It nee ds the h i g h e r
e d u c a t i o n component, bu t this se gm en t m u s t be a
vital,
responsive,
cooperative
part
of
the
p r o f e s s i o n ready to dea l wi t h p r a g m a t i c as well
as th e or et ic al p r ob le m s and ready to align itself
with the school p e o p l e in the m a m o u t h t a s k of

178

Neale,

Bailey,

and Ross,

p.

ii.

178Ke v i n
Ryan,
"Can
Professors
Teacher?," Ins er vi ce (January 1979), p. 4.

Help

the

81
imp r ov in g
A m e r i c a . '8 8

public

education

in

Issues and C o n s t r a i n t s I n h i b i t i n g the
U n i v e r s i t y ' s R o l e in P r o f e s s i o n a l
St a ff D e v e l o p m e n t
The

dimensions

changing)

role

inf l ue nc ed
education
These

as

in
a

of,

discussed

the

of

some

constraints
changing

pre vi ous ly.

and

By

VanRyn

u n i v e r si ty 's

professional

as

universi ti es.

Orrange

the

number

well

issues and

re s ul t

by

by

of

staff

issues

to

are rela ted
for

the

issues

way

of

ba c k g r o u n d
many

of

nev er

the

higher

and o f t e n

in ser vi ce

are

to

before

and

p. 9.

faced

overv ie w,

pr ob le m s

If i n - se r vi ce tr a i n i n g w e r e to remain as it is
n o w — a g e n e r a l i z e d c at c h a l l not ne c e s s a r i l y job
r e l a t e d — the d o m i n a n c e o f h i g h e r e d u c a t i o n mi ght
also continue.
However,
the need
is rapi dly
be c o m i n g
obvious
for
h ig he r
ed uc a ti on
i n s t i t ut io n s to m o d i f y and,
in some cases, to
t o ta ll y
r ed es ig n
the
s e rv ic e
they
provide.
A l t h o u g h they shoul d c o n t i n u e to o f f e r pr ogr ams
for the limited p o p u l a t i o n wi s h i n g to u nde rt ake
formal d oc t o r a l studies, u n i v e r s i t i e s should gi v e
e m p h a s i s in te a c h e r t r a i n i n g to the pr a c t i c i n g
p r o f e s s i o n a l wi th j o b - r e l a t e d needs.
No longer
is
the
c o ll eg e
ca mp us
the
onl y
ac c e p t a b l e
location
for co n t i n u e d
l e a r n i n g . ... E m ph as is
is
be i ng
pl ac e
(sicj
on
co nv eni enc e,
space,
and
accessibility
rather
th an
past
practice.
No
lo ng er
are
co l l e g e
professors
considered
the
sin gu la r
well
of
tr ut h
and
knowledge.
Pe e r
i n s t ru ct io n
and
s ha ri ng
are
g ai nin g

Edelfelt,

the

education

is su es facing h i g h e r e d u c a t i o n in 1975:

180

are

institution.

to,

Many

enumerate

(and

development

indi ge nou s

ex t e r n a l

co n t e x t

p re s e n t

and

82
respectability
as
hi gh ly
e f f ec ti ve
vehicles
for i mp rov in g c l a s s r o o m t e ac he r performance.
No
l o ng er can i n d i v id ua ls wh o are far remo ved from
d a y - t o - d a y c on t a c t wi t h e l e m e n t a r y and sec o nd ar y
s c ho ol s d i c t a t e w h a t is r e l e v a n t and n ec e s s a r y
for
survival.
S op h i s t i c a t e d
needs-assessment
in s t r u m e n t s
are
pinpointing
priorities
and
i d e n t if yi ng
a ctu al
p ro b l e m
areas
from
whi ch
p r o g r a m d e v e l o p e r s take direction.
T h e b u r d e n for ch a n g e and flexi bi lit y, then, is
o n the t r a d i t i o n a l leaders, the h i g h e r e d u c a t i o n
institutions.
T h e i r indi vid ua l and c o l l e c t i v e
c a p a c i t y for o p e n n e s s and t h e i r w i l l i n g n e s s to
ch an ge will d e t e r m i n e the a mou nt o f control that
th e y will maint ain .
The
t ra d i t i o n a l
finance
s t ru ct ur e o f h i g h e r e d u c a t i o n i ns t i t u t i o n s will
need to be r ee x a m i n e d with an eye toward o n - s i t e
(school-based)
activi tie s,
and c ol le ge
facul ty
p a r t i c i p a t i o n wi t h school d i s t r i c t p e rs on ne l in
tr a i n i n g p r o g r a m s will need
to ±>e g i v e n high
p r i o r i t y and a c c o m p a n y i n g status.
1
The
Orrange

challenges
and

University

Va nR yn ,
structure

predominant

intern al

to

h ig he r

for
and

the

most

sta ff

fa ct or s

education

ill us tr at ed

part,

resistance

i n h ib it in g

still
ha v e

change.

remain.
be en

that

and

t r a d i t i o n s all o p p o s e

"co ll eg e

reluc ta ntl y,
reality."

1 ft?

faculties,
often
A

tr ying

like
to

multi-stage

change.
other
avoid

He

f ur the r

groups,

face

confrontation

in ve s t i g a t i o n

the

D r u mm on d

says that the u n i v e r s i t y ' s o r g a n i z a t i o n a l structure,
norms,

by

by

social
notes
c ha ng e
with
Carey

^^ P a t r i c i a
Orrange
and
Mike
VanRyn,
"Agency
R o l e s and R e s p o n s i b i l i t i e s in In - S e r v i c e Educat ion ,"
in
Rethinking
In - S e r v i c e
E d u c a t i o n , eds.
R oy E de lf el t
and
Margo
Johnson
(Washington,
D.C.:
National
E d u c at io n
Ass oc ia ti on , 1975), pp. 48-49.
182W i n i a m
Drummond,
"E me rg in g
Ro le s
of
the
C o l l e g e - B a s e d T e a c h e r Edu cator," in Em e r g i n g P r o f e s s i o n a l
Rol es for T e a c h e r E d u c a t o r s , eds. Karl Ma ssanari, W i l l i a m
Drumm on d, and R o b e r t H o u s t o n (Washington, D.C.:
AACTE,
1978) , p. 15

83
and

Marsh

i de nti fi ed

organizational

pr o b l e m s

a s s o ci a te d wi t h

fa c tor s

hindering

education. ^ 8 8

university

were

with

po litical,

and

change

inv ol ve me nt

determined

constraints

c o n s t r a i n t s a s s o ci at ed
economic,

i n s t i t ut io na l

They

organizational

constraints

four

sociological

SCDE

(schools,

discouraged
education. "

in di vi du a l

colleges,
from

and

p r i nc ip a l

the

those

univers ity ,

cons tra in ts.

They

"are intert win ed

fa cu lty m e m b e r s

departments

greater

the m a j o r

types:

the p ur po se o f

the

in ser vic e

the

f u rt he r p oi nte d ou t that t h e s e c on s t r a i n t s
in such a way that b o t h

in

that

of

as

and

of

in vo lve men t

and

the

education)

are

in

inserv ic e

1 84

A.
Constraints Associated With
the P u r p o s e o f the U n i v e r s i t y
Constraints
u n i v e r s i t y have
university:

associated
to do

with

teaching,

wi th
the

the

p ur po se

t r a d it io n al

re search,

and

of

mission

of

service.

ins ti t ut io n al

discussed
however,
that

pr e v i o u s l y
discuss

"the

within

in

the

s e rv ic e

th i s

function

universities. "

^88

4

lbid.,

p.

2 1 2

185

Ibid.,

p.

42.

.

in

section.

constraints

l83C ar ey and Marsh.
I8

in vo lv e me nt

s te mm in g

issues

in ser vic e

Carey

and

from

carries

the

least

Little

time

is

the
The

c e n t r a l i t y of the n a t u r e o f the m i s s i o n to all o t h e r
affecting

the

was

Marsh,

the

fact

pr e s t i g e
al lo c at ed

84
for

se r v i c e

functions,

a

s er vi c e

orientation

loss o f st at us a cr o ss the universi ty ,
does

not

Garey

and

be

re c o g n i z e
Marsh

v iew ed

teaching

as

ne w

set ti ng s

ar g ue
a

must

be

s e rv ic e

i n s t i t ut io na l

a

i n s er vi ce
function.
ne w

v ie we d

focus

support

quality

and

u t i l i z a t i o n to o c c u r

hi gh

p r i o r i t y . 1®®

education

should

Rather,
le arn in g

as

a

the

it

not

implies

designs

le g i t i m a t e

in

new

te ac h in q

in ma n y

and

su pp o rt ed

by

can

enhance

the

action

a cc o m p a n y i n g

al lo we d

in ad eq ua te

i n s e rv ic e e du cat io n,

t r a d i ti on al

and
ha s

But

B.

and the rewar d sy st em

as

t hr o ug h

in

1 ®^

The

program

that

service

students

and

function.

se rv ic e

re su lt s

weak

res ea rc h

university

divorced
r es e a r c h

university's

and

lack

of

ina deq uat e

and

knowledge

i nse rvi ce

efforts.

from the se rv ic e fun ct io n
and

role

ethnoqraphic
in

line

studies,

with

the ir

t e a c h i n g and r e se ar ch m i s s i o n . 1®®

Political Constraints
Political

fu l le r

and

more

enterprise.
impede

committee

1

inhib it

the

participation

university
in

the

U n i v e r s i t y g o v e r n a n c e st ructures,

and

development

and

time-consuming

arrangements

® 6 I b i d ., p.

1 ®7

als o

effective

program

Cumbersome

1

fa c t o r s

43.

Ibid.

® ® I b i d . , p. 44.

often

delivery

app ro v al

ma ke

it

in

in ser vi ce

for example,
the

processes

difficult

from

to

field.
throu qh
respond

85
to

requests

difficulty

for

of

cross

collaborative
even m o r e
cont ro l
E

d

e

l

f

e

l

^

pl a n n i n g

t ea che r
has

O

proqrams.

departmental

p er p l e x i n g

of
t

non-traditional

next

and

arrangements

to

ca lled

in

is

the

for

added

also

makes

i m p o s s i b l e .

im por ta nt

education

The

the

question

university

the

of

3

Ut

the

structure.

d ev e l o p m e n t

of

a

p r o f e s s i o n a l school as an answer to internal j ur is d ic ti on al
d i s p u t e s and r e s p o n s i v e n e s s to the field.
Another

pr ob le m

confronting

of e d u c a t i o n that ha ve

tried

departments

to e st a b l i s h

i n v o l ve me nt wi t h p u b l i c schoo ls

and

co l l e q e s

ne w p a th wa ys

for

is that federal le g i s l a t i o n

m a n d a t i n g pr ogr am s w i t h

ins er vi ce c o m p o n e n t s of t e n d o e s not

include

for

For
only

a

formal

example,
a

higher

small

the

fede ral

A ct

and

the

university

Teacher

proportion

education

Children

role

of

the

Center

projects

Education

(PL94-142)

did

the

effort.

legislation

made

collaborative

with

for

not

in

All

Ha n d i c a p p e d

r e qu ir e

u n i v er si ty

involvement.
Another

pol i ti ca l

issue

is

the

reward

system.

I n c e n t i v e s and the rewar d sy st em wo r k agai ns t e x c e l l e n c e
te ac hin g
t en ure

and

es p e c i a l l y

policies

on-campus

work,

are
and

university
gi v e

191

Faculty

^B^Ibid.,

p p # 48-49.

w r i t i n g .

i ns erv ic e

efforts;

wide,

mo s t
members,

we ig ht

tend
to

to

"The School of Educati on. "

191Drummond,

p.

and

re co qn iz e

res ea r ch

therefore,

^^Edelfelt,

115.

promotion

in

may

and
shy

86
away

fr o m

career

in ser vi ce

norm

wo r k

a ca dem e

and

since

it

c le ar ly

a

is

t a n q en t ia l

to

the

priority

in

the

low

reward system.

C.

Sociological Constraints
Carey

and

s o c i o lo gi ca l
education.
of

the

m em b e r

Marsh^2

also

constraints

hinder

Understanding

th es e

tr a d i t i o n a l

ro le

in the t ra d i t i o n a l

and

p o s tu la t e

in vo lv em en t
factors

goes

socialization

university

that

in

inserv ic e

to

the

of

framework.

the

f ac ult y

Ca re y

Mar sh p o i n t ou t that:
Faculty
members
g en e r a l l y
po s s e s s
sp ec ial iz ed
knowledge, w h e r e a s i n s e rv ic e e d u c a t i o n re qui res
broader
e xp e r t i s e
and
a
p r o b l e m -s ol vi nq
or ie nta tio n.
A
fa c u l t y
propensity
toward
cri t ic al
a n al ys is
(criticism)
can
hinder
i n se rv ic e e d u c a t i o n w h e r e
su pp ort
and
p ro qr a m
b u i l d i n g are needed.
Ma n y fa cu lt y m e m b e r s ha v e g r o w n ac cu st ome d to a
d o m i n a n t po w e r r e l a t i o n s h i p wit h th eir students,
m a k i n g it d i f f i c u l t for the facu lt y to accept
in se rv ic e
pr ogr am s
where
te ach er s
have
significant
po we r
in
the
negotiations
about
co n t e n t and m e t h o d o f teaching....
Faculty members
have
a co n t i n u i n g
p r o b l e m of
p r o t e c t i n g th ei r ow n turf w i t h i n the SCDE, and
they ha ve serious time c o n s t r a i n t s and a myriad
of o t h e r r e s p o n s i b i l i t i e s w h i c h k e e p th em at an
intense level o f act ivity....
Fi nally, ins er v ic e e d u c a t i o n is aff ec ted by the
compl ex p r o b l e m o f f ac ult y m ot iva tio n, wh i ch is
in f lu en ce d by p o s i t i v e
and
n e g at iv e
re ac t io ns
to wa rd field efforts. ^ 3

I^Carey

an(3

^ ^ I b i d . , p.

Marsh.
54.

he a r t

and

87
Th e

restrictive

na tu re

of

(f a c u l t y - s t u d e n t po w er r el at i ons hip s,
turf

protec tio n,

generalist
where

soft

of

role)

are

money

staf f

and

programs.

of

soft

Carey

money

in v ol ve me nt
r e gu la r

lack

in

f ur th er
are

and

staff

often

i ns e r v i c e

f ac ult y

and

to

and

the

the

s p e c ia li st

c om p l i c a t e d
in

note

the

th ei r

in s t i t u t i o n

ve r s u s

situations

al th o ug h

en h a n c e s

u n i v e r s i t y .

in

inser vic e

that

p ro gr am s

factors

the reward structure,

involved

Ma r s h

l o n g - t e r m c ha ng e s at the

and

time,

these

projects
the

use

u n iv er si ty 's

relationship

seldom

r es ul ts

to
in

^94

Williams

also d i s c u s s e s these s oc i o l o g i c a l c o n s t r a i n t s

c om p a r e s

traditional

university

r ece nt res ea r ch on ef f e c t i v e
culture

and

norms

of

outreach

inservice.

hi g h e r

education

p r og ra ms

to

He a rqu es that the
will

not

fit

well

into the kind o f staff d e v e l o p m e n t p r o gr am s m od e ll ed on the
characteristics
effective

ide nt if ie d

p r o gr am s

such

as

th r oug h
the

efforts

Rand

Study

at

sy nt he si zi ng

and

the

I/D/E/A

c u l t u r e of

scho ols

model. "*^5

and

He suggests,

for example,

departments

of

s u s t a i n " ^

96

that

education

long-term

the

doe s

not

cooperative

" en co ura ge

or

relationships

194Ibid.
^95R i c hard
C.
W i l l ia ms ,
"A
Po li t ic al
P e r s p e c t i v e on S t a f f D e v e l op m en t, "
in St a ff Dev elopment:
N e w De mands, N e w R e a l it ie s,
N e w P e r s p e c t i v e s , eds.
Ann
L i e b e r m a n and Ly n n e M i l l e r (iiew ?orJc:
fPeacHers Co l l e g e
Press, 1979) , p. 101.
196ibid.

88
with

schools

I n s t i t ut io na l
Further,

that

d ema nd

i n c e nt iv es d o
the

not

time

and

commitment.

support

such

arrangements.

"p r in ci pa l

individualistic, " ^ 9 7

and

wo r k i n g

th er ef or e

nor m

not

su pp ort iv e

of l on g - t e r m c o o p e r a t i v e a c t i v i t i e s wi th schools.
Williams
a cc ept

feels

the

that

university

passive

major

role

however,

no te s

role

in
that

organized

te ach in g

tr a di ti on al

view

facul ty

necessary

wh e n

not

this

_is

a

authority

Finally,
li ke ly

sch ool s

planning. 1 9 8

pl a y

to
the

Schiffer, 1 9 9

necessity

profession

of

are

is

is

be ca us e

ch al le ngi ng

re l a t i o n s h i p s

and

the
the

will

not

it

is

ac ce pt a su b mi s si ve role.
Dr u m m o n d
e x a c e r b a t e d by
on

ch an ge

discusses
f in an cia l

s up p o r t s

re l at io nsh ip s,

this

same

factors.

long-term

the a r r a n g e m e n t s

ins e rv ic e ed u c a t o r s

Thus,

notes

197

Ibid.

19 8

Ibid.

life,

are
and

the

and

l i t er at ur e
co o p e r a t i v e

for course credi ts

d o e s not lead to ex tended

Drummond,

"it

ine xt ri ca bl y
this

as

for financ in g co ll e ge -b as ed

(p a r t i c i p a n t s pa ying

colleges of education
organizational

Although
pr ogr ams

or c o n tr ac ts for c o n s u l t a n t work)
programs.

p ro b l e m

is
bound

in sti tu ti on al

a p p ar en t
to

that

un i v e r s i t y

force has been

199J u d i t h
Schiffer,
"A
F r a me wo rk
for
Staff
Dev el op me nt ,"
in S t a f f De ve lo pme nt :
N e w De mands,
New
Re al ities, N e w P e r s p e c t i v e s , eds. A nn L i e b e r m a n and Ly nn e
Miller
(New
York:
Teachers
C ol le ge
Press,
1979),
p. 1 2 .

89
organized

over

c l oi st er ed,

D.

time

to

prevent

contemplative

c h a n g e — to

p re s e r v e

a mo r e

life s t y l e . " 2 0 0

Economic Constraints
In t im es o f rapid g r o w t h

fin a nc ia l

constraints

i m p or ta nt

difficulties

i n s er vi ce

education.

context,

such

rec ession,
f a ct or s

as

affecting

they

the

education.

appear
hampering

economic

be

among

university

Characteristics

amplify
become

the

and

of

the
and

po i n t

least

c ur r en t

economic

constraints

in

out

in

financial

of

im por tan t

i n v o l ve me nt

Ma rs h

the

i m p o rt an ce

most

support,

in vo lv eme nt

entrenchment

the

university's

Carey

strong

to

i ns t i t u t i o n a l

however,

until

and

inser vic e

that

fundinq

i n s t a b i l i t y is the key as pe ct o f the problem.
Inservice
ta ug ht

as

accounting
part of
pa y s

co u r s e s

overload

and

are

procedures.

the g en er al

for

and

itself.

other
not

Funds

fund

and

These

activities

pa r t

of

the

allocated

the

fa c tor s

i n s er vi ce e d u c a t i o n to c o n t r i b u t e

ma k e

it

of t e n

r eg u l a r

are

in se rv ic e

are

u su al ly

program

time
not

barely

difficult

for

to the o n - g o i n g o p e r a t i o n

of d e p a r t m e n t s and c ol l e g e s of education.
Fur ther,

credentialling

procedures

guarantee

a

c l i e n t e l e o n l y as long as the w o r k force is young e no ug h to
need

the

c on t i n u i n g

or

permanent

200D r ummond, p. 18.
2^ C a r e y
202

Ibid.

and Marsh,

p. 45.

credential.

In

the

90
present
leads

cont ext

to

de g r e e

of

an

f ina nci al

p r og ra ms

aqi ng

and

in stability.

lose

much

of

st ab le
Howey

the ir

staff

adds

this

that

ap pe al

as

also

adv an ced

a

means

of

co n t i n u i n g e d u c a t i o n w h e n jobs are scarce.
Also

contributing

bu d g e t i n g
not

procedure.

c r ed it ed

they

to

re ce ive

development
projects

departments
difficult

fro m

r eg ul ar

c h a nn el le d

Carey

and

of

fund

directly

departments

and

the

overhead

is

local

sc ho ols

to

colleges

of

may

final

e co n o m i c

as pe c t

contraints

of

the

fact ors

i n h i bi ti ng

in se rvi ce e d u c a t i o n e n d e a v o r s
f ac ul ty

co nsulting.

Many

consulting

arrangements

may

schools.

Th is

203nowey,

is

often

"A F r a m e w o r k

2 0^ C a r e y and Marsh,

205Drummon(^

p # ig#

p.

provide
mo s t

47.

level,
of

the

money

is

Michigan),
left

ou t

of

one

around
f ac ult y

i n se rv ic e

to

the

s up por t

for

the
ha ve

issue of
pri vat e

with

prestigious

for Pla nning,"

a

inser vic e

contributing

revolves

the

be

that

ha v e

part

in

i n s t i t ut i on al

university

to

for

(as

money

out

state

any so ur ce o f funds for m s e r v i c e efforts.
A

soft

even

as

if

education

p ro g r a m

state

bu d g e t e d
and

so

po in t

the

re qu es t

education
of

expenses

at

is

When

Marsh

is the

u s ua ll y

wa y

education

traditionally

g e ne ra l

in

any,
of

endeavors.

Similarly,.

work

if

departments

th ei r

recovering

i n s t a b il it y

gen erated,

or

colleges

p r o j e c t s . 204

financ ial

benefit

involved,

time

off-campus

Money

li tt le

and

the

colleges

funds

are

to

p. 23.

way

local
for

91
fa c u l t y

to

c on s u l t i n g
the
of

get
"is

involv ed

all

sc he du le d

provides

and

bureaucratic

f ac ul ty

other

generally

"money

as

Consulting

university

time

consulting

inserv ice

institutionalized

u n i v e r s i t y . "206
ne ar ly

wi th

is

be yon d

s tr ai ns

an

of

an

wi t h i n

ac ce p te d

functions,

attractive

since

a r ra n g e m e n t

is

s u pp o rt

thei r

education

often

part
ha vin g

arrangements.
to

re g u l a r

f a cu lt y

s a la ri es

processing

And,

s in ce

without

financial

it
the

paperwork

th r oug h the u n i v e r s i t y ."207
Consulting
univer sit y,
and

may

such

increa se d

as

provide
im proved

some

benefits

relationships

cre dib i li ty .

However,

the

wi t h

the

accompanying

lack of

the

drain

r e s o u r c e s from i n s t i t u ti on al o u t r e a c h pr o j e c t s
c o n s u l t i n g and

to

of

the
field

facul ty

into priva te

long-term,

plann ed

c o o p e r a t i v e r e l a t i o n s h i p s cr e a t e s a n ot he r serio us c h al le ng e
to d e p a r t m e n t s

and

co l l e g e s

of

education.

T he

problem

that the c on s u l t a n t ro l e is not an o r g a n i z a t i o n a l role.
Ag ne

and

from

the

Ducharne

note:

university;

"The

.quite

paid

c on s u l t a n t

c l e ar ly

he

or

is

she

is
As

clea rly

does

not

r e pr es en t it .11^®®
P ow el l
educator
done

found

that:

in v ol ve me nt

w i th ou t

the

"A

in

continuing

official

2® ® C a r e y and Marsh,

si z e a b l e

^O^lbid.f p. 46.
p.

te ac he r

e nd o r s e m e n t

p. 45.

2 0® Agn e and Ducharne,

portion

17.

of

of

t ea ch er

education
the

is

teach er

92
education

i n s t i t u t i o n . ” 209

Deans

Education

of

and

P owe ll
education

twenty-one

i n s t it ut io ns inv olved

ind i ca te d

"that

their

fac ul ti es

i nd e p e n d e n t
So m e

a

of

professors

in

that

n um b er

they

in c o n s u l t i n g work,

fro m

i n - s er vi ce

programs.

P owe ll

statistically
professors

notes

any

spend

p ro g r a m s
that

t yp i ca l

in

it

to

consulting

wo rk

that

as

much

as

form of wh i c h
long-range,

of

the

on
is

programs. " 2 1 0

is d i f f i c u l t

amoun t

in

M a n y de an s

work

devoted
the

the

professors

university

d a y each w e e k
one-time

of

co n s u l t i n g

formal

re po rt ed

professors

in this study.

considerable
engage

interv iew ed

time

that

is

to

on e

va ried

on-going
determine

university
not

part

of

th e i r a s s ig ne d duties.
T he d e g r e e of i n v o l v e m e n t
seems
to va r y with
the s ta tus and e x p e r t i s e o f the professor, the
e xt e n t o f his c o n t a c t s in the field, and, as one
p r o f e s s o r put it. 'what eve r i n n o va ti on is hot in
the s c h o o l s ' . " 2 1 '
T h i s p r i v a t e e n t e r p r e n e u r s h i p will have few l o ng -ra nge
b e n e f i t s for the or gan iz a ti on .

As E d e l f e l t surmises:

I n d i v id ua l
professors
will
be
pu sh ed
off
as
pr i v a t e cons ult ant s, o t h e r a g e n c i e s will co ntr ac t
for s pe c i f i c s e r v i c e s to use h i g h e r e d u c a t i o n
re sources, but in no ne o f these a p p r o a c h e s will
hi g h e r e d u c a t i o n be a p a r t n e r . 2 1 2

200

21

P o w e l l , p.

°Ibid.

2 1 1 1
2

p.

14.

15.

b i d ., p.

l 2 Edelfelt,

16.
"The

School

of

Education,"

93
P o we ll

c on c l u d e s his d i s c u s s i o n by q uo ti ng Ru b i n who stated

that:

"i n s t i t u t i o n s

consulting-professorial
i n s t i t ut io na l

will

hav e

role

i n v o lv em en t

to

con fl ic t

in

co nt in ui ng

re s olv e

before

the

cr ea t iv e

education may

take

p l a c e . "213
An

analysis

i m p l i c at io n s
in s er vi ce

of

for

c on t i n u e d

education

i n s t i t ut io na l

ro a d b l o c k s

and

need

developed

th e ir
note:
if

be

current

colleges

role

to

f i e l d- ba se d

it
is

in

clea r
a

the

deal

nea r

with

issue s mu s t

are

to

be

ins e rv ic e

that

as

in

removal

future.

and,

the ir

of

c h a ll en ge

facul ty

be

and

involve men t

crucial

pe rce pt io n s,

"organization

universities

co n s t r a i n t s
university

ma k e s

departments
to

these

Mechanisms

a tt i t u d e s

Carey

a dd res se d

s u c c e ss fu ll y
education

for

and

and

and

Marsh

re sol ve d

involved
for

in

school

p e r s o n n e l . "214

C o n s i d e r a t i o n s for the P o t e nt ia l
Role of the U n i v e r s i t y in
P r o f e s s i o n a l St af f D e v e l o p m e n t
Recommendations
universities

can

re g a r d i n g

and

development

e me rg e

literature:

(1 )

should

from

three

examination

the

na tu re o f

play

in

role

pr of e s s i o n a l

different
and

the

a sp ec t s

r evi ew

of

that
staff

of

the

the
many

un r es ol ve d pro ble ms and c o n s t r a i n t s c o n f r on ti ng d e p a r t m e n t s
and

colleges

of

2l3powe^^^

education

in

71^

21^Carey and Marsh, p. 55.

th ei r

que st

for

a

ro le

in

94
staff dev el op me nt ,
for

in se rvi ce

(2 ) d e s c r i p t i o n o f

ed ucation,

p r o g r a m efforts.
r e fi ne d

and

rol es ha ve

researchers

a s pe ct s

either

final

se ct ion

considerations

(3)

ch an g in g

an al y si s

of

conte xt

effective

S u g g e s t i o n s for the d ev e l o p m e n t o f n ew or

university

writers

and

the

wh o

s e p a ra t el y
of

be e n

or

this

o ff e r e d

ha v e
as

a

di s c u s s e d

of

three

factors.

The

r ev i ew

the

will

university

nu mb er

these

i nt er ac tin g

ch ap ter

for po t e n t i a l

by

roles

in

inserv ic e

e d u c a t i o n s ug ges te d by thes e writers.
Discussions
education
st ep s

of

often

that

university

focus

mu st

be

on

ta k en

i nvo lv eme nt

po t e n t i a l
to

insure

rol es

in

in ser vi ce

and

necessary

co nt inu ed

involvement.

Ca r e y and Ma rs h note that:
"The
exact
definition
of
roles
wh ic h
the
university
can
play
should
be
n e g o ti at e d
by
university
and
school
district
per so n ne l
by
det er mi ni ng :
(a) w h a t the u n i v e r s i t y cu rr en tl y
ha s
to
offer;
(b)
what
c ap a b i l i t i e s
the
u n i v e r s i t y can build, and
(c) w h a t the school
d i s t r i c t needs to m a i n t a i n e f fi ci en t pe rf o r m a n c e
o f all school p e r s o n n e l . 2 1 5
The

essence of

n ea rl y

all

can succe ed

this

suggestion

discussions

of

is

the

p o t e nt ia l

overriding

roles;

the

in the in se rv ic e e n t e r p r i s e onl y

role,

state

be i ng

and
that:

Aquino,
"One

d is c u s s e d

2 1 5

I b i d ., p.

in

discussing
of

the

mo st

university

^6

t ea ch er
pr o m i s i n g

considerations

in

if they act in

a cont ext of c o l l a b o r a t i o n with local s c h o o l s . 2
Davies

issue

of

e d u c a ti on ' s
str at eg ie s
c o n t in ui ng

79.

2^ S e e
Ed e l f e l t
and
Johnson,
Rethinking;
Gallegos; and Dillon, I nn o v a t i o n and Collabo rat io n.

95
professional

development

Speculation
lo n g e r

by

be

in

cooperative

in

cont rol

is

that

of

if

the

te a c h e r

higher

with

education

education

s ch ool s

education

i n s e rv ic e

'collaboration'."21^

i n s er vi ce

relationships

i m p e r at iv e
ro le

Pancratz

is

is

to

enterprise.

are

and

no

that

therefore

continue
He

will

to

an

ha v e

recommends

a

that

u n i v e r s i t i e s " d e t e rm in e a p p r o p r i a t e r e l a t i o n s h i p s and build
s tro ng

linkages" 2 1 8

agencies.

He

adds

to

r e c o m m e n d i n g o t h e r st e ps
to

become

education

with

proactive

the
the

in

in sti tu tio ns,

p ro g r a m s

in

in se rv ic e
in

education

program

would

help

in se rv ic e education.
s ho uld

take

relationships
wi t h

a

call

you

the

continuum

wit h

th eir

f r a me wo rk

and

other

is

local

for

the

graduate
Su c h

s y s t em at i ze
the

it

"Te acher

education. " 2 1 9

clarify

if

by

an

inservice

university's

role

in

S c h w a r t z a rgu es that the un iv e r s i t i e s
for

schools.

p a r a p hr as ed
ag ai n

take

edu cation:

wo u ld

i ni t i a t i v e

wi t h

collaboration

a c on c e p t u a l

fr am ew or k

and

of

collaboration

professional

i n t e r re la te d

notion

e du ca ti o na l

u n i v e r s i t y must

c o n s t i t u e n c i e s mu s t d e v e l o p
preservice/inservice

other

cliche,

and

2 1 ^ Da v ie s and Aqui no,

She
"If

again

establishing
summarizes

you

and

don't

collaborative
he r

call

p os i t i o n
us,

ooo
a g a i n . D a v i e s

we' ll
and

p. 224.

2l 8R o g e r
S.
Pan cr a tz ,
" Su rv ivi ng
the
I n s e r v i c e Revolution:
A P r o a c t i v e Stance,"
J ou r n a l of
T e a c h e r E d u c a t i o n (J an/Feb 1979), p. 21.
2

l 9 Ibid.., p.

2 0

.

228H e n r i e t t a
Sc hw ar tz ,
"When
S ch oo ls Relate," E d u c a t i o n a l L e a d e r s h i p
p. 400.

University
and
(Febr uar y 1973),

96
Aquino

add

mus t

that

take

"Institutions

leadership

of

in

higher

e d u c at io n

d e v e l o p i n g . . .coo pe rat ive

arrangements. " 2 2 1
So me
a

ro l e

and

in

c

h

o

o

l

s

ro l es

.

feel

in se rv ic e

colleges

l e ar ni ng
s

a ut ho r s

of

and

education

business,

mission

and

responsibility
t e nd en cy

to

the
the

mu s t

need s

Preparing

be o n e strategy.
the

for

education

education

222

in

that

mission

be
in

university

departments
to

be yo nd

per s on ne l

industry,

of

br o a d e n e d

ar e a s

to m a i n t a i n

for

gov er nm en t,

r ec o g n i z e
the

public

e d u c at io n al

and

health

wou ld

A p p a g n a n i no te s that the r ea so n to expand
serve

to

new

the

focus

on

clientele

public
that

is

sc ho ols

limi ted

"not

but

to

to

sp he re

abandon

balance

of

the

e du c a t i o n a l

a c t i v i t i e s as the w h o l e o f e d u c a t i o n . "223
A n o t h e r i m po rt an t issue d i s c u s s e d
the

distinction

made

in d iv id ua l

f ac u l t y

base

a na l y s i s

the ir

premise
as
and

a

that

problem
can

ch a ng e

be st

roles.
of

i nc rea se d
of
be

between

p ot e n t i a l
i n v o l ve me nt

organized

They

2 2 1 o a v i e s and Aquino,

2 2 3

p.

and

Marsh,

university
can

c ha ng e

aroun d

procedures. 2 2 4

2 2 2 g ee
Policy
for
Implications

in sti tu ti on al

Carey

i n s t i tu ti on al

in the l it e r a t u r e

best
in

for

be

59.

224C a r e y and Marsh,

p.

2.

on

the

und e rs to od
education

organizational
argue

that

22.

Johnson;
Georgianina
Ap pi gn ani ,
the
Education
of
E d u c a t o r s : __ I ss ue s
(Washington, D.C.:
AACTE, TITBTJ .“

i b i d . , p.

and

example,

roles

higher

p la nn ed
also

rol es

is

ed.,
and

97
university
bas ed

on

inv olv em e nt
views

"in

abou t

in se r vi ce

realistic

e d u c a t i o n ou g ht

and

effective

to be

i ns er vic e

e d u c a t i o n for p u b l i c sc ho ol p e r so nn el and about roles wh i ch
SCDEs

can

literature

pl ay
r ev eal s

i de nti fie d

previous

these

an

p r o g r a m s ."225

i nc r eas ing

characteristics

development
was noted

in

and

programs. 2 2 8

consistency

e l e me n ts o f

e f f ec ti ve

staff

in the d i s c u s s i o n of p ol it ica l co n s t r a i n t s

in the

lines,

Ma r s h

b el i e v e

ro l es

in

Analyzing

however,
can

provides

guide

im p li ca ti on

the

this

th es e

one

in

of

section.

the
a

p re s e n t

con tex t

fr am ewo rk wh i c h

universities

to

more

the

i n s er vi c e

enterpr ise .

Points

to

su c c e s s f u l

university

i nv ol vem en t

im po rt an t

rpj^

along

Carey

and

productive

iden ti fie d
include

as
the

following:
a)

university

st af f

ongoing problem-solving

members

and

mu st

p l an ni ng

be c o m e

p ro ce s s

"part
in

of

the

an

school

setting,"22^
b)

universities

governance
enhance

the

must

st r u c t u r e s
ec o l o g y

s p e c i f i c sk ills

to
of

"work

within

develop
st aff

the

p r og ra ms

development

w hi ch
and

both

pr o v i d e

for t e a c h e r s . " 2 2 8

228M i l b r e y
McLaughlin
and
Dav id
D e v e l o p m e n t and Sc ho ol Ch ange," T e a c h e r s
(Se ptember 1978), pp. 69-94.
2 2 ^C ar ey and Marsh,
2 2 8

collaborative

I b i d . , p.

6

.

p. 4.

Marsh,
C o ll eg e

"Staff
Record

98
c)

University

re s ea rc h

in v o l v e m e n t

fin dings

mu s t

abou t

also

"be

based

effective

staff

d e v e l o p m e n t . "229
C a r e y and M a r s h m a k e
ne w

roles

or

the

amplification

u n i v e r s i t y i n v o lv em en t
the

remov al

development

it clea r that
of

the

development

current

roles

in ins e rv ic e e d u c a t i o n "must

of

institutional

of

program

roadblocks

d ir ec ti on s,

as

for

include

well

fa c u l t y

of

as

the

skills,

and

f a cu lt y m o t i v a t i o n . 1 , 2 3 0
In a stud y o f
in

the

P o we ll

Big

Ei gh t

asked

in s t i tu ti on s
Ba s ed

on

e du c a t o r s

university
and

Big

practicing
could

the

better

suggestions

interviewed,

ro l es

Ten

in

i ns erv ic e

University

teacher

the

made

by

Po w e l l

r ol es for u n i v e r s i t i e s r el at ed to

Deans'

educators

ser ve

need s
the

developed

ed u c a t i o n
Ne tw o rk ,

ho w
of

fif ty
five

thei r

teachers.
t ea che r
sugge ste d

in -s er v ic e education:

1) U n i v e r s i t i e s
ought
to
provide
e d u c at io n al
e x p e r i e n c e s th at are c o o p e r a t i v e l y de v e l o p e d
by the p a r t i c i p a t i n g i n- s e r v i c e te a c h e r and
the t e a c h e r educator;
2

) u n i v e r s i t i e s sh ou ld c u l t i v a t e amo ng tea ch e rs a
v a l u e for c o n t i n u i n g p r o f e s s i o n a l education;

3) u n i v e r s i t i e s s hou ld c o n t r i b u t e to in -s er vic e
te a c h e r e d u c a t i o n b as ed in the o r g a n i z a t i o n a l
(school) setting;
4) u n i v e r s i t i e s
ought
to
p ur sue
resear ch
a c t i v i t i e s that c o n t r i b u t e k n o w l e d g e to the
ar e a o f c o n t i n u i n g p r o f e s s i o n a l e d u c a t i o n of
teachers;

2 2 9 j b i d ., p.

8

.

230I b i d . , p. 55.

upon

99
5)

universities
should
provide
and
f ac il ita te
a v a r i e t y o f le arn in g e n v i r o n m e n t s to meet the
va r ie d
c on t i n u i n g
education
needs
of
indi vi dua l
t e a c h e r s . 231

Carey

and

Mar sh

sta te

that

specific

organizational

s u pp or t s e rv ic es and s t r u c t u r e s are n e c e s s a r y to a ssu re the
OOO

s u cc es s

of

observes

that

s u p po rt in g

new

i n s e rv ic e

universities

and

e nh a n c i n g

e d u c a t i o n programs.
study

have

parents,
These

do

professional

provide

needs

50% of

and

several

the

are

mechanisms

of

and

in his

teachers,

other

groups.

perspectives

valuable

for

i n- ser vi ce

involve

members

"of

of

in st it ut io ns

wh i c h

i nf o r m a t i o n

and

Po we ll

development

co u n c i l s

ad mi n is tr at or s,

co un c il s

ha v e

the

Nearly

a d vi so r y

endeavors.

assistance

about
in

the

d e v e l o p m e n t of i n - se rv ic e p r o g r a m s . " 233
Sp e c i a l
bee n

organizational

es t a b l i s h e d

education
S p ec ia l

to

in

develop

pro gra ms

sp e c i f i c a l l y

with

some
and

also
the

structures

and

departments

fa c i l i t a t e
have

been

continuing

mechanisms

and

c o ll eg es

in - se rv i ce

of

education.

developed

professional

ha ve

to

deal

development

of t e ac he r s in the f i e l d . 23/1
B e c h e r m a n s u gg es ts a s y s t e m a t i c a p p ro ac h to ov e r c o m i n g
the

constraints

facing

for

inservice.

He

2 31Powell,

p.

call s

university's
for

79.

232C a r e y and Marsh,
233Powell,

the

p. 44.

23^Powell, p. 46.

p.

12.

the

role

creation

in
of

p l an n in g
a

ne w

100
personnel

role

which

he

du b s

spec ial ist ,"

a p er so n who,

act

e d u c a ti on al

an

"e x t e n s i o n

fr om his

ed u c a t i o n a l

u n i v e r s i t y base,

would

ooc
as

wo u ld

an

be

a

p r oc es s

ch an ge

helper,

agent.

de a l i n g

and te a c h e r needs and problems.
ne w
who

pe r s o n n e l
wo uld

find in g
see ks

wo rk

the ir
way s

s t r en gt h s
to

and

un fe t te r

t r a d i t i o n s .of

the

one of

fun ct io ns

is

to

the key

"training

wi t h

t ea ch er s

in-s er vic e

p a s t . " 237

"help schools

to

wi t h

sc ho ols

the

specialist"

to

weaknesses

of

pe rs on

Me a d e has also su gg es te d a

r o l e — the
directly

directly

Thi s

as sis t

and

who

tr ai ni ng

them

"ac ti ve ly
from

H av e l o c k

suggests

e du c a t i o n a l

c ha ng e

a cq ui re

in

the
that

ag en ts

and

u t il ize

r el ev an t

study

provide

difficult

u n i v e r s i t y ac a d e m i c r e s o u r c e s . "238
Implications
ch a l l e n g e s
P ow e l l

for

from

to

a rgu es

su c c e s s f u l l y

te a c h e r e d u c a t i o n
ability

Po well

departments

su cc i nc tl y

universities

the

deal

233 Be cherman,

and
that

b eco me

is d i r e c t l y
wi t h

and

c ol l e g e s
the

"deg re e

involved

related

of

to

the

resolve"23^

in

education.
to

whic h

continuing

ins ti t ut io n 's
ma n y

of

the

p. 530.

2 3 ^Edw ard
J.
Meade,
Jr., "No
in
I m p ro vi ng I n - S er v ic e E d u c a t i o n , ed.
(B o s t o n : A l l y n and Bacon, 19711, p. 221.

Health
Louis

in
J.

Us,"
Rubi n

2 3 7 Ibid.
23 3R o n a l d
G.
Havelock,
The
Change
A g e n t 1s
G u i d e to I n n o va ti on in E d u c a t i o n (E n q l e w o o d Cliffs, N.J. :
E d u c a t i o n a l Te c h n o l o g y Pu bli ca ti on s, 1973), p. 9.

23^Powell, p. 68.

101
c om ple x

p r ob le ms

and

issues

discussed

T h e s e pr ob l em s

and

is sues ha ve

be en

general

by

P ow el l

include

ar e as

and

in

th i s

ca t e g o r i z e d
both

chapter.

into

three

p e r so na l

and

in s t i t ut io n al change:
nl.
the

Universities

rol e

of

operation

in

professor

to

therefore

a
a

university

avoid

is

un a t t a c h e d

and

requires

to

involvement

and

They

s er v ic es

must

which

also

will

encourage

the

pro bl e ms

in

scho ols

and

for

what

action

p r o f e s s o r as an
ro l e

of

i ns e r v i c e

interpreter

risk- ta kin g.

promote

and

different

Po wel l

su qg e st s

in terms of

a s s u r a n c e . " 241

i n s t i t ut io na l

i n v o l ve me nt

adds

that

l ead er m u s t
and

happens.

the c u r r e n t rewar d str uc tu re

fa cu lt y

B r a u n 242

of

al lo ws

" p s y c h ol og ic a l

fo r c e f u l l y

activities.

Th e

and

mode

and

that d e a n s mus t c r e a t e a s u p p o r t i v e e n v i r o n m e n t
support

re de f in e

normal

i nd ivi du al

cooperative

Further,

perhaps

T he

responsibility

p o w e r r el at io nsh ip s.
discourages

examine

p r o f e s s o r . 1,240

r ema in

Collaboration

must

in

the

ch an ge

translator

of

his

rewards
inserv ice

e du c a t i o n
function.

r e s ea r ch

appear

to these w r i t e r s to be the k e y roles.
"2.

Universities

mu s t

examine

and

perhaps

red e fi ne

c r i t e r i a for a va l id e d u c a t i o n a l e x p e r i e n c e . " 242

2 4 0 Ibid.
241 I b i d . , p.

70.

2 4 2 Fr e d e r i c k
Braun,
"The
Education
P ro f e s s o r
as
an
In-Service
Leader,"
Educational
Perspectives
( De cem be r 1975), p. 19.
24 2Powell,

p.

71.

102
Resolution

of

the

theory-practice

compromise

between

strong

th eo re ti ca l

applications
itself.
the

question

of

the

credit.

a

this

to

that

complex,

of

and

focus

a d he re

VanRyn

di f f i c u l t

feel

to

a

pr ac t ic al
issue

in

resolution

is

experiences

th ei r

re quires

and

issue that needs

type

Orrange

universities

p r o gr am s

b a s e " 244

teachers;

O n e as pe ct of

graduate
for

for

" g r ad ua te

gap

it

gr a d u a t e

app ro ved
is

for

important

pro gr ams

on

j ob - r e l a t e d needs of t e a c h e r s . 248
"3.

Colleges

alte r

of

education

the ir

this

Departments
b ec ome
other
other

the

be

colleges

the
on

need

to

departments

of

decline

and

in

today,

mo st

d if f i c u l t

to

meet.

one

hand

may

s c h o o l s 24^

order

ex ternal

t h e ms el ve s

reestablish
in

pe rh ap s

find

the

professional

and

and
context

universities
may

and

true
ha nd

In

mo st

suggestion

e xa mi ne

internal

r e l a t i o n s h i p s . 1,248
retrenchment

mus t

th ei r
to

s t ru gg le

wh i l e

to

on

the

relationship

wi th

as sure

ins tit uti on al

s u r v i v a l . 248
Winsand
u ni v e r s i t y ' s

of f e r s

a

very

i nc es siv e

a na l ys is

p ot e n t i a l

role

b as ed

her

e x e m p l a r y programs.

She po s i t s

that

2 4 4 I b i d ., p. 72.
2480 r r a n g e and V a nR yn ,
2 48Powell,

p.

p. 74.

2 4 ^E d e l f e l t and Lawrence,
2 48Powell,

50.

p. 75.

p. 20.

on

of

ana l ys is

universities

the
of

can on ly

103
fulfill

ce r t a i n

role s

effectively

and

wh a t

is

n ee de d

is

a

carefu l a ss e s s m e n t of the role fu nct io ns n e c e s s a r y to carr y
o u t spec ial
i de nt ifi ed
more

inser vic e activi tie s.
functions,

ef fec tiv el y.

al on e

cannot

which

mu st

u n i v e r s i t i e s wo ul d be able to respond

Sh e

p ro vi de

a g e n c i e s and

Ba sed o n these c a r e f u l l y

also

points

s u c ce ss fu l

o ut

that

programs;

universities

local

education

i nd iv id ua ls have ce rt ai n role r e s p o n s i b i l i t i e s

be

fu lfi ll ed

if

any

ins er vi c e

e ff or t

is

to

be

e f f e c t i v e . ^49
Pancratz

also

institutions

r e c om me nd s

as ses s

the

ar e as

th e y can p ro v i d e and d e t e r m i n e
better

and

more

o r g a n i z a t i o n s . "^50
view,

however,

that
of

t e ac he r

expertise

those that

and

is

s e rv ic es

"can be

efficiently

it

education

pro v id ed

by

cr iti ca l

in

other
Pancratz's

that th es e ar e as of s t re ng th be c o m m u n i c a t e d

c le a r l y to the e d u c a t i o n a l community.
The

issue s

and

rol e are d i f f i c u l t
of

new

"emerg e

as

and

enterprise

c o n cl ud ed
a

r e la te d

in the extreme.

in sti t ut io na l

development
Powell

p r ob le ms

that

ma j o r

activity

rol es

pe r p l e x i n g

c on t i n u i n g
of

the

university's

Resolution

f a c ul ty

is

to

in

but

education

in the
the

staff

imperative.

probably

i n s t i tu ti o ns

form

of

wo ul d
higher

^^Jean
Win s an d,
"The
Ro le
of
Higher
E d u c a t i o n in I n s e r v i c e D ev el op me nt ," in St af f D e v e l o p m e n t
and E d u c a t i o n a l
C h a n g e , eds.
Robert
Houston
and
Roger
P a n c r a t z (Iteston, V A :
A s s o c i a t i o n o f T e a c h e r Edu cat or s,
1980) .

250pancratz, p. 21.

104
e d u c a t i o n . "251
i d e nt if ie d

the

eleven

ar e a s

of

time

of

activities

in

the

study

whi ch

he

he

thouqht

u n i v e r s i t i e s wo ul d c o n t i n u e to be involved:
co nf er e nc es ,
institutes,
sem in ars
and
w o rk sho ps ;
consultation
and
school
services;
f a cu lt y
exchange
programs;
m as t e r ' s
de g r e e
pr o g r a m s
and
graduate
courses
(campus-based);
master's
degree
p r og ra ms
(field-oriented);
m u l t i - u n i v e r s i t y coo per at io n; o f f - c a m p u s courses;
professional
a ss oc ia tio ns;
publicat ion s;
school-based
programs;
and
te ac he r
c e n t e r s . 252
To o v e r c o m e

the ro le

u n i v e r s i t y st aff and

sterotypes

inservice,

that

Ki r b y

t e a ch er s hold

sug g es ts

that

of

school

s ys tem s d e v e l o p c o n t i n u i n g r e l a t i o n s h i p s with un iversities,
th a t

universities offer needs-based

the

sc hool

se r i e s

site, th at

with

districts

follow-up,

facilitators

or

and

observers

pro gr ams

delivered

at

s tr u c t u r e

workshops

in

that

ra th er

c o n s ul t an ts
than

as

a

act

"s olu ti on

bank."2^
D r um mo nd has li st ed

s ix tee n new ro les for faculty:

In structor,
i n s t r u ct i on al
diagnoser/prescriber
Adv isor,
preservice
facilitator
Committee
ma k e r
C li n i c a l
provider
Linker,

member,

project

supervisor,

referrer,

2^ P o w e l l ,

p.

77.

2 5 2 i b i d . , p. 78.
2^ K i r b y ,

p. 432.

stude nt

te am

manager,

advocate,

g r ou p

member,

po li cy

performance

r e s o u r c e s r e t ri ev er

as

feedback

Wr i ter ,

editor,

correspondent

I n s t r u ct io na l d esi gne r,
C u r r i c u l u m desig ner ,

materials developer

program developer

De mo ns tr at or , m o d e l e r
D a t a collector, s i t u a t i o n de scriber, documenter,
needs assessor, d a t a analyzer, p r o g r a m e v a l u a t o r
Re searcher,

m od el b u i l d e r

Professional counselor
Organizational
consultant

co nsultant,

Stranger,
outside
anthropologist
Teacher
court

role

advocate,

communications

observer,

applied

principal

advocate,

Team
leader.
a d m i n i s t r a t o r 2^

p r oj ec t

manager,

K e rsh2^

c a t e g or iz ed

has

descriptions

education.
associated

These
wi th

o f services,
By do i ng

int o

five

are as

go ve rn an ce,

and assessm en t,

this,

e n c o mp as s
funding,

full-t ime

fa c u l t y

noted

position

m o r e of these a r e a s . 2 ^

2 5 ^Drummond,
2^ K e r s h ,

p. 23.

F ac u l t y D e v e l o p m e n t .

2^ I b i d . , p. 20.

tasks

delivery

show h ow a facu lt y m e m b e r

should

a

and

and disse min at ion .

component
that

i ns er vic e

m an ag em ent ,

evaluation,

be

sixteen

of

roles

f u nc ti o n e f f e c t i v e l y

It

co ntract

ar e a s

could be as si g ne d and
areas.

at

Drummond's

co m p o n e n t

K e r s h w a s ab l e to

friend

in each of these

that

might

Kersh

suggested

encompass

two

or

106
B ot to ms
education

delineated

i n s t i t ut io n s

(and

education.

His

i n- s e r v i c e

responsibilities
bases.
and

Th e s e

re s ts o n

he

ar g u e s

de par t me nt s,

universities
program

is

is

higher

to

knowledge
as s u r e

will re su lt
process

"if

meet
the

in improved

where

all

exclusive

domains

a mo ng

schools,

summary,
are

schools

and

i n - s er vi ce

Bo t t o m s

sees

to

participate

and

ind ivi dua l

in the fo rm ul at ion of ins e rv ic e

indi vi dua l
of

et hi cal

m e a ni ng fu l

In

as se ss ed

acquisition

these

associati on s,

a

local

of

for

and

cooperation

responsibilities

to p a r t i c i p a t e

to

the

that

not

hi q h e r

agencies)

professional,
are

emerge."25^

wi t h

to

other

of

conceptualization

legal,

ne c e s s a r y

collaboratively

objectives

three

professional

education's

teach er s.. .;

responsibilities

responsibilities

therefore

sta te

the

needs...;
needs

skill s

of

and

to

competencies

have

ne w

e d u c a t o r s . ..;

stud ent performance;
a g e nc ie s

re l at e

to

wh i c h

to fo rm a li ze a

imput

r e g ar di ng

p r o g r a m s .258
By consensus,
training

ins ti tu te

the

p a r t i c i p a n t s of

id en tif ie d

ei ght

an AA C T E
sp e c i f i c

leadership
ta s k s

that

u n i v e r s i t i e s can and should d o to
impro ve
in se rv ic e
school personnel:

education

opportunities

for

2^ G e n e
Bottoms,
" Re sp o n s i b i l i t i e s
of
Local
Sc h oo l
Systems,
St at e
Departments
of
Edu cation,
Institutions
of
Higher
Education,
and
Professional
Organizations
for
I n - S er vi ce
Ed ucation,"
in R e t h i n k i n g
I n - S e r v i c e E d u c a t i o n , eds. R o y Ed el fe lt and M a r g o J o h n s o n
(Washington, D . C . :
N a t i o n a l E d u c a t i o n As so ci at io n, 1975),
p. 39.

2 58ibid.

107
1.

Reexamine
th ei r
missions
rel at i ve
to
i n s er vi ce e d u c a t i o n and e s t a b l i s h a m a s t e r
pl a n for d e l i v e r i n g it.

2.

Develop departments of
school
services
to
ser ve
schoo l
districts
on . a
regular,
sustained, and s y s t e m a t i c basis.
I nc lud e the
field ag en t concept.

3.

Provide
for
the
r e to ol in g
of
university
personnel
in
terms
of
the
nature
and
c h a r a c t e r i s t i c s of clients.

4.

Create
a
un ited
front
wi th
t e ac he r
o r g a n i z a t i o n s and L. E . A . ' s to improve funding
o p p o r t u n i t i e s for inservice.

5.

E s t a b l i s h e f f e c t i v e c o m m u n i c a t i o n s ys t e m wi t h
teacher
organizations,
L .E . A . ' s
and
state
d e p a r t m e n t s o f education.

6.

Provide
for
greater
continuity
b et w e e n
preparatory
and
g r a d u a t e p r og ra ms
thr oug h
m o r e c o o p e r a t i o n w i t h i n IHE de pa rtm en ts.

7.

Relate
research
education.

8.

Change
IHE
faculty
r ewa rd
system
to m a k e
staf f d e v e l o p m e n t a ma j o r factor in p r o m o t i o n
and t ea ch in g load.^59

In

1977

education
current

Edelfelt

re l a t e d

to da y

as

to
th ey

efforts

made

nin e

in s e r v i c e
were

to

inser vic e

suggestions

education.

then.

The

first

for
These
four

t ea ch er
are
are

as

ve r y

straightforward:
Schools
of
education
p r o f e s s i o n a l s c ho ol s in the
of the p r o f e s s i o n . ...
S c h o o l s of e d u c a t i o n
adul t lear nin g. ...

need

should
c on tro l and

to

gi v e

be com e
s er vic e

attention

to

S c h o o l s o f e d u c a t i o n al s o need to e x p l o r e m o r e
e f f e c t i v e wa y s o f c a p i t a l i z i n g the c o n t r i b u t i o n

^^Karl
M as sa na ri,
Higher
E d u c a t i o n 1s
Ro le
I n s e r v i c e E d u c a t i o n (Washington, D.C. : AACTE, ~T9TT)~.

in

108
su b jec t
discipline
professors
i ns erv ic e edu cation....

can

ma ke

to

Re s e a r c h (should be) m a d e m o r e o f a feat ure in
i ns erv ic e
e d u c a t i o n (but
to
give
it
a more
d e s i r a b l e c o n n o t a t i o n it should be called) a mor e
s y s t e m a t i c app r oa ch to t e a c h i n g . 260
Edelfelt's

last

circuitous
wi th

but

five

no

developing

a

less

suggestions
important.

first

year

are

so mew ha t

Number

internship

five

has

program

the g a p b e t w e e n u n i v e r s i t y p r e p a r a t i o n and work.
inv ol ve s

e m b ed di ng

i n s e rv ic e

into

education

of

the

Th e

wi th

activities.

e igh th

ne w

education

the

suggestion

is

f u n ct i on s

to

last

"total

of

thes e

preservice

still

have

In

writers

p o t en ti al
must

education

be

inherent

co ns id er ed

s t ru gg le wi t h the

2 60Ed elfelt,
p.

is

of

in ser vi ce

new

various

s e ve nt h
types

of

in se rv ic e

si mi lar

9.
2 6 1 Ibid.

262Ibid., p. 8.

"The

nine

and

to

the

su gq es ti on s

in se rv ic e

t ea che r

context

the se

this

currency

b e n e f i c i a l to the u ni v e r s i t y ' s
The

staff

bridge

sch ed ule
T he

for

do

The sixth

necessary

suggestion

s c h e m e . " 262

suggestions

day.

is

Each
a

and

to

for the b u i l d i n g of p ro f e s s i o n a l schools o f

e d u c a t i o n . 261
presupposes

regular

f a cu lt y

Edelfelt's

first and calls

organization

t e a ch er 's

university

suggestion.
personnel

the

to

mo r e

and

wou ld

be

very

in se rv ic e e d u c a t i o n effort.
in

as

the

s ug g e s t i o n s

departments

"new

reality"

S ch oo l

and
of

of

of

th es e

col leg es

the

of

eighties.

Education,"

109
Commenting

on

pr o g r e s s

in

ins e rv ic e

education

in

19 81 r

E d e l f e l t o b s e r v e s that:
alternatives
to
co l l e g e - b a s e d
inservice
e d u c a t i o n ha v e not t ur n ed out to be s ub s t i t u t e s
for g r a d u a t e t e a c h e r education.
Sit e- ba se d and
teacher-centered
i n se r vi ce e d u c a t i o n a ppe ar to
o f f e r a practical, sho rt term, im med ia te kind o f
assista nce .
G r a d u a t e st ud y is m o r e theoretical,
lo ng-term, in-depth.
W h e t h e r thes e two pur p os es
and
the
ro les
they
define
will
b eco me
more
d i s t i n c t or w h e t h e r new p u r p o s e s and roles will
ev o lv e
may
be
among
the
mo s t
intere sti ng
d e v e l o p m e n t s to o b s e r v e as the last four years of
the 1974-84 d e c a d e p a s s .

Summary
The
f o cu se s

final

specifically

professional

education

in

sev era l

the

ch an ge d

of

th ese

by

of

are

in

the

higher
Th e

is

the

central

two

ge n e r a l

to

the

in

role

c o ll eq es

co n tr as te d

of

with

the

decades.

The

i mp li ca ti on s of

Perspectives

relation

literature

education

and

past

regarding

off ered.

in

of

departments

occurred

c ha nge s

role

education

writers

role

r e vi ew

dev el op me nt .

played

ha ve

th is

the

in se r vi ce

th a t

vi e w s of

of

on

staff

traditionally

changes

section

on

the

mission

na tu re
of

the

u n i v e r s i t y also wer e examined.
F o l l o w i n g this i n t r o d u c t o r y discus sio n,
wh i c h

impact

pr es ented.

the

c ur re nt

In cluded

was

role

that

a brief

several

universities

review

of

the

issues

play

we re

c r i ti ci sm s

le v ele d at the u n i v e r s i t y r e ga rd in g th e ir role in the past,
an

exposition

whether

p.

the

^^Edelf
117.

of

the

vi e w s

university

,

should

"Six

of

a

still

Years

nu m b e r
have

of
a

of

writers

role,

and

on
the

Proqr es s,"

110
int e rn al

and

university's
examined

e x te rn al

role

are

in

those

constraints

staf f

de ve lo pme nt .

a ss o c i a t e d

u n i v e r s i t y — po l i t i c a l
c on str ai nts ,
discussion
fa c u l t y

on

of p a r t i c u l a r

and

wi t h

fact ors

and

wa s

play

in

from

the

the

concludes

wi t h

potential

future.

Th e
of

functions.

descriptions
offered

the

perspective

ro l e s and

by

of

the

I nc or po ra te d
issue

of

in the
pr iv at e

aff iliation,

an

issue

im po rt an c e to this study.
a

re vi ew

r e c o m m e n d a t i o n s o f a n um be r o f
to

p ur p os e

so cio l og ic al

the

in sti tu ti on al

the

constraints

const rai nts ,

economic

s e ct io n

pertaining

The

the

and e c o n o m i c co nstraints.

co n s u l t i n g

This

re st ri ct in q

of

roles

that

and

the

c o m me nt s

r e s e ar ch e rs

university

may

are

co ns id er ed

i n st it ut io na l

and

individual

s pe c i f i c lists o f functions,

roles,

r e sp ec te d

the

made

Finally,

po t e n t i a l

seven

writers

suggestions

both

of

and

ed u c a t o r s

n ec e s s a r y
are

tools

pr es e nt ed

as

v i s i o n s o f the future.
The
current

conditions
and

p o te nt i al

in s e r v i c e a r e n a stem
and

the

first

sp e c i f i c

two

implications

for
to

rol es

situation

the
the

chan ged

in

study

drawn

to

of

Together,

this
be

rise

from the

sections.

background

pre sented.

giving

from

u ni v e r s i t y
context

Michigan
th es e
and
the

discussion

of

will

the

in

the

e du c a t i o n

c o n s i de re d
to pi cs

of

in

the

p ro vi d e

the

i nf lu enc e

an a l y s i s

of

the

any
da t a

111
Johnson

offers

a

suc ci nc t

s i t u a t i o n and an a p p r o p r i a t e
literature.

ap pr ais al

final

note

of

the

for this

prese nt

r evi ew of

She no te s that h i g h e r educatio n' s

major
role
in
organizing
and
conducting
i n s er vi ce is b e i n g taken o v e r by co ll abo rat iv es
and teachers.
A p r o f e s s i o n isolates its research
and tr ain in g ar m fr om its p r a ct ic i ng arm at great
peril.
The m i s t a k e s o f the past must not be
repeated.
The 1980s m u s t be a d ec ad e of role
e x p l a n a t i o n for h i g h e r education.

2 6 4 j o h n s o n f p.

45.

CHAPTER III

PR O C E D U R E S

The
design

pu r p o s e

and

of

this

p r o c ed ur es

of

chapter

is

to

this d e s c r i p t i v e

describe

study.

the

Inc lud ed

in the c h ap te r are a re s t a t e m e n t of the res earch quest ion s,
a

summary

s er ves

of

the

as

Section

the

in str ume nt ati on,

97

program

f r a me wo rk
data

for

for

collection

1980-1981

which

study,

the

this

procedures,

and

the

pl a n

for the a n al ys is of the data.
The

p r in ci pa l

i nv ol ve me nt
delivery

of

of

p u r p o s e of

university

staff

the

st udy

faculty

development

is

in

to

the

p ro g r a m s

e x am in e

planninq

offered

S e c t i o n 97 of the M i c h i g a n St a t e Sc h o o l Aid Act.
to a c c o mp li sh
delivery

of

established
f u rt he r

pr o g r a m s

was

in a c c o r d a n c e

pl ay

Michigan,

colleges

i nf o r m a t i o n

in ve st ig a te

ed u c a t i o n
in

this,

and

participation
activities.
the follow in g

in

the

role

s up p o r t i n g

universities
in
The

c o l le ct e d
with

appropriate

and

re qar di nq

the

from

departments
staff

were

organizational

i n f o rm a ti on o b t a i n e d

re sea rc h questions:

112

in

colleges

To
of

activities

e le ve n
r e q ar di nq

suppo rt

and

boards

program.

and

qu e s t i o n e d

In o r d e r

pla n ni nq

development

in d iv id ua ls

and

t h ro ug h

policy

the Se c t i o n 97

the

for

state
staff
these

is intended to an swer

113
1.

Ho w
many
staff
d ev e l o p m e n t
pro g ra ms
and
a c t i v i t i e s w e r e d e l i v e r e d by staff from c o l le qe s
and u n i v e r s i t i e s under the aegis of the S e c t i o n 97
p r og ra m?

2.

H o w m a n y o f these pr o g r a m s and a c t i v i t i e s we re
de l i v e r e d c o o p e r a t i v e l y with re sou rce pe o p l e from
o t h e r i n s t i tu ti on s and o r g a n i z a t i o n s ?

3.

Do u n i v e r s i t y staff who d e l i v e r staff d ev e l o p m e n t
pr o g r a m s r e p r e s e n t the in sti t ut io n th ey w o r k for
or do they f u nc ti on as p ri vat e con su lt an ts ?

4.

w h a t so ur ces o f funds, o t h e r than those p r ov id ed
t h ro ug h S e c t i o n 97, are used to pa y u n i v e r s i t y
staf f who d e l i v e r staff d e v e l o p m e n t p r o gr am s and
ac t iv iti es?

5.

W h a t is the form and fu nct ion of u n i v e r s i t y
in v ol ve me nt w i t h local po l ic y boards?

6.

How
are
university
p e r s on ne l
identified
r e s o u r c e p e o p l e to de l i v e r progr ams ?

7.

Do u n i v e r s i t y staff tend to serve as r e s o ur ce s for
any
s pe ci fi c
category
or
categories
of
staff
d e v e l o p m e n t ac ti vi ti es ?

8.

How
many
department
or
c ol leg e
of
education
p e r so nn el are as sig ned part- or full-time to work
specifically
in
pr o f e s s i o n a l
staff
development
p ro g r a m s and ac t iv it ie s?

9.

W h a t m e c h a n i s m s exist in d e p a r t m e n t s o r co ll e qe s
of
education
to
fac il i ta te
the
delivery
of
se r v i c e s to the field?

10.

Do any fiscal ar r a n g e m e n t s exist in d e p a r t m e n t s or
c ol l e g e s o f e d u c a t i o n to support i nv ol vem en t in
p r o f e s s i o n a l staff d ev e l o p m e n t a ct iv iti es?

11.

What
informal
l i nk aq e s o r
formal
relationships
have been d e v e l o p e d b e t w e e n d e p a r t m e n t or coll eqe
of e d u c at io n and ot h e r pe oo le or gr o u p s involved
in the state pla n for pr of e s s i o n a l d ev el op me nt ?

12.

D o e s d e p a r t m e n t or co ll eg e o f ed u c a t i o n p oli cy and
organization
support
serv ice
to
local
and
i n t e r me di at e
school
district
staff
development
effort s?

staff

as

114
Th i s

study

systematically
university

wa s
on

a

sin c e
the

was

it

used

is

as

the

in

departments

or

Michigan.

the

the

staffs.

to

95%

proqrams

of

the
in

serving

all

an s w e r s

of
and

T h e S e c t i o n 97

o p e r a ti ng
and

data

n at u r e

faci li tat e

program

The

public

to

the

study
542

of

104,364
school
r e se a rc h

in fo rm at io n usefu l to d e c i s i o n - m a k e r s

Michigan
and

about

districts

per sonnel,

descriptive

development

cont ext

sc hool

q u e s t i o n s m a y p ro vi de
bo t h

staff

to pu b l i c school

574

professional

in

in

c o ll e ct

basi s

a state-supported

St at e' s

pe rs on ne l

to

statewide

i nv ol ve me nt

a c t i v i t i e s o ff er ed
program

designed

Department

colleges

of

of

E du c a t i o n

education

in

and

in

Michigan

universities.
To

gather

res ea rc h
p r in ci pa l

the

questions
pu r p o s e s

in f o r m a t i o n
and

to

of

the

draw

necessary

to

conclusions

study,

two

a nsw er

the

r e ga rd in g

the

su rv ey

i n s t r um en ts

were developed.

INSTRUMENTATION

The
designed

su rve y

Th e

Follow-Up

to

(Appendix

A,

i n f o r ma ti on

was

used

in

this

st u d y

were

sp ec i f i c a l l y to an swer the r e s ea rc h questions.

1.

providers

i ns t r u m e n t s

first

Professional

Staff

Instruments),

from each

and

instrument,

po l i c y

their o f f i c i a l

a u t ho ri ze d

as

an

was
board

PD

Development
d es i g n e d
about

staff

affiliation.

o f fi ci al

4674

form

of

A — 1980-1981

Activities
to

colle ct

d ev e l o p m e n t

This

instrument

the

Office

of

11 5
Professional

Development

Education.

the

Following

questionnaire

w as

format.

by

authorized

Department

as

the

to c on f or m

s p ec if ic name s on e v a l u a t i o n
wa s

a

Michigan

initial

modified

Education Forms Office
ac ce pte d

of

Department

d ev el op me nt ,

Michigan
to

s u p p le me nt

the

Department

of

department

policy

and

prohibits

askin g

for

policy
forms.

of

Since
to

this

PD

instrument

4 7 6 4 — 1980-1981

E v a l u a t i o n of P r o f e s s i o n a l Staf f D e v e l o p m e n t A c t i v i t i e s , it
wa s m od if i ed
development
2.
(Appendix

the

n ec e s s a r y

p r o v i d e r s wi t h o u t
A

se cond

A,

questions
c o l le ge s

to c ol le ct

r e la t ed
of

re q ue st in g

instrument,

Instruments),
to

the

education

wa s

regar din g

Education

developed

to

that

s u pp o rt

staff

sp eci fi c names.

Higher

e xt en t

pr o v i d e

p r o g r a m and o t h e r local

data

Survey

addr ess

departments

for

staff d e v e l o p m e n t

the

Se c t i o n

the
and
97

efforts.

DATA COLLECTION

1.

Fo rm

PD

4674

Professional

Staff

mailed,

wit h

a

return

envelo pe,

coordinator
B).
on

Ea ch
one

major

in

A — 1980-1981

to

letter,
the

policy

form w a s d es ig ne d

specific
intent

of

staff
the

ab o ut

Activities,

w as

instructions,

and

staff

boa rd

areas

development

questionnaire

the

d e v e lo p me nt

to colle ct

i n f o r m a t i o n about who de l i v e r e d
in f o r m a t i o n

to

Development

cover

114

Follow-Up

program

(Appendix

informa tio n

program.
was

to

pro q ra ms
resource

The

coll ect

and other
person.

116
Six

hu nd re d

eighty-nine

T h e n um b er of
activities
was

(689)

forms

forms to be mailed,

for

ar r ive d

which
at

a

mailed.

and the spe ci fic

in f o rm at io n

in

wer e

was

two-step

requested,

procedure

as

follows:
a.

There

we r e

activities

re por te d

Professional
boards

that

r e po rt

2,664

staff
to

Development
returne d

forms.

Th e s e

the
by

the

d e v e lo pm en t
Office

the

114

1980-1981

of

policy

evaluation

a ct i v i t i e s

we r e

then

categorized

by the natur e or type of activity.

There

fo r ty -o ne

we r e

st af f d e v e l o p m e n t
process.

resource

shows

of

that

p eo pl e

for

wo uld

these
some

not

of

bv this
v ar io us

categories

be

used

(for

t e a c h e r exchanges).

Se co ndl y,

the

listed

on

and/or

u nc le ar

the

r ep ort s

PD

4674

that

"m i sc el la ne o us ."
w ou ld

categories

ac t i v i t i e s dev el op ed

Examination

activities

example,

di f f e r e n t

be

forms

they
It

difficult

of

wer e

w as
to

some

a c t iv it ie s

we re

so

vague

ca te go ri ze d

c o n cl ud ed

request

that

as
it

s up ple men ta l

in f o r m a t i o n about these activities.
Fin ally,

the

decision

was m a d e

to

excl ude

from this study those a c t i vi ti es reporte d with
less

than

university

five
staff

particip ant s.
may

have

served

Al th o ug h
as

re sou rc e

117
pe o pl e

in

these

activities,

it

was

felt

that

the l im i t a t i o n on the number of q u e s t i o n n a i r e s
w hi ch

could

outweighed
ga i n e d

the

ma il ed

of

were

staff

upon wh i ch this study
ind ividual
noted

"b"

exc luded

is based.
in

from

be
the
the

a c t i vi ti es

T he number of

each

cateqory

is

in the c olu mn on the riqht.
N u m b e r of A c t i v i t i e s
P er C a t e q o r y

C a t e g o r y of A c t i v i t y

Te a c h e r E x c h a n g e s and
At t e n d a n c e at Co nf er en ce s

636

A d m i n i s t r a t i v e and Pr og ra m
M a i n t e n a n c e Ac t iv iti es

50

S p e ci fi c C u r r i c u l u m De v el o pm en t
Activities:
Co o r d i n a t i o n
and Pla n ni ng

53

Films

10

M i s c e l l a n e o u s Ca t e g o r y

144

A c t i v i t i e s W i t h Less Than
Five P a r t i c i p a n t s

458

Thi s
total

to

The ref ore ,

d ev e l o p m e n t

activities

below)

in for ma tio n

activities.

categories

n umb er

(see

po te nti al

from these

following
total

be

of

process,
1,351

therefore,

activities

identified

whi ch

were

a

exc luded

from this study.
b.

The re ma in in g
we r e

the

ac t i v i t i e s
included

total

1,313 activities,
number

sponso re d
in

this

of

throu gh
study.

staff

therefore,
d e v e lo pm en t

Se c t i o n 97
T he

to

Of f i c e

be
of

Professional
the

Dev el op me nt ,

number

sent

to

of

any

than

policy

ten

be

board

r es tr ic ted

that

could

co or d i n a t o r

b oar ds

activities

categor ie s.
to

questionnaires

po l i c y

Twenty-two

however,

had
in

to

r e po rt ed
the

be
ten.

mor e

"in cluded"

In these cases the ten a ct i v i t i e s

in ve st ig at e d

throu gh

the

s u pp le me nt al

q u e s t i o n n a i r e we re selected randomly.
Through

this

process,

id e nt ifi ed

and

questionnaires

mailed.

w as

about
the

It

the

deci ded

in vo lv em ent

r em a i n i n g

follow-up

689

ac t i v i t i e s

were

pr e p a r e d

and

to ob ta in

of

potent ia l

i nf or mat io n

u ni v e r s i t y
ac t i v i t i e s

te l e p h o n e

call

staff

in

t h ro uq h

af t er

a

the

q u e s t i o n n a i r e s were returned.
In

or d e r

e x te nd

p ro v i d e

edu cat io n,

(Appendix

A,

departments

or

"Higher

co l l e g e s

un ive rs iti es.

questionnaire

the

study

and

co nt ac te d

qu es tions.
assure

a

Instruments)

the

be

in for ma tio n

necessary

the a n a l y s i s to d ep a r t m e n t s and

teacher

st a te

to

100%

A

wh i ch

indic ate d

of

le tter

e xp la ine d
that

the

by

te l e p h o n e

to

It

was

this

felt

r es p o n s e

mailed

education

cove r

and

c o l le qe s of

Ed u c a t i o n

was

Survey"
to

in

el ev en

purpose

ad d r e s s e e
the

of

would
su rve y

procedure

would

the

a c c o m pa ni ed

the

a ns we r

to

provide

would
the

11 9
opportunity

for

pr o b i n g

in-depth, m e a n i n g f u l
Th e

of

i d e nt if ie d

on

at

staf f

this

each

education' as ha vi ng

for

and

for

mo re

we re

the

responses.

respondents

persons

questions

c ol leg e

the

development

s ur v e y

primary

s er vic e

na m es and p o s i t i o n s are listed

or

d ep a r t m e n t

responsibility-

functions.

Their

in A p pe nd ix C.

A N AL YS IS

The
by

i nf o r m a t i o n

descriptive

questions

measuring

studies:

describing
This

and

ac tivities.
s t a t i st ic al

tools

used

to

were

according

the

to

two

of

can

or

G a l l 2 ®**
repor t

aggregated
questions

more

asked.

or

in

from

that

mo re

two

study

or

and
more

de s i g n e d

the

of

s tu d ie s

samples,

role

to
of

staff

de v e l o p m e n t

that

the

descriptive

and

r e se ar ch

studies,

state

Da t a

treated

note

o ne

describe

26 ^ W a l t e r
Borg
and
Me r e d i t h
I n tr od uc ti o n,
Th ir d
Research:_____An
L o n g m a n s Inc., 1979), pp. 38-39.
2 6 6 Ibid.

wa s
the

between

ed u c a t i o n

ar e q u a n t i t a t i v e d e s c r i pt io ns .
questionnaires

of

a descriptive

which

and

an sw er

descriptive

is

colleges

st ud y

Gall^^

relationships

st ud y

Borg

to

c on s i s t s

between

in f o r m a t i o n

departments

this

and

usually

differences

va riables.
collect

of

in

d es i g n e d
Bor g

re s e a r c h

ty pe s

st u di es

analysis

posed.

educational
thre e

collected

re se a rc h

the

re po rt ed

data

su pp le me n ta l
by

Results

Gall,
Edition

pr o p e r

t ot al s
of

the

E du c a t i o n a l
(New Y o r k 7

120
su r v e y

of

departments

rep or ted

in di vi du al ly

su p por t

mechanisms

and

activities

drawn

on

i m p l i c at io n s

the

co l l e g e s

levels

we r e

in

of

to

the

line

education

and

for

the

in

staff

Conclusions

re s e a r c h

with

were

differences

sup por t

identified.

answers

di s c u s s e d

of

similarities

and

development
based

and

were

questions

issues

and

raised

in

C h a p t e r s I and II.

S u m m a r y of S e c t i o n 9 7 — 1980-1981
S e c t i o n 97 o f the S ta te Sc hoo l Ai d
on

an

en t i t l e m e n t

districts

or

basis

consortia

to

of

dist ric ts .

c o n s o r t i u m must

with

of

majority

p la n n i n g
w as

and

the

teachers

im pl em e nt in g

second

the

full

p r ov id es

participating

local d i s t r i c t or
a

Act

To

is

program.

ye ar

of

school

pa rti ci pat e,

e s ta bl i sh

wh i c h

local

funds

a oo l ic y

board

responsible

Th e

for

1980-1981

operation

a

ye a r

for

this

s t a t e - s u p p o r t e d program.
At

the

c o ll ec te d

to

im pl eme nt ed
se rves
da ta

as

for

conclusion
assess

thr oug hou t
the

this

evaluation

e x t ra ct ed

fr a m e w o r k
study.

in this
from

stud y
the

the
Th e

primary

the

ex te nt

upon

based.

The

and

program
S e ct io n

from

and

data

evaluation

in f o rm at io n

so urce

in fo rm at i on

the

are

year,

that

State.

and

Th e

provides

the

ex ten t
the

i nd ic ati ng

i mp l e m e n t a t i o n
a n a ly se s

the

of

97

of
the

form
wh i ch

was

as

being

program

b ac kg ro und
S ec ti on
of

the

97

program

many

following

serv e

was

of

the

data

are

primary

121
i n f o r m a t i o n n e c e s s a r y to this study:
N u m b e r o f po lic y bo a r d s
S e c t i o n 97 funds
Total

n umb er of school

rec e iv in g
120
staff re cei vi ng

funds

104,364

N u m b e r of sep ara te staf f d e v e l o p m e n t e ven ts
p r ov id ed

2,664

H o u r s of a c t i vi ti es p ro v i d e d

23,298

A v e r a g e number of ho ur s per a c t i v i t y
To t al nu mb er of t ea c h e r s and ot h e r
p a r t i c i p a t i n g in staff d e v e l o p m e n t
activities

9.184

staff
75,903

A v e r a g e nu mber of staff p a r t i c i p a t i n g per
activity

28.338

Total nu mb er of s t a f f (estimated u n d u p l ic at ed
count) p a r t i c i p a t i n g in a c t i v i t i e s
Total nu mb er of p a r t i c i p a n t
by S e c t i o n 97 funds

34,209

hours sup po rt ed
670,441

A v e r a g e cost per a c t i v i t y

S 622.67

A v e r a g e cost per p a r t i c i p a n t

$

22.00

Summary
Th e p ri ma ry p u r p o s e o f this study was re vie we d
chapter.
the

T he

data

pr o ce du re s,
of
the

tw el ve

a n a ly si s

ba s i c

r es e a r c h

were

presented.

ins tr um en ta ti on ,

and

the d a t a also were pres en ted .
1980-1981

basis

for

pre sented.

Section

97

i n t e r pr et in g

questions

the

plan

Finally,

e val uat io n,
the

Da t a

data

for

wh i ch

gu id e

collection
the

ana l ys is

in fo r mat ion

which

from

in this

s erv es

this

as

study,

from
the
was

CHAPTER IV

A N A L Y S I S OF DATA

This

is

portray

the

f a cu lt y

in

Th e

a

descriptive

role
the

primary

of

department

staff

is

to

universities

and

the

d ev e l o p m e n t ,

ac t i v i t i e s
Aid

Act.

wh i c h

A

t hr ou gh

second

objective

departments

state-supported
Michigan,
su p por t

ed uc at i on

enterprise

in

Michigan.

and

the
have

is

97
to

of

of

staff

and

provided,

have

be e n

involved

in this chapter.

in

chapter,

parameters

and

involved

St a te
the

School

ex te nt

in

the

As

data

limitations

s o ur ce s of da t a are re vi ew ed

ba ck gr ou nd
collection

of

thes e

for

to
in

e du c a t i o n

throu gh

in
and

in

ins ti tu ti on al
local

staff

T h e ana l ys is of the data c oll ect ed

presented
this

whic h

e d u c at io n

higher

their

to

pr o g r a m s

the

assess

t hr oug h

d e v e l o p m e n t efforts.

of

of

col le g es

institutions

e xt e nt
been

delivery

Section

to

of

facu lty
and

primarily

c ol l e g e

e xa mi ne

university

funded

designed

and

development

objective

design,

st ud y

the

ana ly sis

procedu re s,

p ro ce dur es,

is

the

and

the

and discussed.

PROCEDURES

Primary
of

data

a questionnaire

for

this

sent

to

stu dy

we r e

local

staff

122

col l ec te d

by

development

means
p oli cy

123
bo a rd s

o rg a n i z e d

und er

questionnaire/interview
c o l le ge s
data

of

di r e c t e d

e du c a t i o n

col le ct ed

in

the se

and

a

the

departments

and

Th e

a na ly si s

the

questionnaires

Ea c h res ea rch q u e s t i o n is res tated and the analysis
be ar in g

in t e r p r e t a t i o n
se pa ra te

on

offered.

r e se a rc h

objectives

question

Fo l l o w i n g

q ue st io ns,

furt he r d i s c u s s i o n and
pri n ci pa l

the

wh ic h

pr ov id es

study.

data

questions

of

to

the

re se ar c h

97

a n sw er s

of

12

to

Michigan.

through

each of

S ec t i o n

the

is

guided

pr ese nte d

discussion

da t a

the

are

and

of

the

re vie wed

and

i n t e r p r et at io n p er ta ini ng to the two

is

presented.

Th e

chap ter

co nc lu de s

wit h a br ie f summ ar y o f the findings.
Two pr i m a r y pr o c e d u r e s wer e used to g at he r inf orm at ion
for

the

study:

i n f o r ma ti on
Section

(1)

from

97

sent

in

each

un i v e r s i t i e s
ex t en t

each

questionnaire
po li cy

program

Qu e s t i o n n a i r e "
education

A

of

to

and
to

of

their

(2)

the
the

c ol lec t

boa rd
A

"Higher

department

s pe ci fi c

to

or

state

the

in

the

Ed uc at io n
coll ege

of

co ll eg e s

in for ma tio n

in

collect

participating

e le ve n

in vo lv eme nt

des i gn ed

staff

and

about

the

d ev e l o p m e n t

enterprise.
The

questionnaire

sent

to

po l i c y

o f fi ci al M i c h i g a n D e p a r t m e n t o f E d u c a t i o n
Follow-Up
Data

from

c at e g o r i e s

to

Professional

the
and

the c om pu te r

re tu r ne d
coded

and

St a ff
MDE

totals

and

cross

form,

Development

forms

numer ica ll y.

b oar ds

were

Codes

was

PD

4674

A,

Activities.

organized
were

an

entered

t a b u la ti on s o f

the

into
into
coded

124
da t a

were

gen erated.

aggregate

the

in f o r m a t i o n

The

data

computer

and

to

w as

used

calculate

the

for the d e s c r i p t i v e a n al ys is

used

si m p l y

to

necessary

to answe r the

stud y' s re s e a r c h questions.

L i mi ti ng F ac tor s
Th e

MDE

form

participated
Although

year,

du e

r et urn

to

the

fewer

two

to

97

to

po l i c y

factors.

and

129

Policy

bo a rd s

re po rt

which

Appendix

B) .

bo ar ds *

in

the

inc luded

in

the

did

not

which

to

the

bo a r d s

Office

which

in this stu dy

of

rep o rt ed

(d escribed

w e r e excluded.

The

114

ac t i v i t i e s
the

policy

po l i c y

bo a r d s

(see

were

no ac t i v i t i e s of the type included
below)

policy

boards

evaluation

Development

114

activities

pr o v i d e d

primary

Professional

sent

Section

funds w e r e

1980-1981
study

in

was

policy

sp on so re d

1980-1981

cl a s s i f i e d

b oa rd s

listed

und er

evaluation

a c co rd in g

the

au s p i c e s

report.

to

2,664

na tu re

s ta ff
of

These
and

development

Section

97

activities
type.

on

we r e

Forty-one

c a t e g o r i e s we r e d e v e l o p e d by this process.
Examination

of

these

ac t i v i t i e s

involved

categories

from this study.

example,

led

to

f or t y - o n e
the

categories

exclusion

So me

of

activities

t ea ch er e x c h a n g e s and visit at ion s)

some

and

the

re po rt e d

re por te d

(for

c l ea rl y are of

*Funds o r i g i n a l l y we re pr o v i d e d to 120 p o l i c y boards.
However,
on e
fiscal
ag en t
(N orthwest
Staff Development
Center) w a s d i s c o n t i n u e d and the m e m b e r school d i s t r i c t s
wh i ch
co nt in ue d
operating
as
s e pa ra te
entities
filed
se pa ra te e v a l u a t i o n reports.

125
such a nature that a r e s o u r c e person,
in

a simil ar

are

positi on,

legitimate

activi ti es,

and

it was

interpretation
si n ce

no

c o un te d

was

imp or ta nt

felt

it wou ld

data

r eg a r d i n g

person

97

therefore,

staff

be

used,

these

d ev e l o p m e n t

university

that

re po rt

ca t e g o r i z e d
it

wou ld

in f o r m a t i o n

it

wa s

re s o u r c e

served

as

some o f

these

on

nu m b e r

(discussed
activi tie s,

d ec i d e d

be

d i st or t

the

involvement,

if

on

people,

leaders,

the se

were

of

follow-up

page

i.e.,

123)

since

from

and,

study

staff,

ma y

etc.,

for

obse rve rs ,
that

which
the

this

five participants.

un i v e r s i t y

felt

jus t if ie d

request

a c t iv it ie s

e xc lu de

forms

to

It

from the totals.

facilitators,
was

and/or

"miscel la neo us ."

less than

it

va g ue

d if f i c u l t

including

a cti vit ie s,

so

these

to

the

lim ita ti on

could

be

exclusion

ma ile d

of

these

the da t a c o l l e c t i o n p ro c e d u r e s that would

have had to be used o u t w e i g h e d
gained

as

about

thos e a c t i v i t i e s r e po r te d wi t h
Although

were

these also we r e exc lu de d

Finally,

be

Although

un ne c e s s a r i l y

wo u ld

evaluation

that th ey we r e

su p p l e m e n t a l

the

used.

the r ep o rt s of some a c t i vi t ie s listed on the

c o n cl ud ed

ha ve

be

in the total a c t i v i t i e s considered.

Section

u n cl ea r

not

possibly

r es o u r c e

Sec o nd ly ,
the

of

wo ul d

or anyone fu nc tio nin g

th e se

the po te n ti al

activities

impacted

in fo rm ati on to
only

a

small

total nu m b e r of people.
The
we r e

f ol lo win g

excluded

from

w h i c h this study

categories
the

staff

is based:

and

activities,

development

therefore,

activities

upon

126
C a t e q o r y of A c t i v i t y

N u m b e r of A c t i v i t i e s

T e a c h e r E x c h a n g e s and A t t e n d a n c e
at C o n f e r e n c e s

636

A d m i n i s t r a t i v e and P r o g r a m
Maintenance Activities

50

Specific Curriculum Development
Act i vi ti es :
C o o r d i n a t i o n and P l an ni ng

53

Films

10

Miscellaneous Category

144

Activities With Less Than
Five P a r t i c i p a n t s

458

T O T A L A C T I V I T I E S E X C L U D E D FROM
S T U D Y DU E TO AB O VE L I M I TA TI ON S
In
were

addition

ca u se d

by

questionnaire
the

to
the

sent

follow-up.

in t ro du ce d

the

form w a s de s i g n e d
activity.

The

one

boa rd

policy

Professional
114)

to

Office

po lic y
of

by

was

procedure

of

the

forms

activities

to

sel e ct ed

be

in the

that
to

in ves ti gat ed

randomly.

ten

rate,

and

l im i t a t i o n s

wa s

r etu rn

Department
Each

about one
be

by

sent

the

po li c y

of
MDE

sp eci fi c
to

Office
b o ar ds

any
of
(of

in the c a t e g o r i e s of

In these cases,

th ro ug h

Telephone

the

could

Twenty-five

study.

for

Dev elopment.

r e po rt ed mo r e than ten ac t i v i t i e s
included

l im i t a t i o n s

used

M ic h i q a n

in fo rm at io n

re st ri cte d

De vel op men t.

the

a d d it io na l

Professional

to g a t h e r

n umb er

ad di tio na l

boards,

the

st ud y

of

activities

were

factors,

distribution

O ne

into

Education's

these

1351

the

fo ll ow -u p

the

ten

questionnaire
wa s

planned

127
for e a c h o f

the

twenty-five

policy

bo a r d s

to

co ll ec t

da ta

o n the re ma in in g activities.
Through

th is

activities were
mailed

to

the

114
were

The

and

policy

fo llo win g one

89 percent.

process,

ide nt i fi ed

Questionnaires
b oa r d s

winnowing

689

staff d e v e l o p m e n t

questionnaires

b oa r d s

and

in cluded

in

this

study.

a

of

102

policy

returned

by

telephone

follow-up,

unreturned

p re p a r e d

total

a r etu rn

questionnaires

rate

acc ou nt ed

of

for

a

total o f 71 act iv iti es.
A
the
the

final l i m i t a t i o n

twenty-five
ten

policy

activities

Telephone

and

is a t t r i b u t a b l e to the
b oa rd s

which

in ve s t i g a t e d

personal

of f e r e d

by

the

follow-up

fol l ow -u p of
in

ex ces s

of

q u e st io n na ir es .

with

the

proqram

c o o r d i n a t o r s of these p o l i c y bo ar d s was hin de r ed by several
problems

inclu din g

nonexistent
co m p l e t e d

records,

and

As

a

responding
ex c l u d e d
Th e
baseline

and

c o or di na to rs ,
lack

of

and

result,

are

not

p ar t ia l

258

data

activities

accounted

for

in co mpl et e

response.

c o m p r e h e n s i v e d a t a we re

t h e s e p o l i c y bo ar ds
ten.

new

Follow-up

return ed
re tu rn ed
from

in

the

or

from
from

the

six

of

a n ot he r

b oar ds

stud y

was

and

not
wer e

from the b a s e l i n e data.
study,

the ref or e,

information:

is

based

on

the

fo llo wi nq

128
N u m b e r of staff d e v e l o p m e n t a c t iv it ie s
reported by p ol i c y b oa rd s co mp le ti ng the
p r i m a r y e v a l u a t i o n report:
A c t i v i t i e s exc l ud ed
cr i t e r i a disc us sed :

2,664

from stud y a cc or din g to
1,351

A c t i v i t i e s in cluded on u n r e tu rn ed MDE
PD 4674 A (12 p o l i c y boards):
Ac t i v i t i e s not acc o un te d
inquiry:

Form
71

for in fo ll o w- up
258

1,680

Ba sel ine da t a for this s t u d y — act iv it ie s
re por te d on PD 4674 A and follow-up:
The

exclusion

activi ti es,
should

not

du e

The

activities

such

to

and

person

as

a

(2)

of

provider

in c lu si on
pain t
role

and

a
in

of

in

distorted
st af f

limita ti ons ,

u s e fu ln es s

of

the

1,351

of

the

total

excluded)

rests

on

two

that

ce r t a i n

than

no

res o ur ce

categories

five)
the

the

a qrade-level

c ur r i c u l u m

li kel y

activities

in

picture

the

de vel op me nt .

of

u n i v e rs it y' s

wh i ch

of

no

majority

p ro g r a m s
are

small

use

in resp ect

in

was

a c t iv it ie s

wo ul d

large

person

of

be a na ly ze d

groups

the se

or

reporte d

e x cl ud in g

the e x t e n t o f

should

and

a c t i v i t i e s with v e r y

r es o u r c e

ac t i v i t i e s

other

that

1,680

for

belief
in

of

constraints

a c o n f e r e n c e or

(less

felt that

development

the

a n al ys is

meaningfulness

the

involved

participants

w as

of

as at t e n d i n g

meeting

thes e

the

(1)

be

this

rationale

(80%

assumptions:
likely

to

im pair

findings.

fr o m

984

to
the

to

an

cases.
in

It
staff

asse ssm en t
staff

involved.

ba s e l i n e

u n i v er si ty 's

St ate d

universitv

role

universitv
be

n um b er s of

da ta

and
The

would

p o t en ti al

convers el y,

it

wa s

129
assumed

the pool of a c t i v i t i e s

so inflated
be

used

as a b as el in e

wou ld

be

that the ex t e n t of u n i v e r s i t y in vol vem en t would

inc or rec tly an aly ze d and any i np li ca t io ns d r a w n would be

mislead in g.
On

the

c o ll ec te d
f ac tor

i nq uir y

exten t

to w hi ch

would

however,
could

of

were

not be

of

258

in

not

or

in cluded

da t a

ac c u r a c y

of

the

study.

All

included

in

the

in the m a i l i n g

analysis.

the

to

is

co ll ec t ed
and

limit

activiti es,

a ct i v i t i e s

due

the

providers

these

of

in

pot e nt ia l

findinqs

of

lim it ing

for

the

and

from

the

pool

a

the

for

ac t i v i t i e s

these

is

of

as a bas is

of

inf or ma ti on

accounted

20.7%

the

included

com pl et e

procedure

Activities

the mix

distort

lack

fo l l o w - u p

different

u s e f ul ne ss

the

total

a ct i v i t i e s

significantly

the

the

in this study.

n u m b e r of

data

hand,

t hr oug h

fo l l o w - u p

The

other

the

whi ch

l i m i ta ti o n

on the nu mb e r of q u e s t i o n n a i r e s w h i c h could be sent to each
p o li cy

board.

Th e se

random-selection

activities

procedure

and,

a c t i v i t i e s o f fe re d

and

the mix

not

to

vary

be

e x p ec te d

were

c hos en

therefore,

of

pr o v i d e r s

significantly

t hr ou qh

the

type

ut ili ze d
from

the

a
of

would
data

collected.
Although
the

nu mb e r

o n- bal ana ce ,
fi ndings

the se
of

activities

that

woul d

constraints

be

li t t l e

and

l i m i ta ti on s

investigated,
p o t e nt ia l

s a c ri fi ce d

i n t e r p r e t a t i o n of the d a t a would

and
result.

it

was

u s e f ul ne ss
a

mo re

d ec r e a s e
felt,
of

the

r e a li st ic

130
R ES ULT S

The

findings

research

of

questions

rep o rt ed

below.

questionnaire
provides

data

r el at i ng

w h i c h gu id ed the

Information

(MDE

the

the st ud y

Form
for

A)

sent

a ns we rs

the

tw el ve

i n v e s t i ga ti on

co ll ec te d

PD 4674

to

to

by

are

means

to

of

the

p o l i c y b oar ds

the

first

seven

questions.

Research Questions
Number 1 Through 7

1.
How many
staff
development
p r o qr am s
and
activities
were
delivered
by
sta ff
from
colleges
and
un i v e r s i t i e s unde r the aegis of the S e c t i o n 97 pr o q r a m ?

Table 1
S t a f f D e v e l o p m e n t A c t i vi ti es
P r o v i d e d by C o l l e g e / U n i v e r s i t y Staff

Tota l Staf f
De v e l o p m e n t
A ct i v i t i e s
Inve sti gat ed

Activities
D el i v e r e d bv
College/
U n i v e r s i t y Sta ff

984

The
in

the

223

categories
total

pool

activities

in

people

some

(223)

in
of

Percent
of
Total

this

these

re s o u r c e people.

of
of
st u dy

provider

23

programs
staff
all

and

development
involve

capacity.

activities

activities

inv olved

the

pr o g r a m s

use

Twenty

included

of

thr ee

university

and

re sou rc e
p e rc en t
staff

as

131
T h e p ro f e s s i o n a l d e v e l o p m e n t pr ogr am s
Coun ty ,
most

and

we ll

t h ro ug h

Kalamazoo

e st a b l i s h e d
th es e

pr oc ed u re s,
A

review

people
felt

are
that

the

not

data

in

with

might

the

ce n t e r s for insight s

o ld e st
Th e
be

that
in

the se

find

ex t e n t

of

it

among

p r og ra ms

o f fe re d

d e fi ne d

university

and

res ou r ce

centers.

might

three

the

well established.

these

insight

and

well

r e s ou rc e selection,

additional

sta ff

the

to

ut ili zed

University

ce nters*

a pp ear

heavily

the

the

State.

the

re ve al ed

in sp ec ti ng

If

in

data

some

differences

are

centers

inclu din g

of

County

in Det ro it , Ke n t

be

to

in vol v em en t

in

was

d e ri ve d

c e nt ers

useful

It

by

excluded.

ex am ine
these

anv
older

into their po te nti al role.

three

o ri g i n a l

are excluded,

the

ered by u n i v e r s i t y st a ff

pr of e ss io na l

percentage of

increa se s to 28%

development

ac ti vi ti es

deliv­

(see T a b l e 2).

Table 2
Sta f f De v e l o p m e n t A c t i v it ie s
Pr o v i d e d by U n i v e r s i t y / C o l l e g e St a ff
E x c l u d i n g De troit, Kent ISD, and K a l a m a z o o V a l l e y ISD

To t al St af f
Development
Activities
Delivered

Activities
D e l i v e r e d by
College/
U n i v e r s i t y Staff

Pe r c e n t
of
Total

200

28

708

*Kent
and
Detroit
pr o g r a m s in 1980-1981.

o ff e r e d

the

largest

nu mb er

of

1 32
Table

3

development

presents

activities

The percentage of
ranks

first

of

a

rank

order

delivered

by

un i v e r s i t y staff

all

provider

all

used

gr o u p s

listi ng

in

of

provider
as
the

groups.

res ou r ce
total

staff

pe opl e

pool

of

resource- people.

T ab le 3
Nu m b e r of St af f D ev e l o p m e n t A c t iv it i es
D e l i v e r e d by all P r o v i d e r Group s*

Pr o v i d e r

Number

Pe r cen t

College/University

200

26.4

Teacher

159

20.9

Private Consultants

156

20.6

I n t e r m e d i a t e S ch o ol
Di s t r i c t

103

13.6

Administrator

67

8.8

Community Group

35

4.6

Michigan Department
of E d u c a t i o n

16

2.1

C o m m u n i t y C ol le ge

11

1.4

Aides

5

.7

R e g i o n a l E du c a t i o n a l
Me d i a C e n t e r

4

.5

P a r e n t Gr o u p

3

.4

♦ I n f o r m a t i o n id ent if yin g all p ro v i d e r g r o u p s wa s not
gat he re d
in
the
f o ll ow -u p
procedure.
The ref or e,
the
in f or ma ti on o n
ac t i v i t i e s
pr ov id ed
by u n i v e r s i t y
staff
o b ta in ed in the f o l lo w- up was excluded; the total pool of
activities
used
in
selected
ana l ys es
wa s
de cr ea s ed
accordingly.

The

staff

dispersed
state.
which

who

amon g
Table

the

provided

many

4

li st s

re s o u r c e

the

colleqes
the

223
and

c ol l e g e s

persons

work

total

ac t i v i t i e s

universities
and
and

in

the

universities

for

the

n um ber

a c t i v i t i e s provided.

Table 4
P l a c e of E m p l o y m e n t of
U n i v e r s i t y Sta ff P r o v i d i n g
St a f f D e v e l o p m e n t A c t i v i t i e s

Institution

Michigan State University
Ce n t r a l M i c h i g a n U n i v e r s i t y
Eastern Michigan University
Oakland University
U n i v e r s i t y of M ic h i g a n
Western Michigan University
Wayne State University
Gr a n d V a l l e y St at e C o l l e g e s
Albion College
Northern Michigan University
Ho p e C o l l e g e
S a g i n a w V a l l e y Sta te C o l l e g e
Ferris State College
Nazareth College
Hillsdale College
Marygrove College
Kalamazoo College
Aquinas College
Adrian College
Alma College
Sp r i n g A r b o r C o l l e g e
O u t - o f - S t a t e C o l l e g e s and U n i v e r s i t i e s

are

N u m b e r of
Activities
Pr ovi ded

42
31
24
23
15
14
12
4
3
3
2
2
2
2
1
1
1
1
1
1
1
37

of

134
2.
How
many
of
these
pr ogr am s
and
a c t i vi ti es
in vo lve d
university
st a ff
working
collaboratively
wit h
i n d i v i d u a l s from o t h e r i n s t i t ut io n s and o r ga ni za ti on s?

Table 5
I n s t i t u t i o n a l or O r g a n i z a t i o n a l A f f i l i a t i o n
o f I n d i v i d u a l s P r o v i d i n g P ro gr am s
C o l l a b o r a t i v e l y Wi t h U n i v e r s i t y Staff

C O L L A B O R A T I N G I N D I VI DU AL S

NUMBER

19

Lo c a l D i s t r i c t T e a c h e r s

Other College Faculty

9

Lo c al D i s t r i c t A d m i n i s t r a t o r s

3

I n t e r m e d i a t e D i s t r i c t S ta f f

3

Michigan Department of Education Staff

3

Private Consultant

3

Community Persons

1

Twenty-four
working

collaboratively

institutions
of

this

th a n

or

study.

two

providers

S ix t e e n

ac co u nt ed

wi th
were
of

for on

pe rc ent

delivered

i nvo lv ing

delivered

th e se

this

delivered
of
by

the

u ni v e r s i t y

in d iv id ua ls
d ur i ng

a ct i v i t i e s

The ref or e,

p r o gr am s

el ev en

activities

agencies

providers.

twenty-four
e qu a l s

pr o g r a m s

the

tab le

is

staff

from

oth er

the

period

involve

total

more

nu m be r

g re at er

than

co ll ab ora ti vel y.

total

nu mbe r

university

staff.

of

the
This

pr og ra ms

Table

of

5

and

lists

135
the

in sti tu tio nal

development

affiliation,

providers

if

anv,

of

staff

working collaborativelv

with

u n i v e r s i t y personnel.

3.
Do
university
staff who
deliver
staff
development
p ro gr am s r e p r es en t the in st it ut ion t h e y wo r k
for or do they fun c ti on as pr i vat e co nsu lt an ts ?

Table 6
A f f i l i a t i o n o f St af f D e v e l o p m e n t P ro v i d e r s

Affiliation

Number

Pe r c e n t a g e

58

32

126

68

U n i v e r s i t y Sta ff
Representing College/
University

U n i v e r s i t y Staff
S e r v i n g as
Private Consultants

Over

t wo - t h i r d s

providers
Policy

so

board

directed,
were

do

as

as

asked

to

affiliation

or

question.
meaning

and

u n de rst oo d
essentially

wh o m

ind ic ate

respondent
w as

intent

done
of

na tu re

was

no

the
and

an

servi ng

all

as

question.

p eo pl e

All

misunderstanding

or

as

f ol lo w-u p

expand

the

the

was

organizational

ve rbal

to

a chec k on

of

re s o u r c e

any

asked

intent

questionnaire

organization

from
On

w as
as

the

whether

of

apar t

co nnection.

Th is

the

to

staff

en t r e p r e n e u r s / c o n s u l t a n t s .

representatives

co nsu lt an ts ,

the

university

p ri vat e

in d ep en de nt

contacts,

the

coo rd i na to rs ,

we r e

hired

of

this

c l a r i t y of
pe op le

question.
and

on

no

the

qu er ied
There
new

or

136
c h an ge d

i n f o r ma ti on

was

e li ci te d

t hr oug h

these

v erb al

follow-ups.

4.
W h a t s ou rce s of funds, ot h e r than those pro vi ded
t h ro ug h S e c t i o n 97, are used to p ay u n i v e r s i t y staff who
d e l i v e r staff d e v e l o p m e n t p r og ra m s and ac tiv it ies ?

Table 7
P e r c e n t of Fund s for
St a ff D e v e l o p m e n t A c t i v i t i e s

N u m b e r of
Staf f D e v e l o p m e n t
Activities

P e r c e n t of E x p e n s e s
P r ov id ed by
S e c t i o n 97 Fund s
Se c tio n
97

The
provided

121

100

11

90

10

8

80

20

4

75

25

16

70

30

10

50

50

2

40

60

2

30

70

1

20

80

2

10

90

1

No Cost

1

0

majority
by

Other
S o ur ce s

(68%)

university

of
staff

the
wer e

p r og r am s

100

and

completely

a c t iv it ie s
paid

for

by

137
Section

97

multiple

monies.

s o ur ce s

of

However,
funds

it

were

is

also

used

to

ap pa r en t
p ay

for

services.

T h e r es p o n s e s on the q u e s t i o n n a i r e were,

cases,

not

cl ea r

Those

r e s po n se s

school

districts?

vo c a t i o n a l
services?

that

and

the

were

and

participant

so urce

of

the

in t e r p r e t a b l e

i nt e r m e d i a t e

education

to p a rt ia ll y pay
case,

re ga rd in g

other
fees

school

as

sourc es

for staff d e v e l o p m e n t

and

in ma n y
funds.

included

local

Title

funds?
of

activities.

I,

in-kind

re ve nu e

the u n i v e r s i t y p r o vi de d a p e r c en ta ge of the

the pr ogr am s

these

other

districts?

ca te go ri ca l

that

used

In one
funds

for

in one case the u ni v e r s i t y r es ou rc e perso n

p r ov id ed the se rv ic e free of charge.

138
5.
What
is the
form and
fun ct ion
staf f i nv ol vem ent wit h local p ol ic y boards?

of

university

Table 8
I n v o l v e m e n t o f U n i v e r s i t y Staff
in P o l i c y Board O p e r a t i o n s

N u m b e r of
University
Staff
In vol ved

F u n c t i o n s / R o l e S er ve d

Voting Member

14

Non-voting Member

17

Inv olv ed

24

in F o r m a t i o n of P o l i c y Board On ly

C o n s u l t a n t to B o a r d / O c c a s i o n a l

33

P l a n n i n g / I m p l e m e n t i n g N e e d s As s e s s m e n t

34

Program Planning/Occasional

39

Other Roles

5

No R o l e

21

No R e s p o n s e to It em

This

tabl e

assessme nt ,

that

s ig n i f i c a n t

roles

Twenty-one

b oar ds

i n v o l ve me nt beyon d
r e fl ec t
bo ar d
members

on-going
op er at io ns ,
and

c on s u l t a n t
in v ol vem en t

17

are
in

7

reveals,

in

university
in

some

and

sho w

pe r m a n e n t

n on - v o t i n g

p ol ic y

of

nu m b e r

nu me ric al

in

wh i c h

with

policy

14

voting

Ro l es

functions.

operations

staff

Ro l e s

(30%);

members.

pl a y

boards.

university

provider.

31

to

policy

i nv ol vem en t

occasional
boa rd

of

co nt i nu e

no

r e so u rc e

however,

probably

staff

activities

(21%)
that o f

terms

such

as

Consistent

rol es

such

as

139
program

p l a nn in g

determine

is

problemmatic

and

im po ss ib le

to

from these data.

6.
How
are
university
r e s o u r c e p e o p l e to d e l i v e r p rog ra ms?

per so nn e l

ide ntified

as

Table 9
S o u r c e o f I d e n t i f i c a t i o n of
U n i v e r s i t y P e r s o n as Re s o u r c e
for S t a f f D e v e l o p m e n t A c t i v i t y

S ou r c e of I d e n t i f i c a t i o n

Number

P er cen t

P e r s o n a l C o n t a c t by P o l i c y
Boar d Sta ff

78

42

R e f e r r e d / S u g g e s t e d by P e r s o n
N o t on Po l i c y Board

71

38

Brochure

26

14

Other

11

6

This
resources
some

tabl e
are

member
are

se r v i c e

area,

primarily

ide nti fi ed

of

percent

i n d ic at es

the

or

by

other

mos t

th ro ug h

policy

re fer re d

that

the

board.

other

personal
However,

p eo pl e

contacts.

in

a

the

Only

kn o w l e d g e of

14

s i g n if ic an t
district,
p e rc en t

or
are

id entified t hr ou gh brochures.

7.
Do u n i v e r s i t y staff
for
any
s pe c i f i c
c at e g o r y
or
d e v e l o p m e n t ac tiv it ies ?
Table

university-connected

10

illustrates

the

tend to serve as re so u rc es
ca t e g o r i e s
of
staff

variety

of

categories

n u m b e r of a ct i v i t i e s p r o v i d e d by u n i v e r s i t y staff.

and

140
T a b l e 10
C a t e g o r i e s of St a ff D e v e l o p m e n t
A c t i v i t i e s P r o v i d e d by U n i v e r s i t y Staff

Nu m b e r
Pr ovi de d

Category of Activity

1.
2.
3.
4.
5.
6

.

7.
8.
9.
1 0.
1 1.
12.
1 3.
14.
1 5.
1 6.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.

Re a d i n g and R e l a t e d L a n g u a g e Arts
I n s t r u c t i o n and P ro g r a m s
T e a c h e r Pe r s o n a l D e v e l o p m e n t
Student Motivation
Classroom Management/Classroom
Organization
Subject Area Skills— Other Than
Ma th and R e a d i n g
General Professional Development
(A C a t e g o r y of A c t i v i t i e s D i f f i c u l t
to Categor ize )
Law/Liability/Teacher Rights
Discipline
Le a r n i n g D i s a b i l i t i e s and
Mainstreaming
Ma t h I n s t r u c t i o n
G if t e d and T al en te d
S ch oo l C l i m a t e
Student Learning
I mp r o v i n g C l a s s r o o m C o m m u n i c a t i o n
E v a l u a t i o n and T e s t i n g
T h e C o m p u t e r as a T e a c h i n g Tool
The C r e a t i v e A r t s (Speci fi c Topics,
Such as Music, Dance)
Student Self-Concept
Humanistic/Affective Education
Alternative Careers/Options
Curriculum Development
G r a d e - L e v e l Ge n e r a l P ro gr am s
Administrative Inservice
E m e r g e n c y First Aid
Teaching Student Responsibility
C o m m u n i t y and P a r e n t R e l a t i o n s
Career Education
Counseling
P r o b l e m - S o l v i n g Sk il ls

These
delivered
question

data
by

of

i ll us tr ate

university
p o t en ti al

staff

roles.

the
and
Tw o

types

casts

some

sp eci fi c

30
29
11
10
10

9
9
8
8
6
5
5
5
4
4
4
4
3
3
2
2
2
2
1
1
1
1
1

of

pr oq ra ms

liqht

on

c at e g o r i e s

the
of

141
programs

we re

pr edo minant:

development

and

instruction

and

pr ograms.

in vol ved

few

programs

a

(2)

p e r s o n a l growth,

and

(1)

r e ad in g

and

the

activity delivered

ca tegory.

The

general

r ea di n g

r ea di ng

quality

wo rk

life,

St r e s s m a n a g e m e n t was

university

category

c o ns is te d

and

arts

d e v e l op me nt

of

by

workshops

personal

la nguage

p e r so na l

t ea che r morale.

the p r i m a r y

specific

related

Teacher
in

t ea c h e r

writing,

staff

in

of

mix

a

this

listening,

of
and

la ngu ag e arts activities.

Summary
The
seve n

r es e a r c h

which
the

in f o r m a t i o n

sta te

s p o n so re d

questions

co l l e g e

design,

presented

and

in

has

ans w er in g

indicated

university

de v e l o p m e n t ,

and

staff d e v e l o p m e n t

staff

delivery

p r o gr am s

and

these

the

f.irst

e xt ent

to

are

involved

in

of

Se c t i o n

97

activities.

This

is the p r i m a r y o b j e c t i v e of the study.
Twenty-three
Section

97

are

seventy-eight
ut i liz e
have

a

percent

as

of

the ir

p r iv at e

a l th ou g h

policy

some
as

providers

role;

a

do

not

in

o ff er ed

through

staff.

boards

Also,

re sp ond in g

thirty-one

member.

as

role

most

off icial

sixty-eight

their

bo ards

However,

fun ct ion

institutions;

consultants

d e v e l o p m e n t providers.
activit ie s,

in

pr og r am s

university

the

person

re s o u r c e

the

by

of

st a ff

university

representatives

of

provided

university

university

served

percent

as

oer cen t
staff

T h e y also pr ov id e a wide v a r i e t y of
pe r s o n a l

development

activities

and

142
re a din g

and

related

la ngu ag e

arts

a c t iv it ie s

(33%)

pr edo minate.

Re s e a r c h Q u e s t i o n s
N u m b e r 8 t h ro u gh 12
The
on

the

final

five

i nf o r m a t i o n

Questionnaire."

education
Michigan

in

schedul ing ,

Section

It

was

of

97

the

an swe red

"Hig he r

questionnaire

the

eleven

C)

developing

as signments.
knowledgeable

of

Ap p e n d i x

or

from

wer e

was

whose
p ol ic y

assu med

conditions

program,

and

state
job

for

that

ent a il ed
staff

this

in

local

of

the

p er son

school

a t e l ep h on e or

questionnaire

per so n al

was

in-dept h d i s c u s s i o n of u n i v e r s i t y policy,
A

fa ct o r

"H i ghe r

Education

policy,

pr oc ed ure s,
characterizes

in v ol ve me nt

any

Survey"

the

ac c ou nt a b i l i t y ,
and

of

in

the

field

college.
by

The
me a ns

facili tat ed

the

capabilit ie s,

and

us e fu ln es s

i nf or ma t io n

department

di stricts,

wa s

and

the

record

co l l e g e

of

of
lack

the
of

ke ep ing
ed u c a t i o n

in the staff d e v e l o p m e n t enterprise.

Michigan
wit h

li mit in g

field
be

colle cte d

int er vi ew wh ich

in

would

wor k do n e

the

wh i c h

an

assigninq,

members'

i nf o r m a t i o n

const rai nts .

to

u ni v e r s i t i e s

in his or her d ep a r t m e n t or

of

E d uc at io n

sent

by staff m e m b e r s
from

based

in the d e p a r t m e n t or coll ege of ed uc a ti on

eac h

(see

questions

gathered
This

iden tif ied pe r s o n

the

research

type

Sta te
of

University
of fic ia l,

sy s te m in o p e r a t i o n d u r i n g
s ys te m req uir ed

the

wa s

the

only

comprehensive
1980-1981

i n st it uti on

record-keeoinq

school year.

fa cu lty to ke e p a det ai l ed

This

account of their

143
time

for

" pr of es s io na l

s p e c i f i c a l l y d e si gn ed
term,

data

total

college.

was

we r e

used

and

contribution

for

contributions"

for this purpose.

a g g r eg at ed
For

this

wa s
the

and

assu med
year.

the
to

by

form

department

Winter,
reflect

E as te rn

a

At the end of each

reported

study,

on

1981,
the

Michigan

also re co rd s the nu m be r of f ac ult y who pro vi ded

and

report
av er age

University
s e rv ic es to

the field.

8.
How many department
or
coll eg e
of
education
personnel
are
as sig ne d
partor
full-t ime
to
wo r k
s p e c i f i c a l l y in p r o f e s s i o n a l staff d e v e l op me nt pr ogr ams and
ac t iv it ie s?

T a b l e 11
P a r t - T i m e / F u l l - T i m e A s s i g n m e n t s to
W o r k wit h St a f f Dev elopment:
D e p a r t m e n t or C o l l e g e of E d u c a t i o n St a ff

In s t i t u t i o n

In di vi du al s

Es t i m a t e d
Full-Time
quivalent
ssignments

Michigan State Universitv
Oakland University
Eastern Michigan University
G r a n d V a l l e y Sta te C o l l e g e s
Western Michigan University
Wayne State University
U n i v e r s i t y of M i c h i g a n
Central Michigan University
Northern Michigan University
S a g i n a w V a l l e y Sta te C o l l e g e
Ferris State College

31
7
2
2
1
1
1
0
0
0
0

8.00
2.33
1.25
.50
.67
1.00
.60
0.00
0.00
0.00
0.00

TOTAL

45

14.35

144
This

ta b le

colleges

and

Michigan

vividly

i ll u s t r a t e s

departments

St a te

of

education

University

and

demonstrable

i n st it ut i on al

as sig ne d

for

sta ff

Michigan

St a te

in
in

commitments

had

t h ro ug h

efforts

one

in

as s i s t a n t

in dicate

Administration
Educational

th e r e
and

were

Higher

P sy ch ol og y,

Curriculum

who

sta ff

had

the

time

ass iq ne d

departments

of

Counseling

and

Education

and

Secondary

as si g ne d

field.

the d e p a r t m e n t a l

Educ at ion ,

and

some

in

had
time

the

dean

in

only

University

r e s p o n s i b i l i t y in the are a of o u t r e a c h and
r e co rd s

1980-1981,
Michigan,

Oakland

development

University

that

for

work

in

the

field.
Oakland

University

responsibility
field.
time

In

develop

addition,

ea ch

fo c use d

to

to

had

six

on e

associate

li n k a g e s
f a cu lt y

develop

and

s pe c i f i c a l l y

on

work

and

were
in

dea n

pr oq r am s

as si qn ed

fi el d- ba sed

com bi ni ng

ass ig ned

staff

in

the

one-third
activities

development

a c t i v i t i e s and ac ti on research.
The

College

of

houses

the

University
Learn ing ,

wh i c h

ha s

school-centered
Education

su pp or t s
person

the

of

College

staff

National

as

staff

quarter-time

Education

on e

Center

objective

for
the

Center.

are

activities.

the U n i v e r s i t y of M i c h i g a n

both

provided
Wayne
ha v e

College

other
ass iq ned

St a te

and

development

pe rs on
No

Michiqan

Teachinq

Th e

ful l- t im e

that

Education

development

Ea s t e r n

de vel op me nt .
on e

in

at

of
of

and

one

staff

from

time

for

University

and

administrators

at

the

145
dean's

level

area.

The

f u l f il li ng

Department

C o l l e g e s has

ass ig ne d

li n k a g e s

with

the

Michigan

University

as si gn ed

of

Education

two

One
also

d e v e l o p l i nk ag es and p ro gr am s
comparison

between

the

at

in d iv id ua ls

field.
is

responsibilities
Grand

of

at

ass i gn ed

in the field.

this
State

to d e v e l o p

member

pr ov id e d

nu m b e r

Valley

ha l f - t i m e

fa cu l ty

in

Western
time

to

O f note is the

ful l -t im e

equivalent

f a c u l t y p o s i t i o n s in the el ev e n d e p a r t m e n t s and co l l e g e s of
education
a si gn ed

and

academic

rep or ted

positions
14.35

in

FTE

In

1.4

education
pa r t

of

addition

the

and

percent

to

whether
fa cu lt y

thei r
to

equa ted

the

e le ve n
1,035

f u l l- ti me

were

of

of

these

discussed
Central,

w ho

c a rr yi ng

were

time

provided

a

issue,

department
s e rv ic e s

staff
Only

fun ct i on s

to

as par t of
ser v ic es
under

in

full

regu lar

or

of

Sev en

field

Northern

be yo nd

re gu la r

serv in g

Michigan

t e ac hi nq

departments
some
any

and

faculty that
assigned-time

re s po ns ib il i ti es .

on

question

the

of

responsibilities

load

to

co ll eg e

i ns ti tu t io na l

thei r

research

or

Question

as

the

en tai l

the

field

responsibilities.

services

and

this

education.
to

the

in

e q ua te d

ass ig ned

c o l l e g e s of e d u c a t i o n noted that th ey had

fu n c t i o n s

Du r i n g

in st it ut io ns

co l l e g e s

as si gn ed

there

regular

administrative

p r ov id ed

positions

staff d ev elo pm ent .

ad d i t i o n

posed

year,

departments

or

fu ll -t im e

staff d e v e l o p m e n t efforts.

approximately

d i r e c t e d toward

was

estimated

to wo r k wi th

1980-1981
stu dy

the

p oli cy
12.

b oa rd s

Eastern,

Universities

Some

and

are

We stern,

and

Grand

146
Valley
this

St ate

Colleges

c at eg or y

Ag ain,

wh i l e

M ic h i g a n

situation.
f ac u l t y

It

we re

re po rt ed
Oakland

Sta te
was

re p o r t e d

this

was

In c l u d i n g

these

to

not

staff

a

includ ed
MSU

this

category.

The

record-keeping

219

in ci de n ce s

of

s er v i c e

as s i g n e d

time

to

to

four

all

a

wh e n

"load"

r e p o rt ed
s yst em

the

field

at

48

in

seven.

d if f e r e n t

di r e c t e d

s e rv ic es
as

staff

re oor te d

significantly

that

provide

mem bers,

two

University

r e po r te d

e x pe ct ed

a l th ou gh

from

tea c hi ng
re que st ed
function.

faculty

in

MSU r e fl ec te d

over

and

ab ove

field res po ns ib il it ie s.

9.
Do any fiscal a r r a n g e m e n t s
or
c ol l e g e s
of
education
to
s up por t
p r o f e s s i o n a l staff d e v e l o p m e n t activi tie s?

ex ist in d e p a r t m e n t s
involv eme nt
in

147
T a b l e 12
F is ca l A r r a n g e m e n t s W h i c h S u p p o r t Staff
I nv o l v e m e n t in S t a f f D e v e l o p m e n t Ef fo rt s

I NS T I T U T I O N
P R O V I D I N G S U PP OR T

S O U R C E OF S U P P O R T

R e l e a s e d or R e a s s i g n e d
Time

M i c h i q a n State; U n i v e r s i t y
o f Michigan; Oakland;
Wayn e; E a s t e r n and W e s t e r n
M i chi ga n, Gr an d V a l l e y

Tr a vel ,

M i c h i q a n State; W e s t e r n
Michigan

Per Diem

Contract Services

M i c h i g a n State; U n i v e r s i t y
o f Michigan; Oakland;
Wa yn e; W e s t e r n and N o r t h e r n
Michiq an; Gra nd V a l l e y

I n -K in d S e r v i c e s

Michiqan State

S u p p l e m e n t a l Pay

M i c h i g a n State; U n i v e r s i t y
o f Michigan; Ea st ern and
N o r t h e r n Michig an ; Grand
Valley

E x t e r n a l l y Funded
Projects

M i c h i g a n State; Ea st er n and
Western Michigan

No S pe c i a l A r r a n g e m e n t s

C e n t r a l Michiq an;
Valley; Fe rri s

Michigan
the

greatest

and h av in g

St a t e
am o un t

the mo st

U ni v e r s i t y ,

in

of

time

ass i gn ed

pe o p l e

involved

Sa q i n a w

ad d i t i o n

in

to

to

staff

these

pro vi di nq

d e v e lo p me nt

efforts,

ha s m o r e p o s s i b l e a r r a n g e m e n t s to pr ov id e financial
and time to staff w or ki ng

in the field.

also

support

148
Se v e n
th re e

scho ols

schools

respondents
support
was

for

some

no

special

ha v e

that

(MSU,

provide

i ndi cat ed

U o f M,

ov e r l o a d

d i v i s i o n — u su all y

a

time,

pay

as

Tho se

a me thod

N M U , and G V S C ) , noted
and

paid

c on t i n u i n g

w hi le

arrangement.

s up pl e me nt al

EMU,

work

r e a s s ig ne d

for

that

throu gh

education

of

this

anoth er

ar e a— of

the

un iversity.
Wayne
other

State

University

su pp or ti ve

university

po lic y

re c e i v e

any

r e ce iv e

their

people

to

arrangements
which

ho l ds

additional
base

the

is

fa c u l t y m e m b e r s must

wh i c h
that

money

salary.

field

for

Wayne

from

include

no

from

short

make

inhibited

faculty

the

p e ri od s

by

members
wh e r e

however,

of

up this time

pay

unit

does,

pr ovi di ng

time,

a
can

they
"loan"

but

these

to the coll ege at

a

la t e r date.
C e n t r a l M i c h i g a n U n i v e r s i t y has no special a rra ng eme nt
to

suppo rt

do,

staff

however,

organizational
Bureau

of

Education
services

have

a

unit,

the

School
Unit

and

th r o u g h

the

un iq ue

pro gr a ms

has
to

is

of

nu mb er

ind i vi du al

of

field.

staff

activit ie s.
member,

thes e

with

to

Th e

If

the

data

that CM U

not

anot he r

are

The

C o n ti nu in g
to

b ro ke r

rep orted

on

pr ov i de d

ar ra n ge d

activities

t h ro ug h the B u r e a u of S ch oo l Services.

Th e y

Services.

responsibility

r e s e a r c h q u e s t i o n n u m b e r o ne point out
lar ge

Education.

Sc hool

at ta c he d

the
the

of

ar r a n g e m e n t

Bureau

Services
and

College

by

a

the

cont rac te d

149
Externally
time

funded pr o j e c t s wh ic h provide

s u pp or t

Teacher

for

Corps

National

staff

projects

development
at

MS U

and

In st it ut e of H e a l t h qr an t

workshop.

Eastern

funded

the

by

Teaching

and

Michigan

Mott

Learn ing ,

ac ti vi ti es
WMU.

which

University

Foundation,

the

which

financial and

ha s

Ferris
su pports

also

has

Na tio na l
a

include
ha s

a summer
a

proj ec t

Center

staff

a

for

development

re s pon sib il ity .
In a d d i t i o n to
the U n i v e r s i t y of
cr ed it

dubbed

r e ce iv e
five

"P"

purpose
type
load

c red it

to

(for

on

the ir

has

s up po rt

do

new

qraduate
on

and

delivered

which

a

listed

not

any

pr og r am

me et the

but

student's

fa cu lt y

of

credit.

acknowledge
by

in T a b l e

cat egory

profess io nal )

l im i t a t i o n

activities
but

ar r a n g e m e n t s

Mi c h i g a n

"P"

credit
is

those

g r a du at e
S t ud en ts

there

is

program.

staff

as

12,

The

de ve l o p m e n t

part

regular

a

of

regul ar

University

of

departments
the
delivery

or
of

M i c h i g a n cr i t e r i a for a gr a d u a t e course.

10.
What
m e c h a n i s m s exist
in
co l l e g e s
of
education
to
f ac il ita te
se r v i c e s to the field?
Se v e n
education

of
have

fa c il it at e

the

the

el e ve n

developed
delivery

departments

some
of

or

arr ang em ent
ser vi c es

to

or

c o l le ge s

of

mechanism

to

local

school

districts.
The
most

b ro k e r i n g
scho ols

to

of

s e r vi ce s

is

the

mechanism

fa c il it at e a r r a n g em en ts

m e m b e r s and local schools.

used

b e tw ee n

by

staff

W e s t e r n M i ch i qa n U n i v e r s i t y has

150
a

part-time

faculty

coordinator

member

with

for

a s si gn ed

b r o k e r s e r v i c e s to local and
WMU

also

h as

services

two

for

a ss i g n e d

Demonstration

and

brokerage office
a

personnel

evaluation

computer-scored
The

a c c r e d it at io n,

Services

offices

The

is

(REDE)

se rv ice

local

p ro v i d e
but

no

Experimentation

Center

Feedback

to

which

pr o v i d e d

Research

Educator

of

al t h o u g h

University

is

s er ve s as

Center

s ch oo ls

a

p r ov id es
t hr oug h

a

instrument.

University

Se rv ic es ,

Oakland

time.

the

to

w h o s e f un ct i on

help

Evaluation

and

time)

or

cle ri c al

professional

(a

in te rm ed ia t e school districts.

"centers"

which

professional development

primarily

also

had

brokers

an

s er vi ng

Office

this

University

Michigan's

co nc er ne d
services.

of

fun cti on

has

Bureau

of

School

with

school

Michigan

Professional
as

de v e l o p e d

did
a

St at e

Development

Oakland

Uni ve rsi ty.

u ni v e r s i t y

ta len t

ba nk

and the A s s o c i a t e D e a n ' s o f f i c e br o k e r s s e r vi ce s

id entified

in

"one-shot"

th is

l is tin g

services).

The

(resulting

focus

being

redirected

with

sta ff

to

of

primarily

Oakland's

fi el d- ba sed

development

as

a

in

activity

ac t i o n

currently

research

procedure

for

is

co mbi ne d
pr o v i d i n g

s u s t a i n e d w o r k for sta ff m e m b e r s and o n - g o i n g r e l a t i o n s h i p s
with

the

field.

Although

the B u r e a u o f S ch oo l
of Edu cat io n,
These

Ce n tra l

Services

services

positions

in

Michigan

is not ho used

its f u n c t i o n also

brokerage

administrative

at

in

University
the

College

is to b ro ke r services.
are

four

su pp or te d
colleges

of

bv

as si g ne d

education:

151
Oa kl an d,

a

h al f - t i m e

associate dean
MSU,

a

a ss o c i a t e

dean;

for p r o f e s s i o n a l

part-time

assistant

U

of

relations

dean;

and

M,

a

and

fu ll-time

devel opm en t;

Wayne,

a

fu ll- ti me

a s s o c i a t e dean.
Of

particular

available

to

in ter est

both

Eastern

is

the

Michigan

un iq ue

ar r a n g e m e n t

University

and

Wayne

S t a t e U n i v e r s i t y t hr oug h the h i g h e r ed u c a t i o n a p p r o p r i a t i o n
of

the

State

budget.

Both

universities

are

p ro v i d e d

a

s pe cia l b u d g e t a l l o c a t i o n of $ 20 0, 00 0 p e r year s p e c i fi ca ll v
designated
schools.
by

for

sta ff

At W a y n e

the

Associate

field-based,

development

State
Dean

efforts

University
of

this

Education

building-focused

program

with

money

and

is

local

is m a na ge d
used

involving

in

a

19 schools.

F i v e staff m e m b e r s are p a r t i a l l y su ppo rt ed by this m o n e y to
work

as

fa ci l i t a t o r s

time

and

Eastern

one

at

Mi c h i g a n

National

National

functions,

percent

for

unit

Center

for

The

schools;

of
is

in

coincidentally

partially
who

also

sup p or ts e i g h t

fun ct ion as p r o g r a m

sites.

Th e

time.

and

money

t hr o ug h

of

L ea r n i n g

at
the
an

Education.
has

several

im pro v em en t t h ro ug h staff
by

this

money

staff d e v e l o p m e n t

in vol ves

19

schools.

educators

fa ci l i t a t o r s

faculty m e m b e r s

one-half

Learning,

College

s u p po rt e d

t ea ch er

at
T he

and

the

is school

program

four

ch a n n e l l e d

Teaching

f oc use d on school b u i l d i n g - b a s e d
and

he r

Teaching

housed

one of w h i c h

d ev elo pm ent .

the se

University

Center

organizational
The

ten

in

involved

(1/4

in two or
in the se

is

also

pro gra ms

Th e

money

ti me

each)

mor e

school

two p r og r am s

152
are not included
the se are

in ass iq ned sta ff listed

special

a rr a n g e m e n t s

beyond

in T a b l e

the

11 si n ce

range o f

re gu lar

b u d g e t allocations.

also

The

department

w as

asked

if h i s / h e r

for

i d e n ti fy i ng

mechanism
r eq u e s t s

from the

or

coll ege o f

ed u c a t i o n

organization
a

field.

st af f

Only

representative

had

any

member

the

systematic

to

University

re sp on d
of

to

M ic h i q a n

indica te d a sp e c i f i c formal p r o c e d u r e was utilized.
At
co m es

the

of

Michigan

to the A s s o c i a t e D e a n

Development
chair.
and

University

wh o

discusses

Th e y m a k e

then

Se v er al

an

for P ro f e s s i o n a l

it

with

the

a decision whether

schools

(WMU,

MSU,

to

At N o r t h e r n Michigan,

a B u r e a u of S c h o o l
the

fac ult y

and

member

ad m ini str at ors .

All

or

p e r s o n n e l co m me nt in g o n this issue,
on

the

per s on al

sense

of

to

ide nt ify an ap p r o p r i a t e

the

person

req ues t
service.

f ol lo w

some

id entify

req ue sts come to

Services,

without

department

the

and

proqram

the

pro tocol to

for example,

Community

directly

ho n or

and NMU)

mo r e or less f or ma liz ed o r g a n i z a t i o n a l
staff.

Relations

de li ver

CMU,

requ es t

a pp r o p r i a t e

i d en ti fy a f ac ult y m e m b e r to
ot h e r

incoming

whi ch

c on t r a c t s

in forming

c ol leg e
however,

of

c o ll eg e
e du c a t i o n

rely pr i m a r i l y

re cei vin g

the

request

f ac ul ty member.

11.
W h a t informal l i n ka ge s o r formal r e l a t i o n s h i p s
ha v e
been
developed
b et we en
department
or
c ol le qe
of
e d u c a t i o n and o t h e r pe o p l e or g r o u p s involved in the state
plan for p r o f e s s i o n a l d e v e l o p m e n t ?
One

of

departments

the
and

mo st

a p p ar en t

co l l e g e s

of

formal
education

li nk a ge s
and

the

b e tw ee n
staff

153
development
membership
number

e ffo rt
on

organized

policy

o f . fa cu lty

und er

boards.

fr om

the

Section

Table
various

13

97

is

t hr oug h

points

s c ho ol s

ou t

s er vi n q

the
as

e i t h e r v o t i n g or no n - v o t i n g m e m b e r s on p oli cy boards.

T a b l e 13
D e p a r t m e n t and C o l l e g e of E d u c a t i o n
M e m b e r s h i p o n P o l i c y Boards, 1980-1981

N u m b e r of Sta ff
S e rv in g on
P o l i c y B oa rd s

School

Michigan State University

7

Central Michigan University

4

Oakland University

4

U n i v e r s i t y o f Mic higan

4

Northern Michigan University

3

Wayne State University

3

Eastern Michigan University

2

G r a n d V a l l e y State C o l l e g e s

2

Western Michiqan University

2

F e r r i s S t a t e C ol l eg e

0

S a g i n a w V a l l e y State C o l l e g e

0

In

te r ms

b oa rd

role

(with

the

Michigan
Policy

is

of
the

numbers

principal

e xc e p t i o n
University)

boar d

of

of

membership

formal

Wayne

have

staf f

St a t e

with

provides

involved,
link

that

University

the

Se c t i o n

direct,

the

p ol ic y

most

schools

and

Ea s t e r n

97

on-going

program.
li nkages

154
to

the

deliberations of

the

group

which

play s

the

pivotal

ro l e in pl a n n i n g and fundi ng staff d e v e l o p m e n t programs.
Th e
and

four c ol le ge

administrators

responsibilities

ind ic ate

part

of

in

th eir

staf f

formalized,

they

n a t u r e of the
Eastern

may

be

are

as sig ne d

development

f un ct i on

and co n t a c t s in the field.

who

is

to

time

role s

establish

all

lin kages

A l t h o u g h these con t ac ts are not

long-lasting

du e

to

the

person al

interaction.
special

cases,

and pr ov ide a un ique p e r s p e c t i v e on this di scussion,

havinq

developed

Michigan

formal

and

Wayne

programmatic

the

special b u d g e t

allocation

to

funding

to

sta ff

school-based
university
dollars

to

as

provides

for

are

re la t i o n s h i p s

as

re s o u r c e

a l l o ca ti o n

gi v e

local

school

a

incen tiv e

to

participate.

connection

is

co nt ra ct ua l

on-going

i ns t it ut io na l

as

In

pe o p l e

this

ea c h

re s ul ti ng

from the State.

programs,

an

school/college

ser ve

Sta te

from

ad di ti on
to

local

allows
set

amoun t
This

and

well

the
of

local

th ere fo re

as

pe rso na l

question

pro v id es

l in k a g e s to the 38 p a r t i c i p a t i n g schools.
The
only

a

in fo rm at io n
p ar ti al

relationships

co l l e c t e d

an sw er

and

and

l i nk ag es

for

this

lim ite d

perspective

between department

of e d u c a t i o n and their staff and local

schools.

co n n e c t i o n s

c ol le ge

exist;

department

and

r e s p o n s i b l e for staff d e v e l o p m e n t
to

develop

i nh ibi te d

long-term
by

v ar io us

indicated

collaborative
int ernal

and

re ga rd in g

and

P ew formal
indivi dua ls

they would

relationships
ex ternal

co lle ge s

but

reasons.

like
are
Ma ny

155
informal,

p er so na l

l i nk ag es

i m p o r t a n c e o f the se

do

exi st

but

the

e xte nt

is hard to ascertain.

R e s p o n d e n t s to the "Higher E d u c a t i o n Survey"
asked

to

describe

po t e n t i a l
word

of

how

th e y

clientele.

mo u t h

was

and

All

the

publicize
e le ve n

main

way

t he ir

se rv i ce s

respondents

that

staff

also were
to

noted

that

ser v ic es

wer e

publicized.

B r o c h u r e s d e v e l o p e d by the ed uc at io n units are

distributed

by

University

of

MSU,

Oakland,

Michigan.

The

Wayne,

co n t i n u i n g

Wes te rn,

and

the

ed u c a t i o n

ser vi ces

also d e v e l o p and d i s t r i b u t e b r o c h u r e s in those schools with
such

services.

brochure

p la nn ed

i n d ic at es
means

Oakland

that

used

resources;

for

the

are

policy

p er c e n t

Wayne

future.

brochures

by
14

and

of

Table

not

b oar ds
the

Stat e

a

9

hav e
in

this

particularly

to

we re

joint
ch ap te r

important

ide nt if y

resources

a

pot e nt ia l
id entified

t h ro ug h brochures.
The Dea n at E a s t e r n M i c h i g a n U n i v e r s i t y noted that the
u n i v e r s i t y p r e s i d e n t has

take n a m a j o r

s e r v i c e s and has

area

the

dean

invited

p er io di ca ll y.

Ca b l e T.V.

has

an

informal,

s e rv ic es

Associate

to meet
Dean

at

with
the

a p e r c e p t i o n that the use of

bee n a "big plus"

The p u b l i c a t i o n o f

in p ub li ci z in g

superintendents

The

U n i v e r s i t y of Mi c h i g a n of fe red

role

in their o u t r e a c h

clearly,

however,

effort.

is p r i m a r i l y

w o r d - o f - m o u t h procedure.

12.
Do es d e p a r t m e n t o r c o ll eg e o f e d u c a t i o n po l ic y
and o r g a n i z a t i o n s up po rt s er vi ce to local and int er me di at e
school d i s t r i c t staff d e v e l o p m e n t efforts?

156
Th e
the

final

"High er

question

Education

an swe re d

Survey"

by

the

re l a t e s

i n f o rm at io n

to

the

the i n st i t u t i o n g i v e s to staff de vel op men t.
field
and

is

an

acknowledged

c o l le ge s

mission

of

education

statement.

Saginaw Valley,

s t at em en t

encompassing

organizational

four

departments
sma ll est

Ferris,
or

and

departments

officially
units

to

colleges

of

(Grand

and N o r t h e r n Michigan)

development

S er vi ce to the

mechanism

Eastern,

not hav e

a mission

the

field.

a s s ig ne d

Va ll ey ,

attend

or

in seven
Only

Saqinaw

to

The

roles

education.

do not p r o vi de

to

ad o pte d

at

r e f le ct s this c om m i t m e n t

sc ho ol s

organizational

an

th ro ug h

recognition

seven

and Fe r r i s do
serv ice

functions,

of

education

structure,

organizational
the

th r oug h

The

Nor th er n,

of

commitment

from

the

Valley,

for some role

a

service/staff

function.

Summary
These
s eco nd

five r e s e a r c h q u e s t i o n s s p e c i f i c a l l y a dd res s the

objective

departments
and

and

of

su p p o r t

s t u d y — the

ex t e n t

education,

th ro ug h

provided,

staff d e v e l o p m e n t efforts.

colleges

and

specifically
T h e es t im at ed

universities
in

ha v e

be e n

whi ch

th eir

staff

in volved

in

Se v en of the eleven state

as sig n one o r mo re

staff d e v e l o p m e n t

to

programs

staff

and

to

work

activities.

f u l l- ti me e q u i v a l e n t staff for these ass igned

responsibilities
small

th i s

colleges

i ns ti tu ti on al

loc al

of

to ta ls

only

amount was p r o v i d e d

14.35

and

over

at M i ch iq an S t a t e

half

of

this

riniversity.

A

157
v a r i e t y o f f ina nci al
staf f

work

mechanisms

and

in

the

field

to

facilitate

primary method

for

st a f f

as s i g n e d

member

administer

staff

activities
enabling

and

vo ti ng

Considering
provided,

sev en

the

the

s ch o ol s

delivery

is the

with

staff

fr om
or

the

to

develop

word-of-mouth

B ey on d

the

the

eleven

field

Wayne

St a t e

fi na nc ia l

U ni v e r s i t y ,

allocation

a

and
these

staff
boards.

studi ed
boar d

developed

served

members.

and

support

still ap p e a r s to be the p r e d o mi na nt

w a y u n i v e r s i t i e s d e v e l o p l i nk ag es wi th the
T w o u ni que p r o g r a m s

is

policy

po l i c y

by

p r i m a r y ve h i c l e

s ch oo ls

mechanisms

The

s e rv ic es

development

non-voting

various

services.

efforts.
thrusts,

d e v e lo pe d

of

responsibility

linkages

have

of

b ro k e r i n q

development

local

fa cu lt y

either

and

organizational

on

Thirty-one
as

th i s

on-going

membership

time a r r a n g e m e n t s exist to support

field.

at E a s t e r n M i c h i q a n U n i v e r s i t y and
established

fr o m

the

by

State,

means

of

provide

a
a

special
som ewhat

d i f f e r e n t p e r s p e c t i v e o n the inv ol ve me nt of d e p a r t m e n t s and
colleges

of

education.

involvement,

changing

New

m e c h an is m s,

role

p r o g r a m m o d e l s hav e e m e r g e d

incre ase d

patte rns ,

and

faculty

distinctive

from the o p p o r t u n i t i e s

implicit

in these programs.

S U MM AR Y

The
in s t r u m e n t s

data
were

gathered
e xa m i n e d

t h ro ug h
in

this

two

questionnaire

chapter.

Tw e l v e

158
re s e a r c h
th e se
to

questions

were

i n s t r um en ts

the

the

questions.

en c o m p a s s e d
fra m ew or k
n at ur e

and

to

data

The

guide

the

collected

analysis

for

the

study.

e xt en t

of

th e s e

which

objectives

university

development enterprise
pr i m a r y

Bo t h

development

pr o v i d e d

of

the two p r i m a r y o b j e c t i v e s

and

Th e

used

a ns we rs

questions

served
re l a t e

i n v o l ve me nt

of

in

as

the

to

the

the

staff

in Michigan.

objective

led

to

the

examination

of

this

issue from the p e r s p e c t i v e of the sta ff d e v e l o p m e n t e f fo rt s
organized

thro ugh

S e c t i o n 97

The second o b j e c t i v e
on

ef f o r t s

of

to

guiding

objectives

c o ll ec te d
the

focused

departments

Michigan

pr o v i d e

for

un iv e r s i t y ' s

the

services

leads

the

St a te

colleges
to

the

of

a

more

i n v o lv e me nt

Aid

Act.

education

field.

interrelated;
to

S ch oo l

i nv e s t i g a t i o n s p e c i f i c a l l y

and

are

bo t h

of

Th es e

the

the

two

in fo rm ati on

complete

with

in

p o r t ra ya l

staff

of

development

enterprise.
Th e d a t a d i s c l o s e
a

s iz e a b l e

a l t ho ug h
under

the

the

majority

of

(223)

total

ae gis

co n s u l t i n g
provide

nume r

is

of

the

capacity,

however,

university

of

onl y

university

ac t i v i t i e s

O n e- thi rd ,

that

st af f
23

st aff

97

(68%)

however.

covering
were

in

t e ac he r pe rs on a l de vel op men t.

a

still

development

percent

Section

staff

of

serve

two

d e li ve re d
The

in

University
wide

activities

th o se

program.

pr ov id e

variety

a

p r iv at e

staff
of

larqe

also

topics.

c a t e g o r i e s — r ea din g

and

1 59
Thirty-one
boards,

university

st a ff

t he reb y e s t a b l i s h i n g

sta ff

development

planning

those

areas.

most

serve

as the o n l y

In

po l i c y boards.

and

thes e

li n k a g e s

other

mechanisms

field

and

to s u pp or t

These

a t t em pt s

are

staff

to

limited,

however,

Inferences

are

recommendations

are

about

l ea di n g

to

university's

the staff d e v e l o p m e n t en terprise.

the

process

also
and

e d u c a t i o n ha v e

l i n ka ge s
wit h
and

in

local

wi t h

the

schools.

c on s t r a i n e d

bv

financial and

in the field.
in

the

wit h

universities

for pr o v i d i n g

reexamined

drawn

po li c v

positions

colleges of

time su pp or t for staff e n d e a v o r s
fin di ngs

between

in v ol ve me nt

lack o f su f f i c i e n t a r r a n g e m e n t s

These

boa rd

inc re ase

on

presence

administrative

D e p a r t m e n t s and

developed

serve d

an o n - g o i n g

cases,

formal

members

the

final

chapter.

conclusions
potential

rol e

and
in

CHAPTER V

SUMMARY,

Thi s

ch ap te r

Summary,

is

Conclusions

R e c om me nd at i on s,
s e ct io n

CON CLU SI ON S,

AND RE CO M M E N D A T I O N S

organized

D er iv e d

and

from

Re fle ctions.

includes R e c o m m e n d a t i o n s

Recommendations

in

four

sections:

the

Data

Co llected,

The

Recommendations

for P o l i c y

and A c t i o n

and

for F u r t h e r Study.

SU M MA RY

The
sta ff
and

role

of

university

f ac ult y

development

enterprise

is

inc rea sin g

education.

On c e

progr am s,

the

wh i c h

develo pm ent .
in

this

have

en de av or

e xa min e

the

in pr of e s s i o n a l
cu r r e n t l y

le ade r

past

During

have diminished.
to

the

to

the

issue

departments
in p r o vi di n g

of

p r o f e s si on al
deeD

and

concern

c o ll eg es

of

staff d ev el op me nt

the u n i v e r s i t y no longer enjoys that role.

During
occurred

challenge

an

in

d ec ad e

a

focused

nu mb er

renew ed

this same period

has

changed

of

e ven ts

interest

and

si gn i f i c a n t l y

ex tent

staff

de vel op men t,

is re alized

in Michigan.

160

of

staff

the u ni v er si tv 's role
and

T h e p ur po se of this d e s c r i p t i v e
nature

on

have

the

ap pe ars

study was

u ni ve rs it v 's

e s p e ci al ly

as

to

this

role
role

161
In the past two yea rs the staff de velopment effor ts of
local

and

been

i n t e r me di a te

substantially

legislatively

school

e n ha nc ed

s u p p or te d
im ple me nte d

S ch ool

Act.

per-staff-member
consortia

of

co mp ris ed

of

tw e nt y

p oli cy

Michigan
force)
second

te ach er s
during

and

the

Section

stud y

the po l i c y

and

analysis.

the

and

for

to

Pro fes si on a l
of

school

Sta te
on

dis tr ic ts
policv

One

(95%

of

y e a r — the

a
and

b oar ds

hund red

representing

a

S ta ff

the

money

initiated

administrators

program

staff

s er ve s

d ev e l o p m e n t

impleme nte d
determine

gu ide d

as

the

and

104,364

the

wor k

pr oa ra m' s

framework

for

activities of fe red

under S ec tio n

the

wa s

to

this

97 p ro v i d e

lim it ati ons

of

delivery

of

investigation.

e x am in e

u n i v e r s i t i e s have been

the

the

involved

S e ct i on

97

departments

universities
in st it ut io na l

in

of

Michigan,

staf f de v e l o p m e n t

ed uc at i on
through

activities.

to

in the desiqn,

pro gr ams

support provided,

The

extent

and

second o b j e c t i v e was to assess the extent
and

97

school

es t ab li sh e d

of

by
the

data

T w e l v e r e s ea rc h q u es ti on s enc ompassing two basic

objectives
objective

97

boards

parameters

and

implementation

teachers.

1980-1981

hav e

full year of operation.

Th e
this

we r e

Michiqan

pr ovi des

have

of

in

S e ct io n

basis

wh i ch

majority

bo ard s

Plan

program

e nt i t l e m e n t

a

the

through

The

districts

by

St a te

D ev el op me nt ,
Aid

districts

in
their

have been

p ri m a r y

which

state

development,

activities.

A

to which colleqes
stat e-s up por ted
staff

and

involved

through
in local

162
The

p r o ce du re s

development

of

in f or ma ti on
One

used

two

was

sent

Michigan

the

other

to

an a dm i n i s t r a t o r

of

education

education

in

to

(MDE

D e vel op men t)
and

to

as the bas is

of
of

and

percentages

the

Higher

Data

where

the

of

da ta

boa rd

questions.

Survey)

c o l le ct e d

both

Staff

coordinators
was

or

in st i t u t i o n s

we re

the

elicit

A— F o l l o w - U p

the d e p a r t m e n t s

in

sent

co lleqes

of

hi qh er

thro ugh

objectives

provided

were

co n s i s t e d

i n f o rm at io n

and

these
served

the

Survey

wa s

questionnaires

re qa rd in q

by
for

thei r

su p p l e m e n t e d

data.

and

a

to

in-depth

to

the

i nt er vie w

T he ref or e,

a ns we r

in

Hiqher

questioning

a dd i tio nal

used

from

displayed

telephone

answers.

by

was

Information

responses

obtained

also

s t r a i q h tf or w ar d

the

co mp il ed

The

the o p p o r t u n i t y

wh ic h

from

n u m er i ca l

we re

of

and the t ab u l a r d i s p l a y of totals

a pp rop ri ate .

Survey

in f or ma ti on

to

r es e a r c h

Education

add re s se d

the

Education

the r e s p on de nt s
da t a

policy

state

ret ur ned by p ol ic y bo ar ds

wh i ch

4674

el ev en

included

for a ns w e r i n q the r es ea r ch Questions.

compilation

Education

Form

in each of

which

Analysis

ta bl es

tw el v e

114

da t a

de s i q n e d

the

(Hiqher

in Michigan.

questionnaires

coll ect

i ns tr ume nt s

pertaining

questionnaire

to

of

these

descriptive
several

of

the

res ea rch questions.
Da t a
quest io ns,

c oll ec ted
p o r tr ay ed

p e r so nn el

are

unde r

sponsorship

the

generated
the

in volved
of

in

a ns we rs

e xt en t

to

providinq

Section

97,

to

the

wh ic h

re sea rc h
university

activities
and

of f ere d

described

their

163
role and

fun ct ion

in the program.

and form of d e p a r t m e n t
the staff d e v e l o p m e n t
The

stu dy

de v e l o p m e n t

pe r c e n t

of

the

staff.

Mo st

of

r e p r e se nt ed
Michigan

examination

re su lt s
we re

university
p ro g r a m s

on l y

32%

S ta te

(forty-two)

activities

delivered

that

pe rs on ne l
(68%)

by

fully

paid

for

the

97

223

23

S ec ti on

the

u ni v e r s i t y

delivering
as

these

priv ate

officially

larg est
ranged

of

funds;

number

down

State

per cen t
97

or

St a ff employed bv

Valley

Sixty-eight

staff

S ec ti on

by

served

numbe rs

Saginaw

by

984

individuals)

t h i r t y - t w o perc en t we r e pa r t i a l l y

of

to

two

College

and

the
the

pro qr ams
remai nin g

supported bv a v a r i e t y of

funding mechan ism s.
University

programs.

pr o g r a m s

personnel

Programs

categories

were

and a c t i v it ie s

de li ver ed ,

pe r s o n a l d e v e l o p m e n t
other

del i ve re d

offered.

c a t e g o r i e s — r ea din g

thr ee

showed

pr ovi ded

and

F e r r i s S t a t e College.

other

the

d el i v e r e d

(58

University

of

t hr oug h

the ir c ol leg e or university.

activities

were

an

of f e r e d

activities

development

con sultants;

on

the

the

for

e ff or t was explored.

ba se d

Bri efly,

the extent

and coll ege of edu c at io n support

activities

program.

sta ff

was

A d d i t io na ll y ,

ca t e g o r y of subje ct

variety

pe rc en t

were
la nqu ag e

in
arts

of

just
and

(pr ima ri ly stress workshops).

categories

o f f e r e d — motiva tio n,

Thirty-two

relat ed

wide

were

classroom

of

in tw e nt y- ni n e di ffe re nt

however,

and

a

ten

or

more

ma na ge men t,

and

all
two

te ac he r
In on lv

a c t i vi ti es
a

qen era l

area skills o th er than readi ng or math.

164
In terms of
of the

planning

and

decision-making

roles,

th ir ty -o ne

114 p o l i c y bo a r d s r es pon din g had a u n i v e r s i t y person

s e rv in g

as

b o ar ds

a

member

indicated

of

that

activities

of

variety

c on s u l t a n t

of

the

the

the

board.
and

board.

However,

university

pl ayed

University

staff

p l an ni ng

r ol es

on

t w e nt y- on e
no

role

served

in

in

a

the

r e ma in in g

Survey

indicated

boards.
The
that

da t a

only

colleges

from

the

f o r ty -f iv e

of

in

the

assignments

tota led

posi ti ons .

Ei ght

Un i ve rsi ty.
departments

and

of

a

fu n c t i o n
and

was

formal

educational

c o ll eg es

local

p os i t i o n s

of

ef f o r t s

b ro k e r i n g

a g e nc i es
the re
of

were

from

wor k
Th es e

supp ort

to

State

nor

consi ste d

whose

Long-term

bv

supoort

extensive

generally

position

(F T E )

p r ov id ed

d es ig ne d

neither

and

to

Michiqan

mechanisms

were

pr in ci pa l

r el a t i o n s h i p s

universities

and

local

se l d o m existed.
were

similarities

ed ucation,
made

unit w h i l e

the

the

University

the least support

as si g ne d

devel opm ent .

e d u ca ti on

b et wee n

departments

full-time-equated

services.

l in k ag es

St a t e

e du c a t i o n a l

14.35

time

staff

administrative

constraints

Michigan

only

Organizational

Although
and

any
of

colleges

p ar t - t i m e

from

organizational

development

compr eh ens iv e.

had

area

FTE

The

Education

per so n ne l

education

specifically

staff

Higher

local

b et we en
cont ext

differences

had

the

mu ch

most

and

sp ec if ic

mo r e

act iv e ly

the three smalles t

for staff d e v e l op me nt

departments

vivid.
involved

co lle ges provided

efforts.

165
CONCLUSIONS

The

analysis

i ll ust ra ted
university
so me wh at

of

sever al

the

aspects

inv ol ve me nt

less

data

col le ct ed

of

the

in

ex t en t

this
and

in the S e c t i o n 97 p r o g r a m

complete

manner,

described

staf f

development

follo wi ng

ende av ors .

Th e

in

su pp ort

U n i v e r s i t y sta ff are involved
to some degree
in
all
aspects
of
the
S ec ti on
97
p r o g r a m — p la nn ing ,
a d m in is tr at io n,
and
deliv er y.
Participation
by
university
pe rs onnel,
however,
is
limi ted
to
n o n d e c i s i o n - m a k i n g roles in most cases.

a sp ec ts

of

the

activities delivered
deliv er y.

staff

delivering

staff d e v e l o p m e n t

97 program.
large st

p ro v i d e r

by

private
the

p r iv at e

un iversities.

also

Local

is pr ov i de d by ex am in in g

i nc lu din g

p ro v i d e d

programs

staff

of

the

the

nu mb er

of

and rela ted c h a r a c t e r i s t i c s of pr o g r a m

University

development

data,

University

as

involved

2.

the

a
to

U n i v e r s i t y per s on ne l still pl ay a su b st an ti ve
role
in
staf f
d ev el op me nt ,
but
not
the
d o m i n a n t role of the past.

staf f

in

extent

1.

several

of

four con clusions:

S u p p o r t for these c o n c l u s i o n s

20.6%

fin din gs

form
and,

the

w h i c h d e p a r t m e n t s and c o l l e q e s of e d u ca ti on are

stu dy

group

i nv es ti ga te d

make-up

schoo l

co nsu l ta nt s,

Ma n y

or
in

larg est

23%

of

this

the

study.

provider

group

a c t i v i t i e s th r ou gh the S ec ti on

(20.9%

services.

the

di s t r i c t

consultants

223

of

t e ac he rs
the

ca t e g o r y
of

the

however,

are

the

activities)
wh ic h

from

followed

ac co un te d

providers
are

second

for

cat eg ori ze d
out-of-state

166
University
activities,
a ct i v i t i e s
eleven

of f e r i n g

Sta te
all

in stitutions,

the

Se c t i o n

involved

i ns ti tu t io ns

involved

program

Seventy-eight
ut il iz ed
and

other

of

as s e s s m e n t

university

staff

p er s o n n e l

(29%
as

non -v o ti ng

the

to

The

cat eg or i es
program.

the

of
All

S ec ti on

97

se ve nt y- se ve n

higher

of

of

of

the

po l i c y

edu ca ti on

These

seven of

the

un i v e r s i t y

plaved

no

boards.

from pl ann in g
evaluation.

responding)
alt hou gh

t hi r t y - o n e

e le ve n

state
role

97

re sp on di ng

and

b oa rd s

me mbers,

S e ct io n

policy

functions,

th ose

official

the

b oa rd s

fol l ow -u p

me mbers.

re pre se nt

un iversities.

of

un i v e r s i t y personnel

a sp ect s

activities

perc ent

board s

are

all
the

Thirty-one

in

by

role,

un i ve rs it y staff for some

needs

97

arra y

in and out of state.

in

thro ugh

wide

pro v id ed

de l i v e r e d

In add it ion to the p r ov id er
we r e

a

in tw e n t y - n i n e

are

activities

both

pr ovi de d

t hr oug h

universities

endeavor.
of

also

pr og r am s

d el i v e r e d

state

percent

staf f

ha ve

se ven te en
u n i v er s it y

col leges
on

and

t we nty -on e

boards.
These

v a ri ou s ’ facto rs

university

pl ays

a

development

e ffo rt

and

degree,

involved

sub st an ti al
un i v e r s i t y

evidence
role

in

pe rs on ne l

that
the

are,

the
staff

to

some

in m a n y aspects of the S e c t i o n 97 program.

T h e ex te nt of the u ni ve rs it y' s
p e r s p e c t i v e of the past,
to be drawn.

p r ov id e

role must be viewed

however,

if valid

from the

i mp lic at ion s are

167
W h i l e u n i v er si ty staff still d e l i v e r manv oro q ra ms and
are

the

largest

dimensions

of

l i te ra tur e

on

out

that

people
and

the

to

than

activities.

p r ov id er s of
that

the

group,

u n i v e r si ty 's

it

is

role

the

previou s

university
That

is,

de ca de

e du ca tio n
were

were

e n t er pr is e

p oin ts

was more

few

pr oqr am s

the

a c t iv it i es de sp it e

the
Th e

ve r y

de l iv eri nq

universities

staff d e v e l op me nt

that

shrinkinq.

there

person nel

staff d ev e l o p m e n t

clear

are

staff d e v e l o p m e n t / i n s e r v i c e

pri or

ot h er

p r ov id e r

primary
the

fact

limited

and

c i r c u m s c r i b e d than it is currently.
Th e
level

p e r c e nt ag es

of

discussed

involve me nt

of

above,

university

re pre s en ti ng
personnel,

the

c le arl y

i l lu str at e that the u n i v e r s i t y no lonqer plays the dom in an t
role

in Mi c h i g a n ' s staff d e v e l op me nt

p e rc en t

of

the

ac t i v i t i e s

effort.

in ve st iga ted

were

pe rs onn el ot h er than u n i v er si ty staff.
groups,

notab ly pr a ct ic in g teachers,

activities.
who

serve

Further,

as voting

decision-making
That

is,

boards,

only

of

in

e i g h t y- fi ve

the

university

by

Many othe r pr ov i de r

un iv er s it y

po lic y

re sp o n s i b i l i t i e s

del iv e re d

now offer pro gr ams

fo urteen

members

Seventy-seven

boards,

and

personnel,
have

formal

in the S ec tio n 97 proqram.

p er cen t

of

the

re sponding

play s

no

direct

part

policy
in

the

d e c i s i o n - m a k i n g process.
Th e
col l eg es
fuller

in sti tu tio nal

support

of

is

and

de vel opment.

e d u c at io n
more

a ct iv e
Wit h

the

pr ovi de d

an ot her

by d e p a r t me nt s

factor

university
ex c e p t i o n

which

involvement
of

and

res t ri ct s
in

Mic hi g an

staff
State

168
University,

the

st a f f

as siq ned

wer e

eq u i v a l e n t

of

role s

only

and

six

(6.35)

f u n c ti on s

in

f ul l-t im e
the

staff

d e v e l o p m e n t effort.
Additional
lo ca l

staff d e v e l o p m e n t

decreased
of

factors,

the

use of

th r ee

Michigan

such as in creasing m a t u r i t y of the
effort,

un i v e r s i t y

oldest

(Detroit,

staff.

professional
Ken t

Co un ty ,

I n t e r m e d i a t e S ch oo l District)
illustrates

that,

utilized

mo re

on

the

average,

from

twenty-eight

perce nt

other

boards.

of

mav

E x c lu di nq

the

development
and

lead

to

a

pro gr ams

ce n ter s

Kalamazoo

in

Valiev

fr om the an aly si s of the data

extensively

p r o g r a m s — incre as ing

p ol ic y

for example,

university
in

p er so nne l

the

tw e n t y - t h r e e

the

programs

University

p e r c e n t of the pro g ra ms of f e r e d

re ma i ni nq
perce nt

of f e r e d

staff

are

to

thro uqh

p ro v i d e

only

all

eiqht

in the three pro gra ms which

h a v e been in ex i s t e n c e the longest time.
In te rna ll y,
provided
st a ff

li tt le

departments
supp ort

development

full-time-equated
Un i ve rsi ty)
de v el op me nt .
approximate
eleven
3.

wer e
Thi s
total

for

and
an

increa se d

effort.

staff

(6.35

as sig ne d

co l l e g e s

of

ed uc a ti on

presence

Less

than

FTE

e x cl ud in g

to

roles

in

the

fifteen

Michigan

involv in g

Stat e
staff

is only sl iq ht l y ov e r one pe r ce nt of the
nu mb e r

state col le ge s and

of

education

u n i v e rs it i es

personnel

in

in 1980-1981.

When
delivering
st af f
d ev e l o p m e n t
ac tivities,
most
university
person ne l
fun ct io n as pr iv at e e n t r e p r e n e u r s as opposed
to o f f i c i a l l y s a n ct io ne d r e p r e s e n t a t i v e s of
th e ir institutions.

the

1 69
Sixty-eight
private

c on s u l t a n t s

activities
on l y

th ro ugh

th i r t y - t w o

re p r e s e n t i n g
conclusion
other

p er c e n t

the

the ir

a sp ec ts

u n i ve rs i ty

wh en

staff

delivering

Section

p er cen t

is

si t u a t i o n

of

served

in st it ut io n

97
in

functioned

staff

Convers el y,

an

off ic i al

capacity

in the

pr o v i d e r

role.

furth er su pp or te d b y

inf ere nce s

of

It

is

is e x a c e r b a t e d by the lack of

li n k a g e s b et we en

d e v e lo pm en t

program.

the findings.

as

This

dr a w n

likely

by

from

that

the

formal pr og ra ms

and

in st it ut io n s of h iqh er e d uc at io n and local

education

agencies.

mechanisms

within

In

the

many

instances,

university

do

not

inst itu ti ona l

seem

to

aid

the

p r o c e s s of linkinq o f f i c i a l l y to schools and p o l i c y boards.
Further,

most

agencies

are

co n t r a c t s

local

kn o w l e d q e

th r oug h

on-qoinq

ins tit uti on al

arrangem en ts.

Such

in div i du al s

p ri vat e

and

per son al

not

as

universities

made throu gh

conne ct ion s,

in fl uen ce

be tw ee n

factors

bear

on

this

to respond to re que st s

consultants

ra the r

than

see kin q

issue

and

and

may

from the field
ins tit ut ion al

sanction.
4.

University
co m mi tm en t
to
the
staff
development
enterprise
(as d e m o n s t r a t e d by
the o r g a n i z a t i o n a l m e c h a n i s m s and per so n ne l
a r r a n g e m e n t s that exist to develop, support,
and expand its role in staff dev elopment) is
limited.
Th e
e x is t in q
mechanisms
and
arrangements
pr o v i d e
li ttle
s up por t
or
in ce nti ve for a v i g or ou s and exp an d ed role
for d e p a r t m e n t s and col le g es of education.

Data

gathered

from

departments

and

e du c a t i o n

sup plied

the

in fo rma ti on

to

conclusion.

Few

staff

have

c o l le ge s

of

support

this

a ss i g n m e n t s

and

170
responsibilities

directly

u ni v e r s i t y ' s

in the

the

role

1980-1981

These

and

on ly

c o ll eg es

positions

a cc o u n t e d

effort.

f or ty -f ive

of

the

e s t i ma te d

for

c ol l e g e s

and

Such

a

percentage

small

f u nc ti on s

c le arl y

c om m i t m e n t
The

D ur in q

held

universities

su p p o r t s

s l i gh tl y

p o si ti on s

more

positions
included

of

staff

the

conclusion

st ri k in g

excluded.

ex te nt

if

the

Michigan
of

of

ins ti t ut io na l

Michigan
St a t e

servi ce

th i r t y - o n e

to

St a t e

these

university

the

field,

in di vi du a ls

for

suppo rt

University

U n i v e rs it y,

fu l l- ti me- e qu ate d po sitions.

with

pro v id ed
an

a

on l y

eight

is

even

data

are

l an d-q ran t

ass igned

e s ti ma te d

time
eight

Th e rem a in in g as si gn me nt s

the o t h e r d e p a r t m e n t s and c o ll eg e s of education,
t ot ale d

study.

to

that

one

eleven

this

ass iqned

area.

than

in the

in

in

is limited.

m i ni ma l

tradition

on l y

the

ind iv idu als

e d u c at io n

e du c a t i o n

st a te

for

su p po rt in a

s p ec if ic r e s p o n s i b i l i t y in the staff d e v e lo pm en t

p e r c e n t of

more

to

staff d e v e l o p m e n t

ac a d e m i c year,

se v en d e p a r t m e n t s
wi th

related

i n d i vi du a ls

and

6.35

in

therefore,

fu ll - t i m e - e g u a t e d

st aff positions.
Only
r ep or te d
as sig ne d

four of

the d e p a r t m e n t s and c o l l eq es of edu c at io n

havinq

sp e c i f i c

responsibilities

activities.
Michigan

administrative

Th e s e

(Mich iga n

Michi gan ,
U ni v e r s i t y ,

and
the

we r e

suppo rt

and

the

three

maior

State

Wayne
on e

to

Un iv e r s i t y ,

St a te

other

positions

d e v e l o p o ut - r e a c h

the

u ni v e r s i t i e s

in

University

of

Univer sit y)

university

with

wi th

and
a

Oakl and

s i g n if ic an t

171
number

of

in di v idu als

ass iqned

addition

to

time

for

staff

d e v e lo p me nt

work.
In

responsibilities

in the

c o m mi tm en t and s up por t
and

exten t of

uti li zed

the

to

departments
University,
Col lege,

to

staff

colleges

p ro mot e

or

Fo rm al

procedures

long-term,
a g en ci es

on-going
wer e

not

Four

(Northern

M ic h iq an

F e rr is

of

re mai ni ng

State

rep or ted

specifically

Brokering

the p r im ar y m e c h a n i s m used by all

st ru ctu re s

efforts.

Colleqe)

p ro ce ss

d ev e l o p m e n t .

aid the staff d e v e l o p m e n t

and

U n i v e rs i ty ,
St a te

un i v e r s i t y

from the nature

mechanisms

education

Valley

structure

staf f

of

assiqned

area,

development

Michigan

Saginaw

organizational

development

organizational

Central

and

staff

havin g

also can be inferred

su pp or t
and

per so nn el

no

de si q ne d

se rvi ces

was

u ni ve rs it i es to

effort.

and

processes

de s i g n e d

relationships

with

part

re gu lar

of

the

local

to

develop

ed u ca ti on al

organizational

f u nc ti on s of d e p a r t m e n t s and c o ll eg es of edu c at io n reported
at

the

time

networking
field.

of

this

r e ma in ed

study.
the

pr i n c i p a l

M e m b e r s h i p on p o l i c y

o n -go in g,
Although

formal
seve n

P er s o n a l

departments

and

was

the

re por te d
c ol l e g e s

staf f me m b e r s s er vi ng o n po li cy boards,
bo a r d s

wi t h

thirty-one,
bo ar ds

a

member

or

only

included

fr om

higher

twenty-seven

in this study.

and

c o n ne ct in g

board s

relationship

co nt ac t

informal

links

to

the

most

apparent,

in

the

findings.

of

e d uc at io n

had

the total numbe r of

education
p e rc en t

of

t ot ale d
the

only

po li cy

172
These
fourth

findings

conclusion.

acknowledged
mission
of

provide

education

designed

Althouqh

co m m i t m e n t

st ate me nt

to

studied,
en h a n c e

of

formal

educational

th ro ug h

the

this

to

to

an

the

field

are

ins ti t ut i on al p r es en ce
between
is an

and

and

an

adopted
co lleges

support

m in im al

this
is

officially

organizational

cl ea rl y

support

the d e p a r t m e n t s

role

linkages

a g en ci es

evi d en ce

s er vic e

in seven of

not lead to a v i g or ou s
Lack

the

systems

u s ua ll y

do

in the field.

universities

and

added

in

fa ctor

local
support

of this conclusion.

RECOMMENDATIONS

two

Ba s ed

on

the

sets

of

fin di ngs

of

this

study,

recommendations

are

made.

the

following
Th e

first

r e c o m m e n d a t i o n s em er ge

from the spe ci fi c co nc l u s i o n s of the

stu dy

and,

are

drawn

from these

therefore,
na r r o w

to p o l i c y and p r o ce du ra l
c o l l e g e s of

education.

r e s tr ic te d

con cl usions.

Th e

second

to the

fi ndings of

mo r e

issues p e r t a i n i n g

the staff d e v e l o p m e n t
of
be

a set of

co nc er ns

a d d re ss ed

arena.
and

t hr ou gh

the

They

im pl ic ati ons

apply

set

the
to

rec omm en dat ion s,

study,

the

are

di re ct ed

u ni ve rs it y' s

first.

T h e ge n e r a l

role

to
in

T h e s e r e c o m m e n d a t i o n s consist

una nsw er ed

fu rt he r

of

qu e s t i o n s

study.

Th e

wh ic h
or d e r

r e c o m m e n d a t i o n s r e f le ct s no p a r t i c u l a r priority,
the

p r i ma ri ly

issues c on fr on t in g d e p a r t m e n t s and

also relat ed
e l us iv e

to

nature of

the

first

should
of

except

the
for

r e co mm e nd at io n

173
encompasses

the

s p e ci fi c

issues

in

the

re mai ni nq

re co mme nd at i o n s .

R e c o m m e n d a t i o n s for P o l i c y
and A c t i o n
1.

In
that
of

It
is
r e c o m me n de d
that
departments
and
c ol le ge s of ed u c a t i o n c l a r i f y their m i s s i o n s
and take the steps n e c e s s a r y to ma k e the
m i s s i o n oper ati ona l.
light of the

the

t ra di tio na l

education,

development

mission

st at eme nt s

departments

the

lacked

examines

not
and

departments

c ol l e g e s

of

in vo lv em ent

co ll eq e s

and

staff

addressed.

ed u c a t i o n
an

If the

c ho o s e s

to

the n ec e s s a r y steps should

had

inservice

wa s p r o b l e m a t i c

support.

and

is evident

and

systematically

a c k n o lw ed qe d

organizational
mission

it

invol ve serv ice

which

ex ten t o f

its

de ve lop me nt,

are

this study,

of

they

functions,

seven

function,

missions

when

Although

often

fin dings of

and

in sti tu tio n

a dd res s

staff

for ce ful lv be taken

to acc om pl is h the task.
Actions

to

organizational
development
effort,

a d d re ss in g
r e d ef in in g

take n

effort,

(b)

al l o c a t i n g

in c re as in g

responsibilities
the
the

include

(a)

developing

an

s t ru ct ur e and m e c h a n i s m to support the staff

including

as sig ned

p ro v i d i n g

be

issue
role

internal

and

of

the

in

the

re so ur ce s

number

of

of

out-reach

c re d i t - h o u r

fun ct ion

f a cu lt y

more

some

d ev e l o p m e n t

for

this

staff

with

area,

(c)

product ion ,

(d)

faculty,

(e)

pr ograms.

and

Th e s e

'(74
is sues

are

a d dr es se d

mo r e

specifically

in

the

following

re co mme nd at io ns .
The

overriding

recommendation
tr a di ti on al
research,

to

be

and

realized,

service.

Although

t y p ic al ly d e l iv er ed
u su all y

sta ff

to

be

re sol ve d

however,

for

re l a t e s

this

to

not

a

S ta ff
staff

de v e l o p m e n t

development

is

a

te ach in g

activities

are

aw a y from the u n i v e r s i t y and the format

tr a di ti o na l

development

procedure.

course

r em ai ns

a

format,

the

tea ch ing

na tur e

and

St af f d e v e l o p m e n t must be un de rs to od

its support.
a

high

wh i c h

as such

as

the

in ser vic e

different

A cc ep te d
basis

tasks.

fr om

other

for
St af f

of te n

not

hours.

supporting
normal

credit

supported.
noticeably

The

recommendations
2.

for

the

financ ia l

pr odu ct iv it y,

support,

de v e l o p m e n t

do

not

a c t iv it ie s

are

activities

ex ce pt

format,

Administrative
are no d i f f e r e n t

tas ks

resolution

enhance

of

in a d i f f e r e n t

staff d e v e l o p m e n t

administrative

measures

tea c hi ng

they o c c u r off campus,
p ro d uc e

if

s er vi c e fu nct io n of the u n i v e r s i t y seldom

priority.

serve

obtain
no

The

of

le arning

i n st it ut io na l r e s o u r c e s can be ex pec ted to be co mm it te d

is

the

t h r ee -p ar t mi s s i o n of the u n i v e r s i t y — teaching,

mission.

is

issue

and
of

this

pr os pe ct

major
for

and m ay

functi on s

in kind

should

the

that

be

from

egually

issue

would

following

to be accepted.

It
is
r e c o mm en de d
that
departments
and
colleges
of
education
seek
new
staff
development
r ol es wh i l e
at
the
same
time
reexamining
and a d ap ti n g th ei r tr ad it io na l
fu n c t i o n s to the cha ng i ng staff de v e l o p m e n t

175
c ontext and ch a n g i n g
ad m ini str at ors .

needs

na ture of

staff d ev e l o p m e n t

Th e
it

has

developed

circumscribed
play.

universities
are

t hr ou gh

the

the ex te nt of the

There

bo ard s

the p r es en t

is

as

no

part

merely

univers ity .

ro le

T he

role

to

played

r e s p on se

or

of

use
by

97

that

Se c t i o n

e n c o ur ag ed

Any

invitation.

the

t e ac h er s

Section

pr e s c r i b e d
of

of

and

ef fort

program

97
the

of

university
and

for

Policv

res ou rc e s

departments

can

role

program.

the

has

un i v e r s i t i e s

m an d a t e d

as

the

is

by

c o ll eg es

of

ed u c a t i o n to this si t u a t i o n must be to seek new roles or to
adapt

and

r e a ss er t

accomplish

this,

t ra d i t i o n a l

it

is

functions.

re co mm en de d

that

In

order

departments

to
and

c ol l e g e s of e du c a t i o n as se ss the c a p a b i l i t i e s and streng ths
of their staff and m a t c h these c a p a b i l i t i e s / s t re ng th s with
c ur ren t and po te nt ia l needs
An
new

ana ly sis

roles

stu dy

for

su pp or t

c o m pe te nt

of

p o t en ti al

te ac he r
the

in many

field

proactive

will

needs

educators.

i nf er enc e
ar eas

a t t e n t i o n to staff and
the

in the field.

and

amplify

the

and

ada pt i ng

impor tan t

considerations

present

context

improvement"

of

discussed

for

in

ma n v

de fine

of

this

staff

roles.

s tre ngt hs

are

C ar ef ul

and needs

ability

to

in
be

enterprise.

t rad iti on al
this

he lp

fi ndings

u n i v e rs it y' s

"staff
in

will

university

institu tio na l

in the staff d e v e l op me nt

Examining

Th e

that

serve

also

f unc ti ons

also

are

recom men da tio n.

In

the

development

Chapter

II,

the

for

school

un iv er si t y' s

176
tr a d i t i o n a l
impor ta nt

r e se ar ch

a spe ct

res ea rc h

tied

s ch ool s

can

of

to

fu nction
staff

lonq-term

p ro v i d e

development

be

development

vehicle

and

an

adopted

as

practice.

re la t i o n s h i p s

a

practice

should

with

for

ob v i o u s

Action

te ach ers

e f f ec ti ve
role

an

and

staff

for

teacher

educators.

the

3.

It
is
re co mm e nd ed
that
colleges
and
universities
s up po rt
the
development
and
i m p r o ve me nt
of
internal
institut ion al
m e c h a n i s m s d e s i gn ed to e na bl e m o r e ef fec ti ve
s up po rt
for
the
staff
de ve lo pm e nt
function.

To

suppo rt

i ns ti tu ti o na l

staff d e v e l o p m e n t

and

en terprise,

staf f p a r t i c i p a t i o n
departments

and

in

c o ll eg es

of e d u c a t i o n must ac t i v e l y seek and s up po rt the de ve lo p me nt
or

i mp ro ve me n t

arrangements
development
that

de s i g n e d
ca pab il ity .

c u rr ent

enterprise.

organizational

mechanisms

to

e f fe ct iv e

e na bl e

Evidence

organizational

arrangements
development

of

provide
of

a

little

vigorous

Although

from

c o ll eg es

organizational
m ec ha nis ms,

of

supp ort
in

the

con tr o ll ed

by

the

education

as

e n h a n c e their c a p a c i t y
Coupled

with

or

role

resources

such

this

s tr u c t u r e s

c h a r a c t e r i s t i c of th ei r p a r t i c u l a r
and

an

an

to

office

and

sta ff

of

p e r so nn el
the

factors

departments

direct

st aff

for

d e v e l op me nt

con tex tu al

i m p r o ve m en t

staf f
su gge sts

incen tiv e

institution,

should
the

stu dy

and

add iti on al
of

e x i st in g

devel opm ent ,

to

in the staff d e v e l o p m e n t arena.

this

support,

department

and

a d m i n i s t r a t o r s should m o v e to pr ov ide ad di ti on a l

c o ll eg e

inc entives

177
and

rewa rds

su p p o r t e d
that

for

en deavors.

over

to

the

Institutional
encourage

se rv in g

outside

act

as

a

designed

consultants

often

solve

member

the refore,

of

and

ha v e

d ev el op me nt .

in

the
a

inhibit

st ak e

in

i n s t i tu ti on al

the

to

be

Section

97

II

sug ge sts

effective
staff

Both

or

c ol l eg e
this

should

pr ogr am s

the

individual

of

education,

type

s tr u c t u r e s

affiliation

staff

development

s c h o o l - c en te re d

pr o v i d i n g

Organizational

to

un i v e r s i t y staff need

problems.

department

not

a pp ea rs

Ch a p t e r

Co ns e q u e n t l y ,

school

ap pe ar s

in

organized

on -go ing ,

delivering

ent r ep re ne ur s.

co n s u l t a n t

in

use

indicate

in staff dev elopment.

rev i ew ed

Their

staff

endorsement

pr i v a t e

st ud y

p r iv at e

evidence

part

to

encourage

or

as

i n s t i t u ti on al ly

this

university

role

is dec lining.

be c o m e

staf f

field

in

of

sta ff

d e ve lo pm en t.

to

the

university

other

pr o g r a m s

of

connection

principal

that

fin dings

ind ividual p a r t i c i p a t i o n

While

program,

in vo lv eme nt

Th e

two-thirds

services

the

staf f

of

staff

d es ig ne d
fa cilitate

to
this

type of program.
4.

It
is
recommended
that
departments
and
c o l l e g e s o f e d u c a t i o n take steps to increase
the n um be r o f hi g h e r e d u c a t i o n staff serving
on S e c t i o n 97 p o l i c y boards.

Membership
colleges
to

the

On-going

of

on

policy

education

deliberations

b oa r ds

their
of

most

the

gi v e s
d ir ec t

Section

97

departments
and

formal

planning

r e l a t i o n s h i p s with p o l i c y board members,

by a u n i v e r s i t y

c o m m it me nt

to

p ro v id e

services,

and

access
group.

supported
offers

the

178
ch a n c e

for

significant

important

decision-making

re s o u r c e s
leader"

shoul d

basis

these formal
5.

be

to

devoted

informal

from

this

educational
and

needs

na tu re

but

study

the

all

pa r t i e s

improvement.
the

of

this

of

hum an
a

"loss

de v e l o p i n g

relationships

in

with

Michigan

currently

are

per sonal

c o nt ac ts

may

have

primarily
and

satisfied

sta ff

past

d ev e l o p m e n t

to

e ff e c t i v e

school

co l l e g e s

of

e du c a t i o n

should

a

long-term,
Th e

and

Su ch

channels.
attempts

in sti tu ti on al
opening

ed uca ti on

collaborative

special

Wayne

p r o gr am s

St at e

at

Universitv

i ns t it uti on al b en ef it s of ca re fu ll v

funding

meaningful

of

key

schools.

the

r e l a t io ns hi ps

c ol l e g e s

p re sen t

p ro m o t i n g

the

ca n be ov ercome,

is

and

co ll ab or a ti on .

facto rs and the

the

involved

a r t i c ul at ed
normal

on

University

pr o v i d e ev id en ce of

and

that

formal c o l l a b o r a t i v e r e l a t i on s hi ps

Departments
lead

indic at es

arrangements

e n t e r p r i s e sug ge st s that

s im ila r

like

possibility

agencies

dependent
Suc h

Eastern

the

on

University

som et hi n g

departments

relati ons hip s.

take

on

impact

It
is
r ec o m m e n d e d
that
departments
and
c o l l e g e s o f e d u c a t i o n ac t i v e l y seek to form
collaborative
relationships
with
local
educational
entities.
Collaborative
r e l a t i o n s h i p s d r a w on the st re n gt hs o f each
i ns t i t u t i o n
and
focus
on
ed u ca ti on al
improvement.

local

b e tw ee n

group.

maximize

l in ka ge s be t w e e n

and

p os i t i v e

r ela ti ons hip s.

Evidence
and

and

pr og ra ms
Cost

at

fall

fact ors

c ol lab ora ti on.

outside
may

of

inhibit
If

cost

r e li an ce on the FTE proced ur e

the wa y for mo r e

fl ex i bl e d e l i v e r y

179
pr o ce dur es,

collaboration

departments

and

the o p p o r t u n i t y

of

education

to

Th e

in sti tu ti on al

personal

f u n ct io ns

which

a ge nd as

to

and

of

this

and

staff

the

to

is

to

that

of
the

staff

different

issues
from

It can be

local

of

the

that

re quests

type

na tu re

development

procedures.

st ud y

the

d i re ct ed

r es ul t

respond

t hr ou gh very d i f f e r e n t
findings

are

One

sp ea k

determines

m e c h an is ms ,

effort.

universities
different

s up por t

res ources,

development

context w i t h i n which each d e p ar tm en t

education

organizational

a

in staff devel opm en t.

It
is
r e c o m me nd ed
that
departments
and
c o l l e g e s o f e d u c a t i o n take steps to d e v e l o p
cooperative
relationships
with
each
other
aimed
at
e n h an ci n g
the ir
ov e r a l l
staff
development
ef fo rt
and
incre asi ng
the ir
impact.

of

for

re e s t a b l i s h

6.

coll ege

the

p ro v i d e

colleges

l e a d e r s h i p role

or

will

from

the

field

inferred

ed uc at io na l

from

a g en ci es

lack ad eq ua t e k n o w l e d g e o f how to use u n i v e r s i t y resources,
or

even

what

cooperative
coherent
the
each

resources

e ff o r t s

policies

could

and

more

are
lead

available.
to

the

effective

Formalized,

development
pr o c e d u r e s

field o f u n i v e r s i t y r es o u r c e s and services.
other's

inc rease

ea ch

development

and

university's

re so u rc es
capability

to

more

inform

Dr a w i n g on

potentially
in

the

can
staff

endeavor.

Further,
effective

strengths

of

cooperative

ac t i o n

in

efforts

su pp or t

of

could

lead

sp ec ia liz ed

to

funding

more
for

180
staf f

d ev e l o p m e n t

and

for

a

modification

of

the

FTE

pe r s o n n e l a c c o u nt in g procedure.
7.

It
is
r ec o m m e n d e d
that
departments
and
c o ll eg es of e d u c a t i o n implement a mo r e formal
indi vi dua l r e c o r d - k e e p i n g s y s t e m relat ed to
activities
and
se rv ic es
p r ov i de d
to
the
field.

The

need

im pe ra ti ve
many

of

to

if

the

i n st it ut io na l
pr e v i o u s

University's
example,

or,

at

hav e

uni ver sit ie s.

to

to
is

the

to

the

and

field

Although

documented
which
at

is

ga in ed

for

.State

pro cedure,

for

in sta nce s

woul d

qo

other

of

unr epo rte d

colleqes

and

this r e c o m m e n d a t i o n m a y not receive

fr om u n i v e r s i t y staff,

important

be

field

Michigan

record-keeping

unrecognized

e n t h u s i a s t i c sup por t
po t e n t i a l l y

support

u nc o v e r e d

s er vic e
least,

servi ce

re c om me nd at io ns .

1980-1981

may

ind ividual

document

f u nc ti on

in

the

it r e p r es en ts a

un i v e r s i t y ' s

support

s ys te m for the staff d e v e l o p m e n t effort.
T h e r e are ma ny un r es ol ve d pro b le ms
co n f r o n t i n g

departments

qu e s t

a

for

enterprise.
of

this

These

St a te P l a n

role

st u d y

v e n t u r e — the

in

of

of

ed u c a t i o n

the

sta ff

stem

from

one

as pe c t

u ni v e r s i t y ' s

ro le

of
in

staff

and

re c o m m e n d a t i o n s

development

colleges

of

are

va l ue

of

relat ed

education
on l y

are
if

issues

in

their

de v e l o p m e n t
the

for P r o f e s s i o n a l S t a f f De vel o pm en t.

cr iti ca l

departments

c ol le qe s

recommendations

descriptive

development

the

continued

and

and critica l

fi ndi nqs

the

the

staff

M ic h i q a n

S ev era l

p ro b l e m s

facinq

addressed.
they

of

in fo r m

Th e
and

181
inf l ue nc e u n i v e r s i t y po li cy and p ra c t i c e and are offer ed
that

light.

Recommendations
Th i s

Additional
colleges

in

wh ic h

are

could

study.

an

to

examination

97

program

col le ct ed

from

in ves ti gat e

and
not

re v i e w

of

the

an swered

So m e of

the m o r e

w it hou t

in

of

Michigan.

role

da ta

and

in

were

in

this

personnel

the

have

facul ty vie w

act iv it ie s?

survival

enhance

from

edu cat ors ,

the

el us ive

se ct io n

as

for further study:

development

s ys t e m

manv

beyond

Wh a t m o t i v a t e s u n i v e r s i t y staff to be come

staff

and

staff

raised

ap par en t but

c om me n t

the

departments

th e ir

be

pr e s e n t e d

p r o f e s s i o n a l i s m or

do

to

Section

was

Analysis

recommendations

reward

the

ed u c a t i o n

scope of the

1.

limited

i n f o rm at io n

of

questions

was

role

d e ve lo pme nt.

issues

for F u rt he r St u dy

st u d y

university's

in

in

or

Are

involved?
decrease

dis ci pl in es ,

diffferent

as ne c e s s a r y

st aff

as

motives

Does

issues

the

rewar ds

to

of

u n i v er si tv

motivation?

c o n tr as te d
for

involved

to

teac her

involv em ent ?
become

Do

What

involved

in

program

on

staff de ve l o p m e n t ?
2.

What

is

the

e ff ec t

university/local

sc ho ol

local

have

districts

universities
3.

of

the

Section

relationships
had

in the past,

long-term

On

wh a t

l in kag es ?

relationships

If
with

are these still viab le ?

Do u n i v e r s i t i e s need to control

pr o c e d u r e s ?

and

97

basis

do

the

facultv co nsulting

local

s ch oo ls

choose

182
private

co ns ul ta nt s ?

Is

an

informal

n e tw or k

amonq

staff

d e v e l o p m e n t w o r k e r s the mo st e f f e ct iv e and e f fi ci en t wa y to
i d e nt if y and uti liz e r es ou rc es?
4.
staff

H o w do

u n i v e r s i t y b u dq et in g

development

e f fo rt ?

Can

pr o c e d u r e s

income

affect

from

the

c o n t i nu in g

e d u c a t i o n pr o g r a m s be used for p r o g r a m de ve l o p m e n t or staff
b e n ef it s?
5.

Ho w

is cost e f f e c t i v e n e s s a d d re s se d?

How

can

the

confronting departments
turf

p ro b l e m s

pr ograms,

and

internal
and

political

c o ll eg es

jurisdiction

of
of

p r o bl em s

education,
staff

such

as

d e v e l op me nt

be add re ss ed ?

R EF L E C T I O N S

These
this

reflections

study.

fa c tor s

They

rela ted

go

ta k e

to

the

into

the

pe r s o n a l

i m p l i c at io ns
perspective
and

wi th

of

an

the

the

eye

to

of

fin dings

present

and

fi ndinqs
many

development

in C h a p t e r II,

of

of
the

cont ext
as well

the

writer.

When

the

are

exa m in ed

from

the

p e rc ei ve d

possible

da ta

sta ff

d i s cu s se d

experience

of

the

consideration

pr e s e n t

and the u ni v e r s i t y ' s role,
as

beyond

crisis

so lutions,

in

education,

several

rel ate d

issues emerge.
If c r e at i ve and
and

departments

development

education

capability

the o t h e r hand,
development

of

for cef ul

as

an

steps are not taken,
may,

indeed,

organizational

lose

co lle qe s
the

function.

the c h a l l e n g e created bv the ch an gi n g

scene

and

the

thrust

toward

school

staff
On
staff

improvement

183
can have
to

say

a strong
afloat

departments

T he

st aff

is

not

and

i n st it ut io na l
for.

po s i t i v e

response

c ur ren t

as

a

k ey

of

to

present

future.

Leaders

awa r e

this

in

and

local

A

clear

hav e

on

staff

p ro bl em s

the

that

called

e f f ec ti ve
c omm on

b u il di nq

in

the

i nt er me d ia te

increasingly

facinq

staff,

is w i d e l y ac kno wl ed ge d

development
and

is

c er tai n

school

steps

p ro a c t i v e

situation

it

im p ro v em en t as the goal,
for

the

takinq

education.

the

focus

Merely

to

p ro g r a m s

The

thrust

of

an sw er

literature makes

development

school

the

colleges

cha r ac te ri st ic s .
wi t h

influence.

are

immediate

districts

looking

to

are

r e so u rc es

o t h e r than the u n i v e r s i t y to pr o v i d e s e rv i ce s to meet thei r
needs.

Universities

relationships

must

focused

on

respond

by

developing

developing
school

lo n q - t e r m

staff

capacity

for p ro b l e m solving.
The
al r e a d y

cha nqi ng

c o nt ex t

diminished

ro l e

further.
arena

A

also

programs

and

ed ucation.

creative
has

in

not

staff

reentry

of

cause

the

for

e n c o m p a s s i n g new roles should

st a ff

encourage

development
the

for

development

university
of

of the de p a r t m e n t or college.

staff

to

sh ri nk

d ev e l o p m e n t

and

the

other

colleges

development

of

effort

attract new clientele,

lead to a st ro n ge r o n - c a m p u s program,
fa c u l t y

un iv er si ty 's

s tr e n g t h e n i n g

departments

suc ce ss f ul

the

development

into

implications

functions
A

need

should

can serve as o n -g oi nq
staff,

and

action-research

Collaboration

should
function

is the key and

un i v e r s i t i e s ha v e the o p p o r t u n i t y to take the lead

in these

184
efforts.

B u t , w it h o u t

the type p r op os ed

ap p r o p r i a t e

inst it uti ona l

in the rec om me nd at io ns ,

the

steps

of

inst itu ti ona l

role of d e p a r t m e n t s and co l l e g e s of e d u ca ti on will con tin ue
to shrink.
Another

potentially

diminishing

resources

un i v e r s i t y
re g ul ar

f ac ul ty

roles.

wh o

and

p r og ra ms

of

development
professional
implicit

te nded

role

and

of

ins er vi ce

teacher

educators
and

positioning
school

to

development
th e ir
field,

staff

th e m s e l v e s
deliver
activit ies .

co nt i nu e

who

pervasive;

to

could

the

ra n ks

maintain
be

consultative
Ma ny

ba ck

d ef ic it
schools,

for

staff

in

their
the

practice,

were

called

the

on

ties,
to

to

most

classroom
ea s i l y

the

pu b l i c

in

staff

ser vi ce s

but

other

with

be

of

faculty/

pe r s o n a l

to pla y signi fic an t,

ve a rs

Further,

ind ividual

and

the

a

and

these

su mmo ned

their

for

faculty,

ac tivities.

from
to

who

in

and

practitioners

ex p e r t s

trai ne d

pu r p o s e s

wa s

into

of

the

recently,

t heo ry

time

de li ve re d

Until

teacher/researcher

competencies

staff de vel opment.

over

syst ems

University

education
came

u nd e r u t i l i z e d

school

use

translating

co n t i n u e d

specific

to

a

highly

certification

education

of

of

r e s ou rc es

for

to

in

universities

activiti es.

not

factor

pool

be

and

used

obvious

provide

teacher

may

en deavors.

ch arg e

visible

the

available

i ns er vic e

therefore,

the

we re

development

model

who

a pool of

lo g i c a l l y

staff

is

Colleges

ha v e d e v e lo pe d
courses

i mp ort an t

links

private,

due

with
roles

to
the
in

185
However,
university
pool

of

other

in

teacher

professionals

and

educators

constitutes

sta ff

p re se nt

enrollments

institutionally

group

the

the

who

suppor te d

roles.

sizeable

could

serve

by

the

provide

a method,

effort.

state

f ac ult y
such

as

the

staff

university
t hr oug h

a

development

sta ff
new

mo de l

it

initial re as on
in

staff

b e co me s

that

role

of

p r o f e s s i o n a l i z a t i o n of
t ea c h e r s

regard

professional
f ur th er

pr o g r a m s

f un ct ion s

the

hour,

in

total

constraints

(the

FTE)

to

in

w hi ch

could

and

fac il ita te

be

linked

c ol l a b o r a t i v e
could

be

of

to

e f fo rt s

bene fi t

to

in education.

a

larger,

re fl ec ti ng

staff

on

the

The

development
is

t e ac he rs

th ere

p r o f e s s i o n and d e v e l o p
educators

the

their ow n

shoul d

as

a

ex pl or e

is

the

the

w he t he r

deserves

sense

forceful

of

is

c o n t in ui ng

and
a

n at ur e of

sense

in

q u e s ti on of

troublesome

Sim il ar ly ,

u n d e rs t an d

qeneral issue

d e v e l op me nt

education.

staff

mo re

u n i v e r s i t i e s ha ve not be en s uf f i c i e n t l y

Teacher

trained

incr ea sin q

sy st em

app ar e nt upon

responsibility

inquiry.

preservice

hi qh ly

for this stu dy of the role of the un i v e r s i t y

development

i n v o l v e d — the

this

r el iev e

all of the g r o u p s wh i c h have a stake
Further,

Po te nt ial ly,

T h e kn ow n c h a r a c t e r i s t i c s of

utilization

funding

sizeable
pl ay

of

serv ic e

a

to

d i f fe re nt

a c c ou nt in g

declininq

a v a il ab le

without

could

f ac ul ty s er vic e to the field.
ef f e c t i v e

pool

many

of

teachers,

become

a

the

imposed

surp lu s
may

development

e xp en di tu re s,

conte xt

that

in helping

the

ed u c a t i o n

pro fes sionalism.

mechanisms

used

bv

186
other

professional

development
Busine ss ,
great

functio n

professional

of

development

deal

with

in

me di ci ne ,

any

for

in

the

Drofession.

example,

p r o vi d in g

pr o g r a m s

wh i c h

staff

have

a

c on ti nu ing

could

pr ove

verv

in this period.

ind iv id ua ls

bo und

process

role

and

university

among o t h e r ch ar ac te ri st ic s,
together
and

improvement,

se rv in g

ef f o r t

the

true

cooperative

shared

by
a

fa cu lty wo r k m o r e

collaborative

Th i s

and

experience

A profession,

a

to

necessary

a gr ic ult ure ,

deal

useful

groups

in this

result

lead

can

the

could

of

of

functions.

As

practitioners

in

interest
potentially

es ta bl is h

staff

c on t i n u e d

conception

of

with

practice.

type o f

to

variety

p r o f e ss i on al

understanding

co mm on

clos ely

in

community

participate

a

con sis ts of

of

school

can

emerge.

sta nd a rd s
Fo r

development

p r o f e ss io na l

and

a

tho se

who

procram,

the

and

pe rso nal

growth.
U n iv er si ti es ,
tr a p
the
in

of

an

providing

wrong

time

cooperation

r e de fi ne

not

the

to

the

wr o n g

type

the

w ro ng

group.

wi th

n at u r e

in du ct io n pe ri od

t e ac he rs

ga in

redefining
development.

and

a

u ne xp ect ed ly,

ea c h
of

other,

sen se

of

of

staff

fall

ini tiate

and

thei r

to

a ct ion

at

role

to

establish

strive

professionalism

reasserting

the

universities,

education,

practice,

into

de ve l o p m e n t

P er ha ps

should

pr e s e r v i c e

pr e c e d i n g

of te n

as

to he lp
well

in

as

staff

187
The

i mp l i c a t i o n s

collaborative
b eyo nd

the

a ge n c i e s
well

the

and
to

meeting

this

ne w

all

systems.

stu dy

ro le s

areas

Michigan

for

of

educators

to
reach

e d u c a t i o n — g ov e r n i n g

Department

Although

rel at ing

the

of

Education

c on tex t

may

as
be

the c h a l l e n g e s are ap pa r en t and the o p p o r t u n i t i e s

for re v i t a l i z i n g

th r oug h

co or d in at ed
th ese

departments
major

as

K-12

troubled,
exist

university

such

as

efforts

of

and

and

the

forceful

challenges
colleges

ins tit ut ion al

s ch ool s

ac ti on

through
of

in a time of
at

all

great
levels.

collaborative

education

again

rol e in staff development.

need

can

In

action,
play

a

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Da n i e l
C.,
Bail ey ,
William
J . , Ross,
S t r a t e g i e s for S c h o o l Impr ove me nt.
Boston:

Bacon ;n rs ffr:—

-------- ------------

Billy
E.
A l l y n and

Nic h ol so n,
Alexander
M . , Joyce,
Bruce
R . , and
Parker,
Donald
W.
The
Literature
on
In s e r v i c e
Teacher
Education.
Pa l o Alto, Ca l if o rn ia :
ISTE R ep or t III,
June, 1976.
O'K eefe,
Wi lli am .
Pr o gr am s."
1974):39-43.

"Some
Teacher-Centered
I n - Se rv ic e
Today's
Education
(March/April,

Orra ng e, P a t r i c i a and Va nR yn , Mike.
"Age nc y R o l e s and
Responsibilities
in
In-Service
Ed ucation."
In
Rethinking
In-Service
Education.
E dit ed
by
R oy
Edelfelt
and
Margo
Johnson.
Wa s hi ng to n,
D.C. :
N a t i o n a l E d u c a t i o n A s s o c i at io n, 1975.
P a n c ra tz , R o g e r S.
" S u r vi vi ng the I n s e r v i c e R ev ol uti on:
A
Proactive
Stance."
Journal
of
Teacher
Education
(Ja n/Feb 1979):20-22.
Pe ars on, J a m e s B. and Puller, Edgar, Eds.
States:
Historical
Development
W a s h i n g ton," D.C. : NEA, llRHH

E d u c a t i o n in the
and
Outlook.

1 94
Powell, D o u g l a s R.
C o n t i n u i n g T e a c h e r Education;
The
University's R o l e .
Evanston, Illinois:
Occasional
P a p e r N u m b e r Six, C e n t e r for the T e a c h i n g Pro fe ss io ns ,
N o r t h w e s t e r n Un i v e r s i t y , April, 1974.
Professional
Development
for
S c ho ol
Staffs.
Lansing,
Michigan:
M i c h i g a n D e p a r t m e n t o f Educa ti on, O c t o b e r
1976.
Ream,

Marsha
A.
I n s er vi ce
Education
of
Teachers.
W a s h i ng to n,
D.C.:
National
E d u c a t i o n A ss oci at ion ,
R e s e a r c h S u m m a r y 1966-S1, 1966.

Rich ey , H e r m a n G.
"Growth o f the Mo d e r n C o n c e p t i o n o f
I n - S e r v i c e E d u c at i on ."
In In se rv ic e E d u c a t i o n
for
T e ach er s, S u p e r vi so rs , and A d m i n i s t r a t o r s .
Ed ited by
N e l s o n B. Henry.
Chi cago, 1 1 1 : N a t i o n a l S o c i e t y for
the S t u d y o f Ed uc ati on , 1957.
Rubin,
Lo u i s J.
" T e ac he r G r o w t h in P er sp ec t iv e, "
Im pr ov in g I n - S e r v i c e E d u c a t i o n .
Edited by Lo ui s
Rubin.
Boston:
A l l y n and Bacon, 1971.

In
J.

Rubin, Lo ui s
J.
"The Cas e for Sta ff D e v e l o pm en t. "
In
Professional Supervision
for P r o f e s s i o n a l T e a c h e r s .
Ed ite d by T h o m a s J. Se rgr o va nn i.
W a s h in qt on , D.C.:
A S C D , 1975.
Ryan,

Kevin.
(January

"Can P r o f e s s o r s H e l p the T e a c h e r ? "
1979):4.

In se rv i ce

Ryan,

Th o m a s F.
" S p e c u l a t i o n s on H i g h e r E d u c a t i o n ' s
in In service."
I n s e r v i c e (January 1 9 7 9 ) : 5 — 6.

Role

Sandefur, J.
T.
" P e r s p e c t i v e s o n In s e r v i c e Education."
J o u r n a l of T e a c h e r E d u c a t i o n (Jan/Feb 1 979): 1 3-14.
Sa ndefur,
J.
In se rv ic e

T.
"We
Can
C h a n g e — We
(Ja nuary 1 9 7 9 ) : 1 — 2.

Must

Chanqe."

Schiffer, Judith.
"A F r a m e w o r k for S t a f f D ev e l o p m e n t . "
In
S t a f f De ve l o p m e n t :
N e w Dem and s, N e w Real it ies , N e w
Pe rspe c t i v e s .
Ed it ed
by An n
Lieberman
and
Lynne
Miller.
N e w York:
T e a c h e r s C o l l e g e Press, 1979.
Schwa rtz , Henrietta.
"When U n i v e r s i t y and S c h o o l s Relate."
E d u c a t i o n a l L e a d e r s h i p (F ebr uar y 1973):397-400.
Smith,
E.
Brooks.
"Partnership
in
R ev is it ed ."
Journal
of T e a c h e r
1974):253-257.

Teacher
E du c a t i o n
Education
(Summer

Sneed, Arthur.
" C o n ti nu in g E d u c a t i o n in the Pro fe s si on s. "
J ou rn al of H i g h e r E d u c a t i o n (Summer 1972):224-230.

195
Spink, Edward Taylor.
"The M i c h i g a n C o o p e r a t i v e C u r r i c u l u m
Program:
A D e s c r i p t i v e S t u d y of State L e a d e r s h i p in
Curriculum Development
(1935-1968)."
East Lansing,
Michigan:
U n p u b l i s h e d Ph.D. Dis se r t at io n,
Michiqan
Sta t e Un i v e r s i t y , 1974.
Sta ff

Development
of
Educational
Personnel.
Michig an :
M i c h i g a n D e p a r t m e n t o f Educ ati on ,

Lansing,
1977.

St at e

Plan
for
S ch o o l
Staff
Development
in
Michiqan.
Lansing,
Michig an :
Of f i c e
of
P r o f e ss io na l
De v e l op me nt , M i c h i g a n D e p a r t m e n t of Education, M a r c h
22, 1979.

Stinnett, T. M.
"T ea c he r Edu cat io n, C er t if ic at io n, and
Accreditation."
In
Education
in
the
States:
H i s t o r i c a l D e v e l o p m e n t and O u t l o o k .
E dit ed-"by Ed qa r
Fu l l e r and Jl B. Pearson.
W a s h i ng to n, D.C. :
NEA,
1969.
Stroud,
Sa ra h
Jane.
"The
M ic h i g a n
Au qust
Working
C o n f e r e n c e as a M et ho d o f C u r r i c u l u m D e v e l o pm en t. "
East
Lansing,
Michi gan :
U np u b l i s h e d
Ph.D.
D i ss er ta ti on , M i c h i g a n S t a t e U n i v e rs it y, 1966.
Teacher
Supply
and D e m a n d
Report.
M i c h i g a n D e p a r t m e n t o f E du cat io n,

Lansing,
19R0.

Michigan:

Tyler, Ralph W.
"I n - S e r v i c e E d u c a t i o n of Teache rs:
A Look
at the P a s t and Future."
In Im pr o vi ng In - Se rv ic e
Education.
E dit ed by Lo u i s J. Rubin.
Boston:
A1 lyn
an d Bacon, 1971.
Ward,

Do uglas.
Lo c a l A s s o c i a t i o n s Eye
In s t r u c t i o n
and
P r o f e s s i o n a l D e v e l op me nt .
Wa s hi ng to n,
Die.:
NEA 7
1974.

W i l l i a m s , R i c h a r d C.
"A P o l i t i c a l P e r s p e c t i v e o n Sta ff
D e v e l o pm en t. "
In Staf f D e v e l o p m e n t - - N e w Dem an ds, N e w
R ea li tie s, N e w P e r s p e c t i v e s .
Edited by A nn L i e b e r m a n
and Lyn ne Miller.
N e w York:
T e a c h e r s Co l l e g e Press,
1979.
W in s a n d , Jean.
"The R o l e o f H i g h e r E d u c a t i o n in In s e r v i c e
De v e l o p m e n t . "
In St a f f D e v e l o p m e n t and E d uc a t i o n a l
Change.
Ed it ed by R o b e r t H o u s t o n and R o g e r Pancra tz,
Reston, VA:
A s s o c i a t i o n o f T e a c h e r Educ at ors , 1980.

APPENDICES

APPENDIX A

IN S TR UME NTS

196

OS-2733
10/79

Michigan Department of Education

COMMUNICATIONS COVER SHEET
qatb

September 1, 1981

FROM

Barbara Ort-Smich, Associate Superintendent,
Libraries and Adult Extended Learning

SUBJECT:

Fonn PD-4674-A, "1980-81 Follow-Up to Professional Staff Development
Activities"

ITEM(S) A T TA C H E D :

Cover letter and Form PD-4674-A

NATURE OF ACTION REQUESTED:
IIT I

R esponse R equired

f l

I

I

R esponse R equired to C o n tin u e F u n d in g

I

I

R acponaa Irrv ita d

Local A ction Raquirad

I

I

R esponse In v ite d to P a rtlc ip e te in F u n d in g

r

)

Por Y w # Information

IS"
OUE OR ACTIO N D A TE
B R IEF SUMMARY:

October •*", 1981

Cover letter explains follow-up. Form PD-4674-A is a follow-up to
the 1980-81 Professional Staff Development Activities.

197
STATE OF MICHIGAN

DEPARTMENT OF EDUCATION
Lansing, Michigan 48909

STATE

OP EDUCATION

B O A R D

B A R B A R A

D U M O U C H E L L E

President
DR.

G U M E C I N D O

S A L A S

Vice President
S I L V E R E N I A

Q.

K A N O Y T O N

S ecretary

PHILLIP E. RUNKEL

September 1, 1981

N O R M A N

O T T O

S T O C K M E Y E R .

Treasurer
DR.

E D M U N D

F.

V A N D E T T K

N A S B E D elegate
B A R B A R A

R O B E R T S

A N N E T T A
J O H N
G O V .

/elopment Coordinators

W A T A N E N .

W I L L I A M

G.

E X 'O fllc in

TO

Professional Staf-

FROM:

Barbara Ort-Smithip^Associate Superintendent,
Libraries and Adult Extended Learning

SUBJECT:

Attached Form PD-4674A: 1980-81 Follow-up to Professional S taff
Development A ctivities

We need some expanded Information re lative to the professional s ta ff
development a c tiv itie s of 1980-81 funded through Section 97 of the
State Aid Act. On the attached Forms PD-4674-A we have Identified
a c tiv ity /ie s supported through the professional s ta ff development
program and have directed questions relative to those a c tiv itie s .
The a c tiv itie s were Id entified from Form PD-4674 - 1980-81 Evaluation
of Professional S taff Development A ctivities which you submitted to
this o ffic e . Please refer to your copy of PD-4674 i f you have questions
about which a c tiv itie s are included.
This form is due to the Office of Professional Development by October -4',^’"
1981. Any questions should be addressed to Paula Brictson, 517 373-3608.

cc:

Paula Brictson

Enclosure

M A S O N

M I L L E R
JR.

M I L L I K E N

SR.

198

M fc h fis n 0«part/r>*m of Education
D i n c t q u e s tio n s regarding
t h is fo rm to ( 517) 371- 1608.

O F F IC E OF PROFESSIONAL DEVELO PM ENT

PD -4674*A
g /B |

Bos 30008, L a n s in g , M ic h ig a n 48909

1960-81 FOLLOW-UP TO PROFESSIONAL STAFF DEVELOPMENT ACTIVITIES
EDUCATIONAL
AGENCY

L e g a l Name o f School D is t r ic t

O is tiic t Cods No.

A d d ists

C ity

Telephone - Area Cods/Local No.
Z ip Cod*
A

MAILING INSTRUCTIONS:

R ntum ONE eooy b y O C T O B E R I . 1981 to th a S T A T E a dd re ss in d ic n to d Abo v s .

1. T itle of Activity:

2. Who did thg provider/* of the activity lifte d above represent? That |g, for whom do they work?
O R G A N IZ A T IO N

NAME ( i.e .. P o n tia c S ch o ols, Wayne State U n iv ., e tc .)

L o c a l S chool D is t r ic t (teacher)
L o c a l School O la tr lc t (a d m in is tra to r)
C o lle g e o r U n iv e rs ity
C om m unity C o lle g e
In te rm e d ia te School D is t r ic t
REHC
S ta te D epartm ent o f E d u ca tio n
P a re n t Group
C om m unity Group o r O rg a n iz a tio n
A ld a s / P a ra p ro fa sslo n e le
O ther (P le a s e s p e c ify )

3. ' Did the provider/* of this activity deliver the activity a* an official representative of their organization or as a private consultant?
I

4.

I

P riv a te c o n s u lta n t

Q

R e p re s e n ta tiv e o f an o rg a n iz a tio n

How did you become aware of this a c tiv ity or resource person? (e.g ., referral, brochure, personal contact, etc.)

5. For whom was the activity primarily designed? That is, who was tha Intended audience?
(C he ck one or more)
|

|

□

Grade le v e l group

l~ 1

G eneral a u d ie n c e

I

S p e c ific s u b je c t area

□

S p e e irie

□

b u ild in g stafT

I

S in g le sch oo l d is t r ic t
o th « ' (P l« a a e s p e c ify )

_________________

6. What was the source of funds and what was the estimated percentage contributed? (Should total 100%)
P e rcen t
% S ectio n 97
%
_____ %

P a rtic ip a n t fee
L o c a l/IS O sch o o l d is t r ic t

_ _ _ _ _ % C a te g o ric a l a id (e .g .. T it le I)
_________% in -k in d s e rv ic e s (from whom?) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
% O ther (P le a s e s p e c ify )
100

7.

%

Indicate the involvement of institutions of higher education in providing services to your professional development program.
(C heck A L L th a t a p p ly)
I
I

| In vo lve d in fo rm a tio n o f p o lic y boerd
I

□

P la n n in g a n d /o r im ple m en tin g needs assessm e n t

□

O ther ro le s (P le a s e s p e c ify )

P o lic y board member (v o tin g )

I

| p o lic y board member (n o t v o tin g )

I

I C o n s u lta n t to p o lic y board

C E R TIF IC A TIO N :
Oats
Program C oo rd in a to r

P rogram P la n n in g

I c e r tify th a t tha in fo rm a tio n s u b m itte d on th is re p o rt is tru e and c o rre c t to th e b a s t o f my kn ow le dg e .
S u p e rin te n d e n t o r
A u th o riz e d O f fic ia l
(S ignature)

(S ignature)

T e lephone o f C oo rd in a to r _______-_______________
(A re a C o d e /L o c a l Number)

199

199
Western Michigan University
Kalamazoo, Michigan 49008

Department of Education and
Professional Development

May 25, 1981

Dear ___________ :
I'm working on a project desiqned to assess the extent to
which university staff are involved with local staff
development/inservice efforts.
The enclosed Questionnaire
is one aspect of this project and focuses on departments
and colleges of education. Would you please take a few
minutes to look over the questions and note the type of
information requested.
To save you time I will be calling you to ask for your
responses to the survey by telephone.
I will contact you
in two or three days to arrange a time to do this at your
convenience.
Information from this survey will be included in the larger
project.
Particular emphasis will be placed on activities
funded through Section 97 of the State School Aid Act.
Your responses, however, should not be limited to those
activities.
I am interested in all staff development
activities in which department or college of education
staff are involved.
The project focuses on the 1980-1981
academic year.
Thanks for your time.
late in the summer.

I will share the results with you
Sincerely,

Ronald A. Crowell
Enclosure

200

INSERVICE EDUCATION— STAFF DEVELOPMENT
DEPARTMENT or COLLEGE OF EDUCATION SURVEY
1980-1981

Please answer Che following questions for. Che largest education unit at your
institution (school, college, department). You will be contacted by
telephone for your answers.

1.

Does your department or college of education hove any special
arrangements or mechanisms to broker or deliver servicas to local and
intermediate school districts (e.g., outreach center, school service
bureau)?

_____ ^e8

_____ No

If yea, please specify:

2.

What arrangement, if any, exists in your department or college of
education Co provide support for the involvement of your staff in
non-credit staff development activities with local and intermediate
school districts?
_ ^ _ _ _ Released or reassigned time

In-kind services

_ _ _ ^ Travel, per diem

_ _ _ _ _ Supplemental pay

______ Contract services

_ _ _ _ _ No special arrangements

Externally funded project, e.g., Teacher Corps, Dean's Grant.
Please specify:

,

Other (please specify):
■

3.

J

.
1

■

..

.

How many staff from your department or college of education are
officially assigned full- or part-time to work specifically in
professional inaervice/staff development programs and activities with
local or intermediate school districts?
Individuals

Estimated Full-Time Equivalents

Are chere staff who do not have time officially assigned for this but
who may be called upon to provide services as part of their regular
institutional responsibilities (e.g., policy board member/consultant)?
This may include additional compensation and/or reimbursement for
expenses.
Individuals

Please list the kinds of services provided by staff members included in
3 and 4 above.
For example:
program development, liaison with local
schools, resource broker, workshop leader, research consultant, etc.

Do any of your staff members serve on policy boards established under
Section 97 of the State School Aid Act?
_______ Yes

_ _ _ _ _ N°

If yes, how many?

____

Are they voting

, non-voting

, or both

?

When your department or college of education receives a request for
services from the field, do you have a systematic procedure for
identifying a staff member to respond to the request?
______ Yes

_ _ _ _ _ No

If yes, please describe:

How do you publicize your services to potential clientele?

____

202

9.

Does professional staff development and/or service Co Che field appear as
pare of an "official" mission scacemenc of your department or college of
education?
_ _ _ _ _ Yes

_ _ _ _ _ No

Is this commitment reflected in the organizational structure?
Yes

. No

If yea, please describe:

Thanks for your time!

____

APPENDIX B

P O L I C Y B O A R D IN F O R M A T I O N

203

APPENDIX B

P O L I C Y B O A R D I N F O RM AT IO N

Th e

fo ll ow in g po lic y bo ar ds we re

included

in this

study:
A l p e n a P u b l i c S ch oo ls
Alpena-Montmorency-Alcoma
I n t e r m e d i a t e S ch oo l
Di s t r i c t
An n A r b o r P u b l i c Sc ho ol s
A v o n d a l e P u b l i c Schools
Bay-Arenac Intermediate
Sc h oo l D is t r i c t
B e n d l e P u b l i c S c ho ol s
B e a v e r t o n Rural Sc ho ol s
Berrien County
I n t e r m e d i a t e School
District
B e r k l e y C i t y S ch ool s
Big Ra pi ds P u b l i c S c ho ol s
B l o o m f i e l d Hi l l s Schools
Brown City Community
S ch ool s
Calhoun Intermediate
S ch oo l D i s t ri ct
Cheboygan Area Schools
C h e l s e a S ch oo l D is t r i c t
Clarenceville Public
Sc h ool s
C l a w s o n Sc h o o l s
C l i n t o n S ch o ol s
C o l o m a C o m m u n i t y S ch oo l s
C o p p e r Co u n t r y
I n t e r m e d i a t e Sc ho ol
D i st ri ct
C o v e r t P u b l i c S ch ool s
Croswel1-Lexington
C o m m u n i t y S ch oo ls
D a v i s o n C o m m u n i t y Schools
Delta-Schoolcraft
I n t e r m e d i a t e School
District
D e t r o i t P u b l i c Scho ols
D e w i t t P ub l i c S ch oo ls

D e x t e r C o m m u n i t y Scho ols
Dickinson-Irons
I nt e r m e d i a t e School
Di str ict
East L a n s i n g S ch oo ls
Ea s t e r n U p p e r P e n i n s u l a
I nt e r m e d i a t e Schoo l
Di strict
Ea t on C o u n t y I nt e r m e d i a t e
S cho ol Di st r ic t
F ar m i n g t o n P u b l i c S c ho ol s
Fe nn vi il e P ub li c Schools
F e rn da le C i t y Scho ol s
Flint City Schools
F l us hi ng C o m m u n i t y S ch ool s
F re mon t P u b l i c Schools
F ru i t p o r t C o m m u n i t y S ch ool s
Ga y l o r d Co m m u n i t y Schools
G e n e s e e In t e r m e d i a t e
Sc hool Di st r ic t
Gogebic-Ontonagon
I n t e r me di at e School
D is t r i c t
Gra nd Blan c C o m mu n it y
Sch ool s
Gratiot-Isabella
I nt e r m e d i a t e School
Di str ict
H a m t r a m c k P u b l i c S c ho ol s
Hart P ub l i c Schools
H ol lan d C i t y Scho ols
H o p k i n s Pu b l i c Schools
H u r o n I n t e r m e d i a t e Sc ho ol
Dis tr ic t
H i gh la nd Par k Schools
Hu r on V a l l e y Schools
I ng ha m I n t e rm ed ia te School
D i st ri ct

204
Jackson County Intermediate
Sc h o o l D i st r ic t
Kalamazoo Valley
I nt e r m e d i a t e School
District
Kearsley Community
S c ho ol s
Kent I n t e r m e d i a t e Sc hool
District
L a k e v i l l e Co m m u n i t y
Sc h o o l s
L a n s i n g School D i s t r i c t
L a p e e r C o u n t y S c ho ol s
L e n a w e e In te r m e d i a t e School
District
L in c o l n C on s o l i d a t e d
S ch oo ls
L i v i n g s t o n In te r m e d i a t e
Sc h oo l Di s t r i c t
M a c o m b I n t e r m e d i a t e School
District
Ma d i s o n P u b l i c Schoo ls
Manchester Community
S c ho ol s
Marquette-Alger
I n t e r m e d i a t e School
District
Mecosta-Osceola
I n t e r m e d i a t e Sc ho ol
D i st ri ct
M i dl an d I n t e r m e d i a t e Sc ho ol
D i st ri ct
M i l a n A r e a S ch oo ls
Mo nroe Co un ty I nt e r m e d i a t e
Sc h o o l Di s t r i c t
M o n t c a l m I n t e r m ed ia te
Sc h oo l Di s t r i c t
M or le y Sta nwo od C o m m u n i t y
Sc h o o l s
M u s k e g o n In t er me di at e
Sc h o o l Di s t r i c t
N e w a y g o Co un ty I n t e r m e d i a t e
Sc h o o l Di s t r i c t
Ni l e s C o m m u n i t y S c ho ol s
Novi C o m m u n i t y Sc ho ols
O a k P a r k S ch ool D i s t r i c t
O a k l a n d Sc ho ol s
O xf o r d Ar e a Co m m u n i t y
S ch oo ls
O t t a w a I n t e r me di at e School
District
Peck C o m m u n i t y Schoo ls
P o n t i a c C i t y S ch oo ls
Port Hur on Area S ch ool s

R e e s e P u b l i c S c h oo ls
R e e t h s - P u f f e r S ch oo ls
Rieverview Community
Sch ools
St. Cl a i r C o u n t y
I n te r m e d i a t e School
District
S al ine Area S ch ool s
S a n d u s k y C o m m u n i t y Scho ols
S a n i l a c In te rm ed ia te
Sc ho ol D i s t r i c t
S h i a w a s s e e In ter m ed ia te
Sc ho ol D i s t r i c t
So ut h Ha v en Pu bl ic
Sc h oo ls
So u th Lyon C o m m u n i t y
Sc h oo ls
S o u t h f i e l d P ub li c
Schools
T a y l o r Sc hool D is tr ic t
T r a v e r s e B a y Area
In t e r m e d i a t e School
District
T r o y Sc hoo l D is tr ic t
Tuscola Intermediate
Sc h oo l Dis t ri ct
U t i c a C o m m u n i t y S ch ool s
W a l l e d Lake Co n s o l i d a t e d
S c ho ol s
W a r r e n C o n s o li da te d
S c ho ol s
W a s h t e n a w I n t e r me di at e
Sc h oo l D i s t r i c t
W a t e r f o r d School
District
W a y l a n d Un io n S ch o ol s
Wayne-Westland Community
Sch ool s
West Branch-Rose City
A rea Schools
Whitehall District
Sc h ool s
W i l l o w Run C o m m u n i t y
Scho ols
Y p s i l a n t i S ch o o l s
W o o d h a v e n School
District
G a r d e n City Sc ho ol s
Northville Schools
So uth R ed for d S ch ool s
P l y m o u t h - C a n t o n S ch oo ls
C h e r r y Hill Scho ols

205
Form PD 4674 A N ot R e tu rn ed
A l p e n a - M o n t m o r e n c y - A l c o m a In t e r m e d i a t e Schoo l Di str ic t
Be r k l e y
Calhoun Intermediate School District
Dickinson-Irons
East L a n s i n g
Gr a nd B l a n c
Huron Valley
Li n c o l n Co ns o l i d a t e d
Newaygo
Port Hur on
Riverview
C h e r r y Hill

F o l l o w - u p D a t a In co mp le te
Al p en a
Ann Arbor
Bay A re n a c
Dearborn
Eaton Intermediate School District
Ferndal e
Genesee Intermediate School District
G r a t i o t - I s a b e l l a I n t e r m e d i a t e Sc ho ol Dis t ri ct
In g ha m C o u n t y I n t e r m e d i a t e Sc h o o l D is t r i c t
Ke a r s l e y
Lansing
Le n aw ee
M id lan d
M o n t c a l m I n t e r m e d i a t e S c h o o l Di s t r i c t
M on ro e C o u n t y I n t e r m e d i a t e S c h o o l Dis tr ict
Muskegon Intermediate School District
St. C l a i r I n t e r m e d i a t e S cho ol D i st ri c t
S h i a w a s e e I n t e r m e d i a t e Sc ho ol D i s t r i c t
W a y n e - W e s t l a n d C o m m u n i t y Scho ol s

APPENDIX C

D E P A R T M E N T A N D C O L L E G E OF E D U C A T I O N I N F O R MA TI ON

206

APPENDIX C
D E P A R T M E N T AND C O L L E G E O F E D U C A T I O N I N F O RM AT IO N
The following pe o p l e w e r e sent the H i g h e r E d u c a t i o n
Survey.

Thei r r e sp on se s we re co ll ec te d by a person al

te le ph on e

interview.

M i c h i g a n St at e U n i v e r s i t y

Henry Kennedy
Past A s s i s t a n t Dean
College of Education

U n i v e r s i t y of Michigan

Th o m a s Switz er
Associate Dean
C ol le ge o f E du cat io n

Wa y ne St ate U n i ve rs it y

W e n d e l l Hough
Associate Dean
C ol le ge o f E du cat io n

O a k l a n d U n i ve rs it y

Do nal d Miller
A s s o c i a t e De a n
C ol leg e of Educat io n

Easter n M ic hi ga n U ni v e r s i t y

Scott West er man , Dean
C o l l e g e of E d u c a t i o n

W e s t e r n M ic hi ga n U ni v e r s i t y

T ho mas Ryan, Cha ir man
D e p a r t m e n t of E d u c a t i o n and
Professional Development

Central

Mich ael Wolfe, Cha irman
D e p a r t m e n t of E d u c a t i o n

Mic h ig an Un i v e r s i t y

N o r t h e r n M i ch ig an Un i v e r s i t y

El m er Schact, Dean
C o l l e g e of E du c a t i o n

Gr a nd V a l l e y State Col le ges

Tyrus W e ss el l
D e p a r t m e n t of E du c a t i o n

S a g i n a w V al l e y State Colle ge

J os eph Snider, D i r ec to r
S t u d e n t T e a c h i n g and
Certification

Ferris State College

Ke it h Ba ncroft
Department of Education