The conventional criteria for selecting teachers-grades, recommendation of college professors, achievement tests covering content of education courses, personal characteristics determined in a brief interview-will hardly be adequate for the Teacher Corps. Neither will the typical checklists of desirable and vague characteristics-pleasing personality, neat appearance, emotional stability, fondness for children, dedication. Corps officials should ask experts in the schools and colleges to develop imaginative new ways to screen candidates. For example, performance tests in controlled situations (adapting the micro-teaching in use in the teacher education program at Stanford University, or using electronically simulated situation tests) would help to assess the qualities of intelligence, openness to cultural difference, flexibility, and sensitivity which are desired in Teacher Corps participants. Corps officials should also turn to experts to develop means to assess the performance of participants and the success of the program. The Teachers Corps presents a real opportunity to reject the prevalent "it can't be done" notion about assessment and to dig for ways to do the job. Relevant preparation programs Traditional approaches to teacher education are not likely to be adequate for interns or experienced teachers. The Corps needs new approaches, but planning should not start from scratch without reference to what has been learned about teacher education in the past hundred years, particularly in some of the experimental programs of the past decade. The colleges, working collaboratively with the schools, have an opportunity to overcome the lack of relevancy of training programs to practice that has always plagued teacher educators and their clients. Preservice training programs should take the corpsmen and the college faculty into slum communities and schools for extended periods. The corpsmen in training and their trainers should, if possible, live for a period of time in the community. should talk to the poor. visit homes and community agencies, and learn how to view the slum community as an insider rather than as a detached, outside observer. Both preservice and in-service programs should be primarily clinical rather than didactic in approach. The laboratory (the slum community and school) should be the center of rather than an appendage to the academic program. Seminars built around problems will help to establish the closest possible relationship between problems in the field and relevant theory more effectively than will a proliferation of separate courses. Relevance can be promoted if the training programs take into account the inevitable differences in background and ability of participants and provide for independent study, individual counseling, tailormade schedules and academic programs. The relevance of training to practice can also be promoted by using both school and college teachers on the staffs of the preservice and in-service training programs. Other ideas for those planning training programs are these: (a) Problems of children and adolescents in slum schools require heavy emphasis in the training program on knowledge and skill in teaching reading, writing, listening, and speaking. (b) Because of the influence of cultural differences on what children and teachers do, Teacher Corps participants will need specific and extensive study of the culture of the groups represented in the area. (c) Both interns and experienced teachers will need to observe and analyze similarities and differences between educational problems of disadvantaged children and those of other children. (d) Specific training in supervision is necessary for experienced teachers, even though they may be superior teachers. (c) The teams of specialists who plan and conduct training programs should include social psychologists, social workers, psychologists, and others outside the field of professional education. Whenever possible, the preservice and in-service training programs should be in the same college to provide continuity between the two phases of study. Whenever possible, the college providing the training should be in or near the school system in which the Corpsmen will work. For a Rocky Mountain college to prepare corpsmen for New York or a Pacific Northwest institution to prepare participants for schools in the hill country of Kentucky makes little sense. Weather and sightseeing opportunities should not determine the selection of summer preservice training programs, either by the Corps or the individual applicants. New concepts of supervision Too often, supervision of student teachers, interns, and beginning teachers is hurried, casual, trivial, and frightening to the person being supervised. Blackboard posture and bulletin-board neatness are sometimes treated as being central rather than peripheral matters. Supervision in the Teacher Corps should be a systematic, cooperative study of educational and instructional problems by senior and junior colleagues. Supervision should help the neophyte study and modify his own behavior. Video and audio taping and various schemes for recording and analyzing classroom behavior can be used to advantage. While the supervision should be close and continuing, it should not be smothering or oppressive. Time is essential for effective supervision. The work and study loads of the interns and the work load of the supervisors must allow adequate time for analyzing and discussing teaching problems. Certification Certification need not be a problem. In some states an effective procedure already exists for interns and others who are working in the schools-for pay, with supervision and less than full responsibility-as part of a teacher preparation program. However, in many states the certification agency will need to make special provision to issue a temporary or special certificate good only for the intern's tour of duty in the Teacher Corps. The intern who successfully completes two years of supervised teaching in the Corps and the accompanying academic program should be eligible for regular initial certification in nearly all states. The training programs should be planned to make this possible. The requirements for the Teacher Corps' experienced teachers are sufficiently high that they should have no difficulty qualifying for regular certification in any state. Certificates to cover the one- or two-year period of an experienced teacher's service in the Corps should be issued on an almost automatic basis, with a minimum of red tape and cost either for the applicant or the state agency. Will a large number of talented, well-qualified teachers with a master's degree and several years of experience join the Teacher Corps for one or two years? The TEPS Commission does not know, but hopes so. Will a large number of talented recent college graduates and others interested in preparing to teach join the Teacher Corps? The TEPS Commission does not know, but hopes so. The appeal of social service and the excitement of innovation can be strong attractions. The security of the known and uncertainty about the nature of the new program will be deterrents. While the program has some of the same appeal as the Peace Corps, nothing should be taken for granted. Professional organizations should make dramatic and vigorous efforts to inform their members of the exciting opportunities for career development in the Teacher Corps. College and university faculties should encourage a number of their most promising seniors and recent graduates to apply. The Corps staff should organize a wellfocused campaign of direct recruiting on college campuses and in local school systems. Will the profession accept the Teacher Corps in an open and constructive spirit? The TEPS Commission does not know, but hopes so. We urge the profession to view the Teacher Corps, not as an alien idea or a clever scheme to subvert high standards, but as an unusual and positive opportunity. Fast and effective action by Teacher Corps officials and leaders of the profession is needed to provide accurate information and to build understanding and support. To these ends, we recommend the following: To State teachers associations Through the association's publications and conferences, get accurate information about the Teacher Corps to the membership as quickly as possible and develop positive understanding about the nature and purposes of the program. To State commissions on teacher eduction and professional standards Issue a statement in support of the Teachers Corps, suggesting guidelines appropriate to the state, or endorse this statement from the National Commission. 66-396-66-20 In conjunction with local TEPS committees, organize a campaign to find and encourage applicants for the Teacher Corps. Offer advice and counsel to colleges, universities, and school systems which are planning Teacher Corps programs. Find appropriate ways to ensure high standards in the preparation programs, field experiences, and evaluation of the Teacher Corps. To college and university faculties Encourage talented seniors who may be interested in teaching to consider applying for the Teacher Corps. Meet with officials of school systems in the area to discuss ways in which Teacher Corps participants might be used effectively in those systems. To the 1,000 student NEA chapters Cooperate with Teacher Corps recruitment efforts. Encourage interested students to apply. Organize a meeting for all interested students at which teachers discuss problems and satisfactions of teaching in disadvantaged schools. During the academic year 1966-67, invite Teacher Corps participants to campus meetings and discussions designed to inform faculty and students about the Corps. To local teachers associations and their TEPS committees Get information about the Teacher Corps to all members. Issue a statement in support of the Teacher Corps, or endorse this statement. If there are disadvantaged schools in the district, initiate discussions with representatives of the school administration about the feasibility of the school district applying to participate in the Teacher Corps program. If the Teacher Corps is to operate in the school district, support its members, insist on careful planning at the district level, encourage innovation in approaches to teaching the disadvantaged, invite objective evaluation of results. Ask the administration and district board of education to make special arrangements for granting leaves of absence to experienced teachers who are accepted by the Teacher Corps and to take necessary steps to protect an individual's personnel benefits (e.g., retirement, insurance) and his place in the school system. If necessary, seek changes in state regulations to make such arrangements possible. To the Teacher Corps officials Place major emphasis on face-to-face recruitment in school systems and on college campuses, following the example of the direct recruitment approach used successfully by the Peace Corps. Work with official representatives of state and local teachers associations in planning and conducting the program, as well as with school district and college officials. To State departments of education Provide for the issuance of temporary or special certificates to Teacher Corps interns, good only for an individual's two-year period of service in the Corps. Provide for automatic or nearly automatic issuance of regular teaching certificates to experienced teachers from other states who will participate in the Teacher Corps. These certificates should be issued to cover the period of a teacher's service in the Corps. This recommendation assumes that the experienced teacher participant holds a regular certificate in his home state and has a master's degree or equivalent and at least three years of teaching experience. Consult with the state commission on teacher education and professional standards and the state advisory council on teacher education in developing certification policies and procedures for both the interns and the experienced teachers. APPENDIX A FEW FACTS ABOUT THE NATIONAL TEACHER CORPS (TAKEN FROM FACT MATERIAL PROVIDED BY THE NATIONAL TEACHER CORPS OFFICE) Members. Members of the National Teacher Corps will join regular staffs of "poverty schools"-schools where at least half the students come from families whose annual income is below $3,000. Most National Teacher Corps members will work in teams, with an experienced teacher leading from one to five beginning teachers. A few experienced teachers will work alone. The Corps will recruit 3,750 members for the 1966-67 school year. One-fourth will be career teachers-men and women with a master's degree or equivalent and several years of experience, preferably in poverty areas. Career teachers may sign up for one or two years of service. Three-fourths of the members will be teacher-interns college graduates with little or no teaching experience. Teacher-interns will serve for two years. Training. The 3,750 corpsmen will be in preservice training programs during the summer of 1966 in some sixty colleges and universities. During the two-year period of service, the teacher-interns will combine tuition-free academic study leading to a master's degree with work in the schools and community. Duties. Duties of the teacher-interns will vary greatly from district to district but will probably emphasize work with individual, children, parents, and community agencies. They will work outside as well as inside the classroom and school. The experienced teacher-supervisors will devote full time to working with the interns assigned to their teams and to providing a liaison between teachers and administrators in the school district, the university, and the teacherintern group. The experienced teachers will spend full time teaching and doing related work in the school and community. Money.-Experienced teachers will earn salaries equal to those paid regular teachers with comparable training and experience in the school systems where they serve. During the summer training program, experienced teacher-supervisors (team leaders) will earn salaries at the rate paid beginning instructors in the university. During the school year, experienced teachers who supervise will earn from $500 to $2,500 additional pay, computed as 10 percent of base salary for each intern supervised. Teacher-interns and experienced teachers who will work alone rather than as team leaders will learn $75 per week, plus a dependency allowance during the summer training program. Other benefits include travel and relocation expenses for members and their families; injury, disability, and death benefit coverage; and a readjustment allowance at the completion of service. For information: Write the National Teacher Corps, U.S. Office of Education, Washington, D.C., 20202. Telephone: (202) 962-2905 or (202) 963–5266. NATIONAL COMMISSION ON TEACHER EDUCATION AND PROFESSIONAL STANDARDS Warren G. Hill, Chairman; President, Trenton State College, Trenton, New Jersey. Howard Lee Nostrand, Vice-chairman; Professor of Romance Languages and Literature, University of Washington, Seattle, Washington. Clara E. Cockerille, Professor of Education, Westminster College, New Wilmington, Pennsylvania. George W. Denemark, Dean, School of Education, University of Wisconsin, Milwaukee, Wisconsin. Frank L. Hildreth, Vice-principal, North High School, Des Moines, Iowa. Jean R. Moser, Coordinator of Special Studies and Programs, Baltimore County Schools, Towson, Maryland. J. B. Wooley, Dean, Southeastern Louisiana College, Hammond, Louisiana. Consultants Lane Hotchkiss, President, Student National Education Association; Ball State University, Muncie, Indiana. Earl A. Johnson, Chairman, Organization of State TEPS Chairmen and Consultants; Dean, Division of Education, Ball State University, Muncie, Indiana. Rolf W. Larson, Director, National Council for Accreditation of Teacher Education, Washington, D.C. Edward C. Pomeroy, Executive Secretary, American Association of Colleges for Teacher Education, Washington, D.C. Robert Poppendieck, Specialist for Teacher Education, U. S. Office of Education, Washington, D. C. Staff Don Davies, Executive Secretary. Dirck W. Brown, Associate Secretary. Roy A. Edelfelt, Associate Secretary. Edna N. Frady, Administrative Assistant. Geraldine E. Pershing, Publications Production Editor. Hon. WAYNE L. MORSE, Washington, D.C. THE AMERICAN INSTITUTE OF ARCHITECTS, DEAR SENATOR MORSE: The American Institute of Architects, a professional association organized in 1857 and which today claims a membership of more than 22.000 licensed architects, appreciates this opportunity to comment on a provision of H. R. 14644, the Higher Education Amendment of 1966, which clarifies the definition of "development cost." Section 6 of H. R. 14644 states, in part: "In determining the development cost with respect to an academic facility, the Commissioner may include expenditures for works of art for the facility of not to exceed 1 per centum of the total cost (including such expenditures) to the applicant of construction of, and land acquisition and site improvements for, such facility." Our position on this clarifying amendment is one of total support. We believe it highly desirable to consider art to be an integral part of academic buildings. When substantial Federal sums are expended for educational facilities a modest expenditure for works of art or symbols of our national heritage would surely add to the enjoyment and benefit that these buildings afford. Such expenditures would be entirely in keeping with the declaration of policy in the National Arts and Development Act of 1964 wherein Congress stated: "the Nation's prestige and general welfare will be promoted by providing recognition that the arts and the creative spirit which motivates them and which they personify are a valued and essential part of the Nation's resources." Presently, it is the practice of several of the Federal construction agencies to provide a small percentage of total construction cost on some form of artistic embellishment, however, the practice is not universal. Those agencies which have adopted a policy of incorporating art in the design of new public buildings have done so by administrative regulation on the ground that legislation on the subject was unnecessary. Because of the apparent uncertainty that exists, we believe it to be desirable for Congress to establish an "intelligible standard" to which all administrative action on the subject of art for public buildings must conform. Approval of H.R. 14644 with the amendment clarifying the definition of development cost would be an important step in that direction. This progress would be further implemented if such a definitive policy on art was also made a part of the Elementary and Secondary Education Amendments of 1966, S. 3046, and the Library Services and Construction Act Amendments of 1966, H.R. 14050. We hope that our remarks will be of assistance to the Committee on Labor and Public Welfare in its consideration of these measures. Sincerely yours, MORRIS KETCHUM, Jr., FAIA, President. U.S. SENATE. Washington, D.C., May 27, 1966. Hon. WAYNE MORSE, U.S. Senate, Washington, D.C. DEAR WAYNE: Enclosed is a letter and a paper sent to me by the Director of the Utah State Building Board describing some of the problems which they have faced under Title VI, Part A, of Public Law 89-329. |