3.12

3.13

Vocational education under the State Plan will include vocational guidance and counseling personnel and services sufficient to enable the program of instruction to meet and continue to meet the standards and requirements indicated in 2.0.

State Program of Vocational Guidance and Counseling

An adequate vocational counseling and guidance staff whose qualifications and duties are described in 1.5 will be maintained by the State Board. Their responsibilities shall include the following:

3.12-1 To develop, secure and distribute occupational information. 3.12-2 To provide consultative services concerning the vocational aspect of guidance.

3.12-3 To give leadership to the promotion and supervision of better vocational guidance and counseling services at the local level.

In carrying out these responsibilities, the State Board shall utilize the resources of the State Employment Service pursuant to the cooperative arrangements included in the Legal Appendix.

Local Program of Vocational Guidance and Counseling

An adequate vocational counseling and guidance staff whose qualifications and duties are described in 1.54-2 and 1.54-3 will be maintained by local school districts. The State staff will work with the local districts in assuring that the following purposes are considered in developing and carrying out guidance and counseling programs:

3.13-1 To identify and encourage the enrollment of individuals needing vocational education.

3.2

3.13-5

To conduct follow-up procedures to determine the effectiveness of the vocational instruction and guidance and counseling program.

Vocational Teacher Training

3.21 General Statement of Policy

Vocational education under the State Plan will include the teacher-
training program(s) (both pre-employment and in-service) which
are adequate to provide for a sufficient supply of qualified instruc-
tors, supervisors and other vocational education personnel in the
State. (See 8. 63-5 with respect to funds under Title II of the
George-Barden Act.) Special conditions governing teacher-training
requirements in the several vocational services are set forth in the
appropriate division under 8.0.

3.22 Description of Teacher-Training Program

3.23

A vocational teacher-training program will be provided by the State
Board through its staff and funds may be used for all teacher-
training programs which will provide vocational instruction meeting
the specific requirements of the Smith-Hughes Act, the George-
Barden Act and the Vocational Education Act of 1963. The State
Board shall set standards and requirements for teacher-training
institutions and will be responsible for developing and maintaining
pre-service and in-service programs as are needed to provide an
adequate supply of qualified vocational teachers, counselors,
coordinators, supervisors, directors and other vocational personnel
to conduct preparatory and supplementary classes in secondary
and post-secondary institutions for youth, adults and persons with
special needs.

Arrangement for Teacher Training

The State Board will maintain and supervise programs for the improvement of instruction in vocational programs conducted under this Plan through the following procedures:

3.23-1 State Board

State Board staff members will provide pre-service and
in-service training which includes (1) conferences with
local administrators, supervisors and teachers and (ii)
seminars, workshops, summer schools and extension
courses for teachers, coordinators, counselors, super-
visors and directors.

3.24-1 Vocational teacher training will be offered only to persons who have entered or are preparing to enter the employment of teaching vocational education students or who have entered or are preparing to enter employment as other vocational education personnel for whom such education would be useful professionally.

3.24-2 Vocational teacher training supported with funds under the Smith-Hughes, George-Barden and supplemental acts, will be given only to persons who have had adequate vocational experience or contact in the line of work for which they are preparing themselves as teachers and other vocational education personnel or who are acquiring such experience or contact as a part of their education.

3.3 Research, Demonstration and Experimental Programs

3.31 Policies and Procedures

3.32

3.33

Research, studies, investigations, demonstration projects and
experimentations are an acceptable function of the State Board
staff and of the professional staff of cooperating public school
districts and other public education institutions. Projects must be
submitted to the State Director and to be approvable must be in the
framework of the five (5) types of programs defined in the vocation-
al education acts. Research projects must be under the direction
of a qualified researcher. Experimental and demonstration projects
will be under the direction of a competent administrator. Proposals
shall include a statement of the problem, scope of the problem, a
statement of procedures on how the problem will be solved, a state-
ment of the qualifications of the personnel conducting the study,
availability of additional consultative and financial resources, a
statement of budget necessary for conducting the project, a state-
ment of how the findings will be reported, and justification of the
development of the project as it relates to those programs included
under the vocational education acts. When conducted by other than
the State Board staff, such activities shall be provided for through
a regularly executed agreement which specifies the details concern-
ing the tasks to be accomplished and the terms and conditions of
financial participation.

Standards and Requirements

All research, demonstration and experimental programs will meet the following standards and requirements except as provided in 3.33:

3.32-1

To be approved, demonstration, research or experimental
projects must meet all standards and requirements of the
respective field concerned. For example, a demonstration
program in instruction would meet all standards and
requirements in 2.0 and an experimental program in teach-
er training would meet the standards and requirements in
3.2, as well as others of a more general nature in 1.0.

Waiver of Standards and Requirements in Special Cases
Standards and Requirements in State Plan

3.33-1

In special cases as a part of program development, the State Board may, with respect to a research, demonstration or experimental program, waive any standards and