'DOCUMENT RESUME

ED 028 142 SP 002 389

By-Fan, Charles R.; Wilson, John C.The Maryvale Project; Using Clinical Teams to Improve Teacher Education.Maryvale High School, Cheektowaga, N.Y.; State Univ. of New York, Buffalo. Coll. at Buffalo. School of

Education.Spons Agency-Ford Foundation, New York, N.Y.Note-35p.; Publication of the Inter-University Project One, Publication SeriesAvailable from-School of Education, State University of New York at Buffalo, 3435 Main Street, Buffalo, NewYork 14214.

EDRS Price MF-$0.25 HC-$1.85Descriptors-Affiliated Schools, Clinical Professors, *College School Cooperation, Cooperative Programs, *FieldExperience Programs, Flexible Scheduling, Instructional Design, *Practicums, Practicum Supervision, PreserviceEducation, Program Descriptions, Student Seminars, *Team leaching

Identifiers-Inter-University Project One, Maryvale Project, New York, State University of New York atBuf falo

The State University of New York at Buffalo and the Maryvale School Systemcooperated in planning and developing an intensive one-year graduate teacherpreparation program that provides the total sequence for certification. A clinicalteam (consisting of university coordinator, "in school" coordinator appointed by theschool, and instructor assistant from the university staff plus cooperating teachersand others who assisted when their particular competencies were needed) wasresponsible for structuring and directing the learning activities at each teachingcenter (Maryvale school) where trainees were scheduled for four-hour daily blocksthat included (1) a program of observation, practice, and student teaching developedin terms of individual student needs and (2) individual study and small-group activitiesfor the analysis of classroom problems, individual teaching performance, and relatedtheoretical concepts. supporting .educational practice. A concurrent two-hourprofessional seminar to relate student experiences to broad educational issues wasalso arranged so that teaching center, personnel could participate. (Included isdiscussion of the general theoretical position undergirding the program and ofconclusions and implications growing .out of the attempts to unify the theoreticalelements of professional educationS and to integrate the theory and practiceelements.) (US)

60

INTER-UNIVERSITY PROJECT ONE

PUBLICATION SERIES U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARI1Y REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

THE MARYVALE PROJECT

Using Clinical Teams To improve Teacher Education

Prepared by

CHARLES R. ALL

State University of New York at Buffalo

and

JOHN C. WILSON

Maryvale High School

Cheektowaga, New York

Inter-University Project Oneat State University of New York at Buffalo

COCornell University, the University of Rochesterand Syracuse University is supported

by the Ford Foundation.

DIRECTOR

Robert S. HarnackProfessor of Education

PROJECT ONE STAFF

H. Warren ButtonAssociate Professor of Education

Charles R. FallProfessor of Education

Ade lle H. LandProfessor of Education

Charles K. WrightInstructor in Education

ADVISORY COMMITTEE

Milton C. AlbrechtDean, College of Arts and Sciences

Adelle H. LandProfessor of Education

Robert H. RossbergProfessor of Education

Robert S. FiskDean, School of Education

Single copies of this publication are available from:

State University of New York at BuffaloSchool of Education - 220A Foster Hall3435 Main StreetBuffalo, New York 14214

TABLE OF CONTENTS

Introduction 1

Background of the Program 3

The Professional Unit in Education 3The Inter-University Project in Teacher Education 3Independent Study in Professional Education 4

A General Theoretical Position 6

The Purpose of a Program of Preparation .... 6The Process of Education 8Preparation as a Unified, Integrated, and

Focused Endeavor 10

The Organizational Scheme 12

University-School System Participation 12The Clinical Team 12The Project Schedule 13A Concurrent Seminar in Professional Theory 13Admission to the Program 13

A Review of Program Elements 14

The Orientation Phase 14Introduction to Teaching 14Early Classroom Activity and Concurrent Study and

Analysis 15Evaluation and Testing 17A Group Analysis of the Term Activity 18Video Taping and Analysis 18The Concurrent Professional Seminar 19Special Mid-year Activities 20Mid-Year Planning Processes 20The Study of Behavior 21Learning 23The Concurrent Professional Seminar (cont ) .. 23Independent Study Activities 25Culminating Activities 26

Conclusions and Implications 27

Project goals in retrospect 27The Overall Program 27Some Apparent Outcomes 28Some Suggestions for Future Programs 29Final Remarks 30

Introduction

How does one become a teacher? Acompetent teacher who challenges studentsand incites an interest in learning? Whatis it that determines the success which willresult from a teacher's efforts? And mostimportantly, how can in di v i du a 1 s beprepared most eff ectively for thisimportant profession?

These are some of the questions thathave plagued those interested in teachereducation throughout its history. Theyare questions to which continued effortsmust be a ddres sed in order to ensureprogress in the profession. Although itis unlikely that conclusive answers willever be provided, it is imperative thatconstant analysis and investigation bedirected to these issues and that inno-vations in current practice be undertakenand evaluated.

Consideration of problems involved insuch questions and the need for radicallynew designs in teacher preparation whichhave promise for pointing new directionsin the prof e s s ion led to a uniqueprogram conducted by the School ofEducation, State University of New Yorkat Buffalo, and the Mar yvale SchoolSystem, Cheektowaga, N. Y. This is aprogram encapsuling a multitude ofunusual features, all of which are directedtoward the ef f e c tive preparation ofteachers. Though these features will bediscussed in detail later, a briefenumeration at this point will emphasizethe magnitude of the innovative effortsthat are woven into this unusually sig-nificant operation.

1. Public School - University Cooper-ative Efforts. This program was designedthrough the c ooper ative involvementof teachers and administrators in the

Mar yvale School System and teachereducation officials of the State Universityof New York at Buffalo. All planningactivities involved members of the schoolsystem as well as University faculty andthe instructional processes were directedthrough the close cooperation of school andUniversity participants.

2. Use of School, Community, andUniver sity Resources. Through thecooperative pattern of operation, it waspossible to bring to bear upon the instruc-tional experiences in the program, thetotal resources of the school system, theschool c ommuni t y and the University.Descriptions of the variety of activitiesincluded will make apparent thetremendously broadened dimension to thepreparation of tea cher s that this hasafforded.

3. A Clinical Team Approach to theInstructional Process. The clinical teamhas been used effectively for improving thepreparation of professional workers inmany areas. In very few instances hasit been applied to programs of teacherpreparation h owe ver and in no othercircumstance has the idea been incor-porated into the pattern of operation thatwas in this case developed. Not onlywas the team itself uniquely constituted,but its commitment was expanded toembrace dimensions not usually includedin the clinical teams' operative province.

4. Student-Faculty Planning.Student- teacher planning has long been atheoretically propounded procedure foreffective instructional effort. However,few instructors find the time or have theinclination to explore its full potentialor to apply the concept to its fullest.To attempt such practice in the context

of a unique operation involving a varietyof unusual features, appeared complicatedto say the least. To have it flow into asmoothly working pattern of operationbroadened the scope of activity tremen-dously.

5. Unification of TheoreticalElements Basic to Teacher Preparation.Many attempts have been made to bringinto a comprehensive focus of integratedconstruction, the various elements basicto an understanding of the teacher'sfunction. In fact, the program of State Uni-versity of New York at Buffalo has longreflected one of the most suscessful ofthese efforts and has ietved as thefoundation upon which this program wasconstructed. Here again a new dimensionwas added as this integrated theoreticalapproach was oriented through actualexperiences in the classroom activity.

6. Theory-Practice Coordina-'tion. One of the primary features ofthis project was the overwhelming successof efforts to coordinate the various aspectsof the total teacher education experience --especially the bringing together ofelements commonly c on sidered the-oretical with those of a practical nature.

1,- This was done through "block scheduling"of exp erience s, through developing"theory" sessions in the school when thesewere called for, and, most importantly,through direct and concentrated attemptsto develop theoretical emphases out ofe xperiences with which the teacherpreparation students were confronted intheir actual instructional commitments.This was not an "on the job training"approach. It was rather an effort to usethe practical experience of on-goinginstructional circumstances as the basisfor the exploration of those theoreticalelements foundational to effectiveinstructional activity.

7. Flexible Programming of Instruc-tional Elements. Clearly different fromcommonly accepted practice in institu-tional operation, the program of activitywas designed with complete flexibility.Rather than class periods in ordinaryUniversity and P ub I i c School style,students were scheduled for a block offour hours daily in the cooperating center.Within that block of time, classroom\experiences were scheduled as the basicingredient around which were fashi one dlarge group sessions, small groupseminars, and independent study projectsas the need arose. These patterns ofoperation were based upon the particularissues being considered, the nature of theresources available and the mann e r inwhich the work appeared most effectivelypursued.

8. Use of Technology. Though not amajor element in terms of operationalemphasis, technological processes werecapitalized upon where their contributionsappeared e specially constructive. Avariety of processes were used, some ofwhich provided extremely uniquecontributions to the total endeavor.

These, in brief description, are themajor features of the Maryvale Projectas it has evolved. As was suggested,they will be described in detail throughoutthis report though at this point they indicatethe tremendous scope of this project asan innovative endeavor.

The Maryvale Project did notblossom,full blown out of nowhere. It was the resultof a long process of maturation encom-passing a rich background culminating inthis most exciting and unusual operation.Since some of this background is necessaryin order to catch the flavor and see theintent of this work, attention will be devotedto these matters in the following section.

THE MARYVALE PROJECT

Using Clinical Teams To Improve Teacher Education

BACKGROUND OF THE PROGRAM

Since its inception over thirty yearsago, the Professional Unit in Educationat State University of New York at Buffalohas been an operating example of an inte-grated organization of elements commonlyoffered as separate courses in teacherpreparation programs. Materials relatingto growth and development of individuals,psychology of learning, the history anddevelopment of the educational enterprise,philosophical orientation to i de 010 gi e ssupporting various types of educationaleffort, general considerations relating toinstructional organization and procedure,and other aspects of common concern toall teachers are included in an integratedarrangement. Typically, the course hasuse d a problem emphasis -- throughwhich atte mp t s are made to developinstructional processes and proceduresfrom problems and issues encountered inthe actual practice of teaching. This ismade possible by scheduling one studentteaching experience in a concurrent se-quence during the course of the period inwhich students are enrolled in the Profes-sional Unit program.

In this way attempts have been made tobring into an inte gr a 1 and inter-activerelationship the vari ous elements of aprofessional preparation sequence. Thevarious knowledge elements-- individualbehavior and learning, history and phi-losophy of education, ins true tiona 1processes and procedures -- are ap-proached as they inevitably function inactual teaching situations, as finely wovenstrands of a total fabric of understanding.Further, all has been set in a realistic andfunctional orientation by close affinity toactual teaching circumstances. A

consequent interactive relationship ha sbeen established in a theory-practice com-bination and the theoretical formulationshave found fertile ground for application inthe concurrent te a chin g circumstance,while the problems and issues emanatingfrom actual c la ssroom and laboratoryactivity provide the bases for explorationin the theoretical aspects of the program.

Though built uPon a concept of closerelationship among all elements involved,the Professional Unit in Education hasencountered some distracting features.Perhaps the most disturbing in terms ofthe close working relationship requiredhas been the physical separation oftheoretical and practice elements. Thetheoretical emphasis have been structuredand carried on in predominantly a campussetting while the practical experience hastaken place in local public schools. Atendency for these two clusters of endeavorto separate and become difficult to co-ordinate is not surprising. Some of theintegrative emphasis and focused endeavorhas been lost as a consequence.

The Inter-University Project inTeacher Education. The Inter-UniversityProject in Teacher Education has placedemphasis upon the development ofTeaching Centers. As a result, severalschools in the immediate vicinity of thecampus have been used in a manner sug-gesting the tremendous poss ibility ofcloser constructive relationships betweenthe university program of teacher edu-cation and the public school setting in whichproductive f e ld experiencds areorganized. For some time an under-graduate program of independent study has

been functioning successfully in which uni-yersity instructors and teaching center

e rsonnel work together in the organi-lzation and conduct of theory and practiceelements of the professional sequence.This has enriched immeasurably both setsof elements, making the study of educa-tional theory more real and consequentialas it flows from the actual events of theclassroom and laboratory. The practiceelements have become richer and moreproductive as theoretical concepts broadenthe meanings of events and concerns fromactual classroom activity. And not to bediscounted, for its i mp lications are ofmajor significance in profes sional growth,is the in-service development that comesfrom such intimate interaction ofuniversity personnel, school staffs, pros-pective teacher st and of course, theelementary and secondary school studentsin wh o s e classrooms and laboratoriesmuch of the activity is taking place.

The potential of a broad-scale ap-plication of a close interacting relationshipbetween Teaching Centers and the Uni-versity was emphasized by participants ina conference of associates in TeacherEducation held in the spring of 1964.Position papers prepared by TeachingCenter personnel called for closer liaisonbetween staff members in school situationsand instructors in college courses. This,it was felt, could be developed mosteffectively by instituting a team teachingapproach in both theory and practiceelements that is, in Professional Unitactivities and in student teaching expe-riences. Establishing this most effectivelywould require the use of Teaching Centersas the base for all elements of the work anda close working relationship between Uni-versity and Teaching Center staffs in theplanning and conduct of all phases of thework.*

The Independent Study Program inTeacher Education. An extremely suc-cessful program of independent study inconnection with the Professional Unit inEducation was developed over a period ofthree years and was stimulated by theInter-University Project in ToacherEducation.** This was a pattern of effortthrough which much of the groundwork waslaid for the present project.

Briefly, the Inter-University Project inTeacher Education program which em-phasized individualized study at everylevel. Selected college students werebrought together as freshmen to study theproblems of working with individual pupilsand to become involved in an actual tutorialteaching-learning relationship in a localschool setting. On the sophomore level,teacher preparation students studies smallgroup learning activity while participatingin local school situations as group leaders.In the junior year these selected studentsenrolled in a segment of the ProfessionalUnit devoted to the study of school andcommunity relationships and were placedin community activity leadership roles inorder to study the concepts and practicethe skills at first hand.

On the senior level the students wereenrolled in a final segment of the Profess-ional Unit in Educatio n, the maintheoretical emphasis of which centeredaround the teaching process. In con-junction with this each s t ude n t wasscheduled in student teaching for thepractical phase of the work. It was inthis phase that a major effort was made inindependent study and in developing a closecooperative relationship with certainpublic school teaching centers.

During the second semester of thesenior year program the selected students

*This is described in detail in: Inter-University Project I, Focusing TeacherPreparation in Teaching Center Schools. Buffalo: State University of New York atBuffalo, 1965.

**A comprehensive report on these developments is available in Inter-UniversityProject I, Individualizing Instruction in Teacher Education. Buffalo: State Universityof New York at Buffalo, 1966.

of the Inter-University Project wereorganized to develop a program ofindependent study in the theoretical areasusually encompassed in classwork at theUniversity. In order to have this functioneffectively, a University staff member anda teacher from the teaching center workedas a team. Through their efforts, groupsseminars and individual conferences werescheduled out of which a program ofactivity was established for each student.Individual programs of study were inde-pendently conceived and organized. Eachstudent was required to select a majorproblem from his actual experience in theclassroom and develop a program of study,analysis and eventual action directedtoward solving the problem. The meetingswere held in the school -- group seminarsfor reporting, discussing and exchangingideas and individual conferences foranalysis of progress and refinement ofplans and technique s. Note of theseactivities spread in the school resultingin many others of the local school facultyand staff attending and participating in themeetings. University pexsonnel were alsocalled upon to participate whenever special

assistance was required.

It was this sort of ground-laying cir-cumstances that led to the present projectoriented in the actual public school setting.The work which had ensured securing thecooperation of local school staffs andfaculty for the independent study effortsserved well to prepare the way for moreall-inclusive efforts. The experience inholding theory oriented seminar meetingsand individual conferences at the teachingcenter paved the way for scheduling thetotal theory-practice endeavor in theschool system. The staff team of a uni-versity instructor and a local teacherserved as a basis for expanding into aclinical team. And, perhaps most impor-tantly, the efforts to "ground" theoreticalconsiderations in practica 1, every dayteaching problems throu gh independentstudy projects demonstrated conclusivelythat the public school classroom circum-stance can be made the best laboratory oflearning activity through which theconcepts necessary for effective teachingcan be learned.

- 5 -

A GENERAL THEORETICAL POSITION*

Innovations for programs for preparingteachers must be grounded in the realitiesof professional work. They must, however,not be circumscribed by present practicefor the challenges of the future demand abreadth of view and a sensitivity to achanging cultural climate which could notbe fostered through a cloistered expe-rience in patterns as they exist. Thisseeming paradox a need to root prep-aration experiences in the practical affairsof the moment and the implications that achanging universe express for inculcationof new ideari and practices in teaching --provides not an insurmountable com-plication. Rather it presents the matrixout of which inspired programs can andmust evolve.

An effort was made to organize aprogram which is based upon these factorsin the SUNYAB-Maryvale Project. Itsprimary purpose was to focus preparationactivities in teaching center schools usingthe classroom laboratories in whichapprentices are participating as the maincrucible out of which learning experienceswere constructed. A discussion of thisapproach would appear warranted in lightof the tremendous implications suggestedfor the preparation of effective teachers.

Purpose of a Program of Preparation.Fundamentally there is little questionabout the major purpose of a program ofpreparation for teachers. Its fundamentalaim is to provide the experiences which

will insure competent professionals in theclassrooms of our culture. There aredifferences of opinion however concerningthe interpretation of "competence" and themeans by which a program canbest insureit in those being prepared for professionalservice.

Perhaps the greatest handicap indesigning teacher education programs isthe force of tradition which lays like aheavy hand over professional activity.This is particularly difficult to overcomeas plans emerge for new approaches, yetby prudent planning, innovations can beintroduced which result in impacts of greatsignificance.

One of the major obstacles flowing outof traditional practices is the tendency toview PREPARATION in a constricted andrestricted sense. Students are expected tospend a considerable period of time in anisolated environment being prepared fortheir service in the professional arena.College and university programs havetended to become shut off from the affairsof practical and on-going activity in theschools for which they are preparingindividuals. True, many contacts remain,but these are commonly of an artificial andcursory nature.

Accompanying such a thesis has beenthe conviction that preparation for profes-sional service is actually a process oftransmitting to the novice the knowledge

*Material in the following section has been adopted from Focusing Teacher Preparationin Teaching Center Schools and has been included here at some length in order to providethe extremely significant basic theoretical position from which efforts in this projecthave emanated.

- 6

which is assumed to be necessary. Whenit is demonstrated that the required factsand information (knowledge) have beenacquired-- through accumulation of therequired course-credits, passing thenecessary examinations or other means ofdemonstrating the possession of knowledge-- the individual is projected into pro-fessional activity. There are two apparentfallacies underlying such processes. Firstit is assumed that knowledge can betranem it te d directly from the highlysophisticated professional in the field to anovice in a fashion which brings pregnantmeanings and an understanding to therecipient. Tragically, this assumption hasnot appeared warranted as results of theprocess are evaluated, yet the practice iscarried over into the recipient's behaviorin a fashion that dictates his own teachingpractice when he enters professionalendeavor.

Secondly, it is assumed that apparentcontrol of facts and information(knowledge) de mon tr a te d through thetransmittal process in a college or univer-sity setting, is a guarantee that behaviorswill result that are consistant with what isrequired. There is a great accumulationof evidence suggesting that acquisition offacts and information, particularly throughthe a ter i le process of transmission sooften characteristic of classroomendeavor, cannot be effectively integratedinto behavioral competency in actualsituations. Thus, much of what is set upfor educa tiona 1 purposes is reallyartificial and superficial in terms of ac-cruing results.

Typically these assumptions arereflected in patterns of preparation whichhave become solidified in structure andcharacteristically similar throughout thenation. There is almost universally ageneral education or liberal arts com-ponent which is considered basic to allpreparation and which is justified in termsof a need for an understanding of modernlife and the cultural and ideational featureswhich all men must comprehend. Herethe tragedy is heightened by virtue of thefact that understandings of the sortprojected are imperative and the totalresources of the society must be brought

to bear on an education which willproducethem. It is the process that is faulty, anevidence of unwarranted assumptions atits base.

A second component of a total teacherpreparation program is the provision foradequate specialization in a teaching area.Here again the assumptions that knowledgecan be transmitted directly from a teacherto a student and that such knowledge can bemeaningful in a behavioral context, have.wrought havoc for te acher preparation.Nor is it any less true that knowledge andunderstanding in a te a ching area isnecessary than is the case for an adequategeneral e duc a t i on. The real crux ofcontention is that enlightenment cannot beassured through proccesses dominated bytraditional assumptions and the practiceswhich are functions of them.

In a like fashion the third component,professional education, has been mis-understood and striven for awkwardly.Emphasis has been upon distilling theappropriate "knowledge" from the varioussupporting disc ipline s --psychology,philosophy, soc i o logy, history and an-thropology as primary examples -- and theattempt to transmit the essential elementsto those preparing for teaching. Thec onte nt i on again is not that these areunproductive areas for learning essentialmaterials in r e spect to teaching but,rather, it is suggested that the processesemanating from commitment to unfoundedpresuppositions, has rendered the expe-riences practically useless for developingnecessary understandings.

There is almost universally included apractice component in teacher educationprograms, yet these too have resulted inlittle that is meaningful and applicatory inpreparing competent teachers. This isbecause the practical experience isconceived and organized as an opportunityto put into "practice" what has beenlearned in the isolated elementscomprising the other components. Unfor-tunately the ineffectiveness of pursuits inthese other elements affords little withwhich one can go confidently to a practicalsituation and the i s o la t i on of the com-ponents from each other magnifies the

innate uselessness of endeavors standingalone. Thus practice teachinghas becomean artificial accouterment to the teacherpreparation program-- an appendagewhere conformity to currently-operatinginstitutional policies and procedures isthe primary mark of success.

Commitment to the fundamentalpurpose of t e ac h e r preparation thussuggests a redefinition and restructuringof modern programs. It requires anacceptance of theoretical formulationsconsistant with modern knowledge and aninclination to organize experience inreference to these. It would be well todiscuss some appropriate positions and theimplications of these for program designs.

The Process of Education. An initialstep in attempting a modern interpretationof educational theory and practice is todevelop a concept of the process with whichwe are involved. Most importantly is theneed to understand e du cation AS APROCESS and not as an end. Traditionallyeducational theory has been colored by theconcept that education is an end product.Individuals become educated in the sensethat they a c hie v e or acquire somestructured or some finite quantity of some-thing. Schools and colleges are thusplaces where this is accomplished--where the individual is filled with whathe is expected to acquire or where he hasbeen directed to the desired end and is"educated." Commencement addressesemphasizing that the gr a dua te is justb e ginning his true education notwith-standing, actual practice in schools andcolleges has been built upon a concern forhaving the s tude nt achieve or acquireknowle dge, habits and skills, moralprinciples or other resources providedthrough the instructional procedure.

Modern knowledge would suggest thatit is the process rather than any precon-ceived ends that must be e mp ha sized.Educational institutions are designed bya society to offer an enriched environmentin which the process of learning can takeplace. Education itself is a continuousprocess of interaction in which anindividual responds or reacts in variousways to elements involved in the situation.

- 8 -

It is an active involvement, rather than apassive transmission and acquisitionprocess. Too, the primary ends and goalsof education are of a process nature,rather than discrete entities. Education'sprimary function is to provide for thedevelopment of an attitude and anapproach with which the individual cancontinue through life to solve the problemswhich he faces and apply the results ofthese solutions to new situations in whichhe becomes involved.

As a proces s, education must beaccepted as a continuous process of growthrather than as preparation for somethingwhich will eventually take place. Thisputs emphasis upon the vital character ofeach experience for what it is and what itcan contribute to the development goingon at the moment, rather than itsi mp lications as a preparatory step tosomething later. Emphasis upon prep-aration had led to common practices aimedat insuring a reservoir of facts and ideasinstilled as a founda ti on for futureexperiences. Such facts and ideas --"knowledge" they were called-- were forthe most part irrelevant and useless items,for they could be fitted into no organized,integrated constructions which weremeaningful interpretations of situationswith which the learner was intimatelyinvolve d. There is, as a result, thetendency to accept the acquisition ofsubject matter as the primary end ofinstructional efforts with the view that itsaccumulation will render the individualcompetent to apply it to future circum-stances.

Little motive for learning can resultfrom such a tte mpt s. The future is anebulous, uncertain concept to learnerswhich provides little impetus for learningthat which is being presented. Artificialand external processes of motivation mustbe used to insure an acceptance of theendeavor and an application of energies toit. Instructors find it extremely difficultto direct learning activities toward futuregoals when it is evident that a future cannever be preinterpreted in a way which willprovide a concrete and explicit basis uponwhich a specific preparation can beprovided.

There is no intention to deprecate theinfluence of a concept of the future as aguiding force in the educational process.What is being suggested is that preparationfor a future camiot be the primary aim ofedudational endeavor; particularly if thewhole emphasis of instruction is uponacquisition of information or habits andskills to serve as adequate preparation forfuture circumstances. The primary aimmust be to provide experiences which havemeaning in and of themselves, meaningwhich is translatable within the context oflife at the present, meaning which willafford an individua I an opportunity toengage in continuously significant activ-ities. This is saying that education is apart of life's normal se quence ofexperiences to be construed as a natural,continuous adaptation to the situations inwhich individuals are involved. Deliberateeducation-- that is, schools and collegesproviding enriched atmosphere fo r thispurpose -- must be as much a part of thenormal ordinary life of.a learner as anyother aspect of his experiences if it is toprovide the contributions desired by histotal development. In this way the futurebecomes significant and intelligible for itis a part of a continuous stream of eventsand a reflection of all thathas taken place.There is no preparation for futureeventualities except that which is inherentin an a de qua te interpretation, under-standing, and consequent adaptation to theproblems and concerns of present cir-cumstances which go to make up the lifeexperience of an individual.

Accepting education as a continuousprocess of growth also implies that it isseen as an interaction of a whole individualin a total environment. The aboved i s cu s s ion is pointed toward an inter-pretation of the environment as a total,comprehensive and continuous sequence ofactivity. Aspects of it cannot be separatedout-- either the time sequences of past,present and future or the cross-sectionsinvolving school and other aspects of life.But equally important is the fact that theindividual cannot be separated intosegments for le a rning purposes. Ed-ucation. must be considered a processinvolving the totality of an organism notJust a mind, or a set of faculties, or a

- 9 -

set of me ch ani c a 1 relationships to betrained and exercised. A teacher is aneducational guide to a process in which atotal individual is involved, including aphysical structure, a function for or-ganizing the structure in all of its internaland external relationships to be sure; butalso including an experiential contextwhich contributes backgrounds, attitudes,interests, concerns and many other factorswhich make up the totality of which thelearner is comprised. To put it negativelyagain, there are no mental faculties, nohabit patterns, nor is there an entitydescribable as a "mind" which can beisolated and "taught to" with any degree ofsuccess. Modern interpretations leavelittle doubt as to the need to accept the totalindividual as the learning entity in anyteaching situation.

This all suggests that it is imperativethat education be considered a process.It is essentially a process of interactionbetween an individual and his environment.This is a process that is taking placenaturally in all life's experiences thequality of which is dependent upon theindividual and the environmental circum-stances. In primitive societies little isdone to structure deliberately or direct forparticular purposes the na tur e of thisprocess. In modern complex societies,however, an attempt is made to providedeliberately designed situations in whichparticular events can take place directedtoward specific goals. This is what wecall deliberate education-- a system ofschools and colleges for the education ofchildren and youth.

However, these deliberate attempts top r ovi de structured experiences havebecome misdirected by the application ofunsubstantiable theoretical formulations.Education is seen as a product, as an end,rather than as a continuous experimentialproce s s. It has been approached as apreparation for something, rather than asa part of a c on tinous ly expandings e que nce. It has been designed fortraining the mind, the set of faculties, orthe set of ingrained habit patterns, ratherthan as a continuous interaction of a totalindividual and a total environment. Amodern interpretation can best be supplied

in succinct, yet all-embracing, terms byDewey's classic technical definition ofeducation: "It is that reorganization orreconstruction of experience, which addsto the meaning of experience, and whichincreases ability to direct the course ofsubsequent experience."*

Preparation as a Unified, Integrated,and Focused Endeavor. Viewing educationas a continuous process of reorganizingexperience suggesth that reorientation ofprograms of teacher preparation be under-taken to provide the integration andunification of components in a fashion thatinsures a meaningful interpretation of theactivity End the directing of it toward goalsand purposes with which learners areconcerned. Only as the programbecomessuccessful in these respects can itcontribute effectively to the advancementof the students eventual competency.

General education experiences, toc on tr ibute in a meaningful way, mustconsist of more than a series of unrelatedand sequestered courses. The nature ofc ultur al forces affecting the lives ofindividuals in complex societies, cannotbe comprehended except as all of theelements of which they are composed canbe interpreted as parts of an organicwhole. History, sociology, science,psychology and the many other areas ofacademic endeavor have manifold con-tributions to make to an understandingof man's place in the universe and to thedestiny to which he may aspire. However,it is diff icult to see these relatedcontributions when each di s c ip I ine isexplored as a aeparate and discrete entityand any reforming of ideas into integraland unified conceptions is left to themeandering chance endeavor of individualstudents. Though a complete reorgani-zation of all school experience is beyondthe dreams of even the most enthusiastic

reconstructionist, some v a lue can berealized by providing a focus around whichthe diverse ideas and concepts can beorganized into meaningful relationships bythe student. In teacher preparation it ispossible that the professional role towardwhich one aspires could fun c t i on ef-fectively in this respect.

Critics of pr of e s s tonal orientationwithin a general educati3n program wouldsuggest that such appruaches destroy theinherent value of the disc ip line s as"liberalizing" forces in the conceptional-ization process. The contention is thatgeneral or liberal education differs fromvocational or professional education to theextent that the focus or direction is absentfrom the process. It is debatable if thisassertion could stand a test of analysis,for it is apparent that learning is possibleonly as focus and/or direction function isthe process. The more unification of focusaround which effort can be oriented, andthe more there is direction toward whichthe intellectual inclinations can bechanneled, the more productive will thee xperience become. Howard MunfordJones expresses it most clearly when hewrites "P erhaps the most persistantillusion of those concerned for liberaleducation is that it has nothing to do withvocational or professional training and iscontaminated by that training." He thengoes on to say, "Except in the artificialworld of the college, the humanbeing doesnot automatically switch from two years ofone sort of training, to two years of adramatically opposed sort and at the sametime bring to bear upon his new training thewell-meant, but unfocused, education of thefirst two years."**

The almost exclusive emphasis of theMaryvale Project is upon professionallyoriented activity with the major themebeing actual teaching. S tudents are

*Jolul Dewey, Democracy and Education, New York: The MacMillan Co., 1926,pp. 89-90.

**Howard Munford Jones, Education and World Tragedy, Cambridge: Harvard Press,1946, p. 91. Ibid, p. 92.

- 10 -

scheduled in student teaching situationswith courses in the professional sequencebeing structured to capitalize upon theexperience in these practical settings formeans of a na lyzing the foundationalmaterial app 1 i cable to better under-standing and functioning in actual teachingsituations.

It is a pp a r ent that such a designprovides inherent, integrating features forthe many and diverse activities includedin a teacher preparation sequence. Fromthe accompanying professional phases ateach level the student is involved insituations from which his needs, interests,and concerns as a professional workerserve as a basis for learning. En-couragement to explore the principles uponwhich professional endeavor is based,flows from this personal set, rather thanbeing induced by artificial means throughassignments unre late d to professionalendeavor. The importance of suject-matter disciplines is evident only as onesees the need for knowledge and under-standing of cultural forces and ideas thatimpinge upon a teaching-learning setting.Thus, general education, specialized field,and professional courses have meaningand can contribute to the total developmentof the individual.

Furthermore, the s tudent has anopportunity to observe and gain an under-standing of the behavioral competenciesneeded to function effectively as aprofessional worker. It is also possibleto see the variety of contributions varioussubject areas can make to the developmentof necessary competencies and thus a newdimension of meaning can be added to thecollege experience.

Through these e mp ha s is, teachingcenter schools become the labor atorysettings for experiences around which aprogram of continuous and directedexperience can be structured. Coursesin the variety of subject matter areasbecome meaningful and function as trueeducational experiences as the ideas andconcepts have application to the problemsand issues students encounter within thecrucible of activity that the schoollaboratory provides. Students can observeactual behaviors within the school context,analyze the components undergirding suchbehaviors, and can find in the supportingdisciplines of a typical college program thefacts and information necessary tounder-stand the teacher's role in modern societyand learn to function as an enlightenedleader for the schools of the future.

THE ORGANIZATIONAL SCHEME

University-School Sys te m Partici-pation. It was from such a backgroundsetting and theoretical framework that theMaryvale Project came into being. Themost imp or tant feature of the organi-zational scheme was the extremely closepattern of relationship developed betweena public school system and a university.A pattern of operation was not envisagedin which university officials directed theprogram of preparation with a publicschool system "standing by" to provideclassrooms for practice teaching. Ratherthere was a sense of total commitmentto the entire program of preparationthrough which prospective teachers weregoing. Further, this commitment waswholehearted on every side.

Public s chool staff members andfaculty participated in the development ofthe overall plan. They participated inpreliminary planning activities and in thedevelopment of the design which waseventually agreed upon. Public schoolparticipants also a gr e e d to accept theresponsibility for guiding and directing theclassroom experience of the apprenticeteacher and to participate in theory-oriented activity whenever it was possibleto do so.

In addition, the school administrationagreed to permit one teacher to act as the"in school" coordinator for projectactivity and to be considered as a memberof the university faculty in this regard.Thus, the core of the instructional teamofthe program included a faculty memberfrom the school itself.

It needs to be emphasized that thesearrangements were all made in a spiritof full pa rtic ip a t i on and sincere com-mitment on the part of all concerned.The involvement of public school personnel

- 12 -

was secured not on the basis of subordinateresponsibility for a total pr ogr a m ofpreparation, but rather in a m a nne rsuggesting full pa r tne r s hip in theendeavor. As a result a working relation-ship was established that transcends anypreviously arranged pattern of school-university cooperation. This has affordedthe program a breadth of resources fromboth institutions that has never beforebeen brought to bear upon a program forpreparing teachers.

The Clinical Team. As the previousde s cr iption implies, a staff team ar-rangement was developed for directinglearning experiences in the project. Mostimportantly, it was the conviction of thoseconcerned, that this c 1 in ical team beresponsible for the total scope of theprogram. This was emphasized as a resultof many recommendations for c 1 in icalteam approach that embrace only thepractical aspect ( student4eaching ) ofteacher preparation experiences. Herethe commitment was to an acceptance ofthe total progr am as a unified andintegrated block of activity designed toprevent artificial separations betweentheory-oriented and practice-centeredaspects. The clinical team was respon-sible for structuring all of the activitiesand was expected to assume leadershipin the development of the total sequence.

Perhaps indicating THE CLINICALTEAM is a bit misleading for thereevolved several clinical teams as theactivity ensued. In fact the specific teaminvolved depended to a great extent uponthe type of activity and the goals which werebeing sought. A c tua 1 1 y three staffmembers were present in all of theprocedures, but they served as the coregroup a r ound which various other teammembers were organized. These three

included the university coordinator, theteacher representative, and an instructorassistant from the university staff.

Other members were added to this coreas the situation warranted, The classroomsupervising teacher became an integralpart of the team when experiences wereinvolved requiring assistance from thataspect. All members of the system'sadministrative staff partic ip a te d atvarious times, as did other staff memberswhen there was a need for the particularcompetency that they represented. Atvarious times university staff memberswere added to the team -- again for specificpurposes and in terms of the contributionswhich each could make to a particulareffort.

Perhaps it should be mentioned thatthere was no overall "flooding" ofinstructional assistance in this project asthis is assessed in terms of pupil-staffratio. What resulted was a differentarrangement of staff time and assistanceall of which added up to no greater totalcommitment than is provided for regularprograms of teacher education through theuniversity. A complete analysis of staffcommitment will be provided later in thisreport.

The Project Schedule. All students inthe program were scheduled at the teachingcenter (Maryvale School System) for afour-hour daily block during the academicyear. During this time a care full yc ons true ted program of observation,participation, and student teaching wasdeveloped in terms of the individual needsof each student. During this time there wasalso arranged individual study and smallgroup activity for the analysis ofclassroom problems, study of individualteaching performance and the expressionof these into the analysis of theoreticalconcepts supporting educational practice.Flexibility was provided in group sessionséheduling and in individual conferences sothat actual teaching endeavor was dis-turbed as little as possible. During theyear the equivalent of one to one and onehalf hours per day were devoted to theseactivities.

- 13 -

A Concurrent Seminar in ProfessionalTheory. All of the activities related tothe pr ogr am were theory grounded andcontinuously interwoven with theoreticalconnections. In addition, weekly seminarwas instituted for special emphasis uponareas of the or e t ic al considerationconnected with educational matters.Actually the tremendous value of thisarrangement was not anticipated as it wasplanned, even though there was greatexpectation for it.

The seminar was scheduled from 2:00-3:30 on Wednesday, the day for releasedtime period for religious instruction in theschool. Thus it was possible to utilizeschool pers onne 1 with a minimum ofdisruption to the school program. Broadissues of education were considered as thefocus in these meetings with an attemptdirected toward analyz ing major sig-nificant issues through the broad lens ofthe total resources of the university andthe teaching center. Meetings werescheduled at the teaching center or at theUniversity depending on the availability ofresources which could be brought to bearmost constructively.

Again it must be e mph asized thatteaching center resources -- particularlyteaching and service personnel, were madea v a ilable during this period. As con-tributions of particula r individuals orgroups appeared useful, they were includedin the seminar activities.

Admission to the Program. TheMaryvale Project was organized as aninnovation of the Graduate ProfessionalUnit in Education. This is an intensiveone year program of teacher preparationfor graduates of accepted institutions andprovide s the total sequence for certi-fication in the various teaching specialspecialties.

Students were admitted to the programon the basis of an analysis by a FacultyCommittee on Admissions. All studentswere required to make formal applicationto the pr ogr a m and acceptance wasdependent on the demonstration of highstanding in academic work, as well as theability to meet standards of personal

fitness, health, and other qualitiesassociated with aptitude for teaching.After a comprehensive file was built foreach applicant, assessment of the totalqualifications was ma de in order to

determine admissibility of candidates. Atotal of thirty-two candidates wereaccepted with twenty-five reporting foradmission to the program.

A REVIEW OF PROGRAM ELEMENTS

The Orientation Phase. All studentswere r e quired to report for facultyorientation at the beginning of the schoolterm. Though this was in advance of theopening of the university semester, it wasfelt that these experiences were necessaryfor proper orientation into a school systemand all students should be r e qui r e d toattend.

Four major aspects of the orientationprocess were emphasized. First, allstudents were expected to attend theopening session during which the chiefschool officer (The Supervising Principalin this system) welcomed the faculty andintr oduce d all new staff members --including the members of the project.Second, all students were r e quired toattend scheduled building meetings whichprovide the necessary organization for thebeginning of the school session. Third,each student was responsible for attendingdepartmental meetings which were heldin the particular area of teaching specialty.Finally, each student was put in contactwith the classroom teacher under whosesupervision the instructional activity wasto be organized. The student was expectedto go over the details of the teachingsituation and prepare for the opening ofschool the following day.

In addition to these school orientationactivities, the project participants wereassembled during an unscheduled periodfor an introductory session in projectactivities. This session was devoted tothe introduction of the staff team andparticipants and to a review of the majorelements of the project scheme. Thepurposes of the project operation wereemphasized and a sketch provided of the

- 14 -

anticipated pattern of operation.

As a pre-test procedure to get a viewof each student's orientation in relationto educational endeavor and as a deviceto lead into the first phase of the program,three assignments were given to becompleted by the following day.

These were:1. "Each of you has indicated a desire to enter the

teaching profession. Undoubtedly you have givena great deal of thought to this decision. Writea description of the things that you hope toaccomplish as a teacher. Do NOT explain whyyou decided to become a teacher, but ratherdescribe your objectives as a teacher. Tostate the problem in a different way: What doyou think a teacher in your area of interestought to attempt to accomplish. Be specific.

2. "You are to at t end Mr. Wilson's lecture onWednesday morning. Observe very carefullywhat happens during that period. Try to learnas much as you can. Write a report of thisobservational exp er ienc e including both adescription of what happened and the conclusions,if any, which you drew from this session.

3. "Next week you will begin your teachingexperience by working with some individualhigh school seniors on the skill of note-taking.Write a teaching plan, explaining in detail howyou would go about teaching this particularskill.Also indicate why you would do the things whichyou have planned."

Introduction to Teaching. The staffteam had planned a gradual introductionto classroom activity and the respon-sibility for instruction that flowed out ofthe activities of the orientation periodand the assignments which were given tothe group. This process was a two-prongedendeavor -- on one hand a carefully guidedintro du ction to the teaching process

through controlled tutorial activity and onthe other, a gradual introduction to actualclassroom procedures under the guidanceof the supervising teacher.

In the first endeavor, the total projectgroup was scheduled to attend a large grouplecture in American History. In this firstclass, as indicated from the assignmentin the pre-test battery the fundamentalemphasis was upon careful observationand description of what actually happened.These observations were written andsubmitted to the staff team and the staffanalyses of them were used as discussionthemes in group seminars the followingday. Attempts were made to help theparticipants observe tea c hing circum-stances with extreme care and to becomealert to the purposes and goals ofinstr uc ti on as well as to the majorfeatures of the processes and proceduresbeing used.

This was followed by attendance atfurther lecture sessions of this course andassignment to an individual tutoring rolein tea ching the skills of note-taking.Though this appears to be an insignificantskill area in which to become aware ofteachin g techniques several importantfactors lead to its selection. Perhaps mostimportant was that most of the high schoolpupils hi this particular c our s e werehaving this first acquaintanceship withlarge group instruction. In this procedure,note-taking skill is essential. It is also arather s mp le skill in which collegestudents (the project participants) havesome expertise and thus could feel some-what confident in their first instructionalrole.

Each project participant was requiredto make out a lesson plan for the tutorialsession. This was reviewed and criticizedby a member of the staff team and anadditional tutorial session scheduled.After the session each participant wasrequired to submit a report analyzing theexperience, using the knowledge gainedfrom the observations of the lectures andthe critiques that had been made of them.A second tutorial session was scheduledon succeeding days and the processrepeated with each participant.

In the meantime each participant spentthe remainder of the school day in theclassroom to which he was assigned. Herethe participant was to become acquaintedwith the student group, become acclimatedto the c la ssroom, and work with thesupervising teacher to determine therole he was to play.

Concurrent with these two introductoryprograms, small group discussion sem-inars were scheduled. These wereorganized for two periods weekly withalternative gr oup sessions provided.Thus it was possible to select a meetingtime which would least disrupt the otherpatterns of activity. In these groupsessions, the tutorial experience and theintroductory activities of the classroomwere discussed and an attempt was madeto clarify any developing confusion.

Early Classroom Activity and Con-current Study and Analysis. Introductionto classroom activity brought with it manyquestions and concerns which were voicedin group seminars. This, along with twoassignments, lead into the next emphasisin group and individual study. Early inthe second week of sessions the followingassignment was made.

"Begin compiling a cumulative observational reeordof a class with which you will be working during thecourse of the year. Clear with your supervisingteacher as to which class would be most s atisf actor y.The purpose of this record is to help you becomebetter acquainted with and to help you develop adeeper understanding of a group of students withwhich you will be working. Since this is a cumulativerecord you should be able to discern some patternsof behavior for both individuals and groups.

Your report should include the following:

1. The conclusions which youhave drawn relativeto individual patterns of behavior and theevidence upon which these conclusion sare based.

2. The conclusions which you have dr awn relativeto the makeup and behavior patterns of smallergroups within the larger class and the evidenceupon which these conclusions are based.

3. The conclusions which youhave drawn relativeto the patterns of the entire class and theevidence for these conclusions."

In addition, participants were advised

- 15 -

to discuss thoroughly their role in theclassroom with the supervising teacherand to try to arrange for some actualclassroom teaching during the first weekof 0 c to b e r (their fifth week in theprogram). This would provide a commonarrangement around which possible videotaping schedules would be developed. Ithad been agreed that as many video tapesegments as possible would be taken inorder to get a record of an early teachingexperience. In preparation for this formalinstructional responsibility, this furtherassignment was made.

"Submit a p r el im in ar y plan for your teachingassignment for the week of October 5th. In thisplan, be sure to consider the points raised relativeto your plans for the teaching of 'note-taking'and the matters dealt with in the group sessions onMonday and Tuesday of this week."

These two activities, coupled withexperiences in actual classroom situationsprov ide d the take-off for group andindividual study. The three small-groupseminar sessions (about eight students ineach, meeting twice weekly) establishedduring the first week of operation, weremade a permanent part of the weeklyschedule. In these, discussion and analysisof pertinent ma te rial flowed from theproblems and concerns of the actual class-room experience. In the early days thesesessions centered around observation andinterpretation of individual behavior andthe preparation for formal instructionalresponsibility.

In r e la t i on to the first cluster ofconcerns, several general emphases werediscussed. The need for being able toobserve behavior in a clear and objectivefashi on was established. This wasfohowed by analysis of individualbehaviorand the me an s of interpreting it asaccurately as poss ible. Finally, thevarious ways of influencing pupilbehaviorwas analyzed and suggestions were madefor helping student teachers adapt to therole of instructional leader. Theconsequent implications for influencingthe behavior of individuals in a classroomwas also e mp ha size d. As would bee xpe c te dt the staff team acted as dis-

- 16 -

cussion leaders and resource persons forthese sessions and many outside studyprojects were developed. There was alsosome participation from supervisingteachers whose teaching schedulepermitted them to be free at a particularseminar meeting time.

In connection with the emphasis onobserving and in te rpret ing studentbehavior, the weekly meeting of theconcurreu. pr of essi ona 1 seminar wasdevoted to an analysis of the services ofthe Guidance Department of the schoolsystem. The staff of the program outlinedits functions and described the servicesit provides for the teacher and indicatedhow there could be provided to the teachera large volume of facts and informationwhich could be helpful in observ in g,in te rpreting and understanding pupilbehavior. They also discussed the rolethe teacher could play in making guidancemore effective in the school system. Asa part of the discussion, the guidance staffreviewed the information available inpupils records and showed how thismaterial could be put to effective use by thete a cher. There was also a generaldiscus sion of the standardized testingprogram of the school system and of thevalue of this material to the teacher.

In terms of the second emphasis, therewas some natural apprehension about theapproaching role as actual instructionalleader in the classroom. Preliminaryplans which were submitted indicated aneed for considerable work in planning andorganizing instructional activity. So interms of these obviously imperative needsseveral avenues of exploration werefollowed.

First, there was considerable study ofte a ch in g goals and purposes. As theteaching plans were being analyzed, itbecame evident that a clear and appro-priate interpretation of the lesson's goalswould be basic to any teaching. This,of course, r e qui r e d some analysis ofgeneral educational goals and purposes,though the main thrust of such a study waspostponed because of its complexity anddepth. However, enough was done relativeto general goals and purposes to put the

immediate lesson's goals in a totalperspective.

This led n a tu r ally into analysis ofvarious lesson contents and to the need tobe certain that material being covered isdirecting pupils learning toward estab-lished goals. Naturally there was muchdiscussion, study, and analysis of thistheme. Most of the participants had neverconcerned themselves with the interpre-tation of subject-matter as the means ofachieving selected educational goals, butrather had assumed that the end was inacquiring the subject-matter itself.

At this point there occurred a need tolook at the processes and procedures whichan instructor must plan for in order todirect the le arning process towarde s tabli s he d goals. Here again, the"single-track" in clinati on s of noviceteachers were extremely apparent. Littledid they appear to reco gn i ze the tre-mendous resources that are available fororganizing instruction through a multitudeof processes and procedures. Con-sequently, considerable time was spent onindividual study and analysis and groupdiscussion of instructional processes andprocedures. As a supplement to this study,a total group session of the weeklyprofessional seminar was devoted to alaboratory in the use of instructionalaids, organized and directed by the audio-visual coordinator for the school system.

This latter activity served as aconvenient bridge to work on instructionalresources. In this segment, an effortwas made to acquaint the members of thegroup with the variety of teachingresources available for instructionalactivities. All the resources of the school,the community, the neighboring insti-tutions were explored for possiblecontributions to any subject area andon any school level.

A final area of analysis in respect toinstructional planning and procedures wasan attempt to look at lesson evaluation.This was done to point up the need forcontinuous evaluation of lesson efforts interms of the established goals. It wasstressed, that evaluation is not external

- 17 -

to or separate from the instructionalprocess, but an inherent component ofall planning and instructional activity.

Evaluation and Testing. The workon evaluation as an integral part ofplanning and instruction along with thefact that in many classrooms the student-teachers were being asked to develop andadminister quizzes and unit tests, directedattention to the need for organized studyabout theories of evaluation and testing.To initiate this, the instructors developeda short quiz for the project group. Thisincluded items covering materials dealtwith in the previous weeks and exemplifieda variety of test types. In typical quizstyle, the test was administered withoutprevious mention and was directed innormal testing fashion. However, afterit was c o mp le te dt rather than beingcorrected and grades assigned, theinstrument was used in an attempt toanalyze the elements of evaluation. Thesei n c lu de d the goals and purposes ofinstruction, the criteria upon which eval-uation was to be based, the instrumentsand processes used, and the manner inwhich the results were to be applied.Needless to say, this provided a veryeffective "send off" into the study ofevaluation generally.

Each participant was asked to do anintensive analysis of a quiz that had beenor was being used in the classroom. Thisanalysis was to be done in terms of theaforementioned e le ments of propere valuation procedure. In addition,suggestions were made as to directionsand resources for study and evaluationand everyone was encouraged to becomeknowledgeable in this area.

Several weeks of discussion and studyensued with the evaluation theme. Thefour major elements of the evaluationprocess were analyzed in some depth. Inthe meantime, test examples and analysis,which participants had prepared, wereappraised carefully by the staff team andan individual conference with each studentwas scheduled to discuss the work. Theseconferences were opportune not only forthe di scussion of the particular as-signment, but also for in i t i at i n g an

:11 '7,1, "i",'`

evaluative analysis of the total experienceto that point. In other words, whilestudying the evaluation process, somepractical, personal activities wereincluded which employed the theoreticalconstructs in an individual analysis.

In addition va r i ous types of testingprocesses were analyzed. These includedskill tests, knowledge tests, standardizedtests, tests of understanding and devicesfor assessing attitudes. Each of theseaspects was carefully considered withthe major e mph asis being upon thecontribution that the device or instrumentcould be expected to make to the processof learning.

A Group Analysis of the Term Activity.As work was progressing in the study ofevaluation theory the semester was comingto a close. The staff-team, in constantinteraction with the student group throughindividual conferences and small groupsessions, decided that a group analysisof the term's experience would be the mosteffective culminating experience. Thiswould be another way of encouraging theuse of the evaluative processes which hadbeen considered and would also encouragea self-analysis and self-assessmentprocess on the part of each student.

To set the stage for the procedure, thef ollowing assignment was designed:Develop a summary and analysis of 621experience. This assignment was directedtoward two major emphases:

1. Review and analysis of course experiences tothis point.What objectives or goals does it appear we'vebeen working toward?What materials and subject matter have beencovered?What instructional processes have been used?What instructional resources have been madeavailable?A critical analysis of each of the above.

2. Proposals for evaluation patterns that could beuseful at this point.Formal processes.Informal processes.Use of already completed projects (materialsin the files, etc.) others.

With the preliminary work as a base athree-stage operation covering the last two

- 18 -

weeks of the semester was organized. Inthe first stage the scheduled small groupsessions were conducted without a staffmember in aUendence. This was done toensure careful and complete examinationof the experience and to preclude thepossibility of hesitancy in assessing thework. Each group provided a record ofits deliberations which was duplicated anddistributed to all participants. A secondstage involved further group discussionsessions on the topic with clinical teammembers participating. Again, recordswere kept, duplicated, and distributed toall members of the project group. Thefinal stage was devoted to a culminatingsmall group session, again with no staffmembers present. This was intended as afinal review of the group's summary reportand as an attempt to agree upon proposalsfor further e v a lua ti ve processes to beadopted.

From these sessions there evolved acomprehensive review of the semester'swork, not only in terms of ma te r ialscovered, but also in terms of processesused. This served as the basis uponwhich further experience could bestructured and in the true sense of theword provided an EVALUATION of theefforts to date.

Video-Taping and Analysis. Even asthese varied activities were appearing tofill the program almost beyond the limits,another dimension was being added by theuse of video-taping in some of the class-rooms. As has been indicated, attemptswere made to get the project participantsinto actual teaching responsibility as earlyin the semester as possible and also tovideo-tape some of these early expe-riences for analysis of teachingperformance.

The video-tape segments were used intwo ways. First, they were used by theindividual student teacher to analyze hisown teaching performance and to try tofind ways of improving his efforts as aresult of seeing and critically analyzinghimself. In most cases, members of theclinical team were able to sit in on theseanalysis sessions and to assist in thereview. Unfortunately, the lack of playback

equipment in the teaching center confinedthe use of these segments to theuniversitycampus, preventing a more completeinvolvement of the total clinical team.

A second use made of the video-tapesegments was perhaps of greater value.Those involved in the tape segments wereasked if they would permit the use of themfor group analysis of teaching performanceand, since there was no reluctance,segments providing the most usefulelements for analysis were selected andviewed by the total project group. Anobservational analysis instrument, whichhad been prepared and validated formedical teaching as well as for classroominstructional efforts, was used by eachstudent. From this, a very valuablelearning experience resulted which helpedmembers of the group to direct theirobservations of teaching performancemore adequately and to analyze teaching-learning situations with greater com-petence. E mphas is was not upon acriticism of individual performances, butrather upon an attempt to observecarefully, analyze critically, and developmore appropriate teaching patterns as aresult of this experience. This appearedto be an extremely valuable use of anexcellent technological device.

The Concurrent ProfessionalSeminar.As has been indicated at various points, thec oncur rent professional seminar wasscheduled weekly for a two and one halfhour period. In the early stages of theproject this period was used to add breadthto an element of work in which the groupwas involved. However, as the termprogressed there appeared to be areas ofstudy not directly related to the main themearound which daily activity was structured,but which still needed to be included in theprogram of activities. Thus, the profes-sional seminar session moved indirections seemingly supplementary to thecentral effort rather than being confinedto matters inherently involved with smallgroup work and individual study activities.Perhaps a general review of the se-mester's program in this seminar willbe indicative of the activities provided.

- 19 -

1, Discussion of Instructional Processes

Since all of the participants were, at this point,engaged in classroom activity, it was felt thata review of the variety of instructionalprocesseswould be profitable. The session was devotedto an analysis of the many procedures throughwhich instr uc t ion al goals can be reached.Discussed were large-group instruction (lecture),small-group procedures (committees, panels,large groups), project procedures, recitation,textbook-centered t e ac hing. laboratory tech-niques and the many other processes whichteachers use at various times. Though no attemptwas made to go into depth in each of these areasof instructional pncedure, it was felt that thesummary of approaches was necessary at thispoint to introduce the participants to the teachingprocess.

2. The Assistant Principal of the High School

Early in the semester the assistant principalof the high school discussed with the group someof the matters with which beginningteachers needto be concerned, He went over the school'spolicies on disc ipl in e, corpor al punishment,marking. ,and some of legal matters about whichthe teacher needs to be concerned.

3. Guidance Staff

As was mentioned earlier, the staff of theguidance department discussed the role it playsin the total school program. Most importantly interms of the work being done in other phasesof the project, they emphasized the way theycould assist the classroom teacher in under-standing pupils and in interpreting studentbehavior. They also renewed the standardizedtesting p r ogr am of the school system andindicated the information that could be providedfrom the student's total record.

4. A staff teaching team and the film "And NoBells Ring."

Several students were assigned to staff memberswho were work ing in a team-teaching rela-tionship and all members of the project grouphad engaged in the first segment of work whichwas conducted in a large-group, small-groupsocial studies course organization. As a result,many questions and concerns had arisen aboutthese innovations in instructional procedures.The two features of this session seemed to fittogether quite well in describing such endeavors.The film depicted a total school situ at ionorganized in the flexible programming fashionand the elements involved in this arrangement --block scheduling; team-teaching; large-group,small-group and independent study organization,and other ideas inherent in these approaches.Two members of the faculty who operate as ateam-teaching staff in American History, thendescribed their activity and how a teacher mustoperate when working on a team basis.

5. Instructional resources laboratory

The coordinator of audio-visual aids directed asession designed to inform the group aboutavailable instructional resources in the system,their proper use and operation. Each aid wasdiscussed and its proper use indicated followedby a period of actual work with the machinesby members of the group. Each student had anoppormity to learn to operate each piece ofequipment and to experiment with the variety ofuses to which each could be put.

6. Placement Officer

Each year students preparing for teaching aregiven the opportunity to learn about jobplacementand the processes involved in becomingregistered with the Un iv e r s it y PlacementsOfficer. This was accomplished in one of thegroup sessions, with the r e spons ibil it y fordirecting the program taken by the EducationalPlacements Officers of the University. Hediscussed job prospects, various ways of makingcontact with hiring officers and the servicesoffered by the University.

7. The Maryvale Educational System

An interest on the part of the project group inthe purposes, structure, and operation of thetotal school system led to three sessions devotedto this topic. Since they were somewhat similarin format and treatment they can be summarizedtogether.

A principal from each level-- high school--junior high school and elementary school--appeared at s uccessive sessions to discusshis specific level of school endeavor. Eachtried to describe the commitment of the levelwhich he represented, the overall organizationof the program, and any unique features of theparticular school for which he was responsible.

8. A "Staged" Placements Interview

Though it may not appear educationally signif-icant, concern about job inter view s wasnevertheless s tr ong among members of theproject group. Thus a "Staged" interview wasarranged in which the Supervising Principal (Ifthe system interviewed a selected member ofthe class as though he were a job candidate.The Supervising Pr inc ip al went through thenormal procedure, then discussed with the groupthe reasons for conducting the conference as hedid. He explained what he expected oranticipated in response to his inquiries and gavemany valuable suggestions on how to conductoneself in interview situations.

Special Mid-Year Activities. A hopehad been e nte r ta in e d throughout thesemester that time could be found for someintensive participation by eachproject

- 20 -

member in levels of school endeavor otherthan the one engaged in. It was believedthat every te a c he r should have somepersonal contact with what goes on inearlier as well as later educational effort.However, the program became so filledthat scheduling such activities appearedalmost beyond possibility.

The mid-year break in the universityschedule provided the possibility however.This is a time when final semes te rexaminations are scheduled, followed byseveral days set aside for second semesterregistration. Since no formal exami-nations were contemplated in the projectprogram and since the staff teams hadmade arrangements for easy registrationfor the succeeding semester, the timeafforded by the break was made availablefor constructive use.

Each student in the project group wasadvised to schedule the equivalent of threehalf-days in classrooms on levels otherthan the one to which he was assigned forteaching. This made it possible for everyparticipant to get some experience in alllevels of school endeavor and to becomeacquainted with the total scope of schoolactivity from elementary through the lastyear of high school.

Mid-Year Planning Processes. As aresult of the summary sessions with whichthe first semester's activity wasculminated, it was felt that some organizedp 1 an nin g endeavors would need to bescheduled so as to de ve lop the mostappropriate approaches to ensuing work.From the summary activities engaged inthere was a fairly clear view of the workcompleted and from this had come severalsuggestions as to important areas ofeffort in which some attention wasnecessar y. In addition, the specialactivities which were scheduled duringthe mid-year break also contributed to theassessment of what had been accomplishedand what areas of e nde avor neededemphasis. In this regard, the observationsof various levels of school activity wereparticularly significant for from thesee xperiences the project participantsbecame aware of the need to understandmore adequately the total educational

enterprise.

Three small group seminar discus-sions and one large group session weredevoted to the analysis of topics and areasof work to be undertaken through the courseof the second semester. Several areas ofemphasis were suggested as imperative.These included growth and development ofchildren and youth, adolescent problemsand the school, concepts of learning, andgeneral analysis of matters relative tolearning theory and processes of instruc-tion. It was decided to embark upon thestudy of growth and development processesinitially since it appeared that this workwould necessarily serve as a basis for theanalysis of the other topics.

It should be mentioned that as a partof the planning endeavors there was alsoa beginning step taken in the process ofdeveloping independent study projects.Throughout the first semester there hadbeen the intention on the part of the projectcoordinators to introduce independentstudy activities into the program.However, the press of other activitiesprevented any deliberate effort in thatdirection and it was decided not to permitthis aspect of work to be ignored duringthe second semester. Thus, one of thecoordinators accepted responsibility forsetting up individual conferences with eachparticipant, the primary purpose of whichwas to initiate plans for an independentstudy project with each of the students.This aspect of the p r o gr a m will bedescribed in detail in a later segment ofthis report.

The Study of Behavior. As has beenindicated, the project participants haddecided through the c o mp rehensivesummary processes and the planningactivities of the previous several sessions,that a rather intensive study of behaviorwould be necessary in order to assist inthe analysis of classroom problems and inthe organization and direction of learningactivities. This study of behavior, it wascontende d, would need to include ananalysis of the basic concepts of growthand development as well or some emphasisupon the behavioral expectations at variouslevels. In order to accomplish these ends

- 21 -

an organized design was developed andindividual responsibilities assigned in ascheduled sequence. This part of the workflowed through the following pattern.

1. Basic concepts of growth and development. Inan effort to develop a basic approach to the studyof behavior, considerable time was spent inattempting to analyze general Concepts throughuktch growth and deve lop me nt gould beinterpreted. Se ver al generalizations wereagreed upon rs necessary for proper behavioralstudy. First and perhaps foremost is the conceptof individuality. Each person must be viewedas a unique and individual entity, at any momentbeing the product of all of his previous experi-ences and inclined in directions fostered by theunique c o m bin at ion of features which herepresents. Beh a v ior can be interpretedadequately only as it is understood as reflectingAN INDIVIDUAL at a particular moment in hisexistence,

In addition it was recognized that an individual inall of his unique confor m at io n s represents acomplex of developing processes all of which areinterwoven and interrelat,,A. This concept wasconsidered particularly important in terms ofbehavioral study related to school activities,since it is common to compartmentalize aspects,of the person for the sake of educational effort.Too often the schools emphasis is upon attemptsto foster learning activity directed exclusivelytoward mental or intellectual growth with littlereference or regard for development as anintegral part of a total functioning organism.The study group concluded that the study ofbe h a v ior would need to be built upon anacceptance of the ind iv id u al as a unique,comprehensively functioning organism effectedat every moment by predispositions reflectinghis own individuality. This must be the startingpoint in any analysis of behavior.

A second general concept which appeared basic tobehavior study was the continuous nature of thegrowth and development process. Viewingbehavior adequately requires an acceptanceof the fact that growth and development proces sesare constantly going on and that individualsmust be seen as organisms "in process."Beh a v ior reflected at any moment is theoutgrowth of what has gone before and providesa basis for what will happen in s ubsequentactivity. Thus a student in any educationalsituation is not astatic entity, but rather anorganism flowing in an experiencial stream.From this basic concept it was concluded thatto understand individuals on any level, somekno w ledge of what had gone on before isnecessary as well as some inkling of what theexperiences of the moment may lead to. Inother words, appropriate study of behavior mustencompass the full r ange of individual experiencefrom early life to later periods when theperson

is beyond the range of elementary and secondaryschool activity.

A third concept which appeared important as afocus through which behavioral study should beaccomplished was that of behavioral expectadonsat various levels of development. Though it wasapparent that individuals are unique and eachmust be int ekpreted as a unique complex ofinteracting features, there are in every culturalsetting certain char acteristic expectations whichcan be anticipated. Knowing these can assista teacher in assessing what is taking place andcan kerve as a basis upon which le a r n ingoppottinities c an be structured with promise forsuccess. Thus, a knowledge of some of themajor growth and development char acteristics atvarious levels can serve as an importantingredient in the analysis or interpretation ofclassroom behavior.

As an amplification of this concept it is apparentthat certain needs flow out of the nature of thegrowing and developing process and theseprovide the "energy source" for behavioralreflections. Understanding the needs complexand some of the "developmental tasks" whichare inherent in these need complex structuresis necessary for proper guidance of thebehavioral sequence of learning situations.

With these basic concepts as a backdrop forinterpretation, the study of behavior at variouslevels of development was undertaken.

2. Infancy. To view the total range of developmentand particularly to understand some of the rootsfrom which much of later behavior stems, reviewwas undertaken of the major bench-marks ingrowth from conception through infancy. Itwas kept in mind that this was not an attemptto analyze in any comprehensive fashion thenature of growth processes or developmentalsequences at this level. Rather it was anattempt to provide a general frame of referencefrom which the study of later developmentallevels could be undertaken. Again this wasthe result of the assumption that behavior atany point reflects all that the individual has"gone through" and, consequently, attempts tounderstand individuals on any level must beenlightened by a view of the total developmentalsequence.

In the study of infancy, major growth patternswere discussed and developmental sequenceswere deliniated. In addition, characteristicbehavioral patterns were studied, particularlythose which provide roots for later behavioralinclinations. One of the important general-izations developed from this study, was thenature of the impact of early experiences uponpersonality conformations of a lasting nature.

3. Childhood. Here again, the primary intentwas to effect that understanding of behavioralprocesses and developmental sequences which

- 22 -

would provide the frame of reference throughwhich later levels of development could beviewed. On the other hand, participants whoseteaching level was in the elementary schoolmade this their major area of emphasis inbehavior al study.

4. Puberty. Since many physical, physiological andor g a n ic changes take place in a somewhattraumatic manner during the pre-puberty andpuberty developmentalphases, consider ableemphasis was placed upon this study. However,the attempt was not to be analytical in thestrict academic sense but rather to find waysof becoming aware of the changes taking placein indiv id uals and of understanding theimplications of these changes as these werereflected in the behavior of students. Sincemany of the project participants were workingin junior high school, there was daily contactwith students on this level and a "feeding into"the discussions of a great deal of informationfrom the actual teaching circumstance.

5. Adolescence. For those participants preparingto teach in junior and senior high school, thestudy of adolescence appeared to be of greatestconcern. Since it is a period of such greatimpact upon the developing personality it wasconsidered appropriate to spend a sizeableperiod of time on the analysis, of this levelof growth and development.

Basically the thrust was in a similar directionto that emphasized in the study of other levels.There was an attempt to assess the variety ofgrowth and development changes takingplace andto understand the impact of these upon thedeve lop in g individual. Again, behavioralcharacteristics which appear on this level wereillucidated and deviations from common patternsanalyzed. There was also an attempt made tosee the influence of developmental patterns onadolescent behavior and to trace this onwardas it might affect con s equent personalityfr amework.

An additional increment of study was undertakenwhich had to do with adolescent problems andthe school. It had become increasingly apparentas the adolescent phase of development wasstudied that the in c on gr uence s betweenbehavioral inclinations and the expectations ofthe school were extremely critical during thisperiod of growth. Thus it was decided thatparticular emphasis should be placed on ananalysis of major problem areas evident duringthe adolescent development phase. An effortwould then be made to assess these in respectto the nature of the school and the expectationsenveloping the individual in his educationalenvironment.

6. Summary of growth and development. Thefinal phase of growth and development studyflowed from the analysis of adolescent problemsand the school. This attempt to assess theschool circumstance as it eveloped the growing

organism in it i at ed consideration of generalprinciples which emanated from the study ofthe total scope of growth pr oc esses anddevelopmental char acteristics.

From this it appe ar ed clear to projectparticipants that knowledge and understandingof behavior is essential to good teaching.Participants recognized that all beh a v iorreflections have some causes which must beunderstood. They knew that to "treat" behaviorwithout reference to what is causing it, is totreat an effect rather than a cause. Finallythey recognized that treating effects willseldomly do anything about the basic predis-position out of which the behavior has comeand thus serves only to camouflage the actualproblem.

Since education is really a process of directingor guiding behavior, it is essential that theteacher know how to structure situations sothat behavioral "causes" are treated effectively.This is the only way in which behavior alsequences can be influenced and in whichconsequent learning can result. To understandindividuals is to arm oneself with the necessaryfacility to influence the course of behavior sothat learning will take place.

Learning. To understand behavior andto interpret experienced processes ofstudents is the essential starting point forthe director of learning first time usedactivity. However, there is another in-gredient which must be added or there canbe no direction, sequence, or organizationto the instructional process. Thisingredient in the learning theory fromwhich the instructor works.

Attempts to understand behavior and tolearn to direct its course served quiteappropriately to lead into a study oflearning theories. Assuming that learningis a process of behaving or experiencing,the nature of the guiding process institutedby the teacher wdl reflect a basic positionas to learning theory. Thus, an effort wasmade to investigate the various theoreticalpositions and to assess them relative to theconcepts that had so far been developedduring the year. Basically the intentionwas to have each project participantanalyze his theoretical position relative tolearning concepts and to evolve as care-fully as possible a well-constructedtheoretical position. Here again, theextremely close integration of "practice"and "theory" elements served an excellentpurpose, for the whole process of analyzing

- 23 -

basic concepts and developing an organizedtheoretical position was enhanced by theconstant interaction of "practice" and"theory" activities.

In ack4tion to learning theory as a setof constructs, attention was devoted to therole of motivation in learning, to the useof rewards or reinforcements and to otherelements of importance in the developmentof an effective approach to directinglearning activities.

The Concurrent Professional Seminar(Con't). As was the case for most of thefirst semester, the concur r ent profes-sional seminar was organized aroundtopics which appeared to have promise fors upp lying supplementary experiencesto broaden and deepen the participant'sunderstanding of education. The scope ofthis effort is evident from a review of thesese ssions.

1. Administrative detaila involving the teacher.One of the early emphases in the sequence wasan attempt to familiarize the participants withthe many details which are supplementary tothe actual teaching responsibility. The assistantprincipal of the high school led the discussionand served as a resource person. Topicscovered included keeping class registers, de-veloping plan books, working with the adminis-tration in discipline, study hall and detentionhall duty, and some of the major legal issueswith which a teacher must be concerned.

2. The Cooperative Board and Supervisory DistrictInstructional Resources Center. The MaryvaleSchool System is a part of a supervisory districtin which many innovations are being applied.An important complex of these is related to theCooperative Board and of particular interest toteachers, the Institutional Resources Centerprovided by the supervisory district. A sessionwas held at the Harkness Center, the site ofthese developments, where the curriculumspecialist of the Center conducted an extremelyprofitable session. Included in the discussionwas a description of the Supervisory Districtand the Cooperative Board and a presentationof the multitude of aids to teaching that areavailable through the Institutional ResourcesCenter. In addition, each participant was givenan opportunity to work with instructional aidsin the Center and was able to scan the reservoirof available teaching materials.

3. Reading Problems in the Junior & Senior HighSchool. A special meeting for all secondaryteachers had been scheduled by the admin-istration to hear a specialist in reading from the

State Education Department. Since problems ofreading were of concern to all participantsand since these are some of the most crucialelements with which a secondary teacher hasto deal, it was felt that the project group shouldattend the session. The discussion included anenumeration of the kinds of secondary readingproblems, some of the causes of readingdifficulty on this level, and some suggestionsfor amelioration of difficulties which secondarystudents have with r e ad in g and reading com-prehension.

4. Team Teaching in High School Social Studies.Team teaching activities being used in thesocial studies department had been mentionedbriefly during the Fall in connection with areview of the film "And No Bells Ring".However, staff members who were conductingthe activity had just started this project and,at that point, had ve.ry little to report. Inaddition, they were engaged in acareful analysisof the process at it evolved and of the out-comein'terms of learning activity. The results ofHowever, staff members who were conductingthe actiOity had just started this rifaoject and,at that point, had very little to report. Inaddition, they wtre engaged in a careful analysisof theprocess as it evolved and of the out-comesin terms of learning activity. The results ofsuch analysis would naturally not be of anyconsequence at the time. Thus, intensivestudy was impossible under these circumstancesand further attention was postponed until moreexperience had been accumulated. The topicwas discussed again in the spring and the twoinstructors reviewed their project for the group.This was followed by a discussion of the goalsand purposes of team teaching, of theprocessesrelated to this endeavor and of the skills andpredispositions which a teacher must have inorder to work successfully in any kind of teameffort.

5. The Super visor y District in EducationalAdministration. The previous discussion ofthe Supervisory District and the CooperativeBoard had been quite cursory because of thedesire to conc ent rate on the instructionalresources available for teachers. Thus asession was scheduled with the superintendentof the supervisory district to delve in some depthinto the administrative structure of educationwith particular emphasis upon the scope ofresponsibility and the role of the distr ic tsuperintendent.

As this particular district has one of the mosteffective c oope r at iv e boards, considerableemphasis was devoted to this element in thetotal educational structure. All of the servicesof the office of the district superintendent werediscussed and the cooperative enterprises inwhich local school districts participate underthe superintendent's auspices were enumerated.In addition, considerable attention was given tothe role of the cooperative board in encouraging

- 24 -

broadened ed uc at ion al opportunity throughvocational and technical educational programssupplementing the offerings of individual schooldistricts.

6. The Role of the Lay Board Member in Education.In an attempt to understand the nature of localparticipation in the development of publiceducation programs, a member of the board ofed uc at ion was invited to discuss his inter-pretation of his role in school affairs. Thiswas one of the most productive sessions of theseries for the Board member stated in clearand concise terms the responsibility of the publicfor education, the role of lay representatives,the function of a board of educ a tion and themanner in which this lay board operates inrelation to school administrators and teachers.

7. Teachers and Professional Organizations. A

teacher must p ar tic ip ate in the broaderprofessional community if he is to call himselfa member of the educational profession. Therights and obligations attached to professionalactivity is thus an extremely important aspectof teaching or other educational service. Inorder to provide the most effective analysis ofthit aspect of the teacher's responsibility, theAssistant Executive Director of the New YorkState Teachers Association was called upon todescribe the Association's program, its goals,and its importance to the profession.

8. The Union Movement and Education. In thediscussion of professional activity representedby the Teachers Association program, greatinterest was aroused incontrastingprofessionalassociations with the union movement. Con-sequently, it was considered important that asimiliar in v e st ig at ion be made of unionactivities.

An official of the American Feder at ion ofTeachers was obtained to discuss the unionmovement and its relevance to teaching. Asin the former session, attention was givento theprogram which the union provides, its goalsfor teachers and other educational workers, andhow union participation can contribute to theadvancement of education.

9. Student Grouping for Instructional Purposes.Discussion had taken place at various times inseminars as well as in general sessions on theproblem of gr ouping students for effectiveinstruction. Since numerous patterns were in usethroughout the school system, a representativepanel of teachers was selected to discuss theirgrouping arrangements. Teachers were obtainedfrom each level of the school progr am and from avariety of subject areas. Thus, many differentways of grouping students could be seen and theuse of grouping procedures on different levelswas apparent.

10. Summary of the Conc ur r ent ProfessionalSeminar. The Professional Seminar meetingswere discontinued as the year was drawing to a

close to permit aperiod of concentrated teachingin the classroom after which some sp ec i alculminating activities were planned. In a finalmeeting, an attempt was made to review themany aspects of school activity that had beenconsidered during the year. Such a recapitulationserved to emphasize the breadth and depth ofexperience that had been encompassed.

Practically every aspect of school endeavorhad been touched upon from the internal workingsof a part ic ul a r school situation to majorprofessional issues with which all prosepctiveteachers ought to be concerned. Included alsohad been a variety of specific topics that theparticipants had felt a need to explore in depth.Leadership for these topics was provided byspecialists of particular note. In addition,several field trips to unusual educational enter-prises served to extend the p ar t ic ip ants'knowledge of the total educational environment.

Independent Study A ctivitie s. Theprimary aims of the program were topromote interest in issues of concern toteaching and to develop independent studyapproaches to the analysis of theseconcerns and to the solutions to commonproblems which face the practicingteacher. The multi tude of activitiesengulfing participants during initial stagesof the project forced too little attention tobe focused upon this part of the progTam.Thus, in a mid-year assessment ofactivity, considerable attention was givento the means of emphasizing independentprojects for all of the participants.

Since this project had grown out of aprogram of cooperative endeavor whichincluded efforts to promote the individu-alization of instruction in theory aspectsof teacher preparation, the coordinatorshad considerable familiarity with thispractice.* Thus it was a matter of applyingconcepts of previous experience to thenature of the project with which they wereinvolved. To ensure the proper emphasisto this part of the work, one of the coor-dinators accepted independent studyactivity as his major responsibility for theremainder of the year.

Each student was asked to select aproblem for intensive study from theteaching situation in which he was involved.This problem c ould be of any nature aslong as it involved some aspect of the actualteaching circumstance. Two fundamentalcriteria to be considered were that thestudy project grow from the teachingcircumstance and that it be capable ofbeing "tried out" in a classroom orlaboratory situation. Each participant wasexpected to schedule an initial individualconference with the coordinator early inthe second semester to agree on a topic anda plan of study. Thereafter eachparticipant was expected to scheduleconferences for progress reports everytwo weeks.

The independent study projects variedfrom the study of an individual "problem"pupil on one hand to an attempt to developa uni qu e approach to the presentationof highly specialized subject-matter tonon-academically inclined pupils on theother. In each case the results of thestudy were "tried out" in the actualteaching-learning setting so that theproject became more than a mereacademic exercise.

The study was written up in each caseand submitted as a "research paper."These papers served as one of the elementsupon which the final oral conference wasbased. Such conferences were scheduledwith each student at the end of the projectactivity. Since there was tremendousscope to the study project in whichparticipants engaged and since theyrepresented an integTal part of the totalwork of the program it was consideredimportant to provide considerations of thenature of this activity in any final report.Thus each participant was asked to developa short abstract showing the purpose of thestudy, how it had been conducted, and whatresults accrued from the project.

*This is reported in detail in the monograph Individualization of Instruction inTeacher Education 4 U. P. - SUNYAB.

- 25 -

Culminating Activities. In order tobring the project to a close with organizedconcluding experiences, several specialactivities were arranged. These includedan attempt to see and understand somethingabout school programs which are differentfrom the one in which the project wasdeveloped. This was attempted througho r ganized observations in central cityschools of Buffalo. It was felt importantalso that project participants have somedirect experience with community activ-ities in other than the suburban setting ofthe school district in which they had workedntensively. An introduction to the

disadvantaged community w a s providedthrough a di rected visit to such ac ommunit y center. In addition it wasconsidered important that some effort bemade to summarize the the or eticalconcepts with which participants had beendealing all year and put these into a frameof reference directed towardprospects forthe future. This was attempted througha series of "discussion-presentations"in the final two weeks of the year. Abrief review of these culminatingelementsmay prove helpful in putting the activitiesof the project in proper perspective.

1. Visitations to Centr al City Schools. Ar-rangements were made to spend a day at theWoodlawn Junior High School and a day at EastHigh School in the City of Buffalo. Though thesewere mere introductions to the setting, to theproblems, and to the pattern of schoolprogramsin these institutions, they served to acquaint theparticipants with other than the lower middleclass suburban education with which they hadbeen involved for the year. Perhaps theseweremore than introductions for the nature of thevisits and the manner in which the group wasprogramed, made them intensive studies in urbaneduc at ion even though the time spent wasinfinitesimally small -- particulary in relationto the nature of the problems involved.

In the junior high school, the administrators,guidance personnel, and selected teachers talkedwith the project group about the school, thecommunity and the major problems of educationin an inner city community. After thisintroduction, the project group divided intosmall teams and, under the leadership of a schoolofficial, were guided through school to observeits program elements. After the observations,a general discussion period was held in whichschool officials answered que s t ions anddiscussed in detail those issues about which theparticipants had questions.

- 26 -

At East High School a coffee hour and introductionto the school initiated the day's program. Afterthis each project participant was scheduled toclasses throughout the day. At the close of theschool session, the project group met with schoolofficials for a review of the day's activities andfor a d is c us s ion of any aspect of the schoolprogram in which interests had deve lopedthrough classroom visits.

2. A Community Study. Though it was recognizedthat it is impossible to grasp the magnitude ofcommunity problems through a single visit, itwas considered important to get a view of acommunity other than Maryvale. Through theefforts of the Friendship House, an intensivestudy visit to the "slum" area of the City ofLackawanna was arranged.

The program consisted of an orientation sessionin which the participants were given an overallview of the community and some of itsfundamental problems. After this session, thegroup was directed through a tour of selectedblighted areas. At each point of visitation, thecommunity worker described the nature of thesituation and discussed-- usually in responsetoqueries--the basic problems which thecommunity must be helped to solve.

3. Theory summarv sessions. A series of summarysessions was scheduled to bring together andputinto a composite picture the work of the year.It seemed impor t ant that the participants beurged to think in terms of an organized theoryof teaching, that they consider some of thefundamental problems which educelion as aprofession is facing at the moment, and thatthere be some attempt to predict some of theposs ibi 1 it ie s of the future into which theprofession is inevitably moving.In developing a theory of education an attemptwas made to bring together the multitude ofthemes around which work had centered duringthe year and build these into a systematicview of education. As a part of the focus uponthis systematic view, major theor etic alorientations current in education were assessed.It was hoped that the participants would cometo some rather clear theoretical bench markswhich could serve as their basis for interpretingeducational endeavors.

In a similar fashion, thetheoreticalformulationsbeing considered were used to assess some ofthe current problems and issues that educationalworkeri must face. Here itwas hoped that somesensitivity to fundamental theoretical positionswould help in the assessment of problemcircumstances and in the process of analyzingand solving problems which are encountered.

It is evident that there is no way of seeing intothe future through any lens that affords a validview. However, it is always necessary for aprofessional worker to be sensitive to the trends

_

which carry implications for future development.Thus, an attempt was made to survey a varietyof the tendencies apparent today which may serveto forecast directions in which pr of es s ion alaffairs may go. Such forecasting elements aseconomic, social, political, and internationalchanges were viewed for predictive implicationsand some suggestions provided for the"stance"educators should take in the cultural revolutionthat is encompassing modern man.

4. Final Oral Conference. A final assessment ofthe development of each of the projectparticipants was attempted through an oral

conference scheduled with the two coordinators.The purpose of the conference was to look throughthe pattern of activities of the year into thegrowth and development of each individual.

The conferences usually took a two-prongedapproach. The individual study project wasdiscussed in considerable depth (a final writtenreport had been previously submitted) and ageneral discussion of educational concerns wasconducted. In these sessions every effort wasmade to review the major elements with whichthe group had been concerned during the year.

Conclusions and

Project Goals in Retrospect. Theprimary function of this project wasto demonstrate that the cooperative effortsof a university and a public school systemcould develop a pro gr a m of teacherpreparation truly unique in character.Such an enterprise could bring to bear uponthe program of preparation of prospectiveteachers the multitude of resources whichthese entities represent and through thereflection of such efforts upon a program,provide sets of exper ience s for pros-pective teachers that would dwarf presentinstitutional efforts in terms of magnitude,inten sity of effort, and breadth ofexperience which could be provided.

It was also e nvi s i one d that such aprogram could put into practice many ofthe innovative features of instruction beingproposed for good educational endeavor.Such practices as team-teaching, clinicalteam activity, pupil teacher planning, in-dividualized instruction and others would,of necessity, be an integral part of such aprogram. Rather than these features beingtreated in their theoretical framework ina university class, they would become theactual operating processes by whichactivities were organized and structured inthe program of preparation itself.

Perhaps most importantly the programwas developed to demonstrate the need for,and method of attaining an integration oftheory and practice elements. The

- 27 -

Implicationstheoretical framework in which the projectwas organized stressed that, there shouldbe no separation of the "theory" orientedelements of a program from those of amore "practical" nature. The need foran interacting mutuality is evident to manywho survey with sensitivity the nature ofpreparation programs. "Theory," asabstraction and separated from the settingin which it is operative, is sterile anddifficult to comprehend. "Practice," inisolation from the deliberate efforts tobuild the foundations upon which it rests,is blind action in a meaningless milieu.

The project was designed to in-corporate the major emphases of a teacherp r epar ati on sequence into an all-embracing, interacting composite ofelements. It was expected that theoreticalanalyses would flow from p r oblemsencountered in the a c tua 1 context ofteaching and would form the FOUNDATIONfor appropriate teaching activity. In likefashion concepts developed in theoreticalexploration would feed into the teachingprocess thus enri chi ng the teaching-learning context out of which fur the rproblems for exploration could be expectedto flow. Either part of this complex ofinteractive processes is insufficient with-out the other. It was to these goalsthat the project was directed.

The Overall Program. Departureswere made from a variety of commonpatterns in the organization of teacher

e du c a ti on activities. Some of thesedepartures were simply extensions ofpatterns pr e vale nt at the university.Others were innovative efforts developedthrough cooperative activity encouraged inthe Four University Teacher EducationProject. Still others were quite noveland resulted from the exploration of thepossibilities inherent in such a programdesign.

As has been indicated, the universityhas long pr ovi de d a comprehensive,integrated offering in theoretical elementsto teacher preparation in a professionalunit in education. The extension of thisthrough independent study hadbeen done inthe Four University Project, extension intothe theory-practice correlation of theMaryvale Project was a natural evolution.The idea of concurrent scheduling of theoryelements ( the p r of essi ona 1 unit ineducation) and the practical experiences inthe schools (student teaching) also was anatural development.

However, block scheduling in the schools ituation, clinical team approach toorganization of ins tr u c ti on, and on-the-spot integration of theory-practicefeatures were new increments in the designof a teacher education program. Alsonew was the all-embracingeffort of schooland university c oope ration in theresponsibility for, and conduct of, thetotal program of pr ep arati on of theseprospective teachers.

Some Apparent Outcomes

1. Theorv-Practice Integratiov. The experience inthis project left no doubt that a program can bedesigned which will enhance theory-practiceint egr at ion. There was also considerableevidence that such a pattern enhances greatlythe value of other aspects of theprogram. Thereis, as anticipated, a continual "feeding in" oftheory into actual teaching. In turn, there isenrichment of theory as this becomes based uponactual activity in classroom situations.

2. Unification of Theoretical Elements Basic toTeacher Preparation. The success with whichthe participants handled all aspects of theirexperience in this program was indicative of thevalue of a unification of the theoretical elements.History of education, philosophy of education,psychology of education are not sets of isolated

- 28 -

subject matter to be memor iz ed until anexamination has been successfully end ur ed.They become interwoven sets of a theoreticalfabric which gives meaningto the circumstancesin which actual teaching-learning experiencesare conducted. When these are unified as a partof the aforementioned theory-practice inte-gration a new realm of prospective knowledgeis opened up for the student.

3. Public School-University Cooperative Effort andthe Use of Resources Encompassed in Hot Setsof Institutions. The project demonstrated quiteconclusively that, where there is an intent tocooperate and an attitude of sincere interest inthe preparation of outstanding teachers on thepart of all concerned, a truly cooperative effortcan be developed. In fact, the experience wasan extremely constructive one and contributed tothe professional development of university andschool system participants through the continualinteraction promoted by the program design.

A further c on s equen c e was the evidentbroadening of experiences for all concerned asthe resources of the school system as well asthose of the university were made available.The variety of school system personnel whoparticipated in instructional processes of theprogram, the use of technological resources ofthe system, and the oppor t un it y to haveexperiences in the c o op er at iv e boards'instructional m at er i als center are repre-sentative of the opportunities provided by thepystem. The use of video-taping in the studyof teaching performances and the inclusion ofother staff members from the university indicatethe manner in which the college can supplyadditional resources to a program ofpreparation. The potential of each of thecooperating entities, then, was brought to bearupon a teacher preparation endeavor.

4. The Clinical-Team and Student-TeacherPlanning As Esse nt i a 1 Features in anInstructional Process. The value of a teamapproach was also demonstrated in thisproject.That contributions can be made to preserviceeducation by a variety of individuals is anestablished axiom of little question. That thepotential of these contributions can be magnifiedimmeasurably by "team" operation is not sooverwhelmingly accepted. In the operation of theMaryv ale project it was evident that the resultantc o nt r ibutions from the interaction of teammembers was of a magnitude quite beyondthat of the separate individuals. The potentialof "team" activity is not confined to A team,but rather can be developed through a patternof a variety of "teams" encompassing manyindividuals in a university and a public schoolsystem.

In addition, the team approach appeared toencourage a more flexible and intensive student-faculty processes env eloping not only theplanning phases of the operation by the actual

conduct of the instructional program as well.Constant teacher-student interaction appearedto be a natural consequence of the structureof the operation and resulted in learning beyondthat associated with the normal course of eventsin teacher preparation.

5. Flexible Programing of Instructional Elements.Though professional literature is replete withreference to flexible programing as a necessar yaccouterment to good instruction, college anduniversity programs in teacher preparation arealmost exclusively woven around stable and fixedclass ar r angements. This project is ademonstration of the feasibility of flex ibleprogram patterns and of the actual workabilityof these when properly designed. To say thatlarge-group, small-group, and independent studyarrangements are pos s i ble in instructionalprograms and then deve lop the teacher prep-ar ation progr am on the tr aditional fixed schedulebasis, is to provide no real acquaintenship withsuch practices for the prosepective teacher.To say as well, that progr am elements in schoolsshould be woven around larger subject themesand developed in terms of needs and interestsof students, yet continue the teacher preparationprogram in the t yp ic al isolated-courseworkformat is to produce teachers who can never beexpected to introduce innovative features inclassrooms.

6. Inser vice Development. of Faculty and Staff.Though it had not been foreseen that a majoroutcome of the project would be the inservicedevelopment of faculty and staff, it was apparentthat the stimulation resulting from the programcaused considerable professional development.The interaction of teachers, student teachers,university faculty, and others could not help butcontribute to the professional improvement ofall.

In addition, the presence of a university facultymember among the staff improved the nature ofrelationships between the institutions. Teachersconstantly called upon the un iv er s it y repre-sentative for assistance and, in turn, contributedimmeasur ably to the reputation of the university.Many unusual class activities resulted from thisrelationship, not only for the project-participants, but also for the public schoolpupilswhose teachers were stimulated.

Some Sugge s t i on s for Future Pro-grams. The Maryvale Project hasdemonstrated that it is possible for auniversity and a public school system tocooperate in the development of a programof teacher education of unusual scope anddimension. That theoretical aspects of thepreparation of a teacher can best be doneon a university campus and the practiceelements structured in an effective wayin a school systems is demonstrably

- 29 -

untrue. Where these dimensions of studentactivity are developed in an integratedfashion and organized as a compositeendeavor, the benefits to the prospectiveteacher are overwhelmingly increased.

Several aspects of the program couldhave been improved by measures which arenow apparent. These can be seen, nowthat the program has been completed andthe experience of this project used toimprove future adaptations of this concept.A few notes on several of these may provehelpful for future efforts.

1. Teaching load adjustments for coordinatingteam. It was apparent as the year went on thatthe activity load for staff coordinators wasunrealistic in relation to what was called forby the program. The multitudinousresponsibilities can engulf an instructional staffas a result. The extremely close contactanticipated bet w e en coordinators and super-vising teachers was not possible. Classroomvisitations, conf e 1 ences with classroomteachers, conferences with project participantsand many other important features of a closeworking relationship had to beheld to a minimum.This did an injustice to theprogr am and resultedin f a ilur e to exploit many of the naturalopportunities of a program design such as theproject represented.

In similar future projects, proper staff timeshould be allocated to the program. A schoolsystem representative on the coordinating teamshould be allocated at leasthalf-timefor projectpurposes. This would provide the necessaryflexibility to meet with administrators, class-room teachers, project participants, and withthe members of the coordinating team. In asimilar manner, the university representativeshould have this as the primary assignment ofhis instructional load with little, if any, otherassigned responsibilities. He could thenparticipate in the v ar ious activities of theprogram as these relate to the school system,while in add it ion he could coordinate theuniversity aspects of the program.

It must be e mph as iz ed that this does notanticipate a heavier staff commitment in termsof student-teacher involvement. Rather it callsfor a reorganization of the responsibilities interms of program. In fact, there is less facultyresources involved in the total experience forproject participants when over-all consider-ations are analyzed. Instead of a large numberof university staff members involved as student-,-,teaching supervisors, theory sectioninstructors, coordinators of field services, andmany more, all of these functions are combinedinto the role of the coordinating team, othercontributions can be expected fromothers on theschool faculty and staff.

2. Involvement of "methods" aspectof preparationprogram. Perhaps the major deficiency of theproject as it unfolded was the in ability tointegrate into the composite endeavor thetheorywork in methods that is usually provided throughthe University. There was also an inability touse, in the ongoing pr ogr am, the staff-resources represented by the specialists in"methods" in v arious teaching areas.Scheduling problem s and staff loads wereresponsible for the latter and somewhat for theformer, thoug,h little thou& had been given inthe preplanning stages to the inclusion of thisextremely important increment.

This suggests that the theoretical components ofteaching methodology, which is a part of theprogram of every teaching area, be amalga-mated into the total theoretical dimension of thein-school work. In addition, there should be someprovision for specialists in teaching methodologyto participate in the scheme of activity as it isprogr ammed.

3. More adequate use of t ec hnolog y. Thoughconsiderable use was made of video-tape inanalysis of teaching per form anc e, the fullpotential of educational technology was inno wayrealized. In fact, it was impossible to take fulladvantage of the video-taping for there were noplay back facilities in the school system whichcould be used conveniently by student-teachers,supervising teachers, and project coordinatorsin team analysis of the performance.

Future efforts should attempt to make use of thefull range of technological resources and shoulddevelop more effective approaches to the use ofavailable facilities.

4. Greater Involvement of school system personnel.In spite of thefact that teachers, administrators,and school staff members contributedimmeasurably to the program, the full range ofpotential was in no way realized. Some designshould be developed that would provide for con-tinued involvement of teachers and ad-ministrators in theory activities, for this is anextremely inportant resource when dealing witheducational issues. It is recognized that staff-load and scheduling problems are handicaps inthe full utilization of personnel. However, thereshould be continued effort to surmountadministrative problems to bring a maximumeffort to the teacher preparation program.

Many staff and related school people could alsobe added to the teaching coterie. The schoolpsychologist, the school social worker, and the

medical officer, whose contributions could beespecially significant, should be included in theprogram. In this way the prospective teacherwould expand his knowledge of the theoreticalfoundations from which he must work. Even asimportantly, he can be helped to realize the widevariety of resources upon which the teacher hasto draw in conducting educational endeavors.

5. Greater emphasis upon independent studyefforts. The extensive exper ience withindependent study activities not only in thisproject, but in previous areas*has demonstratedthe value of this approach in teacher preparation.It appears folly to assume that individuals learnONLY-- or that they learn BEST --when underthe direct control of an instructor. Unusuallearning potential is a v ail able through well-planned, intelligently-directed and deliberately-structured independent-study activity.

Successful efforts to encourage thedevelopmentof an independent study project structured aroundactual instructional problems during the secondsemester illustrated how effective thisprogramcan be. That it should be made a more significantincrement of the total program is evident.Therefore, it is strongly recommended thatfuture efforts in te aching centers includeconsiderable emphasis on indiv idu al i z edinstructional procedures for participants.

Final Remarks. The magnitude of theMaryvale Project is difficult to assess andthe contribution that will result cannot beestimated at the present time. However,it is apparent that this has been ademonstration of unusual importance andthat there was embodied in the projectelements of extreme s i gnificance toteacher education.

It should be pointed out that there wasno outside support for this endeavor. Whatwas done resulted from the commitmentof professional workers to a task thatrequired attention. University officials,school-system officials and staff,teachers, and project students all con-tributed toward the success of the venture.

The fact that p r oj e ct goals wereaccomplished without outside support onlymakes the program more significant, for

*Reported in full in the Individualized Instruction Report.

- 30 -

it demonstra te s conclusively that auniversity and a school system can conductcooperative innovative ventures wherethere is a desire and an interest in doingso. There is also exhibited in this projecta pattern of operation that can be adoptedunder any circumstance for there isexpected in the effort nothing beyond whatcan be contributed by professional workersof good faith and an interest in theimprovement of education.

It must also be emphasized that thisprogram was conducted with no greaterinvestment of staff time and institutionalresources (i.e., FORMAL allocations --actually the time and effort invested wasof an extremely high order) than isordinarily given to "regular" teachereducation processes. Rejection of this asa means of preparing effective teacherscannot be justified on the grounds of the"extras" that it requires. Thus the formatcould be introduced into any school systemand college relationship, should there be aninclination to attempt such an operation andshould there be the cooperative attitudeand sincere devotion to professional

improvement that unde r gi r de d thisproject.

Finally, it would appear that there wasdemonstrated in this program an approachthat could be considered as a prototypefor a university organization of teachere du cati on activities. Instead of themultitudinous isolated, discrete and, ina great part, meaningless, sets of coursesand other teacher education experiences,an institution could organize cooperativelydesigned programs in selected publicschool teaching centers. With 25-30students organized in activities similarto those in this project, and with thecooperative clinical team approach asdeveloped at Maryvale, a total studentbody in teacher preparation could be put inhighly charged educational circumstances.As many of these centers as would benecessary to accommodate the studentbody involved could be set up and theresultant staff demands would be notunduly great. The educational valuewould dwarf any that is offered bycommonly accepted patterns in existanceat this time.

Cooperating Administration & Faculty

Project Coordinators

John C. WilsonCharles R. Fall

Maryvale School System

Samuel R. BennettSupervising Principal

James G. DixonAssistant Supervising Principal

Maryvale High School

Stewart Davis - PrincipalGeorge Gardner - Assistant PrincipalJoan Blake - Social StudiesDoris Endres - ScienceRuth Hedden - Social StudiesPatrick J. Kane - Social StudiesDavid G. Male - Social StudiesElizabeth O'Neil - EnglishFloyd D. Price - ScienceRobert C. Sauter - Social StudiesEdward Szemraj - English

Maryvale Junior High School

James H. Lins - PrincipalHelen Kennedy - Assistant PrincipalKathryn Baxter - Social StudiesRaymond Healy - Social StudiesBenjamin G. Huber - Social StudiesRichard Kelsey - ScienceWilliam Little - ArtJoseph McMahon - Social Studies

- 32 -

U-Crest Elementary School

James Mancuso - PrincipalJoan Kuhn - Assistant PrincipalRita Bogdan - 1st GradeJudith Chirnoff - 5th GradeCharles W. Knight - 5th GradeCarmelo F. Parisi - 5th GradeCynthia Pryor - 2nd GradeKatherine Waltz - 2nd Grade

Cleveland Hill High School

Walter J. Heffley - Supervising PrincipalJohn W. Doran - High School PrincipalRichard Guyette - ScienceAlbert Mirand - Social Studies

East High School - Buffalo

Robert Rentz - PrincipalGerald Hare - Assistant PrincipalJames Harmon - Assistant PrincipalLeonard T. Antos - Business

Frontier Central High School

Wilber Morganfeld - PrincipalMichael J. Zalenski - Spanish

North Tonawanda Junior High School

Maurice Friot - SuperintendentGeorge Laury - PrincipalWalter Sohal - Business Education