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DOCUMENT RESUME
ED 072 850 PS 006 314
AUTHOR Wolotsky, Hyman; And OthersTITLE Career Development in Head Start. Career Development
Training Program. Part I: Components, Roles, andProgram Options.
INSTITUTION" Bank Street Coll. of Education, New York, N.Y.SPONS AGENCY Office of Child Development (DHEW), Washiagton, D. C.
Bureau of Head Start and Child Service Programs.;Office of Economic Opportunity, Washington, D.C.
PUB DATE 70NOTE 142p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Adult Counseling; *Career OppL unities; Career
Planning; *Disadvantaged Groups; Inservice Education;On the Job Training; *Preschool Programs; PreschoolTeachers; Program Descriptions; Resource Materials;Resource Staff Role; Teacher Aides; *VocationalDevelopment
IDENTIFIERS *Project Head Start
ABSTRACTThe first booklet of the series Career Development in
Head Start gives an overview of career development in this program.Career development, in which training is built into a job and isdesigned to lead to more responsible and better-paying jobs, involvestask analysis, entry level positions, career ladders, training andeducation, released time, college credit for work experience andtraining, salary increments, and supportive services. This bookletcovers: (1) fundamental of career development--components, steps inbeginning the career development. of staff members; (2) roles ofcareer development Coordinators and committees-- training andeducational opportunities, community action, supportive services; and(3) barriers to career development. Included in appendices are: (1) alist of resource organizations; (2) task analysis exercise sheets;(3) in-service training design; (4) *the truth about careerdevelopment's; (5) career development plan questionnaire; (6) regionaldivisions and offices of HEW and Project Head Start; (7) *full yearHead Start plan for career development,* 0E0 Instruction 6902-1; and(8)- career development materials: a selected bibliography of sourcesand recommended resources. (KM)
a lowtraterr OF HEALTH. EDUCATION & WELFARE,OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REf-RODUCED EXACTLY AS RECEIVED FROM MEwi. PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OMCIAL OFFICE IX IDUCATINPOSITION OR POLICY.,_
CAREER DEVELOPMENT IN HEAD START
CAREER
DEVELOPMENT
TRAINING PROGRAM
FILMED FROM BEST AVAILABLE COPY
PART I: COMPONENTS, ROLES, AND PROGRAM OPTIONS
P1
CAREER DEVELOPMENT IN HEAD START
by
HYMAN WOLOTSKY, CAROL-COE CONWAY MUELLER,RODNEY L ANDERSON, and HILDA ARCHER PILSON
CAREER DEVELOPMENT TRAINING PROGRAMBANK STREET COLLEGE OF EDUCATION
PART I: COMPONENTS, ROLES, AND PROGRAM OPTIONS
Prepared and distributed under a grant from0E0 pursuant to the provisions of the
Economic Opportunity Act of 1964,administered by Project Head Start
Office of Child DevelopmentU.S. Department of Health, Education, and Welfare.
Spring, 1970
Program Staff
Rodney AndersonGarry BarkowMarsha EmermanKathryn HookerAngela KocherdFred MageeCarol-Coe Conway MuellerHilda Archer PilsonAnne RedmanHyman Wolotsky
BANK STREET COLLEGE of EDUCATION was founded in1916 as an institute for educational research and socialexperimentation. The divisions of the College are actionoriented, and their major undertakings include: preparationof educational personnel, research in education and humandevelopment, field services to the public schools, publica-tions and multimedia materials, and children's programsand laboratory centers.
Library of Congress Card Catalog Number: 77-125618
0 1970 by Bank Street College of EducationPERMISSION TO REPRODUCE THIS COPY
RIGHTED MATERIAL HAS SEEN GRANTEDSY
TO ERIC ANDETQQ-Celt
NIZA*
NS OPERATINGUNDER AGREEM WITH THE US (MaOF EDUCATION FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REOUIRES PERM.SSION OF THE COPYRIGHT OWNER'
CONTENTS
A Note about the Career Development Training Program
Acknowledgments . . . . .
. vii
ix
Introduction . . . 1
Career Development: Some Fundamentals . . 7Components of Career Development. . 9Steps in Beginning the Career Development
of Staff Members . . 20
Roles of Career Development Coordinatorsand Committees . . 25
Training and Educational Opportunities . . 34Comrriunity Action . . 50Supportive Services . . . . . 66
Barriers to Career Development . . 70
AppendicesA. Resource Organizations . . . . . 77B. Task Analysis Exercise Sheets . . . . . 97C. In-Service Training Design . . . . 100D. "The Truth About Career Development" . 103E. Career Development Plan Questionnaire 107F. Regional Divisions and Offices of H.E.W.
and Project Head Start . . . . . . 111G. "Full Year Head Start Plan for Career
Development," 0E0 Instruction 6902-1 . . . 113H. Career Development Materials: A Selected
Bibliography of Sources and RecommendedResources . . . i . . . . 125
Notes . . . . . . . . . 133
For Bank Street College of Education . . . 139
A NOTE ABOUT THE CAREER DEVELOPMENT TRAINING PROGRAM
The Career Development Training Program was designed byBank Street College of Education in response to the national need forleadership training in the career development component of ProjectHead Start. Two major objectives were outlined: 1) to develop threebooklets to be utilized as training and resource materials by and forcareer development coordinators and other Head Start personnel pro-viding counseling and training services in the career developmentarea and 2) to train regional training officers as trainers of Head Start .
personnel responsible for career development in the centers.
The three booklets comprise the series, CAREER DEVEL-OPMENT IN HEAD START. They were conceived by the director ofBank Street College's Career Development Training Program, HymanWolotsky, and were written under his direction.
A week-long institute was repeated three different timesduring June and July, 1970 to achieve the training of trainers ob-jective of the program. The institute series accommodated about,90 participants including some regional program officers in additionto the regional training officers. The institute faculty was composedof eighteen Bank Street College staff members as well as someconsultants.
The Bank Street College Career Development TrainingProgram was conducted under a grant from 0E0 administered byProject Head Start's Leadership Training Division.
...- vii - VIM
ACKNOWLEDGMENTS
The staff of the Bank Street College Career DevelopmentTraining Program extends its sincere appreciation to thefollowing persons for their contribution to the program.
Marian ArmstrongGarda W. Bowman
Mildred Broffman
Susie Carrier
Norma Champion
John CodwellJosue Diaz
Luis Dumas
Carolyn ElmoreJames E. Emerson, Jr.Carmencita C. FulgadoIsabel Garza
John R. GeorgeSusan Ginsberg
Lendwood HamelJohn Hammar
Claude HansenVirginia Jackson
Charles JonesRep. Edward Koch andstaffGeoffrey LewisFloyd Little Bear
Ann Mandelbaum
Necia NembhardDelia Nieves
New York City Board of EducationBank Street College of Education,New York, N.Y.Bank Street College of Education,New York, N.Y.Head Start Program, St. Mary'sCenter, Claremont, New HampshireMichigan State University, Lansing,MichiganDetroit Board of EducationProject Head Start, HEW Region II,New York, N.Y.Bank Street College of Education,New York, N.Y.Educational Alliance, New York, N.Y.Project Head Start, Washington, D.C.New York City Community CollegeHead Start Program, Trinity Center,Odessa, TexasFree-lance designer, New York, N.Y.Bank Street College of Education,New York, N.Y.San Francisco Board of EducationSoutheastern Vermont CommunityAction, Inc., Bellows Falls, VermontState of California Dept. of EducationHead Start Program, Pal MiccioCenter, New York, N.Y:Project Head Start, Washington, D.C.New York, N.Y. and Washington,D.C.Project Head Start, Washington, D.C.Head Start Program, Kenel Center,South DakotaHead Start Program, West SideCommunity Nursery School, New York, N.Y.Wayne State University, Detroit, MichiganHead Start Program, EducationalAlliance, New York, N.Y,
Mary O'Neal
Gloria Praez
Israel Ptenam
Marvin Rodgers
Gladys Roth
Blanche Saia
Rebekah ShueyBeverly Smirni
Bernard Standing Crow
Dolores Taken Alive
Clarence Taylor
Gerry Wagner
Ora Welch
Donald W. WhiteRobert Whittley
Glen WintersHope Ynostrosa
Head Start Program, Phillips Center,Milwaukee, WisconsinHead Start Program, Union SettlementAssn., New York, N.Y.U.S. Office of Economic Opportunity,Washington, D.C.United Federation of Teachers,AFL-CIO, New York, N.Y.United Federation of Teachers,AFL-CIO, New York, N.Y.Bank Street College of Education,New York, N.Y.Project Head Start, Washington, D.C.National Association of New Careerists,New York, N.Y.Head Start Program, Standing RockReservation, Fort Yates, North DakotaHead Start Program; Little Eagle Center,South DakotaHead Start Program, Parents for Leader-ship Action Now, New York, N.Y.Head Start Program, EducationalAlliance, New York, N.Y.Head Start Program, Hamilton-MadisonHouse, New York, N.Y.Webster College, St. Louis, Mo.Career Development Director, ProjectHead Start, New York, N.Y.Volt Information Sciences, Inc., New York, N.Y.Head Start Program, Brownwood Center,Brownwood, Texas
The staff would also like to thank the following organizationsfor their invaluable assistance:
Career Development Committee, Project Head Start,New York, N.Y.
Educational Projects, Inc., Washington, D.C. andKansas City, Mo.
Labor Research Association, New York, N.Y.National Committee on Employment of Youth, New
York, N.Y.New Careers Development Center, New York University,
New York, N.Y.New Careers Training Laboratory, New York University,
New York, N.Y.RTO Career Development Committee, Washington, D.C.Social Dynamics, Inc., Berkeley, CaliforniaUniversity Research Corporation, Washington, D.C.
NEEDED: THREEMILLION. MORE
TRAINED EM-PLOYEES IN THEHUMAN SERVICES
... ANDSOLUTIONS TOOUR HUNGER,POVERTY, UN-EMPLOYMENT,AND SHORTAGES
OF PERSONNEL.
ONE WAY TO
MEET OUR NEEDS:CAREER DE-VELOPMENT,
-1-
INTRODUCTION
The President's Commission on Automationestimated in 1966 that the country needs 1,000,000 newworkers in health services and medical institutions,1,100,000 in education, and 700,000 in the social services.'In the next generation or two generations, the human serviceagencies are going to be the major employers of oursociety.2 In order to satisfy present and future needs, newresources will have to be tapped and new methods ofschooling and credentialing will have to be developed.
The problem of shortages of trained personnel andjob slots in the human services increases each year.Combined with this problem is the fact that 35 1/2 percentof the population of America is hungry, poor, unemployed,underemployed, or generally deprived.3 Of this third ofthe nation, there are at least 19,000,000 children whosefamilies are either poor or hovering just above thepoverty line.4 Approximately 16 percent of thesechildren are enrolled in pre-schools. 5
Head Start career development is one way ofrespnnding to these conditions. It is one way of trainingpeople for jobs in the human services and of providinglow-income families and communities with those jobs andwith improved services. Career development in HeadStart is one version of the new careers movement whichhas gained more and more momentum in the last few years.
For some, career development may be, however,
-2-
little more than a termwords on a paper or a dreamwhich may not come true. For others, it may be only partlyunderstood and therefore threatening. Some others maynot know what it is or may see career development simplyas salary increases or Head Start supplementary training.
... DESCRIBED For still others, it is a reality. It is a chance to fulfill
IN THIS BOOKLET career and individual potentials. It is a chance to par-ticipate in an effort to proVide real opportunities throughHead Start. For all Head Start staff members, careerdevelopment can be seen as a means of improving servicesfor Head Start children, their families, and their com-munities.
... FOR ALLHEAD START
STAFF MEMBERS
CONCERNED
WITH CAREERDEVELOPMENT.
This booklet on career development is the firstof a series of three. The second booklet describes teachingand community service ladders, and the third deals withadult development and learning. These booklets have beendesigned as source material for (a) Head Start para-professional and professional career development co-ordinators in individual centers, (b) members of area-widecareer development committees, (c) trainers in career devel-opment, (d) Head Start directors, supervising teachers, andsocial service directors, and (e) other staff members inter-ested in participating in team efforts to develop career pro-grams. This first booklet will cover the following topics:
1. The components of career development2. Steps to take in beginning the career
development of individual staff members3. A discussion of the roles of career develop-
ment coordinators and career developmentcommittees
EACH CENTERAND COMMITTEECHOOSES ITS OWN
PRIORITIES IN
CAREER DEVELOP-MENT.
-3-
4. Problems of career development asreported by Head Start personnel
Although the guidelines for career developmentare very general, all full-year Head Start grantees arerequired to develop and implement career developmentplans. These booklets suggest how Head Start staff mem-bers and committees can make career development effectivein Head Start, and, secondarily, how the career developmentof staff members might be extended into other areas of thehuman services and the economy at large. Both urban andrural career development committees and individualcenters may choose to consider a range of possible actionsand then establish their priorities according to local needsand resources.
The text is followed by a number of appendiceswhich include:
A. A list of organizations designed to (1) indicatethe types of agencies which might be con-tacted for information or as potential partici-pants in coordinated efforts to further careerdevelopment, and (Z) provide the addresses ofthose agencies concerned with career develop-ment or new careers
B. Charts, designed by a regional contractor,for doing task analyses and for planning in-service training programs
C. Materials, developed by two other regionalcontractors, to be used in training for careerdevelopment
-4-
D. Areas included in the ten HEW regions
E. OEO Head Start regulations for careerdevelopment, OEO Instruction 6902-1
F. A bibliography of sources and recommendedresources
In this booklet, the words "professional" andWHAT IS A "paraprofessional" are used sparingly, because common
PROFESSIONAL? usage of these terms frequently has been inaccurate orsubjective. What is clear is that knowledge, in both atechnical and a human sense, is necessary to do any jobcompetently. In the best sense, "professional" implies thepossession of both these aspects of knowledge and of adegree granted after at least four years of college. How-ever, degrees do not in themselves guarantee technicalknowledge or the possession of the sensitivity, commitment,or "human knowledge" which are needed to put know-howto work.
Technical knowledge can be gathered in non-traditional ways. This fact can be observed in Head Startprograms where several years' work experience, on-the-job training, and participation in other training programsfor family workers, teacher aides, or health aides, have ledto expertise in working with children and adults. Whentechnical knowledge is combined with the necessary per-sonal traits, the quality of the work is professional in thebest sense. In other words, "paraprofessionals" can beprofessional.
Performance is not the only question which clouds
NEW JOBS LEADTO NEW SKILLSAND NEW
PROFESSIONS.
NEW ROLES FOR
PROFESSIONALS
WORDING USED
IN THIS BOOKLET
CAREER DEVE LOP-- MENT IS FOR ALL
STAFF MEMBERS.
-5-
the distinctior between the terms "professional" and "para-profesF ;day, new jobs in the human services arebeing performed -to fulfill needs which have been unmet orunrecognized in the past. As a result, new skills are beingacquired in the performance of these new vocations. Manyprofessionals and paraprofessionals view the competenceneeded to do these jobs as a professional competence thatshould be the basis for genuine careers. Therefore, theterms "new professional" and "new careerist" have comeinto use.
Recent and innovative responses to economic,educational, social, and health needs have also broughtabout changes in the training and responsibilities of pro-fessional personnel. Degreed persons are now beginningto move into new roles and careers as trainers, counselors,advocates (career development supporters), consultants, etc.
Because of these changes in job structures, it ispreferred here to use the terms "professional" and "para-professional" only when absolutely necessary and with theabove qualifications in mind. Generally, the term staff"will be used whenever possible, as well as the terms"preprofessional," "new professional," "new careerist,""program assistant" (a Head Start term), and "auxiliarypersonnel" (a term used primarily in public school systems).Traditionally professional positions will be referred to asboth "professional" and "degreed" positions.
Clearly, career development means the develop-ment of careers and training for all Head Start personnel.It means adapting social concerns to actions and attitudesthat are adequate to present and future needs. It also means
administering and carrying out career development pro-grams with considerable imagination and resourcefulness,so that services may be improved and so that all Head Startstaff members have the chance to fully develop their abili-ties in and perhaps outside Head Start. As these social andindividual needs become more clearly defined, it appearsthat the success or failure of career development or newcareers may someday be the yardstick with which we willmeasure our society's ability to confront current social,racial, and economic facts of life and to successfullycompete in a race with time.
CAREER DEVELOP-MENT MEANS:
TRAINING, MOVE-MENT
... BETTERSERVICES, STAFFS,AND JOBS.
WHAT GOES
INTO IT?
WHO DOES IT?
-7-
CAREER DEVELOPMENT: SOME FUNDAMENTALS
The basic principle on which career developmentrests is that people can be trained while working. Thistraining is built into a particular job and is designed to leadto more responsible and better-paying jobs.
Career development and the new careers movementare directed toward three basic goals: (1) imprOving andexpanding the services offered in the fields of health, edu-cation, and social welfare; (2) training the staff necessaryfor this improvement; and (3) providing meaningful andproductive jobs in all areas of the economy for the under-employed and unemployed. The first and second goalsimply the upgrading of both paraprofessional and profes-sional personnel. The third implies hiring people who arefrom low-income communities.
Career development is outlined here according toits basic parts or components and according to the steps totake in the beginning the career development of individualstaff members. Several points mentioned in the followingpages are discussed more fully in the next section, on "Rolesof Career Development Coordinators and Committees,"which includes some suggestions as to how these compon-ents and steps might be implemented.
Career development coordinators and committeemembers at the applicant, area-wide level and in individualcenters are the people who plan and carry out both thecomponents of career development and the steps in beginning
-8-
the career development of individual staff members."N'HERE IS IT DONE? These components and steps, although planned at both the
applicant agency level and at individual centers, should becoordinated. This is done to assure consistency and trans-ferability throughout a locality. Such coordination does nothave to eliminate flexibility and innovation at individualcenters.
-9-
COMPONENTS OF CAREER DEVELOPMENT
1. Task Analysis2. Entry Level Positions3. Career Ladders4. Training and Education
Pre-Service TrainingIn-Service TrainingHigh School Equivalency PreparationHead Start Supplementary Trainingor Other College Education
5. Released Time6. College Credit for Work Experience and Training7. Salary Increments8. Supportive Services.
1. TASK ANALYSIS' consists ofa list describing all the activities or tasks performed byeach staff member (or all tasks performed in a singleservice area such as teaching, community services, adminis-tration, etc.). Task analysis serves as a tool which can beused in carrying out almost every other aspect of careerdevelopment.6 Every activity or task performed is listedon a chart (see Appendix B), grouped into categories, anddescribed according to:
a. conditions under which it is performed(where, how, who is the immediate supervisor?)
b. questions, or the criteria, which will determinewhether or not the task has been accomplished7
c. the primary and secondary skills necessary todo the activity
WHY TASK
ANALYSIS?
-10-
4. the personal qualities which are considereddesirable for performing the activity
These analyzed tasks are arranged in a list going fromsimple tasty; to more complex ones. Similar tasks aregrouped into categories. This analysis can then be used asa basis for:
designing career laddersmaking job descriptions 8determining advancement requirementsevaluating and promoting staff membersdesigning on-the-job (in-service) traininginfluencing the course content of educational
institutionsestablishing a record of experience gained in
Head Start, to be referred to if a staff memberseeks employment outside Head Start
obtaining credit for on-the-job training fromeducational institutions that grant degrees
reorganizing the resources (budget) and structureof an agency
Task analyses can first be made according to thepatterns that exist in a center. A reorganization of theseanalyses creates career ladders. These task analyse, areessential to the modification of practices and structures inand outside Head Start. Such modifications are those thatare necessary if career development is to occur.
Doing task analyses takes a good deal of time, butapart from giving a clear picture of how the work of a
-n
center is accomplished, it also develops an important skill.It develops the skill needed to analyze organizational prob-lems on larger scales. This skill gives committees theability to tackle overall problems affecting career develop-ment.
For further explanations of the method and usesof task analyset, see Appendix B of this booklet and thepaper "Task Analysis and the Components of Career De-velopment," published by the New Careers Training Labo-ratory, 9 which is listed in Appendix A.
Z. ENTRY LEVEL POSITIONS.These positions are meant to require no previous training orexperience and no formal educational qualifications. Theyare jobs that consist of the primary tasks as established inthe task analysis.
3. CAREER LADDERS. LaddersLADDERS ARE are constructed by dividing the analyzed tasks into a numberTHE BACKBONE of jobs or positions. They provide a visible pathway fromOF CAREER entry levels to positions carrying the most responsibility inDEVELOPMENT. any given center. One ladder can be established for each serv-
ice area, such as teaching, community services, health, admin-istration. The number of rungs or positions occupied fromthe entry level to the first degreed position does not have tobe rigid. For example, a ladder of five rungs, as pictured onthe following page, can exist in a center where there are onlyone or two staff members. Each staff member simply oc-cupies the rung that corresponds to his or her responsibility,training, and experience.
Likewise, if there are five rungs and five staff mem-bers, with one person on each rung, and an aide II is ready to
-12-
become an assistant, but the assistant is not ready to move up,then if the budget permits, there could simply be two assist-ants and no aide II. In this manner, no staff member wouldblock the progress of another and each staff member could de-cide for himself how far he wants to go. If funding for such anarrangement is not available, alternative methods of compen-sation could be developed. For examples, see component sev-en below, the section of this booklet on training and educationalopportunities, and the booklet in this series on career ladders.
4. TRAINING AND EDUCATION.
PREPARATION Pre-Service Training should be conducted for each new staffFOR THE FIRST member over a period of about two weeks, before he or sheDAY begins working. During this time, new staff members become
acquainted with Head Start goals and, as trainees, learn howto do three or four activities listed on the task analysis of anentry level position. New staff members should be paid in fullwhile training, if the budget permits. At the end of the pre-service training, the trainee is apt to approach his new job withmore confidence, because he has acquired necessary informa-tion and skills useful to him on the first day. After pre-servicetraining, he may also decide that he does not want to be a HeadStart staff member. (See also the following section of this booklet.)
IN-SERVICE IS INIn-Service (on-the-job) Training, like pre-service
training, is most effective if planned according to those skillswhich might have been defined in the task analysis. It is alsoimportant that a center's program and goals be spelled out. It
is usually recommended that 20 percent of the working weekbe devoted to some kind of training. In-service training canbe structured to include both formal methods, such as trainingworkshops, and informal methods, such as staff meetings andgroup or individual conferences. For a form that can be usedin planning in-service training, see Appendix C.
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... ANDINVOLVES EVERY-ONE IN A HEAD
START CENTER.
FIRST THINGSFIRST
GETTING THETICKET
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Trainers can be professional and paraprofessionalstaff members, volunteer or paid consultants, Head Startregional, city-wide, or county-wide personnel, CAP RegionalOffice Training Coordinators, and State 0E0 personnel.Auxiliary staff might act as co-trainers with professionalstaff members. Parents can substitute at work for staffmembers who are attending training sessions. This would,in turn, provide valuable training for parents who are notstaff members. (See also the following section of thisbooklet.)
High School Equivalency Classes (or opportunitiesfor preparing for a high school equivalency diploma) shouldbe arranged for all staff members who wish to obtain a highschool diploma. Tutoring in basic reading and mathematicalskills can be provided in the center using its own staff orpeople from nearby h4 ;h schools or colleges. Centersmight also cooperate with other agencies, such as churches,in providing this service. Staff members who participate ina program to prepare for the G.E.D. (General EducationDiploma or high school equivalency) should have the oppor-tunity to meet frequently with a staff member at their HeadStart center to talk about any problems that might arise inpursuing the equivalency diploma.
Head Start Supplementary Training or OtherCollege Education can be arranged with local educationalinstitutions which offer either relevant college courses ora 60-credit associate degree program, which is equivalentto two full-time years of college study. Normally, it takesthree-and-a-half years to complete an associate programwhile one both works and attends school part-time. The
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amount of released time granted by an agency would deter-mine, in part, the time required to obtain an associatedegree. For a listing of colleges and universities through-out the country which offer degree-granting programs forauxiliary personnel, contact the New Careers DevelopmentCenter for its "Directory of Colleges Offering DegreePrograms for Paraprofessionals Employed in the HumanServices."
One of the firms funded by Project Head StartHOW IT IS to provide technical assistance in career development,ARRANGED has a special, nationwide contract to assist in estab-
lishing Head Start "supplementary training" programswithin colleges and universities. The program consists ofcourses which lead to an associate degree. Under the sup-plementary training program, staff members can also go onfor their bachelor's degree, or take graduate coursesif they already have a bachelor's degree. All staff memberswho have been employed by Head Start for six months aretechnically eligible to participate in Head Start supplemen-tary training where it exists.
About 300 colleges have been contracted by this firinto provide supplementary training that now reaches approxi-mately 9 percent of the personnel employed in Head Startcenters. For staff members working as program assistants(paraprofessional. staff members), there is no financialresponsibility for tuition and books. Degreed staff membersare asked to pay one-half of the fees. Staff members should,however, be aware that supplementary training is only onepart of career development.
EXPANDING
EDUCATIONAL
OPPORTUNITIES
SPECIAL PRO-GRAMS FOR HEAD
START STAFFMEMBERS
CREDIT FORTRAINING
-15-
Area-wide career development committees canalso make their own arrangements with local colleges anduniversities (particularly community colleges) in order toestablish relevant curricula or degree programs. Commit-tees and individual centers can consider arranging for theparticipation of Head Start staff members in courses orwork-study degree programs already established in theirarea. Scholarships may be available through the schools orlocal civic groups. Formal education can also includecorrespondence or televised courses pursued as a groupunder the direction of a staff member. (See also the follow-ing section of this booklet.)
Head Start Leadership Training consists of a five-to eight-week study/training program at colleges and uni-versities. It is directed toward various aspects of the HeadStart program such as (a) child development, (b) the class-room assistant, (c) the community services assistant,(d) coordination of Head Start services, and (e) the use ofvolunteer personnel. It can also be geared toward trainingstaff members who are assuming or are preparing toassume supervisory and training responsibilities in acenter.
Some college credit is now granted for leadershiptraining. Staff members receive pay, room and board, andan allowance for up to five dependents. Professional staffmembers are encouraged to train with auxiliary staff mem-bers and may be reimbursed for up to 50 percent of theirtuition costs. Other staff members may be fully funded orreimbursed for tuition. Twenty-five to 30 percent of allHead Start staff members have taken leadership training.
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Head Start Career Development Training consistsof two- or three-day training institutes for career develop-ment coordinators or other representatives of Head Startstaffs. It is conducted in various localities by firms C Or. -tr acted by Head Start to provide technical assistancein career development. These firms or contractorsare listed in Appendix A.
5. RELEASED TIME. A certainA TIME FOR percentage of each week should be devoted to in-serviceLEARNING training, classes leading to a G.E.D., or college courses.
It is usually recommended that the amount of time allottedeach week for this should be a full day. In many centerswhere staff members attend college courses, two afternoonsa week are allotted for Head Start supplementary training.In other programs, such as that cif the San Francisco publicschools, two full days are allotted to classroom assistantsworking for an associate degree. Released time with pay,and personnel to substitute for staff members while theyattend training sessions and classes, are essential to theupgrading of staff members as well as to a workable careerdevelopment program.
GIVING CREDIT
WHNRE CREDIT
IS DUE
6. COLLEGE CREDIT FORWORK EXPERIENCE AND TRAINING. There is a growingtrend toward giving credit for work experience to studentsin four-year colleges. This same principle should beequally true for paraprofessionals. Merrit College inOakland, California, for example, gives ten credits to newcareerists for on-the-job experience. Two primary goalsfor area-wide career development committees could be
FAIR COMPENSA-TION FOR IN-CREASED SKILLAND RESPONSI-
BILITIES
-17-
(1) getting accreditation from colleges and universities forwork experience, in-service training, and training institutes,and (2) obtaining certification from state or local civilservice commissions that is based on experience andtraining programs.
Credit for in-service training might be sought fromlocal colleges once task analyses and a written descriptionof the in-sarvice training programs are completed, particu-larly if the staff member who trains has a master's degree.See Appendix C for a form which can be used to plan trainingsessions. This form is useful in determining the trainingthat has been or will be a part of a program. (See also thefollowing sec ton of this booklet.)
7. SALARY INCREASES. Asaperson's experience, training, and responsibilities increase,his salary should also be increased. There should be nolarge salary gaps between any two rungs of the careerladder, including professional positions. Guaranteed salaryincreases (apart from annual raises if they exist) willstrengthen a career development program. Those who workfull-time, attend classes, do homework, and run a family allat the same time can often become exhausted and discouraged.Some drip out. Salary increases help to make the resu%ingpressures created by this tight schedule more tolerable.Providing increases is a protective measure that should betaken to reduce the possibility of failure of a career develop-ment program which would be damaging to a center's chil-dren and to the overall goals of Head Start.
National Head Start states that a staff member'ssalary may be increased up to 20 percent annually without
WHEN CAREER.
DEVELOPMENT IS
NOT FUNDED
-18-
regional approval if he earns more than $5,000 per year.If a staff member earns less than $5,000, his salary can beincreased more than 20 percent without regional approval.Local regulations, however, will sometimes differ fromnational guidelines.
In order to make mone-) available for salary in-creases, a Head Start center's budget might be reorganized.This can be done in a number of ways, such as introducingnew staffing patterns which are based on task analyses andjob descriptions. Examination of the budget and task analysesis specially appropriate when people resign. This will helpto prevent the feeling that people have to be fired in order tomake funds available. The following references can be con-sulted for descriptions of how budgets could be reorganizedand of sources of funds that might be tapped:
Glen Winters, "Budget Reorganization for CAPsand Head Starts" (New York: New Careers Train-ing Laboratc r I, New York University, May 1969,39 pp.). Ma; also be obtained through the Infor-mation Clearinghouse, National Institute for NewCareers, an organization which is listed inAppendix A.
Ri,..hard J. Gould, "Guide to Funding New CareersPrograms" (New York: New Careers DevelopmentCenter, New York University, June 1969, 128 pp.).
John C. Flynn, "A Coordinated Approach to Ex-ploiting Federal and Foundation Funds To Servethe Educationally Disadvantaged" (Washington,D.C.: Federal Programs, Educational Projects,Inc., 1969, 18 pp.).
Marianna Lewis, ed., The Foundation Directory,3d ed. (New York: Basic Books, Inc., May 1967,1,198 pp.). Published every three years.
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If federal funding is not available and if budget re-organization is not possible, other means of compensation,apart from salary increments, can be considered. One meth-od is that of reducing a staff member's work week while main-taining his present salary. The reduction of the number ofweekly working hours compensates for the salary gap byallowing staff members more time to study and devote totheir families and by increasing the actual amount earnedper hour. Coverage for the hours a promoted staff memberis not working could be provided by parent substitutesor volunteers.
8. SUPPORTIVE SERVICES.WHAT MAKES OR These services include individual career development coun-BREAKS CAREER seling, child care, legal aid, tutoring, etc. The availabilityDEVELOPMENT? of these services is vital to all the components of a career
development program. Many of these services can be pro-vided by staff members of individual Head Start centers.Trainees who are taking courses, assuming new responsi-bilities and undergoing changes within themselves needsuppOrt from other Head Start staff members, fellow stu-dents, the schools they attend, and, possibly, agencies out-side Head Start. (See also the following section of thisbooklet.)
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STEPS IN BEGINNING THE CAREER DEVELOPMENTOF STAFF MEMBERS
During or after the establishment of a career de-GETTING CAREER velopment program in a Head Start center, there will be theDEVELOPMENT task of actually getting career development under way forUNDER WAY each staff member. In order to do this, a systematic ap-
proach, similar to the way a job candidate is interviewed byemployment personnel in industry, can be used. The objectin Head Start is finding the right job for each individual, aswell as finding the right individual for a particular job.Below are points to be considered by Head Start career de-
THINGS THAT velopment coordinators and their teams when beginning theCAN BE DONE career, development of individual staff members.
Points To Be Discussed with Each Staff Member byCoordinator:
1. What are the job interests and the immediate and/orlong-range goals of the staff member?
2. Types of jobs performed in Head Start; what types ofwork in Head Start interest the staff member?
3. What can the staff member do? What sort of life ex-perience does the staff merr ')er bring? What personaltraits and abilities have been developed through thisexperience?
4. What potential skills could the staff member develop inHead Start?
5. What interests, which may not directly relate to a job,does the staff member have? How might these interestsbe pursued further?
6. What amount of formal schooling or training has theindividual already gone through?
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7. What training and other experiences would relate to thestaff member's development as an employee and as anindividual?
Coordinators' Tasks Regarding Each Staff Member:
1. Supporting the staff member in identifying his goals andvalues and in developing his career plans.
2. Supporting the staff member in forming an accurate imageof himself which may then permit the greatest developmentof individual potential.
3. Planning with each staff member a series of training andwork goals that cover a period of 18 months to two years.11
4. Providing a staff member with information regarding alltraining and employment opportunities within and outsidethe Head Start Center.
Coordinators' and Team Tasks Regarding All Staff Members:
1. Orienting staff members as a group to career develop-ment.
2. Surveying available training opportunities, including theways in which one can obtain a G.E.D. This involvesfinding out when and where G.E.D. preparation classesare given in a particular locality.
3. Surveying resources for other training, education, andemployment in and outside Head Start.
4. Organizing and scheduling pre-service and in-servicetraining.
5. Providing staff members with publications, memos, andother materials related to their work and training oppor-tunities.
6. Keeping brief but accurate records of staffmembers' training, education, and work.
7. Providing all staff members and prospectivetrainees or staff members with a written jab_description and a personnel practices code.The job description includes:12
date, name, phone number, and address ofagency; person to contactjob title and general statement ofresponsibilityhours or workname of supervisorskills to be developed (see task analysis),salary and salary incrementsall specific tasks to be performed and howthey are to be performed. This informationis drawn from the activities listed in thetask analysis of particular positions.(These tasks are the basis for training andevaluation. Only the tasks for which onehas been trained would be evaluated.)job requirements for (a) selection and(b) advancement. At the entry level thereneed be no skill requirements for which onecannot be trained in pre-service training.Advancement requirements include work,training, and educational experience, which,when completed, permit a staff member tomove up to the next job on the career ladderor to hold specific positions outside HeadStart.
method of evaluation by whom, how often,on what, and in what manner? The points(criteria) on which one's work is evaluatedare determined by the task analysis. Ifthere are written evaluations, does theevaluated staff member read it and thensign it? What is the procedure if a staffmember and supervisor are not in agree-ment as to the content?
The personnel practices code is a statement ofa center's policies regarding all employees that includes:
a description of in-service training andother training opportunitiesan easily understood diagram of careerladders which will indicate possible hori-zontal, as well as vertical, movementthe procedure for submitting grievanceswhen necessaryprovisions for sick leave and vacation;fringe benefits
Most of the above points would apply to all staffTRAINING FOR NEW members. In order that the paraprofessionals' careerPROFESSIONAL development be carried out, new roles for professionalROLES staff members, focusing on training, counseling, curricu-
lum, staff consultation and supervision, and career devel-opment advocacy, must be developed. Training for thesenew roles is as essential as the training for staff memberswho are employed on the beginning rungs of a careerladder.
Pw'
)
A BASIC GOAL
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In addition to arranging training in the center forprofessional staff members, coordinators can, accordingto Head Start, promote and recommend national, regional,and local training sessions. Joint training of professionalsand paraprofessionals, designed to improve teamwork, isrecommended as well. 13
One nationwide study of auxiliary personnel in theclassroom concluded that what is needed today is "teamtraining of administrators, teachers, other professionals,and non-professionals, so that the needs of children becomemore important than the needs of adults for personal achieve-ment and recognition."14
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ROLES OF CAREER DEVELOPMENT COORDINATORSAND COMMITTEES
Career development coordinators will be concernedprimarily with carrying out career developmert in their owncenters. Many coordinators will have a second : ole as mem-bers of an area-wide career development committee at theapplicant agency level. (Applicant agencies include severaldelegate agencies. Delegate agencies may consist of one ormore Head Start centers.)
According to Head Start guidelines, each Head StartHEAD START'S center (delegate agency) must have "at least one professionalMANDATE and one nonprofessional to serve as Career Development Co-
ordinators." Career development committees at the appli-cant level should be representative, to the greatest degreepossible, of all career development committees at the dele-gate agency level. An committees are to be made up of50 percent or more of "nonprofessional staff of full-yearHead Start Child Development Programs."15 Committeemembers are normally elected by the staff members of thecenters where they work.
As members of an area-wide, applicant agencyFUNCTIONS OF career development committee, coordinators will participateCAREER DEVELOP- in a limited number of activities for which the committee isMENT COMMITTEES responsible. According to Head Start's outline of the func-
tions of career development committees, 16 they should:
1. Establish a job development plan covering ata minimum:
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recruitment and selection procedurescareer laddersjob descriptionscompensation procedures
- standards of selection of personnel fortraining
- evaluation and promotion procedures
The establishment of a job development planwould be done in cooperation with staff special-ists17 and the Policy Advisory Group, particu-larly in places where the Policy Advisory Grouphas already developed various aspects of acareer development program. If separate plansare written at the delegate level, "maximumefforts should be made to assure coordinationof the various plans."18
2. Evaluate the relevance and usefulness of train-ing and education programs, including proposedcourses and pre-service and i-service training
3. Recommend various types of training and educa-tion to the program director
4. Coordinate all training and education programs
5. Review evaluations of the performance ofpeople in training
6. Recommend professionals and program assist-ants to serve as career development cr,ordina-tors
HEAD START
STRUCTURE ANDCAREER DEVEL-OPMENT:
... POLICYADVISORY GROUPS.
GETTING IT ALLDONE
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Project Head Start requires that all full-yeargrantees submit a comprehensive career developmentplan to the regional office with their yearly application forfunding. These applications are reviewed by a Policy Ad-visory Group of applicant and delegate agencies. PolicyAdvisory Groups (applicant or grantee Policy AdvisoryCouncils, delegate Policy Advisory Committees, and indi-vidual center Parent Committees) are meant to be formedat every level of Head Start organization, according to HeadStart requirements. They are composed, by at least 50 per-cent, of Head Start parents or parent representatives whoare elected by the parents. (In applicant agencies and indelegate agencies where more than one center is part ofthe agency, the PAC includes representatives who are parents from all the individual centers.)
These Policy Advisory Groups "assist in the de-velopment of and give approval to the application" (whichincludes a center's budget and a career development plan),before it is submitted each year to the regional office. Theyalso have responsibilities in selecting all staff members,suggesting changes in program, organizing activities forparents, etc.19 It is the Policy Advisory Group which isthe legally recognized representative body of Head Startcenters and agencies.
In designing a career development plan, some ap-.plicant career development committees may be assisted bya small, full-time staff which includes a paid career devel-opment director. A major function of this staff is to helpcarry out the work of the career development committee.
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In order for committees to accomplish all they aremeant to do, they may decide to form several subcommitteeswhich reflect local needs. The following subcommittees havebeen formed by one applicant level career development com-mittee:
1. Budget and Funding2. Task Analysis3. Job Development4. Training and Education
a. Pre-serviceb. In-servicec. College
5. Evaluation
Other committees which have been suggested in-clude ones on paraprofessional organization and scholar-
2ships. 0 As the work of committees develops over a periodof a few years, their subcommittees will change accordingto goals that have been reached and new jobs that need tobe done.
The activities of career development coordinatorsin individual centers, which are meant to be shared withother staff members, have been summarized by Head Startto include:21
1. Providing special counseling to employees con-cerning their career growth and developmentin the Head Start program
2. Serving as resource persons for informationrelating to other career possibilities
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3. Serving as trainers in center workshops cover-ing orientation to Head Start concepts and goalsand other specific topics
4. Coordinating the scheduling of the various kindsof training programs available
5. Coordinating all logistic problems related totraining, transportation, babysitting, etc.
More generally, the responsibilities of career de-velopment coordinators and their committees or teams ineach center could include (a) drawing up a center's careerdevelopment plan (in cooperation with the applicant agencycareer development committee), (b) carrying out this plan,(c) evaluating the career development program from timeto time, (d) supporting the career development of Head Startstaff members in a center, and (e) supporting communityaction on behalf of career development.
These responsibilities relate to both the roles ofthe career development coordinator in an individual centerand to the work done by area-wide career development com-mittees. They will be discussed in the next three sections asthey concern arranging for:
training and educational opportunitiesrelevant community action which has among itsgoals the location and creation of job oppor-tunitiessupportive services, including informalcounseling
CAREER DEVEL-OPMENT TAKESTIME.
THE TEAMAPPROACH
RELEASING STAFFMEMBERS FORCAREER DEVEL-OPMENT
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The responsibilities of career development co-ordinators, even in individual centers which are not delegateagencies, are extensive and could easily take up the fulltime of one or two people. As it is, career developmentcoordinators usually hold other positions. Therefore, thetasks of the career development coordinator can be sharedwith other staff members and perhaps with parents who areinterested in career development. These persons, who mayvolunteer or be elected, would make up a career develop-ment team in centers that are not delegate agencies. Centersthat are part of a delegate agency would probably all berepresented on a delegate agency career development com-mittee.
Working with a committee or team provides supportfor a career development program and helps to insure thatthe program represents the ideas of the center as a whole.An important skill of coordinators is the ability to involveboth professional and new professional staff members in-reaching career development goals. Many staff membershave skills they may or may not use on the job, that couldbe very important in planning and carrying out a career de-velopment program. All-staff training, in whici- careerdevelopment is clearly defined and explained, may be neededto encourage this involvement.
Another way of carrying out an effective programwould be to release one ..r both of the career developmentcoordinators from their normal responsibilities, for oneor two full days a week. This staffing pattern would not ex-clude the team approach or working with a committee. Athird possibility would be to propose to the Policy Advisory
VOLUNTEER SER-VICES FROM
CIVIC GROUPS
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Committee or Group of individual centers that a parapro-fessional career development coordinator position be writteninto the budget as a full-time position. Such a positionmight be introduced as a rung on the community servicesladder. The person filling this slot would work with a cen-ter's career development committee or team and under theguidance of the staff member who serves as the professionalcareer development coordinator.
Career development coordinators, area-wide com-mittees, and center committees or teams might also draw onthe services of civic, religious, and philanthropic organiza-tions. Individual volunteers from professional organizationsor local colleges could take on projects such as researchingand compiling information and supporting community actionon behalf of career development. Kinds of information thatcould be researched and compiled are:
1. Available government and private trainingopportunities in an area
2. Local colleges and universities which offerrelevant courses
3. Organizations which offer scholarships4. Government agencies and other organizations
which offer information on job opportunitiesin the area
5. Agencies, schools, etc., 'which employ peoplein positions similar to those in Head Start22(See also the following section and the bookletin this series on career ladders.)
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If problems arise or if information is needed re-SOURCES OF garding career development, assistance is available fromASSISTANCE the following sources:
HEW regional offices (See Appendix F.)Head Start Regional Training Officers (Contactthe regional office or applicant agency fornames and addresses of RTO's serving aspecific area.)
- firms or organizations, listed in'Appendix A,which are contracted by national Head Startto give technical assistance in career devel-opment within specified geographic areasthe two firms contracted by Head Start whichhave nationwide projects (supplementary train-ing, the distribution of information on careerdevelopment) in addition to contracts for tech-nical assistance within a certain geographicarea. (See Appendix A.)other agencies or organizations whichactively advocate and assist careerdevelopme ` (See Appendix A forsuggestions.)paid consultants
In one rural area, Head Start staff members andparents have begun their own corporation, which offers con-sultation services to parent and career development groups.
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Ifthe groups served do not feel these services are satisfac-tory or effective, no fees are charged.
Consultants can be brought in without cost to theHead Start center, through the community representativeof the HEW regional office. Regional offices often useconsultants who are hired by a company which has anationwide grant from Head Start to provide assistancein various aspects of Head Start programs.
TRAINING SHOULD
BE SCHEDULED.
FREEING STAFFMEMBERS FORIN-SERVICE
TRAINING
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TRAINING AND EDUCATIONAL OPPORTUNITIES
Career development coordiaators and their com-mittees or teams will arrange for and schedule pre-serviceand in-service.training. It is often recommended that pro-fessionals and par4rofessionals participate together on aregular basis in some of the training sessions. It is alsorecommended that professionals who work with programassistants or aides be specifically trained for this role.
Pre-service training should be designed to preparethe staff members for the first day of work in a center. Inaddition to covering Head Start functions and objectives andthe skills necessary for two or three specific job activities,pre-service training establishes who is meant to do what, onthe first day. In this way embarrassment in front of childrenis avoided and the confidence of a new staff member is re-inforced. Generally, a significant part of pre-service train-ing should be devoted to the trainees' understanding of them-selves and of the unique contribution they will make.
Regular in-service training, to which 20 percentof a staff member's working week is devoted, will presentthe problem of how the staff members' regular responsibil-ities are taken care of during the time they are involved intraining sessions. However, parents might substitute forstaff members on a paid or volunteer basis. This waychildren see familiar faces, and the continuity of a pro-gram is not broken by bringing in substitutes fromthe outside.
... BY PRO-VIDING PARENT
SUBSTITUTES WHO
RECEIVE TRAINING.
PARENT PARTI-CIPATION INCAREER DEVELOP-MENT
USING THE TASKANALYSES
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One Head Start center has set up a program fortraining parents to become paid classroom substitutes. Theprogram consists of six two-hour sessions conducted over aperiod of three weeks, twelve hours or more of practiceteaching, and at least one individual conference with eachtrainee during the practice teaching period. Similar orien-tation to tasks that could be covered by substitutes in thecommunity services, health, or administration staff mightalso be organized. How extensive this orientation would bewould depend on the type of tasks to be performed.
When it is possible, parent substitutes, particularlyif they are volunteers, should have the opportunity to parti-cipate in in-service training, including career developmentmeetings. Careful records should be kept by coordinatorsof the hours parent substitutes (as well as staff members)have trained and worked, so these parents can refer to theirexperience in Head Start when seeking employment else-where. Any volunteered time can also be counted towardthe non-federal share of funding that is required.
Parent substitutes who have completed a specifiednumber of hours of service and training could then qualifyto fill Head Start positions on the second rung of a ladder,should an opening occur. Parent substitutes .and volunteersshould also receive information, as would other staff mem-bers, on G.E.D. classes, courses in community colleges,openings in other agencies, or any other opportunities.
The skills listed on the task analysis which arenecessary to perform specific activities (including an un-derstanding of child development and human growth, and
STAFF MEMBERSAS TRAINERS
TRAINEES HELPPLAN FOR TRAIN-ING SESSIONS.
-36-
basic skills in reading, writing, speaking, and mathematics)should be the bases for the content of the in-service trainingand the choice of trainers. The training can be organizedaccording to levels on a ladder and type of work. ", niorteaching assistants would not ordinarily be trained for thesame tasks as community assistant trainees (family workeraides). However, family worker aides and teaching aidescan be trained together in the skills needed for doing jobsin both the community and the classroom.
Center staff members such as teachers, assistantteachers, community services assistants, social workers,and directors may be the best people to train (act astrainers)because they are most aware of the specific activ-ities which staff members perform. Depending on the local-ity, the area-wide career development committee might bea resource to individual centers and suggest persons to dotraining when staff members are not able to do so. In somecases, career development directors and/or coordinatorswill fill a training role themselves.
Expectations of trainers should be high. If thetrainer expects a good deal of trainees because he respectstheir potential, the achievement of the trainees will for cer-tain be greater than if little is demanded.
Probably the single most important factor in thesuccess of training is the degree to which the trainees- -assistants or professionalsparticipate in the planning ofthe training sessions. The more actively participants areinvolved, the more committed they are to the success of theprogram and the more relevant the content of the training
TRAINING SHOULDBE ACTIVE.
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will be. Regularly scheduled evaluation of the training bythe participants and the trainers is an essential guide inplanning future training sessions.
Training methods that actively involve the traineesthrough role-playing, discussing, questioning, responding, andvisiting other agencies, programs, and community resourcesetc., are usually most effective. Role-playing in particularhelps to build the confidence necessary for actually facingparents, children, neighborhood merchants, rental agents,welfare agencies, and the like. Observing is a more infor-mal method of training which involves the setting aside ofdifferent days for each staff member to accompany and as-sist each of the other staff members in the center. It helpsgive new staff members a sense of the overall Head Startprogram. It also provides an understanding of the goals andproblems faced by other staff members, both professionaland paraprofessional.
Some training should be conducted for professionalsTRAINING FOR and paraprofessionals as one group, especially if the goal ofALL STAFF a training workshop or session is to clarify roles and fosterMEMBERS AS A understanding among staff members. Other sessions devotedGROUP to the idea of career development itself and the new careers
movement can be very helpful in clearing away resistanceto something that is not familiar or thoroughly understood.Furthermore, resistance to change can even be used in thetraining itself. As stated in A Learning Team: Teacher andAuxiliary, "a training program (of school personnel in adistrict where teaching auxiliaries will be introduced) . . .
starts with the assumption that most individuals will needto be helped to make changes, and it also utilizes conflictsand resistance to change as part of the focus of training."23
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Training for some skills can be carried out on aone-to-one trainee-trainer basis. Assistant staff memberswill also benefit frOrn practicing various skills with eachother and by themselves. For this reason it is worthwhileto set aside, if possible, one room to be used only for train-ing sessions and practice.
Suggestions for in-service training content andRESOURCE MA- methods can be found in the Head Start Rainbow Series,TERIALS FOR booklet 1-D entitled "Training Courses and Methods." An-TRAINING other pamphlet, "Training for New Careers and Roles in the
American School,"24 outlines a number of training approachesand methods. A comprehensive booklet on training that isuseful to career development coordinators and to both train-ees and trainers is "A New Careers Guide for Trainers ofEducation Auxiliaries," published by the New CareersTraining Laboratory.
In order to fully use skills developed in training,WHAT YOU REALLY staff members must know how to operate in the system inNEED TO KNOW: which they are being trained to worx. Dozens of minor
practical questions can block the effectiveness of a staffmember if answers are not readily available. How do youoperate a duplicating machine, use a phone book or diction-
... THE SYSTEM ary, order materials, make long distance calls, or get in-formation from libraries? How do you get information youneed? Why, when, and how should you make an appointmentwith a supervisor in the welfare department ? When shouldyou talk to a director or supervisor rather than a reception-ist? Who can get what done? How is such a person con-tacted? What are the resources beyond the local commun-
-39-
ity that a social service, teaching, or health assistant could... AND HOW tap? Can a person use a tape recorder to make a report if
TO OPERATE IN he prefers to speak rather than to write ? How diplomaticIT. should one be? To whom, when, and why? What is intimi-
dation? How is it avoided or overcome ?
Answers to these and other questions make up whatTRAINING FOR is sometimes called "system know-how," which can andSYSTEM KNOW- should be trained for in both pre-service and in-serviceHOW training. But in order to know how to operate within a sys-
tem, one must also know what the system is. During orien-tation to a Head Start program and career development, termslike HEW, 0E0, CAA, CAP, career development contractors,credentials, private colleges, community colleges, communitycorporation, full-time student, part-time student, undergrad-uate, graduate, tuition, registration, registrar, matriculation,personnel office, etc., can be defined and discussed. The or-ganization of a center and the sponsoring agency should alsobe clarified. A lack of system know-how has been pointed outas one of the most serious handicaps to persons who have notattended schools of higher education.25
Providing meaningful educational opportunities toHOW TO GET AN Head Start staff members involves making surveys of (1)OFFICIAL where and how high school diplomas or an equivalency can'EDUCATION be obtained, and (2) local institutions of higher education
and their curricula. School catalogues can be obtained bycontacting the registrars of colleges and universities.Community colleges should be closely examined, since theyare supported by local taxes and are therefore less expen-sive.
-40-
Private schools which offer useful courses can alsoSCHOLARSHIPS be considered. The schools, as well as private social ser-GO UNUSED vice agencies and philanthropic organizations such as women's
clubs, can be asked to provide scholarships to staff memberswho wish to take one or two courses each semester. Money
... BECAUSE to fund the education of Head Start staff members may alsoNO ONE APPLIES be available from other local antipoverty programs that haveFOR THEM. special grants or related projects.
Not all local colleges and universities offer coursesDEVELOPING or degrees related to skills needed in Head Start. Therefore,RELEVANT area-wide career development committees, joining forcesCOURSES IN with other social service agencies, may want to negotiateEDUCATIONAL with colleges and universities to develop courses and tie -INSTITUTIONS gree programs which are geared to the needs of employees
in the human services. Prior to approaching an institution,a sub-committee should investigate what faculty members,student groups, and departments in a college or universitymight favor such a program and who or what body has thepower to make decisions concerning the development andacceptance of new courses and degree programs.
IT IS HAPPENINGIn the Detroit area, five private, community, and
state colleges agreed to cooperate in offering courses toHead Start staff members. This "consortium" (severalgroups cooperating for one purpose) was initiated by thefirm Head Start contracted to administer supplementary
.traimng.26 The credits for courses are automaticallytransferable from one college to another. Some of thecourses offered include "Head Start: Goals and Practices,""Community Contacts: Working with Families," "The Young
-41-
Child and His Environment," "New Educational Roles," and"Nutrition in Action."
Federal grants are available to colleges and univer-... WITHOUT sities to finance innovative educational programs for para-
COST TO THE professionals, as a result of the Scheuer-Nelson Subprofes-STUDENTS. sional Career Act, Education Professions Development Act,
the Vocational Education Act, the National Defense Educa-tion Act, the Higher Education Act, and a number of otherlaws.27
Programs financed under these grants are not paidfor by Head Start funds or by the colleges and universitiesthat are awarded the grants. Universities and colleges aswell benefit from these grants.
COLLEGE PRO-GRAMS CAN
RESPOND TOTHE NEEDS OFSTUDENTS IF
Head Start college programs (supplementary train-ing) are designed to involve career development committeesin the planning and modification of these programs. Accord-ing to the firm Head Start contracted to provide supplemen-tary training, committees agree, usually in writing, to thecollege's or university's proposal for participation in HeadStart supplementary training. If the committee does not givethis agreement, the firm will not approve the university'sproposal, unless there are exceptional circumstances suchas disagreement among several committees who are to par-ticipate in a single program. In fact, committees themselvesshould write the university proposal, according to this HeadStart contractor. Clearly, career development committeeshave the right and the responsibility for adapting supplemen-tary training programs to the needs of the Head Startstaff members.
The following is a list of considerations which com-... COM- mittees may wish to gradually introduce into the college
MITTEES MAKE or university proposal prior to the yearly approval of the
i
THEIR NEEDSKNOWN.
-42-
contract or into other college programs that do not involvethe participation of the firm Project Head Start contracted:
transferability of credit among different schoolsor departments of a university or collegetransferability of credit among different state,community, or city colleges which are partsof a single systemautomatic acceptance of any A.A. degree asbeing equivalent to two years of collegeintroduction of a course sequence that allowsstudents to take courses of immediaterelevance firstintroduction of procedures for evaluating theprogram of instructionreview of prospective college instructors inthe Head Start supplementary training programby the committeegranting of substantial credit for training,work, and life experienceholding of courses at Head Start centers, ifthat is advantageous to the staff members in-volvedintroduction of supportive services as part ofa program, such as consultation, counseling,tutoring, remedial instruction, legal advicemodification, if necessary, of requirementsfor enrollment in the program
In negotiating with schools, career development com-mittees would most likely consult their Head Start RegionalTraining. Officer, who is often connected with a universityand is familiar with university structures and procedures.
=1110111.
-.43-
Problems arise as new kinds of training, educa-GETTING THE tional, and work opportunities become available for para-NECESSARY professionals or new professionals. One major problem isCREDENTIALS that of adapting traditional credentialing requirements to
present-day resources, needs, and methods of acquiringrelevant technical skills. It is an important problem fornew careerists because official credentials, in the presentorganization of most services, are necessary in order toreceive more than a minimal salary. Ways have been de-signed to reduce the time required to earn degrees, but thechallenge remains of adapting and standardizing these meth-ods on an adequate scale throughout the country. Suchmethods include, as Sumner M. Rosen of the Institute forPublic Administration states:
... the use of proficiency testing to enable student-workers to secure advanced standing, credit for in-service training, patterns of work-study modeledon the cooperative education approach, and evencredit for "life experience" (on the assertion thatit is relevant to effective performance). These areall elements in a strategy designed to provide alter-native routes to meaningful credentials for thosewho are excluded from the conventional, traditionalmeans of access to them. [Emphasis added]28
Accordingly, programs are being developed in... BY MOD- which one can work and study at the same time. For ex-
IFYING STRUC- ample, teacher aides in New York City participating in aTURES program sponsored by Career Opportunities, U.S. Office of
Education (in cooperation with the Board of Education andthe Model Cities Program), can obtain a B.A. degree by work-ing and studying for four years. In Missouri, Webster Col-lege, in cooperation with a community college, has a three-year work-study program for veterans which leads to a
-44-
bachelor's degree and, for prospective teachers, a teachingcertificate. New York and Massachusetts are introducingexperimental programs, similar to Washington State's, forbasing teacher certification on classroom performance.29
In California, applicants for teaching jobs in children'scenters are granted provisional instruction permits and thenhired on the basis of education or experience (one year of ex-perience being approximately equivalent to 30 semester hoursof course work).
Along with these efforts co adapt new standards ofAND credentialing to new circumstances are efforts to reorgan-
REORGANIZING ize many established occupations for which credentials haveSYSTEMS been required. According to Rosen, this reorganization in-
volves a "systematic and total reconstruction of roles and... TOWARD tasks, arising out of a redefinition of the mission and man-
NEW GOALS date of the key service systems in our society, beginningwith education and health."30 Head Start has been one ofthe pioneers in working to find such a redefinition and aworkable relationship with the people it serves. Career de-
... THAT velopment teams, as well as all Head Start staff members,REQUIRE NEW should have a thorough understanding of this relation be-ROLES tween new roles and new goals.
Growing out of this redefinition of mission and areorganization of services are the principles of (a) the em-ployment of community residents in "paraprofessional" po-sitions, (b) the accountability of services to the peopleserved, and (c) community or recipient rather than "pro-fessional" control of services. The second principle sug-
... AND gests that the people judging the quality of the services willNEW 'RULES' not be those w`no deliver and administer the services but
1
-45-
those who receive the services. The last pr iciple permitsthe people who are dependent upon the services to make pol-icy decisions regarding basic and administrative issuesissues which are clarified and analyzed '.iy professionals whooffer their judgment and recommendations.
The need to reorganize these services stems from... IN DOING critiques and studies which have found our present service
OLD AND NEW systems seriously deficient in thei: performance. ServiceJOBS. reorganization is often referred to by the new careers move-
ment to "help validate the argument that new roles are wait-ing to be performed, for which there are not enough profes-sionals and for which, t-ven if there were, professionalswould be inappropriate or unable to function." 31
FINDING FUNDS
In working to expand educational and training op-portunities, ,-i reer development committees should be awareof these two aspectsmodification and reorganization of thecurrent systems of credentialing and delivering services.If services are reorganized and if modified forms of tradi-tional credentialing are not appropriate to this reorganiza-tion, then what new means can be developed to insure qual-ity service? Effective and innovative career developmentprograms in Head Start that are based on a clear task anal-ysis of all jobs within an agency and on effective in-servicetraining designs may contribute the sort of experience thatis needed to deal with this question.
Providing adequate training and educational op-portunities requires the expenditure of funds. The ways ofobtaining money for career development in indivith.al centers
-46-
described in the first section of this booklet apply equally toapplicant and delegate agencies. Just as individual centersand delegate agency career development coordinators andtheir committees can review their budgets, the area-wide ca-reer development committees can review the budget of theirapplicant agency as well. This review would hopefully leadto the development of a plan whereby the use of funds is or-ganized in a way which is consistent with present needs.Regulations concerning the use of funds, as outlined in OEOInstruction 6710-1, "Applying for a CAP Grant,',32 should
be reviewed by a subcommittee of the career developmentcommittee as well as by individual Head Start agencies.
This OEO instruction gives information which points... MEANS out the possibility of transferring, without regional permis-
KNOWING THE sion, 25 percent of non-personnel funds to pay personnel ifROPES, the entire budget is less than $100,000. By way of example,
it has been suggested that if a saving is made because a dis-count from an oil company has reduced fuel costs or becauseother donations that reduce travel expenditures have beenmade, then these savings can be used for a career develop-ment program which might otherwise exist only on paper.33
In planning the reorganization of a budget, career develop-ment teams and committees will want to work cooperativelywith their Policy Advisory Group, which approves the budgetbefore it is submitted to the regional office.
Other sources of funds within center budgets that... BEING might be examined include money allocated, for example, to
RESOURCEFUL, physicians for conducting vision screening for all children.A part of this money could be used to pay the physician totrain paraprofessional staff members to do the screening.
... TAPPINGNEW SOURCES,
... AND
MAKING NEEDS
KNOWN THROUGH
POLITICAL ACTION.
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The rest could then be used for career development. Simi-larly, a retiring dietition might train those with whom she hasbeen working and then serve on a consultant basis as needed.34
The number of part -time, positions in a center might also beexamined to see whether or not the same jobs could be donewith fewer full-time people for the same amount of money.These staff members could then participate fully in the ca-reer development program of a Head Start center. (Other pos-sibilities for the reorganization of staffing patterns are dis-cussed in the booklet on career ladders of this series.
Reorganization of budgets and staffing patterns onthe individual center and applicant level cannot be fully ade-quate substitutes for annual funding of career developmentin Head Start and elsewhere. Apart from the Head Startbudget, there are other possibilities for funding career de-velopment. Richard Orton, Associate Director of Head Start,has pointed outas reported in the Head Start CareersBulletin (Feb. 1970) several alternative sources of fundsfor career development. These include: the Departmentof Labor Title I of the Economic Opportunity Act, the NewCareers and Mainstream programs, the Education Profes-sions Development Act of the Office of Education, and thePublic Service Careers program of the Department ofLabor.35
During recent national Head Start conferences at-tended by parents, staff members, and others, administra-tors of the Head Start program from the Office of Child De-velopment (U.S. Dept. of Health, Education, and Welfare) re-sponded to questions concerning funding by stating: "If wehave to focus our attention on money, then Head Start proj-
-48-
ects must pressure Congress for more money. But con-centrating just on getting money won't work by itself. First,we have to get out of the traditional passive bag of saying,'That's just the way things are and there's nothing we cando about it.' Then we can begin to try to persuade Congress.HEW will support our local efforts to pressure local Con-gressmen; HEW is ready to go along with us." 36
It is important, however, to distinguish betweenMONEY ISN'T those elements of career development which cannot be ac-NEEDED FOR complished without money and those that can be carriedEVERYTHING. through without additional funds. Mr. Orton has done this
by pointing out: "You don't need money to establish a careerdevelopment committee, or to develop training plans for em-ployees, perform task analysis, set up grievance systems,or develop many of the other ingredients of a career devel-opment ,rogram. We believe that extra funds are neededfor three things:
I. Substantial increases in training opportunities2. New staff at the local level to administer the
program3. Salary increments for staff
Aside from those three things, career development can beimplemented without extra money." 37
If federal funding is not available and if budget re-organization is not possible, other means of compensation,apart from salary increments, can be considered. One meth-od is that of reducing a staff member's work week whilemaintaining his present salary. The reduction of the numberof weekly working hours compensates for the salary gap by
1
-49-
allowing staff members more time to study and devote totheir families, and by increasing the actual amount earnedper hour. Coverage for the hours a promoted staff memberis not working could be provided by parent substitutes orvolunteers.
Getting career development off the ground in area-HIGH PRIORITY wide committees and in individual centers takes time. DoingFOR CAREER the task analyses, designing career ladders, etc., requiresDEVELOPMENT considerable effort. But no matter how far along an appli-
cant agency career development-committee may be in de-signing or implementing a career development plan, indi-vidual centers can begin work at any time on career devel-opment. Realistically, career development can be effectiveonly if it takes hi,2 priority in the overall program of acenter. This means that in a center, staff members as awhole and the Policy Advisory Group have to come to a mu-tual understanding of career development and the forms itwill take under the leadership of the career development co-ordinators and their committees or teams.
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COMMUNITY ACTION
Career development committees or teams, as ad-
vocates of career development and expanded job opportun-
ities for Head Start personnel, can consider any number ofactivities designed to open up job opportunities. They may:
urge other social-service agencies to develop,
extend, or improve their career developmentprograms 38
-- plan joint ladders with other agencies so thattransfer from Head Start is facilitated
urge local, federal, state, county, and cityagencies in health and welfare to modify jobclassifications, develop career ladders, andhire paraprofessionals, particularly those whohave had experience in Head Start
urge city and county boards and state civil serv-ice commissions to adopt new job classifica-tions and to modify certification requirements
39
-- advocate the establishment of a state-widecareer development council
urge school districts to establish auxiliaryteaching positions, career ladders, and jobrequirements that recognize experience inrfead Start as qualifying employees to be placed
40in responsible positions
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make a survey (perhaps with the assistance ofvolunteers or of civic organizations) of localindustries that offer training programs whichmight be of interest to Head Start personnel
encourage industries, businesses, employers,and trade associations (electrical manufacturers,furniture manufacturers, building trades asso-ciations, etc.) and labor unions to promote andadopt programs in which training, education,and advancement opportunities are built intojobs41
-- urge focal businesses and industries to estab-lish day care centers
maintain liaison at the applicant and/or delegatelevel with other organizations for the exchangeof information about training programs and jobopenings outside Head Start. Such organizationsinclude:
the Urban Coalitionthe Urban Leaguethe state employment bureaus and/or statevocational and rehabilitation officessocial service agenciespublic schoolshospitals
- welfare departments and other city, county,and state agencies
- local Manpower offices and other federalprograms (See also Appendix A.)
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- state career development or new careerscouncils, where they exist
maintain contacts, at the center level, withnearby businessmen, who would be informedthat the Head Start center could refer potentialemployees to them
assist spouses of Head Start staff members,particularly of those who are moving up acareer ladder, in finding meaningful employment
When career development coordinators learn ofGETTING INFOR- local programs which provide relevant training in additionMATION TO STAFF to that offered at Head Start, they should distribute to staffMEMBERS members information concerning dates of registration, lo-
cation of the program, etc. Possibly one member of a cen-ter's career development committee or team might be re-sponsible for making inquiries, reading brochures that thecenter receives, and getting information to the coordinator(s)and other staff members.
Communication between career development teams... AND and their center's community services staff is especially
COMMUNITY important, because community or family workers can passRESIDENTS. on information gathered by the career development team to
parents and neighborhood residents. They may also hear ofprojects that the career development team would want toknow about.
As a result of meeting and talking with the careerIF A STAFF development coordinator, it may become apparent that aMEMBER staff member does not want to continue in the areas of work
LEAVES, A CO-ORDINATOR
SHOULD FOLLOWUP.
INDUSTRIES MAYWANT ADVICE.
ALLIANCES FORACTION
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that are part of Head Start. A program outside Head Startmight offer more to an individual in terms of his or her jobinterests. When a .career development coordinator and astaff member consider job possibilities outside Head Start,they should make certain that the job is not a dead-end one-.that it has training and advancement opportunities built intoit. And after a staff member leaves, the coordinator shouldperiodically contact both the former staff member and thenew employer to see that career development is really tak-ing place. Such outside opportunities may be in industry orbusiness.
Today many industries regard their own interestsas coinciding with the interests of the new careers move-ment. But it is difficult to establish a training program thatdoes not have a high drop-out rate unless one is aware ofall the necessary components of career development, suchas supportive services or orientation of present employeesto a new program. Career development committees maywant to conduct panel discussions and other programs forbusiness leaders to discuss new careers projects and themethods of implementing them.
In negotiating for the creation of new job opportun-ities or new services which would mean new jobs, careerdevelopment committees can probably work best in cooper-ation with other organizations that are also interested inworking toward these goals. These organizations will varyaccording to the locality and to the orientation or policiesof the particular group. They might include:
STATE CIVILSERVICE REGULA-TIONS ARE BEING
MODIFIED.
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a New Careerist AssociationThe Urban LeagueThe Ufban Coalitionthe Chamber of Commercelabor unionsprofessional organizations
- local manpower offices of the city, county,state, or federal governmentother organizations such as those listedin Appendix A
United action, whether on a neighborhood or a larger scale,reveals a movement's strength and its potential for effect-ing change. If an area does not have a local new careeristor new professional association, career development com-
mittees can help to create them.
Career development committees, in cooperationwith other groups, can also work to modify the hiring prac-tices of state and local governments. Some progress inthis area has been made recently. For example, in Cali-fornia, Massachusetts, Minnesota, New York, New Mexico,and Michigan, significant changes have occurred in civilservice requirements.
In Massachusetts, as a result of the efforts of anantipoverty program, a new classification special serviceassistant was created. This position does not require ahigh school diploma and pays approximately $500 per month.In Richmond, California, the City Council has decided to re-vise its personnel system to provide career oppOrtunitiesfor persons with low incomes and to bring city departments
A LEVER FORMAKING CHANGES:
STATE -WIDE
CAREER DEVEL-OPMENT COM-MITTEES
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closer to the poor. In Michigan, positions have been createdthat do not require more tl n an eighth-grade education andhave built-in training and career opportunities.4 2
One means of working for the modification of ex-isting practices is to create state-wide career developmentcommittees. As a result of the efforts of Head Start and oneof its contractors, a state career development committee hasbeen established in Oklahoma. Efforts toset up similar statecommittees are now being made in Missouri and Nebraska.The purpose of a state-wide committee is not only to co-ordinate supplementary training, but to establish a statecouncil on career development. This council would seek todevelop the political and economic 'clout' necessary to co-ordinate and increase employment, training, and educationalopportunities. It would consist of representatives from HeadStart; the governor's office; educational institutions; statedepartments of health, education, and welfare; industry;manpower programs; and other related organizations.
A bi-state career development committee has beenformed by Vermont and New Hampshire. This committee,initiated by a Head Star: Regional Training Officer of thisarea, has negotiated with state educational agencies for thecertification, as teachers, of former Head Start teacheraides and assistants who are hired to teach in the publicschools. It has also written the supplementary trainingproposal for the University of New Hampshire.
The tentative membership of this 27 member com-mittee includes one representatiVe from each state PolicyAdvisory Committee and three representatives from each
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CAA. Of these three representatives, two are aides or as-sistants and one is the professional staff member who servesas one of the career development coordinators of a center'sprogram. Directors may serve on the committee as non-vot-ing members. Votes cannot be taken unless half the memberspresent are paraprofessional staff members.
All the functions of this new committee have not yetbeen established. Its members have proposed that it (1) seekrepresentation on the committee of all Head Start centers inthe two states, (2) seek regional and national representationon and promote the creation of career development commit-tees on these levels, (3) have decision-making powers con-cerning courses and applicants for Head Start supplementarytraining, (4) review cases where paraprofessionals are notallowed to attend delegate and applicant career developmentcommittee meetings, (5) coordinate, for the benefit of HeadStart employees, job openings in the various Head Start cen-ters of the two states, (6) monitor and seek credit for in-service training, and (7) mobilize the resources of all thecollegesand schools in the states.
In conducting any sort of campaign, accurate, ob-
INFORMATION jective information which provides the bases for a particu-PLEASE! lar goal is a crucial tool. A number of organizations listed
in Appendix A are sources of information. For example, abooklet published by the New Careers Development Centerentitled "Do Paraprofessionals Improve Human Services"presents up-to-date statistics on which the author bases thefollowing conclusion: "Classes with parayrofessionals learnmore, health services rendered by paraprofessionals reachmore patients, cases handled by paraprofessionals are lesslikely to result in recidivism." 43 [Emphasis in original text.]
HOW WELL DONEW CAREERISTSTUDENTS DO?
WHAT DOES THELAW SAY?
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Information is also available on the performance ofnew professionals in college and university courses. Follow-ing a report on the grade averages of new professionals, anarticle in the New Careers Program Assistance Bulletinstates that it has been demonstrated that it is possible forindividuals who come from "low income backgrounds withnumbers of children, high divorce rates, financial, legal,and health burdens to compete in a major university andsuccessfully complete credential programs offered withinuniversities."44
Two additional types of information are also use-ful: (1) data on relevant laws and regulations and (2) infor-
ation on the social context of career development. Theformer would include, for example, information on whatagencies subsidized by the government are required by lawor contract to accomplish in combating poverty, as opposed,possibly, to what is actually being done. It would also in-clude knowledge of laws such as the 1964 Civil Rights Act,which has been reinforced by a number of executive orders,and which prohibits holders of government contracts, as wellas employers in general, to discriminate against minoritygroups when hiring employees. In one instance, the commun-ity surrounding a university which used federal monies toconstruct a library made public the fact that the labor forceof the construction company was not properly representativeof minority groups. As a result of community negotiationswith the university, the union, and the construction company,this situation was corrected.
The second type of information, which is useful ingaining public support for a program, would include statis-
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EXPLAINING ONE'S tics available from libraries or organizations. StatisticsGOALS such as those on unemployment rates among whites and non-
whites or the number of people in a certain area workingfull-time and earning less than the sum welfare recipientsreceive, might be useful. It could also include the percen-tages of the national budget or gross national product (the
differentiation between the two is necessary) that are spenton health, education, social services, foreign aid, medicalcare, the armed forces, military conflicts, advertising, to-bacco, etc. Comparative statistics on such expenditures inthis country and in other advanced industrial countries arealso available in public and college libraries.
Career development committees should also be
KEEPING UP WITH aware of what is happening in other parts of the country and
THE LATEST in Congress regarding new careers and other antipoverty
NEWS programs. There can be little career development withina program if, for example, a program is about to be phasedout of existence. If, however, committees are awareperhaps through the work of a small sub-committee of
what laws relating to new careers are about to be voted uponin Congress or in committees, then Congressmen can betelegraphed, letter-writing campaigns can be conducted, andother forms of action can be organized on a private, corn-munity-wide basis.
Apart from following the newspapers, career de-... BY READ- velopment committees or sub-committees can keep abreast
INO THE NEWS- of developments, particularly with regard to proposed legis-
PAPERS, lation, by consulting The Congressional Record, a dailytranscript of proceedings in the national House of Represen-tatives and Senate which is available in libraries or can be
-59-
obtair ed, often free of charge, from local Congressmen'soffices. Summaries of proceedings are given at the end ofeach issue.
For information on the status of bills before Con-... TELE- gress, regulations for funding, or federal legislation, and
PHONING YOUR general information or statistics pertaining to public mat-CONGRESSMAN, ters, committees can also call the offices of their Represen-
tatives and Senators, who normally have research staffs andare generally willing to assist people in their electoral dis-trict. Copies of special requests to federal bureaus can besent to Congressmen. In turn, Congressmen may be inter-ested in knowing what groups they can contact to gain sup-port for bills that are being examined by congressionalcommittees.
Periodicals dealing specifically with the new ca-... AND reers movement are available from various organizations.
SUBSCRIBING Among these periodicals are the New Careers Newsletter,TO PERIODICALS. the Head Start Careers Bulletin, Head Start Career Devel-
opments, and the New Careers Program Assistance Bulle-tin. These newsletters and bulletins report local and na-tional events concerning career development and provideideas for action, relative salaries earned by new profes-sionals, and descriptions of programs that have beensuccessful.
KNOWING WHAT'S
GOING ON IN YOUR
i
Committees can research much of the above in-formation as the need arises. However, they will needcertain information at their fingertips before they even set
OWN BACK YARD
DECIDING HOW TOGO ABOUT
REACHING A
GOAL
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up a career development program. This information in-cludes the Head Start structures and regulations concerning(1) the decision-making process in Head Start agencies,(2) the resources, however large or small, available toHead Start centers, such as regional or state Head Startparent organizations or Head Start provisions for babysit-ting fees, and (3) the regulations regarding career devel-opment.
In addition to gathering information and preparingproposals to be presented to colleges, private businesses,and other agencies, career development committees shouldconsider how they will actually go about meeting and nego-tiating with groups and individuals. A study of barriers tocareer development suggests that before negoti-"tions, theactive cooperation of sympathetic professional organiza-tions be sought, that the backing of local political leaders besecured, that a new careerist staff member be the repre-sentative to speak with persons such as city councilmen (whomay therefore be more sympathetic), and that a distinctionbe made between negotiable and non-negotiable goals.45
Each situation must, nevertheless, be judged on its ownmerits when it comes to which organizations should be askedto participate in a plan or who should be a committee spokes-man.
A short paper entitled "Negotiations" discusses fivesteps to take before meeting with individuals or groups.46
These steps consist of:
1. Identifying the goal
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2. Establishing the reasons why reaching thisgoal is desirable
3. Formulating specific requests or a position4. Developing a plan for presenting one's position
(This includes knowing the individual opinionsof all those with whom one will speak, deter-mining what concessions can be made, andchoosing a single spokesman for the entiregroup.)
5. Monitoring and evaluating results (Meetingswith other groups or their representativesshould be recorded by a tape recorder or bya secretary for the career development group.)
For a detailed explanation of these five steps, com-mittees can obtain this paper from the New Careers Train-ing Laboratory, listed in Appendix A.
As advocates of career development in the societyCOMMUNITY at large, area-wide career de?elopment committees willSUPPORT IS need the active support of the staffs and communities ofINCREASED every Head Start center. One chairman of a city-wide ca-
reer development committee has pointed out that a majorfactor which would contribute to the success of a center'sor an area-wide committee's Head Start career developmentprogram is the involvement of parents as participants in theplanning, training, and community action for career devel-opm ent.
This view has been reinforced by Project HeadStart Associate Director Richard Orton. In responding to
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... THROUGH a question about parent participation and control of careerPARENT development, he stated: "I do want to say emphatically thatINVOLVEMENT. the degree to which parents have become involved (in ca-
reer development) as expressed in our national conferencesis something that we are going to make a maximum effortto accommodate within whatever legal restraints we have.We've been talking about this for years and now we arbeing asked to deliver, and we are going to. "47
DEFINING GOALS
Parents, community residents, and staff membersall have a stake in expanding employment, education, andtraining opportunities, as well as in improving the qualityof a child's education through the career development of histeachers. But this connection between individual lives andcarrying out an effective Head Start career developmentplan or the establishment of a training program in an indus-try across town may not, however, be obvious. Throughmeetings, leaflets, posters, etc., career development teamscan provide people with the opportunity to perceive the im-portance to themselves, to their families, and to the societyas a whole, of expanded employment, educational, and train-ing opportunities.
The ability to make a connection between what ap-SUSTAINING pear to be unrelated facts or events is probably one of theINTEREST most important factors in sustaining the interest and partici-
pation in career development of staff members, parents, andcommunity residents. In order to gain such a perspective,individuals can be encouraged to ask "why" and to considercircumstances which affect them. Why does poverty per-petuate poverty? What factors contribute to economic
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success? What negative conditions can be changed; forexample, why is or isn't the garbage collected in a particu-lar neighborhood? Why are there more social problems insome areas than in others? Why is or isn't this or thatgroup interested in getting people off welfare roles and intojobs? What do efforts to direct public spending into thehuman services mean for my family, my community, and thesociety as a whole? How can I exert an influence over theconditions that affect me and my family?, etc.
*In working with the community, as well as on otheraspects of career development, career development coor-dinators from nearby centers may find it beneficial to meetwith each other to confer, exchange ideas, or plan jointprojects.
Career development, if it involves parents, can be-DISAGREEMENT come a focal point which unites Head Start centers and theirIS LESSENED neighborhoods. This does not, however, erase the fact that
both new professionals and professional personnel may notfeel secure in actively supporting career development. Fearthat one may lose a job and not have the possibility of mov-ing into another job, or that one's present job may be doneby someone else, is real. The question that follows iswhether or not this fear is justified or based on a thoroughunderstanding of career development.
An article in the Head Start Careers Bulletin has... WHEN remarked that, "indifference of Head Start project directors
GOALS ARE toward career development has to be overcome. If the di-DEFINED rector can be convinced of the benefits of career develop-
mentimproved services, mobility for the staff, the posi-
... WITHSTAFF MEMBERS
... ANDPARENTS ALIKE
...ANDWHEN THE COM-
MON OBJECTIVESARE EMPHASIZED.
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tive effect on other community organizationsthen he willbe willing to manipulate the local biulget to provide at leastsome funds and to put pressure on other groups." 48 Pro-fessionals as a group should not feel threatened if they cometo realize that career development will free them to betterperform the jobs for which they have been or are beingtrained. Attitudes toward career development and new rolesfor professionals can also be considered by Policy AdvisoryGroups as an important part of a prospective employee'squalifications for a position in Head Start.
Where Policy Advisory Groups are not thoroughlyfamiliar with the philosophy and various components of ca-reer development, coordinators and their teams should makespecial efforts to communicate and cooperate with them re-garding career development goals. And where Policy AdvisoryGroups are not aware of all their responsibilities and rights,career development teams will need to activate these groupsin order to start their own program, particularly if it in-volves new staffing patterns and budget reorganization.
When one examines the stark necessity of filling andcreating positions in the human services in order to meetbasic human needs, it becomes clear that both paraprofes-sionals and professionals in service agencies have ampleroom within which to work. Career development committeescan attempt to emphasize this common ground in pursuingcareer development plans. There may be difficulties, butthey can only be reduced if career development committeesthemselves act with the commitment, courage, and straight-forwardness they would like to confron'..
DETAILS COUNT.
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The degree of success a committee has in spread-ing career development beyond Head Start will probably cor-respond to the degree that it3 members can make the spiritas well as a program of career development an everydayreality in individual Head Start centers. For example, per-sonnel practices (regarding access to information aboutmeetings, days on which people are paid, length of vacations,provisions for sick leave, fringe benefits, etc.) which make-listinctions between traditionally professional and para-professional positions can be modified in a way that ex-presses the philosophy of career development and new ca-reers. Equality and respect carried out in day-to-day pol-icies bring about the cooperation and teamwork needed forcareer development and give credibility to the efforts of ateam or committee which is working to spread career de-velopment outside Head Start.
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SUPPORTIVE SERVICES
As advocates of career development, coordinatorsat individual Head Start centers are interested in providingstaff members with the practical and personal support thatwill allow them to train, study, work, manage a family, andintegrate new roles and self-images all at once. On thepractical level, this means that coordinators will consultwith individual staff members concerning their everydayneeds and then organize, with the assistance of the centerteam or committee and the applicant agency, the followingservices:
transportation (car-pools or information aboutpublic transit systems where appropriate)tutoringremedial training in basic communication skillsbabysitting cooperativeslegal advicecounseling and counseling resources
Arrangements for appropriate career developmentcounseling would be made in cases where the coordinatorsalone cannot confer with all the staff members or in caseswhere the problems that arise go beyond the responsibilityand competence of a coordinator. The people involved inthis kind of consultation might be determined by relative jobexperience, interest in learning about vocational aspects ofthe counseling process and perhaps most important, abilityto relate to other people. No coordinator or staff memberinvolved in career development should be made to feel that
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he alone should have to be able to deal with all the problemsthat come up, particularly those that involve emotional anddeep personal conflicts which require in-depth personalcounseling.
In order to provide personal support, career devel-TALKING THINGS opulent coordinators can meet with staff members individu-OVER ally and in groups to discuss any number of topics that are
specifically related to career development; problems en-countered on their jobs, at home, and in school; feelingsabout themselves as staff members or students; questionsabout the program; opportunities outside Head Start; andother relevant subjects. It means giving encouragement.. . listening . .. asking the sort of questions of a.personwhich will draw from him the solutions to a problem he istrying to solve. It means being aware of the counselingprocess in its vocational aspects.
Providing personal support also means getting an-ACTING AS AN swers from others when necessary or suggesting that oneADVOCATE staff member consult with another staff member who may
have had a similar experience or who may have a specialcompetence. It means acting as a mediator, taking into ac-count many sides of a question at once. It means talking tosupervisors and trainers about the importance of their con-fidence in their assistants or aides, because this confidenceor lack of it can determine, to a great extent, the quality ofthe aides' performance. It means communicating to otherstaff members what career development is all about. It meansan endless number of things, all of which make up the gluethat connects the different elements of career development.
DISCOVERING
ATTITUDES
... AND DIS-CUSSING THEIR
IMPLICATIONS .
THE CAREERDEVELOPMENTCOORDINATOR:
AN ORGANIZER
AND A COUNSELOR
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When discussing career development, underlyingattitudes and questions will emerge: Is a job in the humanservices just another job? What is the objective of careerdevelopment? Personal and vocational fulfillment? Authorityand prestige? A cooled-off community, or a turned-on new professional? Why become a professional? Forjob mobility? Status? The opportunity to get somethingdone ? Is career development a mask? A tool?
Although adults would hardly wash their hands overand over again, as children sometimes do to change thecolor of their skin, adults may hold similarly negative at-titudes about themselvesperhaps without knowing it. Neg-ative attitudes concerning oneself often work against the de-velopment of personal and employment potential and abilities.If entry into the larger society is a goal, then the individual'srelationship to that society and its values can be discussedin career development sessions. These discussions can en-courage self-confidence and inner direction, rather thanconformity to television images. Personal and vocational orjob development are interdependent; as one increases, sodoes the other.
Thus, in working with other staff members to de-sign and implement their center's career development pro-gram, coordinators assume a dual role, that of an organizeror coordinator and that of a career development counselor.As organizers, they may work on an area-wide career de-velopment committee, in addition to providing leadership intheir own center. In this role, the coordinator's attentioncan be focused on "new careers" opportunities outside HeadStart, as well as on career developMent in Head Start.
HEAD START:
A BEGINNING
FOR MANY
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All of the components of career development areessential to the total development of all staff members,whether or not they'will remain in Head Start in followingtheir personal career plans. Head Start can be, for thoseindividuals who so choose, a springboard into other agencies,schools, hospitals, and the economy at large, if its staffmembers are able both to benefit from a working careerdevelopment program and to participate in well-organizedefforts to open up opportunities outside Head Start centers.Within I4Pad Start, career development is the key to betterservices and meaningful careers.
EXAMINING THE
PROBLEMS: AWAY TO AVOID
THEM
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BARRIERS TO CAREER DEVELOPMENT
Anticipating problems in advance is often a way ofavoiding them. Recognizing problems is often the first stepin solving them. According to a Head Start report by CharlesA. Jones, Assistant Director for Career Development andTechnical Assistance, Project Head Start, "some of thereasons why many Career Development Committees arefaltering" are:49
1. A tendency of Head Start directors to overlookthe potential of committee members
2. A tendency of ..ast committees to lack con-fidence in their own abilities [These two factorsare perhaps interrelated.]
3. A "lack of guidelines from Head Start aboutwhat the committee is meant to do and how itshould function ... . Whereas the resultantfreedom from direction has been an asset inthe creation of plans that are uniquely suitedto individual programs, it has also been aliability for those less-assured committeesin need of more guidance."
4. A tendency of most career development com-mittees to set higher entry and advancementrequirements than does national Head Start."We are not trying to minimize the importanceof academic requirements [which are essentialfor career development beyond Head Start . . . .
[butt an incoming aide need not necessarily havea high school diploma. A career development
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subcommittee should help the non-graduateprepare for the examination for the generaleducation diploma."
5. The belief of many committee members thatnothing can be done without money
Another study, 50 which evaluates new careers pro-jects sponsored by the Manpower Administration, points outseveral factors that seem to apply to Head Start as well:
1. Small percentage of male enrollees2. Inadequate entry-level salaries3. The need for a greater involvement of local
and state civil service agencies in "developingand certifying career ladders and their asso-ciated salary structure."
4. The need for increased training and educationalopportunities
5. The need to implement career ladders inagencies where they exist only on paper
6. Insufficient attention to involving local pro-fessional associations and labor unions whosecooperation is essential for the acceptance,career advancement, and certification oftrainees in various fields
7. The need of local projects for assistance innegotiating with employing agencies, localcivil service and state merit systems, andcolleges and universities
Head Start aides, assistants, directors, and region-al personnel cite the following barriers to career develop-me nt:
1. Non-transferability of skills developed in HeadStart to other agencies; i.e., experience inHead Start is not recognized for what it is
2. Non-recognition of training experiences interms of academic credit
3. Non-transferability of credit from one collegeto another, including those within a singlestate, city, community, or university system
4. Participation in supplementary training meansthat Head Start responsibilities, particularlyin the community services, cannot be adequatelyperformed
5. The difficulty of conducting sufficient in-servicetraining and of carrying out a normal Head Startprogram at the same time
6. Inadequate salary increments for increased re-sponsibilities, proficiency, training, and educa-tion
7. The large gap, in terms of salary, between thehighest paraprofessional position and the lowestprofessional position
8. General fear of change9. The reluctance of some directors and degreed
staff members to help implement career de-velopment; the difficulty of translating policiesmade at national level into practice at localcenters; the need for motiating adults to as-sume new attitudes and roles
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10. Limited understanding or awareness of careerdevelopment among staff members in general
11. Limited number of career development co-ordinators in individual centers and at appli-cant agency level
12. The difficulty of applying knowledge of careerdevelopment gained in special training tocenter programs
13. Limited authority of career development com-mittees
14. Inadequate supportive services in centersand colleges
15. Lack of extensive pre-service training16. Lack of interest in G.E.D.17. Fear of failure in front of peers18. Extreme difficulty in attending college for
divorced, widowed, or separated staff memberswho have families
19. Tendency on part of paraprofessionals not tobe awa of or vocal about career development;unawareness of relative salary ranges or oflong-range advantages of short-range advocacy
20. Lack of involvement of parents, or, when thereis involvement, restrictions on use of parents'funds
21. Need for consi-tency in career developmentpolicies within an applicant agency that stillallows for significant flexibility in individualcent.rs
22. Underutilization of community resources
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23. Limited resources for career development in
rural areas24. View of career development in Head Start as a
manpower project rather than as an integralpart of improved child, family, and communityservices
25. Reluctance of colleges and universities tooffer relevant courses and programs
26. Lack of understanding of power structures,i.e., who makes what decisions, to what influ-ences are a particular group or institutionsubjected, etc.
27. Control of credentialing institutions byexclusionary groups
28. Need for recognition of the relationship be-tween career development (or new careers)and the reorganization of the human serviceswhich makes them accountable to the con-sumers of these services
Finding ways through or around these barriers tocareer development is hardly a simple task. However, if agroup's attention is brought back again and again to the pur-pose of a Head Start center, that is, to its overall relation-ship with the community, priorities will become clear. Dr.Alan Gartner, Associate Director of New York University'sCareer Development Center, has summarized the issue of
what career development means in terms of an agency's re-lationship to the community. He states:
1
CAREER .
DEVELOPMENT:ONE WAY TO
REACH RELEVANTSOCIAL GOALS
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There is a growing acceptance of new careers] pro-grams by human service agencies. The question onemust raise, however, is whether that acceptancemarks a commitment to meaningful change or wheth-er the new careerist is individually being co-optedand the service 1 - renders is to explain the agencyto the community (to shil or huckster for it), to coolout the community.
The sharp attack under which professional practicefinds itself today exacerbates these issues. If newcareers is to be but a band-aid on a cancerous situa-tion, then the response of the community will be hos-tile, and properly so. However, if the new careeristsbecome a force for change, acting as the vanguard ofthe community, powering change, then they becomepart of the forces questioning present professionalpractices, challenging professionalism and creden-tialism, uernanding accountability.
Paraprofessionals are being strongly supported byactivist community-based programs all over thecountry .... Community groups are probably sup-porting the expansion of paraprofessionals for avariety of reasons, including the need for jobs; butperhaps even more important is the desire to in-fluence the staffs of the agency or institution, to havean "inside" Lcommunity) voice in the school for ex-ample. Emphasis in original texta51
The purpose of Head Start career development isto improve the care rendered to children. The quality ofthis care depends upon the upgrading of staff members, aswell as on the total health and ability to function and developof Head Start families and communities. This communityhealth or viability calls for the realization of three goals:(1) an expansion of economic opportunities, (2) an expa.nr.,4.onof th. human services, and (3) the accountability of publicand private institutions to the people they serve.
New careers or career development is an essentialelement of al',l three of these objectives. Whether or notthey are reached will determine the well-being of countless
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numbers of children in this country. Whether or not HeadStaJ t career development can be effectively directed towardthese broad goals will be demonstrated in the next fewyears.
In Head Start, the arms of career development areextended in two directionstoward our children and towardour societyjoining at the point where a child meets thoseconditions that penetrate his family and defin his outsideworld.
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APPENDIX A
RESOURCE ORGANIZATIONS*
ACTIONP.O. Box 21313St., Louis, Missouri 63115
An organization working for economic,social, and political change which fur-Lhers the well-being of black Ameri-cans. In support of its aims, ACTIONhas organized economic boycotts tobring about increased hiring of blackpeople, demonstrated at church serv-ices, demanded greater regulation ofpolice activity, and undertaken a widevariety of other projects. Publishesan annual Picture Magazine dealingwith its work.
AMERICAN CIVIL LIBERTIES UNION156 Fifth AvenueNew York, New York i0010
A national association of lawyerswhich provides free legal assistancein civil liberties cases. Works forlegislation that provides for legal as-sistance to the poor, the rights ofIndian tribes, improved court proced-ures, protection against discrimina-tion, and reapportionment of statelegislatures. Financed by member-ship contributions.
AMERICAN FEDERATION OFTEACHERS, AFL-CIO
1012 14th Street, N.W.Washington, D.C. 20005
A national union of preschool, elemen-tary, secondary, and college class-room teachers, affiliated with theAFL-CIO. Favors the use of para-professionals to assist teachers byperforming functions which are as-signed and directed by these teachers.The locals may vary in their policieson use of paraprofessionals and onother questions. AFT comprisesstate branches (which exist in most ofthe states) and more than 750 locals.Financed by membership contributions.
AMERICAN FEDERATION OF STATE,COUNTY, AND MUNICIPAL EM-PLOYEES, AFL-CIO
1155 15th Street, N.W.Washington, D.C. 20005
A national union of civil-service em-ployees working for state, county,and city governments. Affiliated withthe AFL-CIO. Couducts a high schoolequivalency program. Operates atraining program to develop career
This list is designed to (I) indicate the type of resources that might betapped by career development coordinators and (2) provide the addressesof those agencies concerned with career development or new careers.The latter are preceded by an asterisk. Obvious and better-knownorganizations such as philanthropic, religious, civic, political, labor,student, and fraternal groups have not been listed. A comprehensiveguide to national organizations available in libraries is the Encyclopedia.pf Associations, published by the Gale Research Company, Detroit,Michigan.
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Ladders for hospital workers. Its"district councils" and local branches,which exist in every state, are semi-autonomous. They may provide a va-riety of adult-education and job-devel-opment services. For example, theFederation's District Council 37, inNew York City, operates a high schoolequivalency program and a trainingprogram for hospital employees. Thenational office is financed through con-tributions from its branches.
AMERICAN INDIANS UNITED116 South Michigan AvenueChicago, Illinois 60603
A group of 43 organizations whichworks for the betterment of urbanAmerican Indians.
APPALACHIAN VOLUNTEERS120 West Court StreetPrestonburg, Kentucky 41653
Operates a community intern project,a VISTA training program, severaleducation centers, and technical andcraft training programs. Organizescommunity-action projects. A pri-vate agency, financed largely by OEOand other government organizations,which operates in Kentucky, Virginia,and West Virginia.
ARCHITECTS RENEWAL COMMIT-TEE IN HARLEM, INC. (ARCH)
221 West I 16th StreetNew York, New York 1002 6
An association of architects, cityplanners, and lawyers which assistsHarlem residents in carrying out
urban-renewal projects. Operates ajob-training and educational programgeared to high-school dropouts. Stud-ies include art, English, history,mathematics, graphics, and architec-ture. The Committee locates jobswith architects for all graduates of itsprogram. A nonprofit orgaa,izationworking for government, private in-dustry, and community organizations.Financed in part by a grant from OEO.
ASSOCIATION FOR CHILDHOODEDUCATION INTERNATIONAL
3671 5 Wisconsin Avenue, N.W.Washington, D.C. 2001 6
An asc-Iciation of individuals andgroups interested in improving the ed-ucatien of children. (United Statesbranches are usually listed in tele-phone directories under the names oftheir localities, followed by "Asso-ciation for Childhood Education" or"ACE.") ACE's publications includeWhat to Expect of Twos, Threes, andFours, Parents and Teachers WorkTogether, and a large number of otherpamphlets. Provides a nationwide in-formation service. A nonprofit firmfinanced by membership contributions.
BERKELEY CENTER FOR HUMANINTERACTION
1 820 Scenic AvenueBerkeley, California 94709
Offers training in community-buildingand in organizational, leadership, andpersonal development. Staffed bypeople from universities, seminaries,and job-training agencies. Servicessocial-service workers and the gen-eral public. Church-sponsored.
BLACK BROTHERS SPEAKERSBUREAU
475 Riverside DriveNew York, New York 10317
A multi-racial organization of expertsin various fields who are prepared tospeak "blackly" on social problems.The speakers' topics include self-determination, aspects of the churchand the university, racial relations,and community action.
CENTER FOR URBAN ENCOUNTER(CUE)
2200 University AvenueSt. Paul, Minnesota 55114
Offers studies in urban and Indiancommunity problems for Minnesota.Church- sponsored.
CENTER OF WETROPOLITANMISSION IN-SERVICE TRAINING(COMMIT)
817 West 34th StreetLos Angeles, California 90007
Offers training in leadership skills,organizational development, commun-ity action, environmental analysis,and other fields. Uses the resourcesof universities, Operation Bootstrap,The Urban Coalition, the WelfareRights Organization, and other groups.Serves Nevada, Arizona, Hawaii, andSouthern California. Church-spon-sored.
CHILD STUDY ASSOCIATION OFAMERICA
9 East 89th StreetNew York, New York 10028
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A training organization which workswith social-service agencies through-out the United States. Trains bothprofessionals and paraprofessionalsfor jobs in the health services. Workswith Head Start centers in the Westand Southwest, training paraprofes-sionals to carry out projects to in-crease parental involvement with thecenters. Financed by foundations,private Contributions, and HEW.
CHILD WELFARE LEAGUE OFAMERICA, INC,
4 East 23rd StreetNew York, New York 10010
A federation of more than 300 mem-ber agencies in the U.S. and Canada,devoted to the improvement of careand services for children of low-in-come families. Trains unemployedand underemployed persons, includingthe educationally disadvantaged, forcareers related to child care. Pro-vides legislative groups with infor-mation necessary for the passage ofsound legislation. Publishes mono-graphs on child welfare, books, anda newsletter. Provides an informa-tion service which answers questionson all aspects of child welfare. Fi-nanced by membership dues, grantsfrom foundations, United Fund dona-tions, and private contributions. Pro-vides nationwide information services.
COALITION JOBS55 Fifth AvenueNew York, New York 10003
A local agency operated by the Na-tional Alliance of Businessmen, Inc.and the New York Urban Coalition, toencourage the hiring and training of
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persons with low incomes. Locatesjobs which offer training and possi-bilities for advancement, and forwardsthe information to the New York StateEmployment Service and the New YorkCity office of Manpower and CareerDevelopment. Informs prospectiveemployers of possibilities for grantsfrom the U.S. Department of Labor tofinance job-training programs. Partof the national Job Opportunities inthe Business Sector (JOBS) Program,q.v. Staffed largely by volunteers.Financed by the Ford Foundation.
COLUMBIA CENTER ON SOCIALWELFARE POLICY AND LAW
401 West II7th StreetNew York, New York 10027
Part of the Legal Services Programof the U.S. Office of Economic Oppor-tunity; affiliated with the ColumbiaUniversity School of Law. Conductsresearch on the legal rights of wel-fare.recipients;-supports 0E0-fundedlegal services programs and otherlegal organizations through educationand assistance in the preparation ofimportant litigation. Seeks to reformwelfare administration. Publishesstudies, handbooks, and other mater-ials on issues related to social wel-fare. Provides nationwide informationservices. Financed by 0E0.
COMMUNITY ORGANIZATION MEM-BERS BUTLD ABSOLUTE TEAM-WORK (COMBAT)
8th and Adam StreetsSteubenville, Ohio
COMBAT is a coalition of 25 church,civic, social, and special interestgroups.
COOPERATIVE AREA MANPOWERPLANNING SYSTEM (CAMPS)
New York City Manpower and CareerDevelopment Agency
220 Church StreetNew York, New York 10013
A local organization which is se-Acingauthority to coordinate Federal, stateand city programs to recruit, educate,train, and employ persons with lowincomes. At present, CAMPS com-prises 28 agencies, including the NewYork City Central Labor Council, theState Department of Education, andthe Citywide Coordinating Committeeof Welfare Groups. Financed by NewYork State, with funds originally fromthe U.S. Dept. of Labor.
CO-OP TRAINING CENTERP.O. Box 139Edwards, Mississippi
Trains people with low incomes forwork in cooperative stores. The cen-ter and the cooperatives are run bythe Poor People's Corporation, q.v.
COUNCIL OF THE SOUTHERNMOUNTAINS, INC.
CPO 2307Berea, Kentucky 40403
Seeks to promote the well-being ofresidents cf Appalachia through awide variety of programs. Offersjob-training and placement servicesfor the unemployed; basic academiccourses for adults, children, andpeople with special problems; coun-seling in family planning; and programsto provide low-income housing and torenovate substandard housing. Worksto develop jobs. Publishes material
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on Appalachia. Financed by founda-tions, private contributions, earningsfrom its book-and-craft shop, andcontracts with HEW, 0E0, the LaborDepartment, and the Commerce De-partment.
JOSEPH A. DAVIS CONSULTANTS,INC.
104 East 40th StreetNew York, New York 1001 6
An employment agency which con-ducts programs related to job-train-ing and job development, giving pri-mary consideration to persons withlow incomes. Provides counselingand prepares resumes free of charge.Conducts sensitivity-training courses,emphasizing the thinking and needs ofblack people, for companies' staffs.A private, profit-making organization.
DIXWELL LEGAL RIGHTS ASSO-CIATION
294 Dixwell AvenueNew Haven, Connecticut 06511
Offers legal aid and social servicesto residents of the poverty commun-ity of New Haven. Its goals includethe training of workers to providelegal services, the education of thepoor on their legal rights, particu-larly in housing and welfare, and theimprovement of existing social-serv-ice institutions.
*EDUCATIONAL PROJECTS, INC.1717 Massachusetts Avenue, N.W.Washington, D.C. 2 0036
A firm funded by Head Start to assist
career development. (The Head Startprogram is directed from Suite 410,1012 Baltimore Avenue, Kansas City,Missouri 64105.) Holds career devel-opment workshops and provides ad hoctechnical assistance to career devel-opment programs. Priority is givento local projects and development oflocal resources, rather than to state-wide workshops. Serves HEW RegionsV, VII, VIII, and X. Special contractfor nationwide Head Start supplemen-tary training. A private, nonprofitorganization.
ECUMENICAL CENTEL FOR CON-TINUING EDUCATION
Community Resources Trainingc/o Cincinnati Metropolitan Associates2699 Clifton AvenueCincinnati, Ohio 45222
Provides training in community or-ganization for residents of metropol-itan Cincinnati. Sponsored by theEpiscopal Church and other commun-ity organizations.
FEDERATION EMPLOYMENT ANDGUIDANCE SERVICE
(See "Federation of Jewish Philan-thropies of New York.")
FEDERATION OF JEWISHPHILANTHROPIES OF NEW YORK
130 East 59th StreetNew York, New York
An association of 130 health and wel-fare agencies serving the metropol-itan New York area. Raises and dis-tributes funds for health and welfareprojects. Its Federation Employment
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and Guidance Service provides coun-seling, educational and vocationalguicInce, psychological testing, vo-cational rehabilitation, free job place-ment, and other services.. Network,published irregularly, describes theactivities of the organization as awhole. Financed by private contribu-tions.
GENERAL LEARNING CORPORA-TION
3 East 54th StreetNew York, New York 10022
A company which markets a wide va-riety of products and services re-lated to r reer development and tochildhc and adult education. ItsCaret.. Programs Division providesoccu?ation-related training and edu-cation, under contracts with govern-ment agencies and private industry.This division also publishes the Gen-eral Education Curricu:um designedto help adults obtain a General Ed-ucation Diploma. This programmedmaterial is designed for individuiduse and proceeds from nrimarythrough high school subjects. Thecompany also produces learning aidsfor pre-school, elementary, and highschool children. The EducationalServices Division offers consultationservices to schools and to local,state, and federal educational agen-cies, on administration, planning, anddevelopment of educational programs;training of teachers, administrators,and paraprofessionals; and other sub-jects. Publishes instructional guidesfor teachers. A private, profit-mak-:_ng organization.
HEAD START INFORMATION
CLEARINGHOUSE .
(See "Information Clearinghouse.")
HEALTH POLICY ADVISORYCENTER, INC. (Health-PAC)
17 Murray StreetNew York, New York 10007
An independent research and educationcenter devoted to health issues. Con-ducts forums on the health-care crisis,and gives technical advice to commun-ity, professional, and student groups.Publishes Health -PAC, a monthly bul-letin which provides information ongovernment and private health-careprograms. Foundation-supported.
HUMAN, ORGANIZATIONAL,POLITICAL AND ECONOMICDEVELOPMENT (HOPE)
2749 Lyons AvenueHouston, Texas 77020
An antipoverty group which providesjob-training and employment programs,offers counseling, and works withyouth. It has set up an investmentand loan corporation for the economicdevelopment of low-income commun-ities.
*INFORMATION CLEARINGHOUSE4301 Connecticut Avenue, N.W.Washington, D.C. 20008
Part of the National Institute for NewCareers, which is a division of Univer-sity Research Corporation (q.v.), afirm funded in part by Head Start toassist career development. TheClearinghouse distributes materialsit publishes in conjunction with the
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Institute, as well as publications ofthe Institute. Among these are HeadStart Careers Bulletin; New CareersPerspectives, a reprint series; HeadStart Career Development; Upreach:Community Action Agencies CareerDevelopment, reprint series; andNew Careers Program AssistanceBulletin. In addition, the Clearing-house maintains a library of publica-tions on career development and re-lated subjects; prepares and distrib-ute s annotated bibliographies; andoperates a Head Start ReferenceService to answer questions on ca-reer development and related sub-jects. Provides nationwide service.
*INSTITUTE OF PUBLICADMINISTRATION
55 West 44th StreetNew York, New York 10036
A research and educational institutiondedicated to the study of urban prob-lems in New York City and through-out the world. Accredited to grantmaster's degrees in public adrri:2.s-tration. Conducts New York Ci.y'sTraining Incentive Payments Program(TIPP), which works on developingcareer ladders for low-income work-ers in private industry. TIPP encour-ages employers to upgrade jobs andraise salaries by reimbursing em-ployers for a percentage of the salaryincreases. TIPP also gives employ-ers advice and information on how totrain and upgrade their employeis.Tne Institute is a nonprofit firm fi-nanced by grants from foundationsand by government contracts forstudies of urban problems.
INTER-RELIGIOUS CENTER FORURBAN AFFAIRS
1221 Locust StreetSt. Louis, Missouri 63103
Conducts courses in sensitivity train-ing, organization planning, urban prob-lems, low-income housing development,social-psychological testing, and otherfields. Church-sponsored.
INTER-RELIGIOUS FOUNDATIONFOR COMMUNITY ORGANIZATION(IFCO)
211 East 43rd StreetNew York, New York 10017
Provides money, training services,and technical help to its 23 member-groups. These groups are community-development projects at various loca-tions throughout the United States.
JOB OPPORTUNITIES IN THEBUSINESS SECTOR (JOBS)
c/o National Alliance of Businessmen,Inc.
726 Jackson Pla..e, N.W.Washington, D.C. 20506
A national program which seeks to re-cruit, hire, and train the urban poor,and to develop jobs for them. Worksto provide summer and temporaryjobs for young people. Conducts vo-cational guidance programs in metro-politan school systems. The recentlyorganized JOBS effort has succeededin finding jobs for more than 100,000persons in its first year of operation.Conducted by the National Alliance ofBusinessmen, q.v., in cooperationwith the Labor Department, other
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government agencies, communitygroups, and private industry. (Seealso "'Coalition JOBS," for a descrip-tion of New York City's program.)Financed by the Labor Departmentand by private contributions.
LAW STUDENTS CIVIL RIGHTSRESEARCH COUNCIL
156 Fifth AvenueNew York, New York 10010
A national organization of law studentsproviding legal research assistance toorganizations, community groups, andindividual lawyers working in the fieldsof civil rights, civil liberties, andpoverty law. Staffed by volunteers andfinanced by foundations and privatecontributions.
LEADERSHIP RESOURCES, INC.1750 Pennsylvania Avenue, N.W.Washington, D.r.:. 20006
Conducts problem-solving trainingprograms on organization manage-ment. Provides consultation and re-sources for management. Servesbusiness, government, industrial,educational, civic, and social organ-izations. Publishes literature onmanagement. A private, prbfit-mak-ing organization.
MASSIVE ECONOMIC NEIGHBOR-HOOD DEVELOPMENT, INC.(MEND)
200 East 116th StreetNew York, New York 10029
A social service agency for residentsof East Harlem, New York City. Pro-
vides free health services. Conductsfree courses in basic high-school sub-jects. Offers job-training and job-development services. Staffed inpart by-volunteers. Financed by 0E0.
MEDICAL COMMITTEE FORHUMAN RIGHTS
1520 Naudain StreetPhiladelphia, Pennsylvania 19146
An action organization for health pro-fessionals. The Committee, whichpublishes Health Rights News, has lo-cal chapters in many cities.
MENTAL HEALTH MATERIALSCENTER
419 Park Avenue SouthNew York, New York 10016
Publishes and distributes materialson mental health. Conducts research,writes brochures, and maintains alibrary of materials on mental health.Publications include a series of bul-letins on adult and child development.Provides nationwide information serv-ices. A nonprofit firm financerl bygrants from foundations and by pub-lishing contracts with other nonprofitorganizations and HEW.
METROPOLITAN ECUMENICALTRAINING CENTER, INC.
2015 Allen Place, N.W.Washington, D.C. 20009
......--r"Provides training in commumty action,group leadership, organizational de-velopment, social-systems analysis,and other fields. Serves workers ingovernment, business, education, and
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the church in the Washington, D.C.and Baltimore areas.
METROPOLITAN URBAN SERVICETRAINING, INC. (MUST)
225 East 49th StreetNew York, New York 10017
Provides job-training, including atraining-of-trainers program, forclergymen, church members, andcommunity groups in metropolitanNew York. The organization's in-terracial, ecumenical staff is dedicat-ed to racial justice and to improvingthe economic and political conditionsof persons with low incomes. Church-sponsored.
MOBILIZATION FOR YOUTH214 East Second StreetNew York, New York 10009
A social service agency which con-ducts research on social problemsand initiates projects to eradicatelocal poverty and its effects. Pro-vides legal, employment, educational,and other social services. Financedby grants from 0E0, the Labor De-partment, and New York City.
NATIONAL ALLIANCE OFBUSINESSMEN, INC.
726 Jackson Place, N.W.Washington, D.C. 20506
A nonprofit organization of business-men, with branches throughout theUnited States, working with govern-ment and private industry to recruit,hire, and train the urban poor. Seeksto develop jobs for persons with low
incomes. Its national program iscalled "Job Opportunities in the Bus-iness Sector (JOBS)," q.v. (See also"Coalition Jobs," for . description ofNew York City's programs.)
*NATIONAL ASSOCIATION OF NEWCAREERISTS
428 13th StreetRoom 506Oakland, California 94610
An organization comprising New Ca-reerist Associations or New Profes-sional Associations located in Detroit,Oakland, San Francisco, Los Angeles,New York, Pittsburgh, Minneapolis,and many other cities throughout theUnited States. (See also "NationalCouncil for New Careers)') Its mem-bership includes professionals andnew careerists. Works to stimulatenational legislation that would providemandates for the implementation ofnew careerist work-study programs.Seeks authority to help establish guide-lines for Federal agencies' decisionswhich affect new careers programs.Staffed by volunteers and financed byprivate contributions. Groups areoccasionally financed by local govern-ments. Alternate address: c/o NewCareers Development Center, q.v.
NATIONAL ASSOCIATION OFSOCIAL WORKERS (NASW)
2 Park AvenueNew York, New York 10016
An organization wnich recommendsstandards for individuals and organiza-tions involved in social work. Activein recruiting students intr., the field.Has 173 chapters located throughout
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the U.S. Endorses the use of para-professionals for such services asneighborhood community work, childcare, homemaking, direct family as-sistance, and work with groups. Oneof its New York departments, the Na-tional Commission on Social WorkCareers, is developing a model ca-reer ladder for social-work aides,which it intends to promote amongsocial service agencies throughoutthe country. Publishes pamphletsand other materials on social work.Financed by membership contribu-tions.
*NATIONAL CIVIL SERVICELEAGUE (NCSL)
1128 Connecticut Avenue, N.W.Washington, D.C. ? "036
A citizens' organization working toimprove public personnel managementin state, county, and municipal gov-ernments. Works to increase jobopportunities at all levels of govern-ment for persons with low incomes,through job development, removal ofdiscriminatory civil service regula-tions, and changes in recruitment pro-cedures. The League plans to formu-late a model program for public em-ployment of people with low incomes,after conducting research on success-ful government programs to utilizesuch persons throughout the UnitedStates. Publishes journals, news-letters, and monographs on issues'related to civil service reform.
NATIONAL COMMITTEE ONEMPLOYMENT OF YOUTH
145 East 32nd StreetNew York, New York 10016
A national organization, part of theNational Child Labor Committee, whichseeks to improve the effectiveness ofactivities designed to alleviate orsolve youth unemployment. Seeks toexpand job opportunities and improvethe preparation of young people foremployment. Its services to.govern-ment agencies (federal, state, andlocal), organizations, employers'; andunions include the following: job place-ment, job development, apprenticeship,and remedial education. NCEY haspioneered in the employment of para-professionals. However, a recent NCEYstudy found very dim changes of ad-vancement for paraprofessionals,largely due to their lack of collegedegrees. Develops programs; con-ducts research; trains supervisory,professional, and paraprofessionalstaff in program and managementtechniques; provides technical assist-ance; holds conferences for programand policy development and publiceducation; and conducts pilot programsto test innovative approaches. Amongits publications are .6.__vide for Train-ing Neighborhood Workers in a Com-munity Action Agency and Sourcebookfor Neighborhood Aides in CommunityAction Programs.
NATIONAL CONFERENCE ONSOCIAL WELFARE
22 West Gay StreetColumbus, Ohio 43215
An association of individuals and or-ganizations, including those providingand using welfare services, reekingto discuss problems in the field ofsocial work and immediately relatedfields. An educational organization,the Conference's principal activity is
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its annual week-long forum, devotedto a critical examination of basic so-cial welfare issues. Conducts a jobplacement service for both profeS-Sionals and paraprofessionals at theforum. Publishes annually The SocialWelfare Forum and Social Work Prac-tise, both including papers presentedat the forum. Offers a manuscriptService to the public, distributingOther papers which were presentedat the meeting. Financed by Mem-bership dues and fees charged forregistration at the forum.
*NATIONAL COUNCIL FOR NEWCAREERS
1407 West Third StreetDayton, Ohio 45407
An organization of professionals andparaprofessionals who are interestedin aiding the development of new ca-reers programs. (See also "NationalAssociation of New Careerists.")Provides limited technical assistance,training services, and information tonew careers programs throughout theUnited States. Staffed by volunteersand financed by private contributions.Alternate address: c/o New CareersDevelopment Center, q.v.
NATIONAL EDUCATION ASSOCIA-TION OF THE UNITED STATES(NEA)
1201 16th Street, N.W.Washington, D.C. 20036
An organization devoted to the gen-eral improvement of education in theUnited States and to the protectionand promotion of the professional,civil, and human rights of educators
through legal and other assistance.The organization, which seeks to in-fluence federal legislation affectingeducation, sees the addition of aux-iliary personnel to school systemsas "one of the most challenging andhopeful advances in modern educa-tion," because they can increaseteachers' time for teaching. NEA'sAssociation of Classroom Teachersoffers a leadership training program,in cooperation with the National Train-ing Laboratories institute for AppliedBehavioralScience,.q.v. Publishesa wide variety of material on educa-tion, including books, pamphlets, leaf-lets, and newsletters. Produces film-strips.
NATIONAL FEDERATION OFSETTLEMENTS AND NEIGHBOR-HOOD CENTERS
232 Madison AvenueNew York, New York 10016
An organization which representssettlement houses and other neigh-borhood centers throughout the UnitedStates. Operates a training centerwhich prepares people to be aides insettlement houses. Provides its mem-bers with advice and information inimplementing job-training, educational,and other programs. Its publicationsinclude A Study of Neighborhood Or-ganization and Neighborhood Gangs:A Casebook for Youth Workers. Fi-nanced by individual contributions,foundations, government sources, andincome from publications and serv-ices.
NATIONAL INSTITUTE FOR NEWCAREERS (See "University ResearchCorporation.")
NATIONAL TRAINING LABORATO-RIES INSTITUTE FOR APPLIEDBEHAVIORAL SCIENCE
National Education Association1201 16th Street, N.W.,Washington, D.C. 20036
Offers programs at its Washingtonheadquarters and other locations inthe United States, in human relations,organizational and community devel-opment, and occupational and educa-tional training for professionals andnonprofessionals. Conducts research.Aims to link social science studies tosocial action. Offers counseling inthe social service field. A nonprofitorganization which serves schools,hospitals, religious organizations,government, private industry, and in-dividuals. Publishes The Journal ofApplied Behavioral Science, .HumanRelations Training News, and mono-graphs, books, and training materials.
NATIONAL URBAN COALITION(See "The Urban Coalition.")
*NATIONAL URBAN LEAGUE55 East 52nd StreetNew York, New York 1 0022
A social-service agency with 95branches across the United States.(See the telephone directory for locallistings, which may be under "UrbanLeague" or under the name of thecity.) Conducts community self-helpprograms, largely in low-incomeareas, to improve the health, safety,education, and economic well-beingof the residents. Operates HarlemPrep, a school which admits highschool drop-outs and prepares them
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for college. Coordinates the SkillsBank Program, a nation-wide effortto give unemployed and under-em-ployed blacks better opportunities toto use their skills. With the coopera-tion of private industry, the local skillsbanks search for talent in their areas,provide counseling, interview appli-cants, and work to develop jobs andplace workers. In its job-placementefforts, the League may use black-owned employment agencies which re-fer applicants free of charge. Financedby the Rockefeller Brothers Fund, pri-vate industry, and government. Pub-lishes materials on its work, includingthe Urban League Newsletter.
NATIONAL WELFARE RIGHTSORGANIZATION
141 9 H Street, N.W.Washington, D.C. 20005
An organization of welfare recipientsand poor people working to improvethe nation's welfare system and thegeneral well-being of low-incomegroups. Seeks to provide decent jobswith adequate pay for those who canJork, and adequate income for thosewho cannot. Has 400 chapters in 45states. Local branches engage in awide variety of activities, some withdirect support from the headquarters.Projects include the initiation or im-provement of school lunch programs,raising funds for local causes, pro-vision of legal aid to protect the rightsof welfare recipients, and an increasein welfare payments to meet specificneeds. Disseminates information onwelfare laws and policies; participatesin forums, conferences, and localmeetings; and publishes newsletters.Financed by membership dues.
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NEIGHBORHOOD GROUPS
See listings in the telephone directoryunder neighborhood names, such as"Roxbury" in Boston, "Wolidlawn" inChicago, "Bedford-Stuyvesant" inBrooklyn, and "Fillmore District" inSan Francisco. Such groups offer awide variety of community services.Under "East Harlem," the Manhattandirectory lists a computer trainingprogram, a neighborhood study group,a skill training center, and a youthemployment service.
*NEW CAREERS DEVELOPMENTCENTER
New York UniversityWashington SquareNew York, New York 10003
A research institution which collects,of ganizes, and disseminates informa-tion to health, education, social-wel-fare, and other agencies seeking toimpl :nit the New Careers concept.Prol..'es counseling in career devel=oprnent and holds workshops, confer-ences, and seminars on social issues.Issues reqorts on manpower policy,reorganization of the social-servicesystem, the application of the NewCareers concept to private industry,and related topics. Publishes TheNew Careers Newsletter quarterly.Financed by the Ford, New York,Norman, and Van Ameringen Founda-tions, and by New York University.
NEW CAREERS INFORMATIONCLEARINGHOUSE
(See "Information Clearinghouse.")
NEW CAREERS INSTITUTE(See "University Research Cor-
poration," National Institute forNew Careers.)
*NEW CAREERS TRAININGLABORATORY
New York University184 Fifth AvenueNew York, New York 1 001 3
A laboratory partially funded by HeadStart to assist career development.Has conducted two- and three-daytraining programs in various localitiesfor. Head Start professional and para-professional career development co-ordinators. Also works specificallywith those who will be training non-professionals. Gives intensive coun-seling assistance on developing anyaspect of a New Careers system.Head Start personnel are encouragedto contact the Laboratory for help inreorganizing budgets, setting up ca-reer ladders, doing task analyses,analyzing job descriptions, and solvingsimilar problems. Serves regions I,II, and V.
NEW SCHOOLS EXCHANGE2 840 Hidden Valley LaneSanta Barbara, California 931 03
Disseminates information on experi-mental educational programs in theUnited States and Canada. Corres-ponds with thousands of individualsand hundreds of experimental schoolsand reform groups, including "freeschools, community schools, free univ-ersities and experimental colleges,Third World Schools, Cand3 communeswith schools as part of their structure."Publishes New Schools Exchange
Newsletter, and a continually reviseddirectory of innovative schoolsand educational reform groups. Ad-ditional information on experimentsin education available on request.Assists people in finding jobs in ex-perimental schools.
OPPORTUNITIES INDUSTRIALIZA-TION CENTER, INC.
1225 North Broad StreetPhiladelphia, Pennsylvania 19122
Conducts job-training programs inautomatic data processing, carpen-try, plumbing, printing, and a widevariety of other skills. Works close-ly with private industry both in itsjob-training programs and its job-placement services. OIC has branchesin 90 cities in the United States, andis expanding abroad. Financed byOEO, HEW, the Labor Department,the Commonwealth of Pennsylvania,and private contributions.
POOR PEOPLE'S CORPORATIONc/o Liberty HouseP.O. Box 3468Jackson, Mississippi 39207
Operates cooperative workshops inMississippi, in which rural blackpeople make toys, children's cloth-ing, and other handcrafted goods.The products are marketed in a chainof cooperative stores called LibertyHouses, located in New York, Ohio,Wisconsin, Michigan, Massachusetts,and Mississippi. The Corporationoperates a center for training LibertyHouse workers. It also provides fi-nancial and technical aid for poorblack Mississippians who want to gointo business for themselves.
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PUBLIC AFFAIRS COMMITTEE, INC.381 Park Avenue SouthNew York, New York 10036
An organization which publisheS in-expensive pamphlets on subjects re-lated to personal and social welfare.Some published in Spanish. Titles in-clude (1) Finding Able -Men and Womenfor City Careers, (2) Mental HealthJobs Today and Tomorrow, 3) NewWays to Better Communities, (4):V/the Ghent) Must` Go, (5) Poverty inthe U.S.A., and (6) Equal Justice forthe-Poor Man. Some of the pamphletsare available in "packets" on health,family relations, social problems, andguidance counseling. The Committeealso produces films on health andmental health topics, each with a com-panion pamphlet.
PUERTO RICAN COMMUNITYDEVELOPMENT PROJECT, INC.
210 West 50th StreetNew York, New York 10019
An antipoverty agency-which cooper-ates with approximately 100 commun-ity organizations in improving theeconomic well-being of persons withlow incomes. Offers free educatiohaland job-training courses. Providesfree job-placement services. Worksto locate and develop jobs. Staffedin part by volunteers in local organ-izations. Operated by New York City'sHuman Resources Administrationand Community Development Agency,with funds from OEO.
PUERTO RICAN SKILLS BANK1699 Lexington AvenueNew York, New York 10029_
Solicits resumes and other informa-tion on Puerto Rican professionalsand semi =professionals, and worksto locate jobs for them. Registrantsmust be bi-lingual and have at leasta high school education plus two years°work experience. Established by theEast Harlem Jaycees Foundation,Inc., with funds from the New YorkUrban Coalition. The Skills Bank in-tends to extend its services to PuertoRico and to all U.S. cities with largenumbers of Puerto Ricans. At pres-ent, the organization serves metro-politan New York and neighboringcities, including Newark, Hoboken,and Jersey City, New Jersey.
SCIENTIFIC RESOURCES, INC. (SRI)1441 Morris AvenueUnion, New Jersey 07083
An organization of behavioral scien-tists, educational specialists, man-agement consultants, and other pro-fessionals which provides a widevariety of services for individuals,private industry, government, andother organizations. SRI's educationdivision offers remedial education,leadership training, in-service train-ing of teachers, new careers trainingfor nonprofessionals, courses onevaluation and systems development,and instructional materials. Otherservices include counseling, sensi-tivity training, personnel testing andappraisal, and training in industrialand vocational skills. Its SRI TeacherAide Training Systems Kit containsa detailed program for training teach-
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er aides, with manuals for trainers andadministrators. Provides nation-wideservices. A private, profit-makingfirm.
SETTLEMENT HOUSES EMPLOYMENTDEVELOPMENT, INC. (SHED)
114 East 32nd StreetNew York, New York 10016
A division of United NeighborhoodHouses of New York, Inc., which is amember of the National Federationof Settlements and Neighborhood Cen-ters, q.v. Comprises 60 New YorkCity settlement houses. Negotiateswith the U.S. Labor Department forjob-training and career-developmentcontracts. SHED then gives these con-tracts to its member settlement houses,which implement them in cooperationwith private industry. The SHED pro-gram includes recruitment and screen-ing of potential workers; job-relatedbasic education courses; counseling;child care assistance; and job train-ing. Serves New York City. Financedby foundation grants and by contribu-tions from member settlement houses.
SKILLS BANK PROGRAM(See "National Urban League" for
a description of the national skillsbank program. See also "PuertoRican Skills Bank.")
SOCIAL DEVELOPMENT CORPORA-TION
1717 Massachusetts Avenue, N.W.Washington, D.C. 20036
Conducts or provides technical as-sistance to job-training programs
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for persons with low incomes, westof the Mississippi River. These pro-.grams train aides to work in hospi- .
tals, schools, and social-work centers.Assists a wide variety of other socialservice programs throughout the coun-try, such as cooperative housing proj-ects and efforts to increase the well-being of migrant workers. Its publi-cations include New Careers JobDevelopment, Training Public HealthAssistants, Merit S stems: Hiringthe Disadvaitaged, etc. Provioessingle copies of its publications freeof charge. A private, nonprofit or-ganization financed by foundationgrants and by contracts with the La-bor Department and HEW.
*SOCIAL DYNAMICS, INC.1736 Alcatraz AvenueBerkeley, California 94703
A firm partially funded by Head Startto assist career development. Pro-vides training in job development andplacement, job analysis, buildingrealistic career ladders, and develop-ing supportive services. One of itsgoals is to place paraprofessionalsin the career development field asconsultant trainees. Visits HeadStart projects which require intensivetechnical assistance, as assessed byHead Start regional offices of the CAA.A private, profit-making organiza-tion. Serves HEW regions VII and IX.
SOUTHERN CHRISTIAN LEADER-SHIP CONFERENCE (SCLC)
334 Auburn Avenue, N.E.Atlanta, Georgia 30303
A national organization which spon-
sors a variety of programs to improvethe economic, political, and spiritualwell-being of black Americans. Found-ed by Martin Luther King, Jr. andRalph David Abernathy. Among SCLC'sprojects are Operation Breadbasket,which seeks to promote black-pro-duced goads and services and to in-crease job opportunities for blacks,and the 1969 Black Business andCultural Exposition. Helps to- or-ganize labor unions and to pressurefor higher wages. Publishes mater-ials related to the black struggle, in-cluding Operation Breadbasket, anewsletter
SOUTHERN CONFERENCE EDUCA-TIONAL FUND (SCEF)
3210 West BroadwayLouisville, Kentucky 40211
Works in the South with people whoare organizing to end war, racism,and poverty. Especially active inorganizing unions. SCEF organizedthe social-service agency Council ofthe Southern Mountains, Inc., q.v.SCEF's Grass Roots Organizing Work(GROW) Project seeks to form a co-alition of local blacks and whites toprotect the civil rights and improvethe economic well-being of personswith low incomes. Publishes pam-phlets on its work, and The SouthernPatriot, a monthly newsletter whichreports local activities of blacks andwhites. Financed by private contri-butions.
THE STUDENT HEALTHORGANIZATION
Foe Exchange, Box 168970 East 58th StreetChicago, Illinois 60637
A national organization for activisthealth students. It has sponsoredmany summer projects in low-in-come areas.
THUGS UNITED, INC.1214 Dryades StreetNew Orleans, Louisiana 70113
An organization operated by and forpeople with low incomes in metro-politan New Orleans. Its servicesare designed primarily to help youngpeople. Operates'a youtbemploymentprogram, an ex-convict job place-ment and counseling program, and a"people's college pilot program."Provides legal counseling, recreationfacilities, and other services. Seeksto establish a local out-patient healthclinic. Financed by donations fromprivate industry and individuals.
UNITED BL kCK COMMUNITYORGANIZATION
3383 Reading RoadCincinnati, Ohio 45229
A coordinating agency for local so-cial, economic, and political programsfor persons with low incomes. Hasestablished the Greater CincinnatiChildren's Fund to meet the needsof black children.
*UNIVERSITY RESEARCH CORP.4301 Connecticut Avenue,, N.W.Washington, D.C. 20008
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An organization contracted as a con-sultant to various government agen-cies, including the 4 ffice of ChildDevelopment's Head Start CareerDevelopment Program. A divisionof URC, the National Institute of NewCareers, is contracted to give tech-nical assistance and training in ca-reer development to Head Startgrantees selected by the regionalHEW offices. The Institute will com-pile a "how-to-do-it" manual on or-ganizing and implementing career de-velopment programs. The Institute'spublications include Head Start Ca-reera Bulletin; Head Start CareerDevelopments, a reprint series; Com-prehensive -Health Services CareerDevelopment Technical AssistanceBulletin; New Careers Perspectives,a reprint series; New Careers Pro-gram Assistance Bulletin; manualsfor trainers and trainees; and othercareer development materials. TheInstitute's publications are distrib-uted by its National InformationClearinghouse, q.v. Serves HEWRegions III and IV, and provides na-tionwide information services. Aprivate, profit-making organization.
THE URBAN COALITION2100 M Street, N.W.Washington, D.C. 20037
National headquarters for more than40 urban coalitions in major citiesthroughout the United States. TheCoalition seeks to bring togetherpeople in government, organized la-bor, minority group associations,colleges and universities, and othersignificant community organizations
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in projects for solving urban pro-blems. The branches' programs in-clude the organization of job-place-ment services, child-care centers,and centers which refer petiple tojob-training and apprenticeship pro-grams. They work to develop jobsfor the unemployed, to raise funds forthe education of young people who havenot completed high school, to increasethe number of black-owned businesses,to improve local health services, andto meet other community needs.Branches are usually listed in tele-phone directories under the namesof the cities in which they are located:e.g., "The Plainfield Area Coalition,""The Greater Newark Coalition," "St.Paul Urban Coalition." Or they maybe listed under "The Urban Coalition,"followed by the name of the city. Oc-casionally, they are listed under othernames, such as "Mayor's Council forSocial Action" or "The Racine En-vironment Committee." A list ofbranches, with their addresses, isavailable from the national head-quarters. Branches are autonomousin their forms of organization, pro-grams, and, finances. They receivetechnical assistance, information,and supplementary staff servicesfrom the national headquarters. Themain office is financed by foundations,private industry, and individual con-tributions.
URBAN LEAGUE(See "National Urban League.")
URBAN TRAINING CENTER FORCHRISTIAN MISSION
40 North Ashland AvenueNew York, New York 60607
Offers work-training programs whichinvolve participants in projects toaid the urban poor. Studies includeurban planning, administration, com-munity organization, and the commun-ications media. Conducts Latin Ameri-can study programs, some with fieldwork, which acquaint trainees withthe Spanish language and Latin Amer-ican culture and institutions. Oper-ates workshops in forming coopera-tive economic enterprises, the useof governmental programs to helppersons with low incomes, and otherprojects. An independent, nonprofitorganization financed largely bychurches and private foundations.
VERA INSTITUTE OF JUSTICE100 Centre StreetNew York, New York 10013
Operates the Manhattan Court Em-ployment Project, which serves se-lected defendants arraigned in theManhattan Criminal Court. The Pro-ject's staff includes a career devel-opment unit,. which places participantsin training programs and in jobs withcooperating firms. Counseling isprovided by professionals and. para-professionals. Charges are dismissedfor defendants who respond well tothe program. Provides local services.The Project is financed by the De-partment of Labor.
VOCATIONS FOR SOCIAL CHANGE,INC.
Canyon, California 94516
A nonprofit organization seeking toeffect humanistic change in social,
political, and economic institutions.Publishes a bi-monthly newsletterwhich lists educational opportunities,apprenticeship programs, and de-scriptions of jobs in social-changeprojects. Financed by private con-tributions.
*VOLT INFORMATIONINC.
640 West 40th StreetNew York, New York
SCIENCES,
10018
Provides information, counseling,job-training, skilled personnel, basiceducational courses, and a wide va-riety of other services to job-train-ing programs conducted by the gov-ernment and private industry. Em-phasizes the training of the disadvan-taged. Volt provides in-servicetraining to VISTA (Volunteers inService to America), and has helpedto train approximately 60,000 HeadStart teachers, aides, and consultantsas a result of Head Start contracts.(Head Start centers and agenciessubmit requests for assistance totheir community representative intheir HEW regional office who, inturn, can cOntact Volt.) Works withprivate industry and government inimplementing the Labor Depart-ment's JOBS (Job Opportunities inthe Business Sector) Program. Main-tains offices in 50 cities throughoutthe U.S. A private, profit-makingorganization.
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VOLUNTEERS FOR INTERNATIONALTECHNICAL ASSISTANCE, INC.(VITA)
Union CollegeSchenectady, New York 12308
A privately sponsored internationalorganization which provides techni-cal and professional assistance inraising living standards in develop-ing areas of the world. Staffed byvolunteers. The VITA -USA divisionis financed by 0E0 to combat povertyin the United States.
DANIEL YANKELOVICH, INC.575 Madison AvenueNew York, New York 10021
Conducts research on issues in thefields of education, mental health,race relations, and the developmentof young people, for government andprivate industry. Also conductsmarketing research. All data areconfidential and not available to thegeneral public. Provides nation-wide services. A private, profit-making organization.
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A v
erb
or "
actio
n w
ord"
is a
lway
s th
e fi
rst w
ord
of a
n ac
tivity
.
Whe
re is
the
activ
ity p
erfo
rmed
? H
ow is
it p
erfo
rmed
? A
nd w
ho is
the
pers
onre
spon
sibl
e fo
r su
perv
isin
g th
e w
ork
of th
e pe
rson
doi
ng th
e ac
tivity
?
Que
stio
ns. t
he a
nsw
ers
to w
hich
indi
cate
whe
ther
the
activ
ity w
as d
one
effe
ctiv
ely.
For
exa
mpl
e: D
id c
hild
ren
lear
n co
lors
? W
ere
mat
eria
ls r
eady
on ti
me?
Prim
ary
Skill
sSk
ills
abso
lute
ly e
ssen
tial t
o do
ing
the
activ
ity.
co
Seco
ndar
y Sk
ills
Skill
s w
hich
incr
ease
the
prof
icie
ncy
with
whi
ch th
e ac
tivity
is d
one.
Des
irab
le Q
ualit
ies
Hum
an tr
aits
whi
ch m
ay b
e in
crea
sed
thro
ugh
trai
ning
but
may
not
alw
ays
beso
met
hing
for
whi
ch a
per
son
can
be tr
aine
d.
TA
SK A
NA
LY
SIS
EX
ER
CIS
E S
HE
ET
*
Act
ivity
Con
ditio
nC
rite
ria
Prim
ary
Skill
sSe
cond
ary
Skill
sD
esir
able
Qua
litie
sIn
trod
uces
and
rei
nfor
-ce
s co
lor
conc
epts
(ins
truc
tiona
lca
tego
ry)
Atte
nds
in-s
ervi
cetr
aini
ng s
essi
ons
(sta
ff d
evel
opm
ent
cate
gory
)
Whe
re: i
n cl
ass-
room
, on
fiel
dtr
ips
How
: thr
ough
use
of f
ood,
pai
nt,
bloc
ks, n
atur
e,pi
ctur
es,
clot
hing
, tra
ffic
light
sW
ho: t
each
er
Whe
re: ,
at tr
ain-
ing
site
How
: atte
nds
all
sess
ions
, ar-
rive
s on
tim
e,pa
rtic
ipat
es,
uses
trai
ning
on jo
b, r
epor
tsab
out t
rain
ing
Who
: tra
iner
, di-
rect
or, t
each
er
Can
chi
ld id
en-
tify
colo
rs?
Can
chi
ld u
seco
lors
prop
erly
?
Are
trai
ning
ses
-si
ons
atte
nded
?W
ere
repo
rts
mad
e of
sess
ions
?W
as tr
aini
ngtr
ansl
ated
tojo
b?
Bas
ic k
now
-le
dge
ofco
lors
Abi
lity
tolis
ten
and
conc
entr
ate
Kno
wle
dge
ofle
arni
ng a
ndre
info
rcem
ent
proc
esse
sA
bilit
y to
use
diff
eren
tm
edia
to r
e-in
forc
e co
lor
conc
epts
Kno
wle
dge
ofco
lor
char
tA
bilit
y to
ex-
plai
n co
ncep
tsan
d di
rect
ions
to c
hild
ren.
Abi
lity
to tr
ans-
late
lear
ning
into
pra
ctic
e
Lik
ing
for
child
ren
Com
mitm
ent
to c
hild
ren
in th
epr
ogra
m.
Des
ire
for
self
-de
velo
pmen
t
*Thi
s ex
erci
se s
heet
(ex
cerp
ted
from
mat
eria
l pre
pare
d by
the
New
Car
eers
Tra
inin
g L
abor
ator
y, N
ew Y
ork
Uni
vers
ity)
is o
ne o
f se
vera
l too
ls w
hich
mig
ht b
e us
ed in
mak
ing
task
ana
lyse
s.T
he te
xt, d
raw
n fr
om a
trai
ning
ses
sion
, is
inte
nded
as
an e
xam
ple
to d
emon
stra
te th
e m
etho
d of
usi
ng th
e fo
rm.
n14
00,
1,7,
,hth
dynn
.14.
0.1n
o..1
1.1,
1.'4
11,n
o'n
''
,n11
1..4
,o,f
fir
APP
EN
DIX
C
IN-S
ER
VIC
E T
RA
ININ
G D
ESI
GN
*
Tim
eSe
ssio
nT
opic
Obj
ectiv
esT
echn
ique
sM
ater
ials
Exp
ecte
dO
utco
me
Tra
iner
Supp
ortiv
eSe
rvic
es
MH
B10
101
*Thi
s fo
rm w
as p
repa
red
by th
e N
ew C
aree
rs T
rain
ing
Lab
orat
ory,
New
Yor
k U
nive
rsity
, as
one
of s
ever
al to
ols
whi
ch m
ight
be
used
in p
lann
ing
trai
ning
pro
gram
s. S
ee th
e fo
llow
ing
page
for
an
expl
anat
ion
of h
ow th
e fo
rmco
uld
be f
illed
out
.
IP]
IN-S
ER
VIC
E T
:,,k
.IN
ING
DE
SIG
N*
Tim
eSe
ssio
nO
bjec
tives
Tec
hniq
ues
Mat
eria
lsE
xpec
ted
Tra
iner
Supp
ortiv
eT
opic
Out
com
eSe
rvic
es
Act
ivity
: aD
evel
opm
ent
Tra
inin
g m
eth-
Mat
eria
lsW
hat t
rain
-W
ho s
houl
dT
r-.1
r-ta
sk to
be
of a
ski
llod
s to
be
need
ed f
orer
s ar
e to
trai
n;tr
aine
d fo
r,su
ch a
sre
adin
gto
a g
roup
of c
hild
ren.
indi
cate
don
the
task
ana
l-ys
is c
hart
as n
eces
-sa
ry to
do
the
part
ic-
ular
act
i-vi
ty; i
.e.,
read
ing
slow
ly.
used
by
trai
ner,
suc
has
rol
e pl
ay,
lect
ure
and
disc
ussi
on,
film
, vid
eota
ping
, etc
.
trai
ning
sess
ions
,su
ch a
sch
alkb
oard
,bo
oks,
film
proj
ecto
r,et
c.
know
and
how
they
are
to d
em-
onst
rate
thei
r kn
ow-
ledg
e (r
ole
play
and
ques
tions
,et
c.).
shou
ld it
be a
staf
f m
em-
ber,
atr
aine
rfr
om th
eou
tsid
e,or
a te
amth
at m
ight
incl
ude
asa
co-t
rain
eran
aux
iliar
yst
aff
mem
-be
r?
swat
,"tu
te f
ori.e
ache
r
*Thi
s fo
rm w
as p
repa
red
by th
e N
ewC
aree
rs T
rain
ing
Lab
orat
ory,
New
Yor
k U
nive
rsity
, as
one
of s
ever
al to
ols
whi
ch m
ight
be
used
in p
lann
ing
trai
ning
prog
ram
s. T
he te
xt, d
raw
n fr
oma
trai
ning
ses
sion
, is
inte
nded
to b
ean
exp
lana
tion
of h
ow th
e fo
rm, c
ould
be
fille
d ou
t.
-103-
APPENDIX D
THE TRUTH ABOUT CAREER DEVELOPMENT
prepared by
Paul K. VillarEducational Projects, Inc.1012 Baltimore AvenueKansas City, Missouri 64105
1. (Career Development is no longer a Head Start priority.)TRUTH: Career Development has been endorsed by all thetop officials of the Office of Child Development. CareerDevelopment is still an important component of any HeadStart program.
2. (Career Development is just for teachers.) TRUTH:Career Development is for all Head Start staff, teachers,aides, administrative staff, cooks, bus drivers---everyone!3. (Career Development committees are to be formed onlyat the delegate agency level.) TRUTH: Career Developmentmust be formed at the applicant agency level and may beformed at the delegate agency level depending on the size ofthe program, geographic location, etc.4. (Career Development and Supplementary Training are thesame thing.) TRUTH: Supplementary Training is a collegecredit training program and may be a component of an over-all Career Development program. They are not the sameprogram.
5. (Career Development is for only those staff members whoparticipate in Supplementary Training or go to college.)TRUTH: Career Development is for everyone and should notbe limited to only those who attend college classes.6. (Career Development resource money was made availableto all Head Start programs.) TRUTH: Some money was madeavailable to a few programs durize 4th quarter of the lastfiscal year. The regional office allocated the money to thoseprograms they thought could best utilize the funds for CareerDevelopment.
-104-
7. .(Career Development resource money already allocatedwill not be available this year.) TRUTH: Career Develop-ment resource money will be built into this year's budgetand become part of the on-going grant for those granteesalready receiving Career Development funds.
8. (Career Development cannot be implemented without theCareer Development resource money.) TRUTH: Career De-velopment should become a part of every Head Start. Thereare alternative sources of money built into your existingbudget. Also, not all of Career Development depends onavailable money. Other community resources and trainingshould become part of an effective Career Developmentprogram.
9. (Career Development resource money provided Head Startprograms must be used equally, 50 percent to hire a careerdevelopment staff person and 50 percent for salary increments.)TRUTH: The national guidelines are aimed toward local pro-grams using 50 percent of the resource money to hire CareerDevelopment coordinators and 50 percent for salary increments.Each individual program has to set its own priorities. If theCareer Development committee votes to use all the resourcemoney for salary increments, that decision will be approved.At issue here is what is in the best interest of the local pro-gram. Depending on the size of the program, geography,other community resources, the money can be used foreither a career development coordinator's salary or staffsalary increments, or a combination of the two. The 50 per-cent guideline is just that, a guideline for use nationally.
10. (Career Development resource money is allocated or con-trolled by the technical assistance contractors.) TRUTH:The resource money provided the regional offices by thenational Office of Child Development was allocated to thelocal programs by the regional offices only. The contractorshave been asked to review career development pluis andoffer suggestions and recommendations, but they have nocontrol over the money or the direction of career deveT5-ment. The technical assistance contractor is to assist thelocal Head Start in how best to conduct its career devel-opment program assist.
11. (Career Development will take time away from the HeadStart staff's greatest responsibility, working with the children.)TRUTH: Career Development for Head Start staff will be of
-105-PG6
greatest benefit to the children. A better trained and higherpaid staff will improve the quality of the local program.
12. (Career Development committees should represent onlya select group of Head Start staff.) TRUTH: All Head Startemployees should be represented on the Career Developmentcommittees, teachers, social workers, administrative staff,cooks and bus drivers. Others may also be representedon the committees, e.g., PAC chairman, CAA staff, univer-sity representatives, etc. Note: Only Head Start staff shouldbe allowed a vote. Others serve on an ad hoc basis.
13. (Career Development is for Head Start staff only.)TRUTH: Career Development should be for everyone.2.7=1 t ough Career Development originated in Head Start,every,effort should be made to make Career Developmentavailable to the entire community action staff. Only witha comprehensive program at all levels of CAA and the com-munity itself will there be the necessary mobility for HeadStart staff.
14. (Career Development salary increments are to be basedonly on college credits.) TRUTH: College or supplementarytraining should be only onTOTIETrequirements leading to in-creased pay and responsibilities. Job mobility should bebased on a combination of college credits, job experience,workshop attendance, pre- and in-service training, Leader-ship Development program, etc. College credits shouldnever be the only criteria considered for salary incrementsor job advancement.
15. (Career Development plans really mean career laddersonly.) TRUTH: Career ladders are only a small part of acomprehensive Career Development program. A meaningfulCareer Development program includes, in addition to careerladders, entry level positions without prior education andtraining requirements, immediate pre- and in-servicetraining, relevant college courses, other educational train-ing such as remedial or equivalency education for thosewithout high school diplomas and identity of additionalcommunity resources and training that provide lateralmobility between comparable career levels outside ofHead Start, Career Development is much more than justthe establishment of career ladders.
-107-
APPENDIX E
CAREER DEVELOPMENT PLAN QUESTIONNAIRE
a training tool prepared by
_,...r-----. University Research Corporation4301 Connecticut Avenue, N.W.Washington, D.C. 20008
CAREER DEVELOPMENT COMMITTEE
1. Was the Committee selected or elected?
2. Is the Committee composed of at least fifty (50) percentof paraprofessionals ?
3. Are all facets of the program represented on the Com-mittee (i.e., Education, Health, Social Service, Nutrition,etc.)?
4. Do you have a paraprofessional Coordinator and a pro-fessional Coordinator ?
5. Were the -Coordinators elected by the Career Develop-ment Committee ?
6. Has a decision been made on the length of service ofthe Committee members?
-108-
PROGRAM
1. Are the overall goals of the Agency stated?
2. Have you set specific objectives for the Agency?
ELEMENTS OF PLAN
1. Is there a statement regarding recruitment and selection?
2. Is there a specific job description for each job slot inthe program?
3. Do the job descriptions list the qualifications for each job?
4. Is the immediate supervisor indicated for each job slot?
5. Have you developed a process of evaluation and criteriaindicating who, when, and where?
6. Do you hive a salary scale specifying the salary rangefor each job?
7. Is there a twenty (20) percent increase in salary from onejob slot to another ?
-109- 1 111)
ELEMENTS OF PLAN (Continued)
8. Do you have a career ladder ?
TRAINING
1. Have you developed a training program that includes anopportunity for internal and external mobility?
Z. Do you have a specific in-service training programgeared to the tasks of the job slots ?
3. Is there a built-in opportunity for staff members to ad-vance from one job to another solely through in-servicetraining?
4. Is there a criterion for selection of staff members toattend external training ?
,,.
APPENDIX F
REGIONAL DIVISIONS AND OFFICES OF THE
DEPT. OF HEALTH, EDUCATION, AND WELFARE
AND PROJECT HEAD START
REGION I: Connecticut, Maine, Massachusetts, New Hampshire,Rhode Island, Vermont
Dept. of Health, Education, and WelfareJohn F. Kennedy Federal BuildingGovernment CenterBoston, Massachusetts 02203
REGION II: Delaware, New Jersey, New York, Pennsylvania
Dept. of Health, Education, and Welfare26 Federal PlazaNew York, New York 10017
REGION III: Washington, D.C., Kentucky, Maryland, NorthCarolina, Virginia, West Virginia, Puerto Rico,Virgin Islands
Dept. of Health, Education, and Welfare220 Seventh Street, N.E.Charlottesville, Virginia 22901
REGION IV: Alabama, Florida, Georgia, Mississippi, SouthCarolina, Tennessee
Dept. of Health, Education, and WelfareRoom 40450 Seventh Street, N.E.Atlanta, Georgia 30323
-112-
REGION V: Illinois, Indiana, Michigan, Ohio, Wisconsin
Dept. of Health, Education, and WelfareRoom 712New York Post Office Building433 West Van Buren StreetChicago, Illinois 60607
REGION VI: Iowa, Kansas, Minnesota, Missouri, Nebraska,North Dakota, South Dakota
Dept. of Health, Education, and Welfare601 East 12th StreetKansas City, Missouri 64106
REGION VII: Arkansas, Louisiana, New Mexico, Oklahoma,Texas
Dept. of Health, Education, and Welfare1114 Commerce StreetDallas, Texas 75202
REGION VIII: Colorado, Idaho, Montana, Utah, Wyoming
Dept. of Health, Education, and Welfare9017 Federal Office Building19th and Stout StreetsDenver, Colorado 80202
REGION IX: Arizona, California, Hawaii, Nevada, Guam,American Samoa
Dept. of Health, Education, and WelfareFederal Office Building50 Fulton StreetSan Francisco, California 94106
REGION X: Alaska, Idaho, Oregon, Washington State
Dept. of Health, Education, and WelfareArcade Plaza Building1319 Second AvenueSeattle, Washington 98101
-113-
In addition to these regional divisions and offices of the Department ofHealth, Education, and Welfare and Project Head Start, there is onedivision that concerns itself solely with Indian and migrant Head Startprograms. The name and address of this division follows:
Office of Child DevelopmentDepartment of Health, Education, and WelfareIndian and Migrant Programs DivisionsWashington, D.C. 20201
APPENDIX G
FULL YEAR HEAD START PLAN
FOR CAREER DEVELOPMENT
0E0 INSTRUCTION 6902-1
This instruction is currently being revised.Amendments have been suggested by Head Start programstaff members, regional offices, contractors, and the ca-reer development caucus of the December 1969 annualHead Start conference, held in Washington, D.C. Theproposed amendments concern, for the most part, therelationship-of the career development committee to thePolicy Advisory Group and the head Start director. Amend-ments proposed by the Washington career developmentcaucus are reprinted here following the text of the in-struction.
-114-
TypeothIssuma0E0 Instruction
Subject FULL YEAR HEAD STARTPLAN FOR CAREER DEVELOPMENT
Supersedes
Number6902-1
Date
September 20, 1968
Office of Primary Responsibil
C/HS
OistribatienCR,M,N1(Full Year On116,1110,9(L1)
Transmitted byCAP Announcement 68-
REFERENCE: Head Start Manual (September, 1967), Part B, Section 3c
APPLICABILITY: All Full Year Head Start Grantees
1. POLICY
Every Head Start Full Year Applicant funded or refunded with an effectivedate after January 1, 1969, must submit with its application a compre-hensive career development plan covering its staff. Although applicantsare required to submit a career development plan, participation in sucha plan is optional for individual staff members.
2. GOALS OF A HEAD START CAREER DEVELOPMENT PLAN
a. The following are the goals of a Head Start Career Development
Plan:
(1) To develop, maintain and improve the quality of professionaland nonprofessional staff performance at all levels andwithin all components of Full Year Head Start ChildDevelopment Programs.
(2) To enable grantees to develop career advancement opportunitieswithin the Head Start program. These advancement oppor-tunities shall be based upon the unique'needs of HeadStart staff members.
(3) To mobilize the resources of the community to providetraining facilities and similar services to Head Startprograms.
b. In order to meet these stated goals, a comprehensive CareerDevelopment Plan must provide for:
-115-
0E0 Instruction 6902-1
(1) Establishment of a Career Development Committee.
(2) Designation of a Director of Career Development andTraining from among existing personnel or by creationof an additional position.
(3) Designation of professional and nonprofessional CareerDevelopment Coordinator positions.
(4) A plan for job development which will establish clearlydefined paths for career progression within Head Start.
(5; A long-term training and education plan both for theprogram as-a whole and for each interested individualstaff member.
(6) An appraisal-counseling-evaluationsystem.
Each of these is essential to an effective Career DevelopmentPlan.
3. ESTABLISHMENT OF A CAREER DEVELOPMENT COMMITTZE
This committee should be established at the applicant agency level.Where the situation warrants, applicant agencies may authorize CareerDevelopment Committees at the delegate agency level. It is desirablethat the Career Development Committee at the applicant level be repre-sentative of all Committees established at the delegate agency level.Depending on the size of the program, the nature of the relationshipbetween delegate and applicant agencies, and for those agencies opera-ting within the framework of a widespread rural area, it may bedesirable to have sub-committees responsible for segments of the totalCareer Development Plan. The composition of these sub-committeesshould be based on areas of interest and the expertise of its members.
The Career Development. Committee will be composed of full-time profes-sional and nonprofessional staff of full-year Head Start Child Develop-ment Programs. The nonprofessionals must comprise no less than 50%of the committee membership. Members of this committee should bedrawn from all components and at all levels of employment in the program.In addition to the staff members on the Career Development Committee,it will be important to have representation on an ad hoc basis ofindividuals associated with: Community Action Agencies; PolicyAdvisory Committees; local health, education, and welfare organizations;public and private agencies such as Adult Education, Employment Ser-vices; Manpower Training, Social Service Agenciea, Public Schools
-116-
0E0 Instruction 6902-1
operating Follow-Through, Boards of Education; institutions of highereducation; local, state, and.federelly funded training programs, StateEconomic Opportunity Office, and Other activities concerned with thedevelopment of local manpower such as the Cooperiiive Area Manpower
Planning System (CAMPS).
Members of the Career Development Committee should be selected in amanner which insures fair representation from all segments of theHead Start program, e.g., medical, social services, etc. Staff fromeach delegate agency program should nominate candidates to serve asmembers of the Career Development Committee to Center Directors.Center Directors will submit the list of nominees to the delegateagency Head Start Director for his final selection. Although thefinal selection of committee members is made by the Head Start ProgramDirector, the recommendations provided by staff should be given seriousconsideration.
For those agencies in which a Policy Advisory Group has already developedvarious aspects of a Career Development Plan, the Career DevelopmentCommittee and that Policy Advisory Group should work together to coor-dinate and incorporate all components into the plan prepared by the
Career Development Committee. The Career Development Committee will
serve as an advisory group to the Policy Advisory Group through theHead Start Program Director.
Career Development Committees will serve in an advisory capacity tothe Head Start Program Director or his designee. It is expected that,
at a minimum, the Career Development Committee will:
(a) Prepare the Career Development Plan and submit it to theHead Start Program Director for his consultation with theappropriate Policy Advisory Group.
(b) Establish criteria for selection of trainees.
(c) Make recommendations on relevant and appropriate tr' .ning,
education courses, and pre/in-service curricula.
It should be noted, however, that persons serving on Career Develop-ment Committees may not be reimbursed for their services unless theyqualify under CA Memo 29-A.
4. DESIGNATION OF A DIRECTOR OF CAREER DEVELOPMENT AND TRAINING
Each Head Start Program Director representing very large programs (seeHead Start staffing patterns guidelines Part B, Section 3g, page 25,of the Manual) will designate one person to be responsible for career
-117-
0E0 Instruction 6902-1
development and training activities. For programs not large enoughto merit Career Development and Training Directors, the Head StartDirector should assume the responsibilities of the position. TheDirector of Career Development and Training will be directly respon-sible to the Head Start Program Director and will serve as advisorto the Career Development Committee. The Director of Career Develop-ment and Training is responsible for assisting the Career DevelopmentCommittee in the formulation of a Career Development Plan and isdirectly responsible for the coordination and implementation of thatplan.
Selection of the individual to serve as the Director of Career Develop-ment and Training will be the responsibility of the Head Start ProgramDirector. Selection criteria for the Director of Career Developmentand Training should be in accordance with Part B, Section a (5), page15, of the Manual.
The Directors of Career Development and Training will perform functionsnecessary for implementing the Career Development Plan. It is expectedthat, at a minimum, they will:
a. Inform and counsel Head Start staff members as to careeropportunities.
b. Implement comprehensive in-service training programs as setforth in the Career Development Plan.
c. Coordinate all logistical and administrative problems relatedto training and career development.
d. Coordinate participation in the various training programsavailable to Head Start staff.
e. Function as the trainer in various types of program trainingactivities.
f. Serve as advisor to the Career Development Committee.
5. DESIGNATION OF PROFESSIONAL AND NONPROFESSIONAL CAREER DEVELOPMENTCOORDINATOR POSITIONS
Each delegate agency shall have at least one professional and one non-professional to serve as Career Development Coordinators. Applicantagencies may establish selection criteria and determine the functionsfor such positions. These functions, which should be coordinated with
-118-
0E0 Instruction 6902-1
similar activities of CAA's and other organizations, might include,but are not restricted to the following:
a. Provide counseling to staff members concerning their growthand development.
b. Develop skills to become a local trainer in the Head StartProgram.
c. Provide logistic arrangements for Head Start staff membersbeing trained for positions within Head Start. This mightinclude such arrangements as carpools and babysittingcooperatives.
d. Coordinate the various training programs Available to theHead Start staff.
e. Serve as resource staff for the Career Development Committee.
The Career Development Coordinators should function as liaison betweenthe delegate agency and the applicant agency. The coordinators shouldwork closely with the Career Development Committee and the Directorof Career Development and Training in designing and implementing theCareer Development Plan. In those instances where there is a Directorof Career Development and Training, the coordinator should reportdirectly to that person. In those cases where a Director of CareerDevelopment and Training does not exist, they should report directlyto the Head Start Program Director.
The Career Development Coordinators should be selected because oftheir potential for assuming the above listed responsibilities. Theirqualifications might include, but are not restricted to the following:
a. Those persons currently employed in Head Start for approximatelysix months as professional or nonprofessional.
b. Those persons having good rapport with other staff, such asindividuals whom other staff members seek out for help insolving problems.
c. Those persons possessing an interest in training.
In all cases, Career Development Coordinators will perform the functionsin addition to :heir regular duties.
6. A PLAN FOR JOB DEVELOPMENT
It is desirable, although not mandatory, to establish one plan for
-119-
0E0 Instruction 6902-1
job development at the applicant agency level. The establishment ofunified singular recruitment procedures, criteria for staff selections,systems of career ladders, job descriptions and promotion procedureswill facilitate the transferability of skills and employees betweenprograms and improve the coordination of training and educational.activities. It may be necessary, however, to establish separateplans at the delegate agency level due to state, local, or organizationrequirements and law. In such cases, maximum efforts should be madeto assure coordination of the various plans.
It is expected that, at a minimum, a job development plan will include:
a. Recruitment of Staff
Applicants should establish a systematic process for recruit-ing staff from all possible sources within the community.If the present recruitment procedure is not consistent withthe applicant's proposed Career Development Plan, it shouldbe revised. Recruitment procedure may vary from agency toagency due to the needs and requirements of individualcommunities,
b. Job Description
Applicants should identify all jobs within the Head Startprogram and the skills required to fill them. If the presentjob description structure is not appropriate for the HeadStart Career Development Plan, it should be revised. Inpreparing the job descriptions, each applicant agency shouldmake an extensive analysis of the Head Start program'sobjectives. Whenever possible, job descriptions should bedeveloped to insure applicability to all aspects of theHead Start program.
c. Career Ladders
Applicants should establish a system of career ladders forprofessional and nonprofessional staff which provides for bothvertical and horizontal job mobility within the Head Startprogram. Vertical job mobility provides for career pro-gression within the same occupational field, e.g., (teacheraide to teacher).
Horizontal job mobility provides for career progressionacross occupational lines, e.g., (health aide to teacheraide). Within a given agency. there are some limitationsto upward mobility. Horizontal job mobility will permit
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Head Start staff members to obtain career advancement withintheir agencies even when the possibility of promotions withintheir field is limited. Other advantages of horizontal
mobility are:
(1) Delays in career progression can be avoided andindividuals may continue to advance at a pace pro-portionate to their abilities and interest.
(2) Individuals may avoid being caught in "dead end"jobs which breed discontent, stagnation ofcreativity and loss of motivation.
(3) HoriTontal job mobility will enable Head Start pro-grams to attract new employees by the advantagesoffered while at the same time opening new opportunitiesfor present staff members.
Career ladders should be developed from the manpower needs of
the program. This system should identify the jobs availableat each level of the career ladder along with the requirementsof mobility within the system. In designing career ladders,it is important that professional jobs and tasks are wellenough defined and structured so that less difficult tasksare identified to accomodate new entry-level, intermediate andmanagement roles for nonprofessionals. The restructuring ofjobs and staffing patterns should be accomplished in relationto the overall goals and operating procedures of the agency.For small agencies with limited opportunities for job mobilityand the establishing of career ladders for their staff, theemphasis of their Career Development Plan should be on train-ing and educational activities which will enhance the abilityof the staff to do a better job.
An additional benefit of the Career Development Plan will bethe acquisition of skills which could be utilized in a varietyof occupational situations. In those instances where theHead Start program is unable to fully utilize the skills ofa Head Start staff member, the Career Development Directorshall inform him of career opportunities in his field inthe community. In offering advice as to training and careerprogression, the Career Development Director should take advant-age of the knowledge possessed by representatives of relatedagencies on the Career Development Committee.
d. Promotion and Compensation
Applicants should establish a system which provides staff
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with the opportunity for advancement and appropriate com-pensation. Training, education, and demonstrated workability should be an integral element in an applicant'spromotion'system. This system must be established withinthe framework and limitations of CAP Memorandum 23-A, andPart B, Section 3d, of the Manual.
e. Selection for Staff Training
Applicants should establish standards for selection of per-sonnel for training. In addition, an appeals system shouldbe established within the framework of Part B, Section 3a,of the Manual.
7. A LONG-TERM TRAINING AND EDUCATIONAL PLAN
Each program must develop a comprehensive training and educationalplan as au integral part of the overall Career Development Program.This plan should cover all aspects of pre-service and in-servicetraining, basic education, vocational and technical training, andspecialized academic and non-academic training as related to theoperation of the Head Start program. The plan developed shall focuson the specific needs of individual Head Start staff members in regardto long-range career advancement within the program.
8. AN APPRAISAL-COUNSELING-EVALUATION SYSTEM
A clearly defined evaluation system will provide-for a series of qualitycontrol measures which should be designed to determine whether theCareer Development Plan is meeting its stated goals. It is expectedthat, at a minimum, the evaluation system should:
a. Identify the strengths and weaknesses of the CareerDevelopment Program.
b. Indicate where the program needs additional help.
c. Determine whether or not the program is providing staff withthe skills and knowledge necessary to do required tasks.
d. Insure that the program is operating efficiently and allowsfor individual mobility and an opportunity for advancement.
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e. Provide a basis for any needed policy or procedural changes --
by Regional Offices or Head Start Washington.
f. Provide information to help analysts review future applicationswhich include a Career Development Plan.
GP 0 810-6 75
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THE CAREER DEVELOPMENT. CAUCUS OF THE 1969 HEADSTART CONFERENCE, HELD IN WASHINGTON, RESOLVESTHAT:
1. Career development is to be implemented as a full pro-gram component in all full year Head Start programs.
2. That 0E0 Memo #6902-1 mandating career developmentbe revised to:
A) Strengthen the role of the Career DevelopmentCommittee in designing and evaluating the careerplan.
B) Include as a stated goal "that maximum opportunityand preference for hiring, training and promotingbe given to Head Start parents and other residentsof the target or Head Start community."
C) That supportive services for career developmentbe the responsibility of the applicant agency.
3. A National Advisory Council of Head Start program per-sonnel consisting of 50% or more paraprofessionals and50% or less professionals be formed to advise the na-tional Head Start office on new directions for career de-velopment policies.
4. That career development training be provided for alllocal, regional and national people involved with policymaking or implementation of career plans.
5. That career plans designed by the Career DevelopmentCommittee and approved by the Parent Policy Board re-ceive the full backing of regional and national offices whenthe implementation of these plans is opposed.
6. That the final authority for the hiring and firing of theHead Start director and the establishment of personnelpolicies for Head Start staff must rest with the ParentPolicy-making Board. Only the parents and communitycan assure the continuity of the role of staff in the HeadStart program.*
*Taken from the parents' resolution of December 17, 1969.
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APPENDIX H
CAREER DEVELOPMENT MATERIALS:A SELECTED BIBLIOGRAPHY OFSOURCES AND RECOMMENDED RESOURCES*
Pamphlets, Booklets, and Articles
AUXILIARY SCHOOL PERSONNEL. Washington, D.C.: National EducationAssociation, 1967, 20 pp.Bank Street College of Education. AN ANNOTATED BIBLIOGRAPHY ON AUX-ILIARY PERSONNEL IN EDUCATION. Washington, D.C.: Bureau of Educa-tional Personnel Development, U.S. Office of Education, Jan. 1969, 94 pp.+Bank Street College of Education. DIRECTORY OF INSTITUTIONS OF HIGHERLEARNING OFFERING TRAINING PROGRAMS FOR AUXILIARY PERSON-NEL IN EDUCATION. Washington, D.C.: Bureau of Educational PersonnelDevelopment, U.S. Office of Education, Jan. 1969, 105 PP.+Beal, Tita. A NEW CAREERS GUIDE FOR CAREER DEVELOPMENT OF-FICERS. (To be published in the first half of 1970.) New York: New Ca-reers Training Laboratory, New York University, approx. 160 pp.Berube, Maurice R. EDUCATIONAL ACHIEVEMENT AND COMMUNITYCONTROL. Community Issues, No. 1. New York: Institute for CommunityStudies, Queens College, Nov. 1968, 12 pp.Bowman, Garda W., and Klopf,'Gordon J. NEW PARTNERS IN THE AMERICANSCHOOL: A STUDY OF AUXILIARY PERSONNEL IN EDUCATION. New York:Bank Street College of Education, Nov. 1967, 21 pp. (For an expanded treat-ment of the same topic, see the book by Bowman and Klopf titled NEW CA-REERS AND ROLES IN THE AMERICAN SCHOOL.)Bowman, Garda W., and Klopf, Gordon J. TRAINING ROR NEW CAREERSAND ROLES IN THE AMERICAN SCHOOL. Washington, D.C.: Bureau ofEducational Personnel Development, U.S. Office of Education, Jan. 1969,19 pp} (Lists relevant audio-visual materials. For extended treatment ofthe same topic, see the book by the same authors titled A LEARNINGTEAM: TEACHER AND AUXILIARY.)Broadwell, Martin M. THE SUPERVISOR AND ON-THE-JOB TRAINING.Reading, Mass.: Addison-Wesley Publishing Co., '969, 128 pp.
Many of these materials, especially pamphlets, are available free of charge or at low cost. Theaddresses of several publishers listed here are included in the preceding appendix. Head Startmaterials are available from regional offices, or, for bulk orders, from the Head Start office inWashington, D.C. Inquiries to the Washington office should be addressed: Project Het" Start, Officeof Child Development, U.S. Dept. of Health, Education, and Welfare, Washington, D.C. 20201.+Available in limited quantities from Bank Street College of Education, 216 West 14th Street, NewYork, New York 10014.
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Cheuvront, Robert F. THE USE OF TEACHER AIDES IN COLORADO. Denver:Office of Instructional Services, Colorado Dept. of Education, May 1968, 23 pp.
Cohn, Jules. HOW BUSINESS IS MEETING THE URBAN CHALLENGE. HarvardBusiness Review, Vol. XLVIII, No. 2 (Mar.-Apr. 1970), pp. 68-82.
Collier, Sharon, et al. SUCCESSES AND BREAKTHROUGHS IN NEW CAREERSPROGRAMS. New Careers Perspectives, No. 12. Washington, D.C.: NationalInstitute for New Careers, Aug. 1969, 20 pp.
THE COMMUNITY SERVICES TECHNICIAN: GUIDE FOR ASSOCIATE DE-GREE PROGRAMS IN THE COMMUNITY AND SOCIAL SERVICES. NewYork: Council on Social Work Education, 1970, 36 pp.
Craig, Sally K. BIBLIOGRAPHY FOR USE IN HEAD START TRAINING ANDCAREER DEVELOPMENT. Head Start Career Developments, Vol. 1, No. 4.Washington, D.C.: National Institute for New Careers, Mar. 1970, 47 pp.(Available from Information Clearinghouse, Washington, D.C.)
Cudaback, Dorothea. SUMMARY REPORT ON WELFARE SERVICE AIDEPROJECT. Richmond: School of SoCial Welfare, University of California,Sept. 1968, 31 pp.
Cudaback, Dorothea. TRAINING AND EDUCATION OF NEW CAREERISTS INPUBLIC WELFARE. Richmond: School of Social Welfare, University ofCalifornia, May 1969, 21 pp.
Denham, William H. THE NEIGHBORHOOD WORKER: A RESOURCE FORCOMMUNITY CHANGE. Washington, D.C.: University Research Corpora-tion, 1969, 137 pp.
Dory, Frances J. NEGOTIATIONS. New York: New Careers Training Labo-ratory, New York University, n.d., 6 pp.
Ferman, Louis A. JOB DEVELOPMENT FOR THE HARD-TO-EMPLOY, AnnArbor and Detroit: Institute of Labor and Industrial Relations, University ofMichigan and Wayne State University, Jan. 1969, 85 pp.
Fishman, Jacob R., et al. TRAINING FOR NEW CAREERS. Washington, D.C.:University Research Corporation, June 1965, 107 pp.
Flynn, John C. A COORDINATED APPROACH TO EXPLOITING FEDERALAND FOUNDATION FUNDS TO SERVE THE EDUCATIONALLY DISADVAN-TAGED. (An unpublished paper available from Federal Programs, Educa-tional Projects, Inc., 1717 Massachusetts Avenue, N.W., Washington, D.C.20036), 1969, 18 pp.
Gartner, Alan. DO PARAPROFESSIONALS IMPROVE HUMAN SERVICES: AFIRST CRITICAL APPRAISAL OF THE DATA. New York: New CareersDevelopment Center, New York University, June 1969, 45 pp.
Gartner, Alan, and Jones, Nina. A CAREER DEVELOPMENT PLAN FORCOMMUNITY ACTION AGENCIES. New York: New Careers TrainingLaboratory, New York University, May 1968, 31 pp.
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Gartner, Alan, and Reissman, Frank. PARAPROFESSIONALS, THEIR OR-GANIZATION AND THE UNIONS. Social Policy, No. 3. New York: NewCareers Development Center, New York' University, Sept. 1968, 8 pp.
Gould, Richard J. GUIDE TO FUNDING NEW CAREERS PROGRAMS. New York:New Careers Development Center, New York University, June 1969, 128 pp.
GUIDELINES FOR PROJECT HEAD START COUNSELORS. ERIC ED 001 095.El Paso: El Paso Public Schools, June 1965, 2 pp. (Available from Education-al Resources Information Center, Office of Education, U.S. Dept. of Health,Education, and Welfare, Washington, D.C. 20202.)
Klein, William, et al. LEADERSHIP TRAINING FOR NEW CAREERS: THENON-PROFESSIONAL COUNSELOR, SUPERVISOR, AND TRAINER. Wash-ington, D.C.: University Research Corporation, 1966, 112 pp. (Presentlyout of print.)
Klein, William; Denham, William; and Fishman, Jacob R. NEW CAREERS: AMANUAL OF ORGANIZATION AND DEVELOPMENT; SOURCEBOOK FORTRAINERS. 3d ed. Washington, D.C.: National Institute for New Careers,Apr. 1969, 15 pp.
Liebert, Lisa. NEW CAREERS AND MODEL CITIES: A PARTNERSHIP FORHUMAN RENEWAL. New York: New Careers Development Center, New YorkUniversity, 1967, 11 pp.
McClure, Joseph H. MERIT SYSTEMS AND NEW CAREERS. 2d ed. Washing-ton, D.C.: Social Development Corp., Feb. 1970, 14 pp. (Published pursuantto a contract with the Manpower Administration, U.S. Dept. of Labor, underthe authority of the Economic Opportunity Act.)
Miller, S.M. BREAKING THE CREDENTIALS BARRIER. New Careers Per-spectives, No. 11. Washington, D.C.: National Institute for New Careers,Aug. 1969, 4 pp.
New Careers Development Center. DIRECTORY OF COLLEGES OFFERINGDEGREE PROGRAMS FOR PARAPROFESSIONALS EMPLOYED IN THEHUMAN SERVICES. New York: New Careers Development Center, New YorkUniversity, Feb. 1970, 140 pp.
New Careers Development Center. A LISTING OF NEW CAREERS LEGISLA-TION. New York: New Careers Development Center, New York University,June 1969, 15 pp.New Careers Development Center. NEW CAREERS LEGISLATION: A REVIEWOF THE 90TH CONGRESS, SECOND SESSION. Special edition of New_ Ca-reers Newsletter. New York: New Careers Development Center, New YorkUniversity (Spring 1969), 2 pp.NEW CAREERS JOB DEVELOPMENT. 2d ed. Washington, D.C.: Social Devel-opment Corp., Nov. 1969, 39 pp. (Published pursuant to a contract with the
Manpower Administration, U.S. Dept. of Labor, under th, authority of theEconomic Opportunity Act.)
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Paniagua, Lita, and Jackson, Vivian Carter. ROLE PLAY IN NEW CAREERSTRAINING: A TECHNIQUE FOR DEVELOPING PARAPROFESSIONAL-PROFESSIONAL TEAMWORK IN HUMAN SERVICE AGENCIES. New York:New Careers Training Laboratory, Nevi York University, 1968, 50 pp.
Pointer, Avis Y., and Fishman, Jacob R. NEW CAREERS: ENTRY-LEVELTRAINING FOR THE HUMAN SERVICE AIDE. 3d ed. Washington, D.C.:National Institute for New Careers, July 1969, 28 pp.
Powledge, Fred. NEW CAREERS: REAL JOBS AND OPPORTUNITY FOR THEDISADVANTAGED. Public Affairs Pamphlet No. 427. New York: PublicAffairs Committee, Inc., Dec. 1968, 24 pp.
Pruger, Robert, and Specht, Harry. ESTABLISHING NEW CAREERS PRO-GRAMS: ORGANIZATIONAL BARRIERS AND STRATEGIES. New CareersPerspectives, No. 13. Washington, D.C.: National Institute for New Careers,Oct. 1969, 12 pp.
Rhode Island State Department of Education. AUXILIARY SCHOOL PERSON-NEL: THEIR EMPLOYMENT AND UTILIZATION. Providence: Rhode IslandState Dept. of Education, Feb. 1969, 25 pp.
Riessman, Frank, and Gartner, Alan. DO PARAPROFESSIONALS IMPROVETHE LEARNING OF CHILDREN? New York: New Careers DevelopmentCenter, New York University, May 1969, 8 pp.
Riessman, Frank, and Gartner, Alan. THE TRAINING WORLD OF THE FU-TURE. New Brunswick: New Careers Systems, Inc., Nov. 1969, 9 pp.
Riessman, Frank. NEW CAREERS: A BASIC STRATEGY AGAINST POVERTY.New York: A. Philip Randolph Educational Fund, Sept. 1967, 27 pp.
Riessman, Frank; Paniagua, Lita; and Gould, Richard. INSTRUMENTEDTRAINING: A TOOL FOR DEVELOPING TEAMWORK IN NEW CAREERSAGENCIES. New York: New Careers Training Laboratory, New York Uni-versity, Apr. 1969, 41 pp.
Rosen, Sumner M. CREDENTIALS: TWO STRATEGIES. Social Policy, No. 6.New York: New Careers Development Center, New York University, Mar.1969, 9 pp.
Rosen, Sumner M. NEW CAREERS AND ADULT EDUCATION. New York:New Careers Development Center, New York University, n.d., 16.pp.
Shatz, Eunice; Fishman, Jacob R.; and Klein, William. NEW CAREERS: GEN-ERIC ISSUES IN THE HUMAN SERVICES; A SOURCEBOOK FOR TRAINERS.3d ed. Washington, D.C.: National Institute for New Careers, Jan. 1969, 68 pp.
Stapleton, Margaret. TASK ANALYSIS AND THE COMPONENTS OF CAREERDEVELOPMENT. New York: New Careers Training Laboratory, New YorkUniversity, 1969, 26 pp.
Steinberg, Sheldon S., and Fishman, Jacob R. NEW CAREERS: THE TEACHERAIDE; A MANUAL FOR TRAINEES. Washington, D.C.: National Institute forNew Careers, Dec. 1968, 83 pp.
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U.S. Dept. of Health, Education, and Welfare. PROJECT HEAD START: CA-REER PLANNING AND PROGRESSION FOR A CHILD DEVELOPMENTCENTER. Head Start Staff Development Series (Rainbow Series), Pamphlet1-C. Washington, D.C.: Project Head Start, Office of Child Development,U.S. Dept. of Health, Education, and Welfare, 1969, 36 pp.
U.S. Dept. of Health, Education, and Welfare. PROJECT HEAD START: DE-VELOPMENT OF THE PROFESSIONAL STAFF, draft edition. Head StartStaff Development Series (Rainbow Series), Pamphlet 1-E. Washington,D.C.: Project Head Start, Office of Child Development, U.S. Dept. of Health,Education, and Welfare, 1969, 48 pp.
U.S. Dept. of Health, Education and Welfare. PROJECT HEAD START: RE-CRUITMENT AND SELECTION FOR A CHILD DEVELOPMENT CENTER.Head Start Staff Development Series (Rainbow Series), Pam2hlet I -A. Wash-ington, D.C.: Project Head Start, Office of Child Development, U.S. I5ept. ofHealth, Education, and Welfare, 1969, 28 pp.
U.S. Dept. of Health, Education, and Welfare. PROJECT HEAD START: SO-CIAL SERVICES FOR A CHILD DEVELOPMENT CENTER. Head Start StaffDevelopment Series (Rainbow Series), Pamphlet 8. (To be published in1970.) Washington, D.C.: Project Head Start, Office of Child Development,U.S. Dept. of Health, Education, and Welfare, 32 pp.
U.S. Dept. of Health, Education, and Welfare. PROJECT HEAD START: THESTAFF: SELECTION AND DEVELOPMENT. Head Start Staff DevelopmentSeries (Rainbow Series), Pamphlet 1, Washington, D.C.: Project Head Start,Office of Child Development, U.S. Dept. of Health, Education, and Welfare,1969, 27 pp.
U.S. Dept. of Health, Education, and Welfare. PROJECT HEAD START: TRAIN-ING COURSES AND METHODS. Head Start Staff Development Series (RainbowSeries), Pamphlet 1-D. Washington, D.C.: Project Head Start, Office of ChildDevelopment, U.S. Dept. of Health, Education, and Welfare, 1969, 106 pp.
U.S. Office of Economic Opportunity. APPLYING FOR A CAP GRANT. 0E0Instruction 6710-1. Washington, D.C.: Community Action Program, U.S.Office of Economic Opportunity, Aug. 1968, approx. 150 pp.
U.S. Office of Economic Opportunity. CAREER DEVELOPMENT. CEO Guid-ance 6902-1. Washington, D.C.: Project Head Start, Office of Child Devel-opment, U.S. Dept. of Health, Education, and Welfare, Feb. 1969, 131 pp.
U.S. Office of Economic Opportunity. FULL YEAR HEAD START PLAN FORCAREER DEVELOPMENT. 0E0 Instruction 6902-1. Washington, D.C.:Project Head Start, Office of Child Development, U.S. Dept. of Health, Edu-cation, and Welfare, Sept. 1968, 9 pp. (Currently being amended.)
U.S. Office of Economic Opportunity. HEAD START CHILD DEVELOPMENTPROGRAMS: A MANUAL OF POLICIES AND INSTRUCTIONS. Washington,D.C.: Project Head Start, Office of Child Development, U.S. Dept. of Health,Education, and Welfare, Sept. 1967, 95 pp. (Currently being revised.)
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U.S. Office of Economic Opportunity. MOBILIZATION OF NON-POOR VOLUN-TEERS IN COMMUNITY ACTION. 0E0 Guidance 6015-1. Washington, D.C.:Community Action Program, U.S. Office of Economic Opportunity, June 1969, 34 pp.
U.S. Office of Economic Opportunity. PROJECT HEAD START: PARENT IN-VOLVEMENT; A WORKBOOK OF TRAINING TIPS FOR HEAD START STAFF.Head Start Rainbow Series, Pamphlet 10-A. Washington, D.C.: Project HeadStart, Office of Child DeVelopment, U.S. Dept. of Health, Education, and Wel-fare, May 1969, 91 pp.
Villar, Paul K., and Fierre, Manny D. AN EFFECTIVE HEAD START CAREERDEVELOPMENT PROGRAM. Kansas City: Educational Projects, Inc., Aug.1969, 34 pp.
Watson, Goodwin. LABORATORY METHODS IN TRAINING NON-PROFES-SIONALS. Union, New Jersey:.Scientific Resources, Inc., 1967, 6 pp.
Wilson, Jerusa C.; Fishman, Jacob R.; and Mitchell, Lonnie E. AN ASSESS-MENT OF TECHNICAL ASSISTANCE AND TRAINING NEEDS IN NEW CA-REERS PROJECTS BEING SPONSORED BY THE UNITED STATES TRAIN-ING AND EMPLOYMENT SERVICE, MANPOWER ADMINISTRATION, U.S.DEPARTMENT OF LABOR. Washington, D.C.: National Institute for NewCareers, July 1969, 137 pp.
Winters, Glen. BUDGET REORGANIZATION FOR CAPs AND HEAD STARTS.New York: New Careers Training Laboratory, New York University, May1969, 39 pp. (Note: the work has been republished, and may also be obtainedfrom Information Clearinghouse, 4301 Connecticut Avenue, N.W., Washing-ton, D.C. 20015. Citations in this booklet refer to page numbers in theoriginal edition.)
YOU AND YOUR JOB. Pamphlet A: WHAT IS IT? Pamphlet B: WHERE IS IT ?Pamphlet C: HOW TO GET IT. Pamphlet D: HOW TO KEEP IT. PamphletE: WHERE DO YOU GO FROM HERE? Instructors' manual included. Chi-cago: J.G. Ferguson, 1969.
Wattenberg, Esther. SPECIAL CURRICULUM FOR UNIVERSITY NEW CA-REERS PROGRAM IN THE GENERAL COLLEGE. New Careers Perspec-tives, Vol. II, No. 2. Washington, D.C.: National Institute for New Careers,Mar. 1970, 10 pp.
Periodicals
Health Policy Advisory Center, Inc. HEALTH-PAC BULLETIN. New York:Health Policy Advisory Center, Inc.
National Civil Service League. SOMETHING ELSE. Washington, D.C.: Na-tional Civil Service League.
National Institute for New Careers. COMPREHENSIVE HEALTH SERVICESCAREER DEVELOPMENT ISSUES (a reprint series). Washington, D.C.:National Institute for New Careers.
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National Institute for New Careers. HEAD START CAREER DEVELOPMENTS(a reprint series). Washington, D.C.: National Institute for New Careers.
National Institute for New Careers. HEAD START CAREERS BULLETIN.Washington, D.C.: National Institute for New Careers.
National Institute for New Careers. NEW CAREERS PERSPECTIVES (a re-print series). Washington, D.C.: National Institute for New Careers.
National Institute for New Careers. NEW CAREERS PROGRAM ASSISTANCEBULLETIN. Washington, D.C.: National Institute for New Careers.
National Institute for New Careers. UPREACH: COMMUNITY ACTION AGEN-CIES CAREER DEVELOPMENT. Washington, D.C.: National Institute forNew Careers;
New Careers Development Center. NEW CAREERS NEWSLETTER. NewYork: New Careers Development Center, New York University.
New Careers Development Center. SOCIAL POLICY (a reprint series). NewYork: New Careers Development Center, New York University.
U.S. Office of Economic Opportunity. HEAD START NEWSLETTER. Wash-ington, D.C.: Project Head Start, Office of Child Development, U.S. Dept.of Health, Education, and Welfare.
Books
ADULT BASIC EDUCATION: A GUIDE FOR TEACHERS AND TEACHERTRAINERS. Washington, D.C.: National Association for Public SchoolAdult Education, National Education Association, July 1969, approx. 200 pp.
Bazemore, A.W., and Silverzweig, Stanley. SRI TEACHER AIDE TRAININGSYSTEMS KIT. Beverly Hills: Macmillan Educational Services, Inc.,1968, 700 pp.
Berg, Ivar. EDUCATION AND JOBS: THE GREAT TRAINING ROBBERY.New York: Praeger, 1970, 200 pp.
Bowman, Garda W. and Klopf, Gordon J. NEW CAREERS AND ROLES IN THEAMERICAN SCHOOL. New York: Bank Street College of Education for theOffice of Economic Opportunity, Final Report, Dec. 1968, 256 pp. (Availablefrom Bank Street Book Store, 69 Bank Street, New York, New York 10014.For a brief treatment of the same topic, see the pamphlet by the same auth-ors titled NEW PARTNERS IN THE AMERICAN SCHOOL: A STUDY OFAUXILIARY PERSONNEL IN EDUCATION.)
Carr, Constance; Hannah, Arlene; and Paniagua, Lita. NEW CAREERS GUIDEFOR TRAINERS OF EDUCATION AUXILIARIES. New York: New CareersDevelopment Center, New York University, 1968, 195 pp.
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CLIMBING THE JOB LADDER: A STUDY OF EMPLOYEE ADVANCEMENT INELEVEN INDUSTRIES. New York: E.F. Shelley & Co., Inc., 415 MadisonAvenue, New York City, 1970, 273 pp.
COMMUNITY COLLEGE PROGRAMS FOR PUBLIC SERVICE OCCUPATIONS.Berkeley: Institute for Local Self-Government, Oct. 1969, 155 pp.
COMMUNITY SERVICE AND RELATED SPECIALISTS. Chicago: J.G. Fergu-son, 386 pp. (To be published in Aug. 1970, and distributed by Doubleday &Co., Inc., New York.)
EVERYMAN'S GUIDE TO FEDERAL PROGRAMS. Washington, D.C.: NewCommunity Press, Inc., 1968, approx. 150 pp.
Goldberg, Gertrude S., et al. NEW CAREERS: THE SOCIAL SERVICE AIDE;A MANUAL FOR TRAINEES. Washington, D.C.: National Institute for NewCareers, Oct. 1968, 177 pp.
Hopke, William. THE ENCYCLOPEDIA OF CAREERS AND VOCATIONALGUIDANCE, 2 vols. New York: Doubleday & Co., Inc., 1967, 1,568 pp.
Keyser ling, Leon. PROGRESS OR POVERTY. Washington, D.C.: Conferenceon Economic Progress, 1964, 150 pp.
Kinsinger, Robert, ed. MEDICAL AND ALLIED HEALTH SPECIALISTS.Chicago: J.G. Ferguson, 386 pp. (To be published in Aug. 1970, and dis-tributed by Doubleday & Co.., Inc., New York).
Klopf, Gordon J.; Bowman, Garda W.; and Joy, Adena, of Bank Street Collegeof Education. A LEARNING TEAM: TEACHER AND AUXILIARY. Wash-ington, D.C.: Bureau of Educational Personnel Development, U.S. Office ofEducation, Apr. 1969, 163 pp. (Available from Bank Street Book Store,69 Bank Street, New York, New York 10014. For a brief treatment of thesame topic, see the pamphlet by Bowman, Klopf, et al., titled TRAININGFOR NEW CAREERS AND ROLES IN THE AMERICAN SCHOOL.)
Lewis, Marianna, ed. THE FOUNDATION DIRECTORY. 3d ed. New York:Basic Books, Inc., May 1967, 1,198 pp. (Published every three years.)
National Institute for New Careers. NEW CAREERS: THE COMMUNITY/HOME HEALTH AIDE TRAINER'S MANUAL. 2d ed. Washington, D.C.:11.13nal Institute for New Careers, Apr. 1969, 212 pp.
Peari, Arthur, and Riessman, Fran!:. NEW CAREERS FOR THE POOR: THENONPROFESSIONAL IN HUMAN SERVICE. New York: The Free Press,1965, 273 pp.
Riessman, Frank, and Popper, Hermine I. UP "FROM POVERTY: NEW CA-REER LADDERS FOR NONPROFESSIONALS. New York: Harper & Row,1968, 332 pp.
Sobey, Francine. THE NONPROFESSIONAL REVOLUTION IN MENTALHEALTH. New York: Columbia University Press, 1970, 256 pp.
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NOTES
1. Fred Pow ledge, "New Careers: Real Jobs and Oppor-tunity for the Disadvantaged," Public Affairs Pamphlet Nr;N. 427(New York: Public Affairs Committee, Inc., Dec. 1968), p. 8.
2. Dr. Sumner M. Rosen, Director ( < the Training IncentivePayments Program of the Institute of P.' is Administration, hasstated: "The traditional format, by which people have pursuededucational goals for the first twenty-five years of their lives,and then moved from education into career lines, is an in-appropriate and inadequate model of staffing, training, andmanning the human service agencies, which are going to bethe major employers of our society in the next generation andtwo generations. We have to find ways to break up the mono-lithic and mutually exclusive routines of education and careers,and interweave them in such a way that education and work andtraining are carried on together as part of one's life." ("NewCareers and Adult Education," Sumner M. Rosen New York:New Careers Development Center, New York University, n.d.J,p. 10).
3. Leon Keyserling, Progress or Poverty (Washington, D.C.:Conference on Economic Progress, 1964), pp. 22-23. Statisticsdated 1963. "Deprivation" describes families (of four) whichearn less than $5,00n or unattached individuals who earn less .than $2,500. According to 0E0 statistics of 1966, 41 percent ofthe non-white population is poor and 12 percent of the white pop-ulation is poor. Approximately 15.5 percent of the nation is be-low the "poverty line," which is defined, in part, as a nonfarmfamily of four that has a yearly income of $3,335. The Bureauof Labor Statistics stated in 1966 that it required $9,200 tomaintain a modest standard of living for a family of four in anurban area.
4. Mollie Orshansky, "19,000,000 Children Counted Out bythe Affluent Society" (Washington, D.C.: Division of Programand Long-Range Studies, Social Security Administration,Nov. 1967), p. 1.
5. "Text of the Moynihan Memorandum on the Status ofNegroes," The New York Times, Mar. 1, 1970, p. 69.
6. The description given here of task analysis is drawnprimarily from material presented by the New Careers Train-ing Laboratory, an organization which is listed in Appendix A.
I
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7. For suggested methods of evaluating performance, seeU.S. Dept. of Health, Education, and Welfare, "Project HeadStart: Evaluating Staff Performance and Progress," Head StartStaff Development Series (Rainbow Series), Pamphlet I -B, 1969,27 pp. and "Project Head Start: Career Planning and Progres-sion for a Child Development Center," Head Start Staff Devel-opment Series, Pamphlet I -C, 1969, 36 pp. (Washington, D.C.:Project Head Start, Off=-Child Development, U.S. Dept, ofHealth, Education, and Welfare). See also U.S. Office of EconomicOpportunity, "Career Development," OEO Guidance 6902-1 (Wash-ington, D.C.: Project Head Start, Office of Child Development,U.S. Dept. of Health, Education, and Welfare, Feb. 1969, 131 pp.).
8. Job descriptions identify, among other things, the 'skillsneeded for each position. Head Start requires the revision of jobdescriptions in order to make them appropriate for career de-velopment plans. See OEO Instruction 6902-1, Section 6 b, p. 6(reprinted in Appendix G, frequently referred to as CAP Memo6902-1; different from 0E0 Guidance 6902-1).
9. Margaret Stapleton, "Task Analysis and the Componentsof Career Development" (New York: New Careers TrainingLaboratory, New York University, 1969, 26 pp.).
10. New Careers Program Assistance Bulletin, Vol. II, No. I(Washington, D.C.: National Institute for New Careers, Winter1970), p. 2.
II. U.S. Dept. of Health, Education, and Welfare, "ProjectHead Start: Career Planning and Progression for a Child De-velopment Center," Head Start Staff Development Series (Rain-bow Series), Pamphlet I-C, p. 14.
12. The content of the job description as listed here is drawnprimarily from material presented by the New Careers TrainingLaboratory, an organization which is listed in Appendix A. Therevision of job descriptions, in order to make them appropriatefor career development plans, is required by Head Start. (OEOInstruction 6902-1, Section 6 b, p. 6.)
13. U.S. Dept. of Health, Education, and Welfare, "ProjectHead Start: Development of the Professional Staff," draft ed-ition. Head Start Staff Development Series (Rainbow Series),Pamphlet I -E (Washington, D.C.: Project Head Start, Officeof Child Development, U.S. Dept. of Health, Education, andWelfare, 1969 ), p. 14.
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14. Garda W. Bowman and Gordon J. Klopf, New Partners in theAmerican School: A Study of Auxiliary Personnel in Education(New York: Bank Street College of Education, Nov. 1967), p. 19.15. OEO Instruction 6902-1, Section 5, p. 4; Section 3, p. 2.See Appendix 0 for the complete text of this OEO instruction.
Currently being revised.
16. OEO Instruction 6902-1, Section 3, p. 3; Section 6, pp.6-8; U.S. Dept. of Health, Education, and Welfare, "ProjectHead Start: Training Courses and Methods," Head Start StaffDevelopment Series (Rainbow Series), Pamphlet 1-D (Washing-ton, D.C.: Project Head Start, Office of Child Development,U.S. Dept. of Health, Education, and Welfare, 1969), pp. 9-10.
17. "Project Head Start: Training Courses and Methods,"Head Start Staff Development Series (Rainbow Series), Pam-phlet 1-D, p. 9.
18. OEO Instruction 6902-1, Section 3, p. 3; Section 6, p. 6.Currently being revised in several areas, including the rela-tionship of the career development committee to the Policy Ad-visory Group and the Head Start director. See Appendix G.
19. U.S. Office of Economic Opportunity, "Head Start ChildDevelopment Programs: A Manual of Policies and Instructions"(Washington, D.C.: Project Head Start, Office of Child Devel-opment, U.S. Dept. of Health, Education, and Welfare, Sept.1967), p. 10. Currently being revised.
20. Glen Winters, "Budget Reorganization for CAPs andHead Starts" (New York: New Careers Training Laboratory,New York University, May 1969), p. 36.
21. U.S. Dept. of Health, Education, and Welfare, "ProjectHead Start: Training Courses and Methods," Head Start StaffDevelopment Series (Rainbow Series), Pamphlet 1-D, p. 11.
22. Head Start Careers Bulletin, Vol. I, No. 3 (Washington,D.C.: National Institute for New Careers, Nov. 1969), pp. 5-6.
23. Gordon J. Klopf, Garda W. Bowman, and Adena Joy, ofBank Street College of Education, A Learnin_g Team: Teacherand Auxiliary (Washington, D.C.: Bureau of Educational Per-sonnel Development, U.S. Office of Education, Apr. 1969),pp. 88-89.
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24. Garda W. Bowman, Gordon J. Klopf, et al., of BankStreet College of Education, "Training for New Careers andRoles in the American School" (Washington, D.C.: Bureau ofEducational Personnel Development, U.S. Office of Education,Jan. 1969, 9 pp.). Lists relevant audio-visual materials. Forextended treatment of the same topic, see also the book byKlopf, Bowman, and Joy, titled A Learning Team: Teacherand Auxiliary. Available from Bank Street Book Sts3761713ankStreet, New York, New York 10014.
25. This discussion of system know-how is based in part onsubject matter presented in a training workshop conducted bythe New Careers Training Laboratory, New York University.
26. The nonprofit firm which has been contracted by HeadStart to assist in the establishment of degree-granting collegeprograms for Head Start staff members.and to provide educa-tional opportunities, within established programs, to Head Startstaff members.
27. See Richard J. Gould, "Guide to Funding New Careers Pro-grams (New York: New Careers Development Center, New YorkUniversity, June 1969, 128 pp.). See also New Careers Develop-ment Center, "A Listing of New Careers Legislation" (New York:New Careers Development Center, New York University, June1969, 15 pp.).
28. Sumner M. Rosen, "Credentials: Two Strategies,"Social Policy, No. 6 (New York: New Careers DevelopmentCenter, New York University, Mar. 1969), p. 1.
29. Classroom observation forms to be used in assessingthe "employability and promotability of teachers, parapro-fessionals, and others," are currently being developed byBank Street College of Education.
30. Rosen, op. cit., p. 5.
31. Rosen, op. cit., p. 5.
32. U.S. Office of Economic Opportunity, "Applying for aCAP Grant," CEO Instruction 6710-1 (Washington, D.C.: Com-munity Action Program, U.S. Office of Economic Opportunity,Aug. 1968, approx. 150 pp.).
33. Winters, op. cit., pp. 19-20.
34. Head Start Careers Bulletin, Vol. I, No. 4 (Feb. 1970), p. 9.
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35. Head Start Careers Bulletin, Vol. I., No. 4 (Feb. 1970),p. 2. See also Richard J. Gould, "Guide to Funding New Ca-reers Programs": (New York: New Careers DevelopmentCenter, New York University, June 1969, 128 pp.).
36. Head Start Careers Bulletin, Vol. I, No. 4 (Feb. 1970), p. 4.
37. Head Start Careers Bulletin, Vol. I, No. 4 (Feb. 1970),pp. 1-2.
38. For suggestions regarding the introduction of careerdevelopment into other agencies, see the booklet "New Ca-reers Job Development," 2d ed. (Washington, D.C.: SocialDevelopment Corp., Nov. 1969, 39 pp.).
39. For background information, see the booklet by JosephH. McClure entitled "Merit Systems and New Careers" (Wash-ington, D.C.: Social Development Corp., Feb. 1970, 14 pp.).
40. For suggestions regarding the introduction of auxiliary per-sonnel and career ladders into public school systems, see the book-let by Garda W. Bowman and Gordon J. Klopf entitled "New Partnersin the American School: A Study of Auxiliary Personnel in Education"(New York: Bank Street College of Education, Nov. 1967, 21 pp.).
41. See Climbing the Job Ladder: A Study of Employee Ad-vancement in Eleven Industries (New York: E.F. Shelley & Co.,Inc:, 415 Madison Avenue, New York, N.Y., 1970, 273 pp.); acomprehensive study of upgrading in industry which suggestsaction to be taken, giving special attention to the potential rolefor unions.
42. New Careers Newsletter (New York: New CareersDevelopment Center, New York University), passim.
43. Alan Gartner, "Do Paraprofessionals Improve HumanServices: A First Critical Appraisal of the Data" (New York:New Careers Development Center, New York University,June 1969), p. 5.
44. From the final summary of a report by the New CareersResearch Project at the University of Minnesota conducted byE. Kopp, M. Thompson, and R. Falk, under a contract with theU.S. Dept. of Labor. Published in New Careers Program As-sistance Bulletin, Vol. I, No. 8 (Oct. 1969), p. 4; see also SharonCollier et al., °Successes and Breakthroughs in New CareersPrograms," New Careers Perspectives, No. 12 (Washington,D.C.: National Institute for New Careers, Aug. 1969, 20 pp.).
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45. Robert Pruger and Harry Specht, "Establishing NewCareers Programs: Organizational Barriers and Strategies,"New Careers Perspectives, No. 13, Oct. 1969, 12 pp.
46. Frances J. Dory, "Negotiations" (New York: New Ca-reers Training Laboratory, New York University, n.d., 6 pp.).
47. Head Start Careers Bulletin, Vol. I, No. 4 (Feb. 1970), p. 3.
48. Head Start Careers Bulletin, Vol. I, No. 4 (Feb. 1970), p. 9.
49. Head Start Careers Bulletin, Vol. I, No. 2 (Nov. 1969), pp. 1, 11.
50. Jerusa C. Wilson, Jacob It. Fishman, and Lonnie E. Mitchell,"An Assessment of Technical Assistance and Training Needs inNew Careers Projects Being Sponsored by the United States Train-ing and Employment Service, Manpower Administration, U.S.Dept. of Labor" (Washington, D.C.: National Institute for NewCareers, July 1969), pp. 8-12.
51. Alan Gartner, "Do Paraprofessionals Improve Human Ser-vices: A First Critical Appraisal of the Data".(New York: NewCareers Development Center, New York University, June 1969) ,p. 44-45.