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UniversityMicrofilms
International300 N. Zeeb Road Ann Artur, Ml 48106
8429346
Jackson, William Clifton
A RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO HAVE MASTERED DURING PRESERVICE TRAINING
Indiana University Ed.D. 1683
UniversityMicrofilms
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t UniversityMicrofilms
International
A RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA
ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO
HAVE MASTERED DURING PRESERVICE TRAINING
BY
WILLIAM CLIFTON JACKSON
Submitted 1n partial fulfillm ent of the requirements for the Doctor of Education degree
In the School of Education Indiana University
Accepted by the faculty of the School of Education, Indiana Univer
s ity , 1n partial fulfillm ent of the requirements for the Doctor of Edu
cation degree.
D1rector of Tne'sis
Doctoral Committee: £ U J a a & l . Chairperson
. r ? l ^ t
December, 1983
ACKNOWLEDGMENT
The author wishes to express his gratitude and appreciation to Dr.
C. William Day, director of this thesis and Chairman of the Doctoral
committee. He also wishes to express his appreciation and thanks to
Dr. William Wllkerson, Dr. James Walden and Dr. Don Small, doctoral com
mittee members for their support and Interest.
The auth'or also wishes to thank his wife Sharon and their two sons,
B ill and Tim, for their support, patience and understanding during this
endeavor.
W.C.J.
111
TABLE OF CONTENTS
Chapter Pa9e
I . INTRODUCTION .................................................................................... 1
Problem Statement ........................................................................ 3Delimitations ................................................................................ 4Definition of Terms ............................... 4Significance of the Study ......................................................... 7
I I . REVIEW OF RELATED LITERATURE AND RESEARCH ........................... 8
What Constitutes Competency Based Teacher Education andIts Importance? .................................................................... 8
Essential Elements . . . ............................................................. 11Implied Characteristics ......................................................... 11Related and Desirable Characteristics ............................... 11Sources of Teacher Competencies and a Review of Some
Teacher Competencies That Have Already BeenGenerated................................................................................ 19
The Importance of the Principal's Input ........................... 30
I I I . PROCEDURE............................................................ 32
Geographic Boundaries ............................................................. 32School S i z e ................................................................................ 32
School Identification ................................................................. 34School Selection ............................................................................ 35Surveys Returned . . . . . . . . . . . . . . . . . . . . . 35Competency Identification and Ranking ................................... 37Round T w o ....................................................................................... 40Computations of Composite Scores .............................................. 40Generic Competencies Compared to Subgroup Generic
Competencies ................................................................................ 40A Comparison of Lists of Generic Competencies ................... 41
IV. FINDINGS . . . . . ........................................................................ 42
Ranked List of Generic Competencies .................................. 42
Competencies Generated by Subgroups ...................................... 47
A Comparison of Competency Lists .......................................... 50
1v
CHAPTER Page
A Comparison of Indiana Elementary Principals Generic List of Competencies with Florida's List of BasicCompetencies.................................. - ...................................... . 52
A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook Rules 46-47 and the List of Generic Competencies Generated by Indiana Elementary Principals . . . 58
Im plications.............................. 63
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........................... 68
Purpose of the Study ................................................................. 68Description of the Population .............................................. 68Methodology................................................................................ 69Statistical Analysis ................................................................. 70Findings....................................................................................... 70
Conclusions.................................................................................... 71Recommendations'............................................................................ 73
REFERENCES....................................................................................... 75
APPENDICES....................................................................................... 79
Appendix A: Locations of Schools in this Study ................. 80Appendix B: Correspondence and Survey Instruments Used
1n This Study ......................................................... 84Appendix C: Lists of Competencies Generated by the
Sample Population and Subgroups Withinthe Sam ple............................................................. 94
Appendix D: The Ranked List of Generic Competencies Identified by Indiana ElementaryP r in c ip a ls ............................................................. 149
Appendix E: Florida's List of Basic Competencies Indiana's List of Basic Competencies Extracted from TEACH .......................................... 152
v
LIST OF TABLES
Table Page
1. The Ranked List of Generic Competencies that Indiana Elementary Principals want Beginning Teachers to have Mastered During Preservice Training ............................................................. 43
2. Competencies Generated by Each Subgroup ..................................... 48
3. Percentage Rate of Usage for the Subgroups' CompetencyLists When Compared to the List of Generic Competencies . . 51
4. A Comparison of Florida's Basic Competencies and the Generic Competencies Generated by Indiana Elementary P r in c ip a ls ....................................................................................... 53
5. A Statistical Comparison of Florida's Basic Competency List and the List of Generic Competencies Generated byIndiana Elementary Principals ..................................................... 57
6. A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook (TEACH) Rules 46-47 to the List of Generic Competencies Generated byIndiana Elementary Principals ..................................................... 59
7. A Statistical Comparison of Competencies Extracted from (TEACH) and the List of Generic Competencies Generated by Indiana Elementary Principals ..................................................... 62
B. Number of Competencies Identified by Indiana Elementary Principals, Florida's Council on Teacher Education (COTE) and Indiana's Teacher Education and Certification Handbook (TEACH) by Skill Groupings ................................. . . . . . 67
v1
LIST OF FIGURES
Figure
1. Percentage Comparisons Were Made Between the SamplePopulation and These Subgroups Within the Sample . .
Page
5
v l 1
1
CHAPTER I
INTRODUCTION
The Supreme Court has declared that school districts may use a
teacher's score on the National Teachers Exam to determine 1f he/she Is
competent to teach (Harrah v. Independent School D is tric t). For more
than a decade Competency Based Teacher Education (CBTE) has either been
lauded or scoffed at as an effective teacher preservice training method.
Regardless of whether I t represents the best preservice curriculum, more
and more colleges and universities are recasting their undergraduate pro
gram 1n the CBTE mold. In the past decade, CBTE has become the bandwagon
for accountability 1n the public schools. By 1979, 10 of the 50 states
had mandated some type of teacher competency testing for certification
(Nothern, 1980).
The state of Florida has been the leader 1n the CBTE movement. In
Florida, their goal was to Identify generic teaching competencies. These
generic teaching competencies would become the foundation of Florida's
preservice teacher training programs.
In 1975 the Council on Teacher Education (COTE), a group of prominent educators appointed by the State Board of Education, spearheaded a project to Identify those competencies which are most essential to a ll teachers. The council Involved a large number of educational personnel throughout the state and conducted an extensive review of similar research In Florida and other states. Forty-eight generic competencies which consistently appeared in the search were selected for a final survey Instrument. A random sample of five percent of a ll certified personnel 1n the state were asked to rate the competencies. Twenty-three competencies met the specified acceptance criteria and were chosen (OHvia & Henson, 1980, p. 118).
2
By 1982, a ll preservice education graduates 1n Florida w ill have to
have fu lf ille d a year's performance experience Internship and have passed
a written exam. Eighty percent of the graduates of a teacher training
Institution must pass the test or the Institution loses Its certification
(011via & Henson, 1980). As state legislators mandate testing of teacher
competencies, and as the public demands teacher accountability; teacher
training Institutions are Incorporating CBTE Into their preservice pro
gram. Arthur Combs concedes that there 1s some merit In CBTE approaches
when they are appropriate and suggests that the reason for their popularity
lies 1n the fact that they "appeal to our sense of practical efficiency"
and seem to counteract the vagueness often thought to be typical of teach
er training (1972, p. 168). Despite CBTE's seemingly broad based support
and logical structure, 1t has not been accepted by a ll educators as the
solution to ensure competent teaching. CBTE assumes that there are
generic teaching methods and skills that are common to a ll subject areas,
grade levels, and geographic locations. Benham (1976) points out that
CBTE programs have derived their l is t of competencies from subcommittees
and study groups, yet rarely can 1t be said that those judging the compe
tencies, principals, for example, were ever fu lly Involved 1n formulating
CBTE c rite ria . "The role of the school building administrator 1s to
fa c ilita te the teacher education program, (Giles 4 Foster, 1972, p. 34)
and administrative overall opinion constitutes the most widely used mea
sure of instructional competency" (McNeil, 1971, p. 26). For this rea
son, i t seems imperative that CBTE also reflect elementary principals'
views of desirable teacher competencies.
3
Problem Statement
The purpose of this study was to develop a ranked 11st of generic
competencies that Indiana elementary principals wanted beginning teachers
to have mastered during their preservice training and to compare these to
the 23 generic competencies Identified by Florida's COTE and Indiana's
certification requirements for Kindergarten-Primary and Elementary Educa
tion.
In order to Insure that the entire population of Indiana elementary
principals were represented in the l is t of generic competencies, 26 sub
groups were Identified within the population. A l is t of competencies
generated by each subgroup was identified and compared to the 11st of
generic competencies generated by the sample population. The subgroupsi
identified were:
1. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered in their preservice
training that were common to principals of large, medium and small
schools 1n the north, central and southern section of Indiana.
2. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered 1n their preservice
training that were common to principals 1n large, medium and small
schools in Indiana.
3. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered 1n their preservice
training that were conrnon to principals with 1-5, 6-16 and 16 plus years
of experience.
4
4. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered In their preservice
training that were common to principals with a masters, specialists or
doctorate degree.
5. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered In their preservice
training that were common to principals whose last college attendance was
0-1, 2-5 or 5 plus years ago.
6. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered 1n their preservice
training that were common to principals whose teaching experience was at
the elementary, junior h1gh/m1ddle or high school level.
7. Identification of the competencies that Indiana elementary prin
cipals wanted beginning teachers to have mastered 1n their preservice
training that were common to male and female principals (see Figure 1).
Del Imitations
1. The population consisted of public elementary school principals.
2. The 11st of generic competencies were compared to competency
lis ts used 1n preservice programs 1n Florida and those competencies ex
tracted from Indiana's teacher certification handbook.
Definition of Terms
1. Competency Based Teacher Education refers to a teacher training
program organized so that the trainees must master certain specified com
petencies.
Figure 1
Percentage Comparisons Here Hade Between the Sample Population and These Subgroups Within the Sample
H o rtW r ii I c M o l i C w i t r t I Schools Sotrtharn School* A l t School* Dagraa
I l q .1 Had. | Sa.| I i q . I Had. I So.l f i g . | Mad. I S».) 1 U . I Hut J So.I IK S . I M .S . i f <1.0.1
Data o l la » t c o u r ta v o rk
TO-I 1 2 - S I S Plujl
la w a l o l taach lng a*p« rlanca
U l« w . I J r .H I . /H I J J Ia l H lotij
Sax
L n rt Ti I* \ n
1Yaarm o f a ta la . u p ,
11-3 I fl-ta I 16a lai]
w p a ta n c la * oanarafad by I ha u a o U po pu la tio n |
6
2. A generic competency 1s a sk ill needed to be a successful teach
er 1n any setting.
3. A competency refers to skills and attitudes needed to achieve
minimum effectiveness as a teacher In the areas of basic knowledge, com
munication, administrative, technical and Interpersonal sk ills .
4. Public elementary schools are those schools listed In the 1981-
82 Indiana School Directory.
5. The northern third of Indiana consists of the counties north of
route 26.
6. The central third of Indiana consists of the counties between
route 26 and route 50.
7. The southern third of Indiana1 consists of the counties south of
route 50.
8. Small schools are schools with one or fewer sections per grade
level.
9. Medium schools are schools with two or three sections per grade
level.
10. Large schools are schools with four or more sections per grade
level.
11. Years experience refers to the years of administrative experi
ence.
12. Degree refers to the highest degree (masters, specialists or
doctorate) held by the principal.
13. Teaching experience refers to the level at which the principal
taught elementary, junior high/middle or high school.
7
Significance of the Study
This study focused attention on competency Identification that has
been neglected 1n past CBTE research. Several studies have used promi
nent educators to generate a l is t of competencies, and then asked educa
tors 1n the fie ld to rank them 1n Importance. Another popular way of
Identifying teacher competencies was by searching the literature. This
method would be no more effective than the f ir s t , because prominent edu
cators published the majority of the journal artic les, not working prin
cipals.
The overall goal of this study was to make available a set of
generic competencies that university and state offic ia ls can use as one
component to evaluate, and I f necessary, revise existing preservice
teacher training programs In Indiana, so that they provide beginning
elementary teachers with the skills practicing elementary principals be
lieve new teacher should have mastered before they enter the Job market.
8
CHAPTER I I
REVIEW OF RELATED LITERATURE AND RESEARCH
This portion of the present study w ill review related literature and
research on the topic of competency based teacher education (CBTE). In
vestigations Into this topic are voluminous. Beginning In the early
seventies the literature is replete with articles on CBTE. There has
been l i t t l e actual scientific research 1n this area using experimental
and control groups. The majority of the research would have to be con
sidered naturalistic, extrapolation or surveys. Competencies have gener
a lly been generated by comnlttee definitions, statements extracted from
related research, expert opinions and beliefs and hypotheses. This sec
tion w ill be limited to what constitutes a CBTE program, Its Importance,
sources from which teacher competencies have been derived, and a review
of competencies that have been generated thus far. I t w ill also show Im
port as to why principal's Input 1s eminent 1n developing a generic 11st
of teacher competencies.
What Constitutes Competency Based Teacher Education and Its Importance?
One of the major books dealing with competency-based teacher educa
tion was Cooper, DeVault et a l.'s (1973) Competency Based Teacher Educa
tion. I t Is actually two books in one. Book one deals with problems
and prospects for CBTE for the decade ahead and book two with a systems
approach to program design. Following are Insights from several authors
who contributed to this work.
Dickson, Kean, and Anderson (1973) fe lt that ourselves and our pro
grams must be relevant to the changing world. Teachers must be able to
9
prepare children to cope with the problems of technology and must be able
to help them to anticipate new alternatives. Teachers, they fe lt , must
be prepared for greater tolerance and f le x ib ility and, therefore, teacher
educators must seek or create environments in which they can explore, pre
serve and transmit knowledge and values to Improve the quality of l i fe .
As you research CBTE in general, and Its Importance 1n particular,
footnotes constantly refer you to the same two or three sources; one of
which 1s Houston and Howsam. Houston and Howsam (1972) aptly state the
Importance of CBTE as follows: "In changing times, unchanging schools
are anomalous. Competency-based education promises the thrust necessary
for adaptation to meet the challenge of a changed and changing society..."
(p. 1).
Competency-based education, according to Howsam and Houston (1972), .
has emerged from the emphasis on goal-orlentation and Individualization.
They further state that two characteristics are essential to the concept
of competency based Instruction. F irs t, precise learning objectives de
fined 1n behavioral and assessable terms must be known to learner and
teacher alike; and the second essential characteristic 1s accountability
(p. 3). They further state that in a genuinely competency-based teacher
education program, the teacher's portfolio of credentials Includes a l is t
ing of the competencies the teacher has demonstrated and a comparison of
these with the expected competencies or a certification that c rite ria have
been met.
One of the contributors to their book, Burke (1972), writes that
teachers do make a difference. He feels that competency-based teacher
education can c larify specific teaching processes so that researchers may
10
have some measure to test the effectiveness of teachers 1n promoting
learning.
Dodl and Scholock (1973) hypothesized that 1n the decades ahead,
teachers w ill be held Increasingly accountable for their behavior. They
fe lt that traditional teacher education lacks specific performance c ri
te ria and makes 1t Impossible to measure the student's readiness to enter
the teaching profession, while CBTE was designed to overcome this.
They further fe lt that the use of specifically stated competencies
as a basis for teacher preparation and certification has several far-
reaching consequences. Among the Important changes that would occur are
those summarized as follows:
1. Teacher preparation would become a non-course noncredit enterprise. There would be no time base.
2. For prospective teachers 1n a competency-based program, there would be constant Interplay between personal goal setting, Information gathering and assessment of short-range outcome achievement.
3. A new range of teacher education specialists would emerge to design materials and assessment techniques and carry out actual competency assessments.
4. There would be Intensified efforts to c larify the nature of desirable pupil outcomes.
5. Achievement of stated educational objectives would be more like ly to be attained, (pp. 51-52)
According to Elam (1972) there are generic, essential elements to
Performance-Based Teacher Education (PBTE) Competency-Based Teacher Edu
cation (CBTE), and only professional training programs that Include a ll
of them fa ll within the American Association of Colleges for Teacher Edu
cation (AACTE) Committee's definition of P/CBTE. They are:
n
Essential Elements
1. Competencies (knowledge, s k ills , behaviors) to be demonstrated by the student are derived from explicit conceptions of teacher roles, stated so as to make possible assessment of a student's behavior 1n relation to specific competencies and made public 1n advance.
2. Criteria to be employed 1n assessing competencies are based upon, and In harmony with, specified competencies; explicit 1n stating expected levels of mastery under specified conditions; and made public 1n advance.
3. Assessment of the student's competency uses his performance as the primary source of evidence; takes Into account evidence of the student's knowledge relevant to planning for, analyzing, Interpreting, or evaluating situations or behaviors; and strives for objectivity.
4. The student's rate of progress through the program 1s determined by demonstrated competency rather than by time or course completion.
5. The Instructional program 1s Intended to fa c ilita te the development and evaluation of the student's achievement of competencies specified.
Implied Characteristics
1. Instruction 1s Individualized, personalized, and modularized.
2. The learning experience of the Individual 1s guided by feedback.
3. The program as a whole 1s systemic.
4. The emphasis 1s on ex it, not entrance, requirements.
5. The student Is held accountable for performance, completing the program when, and only when, he demonstrates the competencies that have been Identified as requisite for a particular professional role.
Related and Desirable Characteristics
1. The program 1s field-centered.
2. There Is a broad base for decision making (including such groups as college/university faculty, students, and public school personnel).
12
3. The protocol and training materials provided to students focus upon concepts, sk ills and knowledges, (usually 1n units called modules) which can be learned In a specified instructional setting.
4. Both the teachers and the students are designers of the instructional system.
5. The program Is open and regenerative; 1t has a research component.
6. Preparation for a professional role 1s viewed as continuing throughout the career of the professional.
7. Instruction moves from mastery of specific techniques to role Integration (Elam, 1972, pp. 4-5).
Another work often quoted In CBTE research was Stanley Elam's "What
is the State of the Art?" According to Hr. Elam (1971), the essential
elements of the P/CBTE program are individualization and modularization;
emphasis on exit rather than entrance requirements; the systematic, open
approach, with feedback loops and program alternatives; and student and
program accountability. He fe lt the movement had already caused changes
but that much research was needed to answer the many questions surround
ing P/CBTE. The paper identified a number of advantages of P/CBTE and
enumerated as one of the dangers, the developing of the competencies. He
cautioned that special effort be made 1n developing them.
In January of 1974, Ph1 Delta Kappan published a special Issue on
Competency-Based Teacher Education in which many noted educational leaders
voiced their opinions on the many facets of the CBTE movement. Following
w ill be a review of several of these articles.
Rosner and Kay (1974) fe lt that CBTE was a concept that had developed
over a number of years spurred on by Increasing demands for accountability,
relevance, and cost-effective schooling. However, they fe lt that CBTE had
a serious problem confronting its valid ity In that CBTE had come to mean
13
so many things to so many people. They further fe lt that 1f the promise
of CBTE was to be realized, a concerted effort must be made by a ll par
ticipating Institutions and agencies to come to some agreement on what
the c ritica l dimensions of CBTE were. I t was then proposed by them that,
I f the program was to meet Its ultimate objectives an Iterative support
consisting of several steps must be followed. One of these steps, which
directly pertains to this study, was that of Identification of the know
ledge and behaviors of teachers (teaching competencies) which were like ly
to have the highest payoff 1n terms of desirable pupil change.
In that same Issue, Maxwell (1974) expounds that proponents of the
CBTE approach were caught 1n a dilemma in that no one had a 11st of "mea
surable competencies" which were demonstratably those of the successful
teacher.
Another artic le 1n that Issue Informs that 1n 1974, a study group
was formed under.the direction of Frederick M. McDonald (1974) to do a
feas ib ility study to determine 1f the varied activities of the
perfonnance-based/competency-based movement could be coordinated so that
Its genuine strengths could be Identified and verified. I t had four .
major goals:
1. to develop a taxonomy of teaching behavior
2. to develop systems for measuring teaching behavior
3. to evaluate the effectiveness of training systems which educatefor teaching competencies
4. to develop systems for evaluating the performance of graduatesof P/CBTE programs (p. 296).
14
Many journals dedicated entire Issues to the topic of CBTE. The
Journal of Teacher Education, March-Aprll 1978 used as Its theme "Assess
ing the Competence of Preservice Teachers." One author 1n this Issue
(Baird, 1978) delineates five elements which are essential to competency-
based programs. They are summarized as follows:
1. Teaching competencies to be demonstrated are role derived, specified In behavioral terms, and made public.
2. Assessment crite ria are competency based, specify mastery levels, and are made public.
3. Assessment requires performance as prime evidence, takes student knowledge into account.
4. Student's progress rate depends on demonstrated competency and 1s, therefore; self-paced.
5. Instructional programs fa c ilita te development and evaluation of specific competencies, (p. 14)
In an American Association of School Administration (AASA) Critical
Issues Report, Beatrice M. Gudrldge (1980) answers the question "Why the
Increased attention to the Issue of teacher competency?"
1. Advent of student minimum competency movement.
2. Declining test scores.
3. Several widely publicized reports of I l l ite ra te students who received high school diplomas.
4. Wavering public confidence In the nation's schools as shown in polls.
5. Several reports of substantial numbers of teachers who failed to pass job screening on basic skills test. (p. 5)
15
Educational Leadership addressed the question "Competency-Based Edu
cation: For Whom7" 1n Its January 1974 Issue. Lawrence (1974) organized
his contribution to this Issue by taking three crite ria that he fe lt
dealt with fundamentals of the competency approach to teacher education,
they were:
1. Is a defensible basis being used for selecting competencies?Are competencies being Identified and organized according to some rationale or conceptual base?
2. Are competencies, "stated as to make possible explic it assessment of a student's (teacher's or prospective teacher's) behavior In relation to specific competencies?"
3. One basic premise of the competency approach Is that competencies', however; whenever developed by a person, should be the currency honored for a teaching position. Are measurement procedures emerging that can serve as "legal tender”? (p. 298)
Mr. Lawrence hopes that competencies would be Identified and organ
ized on the basis of a solid theory or rationale and an analysis of rele
vant educational research findings, but fears that this 1s not being done
In most cases.
Mervln (1973) further emphasized the Importance of carefully scru
tin izing the competencies to be used in CBTE, when he informed that "the
competencies to be demonstrated and the criteria by which a person's per
formance was judged must be explicit enough to unambiguously delineate
the assessment procedures to be used" (p. 2). The trainers must have the
a b ility to define and measure competency. He further postulated that 1f
the potential of P/CBTE Is to be realized "1t 1s Incumbent on scholars In
the fie ld to c ritic a lly examine the measurement components of the program,
weigh them against the existing knowledge base In educational measurement
and call attention to d ifficu lties and deficiencies" (p. 2).
16
Dodl and Scholack (1973) reiterated the above statements In the two
general conditions that they said must be met I f CBTE preparation pro
grams were to become a rea lity . They were:
1. reasonable, precise statements of the specific competencies must be made, and
2. at the same time, reliable procedures must be developed for assessing competence In terms of the appropriate criteria (p. 49).
Mr. Blank (1982) did not write specifically for education but his
work could be readily applied to the development of CBTE programs. He
enumerated 12 tasks that he fe lt must be accomplished to develop a
competency-based training program. They are:
1. Identify and describe specific occupations
2. Identify essential student prerequisites
3. Identify and verify job tasks
4. Analyze job tasks and add necessary knowledge tasks
5. Write terminal performance objectives
6. Sequence tasks and terminal performance objectives
7. Develop performance tests
8. Develop written tests
9. Develop draft of learning guides
10. Try out, fie ld -tes t and revise learning guides
11. Develop system to manage learning
12. Implement and evaluate training programs (p. to).
17
The volume of research dealing with CBTE, as previously stated, was
mostly produced In the early 1970's. I t would therefore cause one to
question whether or not CBTE 1s s t i l l a relevant topic.
Benham (1981) states that although the In it ia l surge of enthusiasm
for CBTE peaked, I t 1s s t i l l very much a part of the educational scene.
Wendal (1982) distributed a 17 Item questionnaire 1n New York State
to designated teacher contact persons. I t showed that CBTE has made an
Important contribution to teacher education 1n New York.
Vllleme (1982) conducted a survey of the 50 states concerning the
use of competency-based teacher certification requirements (CBTCR). The
results of his survey are as follows:
1. States that are presently using competency-based teacher certification requirements (competencies verified by the colleges preparing the teachers):
California Tennessee
Pennsylvania
I I . States that are presently using competency-based teacher certifica tio n requirements (competencies checked external to the university or college program):
I I I . States that are presently planning to move to the use ofcompetency-based teacher certification requirements (competencies checked external to the university or college program):
Illin o isMassachusettsMinnesota
Utah Vermont Washington West Virginia Wisconsin
ArkansasFloridaGeorgia
Kentucky Louisiana North Carolina
ArizonaOklahoma
TexasVirginia
South Carolina
18
IV. States that presently do not use competency-based teachercertification requirements and do not presently have plans to use them:
Alabama Kansas New JerseyAlaska Michigan MontanaColorado Missouri North DakotaConnecticut Nebraska OhioDelaware Nevada OregonHawaii New Mexico Rhode IslandIdaho Maine South DakotaIndiana Maryland Wyoming (p. 3)
Why CBTE Is Important enough to be pursued 1s best exemplified by
the following two studies.
The f irs t 1s a study conducted by Illin o is State University (ISU).
The competency-based program at ISU was developed 1n an attempt to over
come the following often-criticized faults of traditional programs:
1. All education courses are alike; l i t t l e new content 1s developed from course to course,
2. Education instructors ta lk about Individualization but do not practice 1t.
3. The content In education courses 1s either Innocuous or simplist ic .
4. Education Instructors provide general philosophical ideologies, but rarely relate these to common classroom problems and subsequent solutions.
5. The use of media and technology 1s discussed frequently, but few education Instructors provide constant examples of this use 1n their classes.
6. As a result of the great duplication of material from course to course, gaps In Important educational areas are often found (Getzet et a l . , p. 301).
Sybouts (1973) reported the second study. In a P/CBTE program that
had been In operation at the University of Nebraska since 1969, two major
findings were reported and are summarized as follows;
19
1. teacher education students like P/CBTE better than traditional Instruction, and
2. youngsters taught by graduates of the program achieve more (p. 303).
Sources of Teacher Competencies and a Review of Some Teacher Competencies That Have Already Been Generated
The Importance of generating a valid 11st of teaching competencies
was Iterated 1n the f ir s t section of this chapter. This section w ill re
iterate the Importance of generating a valid 11st of teaching competen
cies, w ill research various sources of these competencies and review vari
ous lis ts of teacher competencies that have already been generated.
There are those who doubt I t Is possible to generate a generic l is t
of competencies. One of these, Combs (1974), feels that a good teacher
has competence but not a common set of competencies. He claims that no
teacher college can make a teacher. Combs claims that the practical d if
ficu lties of the competence approach are:
1. The fact that the method of the experts can or should be taught to beginners 1s a fallacy. Some methods used by experts, can only be used because he 1s an expert.
2. The behavioral performance-based criteria approach to planning and evaluating schooling seems logical and straightforward, however in teacher education, 1t ends up with the students facing a long l is t of competencies which 1s like ly to be deeply discouraging and disillusioning to the young teacher (pp. 4-5).
Most, however, feel that generic competencies can be generated, but
that caution and scrutiny are key words to be remembered while research
ing for them.
Rosner and Kay (1972) Indicated that the In it ia l Identification of
tentative competencies 1s critica l to the long range promise of CBTE.
20
Therefore, I t Is crucial that competency Identification be derived from
clearly delineated conceptual frameworks about teaching, available re
search, the demands of specific public school curriculum and goals, the
experience of the profession, and soda! science theory.
Rosner (1972) was chairman of a committee which contemplated the
Identification of competencies. I t was noted In a report by Turner, a
member of said committee, that specific concepts and skills may be Identi
fied by examining the research and theory of the behavioral and social
sciences, by examining the content and skill emphasis of specific school
curricula, and by conducting Inquiries of master teachers and teacher
trainers. An important point to be made, according to the report, was
that the knowledges and skills Identified must be made explicit and mas
tery of the curriculum to a specified level of expertise must also be made
explicit and confirmed with appropriate Instruments.
In his artic le on the Weber State College Program, Parker (1974) re
ported that the competencies developed for use in that program were
developed by the faculty. However, 1n addition to faculty, student and
graduate Input, data were also gathered from cooperating teachers 1n pub
lic schools, building principals, d is tric t administrative personnel and
representatives of professional organizations, Graduates of the program
fe lt that they were effective 1n applying competencies learned 1n the pro
gram and their judgements were confirmed by cooperating teachers, school
principals, and school d is tric t supervisory personnel. The graduates
were asked what competencies they would add to the program. One of the
more c ritica l problems of the program Involved establishing re lia b ility
and valid ity In measures used to assess student performances. One of the
21
major strengths of the program was that students could apply the compe
tencies taught 1n the program as first-year teachers.
McDaniel (1982) Informs that the Educator Improvement Act Task Force
drew Its competencies principally by democratic consensus. Twelve thou
sand South Carolina Educators determined the dimensions and most of the
specific competencies.
In a paper written by Elfenbeln (1972) for the AACTE, 17 performance-
based teacher education programs from 13 institutions of higher
learning were analyzed. In most cases the competencies to be taught 1n
their programs were determined by the education faculty. In a few cases,
they were determined through jo in t collaboration of public school person
nel, professional organizations and college faculty. At one particular
higher education fa c ility , the competencies (objectives for the program)
were determined by four sources:
1. research on effective teaching and learning
2. analysis of communication problems
3. results of s taff's personal experiences
4. student data (p. 27).
In the Teacher Education and Certification Handbook (1976), Dr.
Harold H. Negley, Indiana State Superintendent of Public Instruction,
created an Advisory Council (In 1971) consisting of members from the Com
mission on Teacher Training and Licensing, the Teacher Education Advi
sory Council, the Department of Public Instruction, and numerous profes
sional educators including public school teachers, administrators and
representatives from public and private Institutions of higher education.
22
Dr. Negley addressed the subcommittees of the Advisory Council and
directed them to: "determine the teaching competencies that are required
to meet needs; determine the educational experiences that w ill develop
the desired competencies, and suggest minimal programs" (p. 1). The sub
stance of the minimum standards used for teacher certification and licens
ing 1s, according to the Teacher Education and Certification Handbook,
" . . . partia lly based on research, but for the most part, I t 1s based on
the experiences, Intuition and professional judgement of those Involved
1n the development of the licensing standards" (p. 5).
From the above research, a ll educational resources seem to have been
tapped, to some degree, 1n the quest to develop a generic 11st of teacher
competencies. The goal of this present study was to give Impetus to one
source the researcher fe lt has not been sufficiently tapped, the elemen
tary principal, Following are examples or partial examples of lis ts of
teacher competencies that have already been generated from various educa
tional sources.
In a study conducted by M iller and M iller (1971) 1n the Louisiana
public school system, principals and teachers were mailed a four point
rating scale that listed 17 competencies and were asked to check each one
with the degree of Importance he attached to 1t In contributing to the
success of the classroom teacher. Following are the results of the ele
mentary principals part of the survey:
Personal Qualities:
1. Professional zeal
2.5. Loyalty and cooperation
2.5. Classroom personality
23
4. Use of oral and written English
5. Social qualities
6. Personal appearance
7. Voice and speech
8. Punctuality
Professional Competencies:
1.5. Knowledge of subject matter in teaching fie ld
1.5. Classroom management and discipline
3. A b ility to organize materials In teaching
4. A b ility to organize learning situations
5.5. Evaluation
5.5. Creativity 1n teaching
7. Economical use of class time
8. Class achievement
9. General knowledge and Information (p. 38).
In a research paper submitted to the Association of Teacher Educa
tors, Goldenberg (1975) reported on a l is t of competencies developed by
collaborative efforts among public school personnel, students Involved
1n CBTE programs, and the university faculty. The following statements
reflected the areas of competence which formed the basis of the elemen
tary CBTE program:
1. Determines needs of learners
2. Plans activities for learners
3. Selects appropriate materials for Instruction
4. Employs a variety of teaching strategies appropriate to thesituation
24
5. Maintains an environment conducive to learning
6. Utilizes central procedures appropriate to the situation
7. Employs a variety of evaluative procedures appropriate tothe situation
8. Evaluates effectiveness of Instructional programs
9. Performs the necessary administrative and technical activ ities
10. Communicates effectively with others
11. Works cooperatively with others
12. Demonstrates responsible behavior
13. Utilizes feedback to improve professional competence
14. Demonstrates ethical behavior
15. Accounts for fu lf il l in g Institutional goals (pp. 4-5).
In 1975 the Council on Teacher Education (COTE) spearheaded a project
to Identify those competencies which were most essential to a ll teachers.
The competencies were formulated by a group of prominent educators.
Forty-eight generic competencies which consistently appeared 1n the search
of various educational sources were selected for a final survey Instrument.
The 23 competencies which met the specified acceptance crite ria were as
follows:
1. Demonstrate the a b ility to orally communicate Information ona given topic in a coherent and logical manner.
2. Demonstrate the a b ility to write In a logical, easily understood style with appropriate grammar and sentence structure.
3. Demonstrate the ab ility to comprehend and Interpret a message after listening.
4. Demonstrate the ab ility to read, comprehend, and Interpret . professional material.
25
5. Demonstrate the ab ility to add, subtract, multiply, and divide.
6. Demonstrate an awareness of patterns of physical and soda! development 1n students.
7. Diagnose the entry knowledge and/or sk ill of students for a given set of Instructional objectives using diagnostic tests, teacher observations, and student records,
8. Identify long-range goals for a given subject area.
9. Construct and sequence related short-range objectives for a given subject area.
10. Select, adapt, and/or develop Instructional materials for a given set of Instructional objectives and student learning needs.
11. Select, develop, and sequence related learning activities appropriate for a given set of Instructional objectives and student learning needs.
12. Establish rapport with students 1n the classroom by using verbal and/or visual motivational devices.
13. Present directions for carrying out an Instructional activity.
14. Construct or assemble a classroom test to measure student performance according to criteria based upon objectives.
15. Establish a set of classroom routines and procedures for u t i l i zation of materials and physical movement.
16. Formulate a standard for student behavior 1n the classroom.
17. Identify causes of classroom misbehavior and employ a technique^ J for correcting 1t.
18. Identify and/or develop a system for keeping records of classand Individual student progress.
19. Counsel with students both Individually and collectively concerning their academic needs.
20. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other ethnic, cultural, linguist ic , and economic groups.
21. Demonstrate Instructional and soda! skills which assist students in developing a positive self-concept.
26
22. Demonstrate Instructional and social skills which assist students 1n Interacting constructively with their peers.
23. Demonstrate teaching skills which assist students 1n developing their own values, attitudes, and beliefs (Olivia & Henson, 1980, p. 119).
In the Teacher Education and Certification Handbook (TEACH) for the
state of Indiana, rules 46 and 47 state the minimum requirements for ob
taining a teaching license. They are spelled out for 38 areas. This
present research Is concerned with competencies .1n elementary education,
therefore; only two areas—kindergarten-primary and elementary education-
w ili be used for competency generation. Since the rules were not stated
as competencies, 1t was necessary to convert the standards to general
competencies. They are as follows:
1. Knowledge of the subject matter 1n the teaching fie ld .
2. Knowledge of the growth and development of the young child, theory of preadolescents.
3. Knowledge of Instructional processes appropriate to the student being taught.
4. Appreciation of Instructional materials to fa c ilita te Instruction.
5. Classroom management skills Including legal rights and responsib ilit ie s of the student and teacher.
6. Knowledge of educational measurement and evaluation techniques.
7. Knowledge of Individual differences.
8. Knowledge of diagnostic and corrective reading procedures (Commission on Teacher Training and Licensing, 1976, pp. 15-20).
A teacher 1s a person who, through specialized training and educa
tion, 1s able to guide and direct the learning experiences of students
In an educational setting for the purpose of fac ilita tin g their social,
27
emotional, and Intellectual growth. The CBTE program at Trenton State
College used that definition 1n 1979 to form the basis of their program
and to derive the following eight generic areas of competence:
1. administering the classroom
2. selecting appropriate data and curriculum materials
3. u tiliz ing principles of human behavior and learning
4. planning, implementing, and evaluating Instruction
5. fa c ilita tin g interpersonal relationships
6. analyzing the effectiveness of the school-
7. understanding and relating to students of different cultural backgrounds and
8. understanding the role of a teacher as a member of a profession (Durkin & Smith, 1979, pp. 76-77).
Garglulo and P1gge (1979-80), Bowling Green State University, used
statements that were constructed by the education faculty. In their
study, 26 generic competency statements were sent to selected graduate
teachers s t i l l employed In Ohio. The top 10 generic competencies as
rated by elementary teachers were:
1. A bility to motivate student achievement via modeling, reinforcement, provision of success experiences, and appeal to student Interest.
2. A bility to u tilize audio-visual equipment and materials 1n teaching.
3. A bility to maintain order 1n a classroom and to assist 1n the development of self-d1sc1pl1ne.
4. A bility to Individualize Instruction to meet.the varying needs of students via techniques such as mastery learning, alternative assignments, individual contracting, and group work.
28
5. Ability to encourage and fa c ilita te the development of soda! skills and enhance self-concept.
6. A bility to u tilize observational techniques effectively In the classroom.
7. A bility to apply appropriate evaluative techniques for the systematic evaluation of pupil progress.
8. A bility to u tilize reading organization skills to divide a class Into reading groups.
9. A bility to understand the role of teacher organizations' within the formal and Informal competition for control of education and one's own personal role 1n joining such organizations.
10. A bility to provide Instruction leading to the different cognitive goals of acquisition, comprehension and application of knowledge (pp. 7-9).
When the elementary principals were asked to rank these same compe
tencies, they thought the highest need of teachers was to demonstrate a
positive attitude toward students and teaching. They ranked second the
teacher's a b ility to maintain control of classroom activities and third
the a b ility to Individualize Instruction (P1gge, 1978).
In a study by Medly et a l. (1981), a committee of teachers from a
county school system In Georgia used previously developed lis ts of teach
er competencies 1n order to Identify a set of generic competencies com
mon to a ll teachers 1n their system. They not only listed the competency,
but also had to 11st behavioral indicators (specific teacher or pupil be
havior) whose occurrence was regarded as a probable Indicator that the
teacher possessed or lacked the competency.
The following was a l is t of competencies developed by the project
teachers (1n cooperation with expert consultation). The 11st of per
formance competencies was developed as one on which certification might
be based:
29
1. Gathers and uses Information related to Individual differences
2. Organizes pupils, resources, and materials for effective instruction
a. Selects goals and objectives appropriate to pupil needsb. Gathers multilevel materialsc. Involves students in organizing and planning
3. Demonstrates ab ility to communicate effectively with students
a. Gives clear, explic it directionsb. Pauses, e lic its , and responds to student questionsc. Uses a variety of methods, verbal and nonverbal
4. Assists students 1n using a variety of relevant communications techniques
a. Demonstrates proper listening skillsb. Respects individual's right to speakc. Uses nonverbal conmunlcation skills
5. Assists students 1n dealing with their misconceptions or confusions, using relevant clues and techniques
a. Uses student feedback, verbal and nonverbal, to modify teaching practices
b. Demonstrates f le x ib ility 1n classroom management practices
c. When student not on task, teacher makes contactd. Provides feedback to pupil on misbehavior
6. Responds appropriately to coping behavior of students
a. Maintains self-control 1n classroom situations and with students
b. Recognizes and treats Individual student behaviorc. Accepts necessity of dealing with individual students
7. Uses a variety of methods and materials to stimulate and promote pupil learning
a. Uses more than one teaching method 1n a single presentation
b. Uses more than one Instructional activity simultaneously
8. Promotes self-awareness and positive self-concepts 1n students
a. Evidence of a personal one-to-one relationship with students
b. Provides opportunity for students to have voice 1n decision-making
30
c. Evidence of praise and/or rewards 1n operationd. Supportive classroom management
9. Reacts with sensitivity to the needs and feelings of others
a. Accepts and Incorporates student Ideasb. listens to students and provides feedbackc. Evidence of opportunity for one-to-one counseling
(p. 132).
The Importance of the Principal's Input
Although this present study takes Into account the aforementioned
research and sees the great Importance of the various means of deriving
generic teaching competencies; the researcher feels that Inadequate at
tention has been given to the elementary principal's views.
According to Cooper (1967)* professional leaders 1n elementary
school administration believed the principal should make a genuine con
tribution toward Improving the quality of education.
Shoemaker and Fraser (1981) state, "Principals can make a d iffe r
ence" (p. 178).
Lelthwood and Montgomery (1982) believe, "Principal behaviors are
Increasingly 'e ffective1 to the extent that they fa c ilita te necessary
teacher growth..." (p. 310).
Redfern (1980) says, "Principals can do many things to Increase both
teacher morale and competency..." (p. 28).
In her AASA report, Gudridge (1980) Informs the readers that every
body from John Goodlad, Dean of UCLA Graduate School of Education to news
paper columnist Will 1am Rasberry is te lling United States principals that
they are the key to Improved classroom Instruction and teacher competency
(p. 25).
31
According to Pharls and Zakarlya (1979), evaluating the work of the
classroom teachers 1n the school has traditionally been considered a
major part of the principal's responsibility.
For the above reason and a ll others stated, 1t seems useful to de
termine the competencies elementary principals believe should be mastered
1n the preservice program. I t would also seem useful to Incorporate
those competencies Into the research used In determining an Institution's
preservice teacher education curriculum.
32
CHAPTER I I I
PROCEDURE
Since the goal of this research project was to Identify a 11st of
generic competencies generated by the Indiana Public Elementary Princi
pals, I t was Imperative to Insure that there was a cross sectional
representation of a ll the principals in Indiana. Therefore, the state
was divided Into three areas, North, Central and South, and the schools
Into large, medium and small. Twenty-six subgroups within the sample
were also identified and lis ts of competencies were developed for each
subgroup. A cross-reference with the generic 11st was made to determine
representation of a ll principals In the final l is t of generic competen
cies.
Geographic Boundaries
The state was divided into north, central, and south, with two
major routes being chosen as the dividing lines. They were routes 26
and 50. The northern area consisted of those counties north of route 26,
the central area was those counties between routes 26 and 50, and the
southern area was those counties south of route 50. To avoid splitting
a county, 1t was necessary at times to deviate from following routes 26
and 50 directly. When a deviation was necessary, the county Involved
was Included 1n the area that the majority of the county would have been
In I f routes 26 and 50 had been followed directly.
School Size
The number of sections per grade was used to determine school size.
The large elementary school was defined as a school having at least four
33
sections of every grade level, a medium school was defined as a school
having two or three sections of each grade and a small school was defined
as a school having one section of each grade. No school was chosen that
had fewer than five grades.
I t was assumed that elementary schools would average 25 students
per room. Therefore, schools meeting the criteria would be: A large
K-6 school would have a minimum of 700 students, a medium K-6 school
would range from 350 to 525 students and a small K-6 school would have a
maximum of 175 students. To check the validity of these assumptions
schools whose populations approximated those projections were selected
from the 1981-82 Directory of Indiana Schools. A sample of schools meet
ing those crite ria were surveyed by phone to determine their exact popu
lation and number of sections per grade level. From this survey, 1t was
determined that, to ensure the correct number of sections per grade level,
a large K-8 school's population would have to be a minimum of 950 stu
dents, a K-6 school's population would have to be a minimum of 750 stu
dents and a K-5 school's population would have to be amlnimum of 650 stu
dents. The medium size K-8 school's population would have to range be
tween 500 and 600 students, a K-6 school's population would have to range
from 350 to 550 students and a K-5 school's population would have to
range from 300 to 450 students. Small schools that met the criteria must
have a population of less than 200 students.
34
School Identification
The next phase of this study was to Identify the schools to be sur
veyed. To do th is , a review of the 1981-82 Directory of Indiana Schools
was undertaken. I t showed that there would be no shortage of medium and
small schools, however; large schools not located 1n Lake and Marlon
Counties would be at a premium. Therefore, large schools were plotted
on an Indiana map. In the 32 counties that made up the northern area
there were only five large schools in 30 of the counties, two large
schools in Allen County and several large schools 1n Lake County. Of the
10 large northern schools selected for this survey three came from Lake
County and the remaining seven schools were the only other large schools
located in the northern area. In the 35 counties that made up the cen
tra l area there were eight counties with one large school, one county
with two large schools and Marlon County with several large schools. The
10 central large schools were chosen by selecting one large school from
each county that had a large school. In the 26 counties that made up the
southern area there were only 10 large schools that met the K-6 — 750;
K-5 — 650 population c rite ria . All were Included 1n the study. Because
there was a limited number of large schools 1n the north, central and
southern areas, except In Lake and Marion Counties, schools with a popu
lation that was close to the projected crite ria were called to ensure
that they met the class sections c rite ria .
After the large schools were selected for the survey medium and
small schools were selected. This was accomplished by using an Indiana
map to determine what geographic areas were not yet represented in the
survey, and then selecting a medium or small school 1n that area (see
Appendix A for school locations).
35
School Selection
Ninety Public Elementary Schools were selected to participate In this
study. The participants Included 30 large, 30 medium and 30 small schools
with 10 each being located in the north, central and southern areas of
Indiana. The 90 elementary principals administering those schools were
sent color coded and serialed surveys. Surveys printed on blue paper were
mailed to the northern area, surveys printed on white paper were mailed to
the central area and surveys printed on yellow paper were mailed to the
southern area. For the north, central and southern areas the surveys were
numbered one through 30. The numbers one through 10 represented small
schools, numbers 11 through 20 represented medium schools, and numbers 21
through 30 represented large schools. Each survey package contained a le t
ter of Introduction, rationale for the study, demographic questions, five
examples of competencies: one each representing basic knowledge, communi
cation s k il l , administrative s k ill , Interpersonal relationship and techni
cal s k il l , a blank lined page for the principal to record generated compe
tencies, and a stamped, self-addressed envelope (see Appendix B).
Surveys Returned
After two weeks, 405! of the surveys had been returned. Therefore, 1t
was decided to Identify 15 additional schools In each of the north, central
and southern areas and mall them a survey. Because of the shortage of
large schools In the south only 44 additional surveys were mailed. One
additional large school 1n the south was found that met the sections c r i
teria with less than the projected population.
36
The third week after the original mailing a le tte r and survey were
mailed to those who, from the original 90 principals selected, had not
returned the survey. This le tte r reiterated the request that they f i l l
out the survey and return 1t (see Appendix B). After five weeks, 60 of
the original 90 surveys had been returned. The 30 principals who hadn't
returned the survey were called and again asked to f i l l out the survey
and return I t . After six weeks, 87 surveys had been returned. The three
missing surveys were a ll large southern schools. A personal handwritten
note was mailed to the principals of those three large southern schools
(see Appendix B). After eight weeks, enough surveys had been returned
from the two mailings so that there were 10 surveys each from the large,
medium and small schools 1n the north, central and southern areas.
The final ta lly showed that 12 of the original 90 surveys were not
returned. Of the 12 surveys not returned, there were three 1n the large
schools, four In the medium and five 1n the small schools. In the north
ern area one large, two medium and one small school failed to return the
survey. In the central area one large, two medium and one small school
failed to return the survey. In the southern area one large and three
small schools failed to return the survey.
To bring the total surveys to 90 with 10 each In the nine cate
gories, 12 surveys were selected from the second mailing. The 12 that
were selected were the f irs t 12 to be returned that represented a cate
gory with fewer than 10 original surveys returned.
37
Competency Identification and Ranking
Competency Identification and ranking were accomplished using a two
round procedure. In round one, competency statements were generated by the
designated elementary principals. The competencies generated by the ele
mentary principals were then categorized using Florida's five basic compe
tency categories which are: communication s k ills , administrative s k ills ,
Interpersonal s k ills , technical skills and basic knowledge. In this sur
vey, there was one group of competencies that didn't f i t Into the five
basic categories. A new basic category was created and tit le d professional
ism. A competency was listed under communication skills I f 1t pertained to
passing Information from one person(s) to another person(s) 1n either oral
or written form. A competency was listed under administrative skills 1f 1t
pertained to managing some aspect of the educational environment. A compe
tency was listed under Interpersonal sk ills I f i t pertained to Interacting
with others. A competency was listed under basic skills I f I t pertained to
learning In a subject area. A competency was listed under professionalism
1f 1t pertained to an understanding of the teaching profession. Finally,
a competency was listed under technical 1f 1t pertained to using learned
teaching sk ills .
The 90 principals generated 85 competencies that were then listed
under the six basic categories. The competencies under each category were
then compared to see 1f some competencies were the same but stated 1n a
different way or was a sub-competency that would f i t within a basic compe
tency. The final ta lly was 31 different generic competencies (see Appendix
C).
38
Using the key-sort method, the number of times each of the 31 compe
tencies was Identified by the 90 principals was ta llied . The competencies
were Identified by as few as three to as many as 68 different principals.
The criteria for retaining a competency for round two was set at the
beginning of this study. I t was decided that any competency identified by
at least 25% of the principals (22 principals) would be retained for round
two. Twenty-four of the 31 competencies met the criteria of being Identi
fied by 25% (22) of the principals and were used to develop the second sur
vey.
Twenty-six subgroups were extracted from the sample population. The
subgroups, the population of each subgroup, and 25% of each subgroup were:
Subgroups
Subgroup Population 25% of SubgroupNorth
Large northern schools Medium northern schools Small northern schools
101010
222
CentralLarge central schools Medium central schools Small central schools
101010
222
SouthLarge southern schools Medium southern schools Small southern schools
101010
222
School SizeLarge schools Medium schools Small schools
303030
777
39
Subgroup Population 25% of Subgroup
EducationMasters degree (M.S.} 65 16Specialists degree (Ed.S.) 23 5Doctorate degree (Ed.D. or Ph.D.) 2 1
SexMale 77 19Female 13 3
Date of Last College Course WorkLast college course 0-1 year 21 4Last college course 2-5 years 39 9Last college course 5 plus years 30 7
Experience. TeachingElementary teaching experience 78 19Junior high/middle school teach
ing experience 8 2High school teaching experience 4 1
Experience. AdministrativeAdministrative experience ■
1-5 years 18 4Administrative experience
6-16 years 46 11Administrative experience
16 plus years 26 6
The competencies generated by each subgroup were Identified, and the
frequency of Identification for each competency was ta llie d . A 11st of
competencies was developed for each subgroup (see Appendix C). A compe
tency was Included on a subgroup's l is t of generic competencies 1f 25% of
the subgroup's population Identified the competency.
40
Round Two
In round two, a survey was mailed to the principals who generated the
competencies, and they were asked to rank the 24 competencies. The second
survey Included a le tte r explaining the second round, the survey, and a
stamped self-addressed envelope. The survey was made up of 24 competen
cies generated by the principals (see Appendix B). The principals were
asked to rank each competency as not needed -5, unimportant -4 , Important
3, very Important 4 and a must 5.
Computations of Composite Scores
The ranking of each competency by each principal was summed and a
composite score for each competency was derived. I f a competency's com
posite score was less than 135, the competency was dropped. The score of
135 was derived at by multiplying 3 (the mid ranking) by 45 (503! of those
principals surveyed). The remaining competencies were the generic compe
tencies that were ranked. The competency which had the highest composite
score was ranked f ir s t , second highest score was ranked second, etc.
Generic Competencies Compared to Subgroup Generic Competencies
The l is t of generic competencies generated by the sample population
was compared to the competencies generated by the 26 subgroups within the
sample. A percentage rate of usage for each subgroup was determined by
dividing the number of competencies 1n the subgroup that matched those on
the generic 11st by the total number of competencies 1n the generic l is t .
41
A table was developed depicting which competencies of the generic compe
tencies were not Included 1n each subgroup.
A Comparison of Lists of Generic Competencies
The lis ts of generic competencies generated by the Indiana elemen
tary principals were compared to the 11st of Basic Competencies being
used In preservice training programs In Florida and the competencies ex
tracted from the Teacher Education Certification Handbook for
Kindergarten-Primary and Elementary Education Certification 1n Indiana.
The 11st of generic competencies were s ta tis tica lly compared to the compe
tencies used 1n Florida and Indiana preservice programs to determine i f
they differed significantly.
42
CHAPTER IV
FINDINGS
Ranked List of Generic Competencies
In round one, Indiana elementary principals generated 24 different
competencies that met the previously established criteria for Inclusion
Into round two. In round two, the same elementary principals rated each
of the 24 competencies as not needed -5 , unimportant -4 , Important 3,
very Important 4, and a must 5. From the principals' rankings a compos
ite score for each competency was computed. A competency's composite
score could range from a negative -450 points to a positive 450 points.
The competency with the highest composite score was ranked number one,
second highest composite score as number two, etc. The ranked 11st of
generic competencies that Indiana elementary principals want beginning
teachers to have mastered during preservice training can be found in
Table 1 and Appendix D.
The data presented 1n Table 1 shows each competency's rank after
round two, the competency's rank by number of principals generating the
competency 1n round one, the competency's composite score and the compe
tency. Any competency receiving a composite score of less than 135 (c ri
teria established prior to the survey) would be dropped from the final
11st of generic competencies. However, none of the 24 competencies used
1n the second round received a composite score of less than 135. There
fore, no competency was dropped from the original l is t of 24 competen
cies.
Table 1
The Ranked List of Generic Competencies that Indiana Elementary Principals want Beginning Teachers to
have Mastered During Preservice Training
Competency Rank by Nr. Principals CompositeRank Generating Competency Score
1 1 342
2 6 327
3 15 326
4 3 319
5 2 3146 10 313
7 7 311
8 11 3079 18 306
10 4 301
Competency
Establishes and maintains discipline—Knowledge of behavior modification and assertive discipline.Loves and has empathy for all children and creates a good classroom atmosphere in which the student feels secure.Has good rapport with the students (consistent, logical and fa ir ) .Ability to Interact positively with parents and the public in general, and the ab ility to conduct an effective parent-teacher conference.Can develop long and short range lesson plans.Presents a good role model: is punctual, reliable, well-groomed and poised; and practices good health habits, self-control and patience.Motivates students by using a variety of teaching techniques, strategies and activities.Speaks grammatically correct English.Understands child growth and development and encourages the child to develop self-discipline and respect for others and their property.Knowledgeable of individual differences, setting challenging but realistic goals.
1
Table
Competency Rank by Nr. Principals CompositeRank Generating Competency Score
11 20 300
12 9 297
13 5 29614 22 29415 8 287
16 13 278
17 14 276
18 23 275
19 24 271
20 21 270
21 17 260
1 (continued)
Competency
Has a strong, positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.Ability to cooperate with peers and supervisors.Dedicated to teaching—does more than the minimtm.Demonstrates an average or above proficiency In a ll subjects taught.Has a zest for H fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.Incorporates new ideas from students, peers, administrators and other sources when applicable.Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the information in an orderly fashion.Skilled in administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.Counsels with students both Individually and collectively concerning their academic needs
Table 1 (continued)
CompetencyRank
Rank by Nr. Principals Generating Competency
CompositeScore
Competency
22 12 259 Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilities and daily classroom administrative responsibilities.
23 16 256 Has a realistic understanding of the responsibilities of being a professional, including: professional growth, community activ ities, and an understanding of the advantages and disadvantages of the profession.
24 19 255 Proficiency in math sk ills .
46
Column one 1s the ranking each competency received 1n round two of
the survey. The competency ranked number one 1s the competency Indiana
elementary principals feel 1s the most Important concept to be taught 1n
preservice training. The competency ranked number 24 Is the least Im
portant concept to be taught 1n preservice training.
Column two 1s the rank of each competency from round one. The com
petency ranked number one 1s the competency that was generated by more
principals than any other competency. The competency ranked number 24
was generated by the fewest principals (see Appendix C).
For the final 11st of generic competencies, the rankings from round
two (column one) were used instead of the rankings from round one
(column two). This procedure was used because 1t was assumed that (with
in the time frame) an Individual principal would be unable to generate
every desirable competency. Round two gave every principal Involved 1n
the study an opportunity to review the entire 11st of competencies be
fore ranking them.
Column three 1s the composite score for each competency. The com
posite score was derived by summing the rating each principal assigned
to each competency.
Column four Is the competencies generated and ranked by Indiana ele
mentary principals.
4 ?
Competencies Generated by Subgroups
One of the considerations of this study was to determine I f a ll
principals within the state of Indiana were represented 1n the final
ranked 11st of generic competencies. To accomplish this task the study
was designed to determine 1f the competencies generated by the princi
pals differed by: geographic area, school size, sex, principal's de
gree, level of principal's teaching experience, years of administrative
experience, and date of last course work. Twenty-six subgroups were
Identified and the 11st of generic competencies generated by each sub
group was compiled (see Appendix C). The competencies generated by each
subgroup can be found In Table 2.
In Table 2, the 31 competencies generated by Indiana's elementary
principals were listed on the vertical axis, and the 26 subgroups were
listed on the horizontal axis. An "x" at the Intersection of the verti
cal and horizontal axis Indicated that the competency was generated by
the members of that subgroup (255! of the members of a subgroup had to
have identified the competency for 1t to have been Included), I f there
was no "x" at the Intersection of the vertical and horizontal axis,
that competency failed to be generated by at least 25% of that subgroup.
The 31 competencies listed In Table 2 were a ll the competencies
generated by the Indiana elementary principals. However, only 24 of
them met the criteria for Inclusion into the second round survey. Com
petencies 25 through 31 did not meet the 25% crite ria for Inclusion in
to the second round survey. However, they did meet the 25% crite ria for
Inclusion Into the competency l is t of some of the subgroups. Competen
cies 25 through 31 were Included 1n Table 2 to show the subgroup from
which they were generated.
I
Table 2
Competencies Generated by Each Subgroup
Competencies generated by the Indiana elementary principals as listed in Appendix C
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Admin. Exp. 16 plus X x X X X X X X X X X X X X X X X X X X
Admin. Exp. 6-16 X X X X X X X X X X X X X X X X X X X X X X X X
Admin. Exp. 1-5 X X X X X X X X X X X X X X X X X X X X
Teach. Exp. H.S. X X X X X X X X X X X X X X X X
Teach. Exp. Jr. Hi. x X X X X X X X X X X X X X X X X X X X X X X
Teach. Exp. Elem. X X X X X X X X X X X X X X X X X X X X X X X
Cr. Wk. 5 plus yrs. X X X X X X X X X X X X X X X X X X X X X
Cr. Wk. 2-5 vrs. X X X X X X X X X X X X X X X X X X X X X
Cr. Wk. 0-1 yrs. X X X X X X X X X X X X X X X X X X X X
Female X X X X X X X X X X X X X X X X X X X X X X
Hale X X X X X X X X X X X X X X X X X X X X X X
Ed.D. Degree X X X X X X X X X X X X X X X X X
Ed.S. Degree X X X X X X X X X X X X X X X X X X X X X
H.S. Degree X X X X X X X X X X X X X X X X X X X X X X X
Small Schools X X X X X X X X X X X X X X X X X X X X X
Medium Schools X X X X X X X X X X X X X X X X X X X X X X X X
Large Schools X X X X X X X X X X X X X X X X X X X
Small So. Schools X X X X X X X X X X X X X X X X X X X X X X X
Med. So. Schools X X X X X X X X X X X X X X X X X X X X X X X X X
Table 2 (continued)
Competencies generated by the Indiana elementary principals as listed in Appendix C
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Large So. Schools X X X X X X X X X X X X X X X X X X X X X X
Sm. Cent. Sch. X X X X X X X X X X X X .X X X X X X X
Med. Cent. Sch. X X X X X X X X X X X X X X X X X X X X
Lg. Cent. Sch. X X X X X X X X X X X X X X X X X X X X X
Sm. No. Schools X X X X X X X X X X X X X X X X X X X X X
Med. No. Schools X X X X X X X X X X X X X X X X X X X X X X X X
Lg. No. Schools X X X X X X X X X X X X X X X X X X X X
50
Competency number 26 was not Identified by 25% of any subgroup*
therefore; I t was not Included on any subgroup's 11st. However, 1t was
generated by enough Individuals to be considered as a competency.
Analysis of the data 1n Table 2 shows that the top 24 competencies
were generated by a maximum of 26 to a minimum of 15 subgroups. F ifty -
eight percent of those 24 competencies were generated by a ll but three
or fewer of the subgroups* and 83% of the 24 competencies were generated
by 20 or more of the subgroups.
A Comparison of Competency Lists
The number of competencies generated by each subgroup were compared
to the generic 11st of competencies to determine the percentage rate of
usage. The percentage rate of usage shows what percent of the generic
competencies were Included on the 11st of competencies generated by a
given subgroup. The percentage rate of usage for each subgroup can be
found 1n Table 3.
In Table 3, column 2 was Included to give the reader an Indication
of the number of principals surveyed 1n each subgroup. Table 3 also
Included the number of competencies generated by each subgroup that were
Included on the generic 11st of competencies and the percentage rate of
usage.
51
Table 3
Percentage Rate of Usage for the Subgroups' Competency Lists When Compared to the List of Generic Competencies
Subgroups Number of Subjects 1n
Subgroup
Number of Competencies Generated
by Subgroups
Percentage Rate of Usage
Northern Schools Large Medium Small
Central Schools Large Medium Small
Southern Schools Large Medium Small
Schools State Wide Larqe Medium Small
EducationMasters Degree Specialist Degree Doctorate Degree
'Male Female
Date of Last College Course Wort
0-1 Years 2-5 Years5 plus Years
Experience. Teaching Elementary Jr. High/Middle High School
Experience. Administrative
1-5" "Years 6-16 Years16 plus Years
Sex
101010
101010
101010
303030
6523
2
7713
213930
7884
184626
202420
202018
212422
19 24 21
232117
2220
202121
232216
192420
83.3 10083.3
83.383.3 75
87.5 10091.6
79.110087.5
95.887.570.8
91.680.3
80.387.587.5
95.891.666.6
79.110083.3
Note: The divisor Is 24 — Competencies 1n column 3 were Identified by 251! of the subgroup.
52
The percentage rate of usage ranged from 66.6% to 100%. Twenty-one
of the 26 subgroups had an 80% or higher rate of usage. The two sub
groups that represented principals with a doctorate degree and those
that had only high school teaching experience consisted of only two and
four members respectively. Those were small sample populations from
which to extract accurate data. I f those two subgroups were dropped be
cause of Insufficient sample size* the lowest percent of usage rate be
comes 75% which would represent 18 of the 24 competencies.
A Comparison of Indiana Elementary Principals Generic List of Competencies with Florida's List of Basic Competencie?
Another phase of this study was to determine 1f the competencies
generated by Indiana's elementary principals had been Included 1n a Com
petency Based Teacher Education (CBTE) program that was 1n place prior
to this study. Florida was chosen because 1t has been considered the
leader In the Competency Based Teacher Education movement. Florida's
Competency Based Teacher Education program was based on 23 basic compe
tencies selected from educational research by eminent educators and was
validated through a survey of Florida educators working 1n the fie ld . A
comparison of Florida's basic competencies and the generic competencies
generated by Indiana elementary principals can be found 1n Table 4.
The data 1n Table 4 showed that 13 of the competencies generated by
the Indiana elementary principals Identified basically the same skills
that were Identified 1n 15 of Florida's basic competencies. This hap
pened because the competencies are not worded exactly the same. In two
instances a competency generated by the Indiana elementary principals
Included the skills that were 1n two separate competencies from Florida's
11st of basic competencies.
A Comparison of Florida's Basic Competencies and the Generic Competencies Generated by Indiana Elementary Principals
Florida's Basic Competencies Ind. Elan. Principals' Generic Competencies
Similar Competencies
1. Demonstrate the ab ility to orally cormunicate information on a given topic In a coherent and logical manner.
2. Demonstrate the ab ility to write in a logical, easily understood style with appropriate grammar and sentence structure.
4. Demonstrate the ab ility to read, comprehend, and interpret professional material.
5. Demonstrate the ab ility to add, subtract, multiply, and divide whole numbers, decimals and fractions and find percentages.
6. Demonstrate an awareness of patterns of physical and social development in students.
7. Diagnose the entry knowledge and/or sk ill of students for a given set of instructional objectives using diagnostic test, teacher observations, and student records.
8. Identify long-range goals for a given subject
14. Demonstrates the ab ility to conmunicate at the level of the listener in a pleasant, coherent and logical manner.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gratmiar.
16. Has a realistic understanding of the responsib ilitie s of being a professional, including: professional growth, community activ ities, and an understanding of the advantages and disadvantages of the profession.
19. Proficiency in math skills .
18. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.
21. Skilled in administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.
2. Can develop long and short-range lesson plans.
Table 4 (continued)
Florida's Basic Competencies Ind. Elan. Principals' Generic Competencies
Similar Competencies
9. Construct and sequence related short-range * objectives for a given subject area.
10. Select, adapt, and/or develop instructional materials for a given set of Instructional objectives and student learning needs.
12. Establish rapport with students in the classroom by using verbal and/or visual motivational devices.
15. Establish a set of classroom routines and procedures for utilization of materials and physical movement.
18. Identify and/or develop a system for keeping records of class and individual student progress.
16. Formulate a standard for student behavior in the classroom.
19. Counsel with students both individually and collectively concerning their academic needs.
21. Demonstrate Instructional and social skills which assist students in developing a positive self-concept.
24. Ability to follow the curriculum guide, c r i t i cally evaluate teacher materials for usefulness and appropriateness and present the Information in an orderly fashion.
15. Has good rapport with the students (consistent, logical and fa ir ) .
12. Good and flexible time management s k ills , incorporating knowledge and use of: computers, A/V resources.
1. Established and maintains disci pi Ine—knowl edge of behavior modification and assertive discipline.
17. Counsels with students both individually and collectively concerning their academic needs.
10. Presents a good role model: is punctual, reliab le , well-groomed and poised; and practices good health habits, self-control and patience.
Table 4 (continued)
Florida's Basic Competencies Ind. Elem. Principals' Generic Competencies
Dissimilar Competencies
3. Demonstrate the ab ility to comprehend and interpret a message after listening.
11. Select/develop and sequence related learning activities appropriate for a given set of instructional objectives and student learning needs.
13. Present directions for carrying out an instructional activity.
14. Construct or assemble a classroom test to measure student performance according to criteria based upon objectives.
17. Identify causes of classroom misbehavior and employ a technique(s) for correcting 1t.
20. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other people, including those from other ethnic, cultural, linguistic, and economic groups.
22. Demonstrate instructional and social skills which assist students in Interacting constructively with their peers.
23. Demonstrates teaching skills which assist students 1n developing their own values, attitudes and beliefs.
3. Ability to interact positively with parents and the public in general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledge of individual differences, setting challenging but realistic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for all children and creates a good classroom atmosphere in which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ i- t i es.
8. Demonstrates an average or above proficiency in a ll subjects taught.
.11. Speaks grammatically correct English.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.
Table 4 (continued)
Florida's Basic Competencies Ind. Elem. Principals' Generic Competencies
Dissimilar Competencies
20. Has a strong, positive, self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
22. Dedicated to teaching—does more than the minimum.
23. Incorporates new ideas from students, peers, administrators and other sources when applicable.
57
Ch1-Square was used to determine 1f Florida's l is t of basic compe
tencies were s ta tis tica lly different from the l is t of generic competen
cies generated by the Indiana elementary principals. The data used to
compute the Ch1-Square are introduced 1n Table 5.
Table 5
A Statistical Comparison of Florida's Basic Competency List and the List of Generic Competencies Generated by
Indiana Elementary Principals
FloridaGroup
Indiana Row Totals
— Different£
8 (.35) 11 (.16)Pe
19 (.40)Competency—
— Same 15 (.65) 13 (.54) 28 (.60)
nc 23 24 47 = n
A Chi-Square of .6228 was obtained from the data 1n Table 5. The
critica l value of Ch1-Square for one degree of freedom at the .05 level
was 3.84. Therefore, the null hypothesis was rejected. This means
that the two lis ts did d iffe r significantly. The 11st of generic compe
tencies generated by the Indiana elementary principals were not enough
alike to be considered s tatis tica lly the same 11st.
58
A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook Rules 46-47 and the List of Generic Competencies Generated fay Indiana Elementary Principals
The final consideration of this study was a comparison of the 11st
of generic competencies generated by Indiana elementary principals and
the competencies extracted from the Teacher Education and Certification
Handbook (TEACH) Rules 46-47. The aforementioned rules pertained to
Kindergarten-Primary and Elementary Education certification. There were
eight general competencies extracted from the (TEACH) handbook (see
Appendix E). Seven of the eight competencies matched competencies gener
ated by the Indiana elementary principals. Table 6 displays the similar
and dissimilar competencies.
Ch1-Square was used to determine 1f there was a difference between
the l is t of competencies extracted from the Indiana Teacher Education
and Certification Handbook tTEACH) Rules 46-47 and the 11st of generic
competencies generated by the Indiana elementary principals. The data
used to compute Ch1-Square are In Table 7.
A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook (TEACH) Rules 46-47 to the List of Generic
Competencies Generated by Indiana Elementary Principals
(TEACH) Competencies Ind. Elem. Principals' Generic Competencies
Similar Competencies
1. Knowledge of the subject matter in the teaching fie ld .
2. Knowledge of the growth and development of the young child, theory of preadolescents.
3. Knowledge of instructional processes appropriate to the student being taught.
4. Appreciation of Instructional materials to fac ilita te instruction.
5. Classroom management skills Including legal rights and responsibilities of the student and teacher.
6. Knowledge of educational measurement and evaluation techniques.
7. Knowledge of Individual differences.
8. Demonstrates an average or above proficiency in a ll subjects taught.
18. Understands child growth and development, and encourages the child to develop self- discipline and respect for. others and their property.
7. Motivates students by using a variety ofteaching techniques, strategies and activities.
24. Ability to follow the curriculum guide, c r i t i cally evaluate teacher materials for usefulness and appropriateness and present the information in an orderly fashion.
12. Good and flexible time management sk ills , incorporating knowledge and use of; computers, A/V resources, supplemental materials, community resources, educational fac ilities and daily classroom administrative responsibilities.
21. Skilled in administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.
4. Knowledge of individual differences, setting challenging but realistic goals.
Table 6 (continued)
(TEACH) Competencies Ind. Elem. Principals' Generic Competencies
Dissimilar Competencies
8. Knowledge of diagnostic and corrective read- 1. Establishes and maintains discipline—Ing procedures. knowledge of behavior modification and asser
tive discipline.2. Can develop long and short-range lesson plans.3. Ability to interact positively with parents
and the public 1n general* and the ab ility to conduct an effective parent-teacher conference.
5. Ability to cooperate with peers and supervisors.6. Loves and has empathy for a ll children and cre
ates a good classroom atmosphere in which the student feels secure.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grantnar.
10. Presents a good role model: is punctual, r e l i able, well-groomed and poised; and practices good health habits, self-control and patience.
11. Speaks granmatlcally correct English.13. Has a zest for l i f e , enthusiasm, good sense of
humor and the ab ility to motivate others into act1on.
14. Demonstrates the ab ility to communicate at the level of the listener in a pleasant, coherent and logical manner.
15. Has a good rapport with the students (consistent, logical and fa ir ) .
Table 6 (continued)
(TEACH) Competencies Ind. Elem. Principals' Generic Competencies
Dissimilar Competencies
16. Has a realistic understanding of the respons ib ilities of being a professional, including: professional growth, cormunlty activities, and an understanding of the advantages and disadvantages of the profession.
17. Counsels with students both Individually and collectively concerning their academic needs.
19. Proficiency 1n math skills .20. Has a strong positive self-concept, comnands
respect, accepts responsibility and exercises appropriate leadership.
22. Dedicated to teaching—does more than the minimum.
23. Incorporates new ideas from students, peers, administrators and other sources when applicable.
62
Table 7
A Statistical Comparison of Competencies Extracted from (TEACH) and the List of Generic Competencies Generated by
Indiana Elementary Principals
Group
(TEACH) Indiana Row Totals
— Different 1 {.%) 17 ( . l l ) 18 (jfc )Competency—
- —Same 7 (.87) 7 (.29) 14 (.44)
nc a 24 32 = n
A Ch1-Square of 19.44 was obtained from the data 1n Table 7. The
critica l value of Chi-Square for one degree of freedom at the .05 level
was 3.84. Therefore, the null hypothesis was accepted. This means
that the 11st of competencies extracted from (TEACH) was not s ta tis ti
cally different from the l is t of generic competencies generated by the
Indiana elementary principals. However, 1t was readily apparent that
the Indiana elementary principals generated three times as many compe
tencies as there were listed in (TEACH). From this data 1t was evident
that the competencies identified 1n (TEACH) were competencies desired
by Indiana's elementary principals. The (TEACH) 11st wasn't as compre
hensive as the 11st generated by the Indiana elementary principals.
Therefore, one can not reverse the statement and say that the 11st of
generic competencies generated by the Indiana elementary principals was
sta tis tica lly the same as the 11st extracted from (TEACH).
63
Implications
The following Implications relative to competency based teacher edu
cation (CBTE) seem to be Indicated by the available evidence.
The Importance Indiana elementary principals assign to each compe
tency can be determined by the competency's composite score. The com
posite cut o ff score of 135 was established during the planning of this
study. I t was assumed that a competency would be held 1n high esteem 1f
half of the principals gave I t an average rating. I f the composite cut
o ff score was doubled (270), 20 of the 24 competencies would s t i l l be In
cluded on the final 11st of generic competencies. For a competency to
generate a composite score of 270, I t must receive an average rating of
three from every principal (90) 1n this study. This would Indicate that
Indiana elementary principals place a high priority on every competency
generated through this study.
The number one competency, establishing and maintaining discipline,
was generated by over 75% of the 90 elementary principals surveyed.
This occurred at a time when society is demanding back to the basics,
the teaching of more rote skills and competency testing of students and
teachers. This leads to the following perplexing question: Are the
Indiana elementary principals out of step with society? Add to this the
Gallup Poll report that society Identified lack of discipline as educa
tion's number one problem, and the Issue 1s even more confusing. Does
this mean that Indiana elementary principals are 1n step with society,
or could 1t be that society does not know what 1t wants?
At this time, with the Information available, 1t 1s impossible to
make an unqualified statement. Only hypotheses and educated guesses
64
can be made about the apparent sim ilarities and differences between the
two groups. A question that needs to be answered through further re
search 1s: Oo Indiana elementary principals and society believe that
learning and good teaching 1s the result of good discipline, or just the
opposite, good discipline 1s the result of good teaching, which results
1n learning?
This study did not deal with society; therefore any postulations
concerning the apparent anomaly w ill be le f t to future research. How
ever, this study must deal with the apparent conflict 1n the Indiana ele
mentary principals' 11st of generic competencies.
Of the 24 competencies, one dealt with discipline, one with under
standing the responsibilities of being a professional, and 22 with tech
nical, administration, communication, Interpersonal and basic knowledge
s k ills . I f Indiana elementary principals do believe that good discipline
results In good teaching (as the number one competency would suggest),
one competency 1s a ll that would be needed; or other competencies 1n the
11st would deal with discipline. Neither 1s the case. This would lead
to the conclusion that the number one competency, (establishing and main
taining discipline), 1s more of a political than an educational response.
An elementary principal that seemingly disagrees with society on the num
ber one problem 1n education could be conmtttlng "Job1c1de."
A review of the other 23 competencies leads to the conclusion that
Indiana elementary principals believe good teaching Is the result of far
more than good discipline. Indiana elementary principals want teachers
who are competent administrators, possess Interpersonal s k ills , have
basic knowledge, comnunlcate well with others, have technical teaching
65
skills and understands the responsibility of being a professional. I f a
teacher was competent 1n a ll of those areas, he would have no trouble
establishing and maintaining discipline; because the skills disciplinar
ians claim to possess are provided for 1n the aforementioned competency
areas.
In this study, the second, third and fourth competencies dealt with
Interpersonal relationships. In a l l , six of this study's 24 competen
cies dealt with Interpersonal relationships, and five of Florida's 23
basic competencies dealt with Interpersonal relationships. This Is 25%
and 22% respectively. From these data, 1t can be Inferred that a teach
er's a b ility to Interact effectively with students, parents and peers 1s
considered extremely Important by both Indiana elementary principals and
Florida's COTE. The fact that Indiana elementary principals ranked three
Interpersonal skills ahead of a ll the technical and basic knowledge
skills Is of significance. This 1s a message to the education profession.
Successful and competent educators must be more than technicians. Not
only must the teacher be knowledgeable and technically competent, he
must be able to relate to and with those with whom he associates. This
Information questions certification standards (such as Indiana's certi
fication and licensing laws), which are Intended to Improve teaching;
but deal only with knowledge and technical s k ills .
Florida's l is t of basic competencies was identified by prominent
educators through the review of related research. The 11st of generic
competencies identified by this study was generated by Indiana elemen
tary principals. The two lis ts were significantly different. Many auth
orities feel that the best solutions to a profession's problems are
66
generated by members of the profession. I t would then follow that a pro
fessional, whose job evolves around evaluating their peers, would be an
excellent source of sk ills needed to succeed 1n a profession. I f the
above statements are true, then I t would give rise to the conclusion that
principals are an excellent source of competency generation for pre
service training programs. This logic would also Indicate that competen
cies generated by others ( I .e . , prominent educators, legislators and the
public) w ill not provide the optimum preservice training programs.
Seven of the eight competencies extracted from TEACH were the same
as those competencies Identified by Indiana elementary principals. Five
of the seven like competencies were technical sk ills ; one was basic know
ledge; and one was administrative. The two missing areas are those deal
ing with communication and Interpersonal sk ills . Indiana elementary
principals devote 42% and Florida 39% of their competencies to those two
competency sk ill areas.
From this Information, two assumptions may be drawn: f ir s t , the
authors of TEACH fe lt that communications and Interpersonal skills would
be too hard to Identify and assess for certification; and second, the
authors of TEACH fe lt that given the technical s k ills , a good teacher
w ill evolve.
Finally, 1t 1s Interesting to note the number of competencies Indiana
elementary principals, Florida's COTE and TEACH Identified for each s k ill
(Table 8).
67
Table 8
Number of Competencies Identified by Indiana Elementary Principals, Florida's Council on Teacher Education (COTE) and Indiana's
Teacher Education and Certification Handbook (TEACH) by Skill Groupings
Skill Group Principals Florida TEACH
1. Communications 4 4 0
2. Basic Knowledge 2 2 1
3. Technical 8 8 6
4. Administration 3 4 1
5. Interpersonal 6 5 0
6. Professionalism 1 0 0
As previously stated, Indiana elementary principals' 11st of generic
competencies and Florida's 11st of basic competencies are s ta tis tica lly
different. Competencies each group Identified under each s k ill are basi
cally different; however both groups Identified almost exactly the same
number of competencies for each s k ill. From this Information, 1t can be
concluded, that the Importance both groups assign to each s k ill category
1s equivalent. I t Is also evident, that the authors of TEACH zeroed 1n
on one major sk ill level; but neglected the others.
I t now becomes the profession's task to: determine exactly what
principals and society mean when they speak of discipline 1n the schools;
develop currlculums that provide students with the competencies Identi
fied; and monitor their graduates to determine future curriculum adjust
ments.
68
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter summarizes the purposes of the study, procedures used
1n the Investigation, findings of the research, and recommendations.
Purpose of the Study
The primary purpose of this study was to generate a ranked 11st of
generic competencies that Indiana elementary principals want beginning
teachers to have mastered during preservice training. There were two
secondary functions of this study. F irst, the generic 11st of compe
tencies generated by the Indiana elementary principals was compared to
competency lis ts that were currently being used by teacher training In
stitutions 1n Florida and Indiana to determine I f the two groups identi
fied the same competencies. Secondly, a l is t of generic competencies
would be available for Indiana teacher training Institutions when they
review their currtculun.
Description of the Population
For this study the state (Indiana) was divided Into three geographic
areas: north, central and south, Ninety public elementary schools were
selected from the 1981-1982 Directory of Indiana Schools. The principals
of 30 elementary schools from each geographic area were surveyed. In
each area 10 large, 10 medlun and 10 small schools were selected accord
ing to previously established c rite ria . The principals Included In the
survey administered schools with grade combinations of either 1-5, 1-6,
K-5, K-6 or K-8. The student population of the schools surveyed ranged
from less than 100 to over 1,000.
69
Methodology
This research project utilized a two-round survey procedure. In
round one the principals were asked to provide demographic data and to
generate competencies they fe lt a beginning teacher should master in
preservice training. The data from round one was collated and compe
tencies Identifying the same sk ills were grouped. A general competency
was written that Included the sk ill or skills Identified by each group
of competencies. From the competencies generated 1n round one, a survey
Instrument was constructed that Included the competencies that were
generated by at least 25% of the principals.
In round two, the second survey was returned to the same principals,
and they were asked to rank the competencies from -5 to 5. Those compe
tencies that received a composite score of 135 or more made up the final
11st of generic competencies (see Appendix D).
From the original sample population, 26 subgroups were Identified.
A 11st of competencies was developed for each subgroup from the data the
members of that subgroup generated 1n round one. The 11st of competen
cies for each subgroup was then compared to the final 11st of generic
competencies. A percentage rate of usage was computed for each subgroup.
The percentage rate of usage demonstrates what percent of the generic
competencies are Included In a subgroup's 11st of competencies.
Finally, the 11st of generic competencies were s ta tis tica lly com
pared to competencies that had been Identified and were 1n use 1n
Florida's and Indiana's teacher training program.
70
Statistical Analysis
A percentage rate of usage was computed that compared each sub
group's competency 11st with the final l is t of generic competencies gen
erated by the entire sample population. The percentage rate of usage
score was used to determine 1f each subgroup was adequately represented
1n the final 11st of generic competencies.
Chi-Square was used to compare the proportions of similar competen
cies 1n this study's 11st of generic competencies with two other lis ts
of competencies. F irst, Florida's 11st of basic competencies was com
pared to this study's 11st of generic competencies. Second, the compe
tencies extracted from Indiana's teacher certification handbook were com
pared to this study's l is t of generic competencies.
In each case a two-by-two table was generated which provided one
degree of freedom. The c ritica l value for Ch1-Square was 3.84 at the
.05 level of confidence.
Findings
The following findings were observed:
1. The 11st of generic competencies generated through this study
was representative of Indiana elementary principals. The percentage rate
of usage for the subgroups ranged from 66.6% to 100%. The two subgroups
with the lowest percentage rate of usage score had only two and four mem
bers respectively. The next lowest percentage rate of usage score was
75%. Twenty-one of the 26 subgroups had a percentage rate of usage score
of 80% or above.
2. The 11st of generic competencies generated by this study was
s tatis tica lly different from Florida's 11st of basic competencies. At
71
the .05 level of significance, the c ritica l value of Ch1-Square for one
degree of freedom 1s 3.84. The calculations from this data produced a
Ch1-Square of only .6228. Therefore, the null hypothesis, that the two
lis ts were the same, was rejected.
3. The 11st of generic competencies generated by this study was
compared to the competencies extracted from Indiana's certification re
quirements for Kindergarten-Primary and Elementary teachers. The c r i t i
cal value of Ch1-Square at the .05 level of significance with one degree
of freedom was 3.84. The calculations for this data produced a Chi-
Square of 19.44. From this data, the null hypothesis can not be re
jected. Therefore, the two lis ts must be considered s tatis tica lly the
same.
Conclusions
When developing a l is t of generic competencies the most Important
consideration 1s that a ll members of the population are adequately repre
sented. The Indiana elementary principals identified 24 generic compe
tencies. Twenty-six subgroups were Identified within the population and
a 11st of competencies was extracted that each subgroup generated. The
11st of competencies generated by each subgroup was then compared to the
l is t of generic competencies {see Table 3). The comparisons showed that
the 11st of competencies generated by the subgroups ranged from 66 to
100% of the competencies In the generic 11st of competencies. Table 2
shows which competencies were Identified by each subgroup. The Informa
tion 1n Table 2 reveals that the competencies were generated by 15 to 26
of the subgroups. This Is a range of 58 to 100% of the subgroups. From
72
the above data f t can be generalized that the 11st of generic competen
cies generated by the Indiana elementary principals 1n this study does
adequately represent a ll Indiana elementary principals.
In the ranked lis t of generic competencies generated by Indiana
elementary principals, the number one priority was for the teacher to
be able to establish and maintain discipline. The next 10 competencies
Included five that dealt with Interpersonal relationship, four with
technical sk ills and one with administrative sk ills . From this data 1t
seems that Interpersonal skills are extremely Important to Indiana ele
mentary principals. To push this point a b it further, a ll four of the
technical sk ills ranked 1n the top 10 competencies would lead to better
Interpersonal relationships.
The 11st of basic competencies used 1n Florida's preservice train
ing program was generated from educational literature and validated by
educators working 1n the fie ld . This l is t of basic competencies was not
s tatis tica lly the same as the 11st of generic competencies generated by
Indiana elementary principals. This 11st of generic competencies con
tained 15 competencies that were 1n Florida's 11st of basic competencies.
The 11st of competencies extracted from Indiana's certification
handbook contained eight competencies. Seven of the eight competencies
were Identified in the l is t of generic competencies generated by this
study. The generic l is t of competencies generated by this study con
tained three times as many competencies as was extracted from the c e r t if i
cation handbook. However, the two lis ts are s ta tis tica lly equivalent
using the Ch1-Square inference formula. This gives rise to the assump
tion that the state certification requirements do represent the desires of
elementary principals, but are less stringent than the principals want.
73
The twenty-fourth competency, proficient in math sk ills , referred to
the teacher "-s ab ility to accurately account for money collected 1n the
classroom, perform the mathematical functions Involved In attendance and
grading and dally record keeping. This competency was not a reference
to the teacher's a b ility to teach math.
I t 1s also Interesting to note that none of the eight competencies
extracted from the teacher certification handbook deal with Interpersonal
sk ills .
Recommendations
One of the rea lities of educational research today 1s that 1t gener
ates more questions than 1t answers. Therefore, the Investigator makes
the following recommendations:
1. That a study be conducted to determine 1f the 11st of generic
competencies generated by the Indiana elementary principals are repre
sentative of the nation as a whole.
2. That teacher training Institutions review the 11st of generic
competencies to determine I f the competencies are Included 1n the content
of the Institution's professional education courses.
3. That a follow-up study be conducted to conclude whether Indiana
principals believe that teachers are being graduated possessing the
competencies generated by this study.
4. That the graduates of preservice education programs In Indiana
be surveyed to determine i f they feel they possess the competencies gen
erated by this study.
74
5. That students 1n their preservice education training should
study the competencies generated In an effort to be better prepared to
enter the fie ld of education.
6. That 1f this study were ever replicated, a different ranking
system be employed. The system employed 1n this research was sensitive
enough to rank the generic 11st of competencies, but not sensitive
enough to rank the subgroup competency l is t .
76
References
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Benham, B. J. CBTE: Another educational edifice built on quicksand. Teacher Education, 1973, 17, 26-29.
Blank, W. E. Handbook for developing competency-based training Programs. New Jersey: Prentice Hall, Inc ., 1982.
Burke, B. J. Curriculum design. Houston and Howsan (Eds.), Competency- Based Teacher Education. Chicago: Science Research Association Inc ., 1972,
Coker, D., Medley, M., S Soar, R. S. How valid are expert opinions about effective teaching. Phi Delta Kappan, 1980, 62, 131-134.
Combs, A. W. The professional education of teachers, (2nd ed.). Boston: Allyn and Bacon, l4?2.
Combs, A. W., Blume, R. A ., Newman, A. J ., & Wass, H. L. The professional education of teachers: A humanistic approach to teacher preparation! Boston: ATlyn and Bacon, 1974.
Cooper, J. E. Elementary school princlpalshlp. Ohio: Merrill Books, Inc ., 196/!
Cooper, J. M., Anderson, D. W., DeVault, N. V ., Dickson, G. E ., Johnsen,C. E ., & Weber, W. A. Competency based teacher education.Colorado: McCutchan Publishing Corp., 1973.
Dickson, G. E ., Kean, J. M., & Andersen, D. W. Relevance and teacher education. Cooper and DeVault et a l. (Eds.), Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.
Dodl, N. R., & Schalock, D. H. Competency based teacher preparation.Cooper and DeVault et a l. (Eds.), Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.
Durkin, L ., & Smith, J. M. A challenge for leadership of teacher education In the eighties. Peabody Journal of Education. 1979, 58, 74-82.
Elam, S. Performance-based teacher education. What 1s the state of the art? Washington, D.C.: American Association of Colleges for Teacher Education, December 1971.
Elam, S. A resume of performance-based teacher education: What 1s the state of the art? Ph1 Delta Kappan, March 1972.
77
Elfenbein, I . M. Performance-Based Teacher Education Programs, Comparative Description. Washington, D.C.: American Association of Colleges for Teacher Education, October 1972,
Gargiulo, R. M., & Pigge, F. L. Teacher competencies: Need and development. Journal of the Association of Teacher Education, 1979, JJ_, 5-17.
Getz, H., Kennedy, L ., Pierce, W., Edwards, C., & Chesebro, P. Fromtraditional to competency based teacher education. Phi Delta Kappan,1973, 54, 300-303.
Giles, G., & Foster, J. Changing Teacher Education In a Large Urban University. Washington, D.C.: American Association of Colleges for Teacher Education, July 1972.
Goldenberg, R. The Relationship Between Principals and Teachers Perceptions of the Quality of College Preparation for Teaching Competence. Research paper submitted to tne American Association of Colleges for Teacher Education, 1975.
Gudrldge, B. M. American Association of School Administration Critical Issues Report: Teacher Competency Problems and Solutions.California: Education News Service, dopy 198, 1980.
Harrah v. Independent School D istric t. 99s c t . , 1062, 1979.
Houston, W. R., & Howsam, R. B. (Eds.). Competency-Based Teacher Education Progress. Problems, and Prospects. Chicago: Science Research Associates, inc ., 1972, ‘
Johbsen, C. E ., & Shearron, G. F. Specifying assumptions, goals and objectives. Cooper and DeVault et a l. (Eds.) Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.
Lawrence, G. Delineating and measuring professional competencies. Educational Leadership. 1974, 31_, 298-302.
Lelthwood, K. A., S Montgomery, D. J. The role of the elementary school principal 1n program improvement. Review of Educational Research, 1982, 50, 309-339. -----------------------------------------------
Maxwell, D. PBTE, A case of the emperor's new clothes. Phi Delta Kaooan.1974, 55, 306-312. -------------------
McDaniel, T, R. Do you have questions about minimum competencies for teaching? South Carolina has some answers. Teacher Educator. 1982. 2, 5-9. -------------------------
McDonald, F. J. The national commission 0PBF. Phi Delta Kappan. 1974.55, 296-298. -------------------
78
McNeil, J. D. Toward accountable teachers. New York: Holt, Rinehart,4 Winston, In c ., 19TL
Medley, D. M. et a l. Assessing teacher performance from observed competency Indicators defined by classroom teachers. Journal of Educational Research, 1981, 74, 197-217.
Merwln, J. C. Performance Based Teacher Education, Some Measurements, and Decision Making Considerations. Washington, D.C.: AACTE, June,im : ------------------ ----------------------- ----
M ille r, C., & M ille r, D. The importance of certain personal qualities and professional competencies 1n successful classroom teaching.The Journal of Teacher Education. 1971, 22, 37-39.
Nothern, E. F. The trend toward competency testing of teachers. Ph1 Delta Kappan. 1980, 61, 358-359.
O livia, P ., & Henson, K. What are the essential generic teaching competencies. Theory Into Practice, 1980, J9, 117-121.
Parker, R. Weber State College evaluates IBTE after three years. Phi Delta Kappan, 1974, 55, 320-324.
Pharls, W. L ,, & Zakarlya, S. B. The Elementary School Principalship 1n 1978: A Research Study. Arlington, VA: National Association of Elementary School Principals, 1979.
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W illia m C. JacksonRoute 1Tasw e ll, Indiana 47175
Dear
We, 1n the Department of School Administration, School of Education, Indiana University, Bloomington, are currently engaged 1n a study dealing with teacher competencies. This study w ill attempt to Identify a 11st of generic competencies elementary principals desire beginning teachers to have mastered 1n their preservice training.
Competency Identification and ranking w ill be accomplished using a two round procedure. We would like for you to participate 1n each of the two parts. In round one you would be asked to generate competencies you desire 1n beginning teachers. In round two you w ill be asked to rate the competencies that were generated 1n round one.
Since you are the most knowledgeable person In this area, we would be most appreciative of your time and effort 1n this endeavor.
Thank you,
C. William Day
William C. Jackson
86
A RANKED LIST OF GENERIC COMPETENCIES ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO HAVE MASTERED IN THEIR PRESERVICE (UNDERGARDUATE) TRAINING
Rationale
The demand for accountability In public education 1s being acconmodated In different ways. Some colleges and universities are switching to Competency Based Teacher Education (CBTE) programs at the undergraduate level. Competencies are being generated by "experts" or are being extracted from research and journal articles. The principal has basically been ignored In developing lis ts of competencies for preservice programs. The principal judges the beginning teacher as competent or Incompetent, therefore; 1t seems pertinent that a study be conducted for the following reasons:
1. To provide a 11st of generic competencies elementary principals want beginning teachers to possess.
2. To determine 1f the l is t of generic competencies generated by elementary principals d iffe r from the lis ts being used by some colleges and universities.
3. To provide a reference point for future educational studies.
Information
This research 1s being conducted under the direction of Dr. C. William Day, Professor, School of Education, Indiana University. Respondents are principals of public elementary schools in Indiana.
Findings
In reporting findings of the study, s tric t confidence w ill be maintained and no reference w ill be made to the names of schools or responding principals. The questionnaire has been coded solely for the purposes of collecting data and follow-up. A summary of the final report w ill be sent to principal completing the survey Instrument.
Directions: Select the answer that best represents you and place the le tte r for that response 1n the blank preceding each item.
87
DEMOGRAPHIC INFORMATION
1. Sexa. Femaleb. Male
2. Date of last course work taken for college credit.
a. 0-1 yearsb. 2-5 yearsc. 6 plus years
3. Years of administrative experience at the elementary level.
a. 1-5 yearsb. 6-15 yearsc. 16 plus years
4. Level at which you were teaching before becoming an elementary principal.
a. Elementaryb. Junior High/Middle Schoolc. High School
Directions: Listed below are f1Ve examples of competencies representing basic knowledge, technical, administrative, communication and Interpersonal s k ill . After reading the examples would you please l is t the competencies you want beginning teachers to have mastered In preservice training. I f more space 1s needed please feel free to add another page.
1. Demonstrate the a b ility to add, subtract, multiply and divide.
2. Identify long-range goals for a given subject area.
3. Formulate a standard for student behavior In the classroom.
4. Demonstrate the a b ility to orally communicate Information on a given topic 1n a coherent and logical manner.
5. Counsel with students both Individually and collectively concerning their academic needs.
141111am C. JacksonRoute 1Tasw ell, Indiana 47175
Dear
A couple of weeks ago I sent you a survey on teacher competencies. I am once again requesting that you take time from your busy day to f i l l out the survey. Having been an elementary principal for seven years I know how busy your days are.
However, having lived through the frustrations, as I'm sure you have, of reviewing twenty to twenty-five applications to find two or three viable candidates to Interview for one position takes time away from our more Important duties. Departments of Education, especially at Indiana University, are looking at their undergraduate programs. There are a sizeable group of educators who want to make the education curriculum more rigorous. There are those who feel that the curriculum should be le ft as I t Is; and there are those who feel that 1t should be made easier.
In the past changes have been made at the university level without Input from those on the firing line (the principal). I'm trying to provide Input from the work-a-day principal. However, to do this I need your help. I want to have this project wrapped up by May.
Your school was chosen because of Its size and geographic location. We are trying to represent the entire state and different size schools and determine 1f there are any competencies a majority of elementary principals 1n Indiana agree that beginning teachers should have been taught 1n college.
Thanks for your time.
141111am Jackson IAESP Graduate Assistant
90
PERSONAL HANDWRITTEN NOTE
Dear
Just a note to remind you how Important your response 1s to our
study. Being the principal of one of the largest elementary schools 1n
the south we tru ly need your Input. I f you can take the time to f i l l
out the survey 1t could help us a ll .
Thanks.
8111
W illiam C. JacksonRoute 1Tasw ell, Indiana 47175
Dear
First of a ll I would like to thank everyone for taking the time to f i l l out the original survey. I know from experience how busy you a ll are, and how often you are asked to do this type of thing.
We are now Into the second phase of the study. A 11st of competencies, that were generated by at least 25% of the principals surveyed, has been developed. This second phase was Included because 1t was assumed that (within the time frame) each principal would be unable to generate every desirable generic competency.
You are now asked to rank the twenty-four competencies generated by you and your peers. A competency may not read exactly as you wrote 1t. Some competencies have been rewritten as a general statement encompassing the Ideas of many principals.
After you rank each competency as -5 , -4 , 3, 4, or 5, the score w ill be determined for each competency; and the sums w ill be totaled from every survey. Any competency that doesn't have a composite score of 135 w ill be dropped. The remaining competencies w ill be ranked with the competency having the highest composite score being number one, etc.
As soon as a ll tabulations are made, you w ill receive a copy of the final results. I'm anxious to see the final results and would very much appreciate your continued cooperation.
There Is a twenty-fifth Item on the survey. I neglected to ask you your highest earned degree. Would you please Include this also.
Thank you,
William C. Jackson
92
The second phase of this study 1s to rank order the generic teaching competencies. Listed below are the competencies you and your peers generated. Would you please rate each of the twenty-four competencies by circling the number (to the right of each competency) that corresponds to how you view the Importance of that competency. The values are: not needed -5 , unimportant -4 , Important 3, very important 4 and a must 5.
1. Establishes and maintains dlsdpHne- Knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public In general* and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; and practices good health habits, self- control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materia ls , community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
-5
-5
-5
-5
-5
-5
-5
-5
3 4 5
3 4 5
3 4 5
3 4 5
3 4 5
3 4 5
3 4 5
3 4 5
-4 3 4 5
-4 3 4 5
-4 3 4 5
-5 -4 3 4 5
93
13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others into action. -5 -4 3
14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner. -5 -4 3
15. Has good rapport with the students (consistent, logical and fa ir ) . -5 -4 3
16. Has a rea lis tic understanding of the responsib ilit ie s of being a professional, Including: professional growth, coircnunity ac tiv ities , and an understanding of the advantages and disadvantages of the profession. -5 -4 3
17. Counsels with students both Individually and collectively concerning their academic needs. -5 -4 3
18. Understands child growth and development, and encourages the child to develop self- d1sc1p!1ne and respect for others and theirproperty. - 5 - 4 3 4 5
19. Proficiency in math sk ills . - 5 - 4 3 4 5
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership. -5 -4 3
21. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems. -5 -4 3
22. Dedicated to teaching—does more than the minimum. -5 -4 3
23. Incorporates new Ideas from students, peers, administrators and other sources when applicable. -5 -4 3
24. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion. -5 -4 3
25. Highest earned degree.
Masters Ed.S. Ed.D or Ph.D.
95
COMPETENCIES GENERATED BY 75* OR MORE OF THE PRINCIPALS SURVEYED
1. Establishes and maintains discipline—knowledge of behavior modlfl cation and assertive discipline.
COMPETENCIES GENERATED BY 50* OR MORE OF THE PRINCIPALS SURVEYED
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in general, and the a b ility to conduct an effective parent-teacher conference.
COMPETENCIES GENERATED BY 25* OR MORE OF THE PRINCIPALS SURVEYED
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, s trategies and activ ities.
8. Demonstrates an average or above proficiency In a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks granriatlcally correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for H fe , enthusiasm, good sense of humor and the a b ility to motivate others Into action.
14. Demonstrates the a b ility to comnunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
96
15. Has good rapport with the students {consistent, logical and fa ir ) .
16. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
17. Counsels with students both individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop self-d1sc1p11ne and respect for others and their property.
19. Proficiency 1n math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teaching---does more than the minimum.
23. Incorporates new Ideas from students, peers, administrators and othersources when applicable,
24. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
COMPETENCIES GENERATED BY FEWER THAN 253! OF THE PRINCIPALS SURVEYED
25. The ab ility to formulate and organize objectives.
26. Understands the scientific method.
27. Has a broad liberal arts background.
28. Ask questions and Interacts during the job Interview.
29. Ability to evaluate situations and flexible enough to change 1fnecessary.
30. Encourages the students to be creative.
31. Has had many experiences with children beyond their student teachingexperience.
97
LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS STATE-WIDE
1. Establishes and maintains discipline--know!edge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in genera l, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grairniatically correct English.
12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action,
14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
98
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop self-disci pi1ne and respect for others and their property.
19. Proficiency in math sk ills .
20. Has a strong positive self-concept, comnands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teaching—does more than the minimum.
23. Incorporates new Ideas from students, peers, administrators andother sources when applicable.
24. A bility to follow the curriculum guide, c ritic a lly evaluate teachermaterials for usefulness and appropriateness and present the information 1n an orderly fashion.
99
LIST OF GENERIC COMPETENCIES GENERATEDBY PRINCIPALS OF LARGE NORTHERN SCHOOLS
1. Establishes and maintains discipline—'knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency in a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities, and an understanding of the advantages and disadvantages of the profession.
16. Counsels with students both Individually and collectively concerning their academic needs.
100
17. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.
18. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Dedicated to teaching—does more than the minimum.
20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information In an orderly fashion.
101
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM NORTHERN SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in genera l, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency In a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model; Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks gramnatlcally correct English.
12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilitie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.
14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, cormiunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
102
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
19. Proficiency in math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teaching—does more than the minimum.
23. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
24. A bility to follow the curriculum guide, c rit ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information In an orderly fashion.
25. A b ility to evaluate situations and flexible enough to change 1f necessary.
26. Encourages the students to be creative.
103
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL NORTHERN SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline,
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in genera l, and the a b ility to conduct an effective parent-teacher conference,
4. Knowledgeable of Individual-differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure,
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Speaks grammatically correct English.
11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
12. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
13. Has good rapport with the students (consistent, logical and fa ir ) .
14. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
15. Counsels with students both individually and collectively concerning their academic needs.
16. Proficiency 1n math sk ills .
104
17. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
18. Dedicated to teaching—does more than the minimum,
19. Incorporates new Ideas from students, peers, administrators andother sources when applicable.
20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
21. A bility to evaluate situations and flexible enough to change 1fnecessary.
105
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF LARGE CENTRAL SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public In general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Demonstrates an average or above proficiency 1n a ll subjects taught.
8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar,
9. Presents a good role model: is punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.
10. Speaks grammatically correct English.
11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
13. Has good rapport with the students (consistent, logical and fa ir ) .
14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
15. Counsels with students both Individually and collectively concerning their academic needs.
16. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.
106
17. Proficiency In math sk ills .
18. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
21. Has had many experiences with children beyond their student teaching experience.
107
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM CENTRAL SCHOOLS
1. Establishes and maintains disci pi1ne—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n general, and the ab ility to conduct an effective parent-teacher conference.
4. A bility to cooperate with peers and supervisors.
5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
6. Demonstrates an average or above proficiency 1n a ll subjects taught.
7. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
B. Presents a good role model: Is punctual, reliab le, well-groomed andpoised; practices good health habits, self-control and patience,
9. Speaks grammatically correct English.
10. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
11. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
12. Demonstrates the a b ility to conmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
13. Has good rapport with the students (consistent, logical and fa ir ) .
14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
15. Understands child growth and development, and encourages the childto develop self-discipline and respect for others and their property.
16. Proficiency 1n math sk ills .
108
17. Has a strong positive self-concept, coimands respect, accepts responsibility and exercises appropriate leadership.
18. Skilled In actoiin1ster1ng and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
19. Incorporates new ideas from students, peers, administrators and other sources when applicable.
20. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
109
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL CENTRAL SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to interact positively with parents and the public 1n genera l, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroomatmosphere 1n which the student feels secure,
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model; 1s punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Has a zest for l i f e , enthusiasm, good sense of humor and tfie ab ilityto motivate others Into action.
13. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Counsels with students both Individually and collectively concerning their academic needs.
16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
17. Proficiency in math sk ills .
110
18. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
19. A bility to evaluate situations and flexib le enough to change 1f necessary.
I l l
LIST OF GENERIC COMPETENCIES GENERATED BVPRINCIPALS OF LARGE SOUTHERN SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n genera l, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals. .
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.
14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
15. Counsels with students both Individually and collectively concerning their academic needs.
16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
112
17. Proficiency in math sk ills .
18. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
19. Dedicated to teach1ng--does more than the minimum.
20. Incorporates new Ideas from students, peers, administrators andother sources when applicable.
21. Ability to follow the curriculum guide, c ritic a lly evaluate teachermaterials for usefulness and appropriateness and present the Information 1n an orderly fashion.
113
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM SOUTHERN SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure,
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency In a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar.
10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the ab ility to conmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
114
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
19. Proficiency 1n math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teaching—does more than the minimum.
23. Incoporates new Ideas from students, peers, administrators and other sources when applicable.
24. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information In an orderly fashion.
25. Encourages the students to be creative.
115
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL SOUTHERN SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public in genera l, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.
6. Motivates students by using a variety of teaching techniques, strategies and activ ities.
7. Demonstrates an average or above proficiency 1n a ll subjects taught.
8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
9. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
10. Speaks grannmatlcally correct English.
11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilitie s and dally classroom administrative responsibilities.
12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
13. Demonstrates the ab ility to coumunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
16. Counsels with students both Individually and collectively concerning their academic needs.
116
17. Understands child growth and development, and encourages the child to develop se1f-d1sc1p11ne and respect for others and their property.
18. Proficiency 1n math s k ills ,
19. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
20. Dedicated to teaching—does more than the minimum.
21. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
22. A bility to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
23. The ab ility to formulate and organize objectives.
117
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF LARGE SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public 1n genera l, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.
14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, coraaunlty activ ities, and an understanding of the advantages and disadvantages of the profession.
118
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Proficiency In math sk ills .
19. Dedicated to teaching—does more than the minimum.
119
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM SCHOOLS
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency In a ll subjects taught,
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar,
10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others into action.
14. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, conmunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
120
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
19. Proficiency 1n math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teaching—does more than the minimum.
23. Incorporates new ideas from students, peers, administrators andother sources when applicable.
24. A bility to follow the curriculum guide, c rit ic a lly evaluate teachermaterials for usefulness and appropriateness and present the information 1n an orderly fashion.
121
LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL SCHOOLS
1. Establishes and maintains dlsdpiIne—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper granrnar.
10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.x12. Good and flexible time management s k ills , Incorporating knowledge
and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the ab ility to communicate at the level of the listener In a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a rea lis tic understanding of the responsibilities of being a professional, including: professional growth, comnunity activ ities , and an understanding of the advantages and disadvantages of the profession.
122
17. Counsels with students both Individually and collectively concerning their academic needs.
18. Proficiency 1n math sk ills .
19. Dedicated to teaching—does more than the minimum.
20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
21. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
123
LIST OF GENERIC COMPETENCIES GENERATEDBY MALE PRINCIPALS
1. Establishes and maintains discipline—-knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public In general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: is punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action,
14. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realistic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
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17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development, and encourages the child to develop se1f-d1sc1pl1ne and respect for others and their property.
19. Proficiency In math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Dedicated to teaching—does more than the minimum.
22. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
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LIST OF GENERIC COMPETENCIES GENERATEDBY FEMALE PRINCIPALS
1. Establishes and maintains d1sc1pl1ne--knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public In general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. A bility to cooperate with peers and supervisors,
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency In a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.
14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) ,
16. Has a realis tic understanding of the responsibilities of being a professional, including: professional growth, convnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.
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17. Counsels with students both individually and collectively concerning their academic needs.
18. Proficiency in math sk ills .
19. Skilled in administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.
20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the information in an orderly fashion.
21. The a b ility to formulate and organize objectives.
22. A bility to evaluate situations and flexible enough to change I f necessary.
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LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A MASTERS DEGREE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and ac ltlv ltles .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
16. Counsels with students both individually and collectively concerning their academic needs.
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17. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.
18. Proficiency in math sk ills .
19. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
20. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
21. Dedicated to teaching—does more than the minimum.
22. Incorporates new Ideas from students, peers, administrators and ’ other sources when applicable.
23. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information in an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A SPECIALISTS DEGREE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Knowledgeable of Individual differences, setting challenging butrea lis tic goals.
4. A bility to cooperate with peers and supervisors.
5. Loves and has empathy for a ll children and creates a good classroomatmosphere In which the student feels secure.
6. Motivates students by using a variety of teaching techniques, strategies and activ ities .
7. Demonstrates an average or above proficiency 1n a ll subjects taught.
8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
9. Presents a good role model: Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
10. Speaks grammatically correct English.
11. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilitie s and dally classroom administrative responsibilities.
12. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.
13. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
16. Counsels with students both Individually and collectively concerning their academic needs.
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17. Proficiency 1n math sk ills .
18. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
20. Dedicated to teaching—does more than the minimum.
21. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the information 1n an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A DOCTORATE DEGREE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Ability to Interact positively with parents and the public in general , and the a b ility to conduct an effective parent-teacher conference.
3. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
4. A bility to cooperate with peers and supervisors.
5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
6. Motivates students by using a variety of teaching techniques, strategies and activ ities.
7. Demonstrates an average or above proficiency In a ll subjects taught.
8. Presents a good role model; Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
9. Speaks grammatically correct English.
10. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
11. Has good rapport with the students (consistent, logical and fa ir ) .
12. Has a rea lis tic understanding of the responsibilities of being a professional, including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
13. Counsels with students both Individually and collectively concerning their academic needs.
14. Understands child growth and development, and encourages the child to develop self-d lsdpline and respect for others and their property.
15. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
16. Incorporates new Ideas from students, peers, administrators and other sources where applicable.
17. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 0-1 YEARS AGO
1. Establishes and maintains d1sc1pl1ne--know1edge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to interact positively with parents and the public in general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Has a zest for l i fe , enthusiasm, good sense of humor and the a b ility to motivate others Into action.
13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has good rapport with the students {consistent, logical and fa ir ) .
15. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
16. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
17. Skilled In administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.
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18. Dedicated to teach1ng--does more than the minimum.
19. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information In an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 2-5 YEARS AGO
1. Establishes and maintains disc1pl1ne--know1edge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public In general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency In a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar.
10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and daily classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
17. Proficiency in math s k ills .
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18* Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
20. Incorporate new Ideas from students, peers, administrators and other sources when applicable.
21. Ability to follow the curriculum guide, c rit ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 5 PLUS YEARS AGO
1. Establishes and maintains dlsdpi 1ne—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Demonstrates an average or above proficiency In a ll subjects taught.
8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grainnar.
9. Presents a good role model; 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
10. Speaks gramnatlcally correct English.
11. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
12. Has a zest for l i fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
15. Counsels with students both Individually and collectively concerning their academic needs.
16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
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17. Proficiency In math sk ills .
18. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Dedicated to teaching—does more than the minimum.
20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
21. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
138
LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWITH ELEMENTARY TEACHING EXPERIENCE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. A bility to Interact positively with parents and the public in genera l, and the a b ility to conduct an effective parent-teacher conference .
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals. .
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities .
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reportsi using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for H fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a rea lis tic understanding of the responsibilities of being a professional , including: professional growth, coimiunity activ ities , and an understanding of the advantages and disadvantages of the profession.
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17. Understands child growth and development, and encourages the child to develop self-d1sdpl1ne and respect for others and their property.
18. Proficiency 1n math sk ills .
19. Has a strong positive self-concept, conmands respect, accepts responsibility and exercises appropriate leadership.
20. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
21. Dedicated to teaching—does more than the minimum.
22. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
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LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH JUNIOR HIGH/MIDDLE SCHOOL TEACHING EXPERIENCE
1. Establishes and maintains d1sc1pl1ne~knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public in general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flex ib le time management s k ills , incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and daily classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the a b ility to cramunicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realistic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
17. Counsels with students both Individually and collectively concerning their academic needs.
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18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
19. Proficiency In math sk ills ,
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
22. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the information 1n an orderly fashion.
23. Has a broad liberal arts background.
1
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LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH HIGH SCHOOL TEACHING EXPERIENCE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to interact positively with parents and the public in general, and the a b ility to conduct an effective parent-teacher conference i
4. Ability to cooperate with peers and supervisors.
5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure,
6. Demonstrates an average or above proficiency in a ll subjects taught.
7. Presents a good role model: Is punctual, reliab le, well-groomed and poised; and practices good health habits, self-control and patience.
8. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilitie s and dally classroom administrative responsibilities.
9. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.
10. Demonstrates the a b ility to coirmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
11. Has good rapport with the students (consistent, logical and fa ir ) .
12. Counsels with students both Individually and collectively concerning their academic needs.
13. Proficiency In math skills .
14. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
15. Dedicated to teaching—does more than the minimum.
16. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
17. Ask questions and Interacts during the job Interview.
143
LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWITH 1-5 YEARS ADMINISTRATIVE EXPERIENCE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public 1n general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency 1n a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.
15. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
16. Proficiency In math sk ills .
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17. Has a strong positive self-concept* commands respect, accepts responsibility and exercises appropriate leadership.
18. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
19. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
145
LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH 6-16 YEARS ADMINISTRATIVE EXPERIENCE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public 1n general, and the a b ility to conduct an effective parent-teacher conference.
4. Knowledgeable of individual differences, setting challenging but realis tic goals.
5. Ability to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Demonstrates an average or above proficiency in a ll subjects taught.
9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
10. Presents a good role model: is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.
11. Speaks grammatically correct English.
12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and daily classroom administrative responsibilities'.
13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
14. Demonstrates the ab ility to comnunicate at the level of the listener 1n a pleasant, coherent and logical manner.
15. Has good rapport with the students (consistent, logical and fa ir ) .
16. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.
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17. Counsels with students both Individually and collectively concerning their academic needs.
18. Understands child growth and development* and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
19. Proficiency 1n math sk ills .
20. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
21. Skilled In administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.
22. Dedicated to teach1ng--does more than the minimum.
23. Incorporates new Ideas from students, peers, administrators andother sources when applicable.
24. A bility to follow the curriculum guide, c r it ic a lly evaluate teachermaterials for usefulness and appropriateness and present the Information 1n an orderly fashion.
147
LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH 16 PLUS YEARS ADMINISTRATIVE EXPERIENCE
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Can develop long and short range lesson plans.
3. Ability to Interact positively with parents and the public 1n general, and the ab ility to conduct an effective parent-teacher conference.
4. Knowledgeable of Individual differences, setting challenging but realis tic goals.
5. A bility to cooperate with peers and supervisors.
6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.
7. Demonstrates an average or above proficiency in all subjects taught.
8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
9. Presents a good role model: Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.
10. Speaks grammatically correct English.
11. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.
14. Has good rapport with the students (consistent, logical and fa ir ) .
15. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
16. Counsels with students both individually and collectively concerning their academic needs.
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17. Proficiency in math sk ills .
18. Has a strong positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.
19. Dedicated to teaching—does more than the minimum.
20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion.
150
THE RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO
HAVE MASTERED DURING PRESERVICE TRAINING
1. Establishes and maintains discipline—knowledge of behavior modification and assertive discipline.
2. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the students feel secure.
3. Has good rapport with the students (consistent, logical and fa ir ) .
4. Ability to interact positively with parents and the public 1n general, and the ab ility to conduct an effective parent-teacher conference.
5. Can develop long and short-range lesson plans.
6. Presents a good role model: 1s punctual, re liab le, well-groomed andpoised; practices good health habits, self-control and patience.
7. Motivates students by using a variety of teaching techniques, strategies and activ ities.
8. Speaks grammatically correct English.
9. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.
10. Knowledgeable of Individual differences, setting challenging but realis tic goals.
11. Has a strong positive self-concept, comnands respect, accepts responsibility and exercises appropriate leadership.
12. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.
13. A bility to cooperate with peers and supervisors.
14. Dedicated to teaching—does more than the minimum.
15. Demonstrates an average or above proficiency in a ll subjects taught.
16. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.
17. Demonstrates the a b ility to comnunlcate at the level of the listener 1n a pleasant, coherent and logical manner.
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18. Incorporates new Ideas from students, peers, administrators and other sources when applicable.
19. A bility to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Information In an orderly fashion.
20. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.
21. Counsels with students both Individually and collectively concerning their academic needs.
22. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilit ie s and dally classroom administrative responsibilities.
23. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.
24. Proficiency 1n math s k ills .
Appendix E
Florida's List of Basic Competencies
Indiana's List of Basic Competencies Extracted from TEACH
153
FLORIDA'S LIST OF BASIC COMPETENCIES
1. Demonstrate the ab ility to orally comnunlcate Information on a given topic In a coherent and logical manner.
2. Demonstrate the ab ility to write 1n a logical, easily understood style with appropriate grammar and sentence structure.
3. Demonstrate the ab ility to comprehend and interpret a message after listening.
4. Demonstrate the a b ility to read, comprehend, and Interpret professional material.
5. Demonstrate the ab ility to add, subtract, multiply, and divide whole numbers, decimals and fractions, and find percentages.
6. Demonstrate an awareness of patterns of physical and social development 1n students.
7. Diagnose the entry knowledge and/or s k ill of students for a given set of Instructional objectives using diagnostic test, teacher observations, and student records.
8. Identify long range goals for a given subject area.
9. Construct and sequence related short-range objectives for a given subject area.
10. Select, adapt, and/or develop instructional materials for a given set of Instructional objectives and student learning needs.
11. Select/develop and sequence related learning activities appropriate for a given set of Instructional objectives and student learning needs.
12. Establish rapport with students 1n the classroom by using verbal and/or visual motivational devices.
13. Present directions for carrying out an Instructional activity.
14. Construct or assemble a classroom test to measure student performance according to crite ria based upon objectives.
15. Establish a set of classroom routines and procedures for u tiliza tion of materials and physical movement.
16. Formulate a standard for student behavior 1n the classroom.
17. Identify causes of classroom misbehavior and employ a technlque(s) for correcting 1t.
154
18. Identify and/or develop a system for keeping records of class and Individual student progress.
19. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other people* Including those from other ethnic, cultural, linguistic, and economic groups.
20. Demonstrate Instructional and social sk ills which assist students 1n developing a positive self-concept.
21. Demonstrate Instructional and social skills which assist students 1n Interacting constructively with their peers.
22. Demonstrate teaching skills which assist students 1n developing their own values, attitudes, and beliefs.
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COMPETENCIES EXTRACTED FROM INDIANA'S TEACHER EDUCATION AND CERTIFICATION HANDBOOK (TEACH) RULES 46-47
1. Knowledge of the subject matter 1n the teaching fie ld .
2. Knowledge of the growth and development of the young child, theoryof preadolescents.
3. Knowledge of Instructional processes appropriate to the student being taught.
4. Appreciation of Instructional materials to fa c ilita te Instruction.
5. Classroom management skills Including legal rights and responsibilities of the student and teacher.
6. Knowledge of educational measurement and evaluation techniques.
7. Knowledge of Individual differences.
8. Knowledge of diagnostic and corrective reading procedures.
Vita
William Clifton Jackson was born 1n Bedford, Kentucky, on June 10, 1938, where he attended grade school. In 1957, he graduated from Carroll County High School, Carrollton, Kentucky. After graduating he entered the U.S. Navy and obtained the rank of Radarman second class. After be- 1ng discharged from the Navy, he worked two years as an operations clerk for the Indiana State Police, In 1964, he entered the University of Wisconsin, Whitewater, and graduated In 1967 with a B.S. degree 1n econmics and psychology. After graduating, he worked as a production foreman at Youngstown Sheet and Tube Company, East Chicago, Indiana. In 1968 he accepted a teaching position at Protsman Elementary School, Dyer, Indiana.In 1971, he received a M.S. in education degree from Indiana University and began teaching at North Harrison Community School Corporation, Ramsey, Indiana. In 1976, he received an Ed.S. degree 1n educational administration from Indiana University and became elementary principal at Carrollton, Kentucky. From 1976-1981, he was elementary principal, Director of Special Education and Director of Federal Programs 1n Campbellsport, Wisconsin. During the past two years, he has served as graduate assistant for Southeastern Indiana School Study Council and the Indiana Association of Elementary School Principals.