University of Southern California Dissertations and Theses

Criteria For Directing Junior College Instruction

(USC Thesis Other)

Criteria For Directing Junior College Instruction

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content This dissertation has been 63-2150 m icrofilm ed exactly as received KELLEY, Win David, 1023- CRITERIA FOR DIRECTING JUNIOR COLLEGE INSTRUCTION. University of Southern California, Ed.D., 1962 Education, theory and practice University Microfilms, Inc., Ann Arbor, Michigan C opyright by Win David K elley 1963 CRITERIA FOR DIRECTING; JUNIOR COLLEGE INSTRUCTION A D i s s e r t a t i o n P re se n te d to th e F a c u lty of th e School of E d u catio n U n iv e r s ity of S outhern C a l i f o r n i a In P a r t i a l F u lfillm e n t of th e Requirem ents f o r th e Degree Doctor of E d u catio n by Win David K elley June 1962 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of D octor of Education. Datt June* 1962 — c = ^ rp ^ l - i v / . / X ) I Dean Guidance Committee | TABLE OP CONTENTS Page LIST OP TABLES iv C hapter I . THE PROBLEM 1 Background of the Study Statem ent of the Problem Statem ent of the Purpose Q uestions to be Answered D e f in itio n of Terms Scope of th e Study B asic Assumptions Hypotheses t o be T ested G eneral Procedures O rg a n iza tio n of th e Remainder of th e Study Summary I I . REVIEW OP THE LITERATURE....................................... 14 The Developing Concepts of S u p erv isio n D u ties and P unctions of the S upervisor The Dean of I n s tr u c tio n in C a lif o r n ia Public J u n io r C olleges The O rg a n iza tio n of C r i t e r i a C r i t e r i a f o r S e le c tin g th e Teaching S ta f f C r i t e r i a fo r C re a tin g C onditions Pavorable f o r Good I n s tr u c tio n C r i t e r i a f o r E valu atin g I n s t r u c t i o n C r i t e r i a f o r th e Improvement of I n s tr u c tio n A Ju n io r C ollege C h e c k list Summary Securing an Endorsement E s ta b lis h in g th e C r i t e r i a Composing th e Format S e le c tin g th e Jury Revising the C h e c k list M ailing th e C h e c k list O rganizing th e Findings Completing th e Study I I I . THE PROCEDURES 70 C h a p te r IV. THE FINDINGS ............................................ F in d in g s from th e I d e n tif y in g Inf orm&t io n P in d in g s from th e C h e c k lis t of C r i t e r i a Summary V. CONCLUSIONS AND RECOMMENDATIONS Answers to th e B asic Q u estio n s V a li d ity of th e Hypotheses Summary of G en eral C onclusions and Recommendations Summary of th e Study Recommended C r i t e r i a S u g g estio n s f o r F uture Study BIBLIOGRAPHY................................................................ APPENDIX A .................................................................... 1. C h e c k lis t of C r i t e r i a 2. C a l i f o r n i a P u b lic J u n io r C o lleg e s R eceiving C h e c k lis ts APPENDIX B .................................................................... Sample Forms from V arious C o lleg es L IST OF TABLES T able Page 1. J u n io r C o lle g e s w ith F u ll- tim e O f f ic e r s f o r S u p erv isin g C urriculum and I n s t r u c t i o n , 1961-62........................................................................................... 81 2* Y ears in Which P u ll- tim e S u p e rv iso rs Were I n s t a l l e d , w ith Number of F u ll-tim e T eachers in Those Years ................................................... 83 3 . P erc e n ta g e s of Time Spent on th e S u p e rv isio n of I n s t r u c t i o n by F u ll-tim e S u p e rv is o rs in 47 C o l l e g e s ....................................................................................85 4 . The S ta tu s and D e s i r a b i l i t y of V arious Degrees of Emphasis Given to Classroom S u p e rv is io n . . 87 5* Agreement between Respondents W ithin th e Same C o lle g e s on Emphasis Given to Classroom S u p e rv is io n ...................................................... 89 6. C o n trib u tin g In flu e n c e s upon Deans and C hief O f f i c e r s .......................................................................... 91 7. J u n io r C o lle g e s Using L i s t s of C r i t e r i a f o r D ire c tin g I n s t r u c t i o n a l Program s..........................94 8. S i g n i f i c a n t Changes in S u p e rv isio n Since I n s t a l l i n g F u ll- tim e S u p erv iso ry O f f ic e r s . . 95 9. D e s c rip tio n of Changes Made in 23 C o lle g e s . . . 97 10. Responses of Deans and C hief O f f ic e r s to C r i t e r i a f o r C re a tin g C o n d itio n s F av o rab le f o r Good I n s t r u c t i o n .................................100 11. Responses of Deans and C hief O f f ic e r s t o C r i t e r i a f o r Methods and Techniques in E v a lu a tin g I n s t r u c t i o n ................................................. 110 12* Responses of Deans and C hief O f f ic e r s to C r i t e r i a f o r Improving I n s t r u c t i o n ............................116 13• E xtent of Agreement on Seventy-Two C r i t e r i a between Deans and C hief O f f ic e r s in 37 J u n io r C o lle g e s ...................................................................123 CHAPTER I THE PR O B LEM As an a id in developing th e p ro b lea of t h i s stu d y , d e te ra in in g c r i t e r i a f o r d ir e c tin g ju n io r c o lle g e in s tr u c tio n , th e fo llo w in g s e c tio n s a re in clu d ed in t h i s c h a p te r: (1) Background o f th e S tudy, (2) S ta te a e n t of th e P ro b le a , (3) S ta te a e n t of th e P urpose, (4) Q uestions to be Answered, (5) D e fin itio n of T e rn s, (6) Scope o f th e S tudy, (7) B asic A ssum ptions, (8) H ypotheses to be T e ste d , (9) G eneral P ro ced u res, CIO) O rg an izatio n of th e Remainder o f th e S tudy, and (11) Summary. Background of th e Study P u b lic ju n io r c o lle g e s in C a lifo rn ia have in cre ased ra p id ly sin c e 1910, when th e f i r s t tw o-year p o stg rad u a te c o u rse s were o ffe re d by Presno High School* By 1960 th e re were six ty -tw o of th e se i n s t i t u t i o n s in o p e ra tio n . In th e same y e a r th e re were 677 p u b lic and p riv a te ju n io r c o l le g e s in th e n atio n * The t o t a l enrollm ent of stu d e n ts exceeded one m illio n * There i s in c re a s in g evidence th a t th e numbers of ju n io r c o lle g e s and s tu d e n ts w ill continue upward in th e y e a rs ahead. (47:353) C a lif o r n ia , a lo n e , added seven new ju n io r c o lle g e d i s t r i c t s fro a 1960 to 1962. The ra p id growth of th e ju n io r c o lle g e has caused a number 2 of new problem s to a ris e * While th e re se a rc h of ju n io r c o lle g e problem s has been in te n s if y in g , one p a r tic u la r problem a r e a , th e su p e r. v is io n of in s tr u c t io n , has been la rg e ly n eg lected * L it e r a . tu r e d e a lin g w ith th e improvement of in s tr u c tio n in e l e . m entary and secondary sch o o ls i s ab u n d an t, b u t th e re i s a p a u c ity of such m a te ria ls r e la te d d i r e c tl y to th e c o lle g e , p a r tic u l a r ly th e ju n io r c o lle g e in C a lifo rn ia * S ev eral reaso n s fo r t h i s have been d isc u sse d in p ro fe s s io n a l l i t e r a t u r e , th e most im p o rtan t of w hich a re re p o rte d in th e fo llo w in g p a ra g ra p h s. 1* G oals fo r th e improvement of in s tr u c tio n have been s ta te d only vaguely* When th e f i r s t N atio n al C onference of Ju n io r C o lleg es was h eld in 1920, th e only s p e c if ic statem en t about su p e rv is io n was made in an a d d re ss by David MacKenzie, in d is c u ss in g '*Problems of th e P u b lic J u n io r C o lle g e* M In d is c ip lin e and s u p e rv is io n , we have endeavored t o d ev elo p a p o lic y th a t l i e s betw een th e freedom p re v a ilin g in th e fo u r.y e a r c o lle g e and th e r e s t r a i n t and c o n tro l c h a r a c t e r is t i c of th e h igh school* (2 8:33) T his vague statem en t of su p e rv iso ry g o a ls , w hether i t was in te n d e d f o r s tu d e n ts o r f o r i n s t r u c t o r s , seems to have s e t th e b a s ic p a tte r n of ju n io r c o lle g e s u p e rv is io n in subsequent years* R ece n tly , o th e r ju n io r c o lle g e a u th o r it i e s have t r i e d to c l a r i f y th e g o a ls , but th e re i s 3 much d isag reem en t• 2 . There i s a b e li e f th a t in s tr u c tio n i s b a s ic , a l l y th e sane a t a l l le v e ls . Sone a u th o rs s ta t e th a t th e g e n e ra l p a tte r n of s u p e rv isio n i s a p p lic a b le a t a l l le v e ls and in d if f e r e n t p la c e s and o rg a n iz a tio n s* Skidm ore, w hile conceding th a t procedures n u st be adapted to each l e v e l, b e lie v e s th a t "th e p r in c ip le s o f su p e rv isio n a re p r a c tic a lly th e sane fo r a l l e le n e n ts of th e school sy stem ." (88:542) O ther a u th o rs b e lie v e in the u n iv e r s a lity of su p e rv iso ry p r a c tic e s , e s p e c ia lly in th e f i e ld of hunan r e la ti o n s . (1 6 :4 ) 3 . The ju n io r c o lle g e i s r e la tiv e l y new when conpared to o th e r e d u c a tio n a l i n s t i t u t i o n s . Bogue, one of th e le a d e rs of ju n io r c o lle g e e d u c a tio n , w rote th e fo llo w in g : The com m unity-college novenent i s n e re ly a t th e th re s h o ld of i t s g r e a te s t p o s s i b i l i t i e s . I t i s p io n e e rin g , ex p erim en tin g , try in g to fin d th e rig h t answ ers and d ir e c tio n s . I t i s f u l l of problem s: ...C o n tin u in g answ ers to each p ro b le n .. .can be found only th ro u g h re se a rc h in every s t a t e and community, in f u r th e r ex p erim en tatio n w ith the fin d in g s of re se a rc h ; above a l l e l s e , in th e open wind and th e w ill to e x p lo re . (2:330) While th e jo b of d ir e c tin g ju n io r c o lle g e in s tr u c tio n i s th e r e s p o n s ib ility of a d m in is tra tiv e o f f ic e r s , d e ta ile d in s tr u c tio n s f o r th e perform ance of t h i s duty a re not w ell d e fin e d . A d m in istra tiv e o f f ic e r s in th e o ld e r 4 u n its of our e d u c a tio n a l sy aten fin d ample g u id es fo r t h e i r work, w rote one c r i t i c , but th e ex act o p p o site i s tru e f o r most ju n io r c o lle g e a d m in is tra tiv e p o s itio n s . (3: 90) 4* The ju n io r c o lle g e i s considered by some as an e x te n sio n of secondary education* C a lif o r n ia , in p a r ti c u l a r , has t r a d i t i o n a l l y looked upon i t s ju n io r c o lle g e s a s a p a rt o f secondary education* The ju n io r c o lle g e s , lik e secondary sc h o o ls, hare judged t h e i r in s tr u c tio n alm ost e n tir e ly by th e te a c h in g a b i l i t y of th e in s tr u c to r s , sa id Hi 11way. (9 :6 6 ) I t might be concluded th a t th e ju n io r c o lle g e has s u p e rio r te a c h in g to th a t of th e s e n io r c o lle g e where "Prom otions of members of th e fa c u lty a re s t i l l c o n s is te n tly made not f o r te a c h in g a b i l i t y but as a reward fo r n o tab le re se a rc h and p u b lic a tio n s .'* (9 :6 6 ) And y e t ju n io r c o lle g e s , lik e th e se n io r c o lle g e s , hare been slow to accep t th e t r a d itio n a l su p e rv isio n of in s tr u c tio n a s p ra c tic e d and m aintained a t th e low er le v e ls * That t h i s dual ro le may become a ju n io r c o lle g e f a ilu r e i s ev id en t in th e fo llo w in g : T eaching*• . i s th e aim of th e ju n io r college* A cco rd in g ly , th e ju n io r c o lle g e f a i l s u n le ss i t p ro v id es s tu d e n ts w ith in s tr u s tio n which i s su p e rio r to th a t o r d in a r ily o ffe re d to freshm en and sophom o re s in th e u su al c o lle g e or u n iv e rs ity * T h is means th a t th e ju n io r c o lle g e te a c h e r has b oth th e o p p o rtu n ity and o b lig a tio n to devote h im self to th e problem o f in s tr u c tio n ; i t lik e w ise neons th a t th e ju n io r c o lle g e a d a in i s tr a t o r needs to know in s tr u c tio n so th a t he nay s tin u la te te a c h e rs to ao re e f f e c tiv e te a c h in g —n o t to ao re e x te n s iv e su b je c t a a t t e r re s e a rc h . (3>41) 5* There i s h o s t i l i t y tow ard a tte n p ts to su p e r, v ise te a c h in g a t th e c o lle g e l e v e l . S upporting evidence o f h o s t i l i t y i s given by A nderson, who analyzed and c ite d v a rio u s causes fo r h o s t i l i t y a s fo llo w s : CD I n e r t i a . - I t never has been done a t th e c o lle g e le v e l; (2) P ro fe sso r* s p re ro g a tiv e of "acad eaic f r e e d o a .”--Bven in th e sch o o ls o f e d u c a tio n , i t i s b e lie v e d th a t th e p r o f e s s o r 's concern i s t r u t h , not ex p e rt te a c h in g . Good te a c h in g i s l e f t to th e in s tr u c to r in charge of ae th o d s c o u rse s; (3) Shortage of coapetent in d iv id u a ls to su p e rv ise — Poor s u p e rv iso rs a re worse th an none; (4) P re ju d ic e ..N o sy ste n i s j u s t i f i e d i f in s tr u c to r s a re p re ju d ic e d and g iv e no s u p p o rt. (31) For th e reaso n s ju s t review ed, problem s of su p er, v isin g ju n io r c o lle g e in s tr u c tio n have p e r s is te d ov er th e y e a r s . In 1931 W alter Crosby B e lls s ta te d th a t th e re was l i t t l e to guide th o se w ishing to su p e rv ise c o lle g e te a c h in g , and "y et h ere i s a r ic h f i e l d fo r stu d y , e x p e ri. a e n ta tio n , and h e lp fu ln e s s , so f a r a ta o s t untouched. (4: 379) In 1960 Ralph W. T y le r w rote th a t th e ju n io r c o lle g e a u s t develop i t s own in s tr u c tio n a l p ro g raas and procedures, fo r th e t r a d i t i o n a l p ro g raas and procedures o f o th e r 6 e d u c a tio n a l i n s t i t u t i o n s do not re so lv e th e unique prob le m of th e ju n io r c o lle g e . (93:526) S ta te n e n t of th e P roblen A com prehensive study of c r i t e r i a n ec essary fo r d ir e c tin g ju n io r c o lle g e in s tr u c tio n needs to be made* C r i te r i a p re se n tly used by ju n io r c o lle g e s a re not c le a r ly knownf but " in many i n s t i t u t i o n s , hazy and in a p p ro p ria te c r i t e r i a seen to be th e ru le r a th e r th an th e ex cep tio n * " (101:685) More re se a rc h i s needed to determ ine th e n a tu re and e x te n t of a d m in is tra tiv e su p e rv isio n of in s tr u c tio n , s p e c if ic a lly of classroom su p e rv isio n a p p ro p ria te a t th e ju n io r c o lle g e le v e l* (67:467) S tatem ent of th e Purpose The burden of im proving in s tr u c tio n r e s t s la rg e ly upon th e in d iv id u a l deans o r d ir e c to r s o f in s tr u c tio n , who a re r e la tiv e ly re cen t in th e ju n io r c o lle g e o rg a n i za tio n * These o f f i c i a l s could w ell u t i l i z e a c le a r s e t of c r i t e r i a in u n d erta k in g and e v a lu a tin g t h e i r guidance and le a d e rs h ip ro le s* Hence, t h i s study i s designed to fin d th e b e s t c r i t e r i a f o r th e improvement of ju n io r c o lle g e in s tru c tio n * The c r i t e r i a would h elp deans and c h ie f o f f ic e r s to f u l f i l l t h e i r m ajor o b lig a tio n , w hich i s serv in g te a c h e rs and stu d e n ts in t h e i r q u est f o r e x c e l len ce in teac h in g and learn in g * 7 Q uestions t o be Answered 1. What have been th e h i s t o r i c a l developments and tre n d s in r e l a t i o n s h i p to c r i t e r i a f o r th e d i r e c t i o n of ju n io r c o lle g e i n s t r u c t i o n ? 2. What p o l i c i e s and p r a c t ic e s seem to be most d e s ir a b le in th e d i r e c t i o n of ju n io r c o lle g e i n s t r u c t i o n ? 3. Does th e d i r e c t i o n of ju n io r co lle g e i n s t r u c t i o n d i f f e r from th a t found in o th e r l e v e l s of e d u c atio n ? I f so , in what way? 4* What s p e c ia l problems seem t o e x i s t in f u l f i l l i n g c e r t a i n c r i t e r i a r e l a t e d to th e d i r e c t i o n of i n s t r u c t i o n ? 5* Which c r i t e r i a f o r th e d i r e c t i o n of in s t r u c t i o n seem t o be a p p lic a b le t o a l l d i s t r i c t s reg ard le s s of s i z e , a s se ss e d v a lu a tio n , e n ro llm e n t, and o th e r f a c t o r s ? D e f in itio n of Terms C r i t e r i a a re the sta n d a rd laws or p r in c ip l e s which govern or d i r e c t the a p p l ic a tio n of p o l i c i e s and p r a c t i c e s . C r i t e r i a become th e t e s t of an e d u c a tio n a l a c t i v i t y . I f th e a c t i v i t y i s performed according t o th e t e s t , then th e a c t i v i t y i s considered a p p ro p ria te or v a l i d . 8 D ire c tin g i s s te n s used to su p p lan t th e word s u p e rv is in g * I t i s a e a n t to be a b ro a d e r and no re in c lu siv e fu n c tio n , th a t w hich c o o rd in a te s and guides* The d ir e c to r i s a " p a rtn e r" in th e v en tu re of le a r n in g , not a su p e rio r* H is su cc ess i a d ire c tin g depends upon h is aw areness of th e te a c h in g -le a rn in g fu n c tio n and upon th e c o o p e ratio n and a b i l i t i e s of h is co-w orkers. J u n io r c o lle g e in s tr u c tio n r e f e r s to any a c t i v i t y w ith in a tw o-year c o lle g e th a t p ro v id es grow th and le a rn in g to s tu d e n ts ; th e a c t i v i t y i s expected to be in flu e n c e d o r c o n tro lle d by fa c u lty members and i s not n e c e s s a rily U n i te d to c la s s ro o a teach in g * P o lic ie s a re th o se r u le s and r e g u la tio n s , passed by th e o f f i c i a l c o lle g e b o a rd , which r e la te d i r e c tl y to th e improvement and e v a lu a tio n o f in s tru c tio n * P ra c tic e s a re th o se tech n iq u es and p ersonnel a c t i v i t i e s w hich a d m in is tra to rs and su p e rv is o rs employ in c a rry in g out o f f i c i a l p o lic ie s * Scope of th e Study The scope of th e study i s d e lim ite d to th e fo llo w in g : 1* A ll C a lifo rn ia p u b lic ju n io r c o lle g e s in o p e ra tio n by 1960 w ill be stu d ied * 9 2* C hief a d m in istra to r* and deans of in s tr u c tio n in th e se i n s t i t u t i o n s w ill serv e as th e only respondents* The scope of th e stu d y i s lim ite d by th e fo llo w in g : 1* D eveloping a l i s t of c r i t e r i a depends la rg e ly upon v alu e judgments* 2* Because of a la c k of s tu d ie s in th e problem area» th e v a l i d i ty of th e study depends upon re se a rc h p ro ced u res, p a r tic u la r ly upon th e co o p eratio n of respon dents* B asic Assum ptions 1* C ollege te a c h e rs , u n su p erv ised , w ill not ren d er th e most e f f i c ie n t kind of in s tr u c tio n a l s e rv ic e to stu d en ts* 2* Because ju n io r c o lle g e s c o n s titu te a se p a ra te and d i s t i n c t type of e d u c a tio n a l i n s t i t u t i o n , they a re in need of se p a ra te study and co n sid e ra tio n * 3* The development of c r i t e r i a f o r d ire c tin g in s tr u c tio n can b e s t be done by th o se who d ir e c t in s tr u c tio n , i . e . , ju n io r c o lle g e s u p e rv iso rs and c h ie f o f f ic e r s in th e fie ld * Hypotheses to be T ested 1* Ju n io r c o lle g e s g e n e ra lly do not keep a s p e c if ic l i s t of c r i t e r i a f o r d ire c tin g t h e i r in s tru c tio n a l programs* 2* The p re se n t c r i t e r i a have rem ained sub s t a n t i a l l y th e same s in c e th e founding of C a lifo rn ia p u b lic ju n io r co lle g e s* 3* The fo m a tio n and use o f c r i t e r i a a re in f lu enced nore by a c tu a l a d m in is tra tiv e ex p erien ce th a n by ex tran eo u s in flu e n c e s , such a s t r a in i n g , re s e a rc h , and la y and p ro fe s s io n a l groups* 4* C e rta in c r i t e r i a follow ed by Ju n io r c o lle g e s a re in a p p ro p ria te and weak* 5* There a re d iffe re n c e s between th e judgm ents of deans and c h ie f o f f ic e r s on th e m a tte r of c r i t e r i a , but th ese d iffe re n c e s a re g e n e ra lly in s ig n if ic a n t* 6* C r i t e r ia which should apply to a l l d i s t r i c t s can be d isco v ered and agreed upon by th e m a jo rity o f a d m in is tra to rs and s p e c i a l i s t s . 7 . A d m in istra tiv e p o lic ie s and p r a c tic e s r e f l e c t ao re concern w ith im proving th e in s tr u c to r ( in -s e rv ic e e d u c a tio n ) th a n w ith im proving th e c o n d itio n s under w hich te a c h e rs work. 8* Of th e c h ie f a re a s o f r e s p o n s ib ility in d ir e c tin g ju n io r c o lle g e in s tr u c tio n , th e e v a lu a tio n p ro cess i s in g r e a te s t need of a tte n tio n and im provem ent. G eneral P rocedures A p re lim in a ry l i s t of c r i t e r i a was s e le c te d from 11 th e l i t e r a t u r e and th en given to a ju ry of s p e c ia lis ts * The l i s t was th en re v ise d and p rin te d a s a c h e c k lis t under th e t i t l e ''C r ite r ia f o r D ire c tin g Ju n io r C ollege In s tru c t i o n , " h e r e a f te r c a lle d "C h ec k list of C r i t e r i a ." One s e c tio n of th e c h e c k lis t re q u ested id e n tify in g in fo rm atio n from re sp o n d e n ts. c o p ie s of th e form were m ailed to deans of in s tr u c tio n and c h ie f a d m in is tra to rs in each of the s ix ty , two C a lifo rn ia p u b lic ju n io r c o lle g e s in o p e ra tio n in 1960* As an a id to secu rin g th e co o p e ratio n o f th e re sp o n d e n ts, an endorsem ent o f th e study was g iv en by th e C a lifo rn ia J u n io r C ollege A sso ciatio n * A fte r th e re tu r n of th e c h e c k lis ts , th e fin d in g s were an aly sed and ta b u la te d . Recommendations and con c lu s io n s com pleted th e re p o rt* O rg a n isa tio n of th e Remainder of th e Study C hapter I I p re se n ts a summary of r e la te d l i t e r a . t u r e . C hapter I I I d e s c rib e s th e procedures of th e study in d e ta il* C hapter IV c o n ta in s th e fin d in g s . C hapter V p ro v id es some co n c lu sio n s and recommendations* A b i b l i ography and appendices fo llo w th e l a s t chapter* Summary T h is c h a p te r in tro d u ced th e problem o f th e study 12 The ju n io r c o lle g e , a s an i n s t i t u t i o n , has developed w ith in th e p re se n t century* Though nany problem s have been in v e s tig a te d during t h i s t i n e , v i r t u a l l y no stud y has been re p o rte d in th e a re a of c r i t e r i a fo r d ire c tin g ju n io r c o lle g e in s tru c tio n * Five causes of t h i s c o n d itio n were d isc u sse d as fo llo w s: (1 ) S u p erv iso ry g o a ls have been vaguely s t a te d , (2) There i s a common b e lie f th a t imstruc*. tio n i s b a s ic a lly th e same a t a l l le v e ls , (3) The ju n io r c o lle g e has been co n sid ered a s an e x te n sio n of secondary e d u c a tio n , which a lre a d y has a system of s u p e rv is io n , (4) The ju n io r c o lle g e , being a new i n s t i t u t i o n , has not had tim e to develop i t s own system of s u p e rv is io n , and (5) H o s tility e x is ts tow ard a tte m p ts to su p e rv ise te a c h in g a t th e c o lle g e le v e l* The problem , th e n , i s to fin d a s e t of c r i t e r i a th a t m ight be a p p lic a b le to most ju n io r c o lle g e s , p a r tic u la r ly th o se in C a lifo rn ia * Such a l i s t would serv e a s a guide fo r th o se charged w ith d ire c tin g in s tr u c tio n , would h elp in e v a lu a tin g c u rre n t p o lic y and p ra c tic e in any given ju n io r c o lle g e , and would h elp to c l a r i f y th e c h ie f purpose of any ju n io r c o lle g e : p ro v id in g e x c e lle n t teac h in g and learn in g * A fte r th e d is c u s s io n of th e problem and purpose of th e stu d y , q u e stio n s to be answered were p re se n te d and term s d efin ed * The scope of th e stu d y , assu m p tio n s, and 13 hypotheses were included* P rocedures f o r th e stu d y were b r i e f l y overview ed, and sp o n so rsh ip by th e C a lifo rn ia Ju n io r C ollege A sso c ia tio n was noted* The o rg a n iz a tio n of th e rem ainder of th e d i s s e r t a t io n concluded th e main body of th e ch ap ter* CHAPTER I I REVIEW OF THE LITERATURE C hapter I d e sc rib e d th e problem of t h i s stu d y : th e need to fin d adequate c r i t e r i a fo r d ir e c tin g th e improvement of Ju n io r c o lle g e in s tru c tio n * The purpose o f t h i s c h a p te r i s to review th e p ro fe s s io n a l l i t e r a t u r e r e la ti n g to th e problem . Because few re s e a rc h s tu d ie s have been made in t h i s a r e a , th e g re a t b u lk o f h e lp fu l l i t e r a t u r e comes from m agazine a r t i c l e s whose a u th o rs have prov id ed th e o r ie s based upon o b se rv a tio n s o f p ra c tic e and e x p e rie n c e , r a th e r th an re s e a rc h . The review o f th e l i t e r a t u r e i s o rg an ized as fo llo w s : (1) The D eveloping C oncepts o f S u p e rv isio n , (2) D u tie s and F unctions o f th e S u p e rv iso r, (3) The Dean o f I n s tr u c tio n in C a lifo rn ia J u n io r C o lle g e s, (4) The O rg a n iz a tio n of C r i t e r i a , (5) C r i t e r i a f o r S e le c tin g th e Teaching S t a f f , (6) C r i t e r i a f o r C rea tin g C o n d itio n s F avorable fo r Good I n s tr u c tio n , (7 ) C r i t e r i a fo r E v alu . a tin g I n s tr u c tio n , (8) C r i t e r i a f o r th e Improvement of I n s tr u c tio n , (9 ) A J u n io r C o lleg e C h e c k lis t, and (10) Sum. m ary. The D eveloping C oncepts o f S u p erv isio n Knowledge of developing concepts o f su p e rv is io n i s 13 e s s e n tia l to th e u n d erstan d in g of th e p ro b lem ,fo r what i s done a t any le v e l o f ed u c atio n i s based upon th e se broad concepts* A form o f su p e rv is io n of sch o o ls e x is te d alm ost from th e beginning of th e American colonies* During th e se v e n te e n th cen tu ry th e concept of su p e rv isio n was lim ite d to th e in s p e c tio n of th e sch o o ls by laymen who sought to observe w hether or n o t r e lig io u s and m oral tr a in in g was being undertaken acco rd in g to th e e d u c a tio n a l o b je c tiv e s o f th e day* The e ig h te e n th cen tu ry provided a w id er scope fo r s u p e rv is io n : th e improvement o f th e te a c h e r and h is work by members of th e s ta f f * The oper a tio n of in s tr u c tio n was c h ie fly by d ir e c tiv e s and pre s c r ip tio n s , a u th o r ita r ia n in n atu re* By th e n in e te e n th cen tu ry th e su p e rv iso ry fu n c tio n took on elem ents of co o p e rativ e approaches to problem s o f in s tr u c tio n and le a rn in g * U n til th e tw e n tie th c e n tu ry , however, th e con cep t of s u p e rv isio n was s t i l l co n sid ered to be narrow* F unctions were few and la rg e ly r e la te d to g e n e ra l over s ig h t o f teac h in g procedures and classroom management* "T ruly modern su p e rv isio n grew up la rg e ly during th e f i r s t q u a r te r of th e p re se n t c e n tu r y .” (1 :4 ) The emerging th e o ry o f s u p e rv isio n i s a dem ocratic one, su p p o rted by v i r tu a l ly a l l of th e p re se n t-d a y l i t e r a tu re * T his th e o ry can be d e sc rib e d in fo u r a r e a s : 1* L e a d e rsh ip , which i s a c tiv e , c o o p e ra tiv e , and 1# s e n s itiv e to a l l f e e lin g s . 2* Group u n ity , which im proves group f e e lin g s , m orale, and co h e siv e n ess. 3 . Communication, which d e c re a se s s ta tu s l i n e s , im proves group p ro c e sse s, and m ain tain s d e s ira b le p h y sic a l s tr u c tu r e and le a d e rsh ip * 4* P a r tic ip a tio n in decisio n -m ak in g , which in v o lv es th e t o t a l s t a f f . (98:1443) B urton i s b e lie v e d to have made th e f i r s t modem statem en t o f su p erv isio n * He s ta te d th a t th e a re a s of s u p e rv isio n in clu d ed th e improvement o f th e teach in g a c t , th e improvement o f te a c h e rs in s e rv ic e , th e s e le c tio n and o rg a n iz a tio n of su b je c t m a tte r, te s tin g and m easuring, and th e r a tin g of te a c h e rs . (1 :5 ) A more re c e n t d is c u s sio n of a re a s o f su p e rv isio n shows a s im ila r l i s t : cu rricu lu m , community l i f e , d is c ip lin e and b e h a v io r, equipment and s u p p lie s , in -s e r v ic e tr a i n in g , re te n tio n and prom otion, p ro fe s s io n a l r e la ti o n s , e x tr a - c u r r ic u la r a c t i v i t i e s , and th e p erso n a l problem s o f te a c h e rs . (22:451) B arr and o th e rs co n sid ered th e c u rre n t concepts of su p e rv isio n in th e fo llo w in g a n a ly s is : 1* Modem su p e rv isio n d ir e c ts a tte n tio n tow ard th e fundam entals of ed u c atio n and o r ie n ts le a rn in g and i t s improvement w ith in th e g e n e ra l aim of e d u c a tio n . 2* The aim of su p e rv isio n i s th e improvement of th e t o t a l te a c h in g -le a rn in g p ro c e ss, th e t o t a l s e ttin g f o r le a rn in g r a th e r th an th e narrow and lim ite d aim o f im proving te a c h e rs in se rv ic e* 17 3* The fo cu s i s on a s i t u a t io n , not on a person o r group of persons* A ll persons a re co-w orkers aim ing a t th e improvement o f a s itu a tio n * One group i s not s u p e rio r to a n o th e r, o p e ra tin g to 'im p ro v e1 th e i n f e r i o r group* 4* The te a c h e r i s removed from t h i s em barrassing p o s itio n a s a focus of a tte n tio n and th e weak lin k in th e e d u c a tiv e process* He assumes h is r ig h tf u l p o s itio n a s a co o p eratin g member o f a t o t a l group concerned w ith th e improvement o f learn in g * (1 :1 3 ) I f , a s has been s ta te d by so many a u th o rs , democra cy i s th e new concept of s u p e rv is io n , th en su p e rv isio n must em phasize th e w orth of p e rso n s, must develop th e dem ocratic co n sc ie n ce, must em phasize th e common good, must s u b s titu te le a d e rs h ip f o r a u th o r ity , must use th e method of group d e c is io n s , must u t i l i z e e x p e rts , must em phasize ex p erim en talism , must d e riv e guidance from b o th th e p h ilo so p h ic and th e s c i e n t i f i c m ethod, must be c r e a tiv e , must be p ro fe s s io n a l, must in clu d e an organized plan of a c t i v i t i e s , and must judge i t s e l f by ag reeab le r e s u lts in th e lig h t o f accep ted purposes* (1 :4 7 -6 5 ) To summarize th e emerging concept of su p e rv is io n , i t i s w ell to c o n tra s t th e t r a d i t i o n a l w ith th e modern in th e follow ing manner* T ra d itio n a l Modern 1* In sp e c tio n 1* Study and a n a ly s is 2* T each er-fo cu ssed 2* Aim, m a te r ia l, m ethod, te a c h e r, p u p il, and environm ent focussed 3* V is ita tio n and conference 3* Many d iv e rse fu n c tio n s 18 4* Random and H aphazard, o r a m eager, form al p la n . 5 . Imposed and a u th o r ita r ia n 6 . One person u s u a lly 4 . D e fin ite ly organized and planned 5* D erired and coopera, t i r e 6* Many persons (1 :1 3 ) D u ties and P unctions of th e S u p erv iso r As an in tro d u c tio n to th e s e c tio n on th e dean in C a lifo rn ia ju n io r c o lle g e s , t h i s p a rt of th e c h a p te r e x p lo re s some of th e l i t e r a t u r e w hich d e s c rib e s th e d u tie s and fu n c tio n s of the su p erv iso r* Many such d u tie s and fu n c tio n s r e la te to c r i t e r i a f o r d ire c tin g ju n io r c o lle g e in s tr u c tio n , to be covered in subsequent s e c tio n s of th e chapter* Inasmuch a s th e p o s itio n of d ir e c to r o f in s tr u c tio n i s r e la tiv e l y new in th e ju n io r c o lle g e , many d iv e rg e n t p ra c tic e s and th e o rie s a re in ev id en ce. (57) I d e a lly , th e one charged w ith th e r e s p o n s ib ility fo r th e improvement o f in s tr u c tio n should e x e rc is e d u tie s and fu n c tio n s d ealin g only w ith t h i s aim , but s tu d ie s show th a t th e su p e rv is o r has many in d ir e c t fu n c tio n s th a t ta k e up h is time* V r ite r s o f th e o ry have, no d o u b t, fo s te re d t h i s c o n d itio n . Hampton, f o r in s ta n c e , s e le c te d f iv e g e n e ra l fu n c tio n s , only one of which d e a ls d ir e c tly w ith th e improvement of in s tru c tio n * (52:113) A nother o b se rv a tio n th a t can be made i s th a t some 19 w r ite r s use th e te r n s d u tie s and fu n c tio n s in te rc h a n g e a b ly . F urtherm ore, d if f e r e n t approaches to th e co n ten t o f the t e r a s a re n o tic e a b le * W iles d isc u sse d th e d u tie s and fu n c tio n s of th e su p e rv iso r in te r n s of s k i l l s : in le a d e r. s h ip , in human r e la t i o n s , in group p ro c e ss, in perso n n el a d m in is tra tio n , and in e v a lu a tio n . (27) B arr made one of th e a o s t e x te n siv e e a rly s tu d ie s of th e a c t i v i t i e s o f th e su p e rv iso rs in D e tr o it. His l i s t , too e x te n siv e to be reproduced h e re , enphasized t h ir te e n broad c a te g o rie s : 1 . S e le c tio n o f T extbooks. . . . 2* Study o f S u p p lie s, Equipm ent, and B u ild in g s. . . . 3* A ssista n c e in th e S e le c tio n , A ppointm ent, A ssignm ent, and T ra n sfe r o f T ea ch ers. . . . 4* Community A c tiv itie s (Work w ith o u tsid e a g e n c ie s ). . . . 5* P ie ld Work (in s p e c tio n ). . . • 6* T rain in g A c t i v i t i e s . . . . 7* S urveys, R ep o rts, R ecords, and S ch ed u les. . . . 8* P re p a ra tio n of I n s tr u c tio n a l M a te ria ls . . . . 9* R esearch. . . . 10* P ro fe s s io n a l A c t i v i tie s . . . . 11* E d u catio n al P u b lic ity . . . . 12* Survey of G eneral E d u ca tio n al P ro g re ss. . . . 13. G eneral A d a in is tra tio n (1:21-23) 20 Some w r ite r s ten d to rank some fu n c tio n s a s p r i mary* Skidm ore, f o r in s ta n c e , th o u g h t o f s u p e rv is io n a s c h ie f ly th e ia p ro v e a e n t of te a c h e r a o r a le , f o r from such a o r a le can coae th e a o s t e f f e c tiv e te a c h in g and le a rn in g process* "There i s h a rd ly an y th in g so ia p o rta n t as te a c h in g fro a a c o n te n te d f a c i l i t y , " he w rote* (88:542) That i s , te a c h e r a o r a le i s b e s t o b tain ed when th e te a c h in g f a c i l i t y in c lu d e s co m fo rtab le o f f ic e space f o r th e t e a c h e r 's work o u ts id e th e c la s s r o o a , c la s s e s c lo se to th e o f f ic e , adequate a v a ila b le s u p p lie s , c la s s e s sch eduled reaso n ab ly in s iz e and co m p o sitio n , and, a ls o , someone to c o n su lt when th e te a c h e r has problem s* Skidm ore, w ritin g about th e ju n io r c o lle g e , d isc u sse d th e c h ie f fu n c tio n s under th e fo llo w in g broad h e a d in g s: 1* Planned p ro g raa o f su p e rv isio n — p e rso n a l c o n fe re n c e s, group c o n fe re n c e s, c la s s v i s i t s , i n t e r v i s i t a t i o n s , com m unications, s tu d ie s , experim en tatio n * 2* T e a c h e r-o rie n te d d u tie s -.a d ju s tm e n ts of c lassro o m s, p r o p e r tie s , equipm ent, s u p p lie s , j a n i t o r i a l s e r v ic e s , making th e c a ta lo g u e , schedule of c la s s e s , d eterm in in g c la s s s iz e s and d i s t r i b u ti o n , r a tin g te a c h e r s , fu rn is h in g h e lp and in fo rm a tio n as to w hether te a c h e r i s ach iev in g h is o b je c tiv e s in term s of stu d e n t growth* 3* C o o p erativ e group c o n fe re n c e s -.te a c h in g lo a d , developm ent of o b je c tiv e s o f c o u rse s , cu rricu lu m re c o n s tru c tio n and c o -o rd in a tio n , adding o r elim in * a tin g courses* (88:544) " I t sh o u ld be u n d e rsto o d ," Skidmore concluded, " th a t s ta n d a r d iz a tio n [of d u tie s and r e s p o n s i b i l i t i e s ] i s not 21 th e o b je c tiv e o f s e n s ib le supervision**1 (88:546) Anderson concurred w ith th e id e s of non. s ta n d a rd iz a tio n of fu n c tio n s when he w rote th a t th e scope of th e d u tie s of th e su p e rv iso r o f in s tr u c tio n would depend upon circum stances w ith in th e i n s t i t u t i o n in q u estio n * Like nany a u th o rs on th e s u b je c t, however, he proceeded to s t a te s p e c if ic s which anount to s ta n d a rd i z a tio n * He b e lie v e d th a t su p e rv isio n should be in tro d u ced a s a s e rv ic e ; th a t i t should fu n c tio n through an o ffic e th a t b e a rs a s t a f f r e la tio n s h ip to th e a d m in is tra tio n ; th a t su p e rv isio n in p ra c tic e would be a jo in t attem p t to so lv e s p e c if ic problem s in th e o rg an izin g and teac h in g o f c o u rse s; th a t th e fu n c tio n s should be in tro d u ced g ra d u a lly , w ith th e demand in c re a s in g a s th e m erit o f th e p lan demon, s t r a t e s i t s e l f ; th a t th e o ld "snoopervision,** p ra c tic e d in th e low er g ra d e s, i s not to be thought of f o r c o lle g e p urposes; th a t b e t t e r ways of teac h in g a re to be found not by d i c t a t o r i a l pronouncement by a s o -c a lle d e x p e rt, but through ev a lu a te d ex p erim en t, conducted in c o lla b o r a tio n . (31) That ex act sta n d a rd s f o r su p e rv iso ry d u tie s and fu n c tio n s a t th e c o lle g e le v e l cannot be e a s ily made i s u n d erstan d ab le when s tu d ie s show a g re a t v a r ie ty of p ra c tic e s * One of th e e a r l i e s t s tu d ie s was th a t made by Green in 1929. T his was a study of ju n io r co lle g e 22 a d m in istra tiv e deanst and th e conclusions and fin d in g s were based upon r e p lie s received from n in e ty -fiv e deans in 139 c o lle g e s , w ith seventeen s t a te s re p resen ted . (50) D uties and fu n c tio n s of the su p erv isin g o f f ic e r s were in c o n siste n t and diverse* More recent s tu d ie s produced th e same general finding s* Simons noted l i t t l e change in th e p ic tu re when he received re p lie s from 1 2 1 ju n io r co lleg es in the n atio n in 1941. (87) A few years l a t e r Koos stu d ied more th an 75 per cent of a l l public ju n io r co lleg es in the U nited S ta te s and found no tren d toward sta n d a rd iz a tio n of d u tie s and fu n c tio n s. (57) P reese, (5) Lanzv (11) Murray, (13) and Stoops (21) found e s s e n tia lly the same s itu a tio n e x istin g in th e elem entary and secondary sch o o ls. In a 1955 stu dy, P reese, noting th e need fo r more clearly-draw n lin e s of r e s p o n s ib ility , recommended th a t “are a s of curriculum development, su p erv isio n of in s tr u c tio n , and in -s e rv ic e tra in in g should receive the major emphasis and major share of the tim e*” (5:245) Though i t i s re a liz e d th a t d u tie s and fu n ctio n s cannot be standardized acro ss the n a tio n , c e rta in p rin c ip le s should be followed i f the concept of democracy in su p erv isio n i s accepted* According to McNerney, a l l supervisory programs should develop fu n ctio n s th a t ( 1 ) seek cooperation, ( 2 ) s o l i c i t supervisory le a d e rsh ip , 23 (3) w ell planned, (4) in te g r a te school fo rc e s toward u n ity , (5 ) a re c re a tiv e in n a tu re , ( 6 ) a re f le x ib le according to th e problem s, (7) m ain tain co n sid eraten ess and re sp e ct f o r people, (8) r e l a t e to community o r ie n ta t i o n , (9) a re o b je c tiv e in n a tu re , and (10) include e v a lu a tio n of p ro cesses employed* (12x90-92) The Dean of In st r u c t i on in C a lifo rn ia ju n io r c o lle g e s In C a lifo rn ia ju n io r c o lle g e s th e person d esig n ated to carry th e d u tie s and fu n c tio n s of the su p e rv iso r of in s tr u c tio n i s known g e n e ra lly as th e dean of in s tr u c tio n . The comparable p o s itio n in C a lifo rn ia elem entary schools i s th e a s s is ta n t su p erin ten d en t in charge of in s tr u c tio n ; in independent high school d i s t r i c t s , th e v ic e - p rin c ip a ls u su a lly f u l f i l l t h i s function* (13) Among fo u r-y e a r c o lle g e s and u n i v e r s i t i e s , th e deans of th e v ario u s schools and d iv is io n s u su a lly e x e rc ise sup erv iso ry fu n c tio n s , though not as fo rm alised or r e s t r i c t i v e as in th e elem entary and secondary grades* A b r i e f d isc u ssio n of th e dean of in s tr u c tio n i s included in t h i s s e c tio n in order to provide groundwork f o r th e follow ing s e c tio n s on c r it e r ia * Evidence seems to point to th e f a c t th a t Sacramento was one of th e f i r s t of th e C a lifo rn ia p u b lic school system s t o advocate a dean of in s tr u c tio n fo r ju n io r 24 colleges* S e e rst in h is g en eral survey of the Sacramento School D i s t r i c t , urged the appointment of a s p e c ia l dean fo r th e lo c a l ju n io r college* His survey, appearing in 1928, provided an a d m in istra tiv e ch art f o r c o n sid e ra tio n . This ch art re p re se n ts the main fe a tu re s of the o rg a n isa tio n a s i t now sta n d s , except f o r the one o ffic e o f dean of in s tru c tio n * T his l a t t e r o ffic e i s to provide th e su p erv isio n of in s tr u c tio n , a se rv ic e now rendered by th e P resident* The purpose here i s to b rin g t h i s fu n c tio n to the fro n t where i t s importance w ill be recognized. « . • The serv ice needed i s th a t of classroom su p erv isio n , system atic handling of the development o f co u rses, and of advising students* A close contact must be had w ith th e research and guidance machinery a t th e c e n tra l o f f ic e , w ith the r e g i s t r a r 's o f f ic e r , and w ith com. m itte e s as have to do w ith s c h o la s tic n a t t e r s , ( 2 0 : 289.92) The dean of in s tr u c tio n a s a fu ll-tim e su p erv iso r does not appear to have developed in ju n io r college d i s t r i c t s u n t i l se v e ra l years a f t e r th e Sacramento recom m endation, Bven as l a t e as 1944, when Koos stu d ied most of th e ju n io r co lleg es in the n a tio n , no such dean of in s tru c tio n appeared to e x ist* At th a t tim e, su p erv isio n was the re s p o n s ib ility of se v e ra l d if f e r e n t a d m in istra tiv e o f f i c e r s , p a r tic u la r ly th e head of the college* A lso, few of th e se o f f ic e r s devoted f u l l time to su p erv isio n of in s tr u c tio n , (57) In 1945 Franz S chneider, of the U n iv ersity of C a lifo rn ia a t B erkeley, may have aid ed , though in d ir e c tly , in th e establishm ent of th e dean of in s tru c tio n among ju n io r colleges* Schneider b eliev ed th a t stu d en ts in 23 co lleg e needed th e freedom to ev alu ate t h e i r classroom stu d ie s and te a c h e rs o b jectiv ely * As an experiment he used a s tu d e n t.re a c tio n questio n n aire* Among h is ch ief recommendations was th a t a dean of in s tr u c tio n should be in s ta lle d in order to serve a s a promoter and p ro te c to r of healthy s tu d e n t-fa c u lty re la tio n s * His dean of in s tru c tio n would have no d is c ip lin a ry powers but would, in e f f e c t , personify th e public in te r e s t in good education* The dean would be a v a ila b le f o r both fa c u lty and student problems and would rep o rt to su p e rio rs only when fa c u lty - student re la tio n s required i t . (19) S ch n eid er's experim ents, conducted in various c o lle g e s, rep resen ted a s te p in the improvement o f colleg e teaching and in th e development of good student morale* There i s , however, no evidence in h is published re p o rts as to how com pletely h is experim ents have been accepted o r p ra ctic ed in the co lleg es and u n iv e r s itie s of the nations* Sometime between 1945 and 1957 the o ffic e of dean of in s tru c tio n was s ta r te d w ith in a number of d iffe re n t C a lifo rn ia public ju n io r colleges* In the l a t t e r year t h i s p o sitio n was stu d ied by Robert £• Swenson* Forty-five C a lifo rn ia ju n io r co lleg es responded to h is q u e stio n n a ire ; t h i r t y - s i x of these had a p o s itio n comparable to the dean of in stru c tio n * The t i t l e , Dean of In s tru c tio n , was the 26 most com on among the t h i r t y - s i x schools* Also im portant i s the fa c t th a t tw enty.one of the t h i r t y . s i x su p erv iso ry o f f ic e r s devoted t h e i r f u l l tin e to the job of improving in s tru c tio n * (106:20) The dean of in s tr u c tio n in C a lifo rn ia ju n io r c o l leg es can b e st be p ic tu re d , perhaps, by quoting from C a lifo rn ia Public Ju n io r C o lle g e s* a p u b lic a tio n by th e S ta te Department of Education* The d e s c rip tiv e a n a ly s is fo llo w s: The dean of in s tr u c tio n has r e s p o n s ib ility f o r the o rg a n iz a tio n and su p e rv isio n of the in s tr u c tio n a l program --that which ta k e s place on the co lleg e campus, in classroom s, shops, la b o r a to r ie s , and l ib r a r y to promote learn in g * He prepares th e schedule of c la s s e s and exam inations and a ssig n s teach ers* He i s respon s ib le f o r th e o rg a n iz a tio n and re v is io n of th e c u r. riculum c a rrie d on by th e d iv is io n chairmen and te a c h e rs ; he keeps an u p -to -d a te f i l e of course out lin e s and the l i s t of approved tex tb o o k s; he org an izes th e in -s e rv ic e tr a in in g program f o r teach ers; he p rep ares f o r the p re sid e n t an annual re p o rt of te a c h e r s ' assignm ents and teach in g lo a d s; he a ssig n s s u b s titu te te a c h e rs from th e o f f i c i a l l i s t ; he v i s i t s c la s s e s ; he a s s i s t s te a c h e rs in improving t h e i r in s tr u c tio n a l procedures; he r a te s te a c h e rs ; and he recommends te a c h e r s ' employment* The dean of in s tr u c tio n i s a ls o re sp o n sib le fo r d ir e c tin g the ste p s through which proposed cou rses must pass u n t i l they a re subm itted to th e board of t r u s te e s and f i n a l l y to th e S ta te Department of Education f o r approval* In cooperation w ith th e dean of student personnel s e rv ic e s , he en fo rces fa c u lty academic stan d ard s as they apply to th e p ro b a tio n , r e te n tio n , and d is q u a lif ic a tio n o f students* (75:18) The above d e s c rip tio n re p re se n ts th e " ty p ic a l" dean of in s tr u c tio n in C a lifo rn ia ju n io r co lleges* But what a re th e a c tu a l d u tie s and r e s p o n s i b il i ti e s of the 27 dean, and how c lo se ly do th ese compare w ith the ’t y p i c a l " ? This inform ation was supplied by the Swenson survey, which was p art of the published rep o rt of a deans of in s tr u c tio n workshop held in 1957* D uties assigned to th i s p o sitio n v aried according to the siz e of the college* Following i s a complete l i s t i n g : Planning t o t a l curriculum Curriculum committee P rep aratio n of course o u tlin e s A rtic u la te course o ffe rin g s Catalog inform ation on courses S e le c tio n of in s tr u c to r s Unify day, evenipg programs B e tte r in s tr u c tio n a l methods Improving f a c i l i t i e s Prepare c la s s schedules M aintain re co rd s, enrollm ent Compute load fa c to rs T e stin g , screening procedures Examination schedules Grading p o lic ie s Grading s tu d ie s E valuation stu d ie s Academic re g u la tio n s S u b s titu te te a c h e rs Textbook s e le c tio n , approval I n s tru c tio n a l supply budget Approve re q u is itio n s F ield t r i p p o lic ie s Inform ation for catalog Other d u tie s added by respondents: Chairman, g en eral education A rtic u la tio n w ith high schools Help on departm ental brochures Veterans* A ffa irs Calendar Scheduling of f a c i l i t i e s S upervision of lib r a r y Commencement e x e rc ise s Resolve s ta ff -s tu d e n t d isp u tes Counseling 2 8 F aculty b u l l e t i n O rie n ta tio n of new te a c h e rs Budget su p erv isio n Oversee m aintenance of f a c i l i t i e s I n s t i t u t e s , in -s e rv ic e tra in in g F aculty d ire c to r y Student te a c h e r placement Aid a d m in is tra tiv e f i e l d workers (106:21-22) In o rd e r to le a rn th e scope of the work of th e dean of in s tr u c tio n in any p a r tic u la r ju n io r c o lle g e , one can secu re a l i s t of such assignm ent from th e co lleg e in question* The Los Angeles Ju n io r C o lleg es, fo r in s ta n c e , p re se n tly include twenty-two d u tie s of the dean* These can be compared, w ith considerable i n t e r e s t , to the Swenson survey r e s u lts and the f* typicalM dean as d escrib ed by the S ta te Department of Education* The twenty-two d u tie s , in term s of su b ject m a tte r, follow in b r i e f form: 1* C lass schedules 2* F aculty teach in g assignm ents. 3* P inal exam ination schedule 4* Teaching load and grade d is tr ib u tio n s tu d ie s 5• C ollege ca ta lo g 6 * In s tru c to r -e v a lu a tio n re p o rts 7* Research on teach in g methods 8 * E ducational s u p p lie s and equipment 9* F a c u lty -c itiz e n curriculum committees 10* New c u rric u la 11* C oordination of curriculum w ith lo c a l p ro fe s s io n a l-v o c a tio n a l a c t i v i t i e s 12* Curriculum study 13* Textbooks, a u d io -v isu a l a id s 14* Bookstore 15• L ibrary 16* In -s e rv ic e fa c u lty tr a in in g and o rie n ta tio n 17* Remedial programs 18* Work-study programs 19* S upervision of work-study co o rd in a to rs 29 20* S o lic ita tio n of community a s s is ta n c e on curriculum 21* P rovision of f a c i l i t i e s fo r off.cam pus agencies 22* C oordination of college curriculum w ith L.A. schools (104) In view of the d isc u ssio n thus f a r , i t appears th a t the o ffic e of dean of in s tru c tio n in C a lifo rn ia public ju n io r co lle g e s developed most ex ten siv ely in the years follow ing 1945* Leadership in t h i s development has come from th e C a lifo rn ia S ta te Department of Education and the C a lifo rn ia Ju n io r College A sso ciatio n , both of which were sponsors of a deans of in s tru c tio n workshop in 1957* The q u estio n of why the p o sitio n of dean of in s tru c tio n was created was, perhaps, best answered in th a t workshop* 1* Ju n io r college development has been so re c e n t, and growth so ra p id , th a t the d u tie s of the d ir e c to r had to be shared. 2* A need has developed fo r the le a d e rsh ip of fa c u lty members to develop b e t t e r in s tru c tio n * 3* There has developed a need for in s tru c tio n a l re s p o n s ib ility in Western College A sso ciation r e la tio n ships* 4* The m atu rity and s ta tu s of the ju n io r colleg e have encouraged development of the p o sitio n of dean of in stru c tio n * (106:3) 30 The O rg an ization of C r ite r ia In what s p e c if ic a r e a s , th en , should th e dean of in s tr u c tio n fu n c tio n ? Among th e many answers to t h i s q u estio n a re those of Hugh P ric e , Chief C onsultant in the C a lifo rn ia Bureau of Ju n io r C ollege E ducation u n t i l h is recent death* P rice b e lie v e d th a t te a c h e rs should be given ten u re only when they a re outstanding in person a l i t y , i n t e g r i t y , in t e r e s t in s tu d e n ts , s k i l l in pre s e n ta tio n , and m astery of su b je c t m atter* He f e l t th a t th e goal of the ju n io r co lle g e should be su p e rio r teaching and th a t the r e s p o n s ib ility fo r t h i s goal must be shared by both a d m in is tra to rs and teachers* "This goal can only be achieved by emphasizing th e requirem ents f o r s u p e rio r teaching • " (76:64) P rice answered th e q u estio n posed in th e preceding paragraph by id e n tify in g th re e fundamental f a c to r s involved in determ ining the q u a lity of in s tru c tio n * These a re ( 1 ) s e le c tio n of the teach in g s t a f f , ( 2 ) e s ta b lis h in g co n d itio n s or clim ate f o r le a rn in g , and (3) providing fo r in -s e r v ic e growth* Since th e se th re e f a c to r s a re convenient f o r organizing th e c r i t e r i a s e le c te d from the l i t e r a t u r e , each i s d isc u sse d w ith in the remaining pages of th e chapter* For fu r th e r convenience, th e th ir d fa c to r— providing f o r in -s e rv ic e g ro w th --is sub-divided in to two sm aller a r e a s : th e e v a lu a tio n of in s tr u c tio n and the improvement of in s tr u c tio n 31 C r i te r i a fo r S e le c tin g th e Teaching S ta ff Goren b e lie v e d th a t th e h irin g of e x c e p tio n a lly good te a c h e rs i s th e only guarantee th a t ju n io r co lle g e in s tr u c tio n can be improved, f o r few ju n io r co lleg e ad m in is tr a to r s can agree on b est methods of teaching or even th e ends of good teaching* The only s o lu tio n , Goren s ta te d , comes from id e n tify in g c h a r a c t e r is ti c s th e good te a c h e r must p o ssess. (49:68-69) The l i t e r a t u r e shows a c o n s is te n t opinion on th e c h a r a c t e r is t ic s of e f f e c tiv e co lle g e teach ers* A uthori t i e s d isc u ss the f a c t th a t good c h a r a c t e r is t i c s a re to be noted not only in th e p ro sp ectiv e te a c h e r but in th e te a c h e r who has been on the job fo r a time* With both purposes in mind, B l l i s d iscu ssed th e follow ing c h a ra c te r i s t i c s of good teach in g in c o lle g e : has content m astery; uses c le a r ly v is u a liz e d purposes; begins where stu d e n ts a r e ; convinces stu d e n ts o f th e u sefu ln e ss o f th e s u b je c t; ad ap ts t o varying a b i l i t i e s aad p e r s o n a litie s ; i s care f u lly planned and p repared; experim ents in methods of communication; avoids tra s h y s u b s titu te s of e n te rta in m e n t, propaganda, and busy work; i s c h a ra c te riz e d by proper g ra d in g . (25:12) At th e C a lifo rn ia Deans of In s tru c tio n Workshop, 3 2 mentioned e a r l i e r in the c h a p te r, t h ir ty - n in e marks o f a m aster te a c h e r were presented* The l i s t , which fo llo w s, undoubtedly in clu d es most of the c r i t e r i a by which th e C a lifo rn ia deans s e le c t and e v a lu a te t h e i r in s tr u c to r s : 1* A m aster te a c h e r l i g h ts lamps in s te a d of f i l l i n g buckets* He looks f o r sparks to k in d le — and has a major in flu en ce on h is stu d e n ts and college* 2* A m aster te a c h e r must have competency to ch allenge and stim u la te m atu rity of thought in term s of su b je c t m atter and in terms of th e group c h a ra c te r i s t i c s * 3* Accepting of students* 4* C reative* 5* C o n siste n tly understands h is stu d e n ts and is em pathetic toward them* 6 * C ontagiously e n th u s ia s tic f o r h is work* 7* In te n se ly aware of th e cues of communication. 8 * Knows su b je c t m atter and th e techniques of p re s e n ta tio n . 9* The a b i l i t y to recognize c a p a c ity , and to give maximum h e lp to a v a r ie ty of c a p a c itie s* 10* Depth of perception* 11* A l i t t l e ham a c to r in him* 12* M otivated, s in c e r e , f a i r , c o n fid e n t, t o l e r a n t , in sp irin g * 13* Sense of humor. 14* I n te r e s t in students* 15* High e th ic a l and p ro fe ssio n a l standards* 16* Good mental and p h y sical health* 17* Has knowledge of su b je c t n a t t e r along w ith th e a b i l i t y to sim plify* 18* Likes teaching* 19* I s f le x ib le enough to conform to the school system* 209* P art a r t i s t and p a rt ham* 21* U nderstanding of s e l f and students* 22* Has o b je c tiv e s c le a r ly in mind* 23* Warmth o f p e rso n a lity * 24* Knowledge of su b je c t m atter and re sp e ct fo r being outstanding* 25* A le a d e r, t a c t f u l , good a c tio n . 26* Understand th e a r t of th e possible* 27* Uses d if f e r e n t techniques* 28* A ttr a c tiv e , s tim u la tin g , poised* 29* Can give c le a r , e x p lic it e x p lan a tio n s. 33 30* Can eYaluate stu d en ts and t e l l the im portant from the unim portant. 31* Reasonably fre e from unfavorable id io sy n c ra sie s. 32* Is f a i r in presenting both sid e s of an is s u e . 33. Can open new horizons fo r stu d en ts and bring out t h e i r b est q u a litie s * 34* Has the q u e stio n s, puts q u estio n mark above stu d en ts in ste a d of answering questions* 35* Does not Jump to conclusions* 36* keeps w ith in context of the purposes of h is in s titu tio n * 37* G ets r e s u lt s . 38. Respects stu d en ts and makes an im pression on them. 39* Has a w ell.developed personal philosophy* (106:11-12) While most of the au th o rs seem to agree on the c h a r a c te r is tic s of good colleg e te a c h e rs, some au th o rs emphasize c e rta in item s more than others* A lfred North Whitehead, w ritin g during the e a r l i e r part of the century, emphasized the need fo r im agination in teaching* His a tta c k was a g a in st dead knowledge, in e r t id e a s. (26) While i t appears th a t the good teac h er must be many th in g s a t the same tim e, he must never be d u ll, because "Excel le n t teaching i s a r e a l i t y only when the te a c h e r ceases to be d u ll* " (35:504) Melvin found, in a survey of f if te e n ju n io r col leg es in fo u r s t a t e s , th a t th e b e tte r teach ers use a v a rie ty of c la s s procedures* The good te a c h e r wanted help w ith problems of in s tru c tio n and believed in the su p erv isio n of in s tru c tio n a t the ju n io r co lleg e level* I t was re p o rted , however, th a t each te a c h e r 's procedures 34 w ill be p e c u lia r to h is a b i l i t y , p e rso n a lity , and char a c te r and th a t probably no te a c h e r can su c c e ssfu lly d u p li cate the procedures used by another* (67*467) I f a d m in istra to rs know th e c h a r a c te r is tic s of good te a c h e rs , how can they know i f a te a c h e r a p p lic a n t pos se sse s them? Answers to t h i s q u estio n are v i t a l in the s e le c tio n process; some of the answers w ill now be con sidered* P ir s t of a l l , i t i s rep o rted th a t ju n io r colleg e a d m in istra to rs must discount th e use of c r i t e r i a u tiliz e d in s e le c tin g se n io r college and u n iv e rs ity s ta ff s * This point was made by Rainey, who analyzed c r itic is m s of ju n io r co llege in s tr u c to r s , c r itic is m s made by s t a f f s in the upper le v e ls of higher education and based upon c r i t e r i a which th e ju n io r co lleg es cannot f u lly accept* According to Rainey, sen io r college and u n iv e rs ity te a c h e rs a re se le c te d on the b a s is of (1 ) t h e i r pu b li c a tio n s , ( 2 ) t h e i r re se a rc h , (3 ) t h e i r advanced degrees, (4) t h e i r experience (teaching and p r a c t ic a l ) , (5) t h e i r membership and p a r tic ip a tio n in p ro fe ssio n a l b o d ies, and (6 ) t h e i r continued study toward advanced degrees and sta tu s* Sosietimes, but not alw ays, e ffe c tiv e classroom procedures a re included a s c r ite r ia * R ainey's study of b u siness and accounting teac h ers in the ju n io r college re s u lte d in the conclusion th a t the c r itic is m s were not 35 v a lid because of d iffe re n c e s between ju n io r college and u n iv e rs ity goals and purposes* The ju n io r co lleg e empha- s iz e s s u p e rio r teaching above a l l e l s e v and th a t i s the a a jo r d ifferen ce* (79) Like Goren, (49) Scroggs a ls o s tre s s e d the r e c r u it- aent of b e t t e r te a c h e rs as the ch ief aeans of improving ju n io r college in s tru c tio n * The c r i t e r i a he advocated are stan d ard : l e t t e r s of recommendation, academic reco rd , d re ss and p e rs o n a lity , in te rv ie w , past experien ce, and a t ti tu d e of th e teacher* In each of th ese a re a s , th e dean of in s tru c tio n should have a set of h is own c r i t e r i a fo r se le c tin g h is te a c h e rs, Scroggs wrote* (86:201) Goren him self provided us w ith a d d itio n a l c r ite r ia * Before h irin g a te a c h e r, he re p o rted , the a d m in istra to r must see him teach a t le a s t on two occasions* This could be done by le ttin g the prosp ective employee come in as a guest in s tr u c to r fo r a tim e or two* Things to be noted during the observed experience are h is re a c tio n s to the a d m in is tra to r's b e lie f as to what i s lik e d in the c la s s room s itu a tio n ; th e te a c h e r 's f a c ia l and voice expression as he teac h es; h is responses to the stu d en ts in the c la s s ; h is methods of stim u latin g th e stu d e n ts; h is sense of knowledge, humor, and proportion w ith regard to h is students* In a d d itio n to the classroom o b serv atio n , the a d m in istra to r should observe th e te a c h e r in a so c ia l 36 a f f a i r w ith fa c u lty and stu d e n ta 4 should see th a t he has had some ed u c atio n a l psychology, philosophy, and Methodology; and should examine h is s c h o la rs h ip , w ritin g s , and p ro fe ssio n a l background. Goren s tro n g ly approved of an a p p re n tic e co lleg e teach in g course whereby a f i l e can be nade on such c r i t e r i a as s ta te d above. (49:69.71) A survey of th e problem of s e le c tin g the ju n io r co lleg e te a c h e r was made by O s tlie in 1950* A c h e c k lis t was sent to a l l C a lifo rn ia ju n io r c o lle g e s and to matched groups from o th e r s t a t e s . The major fin d in g s included the fo llo w in g : 1. School boards did not g e n e ra lly ap p raise te a c h e r q u a lif ic a tio n s before appointm ent. 2. F o rty .s ix per cent of the C a lifo rn ia ju n io r co lle g e s d id not co n su lt department heads in s e le c tin g te a c h e rs . 3 . D iscrim in atio n was p ra c tic e d a g a in st te a c h e rs whose spouses were alread y employed in the d i s t r i c t ; th e re was a ls o race p re ju d ice in h irin g te a c h e rs . 4* About one h a lf of th e c o lle g e s had w ritte n s p e c if ic a tio n s fo r teaching p o s itio n s as the dominant method of n o tify in g a p p lic a n t o r placement c e n te r. 5 . The m ost.used p ra c tic e s of ev alu atin g te a c h e rs fo r employment were personal in te rv ie w s, re fe re n c e s , and a p p lic a tio n b la n k s. 37 6 * One h a lf of th e c o lle g e s had no organized prograa of c o n u n ity o r ie n ta tio n f o r teachers* 7* O perational a sp e c ts of classroom in s tr u c tio n proved to be th e ao st d i f f i c u l t fo r probationary teach ers* (15) A U nited S ta te s O ffice of E ducation study sua- n a riz e s ways to e lim in a te d i f f i c u l t i e s in r e c ru itin g good f a c u l tie s and th e lo s s of nuch o f th e fin e t a le n t coning fro n c o lle g e s and u n i v e r s i ti e s . The study was based upon q u e s tio n n a ire responses fro n se v e ra l ju n io r colleges* Methods which have proved p ro fita b le a re th e fo llo w in g : 1* Fay g e n e ra lly higher s a la rie s * 2* E nter persons a t h ig h er than nininun s ta r tin g s a la rie s * 3* Have a good r e tire n e n t plan. 4* Share f a c i l i t i e s w ith high schools* 5* Have a good lo c a tio n near a Major u n iv e rs ity . 6 * Have a p leasan t teaching c lin a te * 7* F e rn it scien ce and te c h n ic a l te a c h e rs one day each week f o r re search f o r a d d itio n a l incone* (36:338) C r i te r i a fo r C reating C onditions Favorable to r Good in s tru c tio n S everal q u estio n s need to be answered in connection w ith c r i t e r i a f o r c re a tin g co n d itio n s fa v o ra b le fo r good teach in g and learn in g * W hy are co n d itio n s im portant? What a re th e a o st fav o rab le c o n d itio n s? What can the a d a in is tr a tio n do to e s ta b lis h and m aintain proper con d itio n s ? Each of th ese q u estio n s i s d iscu ssed in th i s 38 se c tio n of the chapter* W hy are conditions im portant?—Cosanon sense should in d ic a te th a t the mental h e a lth of teach ers must be good before th e re can be good teaching* Those th in g s which a f f e c t th e h ea lth and happiness of te a c h e rs au to m atically a f fe c t t h e i r work. Conceivably, aln o st anything nay a f fe c t the mental h e a lth of te a c h e rs. P re s c o tt, studying th e re la tio n s h ip of emotion to the educative process, l i s t e d seven ch ief o b sta c le s to mental h e a lth of te a c h e rs: ( 1 ) f r u s tr a tio n caused by poor cond itions of employment, in h ib itiv e ru le s and re g u la tio n s ; ( 2 ) lack of re c re a tio n fo r te a c h e rs; (3 ) occupational in s e c u rity ; (4 ) inadequacy of fin a n c ia l re tu rn ; (5 ) lack of wholesome re la tio n s h ip between te a c h e rs , su p e rv iso rs, and a d m in istra to rs; ( 6 ) in s e c u rity due to pressure groups; (7) lack of pro. fe ssio n a l o rg a n iz a tio n s. (17:252) According to J e r s i l d , the mental h e a lth of teach ers re q u ire s th a t they know them selves and understand con. d itio n s which may bring fe e lin g s of a n x iety , lo n e lin e s s , and h o s tility * And yet i t i s recognized th a t conditions w ith in the school can be causal fa c to rs of such fe e lin g s w ith in the teachers* J e r s i l d fs em pirical study was based upon w ritte n statem en ts, opinion p o lls , personal confer, ences, and c lin ic a l experiences* Several thousand people co n trib u ted in one way or an o th er. ( 1 0 ) 39 Anderson, in a study of twenty Iowa secondary sch o o ls, determined th a t th e re is a re la tio n s h ip between the morale of te a c h e rs and student achievement and th a t e ffe c tiv e learning i s p o ssib le only when te a c h e rs have the proper co n d itio n s and atmosphere which in crease th e hap. piness of teachers* "Such r e s u lts present a challenge to a l l su p erv iso rs and a d m in istra to rs. . . to improve those con ditions in t h e i r schools which a f fe c t te a c h e r m orale• " (30i696) Donovan suggested th a t proper conditions—those which c o n trib u te to in t e l le c tu a l and p ro fessio n al s e c u rity ..c a n give the ju n io r college program the s ta tu s i t needs in the ed u catio n al system* (40) Ludeman said th a t we can keep our in s tr u c to r s by keeping them happy* (60) Weeks, in discussing fa c u lty a o ra le , s ta te d th a t condition s must be made more a t tr a c ti v e to secure the b e st college te a c h e rs and in stru c tio n * (97) In view of these and o th er stu d ie s and opinions of the same kind , i t would appear redundant to add fu rth e r support to the values of proper conditions* What are the most favorable co n d itio n s? .- Ludeman conducted a recent study of twenty co lleg es for the purpose o f finding an answer to t h i s question* Several hundred respondents retu rn ed h is questionnaire* The 40 follow ing item s, in rank o rd e r, were the most im portant c o n d itio n s to te a c h e rss 1 . Aequate sa la ry 2 * Academic freedom 3 • S en sib le teaching load 4 . Strong a d m in istra tio n 5* Adequate p h y sical f a c i l i t i e s 6 . In terd ep artm en tal cooperation 7 . W ell-defined co lleg e o b je c tiv e s 8 . High school s c h o la s tic a t t itu d e s 9 . Strong fa c u lty s c h o la s tic le v e l 1 0 * Adequate lib r a r y f a c i l i t i e s 1 1 . Adequate retirem en t and h e a lth insurance 1 2 . S ab b atical leav es a v a ila b le 13. O pportunity f o r research 14. Location in a c u ltu re d community 15. O pportunity to a tte n d s t a t e and n a tio n a l m eetings. 16. Good p u b lic schools fo r fa c u lty c h ild re n 17. Ample v a c a tio n tim e 1 8 . Community churches 19. Student a c t i v i t i e s 2 0 . Committee assignm ents (60) Scroggs emphasized the need f o r adequate in s tru c tio n a l m a te ria ls and s e rv ic e s , stenograp hic and d u p li c a tin g s e rv ic e , IBM scoring machines, stu dent re a d e rs, a p p ro p ria te v is u a l aids* There must a lso be allowance fo r fa c u lty s o c ia l l i f e , inform al but organized and p h y sic a lly provided f o r . (86:205) Morse emphasized reasonable teaching lo a d s, ade quate f a c i l i t i e s , dem ocratic a d m in istra tiv e p o lic ie s , te a c h e r o r ie n ta tio n , freedom to engage in classroom experim ents, freedom to a tte n d conferences and p ro fes s io n a l m eetings and to make re p o rts on such conferences and m eetings. (70:514) 4 1 An American Council on Education p u b lic a tio n included reasonable working ho urs, M a te ria ls f o r in s tr u c tio n , c l e r ic a l and sten o g rap h ic s e rv ic e , leave p o lic ie s , chance to tr a v e l to p ro fe ssio n a l n e e tin g s , pro v is io n s f o r improving fa c u lty s ta tu s and s e c u rity (s a la ry , w e lfa re , in su ran c e, re tire m e n t, and te n u re ), fa c u lty counseling s e rv ic e , support of s tu d ie s , and d isc u ssio n of ed u c atio n a l problems* (56:166-75) J e r s i l d 's study documented the need fo r l i g h te r working loads fo r te a c h e rs , b e t t e r communication w ith a d m in is tra tio n , workshops and s p e c ia l courses f o r te a c h e rs, group d isc u ssio n of personal and em otional is s u e s , psychological se rv ic e s and in d iv id u a l th era p y . (1 0 ) One c o n d itio n a l fa c to r th a t has been rep u d iated by re se arc h sc h o la rs i s th a t of c la s s size* E urich pointed to evidence th a t shows th a t s iz e of c la s s has l i t t l e s ig n ific a n c e on ed u catio n al e ffic ie n c y as measured by achievement in the academic su b jects* The burden of proof i s upon th e proponents of sm all c la s s e s , E urich sta te d * The aims and the n atu re of the course work should determ ine c la s s s iz e , fo r the g e n e ra l concept of c la s s s iz e i s arch aic* (44:241) Other re se a rc h e rs have sup ported th is stand* (63:193) The teaching load as a co n d itio n for good in s tr u c tio n has not been f u lly solved, but the ju n io r 4 2 c o lle g e s have been seeking a load somewhere between th a t of th e high school and the fo u r-y ear college* One of the e a r l i e s t sta n d a rd s, s t i l l p e r s is tin g , was set by the North C entral A ssociation in 1918* At th a t tin e twenty-two hours were set fo r ju n io r college teac h ers when they are a lso teaching high school p a rt-tin e * Eighteen c la s s hours were se t fo r the ju n io r college teac h er who i s f u l l - t i n e , although f i f t e e n c la s s hours were th e d e sire d maximum. (39x420) What can the a d m in istra tio n do to e s ta b lis h and m aintain proper c o n d itio n a ?--W ilson s ta te d th a t the abuses of acadenic a d m in istra tio n ten d , more than any o th er f a c to r , to c reate poor co n d itio n s under which teach ers work* Among th e nany co n sid eratio n s a d m in istra to rs must weigh, "the importance of c le a r channels of communication i s even more c ru c ia l in higher education than elsew here." (101x689) Scroggs, in discussing the d e a n 's p art in improving in s tr u c tio n , l i s t e d fiv e underlying p rin c ip le s : 1. P o lic ie s must be f le x ib le , p e r s is te n t, and c o n s is te n t. 2. The Dean should have long-term plans and not tr y to push th in g s too f a s t , because fa c u lty members are slow to change* 43 3* There should be form al, w ell.p lan n ed proposals made from tim e to tim e, but th ese should serve as concrete suggestion s which challenge th e fa c u lty to a b e t t e r p lan. 4* The fa c u lty looks to the Dean fo r im aginative le a d e rs h ip but not commands* He i s the only one paid to study th e e n tir e in s tr u c tio n a l s i t u a tio n . 5 . Deans should know where and how they f i t in to th e dynamic s o c ia l co lleg e s e ttin g * 6 * Department heads must know the plans of the Dean and be in accord w ith them. 7* The Dean can use h is ap p o in tiv e powers to improve te a c h in g . (86:199.200) G la d fe lte r mentioned an a u d io -v isu a l a id s c e n te r, student personnel s e rv ic e s , rem edial in s tr u c tio n , a p h y sical p la n t which provides d e lig h tf u l and happy working spaces f o r te a c h e rs , and a system of communi c a tio n w ith te a c h e rs th a t r e s u l t s in high teac h er morale* O ther c o n d itio n s and r e s p o n s i b i li tie s were d iscu ssed as fo llo w s: 1. A d m in istrato rs should know th a t th e importance of some co n d itio n s v a r ie s w ith the age and experience of the te a c h e r. 2* A d m in istrato rs should g iv e a tte n tio n to the concerns of young te a c h e rs as w ell as th e experienced teachers* 44 3 . Both a d m in istra to rs and te a c h e rs should plan to g e th e r f o r the improvement of conditions* 4* A d m inistrators should plan fo r co n d itio n s which a id the p ro fe ssio n a l growth of teachers* 5* A dm inistrators must s tr iv e f o r a broad w elfare program* 6 * Group insurance programs, h e a lth p lan s, and adequate sa la ry plans should be provided and re-examined constantly* 7* A dm in istrators should consider improvement of retirem en t and tenure* 8 * There should be co n sid eratio n fo r o u tsid e employment of te a c h e rs; teac h in g , w ritin g , and research should be kept in place in the colleg e community* 9* There should be constant study of th e teaching load; too o ften the a b le st te a c h e rs have th e fewest c la sse s and sm allest enrollm ents* 10* A dm inistrators should give teach ers time to engage in independent research* 11* The te a c h e r s 1 accomplishments must be recognized by ad m in istrato rs* 12* Teachers should have o p p o rtu n itie s fo r tr a v e l and attendance a t p ro fe ssio n a l meetings* 13* A dm inistrators must m aintain a clim ate favorable to th e search for tru th * (46) 45 T his l a s t ite m --se a rc h f o r tru th — i s , perhaps, the keynote of academic fre e d o a , which is an im portant asp ect of the c lia a te f o r teaching and learn in g * Many stu d ie s support t h i s . (54) There i s very l i t t l e progress un less th e re i s freedoa of th o u g h t, in q u iry , and ex p ressio n . (56: 178) What, th e n , can a d m in is tra to rs do? They can develop a c li a a t e of opinion on the campus, a c lia a te which i s favorab le to good in s tru c tio n * They can provide competent le a d e rs h ip in th e a d a in is tr a tio n of good con d i t io n s . They can organize th e fa c u lty to take a respon s ib le ro le in developing co lleg e p o lic ie s and programs. They can provide fre e d o a , re c o g n itio n , and s e c u rity fo r a l l i n s tr u c t o r s . (56:179) Success in th ese and o th er im portant g o als w ill depend p a r tly on th e enthusiasm and co n v ictio n s of th e p re sid e n t and the dean of in s tru c tio n of the college* (96:38) C r i t e r i a f o r E valuating In s tru c tio n The process of ev alu atin g in s tru c tio n may be defined as th a t which determ ines the s tre n g th s and weaknesses of teaching and learn in g * The process may include some instrum ent which ae asu res o b je c tiv e ly , or i t may include nothing ao re than su b je c tiv e value judgments* Both, in t h e i r proper p la c e s , a re im portant to th e t o t a l ev a lu a tio n 46 process* Both must include c e rta in co n stan ts and v a ria b le s involved in in stru c tio n * Since good in s tru c tio n i s the ch ief reason fo r the ex isten ce of any ed u catio n al system , the e v a lu a tio n process should assume high impor tan ce ; and y e t 9 as s ta te d e a r l i e r , t h i s process i s a l l but neglected among co lle g e s and u n iv e rs itie s * The 1959 conference of th e N ational Commission on A ccrediting s u b s ta n tia te d th is view* Conference members agreed th a t the q u a lity of teaching re ceiv es in s u f f ic ie n t emphasis in the ev a lu a tio n of the q u a lity of an i n s t i tu tio n * A dm inistrators ty p ic a lly have l i t t l e knowledge of what goes on in the classroom* While the in d iv id u a l i n s t it u t i o n can do much to evaluate the q u a lity of i t s own teac h in g , t h i s process would be expedited and encouraged i f knowledge of the q u a lity of teaching in comparable i n s t it u t io n s could be dissem inated to the f a c u ltie s of in d iv id u a l in s titu tio n s * (23:15) In determ ining the stre n g th s and weaknesses of the in s tr u c to r in h is teaching r o le , some form of o b jectiv e and/or su b je c tiv e procedure must be used. In essence, the procedure w ill be one which r a te s teach ers and t h e i r work* The v ario u s techniques may include o b serv atio n , in te rv ie w , conference, experim entation, q u e stio n n a ire , c h e c k lis t, ra tin g sh e e t, and th e lik e * An American Council on Bducation p u b lic a tio n shows approval of the follow ing procedures and d evices fo r evaluating in s tr u c tio n : (1 ) in sp e c tio n of te a c h e rs ' course 47 m a te ria ls ; ( 2 ) observation of fa c u lty engaged in c o m itte e work; (3 ) ra tin g s h e e ts ; (4) comparison of student per formance on pre- and p o s t- te s ts ; (5) comparison in exam ination w ith stu d en ts in o th e r s e c tio n s ; ( 6 ) stu d ie s of student a c t i v i t i e s w hile in th e courses; C7) in v e s ti g a tio n s of subsequent a c t i v i t i e s a f t e r g rad u atio n ; and ( 8 ) student and alumni ra tin g s of fa c u lty because t h e i r a ttitu d e s and growth w ill be re fle c te d in t h e i r answ ers. (56*147-52) Ryans emphasized th e n e c e ssity fo r ra tin g s of teac h ers but s ta te d t h a t , because of e rro rs in judgment, o b je c tiv ity i s n ecessary . He presented two ways to o b je c tify r a tin g s : Porced Choice Performance R eport, used in connection w ith e ffic ie n c y re p o rts in the United S ta te s Army; and th e Classroom O bservation S cale, used in con n ec tio n w ith the American Council on Education p ro jec t on c h a r a c te r is tic s of te a c h e rs . Ryans wrote th a t the l a t t e r can be used to judge te a c h e r behavior r e lia b ly as in d i cated by a c o r re la tio n c o e ffic ie n t of .80 between the ra tin g s of d if f e r e n t judges. He a ls o recom ended team ra tin g s of teac h ers in ste a d of re lia n c e upon sin g le r a tin g s . T his plan would re q u ire th a t each te a c h e r be v is ite d se v e ra l tim es throughout a school y ear; inde pendent ra tin g s by competent judges would c o n s titu te a t o t a l te a c h e r 's ra tin g fo r a given period of tim e. (85) A S ta te U n iv ersity of New York s ta te conference produced fo u r ev a lu a tiv e instrum ents for measuring the e ffe c tiv e n e s s of teaching in a l l th e two-year i n s t i t u t i o n s of th a t sta te * These instrum ents were (1 ) s e lf a n a ly s is e v a lu a tio n , (2) student ev a lu a tio n of teach in g , (3) c h a ir man or peer e v a lu a tio n , (4) alumni evaluation* The study was conducted f i r s t a t each c o lle g e , and th en , a f t e r reg io n al stu dy, the s ta te conference was held fo r the purpose of drawing conclusions* The follow ing were prim ary: 1* Methods of teaching must be ap p ro p riate to stu d e n ts, the su b ject m a tte r, and the teacher* 2* The fa c u lty must c u ltiv a te the a r t of meeting the needs of stu d en ts and of choosing th a t subject m atter necessary fo r meeting c la s s o b jectiv es* 3* Teachers and a d m in istra to rs must f o s te r c re a tiv e teaching* 4* O bjectives of courses must be changed as subject m atter and stu d en ts change* 5* There should be constant classroom exp eri mentation* 6 * There should be constant evalu atio n of the te a c h e r: h is p re p aratio n and background, h is p e rso n a lity , h is methods and techniques, and h is a ttitu d e and philosophy toward teaching* (80:10-12) 4 9 Though th e re i s co ntroversy on th e n a t t e r of stu d en t ra tin g s and stu d en t opinions as v a lid procedures f o r judging te a c h e rs , M elv in 's study tended to prove th a t th e re i s a place f o r stu d en t e v a lu a tio n of in s tru c tio n * H is study of f i f t e e n ju n io r c o lle g e s in fo u r s t a te s showed th a t a s ig n if ic a n t r e la tio n s h ip e x is te d between adm inis t r a t i v e opinion and stu d en t opinion of te a c h e rs . The cor r e la tio n c o e ffic ie n t was *57, s ig n if ic a n t a t the *01 le v e l of confidence. C lassroon v i s i t a t i o n was p re v a le n t, though in fo rm al. The study a ls o showed th a t such v i s i t a t i o n was judged to be a good procedure, but i t could not be used e x te n siv e ly because of la c k of time and personnel* (67: 403) Some c r i t i c s f e e l th a t an im portant way to ev a lu a te in s tr u c tio n i s through a c c r e d ita tio n procedures* Mayhew, fo r in s ta n c e , s ta te d th a t th e primary purpose of a c c re d i ta t i o n should be the improvement of in s tr u c tio n ra th e r th an the in sp e c tio n of f a c i l i t i e s and the l i k e . In agree ment w ith th e N ational Commission on A c c re d itin g , he b eliev ed th a t the e v a lu a tio n of in s tr u c tio n i s alm ost passed over by a c c r e d ita tio n teams* These teams should observe a c tu a l in s tr u c tio n and be very c r i t i c a l i f improvement i s to come. (63:191) M itz e l, who did some ex ten siv e re se arc h on methods of d iscovering how w e ll te a c h e rs a re doing t h e i r jo b s, 50 d iscu ssed s popular ’'p se u d o -c rite rio n " of te a c h e r e f f e c tiv e n e s s , th e s o -c a lle d te a c h e r achievement examin a tio n s . M itzel noted th a t these a re used by aany d i s t r i c t s and c o n sist of t e s t s of the te a c h e r s ' knowledge and understanding of p rin c ip le s and f a c t s , but "th ese ae asu res do not rev eal anything about a tta in a e n t of ed u c atio n a l g o a ls. . • or how w e ll knowledge about teaching i s tr a n s la te d in to a c tio n in a given te a c h e r 's classroom ." (69:1485) Archer rep o rted th a t valu ab le data re la tin g to th e need fo r the iaprovement of te a c h e rs may be obtained by fo u r ways: (1) survey of opinions by te a c h e rs and/or a d m in is tra to rs ; (2) s tu d ie s of problems faced by beginning and experienced te a c h e rs; (3) s tu d ie s of the co n d itio n s under which te a c h e rs work; and (4) attem pts to analyze a t t i t u d e s , p ro fe ssio n a l and s o c ia l re la tio n s h ip s , teaching competence, and te a c h e r m orale. (32:703) R egardless of the device or procedure used in the e v a lu a tio n p ro c ess, c r i t e r i a of c e rta in co n stan ts and v a ria b le s must be co n sid ered . C onstants and v a ria b le s a re here taken to mean th in g s to be measured and evaluated. Some th in g s to be measured and evaluated w ill remain f a i r l y c o n sta n t, w hile some o th e rs w ill vary. The te a c h e r 's p e rs o n a lity , f o r in s ta n c e , i s considered to be unchanging; th e e f f e c t of in s tr u c tio n upon s tu d e n ts , 51 however, w ill vary according to the in d iv id u a l student* M itzel sep arated th e th in g s to be measured and evaluated in to product c r i t e r i a , process c r i t e r i a , and presage c r i t e r i a . With product c r i t e r i a , the teac h er i s judged according to changes made among stu d en ts tak in g h is courses; process c r i t e r i a include the te a c h e r's c la ss co n d itio n s, clim a te s, s o c ia l s itu a tio n s , student behavior in the classroom , how stu d en ts regard th e ir te a c h e rs, e t c . ; presage c r i t e r i a include te a c h e r p e rso n a lity a t t r i . b u te s, c h a r a c te r is tic s of te a c h e rs in tr a in in g , teac h er knowledge and achievem ent, and in -s e rv ic e teac h er s ta tu s c h a r a c te r is tic s . By f a r the most im portant c r i t e r i a in judging te a c h e rs, M itzel re p o rte d , are those dealing w ith product. (69:1483-84) The N ational Commission on A ccrediting agreed w ith t h i s view: . . . the e ffe c tiv e n e ss of teaching should be measured or assessed p rim arily in term s of student performance* The knowledge, s k i l l s , a ttitu d e s and a p p re c ia tio n s acquired by the student re f le c t the extent to which teaching has a c tu a lly had an e ffe c t on the in d iv id u a l student* (23:14) R a ste rs, in an exten sive rep o rt on the c r i t e r i a of teaching e f fe c tiv e n e s s , s ta te d t h a t changes in stu d e n ts, e ith e r w hile in school or a fte rw a rd s, are the u ltim a te c r i t e r i a fo r teaching e ffe c tiv e n e ss* T herefore, "determ ining the e ffe c tiv e n e s s of te a c h e rs c o n sists of 52 fin d in g the e f f e c ts of te a c h e rs on p u p ils* " (83:646) Of th o se who have w r itte n about product c r i t e r i a , th e M ajority seen to fav or t h e i r use* A few w r ite r s do not* T ra v e rs, fo r example, decided th a t stu d en t changes cannot be used as c r i t e r i a of te a c h e r e ffe c tiv e n e s s because e d u c atio n a l o b je c tiv e s a re seldom ad equately d efin ed and because few outcomes can be measured accur a t e l y . (92) Process c r i t e r i a have been used widely by adm inis t r a t o r s in judging the e ffe c tiv e n e s s of teaching* Reeves, who conducted one of th e e a r l i e s t s tu d ie s on the improve ment of in s tr u c tio n , noted th a t classroom behaviors and clim ates receiv ed p a r tic u la r a tte n tio n by ju n io r co lleg e a d m in istra to rs* The stu d y , which included v i s i t a t i o n s to eig h ty -sev en v ario u s types of c o lle g ia te i n s t i t u t i o n s , re p o rte d , however, th a t only one of fo rty -n in e l i b e r a l a r t s c o lle g e s had a program of classroom su p erv isio n of teaching* (81) The more recent s tu d ie s have su sta in e d th e view th a t process c r i t e r i a must be u t i l i z e d i f th e re i s to be any improvement of in s tru c tio n * Remmers and o th e rs have stu d ie d se v e ra l re se a rc h fin d in g s , the bulk of which sup. port th e need fo r o b serv atio n of classroom processes* These re se a rc h e rs have w ritte n th a t classroom o b serv atio n of processes i s one of th e a d m in is tra tiv e e v ils th a t 53 te a c h e rs must accept as part of the p rice of being te a c h e rs . (83:654) One c r ite r io n of the classro o a process is th a t of the method employed by the te a c h e r. In a sp e c ia l review of re search on the improvement of in s tru c tio n in higher education from 1954 to I960, McKeachie found a sharp in crease in the number of stu d ie s over previous y e a rs, but v ir tu a lly a l l of these s tu d ie s were concerned w ith teaching methods. Those methods stu d ied included le c tu r e , d isc u ssio n , lab o rato ry te a c h in g , p ro ject teac h in g , inde pendent stu dy, te le v is io n , and teaching machines. I t was found th a t no s ig n ific a n t d iffe re n c e s e x is t in th e r e s u lts when th ese methods are used and compared. McKeachie concluded th a t no p a r tic u la r method of teaching had any p a r tic u la r s u p e rio rity over any o th er and th a t " in te r a c tio n s between teac h er c h a r a c te r is tic s , teaching methods, student c h a r a c te r is tic s , and o th e r v a ria b le s appear to be s ig n ific a n t determ inants of in s tru c tio n a l e f fe c tiv e n e s s ." (66:358) Another c r it e r io n of the classroom process i s th e o rg a n isa tio n and amount of work req u ired of s tu d e n ts . Some s tu d ie s show th a t the b est te a c h e rs are considered to be those who re q u ire the most work from t h e i r stu d en ts and whose work i s e f f ic ie n tly organized. (81) The type of c la ss work i s a lso a c r it e r io n . 54 W riston b e lie v e d th a t stu d e n ts ought to w rite papers in a l l t h e i r c o u rse s, th a t they should read w idely, th a t what they w rite should be re a d , and th a t the reading should be done by people who tak e a re sp o n sib le p o sitio n on the u n ity , g r a m a r , coherence, and substance of the papers. W riston re p o rte d th a t There i s overwhelning evidence t h a t , u n less a l l departm ents care about the q u a lity of w ritin g , the improvement e s s e n tia l to re a l education w ill not be made* U nless s u b s ta n tia l essays a re demanded in every co u rse, u n less they are read c r i t i c a l l y and retu rn ed w ith c r itic is m and comment, we s h a ll not make headway a g a in st th e alarm ing higher i l l i t e r a c y of our times* The dean must be the champion of w riting* As he r e c ite s h is lita n y about 'books, books, books, ' he can add another l i n e , 'w rite , w r ite , w r ite * ’ (105:45-47) W riston conceived of se v e ra l sources of inform ation f o r in te rp re tin g the e ffe c tiv e n e s s of teachers* He believ ed th a t the a r t of overhearing conversations between stu d en ts i s of g re a t v alu e, fo r the spontaneous inform al remarks of stu d en ts re v eal f a r more tr u th f u l inform ation th an a d m in istra tiv e questioning of stu d en ts in a formal s e t ti n g . A second source of in form ation, he claim ed, i s th e m u ltip le an aly ses of grades to determ ine h a lo s, e r r a t i c g ra d in g , and th e l i k e . (105:42) Of the th re e ty p es of c r i t e r i a f o r ev alu atin g in s tru c tio n --p ro d u c t, p ro cess, presage— the l a t t e r is the le a s t e f fe c tiv e sa id M itzel. (69:1485) The knowledge and degrees a te a c h e r may possess w i l l not n e c e ssa rily make 55 him an e f f e c tiv e teacher* And y e t, as documented e l s e , where in t h i s stu d y , c o lle g e s and u n iv e r s itie s have t r a d i t i o n a l l y judged t h e i r f a c u l ti e s in te rn s of th ese c r i t e r i a * Popham s ta te d th a t any a d m in istra to r who uses a t e a c h e r 's o u t-o f-sc h o o l a c t i v i t y as a c r it e r io n of teac h ing competency i s basing h is judgment on an u n tested assumption* (74:97) Many textbooks urge teac h ers to p a r tic ip a te in a wide range of o u t-o f-sc h o o l a c t i v i t i e s as an a id to t h e i r teaching e ffe c tiv e n e s s , but judgment of such a c t i v i t i e s may be based in la rg e measure on human values ra th e r than on teaching competence, per se* (74:99) As a presage c r i t e r i o n , th e p e rso n a lity of the te a c h e r i s an o th er m a tte r, however* Some evidence does e x is t th a t th e p e r s o n a litie s of te a c h e rs c o n trib u te to e f f e c tiv e or in e ff e c tiv e teaching* Weber, in a study of one hundred co lleg e g ra d u a te s, found th a t the b e s t-lik e d te a c h e rs were a ls o th e b est in s tr u c to r s in th re e out of fo u r cases* The re p o rt shewed th a t the major d iffe re n c e between th e b e s t- lik e d and the best in s tr u c to r was th a t th e former d isp la y s more f r ie n d lin e s s and humaneness. (95:690) The e v a lu a tio n of teaching in higher education has produced two stro n g ly opposing view s. T ravers re p re se n ts th e n e g a tiv e : ,fThe in e v ita b le conclusion to be drawn i s th a t a t th e p resen t time th e re a re no methods a v a ila b le 5 6 f o r ap p raisin g the e ffe c tiv e n e s s of teaching a t the higher le v e ls of e d u c a tio n ," (92:56) On th e p o sitiv e s id e , the N ational Commission on A ccrediting recognized th a t the measurement of teaching e ffe c tiv e n e s s i s a d i f f i c u l t ta s k but in s is te d th a t in s tru c tio n must r e s u lt in p o s itiv e changes aaong college stu d e n ts. These changes must and can be measured i f f a c u ltie s and a d m in istra to rs are determined to improve in s tr u c tio n . (23:14) C r ite r ia fo r the Improvement of In s tru c tio n A fter ev alu atio n of in s tr u c tio n has been completed, i t i s necessary to c o rre c t any weaknesses shown and to c a p ita liz e upon any e x istin g stren g th s* What c r i t e r i a can be used in the improvement of in s tru c tio n ? The in -s e rv ic e tra in in g programs fo r teach ers a r e , perhaps, the most-emphasized means f o r d ire c tin g the co n tin u al improvement of teac h ers and t h e i r " a rt* " These programs a re conducted on the n a tio n a l le v e l as w ell as on th e lo c a l lev el* An example of a program which o p erates a t th e n a tio n a l le v e l i s th a t financed by the N ational Science Foundation* Junior college mathematics and science in s tr u c to r s a tte n d summer graduate schools in v ario u s u n iv e r s itie s fo r the purpose of improving knowledge and s k i l l s . (33) The most extensive type of in - se rv ic e program, however, i s th a t found on lo c a l lev els* 57 One re p o rt s ta te d th a t over on e-h alf of a l l ju n io r c o lle g e s in th e n a tio n have programs of t h i s ty p e , which i s an organized system of a c t i v i t i e s designed to c o n tri bute to the p ro fe ssio n a l growth of teach ers* (54:234) Personal in terv iew s and o b serv atio n s a t more than fo rty c o lle g e s caused one re se a rc h e r to l i s t th e follow ing as ch ief a sp e c ts of any good in -s e rv ic e program: (1) Define o b je c tiv e s , (2) Build a program designed to achieve th e se o b je c tiv e s , (3) O perate the program, and (4) E valuate the program. The same au th o r reviewed twenty s tu d ie s of in -s e rv ic e programs between 1927 and 1948 and rep o rted th a t sem inars and workshops a re the most popular types of programs. In a d d itio n to a number of the usual tech n iq u es, " i n t e r v i s i t a t i o n between co l le g e s" and "alumni o p in io n s" were l i s t e d as d e s ira b le a sp e c ts of a broad in -s e rv ic e tra in in g program. (71) Rodgers decided th a t the goal of in -s e rv ic e growth i s change of te a c h e r behavior and a t t i t u d e s , and th a t a program i s not e f f e c tiv e w ithout t h i s change* The resentm ent of te a c h e rs w ill d isap p ear when they f e e l they have gained from in -s e r v ic e experiences* Rodgers l i s t e d fo u r c r i t e r i a fo r in -s e rv ic e programs: (1) Adapt to lo c a l needs, (2) Set up a continuing permanent program, (3) B uild around known laws of le a rn in g , and (4) Recognize d if f e r e n t tr a in in g needs of a l l teachers* Rodgers a ls o 5 8 l i s t e d fiv e devices fo r in -s e r v ic e programs: (1) F aculty m eetings designed fo r g en e ral to p ic s , (2) Workshops designed fo r co o p erativ e solving of s p e c if ic la rg e prob lem s, (3) Committees designed fo r sm aller phases of la r g e r problem s, (4) C onferences designed fo r in d iv id u a l problems of te a c h e rs , and (5) Summer school designed fo r form al learn in g through g raduate co u rse s. (84:185-87) Archer s ta te d th a t te a c h e rs must be m otivated to improve themselves* There a re th re e types of p la n s: (1) Compulsion, (2) Inducements, and (3) P ro fe ssio n a l stim u latio n * Archer d ec la red th a t compulsion was used to re q u ire te a c h e rs to improve them selves or be fire d * Inducements include such th in g s as g ra n tin g leav es of absence w ith or w ithout pay, advancement and assignm ent p re fe re n c e s, oppo rtunity f o r t r a v e l , t u i t i o n fo r work shops, shortened probationary period or b e t t e r ten u re p o lic y , and in creased s a la r ie s * S tim u latio n a sp e c ts were good le a d e rs h ip , good working r e la ti o n s , in flu en ce of group in te r a c tio n , re c o g n itio n of good work, freedom to use i n i t i a t i v e , atmosphere of good w i l l , co o p erativ e planning, and f a i r s a l a r i e s - - a l l of which were re p o rted to have been used s u c c e ssfu lly by v ario u s school d i s t r i c t s * A rc h e r's study supported the id ea th a t te a c h e r re sp o n si b i l i t y f o r o rg a n iz a tio n and o p e ra tio n of th e p ro fe ss io n a l- growth program tends to stim u la te and challenge te a c h e rs 59 toward improvement • (32:705-6) C ollege stu d ie s in the area of in -s e rv ic e education a re not o fte n undertakeny but one worthy of note i s by N o rris, who secured a l i s t of tw en ty-eight p ra c tic e s used in higher education* Returns from 270 co lleg e te a c h e rs showed the follow ing p re fe rre d p ra c tic e s : in d u ctio n of new fa c u lty members, p a r tic ip a tio n in making policy and program, creatin g co n d itio n s conducive to good m orale, pro v isio n of c e n tr a l s e rv ic e s , i n t e r v i s i t a t i o n , and fa c u lty exchange in the se rv ic e area* (32:707) N orris developed the follow ing c r i t e r i a fo r college in -s e rv ic e programs: 1* In -s e rv ic e education should come from a col lege *s concern f o r i t s own sp e c ia l needs* 2* The college and the teach er should recognize th a t improvement i s a p art of each p erso n 's job* 3* There should be g eneral p a r tic ip a tio n by the faculty* 4* P rin c ip le s of democracy should be applied to th e coop erative process* 5* I t should be recognized th a t te a c h e rs are never f u lly prepared, th a t they should be co n tin u ally growiqg as members of the profession* 6* Programs to improve teaching should u t i l i z e th e e n tir e school personnel* 60 7 . Real problems must be used so th a t re a l p ro gress can be made. 8* Any progran of in -s e rv ic e growth should in crease th e co o p erativ e a c tio n by re p re s e n ta tiv e s of the co lle g e and community* 9* An in -s e rv ic e p ro g ran re q u ire s adequate re so u rc e s--p e rso n n e l, f a c i l i t i e s , Materials. 10* In -s e rv ic e growth should come through stim u l a t i o n , not compulsion. 11. Those who d ir e c t programs of improvement must remember th a t good teaching a t one le v e l or department may be poor teaching a t a n o th e r. 12. There must be o p p o rtu n itie s fo r re se arc h and e x p erim en tatio n . (L ig h ter teach in g loads f o r those w ith re se a rc h problems; inform ation provided about foundation g ra n ts fo r re s e a rc h .) N orris concluded th a t c l e r ic a l a s s is ta n c e , time f o r re se a rc h , and p a r tic ip a tio n in policy making a re as im portant to the improvement of teaching as are ra tin g s c a le s , teach in g sem inars, and p a r tic ip a tio n in p ro fes sio n a l o rg a n iz a tio n s . (72) S toops, who surveyed in -s e rv ic e edu cation in f i f t y - s i x c i t i e s , found th a t th e a d m in is tra to r must co n sid er (1) means of m o tiv a tio n , (2) d ev ices to be used, (3) personnel to p a r tic ip a te in th e program. His survey uncovered two p o sitiv e -ty p e m otivating devices fo r improving in s tr u c tio n : (1) p ro fe ssio n a l re c o g n itio n or advancementt and (2) monetary awards* T raining devices used by th e c i t i e s included Cl) conferences, (2) univer s ity course work, (3) curriculum stud y, (4) s e le c tio n of in s tr u c tio n a l m a te ria ls , (5) membership in p ro fe ssio n a l b o d ies, (6) p rin te d a id s , (7) dem onstration teac h in g , (8) observ atio n of re g u la r te a c h in g , (9) re se a rc h , (10) t r a v e l , (11) form ulation of a d m in istra tiv e p o lic y , (12) e x h ib its , (13) workshops, (14) film s of su p erio r teac h in g , and (15) s e lf - r a tin g ch arts* As fo r the per sonnel to be included w ith in th e program, Stoops concluded th a t a l l p e rso n n e l--a d m in istra tiv e and teaching— should be equally re sp o n sib le p a r tic ip a n ts ; a d m in istra to rs need to improve them selves a s much as do the teachers* (89) W iles, who wrote a textbook on su p erv isio n , s ta te d th a t the te a c h e r must fe e l w orthy, sec u re, and part of the group before he can improve h is in stru c tio n * He advocated the follow ing c r i t e r i a fo r improving in s tr u c tio n : (1) stim u la te concern fo r improvement, (2) keep teac h ers supplied w ith u p -to -d a te m a te ria ls , (3) never i n s i s t th a t o n e 's id eas about teaching are the c o rre c t ones, (4) ask as fre q u e n tly fo r proof why a new method should not be t r i e d as fo r reasons why i t should, (5) encourage te a c h e rs to develop d is tin c tiv e classroom s, (6) recognize 62 persons who tr y new procedures, (7) provide in -se rv ic e tra in in g in s e lf-e x p re ss io n in a v a rie ty of media, (8) h elp te a c h e rs develop techniques fo r evaluating a v a rie ty of types of pupil growth, (9) organize s t a f f m eetings around teac h er problems, (10) use the workshop as a procedure fo r program change, (11) a s s i s t the experi m entation th a t grows out of a workshop, (12) encourage p u p il-teach in g planning, (13) elim in ate ra tin g as a method of improving the program, (14) encourage s e lf-e v a lu a tio n by te a c h e rs and th e i r c la s s e s , (15) stim u late i n t e r v i s i t a t i o n as a method of providing more data on which to base judgments* (27:285-6) Kopp and Snyder rep o rted a su c c e ssfu l, coopera tiv e ly developed in -s e rv ic e improvement program in s ta lle d a t th e Fashion I n s t i t u te of Technology in 1958* Both pre se rv ic e and ix u serv ice techniques were employed* The p re . serv ic e program included a l e t t e r of welcome to new fa c u lty members, to u r of the c o lle g e , explanation of hand books and o th er college l i t e r a t u r e , assignment of an experienced teac h er to each new member, ad m in istrativ e m eetings w ith new fa c u lty , te a s , and prompt assignment of new members to college committees* L ater a id s fo r the new te a c h e rs included b u lle tin s w ith h e lp fu l inform ation, on- campus courses fo r new members, an extensive system of classroom o b serv a tio n s, and follow -up conferences w ith 63 in d iv id u a l teachers* The observations included the v i s i t s of new te a c h e rs to classrooms of the experienced teachers* (58:91) The idea of i n t e r v i s i t a t i o n has been supported by a number of stu d ie s and th e o ris ts * Brown supported the idea because he saw planned c la ss v is ita tio n s as an excel le n t way to share teaching ideas and techniques* (35:507) Peterson and o th ers (73:19«20) found i t of g reat value in the ju n io r college* They believ ed th a t the beginning of the school year i s the best time to se t high standards fo r teaching* One C a lifo rn ia study rep o rted th a t v i s i t s to oth er schools was ra te d highest in value among p ra c tic e s of in -se rv ic e a c t i v i t i e s , and, y e t, the p ra c tic e was ranked s ix te e n th in frequency of use* The ra tin g was done by teachers* Such evidence, i f v a lid , might in d ic a te th a t d i s t r i c t s should provide more fre q u e n tly those a c t i v i t i e s deemed most v alu ab le by th e ir te a c h e rs . (32:707) B llis b eliev ed th a t new in s tru c to rs have l i t t l e chance of improving t h e i r teaching because they get the worst of d u tie s and schedules w hile the e a s ie r loads are given to the o ld e r teach ers* He s ta te d th a t a se n sib le plan fo r in -s e rv ic e education should include four a re a s : (1) lig h t teaching schedules, (2) i n t e r v i s i ta t i o n s , (3) sem inars on good teac h in g , and (4) an atmosphere of approval of good te a c h in g . (42) 64 Gary rep o rted success in a co lleg e th a t used the technique of brainstorm ing to improve fa c u lty minds and morale* B rainstorm ing, a method advocated by Alexander Osborn, (14) was used in the one co lleg e as a means to id e n tify th e tru e fe e lin g s of th e fa c u lty and to b u ild t h e i r m orale, although the p o s s i b i l i t i e s of improving in s tr u c tio n are e v e r-p re se n t. (45) Another means of improving in s tr u c tio n was sug gested by Weeks* Bvery college should have a committee on th e improvement of teaching* Such a committee could serve to stim u la te good teaching and to in te r p r e t a good super viso ry program to the fa c u lty * (96:3 8) Along the same l in e s , K elly and o th ers s ta te d th a t the committee and improvement program should involve everyone, including students* "F a ilu re to recognize the student as an a c tiv e p a rtn e r has been a g la rin g weakness of many fa c u lty im provement program s." (56:178) Hockema d iscu ssed fa c u lty improvement in terms of saving th e low .ranking stu d e n ts in th is age of mass education; th e answer i s to provide sh o rt courses and term in al courses to meet the needs of those who would f a i l the normal academic s u b je c ts . Hockema f e l t th a t in s tru c to r s w ill s tr iv e to improve t h e i r teaching i f e x te rn a l agencies provide g eneral te s tin g of stu d en ts in the various courses* The in s tr u c to r s w ill want to make sure 65 t h e i r stu d e n ts do w ell on th e exam inations; hence, they w i l l s t r i v e toward b e t t e r teaching* (53) I t was re p o rted by A rcher th a t the e v a lu a tio n of in -s e r v ic e ed u catio n programs has been changing la te ly * S everal s tu d ie s show a change from th e c o lle c tio n of te s tim o n ia l evidence toward th e securing of o b je c tiv e d ata through th e use of s c a le s , t e s t s , in te rv ie w s , case s tu d ie s , c o n tro lle d o b se rv a tio n s, a t t i t u d e surv eys, open- end q u e s tio n n a ire s , sound re c o rd in g s, p ro je c tiv e te c h n iq u es, and so fo rth * Many of th e se s tu d ie s r e f le c t attem p ts to measure studen t and classroom changes as a r e s u lt of te a c h e r in -s e rv ic e ed u catio n . (32:708) A Ju n io r C ollege C h eck list A ra th e r comprehensive c h e c k lis t was prepared in 1954 by a group of ju n io r co lleg e people working to g e th e r to provide c r i t e r i a fo r the o p eratio n of a w ell- organized ju n io r college* The l i s t i s , perhaps, th e most complete one to be found in recent l ite r a t u r e * The p o rtio n of th e l i s t th a t concerns th e problem of th i s study fo llo w s: 9* A se c tio n l i s t i n g d evices used in th e su p erv isio n (in -s e rv ic e tr a in in g ) of a l l in s t r u c t o r s : a* C lass v i s i t s follow ed by conferences b* In d iv id u a l conferences c* P a c u lty -s ta ff handbook 66 d* P ro fessio n al fa c u lty m eetings e* P ro fessio n al committee and department m eetings. f* S e lf.e v a lu a tio n by use of check l i s t s g* Student ev alu atio n h* N ational te s tin g programs i* P ro fessio n al lib r a r y j* Induction and o rie n ta tio n of new fa c u lty members k* R ecognition f o r graduate study !• In te rc o lle g e v is ita tio n s m* In tra sc h o o l v i s i ta tio n s n. Summer workshops o* Meetings of p ro fe ssio n a l a s s o c ia tio n s p* Memberships in p ro fe ssio n a l and learned s o c ie tie s 10* The r a ti o of fa c u lty members to f u ll.tim e student enrollm ent i s w ith in reaso n . 11* Procedures to m aintain uniform ity of in s tr u c tio n a l standards include th e follow ing: a . A nalysis of mark d is tr ib u tio n re p o rts b* P ro fessio n al m eetings and conferences c . Standards f o r s e le c tio n of textbooks d . Standards fo r re v isio n of s y lla b i e . C lear d e s c rip tio n of q u a lity of achievement fo r each mark 12* The follow ing in s tr u c tio n a l a id s are a v a ila b le and used: a . Film s t r i p s b* Sound motion p ic tu re s c* S lid e s d* Dem onstration models e . Maps and c h a rts f* T ra n sp o rta tio n fo r f i e l d t r i p s g* Sound re co rd ers and p lay ers h* Recordings i . V isitin g le c tu r e r s j . O thers k* T elev isio n and radio re c e iv e rs 13. Tables in d ic a tin g the d is tr ib u tio n of marks assigned to stu d en ts during each marking period are av a ilab le* 67 14* The members of th e academic in s tr u c tio n a l s t a f f hold m a s te r's degrees or equivalent* . • 15# The members of th e academic in s tr u c tio n a l s t a f f teach in th e f i e l d s of gradu ate sp e c ia liz a tio n * E xceptions a re ju s tif ie d * 16* The members of th e in s tr u c tio n a l s t a f f have s p e c ia l tr a in in g in th e f i e l d of th e Junior co lleg e through a . Formal courses b* Workshops 17• The members of th e in s tr u c tio n a l s t a f f who te a c h term in al courses or f in e a r t s courses a re co lleg e g rad u ates w ith m ajors in f i e l d s taught or have had such experience as p ro fe ssio n a l p r a c titio n e r s in th e v o ca tio n or a rt* 18* The in s tr u c tio n a l methods evoke responses from th e stu d e n ts and stim u la te t h e i r p a r tic ip a tio n in th e ed u c atio n a l process* 19* The l ib r a r y i s ad m in istered by a q u a lifie d l i b r a r i a n whose fa c u lty s ta tu s i s c le a rly defined* 20* L ib rary o p e ra tio n s a re coordinated w ith the in s tr u c tio n a l s t a f f in the follow ing ways: a* F aculty lib r a r y committee b* C onferences between lib r a r i a n and in s tr u c to r s c* L ibrary ac cessio n s recommended by in s tr u c to r s d* Recommendation of a v a ila b le m a te ria l by l i b r a r i a n to in s tr u c to r s e* O rie n ta tio n of stu d e n ts in use of lib r a r y f* An i n t e r - l i b r a r y exchange 21* The l ib r a r y provides fo r a . R e c re a tio n a l reading b* P ro fe ssio n a l reading fo r s t a f f members c* E du cational and re c re a tio n a l e x h ib its d* A udio-visual m a te ria ls . • • 24* E ducational experim entation i s encouraged* (29:477-79) 68 Summary T his chapter has reviewed the l i t e r a t u r e re la te d to the problem explained in C hapter I . As background fo r th e p ro b lea, the developing concepts of su p ervision were describ ed f i r s t * Supervision has evolved from a haphazard, harsh system of in sp e c tio n by a few in d iv id u a ls to a more dem ocratic, cooperative system involving many persons. D escrip tio n s of d u tie s and fu n ctio n s of the super, v is o r , in g e n e ra l, were next e x tra c te d fro a the l i t e r a t u r e because many of th ese d u tie s and fun ctio n s have c a rrie d over in to ju n io r co lleg e education ; supervisory a c tiv ity in the elem entary and secondary schools of the United S ta te s has provided the b a sic foundation fo r such a c ti v i t y in the ju n io r college* Since the problem of t h i s in v e s tig a tio n i s re la te d to the dean of in s tr u c tio n , e s p e c ia lly in C a lifo rn ia , a d e s c rip tio n of th is p erso n 's o ffic e was presented next* C a lifo rn ia seems to have pioneered in e sta b lish in g not only fre e ju n io r co lleg es on a broad, state-w id e b a s is but a ls o th e o ffic e of the dean of in stru c tio n * An under, standing of the C a lifo rn ia a d m in istra tiv e system fo r supervising ju n io r college in s tr u c tio n provides a b a sis fo r a rriv in g a t c r i t e r i a necessary f o r d ire c tin g the in stru c tio n * 69 The remaining p o rtio n of t h i s ch ap ter included re p o rts r e la te d s p e c if ic a lly to c r i t e r i a fo r d ire c tin g ju n io r c o lle g e i n s t r u c t i o n . Though th e re was no previous sta te -w id e study on t h i s p roblem -.at le a s t a t th e d o c to ra l d i s s e r ta ti o n le v e l— th e re were many a r t i c l e s and a few r e la te d s tu d ie s on th e n a tio n a l le v e l . Por convenience* th e c r i t e r i a were c l a s s i f i e d in to fo u r s e c tio n s : s e le c tin g th e teach in g s t a f f , c re a tin g c o n d itio n s fav o rab le fo r good in s tr u c tio n , th e e v a lu a tio n of in s tr u c tio n , and the improvement of in s tr u c tio n . As a whole, th e s tu d ie s of c r i t e r i a in d ic a te d th a t many v a rie d p ra c tic e s a re used by v ario u s c o lle g e s, but th e use of some of th ese c r i t e r i a appears to be wide spread and sta n d a rd iz e d . S tu d ies tended to show th a t no one su p erv iso ry procedure i s su p e rio r to an o th er because d if f e r e n t tech n iq u es are more h e lp fu l to te a c h e rs a t v ario u s sta g e s of t h e i r development and because the te a c h e r s ' p ercep tio n s of su p erv isio n a re dependent upon th e ways th ese tech n iq u es are used by t h e i r super v is o r s . (98:1444) CHAPTER I I I THE PROCEDURES In e sta b lis h in g c r i t e r i a fo r th e proper d ire c tio n of ju n io r co lleg e in s tr u c tio n , eig h t major step s were necessary: (1) Securing an endorsement, (2) S electin g th e c r i t e r i a , (3) Composing the form at, (4) S electin g the ju ry , (5) Revising the C h e c k list, (6) M ailing the Check l i s t , (7) Organizing the fin d in g s, and (8) Completing the study. Each of th ese procedures i s described in th is c h a p te r. Securing an Endorsement Since th is study was d elim ited to C a lifo rn ia public ju n io r c o lle g e s, i t seemed ad visable to secure an endorse ment from the C a lifo rn ia Junior College A sso ciatio n . This s ta te o rg an izatio n i s a f f i l i a t e d w ith the American A ssoci a tio n of Junior C o lleg es. The C a lifo rn ia o rg an izatio n holds meetings each year fo r the purpose of d iscu ssin g and resolving problems a ris in g in ju n io r college education and i s attended p rim arily by a d m in is tra to rs , although some reg io n al meetings are open to a l l ju n io r co lleg e personnel. During th e e a rly simmer of 1961, a copy of a study proposal was mailed to Henry T. T y le r, Executive S ecretary of CJCA. The request fo r approval of the study was 71 accepted during September a t a re g u la r meeting of th e Executive Committee* Perm ission was gran ted fo r th e use of the o rg a n iz a tio n 's name in a l l correspondence connected w ith the stu d y . E sta b lish in g th e C r ite r ia With th e exception of a p o rtio n of th e ju n io r college c h e c k list d escribed in th e previous c h a p te r, no comprehensive se t of c r i t e r i a could be found in the l i t e r a tu re on d ire c tin g ju n io r co lleg e in stru c tio n * I t became necessary, th e r e f o r e , to review a larg e v a rie ty of re p o rts. Those c r i t e r i a considered d e sira b le by consensus were included in the o rig in a l c h e c k lis t of th is study; those s u b s ta n tia lly re fu te d by a u th o r itie s and research stu d ie s were re je cted * C r ite r ia r e la tin g s p e c if ic a lly to the ju n io r co lleg e were sought, but many of those s e le c te d apply to a l l le v e ls of education* The prelim inary l i s t i n g of c r i t e r i a included seventy-tw o items* Composing the Format I t became apparent immediately th a t any meaningful l i s t i n g of c r i t e r i a would re q u ire a d iv is io n of the whole* Since i t was found th a t the job of d ire c tin g in s tr u c tio n a l programs has a t le a s t th re e im portant areas of resp o n si b i l i t y , the d iv is io n s of c r i t e r i a were re la te d to th ese 72 th re e a re a s : c re a tin g co n d itio n s fav o rab le f o r good i n s tr u c tio n , ev alu atin g in s tr u c tio n , and improving in s tr u c ti o n . T h irty -th re e of th e seventy-tw o ite n s of c r i t e r i a were included under th e f i r s t a re a , s ix te e n under th e second a r e a , and twenty-two under th e t h i r d . Because th e degree of u se, or s t a t u s , and the d e s i r a b i l i t y of the c r i t e r i a were both im portant to t h i s stu d y , two columns of answers were n ec essary . The f i r s t column was e n t i t le d " I b e lie v e t h i s i s being d o n e;” the second column was d esig n ated "I b e lie v e t h i s should be d one." A system of v a rie d answers was d iscard ed in favor of ,fYes" and "No" under each of th e two columns. Allow ance was made fo r v a r ia tio n s of th ese answers by the a d d itio n of comment space a f t e r each c r i t e r i o n . While the c h e c k list of c r i t e r i a assumed major space and emphasis in the fo rm at, c e r ta in o th er inform ation was necessary i f a l l the q u estio n s of t h i s study were to be answered. This inform ation was requested on the fro n t page of the c h e c k lis t; a b r i e f d e s c rip tio n of th e study and in s tr u c tio n s f o r checking the c r i t e r i a were a ls o added• S electin g th e Jury A s ig n if ic a n t e a rly s te p in th e re se a rc h was the s e le c tio n of a d is tin g u is h e d Jury of ju n io r colleg e 73 s p e c ia lis ts fo r the purpose of reviewing the prelim inary d ra ft of the ch e ck list* These people not only had to be s p e c ia li s t s in th e area of th is study but they a ls o had to be le a d e rs whose judgments a re respected by o th er leading educational a u th o r itie s in the sta te * The f i r s t fiv e persons to be chosen a l l agreed to serve on the ju ry . They are the follow ing: 1* Or. William H. H arless, D irecto r of In stru c tio n , £1 Camino C ollege. 2. Dr* Henry T. T y le r, Executive S ec re ta ry , C a lifo rn ia Junior College A sso ciatio n . 3 . Dr. Leonard C a lv e rt, P rofessor of Secondary E ducation, U n iv ersity of Southern C a lifo rn ia . 4 . Dr. Edwin T. In g le s, Dean of In s tru c tio n , College of the D esert. 5• Dr. Oscar H. E dinger, J r . , P re sid e n t, Mt. San Antonio C ollege; P re sid e n t, American A ssociation of Junior C olleges. Copies of th e prelim inary c h e c k list were m ailed to the jury fo r stu d y . Personal conferences were held w ith th re e of the members; telephone conversations of extended len g th were held w ith th e remaining two* Each man, independently, co n trib u ted valuable c ritic is m of the form at, the wording, and the d e s i r a b ili t y of the c r i t e r i a . 74 R evising the C h eck list E s s e n tia lly , a l l the suggestions Bade by the jury aenbers were included in th e f in a l re v isio n of th e check l i s t * Soae of th e a a jo r changes included the follow ing: 1* In clu sio n of a request fo r ev a lu a tiv e in s tru m ents, l i s t s of c r i t e r i a , and o th er m a te ria ls re la tin g to in s tr u c tio n . 2* D eletion of some c r i t e r i a considered qu estio n a b le . 3 . S eparation of some c r i t e r i a in to two or more p a r ts . 4 . E lim in ation of w ordiness. 5* S u b s titu tio n of c le a re r words f o r c e rta in vague term s. 6. Condensation so th a t no more than fo u r pages would be necessary. 7. Request f o r re tu rn of c h e c k list w ith in one week. A fte r d e le tio n s and a d d itio n s were made, the l i s t of c r i t e r i a contained seventy-two item s. In order to follow suggestion s ix , i t was necessary to p rin t the l i s t . The process s e le c te d was lith o g ra p h in g . A copy of the f in a l d ra ft i s included in Appendix A. 75 M ailing the C h eck list The respondents se le c te d fo r the study were the deans of in s tru c tio n and the head a d m in istra to rs in C a lifo rn ia Public Junior Colleges* The deans were se le c te d because they a re the o f f ic e r s most clo sely a s so c i ated w ith th e problem of d ire c tin g in s tr u c tio n ; th e head a d m in istra to rs were se le c te d because they rep resen t the to p le v e l of le a d e rsh ip in the o v e r-a ll program of educa tio n , I t was b eliev ed th a t th ese two o f f i c e r s , more than any o th e rs , could o ffe r judgments of the use and d e s ira b i l i t y of the c r i t e r i a in the c h e c k lis t. The co lleg es th a t were contacted included a l l those on a l i s t provided by the Bureau of Junior College Bdu- c a tio n . (103) These were the sixty-tw o public ju n io r co lleg es in op eration in I960, a sampling of 100 per cent* The l i s t i s included in Appendix A * In some of these co lleg es the dean of in s tru c tio n and the head a d m in istra to r were th e same person. Thus, 120 c h e c k lis ts were m ailed to sixty-tw o c h ie f o f f ic e r s and f if ty - e ig h t deans. Barly in January of 1962, one month a f t e r the m ailin g , sev en ty -fiv e re tu rn s had been recorded and f i f t y - f i v e co lleg es were re p resen ted . A postcard reminder re su lte d in twenty-two more re tu rn s fo r a new t o t a l of 76 ninety-seven* C ollege re p re se n ta tio n increased to f i f t y - nine* Thus, 81 per cent of the respondents retu rn ed t h e ir c h e c k lis ts , and 95 per cent of the ju n io r co lleg es are rep resen ted in th e fin d in g s* Organizing th e Findings A fte r th e inform ation from the v ario u s c h e c k lis ts was recorded on a larg e c h a rt, th e next procedure was to organize the fin d in g s in to a s e r ie s of ta b le s (See Chapter IV ). The f i r s t nine ta b le s were co n structed to include fin d in g s from the id e n tify in g inform ation, requested on page one of the C hecklist of C r ite r ia ; four o th er ta b le s c la s s if y the fin d in g s re la tin g to the c r i t e r i a of the ch eck list* The in d iv id u a l id e n tity of persons and co lleg es i s undisclosed in the ta b le s and d e s c rip tio n s in accordance w ith the o rig in a l agreement w ith respondents* TABLE 1 d is c lo s e s the number of ju n io r co lleg es having fu ll- tim e o f f ic e r s f o r su p erv isio n of curriculum and in stru c tio n * TABLE 2 re p o rts th e years in which f u ll-tim e su p erv iso rs were in s ta lle d and the number of fu ll-tim e te a c h e rs in those y e a rs , each of which re p re se n ts a sep a rate ju n io r college* 77 TABLE 3 re p o rts the percentages of time spent by su p erv iso rs on in stru c tio n * TABLE 4 shows the s ta tu s and d e s i r a b il it y of various degrees of emphases given to classroom supervision* TABLE 5 shows the extent to which respondents w ith in the sane co lleg es agree on the s ta tu s and d e s ira . b i l i t y of enphases given to classro o a supervision* TABLE 6 shows the degree to which various fa c to rs have co n trib u ted in flu en ce upon the judgments of respon dents* TABLE 7 re p o rts the number of ju n io r co lleg es m aintaining l i s t s of c r i t e r i a fo r d ire c tin g in s tru c tio n a l programs. TABLE 8 rev eals the number of ju n io r co lleg es rep o rtin g s ig n ific a n t changes in su p erv isio n since in s ta llin g fu ll-tim e supervisors* TABLE 9 d e sc rib e s the changes reported in TABLE 8* TABLES 109 11, and 12 show the fin d in g s from the th re e areas of the C heck list of C r i t e r ia . T o tal frequen c ie s in each of the fo u r places to be checked are reported se p a ra te ly fo r th e deans and ch ief o ffic e rs * The n u ll- hypothesis (th a t th e re i s no s ig n ific a n t d iffe re n c e between th e judgments of the deans and c h ie f o f f ic e r s ) was te s te d w ith a formula fo r chi square (X1)* "By d e fin itio n , a chi square is the sum of r a ti o s (any number can be 78 summed)* Each r a ti o i s th a t between a squared discrepancy o r d iffe re n c e and an expected frequency• " (7:228) A four c e ll contingency ta b le was made f o r each of the 144 item s of c r i t e r i a (twice seventy-tw o, since th e re are two columns of answers to be compared)* An example fo llo w s: Deans C hiefs Both Yes a b a + b No c d c + d Both a + c b + d N These computations must assume 1 df (degree of frequency) and Y a te fs c o rre c tio n for contin uity* The l a t t e r i s made because of sm all freq u en cies and e s p e c ia lly when any c e ll frequency i s le s s than ten* Thus the fo r mula used fo r chi square was th e follow ing: x i = N 0 a d - b c | - (a+b) (a+c) (b+d) (c+d) Confidence le v e ls of *05 and *01 were used in the in te r p r e ta tio n of the n u ll hypothesis* TABLE 13 shows a comparison of the judgment of th e deans and c h ie f o f f ic e r s in th e various co lleg es by rep o rtin g th e numbers of item s in which th e re i s agreement* Many respondents made comments in the space pro vided a f t e r each statem ent of the c r ite r ia * In a d d itio n 79 to ta b le s and e x p lan a tio n s, th en , these comments are l i s t e d a f t e r each c r i t e r i o n . Most of the comments were given to explain answers or the lack of answers; a few were c r i t i c a l . Completing the Study The f i n a l procedure was to in te rp re t the fin d in g s in terms of conclusions and recommendations. Por b e tte r c l a r i t y , the b a sic q u estio n s and hypotheses of the study were re s ta te d and then followed by re la te d fin d in g s, con clusions, and recommendations. The g en eral conclusions and recommendations were summarized, a summary of the e n tir e study was made. C r ite r ia v a lid a te d in the study were recommended, su ggestions fo r fu tu re study were l i s t e d . T his f i n a l com pletion of the study is presented in Chapter V. CHAPTER IV THE FINDINGS As rep o rted in the chapter on procedures, th e fin d in g s of t h i s study are based upon nin ety-seven re turned c h e c k lis ts , rep resen tin g 81 per cent of those m ailed to deans of in s tru c tio n and c h ie f ad m in istrato rs* F ifty -n in e public ju n io r co lle g e s of C a lifo rn ia , o r 95 per cent of the six ty -tw o in op eratio n in 1960, a re repre sented in the retu rn s* This chapter i s divided in to the two ch ief a re a s of the c h e c k lis t; fin d in g s from th e id e n tify in g inform ation a re reported f i r s t , followed by th e fin d in g s from the c h e c k list of c r ite r ia * A summary of the major fin d in g s completes the chapter* Findings from th e Id e n tify in g Inform ation One c r ite r io n of an e f fe c tiv e program of super v isio n i s th a t th e re must be a fu ll-tim e o f f ic e r whose c h ie f re s p o n s ib ility i s to d ir e c t the program; i f the ju n io r college i s s u f f ic ie n tly la r g e , th e re should be no reason f o r i t s f a llin g below t h i s standard* In an e f f o r t to discover how w ell the C a lifo rn ia public ju n io r college i s meeting t h i s c r i t e r i o n , the q u estio n was asked, "do you have an o f f ic e r whose fu ll-tim e r e s p o n s ib ility i s the 81 su p erv isio n of curriculum and in s tru c tio n ? ” The responses to t h i s q u estio n are shown in TABLE 1, where i t can be seen th a t approxim ately 85 per cent of the f if ty - n in e re p o rtin g c o lle g e s had t h i s o ffic e r* TABLE 1 JUNIOR COLLEGES WITH FULL-TIME OFFICERS FOR SUPERVISING CURRICULUM A N D INSTRUCTION, 1961-62 Response Frequency Y e s ......................................... N o ......................................... No rep o rt ........................... The h i s t o r i c a l growth and development of the C a lifo rn ia p u b lic ju n io r co lleg e i s g en e rally rep o rted in a number of books and a r t i c l e s , but much more needs to be known about th e subject of supervision* When, fo r in s ta n c e , d id th e ju n io r co lle g e s in the s t a t e i n s t a l l t h e i r fu ll- tim e supervisory o f f ic e r s ? And how larg e should a ju n io r college be before i t re q u ire s a sep arate o f f ic e r fo r su p erv isio n ? The f i r s t q u estio n was asked of th e respondents in o rd er to f i l l in one of the gaps in th e h is to ry of th e ju n io r co lleg e in C alifo rn ia* The second q u estio n i s re la te d to th e c r it e r io n of the b est time f o r 82 adding supervisory o ffic e rs * The c r ite r io n of tin e n ig h t b est be found by asking the respondents how nany f u l l , tin e te a c h e rs were enployed a t the tin e when th e f u l l - t i n e su p erv iso r was f i r s t in s ta lle d * TABLE 2 provides sone answers to th ese two questions* Since th e re was an agreement w ith respondents th a t n e ith e r they nor t h e i r co lleg es would be id e n tif ie d in th e fin d in g s , such inform ation is not rep o rted in any of the tab les* I t must be remembered th a t in TABLE 2 each year re p re se n ts a sep a rate co lleg e among the f i f t y th a t have f u l l - t i n e supervisory o f f ic e r s ; the years are shown in the f i r s t column of the ta b le w hile the second column re p o rts th e numbers of f u l l - t i n e teach ers in th e d esig nated years* S ingle lin e s of periods desig nate the co lleg es th a t did not supply th e inform ation needed fo r t h i s tab le* The e s s e n tia l inform ation provided by TABLE 2 i s th a t 1946 was th e f i r s t year in which f u l l - t i n e super viso ry o f f ic e r s were added to ju n io r co lleg e adm inis t r a t i v e s t a f f s , th a t th e g re a t m ajo rity of su p erv iso rs were added in th e la s t ten years (1957 being the node), th a t th e su p erv iso rs were added a t a time when the f u l l - tin e te a c h e rs numbered anywhere fron th ir te e n to 233, and th a t the average number of f u l l - t i n e te a c h e rs was f o r ty , nine a t th e time of the addition* The th ree co lleg es TABLE 2 YEARS IK Y/HICH FULL-TIME SUPERVISORS WERE INSTALLER, V/ITH NUMBER OF FULL-TIME TEACHERS IN THOSE YEARS Yeara Full-time Teachers Year Full-time Teachers 1946 .... 93 1956 ___ 80 1946 .... 30 1956 ___ 45 1946 .... 35 1946 .... 217 1957 ___ 75 1946 .... • • 1957 ___ 160 1957 ___ 87 1947 ___ 13 1957 ___ 60 1957 ___ 15 1948 .... 30 1957 ___ 55 1957 ___ 31 1950 .... 50 1957 ___ 25 1950 .... 70 1950 .... 233 1958 ___ 60 1950 .... 40 1958 ___ 90 1958 ___ 65 1951 .... 45 1958 ___ 60 1951 --- 50 1958 .... 25 1958 ___ 28 1953 .... 65 1953 --- 70 1959 ___ 40 1953 .... 100 1959 ___ 15 1955 --- 32 1960 ___ 25 1955 --- 86 1960 ___ ♦ • 1955 .... 94 1955 .... 35 1961___ 28 1955 .... 50 1956 .... 40 • • • • m • 1956 .... 45 * • • • m • 1956 .... 24 • * • * • « 1956 .... 21 • • • • * • "Median: 19^6 Median: 4^ Mode: 1957 Mode:3l-40 Mean: 49 Q Each year represents a different college 1 3 The three colleges having over 100 teachers are excluded in figuring the median, mode, and mean in this column. 84 which had over 100 te a c h e rs a re excluded in fig u rin g the median, mode, and mean of th e column lab eled "P u ll.tim e Teache r s ." Supervisory o f f i c e r s , known g e n e ra lly as deans of in s tr u c tio n , d id not spend, norm ally, a l l t h e i r time on in s tr u c tio n but a lso had to assume the r e s p o n s ib ility f o r curriculum m a tte rs . According to the l i t e r a t u r e , in s tr u c tio n i s the most time-consuming of the two d u tie s . The c r i t e r i o n — th a t th e su p erv isio n of in s tr u c tio n i s , by i t s e l f , a fu ll- tim e job f o r a dean of in s tru c tio n -.w a s in d ir e c tly te s te d when the respondents were asked to rep o rt the percentage of t h e i r time spent on in s tr u c tio n a lo n e . Forty-seven c o lle g e s , out of f i f t y having f u l l time s u p e rv is o rs , su p p lied answers to the q u e stio n . The fin d in g s showed th a t the most common per centage of time (the mode) was from seventy-one to e ig h ty , w hile the median and the mean were both from 61 to 70 per c e n t. TABLE 3 shows the te n percentage groups in th e f i r s t column and the frequency of responses in th e accompanying column. Note th a t n early a l l the deans of in s tr u c tio n spent le s s than fu ll-tim e on su p erv isio n of in s tr u c tio n ; only eight c o lle g e s were clo se to th e c r ite r io n of f u ll- tim e . 85 TABLE 3 PERCENTAGES OP TIME SPENT O N THE SUPERVISION OP INSTRUCTION B Y FULL-TIME SUPERVISORS IN 47 COLLBGES Percentages Frequency 0 - 1 0 ................................... 1 1 - 2 0 ................................... 2 1 - 3 0 .................................... 31-40 .................................... 4 1 - 5 0 ................................... 5 1 - 6 0 .................................... 61-70 .................................... 7 1 - 8 0 .................................... 81-90 .................................... 91-100 ................................... Ju nior co lle g e s are s im ila r to the elem entary and secondary schools in th a t they emphasize in s tru c tio n and sim ila r to the sen io r co lleg es in th a t they are slow in accepting the su p erv isio n of classroom in s tr u c tio n . I t has not been known ex actly where the C a lifo rn ia ju n io r co lleg es f i t in to t h i s p ic tu re . In order to fin d some answers to t h i s phase of th e problem, two questions were asked. The f i r s t q u estio n asked respondents to id e n tify th e degree of emphasis given to classroom su p erv isio n in t h e i r c o lle g e s; the second q u estio n requested respondents to determ ine what degree of emphasis would be b est fo r ju n io r c o lle g e s . The f i r s t q u estio n , th en , d e a lt w ith the s ta tu s of classroom su p e rv isio n , w hile the second 86 d e a lt w ith th e d e s i r a b i l i t y of p re v a ilin g degree of em phasis. TABLE 4 shows the responses to th ese two q u e stio n s, w ith the deans of in s tr u c tio n and ch ief o f f ic e r s recorded s e p a ra te ly . The freq u en cies and percentages are shown f o r each of th re e d eg rees: strong em phasis, very s lig h t em phasis, and moderate em phasis. Column one shows th e responses d ealin g w ith th e s ta tu s q u estio n and column two shows the responses concerning the d e s ir a b il i ty q u e stio n . The fin d in g s in t h i s ta b le provided some understanding of the kind of c r i t e r i a needed f o r d ire c tin g in s tr u c tio n . TABLE 4 shows th a t th e m ajo rity (82 per ce n t) of th e respondents re p o rted th a t th e ir co lleg es followed moderate su p erv isio n of classroom s, or somewhere between a very strong and a very s lig h t emphasis. This average of th e two groups of respondents i s shown in the l a s t lin e of th e t a b l e . An in te r p r e ta tio n of the responses of the two groups a ls o shows th a t s lig h tly more c h ie fs than deans (d iffe re n c e of 7 per cen t) b eliev ed th e s ta tu s was moder a t e . Pourteen per cent more deans than c h ie fs rep o rted th a t the emphasis was very s l i g h t , and 7 per cent more c h ie fs than deans re p o rted th e emphasis was very stro n g . These d iffe re n c e s a re not as im portant as the fin d in g th a t both groups b eliev ed th a t t h e i r ju n io r colleges g e n e ra lly emphasized classroom su p erv isio n to a moderate degree. TABLE 4 THE STATUS A N D DESIRABILITY OP VARIOUS DEGREES OP EMPHASIS GIVEN TO CLASSROOM SUPERVISION S tatu s of Degrees of Emphasis D e s ir a b ility of Degrees of Emphasis a ■ p ■ p P •s * § > a a •Ha a a a •Ha a a rHrl ■ p iH •H iH tH •p •H c D to a a D a to a a a o a i a p a o a a p a p < o A > > X t a ^ a xt a a P a & •o o a P 0 -P 8 P a t T J o & K W W f> W a w C O w > ■ w a w N f P e rc . f P e rc . f P erc. N f P erc. f P erc. f P erc. Deans 53 2 4 9 17 42 79 52 4 8 13 25 35 67 Chiefs 37 4 11 1 3 32 86 37 3 8 6 16 28 76 T o tals 90 6 ease 10 • ♦ • • 74 ease 89 7 • • • • 19 a * a • 63 • • * « Means • • • • 7 * . 11 • e 82 • » • * 8 . • 21 .. 71 o o 88 In t h i s re sp e c t, the ju n io r co lle g e s may be d if f e r e n t from the elem entary and secondary schools and the se n io r co l leges* The second la rg e column of TABLE 4 , " D e s ira b ility of Degrees of Em phasis," records the respondents b e l i e f in th e values of th e th re e degrees of emphasis in term s of frequency of responses and percentages of responses* The mean percentages of the two groups of respondents, as shown in th e bottom lin e of the ta b le , revealed the f a c t th a t over tw o -th ird s of a l l respondents, or 71 per ce n t, supported the value of having a moderate emphasis upon classroom su p erv isio n a t th e ju n io r college lev el* More c h ie f o f f ic e r s than deans (76 per cent compared to 67 per c e n t) p re fe rre d a moderate emphasis* The second most popular preference was ,rVery S lig h t Emphasis" (deans, 25 per c e n t, and c h ie f s , 16 per c e n t.) "Strong Emphasis" received l i t t l e support by both deans and c h ie f o f f ic e r s , as only 8 per cent of both groups se le c te d th a t degree of emphasis* P urther study of TABLE 4 in d ic a te d t h a t , w hile a m ajority of the c h ie f o f f ic e r s b eliev ed in and used moder a tio n in the su p erv isio n of classroom s, a sm aller m ajority of the deans b eliev ed in and used moderation* Some of th ese d iffe re n c e s between the two groups of respondents are more re a d ily d iscern ab le in TABLE 5, which shows the 89 ex ten t to which respondents w ith in th e same co lleg es agreed on th e n a t te r of emphasis on classroom su p erv isio n . TABLE 5 AGREEM ENT BETW EEN RESPONDENTS WITHIN THE SA M E COLLEGES ON EMPHASIS GIVEN TO CLASSROOM SUPERVISION ITEM Freq. Perc* F u ll agreem ent............................................. 56 Agree on s ta tu s but not on valu e. . . . 6 19 Agree on value but not on s ta tu s . . . . 2 6 D isagree on both value and s ta tu s . . . 6 19 T o ta ls 32 W ' TABLE 5 provides some answers to the phase of t h i s study which seeks to fin d the degree of c o n flic t a ris in g from th e su p erv isio n of ju n io r co lleg e classrooms* While i t was shown in TABLE 4 th a t the d iffe re n c e s between the two groups of respondents, when taken as a whole, were sm all, i t does not follow th a t d iffe re n c e s between respondents in th e same co lleg es were sm all and of no consequence. Disagreement between th ese two o f f ic e r s would seem to in d ic a te need fo r improvement* TABLE 5 shows th a t 56 per cent of th e th irty -tw o co lleg es whose respondents both answered t h i s se c tio n of id e n tify in g inform ation did have f u l l agreement between t h e i r deans and ch ief o ffic e rs* There was p a r ti a l 90 disagreem ent between respondents in eig h t co lle g e s and t o t a l disagreem ent in s ix colleges* Thus, th e re was some disagreem ent in 44 per cent of th e cases* Another se c tio n of th e id e n tify in g inform ation d e a ls w ith th e fa c to rs th a t in flu en ce the judgments of respondents* They were asked to check once those item s which co n trib u ted somewhat to t h e i r concepts of super v isin g ju n io r college in s tru c tio n * Double checkmarks were placed b efore th e item which rep resen ted a strong influence* Since the fin d in g s of t h i s study lean h eavily upon th e resp o n d en ts' judgments, i t is h elp fu l to know what fa c to rs influenced them; i t i s a lso h e lp fu l to know i f the respondents were g e ttin g more h elp from one source as compared to another* The fa c to rs of influence are seen in the f i r s t column of TABLE 6* Column two, "Strong In flu e n c e ," and column th re e , "Minor In flu e n c e ," rep resen t the two ca te g o rie s in which respondents could check the item s. The frequency and percentage of response and the rank of each item a re shown under each of th ese l a s t two headings* TABLE 6 re v e a ls th a t th e two ranking strong in f lu ences (receiving to g e th e r 54 per cent of th e checks) were "My own teaching experience" and "M y a d m in istra tiv e experience*" A ll the o th er item s of the ta b le received only 46 per cent of the responses. No person se le c te d TABLE 6 CONTRIBUTING INFLUENCES UPON LEANS AND CHIEF OFFICERS T m -pr, - Strong Influence Minor Influence f c Perc * Rank f c Perc. Rank Courses taken as a student 8 4 8 38 10 3 College teachers with whom I have studied 9 4 7 34 8 7 My own teaching experience 57 28 1 29 7 9 & My administrative experience 53 26 2 28 7 10 Administrative colleagues 17 8 4 48 12 2 Research and scholarly writings 5 2 10 31 8 8 State Department of Education and Government * • • • # • 15 4 11 Western College Association and accreditation 13 6 6 36 9 T6 TABLE 6-Continued ITEM Strong Influence Minor Influence f c ; Perc. Rank f c Perc, Rank California Junior College Association committees and meetings 16 8 5 34 8 6 Teachers under my supervision 20 10 3 53 13 1 Students in my college 7 3 9 35 9 5 Parents and laymen in my community • * • • * • 15 12 OTHERS1 3 3 1 11 3 1 13 Totals 208 . 100 1 398 100 | . j _ . aKost of the respondents stipulated junior college administrative experience; four persons also added high school administration, "^Strong influences included "military teaching and leadership training," "Kimball Wiles' Institutes," and "work in speech and communication (how well does teacher communicate,)" Minor influences overlapped other items in the table, cThese columns represent the percentage of frequencies for each item against the total frequencies shown on the last line. >0 to 93 "p aren ts and laymen in my community" or the "S tate Department of Education and government" as a strong in . flu en c e. Minor in flu e n c e s were more d iv e rs ifie d * Eight of the item s each received tw enty-eight or more checks* The two highest ranking item s, receiving to g e th e r 25 per cent of the t o t a l checks, were 'T eachers under my su p erv isio n " and "A dm inistrative c o lle a g u e s ." Of th e twelve s tip u la te d item s, the "P arents and laymen in my community" and the "S tate Department of Education and government" received th e fewest checkmarks (4 per cent fo r each). In TABLE 6 i t i s evident th a t th e re were con. sid era b ly more minor in flu en ce s upon supervisory concepts than th e re were major in flu e n c e s. Three hundred and n in e ty .e ig h t checkmarks were made in the "Minor In flu en ce" column w hile only 208 were made in th e "Strong In flu en ce" category. Many of the respondents did not s e le c t any of th e item s as strong in flu e n c e s. TABLE 6 does not sep a rate th e freq u en cies fo r th e deans and ch ief o f f ic e r s because i t was discovered th a t th e re were no s ig n ific a n t d iffe re n c e s between them in s o fa r as they have been influenced by item s of the ta b le . Since t h i s study i s p rim arily concerned w ith developing a l i s t of c r i t e r i a fo r d ire c tin g ju n io r college in s tr u c tio n , i t was considered im portant to compare sample 94 l i s t s from th e v ario u s colleges* A number of th ese docu m ents, along w ith o th e r m a te ria ls d ealin g w ith su p er, v is io n , were subm itted and a few s e le c te d samples a re included as Appendix B. The fa c t th a t a c o lleg e keeps a l i s t of c r i t e r i a , however, becomes a c r it e r io n in i t s e l f * E ffic ie n c y in su p e rv isio n cannot be te s te d and ev alu ated very w ell w ithout a form ally adopted se t of c r i t e r i a . Another q u estio n in th e id e n tify in g in fo rm atio n , th e r e f o r e , was "Does your co lle g e keep a form al l i s t of c r i t e r i a f o r d ire c tin g Junior co lleg e in s tru c tio n ? " TABLE 7 shows th e fin d in g s to t h i s q u e stio n . Seventeen c o lle g e s , or 29 per cent of those responding, m aintained l i s t s * TABLE 7 JUNIOR COLLEGES USING LISTS OF CRITERIA FOR DIRECTING INSTRUCTIONAL PRO G RA M S Responses Frequency Percentages Y e s ........................... 17 29 N o ........................... 42 71 T o ta ls 59 100 The d ata in TABLB 1 show th a t f i f t y public ju n io r c o lle g e s had f u ll.tim e o f f ic e r s fo r th e su p erv isio n of 95 curriculum and in s tr u c tio n . Of these f i f t y , tw e n ty -th re e , or 46 per c e n t, rep o rted s ig n if ic a n t changes in super v isio n sin ce in s ta llin g th ese o ffic e rs * The questio n of s ig n ific a n t changes was asked in order to determ ine i f th e a d d itio n of a f u ll.tim e o f f ic e r makes any d iffe re n c e in th e program of su p e rv isio n , s p e c if ic a lly in th e methods and techniques th a t a re used. TABLE 8 shows th e responses to th e question* TABLE 8 SIGNIFICANT CHANGES IN SUPERVISION SINCE INSTALLING FULL-TIME SUPERVISORY OFFICERS Responses Frequency Percentage Y e s ................................... 46 No....................................... 54 T o tals 50 100 A judgmental fa c to r was imposed upon respondents in answering th e question of whether or not s ig n ific a n t changes were made. I t i s very probable th a t changes were made in the tw enty-seven co lleg es represented by the frequency of '*no" answers in TABLE 8, changes which other a u th o r itie s might consider s ig n if ic a n t. I t i s a lso q u ite p o ssib le th a t some changes made in the remaining twenty- th re e c o lle g e s, rep resen ted by the "yes" answers of the 96 t a b le , would not be regarded as s ig n ific a n t by respondents answering f o r the o th er tw enty.seven colleges* A few of th e tw en ty .th ree co lle g e s re p o rtin g s ig n ific a n t changes did not have p e rfe c t agreement between th e dean and th e ch ief o f f ic e r w ith in the same in s titu tio n * Pindings having to do w ith the q u estio n of change, th e n , must be viewed as r e la tiv e and te n ta tiv e * Space was provided in th e id e n tify in g inform ation se c tio n fo r the respondents to d escrib e the changes th a t they thought were s ig n ific a n t* One or both respondents from each of the tw enty-three co lle g e s described a number of changes which were l a t e r c la s s if ie d in to tw en ty .fiv e d if f e r e n t categ o ries* These c a te g o rie s are l i s te d in TABLE 9, along w ith the frequency fo r each* The highest frequency was seven; t h i s means th a t seven co lle g e s in cluded a new p ra c tic e a f t e r adding a fu ll-tim e supervisory o f f i c e r , th e new p ra c tic e being " V is ita tio n of in s tr u c to r s , c h ie fly probationary.'* There were a number of changes (twelve of the tw e n ty -fiv e ) w ith only one frequency— th a t i s , taking place in ju s t one college* Most of th ese changes are included in th e o rig in a l c h e c k list developed by t h i s study* Pindings from the C hecklist of C r ite r ia The c h e c k list i s divided in to th re e areas* T h irty - th re e c r i t e r i a are included under the heading '^C riteria fo r 97 T A B U S 9 D ESC R IPTIO N O F C H A N G E S M A D E IN 23 C O L L E G E S Chang* described frequency V isitatio n of in stru c to rs, ch iefly probationary • • • . 7 Evaluation conferences with in stru c to rs a fte r class v i s i t a t i o n s ........................ * ...................... 5 More effectiv e operation of curriculum committee • • • • U Regular in-service train in g programs • • ............................. 3 Inclusion of d ivision chairmen as important lin k in program of curriculum development and supervision ..................................................................... 3 Increase of v is its to classro o m s............................• • • • 2 Planned supervision with adequate time to do the j o b ........................................................................................ 2 Study of evaluative procedures fo r in stru c to rs ................. 2 Inclusion of fac u lty in process of improving in s tr u c tio n ........................................... 2 Inclusion of department chairmen in supervision . . . . 2 Closer assistance to individual in stru c to rs in the improvement of th e ir teaching performance . . . . 2 More equitable teaoher loads .................................................... 2 B etter scheduling of teachers ................................................ 2 Inclusion of two deans of instruction for fu ll time supervision of curriculum and instruction . . . . . . ..................................................... 1 Provision for supervision of deans of instruction . . . 1 Supervision of a ll evening fa c u lty ..................................... 1 Requirement of complete course outlines .......................... 1 Periodic visitations to classes of a ll permanent staff members and evening division teachers . . . . . 1 Written observations of instructors' performance . . . . 1 Use of advisory committees for curriculum in special areas ....................................................................... 1 Encouragement of interclass visitations by teachers .............................................................................. 1 Inclusion of more members to the visitation and evaluation te a m s ........................................................ 1 Student ratings of instruction ..................................... • • 1 Increased emphasis on supervision ..................................... 1 Addition of an assistant dean of instruction (at 1200 students) whose responsibility includes supervision ........................................................ 1 98 C reating C onditions Favorable fo r Good I n s tr u c tio n • " S ixteen c r i t e r i a a re included under the heading 'C r i t e r i a fo r Methods and Techniques in E valuating In s tru c tio n * " Twenty-two c r i t e r i a are included under the heading '^C riteria fo r Improving I n s tr u c tio n ." The t o t a l of c r i t e r i a i s seventy-two* The f i r s t item checked by respondents a f t e r each c r it e r io n was whether or not i t was being met by the co l le g e ; a second checkmark was fo r the purpose of d isclo sin g whether or not each c r ite r io n should be met* The f i r s t answer, th en , is in d ic a tiv e of the s ta tu s of th e c r ite r io n in the in d iv id u a l c o lle g e ; th e second answer i s in d ic a tiv e of th e d e s ir a b il it y of the c r ite r io n as judged by the respondents* Three ta b le s , (10, 11, and 1 2 ,) rep o rt the f r e quencies of the responses fo r the th re e are a s of the c h e c k lis t. The ta b le s show each c r ite r io n l i s te d by numbers which correspond w ith those in the th re e areas* The columns of the ta b le s lab eled " Is Being Done" and "Should Be Done" r e f e r to the s ta tu s and the d e s i r a b il it y of th e c r ite r ia * Beneath both columns the responses of th e deans and the ch ie f o f f ic e r s a re recorded s e p a ra te ly , followed by chi square r a ti o s , s ig n ific a n t d iffe re n c e s between the two groups a t the *05 and .01 le v e ls of con fid en c e, and, f i n a l l y , the percentage of th e t o t a l 99 respondents in fa v o r of each c r it e r io n (re c o g n itio n of i t s use under " I s Being Done" and re c o g n itio n of i t s value under "Should Be Done*) TABLE 10, d ealin g w ith the c r i t e r i a concerning c o n d itio n s , shows th a t th e re were no s ig n if ic a n t d i f fe ren ce s between th e two groups of respondents on t h e i r e v a lu a tio n of th e c r it e r ia * The la r g e s t chi square was 1*91 fo r item eig h t under th e " Is Being Done" column. The percentages under t h i s colunn show th a t a l l th e c r i t e r i a but item s 2, 15, and 33 were being used by 67 per cent or nore of the f i f t y - n i n e co lleg es* The same th re e item s f a ile d to reach th e 67 per cent le v e l under the "Should Be Done" column, w hile th e remaining t h i r t y c r i t e r i a surpassed th i s percentage* Ten of th e c r i t e r i a were sup ported by 100 per cent of the respon dents. In t h i s p art of th e c h e c k lis t, comments were made by a l l but eig h t respondents* Many respondents made e s s e n tia lly th e same comments* In view of t h i s d u p li c a tio n , only re p re s e n ta tiv e remarks a re included in the follow ing l i s t i n g of the t h i r t y - t h r e e c r i t e r i a : 1* A ll in s tr u c to r s are teaching su b je c ts they lik e * **Cannot o ffe r enough s e c tio n s for a l l to be assigned to t h e i r l i k e s . " " I n s tr u c to rs g e n e ra lly p re fe r th e c la ss e s w ith th e screened stu d en ts* " "Not always p o s s ib le , e s p e c ia lly in E n g lish , 100 w < 4 CH 0 fc H t H « w K 0 PP 0 <!H fig H P H H 6 E H 0 HP 0 c o o K O H O PP E op P P ffl M H P i E O 0> < 1 0h < i W f c m o £ H 3h PP £ fro oo m w m o fc to w ft (1 ) fl 0 P (1 ) ft d H d o £ to (1) a o P y fl ■ r l (U 01 H I f f I f f •rl P i P i a > 4 ) fl • h p 3 U 'sZ D 0 1 0 1 > P i * > » 0 ) o: * P i 0 0<H fl P h o a J ■ r l ( 0 A * 0 ) P i • > i f l ) 0 : :5 P i 0 5 ( U P f l P i o fl to ■ r l ( 0 r*N tf 0 M P h J o T jo ) O f H o V a 01 0 I r * r- r 0 5 0 m < t rn Q \ 0 O « ■ O C O in 0 5 0 * 5 0 0 0 t- t~ H 0 5 rO't C \ | 0 0 0 0 0 r O 051AC0 CM OcOCTi 05 0 5 0 0 0 5 0 0 5 1 0 0 5 0 5 0 5 0 0 0 5 0 5 0 5 0 5 0 5 0 5 0 5 0 OO O O C5) I I I I I I I I I » I I I I I t I I I I I I » I I I I I I I I 4 I [otocotocotototocototototototocototototototococototfltocotototototo I I 4 I 4 I • I I I I 4 I I I 4 ■ 4 I 4 4 I I I 4 I 4 I I I I 4 I hr 4? hf I -J I l:i< l r I? | 7 hf | 7 4» l-r 4^ 1 / I 7 h I -J - K 4 7 ( 7 ^ h- 1 ^ 1 ^ 1 ^ 1 / 4 , 4 , I * h- 4 - 4 H l H 4 H l 4 4 4 H 4 - l 4 4 H H f - 4 4 ‘ (H h H l 4 l H l - 1 M H H 4-1 H H H H H 4 l 4 I H H 4 ro f O rn ro 0 1 -to 0 0 C \ J 0 I-n I-to C O 0 01 -h-4-0 0 5 0 W 0 0 0 0 0 5 0 0 0 5 0 0 r 0 i- 0 0 to 0 rn n 0 o r- 0 o n * • n 0 W I- o 0 0 0 O 0 la 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 O JC O rO r-C O lA O T - 1 * 5 0 Of-0 O C O 0 0 0 0 0 0 0 0 0 <-r-c5 l0 0 0 0 0 tv \ r- T - CM 05 C O 0 C M 0 0 A 5 5 Q C M rtrriO M ’lA C O "tlA M W M TA O n-lA O ’ -Nf-'tTA'-rAii (\J r-o r )rrirr|r|rry ro rO iv l'v 1 i r 5 f v 5 i rlf^5frir r |i,5 i,5 i v 5 C 5 l i v 5 f rl'v 5 i v 5 f y 5 C 0 i,5 f v 5 i v 5 'v 5 M -O t'^ 5 D 0 0 4 -r-C \IO O 'tO C 5 J in i-T -rr|O O C 5 J W t\jT -t1 -rr,M -O O O O O 5 0 C M t- r f) 't^'trOC5 Jr0f'Of~OC0 i-r-C00J M 'C 0lf5i ,5C ! 505r0tv -’ - O50 C 0 t- 0 0 J C 0C 0 n r n iO d r r |r r |r r |r r |r r |M ''ttr iM T r ||O M 'C 5 I M - ^ M - M ’M 'ri^ tr^ 't4 trO rr|M -^ M -rT d -i“ 0 5 0 0 5 C M U 5 t- 5 0 M - r O 0 5 O 0 5 0 5 0 5 I A h 5 0 r O C O O 0 5 C O n f- A 1 0 r O C O 0 0 1 0 0 0 0 5 0 5 5 0 m 5 0 5 0 f-C O 0 5 H h 0 5 0 C O 0 5 0 5 M - C O 0 5 C 0 0 5 O 0 5 C 0 0 5 0 5 0 5 0 5 0 5 0 1 0 5 C T i C ? i 0 I I I I I I < I t t I < t I I I I I I < I I I t I I I I I I I t » mmmmmmmmmmmmmmmmmmmmmmtommmwmmmwmti) t t I t < I t I < I « < I I t I I I I I I I ( I < I I 4 I I I « I h ‘ t - H P / > 7 P' P ’ h' lv I/ t/ t' ^ ^ t’ ^ ^ ' I' t' ^ ’ t ‘ 1 ' K ‘ t ’ f-i I ' > I H M M Pt H N f i H H IM < l M t- i H H A I I M f-* b< » ■ i r - I f-i t l f- i f ■ t • MTiT-5X3f-50rOi-Oi,5OC0rr)CMC0Hr*5OW OO5rr)C0Hli5OC5h-H^r-a) r- 5 !'H T -(\J^ C \)O 0 5 O O O C JO O '-O O O < M O h t\Ji-O 0 5 W C -(M rriO iv 5 O O 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 5 0 IA rr)r,5 0 '-l ,50’ _O l/5'"0'v 1 U 5 C \J 5 0 0 0 0 0 lC 5 C 5 l4 “rr|r'i-4-lM r'0'r t r* C 5 |T ‘ T'f' * ” T * C M 4 - ci 050 0 5 5 0 5 0 f'O t'-lA tO H C O L A f“tO 5 0 C M 5 0 C M 0 O t — t— 5 0 C M 5 D 5 £ ) " t f 'C O r ^ " 5 S M 'C O .i C M - OJfC\IC5ICM r5rOC\IC\lrOi,5i,5(y 5rr|T-rOrr)rOrf5rOC\lror,5r5iv 'irr|rr|rr|iY 5 frirr|rO 5 0 C 5 J I A C 5 J 01 -1 005 101 0 Of-0 '-tt5Ht\IOW 005 W O r tft 5 0 1 1 5 r- r- C M < ” r- 0 5 i- r O r- C M r i- r- C M r- t- "i C O U 5 t-W 0 0 0 5 0 5 0 5 0 5 I A ro M - I A r-ro 5 0 ( 5 1 M - W ro ro O 'C 5 J t 0 1 -C O 0 C \ J C O f-W M - C M i- r o r o r n m M - f n r O tA I A M ’ tA tA C M M 'lA M - lA I A M - M - M - I A tA M - M - lA M 'M - M - ^ - C \ l ro M - 1 A 5 0 t-C O 0 5 0 r- C M r O - s f 1 A 5 0 f-C O 0 5 0 r- C M m * t I A 5 0 t'C O 0 5 0 r- C M m 4 -T -i-r-r-ri-4 -T-i-C 5 1 C 5 I C \J C 'J C 5 lC 5 IC \l(M C \J O J rO rO rr)fO P i 0 ft description o f criteria, s e e pages 99— 109 101 where they sometijnes need to teach com position•" ’The needs of stu d en ts cone before te a c h e r p re fe re n c e s, i f p o s s ib le • " ’’Some d o n 't lik e any c o u rse ." 2. A ll in s tr u c to r s are teaching e x c lu siv ely w ith in t h e i r college majors* "Very few e x c e p tio n s." "Some w ith strong Minors do an e x c e lle n t jo b ." "S everal have o th e r i n t e r e s t s , backed by experience and a b i l i t i e s . " "Exceptions are in c e rta in s p e c ia lty f i e l d s . " "Two in s tr u c to r s have developed high competency ou tsid e t h e i r M ajors." 'They a re expected to teach in a Minor f i e l d as w e ll, to which they a g re e ." "Im possible in a sm all j . c . " "Some te a c h e rs have developed strong teaching f ie ld s th ru independent or FG stu d y ." "A ll i s ju s t too in c lu s iv e ; e s s e n tia lly , However, I a g re e ." "New i n te r e s ts develop ." "Sometimes prevented by scheduling need s." "Science te a c h e rs o ften make good math te a c h e rs. • • " 3 . A ll in s tr u c to r s are teaching le s s c la ss hours per week than i s normal fo r high school te a c h e rs (le s s than 25). "Shop in s tr u c to r s sometimes teach up to 3 0 ." "Except Cosmetology, A eronautics, auto- m echanics, e le c tr o n ic s ." "All except v o catio n al c o u rse s." "One in s tr u c to r exceeds th i s in a lab type c la s s ." "Much l e s s . " 4 . A s a tis f a c to r y system of equating c la s s loads has been devised by fa c u lty and a d m in istra tio n . "Yes, but not s a tis fy in g to a l l . " "Doubt i f a l l can be s a t i s f i e d a l l th e tim e ." 102 "Very complex*" "C an't be done." "No s a tis f a c to r y system has ever been devised; we have a system ." "Subject f ie l d s and c la s s s iz e s a f f e c t th is * " "We follow Board of Education re g u la tio n s* " "Im p o ssib le." 5* General p o lic ie s and re g u la tio n s a ffe c tin g the ro le s of in s tr u c to r s and a d m in istra to rs a re dem ocratically form ulated by a l l those concerned* "How to d ie f a s t in t h e i r i n s t i t u t i o n i s fo r an a d m in istra to r to have an opinion*" "Board of T ru stees only*" " I n s ti t u t i o n a l l y , y es; d i s t r i c t .w i s e , no*" "Some a re a m atter of law*" 6* Group and personal o rie n ta tio n i s given annually to a l l in s tru c to rs * "Only to the new fa cu lty * " "Group to a l l f a c u lty ; in d iv id u a l fo r new f a c u lty ." "Adequate o rie n ta tio n should be given when a te a c h e r i s employed* "O rie n ta tio n to new developments, yes—and yes not to ta l* " 7* Faculty handbooks and o th e r p rin te d a id s are given to a l l in s tru c to rs * "They d o n 't read them, and you know i t * " 8* F a c u lty -a d m in istra tiv e stu d ie s re s u lt in sa la ry schedules which a re com petitive w ith o th e r near-by colleges* "A dm inistration does t h i s w ithout need of fa c u lty push*" "F aculty stu d ie s o n ly ." "The co lleg e cannot very w ell do th is w ith in a u n ifie d d i s t r i c t * " 103 "Many m eetings, much study, but no $ a v a ila b le ." 9. S ab b atical leaves are a v a ila b le fo r a l l q u a lifie d in s tr u c to r s . "For O/O per y ear; a l l e v e n tu a lly , i f they want them ." "Limited in number each y e a r." "One per y e a r, which i s s u f f i c i e n t." "Set by U nified D is tr ic t P o lic ie s ." "For a l l we can a ffo rd f in a n c ia lly ." "Financing i s th e problem ." "Board d oesnY t approve." 10. In s tru c to rs have open and d ire c t lin e s of communication w ith a d m in is tra to rs . "Faculty do the c lo sin g , not a d m in is tra to rs ." 11. In s tru c to rs are given the rig h t of academic freedom as normally d efin ed . "How i s i t tnorm ally> defined?" "There is a lim it to t h i s . " 12. A dm inistrators do not penalize or discharge in s tr u c to r s fo r p o l i t i c a l , r e lig io u s , or o th er views expressed as c itiz e n s in the community. "A ll teac h ers now sign in and out because some campaigned ag a in st a board member in the a fte rn o o n ." "This assumes the a c tio n s are l e g a l ." "Never have— can conceive of extreme cases where answers might be o th erw ise ." 13* In s tru c to rs are perm itted to engage in and are encouraged toward classroom experim entation. No comments. 104 14. A d m in istrato rs promote fa c u lty members w ith in th e college when q u a lif ic a tio n s are equal to or b e tte r than those of o u tsid e candidates* "In L*A*, &11 promotions are by exam*" 15* W ithin f in a n c ia l lim ita tio n s , some form of fre e h e a lth se rv ic e s a re provided in s tr u c to r s (X-rays, f lu sh o ts. . . . ) . "A poor s u b s titu te for adequate s a la r ie s * " "H ealth checks only*" "Yes, but not enough*" "T*B* checks only*" "W e pay f u l l blue cross*" '(County s e rv ic e s a v a ila b le * " "Not the re s p o n s ib ility of th e college*" 16* B uilding f a c i l i t i e s are s a n ita ry , s a fe , a e s th e tic a lly s a tis f y in g , convenient* "Need funds fo r th is * " "Not y e t, but our new b u ild in g program is s ta r tin g soon*" "Too many o u t-d ated b u ild in g s* " 17* Faculty committee work and o th er e x tra assignm ents are not as excessive as to h inder classroom teaching* trThe more democracy, the more committee m eetin g s." "Some fa c u lty may not agree*" "W e overload program a d v is o rs ." 18* In s tru c to rs are u su ally given a choice of committees or e x tra assignments* "The v o lu n teer system does not spread re s p o n s ib ility *" "Always, not u sually*" 105 "Keeping in mind the needs of th e c o lle g e • " "P references in d ic a te d p rio r to each school y e a r ." 19. In s tru c to rs are given commendations fo r t h e i r accomplishm ents. "Not enough." "A good th in g , but u su ally overlooked." 20. Subject to ap proval, textbooks and o th er a id s are se le c te d by in s tr u c to r s . "Must have re g u la tio n s regarding frequency of change." "But the same te x t i s used in a l l se c tio n s of the same co u rse ." •C ooperatively se le c te d by in s tru c to rs teaching the same co u rse ." 21. A udio-visual a id s are c e n tra lly lo c a te d , e f f i c i e n tly organized, and adequate to meet classroom demands f o r b e tt e r teaching m a te ria ls . "Some d e c e n tra liz e d to d iv is io n o f f ic e s ." "C en trally lo cated f o r u n ifie d d i s t r i c t . " "Not a l l A V needs to be c e n tr a l; some req u ire d e c e n tra liz a tio n ." 22. In s tru c to rs may purchase (through channels and w ith in approved budgets) such books, su p p lie s, and equipment as may be needed fo r b e t te r in s tr u c tio n . "Budgeted a n n u a lly ." '•Not enough." 23. Pree d u p lic a tin g se rv ic e s and c le r ic a l a s s is ta n c e are a v a ila b le fo r a l l in s tr u c to r s needing th ese se rv ic e s f o r classroom te a c h in g . "Some, but s t a f f i s lim ite d ." "On a very lim ite d s c a le ." 10 6 "Yes, but not enough se rv ic e can be financed*" "Bach in s tr u c to r has 10 hours paid a ssista n c e * " "D uplicating, y e s; c l e r i c a l , n o ." "R elativ e to what?" 24* Counselors and a d m in istra to rs know of in . s t r u c t o r s ' classroom problems and p h ilosophies and are not working ag a in st them when scheduling or counseling students* "A ll counselors teach l / 5 t h time so as not to lo se touch*" "One i s never c e rta in * " "There a re always exceptions to t h i s . " "Again th e problem is to get fa c u lty to inform a d m in istra tio n in ste a d of b itc h in g . T his i s why we want th e d iv is io n chairmen re a d ily a v a ila b le to them to g ain in tim ate knowledge and f a c i l i t a t e communication*" "Do not understand the question*" 25* W ithin departm ental p o lic ie s , in s tr u c to r s are fre e to s tru c tu re t h e i r own course o u tlin e s , use methods, and follow philosophies b e f ittin g t h e i r p e rso n a litie s * "Approved by te a c h e rs of same subject departm ents and curriculum committee*" "Subject to d iv is io n and curriculum committee approval as to the g en eral d ire c tio n of course*" " 'P h ilo s o p h ie s ' too in d e fin ite * " "S tru ctu re defined by f a c u lty ." "W ithin predeterm ined framework." "W ithin lim its * " "W e i n s i s t on copy of t h e i r o u tlin e and probably would veto in extreme cases*" 26* Paculty w elfare (sick le a v e , h e a lth in su ran ce, e t c . ) i s an im portant goal in the college d i s t r i c t * "P resident and Board d o n 't b eliev e i t ' s im p o rta n t." "In e x iste n c e , but not a goal*" 107 27m I n s tru c to r s are not req u ired to a tte n d every school fu n c tio n . "Im possible, but te a c h e rs do not a tte n d as w ell as I th in k they sh o u ld ." "What a way to s ta te i t - - n o t re q u ire d ." "Require attendance a t fa c u lty m eetings, 9 a y e a r." 28. In s tru c to rs are given the opportunity and encouragement to a tte n d one or more so c ia l fu n ctio n s each y e a r. No noteworthy comment. 29. A dm inistrators l i s t e n o b je c tiv e ly to fa c u lty com plaints and attem p t, f a i r l y , to a lle v ia te the problem. ”W e schedule ‘feedback’ sessio n s fo r th is purpose." "At the campus le v e l, not a t the d i s t r i c t . " "A dm inistrators attem pt to l i s t e n objec t iv e l y . . ." "I hope." 30. P o lic ie s and methods of supervising in s tru c tio n are co o p e rativ e, dem ocratic, and agreeable to te a c h e rs . "I d i s t r u s t the use of these w ords." "Developed by th e f a c u lty ." "Worked out by fa c u lty member committee w ith in d i s t r i c t p o lic y ." "No su p e rv isio n ." "Scne te a c h e rs never a g re e ." 31. A dm inistrato rs conduct them selves as p a rtn e rs in th e educative process ra th e r than as "lo rd s" over te a c h e rs . "B etter ask the teach ers about th i s one." "P als and not bosses? Now, re a lly J " 10 8 ''Campus, yes; d i s t r i c t , no*" "At le a s t we th in k we d o ." "Do a l l te a c h e rs conduct them selves so as to h elp a d m in istra to rs in t h e i r e ffe c tiv e n e s s ? What about my morale and the s tu d e n ts ' m orale?" "Honestly you d o n 't expect a no answ er." "That is our point of view ." 32. An in s tr u c to r has an opportunity to c o rre c t h is f a u lts w ithin a reasonable period of time before any a c tio n is taken to dism iss him. "Several ev a lu a tio n s per year fo r non tenured i n s tr u c to r s ." ''G enerally, y es; but sometimes the problem i s one th a t cannot be c o rre c te d ." 33. The re te n tio n or d ism issal of any in s tr u c to r re q u ire s the jo in t a c tio n of an a d m in is tra tiv e -fa c u lty committee whose in d iv id u a l v o tes are eq u al. "This year a review committee i s a v a ila b le to an in s tr u c to r who f e e ls he i s u n ju stly d ism issed ." "W e consult with o th er a d m in is tra to rs , d e p t, and d iv . chairmen, and o th ers who have had contact w ith in s tr u c to r s . W e do not take an a c tu a l v o te, and I would question the wisdom of i t . " "The w elfare of stu d en ts is not a fa c u lty p o p u larity p o ll ." "No, but I do b e lie v e fa c u lty opinion should be sought, however." 'T ru ste e s have le g a l re s p o n s ib ility ; fa c u lty has no le g a l re s p o n s ib ility . W e have a fa c u lty p ro fe ssio n a l re la tio n s committee to hear com plaints and support what they th in k i s r i g h t ." " P a rtic ip a tio n of d iv is io n or department chairmen not yet approved." "D ivision chairmen always have a v o te ." "Department chairmen, but not com m ittee.” "P re sid e n t, V ice-P resid en t, D ivision Chairmen d e c is io n ." 109 ’•Our fa c u lty d oesn’t want th e r e s p o n s ib ility ; have confidence in a d m in is tra tio n ." "Department chairman and 3 a d m in istra to rs ; Board d e c is io n ." "Three v o te s: Department Chairman, co lleg e a d m in istra tio n , U nified D is tr ic t Personnel O ffic e ," "Faculty have l i t e r a l l y run from t h i s sug g e s tio n . T h eir re a c tio n i s g en e rally expressed, 'That T s what a d m in istra to rs are paid f o r . *" "Faculty has l i t t l e opportunity to see te a c h e rs in classroom a c tio n ; however, department heads are consulted and so fa r have been in 100% agreement on d is m is s a ls ." "Only i f t h i s committee o r ig in a lly employed th e i n s t r u c t o r ." TABLE 11 re p o rts upon th e c r i t e r i a fo r methods and techniques in ev alu atin g in s tr u c tio n . Again, no s i g n i f i cant d iffe re n c e s appeared between the two groups of respondents. The la rg e s t chi square was 3.70, which f e l l short of being s ig n if ic a n t a t the .05 le v e l of confidence. Six of the six te e n c r i t e r i a (item s 4, 5, 8, 9, 12, and 15), under the " Is Being Done" column, did not reach the 67 per cent le v e l. On the o th e r hand, only th re e c r i t e r i a (item s 8, 9 , and 12) did not reach the 67 per cent le v e l under the "Should Be Done" column. No c r ite r io n was sup ported by 100 per cent of the respondents. In t h i s se c tio n of the c h e c k list of c r i t e r i a , one or more comments were made by a l l but te n respondents. In th e follow ing l i s t i n g of the six te e n c r i t e r i a dealing w ith p o lic ie s and techniques of in s tru c tio n a l ev a lu a tio n , only re p re s e n ta tiv e comments are quoted. ta. ~ b t . ~ f : 1 i R E S P O N S E S O P D E A N S A N D C H IE F O F F IC E R S T O C R IT E R IA F O R E S T H O IS A N D T E C H N IQ U E S IN E V A IU A T IR G IN S T R U C T IO N a Criteria (By Number) Is N e i rig D one Shoal < 3 B e D one Deans Chiefs . Sig - J’ ero . of "yes" answers D e ans C hic:fs Sig - terc . of "yes" answers Y e s N o Y e s N O - Y e s N o Y es N o 1 42 1 O 30 8 . O O ; N . S - 80 3 2 9 2 5 6 .O O M .S. 79 2 42 7 34 3 - 29 M .S. 88 37 3 32 2 .02 M .S. 9 3 3 36 1 4 25 1 2 -03 N . S - 70 32 7 34 2 1 .68 N . S . 88 4 1 9 32 1 7 22 - 1 5 N - S . 40 2 7 1 O 24 4 - 87 M .S. 78 5 35 1 9 24 1 3 -04 : 'T . S . 65 34 8 2 7 5 -O O M .S. 82 6 ;50 3 2 T 5 1-3 1 ■ N . S . 9 1 40 1 34 2 . O 1 N . S . 96 7 44 9 3 3 6 - O O N . S . 84 35 6 3 2 2 . 1 2 M .S. 89 8 33 1 8 2 1 IT - 4 6 ‘ N . S . i 6 1 24 1 4 1 7 1 7 . 20 M .S. 59 9 1 5 37 1 5 2 3 .68 ! N - s . 3 3 22 24 20 1 4 - 5 5 M .S. 5 3 1 O j4 3 4 32 2 . O O X T . S . 9 3 39 2 25 O -36 M .S. 98 1 1 3 T 1 1 3 4 ■> 2.35 ' I . S - 84 30 8 3 2 1 3 .70 U s 97 1 2 | 1 9 30 1 4 20 . O O N - S . 4 0 1 5 2 1 1 6 1 4 .48 M .S. 47 1 1 3 ;4 3 8 3 7 2 1 -53 i: . s . 89 39 6 1 1 . 47 M .S. 9 1 1 4 - |52 1 ; 3 5 2 . 1 O N . S . 9 T 47 3 33 1 .01 M .S. 96 15 | 3 1 1 3 I I 2 1 1 4 .54 M .S. 66 32 ; 4 32 5 .O O M .S. 88 1 6 | 4 9 i . . , i 3 3 4 - 02 M .S. 9 1 4 4 j i 2 32 ! 4 i .54 ;M .S. I 93 Rot desorip ~ f c Ion of criteria, see pages 111—115- I l l 1* An a d m in istra tiv e ra tin g sc a le i s used in ev aluating in s tru c to rs * "Yes, but only fo r probationary i n s tr u c to r s ." " I 'v e never seen one yet th a t i s n 't too clumsy, tin e consuming, and in e ffe c tiv e to w arrant using i t . " "Need d e t a i l s of ra tin g sc a le before answ ering•" "Summary statem ent signed by a l l p a r tie s (no s c a le , ju s t a sta te m e n t.)" "Object because sc a le becomes too p e rfu n c to ry ." 2. Student ra tin g s of te a c h e rs and courses are o ccasio n ally adm inistered by in s tru c to rs f o r t h e i r own use* "Once each sem ester*" "And are shown to a d m in istra tio n , p a r tic u la r ly fo r probationary teach ers* " "Yes, but i t has q uestionable value*" 3* Alumni are used o ccasio n ally as a follow .up check on in stru c tio n * "Of the school, not by in d iv id u a l." "But not f o r determ ining te n u re ." "Annual follow -up*" "Not as alum ni; we follow tra n s fe r* " "Yes, i f p r a c t ic a l ." 4 . S e lf-r a tin g forms a re provided fo r in s tr u c to r use* "Not r e c e n tly ." "A ll permanent te a c h e rs f i l e an annual s e lf - ev a lu a tio n rep o rt* " "This i s p a r ti a l l y accomplished by '1 ' and '2 '. " Is being used in some d iv is io n s , but not too widespread*" 5* Rating devices a re co o p erativ ely w ritte n and/or approved by in s tr u c to r s and a d m in is tra to rs. 112 "Probably a good id ea; ours were developed by a d m in is tra to rs • " "Provided by c e n tr a l o f f ic e ; same form has been in use f o r se v e ra l years*" ••Don't have and d o n 't b eliev e in them ." "Developed over the y e a rs , changed annually*" 6* The r e s p o n s ib ility of ra tin g te a c h e rs i s given to more than one person, each of whom c o n trib u te s to the t o t a l evaluation* "D irecto r of In s tru c tio n and P resident* " " I t i s th e r e s p o n s ib ility of the c h ie f adm inist r a t o r •" "D ivision chairmen, Dean of I n s tr u c tio n ." "Department chairman and Dean of In s tru c tio n * " 7. Those who o f f i c i a l l y ra te teaching success do so only a f t e r having seen th e in s tr u c to r involved in h is teaching function* "A m ajo rity do, but I qu estio n having too many people v i s i t classroom s. . "D ivision Chairman and Dean of In s tru c tio n v i s i t classes* The P resident i s concerned w ith t h e i r o bserv atio n s and w ith general t o t a l fa c u lty re actio n * " "Top le v e l a d m in istra to rs do n o t, yet recom mend*" "Not always p ossible or necessary*" 8* In s tru c to rs are to ld when they are to be v is ite d in the classroom* "Not our policy to do so every tim e ." " In s tru c to rs are to ld who w ill v i s i t and are asked to contact those people i f they want to be v is ite d a t a s p e c ific tim e*" "Board i s ag a in st it* " "G enerally, y e s, but not necessary i f proper rappore i s e sta b lish e d * " "Endeavoring to have r e la tio n s h ip which perm its me to v i s i t them w ithout fe a r of shock*" "They have in v ite d v i s i ta t i o n a t any tim e ." 113 "By P resid en t and d iv is io n chairmen, y e s .-b u t the Vice P resident wants no p rep aratio n * " "One v i s i t i s made by each e v a lu a to r w ithout p rio r announcement*" '*Only f i r s t v i s i t announced, but not th e re a f te r * " 9* The classroom s of a l l in s tr u c to r s are v is ite d a t l e a s t once a year* "I th in k old tim ers should be tr e a te d d i f f e r e n tly than new members*" "P ro b atio n ary , y e s, but not permanent te a c h e r ." '•Only p ro b a tio n ary , tw ice a year*" "Tenured not v is ite d under present system , but they should be ( i f time a llo w e d .)" " V isit p e r io d ic a lly , but not n e c e s s a rily once a year*" "This only i r r i t a t e s when an e x c e lle n t te a c h e r has been w ith us fo r 20 years*" "No time fo r t h i s , but i t i s good*" "Im possible w ith 150 fa c u lty members*" " I t i s our goal to v i s i t a l l and we succeed w ith most* - •" 10* I n s tru c to r s a re given conferences w ith one or more a d m in is tra to rs a f t e r a classroom v is it* ••Deserve (ra th e r than a re g iv e n .)" "Inform al conferences in most cases*" '•Only when th e re i s a need fo r i t . " 11* I n s tru c to r s are allow ed to d isc u ss and sig n o b serv atio n re p o rts , a f t e r which such re p o rts a re placed on f i l e * "And they a re given a copy." "D iscuss but not s ig n ." "Rating forms but not o b serv atio n forms*" "A summary statem ent i s presented*" "Only fo r probationary te a c h e r s ." 12* In s tru c tio n i s ev alu ated by making o b je c tiv e in sp e c tio n s of stu d en t progress ( t e s t sc o re s, a t t i tu d e 114 su rv ey s. . . )• "In some cases—depends on su b je c t* " "Not a r o u tin e , used only i f an in s tr u c to r i s having d i f f i c u l t y , then used to determ ine proper procedure*" "Instrum ents f o r measurement not th a t good*" "Need to do more of t h i s . " 13. C asual, but c r i t i c a l , o b serv atio n of th e in s tr u c to r i s made as he i s engaged in school a c t i v i t y o u tsid e of the classroom . "Yes, but fo r d if f e r e n t purposes*" 14* I n s t r u c t o r s ' personal t r a i t s ( l i k e a b i l i t y , h a b its , d re s s , speech, e t c . ) a re considered in judging t h e i r e ffe c tiv e n e s s in th e classroom . "To a lim ite d d egree. Only in extreme cases would have a b e a rin g ." "Up to a p o in t." 15* Teacher-made exam inations and o th e r course m a te ria ls a re p e rio d ic a lly stu d ie d to determ ine t h e i r e ffe c tiv e n e s s in f u l f i l l i n g the g o als of co u rses, as s ta te d in course o u tlin e s . "O ccasionally*" "R e sp o n sib ility of d iv is io n chairm en." "Time i s th e fa c to r a g a in st th is * " "Not fo r every te a c h e r* " "Only where th e re a re problems*" "Only o c c a s io n a lly , but not as p art of te a c h e r ev a lu a tio n * " "V aries from d iv is io n to d iv isio n * Some do*" 16* An a n a ly s is i s made of stud ent grades to determ ine e r r a t i c g rad in g , h a lo , etc* "Each sem ester a t o t a l grade d is tr ib u tio n a n a ly s is i s completed*" 115 "Should be done in sid e th e d iv isio n * " "We have c o m p ile d such a n a ly se s, but have done nothing w ith then*" Twenty-two item s are included in the c h e c k lis t a re a , ''C r ite r ia f o r Improving In stru c tio n * " As in the previous two a r e a s , the two groups of respondents did not d i f f e r s ig n if ic a n tly in t h e i r answers* The la rg e s t chi square was 2*32 fo r item 6 under the "Should Be Done" column* Five of the twenty-two c r i t e r i a (item s 4 , 9, 10, 11, and 14) did not reach the 67 per cent le v e l under the " Is Being Done" column, but a l l the c r i t e r i a reached t h i s le v e l under the "Should Be Done" column* Five of the c r i t e r i a were supported by 100 per cent of the respondents* Complete ta b u la tio n s fo r t h i s p art of th e c h e c k lis t are found in TABLE 12* The c r i t e r i a for improving in s tru c tio n received comments by a l l but twelve respondents* L isted below are th e twenty-two c r i t e r i a and re p re se n ta tiv e quotations: 1* P ro fessio n al l i t e r a t u r e i s brought to the a tte n tio n of fa c u lty members* "Not done very o fte n , but i t should be*" 2* The lib r a r y keeps a se c tio n of p ro fe ssio n a l books and m a te ria ls f o r te a c h e rs. "B e tte r as in te g r a l p art of lib ra ry m a te r ia ls ." "Also in d iv is io n lib ra ry * " "No s p e c ia l se c tio n --c a ta lo g u e d w ith o th er m a te ria ls as i t should b e ." T A B L E 1 2 R E S P O N S E S O F D E A N S A N D C H IE F O F F IC E R S T O C R IT E R IA F O R IM P R O V IN G IN S T R U C T IO N a Criteria (By N in n h p -r ) I s Being D one Shoald B e D one Deans Chiefs Sig - Eero . of "yes" answers Deans C h x e f s (X2) Sig . Per c . O f ••y es'* answers Y e s [ N o 1 i Y e s| N o Y e s j " 1 N o Yes jN o 1 48 2 38 1 .04 s 97 40 : O 37 O .O O U.S. 1 O O 2 50 3 37 1 -03 F T . S . 96 40 ; 3 3 3 1 .07 N . S . 95 3 52 1 39 O .08 I T . S . 99 4 1 o 3 5 o . O O N . S . 1 OO 4 28 22 2 6 1 3 .64 U.S. 6 1 34 : 4 32 1 . 59 N . S . 93 5 4 T 5 3 5 4 . OO IT . S . 90 40 3 3 5 2 .03 N . S . 94 6 39 7 34 5 - O O '7 86 30 4 3 3 O 2.32 N . S . 94 7 3 5 1 O 3 1 5 .45 I T . S . 81 37 3 3 5 O 1 .25 I T . S . 96 8 4 1 1 O 30 8 . O O I T . S . 80 4 1 2 30 O .22 U.S. 97 9 2 7 18 1 8 1 2 .05 U.S. 6 O 27 9 25 8 -23 N . S . 75 1 O 3 5 1 6 24 1 5 .22 N . S . 66 28 2 25 O -36 N . S . 96 1 1 1 6 34 1 6 2 1 .72 N _ S . 37 25 1 2 24 5 1 .24 N . S . 74 1 2 52 2 37 2 .03 N . S . 96 38 2 35 O -39 N . S . 97 1 3 4 6 7 33 6 . O O M .S. 86 3 4 6 30 4 .O O N . S . 86 1 4 26 25 1 8 1 8 . O 1 N . S . ; 5 1 36 6 2 5 6 .06 N . S . 84 1 5 39 9 3 1 6 - O O U.S. 82 3 3 4 2 9 3 -03 U.S. 90 1 6 46 5 36 3 .OO N . S . ; 9 1 ; 3 9 2 3 5 o .36 N . S . 97 1 7 4 3 9 35 4 .42 N . S . i 86 | 39 ; 3 3 2 i 2 .05 N . S . 9 3 1 8 35 4 37 2 .18 N . S . | 92 | 40 ; 1 35 : I O . O O N . S . 99 1 9 48 O 36 O .O O N . S . 1 O O ; 36 : o 32 O .O O N . S . 1 O O 20 5 4 O 39 O .O O M .S.: 1 O O ! 40 1 O 34 | O -O O N . S . 1 O O 2 1 4 6 I 5 ; 36 3 .O O U.S. 9 1 42 1 38 I O -O O j I N . S . 99 22 - ■ . i 52 ! ° : L . i 38 i . O O r: . s . 1 OO 1 1 39 ! i : O ; 33 i O -O O j 1 N . S . 1 O O a For description of orx~terxa, see pages 115— 121. 117 3 . Teaching s k i l l , r a th e r than re se arc h and p u b lic a tio n , i s the prim ary goal* No comments. 4a A l i s t of c h a r a c t e r is ti c s of good te a c h in g , co o p e rativ ely d e riv e d , i s provideda " B u lle tin fre q u e n tly mentions th ese ite m s ." " I wrote one and d is tr ib u te d i t a" "The fa c u lty handbook covers t h i s . " "A ccoaplished in m eetings w ith new s t a f f members." 5a Some fa c u lty m eetings are designed to give in s tr u c to r s knowledge and in s p ir a tio n f o r b e t t e r te a c h in g . "Q u estio n ab le. W e tr y fo r o v e ra ll e x c e lle n c e . W e do not in v ite comparisons o f in s tr u c to r s and point out th e s u p e rio r s . In an o v e ra ll good fam ily, a l l have unique c o n trib u tio n s to make." 6. D em onstrations of teaching m a te ria ls , methods, and techniques a re provided o c c a sio n a lly fo r fa c u lty p e ru sa l. "Don't know an accep tab le way to do i t . " "P re sid e n t and Dean of I n s tru c tio n [do i t] * "W ill w ith our BTV channel soon." 7. Workshops in clude su b je c t m atter th a t i s in te r e s tin g and challenging fo r te a c h e rs . "How to g e t s t a f f t o accept workshops?" "Only an o ccasio n al lo c a l workshop— se v e ra l s t a t e sponsored." "No re q u ired workshops. 8. T alented sp eak ers, both o ff and on campus, are scheduled f o r fa c u lty enlightenm ent. 118 "and fo r student [enlightenm ent - ]" "Not enough; only two or th re e a year*" "O ccasionally, one or two a year*" 9* I n s t i t u t e m eetings are designed to have a d ire c t in flu en ce upon improving in stru c tio n * " I n s ti t u t e s not ap p ro p ria te to co lleg e te a c h in g •" "Held only fo r a d m in istra tio n ; y es, i f properly organized*" ♦•N o i n s t i t u t e s required*" [Several s a id t h i s . ] 10* Probationary in s tr u c to r s are aided by a d v iso rs who a re considered m aster teachers* "A good id e a l" " I f needed, ad v iso rs a re assig n ed ; o th erw ise, only 'b ig b r o th e r s ' fo r new teach ers* " "Each assigned a 'buddy* la rg e ly fo r learn in g how to get s e rv ic e s , acquainted, etc* " "D on't d esig n ate m aster te a c h e rs but fe e l th a t d iv is io n chairmen are considered such*" "D ivision chairman assumed as m aster teach er* " "Department heads, P resident and Dean of In s tru c tio n do t h i s , but not as ad v iso rs* " "M aster" i s a h o rrib le word; the d iv is io n chairman i s t h e i r 'master* ' "Experienced te a c h e rs serve as 's p o n s o r .»" "We a re too sm a ll." "Department chairmen have t h i s r e s p o n s ib ility ." 11* Where f e a s ib le , team teaching is scheduled as a means to b e t t e r in stru c tio n * "H asn't been used on an organized b a s is . An experiment i s coming next year*" "We've done some of t h i s but not ex tensive* " "A dm inistration and fa c u lty not committed to t h i s idea*" "F aculty d o e sn 't accept i t but b eliev e i t should be*" "Working on t h i s ; have in biology in m odified form ." "We have used i t in hum anities fo r y e a rs ." 1X9 12* Where fin an ces perm it, in s tr u c to r s may receive time off w ith pay fo r attendance a t p ro fe ssio n a l co n fer, ences* "We have $4,000 fund fo r t h i s , not counting funds f o r a d m in istra tiv e conferences*" " In s tru c to rs deserve t h i s rig h t* " 13* S alary schedules include in c e n tiv e s to reach the d o c to ra l lev el* "In cen tiv e i s n 't r e a lly enough to encourage g e ttin g the a c tu a l d eg ree." "S alary schedules encourage the course work, but not th e degree*" "Present d o cto rate m eaningless on the J.C* l e v e l ." "$800*00 per 15 u n its added--highest in any J .C ." "$300.00 e x tra fo r d o c to ra te ." " If $480.00 is an in cen tiv e* " "Working on t h i s , but fa c u lty n o tin 100% agreem ent•" 14* In s tru c to rs a re m a te ria lly and/or fin a n c ia lly aided in researching lo c a l colleg e problems, even when the research i s a requirement fo r a graduate course or d egree. "Not f in a n c ia lly ." ^Grive e x tra time in ste a d of $ ." "Encouraged but no pay*" 15. Attempts are made to have graduate extension courses f o r te a c h e rs a v a ila b le in near-by lo c a tio n s . "W e do n o t, but i t is a v a ila b le ." " I f courses are not in e d u c a tio n ." "Not necessary*" "There are nearby co lleg es and u n iv e r s itie s fo r t h i s . " 16. Promising in s tr u c to r s may be given leaves of absence to work on advanced degrees or c r e d e n tia ls . 120 "U sually a f t e r ten u re * " "D egrees, but not c re d e n tia ls * " "Only s a b b a tic a l le a r e s given*" 17* A ll in s tr u c to r s a re encouraged to use soiie essay e x e rc is e s in t h e i r cla sse s* "Not much r e s u l t s in most cases*" We have a r e a l d iffe re n c e of opinion on our campus-.don*t know how to answer*" ''C ertain courses do not lend th e a s e lv e s to t h i s approach*" "Not a l l , but a la o s t a l l . " "Encouragement i s not enough*" 18* I n s tr u c to r s a re asked to ev a lu a te essay s not only fo r content but f o r s p e llin g , grammar, u n ity , and coherence* "Not very su c c e ssfu l in t h i s , but we ask*" "No fo llo w .u p on t h i s , but asked*" "P arent resentm ent to th is * " 'They do so , but th e re have been no d ir e c tiv e s * " "Dreameri" 19* Emphasis i s placed more on high achievement stan d ard s than on high enrollm ents* " I q u estio n th e i n t e g r i t y of anyone who answers th is * " "Yes, we duap out from 12 to 20% a year*" "In a p p ro p ria te courses*" "Q uestion not c le a r* JC 's by law have to tak e stu d e n ts* " 'T h is i s th e dilemma of th e J*C*" "I hope so*" "Loaded q u e s tio n l" "Not n e c e s s a rily high achievement in academic sen se, but achievement c o n s is te n t w ith th e le v e l of th e course o r program*" 20* A d ia g n o stic te s tin g and counseling system provides te a c h e rs w ith inform ation about t h e i r stu d en ts* 121 "But te a c h e rs d o n 't use the inform ation*" "Once every sem ester*" 21* Pol low-up s t tidies of term in al and tr a n s f e r stu d en ts are a v a ila b le to te a c h e rs fo r study and in te r p re ta tio n * "Lack of time and finances*" C h i e f l y tr a n s f e r stu d en ts* " 'T eachers ra re ly use it * " 22* In s tru c to rs w ith f a u lts and d e fic ie n c ie s are given c o rre c tiv e h elp and guidance* "Not as much as needed*" "Up to the point th a t our time and s k i l l allow s*" A number of s a lie n t fa c to rs can be found in an a n a ly s is of the comments fo r a l l th ree a re a s of the check l i s t of c r i t e r i a . The most im portant fa c to rs were those which showed cause fo r not follow ing c r i t e r i a w ith in in d iv id u a l c o lle g e s , even when the c r i t e r i a were stro n g ly supported by th e m ajo rity of the respondents* The f o l lowing causal fa c to rs were mentioned most o fte n ; 1* Not enough time to do the job thoroughly. 2* Not enough fin an ces to meet the o b lig a tio n . 3* Disagreements (c o n flic ts of philosophy) w ith in th e college* 4* Technical d i f f i c u l t i e s in procedures and o rg a n iz a tio n . 5* Lack of knowledge. 6. Size of co lleg e (too la rg e or too sm a ll). 122 7* Agreement as to the lack of c r i t e r i o n v a lid ity * The q u estio n of how c lo se ly two respondents w ith in one co lle g e agreed on th e seventy.tw o item s of c r i t e r i a i s answered in TABLE 13* T h irty -sev e n c o lle g e s are rep resen ted by both respondents* These c o lle g e s a re l i s t e d by number in th e f i r s t colunn of th e ta b le * The " S ta tu s" and th e ’’D e s ir a b ility " columns of th e ta b le re p re se n t th e two responses th a t were made f o r a l l seventy-tw o items* Beneath th e se headings a re th e numbers of c r i t e r i a in which th e re was agreement in each c o lle g e , th e numbers of c r i t e r i a in which th e re was disagreem ent, follow ed by th e percentages of agreement in each college* The l a s t column of th e ta b le shows th e average percentage of agreement in each college* The d ata in TABLE 13 showed t h a t , among a l l t h i r t y - seven c o lle g e s , th e re was le s s agreement (88 per ce n t) in th e " S ta tu s" column than th e re was in th e " D e s ira b ility " column (94 per c e n t). The co lleg e l i s t e d as number th irty -s e v e n had th e sm allest percentages of agreement between respondents (58 per cent under the "S ta tu s" column and 83 per cent under th e " D e s ir a b ility ” column). E ight c o lle g e s had respondents who agreed 100 per ce n t, both as to th e use and th e value of th e seventy-tw o c r i t e r i a . I t must be noted, however, th a t respondents in two of th ese e ig h t c o lle g e s cooperated in checking item s. 1 2 3 r o W < E H 0 ^ to ~ > io S 's' 0 40 <A p 0 S 3 « P > » T J PH • r l 3 H O ’ H r C P (0 t S p d ! • r l r l «^ 0 ) 0 fiP r l h O / • s P 0 h C C rl I I I 0 d p p d ) d ) in ( 3 o) • H k 0 ) p •H u o w ir\ d ) io P i W 0 dl d ) St"' di com P I D ' - ' H - H P 0 1 d) 0 0 ^ d) p to -- H <! • A O H d) m Pi'H'-' o 0 0 0 jp '* ' 0 0 0 1 P 01s-' H rl P 0 1 0 0 0 ^ 0 ) ^ T - P hi)-' H <i 0 B 0 3 hO fc"' w . O f p p O s y OI ^ 10 ® ® f - 0 0 r - 0 C O O ' I - O'! Ol O C O 0 0 in rO OHO r CJ o 0 O O' 0 O ' 0 1 0 * n r O lO l® C O 00 ® 0 0 1 ® C O WOO no 0 1 ® C O 0 C O 0 0 C O 0 1 ® CO 0 1 ® 0 01 0 0 0 0 0101 0 0 1 o i t~ " O ’ 0 O' ® 01 ' t 0 rnco to rf) 0 0101 * 0 0 ® 0 0 ® 0- O ® ® ® 0 ® 0 ® 0 0- 01 0 0 * ® O l0® 0® 000® ® 0000000000®00®0®0000000000® 'd o C O in C O < 0 0 IA O ' f 1 0 I " - V O r < 0 O ' o in 0 0 0 1 0 1 r Olio 01010 0 0- 0 0 1 V O o 0 * 0 1 cooj«c-«cooit-Mf^miorcomojr-oioioOrnt-rooii-oiinojO'OCiioico 0 i o f s 1 0 i o i o i o o - i o i o i o 1 0 i o i o o - i o i o r ~ 1 0 o - t -1 0 t- r ~ ® 1 0 1 0 t ~ i o t - i o t ~ o - ® o ~ t- 1 0 i d o ico o i o i io oi o io c o io io in io m m ^ o'o 0 o io o io o m oi io o io 0 ^ 0 0 o i o c o o i o o ®®®f~® f~0® ["h®®®®® t"0®00®® t*-® ® t-0® 0® OOOO® Oin ® O l® O O inO O iO ^ O ’ - O O I C U O lO 0100 0® 1 0 0 1 ® t'-O O O 'tfO O lO O O lio 0 '"OJi“ H r r r r r r r r p r- r* r* i* r r f n ^ rn o i w o i t- o i c u io in o i r - o i o 0 ® o i o o i o i o i * io o * in o i o i o i® o j o i io o i m ® c u v o ® in 1 0 1 0 1 0 0 -1 0 in in ioioioioioin o-ioo-r~ ioio m io io tn o -io o -in o -o ~ io o -io io < • o i * in io o -® o i 0 r - o i ® * in io t~ ® o i 0 c u ® * in io o ~ ® o i 0 1 - o i ® * in io t- T-T -T -r r T-r T -T -r 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 ® ® ® ® r n ® r o ® M E A N S 6 3 i 9 I 8 8 6 8 4 - 9 4 - 9 1 124 A f i n a l note must be made fo r any in te r p r e ta tio n of the ta b le : A number of respondents did not check a l l the p o ssib le answers; in such c a se s, m issing answers were regarded as are a s of agreement ra th e r than disagreement* Summary of Pindings 1* P ifty C a lifo rn ia public ju n io r c o lle g e s, or 85 per cent of those re p o rtin g , had fu ll-tim e o f f ic e r s fo r the su p erv isio n of curriculum and in s tr u c tio n . 2« The f i r s t fu ll-tim e o f f ic e r s fo r supervision were added to the a d m in istra tiv e s t a f f s of th e co lleg es beginning in 1946* 3* When the supervisory o f f ic e r s were added to the v arious s t a f f s , th e average number of fu ll-tim e te a c h e rs was fo rty - n in e . 4 . During the school year 1961-62, supervisory o ffic e rs spent an average of 61 to 70 per cent of t h e i r time on in s tr u c tio n . 5. The la rg e m ajority of respondents, or 82 per ce n t, believed th a t t h e i r co lleg es gave moderate emphasis to the su p erv isio n of classroom s, or somewhere between a very strong emphasis and a very s lig h t emphasis; 71 per cent of the respondents believed th a t a moderate emphasis was b est f o r the ju n io r c o lle g e . S lig h tly more c h ie f o f f ic e r s than deans believed the emphasis was moderate 125 (d iffe re n c e of 7 per c e n t) and should be moderate (d iffe re n c e of 9 per c e n t) . 6. On th e m atter of th e emphasis given to c la s s room s u p e rv isio n , th e re was f u l l agreement between respondents in eig h teen c o lle g e s , p a r t i a l disagreem ent in eig h t c o lle g e s , and t o t a l disagreem ent in six c o lle g e s . 7. The re sp o n d e n ts' p h ilo so p h ie s, methods, and techniques of su p erv isio n were stro n g ly influ enced most o fte n by t h e i r own teaching and a d m in istra tiv e ex p e ri ences, ranking f i r s t and second, re s p e c tiv e ly , among t h i r te e n item s; th e two top -ranking minor in flu en ce s were "Teachers under my su p erv isio n " and "A dm inistrative c o lle a g u e s ." "P arents and laymen in my community" was unranked a s a strong in flu en ce and was ranked la s t as a minor in flu e n c e . 8. Seventeen of the f if t y - n i n e responding co l le g e s , or 29 per c e n t, kept a l i s t of c r i t e r i a fo r d ire c tin g in s tr u c tio n a l programs. 9. Tw enty-three of the f i f t y c o lle g e s having f u l l time su p erv iso ry o f f i c e r s , or 46 per c e n t, had made s ig n if ic a n t changes in t h e i r sup ervisory programs since adding th e se o f f ic e r s . 10. Approximately tw en ty -fiv e s ig n if ic a n t changes were made by the tw en ty -th ree c o lle g e s re p o rtin g changes; th e most freq u en t change (made by seven c o lle g e s ) was 12 6 "classroom v i s i t a t i o n of i n s t r u c t o r s , c h ie fly pro b atio n ary * " 11* Of the t h i r t y - t h r e e c r i t e r i a f o r c re a tin g co n d itio n s fav o rab le fo r good in s tr u c tio n , a l l but th re e (item s 2, IS* and 33) were being used by 67 per cent or more of th e f i f t y - n i n e co lleg es* With th e exception of th e same th re e item s, a l l of th e c r i t e r i a were considered d e s ira b le by 67 per cent or more of th e respondents* 12* Of the six te e n c r i t e r i a f o r methods and techniques in ev a lu a tin g in s tr u c tio n , te n were being used by 67 p er cent or more of th e colleges* The item s f a ilin g to reach t h i s le v e l were 4 , 5, 8, 9 , 12, and 15* With th e exception of item s 8, 9, and 12, a l l of th e c r i t e r i a were considered d e s ira b le by 67 per cent or more of the respondents* 13. Of th e twenty-tw o c r i t e r i a fo r improving in s tr u c tio n , seventeen were being used by 67 per cent o r more of the co lleg es* The c r i t e r i a f a ilin g to reach t h i s le v e l were 4 , 9, 10, 11, and 14* A ll twenty-two c r i t e r i a were considered d e s ira b le by 67 per cent or more of the respondents* 14* There were no s ig n if ic a n t d iffe re n c e s between th e judgments of th e two groups of respondents when th e ch i square formula was ap p lied to th e d a ta . 15* The comments of respondents showed a v a rie ty 127 of reasons why c r i t e r i a were not used in a c o lle g e ; th e most freq u en t causal f a c to r s were ,T Not enough t i n e " and "Not enough fin an cin g * " 16* When th e judgments of c r i t e r i a were conpared in each of th irty -s e v e n c o lle g e s whose deans and c h ie f o f f ic e r s both responded, i t was found th a t percentages of agreenent ranged from f i f t y - e ig h t in one co lleg e to one hundred in e ig h t colleges* The means f o r th e agreement on th e s ta tu s and the d e s i r a b i l i t y of the c r i t e r i a were 88 per cent and 94 per c e n t, re sp e ctiv ely * CHAFTBR V CONCLUSIONS A N D RECOM M ENDATIONS In te r p re ta tio n s of the fin d in g s of t h i s study are based upon what i s being done in C a lifo rn ia public ju n io r co lleg es and upon what ed u catio n al w rite rs and f ie ld workers believe to be d e sira b le for the ju n io r co lleg e. Findings from the l i te r a t u r e and the o rig in a l c h e c k list of c r i t e r i a serve as a b a s is for making some v alid con clu sio n s and recommendations. In order to make these in te rp re ta tio n s most meaning f u l , th is chapter i s divided in to six p a rts : (1) Answers to the Basic Questions of the Study, (2) V alid ity of the Hypotheses Posed in the Study, (3) Summary of General Conclusions and Recommendations, (4) Summary of the Study, (5) Recommended C r ite r ia , and (6) Suggestions for Future Study. Answers to the Basic Questions of the Study Chapter I includes a l i s t of fiv e basic questions to be in v e stig a te d by th i s study. These questions are repeated below, with those fin d in g s, conclusions, and recommendations which apply to each. 1. What have been the h i s t o r i c a l developments and tren d s in re la tio n s h ip to c r i t e r i a for the d ire c tio n of 129 ju n io r co lleg e in s tr u c tio n ? R elated fin d in g s —-The l i t e r a t u r e rep o rted th a t su p e rv isio n , over th e y e a rs , has become more dem ocratic and c o o p e ra tiv e , w ith le s s a tte n tio n on th e te a c h e r and more a tte n tio n on o th e r f a c to r s th a t c o n trib u te to the t o t a l ex cellen ce of in s tru c tio n * The C a lifo rn ia public ju n io r c o lle g e s , f i r s t s ta r tin g in Presno in 1910, u ti li z e d d ir e c to r s and p re sid e n ts as su p erv iso rs of in s tr u c tio n u n t i l 1946 (See TABLE 2 ). At th a t time the re s p o n s ib ility of su p erv isio n in some co lleg es was given to a se p a ra te a d m in istra tiv e o f f i c e r , known g e n e ra lly as th e dean of in s tr u c tio n . By 1961 th e re were f i f t y co l leg es w ith t h i s o f f i c e r , out of f if t y - n i n e responding co lle g e s (See TABLE 1)* The m ajo rity of su p erv iso ry o f f ic e r s did not spend t h e i r e n tir e time on th e su p erv isio n of in s tr u c tio n , but a ls o atten d ed to curriculum and o th e r m a tte rs. The mean percentage of time spent on in s tr u c tio n was between six ty -o n e and seventy. (See TABLE 3 .) TABLE 4 showed th a t 82 per cent of the c o lle g e s emphasized classroom su p erv isio n to a moderate degree w hile 71 per cent of th e sup erv iso ry respondents favored moderate em phasis. TABLE 8 showed th a t 46 per cent of the f i f t y co l leg es having fu ll- tim e sup ervisory o f f ic e r s made s i g n i f i cant changes in su p erv isio n a f t e r i n s t a l li n g t h e i r 130 o f f i c e r s . TABEB 9 showed the type o f changes (tw en ty - f iv e in a l l ) t h a t were made. One o f the s i g n i f i c a n t developm ents, re p o rte d in C hapter I I , i s th e o rg a n iz a tio n o f deans of i n s t r u c t i o n as p a rt of th e C a l i f o r n i a J u n io r College A s s o c ia tio n ; t h i s development seems t o suggest a tre n d toward in c re a se d i n t e r e s t in the improvement of ju n io r co lleg e i n s t r u c t i o n in C a l i f o r n i a . C o n c lu sio n s. —C a l i f o r n i a p u b lic ju n io r c o lle g e s have not developed a unique plan fo r su p e rv is io n except to s tre n g th e n and emphasize i n s t r u c t i o n on the c o lle g e le v e l by adding an o f f i c e r whose so le r e s p o n s i b i l i t y is i n s t r u c t i o n . By o rg a n iz in g , th e se o f f i c e r s are p ro g re ssin g toward a more u n if ie d approach to se cu rin g b e t t e r edu c a tio n fo r ju n io r c o lleg e s tu d e n ts . I t is p o s s ib le , however, th a t b e t t e r u n ity and b e t t e r i n s t r u c t i o n might r e s u l t i f deans of i n s t r u c t i o n were to devote t h e i r f u l l time to the problems o f i n s t r u c t i o n . The e f f e c t of un divided a t t e n t i o n upon i n s t r u c t i o n might mean an i n crease of p o s itiv e changes which improve i n s t r u c t i o n . Recommendations.--D evelopm ents and tr e n d s should stem from a common e f f o r t to improve su p e rv is io n o f ju n io r co lleg e i n s t r u c t i o n . Ju n io r c o lle g e s should c o n sid er the p o s s i b i l i t y of having se p a ra te o f f i c e r s in charge o f c u r riculum and o th e r m a tte rs so th a t th e dean of i n s t r u c t i o n 131 can devote h i s f u l l time to the r e s p o n s i b i l i t y of su p e r v is in g i n s t r u c t i o n , serv in g to stim u la te g r e a t e r common e f f o r t in the improvement o f i n s t r u c t i o n . 2. What p o lic ie s and p r a c t ic e s seem to be most d e s ira b le in the d i r e c t i o n of ju n io r co lleg e in s t r u c t i o n ? R e lated f i n d i n g s . —T ables 10, 11, and 12 re p o rt the fin d in g s d e a lin g with c r i t e r i a of p o lic ie s and p r a c t i c e s . Those c r i t e r i a which re c e iv e d the support of a l l the respondents (100 per ce n t) might be considered f,most d e s i r a b l e . ” However, fo r purposes of recommen d a tio n , those c r i t e r i a deemed d e s ir a b le by tw o -th ird s of the respondents (67 per c e n t) are h e r e a f t e r considered as most d e s ir a b le . The b a s ic qu estio n can be answered, th e n , by the follow ing fin d in g s from the th re e t a b l e s : a. TABLE 10: A ll item s reached the 67 per cent stan d ard except items 2, 15, and 33. b. TAB1E 11: A ll item s reached the 67 per cent stan d ard except item s 8, 9, and 12. c. TABLE 12: A ll item s reached the 67 per cent sta n d a rd . C o n c lu sio n s. —With the ex cep tio n o f the s ix c r i t e r i a mentioned above, the c r i t e r i a developed in t h i s study are b e lie v e d to be d e s ira b le .m e a s u re s of the e f f e c tiv e n e s s of p o lic ie s and p r a c tic e s in C a lif o r n i a p u b lic ju n io r co lleg e su p e rv iso ry programs. 132 Re commendations,- - J u n i o r c o lle g e s should endeavor to u t i l i z e the c r i t e r i a , accepted as d e s i r a b l e , in a con c e rte d e f f o r t to improve su p e rv is io n and i n s t r u c t i o n . 3. Does the d i r e c t i o n of ju n io r college in s tr u c tio n d i f f e r from th a t d i r e c t i o n found in o th e r le v e ls of edu c a tio n ? I f so, in what way? R elated f i n d i n g s . —Bighty-tw o per cent of the respondents re p o rte d th a t t h e i r c o lle g e s emphasized c l a s s room su p e rv isio n to a moderate d eg ree, or somewhere between the stro n g emphasis b e liev e d to be found in e l e mentary and secondary schools and the very s l i g h t emphasis b e lie v e d to be found in most u n i v e r s i t i e s ; 71 per cent of the resp o n d en ts a c tu a lly favored moderate em phasis. (See TABLE 4) The respondents’ e v a lu a tio n of the seventy-tw o c r i t e r i a (See TABLBS 10, 11, and 12) and t h e i r comments on th e se c r i t e r i a (See those l i s t e d on the pages follow ing the t a b l e s ) rev ea led a few s p e c i f i c ways in which ju n io r co lleg e su p e rv is io n might d i f f e r from th a t found in o th e r le v e ls o f e d u c atio n . S e le c te d examples follow : a. Bmphasis on teach in g s k i l l r a th e r than p u b lic a tio n . b. G eneral mastery of a su b je ct r a th e r than d o c to ra l s p e c i a l t y . c. Teaching loads le s s than those in secondary 133 schools but more than those in u n iv e rs ity le v e 1, d. A d m in istra tiv e study of teacher-m ade m a te r ia l s . e. E xtensive classroom v i s i t a t i o n of te a c h e r s . f . B xtensive f a c u lty r e p r e s e n ta tio n on adm inis t r a t i v e b o d ies, g. E xtensive lo c a l co lleg e re se a rc h to adapt the curriculum to the s p e c ia l needs and goals of ju n io r co lleg e s tu d e n ts . h. Close working r e l a t i o n s between fa c u lty and a d m in is tra tio n to reso lv e the problems of i n s t r u c t i o n . C o n clu sio n s.--T h ere are some d if f e re n c e s between the d ir e c tio n of i n s t r u c tio n in the ju n io r college and th a t found a t o th e r l e v e l s , but the d if f e r e n c e s are c h ie fly a m a tte r of em phasis. O ther d if f e r e n c e s may stem from the n ature of the ju n io r c o lle g e , serving as i t does s tu d e n ts in te rm in a l and in te rm e d ia te e d u c a tio n a l programs u n lik e those of o th e r l e v e l s . Recommendations. —The C a lif o r n i a public ju n io r co lleg e should have as a g o al a program of su p e rv isio n which enhances i t s unique g o a ls and fu n c tio n s . O rig in a l achievem ents should be p u b lic iz e d lo c a lly and n a t i o n a l l y . P o l i c i e s and p r a c tic e s of su p e rv is io n borrowed from o ld e r i n s t i t u t i o n a l le v e ls should be thoroughly stu d ie d and 134 j u s t i f i e d b efo re ad o p tio n a t th e ju n io r c o lle g e l e v e l . 4. What s p e c i a l problems seem t o e x i s t in f u l f i l l i n g c e r t a i n c r i t e r i a r e l a t e d t o th e d i r e c t i o n of i n s t r u c t ion? R e la te d f i n d i n g s . —Those problems mentioned most fre q u e n tly by resp o n d e n ts are found in C hapter IV. These problems in c lu d e d (1) Not enough tim e , (2) Not enough money, (3) D isagreem ents w ith th e c o lle g e , (4) T e c h n ic a l d i f f i c u l t i e s , (5) Lack of knowledge, (6) S ize of the c o lle g e , and (7) A co lle g e consensus of d i s b e l i e f in the value o f the c r i t e r i o n . C o n c lu sio n s. — B a r r ie r s to good i n s t r u c t i o n now e x i s t in C a l i f o r n i a p u b lic ju n io r c o l le g e s . With the p o s s ib le ex c ep tio n o f th e problems mentioned in item s 6 and 7 above, th e s e b a r r i e r s could be e lim in a te d . Recommendations. —I f th e re i s a consensus of judgment th a t a p a r t i c u l a r p o lic y or p r a c tic e would improve i n s t r u c t i o n , the c r i t e r i o n should be met through overcoming any o b s ta c le in th e way. Recommendations r e l a t i n g t o s p e c i f i c problems are the fo llo w in g : a . Lack o f tim e and money: J u n io r c o lleg e a u t h o r i t i e s should inform t h e i r boards and the p u b lic of th e need f o r in c re a s in g th e su p e r v is o ry s t a f f , d e c re a sin g the h e a v ie r w orkloads of f a c u l ty members, and p ro v id in g a s tr o n g e r f i n a n c i a l base fo r item s d e a lin g with i n s t r u c t i o n . D isagreem ents w ith in th e c o lle g e : Ju n io r c o lle g e a d m in is tr a to r s should e x e rt continuous le a d e r s h ip in r e s o lv in g d isa g reem e n ts th a t a f f e c t i n s t r u c t i o n ; programs o f o r i e n t a t i o n should in clu d e the r e s u l t s of re s e a r c h which s u b s t a n t i a t e s judgm ents. T e c h n ic a l d i f f i c u l t i e s : Where p o s s i b le , th e re should be co ntinuous t r i a l and e x p e rim e n ta tio n u n t i l th e t e c h n i c a l problems are surmounted. Lack o f knowledge: The problem o f not knowing "an a c c e p ta b le way to do i t " should be e lim in ate d w ith th e h e lp of such in - s e r v ic e means as c o n s u ltin g s p e c i a l i s t s , c o o p e ra tiv e workshops, r e s e a rc h program s, and th e l i k e . Size of th e c o lle g e : I f a t a l l p o s s i b le , sm all c o lle g e s should seek to en la rg e t h e i r d i s t r i c t s ; la rg e c o lle g e s should assume sm a lle r d i v i s i o n s under the guidance o f se p a ra te deans of i n s t r u c t i o n . Consensus o f d i s b e l i e f in th e value o f a c r i t e r i o n : I f a c o lle g e goes on re c o rd as r e j e c t i n g a c r i t e r i o n th a t th e m a jo rity o f o th e r c o lle g e s a c c e p t, i t should re-exam ine i t s philosophy and be ab le to j u s t i f y i t . 136 5. Which c r i t e r i a fo r the d i r e c t i o n o f in s t r u c t i o n seem to be a p p lic a b le to a l l d i s t r i c t s r e g a r d le s s of s i z e , a ssessed v a lu a tio n , e n ro llm e n t, and o th e r f a c t o r s ? R elated f i n d i n g s . - - I n the fin d in g s r e l a t e d to q u e s tio n f o u r, i t was shown th a t the siz e o f the co lleg e was one o f the most fre q u e n t o b s ta c le s to th e use of v a rio u s c r i t e r i a . Many of the c o lle g e s a ls o re p o rte d th a t the lack of s u f f i c i e n t time and th e lack of adequate fin a n c e s were problems h in d e rin g th e use of some c r i t e r i a . I f the c r i t e r i a r e l a t i n g to th e se problems are e lim in a te d , th e n , the c r i t e r i a th a t remain are those concerned with dem ocratic p r a c t ic e s and the a re a of human r e l a t i o n s . C r i t e r i a in v o lv in g the f a i r tre a tm e n t of i n s t r u c t o r s can apply to a l l d i s t r i c t s r e g a rd le s s of t h e i r s i z e , w e a lth , or en ro llm e n t. Thus, the c r i t e r i a considered d e s ira b le by tw o -th ird s or more o f a l l respondents are l i s t e d below by ta b le and by item . a. TABIB 10: Item s 5, 6, 7, 10, 11, 12, 13, 14, 18, 19, 20, 24, 25, 26, 27, 28, 29, 30, 31, and 32. b. TABLE 11: Item s 1, 2, 3, 4, 5, 10, 11, 13, 14. c. TABIB 12: Item s 1, 3, 4, 5, 6, 7, 9, 10, 15, 17, 18, 19, 20, 21, and 22. C o n c lu sio n s. —Even w ithout adequate time or s u f f i c i e n t f in a n c e s , many p o l i c i e s and p r a c t i c e s , c h ie fly 137 concerned w ith human r e l a t i o n s , can be used to improve i n s t r u c t i o n . Recommendations. —The ju n io r c o lle g e s should fo s te r th o se p o l i c i e s and p r a c t ic e s which c o n trib u te to f a c u lty morale and growth. Standard c r i t e r i a which apply to a l l ju n io r c o lleg e su p e rv iso ry programs should be adopted on a s ta te -w id e le v e l and d i s t r i b u t e d fo r use in a l l C a lif o r n i a p u b lic ju n io r c o lle g e s . V a lid ity of the Hypotheses frosed in the Study Chapter I included a l i s t of e ig h t hypotheses to be t e s t e d in t h i s stu d y . These hypotheses are rep ea ted below, w ith c e r t a i n f in d in g s , co n c lu sio n s, and recom mendations th a t apply to each. H ypothesis 1 J u n io r c o lle g e s g e n e ra lly do not keep a s p e c if ic l i s t of c r i t e r i a fo r d ir e c tin g t h e i r i n s t r u c t i o n a l program s. R elated f i n d i n g s . —The d a ta in TABIB 7 show th a t seventeen of the f i f t y - n i n e responding c o lle g e s , or 29 per c e n t, kept a l i s t of c r i t e r i a ; fo rty -tw o c o lle g e s , or 71 per c e n t, d id n o t. C o n c lu sio n s. —The h y p o th e sis i s te n a b le . The m a jo rity o f th e p u b lic ju n io r c o lle g e s of C a lif o r n i a are o p e ra tin g t h e i r su p erv iso ry programs w ithout fo rm ally - 138 w r itte n t e s t s of e v a lu a tio n . There can be no guarantee th a t such programs are adequate and e f f i c i e n t w ithout adopted c r i t e r i a fo r o b je c tiv e a p p r a i s a l. Re commendat io n s . —S u p erv isio n should be ap p raised as w e ll as i n s t r u c t i o n . Bach college should form ulate a s e t of c r i t e r i a w ith in i t s own li m i t a t i o n s and l e t th e se c r i t e r i a supplement the sta n d a rd c r i t e r i a proposed in the previous recommendation. H ypothesis 2 The p rese n t c r i t e r i a have remained s u b s t a n t i a l l y the same sin ce the founding o f C a l i f o r n i a ju n io r c o lle g e s . R elated f i n d i n g s . —The l i t e r a t u r e i s vague on the s u b je c t of which c r i t e r i a have been t r a d i t i o n a l l y used in the p u b lic ju n io r co lleg e of C a lif o r n i a . However, the d a ta in two t a b l e s provided some in s ig h t in to the prob lem. TAB LB 8 shows th a t tw e n ty -th re e c o lle g e s , or 46 per cent of the f i f t y c o lle g e s having su p erv iso ry o f f i c e r s , made s i g n i f i c a n t changes in c r i t e r i a sin ce i n s t a l l i n g th e se o f f i c e r s . Respondents in tw enty-seven c o lle g e s , or 54 per cent of the f i f t y c o lle g e s , re p o rte d no s i g n i f i c a n t changes in c r i t e r i a . TABLB 9 shows d e s c r ip tio n s of the tw e n ty -fiv e changes made by the tw e n ty -th re e c o lle g e s . C o n c lu sio n s. —A m inority of the f i f t y - n i n e responding c o lle g e s , about 39 per c e n t, made s i g n i f i c a n t changes in c r i t e r i a . Though the evidence i s f a r from 1 39 com plete, th e re i s some b a s is f o r b e lie v in g th a t c r i t e r i a f o r d i r e c t i n g i n s t r u c t i o n have remained s u b s t a n t i a l l y unchanged in the m a jo rity of th e ju n io r c o l le g e s . T e n ta t i v e l y , the h y p o th e s is i s te n a b le . Recommendations. —When a dean o f i n s t r u c t i o n i s added to a s t a f f , he should assume the le a d e r s h ip in prom ulgating a new program o f s u p e rv is io n a f t e r c a r e f u l re s e a rc h and s tu d y . While he may know th a t change i s n o t, by i t s e l f , evidence o f p ro g re s s , he should endeavor to apply change as an i n i t i a l s te p toward p ro g re ss in s u p e r v i s i o n . He should n o t, however, d is c a r d old p r a c t i c e s which have gained ap p ro v al over the y e a rs . H y p o th esis 3 The form ation and use of c r i t e r i a ( f o r d i r e c t i n g ju n io r co lleg e i n s t r u c t i o n ) depend more upon a c tu a l admin i s t r a t i v e experience than upon o th e r in f lu e n c e s , such as c o lle g e p r e p a r a tio n f o r a d m in is t r a tio n , re s e a rc h and p u b l i c a t i o n s , and lay and p r o f e s s io n a l groups. R elated f i n d i n g s . —The d a ta in TABLE 6 r e v e a l t h a t , w ith th e e x c e p tio n o f te a c h in g e x p e rie n c e , adm inis t r a t i v e ex p e rien ce ranked h ig h e s t among tw elve item s o f stro n g in flu e n c in g f a c t o r s . The two to p -ra n k in g minor in f lu e n c e s were "T eachers under my s u p e rv is io n " and " A d m in istra tiv e c o lle a g u e s ." L iste d as stro n g in f lu e n c e s but re c e iv in g 8 per cent 140 or le s s of a l l checkmarks made were "C ourses tak en as a s t u d e n t ," "C ollege te a c h e r s w ith whom I 'v e s t u d i e d ," "A d m in istra tiv e c o l le a g u e s ," "R esearch and s c h o la r ly w r i t i n g s , " " S ta te Department o f E ducation and governm ent," "W estern C ollege A s s o c ia tio n and a c c r e d i t a t i o n , " " C a l i f o r n i a J u n io r C ollege A s s o c ia tio n com m ittees and m e e tin g s ," "S tu d e n ts in my c o l l e g e ," and " P a re n ts and laymen in my community." C o n c lu sio n s. —There are no in f lu e n c e s s tro n g e r than te a c h e r s and te a c h in g and a d m in is tra tiv e ex p erien ce f o r the form atio n and use o f c r i t e r i a fo r d i r e c t i n g ju n io r co lleg e i n s t r u c t i o n . The h y p o th e s is is te n a b le a t the p re se n t tim e. Recommendations. —I t i s recommended t h a t : a . C o lle g e s which t r a i n te a c h e r s and a d m in is tra to r s should adapt course work so th a t th e re i s a h ig h e r c o r r e l a t i o n between the r e s u l t s of form al le a r n in g and a c t u a l f i e l d e x p e rie n c e . b. P ro fe s s o rs o f th e s e c o lle g e co u rses should co n sid er th e need to s tim u la te and in flu e n c e more p o s i t i v e l y th o se planning to e n te r the f i e l d of ju n io r c o lle g e work. c. The l a t e s t re s e a rc h and s c h o la r ly w r itin g s should be brought to the a t t e n t i o n of ju n io r c o lleg e a u t h o r i t i e s so th a t they may c a p i t a l i z e 141 upon new and approved ways t o secure b e t t e r i n s t r u c t i o n . d . The S ta te Department o f E ducation should stim u l a te i n t e r e s t in ju n io r c o lle g e i n s t r u c t i o n by in c re a s in g th e supply of re s e a rc h d a ta and encouraging l o c a l s t u d i e s . e . The Western C ollege A s s o c ia tio n should examine thoroughly through a c c r e d i t a t i o n pro ced u res the p o l i c i e s and p r a c t i c e s o f s u p e rv is io n o f i n s t r u c t i o n in the C a l i f o r n i a ju n io r c o lle g e s . f . The C a l i f o r n i a J u n io r C ollege A sso c ia tio n should encourage the use of a permanent s e r i e s o f Deans o f I n s t r u c t i o n Workshops fo r s o lv in g problems of i n s t r u c t i o n . g. J u n io r c o lle g e a d m in is tr a to r s should s o l i c i t the o p in io n s o f s tu d e n ts , p a r e n ts , and townspeople w ith in c o lle g e communities fo r th e purpose of d eterm in in g weaknesses and b a s ic s tr e n g t h s of i n s t r u c t i o n . H y p o th esis 4 C e r ta in c r i t e r i a follow ed by ju n io r c o lle g e s are in a p p ro p r ia te and weak. R e la te d f i n d i n g s . —The percentage columns o f TABIBS 10, 11, and 12 r e v e a l two f a c t s : f i r s t , w hether a c r i t e r i o n " I s Being Done" and, seco n d ly , whether a 142 c r i t e r i o n "Should Be Done." For example, item one in TABU3 10 was being done in 69 per cent of th e c o lle g e s , and i t was c o n sid ered d e s i r a b l e by 91 per cent of the re s p o n d e n ts . Since th e c r i t e r i o n met th e 67 per cent s ta n d a rd , i t i s concluded t h a t item one i s a d e s ir a b le c r i t e r i o n . The i n t e r p r e t a t i o n may be made, th e n , th a t i f the c r i t e r i o n was being done in 69 per cent of th e c o l le g e s , i t was not being done in the rem aining 31 per c e n t. The c r i t e r i o n fo r item one i s th e sta te m en t " A ll i n s t r u c t o r s are te a c h in g s u b je c ts they l i k e . " T h irty -o n e per cent of the c o lle g e s a p p lie d a d i f f e r e n t c r i t e r i o n , which was " I n s t r u c t o r s are sometimes a ssig n e d to te ach s u b je c ts they do not l i k e . " The comments made by the re sp o n d e n ts on t h i s item su p p o rted th e f a c t th a t th e re was only the one a l t e r n a t e c r i t e r i o n to the o r i g i n a l . F u rth e r study of o th e r p e rc e n ta g e s in th e th re e t a b l e s w i l l re v e a l a number o f weak c r i t e r i a when the same lin e o f reaso n in g i s a p p lie d . C o n c lu s io n s . —I t ap p ears t h a t the h y p o th e s is , t h a t c e r t a i n c r i t e r i a are weak and in a p p r o p r ia t e , i s t e n a b le . How t h i s c o n d itio n may a f f e c t i n s t r u c t i o n i s not known, but i t i s su sp e cted t h a t weak c r i t e r i a d ec re ase e f f e c t i v e i n s t r u c t i o n to some e x t e n t . Re commendat i o n s . —An e x te n s iv e i n v e s t i g a t i o n should be made by the a u t h o r i t i e s w ith in each c o lle g e in o rd e r to 143 determ ine the damage caused by q u e s tio n a b le c r i t e r i a being a p p lie d t o the d i r e c t i o n o f i n s t r u c t i o n . I f the damage i s c o n sid e red s i g n i f i c a n t l y d e s t r u c t i v e to the morale and e f f i c i e n c y of i n s t r u c t o r s , then s te p s should be taken t o apply new c r i t e r i a . H y pothesis 5 There are d i f f e r e n c e s between th e judgments of deans and c h ie f o f f i c e r s on the m a tte r of c r i t e r i a , but th e se d if f e r e n c e s are g e n e ra lly i n s i g n i f i c a n t . R elated f i n d i n g s . —The d a ta in TABtE 5 show th a t both resp o n d en ts in th i r t y - t w o c o lle g e s checked answers t o the q u e s tio n o f em phasis given to classroom s u p e r v i s i o n . Respondents in e ig h te e n of th e s e c o lle g e s , or 56 per c e n t, agreed 100 per cent in t h e i r answ ers. There was p a r t i a l agreement in e ig h t c o lle g e s , or 25 per c e n t, and t o t a l disagreem ent in s i x c o l le g e s , or 19 per c e n t. There was, th e n , some disagreem ent in 44 per cent of the t h i r t y - t w o c o l le g e s . The d a t a i n TABLBS 10, 11, and 12, which reco rd the judgm ents of th e seventy-tw o c r i t e r i a , show no s i g n i f i c a n t d i f f e r e n c e s between the deans and c h ie f o f f i c e r s when th e c h i square form ula was a p p lie d . Both re sp o n d e n ts in t h i r t y - s e v e n c o lle g e s checked t h e i r re sp o n se s t o the c r i t e r i a . The d a ta in TABJJB 13 show th e p e rc e n ta g e s o f agreement between re sp o n d e n ts in 144 each o f th e s e t h i r t y - s e v e n c o l le g e s . The mean percentage o f agreement f o r a l l th e s e c o lle g e s was n in e ty -tw o , or e i g h t y - e i g h t fo r the " s t a t u s " column and n in e ty - f o u r fo r th e " d e s i r a b i l i t y " column. C o n c lu sio n s.--O n th e m a tte r of c r i t e r i a fo r d i r e c t i n g i n s t r u c t i o n , th e re appear t o be no s i g n i f i c a n t d i f f e r e n c e s between th e judgments of deans and c h ie f o f f i c e r s in C a l i f o r n i a p u b lic ju n io r c o l le g e s . The h y p o th e s is i s t e n a b l e . In view o f th e d i f f e r e n c e s noted in th e f i n d in g s , however, i t i s a ls o concluded th a t some c o lle g e s have o f f i c e r s who d is a g re e on some o f th e very b a s ic i s s u e s . Recommendations. - -Those who are re s p o n s ib le fo r s u p e rv is io n should s t r i v e t o o b ta in f u l l agreement on the p h ilo so p h y , o r g a n iz a tio n , and o p e ra tio n o f su p e rv is o ry program s. S p e c i f i c a l l y , th e fo llo w in g might be h e l p f u l : a . Have a sta n d in g committee on " S u p e rv isio n and I n s t r u c t i o n , " under th e le a d e r s h ip of th e Dean o f I n s t r u c t i o n . The c h ie f a d m in is tr a to r might serve as ex o f f i c i o member. Voting members might in clu d e departm ent or d i v i s i o n chairmen and p o s s ib ly two members e l e c t e d or ap p o in ted by th e c o lle g e f a c u l t y . The group would be concerned w ith recommending p o lic y and the r e s o lv in g o f problems in s u p e rv is io n and i n s t r u c t i o n . b. Have a planned program of o r i e n t a t i o n and s o l i c i t a t i o n . Extreme care should be ta k en to in c re a se u n d erstanding and acceptance of the program of su p e rv isio n and i n s t r u c t i o n . The p lan fo r o r i e n t a t i o n and s o l i c i t a t i o n should include c o n s id e ra tio n fo r th e e n t ir e community in which the co lleg e i s lo c a te d . H ypothesis 6 C r i t e r i a which should apply t o a l l d i s t r i c t s can be disco v ered and agreed upon by the m ajo rity of adm inis t r a t o r s and s p e c i a l i s t s . R elated f i n d i n g s . —As p rev io u sly d e fin e d , a c r i t e r i o n i s considered d e s ir a b le i f i t rec e iv e d the support o f 67 per cent of the resp o n d e n ts. The d a ta in TABLE 10 show th a t t h i r t y of the t h i r t y - t h r e e c r i t e r i a surpassed t h i s s ta n d a rd . The d a ta in TABLE 11 show th a t t h i r t e e n of s ix te e n c r i t e r i a were a c c e p ta b le . A ll tw enty-tw o c r i t e r i a l i s t e d in TAB£E 12 were above the 67 per cent le v e l . C o n c lu sio n s. —Since s i x t y - s i x o f the seventy-tw o c r i t e r i a were ac ce p tab le to the m a jo rity of adm inis t r a t o r s and s p e c i a l i s t s , i t can be concluded th a t the h y p o th e sis i s te n a b le . Re commendat io n s . —In the absence of o b je c tiv e d a ta 146 which s u b s t a n tia te the value o f c r i t e r i a , a stro n g con sensus of judgment from e x p e rts should apply as an ade quate measure o f th e d e s i r a b i l i t y of c r i t e r i a . Adminis t r a t o r s , d ean s, and o th e rs should place a high value on the c o l le c tiv e judgments used in d eterm ining d e s ir a b le c r i t e r i a . H ypothesis 7 A d m in istra tiv e p o l i c i e s and p r a c tic e s r e f l e c t more concern w ith the improvement of the i n s t r u c t o r ( in - s e r v ic e e d u c a tio n ) than with the improvement of the c o n d itio n s under which i n s t r u c t o r s work. R elated f in d in g s . —The d a ta in the " I s Being Done" columns o f TABIES 10 and 12 were analyzed to v e r if y t h i s h y p o th e s is . The sub-column showing p erce n tag es i s most im p o rta n t. The p erce n tag e s r e v e a l the e x te n t to which each c r i t e r i o n was being used in a l l the c o lle g e s . E s s e n t i a l l y , a comparison must be made between th e se p er ce n tag e s in TABLE 10 (d e a lin g w ith c o n d itio n s under which te a c h e rs work) and those in TABIE 12 (d e a lin g w ith in - s e rv ic e improvement of the i n s t r u c t o r ) . The fin d in g s are noted below under two percentage l e v e l s : the 67 per cent stan d ard as p re v io u sly d e s c rib e d and th e 90 per cent l e v e l , which was a r b i t r a r i l y s e le c te d as a "h ig h e r" s ta n d a rd . 1 47 a. The 67 per cent s ta n d a rd : In TABIB 10 i t i s seen th a t four of th e t h i r t y - t h r e e c r i t e r i a , or 12 per c e n t, f a i l e d t o reach th e s ta n d a rd . In TABIB 12 fiv e o f the tw enty-tw o c r i t e r i a , or 23 per c e n t, d id not reach the s ta n d a rd . b. The 90 per cent le v e l: S ix tee n of the c r i t e r i a l i s t e d in TABIB 10, or 49 per c e n t, f a i l e d to reach the 90 per cent l e v e l . Bleven of the c r i t e r i a l i s t e d in TABIB 12, or 50 per c e n t, d id not reach the le v e l of 90 per c e n t. C o n c lu sio n s. —When a comparison i s made between th e two groups of c r i t e r i a reaching the 67 per cent s ta n d a rd , i t can be concluded th a t more c r i t e r i a con cerning c o n d itio n s are being used than are the c r i t e r i a concerning in - s e r v ic e improvement of i n s t r u c t o r s . There appears to be s l i g h t l y more concern fo r c o n d itio n s than fo r in - s e r v ic e improvement. Thus, the h y p o th e sis i s r e j e c t e d . When a comparison i s made between th e two groups o f c r i t e r i a reach in g th e 90 per cent l e v e l , i t can be concluded t h a t the c r i t e r i a in both a re a s are being used about e q u a lly . Thus, p o l i c i e s and p r a c t ic e s r e f l e c t a balanced concern fo r both c o n d itio n s and the improvement of the i n s t r u c t o r s . The h y p o th e s is , th e n , i s r e j e c t e d . Recommendations. --T u n io r co lleg e a d m in is tra to rs 148 should continue to give e q u a l a t t e n t i o n to the improvement o f the i n s t r u c t o r and to th e improvement o f the c o n d itio n s under which he works. H ypothesis 8 Of th e c h ie f a re a s o f r e s p o n s i b i l i t y in d ir e c tin g ju n io r co lle g e i n s t r u c t i o n , the e v a lu a tio n process i s in g r e a t e s t need o f a t t e n t i o n and in p ro v en e n t. R e lated f in d in g s . —The f i r s t percentage colunn of TABIB 11 (showing th e d a ta r e l a t e d to c r i t e r i a fo r nethods and te ch n iq u e s in e v a lu a tin g i n s t r u c t i o n ) r e f l e c t s th e degree to which each of the s ix te e n c r i t e r i a were being used in. the f i f t y - n i n e c o lle g e s . These p e r centages were in t e r p r e t e d in the sane way as the percen ta g e s in TABLES 10 and 12 (see the r e l a t e d fin d in g s fo r the preceding h y p o th e sis fo r a d e s c r ip tio n o f th e i n t e r p r e ta tio n p r o c e s s ). Thus, the fin d in g s are r e la te d to the two percentage l e v e l s , mentioned e a r l i e r . a . The 67 per cent s ta n d a rd : In TABIB 11 i t i s seen th a t s ix of the s ix te e n c r i t e r i a , or 38 per c e n t, f a i l e d to reac h the sta n d a rd . In comparison, 12 per cent of the c r i t e r i a f o r co n d itio n s ( in TABIB 10) and 23 per cent of the c r i t e r i a fo r in - s e r v ic e ed u catio n (in TABIB 12) f a i l e d to reach the s ta n d a rd . 149 b . The 90 per cent le v e l: Twelve o f the s ix te e n c r i t e r i a l i s t e d in TABIB 11, or 75 per c e n t, f a i l e d to reach the 90 per cent l e v e l . In com parison, 49 per cent o f the c r i t e r i a fo r c o n d itio n s ( i n TABIB 10) and 50 per cent of the c r i t e r i a fo r in - s e r v ic e edu catio n ( in TABIB 12) f a i l e d to reach the le v e l of 90 per c e n t , C o n c lu sio n s, —When a comparison i s made between th e th re e groups o f c r i t e r i a reach in g the 67 per cent s ta n d a rd , i t can be concluded th a t fewer of the c r i t e r i a f o r e v a lu a tin g i n s t r u c t i o n are being met than are c r i t e r i a being met in the o th e r two a re a s of r e s p o n s i b i l i t y . The e v a lu a tio n process appears t o have the g r e a t e s t need fo r a t t e n t i o n and improvement. Thus, the h y p o th e sis i s t e n a b l e • When a comparison i s made between the th re e groups o f c r i t e r i a reach in g the 90 per cent l e v e l , i t can be concluded th a t the e v a lu a tio n process i s again the area o f r e s p o n s i b i l i t y needing most a t t e n t i o n and improvement. The h y p o th e sis i s s t i l l te n a b le . Recommendations: The consensus of the l i t e r a t u r e seems to be th a t the e v a lu a tio n pro cess i s most e s s e n t i a l , fo r i t i s from e v a lu a tio n t h a t needs can be determ ined and p lan s fo r improvement made. In view of the fin d in g s 150 and c o n c lu s io n s , i t i s recommended t h a t ju n io r c o lle g e a u t h o r i t i e s in C a l i f o r n i a endeavor t o improve t h e i r p o l i c i e s and pro ced u res fo r e v a lu a tin g i n s t r u c t i o n . I t i s f u r t h e r su g g ested t h a t t h i s a re a o f s u p e rv is o ry re sp o n s i b i l i t y be given p r i o r i t y in any plan fo r th e o v e r a l l improvement o f s u p e rv is io n . Summary o f G en eral C onclusions and Recommendations In th e f i r s t two s e c tio n s of t h i s c h a p te r, s p e c i f i c c o n c lu sio n s and recommendations are r e l a t e d t o the q u e s tio n s and hy p o th eses of the s tu d y . The g e n e ra l con c lu s io n s and recommendations are brought to g e th e r in t h i s s e c t i o n . G en e ra l C onclusions 1. S ince th e 1940*s th e re has been a stro n g tr e n d toward th e use o f a f u l l - t i m e o f f i c e r fo r the su p e rv is io n o f cu rricu lu m and i n s t r u c t i o n in C a l i f o r n i a p u b lic ju n io r c o lle g e s . 2. With few e x c e p tio n s C a l i f o r n i a ju n io r c o lleg e deans o f i n s t r u c t i o n and c h ie f a d m in is tr a to r s support the use of the c r i t e r i a developed in t h i s s tu d y . 3. C r i t e r i a used by C a l i f o r n i a p u b lic ju n io r c o lle g e s d i f f e r t o some e x te n t from th o se used in o th e r le v e ls o f e d u c a tio n ; th e d if f e r e n c e i s c h ie f ly a m a tte r 151 of emphasis given to classroom su p e rv isio n and o th e r p o l i c i e s and p r a c t i c e s , 4. The c h ie f b a r r i e r s to the f u l f i l l m e n t of c r i t e r i a r e l a t e to th e need fo r more time and s u f f i c i e n t fu n d s. 5. C r i t e r i a most s u it a b le fo r d ir e c tin g in s t r u c t i o n in a l l d i s t r i c t s are those concerned with democracy and th e f a i r trea tm en t of i n s t r u c t o r s , 6. The m a jo rity o f th e p u b lic ju n io r c o lle g e s of C a lif o r n i a are o p e ra tin g t h e i r su p e rv iso ry programs w ith out f o rm a lly -w ritte n c r i t e r i a which serve as o b je c tiv e measurements of s u p e rv is io n . 7. C r i t e r i a used by most p u b lic ju n io r c o lle g e s of C a lif o r n i a have not changed to any g re a t e x te n t over the y e a rs , though some s i g n i f i c a n t changes have been made by some c o lle g e s . 8. The change of c r i t e r i a i s more apt to r e s u l t from i n t r i n s i c in flu e n c e s w ith in each co lleg e than from e x t r i n s i c f a c t o r s , 9. Some C a lif o r n i a p u b lic ju n io r c o lle g e s have s p e c if ic p o l i c i e s and p r a c t ic e s o f su p e rv is io n which are considered in a p p ro p ria te and weak by the m a jo rity of the deans o f in s t r u c t i o n and c h ie f o f f i c e r s . 10. D iffe re n c e s th a t e x i s t between the judgments of su p erv iso ry o f f i c e r s and c h ie f a d m in is tr a to rs on the 1 5 2 p re s e n t use and value o f c r i t e r i a are n o t s i g n i f i c a n t when th e two groups are compared, but some b a s ic c o n f l i c t s do e x i s t between th e s e two o f f i c e r s w ith in some i n d iv i d u a l c o l le g e s . 11. Deans o f i n s t r u c t i o n and c h ie f a d m in is tr a to r s in C a l i f o r n i a p u b lic ju n io r c o lle g e s can reach s a t i s f a c to ry agreement on th e d isc o v ery and use of sta n d a rd c r i t e r i a fo r d i r e c t i n g i n s t r u c t i o n in a l l d i s t r i c t s of th e s t a t e . 12. P o l i c i e s and p r a c t i c e s used by C a l i f o r n i a p u b lic ju n io r c o lle g e s r e f l e c t approxim ately eq u al concern fo r improving th e i n s t r u c t o r and f o r improving th e con d i t i o n s under which i n s t r u c t o r s work. 13. The a re a of su p e rv is o ry r e s p o n s i b i l i t y in need of most study and a c tio n by C a l i f o r n i a p u b lic ju n io r c o lle g e s i s t h a t of the e v a lu a tio n of i n s t r u c t i o n and s u p e rv is io n . G en e ra l Recommendations 1. C a l i f o r n i a p u b lic ju n io r c o lle g e s , p a r t i c u l a r l y th e l a r g e r i n s t i t u t i o n s , should co n sid e r the p o s s i b i l i t y of having a s e p a ra te dean in charge of cu rricu lu m so t h a t the dean o f i n s t r u c t i o n can devote h i s f u l l time to the s u p e rv is io n o f i n s t r u c t i o n . 2. In d i r e c t i n g p u b lic ju n io r c o lle g e i n s t r u c t i o n , th e C a l i f o r n i a c o lle g e s should co n sid e r th e use of 153 c r i t e r i a s tr o n g ly su p p o rted by th e w eight o f a u t h o r i t y . 3. P o l i c i e s and p r a c t i c e s o f s u p e rv is io n should r e f l e c t th e ju n io r c o lle g e s* unique g o a ls and f u n c tio n s ; s u c c e s s f u l achievem ents in s u p e rv is io n should be w idely p u b lic iz e d f o r c o n s id e r a tio n by o th e r ju n io r c o lle g e s and l e v e l s of e d u c a tio n . 4. O b s ta c le s to good i n s t r u c t i o n should be o v e r come; s u g g e s tio n s r e l a t i n g to s p e c i f i c problems are the fo llo w in g : a. Lack o f time and money: O rie n t c o lle g e boards and the p u b lic on the need fo r in c re a s in g the s u p e rv is o ry s t a f f , d e c re a s in g h e a v ie r work lo ad s o f i n s t r u c t o r s , and p ro v id in g more funds fo r item s d e a lin g w ith i n s t r u c t i o n . b . D isagreem ents w ith in the c o lle g e : More le a d e r s h ip i s needed. (See Recommendation Number 10 f o r s p e c i f i c p r o p o s a l.) c. T e c h n ic a l d i f f i c u l t i e s : T r i a l and e x p e r i m en tatio n are needed. d . Lack o f knowledge: The use of c o n s u ltin g s p e c i a l i s t s , c o o p e ra tiv e workshops, and new r e s e a r c h programs are su g g e ste d . e . S ize of th e c o lle g e : A ttem pts might be made to en la rg e the d i s t r i c t i f i t i s to o sm all or to assume sm a lle r d i v i s i o n s under s e p a ra te deans i f the co lle g e i s to o la r g e . f . N on-acceptance o f a c r i t e r i o n : Re-examine th e c r i t e r i o n in th e l i g h t of new fin d in g s from r e s e a r c h ; r e j e c t or accept the c r i t e r i o n only a f t e r thorough s tu d y . 5* A ll C a l i f o r n i a p u b lic ju n io r c o lle g e s should adhere to sta n d a rd c r i t e r i a which r e l a t e to democracy and f a i r tre a tm e n t of i n s t r u c t o r s . 6. S tandard c r i t e r i a and a d d i t i o n a l c r i t e r i a adopted a t th e lo c a l le v e l should be pu b lish ed w ith in each co lleg e and d i s t r i b u t e d so t h a t both i n s t r u c t i o n and su p e rv is io n can be a p p ra ise d more o b j e c t i v e l y . 7. A thorough re-ex am in atio n o f a l l c r i t e r i a should be p e r io d ic a ll y made in o rd er t o m ain tain the v a l i d i t y of th e c r i t e r i a f o r ju n io r c o lleg e purposes. 8. I n t r i n s i c in flu e n c e s upon ju n io r co lleg e i n s t r u c t i o n and s u p e rv is io n should be in c re a s in g ly sup plemented by th e fo llo w in g e x t r i n s i c in flu e n c e s : a . C ollege course work fo r te a c h e rs and a d m in is tr a to rs ex p h a siz in g th e r e l a t i o n s h ip of th e o ry t o p r a c t i c e ; c o lle g e p r o fe s s o r s u t i l i z i n g t h e i r a b i l i t i e s to stim u la te and in f lu e n c e . b . J u n io r c o lle g e a u t h o r i t i e s read in g more e x te n s iv e ly from th e l i t e r a t u r e r e l a t i n g to th e improvement of i n s t r u c t i o n . c . The C a lif o r n i a S ta te Department of E ducation secu rin g b e t t e r s t a t e fin an cin g f o r ju n io r c o lle g e s . d . The Western C ollege A s s o c ia tio n examining more thoroughly through a c c r e d i t a t i o n th e p o l i c i e s and p r a c t ic e s of s u p e rv is io n . e . The C a lif o r n ia J u n io r C ollege A s s o c ia tio n serv in g as a c le a rin g house of id e as f or improving i n s t r u c t i o n . f* Local s tu d e n ts , p a re n ts , and townspeople knowing more about su p e rv is io n and in s t r u c t i o n and e x e rtin g t h e i r in flu e n c e s fo r any needed improvements* 9 . Ju n io r c o lle g e a u t h o r i t i e s should not t o l e r a t e p o lic ie s and p r a c t ic e s co n sid ered weak and in a p p ro p ria te f o r ju n io r c o lle g e i n s t r u c t i o n ; th ey should in v e s tig a te and e lim in a te such p o lic ie s and p ra c tic e s * 10. There should be c lo s e r c o o p e ra tio n and under sta n d in g between ju n io r c o lle g e a u t h o r i t i e s re sp o n sib le f o r su p e rv is io n and in s tr u c tio n * The follow ing are s p e c i f i c a l l y su g g e sted : a* Have a standing committee on "S u p erv isio n and I n s t r u c t i o n , " under th e le a d e rs h ip 156 o f the Dean o f I n s t r u c t i o n . The c h ie f o f f i c e r might serve as ex o f f i c i o member. Voting members might in c lu d e departm ent or d iv is io n chairmen and p o ssib ly two members e le c te d or appointed by the co lleg e f a c u l t y . The group would be concerned w ith recommending p o licy and the re s o lv in g of problems in s u p e rv is io n and i n s t r u c t i o n , b . Have & planned program of o r i e n t a t i o n fo r the co lleg e and community; t h i s should include s o l i c i t a t i o n o f id e as and a p p r a is a l of su p e rv iso ry p o l i c i e s and p r a c t i c e s . 11. A d m in is tra to rs , deans, and o th e rs re s p o n s ib le fo r s u p e rv is io n should place a high value on the c o l le c tiv e judgments used in v a l id a t in g c r i t e r i a . 12. C r i t e r i a developed and used by C a lif o r n ia p u b lic ju n io r c o lle g e s should r e f l e c t eq u al concern fo r th e improvement o f the i n s t r u c t o r and the improvement of c o n d itio n s under which i n s t r u c t o r s work. 13. Among the a re a s of su p e rv iso ry r e s p o n s i b i l i t y , th e e v a lu a tio n o f su p e rv is io n and i n s t r u c t i o n should be given the major em phasis, fo r the improvement o f the o th e r a re a s depends upon t h i s f u n c tio n . Summary of th e Study Prom th e sta n d p o in t of the number of ju n io r 157 c o lle g e s , C a lif o r n i a le a d s a l l s t a t e s in the development o f th e p u b lic ju n io r c o lle g e . By 1962 th e re were s i x t y - nine in the s t a t e , seven of th e se being founded in the l a s t two y e a rs . Among the problems in need of study i s th a t of the su p e rv is io n of i n s t r u c t i o n . S p e c i f i c a l l y needed was a comprehensive study of the c r i t e r i a n ecessary fo r d i r e c t i n g p u b lic ju n io r co lleg e i n s t r u c t i o n in th e s t a t e , f o r no such study had p re v io u sly been done. The g e n e ra l q u e stio n o f what a d m in is tra to rs might do to assure high q u a lity of i n s t r u c t i o n seemed c r u c i a l . T his re s e a rc h study was designed to answer t h i s q u e s tio n . The s p e c if ic purpose o f the study was to develop a c c e p ta b le c r i t e r i a t o guide ju n io r co lleg e a u t h o r i t i e s in the e v a lu a tio n o f su p e rv iso ry p o lic ie s and p r a c t i c e s . I t was b e lie v e d t h a t the use of d e s ira b le c r i t e r i a might serve to enhance the ex cellen ce of te ach in g and le arn in g in the ju n io r c o lle g e s . Among the p re lim in a ry procedures was the securement o f an endorsement of th e study by the C a lif o r n i a Ju n io r C ollege A s s o c ia tio n . From a review of the l i t e r a t u r e , seventy-tw o c r i t e r i a were s e le c te d and subm itted to a jury of s p e c i a l i s t s fo r t h e i r c o n s id e ra tio n . The i n d i v id u a l su g g e stio n s and c r i t i c i s m s of the fiv e jury members were u t i l i z e d in fo rm u latin g a f i n a l re v is io n of 158 c r i t e r i a , which was lith o g ra p h e d fo r d i s t r i b u t i o n . The C h e c k list of C r i t e r i a , which in c lu d e s a s e c tio n re q u e s tin g id e n tif y in g in fo rm a tio n , was m ailed to deans of i n s t r u c t i o n and c h ie f a d m in is tr a to rs in each of the s i x t y - two p u b lic ju n io r c o lle g e s of C a lif o r n i a in o p e ra tio n in 1960. Out o f 120 p o ssib le re sp o n se s, n in e ty -s e v e n check l i s t s , or 81 per c e n t, were r e tu r n e d . F if ty - n in e c o lle g e s , or 95 per c e n t, are re p re s e n te d in the r e s e a r c h . The c h ie f fin d in g s are summarized as fo llo w s: 1. F if ty ju n io r c o lle g e s , or 85 per cent of the t o t a l , had f u ll- tim e o f f i c e r s fo r the su p e rv isio n of c u r riculum and i n s t r u c t i o n . The average time spent on the s u p e rv is io n of in s t r u c t i o n was about 65 per c e n t. Some of th e se o f f i c e r s were f i r s t i n s t a l l e d in ju n io r c o lle g e s in 1946. At the time of the i n s t a l l a t i o n of th ese o f f i c e r s , known g e n e ra lly as deans of i n s t r u c t i o n , the average number of te a c h e rs on th e r e g u la r f a c u l t i e s was f o r t y - n i n e . 2. E ighty-tw o per cent of the c o lle g e s emphasized classroom su p e rv isio n t o a moderate d eg ree, or somewhere between the stro n g emphasis g e n e ra lly found in elem entary and secondary grades and the s l i g h t emphasis g e n e ra lly found in most u n i v e r s i t i e s ; 71 per cent of the respondents b e lie v e d th a t moderate emphasis was b est fo r the ju n io r c o lle g e . 3. Ranking f i r s t and second as th e s tro n g e s t 159 in flu e n c e s upon th e judgments o f th e resp o n d e n ts were "My own te a c h in g ex p e rie n c e " and "My a d m in is tra tiv e ex p erien ced The two to p -ra n k in g minor in f lu e n c e s were "T eachers under my s u p e rv is io n " and "A d m in istra tiv e c o lle a g u e s ." 4. Seventeen c o lle g e s , or 29 per cent of the t o t a l , kept a form al l i s t of c r i t e r i a fo r d i r e c t i n g i n s t r u c t i o n a l programs. 5. T w enty-three c o lle g e s , or 46 per cent of the f i f t y c o lle g e s w ith f u ll- tim e su p e rv iso ry o f f i c e r s , made s i g n i f i c a n t changes in t h e i r su p e rv iso ry program a f t e r i n s t a l l i n g th e se o f f i c e r s . 6. F ifty -s e v e n of the seventy-tw o c r i t e r i a in the C h e c k lis t were being follow ed by 67 per cent or more of the f i f t y - n i n e c o lle g e s ; s i x t y - s i x of the c r i t e r i a were co n sid ered d e s ir a b le by 67 per cent or more of the re sp o n d e n ts. 7. There were no s i g n i f i c a n t d if f e r e n c e s between the judgments o f the deans of i n s t r u c t i o n and the c h ie f o f f i c e r s when th e ch i square form ula was a p p lied to the two groups of raw s c o re s . 8. When judgments w ith in in d iv id u a l c o lle g e s were compared, i t was found t h a t the low est percentage of agreement was f i f t y - e i g h t fo r th e s t a t u s of the c r i t e r i a and e ig h ty -th re e fo r th e d e s i r a b i l i t y of th e c r i t e r i a . Respondents in e ig h t c o lle g e s had p e r f e c t agreement in a l l a re a s to be checked. The t o t a l mean percentage of 1 60 agreement Mas n in e ty -o n e . The c h ie f c o n c lu sio n s are sunm arized as fo llo w s : 1. S i x t y - s i x o f th e c r i t e r i a developed in t h i s study appear t o be d e s ir a b le m easures of the e f f e c t i v e n e s s of s u p e rv is o ry p o l i c i e s and p r a c t i c e s in C a l i f o r n i a p u b lic ju n io r c o lle g e s . 2. Those c r i t e r i a most a p p lic a b le t o a l l ju n io r c o lle g e su p e rv is o ry programs appear t o be th o se concerned w ith democracy and the f a i r tre a tm e n t of a l l i n s t r u c t o r s . 3. The most s e rio u s h an d icap t o the use of th e se c r i t e r i a appears t o be the la c k of adequate time and s u f f i c i e n t fu n d s. 4. P o l i c i e s and p r a c t i c e s used by C a l i f o r n i a p u b lic ju n io r c o lle g e s seem t o r e f l e c t an e q u a l concern fo r improving the i n s t r u c t o r and fo r improving the c o n d itio n s under which i n s t r u c t o r s work. 5. The a re a of su p e rv is o ry r e s p o n s i b i l i t y in need o f most study and a c tio n by p u b lic ju n io r c o lle g e s o f C a l i f o r n i a seems t o be t h a t o f the e v a lu a tio n of i n s t r u c t i o n and s u p e rv is io n . 6. In th e m a jo rity o f ca ses th e re seems t o be a need fo r b e t t e r u n d e rsta n d in g and c o o rd in a tio n of su p e r v is io n between deans and c h ie f o f f i c e r s . 7 . P eople, o r g a n iz a tio n s , and i n s t i t u t i o n s a p a rt from but r e l a t e d t o th e C a l i f o r n i a p u b lic ju n io r c o lle g e s 161 do not seem t o be e x e r tin g th e maximum p o s s ib le in flu e n c e upon th o se who d i r e c t i n s t r u c t i o n in th e ju n io r c o l le g e s . The c h ie f recommendations are summarized as fo llo w s: 1. C a l i f o r n i a p u b lic ju n io r c o lle g e s should con s i d e r u t i l i z i n g the c r i t e r i a judged as d e s i r a b l e by the w eight o f a u t h o r it y as shown in t h i s s tu d y . 2. P ublished l i s t s o f s ta n d a rd and l o c a l l y - developed c r i t e r i a should be adopted in each ju n io r c o lle g e as a more e f f i c i e n t way t o e v a lu a te s u p e rv is io n and i n s t r u c t i o n . 3. C a l i f o r n i a p u b lic ju n io r c o lle g e s should con s i d e r having a s e p a ra te "Dean o f C urriculum " so th a t the Dean of I n s t r u c t i o n can devote h i s f u l l tim e to th e s u p e r v is i o n and improvement of i n s t r u c t i o n . 4. C a l i f o r n i a p u b lic ju n io r c o lle g e s should con s i d e r having a sta n d in g committee on "S u p e rv isio n and I n s t r u c t i o n " so t h a t th e re i s b e t t e r p la n n in g , c o o rd in a tio n , and u n d e rsta n d in g among a l l who are in v o lv e d ; one of the c h ie f f u n c tio n s o f th e committee might be t o secure ad e quate funds fo r a l l item s d e a lin g w ith i n s t r u c t i o n . 5. D ir e c to r s and deans o f i n s t r u c t i o n should con s i d e r th e need fo r g iv in g more a t t e n t i o n to the e v a lu a tio n o f s u p e rv is io n and i n s t r u c t i o n , fo r improvement o f s u p e r v is i o n depends upon such e v a lu a t io n . 1 6 2 6* In d iv id u a ls , o rg a n iz a tio n s , and i n s t i t u t i o n s which have any r e la tio n s h ip to the ju n io r c o lle g e s should assume more i n te r e s t in and e x e rt more in flu en ce upon the improvement of in s tr u c tio n and su p erv isio n in th ese c o l le g e s . Recommended C r i t e r i a Since the major purpose of t h i s study is to e s ta b l i s h a s e t of c r i t e r i a acceptable to most public ju n io r c o lle g e s in C a lifo rn ia , c r i t e r i a th a t can be recommended are included in t h i s s e c tio n . The c r i t e r i a were s e le c te d from the l i t e r a t u r e f i r s t and then given to a jury of five members fo r t h e i r a p p ra is a l and re v is io n . The f i n a l check l i s t of c r i t e r i a was then m ailed to deans of in s tr u c tio n and c h ie f a d m in istra to rs in six ty -tw o C a lifo rn ia public ju n io r c o lle g e s . F ifty -n in e co lle g e s are re p resen ted in the 81 per cent re tu rn of the c h e c k lis ts . C r i t e r i a which are acceptable to a t le a s t tw o -th ird s , or 67 per c e n t, of a l l th e respondents are recommended as follow s: C r i t e r i a fo r C reating C onditions Favorable io flood in s tr u c tio n 1. A ll in s tr u c to r s are teach in g su b je c ts they l ik e . 2. A ll in s tr u c to r s are teaching le s s c la s s hours per week than i s normal fo r high school te a c h e rs ( le s s than 2 5). 163 3. A s a tis fa c to r y system of equating c la s s loads has been devised by fa c u lty and adm inistration* 4. G eneral p o lic ie s and re g u la tio n s a ffe c tin g the ro le s of in s tru c to rs and a d m in istra to rs are dem ocratically form ulated by a l l those concerned. 5. Group and personal o rie n ta tio n i s given annually to a l l in s tr u c to r s . 6. Faculty handbooks and o th er p rin ted aid s are given to a l l in s tr u c to r s . 7. F acu lty -ad m in istrativ e stu d ie s r e s u lt in sa la ry schedules which are com petitive with other near-by c o l le g e s. 8. S a b b a tic a l leaves are a v a ila b le fo r a l l q u a lifie d in s tr u c to r s . 9. In s tru c to r s have open and d ire c t lin e s of com munication with a d m in istra to rs. 10. In s tr u c to r s are given the rig h t of academic freedom, as normally defin ed . 11. As c itiz e n s in the community, in s tru c to rs may express p o l i t i c a l , r e lig io u s , or o th er views w ithout fe a r of p e n a liz a tio n or d ism issa l from t h e ir co lleg e. 12. I n s tru c to r s are perm itted to engage in and encouraged toward classroom experim entation. 13. A dm inistrators promote fa c u lty members w ithin the college when q u a lific a tio n s are equal to or b e tte r than those of outside can d id ates. 164 14• B uilding f a c i l i t i e s are s a n ita ry , s a fe , a e s th e tic a lly s a tis f y in g , and convenient* 15* P aculty committee work and o th er e x tra assignm ents are lig h t enough so th a t in s tr u c to r s have ample time fo r t h e i r classroom r e s p o n s ib ilitie s * 16* In s tru c to rs are u su a lly given a choice of committees or e x tra assignments* 17* In s tru c to rs a re given commendations fo r th e i r accomplishment s • 18* Subject to approval, textbooks and o th er a id s are se le c te d by in s tru c to rs * 19* A udio-visual a id s are d e sira b ly lo c a te d , e f f i c i e n t ly organized, and adequate to meet classroom demands f o r b e tte r teaching m aterials* 20* In s tru c to rs may purchase (through channels and w ith in approved budgets) such books, su p p lie s, and equipment as may be needed fo r b e t t e r in s tr u c tio n . 21. Free d u p lic a tin g se rv ic e s and c le r ic a l a s s is ta n c e are a v a ila b le f o r a l l in s tru c to rs needing th ese se rv ic e s f o r classroom teaching* 22* Counselors and a d m in istra to rs know of i n s t r u c t o r s ' classroom problems and philosophies and support them when scheduling or counseling students* 23* Within departm ental p o lic ie s , in s tr u c to r s are fre e to s tru c tu re t h e i r own course o u tlin e s , use methods, 165 and follow p h ilo so p h ies b e f it ti n g t h e i r p e rs o n a litie s * 24* P aculty w elfare (sic k le a v e , h e a lth in s u r ance, e t c . ) i s an ia p o rta n t goal in th e co lleg e d i s t r i c t * 25* Attendance a t school fu n c tio n s i s g e n e ra lly o p tio n a l w ith the in s tru c to rs * 26* I n s tru c to r s are given th e o p po rtunity and encouragement to a tte n d one or more s o c ia l fu n c tio n s each year* 27* A d m in istrato rs l i s t e n o b je c tiv e ly to fa c u lty com plaints and a tte m p t, f a i r l y , to a l l e v i a t e th e problems. 28* P o lic ie s and methods of su p erv isin g in s tr u c tio n a re co o p e rativ e, dem ocratic, and ag reeab le to te a c h e rs . 29* A d m in istrato rs conduct them selves as co workers in th e educative process r a th e r than as " lo rd s " over teach ers* 30* An in s tr u c to r has an opportunity to c o rre c t h is f a u l t s w ith in a reasonable period of tim e before any a c tio n i s taken to d ism iss him* C r i t e r i a f o r Methods and Techniques in JBvalusting I n s tru c tio n 1. An a d m in istra tiv e ra tin g s c a le i s used in ev alu atin g in s tru c tio n * 2* Student ra tin g s of te a c h e rs and courses are o c c a sio n a lly adm inistered by in s tr u c to r s f o r t h e i r own use* 1 6 6 3* Alumni a re used o c c a sio n a lly as a fo llo w .u p check on in s tru c tio n * 4* S e lf .r a tin g forms a re provided fo r in s tr u c to r use* 5* Rating d evices a re co o p e rativ ely w ritte n an d /o r approved by a d m in is tra to rs and in s tru c to rs * 6* The re s p o n s ib ility of ra tin g te a c h e rs i s given to more than one person, each of whom c o n trib u te s to the t o t a l evaluation* 7* Those who o f f i c i a l l y ra te teach ing success do so only a f t e r having seen the in s tr u c to r involved in h is teaching function* 8* In s tr u c to r s a re given conferences w ith one or more a d m in is tra to rs a f t e r a classroom v is it* 9* I n s tru c to r s may review , d is c u s s , and/or sign o b serv atio n re p o rts , a f t e r which such re p o rts a re placed on f i l e . 10* C asual, but c r i t i c a l , o b serv atio n of the in s tr u c to r i s made as he is engaged in school a c ti v i t y o u tsid e th e classroom . 11* I n s t r u c to r s ' personal t r a i t s ( l i k e a b i l i t y , h a b its , d re s s , speech, e t c . ) are considered in judging t h e i r e ffe c tiv e n e s s in the classroom . 12* Teacher-made exam inations and o th er course m a te ria ls a re p e rio d ic a lly stu d ied to determ ine t h e i r 167 e ffe c tiv e n e s s in f u l f i l l i n g the goals of courses, as s ta te d in course o u tlin e s . 13. An a n a ly s is is made of student grades to d e te m in e e r r a t i c grad in g , h alo , e tc . C r ite r ia f o r Improving In s tru c tio n 1. P ro fessio n al l i t e r a t u r e i s brought to the a tte n tio n of fa c u lty members. 2. The lib r a r y keeps a sec tio n of p ro fe ssio n a l books and m a te ria ls fo r te a c h e rs . 3. Teaching s k i l l , ra th e r than research and p u b lic a tio n , i s the primary goal* 4. A l i s t of c h a r a c te r is tic s of good teac h in g , cooperativ ely d eriv ed , i s provided* 5. Some fa c u lty meetings are designed to give in s tru c to rs knowledge and in s p ira tio n fo r b e tt e r teach in g . 6. Dem onstrations of teaching m a te ria ls , methods, and techniques are provided occasio n ally fo r fa c u lty perusal* 7* Workshops include su b ject m atter th a t i s in te re s tin g and challenging fo r teachers* 8* Talented speakers, both off and on campus, are scheduled fo r fa c u lty enlightenment* 9* I n s t i t u t e meetings are designed to have a d ire c t influence upon improving in stru c tio n * 10* Probationary in s tru c to rs are aided by ad v iso rs 168 who a re considered as p ro fic ie n t teachers* 11* Where f e a s ib le , team teaching i s scheduled as a means to b e t t e r in s tr u c tio n . 12* Where fin an c es p erm it, in s tr u c to r s may receiv e time o ff w ith pay f o r attendance a t p ro fe ssio n a l con ferences. 13* S alary schedules include in c e n tiv e s to reach th e d o c to ra l le v e l. 14. I n s tru c to r s are m a te ria lly an d/or f in a n c ia lly aided in researching lo c a l co lleg e problems, even when the re se a rc h i s a requirem ent fo r a graduate course or d eg ree. 15. Attempts are made to have graduate ex ten sio n courses f o r te a c h e rs a v a ila b le in near-by lo c a tio n s . 16* Promising in s tr u c to r s may be given leav es of absence to work on advanced degrees or c re d e n tia ls * 17* A ll in s tr u c to r s a re encouraged to use some essay e x e rc ise s in t h e i r classes* 18* I n s tru c to r s are asked to ev a lu a te essays not only fo r content but f o r s p e llin g , grammar, u n ity , and coherence. 19* The co lleg e places more emphasis on high achievement standards among stu d en ts than on high enrollm ents in the classrooms* 20* A d ia g n o stic te s tin g and counseling system 169 provides teac h ers w ith inform ation about t h e i r stu d e n ts, 21, Pollow-up stu d ie s of term inal and tr a n s f e r stu d en ts are a v a ila b le to teach ers f o r study and i n t e r , p re ta tio n . 22, In s tru c to rs w ith f a u lts and d e fic ie n c ie s are given c o rre c tiv e help and guidance. It is necessary to note th a t in the preceding groups of c r i t e r i a some very minor changes are made in some of the statem ents as they appeared in the C hecklist fo r C r ite r ia mailed to respondents. The changes co n sisted of making four negative statem ents p o sitiv e and of improving th e wording in a few o th e rs . In none of these few statem ents are th e meanings changed. The minor changes were made because of some resp o n d en ts' c r itic is m s . R ejected C r ite r ia Among the seventy.tw o c r i t e r i a in the C h e c k list, six f a ile d to receive the support of tw o .th ird s , or 67 per c e n t, of th e respondents. Thus, th ese c r i t e r i a are considered to be re je c te d . The six c r i t e r i a and the reasons f o r t h e i r re je c tio n are the follow ing: 1. A ll in s tru c to rs are teaching ex clu siv ely w ith in t h e i r colleg e m ajors. Reasons fo r r e je c tio n ...T h e comments of the respondents revealed t h e i r b e lie f th a t some in s tru c to rs have a b i l i t i e s , i n t e r e s t s , and experiences which q u a lify 170 them fo r teaching o utsid e th e ir academic m ajors. I t i s a lso believed th a t some in s tru c to rs do ex c elle n t teaching in t h e i r minor f ie ld s of p re p a ra tio n . Thus, i t is b eliev ed th a t the c r ite r io n would be acceptable to the respondents i f i t were s ta te d "A ll in s tru c to rs are teaching w ith in t h e ir co lleg e m ajors or w ithin areas where t h e i r p ro fic ie n c ie s and c a p a b ilitie s are recog nized •" 2. Within fin a n c ia l lim ita tio n s , some form of fre e h e a lth se rv ic e s are provided in s tru c to rs (X-rays, f lu sh o ts. . .) • Reasons fo r r e je c tio n . —Respondents had mixed comments on t h i s c r i t e r i o n . Some said i t is a poor s u b s titu te f o r adequate s a l a r ie s , th a t county se rv ic e s are a v a ila b le , th a t i t is not the re s p o n s ib ility of the c o lle g e . Thus, i t does not appear t h a t , by rewording the sta te m e n t, i t can be acceptable to tw o -th ird s of the respondents. 3 . The re te n tio n or d ism issa l of any in s tru c to r re q u ires th e jo in t a c tio n of an a d m in istra tiv e -fa c u ity committee whose in d iv id u a l votes are equal. Reasons fo r r e je c tio n . —This c r ite r io n received more comments from respondents than did any o th er c r it e r io n . I t a ls o received the sm allest percentages (used in 9 per cent of th e co lleg es and supported by 171 23 per cent of th e re sp o n d en ts). The comments g e n e ra lly showed th a t respondents favored having departm ent and/or d iv is io n chairmen p a r tic ip a te in voting upon o r approving th e re te n tio n or d ism issa l of in s tr u c t o r s . The main reason a g a in st having f a c u l ti e s vote o r approve in s tru c to r s was th a t such m atters a re b e lie v e d to be adm inis t r a t i v e fu n c tio n s; a ls o , i t was noted th a t f a c u l ti e s do not want t h i s re s p o n s ib ility * Thus, the c r i t e r i o n might be accep tab le to respondents w ith th e follow ing re v is io n : "Department an d /o r d iv is io n chairmen are consulted in the d e c isio n to r e ta in or dism iss in s tru c to rs * " 4 . In s tru c to r s a re to ld when they a re to be v i s i te d in th e classroom . Reasons for r e je c t io n .--M ost of the respondents who re je c te d t h i s c r it e r io n did so because they thought t h i s was an o p tio n al p ra c tic e which depends upon the su p erv iso rs who v i s i t th e classroom s and th e in s tr u c to r s who are v i s i t e d . Some in s tr u c to r s p re fe r to be to ld and o th e rs do n o t; some su p erv iso rs p re fe r to announce only th e f i r s t v i s i t and o th ers p re fe r to give no advance n o tic e of impending v i s i t s . Thus, th e re appears to be no way to re v is e the statem ent f o r g en e ral acceptance* 5* The classroom s of a l l in s tr u c to r s a re v is ite d a t le a s t once a y e a r. Reasons fo r r e je c t io n .--A lthough over h a lf the 1 72 respondents (53 per c e n t) supported t h i s c r i t e r i o n , i t f e l l sh o rt of the 67 per cent standard of acceptance and ■ust be re je cted * One group of respondents s a id th a t tenured te a c h e rs and the "old tim e rs" re se n t th e v i s i t s because they have alre ad y proven them selves as capable; another group sa id they approved v i s i ti n g tenu red te a c h e rs p e rio d ic a lly but not as o ften as once a y e a r. Probably th e respondents would approve the c r it e r io n as "The classroom s of a l l probationary in s tr u c to r s are v i s ite d a t le a s t once a year*” 6. In s tru c tio n i s evaluated by making o b je c tiv e in sp e c tio n s of studen t progress ( te s t sc o re s, a tt i tu d e su rveys. . •)• Reasons f o r r e j e c t i o n . —Only 47 per cent of the respondents approved t h i s c r ite r io n * The reasons fo r r e je c tio n a re c le a r in only a few ca se s. One respondent sa id th a t instrum ents fo r measurement are not th a t good. Another re je c te d the c r it e r io n because he f e l t th a t i t was only v alu ab le in cases where in s tr u c to r s a re having d i f f i c u l t i e s * I t appears th a t th e c r it e r io n cannot be changed f o r g en e ral accep tance. I t should be noted again, however, th a t product c r i t e r i a (changes made in stu d en ts as a re s u lt of in s tr u c tio n ) a re emphasized by some a u th o r itie s in th e l i t e r a t u r e as being th e most im portant in th e e v a lu a tio n of in s tr u c tio n . 173 Suggestions fo r Future Study 1. The hypothesis th a t th e m ajo rity of C a lifo rn ia pu b lic ju n io r co lleg e in s tr u c to r s approve of the recom mended c r i t e r i a in t h i s study might be te s te d in a s t a t e wide study using re p re s e n ta tiv e samples of in s tru c to rs * The r e s u lts could be compared to th e r e s u lts of t h i s stu d y , thus e s ta b lis h in g stro n g e r support fo r some of th e c r i t e r i a . 2. A d e ta ile d study of the p o lic ie s and pro cedures of su p erv isio n in a few se le c te d co lleg es should prove h e lp fu l. 3. An in terv iew or q u e stio n n a ire study of the re a c tio n s of s tu d e n ts , p a re n ts , and townspeople to in s tr u c tio n and su p erv isio n should serve to guide adm inis t r a t o r s toward improvement of in s tr u c tio n a l programs. 4 . Por the purpose of comparison, a study s im ila r to t h i s one might be conducted in o th e r s t a t e s ; a f i n e r comparison between th e le v e ls of education would be p o ssib le i f the c r i t e r i a developed in t h i s study were to be mailed to re p re s e n ta tiv e elem entary, secondary, and u n iv e rs ity i n s t i t u t i o n s . B I B L I O G R A P H Y BIBLIOGRAPHY Books B a rr, A .S ., B urton, William H ., and B rueckner, Leo J . S up erv isio n . New York: A ppleton-C entury-C rofts, Inc., l'W 7. A complete t e x t , covering every phase of ed u catio n al su p e rv isio n . Bogue, Jesse P arker. The Community C o lle g e. New York: McGraw-Hill Book Company, 1956. Includes a l l a s p e c ts ; h is to ry , growth, develop ment, purposes, e t c . C arp en ter, W.W. The O rganization and A d m inistratio n of the Ju n io r C o lle g e. Columbia, Mo.: Lucas ’ B ro th ers, 193$. An o u tlin e of a l l phases of the ju n io r c o lle g e , w ith most of the space devoted to to p ic s fo r study and b ib lio g ra p h y . E e lls , W alter Crosby. The Ju n io r C o lleg e. Boston: Houghton M ifflin C o., 1931. One of the f i r s t complete te x ts on the ju n io r co lle g e ; covers every phase from the h is to ry to in te r n a l o rg a n iz a tio n . P reese, Theron. "A Study of the P o sitio n of A ssista n t S uperintendent in Charge of I n s t r u c ti o n ,” A b stra c ts of D is s e r ta tio n s . Los A ngeles: U n iv ersity ol Southern C a lifo rn ia ,' 1955, 244-45. A review of a d o c to ra l d i s s e r ta ti o n . G i l l e t t , A lbert N. How to Evaluate Supervisory Jo b s. New York: The N ational Foreman*s I n s t i t u t e , I n c ., 1945. B rie fly measures the requirem ents and demands of th e sup erv iso ry p o s itio n , e s p e c ia lly in b u sin ess and indust ry • G u ilfo rd , J .P . Fundamental S t a t i s t i c s in Psychology and Education! New York: McCraw-Hill ftook Company. t s k g : ------------------- A thorough te x t which a p p lie s s t a t i s t i c a l methods in solving re se a rc h problem s. 176 8. Halsey, George D. S electin g and Developing F ir s t - l in e S u p erv iso rs. New Yorks Harper and B ro th ers, 1955. Includes a program of supervisory s e le c tio n and development; has a fin e l i s t of p rin c ip le s , dealing c h ie fly w ith business and in d u stry . 9 . H illway, Tyrus. The American Two-Year C ollege. New York: Harper and B ro th ers, 1948* A compact l i t t l e book th a t covers b r ie f ly a l l the im portant phases of the growth and nature of the ju n io r college of America. 10* J e r s i l d , Arthur T. When Teachers Pace Themselves. New York: Teachers C ollege, Columbia U n iv e rsity , 1955. A comprehensive em pirical study of the re a c tio n s of te a c h e rs and stu d en ts to the problem of se lf-u n d e rsta n d in g • 11. Lanz, Ralph W alter. "An A nalysis of the A c tiv itie s of General Elementary S upervisors in C itie s of Over 200,000," A b stracts of D is s e rta tio n s . Los Angeles: U n iv ersity ot Southern C a lifo rn ia P ress, 1956, 285- 88. A review of a d o cto ral d is s e r ta tio n . 12. McNerney, C hester T. Educational S uperv ision. New York: McGraw-Hill Book Company, I n c ., 1^51. Problems, p ra c tic e s , and theory discussed in the lig h t of a dem ocratic s o c ie ty ; includes a good bibliography and v isu al a id s fo r the tra in in g of su p e rv iso rs. 13. Murray, E a r l. tfThe Functioning of Non-Teaching C e rtific a te d Personnel in C ertain Public School D is t r i c t s of C a lif o r n ia ," A b stracts of D isser- t a t i o n s . Los Angeles: U n iv ersity ot Southern C a lifo rn ia , 1953. 292-3. A review of a d o cto ra l d is s e r ta tio n . 14. Osborn, Alex P. Applied Im agination. New York: C harles S cribners Sons, 1958* Shows how o n e's ta le n t and in te r e s ts can be u tiliz e d in a c re a tiv e and im aginative way. 15. O s tlie , Selm er. "The S electio n and R etention of Ju n io r College T each ers," A b stracts of D isser- t a tio n s . Los Angeles: U n iv e rsity "o f Southern C a lifo rn ia , 1951, 298-99. A review of a d o cto ral d is s e r ta tio n . 177 16. P f if f n e r , John M. An O utline of the S u p e rv is o r^ fob. New York: American Management Association, T6. A b r ie f o u tlin e of a l l asp ects of the super v i s o r ^ jo b . - 17. P re s c o tt, D aniel A. Emotions and the Educative P ro ce ss. Washington, D.C.: American C ouncil on B ducation, 1938. Shows how emotions are r e la te d to the educa tiv e p ro cess; based on a c a re fu l study . 18. R orer, John A lexander. P rin c ip le s of Democratic S u p erv isio n . New York: Teachers* C ollege, Columbia U n iv e rsity , 1942. A published d o c to ra l d is s e r ta tio n covering the n a tu re , purposes, o rg a n iz a tio n , tech n iq u es, and p rin c ip le s of su p e rv isio n . 19. S chneider, Franz. More than an Academic Q uestion. Needed: A Dean of In s tru c tio n and a S tu d e n t fa c u lty k eaciio n S h eet. B erkeley, C a lifo rn ia : ‘ the 'P estalozzi P re s s , 1945. A p lea fo r two innovations as shown in the t i t l e • 20. S ears, Jesse Brundage. Sacramento School Survey. Three Volumes. Sacramento, C a lifo rn ia : Board of B ducation, O ctober, 1928. A complete survey of the public schools of Sacramento by a team of s p e c ia li s t s . 21. S toops, Bmery. "An E valuation o f the O rganization and A d m inistration o f Major Supervisory S e rv ic e s ," A b stra c ts o f D is s e rta ti o ns. Los Angeles: U niver- s ity of Southern C a lifo rn ia , 1941, 166-69. A review o f a d o c to ra l d i s s e r t a t i o n . 22. S toops, Bmery, and R a ffe rty . J r . , M.L. P ra c tic e s and and Trends in School A d m in istratio n . Boston: 6 inn and C o ., 1961. In clu d es a c le a rly w ritte n se c tio n on the su p erv isio n of in s tr u c tio n . 23. S t u it . Dewey B. ( e d .) . A ccred itin g of C olleges and U n iv e r s itie s in the Coming becada. Beport o f the Conference Sponsored by tne N atio n al Commission on A c c re d itin g , June 29-July 1, 1959. Areas needing a tte n tio n are emphasized. 178 24. Tead, Ordway. The Climate of L earning. New York: Harper and B ro th ers. 1^56. Shows the need fo r s ig n if ic a n t le a rn in g ; d e sc rib e s r o le s and r e s p o n s i b i l i ti e s of those involved in the educative p ro cess. 25. U n iv ersity of M issouri Committee fo r the Improvement of I n s tru c tio n in the College of A rts and S cience. Toward B e tte r T eaching. Columbia, M issouri: U n iv ersity of M isso u rit 1951. Report by the committee. 26. W hitehead, A lfred N orth. The Aims of B ducation. New York: The New American Library of World L ite r a tu r e , I n c ., 1956. A r e p r in t of s e v e ra l essays and addresses by one of A m erica's most h ig h ly regarded ed u c ato rs; a c la s s ic . 27. W iles, K im ball. S upervision fo r B e tte r Schools. New York: P re n tic e h a l l , I n c ., 1^50. D iscusses su p erv isio n in terms o f s k i l l s ; in clu d es many l i s t i n g s of p rin c ip le s and tech n iq u es. 28. Zook, George F. ( e d .) . N atio n al Conference of Ju n io r C o lleg es. 1920. Washington, D.c7: U.S. Department of the i n t e r i o r , Bureau o f B ducation B u lle tin No. 19, Government P rin tin g O ff ic e ? 1922. A f u l l re p o rt of the f i r s t n a tio n a l conference, covering addresses and m eetings. A r tic le s and P e rio d ic a ls 29. "A Ju n io r C ollege Check L i s t .'1 Ju n io r C ollege J o u rn a l. XXIV, No. 8 (A p ril, W W ), 476-79. In cludes c r i t e r i a fo r a l l phases of the ju n io r c o lle g e ; the r e s u lt of a workshop o f the Ju n io r C ollege C ouncil of the Middle S ta te s . 30. Anderson, L ester W . 'T eacher Morale and Student Achievem ent.” Jo u rn a l of B ducational Research. XLVI, No. 9 (May ,' 1TO5TTWT-W:------------------------ Gives supporting evidence th a t teac h er morale i s a fa c to r th a t a f f e c ts student achievem ent. 179 31. Anderson, Oscar A. "Who S h a ll Supervise College T eaching?", School and S o c ie ty . XXX, No. 776 (November 9 / lT O V t" W 3r-*7 . D iscusses b a sic r e s p o n s i b i l i ti e s of f a c u lty , a d m in is tra to rs , and s tu d e n ts. 32. A rcher, C liffo rd P. "In -S erv ice B ducation," Bncyclopedia of B ducational R esearch, ed. C hester tf. Ha r r i s ' ( I T O ) , 707-705.---------------- ------ A review of research in t h i s are a . 33. " B e tte r Ju n io r College T ea ch ers." School and S o ciety . 1XXXVI, No. 2126 (February 15. 1958), 92.' E xplains d e t a i l s of a n a tio n a l i n s t i t u t e fo r community ju n io r college science and mathematics te a c h e rs . 34. Bloom, B.S. "Thought P rocesses in L ectures and D isc u ssio n s." The Jo u rn a l of G eneral B ducation. V II, No. 3 (A p ril, 1^53), 166-89. D iscusses th e nature of lo g ic a l thought as should be evident in le c tu r e s and d isc u ssio n s in the classroom . 35. Brown, G ile s T . "The Role of the In d iv id u a l Teacher and F aculty in B x cellen t T eaching ." Ju n io r College J o u rn a l. XXIII, No. 9 (May, 1953), 507-OS".' b is c u sse s ro le of the te a c h e r, the f a c u lty , the a d m in is tra tio n , and the stu d e n t; Brown's p art in a panel on "B xcellent Teaching in the Ju n io r C o lle g e ." 36. Brunner, Ken August, and L in d q u ist, C larence B. "Recent F aculty and I n s t r u c ti o n a l P ra c tic e s in Ju n io r C o lle g e s." Ju n io r College J o u rn a l, t t y . No. 6 (F ebruary, 1960), 32^-39. S uggests d e s ira b le ways to r e ta in and r e c r u it good f a c u l t i e s ; d isc u sse s o th e r problems and s o lu tio n s in the t i t l e are a . 37. C arp en ter, W.W., and Johnson, J .R . "The Ju n io r College Dean," Ju n io r C ollege J o u rn a l. X III, No. 1 (Septem ber, 1942), 15-21* R eports a study of v ario u s d u tie s of deans of a l l ty p e s. 38. C asw ell, H o llis L. ( e d .) . "Improving P ro fe ss io n a l Leadership in American Schools and C o lle g e s," T eachers C ollege Record. L I I I , No. 4 (January, 180 1952), 181-221. A re p o rt of the 1951 Teachers C ollege Alumni Conference; summary of d isc u ssio n s and speeches. 39. Cook. W illiam A. "A Comparative Study of Standardi* zing A gencies,” North C e n tra l A sso ciatio n Q u a rte rly . Vol. IV, Wo. 4 (flecamber, 1^29), 377- D iscusses a t length the stan d ard s of the North C e n tra l A sso ciatio n as compared to o th er a c c re d itin g agencies of the tim e. 40. Donovan, Timothy P. "Problems of the I n s tr u c to r in the Ju n io r C o lle g e ,” .Junior C ollege J o u rn a l. XXII, No. 9 (May, 1952), 494-9?. D iscusses the time f a c to r , r e la tio n s h ip between te a c h e rs and stu d e n ts; and o th e r major dilemmas faced by the in s tr u c to r . 41. Dotson, G.B. ”Giving Teaching High P r io r ity in A ll College P o lic y ,” C a lifo rn ia .Journal of Secondary B ducation. Vol. XXXI. No. 8 (December, 19^6), 477r -S5^ P art of a symposium; d isc u sse s s t a f f develop ment, sa la ry schedules, teaching lo ad , communi c a tio n , te a c h e r s e c u r ity , freedom to te a c h , proper c lim a te , and p re se rv a tio n of a fre sh o utlo ok. 42. B l l i s , Blmer. "Making Competent Teachers of New I n s t r u c t o r s ,” Jo u rn a l of Higher B ducation. XXV, No. 4 (A p ril, A plan fo r in -s e rv ic e tr a in in g . 43. B l l i s , Blmer ( e d .) . 'Toward B etter Teaching in C o lle g e ," The U n iv e rsity of M issouri B u lle tin . LV, No. 17 (May 1, i$ 5 4 ). D iscusses many d i f f e r e n t areas in t h i s b u lle tin devoted e n tir e ly to b e tte r te a c h in g . 44. B urich, Alvin C. "B e tte r In s tru c tio n w ith Fewer T e a c h e rs,” p a rt of a panel d iscu ssio n e n ti t le d "M aintaining and Improving the Q uality of I n s tr u c ti o n .” Jo u rn a l of Higher B ducation. XXVII. No. 5 (May, 195?), 2 3 9 - 5 5 . ' ------------------- B urich debases the theory of b e tte r in stru cticn w ith sm aller c la s s e s ; claim s th ere i s b e tte r in s tr u c tio n w ith fewer te a c h e rs in c e rta in s it u a tio n s . 181 45. 46. 47. 48. 49. 50. 51. 52. Gary, C harles L. "W e •Brainstorm ed1 Faculty M orale," L ib eral B ducation. XLV, No. 2 (May, 1959), 302-05. d e sc rib e s a system used su c c e ssfu lly at A ustin Peay S ta te C ollege, Tennessee. G la d f e lte r, M illard B. 'The R e sp o n sib ility of the A d a in istra tio n fo r Providing S a tis fa c to ry Teaching C o n d itio n s," A ssociatio n of American C olleges B u lle tin , X LIII, No. 1 (March, 1957), 95-101. L ists necessary conditions fo r good teach in g , s ta te s ad m in istratio n r e s p o n s ib ility and evalu a tiv e c r i t e r i a . G leazer, J r . , Bdmund J . "A nalysis of Ju n io r College Growth," Ju n io r College J o u rn a l. XXX, No. 6 (February, 1960), 351-601. D iscusses growth tren d s in the ju n io r c o lleg e. Goodhartz, Abraham S . "S electio n and Induction of New Faculty Members," Jo u rn al of E ducational Sociology. XXVI, No. 5 (January, 1953), 187-93. d iscu sses necessary fa c to rs m s e le c tin g and inducting the new fa c u lty members. Goren, Arnold L. "On Panaceas fo r Improving Teaching: Let*s Hire the Good O nes!!" Jo u rn a l of E ducational Sociology. XXVII. No. 2 (O ctober. 1953), 68-71. S ta te s nine procedures d e sira b le in s e le c tio n of college te a c h e rs . Green, R.B. "A dm inistrative Dean of the Public Ju n io r C o lleg e," School B xecutive. Vol. 49 (November, 1929), pp. 122-24. Grot Ice, B ari M. "P ro fe ssio n a l Distance and Teacher B v alu atio n ." The Phi D elta Kappan. XXXIV, No. 4 (January, 19537 ,’T 7 T 3P. ------- A study of d iffe re n c e s among concepts of good teaching in two communities. "The concept of good teach in g , or asp ects of i t , serves as the c r ite r io n to ev aluate te a c h in g ." Hamptoa, W.O. "Supervision of the Ju n io r College D ivision of the U n iv ersity of Georgia System ." High School J o u rn a l. XIX, No. 4 (A p ril, 1936), 113-l9 , l4 6 -4 l. D escribes in d e t a i l the system used by one u n iv e r s ity • 18 2 53. 54. 55. 56. 57. 58. 59. Hockema, P.C. "Improvement of I n s tr u c tio n ," School and S o c ie ty , LXVII, No. 1726 (January 24, lW 8 )V 57— 60. D iscusses improvement in term s of meeting the needs of low .ranking stu d e n ts, curriculum , and te s tin g . Houston, Neal B ., and U m stattd, James G. "Teacher Personnel Problems in Junior and Senior C olleges and U n iv e r s itie s ," Review of E ducational Research, XXVIII, No. 3 (June, 1958},' 234-41. D escribes various stu d ie s in the area of in -s e rv ic e education, r a tin g , academic freedom, e tc . Ivey, Nathan A. "The P art-tim e In s tru c to r and E ffe c tiv e T eaching," Ju n io r College Jo u rn al, XXXI, No. 1 (September, I 9 6 0 ' ) ' , ' TO-Al. * L is ts ways the p art-tim e in s tr u c to r can be helped toward b e t t e r teac h in g . K elly, Pred. J . (e d .) . Improving College In s tru c tio n , American Council on Education, S e rie s I , !xv, No. 48, Washington, The C ouncil, (1951). Covers committee re p o rts and ad dresses and sev e ral study are a s d ealing w ith the improvement of co lleg e in s tru c tio n ; rep o rt of a conference held a t Chicago, I l l i n o i s , December 7-9, 1950. C o-sponsors: A.C.E. and the U.S. O ffice of Education. Koos, Leonard V. "Ju n io r College A d m inistrators and T heir Scope of F u n ctio n ," School Review, L II, No. 3 (March, 1944), l43Ll?'0. Kopp, E rn e stin e , and Snyder, R osalind. "In -se rv ic e Improvement Program fo r New I n s tr u c to r s ," Ju nior College Jo u rn al, XXX, No. 2 (October, 1959;, 90-987 Reports on an in -s e rv ic e program organized by the Fashion I n s ti t u te of Technology; includes d e ta ile d c r i t e r i a . L in d q u ist, Clarence B. "Recent P ra c tic e s R elating to Faculty in I n s titu tio n s of Higher Education: Prelim inary R ep o rt," Higher B ducation, XV, No. 3 (November, 1958), 41-47. A survey (sponsored by th e U .S. O ffice of Education) which in d ic a te s means being used to m aintain q u a lifie d f a c u ltie s a t a time of mounting enrollm en ts. 183 60. Ludeman, W.W. I T You Can Keep Them by Keeping Them Happy," College and U n iv ersity B usiness. XXV, No. 1 (Ju ly , 1958^, 17. Report of a check l i s t on fa c u lty contentment sent to twenty c o lle g e s. 61. Magalaner, Marvin. "A Modest Proposal for B etter College T eaching." B ducational Forum. XXX. No. 3. (March, 1955), 289-9T I Proposes th a t co lleg es req u ire from a l l inexperienced a p p lic a n ts fo r teaching jobs at le a s t one sem ester of teaching a t the high school le v e l. 62. M arshall, Max S. "How to Be a Dean," American A ssociation of U n iv ersity P r o f e s s o r s 'b u lle tin . XIII,'flo . 4 (Winter, 1956), £36-43. D escribes the " tru e " n ature of a dean and follow s by quoting appropriate aphorisms for the re a d e r’ s co n sid eratio n . 63. Mayhew, Lewis B. ,fThe R elatio n sh ip of In s tru c tio n to A c c re d ita tio n ," Junior College J o u rn a l. XXX, No. 4 (December, 1 9 5 9 ),1 8 7 -9 ^ . Makes a plea fo r the evaluation of in s tru c tio n by a c c re d itin g teams. 64. McDaniel, J.W. "Improvement of In s tru c tio n by Planned Teaching," CJSE. Vol. XXXI, No. 8 (December, 1956), 483-86. P art of a symposium; some te s te d conclusions about human learn in g are d iscu ssed . 65. McDaniel, J.W. "Improving In s tru c tio n by Sharpening the D e fin itio n and G oals," CJSB. Vol. XXXI, No. 8 (December, 1956), 483-86. P art of a symposium; d iscu sses ro le s of a d m in istra to rs and te a c h e rs. 66. McKeachie, W.J. "The Improvement of In s tr u c tio n ," Review o f E ducational R esearch. XXX, No. 4 (SctoberT 1966), 85i -60. Lim its d iscu ssio n to stu d ie s of various methods employed in the classroom . 67. M elvin, K eith L. " I n s tr u c tio n a l P ra c tic e s Used in S elected Public Junior C o lleg es," Ju n io r College J o u rn a l. XVII, No. 7 (March, 1957), 40^-05, 46?. A study of classroom p ra c tic e s and procedures used by in s tr u c to r s ; a determ ination of the b e tte r p ra c tic e s . 184 68. Merson, Thomas B. "The P rep a ratio n and S e le c tio n of In s tr u c to r s fo r Community C o lle g e s ," CJSB. XXXI, No. 8 (December, 1956), 496-501. P art o f a symposium; d iscu sses o u tstan d in g c h a r a c te r is tic s o f ju n io r college in s tr u c tio n , recommendations fo r re cru itm en t and s e le c tio n , and o th e r p e rtin e n t m a tte rs . 69. M itz e l. Harold B. ’T eacher E ff e c tiv e n e s s ," Bncyclo- S edxa o f B d u catio n al R esearch, ed. C hester to. a r r i s (i9 6 0 ), 1483-1485. A review of th e re se arc h in t h i s a re a . 73. 70. Morse, H.T. "Improving In s tru c tio n in the College C lassroom ." Ju n io r C ollege J o u rn a l. XXV. No. 9 (May, 1955), 513-23". D iscusses th re e n e c e s s iti e s : o p p ortunity fo r improvement, d e s ire fo r improvement, and recog n itio n of improvement. 71. N euberger, L. Mark. "In -S erv ice Improvement of T eaching," Improving C ollege and U n iv ersity T eaching. V ll, Mo. 2 (.spring, 195^), 4fc-5i. D efines o b je c tiv e s and re p o rts on procedures used by c o lle g e s from 1927 to 1948. 72. N o rris , Robert B ayless. "A dm inistering In se rv ic e Bducation in the C o lle g e ." School and S o c ie ty , IXXVII. No. 2005 (May 23, 195357 327-29" D efines su c c e ssfu l in -s e rv ic e education and l i s t s c r i t e r i a evolving from a d o c to ra l d is s e r ta tio n study. P eterso n , B.H. " S ta rtin g a Y ear," Ju n io r College J o u rn a l. XXVII, No. 1 (Septem ber, 1^56), 18-21. b isc u sse s procedures and o r ie n ta tio n necessary fo r e f f e c tiv e ly s t a r t i n g a year of te a c h in g . 74. Popham, James W. and S ta n d le e , Lloyd S c o tt. "O ut-of- School A c tiv itie s May Not Measure Teacher Competence." N a tio n s' Schools. IXVI. No. 5 97-99. _ _ _ _ _ Gives support fo r the th e s is s ta te d in the t i t l e . 75. P ric e , Hugh G. C a lifo rn ia Public Ju n io r C o lle g es. B u lle tin of the C a lifo rn ia & tate be p a rt me n t of B ducation, XXVII, No. 1 (February, 1959). An e x c e lle n t d e s c rip tio n of the ju n io r college in C a lifo rn ia . 185 76. P ric e , Hugh G. "Can Ju n io r C olleges Achieve S uperior Teaching?" Ju n io r College J o u rn a l. XXIV, No, 2, (O ctober, 1953;, 6^3-64. D iscusses th re e requirem ents: s e le c tin g the te a c h e r, e s ta b lis h in g the proper clim ate, p ro v i ding fo r in -s e rv ic e tr a in in g . 77. P ric e , Hugh G. "Role of the A dm inistration in B x cellen t T e a c h i n g J u n i o r C ollege J o u rn a l, XXIV, No. 2 ( September *"1373')', 77-32'. D escribes what a d m in istra to rs can do to assure b e tte r te a c h in g . 78. Pugh, David B ., and Morgan. Roy B. "F aculty Needs and R equirem ents." Ju n io r College Jo u rn a l. X III. No. 9 (May, 1943) 427-37. Report of a study of 72 d if f e r e n t in s titu tio n s . 79. Rainey, B ill G. "A nalysis of C ritic is m s of Ju n io r C ollege Teachers by U n iv ersity and Senior College S t a f f s ," Ju n io r C ollege J o u rn a l, XXX. No. 4 (December, 1953V, 2 W -P . ---------- Decides th a t c r itic is m s are unfounded because c r i t e r i a are not the same in both types of i n s t i t u t i o n s . 80. Rapp, Marvin A. "A Program fo r Improving Teaching in the Two-Tear I n s t i t u t i o n s of the S ta te U niver s ity of New Y ork," Ju n io r College J o u rn a l. XXX, No. 1 (September, 1959), 8-12. D escribes r e s u l t s of a state-w id e plan to secure more e f fe c tiv e teaching in the ju n io r c o lle g e s. 81. Reeves, Floyd W . "C onstructive A c tiv itie s in Improving In s tru c tio n in B ighty-seven I n s t i t u t i o n s ." North C en tral A sso ciatio n Q u a rte rly . IV. No. 3 (December, 1929), 371-76.------- 3------------- R eports methods used in the 87 sch o o ls. 82. Remmers, H .H ., e t . a l . "Second Report of the Com- m ittec on the C r i t e r i a of Teacher B ffe c tiv e n e s s ," Review o f B ducational R esearch, XXII, No. 3 (June, 1 9 5 2 ; , . A committee re p o rt upon te a c h e r behavior and e f f e c ts as measured and hypothesized. 83. Remmers, H .H ., e t. a l . "Second Report of the Committee on the C r i t e r i a of Teacher B ffe c tiv e n e s s ," Journal of B ducational R esearch. XLVT, No. 9 186 (May, 1953), 641-58. C ontinuation of the e a r l i e r re p o rt; d iscu sses ways and Beans to conduct stu d ie s on teach er e ffe c tiv e n e s s . 84. Rodgers, Robert* "Planning the In-S ervice T raining Program," Ju n io r College J o u rn a l. XXIII, No. 4 (December, 1952), 185-99. D iscusses goals and c r i t e r i a . 85. Ryans, David G« "Notes on the Rating of Teacher Perform ance." Jo u rn al o f B ducational Research. XLVII, No. 9 (May, 1954)7 W 5-70T.------------------- Supports the need fo r ra tin g of te a c h e rs; d esc rib es two methods of o b je c tify in g r a tin g s . 86. Scroggs, S c h ille r . "The Deanvs P art in the Improve ment of I n s tr u c tio n ," College and U n iv e rsity . XXVI, No. 2 (January, 1 9 5 i), io9-2t)6. D iscusses assumptions and ways to improve in s tru c tio n . 87. Simons, Thomas W . "Classroom S upervision in Ju n io r C o lle g es," Ju n io r College J o u rn a l. X II, No. 4 (December, 1941)", 2 lb -14. A re p o rt of q u estio n n aire fin d in g s; includes purposes, o rg a n iz a tio n s, and methods r e la tin g to classroom su p erv isio n . 88. Skidmore, H.M. "Supervision of Ju n io r College In s tr u c tio n ." Ju n io r College Jo u rn a l. I I . No. 9 (Juna, 1932), ------- ---------- D iscusses p rin c ip le s and c r i t e r i a fo r a l l phases o f a good program of su p erv isio n . 89. S toops, Bmery. "P ro fe ssio n a l Growth of Teachers in S e r v ic e ." B d u cation al A dm in istration and Super v is i o n , XXVII, No. 9 (December, *9*1). 69&-702. Report o f a survey t o fin d means o f m oti v a tin g improvement, d e v ic e s u sed , and n ecessary p ersonnel fo r p a r tic ip a tio n . 90. Swenson, Robert B. "The Improvement of In s tru c tio n by More R e a lis tic C ounseling," CJSB. Vol. XXXI, No. 8 (December, 1956) pp. 492-95. P art of a symposium; d iscu sses the ro le of the counselor in the improvement of in s tr u c tio n . 91. T horton, J r . , James W. "Improving Junior College I n s tr u c tio n ," Ju n io r College Jo u rn a l, XXIX, 92. 93. 94. 95. 96. 97. 98. 99. 187 No. 7 (March, 1959), 363-6. Advocates a v a rie ty of p ra c tic e s fo r improve- nent • T rav ers, Robert M.W. "A ppraisal of the Teaching of the College F a c u lty ,” Journal of Higher Bdu- c a tio n , XXI, No. 1 (January, 195b), l l - 4 2 , 56. T y le r, Ralph W . "The Teaching O b lig a tio n ,M Junior College Jo u rn a l, XXX, No. 9 (May, 1960), 525-33. S tre sse s th e need fo r ju n io r co lleg es to develop t h e ir own unique in s tru c tio n a l program and procedure. Van Keureu, E arn est, and Lease, Benjamin. "Student E valuation of College T eaching," Jo urnal of Higher B ducation, XXV, No. 3 (March,' 1954)', 147-BO. D iscusses th e advantages of a new approach; stu d en ts are graded on essay q u estio n s about the ev alu atio n of co u rses. Weber, C.A. "Some C h a ra c te ris tic s of College Teach e r s ," Journal of B ducational Research, XLVI, NoTT '(Hay,' 1953), '653-92.--------- A rep o rt of a c h e c k list presented to 100 college graduates fo r the purpose of determ ining c h a r a c te r is tic s of le a s t- lik e d and b e s t-lik e d in s tr u c to r s . Weeks, Ira D elb ert. "In serv ice Education fo r College T each ers," School and S o ciety , LXXVI, No. 1961 (July 19, 19527,' 37139.-------- Pleads fo r more personal guidance of the new in s tr u c to r ; asks and answers several q u estio n s on in -s e rv ic e grow th. Weeks, Ira D elb e rt. ,fThe Plus in Developing Paculty M orale," College and U n iv ersity B usiness, XXII (June, 195V), 17. W iles, Kimball. "S u p erv isio n ," Encyclopedia of Educational Research, ed. C hester W . H arris a93 P y r » * « T .— Reviews theory and stu d ie s in t h i s a r e a . W illiam s, Kenneth R ., and Jen k in s, Alder M. "Improving In s tru c tio n in I n s titu tio n s of Higher E ducation," Bducational Record, XXIX, No. 2 188 (A p ril, 1948), 145-61. Requirements f o r improving in s tr u c tio n : candor, courage, wisdom, and le a d e rs h ip ; d e sc rib e s program f o r improvement a t th e A ir U n iversity* 100* W illiam s, Lloyd P. "Some H e re tic a l R e fle c tio n s on B ducational A d m in istra tio n ," Jo u rn al of Higher B ducation, XXVII, No. 4 (A p ril, 1956), 182-88. s t a t e s ch ief fu n c tio n of a d m in is tr a tio n ..to f a c i l i t a t e re se a rc h , w ritin g , and te a c h in g , but 'touch th a t passes fo r a d m in istra tio n performs th e opposite fu n c tio n ." 101. W ilson, Logan. "Academic A d m in istratio n : I t s Uses — ■ A C - •# A - _ i — A ! _ x 1 it- J - - - • j. and A buses," American A sso ciatio n of U n iv e rsity P ro fesso rs B u lle t i n ,” XLIf No. 4 (Wint«r 1^55), ( 5W T T O ----------------------------- "In many i n s t i t u t i o n s , hazy and in a p p ro p ria te c r i t e r i a seem to be th e ru le ra th e r than the e x c e p tio n ." D iscusses c r i t e r i a . 102. W ithey, J r . Raymond A. "Programs of In -S erv ice T raining f o r C ollege T e a c h e rs," B ducational / ............................. ‘ rv is io n , X LlI, W o' . A S tre s s e s th e o b lig a tio n and o p p o rtu n ity of th e dean to devise and organize vario us methods of improvement of th e fa c u lty . 103. D ire cto ry of C a lifo rn ia P ublic Ju n io r C o lleg es, Bureau ot Ju n io r C ollege B ducation, C a lifo rn ia S ta te Department of B ducation, D iv isio n of I n s tr u c tio n , Sacramento, October 1, 1959, Revised A p ril 22, I960. A l i s t of c o lle g e s and t h e i r o f f i c e r s . 104. D uties of a Ju n io r C ollege Dean in the Area of I n s tr u c tio n a l and fc u rricu lar A c t i v i t i e s , Los Angeles C ity s c h o o ls , lVttb. A form al l i s t of d u tie s as adopted by the Board. (A p ril, 1956), 193-202.' Unpublished M aterials 189 105* Raushenbush, E sth er (Ed.)* P roceedings, American Conference of Academic Deans* B ronx ville 8, New York: Sarah Lawrence C o lleg e, January 11, 1955* A re p o rt of the 11th Annual Meeting a t H otel S t a t l e r in W ashington, D.C*; held in co n ju n ctio n w ith th e meeting of th e A sso ciatio n of American C o lleg es. 106* Report of th e Ju n io r C ollege Deans of In s tru c tio n Workshop, S ie rra Sky Banch, b a k n u rst, fc a lito rn ia , February 8-10, 1957* Sacram ento, C a lifo rn ia S ta te Department of E ducation, D iv isio n of I n s tr u c tio n , A p ril 15, 1957* Problems of th e C a lifo rn ia Dean of In stru c tio n are discussed* APPENDIX A C h e c k lis t o f C r i t e r i a C a l i f o r n i a P u b lic J u n io r C olleg R eceiving C h e c k lis ts A P P E N D IX A.1: C H E C K L IS T O F C R IT E R IA 191 4 •h c k 0 ■ rt H 4 U C ■ H 0 U 0 4J i d u ¥ Q r t C 0 * 0 w 0 <H 0 H T) 0 K 0 0 H XU S 0 -H h 53 8 H 0 1 ) H " H tI 0 ¥¥ g 51 H rtft a - m 0 g C 2 H < 0 H X Q B 5 8 « 0 u 0 I ¥ I 9 A U 5 0 « n o 1 = ! 5 S3 6 3m 3 li >* ■ * < U 0 •M M O o « * ■ ■ I O ' * " jo Mft ! ! A ¥ ¥ ¥ ¥ ? I d O + 'l - H Mill A _ y 3 3 ¥ M k U t 5 3 M »0 i ! 3 M ■h-h « U K lew ir « h ■ a ■ os is°8 & M h 0 ^ Q • 1 m h 9 u 3 e u ► f *U'I r h * Vlkng i 3s 5 m S S 3 J3 Q M O h i i s J § ' 3 1 m S ^ S O j f i t O « 4 + M 0 n i ■ H N + J 9 ¥ & ■ s • s H 9 3 J ¥ H H 3 ‘ ¥ 9 k H I 0 G 5 H 8 K * >1 * ¥ A 5! H 4 G 0 ¥ ¥ L ) 3 a k ¥ ■ i « 3 i P * u h h 0 n • u c 9 • H I ► ¥ ¥ 4 r t + J R ■ r t C ■ rt 4 i TJ 0 0 c 4 ) ■ r t 3 1 S 3 4 4 3 m o H C q e 4 j + j 0 4 i H C c r t 3 - H q 0 > c 4 • 4 J + J \h U v 0 C 4 9¥¥ V* Pagt 2. CRITERIA FOR CREATING CONDITIONS FAVORABLE FOR GOOD INSTRUCTION I believe this I believe this is being done should be done 1. All instructors are teaching subjects they like. yes no yes no COMMENTS 2. All instructors are teaching exclusively within their college majors.___________ yes_____no yes____ no COMMENTS___________________________________________________________________________________________________________________________ 3• All instructors are teaching less class hours per week than is normal for high school teachers (less than 2b) COMMENTS — . yea no _____yes_____no 4. A satisfactory system of equating class loads has been devised by faculty and administration. CO?^MENT5 yes_____no yes_____no 5. General policies and regulations affecting the roles of instructors and administrators are democratically formulated by all those concerned.______________________________________________________ yos_____no yes_____no COMMENTS 6 . Group and personal orientation is given annually to all instructors. COMMENTS yes no yes no 7. Faculty handbooks and other printed aids are given to all instructors. COMMENTS ___ yes no yea no 8. Faculty-administrative studies result in salary schedules which are competitive with other near-by colleges. COMMENTS___________________ _ ___________________________________ yes_____no ^ea_____no 9. Sabbatical leaves are available for all qualified instructors.___________________ yes_____no yes_____no COMMENTS 10 . Inst ructors COMMENTS have open and direct lines of communication with ddmimstrdtors . yes no ves no 11 . Inst ructors COMMENTS are given the right of academic freedom, as normally defined. yes no yes np 12. Administrators do not penalize or discharge instructors for political. reLigious, or other views expressed as citizens in the community._______________________________________________________________ yes_____no ye s_____i c o m m e n t:? 13. Instructors are permitted to engaae ir, and encouraged toward classroom experimentation. C O M M E N T S ________________________________________________________________________________________yes___ no yes_____no 14. Administrators promote faculty members within the college when qualifications are equal to or better than those of outside candidates.__________________________________________________________________yes___ no yes no COMMENTS 15. Within financial limitations, some form ot tree health services are provided instructors (X-rays, flu shots,. COMMENTS_______________________________________________________________________________________ yes_____ no yes__no 16. Building facilities are sanitary, safe, aesthetically satisfying, convenient. yes no yes no C OMMENTS__________________________________________________________________________________________________________________________ 17. Faculty committee work and other extra assignments are not as excessive as to hinder classroom teaching. COMMENTS yes____ no yes__no 18. Instructors are usually given a choice of committees or extra assignments. yes_____no yes__no COMMENTS 19. Instructors are given commendations for their accomplishments. COMMENTS yes no yes no 20. Subject to approval, text books and other aids are selected by instructors. COMMENTS yes no yes no 21. Audio-visual aids are centrally located, efficiently organized, and adequate to meet classroom demands for better teaching materials. COMMENTS jrea_____no______ yes_____no 22. Instructors may purchase (through channels and within approved budgets) such books, supplies, and equipment as may be needed for better instruction. yes_____no yes_____no COMMENTS 23. Free duplicating services and clerical assistance are available for al 1 instructors needing these services for classroom, teaching. COMMENTS yes_no ________yes_____no 24. Counselors and administrators know of instructors' classroom problems and philosophies and are not working against them when scheduling or counseling students. COMMENTS yes_____no yes_____no Page 3. 25. Within departmental policies, instructors are free to atructure their own course outlines, use methods, and follow philosophiea befitting their personalitiea. yea no yea no COMMENTS 25. Faculty welfare (sick leave, health insurance, etc.) is an important goal in the college district. COMMENTS __________ __________________________________________________yes _no yes__________no 27. Instructors are not required to attend every school function. _____yes_____no yes_____no COMMENTS______________________________________________________________________________________________________________ 20. Instructors are given the opportunity and encouragement to attend one or more social functions each year. COMMENTS_______________________________________________________________________________________ yea_____no yes no 29. Administrators listen objectively to faculty complaints and atteir.pt, fairly, to alleviate the problems. COMMENTS yes p.o yes_____no 30. Policies and rr.e thods of s upe rvisirn irnJiiuctior are cooperative, democratic, and agreeable to ‘eachers . C O M M E N T J _________ & a no y es no* 31. Administrators conduct t her.se 1 vos as partners tn the educative process rather than as "lords" over teachers COMMENTS_________________________________________________________________________________________yes_____no _____yes no 32. An instructor has an oppor tunity to correct his faults within a reasonable period cl tire letore any action is taken to dismiss him. yes___no y e s no COMMENTS 3 3. The retention or dismissal of an1 / instructor requires the joint action of an id- . r . s t r a t i vt - ; a c u 1 t y corrr.i t tee whose individual votes are equal . ______von___ no _ ('OMMENTd .TO ITE PI A Fdb MhTHCbb ANb T ;v ': ;N I .TIE. 1 IN bYAIJ’AT : N ’ IN. " AT N 1. An ad r r . in ! s i t la t i vg rating scale is used in ** v a ua.ir.i nu ' i ic toi i . COMMENTJ __ : . Jtude ri t rdtings of teachers and courses are occas loi.ai iv adi- : r . i s t * • r ed i v .instructors : > > r * u* . r ow r. use*. 3. Alumni are sed oc can , < . ■:. a 1 . y ,i.i a follow-up ch(*' COMMENTJ ___ 4 . be 1 f - r a t l ng toru; <i r e provider tor n u ‘ rictor COMMENTJ 5 . hating dev ices are cooperatively written aid / or app roved by nisi r uc t o r s a ru-i a dr. j n i s t r a t o i COMMENTJ -/es i 6 . N he r espo ns i in 1 l t y of rating teachers is given to more than one pe i s o i., each of whom contributes to the total evaluation. COMMENTJ _y e 3____ 1 1 o 7. Those who officially rate teaching success do so only after having seen the instructor involved in his t eaching f unc t ion. COMMENTJ__________________________________________________________________________________________ yes____no yea no 8. Instructors are told when they are to me visited in the classroom. ______yes____no yes__no COMMENTS_______________________________________________________________________________________________________________________ 9. The classrooms of all instructors are visited at least once a year. yes no yea__nC COMMENTS___________________________________________________________________________________________________________________________ 10. Instructors are given conferences with one or more administrators after u classroom visit. COMMENTS yes no yes no 11. Instructors are allowed to discuss and sign observation reports, after which such reports are placed, on file. COMMENTS ____________ yes_no ________ yes no 12. Instruction is evaluated by making objective inspections of student progress (test scores, attitude surveys..} COMMENTS_______________________________________________________________________________ yes no yea____ no 13. Casual, but critical, observation of the instructor is made as he is engaged in school activity outside of the classroom. COMMENTS ye s no y e s_____no 14. Instructors' personal traits (likeability, habits, dress, speech, etc.) are considered in Judging their effect iveness in the classroom. COMMENTS ____________________ yes no yes____ no 15. Teacher-made examinations and other course materials are periodically studied to determine their effectiveness in fulfilling the goals of coarses, as stated in course outlines. COMMENTS_______________________________________ yes no yes no 16* An analysis la made of student grades to determine erratic grading, halo, etc.---yea -n o --------_yes----no COMMENTS ______ ____ ______ _____________________________________________________________________________________________ C. CRITERIA FOR IMPROVING INSTRUCTION 1. Professional literature Is brought to the attention of faculty members. ves no yes no COMMENTS 2. The library keeps a section of professional books and materials for teachers. ves no yes no COMMENTS 3. Teaching skill, rather than research and Duplication, is the primary goal. yes no yes no COMMENTS 4. A list of character istics of good teaching, cooperatively derived, is provided. yes no yes no COMMENTS 5. Some faculty meetings are designed to give instructors knowledge and inspiration for better teaching . COMMENTS no yet: no 6. Demonstrations of teaching materials, methods, and techniques are provided occasionally for faculty perusal. COMMENTS -es no yes no 7 . Workshops include subject matter that is interesting and challenging for teachers yes no ves no COMMENTS B. Talented speakers, both off and on campus, are scheduled for faculty enlightenment. COMMENTS yes no yes no 9. Institute meetings are designed to have a direct influence upon improving instruction. COMMENTS yes no yes no 10 . Probationary instructors are aided by advisors who are considered master teachers yes no yes no COMMENTS 11. Where feasible, team teaching is scheduled as a means to better instruction. yes no ves no COMMENTS 12. EERE finances permit, instructors may receive time off with pay for attendance at professional conferences. COMMENTS yes no -e : no 13. Salary schedules include incentives to reach the doctoral level. ves no yes no COMMENTS 14 . Instructors are materially and/or financially aided in researching local college research is a requirement for a graduate cc -rse or degree. problems, even when the COMMENTS yes no 15. < Attempts are made to have graduate extension courses for teachers available in near by locations. COMMENTS Yes no yes no 16 . Promising instructors may be given leaves of absence to work on advanced degrees or credentials COMMENTS yes no yes no 17 . All instructors are encouraged to use some essay exercises in their classes. yes no yes no COMMENTS 18 . Instructors are asked to evaluate essays not only for content but for spelling, grammar, coherence. un 1 1 y , and COMMENTS es no yes no 19 . Emphasis is placed more on high achievement standards than on high enrollments. yes no yes no COMMENTS 20. A diagnostic testing and counseling system provides teachers with information about their students. COMMENTS yes no yes no 21. Follow-up studies of terminal and transfer students are available to teachers for s t udy and interpretation COMMENTS yes no yes no 22. Instructors with faults and deficiencies are given corrective help and guidance yes no yes no COMMENTS Concluding Information Your name Position College Local ion__________ If you wish a summary of findings mailed to you, please check here. If you are enclosing locally- developed materials that may help this research (characteristics of good teaching, teacher evaluation forms, criteria for directing instruction, etc.), please check here. PLJEA3E RETURN THIS FORM WITHIN ONE WEEK! Your cooperation and assistance will help to assure the success of the study. Thank you for your kind attention. 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 APPENDIX A -2 1 9 2 C a lifo rn ia Public Ju n io r C olleges Receiving C h e c k lists American R iver Antelope V alley B akersf ie ld C a b rillo C e rrito s Chaffey C itru s Coalinga Compton Contra Costa Diablo V alley £1 Camino F o o th ill Fresno C ity F u lle rto n G lendale Hancock (A llan) H a rtn e ll Im perial V alley Lassen Long Beach C ity E ast Los Angeles Los Angeles C ity Harbor Los Angeles M etropolitan P ierce Los Angeles Trade-T echnical Los Angeles V alley Marin Modesto Monterey 32. Mt. San Antonio 33. Napa 34. Oakland C ity 35. O ceanside-C arlsbad 36. Orang Coast 37. Palo Verde 38. Palomar 39. Pasadena C ity 40. P o r te r v ille 41. Reedley 42. R iverside C ity 43. Sacramento C ity 44. San B enito 45. San Bernardino 46. San Diego 47. San P rancisco C ity 48. San Jose C ity 49. San Mateo 50. Santa Ana 51. Santa Barbara C ity 52. Santa Monica C ity 53. Santa Rosa 54. Sequoias 55. Shasta 56. S ie rra 57. S iskiyous 58. Stockton 59. T aft 60. V allejo 61. Ventura 62. Yuba APPENDIX B SAMPLE FO RM S FR O M VARIOUS COLLBGES 1 . Annual P ro fe ssio n a l Growth Report 2* Paculty C o -c u rric u la r Record 3* Student E valuation Form 4 . Permanent Teacher Interview Record 5* C h eck list fo r O b se rv a tio n a l-S e lf-E v a lu a tio n 6* A d m in istrativ e P olicy f o r Teacher E valuation 7« Recommended Areas of Teacher E valuation 8« C r ite r ia f o r Improvement of I n s tru c tio n and E valuation of In s tru c to r s 194 APPENDIX B -l AN NU A L PROFESSIONAL G R O W TH REPORT From November 30, 196 to November 30, 196 Name ________________________________ Date _______ Number of Years a t C ollege________ Probationary Permanent___ S alary Schedule Placem ent: Column__________________________ Step________ L ist th e p ro fe ssio n a l a c t i v i t i e s in which you are or have been engaged during the twelve months immediately pre ceding t h i s report (November 30, 196__). 1. Major assigned d u tie s beside classroom in s tru c tio n (Include d iv is io n sh ip , coaching, counseling, e t c .) 2. P ro fessio n al O rganization Memberships: O ffices Held ( ) C a lifo rn ia Teachers A ssociation_______ _____________ ( ) Other P ro fessio n al A ssociations _____________ ( ) __________________ ( ) __________________ Noteworthy P ro fessio n al C ontribu tions w ith these O rg a n izatio n s: 195 3# P ro fessio n al Study; (Include work completed during l a s t summer se ssio n and the previous school y e a r .) b ate ot Attendance Course Number Course Name liniv* or C ollege o ra d . or U ndergr. 5 & 1 B • U n its 4* Other A c t i v i t i e s : (Not included on "F aculty Co^ d u rric u la r Record"; such a s , t r a v e l , p ro fe ssio n a l p u b lic a tio n s , work in in d u stry or b u sin ess to in c re a se competence in your teaching f i e l d . ) Reviewed by d iv is io n Chairman on S ignature ot D ate:______________________________ In s tru c to r 5. Dean»s O verall E valuation of P ro fe ssio n a l A c tiv itie s Commendable Needs Improvement Comment s : Date S ignature ot bean 6* I n s t r u c t o r s A ffirm a tio n s: I have read the Dean*s comments and recognize th a t I have th e p riv ile g e of d iscu ssin g t h i s re p o rt w ith th e Superintendent i f I so d e s ir e . bate' Signature of In s tr u c to r This' re p o rt i s f i l e d in the o ft ic e of the bean of In s tru c - tio n and may be reviewed a t any subsequent time by the in s tru c to r* 3/61 19 6 APPENDIX B -2 FACULTY CO l .CURRICULAR RECORD From November 30, 196 to November 30, 196 Namej__________________ F a ll S ervice U nits : D ate: T his rep o rt provides an opportunity fo r each fa c u lty member to provide complete and accu rate inform ation on h is c o n trib u tio n s to F o o th ill C ollege which a re in a d d itio n to h is in s tr u c tio n a l assignm ent. T his record c o n s titu te s one b a s is fo r e v a lu a tio n . I t i s to be com. p leted by Thanksgiving Recess and covers a c t i v i t i e s sin ce th e previous Thanksgiving. No fa c u lty member i s expected to engage in a l l p o ssib le a c t i v i t i e s every y e a r. Beginning fa c u lty members should devote as much tim e as necessary to do an e x c e lle n t job in te a c h in g . In d iv id u al d iffe re n c e s a re recognized In t h i s a re a as elsew here, but the in s tr u c tio n a l assignm ent c o n s titu te s only p art of a fa c u lty member's re s p o n s ib ility and th e re fo re th e re i s need f o r t h i s re c o rd . A fa c u lty member should s e le c t the ones which he enjoys and in which he can make h is best c o n trib u tio n . C r ite r ia fo r in c lu sio n of an a c tiv it y on t h i s re c o rd . 1. The c o n trib u tio n i s a continuing one, tak in g some hours each month of the year or i s concentrated heavily fo r a month or two. 2. There a re community r e la tio n s or o th er values fo r F o o th ill College and i t s stu d e n ts . Note: S elf improvement ( tr a v e l, advanced stu d y , member, sh ip in p ro fe ssio n a l o rg a n iz a tio n s, p ro fe ssio n a l p u b lic a tio n s , e t c . ) w ill be rep o rted on an o th er s h e e t..th e Annual P ro fessio n al Growth R eport. A. P a rtic ip a tio n on C ollege and F aculty A sso ciatio n Committees and B oards. S p ecify . 1. ___________________________________________________ 2. 3 197 B* In s tru c tio n a l work w ith stu d en ts in d iv id u a lly or in organized groups beyond req u ired c la s s time and o ffic e hours. In d ic a te b r ie f ly nature of t h i s . C* Sponsor student o rg a n iz a tio n s. (Which ones?) D* C o m m u n ity S e rv ic e s: speaker, public performances— in d iv id u a l or w ith stu d e n ts, e x h ib itio n s , membership, and o ffic e s held in community organizations--Y*M*C*A*, Red C ross, United Fund, Youth Groups, Service C lubs, etc* E. Other c o n trib u tio n s not covered above or on Profes~ sio n a l Growth Report. This report i s subm itted to the D ivision Chairman f o r h is inform ation and then f i l e d in your fo ld e r in the o ffic e of the Dean of In stru c tio n * I t may be reviewed or rev ised by you a t any time during the academic year* (Your S ig n atu re) Reviewed by D ivision Chairman on 3 5 a T e " T APPENDIX B-3 198 STUDENT EVALUATION FORM Course No* I n s t r u c t i o n s : Place a check in th e a p p ro p ria te box in th e rig h th an d margin in d ic a tin g the answer which b est corresponds to your e s tim a te of the course and the i n s t r u c t o r . DO NOT GIVE YOUR NAME. Answer Example: “ I 2 $ Student Opinion Report 1 . Knowledge of S ubject With regard to knowledge of th e s u b je c t, would say th e i n s t r u c t o r : 1 . Knows i t v ery w e ll. 2. Knows i t w e ll. 3. Does not know i t very w e ll. 4 . Knows i t p o o rly . 2. Sense of Humor I b e lie v e th e i n s t r u c t o r : 1 . T r ie s to o hard to be humorous. 2. Has a keen sense of humor. 3. Is sometimes humorous. 4. Is f a r to o s e r io u s . 3. P re s e n ta tio n I would say in r e l a t i o n to my o th e r c o u rse s, t h i s course was: 1 . Very w e ll p re s e n te d . 2. Well p re s e n te d . 3. About a v e ra g e . 4 . Poorly p re s e n te d . 5* Very poorly p rese n te d . 4 . Student I n s t r u c t o r R e la tio n s h ip I b e lie v e th a t during th e c la s s period 1* A c o r d ia l and c o o p e ra tiv e fe e lin g p r e v a i l s . 2 . N eith er g o o d -w ill nor antagonism p r e v a i l s . 3 . The i n s t r u c t o r te n d s to an tag o n ize the s tu d e n ts . 199 5* S e lf Confidence I b eliev e the in s tr u c to r i s : 1* U sually sure of him self* 2* P a irly s e lf-c o n fid e n t. 3 . U sually u n c e rta in .________________________ __ __ 6. A ttitu d e Toward Students I b eliev e the in s tr u c to r in dealing w ith stu d en ts i s : 1. Always considerate and courteous. 2* U sually co n sid erate and courteous. 3. Sometimes in co n sid era te and d is courteous. 4 . Always in co n sid era te and d is courteous. __ __ __ 7. In te r e s t in Students I b eliev e th e in s tr u c to r in dealing w ith stu d en ts shows: 1# Great in te r e s t in s tu d e n t's problems. 2. Average in te r e s t in s tu d e n t's problems. 3. L i t tl e in te r e s t in student »s problems. ________ 8. Answering Q uestions I b eliev e when q u estio n s are asked in c la s s the in s tr u c to r : 1. Answers them fu lly and d ir e c tl y . 2. Answers them p a rtia lly * 3. Evades the q u estio n . 4. Does not answer them. _________ 9* Explanations I fin d the in s tru c to r in explanation of d i f f i c u l t m a te ria l i s : 1* Very clear* 2. C lear. 3. Not very clear* __ __ 10* A ttitu d e Toward D ifferences I b eliev e the in s tr u c to r : 1* Recognizes and allow s d iffe re n c e s of opinion* 2. Is usually t o le r a n t, but is b ia se d . 3. Does not recognize nor allow d iffe re n c e s of opinion. ________ Assignments and Examinations 1* Assignments I would say the in s tr u c to r in making assignm ents i s 1* Always d e fin ite * 2. D e fin ite . 3. In d e f in ite . 4. Very in d e f in ite . 2 0 0 2. Examinations I b e lie v e th a t exam inations in t h i s c la s s should be given s 1* More o fte n , 2, As fre q u e n tly as they a r e . 3, Less o fte n . _____ 3. Examination Q uestions I th in k the q u estio n s on the exam inations w ere: 1, Very c le a r . 2. C le a r. 3* Ambiguous _____ 4. F airn ess of exam inations I th in k the exam inations were: 1. Very f a i r . 2. P a ir. 3. Not very f a i r . 4. Very u n fa ir . _________ 5. F airn ess in Grading I th in k th e in s tr u c to r : 1. Is very f a i r and im p a rtia l to a l l . 2. O ccasionally shows fa v o ritis m . 3. C onstantly shows fa v o ritism . _____ Course A ppraisal 1. Course I would say in r e la tio n to my o th er courses t h i s was: 1 . Very d i f f i c u l t . 2. D i f f i c u l t . 3. Average. 4 . Easy. 5- Very easy. _____ ______ 2. Home Work I would say in r e la tio n to my o th e r courses t h i s course re q u ire d : 1. More p re p a ra tio n . 2. About the same p re p a ra tio n . 3. Less p re p a ra tio n . _____ 3 . Enjoyment 1 would say th a t th i s course in r e la tio n to my o th e r courses was: 1 . Very en jo y ab le. 2. E njoyable. 3 . Average. 4 . D u ll. 5. Very d u l l . Methods of In s tru c tio n 1. L ib rary I would say th a t th e in s tr u c to r gave assignm ents which d ire c te d stu d en ts t o make: 2 0 1 1. Good use of lib r a r y re so u rces. 2. Some use of l ib r a r y re so u rces. 3. L i t t l e use of lib r a r y reso u rces. 2. Knowledge of student learning during each lesso n I b eliev e the in s tr u c to r b u i l t in to h is lesso n ways to determ ine the ex ten t of learn in g by each stu d e n t: 1. Every le sso n . 2. Sometimes. 3. Seldom if ev er. 3. V ariety of teaching methods I b eliev e th a t t h i s in s tr u c to r used: 1. A v a rie ty of c a re fu lly se le c te d teaching methods. 2. Several d iffe re n t teaching methods. 3. One teaching method was predom inantly used. 4 . Use of audio v is u a l devices I b eliev e th a t th is in s tr u c to r made: 1. Good use of v isu a l a id s . 2. Made some use of v isu a l a id s . 3. Made l i t t l e use of v isu a l a id s . APPENDIX B .4 2 0 2 Name ot ‘ tea ch er bate PERM AN EN T TEACHER INTERVIEW RECORD THE CONFIDENTIAL NATURE OF THE MATERIALS HEREIN DISCUSSED IS BINDING O N ALL PARTIES CONCERNED In an in terv iew on (d a te ) th e follow ing item s were d iscu ssed by th e a d m in is tra to r and th e te a c h e r whose sig n a tu re s appear below: I . G eneral item s of d isc u ssio n suggested by the a d m in is tr a to r: II* G eneral item s of d isc u ssio n suggested by the te a c h e r: I I I . Recommendations of the a d m in is tra to r, i f any. (If none, so s ta te * ) IV. Recommendations of the te a c h e r, i f any. (If none, so s t a t e . ) During th e period covered by t h i s r a tin g , to _____________ , I have v is ite d the te a c h e r fs classroom tim es f o r an average v i s i t a t i o n of minutes* Also I have been ab le to ev alu ate th e te a c h e r 's e ffe c tiv e n e s s by th e follow ing means: (If none, so s t a t e . ) S ign atu re ot A dm in istrator I am f u l l y cognizant of the p o in ts in d ic a te d on t h i s in terv iew record and have the follow ing comments to make: (If none, so s t a t e . ) S ign atu re of Teacher 2 0 3 APPENDIX B-5 CHECKLIST FOR OBSERVATIONAL-SELF-EVALUATION I* EVIDENCE O F PLANNING FOR LECTURE, DISCUSSION, O R OTHER LEARNING EXPERIENCE The in s tr u c to r : 1. R elated cu rren t le c tu re M aterial to previous experiences of the stu d en t. 2. Gauged o rie n ta tio n toward e s ta b lis h in g contact in the in tro d u c tio n . 3* In d icated need fo r cu rren t inform ation. 4. C la rifie d o b je c tiv e s a t the beginning of the c la s s . 5. S tressed and summarized main p o in ts of le c tu re an d /o r d isc u ssio n . 6. Supported ideas w ith examples, comparisons, f a c t s , e t c . 7. Showed im agination and o r ig in a lity in using educational a id s . 8. Adapted le c tu r e , d isc u ss io n , or experience to time lim it of the c la s s . 9 . Made assignm ents, in d ic a tin g a n tic ip a tio n of learning r e s u l t s . 10. Concluded w ith f i n a l i t y . (E stab lished c lo s u r e .) I . COM M UNICATIVE ABILITY The in s tr u c to r : 11. Used ap p ro p riate vocabulary f o r le v e l of the stu d e n ts. 12. Appeared to perceive th e experience back ground of the stu d e n ts. 13. Used c le a r and concise sen ten ces. Avoided v e rb o sity . 14. Used voice v a ria tio n and "good" p rin c ip le s of speech. 15* Was p h y sic a lly e f fe c tiv e in le c tu rin g or leading the d isc u ssio n . 16. Was e ffe c tiv e in the use of t r a n s i t i o n . 17. Used a p p ro p ria te , or showed evidence of using v isu a l a id s fo r communication. 204 ____ 18* M aintained s t a t u s - r o le r e la tio n s h ip between communicator and com nunicants. 19. Attempted to make the message in te r e s t i n g . 20. A fforded evidence of supported "judgm ents" ra th e r than propaganda b iases* I I I . ATTAINMENT OF OBJECTIVES The in s t r u c t o r : 21. M otivated th e c la s s as evidenced by student p a r tic ip a tio n . 22. Covered th e su b ject m a te ria l or d ire c te d the a c ti v i t y as o u tlin e d in th e p lan . 23* In d ic a te d a p ra c tic in g knowledge of allow ing fo r in d iv id u a l d iffe re n c e s . 24. U tilis e d d eterm in ativ e techniques in measuring attain m en t of o b je c tiv e s . 25. C le a rly " f e e ls " th a t ed u c atio n a l o b je c tiv e s were achieved in s o fa r as possible* APPENDIX B -6 2 0 5 ADMINISTRATIVE POLICY FOR TEACHER EVALUATION In order to a s s i s t te a c h e rs to e f f e c tiv e ly execute t h e i r d u tie s and r e s p o n s i b i l i t i e s , b o th in and out of the classroom , and to e s ta b lis h personnel prac t i c e s which a re c o n s is te n t w ith the p o lic ie s of t h i s d i s t r i c t , th e follow ing procedures f o r te a c h e r e v a lu a tio n a re e s ta b lis h e d ! I* P robationary T e a c h e rs: 1. Each probation ary te a c h e r i s to be v i s i te d in a classroom s itu a tio n a minimum of fo u r tim es each sem ester* These v i s i t s a re to be planned in advance and a re t o be of an e n tir e c la s s hour in d u ratio n * Such o b serv a tio n s may be made by any a d m in is tra tiv e o f f ic e r of th e d i s t r i c t , or the campus, or by members of th e c o o rd in a tio n s t a f f in p a r tic u la r s i tu a tio n s where th e D ire c to rs s h a ll d e sig n a te . 2* Following each c la s s v i s i t a t i o n , th e te a c h e r i s to be advised of th e re a c tio n s of the persons v i s i t i n g . This s h a ll be done in two ways: a . A statem ent in w ritin g summarizing the c la s s v i s i t a t i o n and subsequent conference s h a ll be made w ith one copy to be given to the te a c h e r and one copy re ta in e d in the campus f i l e . b* A conference in which th e v i s i t a t i o n i s d isc u sse d ; a t t h i s tim e, the te a c h e r 's in s tr u c tio n a l performance i s evalu ated and p o s itiv e su ggestions a re made f o r improvement. 3 . At le a s t tw ice each y ear the probationary te a c h e r i s to be given in w ritin g (one copy to the d i s t r i c t personnel f i l e ) an e v a lu a tio n of h is o v e ra ll performance a t th e i n s t i t u t i o n . T his statem ent s h a ll be p resen ted to th e te a c h e r a t a conference held w ith th e D ire c to r. One statem ent of e v a lu a tio n s h a ll be presen ted to th e te a c h e r p rio r to January 15 and one p rio r to A p ril 1 of each y ea r. On or before A p ril 1, the D ire c to r s h a ll ad v ise the te a c h e r of h is in te n tio n s w ith re sp e c t to recommendations f o r employment in the follow ing school y e a r. In those cases where 206 th e re i s some p o s s i b i li t y th a t th e te a c h e r may not be recommended f o r continued employment, th e D ire c to r s h a ll n o tify the d i s t r i c t no l a t e r than February 1 of each school y e a r, in d ic a tin g the reasons f o r t h i s p o ssib le actio n * Under no circum stances s h a ll a te a c h e r be inform ed of h is s ta tu s w ithout p rio r approval by th e d i s t r i c t o f f i c e , s a id approval to be obtained p rio r to March 15• I I . Permanent T eachers; 1. Each permanent te a c h e r s h a ll be v i s i t e d in a classroom s itu a tio n a t l e a s t once each school year by th e D ire cto r or an a d m in istra to r d e sig nated by him* Teachers s h a ll be advised of the o b s e rv e r's re a c tio n s in a conference, and a record kept of such v i s i t a ti o n s and conferences* 2* Every e f f o r t should be made to advise permanent te a c h e rs of t h e i r g en e ral e v a lu a tio n a t le a s t once each year* T his may be done in w ritin g or in co n feren ce, but when such ev a lu a tio n s are p resen ted in w ritin g , one copy s h a ll be presented to the te a c h e r and one copy sent to the d i s t r i c t personnel f i l e * I t s h a ll be the r e s p o n s ib ility of the D ire c to r to in su re th a t the e v a lu a tiv e stan d ard s d escrib ed above are follow ed f o r a l l teachers* The e v a lu a tio n of te a c h e rs s h a ll a t a l l tim es be d ire c te d toward p ro fe ssio n a l im provement, and done in a p o s itiv e manner* I t s h a ll be the r e s p o n s ib ility of the D ire c to rs to determ ine the type of e v a lu a tio n forms used* In e v a lu a tin g te a c h e rs , every e f f o r t s h a ll be made to co n sid er t h i s e v a lu a tio n w ith in th e framework d escrib ed in th e document "Areas of Teacher E v a lu a tio n ". 207 APPENDIX B-7 RECO M M EN D ED AREAS O P TEACHER EVALUATION 1. THE TEACHER - SUBJECT M ATTER a . Has he dem onstrated competency in h is su b ject f i e l d ? b* Does he keep a b re a st of c u rre n t developments in h is f ie ld ? 2. THE TEACHER - STUDENTS a . Does he recognize and make p ro v isio n s f o r in d i v id u al d iffe re n c e s ? b* Does he have e f f e c tiv e means of communication w ith stu d e n ts? c . Does he h elp stu d e n ts w ith t h e i r problems? d* Does he m otivate h is stu d e n ts p o s itiv e ly ? e . Does he work w illin g ly and e f f e c tiv e ly w ith stu d en ts in o u t-o f- c la s s a c t i v i t i e s ? 3 • THE TEACHER - CLASSROOM OR LABORATORY TECHNIQUES a . Have course o b je c tiv e s been e s ta b lis h e d ? b B Are h is teaching methods e f f e c tiv e ? c . Does he have e f f e c tiv e classroom c o n tro l? d« Is each c la s s se ssio n w ell planned? e . Does he r e la te su b je c t m atter to liv in g s itu a tio n s and stu d en t needs? f . Does he m aintain adequate stan d ard s of achieve ment ? g» Is each c la s s se ssio n stim u la tin g and in te r e s tin g fo r stu d e n ts? 4 . THE TEACHER - THE INSTITUTION a . Does he r e f le c t the co lleg e philosophy? b« Does he in te r p r e t h is philosophy to the stu d e n ts? c . Does he assume h is r e s p o n s ib ility in in te r p r e tin g th e i n s t i t u t i o n to the community? d . Does he assume h is re s p o n s ib ility among h is co lleag u es? e . Is he e f f e c tiv e in committee work? f . Does he assume r e s p o n s ib ility fo r keeping necessary reco rd s? g . Does he p a r tic ip a te in student a c t i v i t i e s ? 208 h, Does he c o n sc ie n tio u sly implement and follow the p o lic ie s of the d i s t r i c t and the i n s t itu t i o n ? i . Does he work e f fe c tiv e ly w ith h is colleagues and the a d m in istra tio n ? 5* THE TEACHER - HIS PROFESSION a . Does he m aintain th e e th ic a l stan d ard s of h is p ro fessio n ? b . Does he m anifest pride in h is p ro fessio n ? c . Does he s tr iv e to improve and ra is e the s ta tu s of h is p ro fessio n ? 6. THE TEACHER - A PERSON a* Does he fu n c tio n as a mature person? b* Is he in good h e a lth ? c* Does he show good judgment? E ffe c tiv e Date: January 30, 1957. 209 APPENDIX B -8 C r it e r i a f o r Improvement of In s tru c tio n and E valuation ot I n s tr u c to r s PREPACE No fa c u lty member i s expected to engage in a l l evalu ated areas every year* Beginning fa c u lty members in p a r tic u la r should devote as much time as is necessary in doing an e x c e lle n t job of te a c h in g . G radually they should assume some a d d itio n a l r e s p o n s i b i l i t i e s , so th a t such r e s p o n s ib il i ti e s can be spread as evenly as p o ssib le over th e e n tir e fa c u lty w ithout burdening a few persons unduly or spreading t h e i r e f f o r t s over too many a re a s . In answer to the q u estio n s concerning the r e la tiv e importance of se v e ra l a sp e c ts of e v a lu a tio n , i t may be s a id th a t lik e the fo u r wheels of a car a l l a re im portant to maximum u s e fu ln e ss. On the o th er hand, th e range of a c t i v i t i e s in d ic a te d allow s some ch o ice. Por example, in p ro fe ssio n a l grow th, a c t i v i t i e s o th er than p ro fe ssio n a l study may be as valuable or more valuable than p ro fes s io n a l stu d y . The a c t i v i t i e s in p ro fe ssio n a l organi z a tio n s may be so heavy th a t n e ith e r p ro fe ssio n a l s tu d ie s nor o th e r a c t i v i t i e s are a d v isab le during a given y e a r. R e sp o n sib ility fo r e v a lu a tio n r e s t s f i r s t on d iv is io n chairmen who use th e se c r i t e r i a and procedures as g u id e lin e s so th a t th e re w ill be more uniform q u a lity in ev a lu a tio n s and so th a t each in s tr u c to r knows what is expected of him. CRITERIA 1 . Planning fo r In s tru c tio n a* The i n s tr u c to r has defined fo r stu d e n ts th e o b je c tiv e s to be achieved in each co u rse. b . There i s evidence of long term planning in lig h t of o b je c tiv e s of each su b je c t ta u g h t. c . There i s evidence of c a r e f u l, p u rp o sefu l, d a ily p re p a ra tio n . 2 1 0 d* There i s evidence of development and use of e f fe c tiv e techniques of ev alu atio n of student achievement in lig h t of o b jectives* 2* In s tru c tio n a l A b ility in Classroom a* Is competent and up^to-date in th e su b je c ts and courses taught* b* Knows o b je c tiv e s of each subject and course ta u g h t• c . M otivates stu d en ts by ap p ro p riate m a te ria ls and methods to achieve these ob jectiv es* d* Provides an environment th a t i s f r ie n d ly , w ell- c o n tro lle d , and responsive to student needs* e* S tim ulates learn in g through such c h a r a c te r is tic s as enthusiasm and a good sense of humor* 3 . R elatio n sh ip w ith Students O utside of Classroom a* Gains confidence and respect of students* b* Gives fre e ly of h is time to help stu d en ts individually* c* Helps stu d en ts develop them selves through student a c tiv itie s * 4* P ro fessio n al A ttitu d e s a* E ffe c tiv e S ta ff R elatio n sh ip s 1* Demonstrates an educational philosophy in harmony w ith the b a sic p rin c ip le s of the P o o th ill College program. 2* Works amicably w ith fellow in s tr u c to r s , a d m in is tra to rs , co u n selo rs, and o th er school personnel* 3* Accepts h is share of r e s p o n s ib ilitie s w illin g ly and i s prompt in carrying them out* 4* Is able to accept and put co n stru c tiv e suggestions in to p ractice* 5* Is c re a tiv e and shares h is ideas w ith fellow in stru c to rs * 211 b* P ro fe ssio n a l Group P a rtic ip a tio n 1. A ttends p ro fe ssio n a l m eetings, co nferences, and workshops* 2* Keeps a b re a st of p ro fe ssio n a l l i t e r a t u r e . 3* Plans p erso n a l, o u t-o f-sc h o o l a c t i v i t i e s in such a manner th a t p ro fe ssio n a l o b lig a tio n s to school can be met. c * Personal Q u a litie s 1* Has the physical h e a lth needed to meet the r e s p o n s ib ilitie s of the jo b . 2* Shows em otional s t a b i l i t y and c o n tro l. 3* Shows good grooming and ap p ro p ria te d re ss . 4* Communicates e f f e c tiv e ly . d* Community R elatio n s 1* I n te r p r e ts and supports the o b je c tiv e s of the co lleg e to the community. 2* P a rtic ip a te s in community a c t i v i t y .

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Dropout - Stayin Personality Differentials And College Environments

PDF

The Relationship Of Size To Current Expense Of Education In California Single-College Public Junior College Districts

PDF

The Impact Of Selected Colleges On Students' Values

PDF

The Selection, Training And Evaluation Of School Bus Drivers In California

PDF

The Potential Of The Junior College In The Developing Nations Of The World

PDF

Objectives Of Higher Education As Reflected In The Inaugural Addresses Ofselected College And University Presidents

PDF

Programs For Professional Preparation Of Instructors For California Public Junior Colleges

PDF

Faculty Views Of The California Public Junior College

PDF

A Historical Analysis Of Vocational Education: Land-Grant Colleges To California Junior Colleges, 1862-1940

PDF

Grievance Procedures And Disciplinary Actions In Classified Personnel Administration In California Public Schools

PDF

Functions Of Trustees Of United Presbyterian Colleges

PDF

English Programs In Selected Two-Year Community Colleges, Private Liberalarts Colleges, And State Colleges In California

PDF

A Study Of Management Functions Common To The Administration Of Commercial Businesses And Institutions Of Higher Education

PDF

Selected Non-Intellectual Factors As Predictors Of Academic Success In Junior College Intellectually Capable Students

PDF

The Image Of Higher Education In American Novels, 1920-1966

PDF

Factors In The Selection Of State School Board Members And The Chief State School Officer

PDF

The Administrative Implications Of Federal Projects On School Personnel Practices

PDF

Community Service Programs In California Public Junior Colleges

PDF

The teacher in cooperative curriculum development

PDF

Pre-Service Training Of Prospective Elementary School Principals

Asset Metadata

Creator Kelley, Win David (author)

Core Title Criteria For Directing Junior College Instruction

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, general,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Pullias, Earl Vivon (committee chair), Georgiades, William (committee member), Hull, Osman R. (committee member), Muelder, Wallace R. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-275766

Unique identifier UC11359042

Identifier 6302150.pdf (filename),usctheses-c18-275766 (legacy record id)

Legacy Identifier 6302150.pdf

Dmrecord 275766

Document Type Dissertation

Rights Kelley, Win David

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA