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Pub Date: |
1997-12-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Cooperative Education; Curriculum Development; Educational Needs; Graduate Study; Higher Education; Job Analysis; Leaders; Leadership; Needs Assessment; Postsecondary Education; Professional Development; School Counselors; Secondary Education; State Programs; Statewide Planning; Task Analysis; Teacher Certification; Vocational Directors; Vocational Education; Vocational Education Teachers
Abstract:
Pennsylvania has three regional Professional Personnel Development Centers responsible for the delivery of services around a block of common objectives designed to meet the professional development needs of vocational educators. The Developing a Curriculum (DACUM) process has been used to address two areas of need identified by the Temple University Center for Vocational Education Professional Personnel Development: the roles of the Workplace Learning Teacher Coordinator (WLTC) and the Teacher Leader. The center has developed a definition for the WLTC and a DACUM chart. This chart of 10 duty categories with 125 task items has been converted to a survey and validated on three dimensions: level of importance, degree of difficulty, and frequency of occurrence. The DACUM chart is currently being applied as a standard to revise the Cooperative Vocational Education Teacher Coordinators Certification Program at Temple University (Philadelphia). A second DACUM process has been used to satisfy two concerns: a clearer definition of the mission and purpose of the role of lead teachers and a more formal method of acquiring graduate credit in this area of leadership. A survey has been used to validate the DACUM chart according to three criteria used in the survey. The DACUM process has led to development of the Teacher Leadership Network, Teacher Leadership Master's Degree, and Teacher Leadership Certificate. (Half of the document consists of appendixes containing WLTC validation instrument and mean ratings and WLTC and Lead Teacher DACUM charts.) (YLB)
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Pub Date: |
1996-12-00 |
Pub Type(s): |
Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires |
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Descriptors:
Evaluation Methods; Inservice Teacher Education; Interviews; Needs Assessment; Postsecondary Education; Preservice Teacher Education; Professional Development; Program Evaluation; Qualitative Research; Research Methodology; Secondary Education; State Programs; Statewide Planning; Vocational Education Teachers
Abstract:
The Temple University Center for Vocational Education Professional Personnel Development (PPD), one of three regional centers in Pennsylvania, used qualitative strategies for steering PPD programs. Center personnel found that collecting quantitative data was absolutely necessary to determine whether objectives were being met, but was not always sufficient for making informed judgments. The decision-making process benefitted from the integration of qualitative strategies into the formative and summative evaluations of PPD programs and activities. Three strategies were especially helpful in collecting information and applying it in a formative manner to illuminate work/initiatives in progress. The first strategy was a semi-structured interview technique selected to collect information on the effect a redesigned performance evaluation requirement, used for awarding provisional certification to vocational teachers, was having on intern teachers. The second strategy, a behavioral event interview method, was used to collect information on how a shift in the locus of management (from Temple University to local school district) of a teacher leadership program was affecting teachers and students in the eastern region. The third strategy used a combination of quantitative and qualitative procedures to report findings for the annual evaluation/needs assessment of the center's Professional Development Advisory Committee. (Appendixes contain 18 references and instruments.) (YLB)
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Pub Date: |
1995-09-30 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Adult Education; Cooperative Programs; Course Content; Course Descriptions; Curriculum Development; Education Work Relationship; Educational Needs; Institutional Cooperation; Mentors; On the Job Training; School Business Relationship; Secondary Education; State Programs
Abstract:
Three Pennsylvania universities focused on defining the functional role and identifying the training needs of work-based mentors for Pennsylvania's system of school-to-work transition, in order to design a training protocol. Interviews were conducted with 81 experienced employees concerning their view of the mentoring role and the activities that experienced mentors perceive to be important for proteges to succeed at work. The mentoring expectations of the experienced workers included the provision of the following: (1) technical instruction; (2) broad-based occupational instruction; (3) knowledge of the work-based environment; (4) a training plan that outlines a framework for personal growth; (5) feedback through authentic assessment and conferences; (6) instruction about the organization's policies; (7) information pertaining to the organization's culture; (8) instruction in work-related competencies; (9) information and guidance on career advancement; (10) opportunities for critical reflection; and (11) mentoring through a framework. The verified elements were organized into three content categories aligned with the original definition for mentoring, and content outlines were developed. The initiative is considered to be a working example of the cooperative relationships that the state hopes to establish between educational agencies as it develops and implements its school-to-work system. (Four appendixes are included: a project implementation timeline, the project instrument and rating scale, a summary of interview results, and the content outlines. Contains 23 references.) (KC)
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Pub Date: |
1995-12-02 |
Pub Type(s): |
Speeches/Meeting Papers; Reports - Research |
Peer Reviewed: |
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Descriptors:
Academic Education; Educational Improvement; Evaluation Methods; Inservice Teacher Education; Integrated Curriculum; Professional Development; Secondary Education; Self Evaluation (Groups); Vocational Education
Abstract:
Although most efforts to improve schools through integration of academic and vocational education recognize the need for staff development, most staff development efforts fall short. The reasons these efforts often do not succeed include the following: teachers have little authority to make decisions about the improvement process; the programs do not take into account what motivates teachers to engage in staff development; and the programs fail to consider the process by which change in teachers typically takes place. An instrument that is designed to facilitate staff development and the integration of academic and vocational education is the SIAVE Self-Assessment (Status of the Integration of Academic and Vocational Education), developed at Temple University. The SIAVE was developed through identification of the essential elements of the integration of academic and vocational education, assessment of the degree to which schools had implemented the essential elements, and use of assessment data to nurture the integration of academic and vocational education efforts. The SIAVE focuses on in-school staff development in small clusters focused around a subject area. Teachers are to concentrate on student needs and engage in continuing staff development, assessment of the efforts, and refinements based on the assessment. Using the change process directed by teachers is suggested. The SIAVE process integrates research on change, emphasizes a shift in focus from the professional development of individuals to the professional development of staff within the whole school setting. The promise of using the SIAVE process is a curriculum framework and high-performance staff capable of providing the competitive advantage in creating the high skills work force needed for the 21st century. (Contains 18 references.) (KC)
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Pub Date: |
1993-12-04 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Administrator Attitudes; Educational Attitudes; Educational Practices; Educational Trends; Elementary Secondary Education; Employer Attitudes; Employment Qualifications; Futures (of Society); Outcomes of Education; Statewide Planning; Teacher Attitudes; Vocational Education
Abstract:
A study explored learning outcomes for secondary students in Pennsylvania. Data were collected in two stages: through a survey of the opinions of 1,089 educators in eastern Pennsylvania (51% response) and through a random sample of 3,364 member of the business and industrial community in the area (22.3% response). The survey resulted in the production of 11 tables comparing the educational outcomes emphasized by the educators and the business and industry leaders. Some of the outcomes rated highly by both educators and business people included the following: (1) ability to be dependable on the job; (2) ability to follow directions; (3) positive work attitude; (4) ability to be on time; (5) effective communications; (6) positive attitude toward learning; (7) desire to work hard; (8) proficiency in applying reading skills; (9) teamwork; and (10) positive attitude toward co-workers. Recommendations were made to conduct a review of vocational education programs to determine if the outcomes ranked highly are currently in place, and to consider the rank order of outcomes to identify areas of emphasis for the schools' curricula. (KC)
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Pub Date: |
1987-09-00 |
Pub Type(s): |
Reports - Research; Guides - Classroom - Learner |
Peer Reviewed: |
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Descriptors:
Beginning Teachers; Course Content; Curriculum Development; Formative Evaluation; Inservice Teacher Education; Instructional Materials; Learning Modules; Lesson Plans; Master Teachers; Material Development; Models; Pilot Projects; Postsecondary Education; Professional Development; Program Development; Teacher Certification; Teacher Evaluation; Vocational Education Teachers
Abstract:
The project described in this report was conducted at Temple University (Pennsylvania) to design a collegial process and the necessary instructional materials to enable the practicing vocational educator to engage in professional development with a commitment to a formative approach. The project attempted to bring inservice vocational teacher certification programs in the state in close approximation with school-based "induction" and "continuing professional development" programs. During the project, a process was developed and built into the present certification program to facilitate a formative approach and serve as a bridge between level I and level II certification. Instructional materials (modules) were developed for use in Temple's existing vocational teacher certification program and vocational teacher educator staff development program. Temple teacher education faculty and staff were trained in the process, which was pilot tested at selected field sites in eastern Pennsylvania. The modules developed in this project make up a large portion of this document. The modules focus on (1) developing a lesson plan to guide group instruction, and (2) facilitating a Council of Educators' review. Each module lists objectives, prerequisites, resources, learning experiences/activities, and level of performance assessment instruments. (KC)
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