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DOCUMENT RESUME
ED 118 632 TM 005 124
AUTHOR Anttonen, Ralph G.TITLE , Evaluation Data and Schemes for Summer Happening and
Network Schools 1975.INSTITUTION MillersRille State Coll., Pa. Div. of Education,PUB DATE Sep 75NOTE 79p.; For a related document, see ED 103 474'
EDRS PRICEDESCRIPTORS
ABSTRACT
MF-$0.83 HC-$4.67 Plus PostageChanging Attitudes; College School Cooperation;Comparative Analysis; Elementary Education;*Evaluation Methods; Models; Open Education; ParentAttitudes; *Program Effectiveness; Questionnaire's;Rating Scales; School Districts; Student Attitudes;*Summer Programs; *Teacher Attitudes; TeacherEvaluation; *Teacher Workshops
Nis
The report presents data for the 1975 SummerHappening program and Network Schools programs at Millersville StateCollege: Teachers' opinions toward the effectiienes of both programsare summarized and compared. The basic results of the-analysis showthat programs conducted in the network schools tend to be morefavorably received than programs conducted at the College SummerHappening. The report also includes an evaluation model andinstruments. Teacher classroom observation techniques, techniques formeasuring children's attitudes, and evaluation forms foradministrators are presented in the appendices. School districts areencouraged to seek training in evaluation techniques sinceeducational accountability is upon the world of education.(Author)
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EVALUATION DATA AND SCHEMES
POR
SUMMER HAPPENING
AND
NETWORK SCHOOLS
1975
CoOperativei ogram Involving:lle State College
The Pennsylvdnia Department of Educationand
Selected Pennsylvania School Districts'
J
Division of EducationOffice of Evaluation and Research
Millersville State CollegeMillersville, Pennsylvania
Dr. Ralph G. AnttonenDirector of Educational Research
Mr..John BrunnerResearch Coordinator
September 1975
ACKNOWLEDGMENTS
I would like to thank all the people who hell4d makethis report possible.
\.
To Dr. Robert Labriola, a special thank you fOrproviding the funds for all the individuals who wereinvolved, this summer in putting together.the' nitty-grittyof this report.
To all the Summer Happening staff, thank you forparticipating in the data collection.
'To the Network School coordinator, a,special Wordof appreciation for their.efforts An helping a researcher,learn.
To Mr. JohnBrunner for his sticl&to- itiveness,concern,-and.efforts beyond the callr a special thanks..
For their willingness to attend to numerous detailsof data analysis', aspecial word, of appreciation to Bob,Frances, Gail, Judy and Maria.
Special thanks -to Mrs. Sweigart for her typing of thefinal report and endurance of her boss.
To Mr. Hall and his staff, a graphic appreciation.
TABLE OF CONTENTS
Introduction
Reactions to Summer Happening Program
Table I Number and Percentage Responding to-.Effectiveness and Importance Categories of SummerEvaluatiOn, 1975
Figure 1 Percentage Responding Very Effective andEffective to Each Concept of Summer HappeningEvaluation, 1975
Table II Type and Frequency of Responses to FourGeneral Questions on Summer Happening EvaluationForm, 19;5
Table III Number and Percentage Responding toEffectiveness and Importance Categories of SummerHappening Evaluation, 1974
Figure 2 Percentage Responding Very Effective toEati Concept of Summer Happenings, 1974-75
Figure 3 Percentage Responding Should Be Includedto Each Concept of Summer Happenings, 1974-75
PAGE
1
3
4
S
6
7
8
10
Reactions to Network School P1'ograms 11
Table IV Number and Percentage Respon ing toEffectiveness and Importance Categories s in
rNetwork Schools, 1975
Figure 4 Percentage Responding Very Effective andEffective to Each Concept in Network Schools, 1975
Figure 5 Percentage Responding Very Effective toEach Concept at Summer Happening and at NetworkSchools-1975
Figure 6 Percentage Responding Should Be Includedto Each Concept at Summer Happening and atNetwork Schools-1975
13
15
16
Evaluation Model
Table V - Evaluation Model for School Districts
Appendix A -.Summer Happening Evaluation FOrm
Appeddix B Teacher Attitude Inventory
Appendix C Teacher Observation Instruments
Appendix D - Children's. Attitude Test
Appendix E Parent Questionnaire
Appendix F 7 Administrator Evaluation Forms
PAGE
17
18
21
22
23
24
25
26
INTRODUCTION
Because of the growing Concern for financing education,.school districts are being called upon to demonstrateempirically the effectiveness of their programs. In addition,institutions of higher learnin'g also facing monetary problems
±Must consider alternative programs which will increase theirclientele. As the in-service needs of the schools and theservices provided by higher: education institutions merge,hopefully, ideas, facilitiels, and people can be shared in mutualprojects.
The present report p ovides data and information about ajoint venture between Mi ersville State College and the schools
Summer Happening PrograM conducted by personnel at the Collegeof Pennsylvania. Includ d in the report are results of both a
and workshops conducted/in network schools by school personneltrained at the College. Since the primary objective of bothprograms was to generate a change in attitudes, the datapresented will be of an affective nature. However, it shouldbe noted that regular year evaluation models will be implementedduring 1975-1976 in the network schools. An example of one suchmodel is presented in the report.
Hopefully the ideas i.n this paper and subsequentMillersville evaluation reports geared to specific areas, e.g.,classroom teacher observations, will be useful to school systemsinvolved in assessing the needs of their districts. With thecurrent emphasis on providing data-based evidence on theeffectiveness of their programs, school districts might beinterested in having individuals in their system trained inevaluatiod techniques through the Research and Learning Centersummer workshop program at Millersville State College.
REACTIONS TO SUMMER HAPPENING PROGRAM
All teachers in the 1975 Millersville Summer Happeningwere asked to respond to a questionnaire designed to elicittheir opinions regarding the Effectiveness and Importance ofthe program (See Appendix A). Table I presents the resultsof the teachers' responses. It reveals that over 50% of theteachers rated the presentations on Philosophy, Making Games,and Communication Skills as Very Effective. Seven of theremaining presentations (Scheduling, Contracts, Team Teaching,Record Keeping, Math Organization, Learning Stations, andParent Involvement) were rated as Effective or Very Effectiveby at least 80% of the teachers (See Figure 1). Twopresentations, Packets and Social Studies, were rated as havingLittle or No Effect by more than 28% of the teachers. Inaddition to rating the Effectiveness of the presentation ofeach concept, the teachers also rated the importance of theconcepts themselves (See Table I). Table I reveals that 60%or more of the teachers thought that all of the concepts withthe exception of Packets (43%) and Social Studies (59%) ShouldBe Included in the program.
Responding to the four general questions (See Table II)of the questionnaire, the teachers rated as the, most valuablepart of the program: Games, Communicationskill$0 Math andLearning Stations. Packets, Social Studies and 'Vaal Teachingwere mentioned as least'valuable. While many tea hers weresatisfied with the program as it was presented, m y saw a needto have separate workshop for primary, intermedia e andsecondary level teachers.
\
Since the same Summer Happening evaluation forW,with theexception of Record Keeping was utilized to assess theEffectiveness and Importance of the 1974 program, a ckmparisonof the two programs can he made. In Table III are the\resultsof the teacher responses for 1974. Figure 2 gives thepercentof teachers responding Very Effective to each concept for thetwo Summer Happenings. As Figure 2 shows, a decrease fom 1974to 1975 of 15% or more occurred for the concepts of Packets,Team Teaching, Social Studies and Math Organization. Adifference of 10% or less separated the 1974 and 1-975 data forthe remaining concepts.
*It should be noted that during the week of June 23 a specialworkshop on open education at the secondary level was conductedby Dr. Edward Pino from the International Graduate School ofEducation. Four of the participants of the elementary programwho took the options to sit in on segments of the secondary'program rated this program as the most valuable part.of theelementary workshop.
TABLE
I
NUMBER AND PERCENTAGE RESPONDING
TO EFFECTIVENESS AND IP,TTANCE
CATEGORIES OF
SLIMMER HAPPENING EVALHATIcN
1975
CONCEPT
EFFECTIVENESS
VERY
EFFECTIVE
EFFECITVE
LITTLE
EFFECT
NN
Philosophy
Scheduling and
Organizing
85
54.5
04
41.0
4.5
52
389
X9.3
Making Canes
95
60.9
133.3
4.5
Contracts
36
24.3
90
00.8
18
2.2
Packets
10
+ 8.9
'I 1
Team Teaching
41
30.6
-3
54.5
15
Record Keeping
44
33.3
851.5
18
Communication
Skills
92
63.0'1 48
32.9
64.1
Social8TUZies
4
Organization
18
15.7
461
i53-.0
31
26.9
Math Orilanization
51
36.9
171
51.5
13
9.4
Learning; Stations
57
40.4
69
48.9
14
9.9
Parent
Involve.ant
30
29.1
59
12
11.7
,
IMPORTANCE
ND
EFFECT
SHOE!? o
SHOULD BE
OPTIONAL
SiMED RE
EXCLUDED
tiN
00
134
94 4
5.6
0
21.3
85.0
f13
15.0
00
21.3
108
32
'I
Oh
h5.3
I51
34.7
0
10
9).+1
50
3.9
I64
56.1
53.'
91
6-.9
I42
31
31
0.8
''.6
21.6
10.8
0
4.
121
80.4
I19
13.6
00
68
59.1
4.0.9
00
32.
105
81.4 l
218.6
00
192
69.2
I39
29.3
21.5
-1
.62
0(1.2
I39
1.9
1
Z
8 8 0 0'co
0
8 0 0 0 0 0c0 (D
0CN
5
Parent Involvement
Learning Stations
Math Organization
Social Studies
Communication Skills
Record Keeping
TeamTeaching
Packets
Contracts
Making Games
Scheduling
Organizing
Philosophy
10
TABL II
TYPE AND FREQUENCY OF RESPONSES TO.FOUR GENERAL QUESTIONS ONSUMMER flAPPENING EVALUATION FORM, 1975
What part of the program was the most valuable to you?
ResponsesFrequency
GamesCoiiimunication SkillsMathLearning Stations
40371313
What part of the program was of least value to you?
ResponsesFrequency
PacketsSocial StudiesTeam Teaching
241412
What areas, topics or concepts would you like to have includedin the future programs?
ResponsesFrequency
Adequate as it is20
In the space below make any comments or suggestions you feel wouldaid us in planning future programs.
Responses
More individualization, more participation,less lecture
Separate workshop for primary andintermediate levels
Good program as it is
Frequency
24
1811
116
NUMBER AND PERCENTAF
RESPONDING TO EFFITIVENESS
AND IMPORTANCE
CATEGORIES OF
SIMMER HAPPENING
EVAL44ATION
_1974
CONCEPT
:.-.1FECFIVLNESS
VERY
LFEECTIVE
VI:
LITTLE
No
1L
D S
L'7,11'
L.11
no and
21ng
144
t'!.
Cntracts
P.Ickets
100
58.5
121
19
5.6
145
43.3
165
19.3
23
6.8
20;
62.1
113
33.5
105
3 1
170
50.5
L9
4
5.8
14.
10.3
0.0
1.
0.3
1.5
Fe.i
Teaching
Lcunication
11 t;
Facial
udies
_gifl
iat ion
126 ,3
167
50.0
163
1191 ..-34.0
Orzanization
51
11.7
1
4
14.8
11
239
70.' 1_
82
24.2
99
30.8 4 171
53.3
173
51.8 I
139
41.6
16
47
3
14.6
4 3
19
larnin
Stations
179
50.
Parent.
90
39.2-
116
32.
105
45.9
55
15.6
32
114.0
0.6
3.2
0.9
IMPORTANCE
D LE.
SHOULD LE
HHI!1D H.
OPTIONAL
E
NA
29
C-93-4
262
91.9
6.3
1'
23
8.1
285
266
'61
86.6
31_
41
13.4
80.6
61
19.1
84.2
7316
96.6
83.5
Q'.1.
sn.,7
1.3
259
0.9
'
10.8
1263
0.9
164
4-
14.3
11
3.4
49
23
7.6
63
19.3
1.0
63
.5
0_3°
0
0.
0
10.3
51.5
V0
0
0 00
0.7
0.9
I
Oco
OCD
0rst
(NOT APPLICABLE)
8 o o o o o 0CD to qtr CNI
13
Parent I nyolveinent
Learning Stations
Math Organization
Social Studies
Communication Skills
Record Keeping
TeamTeaching
Packets
Contracts
Making Games
Scheduling8A
Organizing
Philosophy
Figure 3 presents the percentage of teachels respondingShould Be Included to each concept for the two SummerHappenings. As Figure 3 shows,a decrease of 20% or moreoccurred for the concepts of Patkets-, Sdcial Studies, andContracts. A 1035 to 20% decrease occurred for the conceptsof Team Teaching, Making Games, Communication 'Skills, MathOrganization, Learning Stations, and Parent Involvement. Twoconcepts, Philosophy of Open Education and Scheduling andOrganizing, were withiE 70 or less for the two-year comparison.
Thus; although the Summer Happening 1975 Program appearsto have been viewed overall as an effective program, it doesnot parallel the impact of the 1974 Summer Happening. Furtherinterpretation of these results will be presented in the nektsection which summarizes the data from the network schoolprograms.
9
4
8 . O 0' .,,L0 0CO W ' Att
'0 0
(NOT APPLICABLE)
8 co co N. CO to C) C.4
15 1.0
Parent 1-rwolyerpent
0,
Learning Stations
Math Organization
Social Studies
Communication Skills
Record Keeping
TeamTeaching
Packets
Contracts
Making Games
Scheduling&
Organizing
Philosophy
REACTIONS TO NETWORK SCUOOL PROGRAMS
In addition to the Summer Happening Program at Millers0.11eState College, a network school program was established in104-1975 as a joint venture between 14 Pennsylvania SchoolDistricts and Millersville State College Research and LearningCenter. During the school year, coordinators from each dis,trictwere trained in the open education concepts which had beeninitiated and implemented at the Elizabeth Jenkins School atMillersville State College. Each school district was to cOdpctin the summer a teacher training program under-the direction ofthese trained coordinators. Of the 14 districts,.12 had summerprograms and the results of 5 of these programs will be presented.The decision to select this satple was based on the fact that 7°of the districts had programs in August and the data would, notbe available for inclusion in the present write-up. Sinceafollow-up evaluation project has been funded for 1975-1976,both the summer data and the regular stWool year evaluation"models will be presented in esubsequent report.
All five of the network school programs used the identicalevaluation form which had been employed at the MillersvilleSumter Happening (See Appendix A), and Table IV presents thecombined results. It reveals that over"50% of the teachersrated the presentations on Making Games, Packets, and LearningStations as Very Effective. Eight of the remaining presentations(Scheduling, Contracts, Packets, Team Teaching, Record Keeping,Communication Skills, Math Organization, and Social Studies)were rated as Effective or Very Effective by at least 85% ofthe teachers (See Figure 4). One presentation, ParentInvolvement, was rated as having Little or No Effect by 21%of the teachers.
IIn addition to rating the Effective ss of the presentationof each concept, the network teachers a o rated the Importanceof the concepts themselves (See Table ). Table IV revealsthat 65% or more of the teachers thought that 'all of the concepts`Should Be Included in the program.
Responding to four general questions of the evaluationinstrument, teachers rated as the most valuable part of theprogram: Games (57); Learning Centers (50); Ideas (43);Packets (18); and Materials and Machinery (15). Because of thediversity of the program's structure, .a compilation of the otherthree questions is not possible since no categorical responsewas mentioned more than ten times.
The results of the network schools can also be comparedto the Summer Happening for both the Effectiveness and Importance
-18
TABEE IV
NUMBER AND PERCENTAGE
RESPONDING TO EFFECTIVENESS
AND IMPORTANCE CATEGORIES
IN NETWORK SCHOOLS
1975
CONCEPT.
EFFECTIVENESS,
'
IMPORTANCE
'VERY
EFFECTIVE
EFFECTIVE
LITTLE
EFFECT
NO
EFFECT
SHOULD BE
INCLUDED
SHOULD BE
OPTIONAL
SHOULD BE
EXCLUDED
N%
N%
NN
VN
%N
.
%N
,
Philoso h
'
72
.
43.0
85
50.1
95.4
1.5
106
88.3
14
11.7,
Scheduling an.
Organizing
75
45.5
79
47.9
10
6.0
1.6
108
90.8
''10
8.4
7_8
Making Games
118
7.0.2
48
28.6
21:2
60
103
96.4
11
9.6
00
Contracts
57
35.6
88
55.0
14
8.:
.S
Packets
,87
51.5
70
41.4
10
5.9
21.2
89
85.6
14
13.5
1.9
Team Teaching
71
44.9
73
46.2
11
7.0
31.9
94
81.0
22
19.0
00
Record Keeping
44
28.2
95
60.9
14
9.0
31.9
97
84.3
,18
15.7
00
Communication
Skills
69
44.5
J
-4..,,
i,^'-,.,1
78
'50.3
74.5
1.7
95
81.9
20
17.2
.9
Social Studies
Or:anization
46
29.5
88
56.4
ZO
12.8
21.3
79
68.1
37
31.9
00
Math Oranization134.1
165
70.5
99
36
59.3
24.2
10 6
6.0
4.0
1 2
.6
1
1.3
91
105
79.8
92.1
23
20.2
00
'
Learning Stations
97.9
00
Parent
Involvement
55
37.4
61
41.5
22
15.0
96.1
I88
75.2
27
23.1
21.7
.
4
S 0 o o o o o oN cia Lo Tr m (NJ
Parent Involvement
Learning-Stations
Math Organization
Social Studies
Communication Skills
Record Keeping
TeamTeaching
Packets
Contracts
Making Games
Scheduling&
Organizing
Philosophy iim
Categories (See Tables I and IV). Figure 5 gives' thepercentage of teachers responding Very Effective to eachconcept for the two programs. As Figure 5 shows, a differenceof more than 30% favoring the network schools occurred for theconcepts of Packets and Learning Stations. A difference of10% to 20% favoring the network schools occurred for theconcepts of Team Teaching, Social Studies, Contracts, andScheduling. A difference of 10% to 20% favoring the SummerHappening occurred for the concepts of Communication Skills andPhilosophy. All other differences were within 10% or less ofeach other.
In Figure 6 is presented the percentage of teachersresponding Should Be Included to each concept for the twoprograms. As Figure 6 shows, a 20% or more difference favoring'the network schools occurred for the concepts of Packets,Learning Stations, and Contracts. A 10% to 20% differencefavoring the network schools occurred for the concepts ParentInvolvement, Making Games, and Team Teaching. All otherdifferences were within 10% or less for the two programs.
Thus, it appears from an examination of the networkschools' data that these programs were viewed by the participantsas effective programs. Although both programs have definitestrengths, the comparison of the network school program withthe Summer Happening Program reveals more favorable responsesin the network schools. Specifically, the network schools areviewed more positively in the many areas of practical, "hands-on," and participant-involved field-based activities andteaching methods. The Summer Happening is viewed as morepositive in terms of the philosophy and record keeping in openeducation. These results suggest that future programs couldblend the two programs even closer,with the college providingthe philosophy and record keeping of opeh education, but havingthe presentations in the network schools where the strengths ofteacher involvement could be utilized. Also the network couldshare even more among themselves since the present' data,although not shown in the present summary form, revealeddifferences between network schools.
19 14
Ln
LL
88 f288 0 o 0CNI
mill11111
1111.111111111111111111111
888 `1288?8R.S15
Parent Involvement
Learning Stations
Math Organization
Social Studies
Communication Skills
Record Keeping
TeamTeaching
Packets
Contracts
tr4
Making Games cr)
8.8Scheduling #;§
Organizing
Philosophy
20)
100 90 80 70 60 50 40
c,30 20 10
Fig
ure
6
PE
RC
EN
TA
GE
RE
SP
ON
DIN
G S
HO
ULD
BE
INC
LUD
ED
TO
EA
CH
CO
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EP
T A
T S
UM
ME
R H
AP
PE
NIN
G A
ND
AT
NE
TW
OR
K S
CH
OO
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975
Sum
mer
Hap
peni
ng, 1
975
Net
wor
k S
choo
ls, 1
975
100
90 80 70 60 50 40 30 20 10
EVALUATION MODEL
In developing an evaluation model for open education, adistinction should be made between the early stages of programinitiation and the later stages of program revision. Schooldistricts interested in change should recognize that the firstyear of a project is an "awareness" phase and attitudes of theparticipants are crucial variables which need to be changed.Since the major thrust of the Millersville Summer Happeningand the network school programs has been an attempt to modifythe affective component, a semantic differential, "The TeacherAttitude Inventory" (See Appendix B), has been used to gather,,"pre" data. By utilizing a pre-post test design, schooldistricts can assess the attitudinal change in their newprograms with adapted versions of "The Teacher AttitudeInventory."
In addition, the Summer Happening Evaluation form (SeeAppendix A) can be adapted for use in the assessmentof teacheropinion about the effectiveness and importance of variousconcepts which the school district would like to assess..Perhaps needs assessment devices measuring opinions of parentsand students regarding the importance or need of any conceptcould be built from this form. Also a priority rating couldbe included on one side of the concept being assessed so that-not only degree of importance could be included but also aranking as to the priority of the need could be obtained.
In order to diagnose and improve first year openteducationprograms, school districts should be utilizing classroom teachafrobservation scales. Two rating scales and a questionnaire forlooking at teachers in the classroom are given in Appendix C.Many other specific observation techniques can be found in arecent'book by Good andBrophy entitled Looking in Classrooms.
As,(programs evolve into their second and third year, theris a need to go beyond the teacher attitude and opinion, andclassroom observation techniques. In Table V is presented anevaluation model for such advanced programs. Again teacherscan he observed with the types of scales presented in Appendix Cand their use of various innovative methods can be logged in anongoing fashion throughout the school year. Children's attitudesand achievement can be pre and post tested with inventories inthe affective (See Appendix D) and standardized test in thecognitive domains. In addition, children's progress in theongoing school can be measured by diagnostic skill sequencesand other unobtrusive measures (See Table V). Parents'questionnaire (See Appendix E) and logs of parent activities,both amount and kind, can form the basis of an evaluation forthis component.
2217
GROUP
Teachers
/1'
TABLE V
EVALUATION MODEL FOR SCHOOL
DISTRICTS
1974 SPRING OR FALL
Teacher Observation Scales
(ON GOING)
PROCESS EVALUATION
Observation of Teachers
in class using:
1. New arrangement of
room
2. Team Teaching
3. Learning Centers
4. Learning Contracts
5. Other attempts at
individualized
instruction
1975 SPFING
1Teacher Observation
Scales
Parents
Parents' Questionnaires
Observation of
Parental involvement in:
1. School setting
(type and number)
Outside school
00
setting (Parent
group
projects, etc.)
Children
Standardized Achievement
Gathering of Data on
Test
'children's progress
Attitude
through:
1. Diagnostic Skill
Sequence
'. Unit Based Testing
7. Amount of extra work
requested in subject
4. Amount of independent
work completed
Parents'
Questionnaires
Gathering of 'Hidden"
Data such as:
1. Absenteeism
2. Vandalism
3. Drug use
As accountability becomes part of'the educational processfor teachers and students, evaluation of the school administratoris essential. Samples of two questionnaires whose format couldEl' utilized and adapted for such purposes are presented inAppendix F.1
It is hoped that the above model will provide approachesfor schools to assess for themselves the effectiveness of-their curriculum and programs. As educational monies becomemore difficult to obtain, there is a need to have individualsin each school district capable of assessment. Hopefully the`network concept, outlined in the previous sections of thisreport, can be used to train such personnel in diagnostictechniques which lead to program refinement.
Ilk
1 In addition to these instruments, other evaluation devicesfor administrators, teachers and school environment are beingcompiled at Millersville State College, Stayer Research andLearning Center, and interested persons should contact theDirector of Educational Research.
2 194
REFERENCES
Anttonen, R. G. Summer Happening Evaluation Report 1974,Millersville State College, ED 103 474, 1974.
DeVaughn, J. Everett. A Manual for Developing Reasonable,Objective, Nondiscriminatory Standards for EvaluatingAdministrator Performance. ED 060 500, 197r.
Evans, J. J. Characteristics of Open Education: Results froma Classroom Observation Ratin Scale and a. TeacherQuestionnaire. ED 058 1 0, 1971.
Good, T. L. & Brophy, J. E. Looking in Classrooms. New York:Harper & Row, 1973.
Stemnock, Suzanne K. Evaluating the Evaluator. ED 081 114,1973. %
le"`"K,t)
20
2
SUMMER El
APPENDIX
ENING EVALUATION FORMti
Summer Happening Evaluation 1
Summer, 1975
In order to provide some information for the development of future SummerHappening programs, we wonder if you might take the time to complete the ;.
following form: In addition, if you have futher comments, please list themin the appropriate spaces at the end of this form. All answers are confidentialand we want to encourage you to respond openly.
To'complete tbe.form, just check the small box that is appropriate toyour feelings on the particular subject.
The first four categories deal with effectiveness. For example. if you feelthat making games is an 'effective activity, then check She small box which islabeled effective. i.e.
`
Very Little LI No L II Should , LI Should ShouldEffective Effective Effect Effect Be Included Be Optional Be Excluded
The next three categories deal with importance. For example, if you feel thatmaking games is an important activity, then check the small box that designatesthat the activity should be included in future Summer Happenings. i.e.
LI Very Little No I Should 29 Should 9 Should iEffective Effective Effect Effect Be Included Be Optional Be Excluded
1Designed by Mr. Richard Bitzer
i
21-1
PHILOSOPHY OF OPEN EDUCATION PRESENTATION9
Very tktffett:.e.: ,:lt, .
No LEft,
sliolciBe islet, r,
ShouldRe Ord :thol BSehoEuxIdcludedEffe-..o..e
SCHEDULING AND ORGANIZING
An/ Latle No 1._ -Should Should ShouldEffective Effective Effict Effect .Be Included Be Optional lie Excluded.
MAKING GAMES
Vtry -ateI ci c
'4".
NoLII
EfiectSh.:kild 9Be Included
Should Li ShouldBe Optirwial Be ExcludedEffective
1
' t Ifectivl
CONTRACTS
Very uEffective Etftn..tive
1,icifEffei t
No Lg `:..i,,,tildEffect Be tii.-.1orle
Should ShouldBe ExcludedBe Optional
PACKETS
Very 1....1 Lim, LiE ffect
No it,Effet t
,)111r1 ShouldBe Optional
ShoUldOfective l Ife.t!.., U9::: includoo Be Excluded
TEAM TEACHING
IVeryEffective
L L ittleEffect
No LEffect
II
Should a_.1Be Include
Should idBe Optional
. Should LBe ExcludedEffective
2821 -2
RECORD KEEPING
Eff ,:t. f !7 . : : : , l'Ette 71
7.7.3
''ShoulJBe include
Soul.Be Opt.(11:1
Aocl 3
Be c .,4.141tic.. . ..:c4- ye:I
COMMUNICATION SKILLS ORGANIZATION
Very , . 1,t' Fs.;,.. Should Should Shook;E. Fl octi ttfi Eitt:Clt ,. 4eft f.ff 4(../ Be Include Be Qptiona Be ExciLalod
SOCIAL STUDIES ORGANIZATION
Very L. i ter NW/ Souuld Should ShouldEfft/ve Effec7,,n Fffert iftf.rt Be !ncluded Be Opoonal Be Excluded
MAIX-1 ORGANIZATION
IVeryEf fecue Effective
Little LIEffe..t
No LI Should Hetiect Be Include
Should 9Be Optional
ShouldBe EA,:;,.ideri
LEARNING STATIONS
IVeryEffective Effective
tittle LEffect
No L.Effect
ShouldBe Ineludeu
Should ShouldBe Optional Be Excluded
PARENT, INVOLVEMENT
Very Little L No Should Should Should L_Effective Effective Effect Effect . Be Include.
I
Be Optional Be Excluded
2921,-3
Please respOnd to the following four items:
What part of the progr4m was most valuable to you?
What part of the program was of least value to you?
What areas, topics, or concepts would you like to have included in future programs?
In the space below, please make any comments or suggestions you feel would aidus in planning future programs.
3 6 21 -4
APPENDIX B
TEACHER ATTITUDE INVENTORY
31
22
Name
Teacher Attitude Inventory 1
Sex
School District Grade Level Taught
We, are interested in how you feel about certain things or ideas. At the topof the following pages you will find a concept such as TEAM TEACHINGand beneath it a list of word pairs. The following is an example.
ENJOYABLE VERY E I K NEIJTRA SOMEWHAT V R' DISTASTEFUL
If you feel that team teaching is very enjoyable, place an X over the wordvery that is (boated nearest to the word enjoyable.
ENJOYABLE LV Y SOMEWHAT NEUTkA I S()MEWHA'11 VERY I DISTASTEFUL
Or if you feel that team teaching is very distasteful, place an X over the wordvery that is nearest to distasteful.
ENJOYABLE VERY ()ME NEUTRAL SOMEWHAT r DISTASTEFUL
If you feel that team teaching is somewhat enjoyable or somewhat distasteful,then mirk the appropriate somewhat box.
ENJOYABLE VERY ,)M H F EUTRAL SUMEWHA t ' DISTASTEFULor
ENJOYABLE IV ER Y IS( A; F,WHATIIN Eifl'R A LIFS( )NieWHATI VER Y1 DISTASTEFUL
If you are neutral about the concept, place an X over the word neutral. If youfeel that the word pair is unrelated to the the concept, place an X over theword neutral.
ENJOYABLE VERY SOM EWHA NE RAL SOMEWHAT VERY DISTASTEFUL
Please make an X for each word pair and only one X. Remember, it is yourfirst feeling and only your firreeling that we want for your response.
1
Designed by Mr. Richard Bitzer
32.
22-1
IENJOYABLE
ACTIVE
HEAVY
RELAXED
STRANGE
NEGATIVE
SHARP
WORST
HIGH
,VALUABLE
EDUCATIONAL MEDIA (LIBRARY)
I II It 1
11 II .
I 11
I
t 11
I II
CRUEL
EASY
GOOD
UNUSUAL
UNPLEASANT
FAST
WEAK
UNFAIR
1
11 tiII II
(S(
22-2
I
1:51STASTEFUL,
PASSIVE
LIGHT
TENSE
FAMILIAR
POSITIVE
DULL
BEST
LOW
WORTHLESS
KIND
HARD
BAD
USUAL
PLEASANT
SLOW
STRONG
FAIR
INDIVIDUALIZED INSTRUCTION
ENJOYABLE I 1 f.1 I I
ACTIVE
HEAVY
RELAXED
STRANGE
NEGATIVE
SHARP
WORST
HIGH
VALUABLE
CRUEL
EASY
GOOD
UNUSUAL
UNPLEASANT
FAST
WEAK
UNFAIR
IL I
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DISTASTEFUL
PASSIVE
LIGHT
TENSE
FAMI LIAR
POSITIVE
DULL
BEST
LOW
WORTHLESS
KIND
HARD
BAD
USUAL
PLEASANT
SLOW
STRONG
FAIR
ENJOYABLE
ACTIVE
HEAVY
RELAXED
STRANGE
NEGATIVE
SHARP
WORST
HIGH
VALUABLE
CRUEL
EASY
GOOD
UNUSUAL
UNPLEASANT
FAST
WEAK
UNFAI R
NON-GRADEDNESS
I I I I I
I I 11)
II" L 1 k I Il
I I
. t
I I II
3 5
22 -4
I
DISTASTEFUL
PASSIVE
LIGHT
TENSE
FAMI LIAR
POSITIVE
DULL
BEST
LOW
WORTHLESS
KIND
HARD
BAD
USUAL
PLEASANT
SLOW
STRONG
FAIR
0
ENJOYABLE
ACTIVE
HEAVY
RELAXED
STRANGE
NEGATIVE
SHARP
OPEN SPACES
I II II.1
II
. i
WORST I{HIGH I : 4\''s
VALUABLE ,,,,i 111'. ! it!CRUEL
EASY
GOOD
UNUSUAL I 1IN"UNPLEASANT I , I ,.t11"FAST
WEAK 11.UNFAIR II I r
22-5
II
I
36
I
1
DISTASTEFUL
PASSIVE
LIGHT
TENSE
FAMILIAR
POSITIVE
DULL
BEST
LOW
WORTHLESS
KIND
HARD
BAD
USUAL
PLEASANT
SLOW
STRONG
FAIR
I '4 i IA Ni St NAL,VliAfl vl RY I
NAL \\ HAIN FU FRALLI Solvi [MI VikY(
ENJOYABLE
ACTIVE
HEAVY
RELAXED
STRANGE
NEGATIVE
SHARP
WORST
FfipH
VALUABLE
CRUEL
EASY
GOOD
UNUSUAL
UNPLEASANT
FAST
WEAK
UNFAIR
TEAM TEACHING
DISTASTEFUL
1..1! I I *,`..i1.1. I RA LI I/Si )N1 !..st'ir I_ L.R.`, I PASSIVE
\ J l 15o'' v.'1 \ '!.
ft ATI I N R A LTI S( ):,4 LAMM 11' VERY
LIGHT
TENSE
FAMILIAR
\I I ' V11..k,1.1A III NEU I RAW SOMEAVIIA ERY POSITIVE
DULL
BEST
LOW
I ' NIEv. 0:111 NEI ;TRAM SO4E\V1
I? s
LL N. I 0\11 V, ; I NEUTRAL; I SOW: MIAIl N: Y WORTHLESS
j KIND'HARD
I R I L, WHATH .NEUTRA Ltit 'MI.:WHAT! VI hY' BAD
USUAL
PLEASANT
i I S( )N1 AVIIA I NEt ITR ALI I SOMEVO IAI I SLOW
STRONG'A %MATH NFPTI2 Ali! St MI:Nil:LOT' \IF 1:
l'f11 I 1ATi N Wilt A Ei S( )11/11WHAT1 VI:.!;_1( I FAIR
SCORING TECHNIQUEFOR
TEACHER ATTITUDE INVENTORY
The Teacher Attitude Inventory yields five scores, onefor each' of thee five concepts. The subject's responses onthe adjective pairs are weighed wil.h a 5 fox a positiveresponse and a 1 for a negative response, foi example:
good 5 : 4 : 3 : 2 : 1 : badOR
Unpleasant 1 : 2 : 3 : 4 : 5 : pleasant
Not all adjective pairs are scored; only a selected set ofpairs that measure one's evaluation of the concept are used.For the present study the following adjectives pairs are scored:enjoyable distasteful, sharp dull, high -low, valuableworthless, good bad, unpleasant pleasant, -and unfair fair.Then a score is simply a sum of 916 weights on these sevenadjective pairs. Thus, the scores on any concept could rangefrom a low of 7 to a high of 35.
22-7
38
4.
APPENDIX C
TEACHER'OBSERVATION INSTRUMENTS
23
39
RATING SCALE AND QUESTIONNAIRE
The Observatioh Rating Scale (Evans, 1971) is a survey instrument
designed to measure the degree to which a classroom is open. Along with
a parallel Teacher Questionnaire, valuable baseline data can be gathered,
which can help a school system chart its progress as it moves toward open
education.
Although the Rating Scale is designed to be filTbd out by a trained
observer, a school system could use its own administrative personnel to
fill it out. The Teacher Questionnaire could be complted by the teachers
themselves as a type of self-evaluation instrument. However, if only the
Teacher Questionnaire is completed, an objective evaluation is impossible.
Ideally, the Rating Scale should be used in conjunction with the Teacher
Questionnaire. In this way, valuable feedbadeabout discrepancies between
how a teacher views the classroom and,how an observer views the classroom
is gathered.
An observer can fill out the Rating Scale after several visits to a
classroom. A short interview with the classroom teacher might be necessary
in completing several of the items (e.g., Item #26). The Scale can be
simply scored by'using the scoring key.
ID1.
2.
3.
-OBSERVATION RATING SCALE
1. Texts and materials are supplied in classsets-so that ,all children ?nay have their own.
2. Each child has-a space for his personalstorage and the major part of the clasroom isorganized for common use.
3. Materials are kept out of the way untilthey are distributed or used under the teacher'sdirection. -
4. Many different activities go onsimultaneously.
5. Children are expected to do their ownwork,without getting help from other children.
6. Manipulative materials are supplied ingreat diversity and range, with littlereplication.
7. Day is divided into large blocks of timewithin which children, with the teacher's help,determine their own routine.
8. Children work individually and in smallgroups at various activities.
9. Books are supplied in diversity andprofusion (including reference, children'sliterature). 0
41' 23-2
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10. 'Children are not supposed to move about theroom without asking permission.
11, Desks are ranged so that every child cansee the blackboard from his desk.
The environment includes materials developedby the teacher.
3. Common environmental materials are provided.lip
14. Children may voluntarily make use of otherareas of the building and school yard as part oftheir school time.
15. The program includes use of the neighborhood.
16. Childrenuse "books" written by their class-mates as part of their reading and referencematerials.
17. Teacher prefers that children not talk whenthey are supposed to be working.'
18. Children voluntarily group and regroupthemselves.
19. The environment includes materials developedor supplied by the children.
20. Teacher plans and schedules the children'sactivities ,through the day.
,21. Teacher makes sure children use materialsonly as instructed.
2. Teacher groupsat specific needs.
23. Children "workmaterials.
24. Materials are readily accessible to children.
25. Teacher promotes' a purposeful atmosphere byexpecting and enabling children to use timeproductively and to value their work and learning.
children for lessons directed
directly with manipulative
23-3 42
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26. 'Teacher uses test results -to group childrenfor eading and/or math.
27. Children expect the teacher to correct alltheir work.
28. Teacher bases her instruction on eachindividual child and his interaction withmaterials and equipment.
29. Teacher gives children tests to find outwhat they know.
30. The emotional climate is warm and accepting.
31. The work children do is divided into subjectmatter areas,.
32. The te cher's lessons and assignments aregive to the class as a whole.
33,r10 obtain diagnostic information, the teachercroe'eli observes the specific work or concern of achi and asks immediate, experienced-basedqu 4:tions.
34. eacher bases her instruction on, curriculumIguid or text books for the grade level sheteaches.
35 Teacher keeps notes and writes individualhistories of each child's intellectual, emotional,physical development.
36. Teacher has children for a period of just oneyear.
37. The class operates within clear guidelinesmade explicit.
38. Teacher takes care of dealing with conflictsand disruptive behavior without involving thegroup.
39 Children's activities, products, and ideas arereflected abundantly about the classroom.
4323-4
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40. The teacher is in charge. 1
.41. Before suggesting any extension or-redirectionof activity, teacher gives diagnostic attention tothe particular child and hisparticular activity. 1
42. The children spontaneously look at and discusseach other's work. 1
.Teacher uses tests to, evaluate children and rate
them in comparison to their peers. 1
44. Teacher uses the assistance of someone in asupportive, advisary capacity. 1
45. Teacher tries to keep all children within hersight so that she cna make sure they are doing whatthey are supposed to do. 1
46.. Teacher has helpful colleagues with whom shediscusses teaching. 1
47. Teacher keeps a collection of each child'swork for use in evaluating his development. 1
48. Teacher views evaluation as information toguide her instruction and provisioning for theclassroom. 1
,
49. Academic achievement is the teacher's toppriority for the children. 1
50. Children are deeply involved in what they areng. 1
4423-5
2 3 If
2 3 If
2 3 4
2 3 If
2 3
2 3 If
2 3 If
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2 3 If
2 3 If
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ID School1. Classroom2. .Teacher3-
TEACHER QUESTIONNAIRE
Instructions: For each of the following statements,circle the number which most closely expresses yourestimate of the extent to which the statement is trueof your own classroom. If the statement is absolutelynot the case, circle "1"; if it is very minimally true,choose "2". If thg statement generally describes yourclassroom, choose 913"; if it is absolutely true, choose4".
1. Texts and materials are supplied in class setsso that all children may have their own.
2. Each child has a space for his person storageand the major part of the classroom is organizedfor common use.
3. Materials are kept out of the way until theyare distributed or used under my direction.
4.'' Many different activities go on simultaneously
5. Children are expected to do their' own workwithout getting help from other-childreh.
6. Manipulative materials are supplied in greatdiversity and range, with little replication.
7. Theday is divided into large blocks of timewithin which children, with my help, determinetheir own routir,3
4 5 23-6
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1 2 3
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1 2 3 4
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1 2 3 4
8. Children work individually and in, small groupsat various activities.
9. Books are supplied in diversity and profusion(including reference books, children's literature).
10. Children are not supposed to move about the roomwithout asking permission.
0. Desks are arranged so that every child cansee the blackboard or teacher from his desk.,
12. The environment includes materials I havedeveloped.
13. Common environment materials are provided.
14: Children may voluntarily use other areas ofthe building and schoolyard as part of their schooltime.
15. Our program includes use of the neighborhood.
16. -Children use "books" written by their class-mates as part of their reading and reference materials.
17. I prefer that children not talk when they aresupposed to be working.
18. Children voluntarily group and regroup themselves.
19. The environment includes materials developedor supplied by the children.
20. I plan and schedule the children's activitiesthrough the day.
21. I-make sure children use materials only asinstructed.
22. groupneeds.
23. Childrenmaterials.
children for lessons directed at specific
work directly with manipulative
24. Materials are readilyessible to children.
23-7
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25. I promote a purposeful atmosphere by expectingand enabling children to use time productively andto value their work and learning.
26. I use test results to group children in readingand/or math.
27. Children expect me to correct all their work.
28. I base my instruction on each individual childand his interaction with materials and equipment.
29. I give children tests to find out what theyknow.
30. The emotional climate is warm and accepting.
31. The work children do is divided into subjectmatter areas.
32. My lessons and assignments are given to theclass as a whole.
33. To obtain diagnostic information, I observethe specific work or concern of a child closelyand ask immediate, experienced-based questions.
34. I base my instruction on curriculum guides orthe text books for the grade level I teach.
35. I keep notes and write individual histories ofeach child's intellectual, emotional and physicaldevelopment.
36. I have children for just one year.
37. The class operates within clear guidelines,made explicit.
38. I take care of dealing with conflicts and dis-ruptive behavior without involving the group.
39. Children's activities, products and ideas are re-flected abundantly about the classroom.
40. I am in charge.
44723-8
1
1
2
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1 2 3
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. Before suggesting any extension or redirectionactivity, I give diagnostic attention to the particular
Wild and his particular acivity.
%. The children spontaneously look at and discussrich other's Work.
v, ti. I use tbsts-to evaluate children and rate them
1
1
n comparison to their peers. 1
IIII use the assistance of someone in a supportive- ,pisory capacity.
.
I try to keep all children within my sight so thatcan be sure they are doing what they are supposed to do. 1
I have helpful colleagues with whom I discussaching ideas. 1
' I keep a collection of each child's work forin evaluating his development. 1
Evaluation provides information to guide mystruction and provisioning for the classroom.
. .Academic achie'vement is my top priority for theildren. 1
). Children are deeply involved in what they areing through the day. 1
2 3 IF
2 3 IF
2 3 IF
2 3 4
2 3 4
2 3 4
2 3
2 3
II
SCORING KEY
WITH WEIGHTED 'TIM SCORES
FOR CLASSROOM OBSERVATION RATING SCALE AND TEACHER QUESTIONNAIRE
POSITIONITEM 1 2 3 4 ITEM
POSITION1 2 I 4
1
(weighted score)
4 3 2 1 26
(weighted score)
4 3 2 12' 1 2 3 '4 27 4 3 2 13 4 3 2 1 28 1 2 3 44 1 2 3 4 29 4 3 2 15 4 3 2 1 30 1 2 3 46 1 2 3 4 31 4 3 2 17 1 2 3 4 32 4 3 2 18 1 2 3 4 33 1 2 3 ,49 1 2 3 4. 34 4 3 2 110 4 3 2 1 35 1. 2 3 4
11 4 3 2 1 36' 1 2 3 412 1 2 3 4 37 1 2 3 413 1 2 3 4 As 4 3 2 114 1 2 3 4 39 1' 2 3 415 1 2 3 4 40 .1 2 3 416 1 2 3 4 41 1 2 3 417 4 3 2 1 42 1 2 3 4.18 1 2 3 4 43 4 3 2 119 1 2 3 4 44 1 2 3 420 4 3 2 1 45 4 3 2 121 4 3 2 1 46 1 2 3 422 1 2 3 4 47 1 2 3 423 1 2 3 4 48 1 2 3 424 1 2 3 -4 49 4 3 24 125 1 2 3 4 50 1, 2 3 4
,19
23-10
Observer(s)
Date:
Introduction:
School:
Teacher:
Pupil Grade Level:
THE TEACHER PERFORMANCE RATING SCALES
Dr. Gil:MazerMr. Paul Mestancik
The Teacher Performance Rating Scales consist of subscales which
are designed to systematically describe teacher,and pupil per-
formance on several dimensions which are considered significant
to pupil learning and the establishment Of a particular type of ?
classroom climate. The scales should be useful both in providing
feedback to teachers and for comparing classroom environments.
Directions:
The observer should wait for a full hour before filling out
rating scales and use separate TPRS'sfor each hour of observations.at'The observer should also comment on his ratings to help provide
an accurate "image" of the classroom environment. He should
begin with a rough sketch of physical arrangements including
usual placement of teacher and pupil desks, learning centers, etc.
Sketch Here
1P
THE TEACHER PERFORMANCE RATING SCALESSubscale 1 ,
Average ratio of teacher-pUpil talk
(Circle one number)
Mostly teachdr talk Mostly pupil talk
1 2 3 4 5 6 7
Comment:
Subscale 2
Average classroom noise levels (pupil noise)
(Circle one number)
Loud Quiet
1 2 3 4 5 6 7
Comment:
Subscale 3
Flexibility of grouping arrangement:
(Circle one number)
Rigid grouping Flexible grouping(little variety) (much variety)
1 2 3 4 5 6 7
Comment:
t)1
23-12
0
T53
A
THE TEACHER PERFORMANCE RATING SCALESSubscale 4
Extent of pupil,movement within the classroom
(Circle one number)
Much pupil movement Little pupil movement
1 2 3 4 5 6r. 7
Comment:
Subacale 5
"Extent student may choose learning activity (pupil autonomy vs.teacher direction)
(Circle one number)
Much student selection Little student selection
1 2 3 4 5 6 7
Comment:
Subscales 6 - 14
TEACHER STRATEGIES
Indicate Extent Teacher Uses the Following Behaviors:
A. VERBAL BEHAVIORS
6. Verbal Supportive--"That's a very good job." "Youare such a lovely girl." "My, but your work is soneat."
(Circle one number)
Much Little
1 2 3 4 5 6 7
Comment:
23-13
THE TEACHER PERFORMANCE RATING SCALES
7. Verbal Neutral--"Laura and Tam, let's open our booksto page 34." "May, your pencil is on the floor.""Hal, do you have milk money today?"
Much
1 2 3
Comment:
(Circle one number)
Little
5 6 7
8. Verbal Control--"Lou, sit on that chair and shut up!""Curt, get up off that floor!" "Mary and Laura, quityour talking!"
(Circle one number)
Much Little
1 2 3 4 5 6 7
Comment:
B. NON-VERBAL BEHAVIORS:
9. Non-Verbal Supportive--Teacher nods her head at Rose.Teacher smiles at Liza. Teacher claps'when Lauracompletes her problem at board.
(Circle one number
Much Little
1 2 3 4 5 6 7
Comment:
TEACHER PERFORMANCE RATING SCLES
10. Non-Verbal Neutral--Teacher indicates with her armsthat she wants Lilly and Shirley to move fartherapart in the.circle. Teacher motions to Joe andTom that 'hey should try.to snap their finger's tostay in beat with the-music.
(Circle Oriel-lumber)
Much L Little
1 2 3 4 5 6 . 7
Comment:
li. Non-Verbal Control--Teacher frowns at Lena. Teacher'shakes finger at Amy to quit tapping her pencil.Teacher motions with hand for Rose not to come toher desk.
(Circle one number)
Much Little
1 2 3 4 5 6 7
Comment:
C. PHYSICAL CONTACT BEHAVIORS
12. Physical Contact Supportive--Teacher hugs Laura.Teacher places her arm around Mary as she talks toher. Teacher holds Trish's hand as she takes outa splinter.
(Circle one number)
Much Little
1 2 3 4 5 6 7
Comment:
23-15
THE TEACHER PERFORMANCE RATING SCALES
13., Physical Contact Neutral-- Teacher touches head of Nickas ste walks past. Teacher leads Rema to new place onthe ,circle.
(Circle one number)
Much Little
1 2 3 4 5 6 7
Comment:.
14. -Physical Contact Control--Teacher 'strikes Lou withstick. Teacher pushes Curt down in his,chair.Teacher pushes Hal' and Doug to the floor.
Much
(Circle one number)
Little
1 2 3 4 5 6
Comment:
C)
23-16
.7
17.
APPENDIX D
CHILDREN'S ATTITUDE TESTS
513
24
rry
1.
SEMANTIC DIFFERENTIAL TESTING PROJECT
Name
School
Grade Aye
Today I would like you to think about yourself and your schoolwork and how you feel aboutyourself and your schoolwork. The things you tell us will not be used in any way to give you agrade. Also, these are no right or wrong answers to the thingi we are going to ask you.
On the next six pages you will find a list of words which mean the opposite of each other.An example of these words is:
HAPPY SAD
At the top of each page will be some things about school like Reading and Me. If you feel thatyou are always Nippy with reading, place an X in box 1. If you feel you are not alwayt happy withreading but are happy most of the time, place an X in box 2. If you feel you are sometimes happy
and sometimes sad with reading, place an X in box 3. If you feel you are not always sad but sad
most of the tine with reading, place an X in box 4. If you feel you are always sad with reading,place an X in box 5. However, if you feel you cannot answer to the thi g, place an X in box 3.
On each of the words on the next pages, try to think about how y u really feel about theschool thing at the top of the page and mark your answer so it is as cl to how you feel. Markonly one answer for each pair of words. Make sure your answer is in the ox, not outside the box.
57
2 4
HARDSOMETIMES
EASY
MOST' ALWAYS
GOOD
MOSTALWAYS
KIND
MOSTALWAYS
LIKE
MOSTALWAYS
EASY
ALWAYSLIKE
Reading and Me
QUIET
BAD
SLOW
NICE
P9
ALWAYSHAPPY
MOSTALWAYS
HAPPY
HAPPYSOMETIMES
SAD o
ALWAYSQUIET
MOSTALWAYSQUIET
QUIETSOMETIMES
LOUD
ALWAYSBAO
MOSTALWAYS
BAD
BADSOMETIMES
GOOD
ALWAYSSLOW
MOSTALWAYSSLOW
SLOWSOMETIMES
FAST
ALWAYSNICE
MOSTALWAYS
NICEr NICE
SOMETIMESAWFUL
ALWAYSBIG _
MOSTALWAYS
BIG
BIGSOMETIMES
SMALL
CRUEL
WEAK
FAIR
HIGH
ALWAYSCRUEL
MOSTALWAYSCRUEL
CRUELSOMETIMES
KIND
ALWAYSWEAK
MOSTALWAYS
WEAK
WEAKSOMETIMES
STRONG
ALWAYSFAIR
MOSTALWAYS
FAIR
FAIRSOMETIMES
UNFAIR
ALWAYSHIGH
MOSTALWAYS
HIGH
HIGHSOMETIMES
LOW
DISLIKE
HARD
IALWAYSDISLIKE
I ALWAYSHARD
MOSTALWAYSDISLIKE
MOSTALWAYS
HARD
DISLIKESOMETIMES. LIKE
24-2
MOSTALWAYS
SAD
MOSTALWAYS
LOUD
MOSTALWAYS
FAST
MOSTALWAYSAWFUL
aMOST
ALWAYSSMALL
MOSTALWAYSSTRONG
MOSTALWAYSUNFAIR
MOSTALWAYS
LOW
ALWAYSSAD
ALWAYSLOUD
ALWAYSGOOd
ALWAYSFAST
ALWAYSAWFUL
ALWAYS .,,
SMALL
ALWAYSKIND
ALWAYSSTRONG
ALWAYSUNFAIR
ALWAYSLOW
ALWAYSEASY
SAD
LOUD
GOOD
FAST
AWFUL
SMALL
KIND
STRONG
UNFAIR
LOW
LIKE
EASY
DISLIKESOMETIMES
LIKE
HARDSOMETIMES
EASY
HAPPY ALIA AYSHAPPY
IALWAYSQUIET QUIET
BAD
SLOW
FALN AYSBAO
ALWAYSSLOW
INICE ALWAYS 1
NICE
BIG
CRUEL
WEAK
FAIR
HIGH
DISLIKE
HARD
I
ALWAYS1:16
ALY AYSCRJEL
ALWAYSWEAK
ALWAYSFl.IR
ALWAYS1HIGH
ALWAYSDISLIKE
ATWAYSHt RO
School and Me
MOSTALWAYS
HAPPY
HAPPYSOMETIMES
SAO
MOSTALWAYS
SAD
MOSTALWAYSQUIET
QUIETSOMETIMES
LOUD
MOSTALWAYS
LOUD
MOSTALWAYS
BAD
BADSOMETIMES
6000
MOSTALWAYSG000
MOSTALWAYSSLOW
SLOWSOMETIMES
FAST
MOSTALWAYS
FAST
MOSTALWAYS
NICE
MOSTALWAYS
BIG
MOSTALWAYSCRUEL
MOSTALWAYS
WEAK
MOSTALWAYS
FAIR
MOSTALWAYS
HIGH
MOSTALWAYSDISLIKE
MOSTALWAYS
HARD
NICESOMETIMES
AWFUL
BIGSOMETIMES
SMALL
CRUELSOMETIMES
KIND
WEAKSOMETIMES
STRONG
FAIRSOMETIMES
UNFAIR
HIGHSOMETIMES
LOW
24-3
9
MOSTALWAYSAWFUL
MOSTALWAYSSMALL
MOSTALWAYS
KIND
MOSTALWAYSSTRONG
MOSTALWAYSUNFAIR
MOSTALWAYS
LOW
MOSTALWAYS'
LIKE
MOSTALWAYS
EASY
AIWAYSSAO
I
ALWAYSLOUD
ALWAYSGOOD
ALWAYSFAST
ALWAYSAWFUL
ALWAYSSMALL
ALWAYSKIND
ALWAYSSTRONG
ALWAYSUNFAIR
ALWAYSLOW
ALWAYSLJKE
ALWAYSEASY
SAD
LOUD
GOOD
FAST
AWFUL
SMALL
KIND
STRONG
UNFAIR
LOW
LIKE
EASY
ALWAYSBAL.
I.
HAPPY
QUIET
BAD
SLOW
NICE
BIG
CRUEL
WEAK
FAIR
HIGH
4
DISLIKE
HARD
ALWAYSHAPPY
ALWAYSGulp
ALWAYSSLOW
ALWAYSNW;
ALWAYSBIC.
Arithmetic and Me
MOSTALWAYS
HAPPY
HAPPYSOMETIMES
SAD
MOSTALWAYS
SAO
ALWAYSSAO
MOSTALWAYS
QUIET
QUIETSOMETIMES
LOUD
MOSTALWAYS
LOUD
MOSTALWAYS
BAO
BAOSOMETIMES
G000
MOSTALWAYSG020
AL WAYSGOOD
MOSTALWAYSSLOW
SL OWSOMETIMES
FAST
MOSTALWAYS
FAST
A LWAYFAST
MOSTALWAYS
NICE
NICESOMETIMES
AWFUL .
MOSTALWAYSAWFUL
AID AYSAW,UL
MOSTALWAYS
BIG
BIGSOMETIMES
SMALL
MOSTALWAYSSMALL
ALWAYSSMAL
ALIA AYSCRUEL
MOSTALWAYSCRUEL
CRUELSOMETIMES
KING
MOSTALWAYS
KINL
ALWAYSKIND
'7?..
ALWAYSWEAK '
MOSTALWAYS
WEAK
WEAKSOMETIMES
STRONG
MOSTALWAYSSTRONG
ALWAYSSTRONG
ALWAYSI AIR
MOSTALWAYS
FAIR
FAIRSOMETIMES
UNFAIR
MOSTALWAYSUNFAIR
ALWAYSUNFAIR
ALWAYSHIGH
MOSTALWAYS
HIGH
HIGHSOMETIMES
LOW
MOSTALWAYS
LOW
ALWAYSLOW
ALWAYSDISLIKE
MOSTALWAYSDISLIKE
DISLIKESOMETIMES
LIKE
MOSTALWAYS
LIKEALWAYS
LIKE
ALWAYSHARO
MOSTALWAYS
HARO
HAROSOMETIMES
EASY
MOSTALWAYS
EASY
ALWAYS'.EASY
G
24-4
1
SAD
LOUC
GOOD
FAST
AWF U
SMALL
KIND
STRONG
UNFAIR
LOW
LIKE
EASY
MOSTALWAYS
HAPPY
se
HAPPY
QUIET
BAD
ALWAYS[ HAPPY
ALWAYSQUIET
ALWAYSBAO
SLOW[ALWAYS
SLOW
NICE
BIG
CRUEL
WEAK
FAIR
HIGH
DISLIKE
HARD
ALWAYSNICE
ALWAYSBIG
ALWAYSCRUEL
ALWAYSWEAK
ALWAYSFAIR
[ALWAYSHIGH
[ALWAYSDI9.IKE
[ALWAYSHARD
MOSTALWAYS
QUIET
MOSTALWAYS
BAO
MOSTALWAYSSLOW
MOSTALWAYS
NICE
MOSTALWAYS
BIG
MOSTALWAYSCRUEL
[ MOSTALWAYS
WEAK
MOSTALWAYS
FAIR
MOSTALWAYS
HIGH
MOSTALWAYSDISLIKE
MOSTALWAYS
HARD
I
Me
HAPPYSOMETIMES
, SAO
QUIETSOMETIMES
LOUD
'SAOSOMETIMES
G000
SLOWSOMETIMES
FAST
NICESOMETIMES
AWFUL
BIGSOMETIMES
SMALL
CRUELSOMETIMES
KING
WEAKSOMETIMES
STRONG
FAIRSOMETIMES
UNFAIR
HIGHSOMETIMES
LOW
DISLIKESOMETIMES
LIKE .
e HARDSOMETIMES
EASY
24-5
61
MOSTALWAYS
SAO
MOSTALWAYS
LOUD
MOSTALWAYSGOOD
MOSTALWAYS
FAST
MOSTALWAYSAWFUL
MOSTALWAYSSMALL
MOSTALWAYS
KIND
MOSTALWAYSSTRONG
MOSTALWAYSUNFAIR
MOSTALWAYS
LOW
mom'ALWAYS
LIKE,
MOSTALWAYS
EASY
ALWAYSSAO
ALWAYSLOUD
ALWAYSGOOD
ALWAYSFAST
ALWAYSAWFUL
ALWAYSSMALL
ALWAYSKIND
ALWAYSSTRONG
ALWAYSUNFAIR
ALWAYSLOW
ALWAYSLIKE
ALWAYSEASY
SAD
LOUD
GOOD
FAST
AWFUL
SMALL
KIND
STRON(
UNFAIR
LOW
LIKE
EASY
HAPPY
QUIET
BAD
SLOW
NICE
BIG
CRUEL
WEAK
FAIR
HIGH
DISLIKE
HARD
ALWAYSHAPPY
ALWAYSQUIET
ALWAYSBAD
ALWAYSSLOW
ALWAYSNKr
ALWABIG
A LINA 15CRUEL
ALWAYSWE AK
A, WAYSFAIR
ALWAYSHIGH
ALWAYSDISLIKE
ALWAYSHARD
Social Studies and Me
I
MOSTALWAYS
HAPPY
HAPPYSOMETIMES
SAO
MOSTALWAYS
SAO
ALWAYSSAO
SAD
MOS1ALWAYS
011IET
QUIETSOMETIMES
LOUD
MOSTALWAYS
LOUDALWAYS
LOUDLOUD
MOSTALWAYS
BAD
BAOSOMETIMES
GOOL
MOSTALWAYS,G000
ALWAYSG000 GOOD
FAST
AWFUL
SMALL
KIND
STRONG
UNFAIR
LOW
LIKE
EASY
MOSTALWAYSSLOW
SLOWSOMETIMES
FAST
MOSTALWAYS
FASTALWAYS
'VAST
MOS'ALWAYS
NICE
NICESOMETIMES
AWFUL
MOSTALWAYSAWFUL
4LWAYSAWFUL
MOST ,
ALWAYSBIG
BIGSOMETIMES
SMALL
MOSTALWAYS
SMALLALWAYSSMALL
VIOSTALWAYSCRUEL
CRUELSOME TIMES
KINO
MOSTALWAYS
KINDALWAYS
KIND
MOSTALWAYS
WEAK
WEAKSOMETIMES
STRONG
MOSTALWAYSSTRONG
ALWAYS,STRONG
MOSTALWAYS
FAIR
FAIRSOMETIMES
UNFAIR
MOSTALWAYSUNFAIR
ALWAYSUNFAIR
MUSTALWAYS
HIGH
HIGHSOMETIMES
LOW
MOSTALWAYS
LOW
ALWAYSLOW
MOSTALWAYSOISLIKE
DISLIKESOMETIMES
LIKE
MOSTALWAYS
LIKEALWAYS
LIKE
MOSTALWAYS
HARD
HARDSOMETIMES
EASY
MOSTALWAYS
EASYALWAYS
EASY
24-6 (
HAPPY I ALWAYSHAPPY
QUIET
BAD
ALWAYSQUIP
ALWAYSBAO
SLOWALWAYS'SLOW
NICE
BIG
CRUEL
WEAK
FAIR
HIGH
DISLIKE
HARD
ALWAYSNICE
ALWAYSBIG
ALWAYSCRUEL
ALWAYSWEAK
ALWAYSAIR
ALWAYSHIGH
ALWAYSDISLIKE
ALWAYS )HARO
Science and Me
MOSTALWAYS
HAPPY
HAPPYSOMETIMES
SAO
MOSTALWAYS
SAO
ALWAYSSAD SAD
LOUD
GOOD
FAST
AWFUL
SMALL
KIND
STRONG
, UNFAIR
LOW
MOSTALWAYS
OUIET
QUIETSOMETIMES
LOUD
MOSTALWAYS
LOUD
ALWAYSLOUD
MOSTALWAYS
BAO
BADSOMETIMES
GOOD
M ST.ALWAYSG000
ALWAYSGOOD
MOSTALWAYSSLOW
SLOWSOMETIMES
FAST
MOSTALWAYS
FASTALWAYS
FAST
MOSTALWAYS
NICE
NICESOMETIMES
AWFUL
MOSTALWAYSAWFUL
ALWAYSAWFUL
MOSTALWAYS
BIG
BIGSOMETIMES
SMALL
MOSTfiLWAYSSMALL
ALWAYSSMALL
MOSTALWAYSCRUEL
CRUELSOMETIMES
KINO
MOSTAL WAYS
K 'NOALeAYS
KJNO
MOSTALWAYS
WEAK
WEAKSOMETIMES
STRONG
MOST .ALWAYSSTRONG
ALWAYSSTRONG
MOSTALWAYS
FAIr
FAIRSOMETIMES
UNFAIR
MOSTALWAYSUNFAIR
ALWAYSUNFAIR
MOSTALWAYS
HIGH
HUMSOME TIM' S
IOW
MOSTALWAYS
LOW
ALWAYSLOW
MOSTALWAYSOISLIKE
MOSTALWAYS
HARO
DISLIKESOMETIMES
LIKE
HAROSOMETI 1ES
EASY
MOSTALWAYS
LIKE
MOSTALWAYS
EASY
6 3
ALWAYSLIKE
ALWAYSEASY
. LIKE
EASY
SCORING SCHEMEFOR
SEMANTIC DIFFERENTIAL
The scoring scheme for any concept on the SemanticDiffelrential for children is based on six of the twelveadjective pairs. The six adjective pairs are: Happy-Sad,Bad-Good, Nice-Awful, Cruel-Kind, Fair-Unfair, Dislike-Like. In each case a "positive" response receives a 5 anda negative response a 1 with 4, 3, 2 used to complete themiddle 3 boxes. For example:
Happy 5 4 3 2 1 Sad
Bad 1 2 3 4 5 Good
By summing across the six adjective pairs a total scorecan be obtained. These scores can range from a high of 30to a low of 6.
114
24-8
FACES INVENTORY
Age. Name
Grade School
Date
DIRETIONS: Boys and girls, we are interested in how you feelabout school and some of the things iou do in school.Read each sentence below and on the following pages.Put an "X" on the face that shows how you feel.Leise check only one face for each sentence and make
sure you answer each sentence.
EXAMP%E:
This is how I feel when I go to the doctot.(1. This is how I feel when I come to school.
I feel like this when the teacher tells me to do something allby myself without any help.
3. This is how . would feel if I could go to sc ool for the restof my life.
5
4. I feel like this when someone does not follow the rules.
e
5. i feet like this wh,n I work alone.
(i
6. I feel like this when I have a lot of seho,p,1 work to do.
/. I feel like this about going to summer sclbJol.
1. I feel like this when, L work on a project by myself.
9. This is how I feel ;ILAIIL going back to school after a vacation.
10. This is how I fool when I talk to my teachers.1,
G G 24-10
.11. I feel lire this about sLudying alone.
) PC.
12. This is how I feel on days when I can't go to school.
13. I feel this way about teachers.
14. I feel this way about readin a book by myself.
15. This is how I would feel if we could have school on Saturday, too.
16. Thi, is how I feel about school rules.
I feel this way when the teacher asks me questions.
18. This is how I feel when it's time to go.home rom school.
24-11 6 7
19. I feel like this when I go to the media center
20. This is how I feel about my school building.
SCORING PROCEDURESJ. FOR
THE FACES TEST.
The 20 items of the FaceS Test yield three stokes on whatcan be called three factors. These three factors and the itemsthat are part of these factors are given below.
ACTOR
. Attitude toward schoolclimate
ITEMS
1, 40 7, 10, 13, 16,19, 20 Cf-0
II. -Attitude toward independent - *2, 57 8, 11, 14, 17study
Attitude toward school-work
3 6, 9, 12,, 15, 18
Each item,is scored on a 3 point scale with a "positive"response getting a 3 and a "negative" response a 1. For example,for item 1, "This ilkhow, I feel when I come to school.", theweighting is
31
All other items, with the exception of 4y 12, and 18, are similarlyweighted. For stems numbers 47'12, and'180.the three-point scaleis reyersed. For example, for item 47:1I'feel like this when some-one does not follow the rules.", the weighting is
1 2 3
In Order to obtain a score on a factor, the weights for theitems that are included in that factor are simply added. Thus,for factor I, the scores can range from, 8 to 24, whereas for .factors,II and III, the scores can range from 6 -6o 18.
24-13
APPENDIX E,
PARENT ,QUESTIONNAIRE
25 68
O
PARENT-QUESTIONNAIRE
1. Do you feel you have a good understanding of your child'soverall progress at ? Yes No Undecided
2. Do you feel that your child has benetited'from the non-graded program? Yes No Undecided
3. Do you feel that your child has been placed in the properlevel in
a.b.c.
d.
arithmeticreadingsciencesocial studies
Yes No UndecidedYes No UndecidedYes No UndecidedYes No.Undecided
4. Do you feel your child would have made better progress ina graded school: Yes No Undecided
5. Do you feel your child is getting individual help in hisschool work? .Yes No Undecided
6. Do you feel your child has .a positive attitude towardschdcli? Yes No Undecided
7. Do you feel your child's attitude toward school hasimproved by being at ? Yes 4No Undecided
8. If you could vote on making all schools likehow would you vote? Yes No Undecided
9. In the space below, make any comments you want about theprogram at
A
ti
APPENDIX F
ADMINISTRATOR EVALUATION FORMS
(Th
2670
.1-
INSTRUCTIONS ON ADMINISTERING FORM
Using either one of the following numbercode*, the administrator or supervisor will ratehimself on all items and record his selfevaluationin Column 1. The immediate supervisor will ratethe administrator independently, using Column 2.In conference they will reach agreement on evalua-tion and will record their joint rating in Column J.
0= unobserved1= poor2= below average, OR A= acceptable
not acceptable
U= unobserved
3= average, oracceptable
4= above average5= superior
1
N= not acceptable
cry
Behavioral evidences are indicated as guidelines.Other evidences may appropriately be consideredbut with as much specificity as possible. However,if the philosophy established in the behavioral evi-dences is accepted, other behaviors consideredshould be consistent with those in the instrument.(See comments introducing teacher evaluative ir.-strument.)
This instrument when completed in any portionmust be classified as confidential and should beavailable only to the evaluatee, the evaluator, andthe reviewing officials.-
From "A Manual for Developing Reasonable, Objective, Non--discriminatory Standards for Evaluating AdministratorPerformance," by J. Everette Devaughn, ED060500, Sept. 1971.
26-1
EVALUATION OF PROFESSIONALGROWTH AND SERVICE OF ADMINISTRATORS
STANDARD 1 DIRECTS A MAJOR PORTION OF HIS TIME TOWARDIMPROVING INSTRUCTION.Behavioral Evidences:_Works continuously with large groups and with individuals to Improve'Laming experiences;
Works to assist teachers in their professional performance on the classroom;
Works with individual teachers to assess their strengths and weaknessesand assists them to overcome weaknesses,
Brings to the teachers resource and supervisory personnel to assist them in 1'strengthening their teaching;
Provides opportunity for the teacher to visit and observe other teachersconsidered to be strong-on areas on which improvement is needed.Supplementary Evidences:
Revi.:-./s through copies of joint evaluation forms time spent on improvinginstruction
STAND D 2: DEMONSTRATES KNOWLEDGE IN GENERAL EDUCATION AND IN HIS SPECIALTY ADEQUATE TO HIS ROLE AS ANEDUCA f IONAL LEADER.Behavioral Evidences:
Presents a score on the NTE of acceptable prcentile on the combinedcommon and area portions of the instrument with no less than acceptablepercentile on either portion, NTE scores to be set by local school board;
Shows acceptable understanding of child growth and development appro.priate to the age level of students he administers to in both practice anddiscussion;
Shows understanding of the purposes and acceptable practices of guidanceand counseling;
Indicates administrative ability in supervision of counseling servicesthrough counselling referrals,
Organizes his staff in an effective manner,Schedules learning experiences in a flexible way to allow large and small
blocks of time for timely input from outside resources,Supplementary Evidences:
Reveals ability to provide learning experiences in a flexible but organizedmanner through submission of master schedule and accompanying timeschedule
STANDARD 3: PLANS WELL.Behavioral Evidences:
Develops lob specifications,_Makes plans to meet needs on short and long term bases;
Bases plans on research;Utilizes his staff in development of plans;Develops organizational plans and procedure;Executes plan of action appropriately and with vigor, adequate supervision
and evaluation.Supplementary Evidences:
Submits plans in conference and on writing,Requests budgetary support for plans,
26 -2
72
Reveals consideration of pupil population in planning for learning activores and support thereof
STANDARD 4: ORGANIZES HIS WORK WELL AND ASSISTS OTHERSTO ORGANIZE TASKS IN AN EFFECTIVE MANNERBehavioral Evidences:
Observes a reasonable and demanding schedule.Establishes.priorities and allocates' time in accordance therewithDelegates to staff members tasks which rightly should be theirs and then
Supervises the performance,_Defers as much desk work as' possible to hours after students are gone orto a time before students arrive, thus devoting his school day hours to theinstructional and supervisory tasks and to working with the students.
Develops job ipecifications and makes assessments in consideration of jobspecifications and qualificationsSupplementary Evidences:
Supervises instruction and operation of school during time students arepresent.
Defers office tasks, except emergencies, until of ter stuaent hoursReports progress in improvement of instruction in his school at any nine
STANDARD 5 GIVES EVIDENCE OF ORIGINATING AND DEVELOPING CONSTRUCTIVE IDEASBehavioral Evidences
Introduced new ideas. for instance
1
2)
31
Creates a climate in which innovative ideas and plans are invited from
teachers, other staff members students and parents,_Gives every worthy idea full consideration and works with staff and stir
dents to sharpen ideas and to implement themSupplementary Evidences:
Submits requests for budgeary support of new ideas
STANDARD 6 SHARES DECISION MAKING ROLE WITH HIS STAFFBehavioral Evidences:
Presents ideas or plans and invites staff to evaluate, alter, amend.
Indicates no sense of threat in the process.Supplementary Evidences:
Presents plans approved by the staff for approval and implementation
STANDARD 7 UNDERSTANDS THE DUAL ROLE OF THE ADMINISTRATOR. THAT OF LEADER AND EXECUTIVE, AND DOES NOT CON
FUSE THE TWO, WHILE RECOGNIZING THAT BOTH ROLES OBVIOUSLY OFTEN BLEND TOGETHER IN A GIVEN PROBLEMBehavioral Evidences:_Considers that in exercising the leadership . ole he is managing thedecision making process, s ith full participation of all individuals affected by
the decision and with his own input into thr process without exercise of veto
and without manipulation.
- Observes mandate o! statutes and regulations of board and higher author.ity while allowing freedom in decisions beyond those mandates;
Understands that the executive function is to carry out or implementdecisions with firmness and without hesitationSupplementary Evidences:
Submits policy developed by staff for approval
STANDARD 8 COMMUNICATES DECISIONS TO ALL CONCERNED.Behavioral Evidences:
Publishes in memorandum form those decisions or announcements needmg no discussion,
Before publishing tentative decisions in memorandum form, communecates these decisions to staff meetings, student assemblies, or conferences ifthe decisions require clarification or revision by these groups.Supplementary Evidences:
Submits final adopted decisions or policies to superintendent for approval.
STANDARD 9 SUPERVISES THE ANCILLARY OR AUXILIARYSERVICES WITH EFFECTIVENESS.Behavioral Evidences:
Demonstrates an tmderstanding of this librar 1 as a learning resourcescenter and invites the staff to requisitioo materials and equipment to thatend,
Understands the purposes of the cafetei.. and gives hi: support to itsmanager,
Realizes the importance of a clean, orderly, cheerful physical plant andenvirons and supervises with care the maintenance staff,
Realizes the importance of health services and supper ts the clinic staff andits programSupplementary Evidences:
Submits requisitions for boOks, materials, audiovisual equipment forlearnir.. resources center,
Submits evaluation on non certified personnel regularly:Makes recommendations in the area of auxiliary services.
STANDARD 10. REALIZES THE IMPORTANCE OF STUDENT PARTICI-PATION IN LEADERSHIP AND DECISION MAKING.Behavioral Evidences:
Makes known publicly his desire to have a strong, representative studentcouncil which is free to make decisions in their realm of jurisdiction;
Develops processes for student elections of officers and representatives onschool wide basis,
Invites students to express themselves freely and to take action andestablish policy within their iu.isdiction,_Takes decisions made by faculty to students for discussion and feedback,_As often as necessary establishes decisions by students as tentative untilratified by faculty.
At times secures condition on faculty decisions that ey are to be ratifiedby student council before becoming effectiveSupplementary Evidences:
Submits student code to superintendent for review and disposition,Submits bylaws of student council for review and disposition;Submits policy decisions of faculty and point faculty student decisions for
review and disposition
26-4
STANDARL 11 ARRANGES IN SERVICE EXPERIENCES FOR HISSTAFF MEMBERS AS NEED BECOME: APPARENTBehavioral Evidences:
Confers with his staff members individually and as a group to determineprofessional needs.
Arranges for .appropriate specialists needed to conduct in set vice learningexperiences needed by staff members
Evaluates the in service experience with both school staff and central staffassistanceSupplementary Evidences
Submits in service pia.) to the superintendent, wit!, budget estimate,Through central office staff, secures approval on allocation of personnel to
meet needs,Submits evaluaton of in service program to superintendent
STANDARD 12 INITIATES WITH STAFF BUDGET /-1_,:\INING PROJECTION OF ENROLLMENT AND NATURE OF PUPIL POPULATION,AND ASSESSMENT OF SCHOOL PROGRAM NEEDS, SUPPORT SERVICENEEDS, AND RESULTING PERSONNEL REQUIREMENTS.Behavioral Evidences:
ojects with staff, and with assistance from central office, student enrollment and demographic description of that enrollment,
With staff, projects program changes to meet the student needs in learningexperiences, materials, equipment, ;ounseling, facilities, library acquisitions.
Develops with staff personnel needs to staff pl ogram for projected enrollmen,Supplementary Evidences:
Submits projection of student enrollment, with description.Submits recommended program additions and deletions,Submits requisitions to support program projections, mater raj and h.iinan
STANDARD 13 WITH THE STAFF, PLANS MEANS OF MAINTAININGOPEN COMMUNICATION WITH THE "PUBLICS" OF THE SCHOOL.Behavioral Evidences:
Identifies the groups with special interests and openly acknowledges needor continuous communication rather than "selling",
Identifies individuals among slat I with expertise in certain areas needed incommunication with certain groups.
Identifies certain parents with expertise needed in communicating withspecified groups.
Considers with staff and parent group the types of meetings beyond usualPTA proceed.ngs needed to communicate the purpose and programs of dieschool,
Develops with the staff plans for activities to enhance interpersonalrelationships among staff members, pupils, parents,
Communicates plans to pupils and parent group.Supplementary Evidences:
Submits plans in each category to superintendent for review and approval
STANDARD 14 EVALUATES STAFF MEMBERS INDIVIDUALLY EACHYEAR AND MAKES FIRM RECOMMENDATIONSBehavioral Evidences:
Follows evaluative process suggested in policy adopted by the systemConfers with individual staff members throughout academ,c yeas to assist
iii establtshirig acceptable level of professional performance,
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Confers by March 1 of every academic year with each staff member and inreview of all assessments makes a decision to recommend re-election or nonelection anci informs the staff member involved, 'reviewing the rights of thestaff member in appeal,
Identifies in the evaluative process with the staff members those individuals who shoiild be reassigned or promoted, with specific recommendations ineach case;
Identifies in the evaluative process, with the evaluatee, the individual whopossesses usable talents and abilities in an area other than teaching and makesfirm recommendation as to suitable placement in the system or outside;
Q In the evaluzItive process with the staff member, determines needs forimprovement and suorvises activities toward improvement;
In the evaluative process with the staff member, determines those individuals to be separated and advises such individuals, with reasons, of intendedrecommendations;
Observes code of ethics of his professional organization;_Considers unsolicited parent assessment of strengths and weaknesses ofteaeler performance.
CHULA linsTA CLI/MMIT SCROOL DISTRICT, CALIFORNIA2
An Ivalmaties of Tour Principal
is a school organised elm dm basis of demscrotic control, where dm membersof the facalty acting as a group develop the important policies and programa of the
school, it i. particularly Importast that the principal be mode cogaisant of desiresof the individual members of the group se that he my lunettes mire effectively. It
is important that he gals sass madam of has well he is fusctioa:ny Is this capacity.
After each tatessat appear the ambers 1, 2, 3, 4, 5. Each statmemmt la 8
positive ems. You are asked to plats a circle around the number Mica bast »pre-emie your opialen according to tie following cale:
'1. Tour response is la complete marmoset with the stormest.2. Tom 'amorally agree with the statement, but have see resereatiams.
3. Tom are ODOOCided. TOO COO think of argummts [sr mad against7the steamiest. /4. Tem toed te disagree, but feel that asmathima might be said Is the affirmative.
S. Tem wholeheartedly disagree without reservation.
DO SOT Slal TOUR RAM. Tour satire amporatime and frankness are sentientlysollited. Only by such action will this techaimes have real value. The mowersand summarisation will be presentee sad discussed is a subsequent teachers' seetiag.
Administrative Oramitatime
1 The principal's office is operated is the interest of teachers(solar as it is imanaly possible
2. Clerical work is dime for the teachers when it is seeded.
3. Classworia is dose by school secretary is the ve7 you mat it.
4. The office seas teachers to fill sot and submit the minimum'lumber of form and statistical iaformation.
S. Scheduling of modal memo and equipment is handled im har-es to all teachers.
G. Classroom discipline canoe are handled by the teachers withlull assistance and ma isterferomm by the priscipal.
1. Supplies mad umthesim are distributed efficiently and fairly.
S. The priscipal rhea remise admiaistrative assignments fairly.without special favor to my teacher.
9. TM priatipal has arremaed his time so that teachers may amhim an movemiestly end as often me mammary.
lb. Teethe's feel free to TO, the office as a service agency.
Teachers' emtiop
1. Hosting are held only wham seeded.
2. Hoetimas lam only as loss as secomary to coadoct ths .missasof the school.
3. Meetings ars interesting to Amami.
4. Hamings help the member develop mod keeps istmat direc-tion for her classroom program.
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2 (Goa timed)F-om "Evaluiting the Evaluator" bySuzanne K. Stemnock, ED081114, July, 1973.
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QIULA VISTA. Ce1.1,011111A (Continued.)
'feathery Meetings (Continued)
5. WeeLissa inspire and sticulste you is your educational thinking. 1 2 3 4 5
6. You are given ample opportunity to express you: in point of
1 2 3 4 5
7. The discussion method is the beet basis for conducting meetings. 1 2 i 4 5
S. The subject matter of retinae has bass of practical assistanceto you in your classroom program. 1 2 3 4 5
9. Is general. the time spent in meetings is warranted by the goodwhich is derived fres thee. 1 2 3 4 5
Class Visit,
1. The principal visits' your classroom as often as you wish. 1 2 3 4 5
2. Thu heap so fear of the principal when he enters your room. 1 2 3 4 5
3. The principal's visit results in 'tactical aalalltanea to youis your program. 1 2 3 4 5
4. The principal stays long enough when he visits so that he isable to get on aisquats picture of your program. 1 2 3 4 5
5. It Is better for the principal to visit by invitation than bya sot schedule. 1 2 3 4 5
6. The p program of visiting provides you with en adequatenumber during the year. 1 2 3 4 5
7. fhe principal's attituAr. '1 the classtoom /asthma confidenceand friendliness. 1 2 3 4 5
S. The pliscipal does not interfere with the regular clamsworkwhen he is visiting. 1 2 3 4 5
S. In general, you are satisfied with the present method of classvisitation. 1 2 3 4 5
Teacher Conferences
1. The principal offers helpful megestione when conferring withthe teacher. 1 2 3 4 5
2. The time spout in conferences is well worth the time it takes. 1 2 3 4 5
3. The principal is interested in theory only as it clakifies thepractical application in the classroom. 1 2 3 4 5
4. You are not afraid to "bother" the principal with your smallerclassroom problems. 1 2 3 4 5
S. When you talk with the principal he makes you think your prob-lems are important and worthy of consideration. . 1 2 3 4 5
6. You feel free to approach the principal on any problem in orout of the classroom. 1 2 3 4 5
Educational Leadership
1. The principal doe, not uee his position of inherited leadershipto impose his will cm you. 1 2 3 4 5
2. lie honestly tries to be democratic in his relations withteachers. 1 2 3 4 5
(Con tinuscq
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CHULA VISTA, CALITONHIA Continue 9
Educational Loathe11011p (Continued'
). His qualities of leadership help you to think through problems
(or yourself. 1 2 3 4 5
4. The principal makes you feel that he meam what ha mays, 1 2 3 4 5
S. He gives the /moralist= of knowing whet he Is talking about
I. in educational matt.-rs. 1 2 3 4 5
4. The principal does not have any "pet teachers" whom he favors. 1 2 3 4 5
7. He shows by hie actions that he ham confidence in his teachers. 1 2 3 4 5
S. When a good Ott.* of work is done full credit le gives theteacher t.ithout any attempt to share in the limelight. 1 2 3 4 5
9. The princlpa, Is a pirson with whom it is easy to talk. 1 2 3 4 5
10. He does not ho:d himself aloof from other members of the staff. 1 2 3 4 5
11. Me shows in him dealings with teachers real respect for the
opinions of others. 1 2 3 4 5
12. Conformity in thought is neither expected nor demanded by the
principal. 1 7 3 4 5
11 The principal does lot attempt to dominate you b' the force of
personality 1 2 3 4 5
14. The prInetpal ham show that he can "take It." 1 2 3 4 5
15. He willingly accepts ideas from others and puts them to use. 1 2 3 4 c
He is ever reedy to accept new ideas and integrate Chem withothers offered. 1 2 1 4 5
17. The principal presence an agreeable disposition at all times. 1 2 3 4 5
1$. He consistently holds an educational point of view which you
would call "progreestwe.' 1 2 3 4 5
!ct The principal shows no personal Irritation toward you. 1 2 3 4 5
20. Lnen you oak for an opinion from the principal, you do not 4et
an evasion. 1 2 3 4 5
21. He ham shown due regard for the feeling of others. 1 2 1 4 5
22. The principal neter plays om teseher against another in order
to maintain his .ominance. 1 2 3 4 5
73 He is not too absorbed in the power and worth of his own liege
to be unwilling to accept /delta from others. 1 2 3 4 5
24. He is capable of seeing mere than one side of every question. 1 2 3 4 5
25 The principal shows an unusual amount of enthumiam for his job. 1 2 3 4 5
26 If you do your work ma you think It shou1.1 be done, the princi-pal will loyally defend you to others even when he is not in
agreement with your methods. 1 2 .1 4 5
27. If you should get into trouble with parent, or chool officials,
the principal may be expected to defend your case. 1 2 1 4 5
24. The principal so conducts himself in meetings that he helps the
teachers to do better job of thinking together. 1 2 3 4 5
29. working in school where the teachers determine the policy 10more enjoyable than where the principal is the sole koes. 1 2 3 4 5
10. General judgments The prioc1pal lm real educational leader who
hem high degree of ability to help us plan and execute our ownprogram of education 1 2 3 4 5
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