office of education (dm), washington, d.c. teacher corps. 22p.ralph bunche jr. high el monte:...
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ED 100 905
AUTHORTITLE
INSTITUTION
SPONS AGENCY
PUB DATENOTE
!DRS PRICEDESCRIPTORS
DOCUMENT RESUME
95 SP 008 832
Gromfin, Annette M.[Initial Systematic Management Design for TeacherCorps, Cycle V, University of Southern California,School of Education.]University of Southern California, Los Angeles.School of Education.Office of Education (DM), Washington, D.C. TeacherCorps.Nov 7122p.
MF$0.75 HC$1.50 PLUS POSTAGECooperating Teachers; *Delinquents; Field ExperiencePrograms; Inservice Teacher Education; MastersDegrees; Performance Based Teacher Education; TeacherAttitudes; Teacher Certification; *Teacher Education;*Teacher Interns; Urban Education
ABSTRACTThis initial systematic management design for Teacher
Corps, Cycle V, at the University of Southern California's School ofEducation covers the entire two years of the program. The documentcontains objectives stated in measurable terms, graphicrepresentations of activities (flow charts and time sequence charts),key decision points to attain the objectives, and a scheduling of whois responsible for each activity. Among the major objectives for theprogram are the following: (a) to train interns in depth tounderstand delinquent youth in the educational process; (b) toacquire accreditation for each intern; (c) to award a master's degreeto each intern; (d) to establish learning centers as competencybased, experimental modules in the schools; (e) to create communityrelated adjunct groups; (f) to develop new relationships betweencorrectional schools and inner-city schools; and (g) to fieldtraincooperating teachers to work more effectively with delinquent youth.A list of regularized procedures concludes the model. Tt is statedthat the design is constant in its evaluation and revision and is thefirst phase of refinement and redevelopment at present.
(Author/JA)
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it
C)
U.S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCE() EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATINO It POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE CIFEDUCATION POSITION OR POLICY
BESTCOP/
111411.11BLE
The following represents an initial systematic man-
agement design for Teacher Corps, Cycle V, University of
Southern California, School of Education. it covers the
entire two years of the program and contains objectives
stated in measurable terms, graphic representation of act-
ivities (flow charts and time sequence charts), key decis-
ion points to attain the objectives, and a scheduling of
who is responsible for each activity. A list of regular-
ized procedures concludes the model. The design is con-
stant in its evaluation and revisement and is in the first
phase of refinement and redevelopment at present.
Nov. 1971
Annette M. Gromfin, DirectorTeacher Corps-UrbanUniversity of Southern California
4/4"-ti.
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INDEX OF CONTENTS
BEST COPY II ABEE
Page
General Objectives 1
Objectives and Measurable/Observable Goals 2-5
These contain the body of activities tofulfill the General Objectives. Theyare designated by number to correspondto the number of the general objective.
Objectives Related to Program Units 6
This is a linear time schema of the ma-jor time blocks of the program alignedto their initiation - refinement - in-stitutionalization dates.
Pert of General Objectives Key Events 7
This is a pert chart of starting datesof each objective; its most optimistic -estimate - pessimistic time (in weeks)to complei;e objectives and estimateddate of institutionalization.
Flow Charts
Corpsmen Team Development 8
A flow chart of events that graphicallyencompasses activities of objectives 3,5, 10, 11
Administrative Team Development 9
A flow chart of events that graphicallyencompasses activities of objectives 6,8, 9.
Curriculum Planning and Design Module 10
A flow chart of events that encompassesthe activities of objectives 1, 4, 7, 12,13.
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GENERAL OBJECTIVESBEST COPY AVAILABLE
1. To train interns in depth to understand delinquentyouth in the educational process.
2. To acquire accreditation for each intern.
3. To award a Master's degree to each intern.
4. To establish learning cent4rs as competency based, ex-perimental modules in the schools.
To create community related adjunct groups.
6. To develop new relationships between correctional schoolsand inner-city schools.
7. To field train cooperating teachers to work more effect-ively with delinquent youth.
8. To develop aejunct teams within the schools.
9. To develop coordinated planning of broad administrativeteams.
10. To train experienced teachers to effectively assume teamleader roles.
11. To facilitate corpsmen team development.
12. To develop competency based experimental modules in theuniversity.
13. To develop an inter-disciplinary teacher training programfor teachers of delinquent or delinquent-prone youth incorrectional schools and high-delinquent public schools.
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Coursework
BEsrcop)
ALAI
OBJECTIVES AND MEASURABLE/OBSERVABLE GOALS
Functional Unit
1. a. Course: Causation of Delinquentyb. Course: "Curriculum Planning for
Troubled Youth"c. EDSP 508: School as a Social Sys-
tem: "Environment forAlienation"
d. Field experiencee. Community studyf. Resource fileg. Course: Delinquency and Family
Relationsh. Teaching with High Delinquent Youth
Central Juvenile HallRalph Bunche Jr. HighEl Monte: WilkersonCentennial High SchoolWillowbrook Jr. High
i. Drug abuse in Public Schoolsj. Counseling delinquent youth
Responsible Person(s)
Instructor
Instructor
k. Counseling families with troubledyouth
2. a. Evaluate for credential
b. Application for credentialc. Execute application forms-submitd. Awarding of credential
3. a. Admission to Graduate Schoolb. Evaluation for Master's0. Awarding of Master's degree
4. a. 557 Curriculum Labb. Visitation and observation of
existing learning centersc. Developing an initial designd. Establishing first learning center
5. a. Information meetings with probationstaff
b. Plan the designc. Community study of agencies
- 2 -z.)
InstructorCorpsmen teamCorpsmen teamCorpsmen team
InstructorInterns
Corpsmen teamInstructor/Corps-
men team
Instructor/Corps-men team
Cooperating-in-district staffTeacher Ed.,USCInternInternUSC School of Ed.State Dept. ofEd.,Sacramento
and U.S.C. Interns
USC InternsTeacher Ed.,USCUSC
Instructor
Intern team(s)Curriculum committeeIntern team(s)
Staff, USCInterns/Staff/Comm.Intern team(s)
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BEST COPY AVAILABLE
Functional Unit Responsible Person(s)
5. d. Visitations Intern teame . First group meetings Interns/Community Reps.
6. a. Development of Administrative Teacher Corps Staff USC,team concept In-District Staff & Com-
munityb. Mini-REAL designed Teacher Corps Staff USCc. Conduct Mini-REAL Teacher Corps Staff USCd. Research present administration
procedures between public and Teacher Corps Staff USCcorrectional schools and in-district staff
e . Plan liaison between public/cor- Teacher Corps Staff &rectional schools In-District Administration
& Community representativesand In-District Staff andCommunity
Establihsing new procedures Teacher Corps Staff USCf.
7. a. Informing Cooperating teachersabout Teacher Corps Teacher Corps Staff USC
b. USC Class participation/Special Cooperating teachers &Seminars tuition-free Teacher Corps teams &.
Instructorc. Course: Teacher Corps and the Cooperating teachers 7
Supervising training role Instructord. Special in-district seminars Teacher Corps teams 8.
& workshops Workshopse . Special committee to evolve new Cooperating Teachers &
Master's for experienced teacher Teacher Corps Staffusing Teacher Corps design USC & School of ED. USC
8. Development adjunct teams withinschools
a. Meetings with special school per-sonnel working with troubled Corpsmen team(s) and In-youth district Staff
b. Working with special personnel- Corpsmen team(s) and in-counselor-nurse, etc. school personnel
c. Form planning group Corpsmen team(s) and in-
d. Develop procedures for adjunctteams
e . Formalize human services inschool adjunct team
committees
9. Develop coordinate planning ofbroad inter-project administra-tive teams
school personnelCorpsmen team(s) and in-
school personnel
Corpsmen team(s) and in-school personnel
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Functional Unit
9. Continued....
a. Mini-REAL - Admin. trainingprogram goals of Teacher Corps
b. Mini-REAL - Admin. trainingeffort - Administrative roles
BEST COPY AVAILABLE
Responsible Person(s)
Teacher Corps Staff USCand in-school staff
Teacher Corps Staff USCand in-school staff
c. Periodic administrative team Teacher Corps Staff USCmeetings for new administrative In-school staff
procedures
10. Training experienced teachers foraffectively assume team leader roles
a. Participate in Mini-REAL - Allmeetings
b. Begin team leader trainingtrack-semi-monthly special
meetingsc. Participate as co-team in-
structors in coursesd. Begin competency-based team
goalse. Plan and participate in spec-
ial Supervision Coursef. Plan in-service training work- Team Leaders and district
shop with District Curriculum Coord. PersonnelSpecialist
g. Participate in in-service train- Team Leaders and in.rdis-ing workshops trict Personnel
Team Leaders /in - districtstaff
Team Leaders/Teacher Corpsstaff
Team Leaders/instructors
Team Leaders & intern teams
Team Leaders & Instructor
11. a. Participate in team development Team Leaders USC andworkshops Teacher Corps staff
b. Develop criteria for team selec-tion Corpsmen teams
c. Begin team projects - preserviceinservice Corpsmen teams
d. Develop team plans Corpsmen teamse. Develop team feedback procedures Corpsmen teams
12. Development of competency-basedmodule in University. (Curriculumre: Learning Centers)
a. Begin curriculum development Teacher Corps staff USC& Corpsmen teams
b. Reviewed competency-based con- Teacher Corps Staff USCcepts & Corpsmen teams
c. Developed elements of competen- Teacher Corps Staff USCcy-based in curriculum course & Corpsmen teams
d. Evaluate first effort Teacher Corps Staff USC& Corpsmen teams
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Functional Unit
12. e. Develop curriculum - competency-based committee
f. Initiate design for in-servicecompetency-based learning centers
g. Begin refining competency-baseddesign
h. Implementation of relevant inno-vative designs in the process
i. Periodic revision
j. Periodic evaluation - FinalEvaluation
k. Feedback to Teacher Educationof process and findings
1. Presentation to curriculum com-mittee
13. a. Form inter-disciplinary curricu-lum planning Comittee meeting
b. Review of inter-disciplinarymeeting
c. Planning and Design of inter-related concepts
d. Initiate inter-disciplinarydesign
e. Evaluation of inter-disciplinarydesign
f. Revision of inter-disciplinarydesign
g. Repetition of process: Refinement Instructors & Committeeh. Presentation to Teacher Education, Teacher Corps Starr &
USC Committee
BEST COPY AVAILABLE
Pesponsible Person(s)
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Staff USC& Corpsmen teams
Teacher Corps Teams &'Staff, USC
Teacher Corps, USCCurriculum Committee
Teacher Corps, USCCurriculum Committee
Instructors & Committee
Instructors & Committee
Instructors & Committee
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SAO
VA 000,
OBJECTIVES AS RELATED TO PROGRAM UNITS
Real
Pre -
Service
In-Service
In-Service
Interim
Semester I
Semester II
Summer
In-Service
Semester III
n-Service
emester I
1.
Objective
1.
2.
3.
2.
initiate
initiate
3.
refine
4.
5.
6.
initiate
refine
7.
institute
institute
institute
4.
initiate
refine
institute
5.
initiate
refine
institute
6.
initiate
refine
institute
7.
initiate
refine
institute
8.
initiate
refine
institute
9.
initiate
refine
institute
10.
initiate
refine
institute
11.
initiate
institute
refine
12.
initiate
refine
Institute
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BEST COPY AVAILABLE
IV. Regularized procedures for problem solving the basic
management and problem-solving in the program is based
upon a participative management design. This design de-
fines basic decision-making responsibilities at the same
time involves active involvement of all levels of the
program in feed-back and problem-solving committees. The
previous flow charts show the process of involvement of
this committee structure. It is an on-going process which
allows for the constant emergence of problems or discrepan-
cies in the program and allows immediate problem-solving
to begin as the problem is identified. It involves con-
stant and consistant participation by all members of the
project. The following are the committee structures in
the program with major areas of responsibility.
A short series of training meetings are built into each
semester. All levels of the project attend the meetings
and their purpose is to enhance communication.
Through problem-solving techniques, also, it is an ef-
fort to develop a comprehensive team process which diminishes
status problems and emphasizes flexibility to involve many
facets of the program in problem resolution.
ADMINISTRATIVE TEAMS -
Involves:1. University Teacher
Education & TeacherCorps - Staff
2. School District Admin-istrators-Team Leaders
3. Periodic involvementof others
Regular monthly meetings primar-ily involving administrators whoare responsible for the function-ing of the program. Revolvesamong school districts.
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ADMINISTRATIVE TEAM DEVELOPMENT FLOW
CHAR!
Refining of
in-district
adjunct team
meeting
El Monte
in-district
meeting I
Mini-real
session II
Initiate inter-
project adminis-
trative activit-
i.
USC staff
Planning
started
LEGEND:
USC planning
by staff
completed
Mini-real
session I
Flow chart fulfills objectives 6,8,9.
Compton in-
district meet-
ing I
Initiate in-dist-
rict adjunct team
Joint
inter -fact lty
and staff of in-
district planning
it
Meetings
Inter -pro-
ject staff meet-
ing on experienc-
ed teachers
masters.
program
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ADMINISTRATIVE TEAM DEVELOPMENT FLOW CHART
Mini-real
session I
IP
El Monte
in-district
meeting I
Refining of
in-district
adjunct team
meeting
Initiate in-dist-
rict adjunct
team
Mini-real
session II
Joint
inter-factlty
and staff of in-
% district planning
Meetings
Initiate in-dist-
rict adjunct team
6,8,9.
Inter-pro-
ject staff meet-
ing on experienc-
ed teachers-masters
program
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R-E
-A-L
Project R-E
-A-L
(Resources for E
ducationand A
dult Leadership) w
as a- training program conduct
University of Southern
California T
eacher Corps at the request
of the National T
eacher Corps O
ffic
Bureau of R
esearch,O
ffice of Education:
T.Iashington, D
. C.
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MINI R-E-A-L
ucation and Adult Leadership) was
a-training program
conducted by the
her Corps at the requestof the National Teacher Corps
Office and the
on, Washington,
D. C.
-*
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Nini-
seminars for
earn leader
training
-...- ,---"--
-
MRPSNIFINI TEAM DFVF11)PMF24T
Fuo cHA
RT
Ccimriunity
projects
Intprn
community
adjunct
teams
Initiate
adjunct
community
teams
On -cant-
pus tea*
leadermee
ings
Community
projects
Pre-service
team develop-
ment
In-district -
team meetings
On- campus
team leader
meetings
Interim-sum-
Her mini-seminal
team training
In-district
team meetings
ream
te a chin
&differ,
en t ia tei
staff
IIVEND:Flaw chart fulfills
Objectives 3,5,10,11
--/tiaMana
\\\\\ fieldifrojec .
.,
1
Learning
center:dew
elemental
phase
USC
curricu.
team pri
jects
((center
anititatec
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()IF
These
six
events
are
refined
and
developed
throughout
thn
program
un.
til
intititutionalized.
Community
adiunct
teams,
learning
centers,
and
related
school/community
proiects
are
final
events.
3181fillin
Ad03
1S38
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LEGEND FOR PERT. OF GENERAL OBJECTIVES
KEY EVENTS
Start date:
Represents the initiation of the activity to achieve theobjective.
Estimated Date of Institutionalization:
Three numbers on the
activity line indicate mostoptimistic (c
pessimistic (p) number of weeks
required to refine that object
Institutionalization date:, Indicates when the
activity will be self-sustaining without
special Teacher
within the program or external to the
program.
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FOR PERT. OF GENERAL OBJECTIVES
KEY EVENTS
he activity to achieve the
objective.
ree numbers on the activity line indicate
most optimistic (o)- estimated
(e) - most ''
ssimistic (p) number of weeks
required to refine that
objective.
the activity will be
self-sustaining without special Teacher
Corps support either
ram or external to the
program.
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LLI
CZ:
Inttiation of Objectives
CI.
C:)
Lai
CO)
CCI
Ohi.1
start
7 -15 -70
'Eca OF GcNEPAL OBJECTIVE% KEY EVENTS
Estimated weeks
86 - 98 - 104
Esttaated
innr1
0 al satins
oui. 2
start
10 -5-70
Ghj. 3
start
7-15-70
104 - 204 - 104
IFeb. 8. 1971
112u18.41.1212---t
Obi. 4
start
7-15-70
_14
40
41
ti
lanril 23, 1971
f
48 - 7n -76
al
c7AT-1,'
7-6-70
Cbi.6
Start
7-6-70
start
7-15-70
llas. 18. 1972
CCOTLETE
CYCLE V
6-16-72
Obi.7
start
2-8-71
28 -41
70
tinny.
19. 1971
C5j. 8
start
7-47-741
Obj.22
Start
7 -15 -70
sac. 32, 1971
ZR - 51 -
58
lay 6. 1971
-J111.12
start
7-15-70
58 - 77 -
86
23, 1971
I
- 98 - 104
h110
start
7-5-79
G O
TA
"AS
nbi.11
start
7-15-70
76
-
77 -
78
.lan.7. 1972
fit.,.,. / 1477
rnt5,
14171gr.
GENERAL 08.7E
1.
To train interns in depth
in tnu educational'process.
2.
To acquire accreaitation f
3.
To award a Raster's degree
4.
To establish learning cen
rental modulus in the scn
S.
To create community related
E.
To devZslop new relationsnips
and inner-city scaools.
7.
To field train cooperating
ively with delinquent youta.
8.
To develop aajunct teams wi
9.
To develop coordinated p
teams.
20. To train experienced tuacnu
leader roles.
11.
To facilitate corpsnen teas
12.
To develop competency based
university.
13.
To develop an intur-discip
for teacners of delinquent
correctional sCalools ana ni
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NFPAI OBJECTIVcI_KEY EVrNTS
Estimated weeks
0-
r- P
86- 90
104
*17
- 77
104- 104
- 104
14- 4n
-
SR
- 74-) -76
gq- sn -
R5
Estimated
tlitinnal I rat 11 nit
To -r. 7_ 1077
)1Feb. 8. 1971
liAnr11
23. 1971
I
ob1.7start
28 - 41 -
70
2 -0 -71
f,J - 711 -05
- 51 -S
R
58 - 77 -86
06 - 98 - 104
7677 - 78
771071
1.1an. 10. 19721
item.
19. 1971
linc. 31. 1971
t
*bay 6_ 1971
1
1;10ec. 23. 1971I
ilm." 2
1477
Sem
rS
1'171
:Dm
.7.1972
1
GENERAL OBJECTIVES
1.
To train interns in depth to understand delinquent youta
in tnu aducationaprocess.
2.
To acquire accruuitation for each intern.
3.
To award a Raster's degree to eaca intern.
4.
To establish learning centers as competency basad
mantal modules in thw scnools.
5.
To create community related adjunct groups.
6.
To devZslop new relationsnips between correctional scnools
and inner-city scaools:
1.
To field train cooperating toacners to work meta effect-
ively witn delinquent youth.
8.
To develop adjunct teams within tnu schools.
9.
To develop coordinated planning of broad administrative
teams.
10.
To train wmperiwnced tuacnurs to uffuctivuly assume team
leader roles.
11.
To facilitate corpsmuh team davulopmant.
12.
To develop competuncy Masud experimental modulus in the
university.
13.
To develop an inter-disciplinary tuacnur training program
for twacnwrs of delinquent or dwiinquwnt-prune youth in
correctional schools ana sign - delinquent public schools.
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CCSRICULUM PLANNING AND DESIGN NODULE PLOW CHART
-1"f
j iweal4aCton
ogee:..11
Start
multi-disciplinary
integrated curriculum
component including.
1. Causation ot delinguen
Cy.
2. Learning and delinguer-
cy.
l. School as a social sys-
tem.
4. Teaming concepts.
Faculty.
interns t
team leaders
inter-dierlinarr
design meet-
ing.
multl-disclpl-
inery curriculum
component evaluatim
LevelopinS im-
schnol competen
cy based experi-
mental
lemning
center.
Complete tir
st module.
Community
orientation
to competency
based educa-
tion Meet-
ing.
Com7meicncy Daesj
inttzuction pies
'sing tom:Aetna
meeting.
Flow chart tult11*
Objectives 1,4.7.12.11.
r
Start 2nd
multi-discipl-
inary integreted
zurriculum ccmpon-
out including'
Counseling gro-
ups
troubled
ups and Zmilles
youth.
2. Cultural
'Utterances end
sdelinnuencv.
33Development
learning *tram=
ogles and on
-vixoneents. _
!
ZUltiite
in-ecimol
competency
based curri-
culum cow-
consist.
CSC
competency base
experimental
module.
.
.
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CH
AR
T
COPPICUIVA PLANNING AND gums
Ceveloping in-
schnol conpetea
Initiate
cy hayed expect-
An-echnol
Ferule.,
ns
team leaders
IVO
UtIll
learning
comp
center.
based curri-
culum com-
inter-disnlinery
design meet-
ing.
Community
orientation
to competency
based educa-
tion meet-
ing.
Cos:.esency base..
imttsurZion plan
ning committee
rooting.
Start 2nd
multi-discipl-
inary integrated
zurrirmlum compon-
ent limit...Jinni
1. Counseling gro-
ups and families
with troubled
youth.
'2. Cultural
differences and I
deltnnnencv.
.
laftvolopment-
learning atrat=
I 'gine and en
s.eironsenta.--:
ponent.
mom new CHAR? -page 2.
Joint valua-
tion of curricu-
lum by conptenc7
based and inter
faculty coaeitree
VSC
crap
y base
xpyrieenral
moduli.
.
.