title) research and development project in career
TRANSCRIPT
-ED 117 304
.TITLE)
INSTITUTION
-S3404M1=1.1n
BUREAU NOPUB DATEGRANTNOTE
EDRS PRICEDESCRIPTORS
ABSTRACT'
DOCUMENT RESUn
95 CE 004 585
Research and Development Project in Career Education,(Farmington, Maine], Final ReportSchool Administrative Distiict 9, ?armington,Maine.
, ICY nf ;cQ of Tauc&tiom_4DHER), Washington, D.C.261040L30- Jun 740EG-0-73-2969231p.
1F-$0.83 HC-$12.71 Plus PostageCareer Awareness; *Career Educati611 *EducationalPrograms; Educational Resources;- Elementary SecondaryEducation; Graphs; Learning Activitiet; OccupationalClusters; *Program Content; *Program Descriptions;Program Evaluation; Self Evaluation
.The report describes'a career education project for
grades ,.K -12, developed for a rural school district in Maine,consisting of six elements: all subject matter tie-in, hands on.experiences, tesource persons, field trips, 'role playing, and careerawareness. The chapter summarizing the project's results graphicallydemonstrates the various relationships betwden the career clustersand the numbers of field trips, resource persons, and students. Thesummarrof the elementary school component of the project presentsthe result of a student evaluation, Aiscusses the various Aspects ofthe project at the-elementary level, and lists career edupationprojects completed at the elementary level. The summary Of the juniorhigh school component discusses objectives, procedures, andactivities, and graphically preients the results of a studentevaluation of the Inside/Out Progrims, and of the eighth'graders$responses to the Self-Image Inventory. The summary of the senior highschool component disc&ses goals, of the project at the senior highschool level. The re is observations and recommendations coversuch things as: the overall project, administrators, teachers,workshops, the 'project director, the advisory committee,school-industry relationship, guidance( finances, and public.relations. A 10-page third party evaluation is also itciuded. (JR)
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Final Report
Research and Development Project
In Career EdUcation
.
ti
Project No. U261040L
Grant No. 0EG-0-73-2969
Conducted Under Part C
of Public Law 90-576
Marshall R. Thombs, Co-DirectorGeorge Willett, Co-DirectorGraydon Robinson, ResOurce CoordinatorCarol McLaughlin, Career Education CoordinatorHerman Carlstrom, Career Education Coordinator
School Administrative District Number 9Farmington, Maine 04938
June 30, 1974 '
U S DEPARTMENT OF HEALTH,EDUCATION &WELFARE
;A. NATIONAL INSTITUTE OFEDUCATION
THIS DOCUMENT HAS BEEN REPRODUCE() EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATfNG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY R EPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
JUL I 5 1975
aft
it
Foreward
This is the second year that School Administrative District Number. .
Nine has been fur.ded under. Part C of Public Law 90-576 for the purpose
of developing a kindergarten through grade twelve Career Education-
_
School Admini-trative ..strict Number Nine is located in a rural area
of Maine. The district is composed of nine towns located in Franklin
and Kennebec Counties with a total populgion of 1,2,367 and a total
valuation of $39,567,859. ,Nearly all children are conveyed to and
from schoolby means of district transportatioh. Bussing in the
district requires 2 . miles of travel per day.
Career opportunities in the area include entrywrievel jobs and some
professional careers in:lumbering, pulp and-paper,, and agriculture.
Service level careers are available in retail trade, equipment repair
and servicing, plus a variety of recreational and civil service positions
with the state. The major industries'located in the region arejaas
Shoe, International Paper, Farmington Shoe, Maine Dowel)ilAd`Forster
Manufacturing Company. It is estimated that,about 30% of the residents
in the nine town area earn less then 43,000.00 per year.
Following is a report of the procedures and outcomes of this year's
efforts to further research and develop models for career education
within this Setting. It is hoped-that the ideas and observations
presented in this, report will be of assistance to other school districts,
within the state and beyond, in their attempts to establish viable
programs in career education.
-se
":1
it
TV-LE OF CONTENTS
Component I The Flementary School
Component II The Junior High School .
81
100
Component III The Seniot-HiSchool . - . - 4,- . 0--41, .0.- 1%
Evaluation, Th rd Party '211
Insevice Education .. 189
Observations and Recommendations 191
Problem Areas to Whch-Prbject was Directed . . . .10
Proced and Results 13
,.. nroject Populatio . 9
7:4 Project Report . 9
Project SuMmqr:, /. 1
d
e k
1.0
TABLES
Table I Summary of Occupational Exposer to Studentsthrouth resource people and field trips . 8
Table 2 Studert Evaluatiori' ..... . . .
vot
Table 3 Career Education Projects Completed at the ..
Elementary Level 95 - 100
Table 4 Junior High Education Projects 103 -: 104
Table 5 Evaluation pf Inside/Out Program 106
Table 6 Eighth Grade Career ,Development Program . . . . . 139
GRAPHS
Career Clusters Coered by Project
POssible Coverage by Career ClusterUsing Existing Curriculum .15
Iield-Trips Organized by Cluster 17
ti_eld-_Tri4lby_Cluster
Resource Persons Used in Project byCluster
.8 .
Number of Students Involved with'Resource Persons by Cluster 20
,
19
l ... r -eField Trips, by grade Levpl. and- ,
Occupational,Cluster
Resburce Persons: by Grade Level and .,
'-, 35
....: ,
t
, ,'"Occupationa1 Clustar 56 -'50-.-.0
Students Involved in Field Tripeby Grade Level and Occupational Cluster ,
. . .'" *-
Students Involved with Resource Persons byGrade bevel and Occupational Clfiseg
Inside/Out Program.EvaluatimC:--*
' 51 -7.65,
.
66 4-- SO -
,---
107 .136* :--.
C
- 4'. - . 0.
Grade Eight, SW-Image .
Inventory' *.,
',47 't
'
s'
/, f 7
.
REPORT.SVMMARY
This report. covers the period from July 1, 1974 through
.June 30th, 1974. It is a' report on the second year of funding under
Part Cof Public Law 90-576.
This year's effort6 represent a continuation and expansion of
--- the original project begun X72 Basic -to- the ph
1.
during the first funding period was the belief that if career ed
tion was to endure within a school system, it should become integrate
into the present curriculum in a manlier that career educational
concepts would'become an integral part of those areas Of study already
taught. Career Education shaUld further be seen as a means to bridge
between what is taught in the classroom and the world of work, a means of
breaking down the dichotomy between the school and the community, thus
making the twa factions a single learning laboratory, and finAlly pro-
viding another strong motivational factor that would help students
discover a greater degree of relevancy -in what is taught to them.
In order to provide guidelines that would give some degree
of structure and continuity from classroom to classroom and,lrom,
,one level to another, six elements were recognized as being essential
to a complete unit of study that was constructed around the concept of
career education. -These six elements were not developed by this project.0
4
They were-first introduced to the directors .by Joel Smith, Career'...
Educational Project Director, Cobb'County, Georgia. The elementS A
were: NO
,
1. All subject matter tie-in
2,' -tends onexperiences-:
3.: Resodrce persons
if field ,tri. to business
#..
or industry
2.As teachers became-involved with career education, they became
more aware of the need to include self awareness as it relates to
career awareness, hole playing and hands on experiences.
self awareness was added as a seventh-element this year.4-
As_a result
There
been much imoreconcern with the affective domain of 1parning, es-
gecially_atriha_elementary_levAll thart_.was_trut during the 1972-1.23
project year.
n-
Review of Last Year's Program in Relation to Plann the '73-'74 Program:
The initial task addressed by the directors anc staff was a complete
review of the previous year's project for the purpose of identifying
those areas that showed the greatest strengths and those areas requiring
a greater concentration of effort..
It was apparent that the largebt gains and most success had been
met at the elementary level. This does not mean that some very signifi-
cant breakthroughs had not been accomplished at both the junior high
and secondary levels. It does mean that when arealized as a complete`
project, that the elementary level showed the greatest over-all involve-
merit As far as numbers of Students and teachers participating and in
relation to the number and scope of projects undertaken.
. While somewhat subjective as an assessment, the followingfactors
were seen as contributing to'this imbalance at the three levels:
1. The nature of the curriculum: Teachers at the elementary
level tend to feel less confined to a set curilculum.and
_1-
find more room for flexibility within broader* general
curriculum guidelines than is true at. either the junior
high or secondary level.
. c2. Type of class structure: Classes at th elepentary. level
are Alf contained. The studena are with the same teacher
forthe entire day. This factor alone lends itself tor-
A
-
3greater flexibility than at'the other 1 is where the program
is .departmentalized and revolves'around f - five minutirTclass
periods.
3. Utilization of career education staff:- at the elementary
evel were there-career-education-st&fr drilaibb
their first concern the deielopment of ¢eer education projeCts.
4. Project Design: While difficult to ass it may very well be
that the approach taken to implement c= education into the
school system is more conducive to the e entary schools than
.,
at higher levels.
Traditional priorities: There are more p rities imposed from
both external and internal forces at the or high and secondary,:.
levels. This is especially true at,the s leve.
Recognizing that only minimal changes could be elized in the school
structure, it was determined that the greatest emRhge ItiOuld be Placed on
further strengthening and expanding the elementary prok4m. At the
junior high level, the major effort wars toward develop 4. comprehensive-
guidance program built around self awareness and career141oration. At
the Senior high level, a major` thrust was aimed at estab ng the.ground
work for developing a week long. student planned "Self.Sear4 Week".
Each objective is treated, in detail under the separe components
found in t,he body Of this report.
Staff Utilization: Staff utilization changed little from ijnitial
program. One career education staff member was assigned to-the Farm -
ington area elementary schools, a second staff member was'aesigned
to the Wilton Elementary Schools. , This member also had the additional
task of establishing guidance services for this area at the junior high
leve, Each co-director, in addition to the general overseeing of the
total project and their full time guidancejositions were responsible,
s'o 7ro(
4.
t
for establishing career education at the junior high and secondary
,Jlevels. In addition to'this staff,. was included aresdurOe co-ordinator
with the responsibility of serving as ijaisgm between* the school and-t
,F
the commiftrity through making arrangements for field trip( and resource
sow. He was also very active in, developing and disseminating
'YOrriiitt educa-
0 9
,° lion resources. Through his efforts, the career resource center,
'-ide',7eloped under a separate project in 1972-173, was incorporated into
the career education program.4,4
Organizing career education data according to the Cluster Concept
0'- Developed by USOE:
The-guidelines under which career education was to be developed
within the district were purposely made very broad under a general
career education concept in order that there would be room for as much
experimentation as-possible. At the outset of the first project, it
was projected that the establishihglof a compraheneive career educaticin
program would require at least three years. The first year would have
as its main focus introducing career education to the schocil system
and to the community at large. The task was to get as many members
of the faculty as possible involved in some aspect of career education.
During the second year,, the main emphaSis would be on axpanding and
improving upon the successes previously gained while.still leaving room
for Surther*explOration and experimentation. It Nas projected that a
third, year-would be required to refine the results of the first two
years and,to develop A sequential process of career education ex-
periences at each gra. level.
Hy utilizing th cluster concept, it was possible to arrange the
'data provided by this approach into a meaningful pattern that allowed
for analysis of what was being covered and at what leVels. It alSo
made it possible to assess what occupational areas were receiving
1 0
minimal or no consideration. The results of this effort are reported
in graph form in the main body of this report.
Developing an Occupational Cluster FloW Chart:
A flow chart relating the present curriculum to occupational
ed to an analysis of the present
curriculum in the social studies and science areas through grade eight.
To bb complete, it should be expanded to include all subject areas and
the high school curriculum. It was found that by following the already,
established program that all cluster areas would be touched upon at
lest once in the first eight grades.
5.
A faculty hand book of resOurces, free materials and occupational cluster
guide.
A hand book comprised of three major areas was prepared and diasemin-,.
ated tothe faculty and adthinistration.
The,first section is organized around occupations found under the
fifteen occupational Clusters. It gives the user information in three
r
4
areas...(1) The availability of a local job description contained in a
micro-fiche job description bank, (2) The availability of a resource
person for a particular occupation, and (3) the availability of a folder
containing information about a particular occupation.
The second section is a listing of sources of free materials. This
listing i(the resultiof over 1,000 mailings made. ever a two year period. 10
It contains those sources that are known to provide not onlOmaterial,
but material that is considered of sufficient value to be worth pro-
curing.
The third section is a breakdown of the social studies and science
curriculum in grades kindergarten through grade eight and correlates
,the units of.study with fifteen occupational clusters.
Copiet of this hand book will be forwarded under separate cover
in sufficient quantity to cover the number needed by the various agencies
\*.
6. 'to which this report is sent. However,-considering that it's-contents
are of value only to the school district for which it .wasypreparedl-ind
that it's volume represents some 150 pages, back-to-backl'it was not
included in total as part of the final report. Some copies are avail-,
able and may be obtained by contacting the Career ResoUrce Center at Mt.
-Mae-High Schoaft_SAD44,Farmingtoni-Maine.-----
In-service Training:
During the planning state of this yeAr's'project, it was under-
stood that three Gays would be utilized for in-service training and would.
includesalZ teachers and administrators. Otherdistriotneeds took priority:
and the three days did not materialize. In place of this a7co-operative
arrangement was made through the University of Maine at Farmington and a
course carrying graduate credit was offered during the Spring Semester:
This course was taught by the SAD #9 educational consultant and'by one
of the co-directors'of the SAD #9 career education program. It's principal
drawback was in the fact that it was offered only to elementary level teachers.
A special section devoted to this course is contained in the main body of
4
this report. _The-remainder of the in-service programocentered around
small group and individUai.bonferences arranged by staff members with
those teachers in the areas assigned to them.
Continuation of Career Education after the termination of outside funding:
The final area of major concern was to provide a framework that would
assure the continuation of career education once outside moneys.ceased-toa
exist. A special secti)on'of this report is devoted to this problem.
It is strongly felt that the career education concept permeated many
0 areas at the- elementary level'and will continue to be a force in the
methodology of many eachers. It is hoped that there will continue to
be a rippling effect of both a horizontal and verticle nature within the
school system.
4 '
It has peen recommended that an elementary career education
coordinator be hired to work with the district and that this person
work out of the Career Resource Center. With such a person and some
part-time secretarial 1111.t is felt that the elementary program
could not only-contihav at it's piesent level of.fa.actzoing but
actually expand.
Results and° accomplishments :
The 1973-'74 career education pr gram has produced a strong'
elementary program. The junior high 4 s a broader developmental
guidance program based on guidelines. Junior high
teachers are planning inter-discipline projects incorporating career
education concepts for the first t'ipe. The secondary level hal been
an expansion of student p ticipation into the co'Zmuiity,;,..the initiation
of the-Self Directed-Search Program, -and initial planning for an indepen.-
dent search week.
More than 100 projects incorporating the career education elements.
0,,mentioned earlier in this report were, completed. StUdenti wiliga exposed
-to occupational clusters. Table 1 summarizes the extent ttiWilich
-students were involved with persons and places not directly connected
with 440,sChool system.
Considering` the funds. and persi5nnel made available, it is recognized
SA:
= that a kindergarten througlygrade twelve comprehensive program was too!
-
ambitious an undertaking. The problems peculiar to the junior high school
,
and high would require a major revision in order to incorporate career
education as it should be. It would necessitate the reordering of
priorities andin depth study and planning by an interdisciplinary'.
committee over a fairly substantial period of time.
8. Summary of Student Exposer to Occupations Through Field TripePersons By Cluster
of No.Occupational Cluster No. of Field Trips No. of Students No.,,
'Resource P mons Stof
Students
Agribusiness 24 862'
Business 14 85
Communications 21 119 '
Construction '27. 137
Consumer- Homemaking 9 104
Environmental: 5 69
Fine Arts -
Health
gospitality
Manufacturing
12 ' 145
20 286
20 117
15 202
10
19
10
6
6
25
16
7
Marine -Science 2 50 2
Marketing and Distribution 35 416 11
Personal Service 1 3 11
Public Service 34 11358 23
Transportation 7 44 5
Totals 246 2997 171
Student EXposer.Through Fi4ld Trip and Resource Person Total. -6,413
The above table does not include career aw ness through means other than
the field trip and from resource persons. !by the time it was realized that this
was not being covered and a form was devised to take other sources into account,
was too late to make an accurate accounting 'So the attempt was dropped.
14
131
79
115
398
139
179
171
657
318
622
106
3416
.
. 9Project Report
Population Parimetels Covered by the ProjeCt:
This Career Education project, covering the time between July" 1,
1973 and June 30, 1974 was conceived as a kindergarten through grade
twelve project. It was to provide career education experiences for all
,students within SahLol Administrative District #9 within the recognized
limits being impose. upon the'program, such as, time, limitations of
staff, and non-invOliement in the program by regular school personnel.'
Based on the results of the 1972 - 73 project, it was realized that even
faced with
all levels to provide
from which models for
these limitations that there would be enough involvement at
for the development of career education activities
career education could be constructed.
The total student population served by School Administrative District
#9 is 3,266. The grade level breakdown is
Kindergarten - grade six 1,766
Grade seven - grade nine 750
Grade nine - grade twelve 693
Special Education 57
C..
-The number of teachers serving this student population is 166. The
teacher load at the various levels is:
.Kindergarten - grade six 71
Grade seven - grade nine 35Grade ten - Grade twelve 51
Special Education 9
A
Problem Area's to Which the Project Was Directed :
Based on observations Made at the completion-of the 1972, t,73
project the following areas were defined for concentration during the
1973, 174 project year.
1. Staff Utilization: The complete career education staff. was made
up of five persons.
a. 'George Willettt Vocational Counselor for the,Kenneth Foster Regional Vocational High School,served as co-director and career educationcoordinator for the secondary .school -.grades10 - 12.
b. Marshall Thumbs, Junior High Counselor, servedas co-director and career education' coordinatorfor the Junior High School,.grades 7 = 9.
0. Carol McLaughlin was hired to serve the Farmingtonarea elementary schools as the career educationcoordinator. Mrs. McLaughlin holds graduate' degreesin. he field of education.
d, Herman Carlstrom was hired to serve the Wilton areaschools as career education coordilotator fbr,thisarea and to initiate elementary guidance services.Mr. Carlstrom holds degrees in education and graduatedegrees in elementary guidance.
e. Graydon Robinson was hired to serve/the district ascareer resource coordinator undel' a separate grant,Mr. Robinson had been responsible for establishingthe career resource center based on a micro-fichebank of local job descriptions. This backgroundmade him extremely valuable in coordinating fieldtrips and resource people as requested through thecareer education project. Another major task assignedto Mr. Robinson was the assimulatiqn of the resourcecenter into the career education program.
All personnel had been involved in the 1972TI73 project. This
continuation with the same staff resulted in there being an even flow from
one project to the other.
BEST 'COPY. AV
Es' aoli6h .4. a hird .earci Evaluation 'a am:
.
.ne usea in ihe,1)72-'?5 project would have coittinued
11.
.--,..wi-41. the resent ,,a0 not one member of the team taken employment in
another part of :e count..y. we 'etained lii. Richard Rice, Vice President,
.
Uh,.1....:5..-rsity -of tia.,....te2:a2::..t.tigtOrs Cum replaced Sr..Tomas rhielen with Dr.
LtinchcomL, .-...'rector of the P ogres fur Basic btudies, University
.t,-u, Xaine at Farciri, un.
i ./.z, was tale c: ask t) conetruct,an el.a/Aation design and t,e respon-
eiule :or evalua-1:, the .utal program.. The evaluation contract and design
) are .a1(...Ludea in . :he Evalarttion Section of tide reportZ4--. .
L_e Career liesouce Centel as Part of the Career Education
Project: 6
14he career re ource .center had produced a bank of over 5C.0 local job
deecrip3rns fi3eu in Mic:o-Fiche cards, some 325 folders covering infor-
oration opimore tax 500 occupations, and a bank of,250 resource people/-
f.
fP devote time to the career education program., .
4. Integration _of Jareer Education Activities Into the Present Educational
Ourricui'lm;
I
The 19714 project was developed around the concept Lhat careery.
educatioshou1t: be ihte6rated in the ongoing.curriculum rather than be
introduced' as a4.sep,Arate entity that should be adued to an alread); full
ft
program. It was''.feZt that'd.i.e approach gave he best basis for making
'career education ccAcepts a permanent part, of teachers metholotiy in
presenting units of study. From all indications this policy proved to
be the beet' course or action.
This, approach was,continued this year with the hope.of expanding
into more of the cu,rioula areas.
7,
1
i2
5. Encourage More Lxperimental Career Education Projects Developed Jointly
Wita Teachers and Career Education:.
Ay Career Education unfolded in the system, it was projected that
two years of experilzenting with career education-projects as the different
grade levels wou-d A.le necessary to determine what seemed to work best at a
given grade level and to give the basis for developing a sequential program.
Many new project- were tried during the 1973-074 project year.
6. Involving.a barter Number of Teachers in Career Education:
The first pro,,ect produCed a nucleus of teachers interested in career
educatiJn. Usin; tnese teachers and further in-service programs it was hoped
that more teacne:s .could cecome involved in career education.
7. uq.,-Lnizing C.reer Education Activities According to Fifteen Clusters of
job iOccupaiion6 Outlined ..)y the USOE:
In order determine t.. what extent career educa56.0n activities were
covering the man,,y _upationa._ areas, it was decided that as inform4tion
concern:ng,caree: e ucatiian activities were veing undertaken was received47.
that they °would nalyzed anit catagorized according to the cluster
concept,
8. Establishing a ..(-quential Career Education Program:
While per° nt-eded to be a sub;6Cantial period bf experimentation and
great flexibility f, r allowing teachers and pupils to become involved with.40
career education, i. was realized that at some,point all of this must be
put together in a w,y that as.,ures less duplication of experiences in
each grade level.
t
9. Correlating.Oct pational .;linters with Lne Present School Curriculum:
by making a eudy of the present curriculum, it was theorized that,
a method for suf,,esting what occupational clusters could be covered with
F.,
any giien unit of 'study now be taught in the school system could be
made. It would also indicate re the strengths and weaknesses are
concerning cluster coverage by gUowing the present curriculum.
Procedures and Results:
The procedures and resuIts are dealt with in detail under the
separate components of this report. The career education projects were
analyzed and organized according to the cluster concept. The graph on
page (14) stioWs the occupai;ional clusters covered by this year's project
according to grade level.
A study was made ofitfie social studies and science curriculums. The
possible occupational clusters that could be covered by grade level is
shown in the graph on,paie (15).
The career resource center became the center ,for organizing field
trips and resource people.- Information concerning the availability of
materials and prepared by the resource were made available to all teachers
in the district. Every:effort was made to get materials and equipment to
the teachers when it )4 wanted.
The data coliedted from this year's program has been organized so that
it is possible for a curriculum study committee to put togpther a sequential1V
program in career education in grades kindergarten through eight. This
. could be brought about in a year. The high school would require a much
more extensive plax:.xing period. Attempting to build 4 comprehensive career
education program ior all students at all levels over two years is too
broad an undertakin,;. It would be best^4o concentrate the total efforts
of a projedUgt one level at a time
144
CLUSTER
1973 - 1974
CAREER CLUSTERS COVERED IN CAREER EDUCATIONPROJECTS BY GRADE LEVEL
GRADE LEVEL
712
AGRIBUSINESS AND NATURAL RESOURCES'
BUSINESS AND OFFICE
CO
NS
TR
UC
TIO
N
CONSUMER, HOMEMAKING AND RELATED
ENVIRONMENTAL
FINE ARTS AND HUMANITIES
HEALTH
HOSPITALITY AND RECREATION
MANUFACTURING
4)
MARINE-SCIENCE
ARKETING AND DISTRIBUTION
, -
ASS
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Explanation of uraphs:
1. Page (17) shows the number of field trip-s taken.by the-district
and organized according io clusters.
2. ,Page ( IR) shoiws the number of students involved in field tri
according tooccupaLional cluster.
3. Page ( 19) shows the number o resource persons utilited by"the
career education pruject in each occupat onal cluster area.
4. Page ( 20) shows how many stud rats have been involved throug.the
use of resource people. This is also sn wn by oceupationdl cluster.
5. Pages ( through-( 3.5) reakddwn of field trips by
cluster and grade level.
6. Pages ( .(3) through' (50 ) is a breakdown of the' irate of resource.
persons by grade level and cluster.
7. Pages (51 ) through (65 ),is a breakdown of the number of students
involved in field trips by grade_level and cluster.
Z. Pages (6E') through ( 80, ) is a breakdown of numbers of students
involved with resource persons by .grade level40and Cluster.
sla
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NUMBER OF RESOUREE PERSONS1973 - 1974 BY CLUSTERS
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NUMBER OF RESOURCE PERSONS
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efft-6eirlet-rent4
The direction taken at the elementary level for this year's project
81..
, -was based in part on the results of student evaluation at thb termination
of the 1972 - 173 carer education project.
In all 633 student evaluation forms were'returned with the followin
results:
TABLE 2
Student Evaluation
Item Rercentage Yes Percentage No
1.
2. Do you think you know what-it.would beliketo work at,these jobs? 78% 22%
3. Is what-you learn in school importantto people who work? 89% 11%,
Did you get a chalke to see peOple at work? 88%, .12%
Did you learn about any jobs this year? 96% 4%
4.
5 Did people visit your class to tell youabout their jobs or to help with ;-aproject? 0
6. Did you do thingswith your hands otherthan just writing? 9394'
11%
7%
7. Did you learn about some jobs you might liketo do? 80% 20%
8. What did you do this year that you likedk the most?
A. Field Trips 43%
B. Hands on ActiVities : 17%
C. -Role- Playing J 09%
D. Academic Aspects 09%
r.
82.
E. No Responie
F. Art Activities
G. Career Education Unit
H. Other 3.5%
I. Resource People 2.5%
J. Slides or Film-Strips 01%
K. Everything (Career Education) 01%
L. Occupations 0.5
M. Sports 0.5%
Working from the areaeof student interest the program during 1973, 174
continued to stress field trips, hands on activities and role playing. These
activities continued their popularity during this project year.
Due to the nature of the elementary program, it was found that it was
nearly impoisible to report on each objective separately and retain the con-
tinuity of ideas necessary to understand,the developm nt of the project at
this level. Therefore, there is a departure from the format used in the
other sections with a differdnt breakdown for the p ose of reporting.Or
Each.area refers to the project objectives covered.
Th.d.objdetives for the elementary component were:
1.
,
To familiarize the studekt with his world and the immediate'environment.
2. lo introduce children to the world of work through multi-mediapreseAtittions.
- 4
3. To formulate models for preparing and disseminating occupationalinformation.
4. To develop with teachers a career development model relating age,vocational development stakes, and vocational development tasksin a definitive way.
5. To, expose children' to as many, occupations as possible as well as
1
to the decision-making process through t e use 'Oa' simulation
games, slides, role models, taxes and -ot er materi-Fil
, 85.
6. To implement career development activities grades K through 6.
7. To develop sequential career development activities in grades K
through 6 based on an experimental career education activity
N.developed by tie teacher and career development staff.
8. To establish an elementary guidance program to provide planned
vocational - occupational experiences.
Field Trips (objectives #1., #5, #6, #7):
Within this two year period, it has been found that mini trips have
an advantage over larger groups for many ,v4sons: They are more easily arranged ...because a bus is not required, industries are more receptive 'to small groups,
effective superviSion with a group of three or four offers the children valu-
*0
Able experiences, children have opportunities to share and relate their
"personal",experiences upon returning to their classrooms. It was'found that the
existing.oareer education staff was not always able to provide the necessary
transportation required for these trips. In the spring, with the approval
of the-Superintendent of Schools, volunteer members of the American Associationyr,0
of University Women assisted in providing transportation for the students.
This plan appeared to work quite satisfactory.
On the larger field trips, the teachers have changed the emphasis from
looking at just the process to looking at tne workers oild what is entailed in4
the various jobs.
Or.e:problem4hat ,till need's resolution is the sequential scheduling
of trips by grade level. There still exists the situation where pupils go 1
on-similar field trips in Kindgergarten or first grade or the third and
fourth grades, for example., Perhaps this can best be resolved by the
administration and teachers getting together and drawing up. guidelines.4
4
84.4
This duplication of site visitation ,is not a problem with mini-
!trips because the'children can look at different aspects of tne occupations
on each successive visit.
The.Yellow Pages of Learning Resources was.found to be very useful.
in preparing students for mini-trips. This little,book provides the child
with some. background on the place.or occ pation and'gives ideas on the
type of questions that will provide maximum informition from each trip.
Hands.on Activities: (ObjecV.ves #1, #2, #5, #6)
Hands on activities were popular with the elementary,level students
last year. Based on the great demand for tools, the prbject purchased
four large (156 piece) :itanley Tool Kits with portable rack holders.
The importance of this .type of activitrn'the classroom is perhaps
best summed up by quoting-from Weseley Perusak, Research Associate for
the New Jersey "Technology For Children" program. He states:
As children use their tools in work that isimportant to them, they recognize the value oftools. As they extend their range of knowledgeof material proeertiesw ,they will be betterprepared to solve problems requiring tool and,material knowledge. They will be engageddirectly in technology through the tools,materials, problem solving, thinking, planningand work that compose and extend it.
Students from IC dergirten through grade six-enjoyed a variety
building activities. Projects included building canoe tie racks,
Fcandle holders, bird houses, incubators, note holders, checker boards,
multiplication bingo'cards, cube stools for the reading table and doll
shouses.
In the Cushing School; One male'teacher worked the use ofools into
a forestry and wood products unit. Following this'unit, he made the work.
shop sta tion area available to groups from other fourth grades and special
education to ul..,e,during flee activity periods. An out4rowth of this ias ,
,-'403thestart of di fferent craft projects in other rooms to offer more variety
A.(
in stu:ent activityand art periods.85.
At the comPletion of our first year in career-)education, thelhird
party evaluators pointed out a weak area - the use of multi-media presen-
tations. The staff felt that many of the commercial programmed materials
would not meet local needs. The staff members, thereforet encouraged the
use of media at the local leitel-to promote career education in the
elementary schools. Types of media used this year included video-
taping, still and motion picture photography, audio (tape -recording),
d the use of posters.
Video and television .(objectives #1, #2, #)
This year two complete videocorder systems were added to the porta-64.
-_pack sy4tem that had proved extremely valuable during the'first year of
'the project. The use of this equipment has offered to many students ati
variety of experiences.
,ClassroOm.production work seemed to be one obvious way to utilize
this equipment. Two rooms, a fifth grade and a sixth grade, at the
Wilton Academy completed fulkyideo pioductioa6.4
The multiple activities encounter4pl'in these units 'consisted of:
deciding on a theme for the presentation, writing or acting a script,
producing the show, constructingothe props, practicing before the camera,
researching- for authenticity of script, the final filmink, and then going
through the anticipation as the critics (parents and other students)
viewed their efforts Noi only did puils' learn about film production
I , ,
and the related occupations, they got the feeling and understanding ofit
close cooperative work. We, used various books from the ph4AQ and media
library,collectidn. One book'in particular, Film-making for Children, by
.
Arden Rynew proved most helpful. Thip has been used as a basic guide for,
all 4oduction work in grades four through six.
.
i
86.
Some classrooms designed career education projects that culminated
l W -11"Mla WW1-a .IWT-Jr111-71.
highlight of their unit.
Several of the more important field trips or mini - excursions were
filmed so that a larger pupil audience could view them. Some of the
local - industries were filmed by the resource'tpecialist to provide a good)
substitute i61. actual site.:visitations by students..'
144
The videocorder system tied in very'well:with the,selfawareness
. )4,segment of/career education. - ,
Because Maine was included in the consortium it!volved in the
41;4'
production of the Inside /Out television.series dealing-With the feelings
and emotians of children, and because one of the co-directors was a
member of the state leadership training program for Ins- ide/Out, the_
programs were, recorded and all third, fourth, and fifth grade classes .e,
wishing to do so were able to make Ube of this series.
' The Inside /Ott series has been -a major instrument for introducing
the affective domain to the classroom. It's direct implications to
. .
the career education philosophy as interpreted by the district has been
most successful.
Technology-Media: Cameras and-Tape Recorders
- mole
This year children were. encouraged tc;
freely. Students in'grades. 2 6 have used the cameras, 'coup14 with
Use the Instamatic X.-15 camera,
tape reCorder on many.of their.;dalleer education projects.
e..
0*,f .
One second grade surveyed buehess Bien and public servants. in the;4
o..I .q jiiA; . ..
N I'. 'greeter Wilton area by,taking color slides,, still pi4tures Arid taping.
4r: ...
the interviews,-
Oft Farmington one third grade fetcher had themember0 of her class
interview one of theirParents about thei-Work.2 Children took home a
tape recordevand 'camera to assist them in their interviews. After the,
-- .- - ,. : , .
. -
.$, ..-
).
-,
films, were developed, the photot in addition to their "write-up", was
."pasted on poster papei and laminated. The children shared their interviews
tit
3.
with -Oe other third grades. Another third grade, in Wilton produced
and did the photography work for a filmstrip on "spiders" for use in their
science class.
At the Cushing School and Wilton Academy, pupils in a fourth grade
and a sixth grade have participated in the total photographic process -
from taking the picture, developing the film and then making prints ort
enlargements.
Mr.f
Lockwood's Language Arts class also wrote and produced
movie production of an original script.
a Super 8
Just about every class has benefitted from.the use of the &ball hand.
held camera. Most career,education field trips br projects have used this-
_ cmedium to record some aSpect of their activity in order to sharetheir
experience with others:-. /
Radio
i'ot to be outdone by their older brothers and sirs at Mt. Blue
High School, who got into the radio medium last year, elementary students.-
also explored this activity. Several groups from various grade levels have
made field trips to radio station'WKTJ this year.
, Twe5.,claSses at the Gushing Sch ool in.Wilton joined together to pr oduce
a. half-hour prOgr for radio'. .M.. Dawson's fourth graders joined Mr. /
Backus's fifth graZ:'On'this Advertising.and Communications project. One
of the radio announcers from the local radio station visited'.he,4i66 to
answer questions about radio production.' A' small, group visited the radio
station., ..A7play was selected for'production, rehearsals held, and than a
final. tape was made: The program was air4 on station_WKTJ'in4armingion.,
The cost of this producttiOn was covered by selling commercials that the
;
btudenia solicitatea and wrote.
41,
87.
Posters and Collages
J
The last sector of the media component was the makingof posters or
,
, P
;collages. Many of the posters were made by one of the coordinators to sell
career development, guidance concepts or career education philosophy.
Several classvooms joined in on this activity to express their own ideas
on self - awareness or career development. This proved to be an excellent
art activity and was effective in grades four through eight.
References' For Working .With Photography_ and Media
Our central elementary library was able to. help in this area by
purClasing new books recommended by the elementary career education staff.
Some of these books were already on hand at the library.
So that these valuable sources of information are not lost in the
general Bibliography section, they are listed here with comments on how
they,may be utilized.
"Teaching Film Animation to Children" by Yvonne Andersen. .
(Van Nostrand 1'1970). Ali phases of camera work, synchronized.sound, price guidelines and evaluation of cameras,,projectionand editing, film and tape recorders are listed. Directionsare included for adapting single frame releases for animationwork.s"Filming Work,LikeA'his'i, by Jeanne and Robert Bendick.(McGraw-1411, 1970: Discusses each technique and processinvolved sit making an amateur film production.
"Me Camera", by Edward Dolan. ( ...thisaccount o'f the growth of the camera from it's infancy tothe sbphidticated instruments of today is a chapter in man'struggle to master the unknown.
Ze.
"Yokr.Tareer Film Making", by George N. Gordon ,(Messner,.1969). Lea ing i in all phases of contemporary filmswere dewed fora plc of the skills and talents inaemand livthis field. Included history of motion plc-
,
tures and aucescription of how films are made.
king,Pidtures Move" by Marry Helfman. (Morrow, 1969(.For the young beginner, gives specific instructions fordoing animation.
r
"Making Your Own Movies," by Harry Helfman. (Morrow, 1970Gives hints on how to operate.a simple inexpensive movie camerahnsigotson basic techniques for shooting. Contain"'
89.
"Photography Without a Camera," by Petra Holterc__(Nostrand,Reinhold, 1972).' Offers suggestions on. making photograms .and illustrates interesting photographic images producedwithout aeamera.
"You and your Camera", by Lou Jacobs,, Jr. (Lothrop, Lee and.Shepherd, 1971). Illustrated with prize winning picturestaken by young people, this handbook gives directions forselecting cameras and equipment, setting up a darkroom, andtaking both ttill Iife.photos and movies. It also discussescomposition, lighting techniques, and picture ideas.
"Behind the Camera", by William Kuhns and,Thomas F. Giardino.(Prlaan) Standard, 1973). The authors lead beginners overthe technical hurdles of production, lighting, sound, editing,camera setup, lenses, Preparing the script, cost and evaluationof systems.
"Young Filmmakers", by Rodger Larson with Ellen Meade (Dutton,1.969). The authors have translated into words the basic essen-tials of the filmmaking experience helping young filmmakersunderstand how to use the technical means at their command torealize expressive ends.
O
"Children as Filmmakers", by John Lidstone and Don McIntosh.(Van Nostrand Reinhold, 1970). Describes the equipment,;akills,and techniques involved in a school film making program.
"Practical Guide to Classroom Media"; by Dolores and.DavidLinton. (Pileup/ Standard 1971). After they've assisted, thereader through the establishment ofa media program, theauthors move him along toward the goal of maximum utilizatioh.In Part II, they leave not one nut, boltbr media type unt4rnedin their exhaustive survey of media usage in the classroom.
'"When Pictures Began to glove," by .Frank Manchel. (Prentide-Hall, 1969)._ This short,,easy to read-history of the motionpicture industry explains camel / techniques and .how theyevolved.
"Magic With PhotograpW, by Edward L. Rader. rosset, 1969)Simplified ,explanations and scientific demOnstrations cf.basiephotography, tips on. how to take good pictures.
"Filmmaking for Children", by Arden Rynew, (Pflaun/Standerd, 1971)Every detail df motion picture production ia'considered,in thestudent handbook and Tresente. for,ohildren in an easy and straight7forward style, mil% clear and information-leden illustrations:,Paralleling each chapter in the student book, is ,achapten id
4,
-.14
9d.the Teacher Edition offering advice in dealing with theproblems that may arise, information about the mechanicsof Ifilmthakcing, and suggestions for keeping each child-in-the-class involved-in the project.
"Making it Move", by John Trojanski and Louis Rockwood.(Pflaum/Standard, 1973). Students can -choose to make filmsfroril techniques 'such as the handmade filrd,lgpef7doll anima-tion, object animation, cel animation, kin asis, pixillation,cutout ,animation or a combination of types. All are explainedin detail: . .
"Photo Fun: Az IdeaBook for Shutterbugs", by DavicOlebSter ,(Watts, 1973). Only common .household items, inexppisive
.;equipment, special techniques, and imagination are needed to,produce interesting and unusual photographs. ,
"The Media Works" by Joan Valdes and Jeanne Crow. (Pflaum/, -Standard; 1973). This text investigates the variety of wayseach medium suits itself to our psychological needs, works it'sway comfortably into our lives and even directs in some measure,the way we live., The book'is comprehensive and rich with
. .
detailed information on all types of media. ..
4
Career Resource Center: ()bjectives #3, #4( #6, .#7)'
/The rCareeResourcekCenter servedhas serve as a basic tool in our Career,
Education Program. From this. center were obtained occupational information,
. ' c k.
community resource contacts,Aand.otY r career. materials; not only for
Career Education personnel, but also teachers and- students appropriateJ ,. ,
-.. ,.
to graded .K -4.6. .-.i, A ...t :
With the as arise from the rector of the CAer ReSource Center
i I 4' Jo ..op a er
I J.
%'. it.Wad pqgpie topdOel uat ConaePt.Guide".
,...,... -...p2- ,
.,.°. ,:- This gilide poita4asocial Studies and science units by grade level
f.. . .
`w and.buggebted C4reer,Clustes applicable to each unit. The lists of .
.1.
.Q.ereerS were designed ;i4 et'starting points for the teachers who wished
_ . ,
to; relate social%dfudes and science materials to occUpations and.
c1usters.
ELEMENTARY GUiloANC4 P,ROGRAM:
I-
-
Another area that has been strengthened this- year is-theelementary
guidance-program. This. had been_,Rne Of the major goals that e found.
A 'qqdifficult tcwattain 44ing the first year.-,
-
several crcumstances helped in this direction this year. At the
beginnIng of second year, it was decided that the elementary co-
ordinator in Wilton would emphasize services to K - 8 was too broad an
for effective use of one person. A career information service
-prograsi was set-up in the library annex at Wilton Academy. Jr. High.
91.
-students could get career information with lesd than et day's work per
week on the part of the career education coordinator. The,otraer four
week days could be'spent ci.K - 6 activities.
A second favorable factor was the placement of a_-graduate student
from the University of Maine; Orono. This teacher was -on sabbatical
leave from the district to-receive his master's degree in elementary
guidance. By completing his counseling practicum under the Wilton
coordinator it was possible to place guidance help one day a week in the
Weld Elementary School. This school is thirteen niles from Wilton and
has been difficult to service on a regular basis.
Another favorable situation for promoting guidance concepts has
been the placement of student teachers from the University of Maine/
Farmington Special Education Training Program as resource teachers in
SAD #9 Schools. The Wilton counselor has been able to coordinate some
guidance functions with t e helpful people. They have utilized socio-
grams to help,in an understanding of social, relationships in various
classrooms. Most important has been their attention to individual
needs of each 'pupil under tneir care.
With the additional help provided, the coordinator has been able
c
toengage in mOre:teaoher4consultation in the Wilton area. This has
included such activities as interpreting test results, looking at indiv-.
pupli!differences, identifying learning difficulties and discussing
career implications of di§terent subject matter.
.44
92.Although individual testing was done by the counselor last year, this
has been expanued'in numbers and kind. In additi. t the WISC, Standard-
41--Binet, Detroit, and ITPA available last year, the Peabody Picture Vocabulary
and Individual Achievement Tests, Wide Range Achi -Test; and several
individual reading diagnostiC tests were made available for limited re-
.. iret grade screening Test was given to half
-Of the kindergarten children at the end of this year. The other half
is scheduled for testing in September of 1974 along with the other then
first graders.
More individual counseling has been possible but has --not been
stressed beCause of the time required. The use of forms such as
Oinkmeyerts) Life Style Guide, This Is Me and Sentence Completion
activities has helped provide a direction for these sessions.
As our second year in career education draws to ah end it appears
that the Wilton coordinator will be retained for work in anot)er capacity.
Next fall it I's hoped that additional help.will be here to screen children
and start a developmental Learning Disabilities Program. This same form
of guidance services will be provided for at least the immediate future.
- With a greater emphasis on self-aware ess this past year the teachers
have been involved along with the staff in establishing develgpmental
guidance activities.
At the end of the first project year the SRA "Focus on Self-Develop-
ment" programs, stages one, two and three were purchased. Also obtained
were the Developing Understanding of Self, and Others (DUSO),Kits D1 and 62
from AGS to round out the awareness program.
By having duplicate kits of the above series coupled with the ETV
program Inside/Out it was possible to offer an Affective Mental Health
approach for teachers to use with their classes in the 5 grades.
frJof,fie"
Along with the Magic Circle (idea) suggested.,forfolloWrup'to the
Inside /Out program, the Glasser type classroom meetings were started in
,_several classrooms. 'This was most successful at the second grade level:
1
Cooperative Student and Teacher Involvement:.(Objectives #1, #2, #5, #6), .
93.
During the first year's project some- cooperative, efforts among grade4
level teachers in the district were noted. Examples included the sixth,..
grade model comrhunity project at Wilton Academy, the Cushing School teachers'
falls eledtion project, and the third grades at Wilton Central School. The
election project at the Cushing School included a fifth grade, all four
grades, and the special education students.
In the school smost of the career education proje9ts/Farmington
.have resulted frys individual teachers, rather than total grade] evel..
efforts. Although all grade levels follow abasic social stu Lesx
/culum, it is interesting to note that individual teachers' proached their
units in their own unique way. However, during the fal of 1973 through
a third grade teachers meeting it was decided by p4e t/ kachers that they
/ '/'would like to Atte:Apt a project involving all of thy third grades. Teachers
-divided their food unit into sections, planned with the childre,n, a well
balanced lunch, and divided the responsibility/of preparing the-meal within4
the six classrooms. The ''cooperative effort was'a huge success!
This year in dilton the third grades each developed a unit from the
social studies curr:.culurL and taught i¢t to the other third grades.
Cooperation wad alto extended to the Librarians who worked closely with
the two elementary coordinators,indrawing.dpilists of books on careers,4
self-aiareness, xnd photo,;raphy and media. Aany of these books were included in
-the 1973 requisacioLx- for the library.
J.
1
; Icel
S.
S.
94.
Career Education Projects Completed at the Elementary Level:
Career education projects reported upon in,this replirt.are those
projects that met nearly all if not all, of the seven elements established
as guielines for a career education project. These projects included
field_ rips into the_pommuniUusuallyan_thelbrmpf mini- trips; role
p t 41,1deritgiimiejolesithertrzeizes_anto an. _
/
occupational role or situation; hands on experiences, helping. the student
discover his manual 'skills; resource people from outside the school; Career
awareness; self awarenegs activities; and the tie-in pf as many subject areas
as posbible.
3iL a breaku'oWn of these projects by teacher, grade level and
school.
41,
A
Att 7-
A
0
lOV
Career Education Projects Completed at the Elementary Lev''el
TABLE "3
TEACHER
Grade Level N.,
Projects
School
0
Allen, Edna
Amos, Arlene
Backus, John
Kindergarten
Grade 1
Grade 5
Burgess, Bonni
Grade 3
Burgess, Lillian
-Grade 3
(a) Fruits and Vegetables
b) Working with Plants & Animals
l(c)
Community Helpers "Home, School,
and Neighborhood
(a) The'kigiry Farmer
(b) Seeds\.' the Garden Farmer
(c) When r
ow Up
(a)
(b)
(c)
(d)
(e)
Batteries and
Communicatio
Leisure Time
Photography
Reading Bucks
Bulbs
,
and Advertising
Activities
-Nanking
(a) Foods(WOrk of PI
rig and
Cooking Meals)
(b) Shelter
(c) Transportation
(a) Foods
(b) Learning by Communicating
(c) Safety and Transportation
(d) Shelter
.
priloy School
Primary School.
Cushing Scho$1
Central School
Mallett School
Milton
ilton
Farmington
L
..Conant, Coval -
Grade4'."
(a) Lumbering & Wood Products
(b) Woodworking in the
Classroom
Cram, Sharon
.GgadeA
-:
"(E
l)"Macbeth" Video
Tap
eProduction
,,,-
_,..
,
..
Coffin, Peter
Grade 6'
(a) Exploring Job Opportunities
.
Deraspe, Ann
..,
.Kindergarten.
,(a) Hatchery
-.
''.
-:'
..',...
..
Dickinson, Nancy' Grade. 3
:.
.(a) How a Film Strip is
Made
. ('
*,a
k
Dawson, Trudy
Grade 4
Durrell, Connie :
Grade
Farmer_Taffy
Grade 2"
,4
-
Fidler, Lillian.
Grade
.5
Granbergr'Bachel 'Grade 1---
Heath, Adele
.Grade. 2
Hardy, Francis
Grade 3
a) Communications andAdvertising
(b.) Local Careers inMaine
Ca) DUSO Looks at Career
Development
(a) Community Helpers
(a) Flying Kites
Aa)"Jobs".;in'.Maine & Nova Scotia
(b) Focus on Careers
(c) Seeds and the Garden
Farmer
Cushing School
Wilton Academy
Ingalls School
Mallett School
Central School
Cushing School. '
Cushing School",
lton
ilton
armington
armington
ilton
r4
Ak
4:
.1t
3.
Akot
/ .
ilton
Central School
iilton
New Sharon School
eft Sharon
Primary School
ilton
'4
(a) Businesses and Servicesin the
Central School
Wilton Area(Community Helpers)
(b) Worker of the Month
.
(a) Animals in the Classroom
-Mallett School
'(b) Communications
(c) Construction
(d) Fish, Hatchery
(e) Foods
ilton
46:mington
sp.
,/
-
Holmes, Anita
Grade
(a) About You
(b) Storekeeper
(c) Who's Who at the Zoo
Kozlowski, Jean
Grade 3
I. wis, Jan
t
1Grade 2
4Ckwood, Douglas
Grade 6'
M isner, Marcia
Grade 3
ore, Jeannine-
Grade 5
(a), Foods
1(b) Shelter
II Malldtt Schbol
A
Mallett School
(a) Community Helpers
Mallett School
(a)' Writing & Film Production of
'an' Original Script
(b) Photography,
(a) Foods
(b) Interviewing Parents
(c) Shelter
(d) Transportation
(a) Book of Revolutionary War
(Book writing)
(b) Electricity and Job
(c) Making a Film
(d) Telephone
Wilton Academy
Mallett School
Wilton' Academy
Mosher, Birdena
Kindergarten
(a) Fruits and Vegetables
Primary School
(b) Community Helpers
Norton, Gloria,
Grade 4
(a) Wood Products
Mallett School
Nutter, Judy
Grade l
(a) What Are Your Emotions?
Hallett School
Oliver, Diana
Grade 2
(a) Hospital Workers
Central School
Orr, Leatrice
Grade 4'
(a) About You-Healthy Minds and
Mallett School
Bodies
lb) Forest Regions
;-
Farmington
Farmington
Farmington
Wilton,
/ armington
Wilton
Wilton
Farmington
Farmington
Wilton
Farmington
L
Pike, Ann
Kindergardeb
(a) Apple Orchard
(b) Hatchery
-
(c) Valentines
Pratt, Charlotte
Grade 5
Ranger, Carol,'
--Graae 1
Riggs, Maureen
Grade 3
Smith, Elizabeth _Grade 1
Sparks,J.laude
-Grade 2
Sproul, Jeannette
Grade 1
Sproul, Paul
Grade
Thombs, Nora
-Grade 4
Tripp, Doris
Violet, Marilyn
Grade-4
Grade 4
t
o. .
(a) Yourself in relation to other
People and the World around
you ,k
(a) A Visit to the Dentist
(a) Kid's Candy Co.
(b) Indians
(c) Shelter
(a) Dairy Farm
(b) Dental Cam
(c) Seeds.
(d).hat'Goes on Behind the-
Scenes at theLibrary
lett School
Wilton Academy
Mallett SdhOol
Central School
Primary School
(a) Community Helpers
Central School
(a) A Visit to the Dentist
Hallett School
(a) Eplbring Job Opportunities
Ingalls School
(a) Products from the Forest
New Sharon Scho
(b) Maine and Town Government
(done through games & oral
simulation)
(a) TownGovernment
Cushing School
(a) Exploring, Work in Our Community
Mallett School
Farmington
Wilton'
Farmington
Wilton
Wilton
(
Wilton
Farmington
Farmington
New Sharon
Wilton
Farmington
Wallis, Eloise
Special Ed.
Ward, Claire
Grade 4-
Young, Carol
Grade 3
(a) Bank Workers, Savings,
and Checking Accounts
(a) Wood Produciai
(b) World of Work
(a) Communications
(b), Foods
Wilton Academy
Ingalls School
Hallett School
jWilton
Farmington
Farmington
.
100.-Jomponent II The Junior High School
(SUbmitted by Marshall Thombs)
Objectives:
1. 2o contin.te and enlarge upon the career development models'of theelementar:. school trogram, to reinforce and expand positive concepts concerningthe world- of -work.
2. Lo provitc group uaidance for the purpose of developing insightsinto streri6ths,iwee.,4nesses, and interests as they pertain to academic andvocational pursidts.
3. To provide the opportunities to research occupational areas andrelate these areas to interests and abilities.
4. To utilize community resources including l'Usinesses, industriesand people to help students gain insight into the skills and training requiredfor several occupations.
5. .11ohelp students plan high school course sequences which will providea bilqad base for career selection.
6. To integrate career development activities into Bourse offerings atthe junior high school level.
7. To provide opportunities for pareNts to become aware of the goalsand objectives of'the career development grogram.
Rather than treat each objective as a separate entity a procedural frame-
work was established that would Meet the intent of the objectives while
establishing an operational model aimed at insuring a career development(
program beyond the present limits of the career education project. In that
the junior high counselor also served as co-director to the program, it was
possible to guide development in!
snch a manner as to assure integration of
a program that has promise of continuation.
'Pocedures: 0
i. Using the career education model incorporating the seven elements
outlined in the .elementary school component efforts were made to integrate
career education into the units of study that are a part of the ongoing junior
high' program.
'
2. 3y workin.; in cooperation with'the seventh grade teachers, group
guidance or whole class guidance procedures were planned through the language
arts program. These sessions were to be held once a week. Both the junior
high counselor and the teacher were to-be involved. The program was to begin
101.
with self-awareness and inter-personal relations to be used as a backgrcund,
c----------for career exploration based on interest surveys and the Widening Occupational
Rt es Kite (WORK) produced by Science 'Research Associates.
' 3. Through cooperatiV'e efforts, the junior high counselor and language
7 arts teachers of the eighth grade planned whoieClass guidance sessions directed
t.614rd self-awareneSs and career exploratIbn. MotiVation for Career Success,+.1
a very comprehensive program produced by Educational Achievement Corporation
was to serve as the basic instrument for thiP program. A major factor'con-
sidered foi this project was pre and post assessment of pupil self-image.
4. Individual interviews were to be held with each freshman student's 4
.
. 4'
for the purpose revlewIng interest and academic strengths as a basis forG 0
planning a high school program.
5. Through a cooperative venture with the ninth grade language arts
teachers, a program wa.,3 tobe developed that would allow each freshman stu-
dent to spend part or a whole day with a person, practicing an occupation the
student had-indicated .r.terest in through completion of participating in
The Career Games Laboratory produced by the Educational Progress Corp.
6. Part of each function involving parents in the school program was
to be devoted to an explanation of career education concepts and procedures.
I 07
102.
ZZ,
Results:
1: -Several teachers did incorporate career education concepts'into. _
1
d
rea ion coV.d have been achieved if the.
originally planned i#-service fpnction had been carried out and if there
had been more time Lo' work with individual teachers. Ta le 4 pre nbs
data on those projects that were considered by the co-director t correspond
to the career education project guidelines.
C
O
TABLE 4
0
,401#16.1or High Career Education Prefects
Teacher
-Grade
Project,
School
No. of
VStudents
H:Somers-
Grade 8
D. Derilspe
T. Taylor
P. Hayes
'Grade 8
:=;
Grade '9
Grade 9
P. HaieS.-,
GrEide9"
r
B. Fredericks
cc
p
Grade 9
Jobs inYour Future (a comilcte
Mt. Blue Jr. High
55
unit of occupational exploration,
4-
along with many-other activities,
some thirty'films on occupations
were utilized.)
,.
(a) Maine Law and Social Problems
Mt. Blue Jr. High
31
(b) Drug Educaixon
_.
31
(a) Contemporay'Maine Studies
31
(u) Pi.:: c ', Aid aftd. Relatt 7%
-: I
CC
Careers
f-41,;,,
,
PidnicStudy Area".(This project
Mt. Blue Jr. High
35
involved aftTocar nal math group
and a Basic hat t.
An actual
.picnic area was cleared and tables
,constructed.
This project drew
heavily on advice and consultation
-provided by the'Maine Park Service.)
,
Careers and Interest (Planned with
Mt. Blue Jr. High
15
a low level social studies class.
,,
Unit involved- many innovative ideas
.centered,Vound occupational
,exploratidn.)
r
sSimulatio Unit Involving a community
in crisis
"Mt. Blue Jr. High
105
.Child Cgre and Ea4ly Education
Mt. Blue Jr. High
20
.Occupations,
-P. Brown
4ade 7
Grade 8
(a) Ecology Occupatidns
Mt.. Blue Jr. High
28
(b) Relating Health Careers to a
Unit on the Body
Values and 'Your Career
,Wilton Academy
75
1.
0
. .-4,
While cooperative projects have, been a matter of discu.Ssion for the,,
past two years, It will not be9Until next fall that projects incorporating
career education and Developed jointly by teachers of different disciplines
will actually be unc.ertaken.
2. .he seventh grade guidance program was,, started as originally planned
with the L.tent to work into a concentration on career exploration. The co-
director, having been involved in the Inside/Cut T.V. series program tried
a few of the programs with follow-up on experimental basis with the seven groups
that made up the total seventh grade. The reception to these programs was so
positive that entire group guidance programs for this grade was re-structured
around this series. It is strongly felt that results from this approach will
increase the effectiveness of the career exploration activities planned in
grade eight.
44-',F: Next year it is planned to use the most effective Inside /(it programs,
along with the new Career Education series,, Bread and Butterflies.
The vidoocorder systems have made this type guidance program possible.
Part of the student evaluation of this program is shown in-Table 5. The
remainder of the pupils' evaluation is depicted in graph form on the following
pages.
00"
i
105.
106.
Evaluation ofInside/dut Programs
TABLE 5
Stimulus Statement YES Responses . NO Responses
1. I thin4 the Inside/Out Programs arevaluatle.
2. Inside/Outirped me to understand my ownfeelings be r.
-3. Inside/Cut helped me to understand thefeelings of others.
t
141 ,10
116 341
134 16
.
niSIDE GJT PROGRAM: "LOVE SUSAN" 107.
VECaLENT
140
.135
2.3o
125
120
115
110 . .
105 ,v
100
N 95
H 90 ,
BE 85
eo
F 75 .
,.
S r
TU 6 c ,
E 60N
T 55S
.
STUD IT RATING
112Ri GOOD I GOOD POOR NOT nal4
-41
m.4-*
25 .4 i
20.Y..,
.. tr '"' ,, -I.
.....17,4
10' 4 X10,6,4:;.,.. :.;:,,,. 4, ,,p1,,, , ,-,." - , ....... :;, ...
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116:1.4 t;;:` 4%qA
.; 4,70+
,f+1
1
-4?
TDE it 7. PRaGRAM: "WHEN IS KELP"
STUDDIT RATTIC
GOOD GOOD POORrtVIZEkl.T VERY
140
135
130
125
120
115
110 1
. _ 1.
105
3.00
95UN
M 90
E 85R
BO
0F 75 .
S 7O 1
T 1
0 65 i
D.E 60 I,
N_.4...
T 55 :SM.M.M. .1....t.
50
NOT 3E1i2+1
h.
Is
45 L.
35
30
25
20
15
10
411
I I
Itst$V.
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4141I.
,
LW
A>
tow,N
i;k
BE
0F
U
N
TrsTnE - ist i PRCGRAII::mono,
TS
"BUT THEY MIGHT' LAUGH". "'
STUDENT RATING
140
zaciaLaT Vi X GOOD GOOD;- -` FOOK NOT Still
,
135
130.._ ,
125,
,
12) .
11.5-----r-
.,,,
11)'-1--
1C3 1,
,
95 1 i, 1
-i--9C 1
-4i i
1
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.t,0.,85 1 -::- .-1 I
i
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i.
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70 J ,.
i
1
. i63 1 .
. '"--t-
60 ;.
55 ;
f .0 ;.
r . ----4--50 I
"11
.
.,
''
45.
- yord ..-, ir,
4,,, 1;540-. 1 :' ,:y., 01(.
9 ° 0 ''! 1P ,fr "W" ,,
5* if .-0...,71 1.,.. . ..:
25
20.
15
10
5
t
400
113
0
114.
V1 OUT PROGRAM: "BECAUSE ITtS FUN"SDE
EXCE13,"..VAT qsaSIEDENT
GOOD GOOD
RATS
POOR U f NCT SE 1 i
135
130
1.25
120
-115
N 95
90BE 35
30
F 75
70TU .53DE 60NT 55S
50
45
( I
4.4
35
30
4
1
4.
J25
1.01
20
TAME CX/T PROMAN: "Hag DO YOU SHOW"
STUDEIT RATI3
aciatzENT VERY GOOD GOOD POOR
Vio
135
130
125
B
0F
STU
AN
S
120
115
nolos..!...a.100
95
90
as
EC
75
NOT SEEN
4
7C ;
6.
60
557--
50
45-40
35
30
25
20
15
10
5
IMO
116. INSIDE PROGRAM: " STRONG FEELINGS"
POOR
.
EXCIILE.NT W.:Ta GOOD
STUD2iT RATING
GOOD
111
135
130----125
120
115
110
105
100
N 95uH 9GBE '85R
CC
oF 75
S 70
, -4 .. ,
-.4
. 40! ,......:e l
-4. . -t c..:tT'l
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6c
7 55
50
I.
35
30
25
20
1-5
10
5
r
,
fi
" 1
TrSIDE T 'PROGRAM: "MUST -I MAY I"117.
/
I
1-11D
3.35
EXCIULENT
,STUDT
VFRY GGOT)
RATING
GOOD
7,,
POOR
_--r_
NOT SUN
0 0/
1254
12.0
115
110 /105
IOC
N 9: .
car
B ................
. E 85.
R4 cc
. 0, F 75
s 7.4
65
B 60N
sT 55
50 I
6
44'4' kl
40
33_.
30. l
25
20
15;
10
Ii
I ..t_
A e
4
A,
1
118 T.tn-6E PROGRA. M: "TRAVELIN' SHOES"
ST0Dal RATING
__ CtiLENT GOOD POORLa
iqo, I
/35
2.30
1125
115
110
105
100
N 95 ,
--
90B.
85
R. ccr
gi
'4%
.W.80
F 75/0. ,-;
NOT SEM. .
7-"
-
63 !
60 ,
55
50
45
124
40
35
15
10
LR
1.)
PISTDg - OUT PROGRAM: "JUST JOKING"
STUDENT RATING
9
EXCFILF7.IT VERY GOOD ' GOOD
140
135
130
125
120
115
no,105 1,
10C
A 95
90s
POOR NOT SERI
R -85 ;t
80 I
0 ------- 1
F 75
R
T65
E 60N"T 55S
50
k5
ko
35
25
zo
15
10
5
r
Y.
t
44
120. IrsiDE-_.
i
OP-
CA T PRCGr?AM: "...OJT NAMES WELL
5, I
;
3.25
123
3.15
1(3
CI1LFZIT VERY GOOD
444 41,14,
1C)4-
}
N HUIf 9C
8C !
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7.! !
S
U 65
A...
6
55
5o
.HURT"
^ al '44.AC 4
,
1.5'fr-rP
54141.140,444
t
TESIDE OUT PROGlitstf: ',Has SWEET HOSE"
STUDMIT RATING
KCCULF241`
143
135
130
125
120
115
no.105
100
N 9. I
, 9C
E
BC
0.
F. 7 ..`
7C
T
6G
T 35s
50
4,5 I
ipo 1_
35.3o
25
20
, 13
10
A
VTR" GOOD GOOD POOR
JP
KOT 3E EN
-1 -
121.
129
122.' 11STDA CUL PRCGRAM: "JEFF'S COMPANY"
STUDD1T RATI
I EXCELLENT GOOD GOOD7-4 4
140
135 I
13i)
125
120
115
no105
100
N 95 .
11 90
EA-. 85
80
F 750:
s
U 65
E 60NT 5.5S
---50
45 I
33 I
30 /
25
20
L0
5
4
POOR NOT SEEN
(
- '
o.
Trsr.DE - iJLZ PRCGRAM:
1!
"BUY AND BUY!!
STUDSiT RATIM
EXCIILFZT NIFRX GWD GOOD POOR
1 :5
1;0
. 125
12)
11 5
)
105
1C
NOT :3 EEN
-1
N
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40
4105 A
30
25
20
441 123.
124.1-1d5TDE - 1' PROGRAM:
.4
accuaNT
71212 5
12)
115
"CAN I HELP"
' STUDRIT RATING
VERY- GOOD GOOD POOR
3.3.)L
3.0 5
10
N 9!U
H 90
4 85
o L4 H7,s 7C
8.i/ 1
DENT 55
50
45 1
1
140
35
30
25
20
15
:-0.) 10
.5
. -
.*
A
/INSIDE - OUT PRCGIIAM: "LIVING WITH LOVE"
STUDR1T RATING
w;e.]MO
155,
30
1.25
120
115
110
45
40
35
30
105
100
14 95
14 90
E 85R
8Q
0
s
75
TU 65DE 6oN
T 55
50
25
20
aCIILENT VERY GOOD t GOOD POOR NOT SEM
4
;
10
5e140MI
125.
(.
126. .13413TDE - PROGRAM:
CI1LENT
11 0
1Z5
1:71.125
12D
115 :
11 )
1C,
IC,
N 9!U
H 9C
E 85
8C I
0F 75
S 7CT-U 65 .
D
E 6C-
N
TS
50
"CAN DO L CAN/T'DO"
STUDthiT RATIN3
I.' FRY GOOD i 'QOOD POOR
1
45 I
40_
35
-39
25
20'
15
10
5
ti
NOT 3EEN4.
41,,,so-
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1.
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.
T11:31DE - T PROGRAM: "BREAX UP" t
STUDENT RATIN3
&CM FZ1T VERY GOOD 'GOOD 'POOR VW. SEEN
N 95U
- ...I.,. .... ..u.r... .........., .....t
If 9C I I
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- 017 i-:;.0:ia.11:1; "JUST ONE PLACE"law
S TUDMIT RATfl
"t2ar GOOD POOR
12i
320 ,
11
110
10C
N 95
ti 90
E 85
CO
r
15
10
5
134
ri
MLDE OUT PROGRAM: "YOU BELONG"
STUDENT RATIN3
EX :3ELlarZir fERY GOOD GOOD
14,0
PVT :;OT SW.
1-35
130-4
1.25
120
115
110
1.0-5
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40
35
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C-
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2,5
s-
TYSTDE PilM'Val:. "IMP" (Learning t. be Yourself), SUDENT RATIM
EXCELLOAT Ma GOOD GOOD POOR
140.
15
12),
. 125
123
115
11 3L.
105
1C.)
N . 9: ;
U......_ - 4-
H : 9C
: E- 85
.NOT SEEN
8C
074
70
U 65
E EO
N-
T 55
Y40
35.
0
25,
20
-15
10
5
,
135.
141
136. 71.7)TDE PRCGRAY.:c
140
'20ST IS A FEELING"
STUDENT RATING
ECCINLENT 1/2R1'. GO0) GOOD POOR
135
130
iV 5
120
115
33.0 !. r
105
1 C 0
N 95
90B
85 =I
80_1:
F 75
70 -I
U 65D
60NT 55 .-
s50
40
35
30
.23
20
15
10
5
.
.1.04.
L
.3=
137.3. The -grade eight guidance program also underwent completer change.
Pretest self-image assessment was made, Six modules of the "Moiiiiation
for Career Success" were used. At this point, the program was evaluated
and it was determined that the program would get better results in a high.0
sch4o1 program: Higher ability groups at the eighth grade level could
, .
make use of the program,.but so much time would have been required forti
adaptation as a general instrument for'eighth grade group guidance, that-
it was decided to redo the program from a different approach.
All eighth grade students took the Kuder E General Interest Survey.
Using the results of this survey thevstudents could choose one of three
approathes to career exploration. (1) A student could use the Kuder
results to make use of che"Widening Roles Occupation Kit" or (2) The
student could choose to learn about planning for a career through using1
"The Qareer Games Laboratory" or (3) The student could investigate his
interest further through interest purveys*in the Technical, Acaddinic,
or exploratory areas and research occupations through the "Occupational
Research fervice". Guidelines were set up for the use. of either of these,
three approaches and students were encouraged to become involved in two
of these programs. Many.worked in all three Ia addition many booklets,
pamphlets, and folders along with Occupational Handbooks and taped re-
cordings of interviews with people in-various occupations were used.
The total program was set up on an individualized framework with the
intention intermixing this with group discussion sessions. These proved tor
, \,
be less effective than projected. Based on this observation it is hoped
that the groundwork done with the seventh graders this year will lead to
(I)
more productive discussions as eighth graders. An factor limiting
discussion was the class size. Even with both the counselor and the^,
teacher involved it was difficult to arrange groups for the type of in-
volvement felt necessary.
a 3\ I
138.
All eighth grade students were administered the Self Image Posttest.
The survey was designed /o be used with the "Motivation for Career Success"---..
program. This factor can at least provide some reason for not showing
a
greater gains in some of the areas. The survey does give a picture of
eighth graders as they see themselves at this crucial stage in their'R
development.
Table 6 shows the extent of eighth grade involvement in this'program.
P
C
3-39
TABLE 6 .
e Eighth Grade Guidance Program N = 133
I
71,
Number of occupations researched through the wideningRoles Occupation Kit - total grade.
Averake number of occupations per student
997
8
Number of occupations researched through the'occupational Research Service
Average number of occupations per student
77-
Number of occupations arrived at through_the CareerGames Laboratory
,.,
Average number of occupations per student
192
. .'M
Perceaimof students completing the Kuder E.Interest-Survey k
Percentage of students completing InterestSurveys as part Of the .Occimational ResearchService
92%
66%
The following pages showin graph form the pretest and posttest
results of the Self-Image Inventory.
1451
.`
SELF - IMAGE INViiliTORI,
STATEMENT-
est,
PRE -TEST:
APPLIES POORLY
APPLIES
APPLIES
WE
LL
1.
I HAVE GOOD ATTITUDES TOWARDS
GETTING AND EDUCATION:
APPLIES
POO
RL
Y
POST -TEST:
APPLIES'
APPLIES WELL
APPLIES POORLY
PRE-TEST:
APPLIES
APPLIES WELL
2.
I AM NOT SATISFIED WITH "JUST
GETTING BY" IN SCHOOL:
APPLIES -POORLY
POST-TEST:
APPLIES
0'
APPLIES WELL
dI-4
-3
GR
AD
E 8 =
133STQDENTS
PERCENTAGE OF gTUDENTS
.1020
3040
50
60
70
80
90
100
+
SD
II
"4 III I al/
I111
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APPL
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PRE
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APPL
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411
GR
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E 8 =
133 STU
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S
PER
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S
8090
100'
APPL
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OR
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KN
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12. IM
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IDE
AS I D
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ITH
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POST
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PER
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7-
1020
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5060
7080
90100'
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materials were not availble until the freshmen had begun scheduling for.their Sophomore year. While this was great motivation for looking at next
yeaits programs,.it did not allow time to take a careful look at the'total
high school program. By beginning these interviews early in thefall
semester, better planning can be expected. In another-year, the eighth.
graders will nave Lad more background on their interests aid a better idea
of what i. require- to pursue certain occupational areas. This in itself
Should increase the success of this procedure;
5. Only minimal succpss can be claimed in providing freshmen with outside
.
pof school career exploration experiences. Some students were able to artici--v
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was provided than Lad been anticipated. The reason for this was simply that
there were fewer scnool furctions of an informational nature than usual,ri
4
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176"..
I
Component III -'The Senior High School
(Submitted .by George Willett
1. To place all students of those teachers participati4'in Career
. --..-
il'
Education in at leastta
k_reek position of Career Exploration.
Last year we placed all students of participating teachers in a
work experience situation for a period of.one week. . We felt that because
....this was the first year of this.aptivity,.that this might be the more
h.-
IV.
judicious approach.
We had planned for this year to place the students for a period of
two weeks, and made all arrangements. However, one month prior to the-
inception of this project, we learaga through out State Department of
Education that the State Department of Labor was apposed to secondaryJ
students enteiing the labor force fOr such a period of.tit, without
receiving payment. The State Department of Labor permitted us to place
our students for a period of one week in non-payment arrangements. This
was a serioak t-bact to our efforts, as we had.anticipattd this beinga
the year in Act we would have most of our vocational students working
beyond our vocational center. To date, we have placed approximately one
hund'red students iii. work experience situations, And :he evaluations which
we have received from industry and business on these students have been
exiellent! 4
We feel that this provides the school with an excellent' device to
t
.,
'177.I
show tne community tne Ly of our sLuueul.57 wire to pi-01,14:4116 i.he .1.114.1
idual instructor with the opportunity to meet those people of industry and
business who are doing comparable work. Naturally the vocational instructor
.
has, an advantage, since the community has more,
craftsmen than it does
profesional., This reflects in the placement of non-vo V ational students
fgom the comprehensive secondary school. Rather than attempt to rationalize
--17- t,)
the lack of other than vocational students participating in, this phase of
our Career Education project would be wasteful of,goOd time. But suffice
it to say that the participation of the academic educator in, our system, in
this phase of the ,roject was poor. After much assistance and solicitation,1
we have been able to encourage one teacher toplace the students of his
crieMistry class in course related work-experience situations within bur
immediate community. This remains paradoxical to comprehend, as after. ,
both teacher and students have.participated.in this activity, they always
find theexperience refreshing and enriching. In spite, of this, the
enthusiasm of other teachers to attempt the same remains unchanged.
4
-,7One would believe that subli an experience would become contagious,
in &time when educators are asked to have accountability. This has
not'always been the-case iour project wit, the academic teacher.'
Originally, and in the first year of our pro t and when we were much
less experienced, we felt that the teacher shoulc be courted and Won
before we placed.the task and implications of Caree1 Education, before
him. We believed,that the teacher should be won over tb the side of. .
; .Gamer Education'before we dared ask, or impose upon him, o attempt
participation in the project.
S
';
178.*Objectives I (con'
would say that the placing of vocational students, helps them to know
their bkill level and its place within their vocation. As far as its
ability to inform the vocational student of career exploration, thiaD
I tpursuit would not be adequate. The placing of those few academic stu7)
denU 'within an area. of interest for a period of time, would be of
, greater value to the student. The problem as stated earlier,, was to s*w
e .
academic teachers wished to pursue this device gthat a few acad r the enrich-
ment of their students. Our present approach to attainment 8 .this objec-
4
ti
tive was less than desirable.ti
Being aware of this, we have attempted to present an independent
study week to the members of this faculty, with the hope and intention of
having those interested people develop and dse a system of their contri--.
vance, which would meet this objective: Again this proved to be unsuccess-
ful in that the faculty was unwilling, or incapable of, developing a week
og independent study.
Recently the principal and project diredtor at the senior.high,
visited a neighboring school which successfully implemented'an independent
study week Program. This program has been underway for two_years, and has
been regarded as one of the finest in the state. At this joint, I believe
that we are least neutral', and will investigate it further, prior to
attempting to implement. it with our faculty. '
ti
Our approach shall be to approach the teachers in small groups, to
develop teams, which if all goes'well, shall lead to the implementation
and development of a comparable venture. I believe that we will have
success here as our appeal will be directed more to the teacher thanktfie
department head. This should help us to better meet this objective for an
on-going program.
1
mo,
Objectives 2 -(con't)
To are 'at ear-h student to identify his intellectual skills an
179..
relate them to broad occupational goalS.
To meet the requirements of this objective, we believed that we
first shouldcOsist the student to become more aware of many careers.
We had several avenues of approach here: one was tq administer the
Self-Directed Search, and then the use of our own Career Resource Center.
This year We attempted to administer the Self-Directed Search to the
Sophomore class, and have been successful there. We then, during the
ensuing sessions, encouraged the students to use our Career Resource
center, a microfiche card bank of approximately five hundred local job
descriptions, after they had been through a group session discussing the
use and development of the Career Resource Center. We felt the Self-
Directed Search to be an excellent test for the immediate disclosure of ",
4
the student's interests, as it exposed that student to many related occupa-L.
tions. Our efforts in the following years will be to expand upon these same
efforts, while continuing to enlarge upon the Career Resource Center, which
incidentilly, has recently been approved for use throughout the State of
.J.
in all of the twenty-five regional vocational technical centers,-
Another test instrument which we have used with Seventy seniors this
past year, has been the Armed Services Vocational Aptitude Battery. This
is an excellent test with sub-scores for individual vocational areas, given
by the military at no cost to the school system. -The military is eagerly
promoting this test and makes no dema;nds upon the schoelor the student
concerning military service. We are jesently working to have this test
ti
given to all sophomores so that we can readily identify their areas of
aptitude and then counsel them to better' occupational pursuits,.
In one instance, a chemistry class, we.have been able to place stu-_ )
dents within the community in,areas of their interest. This has worked:out
extremely well.- The students have learned to a greaker depth, more of their
'18G.Objectives 2 (con't) c
Mattlilay, 1 more of a particular'occupation.
A3. To maintain a flexibility in structure and content within our
curriculum, to provide for career exploration programs through actual
on -the -job experience.
This objed*ive has been extremely well met in all, vocational, programs.
We have attempted to introduce this to the students inIthe junior year,
rather than just the senior year, but this venture is regarded by some
of our educators as much too precarious.. For the same reason that it is
beneficial to the senior 'student, it must be beneficial to.the junior student.
. In the. academic section of our building, the effort is negligible. The44P,
academic staff does not realize the advantages t6 be gained by students in
etheir charge. Career exploration is something i4hiOh unfortunately the
faculty regards as the task of the guidance department, or the task for
the vocational student only.
In my two years as co-direCtor of this project', perhaps the most
difficult aspect to comprehend, is that lack of participation by the ,.o .
academic secondary teacher. Do teachers at' Ihis level teach solely fora
the sake of making presentations, or do they feel, they have performed'
adequately when their-students pass an examination? I believe that many,
teachers relegate the career exploration of teaching to the guidance depart,.
ment if they dc even that. I believe that many, or the most part of the
..ilzstructional staff regards that task as not theirs, or they do not consider,
this a reality. ',2hey teach to their own pre-determined goals, which un-
fortunately. for the sake of the students often:changes little from one year to
another. Little wonder that many students are bored and regard thi's type
of education and learning, as a very tedious task to be tolerated and en-
olured for their secondary years.
We have made little progress in making the schedule fle4ble, and
mainly bbcause we have a staff which thinks that offering many courses
Objectives 3 (con't)
by ti .$0 ach, is new and different. Thgr dare not
181.
be exciting or different; they dare not integrate with the community and
industry. What is inherent to the educator'that he dares not be different
or make his odurse exciting -and different?
Throughout this project we on the staff have often felt that the
shortcOming of the teachers were brought about by our inability to make
At,
them a part of the team, 'or to light the spark which would make them become
a part of our total effort. Too often we felt that the problem has been our
own. I believe now, that this has been totally wrong, for the responsibility
to become a better educator never s ould deminish. If the educator is a true
'professional, as many believe they are, then their responsibility 1,6 to,grow
and,always attempt the new ways...accept the challenge. How many do this, ;ale,'
compared to those who remain,lock-stepped in their traditional methods of
teaching so boringly. Iam afraid that the greate numbers are with those
who resist change and.remain with -the methods, whic are founded and secure .
to them, with little total regard for'their.students.
_ .
ro
4. To'involve our classroom teachers in all phases Of planning, development,'
evaluation and placement, so that the total.efforts reflect the thinking and. \
involvement of all educators associated with Career Education.
Our major intention during our initial year was to ot ganize-interested
11 0 '\
example, all
English teachers were grouped at ,ach general educational level such as
.. . ,
..'' .
secondary, junior high. From this' group a general chairman was chosen by
the career education staff, The chairperson was given direction in the,i , d /
teachers according to teaching discipline. That is, ,as an
-nominal-process with the overall objective for that group to delAIop five
basic activities which they each felt would be the most beneficial for the
entire group. To this.point,' we worked extremely well. It was after this
that the problems seem'to appear. I believe this was because we didn't1 87
182.Objectives 4 (con't)
'r
re.
I I , IP
the goals for the staff to follow, or the staff was reluctant* attempte4
the activities which they had developed through the nominal process.
The best`teacher involvement occurred in those caseswhere the indiv-
idual took the situation in hazi'd himself, ,and simply werit about the activity
through his own volition. In all cases, where the individual teacher
decided'fo undeitake the activity himself, there was individual success.
In,these cases, we gave support and encouragement to the teachers who wanted
to attempt an activity. It was during this stage, that-we simply could not
relegate time to-the encouragement of those staff members who still,needed
prodding,or who were without perseverence enough to attempt the activity.
whidh they, hid helped to develop.
One majorshOrtcomingto our program at.the secondary level was thd
commitment of the administrator. No major commitment was made at any oneC
1.
time. Itappears that token supportwasgiven in those instances where
there was .staff enthusiasm, but to promote and encourage the type o?
creativity needed'from the teachers, little promotion of this sort was
forthcoming. The reasons could be many...in'all fairness, we expected
to generate enthusiasm by the enthusiasm within the Career EducatiOn staff:
The attitude of the administration might have been to wait-and-watch,
rather thanto make a commitment td the program. In many cases alio was
deadly to ouf project, as many teacherslooked to the administrator for
,
direction and leadership. In those cases we lost people who might have
attempted at least a single activity: The Major'loss here being career
exposure to which the student might have been exposed. I believe, quite
l'i'.4,5assuredly, that our administrators were'as aware of Career Education as
they should have been.= For some reason they were not able to assume,_, , 7. ,
AA A .."SSA.ft. A
pOsitions of eaership, which clused,at best, a withdrawal on their'
r "?
Objectives 4 (con!t).
part. One MaigrtCQ1 _Ming ie1SaCargerStaf
183.
td maximize use of existing facilities and resources.
make the administration more involvedn our planning. In- any event, I
believe thatwe were reluctant to undertake this approach as our adminiptra-
,.-:
tors would have foundqhn entirely different vantage position with the *major
.part at: the direction coming from guidance-oriented people. A. believe this41.
rigidly, andsUpport this with findings from a recent meeting of project,
directors in New England, who found that the best approach to CareerEduca-
tion,was to have a principal aria counselor as co-directors in the project.
I believe that we achieved this.objective extremely well in making thoseAr
participating teachers involved in all phases of the career education pro-
gram.. In those situations, where the teacher undertook activity, we
foixnd that most teachers needed little direction and assistance, once they
got their' initial activity underway.
In regards to evaluation, we again felt that to use local personnel
from the University of Maine-Farmington, would be advantageous. -This year
did. not work as well as the evaluation team was not clear of their function
or specific duty until we were well into the project. For whiver reason,
they did not actively participate in the, program as last year; so that we
did not have the Opportunity td change or adjust programs according to out-
side evaluators. Last Air we'felt that we could'adjilst our program in
relation to the'immediate feedback which we gained ffom the evaluation4.-.
,-
team. This year we lacked this advantage and made adjustments according to
our own evaluation, which was not, as 'effective..
w.:-
5. To develop and organize a community career education advisory staff
for the purpose of assuring a total effort of school, community and industry
There were several reasons for this, and I believe the best is that we,
did not know what to expect of them. Originally we,planned to have this t,
,A
. _
1,84.
Objectiva45 (con't)
44444-ase.464inb-ridging the gap thatWINit existed "tfeen the schoolin-a
the community. 'We further felt that this would be an arduous task, and that
it would involve considerable effort. We also believed that having the
community serve in this capacity Would be essential to the project. After
being in operation a short time, we felt that we are making excellent
contact with the.community; and we soon realized that the community was mkt
anxious to help With our program. We developed our community resource bank
of people who assisted ih.the Classroom with their hobbies, skills orowinteresta
apd experiences, so that we gained twofold. Ona contadt with the community
led to another, so that while having the resdurpe person into the school, we
also continued to illustrate tothe community, our program and our desire=
to have the community be a part of the` project. We felt that we achieved
this objective without developing a committee, to,assure that the community
knew of Career-Education, as we perceived it. Through field trips) resource,
/
people, career exploration and news media, we were able to involve or'make
people aware of our career education program within-the school district.
Having reached the_depth of the objective that we desired, without
developing,a committee, we asked ourselves is this approach making available
- .
to this project those facilities within the community? We felt that because
the community had received, us with open arms, that we had at our uee, those
facilities, people and
place students wit pro
to use many.pe4le for.
community potential that we wanted. We were able...to
fessional people for parts of the day. We were able
many different tasks on many occasions. In every
case, the communi dr the people.of the community were extremely willing
A(..044et. and available to ass ist us in every way.
.- .. , .
attitude prevail within oui'community, tht'beyond the retches of our own,.
_.
'--
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. .1i
communities, for ;n many cases we used facilities and people at the state
WI found that not only did this
capital, as an example, which was almost fifty miles away..
objectives 6 (con't)
0 185.
6. To recognizP the counselor as the catalyst to bring about the change
and supplemental reo-f-ranizatiCh-dr-the-learning structure,-td-bdtter
tate the concept of career education.
This objective was never really well established within the secondary
area. With a very few teachers, the counselor was used to help yith7
particular activities, or the counselor was used to suggest methods %
of conducting an activity: The counselor or counselors comprising the
Career Educa tion staff, were used to initiate or promote a teacher-
oriented and teacher-developed activity: but beyond that, the counselor. .
had ho input into any phase of the curriculum. The reasons for this
could be, that since this is not the usual procedure within our particular
system...using the counselor as a source or as a capability for determining
success with a/particular part of the curriculum.
Earlier it was mentioned that one shortcoming of our project, at
the secondary level, was the lack of involveMent of the administrator.0 ,
This could have been the reason for ti4-ack of counselors playing any
decisive role in the curriculum. However, I believe that this objeCtie
was not established because_it has not been the policy Of this district
to use the counselor to that extent. Part of the purpose of this objec-
tive was to.implement the 1.2.86 of the counselor in this function. For
some inexplicable reason, this function is7
en as beyond the role of the
counselor, which is a loss of counselor usage. Had the counselor more
input, he could have been used to revolve inqruction in the classroom
'about the career awareness experience, or to weave the career awareness
activity into the traditional' approach to the cdtricUlum. The attainment
0
of this objective could havd'been easily reached, I believe, as this
approach would have brought the classroom teacher, and the' Counselor,
; ..
and the student into a closer workipg proximi,sty,-
186.. ,
Objectives 6 (coWt)
7
In one situation,ttre-TlaS accomplished in the fol10 manner. That
_is, the student-and the counselor and the teacher were involved in a small
project which placed chemistry dtudents in the communi work ex-
_Teriences oriente abbut their chemistry skills or use'of their chemistry
knowledge. One,chemistry class was asked to select a'location within the
r
community,' had an involvement or background with chemistry.. 'hie
student was tP,'develop an objectiVe or a problem, and then had to find
a solution or greater understanding of some principle or problem, as
related to hiss chemistry knbwledge. Students were placed,in the water
treatment plant, where not onlv\did they use their basic chemistry knowledge
and skills but they became more aware of the practical use of chemistry_%
and saw its immediate application within their community. The whole
project was extremely well receeived,by the student and the community. In
one situation, an engineer called the school by his own volition, to
9ommend the student who had spent the day oith him. The success, of this ,
project, I belieye: more .than attests toy the justification approaching
this objective in the foregoiAg manner. Those student6 invo- lved, and thee
teacher felt that this was extremely worthwhile, and recomniend it for oiher,
students. I believe that we shall be able to continue this aspect of our
s\,
project; it is simple., low cost, and ofextreme value to the student.
7. To involve a student committee to help. expand the Career Education
coficept, and to be used a'S resource in the developing Career Education
model.L
f./1 t+43
was, believed dt one time...this school year, that igewould,be able to
..
.
have,our pearch Week project underway. In this project, the student-was to
spend one week in a'work exposure anc(career site. The students were to be4 4
I-
2
Objectives 7 (con't)
part Of the governing committee, comprised of the principal and the
assistant superintendent. The students were to develop their own objec-
tives, and make arrangements to undertake the practical part of the project,
187.
once they had sought an approval from the governing committee. Studejits
.
were to make up tie largest part of the governing committee, in fast, their
total authority in deciding on project approval was greater than the
principe or the .ssistant superintendent.
The project was refined Somewhat this year, and several meetings were
held with a few interested students, and the guidance staff, and the
assistant
We gathered materials from successful projects in existence about the=
state and made headway. We felt that prior to going to the faculty or our,
principal, we should firsVave a good background 2h the various projects
about-the state:': that we could make an intelligent request for permission
and endorsement'o- this project. I believed that we attained this level,
and actually visited a school in Maine who had a very successful similar
project.
Later thii directOrl and the pi.incipal personally visited the same
school, to meet-with the project director and had a very interesting
discussion there..- Because of the time of the school year, and in the
midst of scheduling, we both felt that once matters had settled down, we.
would again approach the idea, and consider the possibilities of adopting
it to our school. T'-is gets away from the une of student, chiefly because
this very successful project was conducted without the use of students at
the governing level, which has not been our intention.
193
188.
Objectives (con't)
I know that to conduct 9. project of this magnitude, and to not user
students and their candidness, would be an error. At the time of this
. .
objective, I.had planned to expand in the use of students, once they had
e:
elvCC wLL L the Search week project. Not paying_ done much with
the Search week, I simply cannot measure success or claim attainment tf
this objective. I think it wrong to pass this-area over too quickly, and
believe that we Should use the students. We have developed and built a
forty-foot mobile classroom, and will involve students in the use of that
as far as beyond the Actual construction. I believe that we .hall have to
evolve and then select the best use of the students. I feel that while
some are capable of serving at gher levels than others regarding
responsibility, it.would be wrong not to involve the student to a greater
level than what we have been doing.
I think that if Career Education is regarded as the child of every-
one... student, teacher and community, it shall be successful. I would ,
like to see student involvement develop by. its own accord and enertia,
rather than have it develop by the desire of adults. The trick in
doing this is beyond me at this point, but I do believe that we as
educators. can set the stage for the student, so that he makes the
1
.project"more his,own, rather than it being something he participates in.'
A CA
C-
§_
In-Serldce,Education
The mber in-service
thriugh a irrkshop type,c
/-the Uhiver 1.W of at- Fat
f
tfio ion process was accomplished
se aught for college credit,,thiough
189.
ngton. This course was divided into
two part's =was offered to.aementary level teachers only. The.
/
-,--.
reapons or this restriction were the number of persons that could be.
e .
accomodated in the cur and the determination to concentrate on'...,
(I
. .
building a strong andflpsting career education program in the elmental7.
,
schools. ! ,.
. . ..,
.4.One part of '-thgVic: urse concentrated on career edUcatiOn and-Felated
, 't
areas and was taw-11y IMArsball Thombs, Careef-,Education Co-Director.
It',11"
The other part grtu ram was taught by Margaret Arbuckle, Education
Consultant, SA.) #9u devrited to several aspect, of teacher pupil
, .;_
experiences, cent and the processes of learning. The very nature
mi..:
, .---
of this portion oi,4he, se blended in especially well with the concepts!.411-
presented by the:4mVer atibn philoscphy. /.
,,,
1In the portich con rating on career education, the teachers were
II.
required to report'?)n twit4 readings in the field of career education,
/
develop a unit atirazing thp seven elemens of a career education project,
t/ and teach this unit in the:v. classroom., "Career Education and the Elemen-
tary School Teachee Ly licyl, PinGon, .A.ramore, and Manggia wa4 used as,a1
1i;f \
text.:-- /
( In addition .o thes.,
requirements the participants were given4 r
experience wit.. the noai grbup process" olieration of r2 inch closed
circuit T.V. eqUA.:ent, .lms and slides on career ed4ation programs,
and affective educrAtion,
$11
echniques.
19Q..
Resource persons from both the college and the community were
utilized in this section of the course. Thei.following projects were
pgknned and carried out as -a result of this course.
Kindergarten:
Grade One:
Grade Two:
1. A unit built around the production and market .4;
-of poultry products. (Ann Deraspe)
2. A unit constructed around the theme of a circus.This branched off into several directions including_achology,,pets, enimAl care and circus occupations.(Ann Pike)
1. A unit on food products-marketing involving theconstruction and operation of a grocery store.(Anita Holmes)
2. A unit on plants, their uses and occupationsconnected with their'growth, processing, anddistribution. (Esther Glusker)
3. A unit on the occupations found in New Sharon,(Denise Morin)
4. A unit on Seeds4and Farming. (Arlene Amos)
1. A unit centered around seeds and marketing.(Blandene Buzzell);
2. A unit on communications with the actual airingof a completed program through theocal radiostation. (Taffy Farmer)
A unit on the hospital and health careers.(D. Oliver)
Grade Three:
. r
1. "A unit on shelter and the manyoccupations in-Ivolved in the construction industry. (Maureen Riggs)
2. LA shelter unit centered around tire stages of a .
'building under construction within a few hundredyards of the schools. ;(Lucille Porter)
3. A shelter-unit_ calminating in the drawing of blueprints and the construction'of'doll hodses. (Marcia
Meisner).
1
191.
4. A unit on plant life with emphasis on identificationand occupations connected pith plant study.
Grade Four:
. A unit developed around finding out about careerswithstudies_being_the_backgtound_fox-_____
Grade Five:
6
.Grade Six:
i
I dl. :2. A unit developed around work attitudes and life
styles of people pursuing arious occupations.(Trudy Dawson)
3. A unit based on the study of healthy minds andbodies with research into several health occupations.
4. A unit.qn town government and the people viho,areelected and hired to operate it. ( Doris Tripp).
1. A unit on the history of Wilton.witk a comparisonof ocoupatiOns past and present. (John Backus)
,
2. A unit on aerodynamics. (Lillian Fidler)
3. A unit centered around writing a book..(JeannIt Moore)
4. A unit on jobs that, "I would `like ". (Gary Chretien)
5. A unit correlating self-awareness and careers.
(Charlotte Pratt) ,
1. A unit developed around the use of simple machines.
(Jeannette Rice)
g. A:unit leading to a complete T.V. production. (SharonCram)
3. A unit based on photography loops and optical instru-ments. (Doug Lockwood)
197
ti
1921.
,
a
:44y/.
40
Observations and Recommendations:
ackOd_to-make----.
a report on his obserlrations of the/careereducation projept in
SAD #9 and to suggest recommendations for the Continuation of
career education after fundikg from an outside source hOd
ended.
Mr. Robinson was in a unique position to make an objective
assessmentfof the project. He had been involved in 'previous
projects in other s
1.1
ool systems and as the resource co-
ordinator, he was involved in all aspects ofthe SAD #9 project
in a way that brought him into- direct contacCwithsthe teachers,
administrators, career eaucation staff, and the community. In
addition, the nature of his job did not involve him as directly '
in the day to day close association with pertonalities as was
true of the other staff members.i
The following draws very heavily upon Mr. Robinson's,
report and offers realistic guidelines to any system con--
srdering a,_ career education program.
193.
't
In June, 1974, a two-year Career Education Program in SAD #9,
Farmington, ceasas-to exist as an externally funded project. The
Career Educati8n Staff feels that it has gained considerable in-
sight and experience during this period. The following recommenda-
_ TISITI:1=71
d Continuation of a Career Education Program,
4GRADES K -.12 PROJECT
A grades K - 12 program would appear to be an overly ambitious
undertaking .to initiate in the first year of...Career Education. It
,bas been discovered that the problems and approach to Career Education
are vastly different on three educational /eVels: K - 6, 7 - 9,
10 -12. A Career, Education Program might be better established
andmore firmly entrenched if each of these grade groupings. were
included in the prograM over three successive years, beginning with
grades K - 6. In this way; the main°sUrge of the program, with allAt
resources, personnel, and emphases could be concentrated on the
peculiar problems -and approaches at each level in a logical,
sequential, and systematic way, avoiding over-extensj..on..
Grades K - 6 seem to be the easiest level at which to inaugurateair
Career Program, as teachers and curriculum seem to be most adapt-'
able to the Career Concept atc,this time. Thus, with fewer serious
difficulties, a Career Education Staff can better experiment and
become more familiar and comfortable with the practical aspects
of a particular program, and addresd themselves tw,basic problems
and difficuAieathat'must confront the program at all levels,
while at the same time establishing a workable program and
precedent at these grade levels.
1 Sig
194.
Grades 7 - 9 is the level where departmentalization usually begins, -
and it becomes more difficult to obtain the cooperation and enthusiasmr
of teachers in regards to Career Education. With one year of experience
in the lower grade level, and the solutioA of basic Career Education
1- problems and procedures peculiar to an educational system, a team's
U111 e
the Junior High Level.
ea. a ...=11111. PINIVIEm.4.. es ..411 IN
1'
cid
Grades 10 - 12 are considered universally as the most difficult area
for inroads to Career Education. Many of the difficulties peculiar
tothe;Junior High.Level are duplicated, but much more intensively,
in the High School, With the experience gained from meeting and.solving
the difficulties on the Junior High Level, the establishment of Career
Education in the Senior High School becomes a less formidable task.
As the result of two years of at least remote exposure to the Career
Education Concept, High School teachers may find it easier to under-,
stand how Career Education can serve as a wadable classroom com-
plement and supplement, and thus be more willing to attempt the
integration of Career Eduption into their curriculum.
4 ADMINISTRATIVE SUPPORT OF CAREER EDUCATION
To establish a successfdl Career Education Program on any educational
level, it id absolutely easential that complete support and encourage-
4
ment be given the program by all levels of administration. Without
not only the verbal, but also practical and enthusiastic support of
superintendents, principals,' and others in adMinistrative positions,
aprogram is doomed to failure, or at most, but partial success.
A - Superintendents:
1 - Be tporoughly familiar with the aims and objectives of
Career Echication as it appliescto a district, and be really
to compromise and help in solutions to'problems that arise.
2-7=-BeajarriippThilpFit going fi)
In Some curriculum change an0 adaptation, and be ready to at
lease consider and study such possible changes.
195.
3 - Show by ward'and action a complete support andscommitmene
to the Career Education Concept.
4 - Appoint a Director in-whom complete confidence can be 'given, and
allow this Director and au ority and flexibility to make on-the-
spot decisions, and to trul direct the program with a minimum
of interference. If this delegation of authority is impossible,
the superintendent himself should take the directorship of the
program and appoint a program co-ordinator.
5 Meet frequently with the Director and entire staff to become
familiar and conversant with all phases of the-program and-
its progress at all levels.
6 = Visit Career Education Projects as they are exemplified in
various classrooms, and encourage teachers -to use their own
ingenuity, even if it means a departure to some extent from
established proc dures, in integrating Career Education int9
the curriculum.
Whenever possiblet and appropriate, to comment favorably On
the program to-school boards, administrators, teachers and/
the general public.
201
196.
8 - When problems arise or misunderstandings appear, go directly
to the entire Career Staff for clarification and solutions,,
rather than rely on second-hand reports or misconceptions.
Complete candor and honesty between superintendents and
bLufi is I.he -oTfty-.%3Ery-to-assure-strcc-ess-r.-
B - Principals:
The Prncipal is the personification of authority within a particu-
0'
lar school building. His or her approval or disapproval of a
program can make the difference between teacher participation or
lack of same. A principal's sincere enthusiasm is quickly trani...
ferred to the faculty, while lack of enthusiasm and interest is
a signal to the faculty, rightly orwron y, that nothing`f0be.dOne.
1 - Each building principal should be aware of the Career'
Education Concept.
A principal and the Career Staff member who services a.
building should have an honest and .open working relationship.
Any problems in a building relating to Career Education should
be discussed by the principal withthe staff member, and
an agreeable solution or compromise achieved.
- Principals should use every occasion to encourage teachers in
Career Education projects, and frequently visit claaprooms
during such projects.C-
TEACHERS0AND CAREER EDUCATION
) A Career Education Program, which must take roots in the classroom,
cannot succeed in practice without the cooperation of teachers. Career
( 2Education personnel can suggest, advise, and assist teachers in the
planning and execution of a project, but the teacher must first seek
this aid.
1 - Teachers will not usually initiate°Career Education activities
. and -projects unless definite and open support, and encouragement
is given from all levels of administration. r
2 - Teachers should not be compelled to initiataCareer Education.
prolec s, u n- . . .- . ed-and-fras-t.r.a.ted
197.
in their attempts to do so by unnecessary delays on requests
and by lack of enthusiasm and help from administration.
3 - Career'Education activities may demand some experimentation on
the part of individual teachers,,and may require slight1,....
- ... .- ...is a...
,departures from 'usual procedgeS soeLpustomary classroom
3'44' :: '"..conduct. , f ita1....-J-
4 - By means of workshops,-visitation to other schools, and like
measures, teachers should be encouraged to initiate Career
Education projects and to view Career Education in its true
persrctive, not as an additional burden; bat as a valuable
instrument and tool to meet the
in the classroom.
teacher's goals and objectives
5 - In initiatin a Career Education activity or prolct for the
first me, a teacher needs all of the assistance-and advice
d suggestions possible from Career Education personnel.
A large amount 'at materials and-a great number of guidelines
are &vailable to serve as idea sources for teachers, and these
materials should be made easily and readily accessible to
/ teachers.
6 - Once a teacher has completed a Career Education project,
succeeding efforts come much more easily, and less direction
and assistance from personnel or materials is needed.
7 - If teachers are to complete Career Education7projects, allowance
must he made to ob4ain hardcore materials and supplies that
,
198 . .
.
,.-
may be required. These supplies are usually not undul expensive, 0
but a teacher should not be expected to furnish these materials,
Such materials as nails, wood, etc. should be considered by a
district in the same way as art supplies in an art class, Ld
test tubes.in a chemistry laboratory, furnished by the district
within reasonable bounds.
8 - Classroom visitation by administrators on all levels during Career'
projects will add motivation and tangible evidence of Di r-4.ct
support and approval.
9 - Public recognition by administrators and through the public media
should be given to :teachers who undertak.e-major Career projects.
WORKSHOPS
Neither administrators nor teachers can become enthusiastic about a
program withilut full knowledge of it. /They must become fully knowledge-,
able with the Career Education Concept as well as the practical application
of Career Education as it relates to the classroom. e only efficient
way to offer this instruction is by means of periodic workshops for
teachers and administrators.'
1 - Time for workshops are at a premium, but since Career Education
crosses all disciplinary boundaries and can be an integral part'
of any and all classrooms to great, dvantage of students and
teachers, the same consideration should be given tolCareer
Education workshops as to workshops in particular disciplines.
2 - At least one full day's workshop would seem essential at the
beginning of each school year that a Career Education Program
is to be seriously implemented in a District. At such times
not on* could general principles and procedures be reviewed,
but an introduction made to new services, materials, equipment
and resources.
11 A Career Education Workshop should be held at a time and date'
.
I
PROJECT DIRECTOR
Since Career Education can involve a broad range of activities, depending
Upon the-objectives of a particular-program, and is limited in scope only
when all teachers would-be-available to attend,--and-such-atten
199.
dance by all teachers should-be 'mandatory. Although no teacher
should be required to initiate Career Education-in the classroom,
all teachers should be thoroughly knowledgeable of what Career
Education is, what it has to offer, and how it can be used-,
in order to make an intelligent choice of adopting or rejecting
it.
4 -, Briefisebsions with designated groups of te#chers should be
held periodically Saskire that availability of new materials
and services be known, to serve as a vehicle for exchanging
ideas among teachers as regards Career projects and activities,'
and to-make teaqiiers aware of_such activities in particular
disciplineSiwith-theyiew of encouraging inter- disciplinary co-
operation,fdr projects that alldwall-subject tie-in.
5 - Teachers who have sucCessully carried outsCareepEducation
projects in their.Classroom, should, on:a rotating basis, be
allowed to attend Career Education Workshopi held throughout
the State, whenever possible. They should also be allowed to
help In conducting such workshops for-other schools and Districts.
by time, teacher involvement, program finances, and the 'lice, a,Director
is needed to give unity and_rgpOse to_any program. Decisions must bp.
made' Continually as to the types of activities and the liaitg-to Which
a program should address "itself.
t,-
i$5
-200.
.4.
1,- A Career Education Director must haie the authority to make
decisions as to methods and procedures relating to the program.
Any limitation of such authority should be well-defined and agreed
upon before the program 'begins; A Director who is not allowed/zone
freedom in decision-making'as regards Career Education, is
completely useless, and becomes only one more bottleneck leading
to frustration for teachers and staff who need direction. .If the
administration does not, wish to delegate such authority, then
directorship of the program should remain with someone in the
administration who cad make the needed deCisions, and a coordinitor
appointed as aliaisonagent between staff an4 faculty with the
decision - making authority.
2 - Co- directorship. is at best a precarious situatioa'unless two
people conceive Career Education and its applications in exactly
the same way, which is almost imposs*le.
One of the co-directors of the SAD 09 project considers a single
director as the most efficient, while the other co-director
p consisting of a'dbusselor and anconsiders a co-directo
administrator ads being the-best set up.
, .43 - If for some-reason,co-directors must be appointed, it would be
preferable to have both from the same educational level. Since
as mentioned earlier, the approach to-Career Education differsa
drastically according to grade levels, directors oriented to
various levels will find it difficult to arrive at a unified
concept and approach.
4 - A-Director should be given:complete control over money allotted
for. supplies and materials, and accept the responsibility 'for
spending it wisely.' Only the 13togram Director who is in constant
con act And involverient with staff and teachers is in a position
r
'
to know what is needed and when, and can aloae establish reasonable
and,, intelligent priorities in the use of such funds. Career
,f
Education, by its very nature, may demand the availability of
supplies without much notice, and a Director who'must go through
channels each time some small item is needed, is ineffective
and leads to frustration with the program on the part of requesting
teachers and staff.
-, 5 - Career. Education, especially in i,ts initial stages, is a,time-
conauming program, if it is to be successful. In these beginning
stages a Director should be free to concentrate"all of his or
4her working time .on Career Education; and not be limited by other
duties.
6 - A Director should, whenever possible, be included in meetings of
administrators, especially when topics that affect Career Education
are to be discussed. In this way, administrators can be kept
informed on current progress at all levels of Career Education,
and be aware of difficulties and problems to,the Career Education
J
program in each building.
CAREER EDUCATfON STAFF
To establish a Career Education Program on any grade level demands per-
sonnel who have the ability to instruct, assist, and advise individUal
teachers on career 'implementation. The Career Education personnel or
staff can integrate the objectives and concepts of Career Education into
the existing curriculum, and assist teacheri in the planning and execution
:44br career projects and activities. They serve as resource people'upon,
whom teachers can call for help and suggestions.
1 - It is preferable to have Career Education Staff who can devote
full-time to Career Education, especially in its initial stages.
207
2 - The ideal s,ituation is to have-a full-time staff aerobe;
each school building. It thisis not feasable, thin at least
one person,for each of the three levels mentioned before, K - 6,
7- -9, 10 - 12.
,
3 - If Career Education Staff.are only part-time, the exact proporti
of time to be spent on Careerlducation should be clearly dete ined
and made known to everyone.
4 - Specific duties and-obligations should be spelled out in a 'oh
'description for Career staffs A certain amount of flexib ity
410r perdOnnel is required by the very nature of the pro: ram, '4l&
this should fall under the jurisdiction of the program Direct r,
within reasonable limits.
5 - Career Education demands much time for paper work, student. i
transportation, equipment operation, etc. It has been proien
that things such as this,can be delegated to secretaries,
students, and parents, where district policy permits, thus
- freeing-professional career staff to apply their particular expertise
to the program. 1
.
Although at,times an,Advistory Committee-seems to be superfluous, for
CAREER Amason CC1414ITTEM
ti
Career Education such a committee could be, a valuable instrument, if it
is more than.a mere paper committee. Such a committee not only brings
together the various elements of school and community necessary for an
on-going Career Education Program, but also segves as a sounding board
of public sentiment. By the active participation of key personnel in
school asid,nonununity, a better understanding and 'appreciation of the
Career Education concept is implanted, and the members.then serve AB
references', resources, and public relations people to the other non-.
involved segments of the community. This committee should include
.
2'0,9e.
. -
representatives from the career education staff, teachers, and
administrators plus representation from the various. areas that make
up thd community.
SCHOOL - INDUSTRY RELATICWSHIP,
Since Career Educatio n involves an appreciation.of industry by school
administrators and faculty, and abetter understanding of the School
and its aims by industry, a program for improving this inter-relationship
should be. established.
Industry representatives should be encouraged and invited to visit
.specific classroonis working in career projects pertinent to the
industries. Teachers in return, should. be allowed the time and given the
encouragement to visit industries with which they will be concerned in
the classroom.
The South Portland Career Education Program seems to boa successful
. model of such a relationship.
5'
203.
CAREER EDUCATION AND ALL_SUBJECT TIE-IN.t. 4
The ideal in Career Education Projects is. o carry Career activities
across disciplinary boundaries. A project which originates in one subject
area often- easily lends itself to other subject areas involving the same
4*-
students. Such a carry over can be had only if teachers cooperate with
each other and are aware of what each is doing. Such an all-subject project
on a particular grade level is relatively simple in the elementaryschoof
and its self-contained classroom, but becomes more difficult in the Junicr
and Senior High-School, where subject boundaries and departmentalization
is more-pronounced. Again, encouragement and urgings from top level
school administrators can help teachers bridge the diffiOultiea involved,
Such tie-in not lir is advantageous to students but Can-be of great value
to teachers.
204.
PI 0
A SEQUENTIAL CAREER EDUCATION PRCGRAM FOR K 7.2 -To be effective, Career Education activities should not be repetitive
at successive grade levels.=----The ideal is a sequential program of.
.
activities in K to 12 in which each grade is exposed to designated'
career clusters and specific occupations within the clusters. This assures
maximum expoaurs to all clusters, awl as many jobs as arS pertinent to
subject matter being taught.
1 - Curriculum in-the various disciplines should be studied and
pertinent clusters and occupations listed.-,
2 - Once a sequential program is developed, teachers Should be
encouraged to follow the program in career education suggested
for their-grade level.
3 16 Administrators can assist greatly by approving-only-those field
trips and other activities that are in conformity with the over-
all sequential program.
CAREER EDUCATION AND GUIDANCE
Guidance idand always has been involved in the basic concepts of Career
Education. An organited Career Education Program allows Guidance
Departments an opportunity to take the career information and education
function dut of an office and reach more students more effectively in
the classroom. Guidance persons should be fully aware Of the Career
Programs in their jUrisdiction and be willing to waist, coopirate and
uee such programs as a valuable instrument to the guidance function,
rather than seeing it as a threat or encroachment on ouidance territory.
FINANCES
As in any program, Career Education must have a budget upon which to
operate. The extent of this budget will,*of course, depend on rather a
program is funded externally or from within a system.
'
205.
1 - A Career EdUcation Director should be given charge of the funds
designated for equipment, supplies, and materials; to be used at
his discretion, and for which he is entirely accountable. Since
the success or failure of a program must rest with the Director,
he should be able to use funds to assure success, a6 only hr",\
is in a position to really know what is needed and when. If the
funds are used unwisely, the Director must accept the responsibility
because of his own decisions rather than as a result of decisions
made by someone far removed from the programs daily battleground.
- If a Director must go through the usual channels with purchase
orders for such items as film, film processing, handbooks, etc.,
not only is this an inefficient system, but also time consuming.
When a Career activity needs supplies or materials, it is often
needed immediately for the activities, success. To wait several
days or weeks for authorization seems an impossible situation
and may well negate the valUe of the activity.
3 - A Director should be accountable at all times for every penny
spent on the program, and thus all requests must be approved
by him alone.
4 - When no outside funding is available or ceases, a district
should be willing to allow a basic operating budget for Career
Education if it at all pretends to be committed to the Career
Education Concept.
FIELD TRIPS
The field trip is one of the basic instruments of Career Education as
it allows students a factual on-site exposure to a large ;variety of
occupations.
r.
206..
e
The large class trip has been proven quite ineffectiv4 im most 4
instance's. Not only are such trips difficult to arrange in an4
industrial setting without disruption of production, but in
-many instances only a few students are able to hear an serve
what is being explained. There is also the difficulty in
arranging transportation.
2 - The mini-trip involving three or four interested students is
the ideal method of visiting industries and work sites. It is
much more acceptable to industry, less hazardous, easier to
manage, and more beneficial to the students involved.
3 - Since only four, rather than 20 to 30 students are accommodated-
at one time on a mini-trip, what would originally involve but one
trip, now involves five to eight separate tHps. This creates
problems in transportation and supervision either of the students
on the'trip or of studeAps who remain in the classroom.
4 - Mini-trips, being What they are, must be taken when conditions
allow, both at,the Ii5.4of the visit as well as in the clasprOom,
and according to the availability of transportation. It is thus
extremely difficult, if not impossible, to plan mini-trips as
to day and hour, more than two or three days in advance. Often,
once scheduled, such trips may have to be canceled because of
absenteeism of one or two students, and rescheduled on a following
day basis. To follow the usual procedure of submitting a request
form a week In advance is impossible.
5 - Mini field trips Should'be allowed at the discretion and
convenience of the Career Education Staff and,DirectOr, with
on-the-spot approval by the building principal, without recourse
to the usual request procedures.
6 - Parents or other responsible people should be allowed to transport
4 children to designated areasl_as experience has shown that the
O.
207.Career St/if cannot possibly handle the larbe numbers of trips
reque.,ced.
- By ar.-AngIng insurance of Career Education'Staff vehicles as well
as those des4nated as trained divers, an entire classroom
would be all1e to visit various sites at one time.
8 - People other than Career OftCation Staff,.to be used for trans-.
portation and 'upervision of students,!on_mini-tri,ps, skould be well,
instructed as to safety procedure's, issuranbe regulations and
supervisory techniques.
Renumt.ration on a per-mileage basis should be mah to anyone
using their own behicles for such trips.
- Field trip procedures saould be well-defined to avoid confusion
and difficulty. gpch information and direction should emanate
from the superintendent's office uhd induce admisiL.ciatOrs,
teachers, parents and general puiolic.
PTTPL'C 1141 mieliZ
Alth4ugh at times public relatioLTappears to be a mews of "blowing one's
.own horn", it is essential for a successful career education program that
full coverage by the media be exploited. This is especially i!uportant In
a program where community understanding and appreciation is of the utmost
iL.portance. Suc_ p_b/io relations and recognition also serves as a, .
mc.itivating fact, r for tea7::lers vho are 'taus reco6nzed for thLr .fforts
L. this area.
Such puolic rela,ions shouid taketfitnef9ilowis:s _Corn:
1 - Periodic public dapport by the superint(nden..
2_ Pictures and arLicle8 in local papers for eaca major classroom
project.
3 - Expressions of appreciation in the media for the cooperation and
participation of partioula0ausinessea and community people. 'Xi
208.
RELATIONSHIP TO OTHER CAREER PROGRAMS
\It is unfortunate that so many Career Education Programs are initiated
withoft'firzt viewing other similar projects currently in,progress. As
14a results much time and energy consuming groundwork, common to most such
projects, is duplicated needlessly in each one. A greater awareness of
other,Projects would allow each program to build on the experience and
resources of previous projects, and thus to avoid difficulties and
problems before they even materialize.
O.
. RECOMMENDAIONS FOR THE CONTINUATION OF CAREER EDUCATION IN SAD #9
Since fede
_ 209.,
funding for Career Education ends in this District as of
June 30, 1974, and since the funded Career Education Program leaves a
legacy of valuable equipment, materials, and resources, and since so
Much money, time and effort has been expended in establishing Career
Education in the District, we make the following recommendations:_or=
1 - Although the initiation of Career Education irn this district
was the result of Federal funding, its continuation should
not cease after such funding, and it need not, disappear if
proper 'steps are taken.
.-2 - Most teachers who have conductdd Career Education Projects
during these two years will want to continue such projects
in the future. The only difference in such future projects
will be the absence of Career,Edacatioi personnel to assist in
the planning and execution. Because of the growth in the number
of teachers and activities in Career-Education this past year,
many teachers are already taking the initiative in planning and
. carrying out Career Education units with a minimum of assistance
from the staff.
3 - To allow for such continuation, without all of the personnel
now involved, we would strongly recommend and urge that one
person be appointed as Career EdUcation Coordinator for the
District. This position would ideally be filled by one of the
existing staff members on a full-time basis.
4 - The Resource Center has.been allocated $2,500.00 for a part-
time secretary. If the district.could.fund about $1,000.00
more to make this a full time position, this, person could
be trained to, make arrangements for field.trips and resource
persons and be able to keep record of where materials and
equipment are being used or are needed. ,t
21Q.
r
I
5 - This would also make the Resource Ceter the Central Office
for career education. Such a central/office is essential in
that it would provide a focal point for contacting the
career education co-ordinator. The is nothing more
frustrating than trying to locate a person who may, at any
given time, be anywhere in the district.
IV
Dr. Sidney High, ChiIfJune 12, 1974
Program Dev41opment and Operation
Dept. of Health, Education and Welfares
Div. of Voc. Tech. Education.United ttatesAffice of EducationWashington, U. C. 20207
Dear Dr. High:
Pursuant to yolp recommendations regarding our request to have Dr. C. LarryStinchcomb replace Dr. Thomas Thielen, I submit, the following:
Third-Party Evaluation Contract
Project # U261040L
Grant # OEG-0-73-2969
THIRD PARTY EVALUATION TEAM:
Dr. C. Richard RiceDr. C. Larry Stinchcomb
PERIOD OF PERFORMANCE:
September 5, 1973 to terminate June 30:1974
FINANCIAL FEES:
A.
Each evaluator:- -will bd-paid $1,000.00 for a total budget item of $2,000.00.
Payments to be distributed monthly starting in November of 1973 through June
of 1974.
The above evaluation shall be conducted under the terms and ,conditions of the
J. S. Office of Education and applies to OEG-0-73-2969, with administrative
responsibility for monitoring the evaluation contract being retained by the
Maine State Department of Education.
:".*4
This contract relates and supports tfie basic grant aforementioned, and in no
way shall be altered in content of tti scope of work or the contract without
approval of-the Office of Education Grants Officer.
Elwood Padham,
-
( ,k
C. Richard Rice, Evaluator
Marshall Thombs, Director
Associate Commissioner_\
211
212.,
rrr
47°-, y
7a.+9erDeveloPment Project
. Evaluation Design14:.
A
The purpose of the second funding year third party evaluationsimilar to that of the first in that an evaluation was completeddf theactivities and procedures followed to obtain the project goals. However,the evaluation team is aware of the need for an even more extobive andintensive evaluation this second and probably p.nal year of what wasplanned to be a three year project.
We consider program evaluation to be an ongging process which helpsteachers,-administrators, counselors, students anot parents to obtain abetter understanding of (career development) objectives and of the wayin which the program Or prOject is designed to operate. This processshduld stimulate communication and help participants to clarify roles andfunctions. Evaluation of a developing program needs to involve the peoplewho are participating in the program. Involvement can only come through
,people withi4 the program. With the aforgmentioned, evaluation concepts,the following design was developed.
Ptocess Monitoring
I. "Written Reporting-System - January 31, March 31, June 1 (June shouldbe comprehensive.)
A. Letter to each programformat
B. Progress Report Format
worker re: evaluation reporting system
II. Site Visits of Career Education Activities
A. Schedule meeting with every program worker
B. Purpose3. Help them if help is needed2. Evaluate overall program (How often)
Write report on Site visit (file and send to co-directors)1. Evaluation of objectives- -may need to be. redefined to
, be measured2. Problem areas3. Strength areas
D. How do they know project will direct anyone?
III.' Attend career education project staff meetings
Data
A. Interview teachers involved with program now and at the end of yearComments, suggestions, reactions, how they might change
B.. Sample attitudes of students toward project
C. Other people to acquire reactions'from parents, business, Community, eto,
D. Review materials pro4ucedy staff
I
° . Third Party .Evaluation
Progress Report Format
:July 1 - January 31 February-1 - March 31
213.
April 1 - June 30
Please submit report no later than final dayof appropriate period.
I. Progress toward achievement of stated objective. ,
Please give a detailed overview of progress during the Preedingperiod of time to include responsibilities and activities relative
to stated objectives:
Objective A.
----------related activity
Cbjdctive B.A
/I -- ---- ----related activity
II. Changes needed in plans or objectives
III. Problems4--Describe.any problem areas encountered relative to implementation of
project objectives or in running your phase of the project in general.
.04 IV. EvaluationNN
Clearly state mechanisms id place or planned for internal reporting'and
the procedures for identifying, documenting and evaluating the effect of
the project activities on the population to be served, on the providers,
and'in meeting the project objectives. ..
V. .Organizatiorol/Structural Changes During PeriodPlease describe fully any-organizational changes that have taken place .
since the last progress report. Please append lists of advisory groups,
committees and-their members and.. affiliations. Also 'Outline any other
anticipated changes.
,7:VI. Outside Resources Utilized' .
Please describe any.cooperdtiVe arrangements established or in progress
in planning or implementing this projdet.
Program Expansion .
_ \-.Please describe any efforts made to exPind'this program to date and
what your projected efforts for expansionill be. Expansion plans
'should inelae-diseussion of the following points:/ .
.,A VB. Assessment of resources
C. pefinition of objectives,-.
-,,
VIII., Operation Plans for Subsequent Time. Peridd Activities
State specific operational activities to-be pursued during next time
jx-
frame. If, possible, these activities should be listed according to
priority.
COMMentetUggeeloW
14!1. 4
e
ltk
C)
'SAD #9 Career Education Project
Third Party Evaluation
1973-74t
22
/ I
215.
SAD #9 CAREER EDUCATION PROJECTThird Party Evaluation
The purpose of this report is to/present in evaluation of the objectives
and procedures p rtaining to the SAD #9 Career Development Project. The
location of the. project is in School Administrative District #9 in
Farmington, Maine, and the report covers the time period from September,
1973, through June, 1974. Although there was some difficulty in deteimining
exactly the time period to be covered by the evaluation team's contract,
the team did,agree to report the time period mentioned. In the past
project year, 1972-1973, the evaluation team had achieved an excellent
relationship with the project directors. The team waslinvited to all the
staff meetings where on- going activities Of the project were discose
and immediate evaluative feedback was available from the evaluation te m.
This kind of relationship did not prevail in the curlitt project year.
ThiS was partly due to the fin41 employment of the team late in the year
and it was partially due to-the pressure put upon the project team to
complete a project, originally forecast as a three-year project, in two
years. As a result, the evaluation team was unaware when staff meetings
were occurring during the prbject year. When it did meet with,the project
team it'was at the evaluators' request:and, inmost cases, the total
team was not-present.
Besides meeting with the project staff, the evaluators visited five
schools in the district; held discussions with the superintendent, one
elementary principal and the assistant superintendentlinregard to the
project; visited the mobije classroom under construction; observed career
`I '
. .
education activities in classrooms of the district and in the field (one
evaluator was actually interviewed by the second graders); participated in. * .
insti ting a career education course at UMF; dewed seVb14a1,*hours,of media.
216.
material developed by the project staff; participated in reporting project.'
activities, to the State Advisory Council on Vocational Education; and
consulted with the council field presentative regarding the activities
of the project.
With three components to the exemplav'ccareer development project,,
i.e. elementary, junior high, and high school, it was necessary to isolate
the objectives of the project into these groupings for evaluation purposes.
In addition, there were.two parallel prOjects: 1. The Career Resource
Center, 2. The mobile career education classroom which complemented the
major project we were asked to evaluate.. These projects were also observed
as to their relationship and meaning in the overall project.
At the completion of its first funding year, several changes occurred
' 4
in the focus of the project. The evaluation team has been very much concerned
with trying to determine the extent to which the project is going to be
institutionalized in the school district where the model was developed. As
originally conceived, the Career Education Development Project in SAD #
was to serve as a model in career development curricula for the state of Maine. ,
The'scope of the project was to include grade's K-12. SAD #9 was to serve as
a demonstration, testing, and development site. The minimum time conceived
for the construction and testing of the comprehensive careerdevelopment
model was thought, to be three years. This time period has been shortened'to
'two years, greatly curtailing dis'semination activity and accelerating the
total project into an institutionalization phase somewhat befOre full ,
development has been achieved.4
56
Fortunately, at the end of the first project year, a workable-model was
completed. This model is contained in the 1973 project repok: It is
presented in the form of a PERT chart beginning of page 6Q, of that report
222
i 0
217.
and describes in detail each SeliDenti 1 activity which is pertinent to the
development.of acareer development p ject in a school system. With the
advice-of the evaluators, the project ta0 determined that the activities
of theicurrent project year would focus upon reinforcement and further
development units according to the mast r PERT. It was felt that this kind
of activity Was absolutely necessary to develop credibility within the
school system for the project and its activities so that these could be
more readilS, accepted in the institutionalizing process. The extent to
which the objective of institutionalization of the project has been
accomplished is indicated by the following:
1) To various degrees, teachers have accepted the concept of career education
in their day-to-day teaching at every grade level in the school system.
Some schools in the district have as many as two-thirds of their teachers
including career education concepts in their classrooms as a regular part
of the teaching process. Four teachers are Alcluding career education in
every single unit that they teach. In other words, for those teachers,
curriculum is focused on the concept of career-oriented curriculum.
Naturally, some teachers are late to adapt to the use of career education
as a teaching tool. There are schools where career education has notp.
caught on as rapidly as others in the district. For example, it seems4
that much more work at institutionalization needs to be done in the Ingalls
school and the Mt. Blue.Nigh School. The reason for late adaptation is
partially due to the lack of personnel within the project itself. During
a period of Institutionalization of new ideas, 4 great deal of support is-.
necessary on,a regular, day-to-day basis; this was not physically possible
at these NO schools,
2) In spite of this, over two-thirds of the teachers in the SAD #9 school!,.4)
System have taught at least one unit of career eduCation concepts in their
/218.
221
classrooms.'
3)1 A district-wide workshop entitled "Education Today" was conceived,6
initiated, and taught at the local university for three hours graduate
credit by the project staff. Concerned primarily ith Career education
concepts, the course met weekly during the entire S ring Semester, 1974.
4) To some degree, most functions of the Career E ation Project in
SAD #9 are being continued after the withdrawal of federal funding this
.
year. Two project directors are remaining at their post as career counselors
at the junior high and'senior high. Their staff workers are being hired,
although with different titles, to perform their original roles in the
school system.
5) "Mr. Graydon Robinson, who directed the Career Resource Center, is
moving to a job at the state-level to continue developing the Career
O.
Resource Center and disseminating materials to other schools in theID,
state of Maine.
4
6) A regular schedule for utilizing the mobile career education classroom'is
being-Thltituted so that the technolOgy presented by this unit can be
utilized in all schools of the district and outside the district in other
school systems when resources for such dissemination become'available.
7) TheTtatistics tn'the report are accurate and shOw the development of
many more units to be taught in career education in the school system.
This was a primary objective in order to provide more tools for teaching
and instituting career-education in the classroom.
THE CAREER RESOURCE CENTER
One of the more successful phases of this project during the 1972-43
funding year was the establishment of theGaieer Resource Center Project
in coordination with the Career biVelopment Project. On pagq,110 of the
1972-73 report an evaluation was made by the evaluation team relative to
ti .
4
219.
the accomplishment of the objectives of the Career Resource Center phase.
Unfortunately, this phase of the projea_was not funded during the-
1973-74 project year. Therefore), no evaluation of Career Resource Center
activities in included in the 1973-74 report. -
However, interesting developments in the Career Resource Center
during the year are significant enough to merit mention here. The coordinator
of the Career Resource Center for 1972-73 remained with the overall Career
Development Project during 1973-74. During this time period he produced a
proposal for the development of a state-wide system for the preparation
and dissemination of career'information. .Early in the year he held a
conference with the directors of the area vocational schools for the state
of Maine and the state director of vocational education in which he '
projected his ideas for the development of a Career Resoetraa'er statewide
for Maine. His proposal was accepted and he has enterld_into contract
with each of the thirteen area vocational sch000ls in the state to provide
career information via his job bank and microfiche projects. In its last
legislative session, Maine,approved development of thirteen additidnal area
vocational centers plus satellite vocational xenters in the state. This
will bring vocational education to every school district in Maine. As,they
develop, these will also be included in the service clientele of the
Cayper Resource Center. In addition, the Center prqvides career information/at cost to other clientele seeking its service. These include: the state
'employment office, the, veterans centers, colleges, VTIs, and others.
This footnote to the Career Resource Center Project is included,in'
this report so that the readers may be aware that this valuable center is a
direct outgrowth of the Career Development Project at SAD #9 and is the
first part'of the project to be fully institutionalized. The next budget
of the state department of education will include hard money for the .
institutionalization of the Center.-225.
2 20 .
ELEMENTARY-COMPONENT
*Objective No. 1: To familiarize the student with his world and the immediateenvironment:
Although his was adequately met last year, the objective has been
more widely a enthusiastically CoMpleted this funding year by a greater
number of teachers. Career Education staff members were actually pursued
by teachers who wanted helpful suggestionsrin the preparation of career
education units which would include more student involvement and field
trips. Mire teachers have become aware of how "turned on" students become
when studying careers.
Objective No. 2 and 5: To introduce children*to the world of work throughmulti-media presentations:
According to the statistics we have received, we believe this objective
was met. ODereason for the success this year is the career education staff
has acquired enough credibility with teachers that they are thinking and
functioning on a more creative level and allowing the students to do likewise.
The examples this year are too numerous to include here and are contained in
the narrative of the report.
Objective No. 3 and 4= To provide classroom teacher with career developmentmodels:
The evaluators feel this objective was met with more than satisfactory
' results. Workshops continue to be one of the best tools for stimulating
the teachers in the district on Career Education. A most exciting workshop
which was given at the University of Maine for graduate credit by one of the
project codirectors took place this spring. Over thirty teachers attended
thTworkshop, which was entitled "Education Today." In interviewing the
teachers who attended, we discovered very positive attitudes. toward career
221.
education activi'ttes..t Even though attendance is voluntary, some of those
41. who did not-attend specifically stated that they missed an important
*-
opportunity to improve their. classroom teaching.,
Objective No. 6 and 7: To deVelop and implement, career developmentactivities in grade's K through 6:
Over two-thirdsof-th-e teacheit met this goal. There wasIvidence that
nearly every elementary class at some time during the year was involved
in a career education activity. Even though there may not be a career
education coordinator in the elementary schools next year, teachers have
indicated that they intend to continue-developing and providing career
development activities in their classes. However, the teachers feel that
they may find it too difficult to continue as they had with a coordinator/
stimulator. They will have to do a great deal more toward organizing
field trips,_etc this would mean spendinganore hours after school on-
these -tasks.
Objective No. 8: To establish an elementary guilande program to provideplanned career education experiences:
We feel that the data gathered during the last two years of the
project has indicated a need for resource people; i.e. guidance perSganel
at theelementary level. The district will have to provide funds to
institutionalize this part of the project. The evaluators have received
little substantial evidence at this point to indicate that this will happen.
JUNIOR HIGH COMPONENT'
Objective No. 1: To continue and enlarge upon the caredr development modelsof the elementary school program, to reinforce and expand positiveconcepts concerning the world of work:
Since this second year haJ to take the place of two years, this
objective was not met to the degree desired. However, given.the constraints
222.
a greater number of career development model's were initiated this year
than last.
Objective No. 2: To provide group guidance for the purpose of developinginsights into strengths, weaknesses, and interests as they pertain toacademic and vocational pursuits. .
This objective is again difficult to evaluate. Nevertheless, if
student enthusiasm for participation in Career Education activities is
used, as an indicator, we feel that the goal is bdng reached substantially.
The evaluation forms filled out by students, involved in such activities
also suggest that the objective is being met. The work load of the counselor
continues to be so,heavy that it is impossible to involve as many students
as should be involved.
Objective No. 3: To provide the opportunities to research occupationalareas and relate these areas to'interests and abilities.
This is a goal,that should,,with the present counselor remaining
in the building, be met year after year with increasing success. The
Career Resource Center complemented this goal exceptionally well especially
since it was housed in the junior high.
Objective No. 4: To utilize community resources including businesses,industries, and people to help students gain insight into the skills andtraining required for several occupations.
It is gratifying to see how well this goal has been met. ConsiderIng
the size of the community, the response is positive. Many resources were
used time after time. The variety of resources would amaze most people (see
list in the report). The coordination between the total project and the Career
Resource Center was an important factor in the success obtained.
Objective No. 5: To help students plan high school course sequences whichwill provide a broad base for career selection.
There is more evidenn this year that this goal will be accomplished
223,
if present priorities of career education are maintained.
Objective No. 6: To integrate career development activities into course
offerings at the junior high school level:
This year,Jmore teachers at each grade level began to integrate
career education into their regular curriculum. Again,if career education
is considered to be high priority in the school, thi$ objective will be
met more successfully each year.
Objective No. 7: To provide opportunities for parents to become aware ofthe goals and objectives of the career development program.
As more students are involved and excited in'these activities, parents
become aware of the CalTer Development Project. We aho feel that the
disemination procedures used by the staff (i.e. newspaper articles, radio
programs, etc.) were satisfactory in stimulating the parents' interest, and
in many instances, adequately informing the public.
SENIOR HIGH COMPONENT
Objective No. 1: To place all students'arthose teachers participating in
Career Education in at least a two week position of Career Exploration.
This objective could not be met as planned because the State Department
of Education *ported that the State Department of Labor was opposed to
secondary students entering the labor force for two weeks without pay.
However, they did agree to one week of such an experience for secondary-
students. About one hundred students participated in a one week experience
which cooperating industries and businesses felt was successful. Although
helpful for students exploring a career, a longer experience would be more
appropriate. It would seem'that more students should have hid this experience
during the 1973-74 academic year.
Objective No. 2: To assist each student to identify his intellectual
skills and relate them to broad occupational goals.
4
224.,
As conceived, this objective has been met for those students taking
advantage of the Self-Directed Search approach which makes use of the Career
Resource Center. If present and projected use of the Armed Services
Vocational Apptitude Battery is also followed, this will certainly aid the
student's exploring his career abilities.
Objective No. 3: To maintain a fleXhOlity in structure and content
within our curriculum; to provide for career exploration programs throughactual on-the-job experience.
Excluding the successful integration of the Career Education Program
into the area of Vocational Education, increased flexibility in structure
and content within the traditional curriculum has not Oc'urred. It is
apparent that flexibility in structure and content decreases as one moves
from elementary to junior high to senior high. The schedule of meeting
this objective in two years may be inappropriate. for the high school.
Objective No. 4: To involve our classroom teachers in all phases ofplanning, development, evaluation, and placement-so the total 'effortsreflect the thinking and involvement of all educators associated withCareer Education.
.The objective is4stilil too brioad grid vague to evaluate and, if
rewritten, would take a time framelonger.than two years. Progress is just
beginning to appear.
Objective No. 5: To develop and organize a community career educationadvisory gaff for the purpose of assuring ,a total effort of school,community, and industry to maximize the use, of existing facilities and
reiources.
A community career education advisory staff was never organized and
developed this year. Neveytheless, existing facilities and resources of
the school, community and industry were utilized cooperatively and with a
modicum of success.
Objective No. §: To reorganize .the counselor as the catalyst, to bring
about change and supplemental reorganization of the learning structure,
P;i0.0. n wo
r
225.
to better facilitate the concept of career eglucatiin.
10This objective has not been met satisfactorily. Again, as indicated
A
in the evaluation of Objective No. ENthe Senior High curriculum is more.
solidified and less open to change. It appears that counselors are not
viewed as,curriculum innovators. However, this should be a functi=on
of the counselor.
06jectivebNo. 7: To involve a student cmittee to help expend a Career
10Education concept, and to be used as a resource in the developing CareerEducation model.
The goal of involving students to expand the Career Education concept
has really only received 'acceptance in the last half of this funding
efifig
period. Consequently, the t chnique for involving students is in the
early stages of deve1opm t. Hopefully, greater progress will be made
next year.
July 5,.1974
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Submitted by:
D. Conrad Rice, PhD, valuator
C. Larry Sti mb, EdD, Evaluator
z34