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INSTITUTION

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!DRS PRICEDESCRIPTORS

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95 SP 008 832

Gromfin, Annette M.[Initial Systematic Management Design for TeacherCorps, Cycle V, University of Southern California,School of Education.]University of Southern California, Los Angeles.School of Education.Office of Education (DM), Washington, D.C. TeacherCorps.Nov 7122p.

MF$0.75 HC$1.50 PLUS POSTAGECooperating Teachers; *Delinquents; Field ExperiencePrograms; Inservice Teacher Education; MastersDegrees; Performance Based Teacher Education; TeacherAttitudes; Teacher Certification; *Teacher Education;*Teacher Interns; Urban Education

ABSTRACTThis initial systematic management design for Teacher

Corps, Cycle V, at the University of Southern California's School ofEducation covers the entire two years of the program. The documentcontains objectives stated in measurable terms, graphicrepresentations of activities (flow charts and time sequence charts),key decision points to attain the objectives, and a scheduling of whois responsible for each activity. Among the major objectives for theprogram are the following: (a) to train interns in depth tounderstand delinquent youth in the educational process; (b) toacquire accreditation for each intern; (c) to award a master's degreeto each intern; (d) to establish learning centers as competencybased, experimental modules in the schools; (e) to create communityrelated adjunct groups; (f) to develop new relationships betweencorrectional schools and inner-city schools; and (g) to fieldtraincooperating teachers to work more effectively with delinquent youth.A list of regularized procedures concludes the model. Tt is statedthat the design is constant in its evaluation and revision and is thefirst phase of refinement and redevelopment at present.

(Author/JA)

it

C)

U.S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCE() EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATINO It POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE CIFEDUCATION POSITION OR POLICY

BESTCOP/

111411.11BLE

The following represents an initial systematic man-

agement design for Teacher Corps, Cycle V, University of

Southern California, School of Education. it covers the

entire two years of the program and contains objectives

stated in measurable terms, graphic representation of act-

ivities (flow charts and time sequence charts), key decis-

ion points to attain the objectives, and a scheduling of

who is responsible for each activity. A list of regular-

ized procedures concludes the model. The design is con-

stant in its evaluation and revisement and is in the first

phase of refinement and redevelopment at present.

Nov. 1971

Annette M. Gromfin, DirectorTeacher Corps-UrbanUniversity of Southern California

4/4"-ti.

INDEX OF CONTENTS

BEST COPY II ABEE

Page

General Objectives 1

Objectives and Measurable/Observable Goals 2-5

These contain the body of activities tofulfill the General Objectives. Theyare designated by number to correspondto the number of the general objective.

Objectives Related to Program Units 6

This is a linear time schema of the ma-jor time blocks of the program alignedto their initiation - refinement - in-stitutionalization dates.

Pert of General Objectives Key Events 7

This is a pert chart of starting datesof each objective; its most optimistic -estimate - pessimistic time (in weeks)to complei;e objectives and estimateddate of institutionalization.

Flow Charts

Corpsmen Team Development 8

A flow chart of events that graphicallyencompasses activities of objectives 3,5, 10, 11

Administrative Team Development 9

A flow chart of events that graphicallyencompasses activities of objectives 6,8, 9.

Curriculum Planning and Design Module 10

A flow chart of events that encompassesthe activities of objectives 1, 4, 7, 12,13.

GENERAL OBJECTIVESBEST COPY AVAILABLE

1. To train interns in depth to understand delinquentyouth in the educational process.

2. To acquire accreditation for each intern.

3. To award a Master's degree to each intern.

4. To establish learning cent4rs as competency based, ex-perimental modules in the schools.

To create community related adjunct groups.

6. To develop new relationships between correctional schoolsand inner-city schools.

7. To field train cooperating teachers to work more effect-ively with delinquent youth.

8. To develop aejunct teams within the schools.

9. To develop coordinated planning of broad administrativeteams.

10. To train experienced teachers to effectively assume teamleader roles.

11. To facilitate corpsmen team development.

12. To develop competency based experimental modules in theuniversity.

13. To develop an inter-disciplinary teacher training programfor teachers of delinquent or delinquent-prone youth incorrectional schools and high-delinquent public schools.

Coursework

BEsrcop)

ALAI

OBJECTIVES AND MEASURABLE/OBSERVABLE GOALS

Functional Unit

1. a. Course: Causation of Delinquentyb. Course: "Curriculum Planning for

Troubled Youth"c. EDSP 508: School as a Social Sys-

tem: "Environment forAlienation"

d. Field experiencee. Community studyf. Resource fileg. Course: Delinquency and Family

Relationsh. Teaching with High Delinquent Youth

Central Juvenile HallRalph Bunche Jr. HighEl Monte: WilkersonCentennial High SchoolWillowbrook Jr. High

i. Drug abuse in Public Schoolsj. Counseling delinquent youth

Responsible Person(s)

Instructor

Instructor

k. Counseling families with troubledyouth

2. a. Evaluate for credential

b. Application for credentialc. Execute application forms-submitd. Awarding of credential

3. a. Admission to Graduate Schoolb. Evaluation for Master's0. Awarding of Master's degree

4. a. 557 Curriculum Labb. Visitation and observation of

existing learning centersc. Developing an initial designd. Establishing first learning center

5. a. Information meetings with probationstaff

b. Plan the designc. Community study of agencies

- 2 -z.)

InstructorCorpsmen teamCorpsmen teamCorpsmen team

InstructorInterns

Corpsmen teamInstructor/Corps-

men team

Instructor/Corps-men team

Cooperating-in-district staffTeacher Ed.,USCInternInternUSC School of Ed.State Dept. ofEd.,Sacramento

and U.S.C. Interns

USC InternsTeacher Ed.,USCUSC

Instructor

Intern team(s)Curriculum committeeIntern team(s)

Staff, USCInterns/Staff/Comm.Intern team(s)

BEST COPY AVAILABLE

Functional Unit Responsible Person(s)

5. d. Visitations Intern teame . First group meetings Interns/Community Reps.

6. a. Development of Administrative Teacher Corps Staff USC,team concept In-District Staff & Com-

munityb. Mini-REAL designed Teacher Corps Staff USCc. Conduct Mini-REAL Teacher Corps Staff USCd. Research present administration

procedures between public and Teacher Corps Staff USCcorrectional schools and in-district staff

e . Plan liaison between public/cor- Teacher Corps Staff &rectional schools In-District Administration

& Community representativesand In-District Staff andCommunity

Establihsing new procedures Teacher Corps Staff USCf.

7. a. Informing Cooperating teachersabout Teacher Corps Teacher Corps Staff USC

b. USC Class participation/Special Cooperating teachers &Seminars tuition-free Teacher Corps teams &.

Instructorc. Course: Teacher Corps and the Cooperating teachers 7

Supervising training role Instructord. Special in-district seminars Teacher Corps teams 8.

& workshops Workshopse . Special committee to evolve new Cooperating Teachers &

Master's for experienced teacher Teacher Corps Staffusing Teacher Corps design USC & School of ED. USC

8. Development adjunct teams withinschools

a. Meetings with special school per-sonnel working with troubled Corpsmen team(s) and In-youth district Staff

b. Working with special personnel- Corpsmen team(s) and in-counselor-nurse, etc. school personnel

c. Form planning group Corpsmen team(s) and in-

d. Develop procedures for adjunctteams

e . Formalize human services inschool adjunct team

committees

9. Develop coordinate planning ofbroad inter-project administra-tive teams

school personnelCorpsmen team(s) and in-

school personnel

Corpsmen team(s) and in-school personnel

Functional Unit

9. Continued....

a. Mini-REAL - Admin. trainingprogram goals of Teacher Corps

b. Mini-REAL - Admin. trainingeffort - Administrative roles

BEST COPY AVAILABLE

Responsible Person(s)

Teacher Corps Staff USCand in-school staff

Teacher Corps Staff USCand in-school staff

c. Periodic administrative team Teacher Corps Staff USCmeetings for new administrative In-school staff

procedures

10. Training experienced teachers foraffectively assume team leader roles

a. Participate in Mini-REAL - Allmeetings

b. Begin team leader trainingtrack-semi-monthly special

meetingsc. Participate as co-team in-

structors in coursesd. Begin competency-based team

goalse. Plan and participate in spec-

ial Supervision Coursef. Plan in-service training work- Team Leaders and district

shop with District Curriculum Coord. PersonnelSpecialist

g. Participate in in-service train- Team Leaders and in.rdis-ing workshops trict Personnel

Team Leaders /in - districtstaff

Team Leaders/Teacher Corpsstaff

Team Leaders/instructors

Team Leaders & intern teams

Team Leaders & Instructor

11. a. Participate in team development Team Leaders USC andworkshops Teacher Corps staff

b. Develop criteria for team selec-tion Corpsmen teams

c. Begin team projects - preserviceinservice Corpsmen teams

d. Develop team plans Corpsmen teamse. Develop team feedback procedures Corpsmen teams

12. Development of competency-basedmodule in University. (Curriculumre: Learning Centers)

a. Begin curriculum development Teacher Corps staff USC& Corpsmen teams

b. Reviewed competency-based con- Teacher Corps Staff USCcepts & Corpsmen teams

c. Developed elements of competen- Teacher Corps Staff USCcy-based in curriculum course & Corpsmen teams

d. Evaluate first effort Teacher Corps Staff USC& Corpsmen teams

Functional Unit

12. e. Develop curriculum - competency-based committee

f. Initiate design for in-servicecompetency-based learning centers

g. Begin refining competency-baseddesign

h. Implementation of relevant inno-vative designs in the process

i. Periodic revision

j. Periodic evaluation - FinalEvaluation

k. Feedback to Teacher Educationof process and findings

1. Presentation to curriculum com-mittee

13. a. Form inter-disciplinary curricu-lum planning Comittee meeting

b. Review of inter-disciplinarymeeting

c. Planning and Design of inter-related concepts

d. Initiate inter-disciplinarydesign

e. Evaluation of inter-disciplinarydesign

f. Revision of inter-disciplinarydesign

g. Repetition of process: Refinement Instructors & Committeeh. Presentation to Teacher Education, Teacher Corps Starr &

USC Committee

BEST COPY AVAILABLE

Pesponsible Person(s)

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Staff USC& Corpsmen teams

Teacher Corps Teams &'Staff, USC

Teacher Corps, USCCurriculum Committee

Teacher Corps, USCCurriculum Committee

Instructors & Committee

Instructors & Committee

Instructors & Committee

SAO

VA 000,

OBJECTIVES AS RELATED TO PROGRAM UNITS

Real

Pre -

Service

In-Service

In-Service

Interim

Semester I

Semester II

Summer

In-Service

Semester III

n-Service

emester I

1.

Objective

1.

2.

3.

2.

initiate

initiate

3.

refine

4.

5.

6.

initiate

refine

7.

institute

institute

institute

4.

initiate

refine

institute

5.

initiate

refine

institute

6.

initiate

refine

institute

7.

initiate

refine

institute

8.

initiate

refine

institute

9.

initiate

refine

institute

10.

initiate

refine

institute

11.

initiate

institute

refine

12.

initiate

refine

Institute

BEST COPY AVAILABLE

IV. Regularized procedures for problem solving the basic

management and problem-solving in the program is based

upon a participative management design. This design de-

fines basic decision-making responsibilities at the same

time involves active involvement of all levels of the

program in feed-back and problem-solving committees. The

previous flow charts show the process of involvement of

this committee structure. It is an on-going process which

allows for the constant emergence of problems or discrepan-

cies in the program and allows immediate problem-solving

to begin as the problem is identified. It involves con-

stant and consistant participation by all members of the

project. The following are the committee structures in

the program with major areas of responsibility.

A short series of training meetings are built into each

semester. All levels of the project attend the meetings

and their purpose is to enhance communication.

Through problem-solving techniques, also, it is an ef-

fort to develop a comprehensive team process which diminishes

status problems and emphasizes flexibility to involve many

facets of the program in problem resolution.

ADMINISTRATIVE TEAMS -

Involves:1. University Teacher

Education & TeacherCorps - Staff

2. School District Admin-istrators-Team Leaders

3. Periodic involvementof others

Regular monthly meetings primar-ily involving administrators whoare responsible for the function-ing of the program. Revolvesamong school districts.

ADMINISTRATIVE TEAM DEVELOPMENT FLOW

CHAR!

Refining of

in-district

adjunct team

meeting

El Monte

in-district

meeting I

Mini-real

session II

Initiate inter-

project adminis-

trative activit-

i.

USC staff

Planning

started

LEGEND:

USC planning

by staff

completed

Mini-real

session I

Flow chart fulfills objectives 6,8,9.

Compton in-

district meet-

ing I

Initiate in-dist-

rict adjunct team

Joint

inter -fact lty

and staff of in-

district planning

it

Meetings

Inter -pro-

ject staff meet-

ing on experienc-

ed teachers

masters.

program

ADMINISTRATIVE TEAM DEVELOPMENT FLOW CHART

Mini-real

session I

IP

El Monte

in-district

meeting I

Refining of

in-district

adjunct team

meeting

Initiate in-dist-

rict adjunct

team

Mini-real

session II

Joint

inter-factlty

and staff of in-

% district planning

Meetings

Initiate in-dist-

rict adjunct team

6,8,9.

Inter-pro-

ject staff meet-

ing on experienc-

ed teachers-masters

program

=ma idN

MM

0W

0.=

0a.

<n 1-113

0 = co.

crtm

ncr115,741

noel

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PC T

381%

Di Id

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V

O 0 0.=0

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ert

et

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ttA

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= =

aa

R-E

-A-L

Project R-E

-A-L

(Resources for E

ducationand A

dult Leadership) w

as a- training program conduct

University of Southern

California T

eacher Corps at the request

of the National T

eacher Corps O

ffic

Bureau of R

esearch,O

ffice of Education:

T.Iashington, D

. C.

MINI R-E-A-L

ucation and Adult Leadership) was

a-training program

conducted by the

her Corps at the requestof the National Teacher Corps

Office and the

on, Washington,

D. C.

-*

Nini-

seminars for

earn leader

training

-...- ,---"--

-

MRPSNIFINI TEAM DFVF11)PMF24T

Fuo cHA

RT

Ccimriunity

projects

Intprn

community

adjunct

teams

Initiate

adjunct

community

teams

On -cant-

pus tea*

leadermee

ings

Community

projects

Pre-service

team develop-

ment

In-district -

team meetings

On- campus

team leader

meetings

Interim-sum-

Her mini-seminal

team training

In-district

team meetings

ream

te a chin

&differ,

en t ia tei

staff

IIVEND:Flaw chart fulfills

Objectives 3,5,10,11

--/tiaMana

\\\\\ fieldifrojec .

.,

1

Learning

center:dew

elemental

phase

USC

curricu.

team pri

jects

((center

anititatec

()IF

These

six

events

are

refined

and

developed

throughout

thn

program

un.

til

intititutionalized.

Community

adiunct

teams,

learning

centers,

and

related

school/community

proiects

are

final

events.

3181fillin

Ad03

1S38

LEGEND FOR PERT. OF GENERAL OBJECTIVES

KEY EVENTS

Start date:

Represents the initiation of the activity to achieve theobjective.

Estimated Date of Institutionalization:

Three numbers on the

activity line indicate mostoptimistic (c

pessimistic (p) number of weeks

required to refine that object

Institutionalization date:, Indicates when the

activity will be self-sustaining without

special Teacher

within the program or external to the

program.

FOR PERT. OF GENERAL OBJECTIVES

KEY EVENTS

he activity to achieve the

objective.

ree numbers on the activity line indicate

most optimistic (o)- estimated

(e) - most ''

ssimistic (p) number of weeks

required to refine that

objective.

the activity will be

self-sustaining without special Teacher

Corps support either

ram or external to the

program.

LLI

CZ:

Inttiation of Objectives

CI.

C:)

Lai

CO)

CCI

Ohi.1

start

7 -15 -70

'Eca OF GcNEPAL OBJECTIVE% KEY EVENTS

Estimated weeks

86 - 98 - 104

Esttaated

innr1

0 al satins

oui. 2

start

10 -5-70

Ghj. 3

start

7-15-70

104 - 204 - 104

IFeb. 8. 1971

112u18.41.1212---t

Obi. 4

start

7-15-70

_14

40

41

ti

lanril 23, 1971

f

48 - 7n -76

al

c7AT-1,'

7-6-70

Cbi.6

Start

7-6-70

start

7-15-70

llas. 18. 1972

CCOTLETE

CYCLE V

6-16-72

Obi.7

start

2-8-71

28 -41

70

tinny.

19. 1971

C5j. 8

start

7-47-741

Obj.22

Start

7 -15 -70

sac. 32, 1971

ZR - 51 -

58

lay 6. 1971

-J111.12

start

7-15-70

58 - 77 -

86

23, 1971

I

- 98 - 104

h110

start

7-5-79

G O

TA

"AS

nbi.11

start

7-15-70

76

-

77 -

78

.lan.7. 1972

fit.,.,. / 1477

rnt5,

14171gr.

GENERAL 08.7E

1.

To train interns in depth

in tnu educational'process.

2.

To acquire accreaitation f

3.

To award a Raster's degree

4.

To establish learning cen

rental modulus in the scn

S.

To create community related

E.

To devZslop new relationsnips

and inner-city scaools.

7.

To field train cooperating

ively with delinquent youta.

8.

To develop aajunct teams wi

9.

To develop coordinated p

teams.

20. To train experienced tuacnu

leader roles.

11.

To facilitate corpsnen teas

12.

To develop competency based

university.

13.

To develop an intur-discip

for teacners of delinquent

correctional sCalools ana ni

NFPAI OBJECTIVcI_KEY EVrNTS

Estimated weeks

0-

r- P

86- 90

104

*17

- 77

104- 104

- 104

14- 4n

-

SR

- 74-) -76

gq- sn -

R5

Estimated

tlitinnal I rat 11 nit

To -r. 7_ 1077

)1Feb. 8. 1971

liAnr11

23. 1971

I

ob1.7start

28 - 41 -

70

2 -0 -71

f,J - 711 -05

- 51 -S

R

58 - 77 -86

06 - 98 - 104

7677 - 78

771071

1.1an. 10. 19721

item.

19. 1971

linc. 31. 1971

t

*bay 6_ 1971

1

1;10ec. 23. 1971I

ilm." 2

1477

Sem

rS

1'171

:Dm

.7.1972

1

GENERAL OBJECTIVES

1.

To train interns in depth to understand delinquent youta

in tnu aducationaprocess.

2.

To acquire accruuitation for each intern.

3.

To award a Raster's degree to eaca intern.

4.

To establish learning centers as competency basad

mantal modules in thw scnools.

5.

To create community related adjunct groups.

6.

To devZslop new relationsnips between correctional scnools

and inner-city scaools:

1.

To field train cooperating toacners to work meta effect-

ively witn delinquent youth.

8.

To develop adjunct teams within tnu schools.

9.

To develop coordinated planning of broad administrative

teams.

10.

To train wmperiwnced tuacnurs to uffuctivuly assume team

leader roles.

11.

To facilitate corpsmuh team davulopmant.

12.

To develop competuncy Masud experimental modulus in the

university.

13.

To develop an inter-disciplinary tuacnur training program

for twacnwrs of delinquent or dwiinquwnt-prune youth in

correctional schools ana sign - delinquent public schools.

CCSRICULUM PLANNING AND DESIGN NODULE PLOW CHART

-1"f

j iweal4aCton

ogee:..11

Start

multi-disciplinary

integrated curriculum

component including.

1. Causation ot delinguen

Cy.

2. Learning and delinguer-

cy.

l. School as a social sys-

tem.

4. Teaming concepts.

Faculty.

interns t

team leaders

inter-dierlinarr

design meet-

ing.

multl-disclpl-

inery curriculum

component evaluatim

LevelopinS im-

schnol competen

cy based experi-

mental

lemning

center.

Complete tir

st module.

Community

orientation

to competency

based educa-

tion Meet-

ing.

Com7meicncy Daesj

inttzuction pies

'sing tom:Aetna

meeting.

Flow chart tult11*

Objectives 1,4.7.12.11.

r

Start 2nd

multi-discipl-

inary integreted

zurriculum ccmpon-

out including'

Counseling gro-

ups

troubled

ups and Zmilles

youth.

2. Cultural

'Utterances end

sdelinnuencv.

33Development

learning *tram=

ogles and on

-vixoneents. _

!

ZUltiite

in-ecimol

competency

based curri-

culum cow-

consist.

CSC

competency base

experimental

module.

.

.

CH

AR

T

COPPICUIVA PLANNING AND gums

Ceveloping in-

schnol conpetea

Initiate

cy hayed expect-

An-echnol

Ferule.,

ns

team leaders

IVO

UtIll

learning

comp

center.

based curri-

culum com-

inter-disnlinery

design meet-

ing.

Community

orientation

to competency

based educa-

tion meet-

ing.

Cos:.esency base..

imttsurZion plan

ning committee

rooting.

Start 2nd

multi-discipl-

inary integrated

zurrirmlum compon-

ent limit...Jinni

1. Counseling gro-

ups and families

with troubled

youth.

'2. Cultural

differences and I

deltnnnencv.

.

laftvolopment-

learning atrat=

I 'gine and en

s.eironsenta.--:

ponent.

mom new CHAR? -page 2.

Joint valua-

tion of curricu-

lum by conptenc7

based and inter

faculty coaeitree

VSC

crap

y base

xpyrieenral

moduli.

.

.