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UniversityMicrofilms

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Jackson, William Clifton

A RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO HAVE MASTERED DURING PRESERVICE TRAINING

Indiana University Ed.D. 1683

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t UniversityMicrofilms

International

A RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA

ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO

HAVE MASTERED DURING PRESERVICE TRAINING

BY

WILLIAM CLIFTON JACKSON

Submitted 1n partial fulfillm ent of the requirements for the Doctor of Education degree

In the School of Education Indiana University

Accepted by the faculty of the School of Education, Indiana Univer­

s ity , 1n partial fulfillm ent of the requirements for the Doctor of Edu­

cation degree.

D1rector of Tne'sis

Doctoral Committee: £ U J a a & l . Chairperson

. r ? l ^ t

December, 1983

ACKNOWLEDGMENT

The author wishes to express his gratitude and appreciation to Dr.

C. William Day, director of this thesis and Chairman of the Doctoral

committee. He also wishes to express his appreciation and thanks to

Dr. William Wllkerson, Dr. James Walden and Dr. Don Small, doctoral com­

mittee members for their support and Interest.

The auth'or also wishes to thank his wife Sharon and their two sons,

B ill and Tim, for their support, patience and understanding during this

endeavor.

W.C.J.

111

TABLE OF CONTENTS

Chapter Pa9e

I . INTRODUCTION .................................................................................... 1

Problem Statement ........................................................................ 3Delimitations ................................................................................ 4Definition of Terms ............................... 4Significance of the Study ......................................................... 7

I I . REVIEW OF RELATED LITERATURE AND RESEARCH ........................... 8

What Constitutes Competency Based Teacher Education andIts Importance? .................................................................... 8

Essential Elements . . . ............................................................. 11Implied Characteristics ......................................................... 11Related and Desirable Characteristics ............................... 11Sources of Teacher Competencies and a Review of Some

Teacher Competencies That Have Already BeenGenerated................................................................................ 19

The Importance of the Principal's Input ........................... 30

I I I . PROCEDURE............................................................ 32

Geographic Boundaries ............................................................. 32School S i z e ................................................................................ 32

School Identification ................................................................. 34School Selection ............................................................................ 35Surveys Returned . . . . . . . . . . . . . . . . . . . . . 35Competency Identification and Ranking ................................... 37Round T w o ....................................................................................... 40Computations of Composite Scores .............................................. 40Generic Competencies Compared to Subgroup Generic

Competencies ................................................................................ 40A Comparison of Lists of Generic Competencies ................... 41

IV. FINDINGS . . . . . ........................................................................ 42

Ranked List of Generic Competencies .................................. 42

Competencies Generated by Subgroups ...................................... 47

A Comparison of Competency Lists .......................................... 50

1v

CHAPTER Page

A Comparison of Indiana Elementary Principals Generic List of Competencies with Florida's List of BasicCompetencies.................................. - ...................................... . 52

A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Hand­book Rules 46-47 and the List of Generic Competen­cies Generated by Indiana Elementary Principals . . . 58

Im plications.............................. 63

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........................... 68

Purpose of the Study ................................................................. 68Description of the Population .............................................. 68Methodology................................................................................ 69Statistical Analysis ................................................................. 70Findings....................................................................................... 70

Conclusions.................................................................................... 71Recommendations'............................................................................ 73

REFERENCES....................................................................................... 75

APPENDICES....................................................................................... 79

Appendix A: Locations of Schools in this Study ................. 80Appendix B: Correspondence and Survey Instruments Used

1n This Study ......................................................... 84Appendix C: Lists of Competencies Generated by the

Sample Population and Subgroups Withinthe Sam ple............................................................. 94

Appendix D: The Ranked List of Generic Competencies Identified by Indiana ElementaryP r in c ip a ls ............................................................. 149

Appendix E: Florida's List of Basic Competencies Indiana's List of Basic Competencies Extracted from TEACH .......................................... 152

v

LIST OF TABLES

Table Page

1. The Ranked List of Generic Competencies that Indiana Ele­mentary Principals want Beginning Teachers to have Mastered During Preservice Training ............................................................. 43

2. Competencies Generated by Each Subgroup ..................................... 48

3. Percentage Rate of Usage for the Subgroups' CompetencyLists When Compared to the List of Generic Competencies . . 51

4. A Comparison of Florida's Basic Competencies and the Generic Competencies Generated by Indiana Elementary P r in c ip a ls ....................................................................................... 53

5. A Statistical Comparison of Florida's Basic Competency List and the List of Generic Competencies Generated byIndiana Elementary Principals ..................................................... 57

6. A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook (TEACH) Rules 46-47 to the List of Generic Competencies Generated byIndiana Elementary Principals ..................................................... 59

7. A Statistical Comparison of Competencies Extracted from (TEACH) and the List of Generic Competencies Generated by Indiana Elementary Principals ..................................................... 62

B. Number of Competencies Identified by Indiana Elementary Principals, Florida's Council on Teacher Education (COTE) and Indiana's Teacher Education and Certification Hand­book (TEACH) by Skill Groupings ................................. . . . . . 67

v1

LIST OF FIGURES

Figure

1. Percentage Comparisons Were Made Between the SamplePopulation and These Subgroups Within the Sample . .

Page

5

v l 1

1

CHAPTER I

INTRODUCTION

The Supreme Court has declared that school districts may use a

teacher's score on the National Teachers Exam to determine 1f he/she Is

competent to teach (Harrah v. Independent School D is tric t). For more

than a decade Competency Based Teacher Education (CBTE) has either been

lauded or scoffed at as an effective teacher preservice training method.

Regardless of whether I t represents the best preservice curriculum, more

and more colleges and universities are recasting their undergraduate pro­

gram 1n the CBTE mold. In the past decade, CBTE has become the bandwagon

for accountability 1n the public schools. By 1979, 10 of the 50 states

had mandated some type of teacher competency testing for certification

(Nothern, 1980).

The state of Florida has been the leader 1n the CBTE movement. In

Florida, their goal was to Identify generic teaching competencies. These

generic teaching competencies would become the foundation of Florida's

preservice teacher training programs.

In 1975 the Council on Teacher Education (COTE), a group of promi­nent educators appointed by the State Board of Education, spear­headed a project to Identify those competencies which are most essential to a ll teachers. The council Involved a large number of educational personnel throughout the state and conducted an exten­sive review of similar research In Florida and other states. Forty-eight generic competencies which consistently appeared in the search were selected for a final survey Instrument. A random sample of five percent of a ll certified personnel 1n the state were asked to rate the competencies. Twenty-three competencies met the specified acceptance criteria and were chosen (OHvia & Henson, 1980, p. 118).

2

By 1982, a ll preservice education graduates 1n Florida w ill have to

have fu lf ille d a year's performance experience Internship and have passed

a written exam. Eighty percent of the graduates of a teacher training

Institution must pass the test or the Institution loses Its certification

(011via & Henson, 1980). As state legislators mandate testing of teacher

competencies, and as the public demands teacher accountability; teacher

training Institutions are Incorporating CBTE Into their preservice pro­

gram. Arthur Combs concedes that there 1s some merit In CBTE approaches

when they are appropriate and suggests that the reason for their popularity

lies 1n the fact that they "appeal to our sense of practical efficiency"

and seem to counteract the vagueness often thought to be typical of teach­

er training (1972, p. 168). Despite CBTE's seemingly broad based support

and logical structure, 1t has not been accepted by a ll educators as the

solution to ensure competent teaching. CBTE assumes that there are

generic teaching methods and skills that are common to a ll subject areas,

grade levels, and geographic locations. Benham (1976) points out that

CBTE programs have derived their l is t of competencies from subcommittees

and study groups, yet rarely can 1t be said that those judging the compe­

tencies, principals, for example, were ever fu lly Involved 1n formulating

CBTE c rite ria . "The role of the school building administrator 1s to

fa c ilita te the teacher education program, (Giles 4 Foster, 1972, p. 34)

and administrative overall opinion constitutes the most widely used mea­

sure of instructional competency" (McNeil, 1971, p. 26). For this rea­

son, i t seems imperative that CBTE also reflect elementary principals'

views of desirable teacher competencies.

3

Problem Statement

The purpose of this study was to develop a ranked 11st of generic

competencies that Indiana elementary principals wanted beginning teachers

to have mastered during their preservice training and to compare these to

the 23 generic competencies Identified by Florida's COTE and Indiana's

certification requirements for Kindergarten-Primary and Elementary Educa­

tion.

In order to Insure that the entire population of Indiana elementary

principals were represented in the l is t of generic competencies, 26 sub­

groups were Identified within the population. A l is t of competencies

generated by each subgroup was identified and compared to the 11st of

generic competencies generated by the sample population. The subgroupsi

identified were:

1. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered in their preservice

training that were common to principals of large, medium and small

schools 1n the north, central and southern section of Indiana.

2. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered 1n their preservice

training that were common to principals 1n large, medium and small

schools in Indiana.

3. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered 1n their preservice

training that were conrnon to principals with 1-5, 6-16 and 16 plus years

of experience.

4

4. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered In their preservice

training that were common to principals with a masters, specialists or

doctorate degree.

5. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered In their preservice

training that were common to principals whose last college attendance was

0-1, 2-5 or 5 plus years ago.

6. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered 1n their preservice

training that were common to principals whose teaching experience was at

the elementary, junior h1gh/m1ddle or high school level.

7. Identification of the competencies that Indiana elementary prin­

cipals wanted beginning teachers to have mastered 1n their preservice

training that were common to male and female principals (see Figure 1).

Del Imitations

1. The population consisted of public elementary school principals.

2. The 11st of generic competencies were compared to competency

lis ts used 1n preservice programs 1n Florida and those competencies ex­

tracted from Indiana's teacher certification handbook.

Definition of Terms

1. Competency Based Teacher Education refers to a teacher training

program organized so that the trainees must master certain specified com­

petencies.

Figure 1

Percentage Comparisons Here Hade Between the Sample Population and These Subgroups Within the Sample

H o rtW r ii I c M o l i C w i t r t I Schools Sotrtharn School* A l t School* Dagraa

I l q .1 Had. | Sa.| I i q . I Had. I So.l f i g . | Mad. I S».) 1 U . I Hut J So.I IK S . I M .S . i f <1.0.1

Data o l la » t c o u r ta v o rk

TO-I 1 2 - S I S Plujl

la w a l o l taach lng a*p« rlanca

U l« w . I J r .H I . /H I J J Ia l H lotij

Sax

L n rt Ti I* \ n

1Yaarm o f a ta la . u p ,

11-3 I fl-ta I 16a lai]

w p a ta n c la * oanarafad by I ha u a o U po pu la tio n |

6

2. A generic competency 1s a sk ill needed to be a successful teach­

er 1n any setting.

3. A competency refers to skills and attitudes needed to achieve

minimum effectiveness as a teacher In the areas of basic knowledge, com­

munication, administrative, technical and Interpersonal sk ills .

4. Public elementary schools are those schools listed In the 1981-

82 Indiana School Directory.

5. The northern third of Indiana consists of the counties north of

route 26.

6. The central third of Indiana consists of the counties between

route 26 and route 50.

7. The southern third of Indiana1 consists of the counties south of

route 50.

8. Small schools are schools with one or fewer sections per grade

level.

9. Medium schools are schools with two or three sections per grade

level.

10. Large schools are schools with four or more sections per grade

level.

11. Years experience refers to the years of administrative experi­

ence.

12. Degree refers to the highest degree (masters, specialists or

doctorate) held by the principal.

13. Teaching experience refers to the level at which the principal

taught elementary, junior high/middle or high school.

7

Significance of the Study

This study focused attention on competency Identification that has

been neglected 1n past CBTE research. Several studies have used promi­

nent educators to generate a l is t of competencies, and then asked educa­

tors 1n the fie ld to rank them 1n Importance. Another popular way of

Identifying teacher competencies was by searching the literature. This

method would be no more effective than the f ir s t , because prominent edu­

cators published the majority of the journal artic les, not working prin­

cipals.

The overall goal of this study was to make available a set of

generic competencies that university and state offic ia ls can use as one

component to evaluate, and I f necessary, revise existing preservice

teacher training programs In Indiana, so that they provide beginning

elementary teachers with the skills practicing elementary principals be­

lieve new teacher should have mastered before they enter the Job market.

8

CHAPTER I I

REVIEW OF RELATED LITERATURE AND RESEARCH

This portion of the present study w ill review related literature and

research on the topic of competency based teacher education (CBTE). In­

vestigations Into this topic are voluminous. Beginning In the early

seventies the literature is replete with articles on CBTE. There has

been l i t t l e actual scientific research 1n this area using experimental

and control groups. The majority of the research would have to be con­

sidered naturalistic, extrapolation or surveys. Competencies have gener­

a lly been generated by comnlttee definitions, statements extracted from

related research, expert opinions and beliefs and hypotheses. This sec­

tion w ill be limited to what constitutes a CBTE program, Its Importance,

sources from which teacher competencies have been derived, and a review

of competencies that have been generated thus far. I t w ill also show Im­

port as to why principal's Input 1s eminent 1n developing a generic 11st

of teacher competencies.

What Constitutes Competency Based Teacher Education and Its Importance?

One of the major books dealing with competency-based teacher educa­

tion was Cooper, DeVault et a l.'s (1973) Competency Based Teacher Educa­

tion. I t Is actually two books in one. Book one deals with problems

and prospects for CBTE for the decade ahead and book two with a systems

approach to program design. Following are Insights from several authors

who contributed to this work.

Dickson, Kean, and Anderson (1973) fe lt that ourselves and our pro­

grams must be relevant to the changing world. Teachers must be able to

9

prepare children to cope with the problems of technology and must be able

to help them to anticipate new alternatives. Teachers, they fe lt , must

be prepared for greater tolerance and f le x ib ility and, therefore, teacher

educators must seek or create environments in which they can explore, pre­

serve and transmit knowledge and values to Improve the quality of l i fe .

As you research CBTE in general, and Its Importance 1n particular,

footnotes constantly refer you to the same two or three sources; one of

which 1s Houston and Howsam. Houston and Howsam (1972) aptly state the

Importance of CBTE as follows: "In changing times, unchanging schools

are anomalous. Competency-based education promises the thrust necessary

for adaptation to meet the challenge of a changed and changing society..."

(p. 1).

Competency-based education, according to Howsam and Houston (1972), .

has emerged from the emphasis on goal-orlentation and Individualization.

They further state that two characteristics are essential to the concept

of competency based Instruction. F irs t, precise learning objectives de­

fined 1n behavioral and assessable terms must be known to learner and

teacher alike; and the second essential characteristic 1s accountability

(p. 3). They further state that in a genuinely competency-based teacher

education program, the teacher's portfolio of credentials Includes a l is t ­

ing of the competencies the teacher has demonstrated and a comparison of

these with the expected competencies or a certification that c rite ria have

been met.

One of the contributors to their book, Burke (1972), writes that

teachers do make a difference. He feels that competency-based teacher

education can c larify specific teaching processes so that researchers may

10

have some measure to test the effectiveness of teachers 1n promoting

learning.

Dodl and Scholock (1973) hypothesized that 1n the decades ahead,

teachers w ill be held Increasingly accountable for their behavior. They

fe lt that traditional teacher education lacks specific performance c ri­

te ria and makes 1t Impossible to measure the student's readiness to enter

the teaching profession, while CBTE was designed to overcome this.

They further fe lt that the use of specifically stated competencies

as a basis for teacher preparation and certification has several far-

reaching consequences. Among the Important changes that would occur are

those summarized as follows:

1. Teacher preparation would become a non-course noncredit enter­prise. There would be no time base.

2. For prospective teachers 1n a competency-based program, there would be constant Interplay between personal goal setting, In­formation gathering and assessment of short-range outcome achievement.

3. A new range of teacher education specialists would emerge to design materials and assessment techniques and carry out actual competency assessments.

4. There would be Intensified efforts to c larify the nature of de­sirable pupil outcomes.

5. Achievement of stated educational objectives would be more like ly to be attained, (pp. 51-52)

According to Elam (1972) there are generic, essential elements to

Performance-Based Teacher Education (PBTE) Competency-Based Teacher Edu­

cation (CBTE), and only professional training programs that Include a ll

of them fa ll within the American Association of Colleges for Teacher Edu­

cation (AACTE) Committee's definition of P/CBTE. They are:

n

Essential Elements

1. Competencies (knowledge, s k ills , behaviors) to be demonstrated by the student are derived from explicit conceptions of teacher roles, stated so as to make possible assessment of a student's behavior 1n relation to specific competencies and made public 1n advance.

2. Criteria to be employed 1n assessing competencies are based up­on, and In harmony with, specified competencies; explicit 1n stating expected levels of mastery under specified conditions; and made public 1n advance.

3. Assessment of the student's competency uses his performance as the primary source of evidence; takes Into account evidence of the student's knowledge relevant to planning for, analyzing, Interpreting, or evaluating situations or behaviors; and strives for objectivity.

4. The student's rate of progress through the program 1s determined by demonstrated competency rather than by time or course comple­tion.

5. The Instructional program 1s Intended to fa c ilita te the develop­ment and evaluation of the student's achievement of competen­cies specified.

Implied Characteristics

1. Instruction 1s Individualized, personalized, and modularized.

2. The learning experience of the Individual 1s guided by feedback.

3. The program as a whole 1s systemic.

4. The emphasis 1s on ex it, not entrance, requirements.

5. The student Is held accountable for performance, completing the program when, and only when, he demonstrates the competencies that have been Identified as requisite for a particular profes­sional role.

Related and Desirable Characteristics

1. The program 1s field-centered.

2. There Is a broad base for decision making (including such groups as college/university faculty, students, and public school per­sonnel).

12

3. The protocol and training materials provided to students focus upon concepts, sk ills and knowledges, (usually 1n units called modules) which can be learned In a specified instructional setting.

4. Both the teachers and the students are designers of the instruc­tional system.

5. The program Is open and regenerative; 1t has a research compo­nent.

6. Preparation for a professional role 1s viewed as continuing throughout the career of the professional.

7. Instruction moves from mastery of specific techniques to role Integration (Elam, 1972, pp. 4-5).

Another work often quoted In CBTE research was Stanley Elam's "What

is the State of the Art?" According to Hr. Elam (1971), the essential

elements of the P/CBTE program are individualization and modularization;

emphasis on exit rather than entrance requirements; the systematic, open

approach, with feedback loops and program alternatives; and student and

program accountability. He fe lt the movement had already caused changes

but that much research was needed to answer the many questions surround­

ing P/CBTE. The paper identified a number of advantages of P/CBTE and

enumerated as one of the dangers, the developing of the competencies. He

cautioned that special effort be made 1n developing them.

In January of 1974, Ph1 Delta Kappan published a special Issue on

Competency-Based Teacher Education in which many noted educational leaders

voiced their opinions on the many facets of the CBTE movement. Following

w ill be a review of several of these articles.

Rosner and Kay (1974) fe lt that CBTE was a concept that had developed

over a number of years spurred on by Increasing demands for accountability,

relevance, and cost-effective schooling. However, they fe lt that CBTE had

a serious problem confronting its valid ity In that CBTE had come to mean

13

so many things to so many people. They further fe lt that 1f the promise

of CBTE was to be realized, a concerted effort must be made by a ll par­

ticipating Institutions and agencies to come to some agreement on what

the c ritica l dimensions of CBTE were. I t was then proposed by them that,

I f the program was to meet Its ultimate objectives an Iterative support

consisting of several steps must be followed. One of these steps, which

directly pertains to this study, was that of Identification of the know­

ledge and behaviors of teachers (teaching competencies) which were like ly

to have the highest payoff 1n terms of desirable pupil change.

In that same Issue, Maxwell (1974) expounds that proponents of the

CBTE approach were caught 1n a dilemma in that no one had a 11st of "mea­

surable competencies" which were demonstratably those of the successful

teacher.

Another artic le 1n that Issue Informs that 1n 1974, a study group

was formed under.the direction of Frederick M. McDonald (1974) to do a

feas ib ility study to determine 1f the varied activities of the

perfonnance-based/competency-based movement could be coordinated so that

Its genuine strengths could be Identified and verified. I t had four .

major goals:

1. to develop a taxonomy of teaching behavior

2. to develop systems for measuring teaching behavior

3. to evaluate the effectiveness of training systems which educatefor teaching competencies

4. to develop systems for evaluating the performance of graduatesof P/CBTE programs (p. 296).

14

Many journals dedicated entire Issues to the topic of CBTE. The

Journal of Teacher Education, March-Aprll 1978 used as Its theme "Assess­

ing the Competence of Preservice Teachers." One author 1n this Issue

(Baird, 1978) delineates five elements which are essential to competency-

based programs. They are summarized as follows:

1. Teaching competencies to be demonstrated are role derived, specified In behavioral terms, and made public.

2. Assessment crite ria are competency based, specify mastery levels, and are made public.

3. Assessment requires performance as prime evidence, takes student knowledge into account.

4. Student's progress rate depends on demonstrated competency and 1s, therefore; self-paced.

5. Instructional programs fa c ilita te development and evaluation of specific competencies, (p. 14)

In an American Association of School Administration (AASA) Critical

Issues Report, Beatrice M. Gudrldge (1980) answers the question "Why the

Increased attention to the Issue of teacher competency?"

1. Advent of student minimum competency movement.

2. Declining test scores.

3. Several widely publicized reports of I l l ite ra te students who received high school diplomas.

4. Wavering public confidence In the nation's schools as shown in polls.

5. Several reports of substantial numbers of teachers who failed to pass job screening on basic skills test. (p. 5)

15

Educational Leadership addressed the question "Competency-Based Edu­

cation: For Whom7" 1n Its January 1974 Issue. Lawrence (1974) organized

his contribution to this Issue by taking three crite ria that he fe lt

dealt with fundamentals of the competency approach to teacher education,

they were:

1. Is a defensible basis being used for selecting competencies?Are competencies being Identified and organized according to some rationale or conceptual base?

2. Are competencies, "stated as to make possible explic it assess­ment of a student's (teacher's or prospective teacher's) be­havior In relation to specific competencies?"

3. One basic premise of the competency approach Is that competen­cies', however; whenever developed by a person, should be the currency honored for a teaching position. Are measurement procedures emerging that can serve as "legal tender”? (p. 298)

Mr. Lawrence hopes that competencies would be Identified and organ­

ized on the basis of a solid theory or rationale and an analysis of rele­

vant educational research findings, but fears that this 1s not being done

In most cases.

Mervln (1973) further emphasized the Importance of carefully scru­

tin izing the competencies to be used in CBTE, when he informed that "the

competencies to be demonstrated and the criteria by which a person's per­

formance was judged must be explicit enough to unambiguously delineate

the assessment procedures to be used" (p. 2). The trainers must have the

a b ility to define and measure competency. He further postulated that 1f

the potential of P/CBTE Is to be realized "1t 1s Incumbent on scholars In

the fie ld to c ritic a lly examine the measurement components of the program,

weigh them against the existing knowledge base In educational measurement

and call attention to d ifficu lties and deficiencies" (p. 2).

16

Dodl and Scholack (1973) reiterated the above statements In the two

general conditions that they said must be met I f CBTE preparation pro­

grams were to become a rea lity . They were:

1. reasonable, precise statements of the specific competencies must be made, and

2. at the same time, reliable procedures must be developed for assessing competence In terms of the appropriate criteria (p. 49).

Mr. Blank (1982) did not write specifically for education but his

work could be readily applied to the development of CBTE programs. He

enumerated 12 tasks that he fe lt must be accomplished to develop a

competency-based training program. They are:

1. Identify and describe specific occupations

2. Identify essential student prerequisites

3. Identify and verify job tasks

4. Analyze job tasks and add necessary knowledge tasks

5. Write terminal performance objectives

6. Sequence tasks and terminal performance objectives

7. Develop performance tests

8. Develop written tests

9. Develop draft of learning guides

10. Try out, fie ld -tes t and revise learning guides

11. Develop system to manage learning

12. Implement and evaluate training programs (p. to).

17

The volume of research dealing with CBTE, as previously stated, was

mostly produced In the early 1970's. I t would therefore cause one to

question whether or not CBTE 1s s t i l l a relevant topic.

Benham (1981) states that although the In it ia l surge of enthusiasm

for CBTE peaked, I t 1s s t i l l very much a part of the educational scene.

Wendal (1982) distributed a 17 Item questionnaire 1n New York State

to designated teacher contact persons. I t showed that CBTE has made an

Important contribution to teacher education 1n New York.

Vllleme (1982) conducted a survey of the 50 states concerning the

use of competency-based teacher certification requirements (CBTCR). The

results of his survey are as follows:

1. States that are presently using competency-based teacher certi­fication requirements (competencies verified by the colleges preparing the teachers):

California Tennessee

Pennsylvania

I I . States that are presently using competency-based teacher cer­tifica tio n requirements (competencies checked external to the university or college program):

I I I . States that are presently planning to move to the use ofcompetency-based teacher certification requirements (competen­cies checked external to the university or college program):

Illin o isMassachusettsMinnesota

Utah Vermont Washington West Virginia Wisconsin

ArkansasFloridaGeorgia

Kentucky Louisiana North Carolina

ArizonaOklahoma

TexasVirginia

South Carolina

18

IV. States that presently do not use competency-based teachercertification requirements and do not presently have plans to use them:

Alabama Kansas New JerseyAlaska Michigan MontanaColorado Missouri North DakotaConnecticut Nebraska OhioDelaware Nevada OregonHawaii New Mexico Rhode IslandIdaho Maine South DakotaIndiana Maryland Wyoming (p. 3)

Why CBTE Is Important enough to be pursued 1s best exemplified by

the following two studies.

The f irs t 1s a study conducted by Illin o is State University (ISU).

The competency-based program at ISU was developed 1n an attempt to over­

come the following often-criticized faults of traditional programs:

1. All education courses are alike; l i t t l e new content 1s developed from course to course,

2. Education instructors ta lk about Individualization but do not practice 1t.

3. The content In education courses 1s either Innocuous or simplis­t ic .

4. Education Instructors provide general philosophical ideologies, but rarely relate these to common classroom problems and subse­quent solutions.

5. The use of media and technology 1s discussed frequently, but few education Instructors provide constant examples of this use 1n their classes.

6. As a result of the great duplication of material from course to course, gaps In Important educational areas are often found (Getzet et a l . , p. 301).

Sybouts (1973) reported the second study. In a P/CBTE program that

had been In operation at the University of Nebraska since 1969, two major

findings were reported and are summarized as follows;

19

1. teacher education students like P/CBTE better than traditional Instruction, and

2. youngsters taught by graduates of the program achieve more (p. 303).

Sources of Teacher Competencies and a Review of Some Teacher Competencies That Have Already Been Generated

The Importance of generating a valid 11st of teaching competencies

was Iterated 1n the f ir s t section of this chapter. This section w ill re­

iterate the Importance of generating a valid 11st of teaching competen­

cies, w ill research various sources of these competencies and review vari­

ous lis ts of teacher competencies that have already been generated.

There are those who doubt I t Is possible to generate a generic l is t

of competencies. One of these, Combs (1974), feels that a good teacher

has competence but not a common set of competencies. He claims that no

teacher college can make a teacher. Combs claims that the practical d if­

ficu lties of the competence approach are:

1. The fact that the method of the experts can or should be taught to beginners 1s a fallacy. Some methods used by experts, can only be used because he 1s an expert.

2. The behavioral performance-based criteria approach to planning and evaluating schooling seems logical and straightforward, however in teacher education, 1t ends up with the students fac­ing a long l is t of competencies which 1s like ly to be deeply discouraging and disillusioning to the young teacher (pp. 4-5).

Most, however, feel that generic competencies can be generated, but

that caution and scrutiny are key words to be remembered while research­

ing for them.

Rosner and Kay (1972) Indicated that the In it ia l Identification of

tentative competencies 1s critica l to the long range promise of CBTE.

20

Therefore, I t Is crucial that competency Identification be derived from

clearly delineated conceptual frameworks about teaching, available re­

search, the demands of specific public school curriculum and goals, the

experience of the profession, and soda! science theory.

Rosner (1972) was chairman of a committee which contemplated the

Identification of competencies. I t was noted In a report by Turner, a

member of said committee, that specific concepts and skills may be Identi­

fied by examining the research and theory of the behavioral and social

sciences, by examining the content and skill emphasis of specific school

curricula, and by conducting Inquiries of master teachers and teacher

trainers. An important point to be made, according to the report, was

that the knowledges and skills Identified must be made explicit and mas­

tery of the curriculum to a specified level of expertise must also be made

explicit and confirmed with appropriate Instruments.

In his artic le on the Weber State College Program, Parker (1974) re­

ported that the competencies developed for use in that program were

developed by the faculty. However, 1n addition to faculty, student and

graduate Input, data were also gathered from cooperating teachers 1n pub­

lic schools, building principals, d is tric t administrative personnel and

representatives of professional organizations, Graduates of the program

fe lt that they were effective 1n applying competencies learned 1n the pro­

gram and their judgements were confirmed by cooperating teachers, school

principals, and school d is tric t supervisory personnel. The graduates

were asked what competencies they would add to the program. One of the

more c ritica l problems of the program Involved establishing re lia b ility

and valid ity In measures used to assess student performances. One of the

21

major strengths of the program was that students could apply the compe­

tencies taught 1n the program as first-year teachers.

McDaniel (1982) Informs that the Educator Improvement Act Task Force

drew Its competencies principally by democratic consensus. Twelve thou­

sand South Carolina Educators determined the dimensions and most of the

specific competencies.

In a paper written by Elfenbeln (1972) for the AACTE, 17 performance-

based teacher education programs from 13 institutions of higher

learning were analyzed. In most cases the competencies to be taught 1n

their programs were determined by the education faculty. In a few cases,

they were determined through jo in t collaboration of public school person­

nel, professional organizations and college faculty. At one particular

higher education fa c ility , the competencies (objectives for the program)

were determined by four sources:

1. research on effective teaching and learning

2. analysis of communication problems

3. results of s taff's personal experiences

4. student data (p. 27).

In the Teacher Education and Certification Handbook (1976), Dr.

Harold H. Negley, Indiana State Superintendent of Public Instruction,

created an Advisory Council (In 1971) consisting of members from the Com­

mission on Teacher Training and Licensing, the Teacher Education Advi­

sory Council, the Department of Public Instruction, and numerous profes­

sional educators including public school teachers, administrators and

representatives from public and private Institutions of higher education.

22

Dr. Negley addressed the subcommittees of the Advisory Council and

directed them to: "determine the teaching competencies that are required

to meet needs; determine the educational experiences that w ill develop

the desired competencies, and suggest minimal programs" (p. 1). The sub­

stance of the minimum standards used for teacher certification and licens­

ing 1s, according to the Teacher Education and Certification Handbook,

" . . . partia lly based on research, but for the most part, I t 1s based on

the experiences, Intuition and professional judgement of those Involved

1n the development of the licensing standards" (p. 5).

From the above research, a ll educational resources seem to have been

tapped, to some degree, 1n the quest to develop a generic 11st of teacher

competencies. The goal of this present study was to give Impetus to one

source the researcher fe lt has not been sufficiently tapped, the elemen­

tary principal, Following are examples or partial examples of lis ts of

teacher competencies that have already been generated from various educa­

tional sources.

In a study conducted by M iller and M iller (1971) 1n the Louisiana

public school system, principals and teachers were mailed a four point

rating scale that listed 17 competencies and were asked to check each one

with the degree of Importance he attached to 1t In contributing to the

success of the classroom teacher. Following are the results of the ele­

mentary principals part of the survey:

Personal Qualities:

1. Professional zeal

2.5. Loyalty and cooperation

2.5. Classroom personality

23

4. Use of oral and written English

5. Social qualities

6. Personal appearance

7. Voice and speech

8. Punctuality

Professional Competencies:

1.5. Knowledge of subject matter in teaching fie ld

1.5. Classroom management and discipline

3. A b ility to organize materials In teaching

4. A b ility to organize learning situations

5.5. Evaluation

5.5. Creativity 1n teaching

7. Economical use of class time

8. Class achievement

9. General knowledge and Information (p. 38).

In a research paper submitted to the Association of Teacher Educa­

tors, Goldenberg (1975) reported on a l is t of competencies developed by

collaborative efforts among public school personnel, students Involved

1n CBTE programs, and the university faculty. The following statements

reflected the areas of competence which formed the basis of the elemen­

tary CBTE program:

1. Determines needs of learners

2. Plans activities for learners

3. Selects appropriate materials for Instruction

4. Employs a variety of teaching strategies appropriate to thesituation

24

5. Maintains an environment conducive to learning

6. Utilizes central procedures appropriate to the situation

7. Employs a variety of evaluative procedures appropriate tothe situation

8. Evaluates effectiveness of Instructional programs

9. Performs the necessary administrative and technical activ i­ties

10. Communicates effectively with others

11. Works cooperatively with others

12. Demonstrates responsible behavior

13. Utilizes feedback to improve professional competence

14. Demonstrates ethical behavior

15. Accounts for fu lf il l in g Institutional goals (pp. 4-5).

In 1975 the Council on Teacher Education (COTE) spearheaded a project

to Identify those competencies which were most essential to a ll teachers.

The competencies were formulated by a group of prominent educators.

Forty-eight generic competencies which consistently appeared 1n the search

of various educational sources were selected for a final survey Instrument.

The 23 competencies which met the specified acceptance crite ria were as

follows:

1. Demonstrate the a b ility to orally communicate Information ona given topic in a coherent and logical manner.

2. Demonstrate the a b ility to write In a logical, easily under­stood style with appropriate grammar and sentence structure.

3. Demonstrate the ab ility to comprehend and Interpret a message after listening.

4. Demonstrate the ab ility to read, comprehend, and Interpret . professional material.

25

5. Demonstrate the ab ility to add, subtract, multiply, and divide.

6. Demonstrate an awareness of patterns of physical and soda! development 1n students.

7. Diagnose the entry knowledge and/or sk ill of students for a given set of Instructional objectives using diagnostic tests, teacher observations, and student records,

8. Identify long-range goals for a given subject area.

9. Construct and sequence related short-range objectives for a given subject area.

10. Select, adapt, and/or develop Instructional materials for a given set of Instructional objectives and student learning needs.

11. Select, develop, and sequence related learning activities ap­propriate for a given set of Instructional objectives and stu­dent learning needs.

12. Establish rapport with students 1n the classroom by using verbal and/or visual motivational devices.

13. Present directions for carrying out an Instructional activity.

14. Construct or assemble a classroom test to measure student per­formance according to criteria based upon objectives.

15. Establish a set of classroom routines and procedures for u t i l i ­zation of materials and physical movement.

16. Formulate a standard for student behavior 1n the classroom.

17. Identify causes of classroom misbehavior and employ a tech­nique^ J for correcting 1t.

18. Identify and/or develop a system for keeping records of classand Individual student progress.

19. Counsel with students both Individually and collectively con­cerning their academic needs.

20. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other ethnic, cultural, linguis­t ic , and economic groups.

21. Demonstrate Instructional and soda! skills which assist stu­dents in developing a positive self-concept.

26

22. Demonstrate Instructional and social skills which assist stu­dents 1n Interacting constructively with their peers.

23. Demonstrate teaching skills which assist students 1n develop­ing their own values, attitudes, and beliefs (Olivia & Henson, 1980, p. 119).

In the Teacher Education and Certification Handbook (TEACH) for the

state of Indiana, rules 46 and 47 state the minimum requirements for ob­

taining a teaching license. They are spelled out for 38 areas. This

present research Is concerned with competencies .1n elementary education,

therefore; only two areas—kindergarten-primary and elementary education-

w ili be used for competency generation. Since the rules were not stated

as competencies, 1t was necessary to convert the standards to general

competencies. They are as follows:

1. Knowledge of the subject matter 1n the teaching fie ld .

2. Knowledge of the growth and development of the young child, theory of preadolescents.

3. Knowledge of Instructional processes appropriate to the student being taught.

4. Appreciation of Instructional materials to fa c ilita te Instruc­tion.

5. Classroom management skills Including legal rights and responsi­b ilit ie s of the student and teacher.

6. Knowledge of educational measurement and evaluation techniques.

7. Knowledge of Individual differences.

8. Knowledge of diagnostic and corrective reading procedures (Com­mission on Teacher Training and Licensing, 1976, pp. 15-20).

A teacher 1s a person who, through specialized training and educa­

tion, 1s able to guide and direct the learning experiences of students

In an educational setting for the purpose of fac ilita tin g their social,

27

emotional, and Intellectual growth. The CBTE program at Trenton State

College used that definition 1n 1979 to form the basis of their program

and to derive the following eight generic areas of competence:

1. administering the classroom

2. selecting appropriate data and curriculum materials

3. u tiliz ing principles of human behavior and learning

4. planning, implementing, and evaluating Instruction

5. fa c ilita tin g interpersonal relationships

6. analyzing the effectiveness of the school-

7. understanding and relating to students of different cultural backgrounds and

8. understanding the role of a teacher as a member of a profes­sion (Durkin & Smith, 1979, pp. 76-77).

Garglulo and P1gge (1979-80), Bowling Green State University, used

statements that were constructed by the education faculty. In their

study, 26 generic competency statements were sent to selected graduate

teachers s t i l l employed In Ohio. The top 10 generic competencies as

rated by elementary teachers were:

1. A bility to motivate student achievement via modeling, reinforce­ment, provision of success experiences, and appeal to student Interest.

2. A bility to u tilize audio-visual equipment and materials 1n teaching.

3. A bility to maintain order 1n a classroom and to assist 1n the development of self-d1sc1pl1ne.

4. A bility to Individualize Instruction to meet.the varying needs of students via techniques such as mastery learning, alternative assignments, individual contracting, and group work.

28

5. Ability to encourage and fa c ilita te the development of soda! skills and enhance self-concept.

6. A bility to u tilize observational techniques effectively In the classroom.

7. A bility to apply appropriate evaluative techniques for the systematic evaluation of pupil progress.

8. A bility to u tilize reading organization skills to divide a class Into reading groups.

9. A bility to understand the role of teacher organizations' within the formal and Informal competition for control of education and one's own personal role 1n joining such organizations.

10. A bility to provide Instruction leading to the different cogni­tive goals of acquisition, comprehension and application of knowledge (pp. 7-9).

When the elementary principals were asked to rank these same compe­

tencies, they thought the highest need of teachers was to demonstrate a

positive attitude toward students and teaching. They ranked second the

teacher's a b ility to maintain control of classroom activities and third

the a b ility to Individualize Instruction (P1gge, 1978).

In a study by Medly et a l. (1981), a committee of teachers from a

county school system In Georgia used previously developed lis ts of teach­

er competencies 1n order to Identify a set of generic competencies com­

mon to a ll teachers 1n their system. They not only listed the competency,

but also had to 11st behavioral indicators (specific teacher or pupil be­

havior) whose occurrence was regarded as a probable Indicator that the

teacher possessed or lacked the competency.

The following was a l is t of competencies developed by the project

teachers (1n cooperation with expert consultation). The 11st of per­

formance competencies was developed as one on which certification might

be based:

29

1. Gathers and uses Information related to Individual differences

2. Organizes pupils, resources, and materials for effective in­struction

a. Selects goals and objectives appropriate to pupil needsb. Gathers multilevel materialsc. Involves students in organizing and planning

3. Demonstrates ab ility to communicate effectively with students

a. Gives clear, explic it directionsb. Pauses, e lic its , and responds to student questionsc. Uses a variety of methods, verbal and nonverbal

4. Assists students 1n using a variety of relevant communications techniques

a. Demonstrates proper listening skillsb. Respects individual's right to speakc. Uses nonverbal conmunlcation skills

5. Assists students 1n dealing with their misconceptions or con­fusions, using relevant clues and techniques

a. Uses student feedback, verbal and nonverbal, to modify teaching practices

b. Demonstrates f le x ib ility 1n classroom management prac­tices

c. When student not on task, teacher makes contactd. Provides feedback to pupil on misbehavior

6. Responds appropriately to coping behavior of students

a. Maintains self-control 1n classroom situations and with students

b. Recognizes and treats Individual student behaviorc. Accepts necessity of dealing with individual students

7. Uses a variety of methods and materials to stimulate and promote pupil learning

a. Uses more than one teaching method 1n a single presenta­tion

b. Uses more than one Instructional activity simultaneously

8. Promotes self-awareness and positive self-concepts 1n students

a. Evidence of a personal one-to-one relationship with stu­dents

b. Provides opportunity for students to have voice 1n decision-making

30

c. Evidence of praise and/or rewards 1n operationd. Supportive classroom management

9. Reacts with sensitivity to the needs and feelings of others

a. Accepts and Incorporates student Ideasb. listens to students and provides feedbackc. Evidence of opportunity for one-to-one counseling

(p. 132).

The Importance of the Principal's Input

Although this present study takes Into account the aforementioned

research and sees the great Importance of the various means of deriving

generic teaching competencies; the researcher feels that Inadequate at­

tention has been given to the elementary principal's views.

According to Cooper (1967)* professional leaders 1n elementary

school administration believed the principal should make a genuine con­

tribution toward Improving the quality of education.

Shoemaker and Fraser (1981) state, "Principals can make a d iffe r­

ence" (p. 178).

Lelthwood and Montgomery (1982) believe, "Principal behaviors are

Increasingly 'e ffective1 to the extent that they fa c ilita te necessary

teacher growth..." (p. 310).

Redfern (1980) says, "Principals can do many things to Increase both

teacher morale and competency..." (p. 28).

In her AASA report, Gudridge (1980) Informs the readers that every­

body from John Goodlad, Dean of UCLA Graduate School of Education to news­

paper columnist Will 1am Rasberry is te lling United States principals that

they are the key to Improved classroom Instruction and teacher competency

(p. 25).

31

According to Pharls and Zakarlya (1979), evaluating the work of the

classroom teachers 1n the school has traditionally been considered a

major part of the principal's responsibility.

For the above reason and a ll others stated, 1t seems useful to de­

termine the competencies elementary principals believe should be mastered

1n the preservice program. I t would also seem useful to Incorporate

those competencies Into the research used In determining an Institution's

preservice teacher education curriculum.

32

CHAPTER I I I

PROCEDURE

Since the goal of this research project was to Identify a 11st of

generic competencies generated by the Indiana Public Elementary Princi­

pals, I t was Imperative to Insure that there was a cross sectional

representation of a ll the principals in Indiana. Therefore, the state

was divided Into three areas, North, Central and South, and the schools

Into large, medium and small. Twenty-six subgroups within the sample

were also identified and lis ts of competencies were developed for each

subgroup. A cross-reference with the generic 11st was made to determine

representation of a ll principals In the final l is t of generic competen­

cies.

Geographic Boundaries

The state was divided into north, central, and south, with two

major routes being chosen as the dividing lines. They were routes 26

and 50. The northern area consisted of those counties north of route 26,

the central area was those counties between routes 26 and 50, and the

southern area was those counties south of route 50. To avoid splitting

a county, 1t was necessary at times to deviate from following routes 26

and 50 directly. When a deviation was necessary, the county Involved

was Included 1n the area that the majority of the county would have been

In I f routes 26 and 50 had been followed directly.

School Size

The number of sections per grade was used to determine school size.

The large elementary school was defined as a school having at least four

33

sections of every grade level, a medium school was defined as a school

having two or three sections of each grade and a small school was defined

as a school having one section of each grade. No school was chosen that

had fewer than five grades.

I t was assumed that elementary schools would average 25 students

per room. Therefore, schools meeting the criteria would be: A large

K-6 school would have a minimum of 700 students, a medium K-6 school

would range from 350 to 525 students and a small K-6 school would have a

maximum of 175 students. To check the validity of these assumptions

schools whose populations approximated those projections were selected

from the 1981-82 Directory of Indiana Schools. A sample of schools meet­

ing those crite ria were surveyed by phone to determine their exact popu­

lation and number of sections per grade level. From this survey, 1t was

determined that, to ensure the correct number of sections per grade level,

a large K-8 school's population would have to be a minimum of 950 stu­

dents, a K-6 school's population would have to be a minimum of 750 stu­

dents and a K-5 school's population would have to be amlnimum of 650 stu­

dents. The medium size K-8 school's population would have to range be­

tween 500 and 600 students, a K-6 school's population would have to range

from 350 to 550 students and a K-5 school's population would have to

range from 300 to 450 students. Small schools that met the criteria must

have a population of less than 200 students.

34

School Identification

The next phase of this study was to Identify the schools to be sur­

veyed. To do th is , a review of the 1981-82 Directory of Indiana Schools

was undertaken. I t showed that there would be no shortage of medium and

small schools, however; large schools not located 1n Lake and Marlon

Counties would be at a premium. Therefore, large schools were plotted

on an Indiana map. In the 32 counties that made up the northern area

there were only five large schools in 30 of the counties, two large

schools in Allen County and several large schools 1n Lake County. Of the

10 large northern schools selected for this survey three came from Lake

County and the remaining seven schools were the only other large schools

located in the northern area. In the 35 counties that made up the cen­

tra l area there were eight counties with one large school, one county

with two large schools and Marlon County with several large schools. The

10 central large schools were chosen by selecting one large school from

each county that had a large school. In the 26 counties that made up the

southern area there were only 10 large schools that met the K-6 — 750;

K-5 — 650 population c rite ria . All were Included 1n the study. Because

there was a limited number of large schools 1n the north, central and

southern areas, except In Lake and Marion Counties, schools with a popu­

lation that was close to the projected crite ria were called to ensure

that they met the class sections c rite ria .

After the large schools were selected for the survey medium and

small schools were selected. This was accomplished by using an Indiana

map to determine what geographic areas were not yet represented in the

survey, and then selecting a medium or small school 1n that area (see

Appendix A for school locations).

35

School Selection

Ninety Public Elementary Schools were selected to participate In this

study. The participants Included 30 large, 30 medium and 30 small schools

with 10 each being located in the north, central and southern areas of

Indiana. The 90 elementary principals administering those schools were

sent color coded and serialed surveys. Surveys printed on blue paper were

mailed to the northern area, surveys printed on white paper were mailed to

the central area and surveys printed on yellow paper were mailed to the

southern area. For the north, central and southern areas the surveys were

numbered one through 30. The numbers one through 10 represented small

schools, numbers 11 through 20 represented medium schools, and numbers 21

through 30 represented large schools. Each survey package contained a le t­

ter of Introduction, rationale for the study, demographic questions, five

examples of competencies: one each representing basic knowledge, communi­

cation s k il l , administrative s k ill , Interpersonal relationship and techni­

cal s k il l , a blank lined page for the principal to record generated compe­

tencies, and a stamped, self-addressed envelope (see Appendix B).

Surveys Returned

After two weeks, 405! of the surveys had been returned. Therefore, 1t

was decided to Identify 15 additional schools In each of the north, central

and southern areas and mall them a survey. Because of the shortage of

large schools In the south only 44 additional surveys were mailed. One

additional large school 1n the south was found that met the sections c r i­

teria with less than the projected population.

36

The third week after the original mailing a le tte r and survey were

mailed to those who, from the original 90 principals selected, had not

returned the survey. This le tte r reiterated the request that they f i l l

out the survey and return 1t (see Appendix B). After five weeks, 60 of

the original 90 surveys had been returned. The 30 principals who hadn't

returned the survey were called and again asked to f i l l out the survey

and return I t . After six weeks, 87 surveys had been returned. The three

missing surveys were a ll large southern schools. A personal handwritten

note was mailed to the principals of those three large southern schools

(see Appendix B). After eight weeks, enough surveys had been returned

from the two mailings so that there were 10 surveys each from the large,

medium and small schools 1n the north, central and southern areas.

The final ta lly showed that 12 of the original 90 surveys were not

returned. Of the 12 surveys not returned, there were three 1n the large

schools, four In the medium and five 1n the small schools. In the north­

ern area one large, two medium and one small school failed to return the

survey. In the central area one large, two medium and one small school

failed to return the survey. In the southern area one large and three

small schools failed to return the survey.

To bring the total surveys to 90 with 10 each In the nine cate­

gories, 12 surveys were selected from the second mailing. The 12 that

were selected were the f irs t 12 to be returned that represented a cate­

gory with fewer than 10 original surveys returned.

37

Competency Identification and Ranking

Competency Identification and ranking were accomplished using a two

round procedure. In round one, competency statements were generated by the

designated elementary principals. The competencies generated by the ele­

mentary principals were then categorized using Florida's five basic compe­

tency categories which are: communication s k ills , administrative s k ills ,

Interpersonal s k ills , technical skills and basic knowledge. In this sur­

vey, there was one group of competencies that didn't f i t Into the five

basic categories. A new basic category was created and tit le d professional­

ism. A competency was listed under communication skills I f 1t pertained to

passing Information from one person(s) to another person(s) 1n either oral

or written form. A competency was listed under administrative skills 1f 1t

pertained to managing some aspect of the educational environment. A compe­

tency was listed under Interpersonal sk ills I f i t pertained to Interacting

with others. A competency was listed under basic skills I f I t pertained to

learning In a subject area. A competency was listed under professionalism

1f 1t pertained to an understanding of the teaching profession. Finally,

a competency was listed under technical 1f 1t pertained to using learned

teaching sk ills .

The 90 principals generated 85 competencies that were then listed

under the six basic categories. The competencies under each category were

then compared to see 1f some competencies were the same but stated 1n a

different way or was a sub-competency that would f i t within a basic compe­

tency. The final ta lly was 31 different generic competencies (see Appendix

C).

38

Using the key-sort method, the number of times each of the 31 compe­

tencies was Identified by the 90 principals was ta llied . The competencies

were Identified by as few as three to as many as 68 different principals.

The criteria for retaining a competency for round two was set at the

beginning of this study. I t was decided that any competency identified by

at least 25% of the principals (22 principals) would be retained for round

two. Twenty-four of the 31 competencies met the criteria of being Identi­

fied by 25% (22) of the principals and were used to develop the second sur­

vey.

Twenty-six subgroups were extracted from the sample population. The

subgroups, the population of each subgroup, and 25% of each subgroup were:

Subgroups

Subgroup Population 25% of SubgroupNorth

Large northern schools Medium northern schools Small northern schools

101010

222

CentralLarge central schools Medium central schools Small central schools

101010

222

SouthLarge southern schools Medium southern schools Small southern schools

101010

222

School SizeLarge schools Medium schools Small schools

303030

777

39

Subgroup Population 25% of Subgroup

EducationMasters degree (M.S.} 65 16Specialists degree (Ed.S.) 23 5Doctorate degree (Ed.D. or Ph.D.) 2 1

SexMale 77 19Female 13 3

Date of Last College Course WorkLast college course 0-1 year 21 4Last college course 2-5 years 39 9Last college course 5 plus years 30 7

Experience. TeachingElementary teaching experience 78 19Junior high/middle school teach­

ing experience 8 2High school teaching experience 4 1

Experience. AdministrativeAdministrative experience ■

1-5 years 18 4Administrative experience

6-16 years 46 11Administrative experience

16 plus years 26 6

The competencies generated by each subgroup were Identified, and the

frequency of Identification for each competency was ta llie d . A 11st of

competencies was developed for each subgroup (see Appendix C). A compe­

tency was Included on a subgroup's l is t of generic competencies 1f 25% of

the subgroup's population Identified the competency.

40

Round Two

In round two, a survey was mailed to the principals who generated the

competencies, and they were asked to rank the 24 competencies. The second

survey Included a le tte r explaining the second round, the survey, and a

stamped self-addressed envelope. The survey was made up of 24 competen­

cies generated by the principals (see Appendix B). The principals were

asked to rank each competency as not needed -5, unimportant -4 , Important

3, very Important 4 and a must 5.

Computations of Composite Scores

The ranking of each competency by each principal was summed and a

composite score for each competency was derived. I f a competency's com­

posite score was less than 135, the competency was dropped. The score of

135 was derived at by multiplying 3 (the mid ranking) by 45 (503! of those

principals surveyed). The remaining competencies were the generic compe­

tencies that were ranked. The competency which had the highest composite

score was ranked f ir s t , second highest score was ranked second, etc.

Generic Competencies Compared to Subgroup Generic Competencies

The l is t of generic competencies generated by the sample population

was compared to the competencies generated by the 26 subgroups within the

sample. A percentage rate of usage for each subgroup was determined by

dividing the number of competencies 1n the subgroup that matched those on

the generic 11st by the total number of competencies 1n the generic l is t .

41

A table was developed depicting which competencies of the generic compe­

tencies were not Included 1n each subgroup.

A Comparison of Lists of Generic Competencies

The lis ts of generic competencies generated by the Indiana elemen­

tary principals were compared to the 11st of Basic Competencies being

used In preservice training programs In Florida and the competencies ex­

tracted from the Teacher Education Certification Handbook for

Kindergarten-Primary and Elementary Education Certification 1n Indiana.

The 11st of generic competencies were s ta tis tica lly compared to the compe­

tencies used 1n Florida and Indiana preservice programs to determine i f

they differed significantly.

42

CHAPTER IV

FINDINGS

Ranked List of Generic Competencies

In round one, Indiana elementary principals generated 24 different

competencies that met the previously established criteria for Inclusion

Into round two. In round two, the same elementary principals rated each

of the 24 competencies as not needed -5 , unimportant -4 , Important 3,

very Important 4, and a must 5. From the principals' rankings a compos­

ite score for each competency was computed. A competency's composite

score could range from a negative -450 points to a positive 450 points.

The competency with the highest composite score was ranked number one,

second highest composite score as number two, etc. The ranked 11st of

generic competencies that Indiana elementary principals want beginning

teachers to have mastered during preservice training can be found in

Table 1 and Appendix D.

The data presented 1n Table 1 shows each competency's rank after

round two, the competency's rank by number of principals generating the

competency 1n round one, the competency's composite score and the compe­

tency. Any competency receiving a composite score of less than 135 (c ri­

teria established prior to the survey) would be dropped from the final

11st of generic competencies. However, none of the 24 competencies used

1n the second round received a composite score of less than 135. There­

fore, no competency was dropped from the original l is t of 24 competen­

cies.

Table 1

The Ranked List of Generic Competencies that Indiana Elementary Principals want Beginning Teachers to

have Mastered During Preservice Training

Competency Rank by Nr. Principals CompositeRank Generating Competency Score

1 1 342

2 6 327

3 15 326

4 3 319

5 2 3146 10 313

7 7 311

8 11 3079 18 306

10 4 301

Competency

Establishes and maintains discipline—Knowledge of be­havior modification and assertive discipline.Loves and has empathy for all children and creates a good classroom atmosphere in which the student feels secure.Has good rapport with the students (consistent, logi­cal and fa ir ) .Ability to Interact positively with parents and the public in general, and the ab ility to conduct an ef­fective parent-teacher conference.Can develop long and short range lesson plans.Presents a good role model: is punctual, reliable, well-groomed and poised; and practices good health habits, self-control and patience.Motivates students by using a variety of teaching techniques, strategies and activities.Speaks grammatically correct English.Understands child growth and development and encour­ages the child to develop self-discipline and respect for others and their property.Knowledgeable of individual differences, setting challenging but realistic goals.

1

Table

Competency Rank by Nr. Principals CompositeRank Generating Competency Score

11 20 300

12 9 297

13 5 29614 22 29415 8 287

16 13 278

17 14 276

18 23 275

19 24 271

20 21 270

21 17 260

1 (continued)

Competency

Has a strong, positive self-concept, commands respect, accepts responsibility and exercises appropriate leadership.Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gram­mar.Ability to cooperate with peers and supervisors.Dedicated to teaching—does more than the minimtm.Demonstrates an average or above proficiency In a ll sub­jects taught.Has a zest for H fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.Incorporates new ideas from students, peers, administra­tors and other sources when applicable.Ability to follow the curriculum guide, c ritic a lly eval­uate teacher materials for usefulness and appropriate­ness and present the information in an orderly fashion.Skilled in administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.Counsels with students both Individually and collec­tively concerning their academic needs

Table 1 (continued)

CompetencyRank

Rank by Nr. Principals Generating Competency

CompositeScore

Competency

22 12 259 Good and flexible time management s k ills , Incorporat­ing knowledge and use of: computers, A/V resources, supplemental materials, community resources, educa­tional fa c ilities and daily classroom administrative responsibilities.

23 16 256 Has a realistic understanding of the responsibilities of being a professional, including: professional growth, community activ ities, and an understanding of the advantages and disadvantages of the profession.

24 19 255 Proficiency in math sk ills .

46

Column one 1s the ranking each competency received 1n round two of

the survey. The competency ranked number one 1s the competency Indiana

elementary principals feel 1s the most Important concept to be taught 1n

preservice training. The competency ranked number 24 Is the least Im­

portant concept to be taught 1n preservice training.

Column two 1s the rank of each competency from round one. The com­

petency ranked number one 1s the competency that was generated by more

principals than any other competency. The competency ranked number 24

was generated by the fewest principals (see Appendix C).

For the final 11st of generic competencies, the rankings from round

two (column one) were used instead of the rankings from round one

(column two). This procedure was used because 1t was assumed that (with­

in the time frame) an Individual principal would be unable to generate

every desirable competency. Round two gave every principal Involved 1n

the study an opportunity to review the entire 11st of competencies be­

fore ranking them.

Column three 1s the composite score for each competency. The com­

posite score was derived by summing the rating each principal assigned

to each competency.

Column four Is the competencies generated and ranked by Indiana ele­

mentary principals.

4 ?

Competencies Generated by Subgroups

One of the considerations of this study was to determine I f a ll

principals within the state of Indiana were represented 1n the final

ranked 11st of generic competencies. To accomplish this task the study

was designed to determine 1f the competencies generated by the princi­

pals differed by: geographic area, school size, sex, principal's de­

gree, level of principal's teaching experience, years of administrative

experience, and date of last course work. Twenty-six subgroups were

Identified and the 11st of generic competencies generated by each sub­

group was compiled (see Appendix C). The competencies generated by each

subgroup can be found In Table 2.

In Table 2, the 31 competencies generated by Indiana's elementary

principals were listed on the vertical axis, and the 26 subgroups were

listed on the horizontal axis. An "x" at the Intersection of the verti­

cal and horizontal axis Indicated that the competency was generated by

the members of that subgroup (255! of the members of a subgroup had to

have identified the competency for 1t to have been Included), I f there

was no "x" at the Intersection of the vertical and horizontal axis,

that competency failed to be generated by at least 25% of that subgroup.

The 31 competencies listed In Table 2 were a ll the competencies

generated by the Indiana elementary principals. However, only 24 of

them met the criteria for Inclusion into the second round survey. Com­

petencies 25 through 31 did not meet the 25% crite ria for Inclusion in­

to the second round survey. However, they did meet the 25% crite ria for

Inclusion Into the competency l is t of some of the subgroups. Competen­

cies 25 through 31 were Included 1n Table 2 to show the subgroup from

which they were generated.

I

Table 2

Competencies Generated by Each Subgroup

Competencies generated by the Indiana elementary principals as listed in Appendix C

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Admin. Exp. 16 plus X x X X X X X X X X X X X X X X X X X X

Admin. Exp. 6-16 X X X X X X X X X X X X X X X X X X X X X X X X

Admin. Exp. 1-5 X X X X X X X X X X X X X X X X X X X X

Teach. Exp. H.S. X X X X X X X X X X X X X X X X

Teach. Exp. Jr. Hi. x X X X X X X X X X X X X X X X X X X X X X X

Teach. Exp. Elem. X X X X X X X X X X X X X X X X X X X X X X X

Cr. Wk. 5 plus yrs. X X X X X X X X X X X X X X X X X X X X X

Cr. Wk. 2-5 vrs. X X X X X X X X X X X X X X X X X X X X X

Cr. Wk. 0-1 yrs. X X X X X X X X X X X X X X X X X X X X

Female X X X X X X X X X X X X X X X X X X X X X X

Hale X X X X X X X X X X X X X X X X X X X X X X

Ed.D. Degree X X X X X X X X X X X X X X X X X

Ed.S. Degree X X X X X X X X X X X X X X X X X X X X X

H.S. Degree X X X X X X X X X X X X X X X X X X X X X X X

Small Schools X X X X X X X X X X X X X X X X X X X X X

Medium Schools X X X X X X X X X X X X X X X X X X X X X X X X

Large Schools X X X X X X X X X X X X X X X X X X X

Small So. Schools X X X X X X X X X X X X X X X X X X X X X X X

Med. So. Schools X X X X X X X X X X X X X X X X X X X X X X X X X

Table 2 (continued)

Competencies generated by the Indiana elementary principals as listed in Appendix C

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Large So. Schools X X X X X X X X X X X X X X X X X X X X X X

Sm. Cent. Sch. X X X X X X X X X X X X .X X X X X X X

Med. Cent. Sch. X X X X X X X X X X X X X X X X X X X X

Lg. Cent. Sch. X X X X X X X X X X X X X X X X X X X X X

Sm. No. Schools X X X X X X X X X X X X X X X X X X X X X

Med. No. Schools X X X X X X X X X X X X X X X X X X X X X X X X

Lg. No. Schools X X X X X X X X X X X X X X X X X X X X

50

Competency number 26 was not Identified by 25% of any subgroup*

therefore; I t was not Included on any subgroup's 11st. However, 1t was

generated by enough Individuals to be considered as a competency.

Analysis of the data 1n Table 2 shows that the top 24 competencies

were generated by a maximum of 26 to a minimum of 15 subgroups. F ifty -

eight percent of those 24 competencies were generated by a ll but three

or fewer of the subgroups* and 83% of the 24 competencies were generated

by 20 or more of the subgroups.

A Comparison of Competency Lists

The number of competencies generated by each subgroup were compared

to the generic 11st of competencies to determine the percentage rate of

usage. The percentage rate of usage shows what percent of the generic

competencies were Included on the 11st of competencies generated by a

given subgroup. The percentage rate of usage for each subgroup can be

found 1n Table 3.

In Table 3, column 2 was Included to give the reader an Indication

of the number of principals surveyed 1n each subgroup. Table 3 also

Included the number of competencies generated by each subgroup that were

Included on the generic 11st of competencies and the percentage rate of

usage.

51

Table 3

Percentage Rate of Usage for the Subgroups' Competency Lists When Compared to the List of Generic Competencies

Subgroups Number of Subjects 1n

Subgroup

Number of Compe­tencies Generated

by Subgroups

Percentage Rate of Usage

Northern Schools Large Medium Small

Central Schools Large Medium Small

Southern Schools Large Medium Small

Schools State Wide Larqe Medium Small

EducationMasters Degree Specialist Degree Doctorate Degree

'Male Female

Date of Last College Course Wort

0-1 Years 2-5 Years5 plus Years

Experience. Teaching Elementary Jr. High/Middle High School

Experience. Adminis­trative

1-5" "Years 6-16 Years16 plus Years

Sex

101010

101010

101010

303030

6523

2

7713

213930

7884

184626

202420

202018

212422

19 24 21

232117

2220

202121

232216

192420

83.3 10083.3

83.383.3 75

87.5 10091.6

79.110087.5

95.887.570.8

91.680.3

80.387.587.5

95.891.666.6

79.110083.3

Note: The divisor Is 24 — Competencies 1n column 3 were Identified by 251! of the subgroup.

52

The percentage rate of usage ranged from 66.6% to 100%. Twenty-one

of the 26 subgroups had an 80% or higher rate of usage. The two sub­

groups that represented principals with a doctorate degree and those

that had only high school teaching experience consisted of only two and

four members respectively. Those were small sample populations from

which to extract accurate data. I f those two subgroups were dropped be­

cause of Insufficient sample size* the lowest percent of usage rate be­

comes 75% which would represent 18 of the 24 competencies.

A Comparison of Indiana Elementary Principals Generic List of Competen­cies with Florida's List of Basic Competencie?

Another phase of this study was to determine 1f the competencies

generated by Indiana's elementary principals had been Included 1n a Com­

petency Based Teacher Education (CBTE) program that was 1n place prior

to this study. Florida was chosen because 1t has been considered the

leader In the Competency Based Teacher Education movement. Florida's

Competency Based Teacher Education program was based on 23 basic compe­

tencies selected from educational research by eminent educators and was

validated through a survey of Florida educators working 1n the fie ld . A

comparison of Florida's basic competencies and the generic competencies

generated by Indiana elementary principals can be found 1n Table 4.

The data 1n Table 4 showed that 13 of the competencies generated by

the Indiana elementary principals Identified basically the same skills

that were Identified 1n 15 of Florida's basic competencies. This hap­

pened because the competencies are not worded exactly the same. In two

instances a competency generated by the Indiana elementary principals

Included the skills that were 1n two separate competencies from Florida's

11st of basic competencies.

A Comparison of Florida's Basic Competencies and the Generic Competencies Generated by Indiana Elementary Principals

Florida's Basic Competencies Ind. Elan. Principals' Generic Competencies

Similar Competencies

1. Demonstrate the ab ility to orally cormunicate information on a given topic In a coherent and logical manner.

2. Demonstrate the ab ility to write in a logical, easily understood style with appropriate gram­mar and sentence structure.

4. Demonstrate the ab ility to read, comprehend, and interpret professional material.

5. Demonstrate the ab ility to add, subtract, multiply, and divide whole numbers, decimals and fractions and find percentages.

6. Demonstrate an awareness of patterns of physical and social development in students.

7. Diagnose the entry knowledge and/or sk ill of students for a given set of instructional objectives using diagnostic test, teacher observations, and student records.

8. Identify long-range goals for a given subject

14. Demonstrates the ab ility to conmunicate at the level of the listener in a pleasant, coherent and logical manner.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gratmiar.

16. Has a realistic understanding of the responsi­b ilitie s of being a professional, including: professional growth, community activ ities, and an understanding of the advantages and disadvan­tages of the profession.

19. Proficiency in math skills .

18. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.

21. Skilled in administering and interpreting a variety of evaluation processes to assess stu­dent progress and diagnose problems.

2. Can develop long and short-range lesson plans.

Table 4 (continued)

Florida's Basic Competencies Ind. Elan. Principals' Generic Competencies

Similar Competencies

9. Construct and sequence related short-range * objectives for a given subject area.

10. Select, adapt, and/or develop instructional materials for a given set of Instructional ob­jectives and student learning needs.

12. Establish rapport with students in the class­room by using verbal and/or visual motivation­al devices.

15. Establish a set of classroom routines and pro­cedures for utilization of materials and physical movement.

18. Identify and/or develop a system for keeping records of class and individual student pro­gress.

16. Formulate a standard for student behavior in the classroom.

19. Counsel with students both individually and collectively concerning their academic needs.

21. Demonstrate Instructional and social skills which assist students in developing a posi­tive self-concept.

24. Ability to follow the curriculum guide, c r i t i ­cally evaluate teacher materials for usefulness and appropriateness and present the Information in an orderly fashion.

15. Has good rapport with the students (consistent, logical and fa ir ) .

12. Good and flexible time management s k ills , in­corporating knowledge and use of: computers, A/V resources.

1. Established and maintains disci pi Ine—knowl edge of behavior modification and assertive discip­line.

17. Counsels with students both individually and collectively concerning their academic needs.

10. Presents a good role model: is punctual, re­liab le , well-groomed and poised; and practices good health habits, self-control and patience.

Table 4 (continued)

Florida's Basic Competencies Ind. Elem. Principals' Generic Competencies

Dissimilar Competencies

3. Demonstrate the ab ility to comprehend and interpret a message after listening.

11. Select/develop and sequence related learning activities appropriate for a given set of instructional objectives and student learning needs.

13. Present directions for carrying out an instruc­tional activity.

14. Construct or assemble a classroom test to mea­sure student performance according to criteria based upon objectives.

17. Identify causes of classroom misbehavior and employ a technique(s) for correcting 1t.

20. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other people, including those from other ethnic, cultural, linguistic, and economic groups.

22. Demonstrate instructional and social skills which assist students in Interacting con­structively with their peers.

23. Demonstrates teaching skills which assist students 1n developing their own values, at­titudes and beliefs.

3. Ability to interact positively with parents and the public in general, and the ab ility to conduct an effective parent-teacher conference.

4. Knowledge of individual differences, setting challenging but realistic goals.

5. Ability to cooperate with peers and supervi­sors.

6. Loves and has empathy for all children and creates a good classroom atmosphere in which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ i- t i es.

8. Demonstrates an average or above proficiency in a ll subjects taught.

.11. Speaks grammatically correct English.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.

Table 4 (continued)

Florida's Basic Competencies Ind. Elem. Principals' Generic Competencies

Dissimilar Competencies

20. Has a strong, positive, self-concept, com­mands respect, accepts responsibility and exercises appropriate leadership.

22. Dedicated to teaching—does more than the minimum.

23. Incorporates new ideas from students, peers, administrators and other sources when ap­plicable.

57

Ch1-Square was used to determine 1f Florida's l is t of basic compe­

tencies were s ta tis tica lly different from the l is t of generic competen­

cies generated by the Indiana elementary principals. The data used to

compute the Ch1-Square are introduced 1n Table 5.

Table 5

A Statistical Comparison of Florida's Basic Competency List and the List of Generic Competencies Generated by

Indiana Elementary Principals

FloridaGroup

Indiana Row Totals

— Different£

8 (.35) 11 (.16)Pe

19 (.40)Competency—

— Same 15 (.65) 13 (.54) 28 (.60)

nc 23 24 47 = n

A Chi-Square of .6228 was obtained from the data 1n Table 5. The

critica l value of Ch1-Square for one degree of freedom at the .05 level

was 3.84. Therefore, the null hypothesis was rejected. This means

that the two lis ts did d iffe r significantly. The 11st of generic compe­

tencies generated by the Indiana elementary principals were not enough

alike to be considered s tatis tica lly the same 11st.

58

A Comparison of the Competencies Extracted from Indiana's Teacher Edu­cation and Certification Handbook Rules 46-47 and the List of Generic Competencies Generated fay Indiana Elementary Principals

The final consideration of this study was a comparison of the 11st

of generic competencies generated by Indiana elementary principals and

the competencies extracted from the Teacher Education and Certification

Handbook (TEACH) Rules 46-47. The aforementioned rules pertained to

Kindergarten-Primary and Elementary Education certification. There were

eight general competencies extracted from the (TEACH) handbook (see

Appendix E). Seven of the eight competencies matched competencies gener­

ated by the Indiana elementary principals. Table 6 displays the similar

and dissimilar competencies.

Ch1-Square was used to determine 1f there was a difference between

the l is t of competencies extracted from the Indiana Teacher Education

and Certification Handbook tTEACH) Rules 46-47 and the 11st of generic

competencies generated by the Indiana elementary principals. The data

used to compute Ch1-Square are In Table 7.

A Comparison of the Competencies Extracted from Indiana's Teacher Education and Certification Handbook (TEACH) Rules 46-47 to the List of Generic

Competencies Generated by Indiana Elementary Principals

(TEACH) Competencies Ind. Elem. Principals' Generic Competencies

Similar Competencies

1. Knowledge of the subject matter in the teaching fie ld .

2. Knowledge of the growth and development of the young child, theory of preadolescents.

3. Knowledge of instructional processes appropri­ate to the student being taught.

4. Appreciation of Instructional materials to fac ilita te instruction.

5. Classroom management skills Including legal rights and responsibilities of the student and teacher.

6. Knowledge of educational measurement and eval­uation techniques.

7. Knowledge of Individual differences.

8. Demonstrates an average or above proficiency in a ll subjects taught.

18. Understands child growth and development, and encourages the child to develop self- discipline and respect for. others and their property.

7. Motivates students by using a variety ofteaching techniques, strategies and activities.

24. Ability to follow the curriculum guide, c r i t i ­cally evaluate teacher materials for useful­ness and appropriateness and present the in­formation in an orderly fashion.

12. Good and flexible time management sk ills , in­corporating knowledge and use of; computers, A/V resources, supplemental materials, com­munity resources, educational fac ilities and daily classroom administrative responsibili­ties.

21. Skilled in administering and interpreting a variety of evaluation processes to assess stu­dent progress and diagnose problems.

4. Knowledge of individual differences, setting challenging but realistic goals.

Table 6 (continued)

(TEACH) Competencies Ind. Elem. Principals' Generic Competencies

Dissimilar Competencies

8. Knowledge of diagnostic and corrective read- 1. Establishes and maintains discipline—Ing procedures. knowledge of behavior modification and asser­

tive discipline.2. Can develop long and short-range lesson plans.3. Ability to interact positively with parents

and the public 1n general* and the ab ility to conduct an effective parent-teacher conference.

5. Ability to cooperate with peers and supervisors.6. Loves and has empathy for a ll children and cre­

ates a good classroom atmosphere in which the student feels secure.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grantnar.

10. Presents a good role model: is punctual, r e l i ­able, well-groomed and poised; and practices good health habits, self-control and patience.

11. Speaks granmatlcally correct English.13. Has a zest for l i f e , enthusiasm, good sense of

humor and the ab ility to motivate others into act1on.

14. Demonstrates the ab ility to communicate at the level of the listener in a pleasant, coherent and logical manner.

15. Has a good rapport with the students (consis­tent, logical and fa ir ) .

Table 6 (continued)

(TEACH) Competencies Ind. Elem. Principals' Generic Competencies

Dissimilar Competencies

16. Has a realistic understanding of the respon­s ib ilities of being a professional, including: professional growth, cormunlty activities, and an understanding of the advantages and disadvantages of the profession.

17. Counsels with students both Individually and collectively concerning their academic needs.

19. Proficiency 1n math skills .20. Has a strong positive self-concept, comnands

respect, accepts responsibility and exercises appropriate leadership.

22. Dedicated to teaching—does more than the minimum.

23. Incorporates new ideas from students, peers, administrators and other sources when appli­cable.

62

Table 7

A Statistical Comparison of Competencies Extracted from (TEACH) and the List of Generic Competencies Generated by

Indiana Elementary Principals

Group

(TEACH) Indiana Row Totals

— Different 1 {.%) 17 ( . l l ) 18 (jfc )Competency—

- —Same 7 (.87) 7 (.29) 14 (.44)

nc a 24 32 = n

A Ch1-Square of 19.44 was obtained from the data 1n Table 7. The

critica l value of Chi-Square for one degree of freedom at the .05 level

was 3.84. Therefore, the null hypothesis was accepted. This means

that the 11st of competencies extracted from (TEACH) was not s ta tis ti­

cally different from the l is t of generic competencies generated by the

Indiana elementary principals. However, 1t was readily apparent that

the Indiana elementary principals generated three times as many compe­

tencies as there were listed in (TEACH). From this data 1t was evident

that the competencies identified 1n (TEACH) were competencies desired

by Indiana's elementary principals. The (TEACH) 11st wasn't as compre­

hensive as the 11st generated by the Indiana elementary principals.

Therefore, one can not reverse the statement and say that the 11st of

generic competencies generated by the Indiana elementary principals was

sta tis tica lly the same as the 11st extracted from (TEACH).

63

Implications

The following Implications relative to competency based teacher edu­

cation (CBTE) seem to be Indicated by the available evidence.

The Importance Indiana elementary principals assign to each compe­

tency can be determined by the competency's composite score. The com­

posite cut o ff score of 135 was established during the planning of this

study. I t was assumed that a competency would be held 1n high esteem 1f

half of the principals gave I t an average rating. I f the composite cut

o ff score was doubled (270), 20 of the 24 competencies would s t i l l be In­

cluded on the final 11st of generic competencies. For a competency to

generate a composite score of 270, I t must receive an average rating of

three from every principal (90) 1n this study. This would Indicate that

Indiana elementary principals place a high priority on every competency

generated through this study.

The number one competency, establishing and maintaining discipline,

was generated by over 75% of the 90 elementary principals surveyed.

This occurred at a time when society is demanding back to the basics,

the teaching of more rote skills and competency testing of students and

teachers. This leads to the following perplexing question: Are the

Indiana elementary principals out of step with society? Add to this the

Gallup Poll report that society Identified lack of discipline as educa­

tion's number one problem, and the Issue 1s even more confusing. Does

this mean that Indiana elementary principals are 1n step with society,

or could 1t be that society does not know what 1t wants?

At this time, with the Information available, 1t 1s impossible to

make an unqualified statement. Only hypotheses and educated guesses

64

can be made about the apparent sim ilarities and differences between the

two groups. A question that needs to be answered through further re­

search 1s: Oo Indiana elementary principals and society believe that

learning and good teaching 1s the result of good discipline, or just the

opposite, good discipline 1s the result of good teaching, which results

1n learning?

This study did not deal with society; therefore any postulations

concerning the apparent anomaly w ill be le f t to future research. How­

ever, this study must deal with the apparent conflict 1n the Indiana ele­

mentary principals' 11st of generic competencies.

Of the 24 competencies, one dealt with discipline, one with under­

standing the responsibilities of being a professional, and 22 with tech­

nical, administration, communication, Interpersonal and basic knowledge

s k ills . I f Indiana elementary principals do believe that good discipline

results In good teaching (as the number one competency would suggest),

one competency 1s a ll that would be needed; or other competencies 1n the

11st would deal with discipline. Neither 1s the case. This would lead

to the conclusion that the number one competency, (establishing and main­

taining discipline), 1s more of a political than an educational response.

An elementary principal that seemingly disagrees with society on the num­

ber one problem 1n education could be conmtttlng "Job1c1de."

A review of the other 23 competencies leads to the conclusion that

Indiana elementary principals believe good teaching Is the result of far

more than good discipline. Indiana elementary principals want teachers

who are competent administrators, possess Interpersonal s k ills , have

basic knowledge, comnunlcate well with others, have technical teaching

65

skills and understands the responsibility of being a professional. I f a

teacher was competent 1n a ll of those areas, he would have no trouble

establishing and maintaining discipline; because the skills disciplinar­

ians claim to possess are provided for 1n the aforementioned competency

areas.

In this study, the second, third and fourth competencies dealt with

Interpersonal relationships. In a l l , six of this study's 24 competen­

cies dealt with Interpersonal relationships, and five of Florida's 23

basic competencies dealt with Interpersonal relationships. This Is 25%

and 22% respectively. From these data, 1t can be Inferred that a teach­

er's a b ility to Interact effectively with students, parents and peers 1s

considered extremely Important by both Indiana elementary principals and

Florida's COTE. The fact that Indiana elementary principals ranked three

Interpersonal skills ahead of a ll the technical and basic knowledge

skills Is of significance. This 1s a message to the education profession.

Successful and competent educators must be more than technicians. Not

only must the teacher be knowledgeable and technically competent, he

must be able to relate to and with those with whom he associates. This

Information questions certification standards (such as Indiana's certi­

fication and licensing laws), which are Intended to Improve teaching;

but deal only with knowledge and technical s k ills .

Florida's l is t of basic competencies was identified by prominent

educators through the review of related research. The 11st of generic

competencies identified by this study was generated by Indiana elemen­

tary principals. The two lis ts were significantly different. Many auth­

orities feel that the best solutions to a profession's problems are

66

generated by members of the profession. I t would then follow that a pro­

fessional, whose job evolves around evaluating their peers, would be an

excellent source of sk ills needed to succeed 1n a profession. I f the

above statements are true, then I t would give rise to the conclusion that

principals are an excellent source of competency generation for pre­

service training programs. This logic would also Indicate that competen­

cies generated by others ( I .e . , prominent educators, legislators and the

public) w ill not provide the optimum preservice training programs.

Seven of the eight competencies extracted from TEACH were the same

as those competencies Identified by Indiana elementary principals. Five

of the seven like competencies were technical sk ills ; one was basic know­

ledge; and one was administrative. The two missing areas are those deal­

ing with communication and Interpersonal sk ills . Indiana elementary

principals devote 42% and Florida 39% of their competencies to those two

competency sk ill areas.

From this Information, two assumptions may be drawn: f ir s t , the

authors of TEACH fe lt that communications and Interpersonal skills would

be too hard to Identify and assess for certification; and second, the

authors of TEACH fe lt that given the technical s k ills , a good teacher

w ill evolve.

Finally, 1t 1s Interesting to note the number of competencies Indiana

elementary principals, Florida's COTE and TEACH Identified for each s k ill

(Table 8).

67

Table 8

Number of Competencies Identified by Indiana Elementary Principals, Florida's Council on Teacher Education (COTE) and Indiana's

Teacher Education and Certification Handbook (TEACH) by Skill Groupings

Skill Group Principals Florida TEACH

1. Communications 4 4 0

2. Basic Knowledge 2 2 1

3. Technical 8 8 6

4. Administration 3 4 1

5. Interpersonal 6 5 0

6. Professionalism 1 0 0

As previously stated, Indiana elementary principals' 11st of generic

competencies and Florida's 11st of basic competencies are s ta tis tica lly

different. Competencies each group Identified under each s k ill are basi­

cally different; however both groups Identified almost exactly the same

number of competencies for each s k ill. From this Information, 1t can be

concluded, that the Importance both groups assign to each s k ill category

1s equivalent. I t Is also evident, that the authors of TEACH zeroed 1n

on one major sk ill level; but neglected the others.

I t now becomes the profession's task to: determine exactly what

principals and society mean when they speak of discipline 1n the schools;

develop currlculums that provide students with the competencies Identi­

fied; and monitor their graduates to determine future curriculum adjust­

ments.

68

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the purposes of the study, procedures used

1n the Investigation, findings of the research, and recommendations.

Purpose of the Study

The primary purpose of this study was to generate a ranked 11st of

generic competencies that Indiana elementary principals want beginning

teachers to have mastered during preservice training. There were two

secondary functions of this study. F irst, the generic 11st of compe­

tencies generated by the Indiana elementary principals was compared to

competency lis ts that were currently being used by teacher training In­

stitutions 1n Florida and Indiana to determine I f the two groups identi­

fied the same competencies. Secondly, a l is t of generic competencies

would be available for Indiana teacher training Institutions when they

review their currtculun.

Description of the Population

For this study the state (Indiana) was divided Into three geographic

areas: north, central and south, Ninety public elementary schools were

selected from the 1981-1982 Directory of Indiana Schools. The principals

of 30 elementary schools from each geographic area were surveyed. In

each area 10 large, 10 medlun and 10 small schools were selected accord­

ing to previously established c rite ria . The principals Included In the

survey administered schools with grade combinations of either 1-5, 1-6,

K-5, K-6 or K-8. The student population of the schools surveyed ranged

from less than 100 to over 1,000.

69

Methodology

This research project utilized a two-round survey procedure. In

round one the principals were asked to provide demographic data and to

generate competencies they fe lt a beginning teacher should master in

preservice training. The data from round one was collated and compe­

tencies Identifying the same sk ills were grouped. A general competency

was written that Included the sk ill or skills Identified by each group

of competencies. From the competencies generated 1n round one, a survey

Instrument was constructed that Included the competencies that were

generated by at least 25% of the principals.

In round two, the second survey was returned to the same principals,

and they were asked to rank the competencies from -5 to 5. Those compe­

tencies that received a composite score of 135 or more made up the final

11st of generic competencies (see Appendix D).

From the original sample population, 26 subgroups were Identified.

A 11st of competencies was developed for each subgroup from the data the

members of that subgroup generated 1n round one. The 11st of competen­

cies for each subgroup was then compared to the final 11st of generic

competencies. A percentage rate of usage was computed for each subgroup.

The percentage rate of usage demonstrates what percent of the generic

competencies are Included In a subgroup's 11st of competencies.

Finally, the 11st of generic competencies were s ta tis tica lly com­

pared to competencies that had been Identified and were 1n use 1n

Florida's and Indiana's teacher training program.

70

Statistical Analysis

A percentage rate of usage was computed that compared each sub­

group's competency 11st with the final l is t of generic competencies gen­

erated by the entire sample population. The percentage rate of usage

score was used to determine 1f each subgroup was adequately represented

1n the final 11st of generic competencies.

Chi-Square was used to compare the proportions of similar competen­

cies 1n this study's 11st of generic competencies with two other lis ts

of competencies. F irst, Florida's 11st of basic competencies was com­

pared to this study's 11st of generic competencies. Second, the compe­

tencies extracted from Indiana's teacher certification handbook were com­

pared to this study's l is t of generic competencies.

In each case a two-by-two table was generated which provided one

degree of freedom. The c ritica l value for Ch1-Square was 3.84 at the

.05 level of confidence.

Findings

The following findings were observed:

1. The 11st of generic competencies generated through this study

was representative of Indiana elementary principals. The percentage rate

of usage for the subgroups ranged from 66.6% to 100%. The two subgroups

with the lowest percentage rate of usage score had only two and four mem­

bers respectively. The next lowest percentage rate of usage score was

75%. Twenty-one of the 26 subgroups had a percentage rate of usage score

of 80% or above.

2. The 11st of generic competencies generated by this study was

s tatis tica lly different from Florida's 11st of basic competencies. At

71

the .05 level of significance, the c ritica l value of Ch1-Square for one

degree of freedom 1s 3.84. The calculations from this data produced a

Ch1-Square of only .6228. Therefore, the null hypothesis, that the two

lis ts were the same, was rejected.

3. The 11st of generic competencies generated by this study was

compared to the competencies extracted from Indiana's certification re­

quirements for Kindergarten-Primary and Elementary teachers. The c r i t i ­

cal value of Ch1-Square at the .05 level of significance with one degree

of freedom was 3.84. The calculations for this data produced a Chi-

Square of 19.44. From this data, the null hypothesis can not be re­

jected. Therefore, the two lis ts must be considered s tatis tica lly the

same.

Conclusions

When developing a l is t of generic competencies the most Important

consideration 1s that a ll members of the population are adequately repre­

sented. The Indiana elementary principals identified 24 generic compe­

tencies. Twenty-six subgroups were Identified within the population and

a 11st of competencies was extracted that each subgroup generated. The

11st of competencies generated by each subgroup was then compared to the

l is t of generic competencies {see Table 3). The comparisons showed that

the 11st of competencies generated by the subgroups ranged from 66 to

100% of the competencies In the generic 11st of competencies. Table 2

shows which competencies were Identified by each subgroup. The Informa­

tion 1n Table 2 reveals that the competencies were generated by 15 to 26

of the subgroups. This Is a range of 58 to 100% of the subgroups. From

72

the above data f t can be generalized that the 11st of generic competen­

cies generated by the Indiana elementary principals 1n this study does

adequately represent a ll Indiana elementary principals.

In the ranked lis t of generic competencies generated by Indiana

elementary principals, the number one priority was for the teacher to

be able to establish and maintain discipline. The next 10 competencies

Included five that dealt with Interpersonal relationship, four with

technical sk ills and one with administrative sk ills . From this data 1t

seems that Interpersonal skills are extremely Important to Indiana ele­

mentary principals. To push this point a b it further, a ll four of the

technical sk ills ranked 1n the top 10 competencies would lead to better

Interpersonal relationships.

The 11st of basic competencies used 1n Florida's preservice train­

ing program was generated from educational literature and validated by

educators working 1n the fie ld . This l is t of basic competencies was not

s tatis tica lly the same as the 11st of generic competencies generated by

Indiana elementary principals. This 11st of generic competencies con­

tained 15 competencies that were 1n Florida's 11st of basic competencies.

The 11st of competencies extracted from Indiana's certification

handbook contained eight competencies. Seven of the eight competencies

were Identified in the l is t of generic competencies generated by this

study. The generic l is t of competencies generated by this study con­

tained three times as many competencies as was extracted from the c e r t if i­

cation handbook. However, the two lis ts are s ta tis tica lly equivalent

using the Ch1-Square inference formula. This gives rise to the assump­

tion that the state certification requirements do represent the desires of

elementary principals, but are less stringent than the principals want.

73

The twenty-fourth competency, proficient in math sk ills , referred to

the teacher "-s ab ility to accurately account for money collected 1n the

classroom, perform the mathematical functions Involved In attendance and

grading and dally record keeping. This competency was not a reference

to the teacher's a b ility to teach math.

I t 1s also Interesting to note that none of the eight competencies

extracted from the teacher certification handbook deal with Interpersonal

sk ills .

Recommendations

One of the rea lities of educational research today 1s that 1t gener­

ates more questions than 1t answers. Therefore, the Investigator makes

the following recommendations:

1. That a study be conducted to determine 1f the 11st of generic

competencies generated by the Indiana elementary principals are repre­

sentative of the nation as a whole.

2. That teacher training Institutions review the 11st of generic

competencies to determine I f the competencies are Included 1n the content

of the Institution's professional education courses.

3. That a follow-up study be conducted to conclude whether Indiana

principals believe that teachers are being graduated possessing the

competencies generated by this study.

4. That the graduates of preservice education programs In Indiana

be surveyed to determine i f they feel they possess the competencies gen­

erated by this study.

74

5. That students 1n their preservice education training should

study the competencies generated In an effort to be better prepared to

enter the fie ld of education.

6. That 1f this study were ever replicated, a different ranking

system be employed. The system employed 1n this research was sensitive

enough to rank the generic 11st of competencies, but not sensitive

enough to rank the subgroup competency l is t .

REFERENCES

76

References

Baird, J. H. Designing and Installing assessment systems. Journal of Teacher Education, 1978, 29, 14-17.

Benham, B. J. CBTE: Another educational edifice built on quicksand. Teacher Education, 1973, 17, 26-29.

Blank, W. E. Handbook for developing competency-based training Pro­grams. New Jersey: Prentice Hall, Inc ., 1982.

Burke, B. J. Curriculum design. Houston and Howsan (Eds.), Competency- Based Teacher Education. Chicago: Science Research Association Inc ., 1972,

Coker, D., Medley, M., S Soar, R. S. How valid are expert opinions about effective teaching. Phi Delta Kappan, 1980, 62, 131-134.

Combs, A. W. The professional education of teachers, (2nd ed.). Boston: Allyn and Bacon, l4?2.

Combs, A. W., Blume, R. A ., Newman, A. J ., & Wass, H. L. The profes­sional education of teachers: A humanistic approach to teacher preparation! Boston: ATlyn and Bacon, 1974.

Cooper, J. E. Elementary school princlpalshlp. Ohio: Merrill Books, Inc ., 196/!

Cooper, J. M., Anderson, D. W., DeVault, N. V ., Dickson, G. E ., Johnsen,C. E ., & Weber, W. A. Competency based teacher education.Colorado: McCutchan Publishing Corp., 1973.

Dickson, G. E ., Kean, J. M., & Andersen, D. W. Relevance and teacher education. Cooper and DeVault et a l. (Eds.), Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.

Dodl, N. R., & Schalock, D. H. Competency based teacher preparation.Cooper and DeVault et a l. (Eds.), Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.

Durkin, L ., & Smith, J. M. A challenge for leadership of teacher educa­tion In the eighties. Peabody Journal of Education. 1979, 58, 74-82.

Elam, S. Performance-based teacher education. What 1s the state of the art? Washington, D.C.: American Association of Colleges for Teacher Education, December 1971.

Elam, S. A resume of performance-based teacher education: What 1s the state of the art? Ph1 Delta Kappan, March 1972.

77

Elfenbein, I . M. Performance-Based Teacher Education Programs, Compara­tive Description. Washington, D.C.: American Association of Col­leges for Teacher Education, October 1972,

Gargiulo, R. M., & Pigge, F. L. Teacher competencies: Need and develop­ment. Journal of the Association of Teacher Education, 1979, JJ_, 5-17.

Getz, H., Kennedy, L ., Pierce, W., Edwards, C., & Chesebro, P. Fromtraditional to competency based teacher education. Phi Delta Kappan,1973, 54, 300-303.

Giles, G., & Foster, J. Changing Teacher Education In a Large Urban Uni­versity. Washington, D.C.: American Association of Colleges for Teacher Education, July 1972.

Goldenberg, R. The Relationship Between Principals and Teachers Percep­tions of the Quality of College Preparation for Teaching Competence. Research paper submitted to tne American Association of Colleges for Teacher Education, 1975.

Gudrldge, B. M. American Association of School Administration Critical Issues Report: Teacher Competency Problems and Solutions.California: Education News Service, dopy 198, 1980.

Harrah v. Independent School D istric t. 99s c t . , 1062, 1979.

Houston, W. R., & Howsam, R. B. (Eds.). Competency-Based Teacher Educa­tion Progress. Problems, and Prospects. Chicago: Science Research Associates, inc ., 1972, ‘

Johbsen, C. E ., & Shearron, G. F. Specifying assumptions, goals and ob­jectives. Cooper and DeVault et a l. (Eds.) Competency Based Teacher Education. California: McCutchan Publishing Corp., 1973.

Lawrence, G. Delineating and measuring professional competencies. Edu­cational Leadership. 1974, 31_, 298-302.

Lelthwood, K. A., S Montgomery, D. J. The role of the elementary school principal 1n program improvement. Review of Educational Research, 1982, 50, 309-339. -----------------------------------------------

Maxwell, D. PBTE, A case of the emperor's new clothes. Phi Delta Kaooan.1974, 55, 306-312. -------------------

McDaniel, T, R. Do you have questions about minimum competencies for teaching? South Carolina has some answers. Teacher Educator. 1982. 2, 5-9. -------------------------

McDonald, F. J. The national commission 0PBF. Phi Delta Kappan. 1974.55, 296-298. -------------------

78

McNeil, J. D. Toward accountable teachers. New York: Holt, Rinehart,4 Winston, In c ., 19TL

Medley, D. M. et a l. Assessing teacher performance from observed compe­tency Indicators defined by classroom teachers. Journal of Educa­tional Research, 1981, 74, 197-217.

Merwln, J. C. Performance Based Teacher Education, Some Measurements, and Decision Making Considerations. Washington, D.C.: AACTE, June,im : ------------------ ----------------------- ----

M ille r, C., & M ille r, D. The importance of certain personal qualities and professional competencies 1n successful classroom teaching.The Journal of Teacher Education. 1971, 22, 37-39.

Nothern, E. F. The trend toward competency testing of teachers. Ph1 Delta Kappan. 1980, 61, 358-359.

O livia, P ., & Henson, K. What are the essential generic teaching compe­tencies. Theory Into Practice, 1980, J9, 117-121.

Parker, R. Weber State College evaluates IBTE after three years. Phi Delta Kappan, 1974, 55, 320-324.

Pharls, W. L ,, & Zakarlya, S. B. The Elementary School Principalship 1n 1978: A Research Study. Arlington, VA: National Association of Elementary School Principals, 1979.

P1gge, F. L. Teacher competencies: Need, proficiency, and where pro­ficiency was developed. Journal of Teacher Education, 1978, 29, 70-76. —

Redfern, G. C ritical Issues Report, (Chapter 4). Gudridge, B. (Ed.). Education News Service. California, 1980.

Rosner, B. The power of competency-based teacher education: A report. Final Report Project, No. 1-0475, Allyn & Bacon, Inc., 1972.

Rosner, B., & Kay, P. M. Will the promise of CBTE/PBTE be fu lfilled?Phi Delta Kappan. 1974, 55, 290-296.

Shoemaker, J ., & Fraser, H. W. What principals can do: Some Implica­tions from studies of effective schooling. Phi Delta Kaooan. 1981. 63, 178-182. aL~

Sybouts, W. Performance based teacher education: Does 1t make a d if­ference? Phi Delta Kappan. 1973, 54, 303-304.

Vllleme, M. G. Competency-based teacher certification: Is i t really happening? The Teacher Educator. 1982, 18, 2-4.

Wendel, E. 0. Competency-based teacher education: What has survived 1n New York? Journal of Teacher Education, 1982, 33, 28-31.

APPENDICES

Appendix A

Locations of Schools In this Study

81

la r g t schools

X " Original schools

0 ■ Sacond nailing

M

•n

fx

yx

i i u

82

Ktdiua schools

X * Origin*! schools

0 ■ St com) M a ilin g

flpaol

H

83

Sm II actiool*

X ■ Origin*! ichoola

0 * Sieond Hailing

Appendix B

Correspondence and Survey Instruments Used 1n This Study

W illia m C. JacksonRoute 1Tasw e ll, Indiana 47175

Dear

We, 1n the Department of School Administration, School of Education, Indiana University, Bloomington, are currently engaged 1n a study deal­ing with teacher competencies. This study w ill attempt to Identify a 11st of generic competencies elementary principals desire beginning teachers to have mastered 1n their preservice training.

Competency Identification and ranking w ill be accomplished using a two round procedure. We would like for you to participate 1n each of the two parts. In round one you would be asked to generate competencies you desire 1n beginning teachers. In round two you w ill be asked to rate the competencies that were generated 1n round one.

Since you are the most knowledgeable person In this area, we would be most appreciative of your time and effort 1n this endeavor.

Thank you,

C. William Day

William C. Jackson

86

A RANKED LIST OF GENERIC COMPETENCIES ELEMENTARY PRINCIPALS WANT BEGIN­NING TEACHERS TO HAVE MASTERED IN THEIR PRESERVICE (UNDERGARDUATE) TRAINING

Rationale

The demand for accountability In public education 1s being acconmodated In different ways. Some colleges and universities are switching to Competency Based Teacher Education (CBTE) programs at the undergraduate level. Competencies are being generated by "experts" or are being ex­tracted from research and journal articles. The principal has basically been ignored In developing lis ts of competencies for preservice programs. The principal judges the beginning teacher as competent or Incompetent, therefore; 1t seems pertinent that a study be conducted for the follow­ing reasons:

1. To provide a 11st of generic competencies elementary principals want beginning teachers to possess.

2. To determine 1f the l is t of generic competencies gener­ated by elementary principals d iffe r from the lis ts being used by some colleges and universities.

3. To provide a reference point for future educational studies.

Information

This research 1s being conducted under the direction of Dr. C. William Day, Professor, School of Education, Indiana University. Respondents are principals of public elementary schools in Indiana.

Findings

In reporting findings of the study, s tric t confidence w ill be maintained and no reference w ill be made to the names of schools or responding prin­cipals. The questionnaire has been coded solely for the purposes of collecting data and follow-up. A summary of the final report w ill be sent to principal completing the survey Instrument.

Directions: Select the answer that best represents you and place the le tte r for that response 1n the blank preceding each item.

87

DEMOGRAPHIC INFORMATION

1. Sexa. Femaleb. Male

2. Date of last course work taken for college credit.

a. 0-1 yearsb. 2-5 yearsc. 6 plus years

3. Years of administrative experience at the elementary level.

a. 1-5 yearsb. 6-15 yearsc. 16 plus years

4. Level at which you were teaching before becoming an elementary principal.

a. Elementaryb. Junior High/Middle Schoolc. High School

Directions: Listed below are f1Ve examples of competencies representing basic knowledge, technical, administrative, communication and Interpersonal s k ill . After reading the examples would you please l is t the competencies you want beginning teachers to have mastered In preservice training. I f more space 1s needed please feel free to add another page.

1. Demonstrate the a b ility to add, subtract, multiply and divide.

2. Identify long-range goals for a given subject area.

3. Formulate a standard for student behavior In the classroom.

4. Demonstrate the a b ility to orally communicate Information on a given topic 1n a coherent and logical manner.

5. Counsel with students both Individually and collectively con­cerning their academic needs.

88

141111am C. JacksonRoute 1Tasw ell, Indiana 47175

Dear

A couple of weeks ago I sent you a survey on teacher competencies. I am once again requesting that you take time from your busy day to f i l l out the survey. Having been an elementary principal for seven years I know how busy your days are.

However, having lived through the frustrations, as I'm sure you have, of reviewing twenty to twenty-five applications to find two or three viable candidates to Interview for one position takes time away from our more Important duties. Departments of Education, especially at Indiana Uni­versity, are looking at their undergraduate programs. There are a size­able group of educators who want to make the education curriculum more rigorous. There are those who feel that the curriculum should be le ft as I t Is; and there are those who feel that 1t should be made easier.

In the past changes have been made at the university level without Input from those on the firing line (the principal). I'm trying to provide Input from the work-a-day principal. However, to do this I need your help. I want to have this project wrapped up by May.

Your school was chosen because of Its size and geographic location. We are trying to represent the entire state and different size schools and determine 1f there are any competencies a majority of elementary princi­pals 1n Indiana agree that beginning teachers should have been taught 1n college.

Thanks for your time.

141111am Jackson IAESP Graduate Assistant

90

PERSONAL HANDWRITTEN NOTE

Dear

Just a note to remind you how Important your response 1s to our

study. Being the principal of one of the largest elementary schools 1n

the south we tru ly need your Input. I f you can take the time to f i l l

out the survey 1t could help us a ll .

Thanks.

8111

W illiam C. JacksonRoute 1Tasw ell, Indiana 47175

Dear

First of a ll I would like to thank everyone for taking the time to f i l l out the original survey. I know from experience how busy you a ll are, and how often you are asked to do this type of thing.

We are now Into the second phase of the study. A 11st of competencies, that were generated by at least 25% of the principals surveyed, has been developed. This second phase was Included because 1t was assumed that (within the time frame) each principal would be unable to generate every desirable generic competency.

You are now asked to rank the twenty-four competencies generated by you and your peers. A competency may not read exactly as you wrote 1t. Some competencies have been rewritten as a general statement encompassing the Ideas of many principals.

After you rank each competency as -5 , -4 , 3, 4, or 5, the score w ill be determined for each competency; and the sums w ill be totaled from every survey. Any competency that doesn't have a composite score of 135 w ill be dropped. The remaining competencies w ill be ranked with the compe­tency having the highest composite score being number one, etc.

As soon as a ll tabulations are made, you w ill receive a copy of the final results. I'm anxious to see the final results and would very much appre­ciate your continued cooperation.

There Is a twenty-fifth Item on the survey. I neglected to ask you your highest earned degree. Would you please Include this also.

Thank you,

William C. Jackson

92

The second phase of this study 1s to rank order the generic teaching com­petencies. Listed below are the competencies you and your peers gener­ated. Would you please rate each of the twenty-four competencies by circling the number (to the right of each competency) that corresponds to how you view the Importance of that competency. The values are: not needed -5 , unimportant -4 , Important 3, very important 4 and a must 5.

1. Establishes and maintains dlsdpHne- Knowledge of behavior modification and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public In general* and the a b ility to conduct an effective parent-teacher conference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and super­visors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above profi­ciency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; and practices good health habits, self- control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: com­puters, A/V resources, supplemental mate­ria ls , community resources, educational fa c ilit ie s and dally classroom administra­tive responsibilities.

-5

-5

-5

-5

-5

-5

-5

-5

3 4 5

3 4 5

3 4 5

3 4 5

3 4 5

3 4 5

3 4 5

3 4 5

-4 3 4 5

-4 3 4 5

-4 3 4 5

-5 -4 3 4 5

93

13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others into action. -5 -4 3

14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner. -5 -4 3

15. Has good rapport with the students (consis­tent, logical and fa ir ) . -5 -4 3

16. Has a rea lis tic understanding of the responsi­b ilit ie s of being a professional, Including: professional growth, coircnunity ac tiv ities , and an understanding of the advantages and disad­vantages of the profession. -5 -4 3

17. Counsels with students both Individually and collectively concerning their academic needs. -5 -4 3

18. Understands child growth and development, and encourages the child to develop self- d1sc1p!1ne and respect for others and theirproperty. - 5 - 4 3 4 5

19. Proficiency in math sk ills . - 5 - 4 3 4 5

20. Has a strong positive self-concept, commands respect, accepts responsibility and exer­cises appropriate leadership. -5 -4 3

21. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems. -5 -4 3

22. Dedicated to teaching—does more than the minimum. -5 -4 3

23. Incorporates new Ideas from students, peers, administrators and other sources when ap­plicable. -5 -4 3

24. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Information 1n an orderly fashion. -5 -4 3

25. Highest earned degree.

Masters Ed.S. Ed.D or Ph.D.

Appendix C

Lists of Competencies Generated by the Sample Populatl and Subgroups Within the Sample

95

COMPETENCIES GENERATED BY 75* OR MORE OF THE PRINCIPALS SURVEYED

1. Establishes and maintains discipline—knowledge of behavior modlfl cation and assertive discipline.

COMPETENCIES GENERATED BY 50* OR MORE OF THE PRINCIPALS SURVEYED

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in general, and the a b ility to conduct an effective parent-teacher conference.

COMPETENCIES GENERATED BY 25* OR MORE OF THE PRINCIPALS SURVEYED

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, s trat­egies and activ ities.

8. Demonstrates an average or above proficiency In a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks granriatlcally correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom adminis­trative responsibilities.

13. Has a zest for H fe , enthusiasm, good sense of humor and the a b ility to motivate others Into action.

14. Demonstrates the a b ility to comnunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

96

15. Has good rapport with the students {consistent, logical and fa ir ) .

16. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the pro­fession.

17. Counsels with students both individually and collectively concerning their academic needs.

18. Understands child growth and development, and encourages the child to develop self-d1sc1p11ne and respect for others and their property.

19. Proficiency 1n math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teaching---does more than the minimum.

23. Incorporates new Ideas from students, peers, administrators and othersources when applicable,

24. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Informa­tion 1n an orderly fashion.

COMPETENCIES GENERATED BY FEWER THAN 253! OF THE PRINCIPALS SURVEYED

25. The ab ility to formulate and organize objectives.

26. Understands the scientific method.

27. Has a broad liberal arts background.

28. Ask questions and Interacts during the job Interview.

29. Ability to evaluate situations and flexible enough to change 1fnecessary.

30. Encourages the students to be creative.

31. Has had many experiences with children beyond their student teachingexperience.

97

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS STATE-WIDE

1. Establishes and maintains discipline--know!edge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in gen­era l, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grairniatically correct English.

12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action,

14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

98

17. Counsels with students both Individually and collectively concern­ing their academic needs.

18. Understands child growth and development, and encourages the child to develop self-disci pi1ne and respect for others and their property.

19. Proficiency in math sk ills .

20. Has a strong positive self-concept, comnands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teaching—does more than the minimum.

23. Incorporates new Ideas from students, peers, administrators andother sources when applicable.

24. A bility to follow the curriculum guide, c ritic a lly evaluate teachermaterials for usefulness and appropriateness and present the infor­mation 1n an orderly fashion.

99

LIST OF GENERIC COMPETENCIES GENERATEDBY PRINCIPALS OF LARGE NORTHERN SCHOOLS

1. Establishes and maintains discipline—'knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency in a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities, and an understanding of the advantages and disadvantages of the pro­fession.

16. Counsels with students both Individually and collectively concerning their academic needs.

100

17. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.

18. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Dedicated to teaching—does more than the minimum.

20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation In an orderly fashion.

101

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM NORTHERN SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in gen­era l, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency In a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model; Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks gramnatlcally correct English.

12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, community resources, educational fa c ilitie s and dally classroom ad­ministrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.

14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, cormiunlty activ ities , and an understanding of the advantages and disadvantages of the pro­fession.

102

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

19. Proficiency in math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teaching—does more than the minimum.

23. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

24. A bility to follow the curriculum guide, c rit ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation In an orderly fashion.

25. A b ility to evaluate situations and flexible enough to change 1f necessary.

26. Encourages the students to be creative.

103

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL NORTHERN SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline,

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in gen­era l, and the a b ility to conduct an effective parent-teacher con­ference,

4. Knowledgeable of Individual-differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure,

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Speaks grammatically correct English.

11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

12. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

13. Has good rapport with the students (consistent, logical and fa ir ) .

14. Has a realis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

15. Counsels with students both individually and collectively concerning their academic needs.

16. Proficiency 1n math sk ills .

104

17. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

18. Dedicated to teaching—does more than the minimum,

19. Incorporates new Ideas from students, peers, administrators andother sources when applicable.

20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

21. A bility to evaluate situations and flexible enough to change 1fnecessary.

105

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF LARGE CENTRAL SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public In gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Demonstrates an average or above proficiency 1n a ll subjects taught.

8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar,

9. Presents a good role model: is punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.

10. Speaks grammatically correct English.

11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

13. Has good rapport with the students (consistent, logical and fa ir ) .

14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the pro­fession.

15. Counsels with students both Individually and collectively concerning their academic needs.

16. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.

106

17. Proficiency In math sk ills .

18. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

21. Has had many experiences with children beyond their student teach­ing experience.

107

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM CENTRAL SCHOOLS

1. Establishes and maintains disci pi1ne—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. A bility to cooperate with peers and supervisors.

5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

6. Demonstrates an average or above proficiency 1n a ll subjects taught.

7. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

B. Presents a good role model: Is punctual, reliab le, well-groomed andpoised; practices good health habits, self-control and patience,

9. Speaks grammatically correct English.

10. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom adminis­trative responsibilities.

11. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

12. Demonstrates the a b ility to conmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

13. Has good rapport with the students (consistent, logical and fa ir ) .

14. Has a rea lis tic understanding of the responsibilities of being a professional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the pro­fession.

15. Understands child growth and development, and encourages the childto develop self-discipline and respect for others and their property.

16. Proficiency 1n math sk ills .

108

17. Has a strong positive self-concept, coimands respect, accepts re­sponsibility and exercises appropriate leadership.

18. Skilled In actoiin1ster1ng and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

19. Incorporates new ideas from students, peers, administrators and other sources when applicable.

20. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

109

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL CENTRAL SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to interact positively with parents and the public 1n gen­era l, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroomatmosphere 1n which the student feels secure,

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model; 1s punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Has a zest for l i f e , enthusiasm, good sense of humor and tfie ab ilityto motivate others Into action.

13. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Counsels with students both Individually and collectively concerning their academic needs.

16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

17. Proficiency in math sk ills .

110

18. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

19. A bility to evaluate situations and flexib le enough to change 1f necessary.

I l l

LIST OF GENERIC COMPETENCIES GENERATED BVPRINCIPALS OF LARGE SOUTHERN SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­era l, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals. .

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.

14. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

15. Counsels with students both Individually and collectively concerning their academic needs.

16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

112

17. Proficiency in math sk ills .

18. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

19. Dedicated to teach1ng--does more than the minimum.

20. Incorporates new Ideas from students, peers, administrators andother sources when applicable.

21. Ability to follow the curriculum guide, c ritic a lly evaluate teachermaterials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

113

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM SOUTHERN SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure,

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency In a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar.

10. Presents a good role model: 1s punctual, re liab le , well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the ab ility to conmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.

114

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

19. Proficiency 1n math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teaching—does more than the minimum.

23. Incoporates new Ideas from students, peers, administrators and other sources when applicable.

24. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Informa­tion In an orderly fashion.

25. Encourages the students to be creative.

115

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL SOUTHERN SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public in gen­era l, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.

6. Motivates students by using a variety of teaching techniques, strategies and activ ities.

7. Demonstrates an average or above proficiency 1n a ll subjects taught.

8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

9. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

10. Speaks grannmatlcally correct English.

11. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilitie s and dally classroom admin­istrative responsibilities.

12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

13. Demonstrates the ab ility to coumunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, comnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.

16. Counsels with students both Individually and collectively concerning their academic needs.

116

17. Understands child growth and development, and encourages the child to develop se1f-d1sc1p11ne and respect for others and their property.

18. Proficiency 1n math s k ills ,

19. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

20. Dedicated to teaching—does more than the minimum.

21. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

22. A bility to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

23. The ab ility to formulate and organize objectives.

117

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF LARGE SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public 1n gen­era l, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.

14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, coraaunlty activ ities, and an understanding of the advantages and disadvantages of the profession.

118

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Proficiency In math sk ills .

19. Dedicated to teaching—does more than the minimum.

119

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF MEDIUM SCHOOLS

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency In a ll subjects taught,

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar,

10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others into action.

14. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, conmunlty activ ities , and an understanding of the advantages and disadvantages of the profession.

120

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

19. Proficiency 1n math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teaching—does more than the minimum.

23. Incorporates new ideas from students, peers, administrators andother sources when applicable.

24. A bility to follow the curriculum guide, c rit ic a lly evaluate teachermaterials for usefulness and appropriateness and present the infor­mation 1n an orderly fashion.

121

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS OF SMALL SCHOOLS

1. Establishes and maintains dlsdpiIne—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper granrnar.

10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.x12. Good and flexible time management s k ills , Incorporating knowledge

and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the ab ility to communicate at the level of the listener In a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, including: professional growth, comnunity activ ities , and an understanding of the advantages and disadvantages of the profession.

122

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Proficiency 1n math sk ills .

19. Dedicated to teaching—does more than the minimum.

20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

21. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

123

LIST OF GENERIC COMPETENCIES GENERATEDBY MALE PRINCIPALS

1. Establishes and maintains discipline—-knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public In gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: is punctual, re liab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action,

14. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realistic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

124

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Understands child growth and development, and encourages the child to develop se1f-d1sc1pl1ne and respect for others and their property.

19. Proficiency In math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Dedicated to teaching—does more than the minimum.

22. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

125

LIST OF GENERIC COMPETENCIES GENERATEDBY FEMALE PRINCIPALS

1. Establishes and maintains d1sc1pl1ne--knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public In gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. A bility to cooperate with peers and supervisors,

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency In a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.

14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) ,

16. Has a realis tic understanding of the responsibilities of being a pro­fessional, including: professional growth, convnunlty activ ities , and an understanding of the advantages and disadvantages of the profession.

126

17. Counsels with students both individually and collectively concerning their academic needs.

18. Proficiency in math sk ills .

19. Skilled in administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.

20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the informa­tion in an orderly fashion.

21. The a b ility to formulate and organize objectives.

22. A bility to evaluate situations and flexible enough to change I f necessary.

127

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A MASTERS DEGREE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and ac ltlv ltles .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

16. Counsels with students both individually and collectively concerning their academic needs.

128

17. Understands child growth and development, and encourages the child to develop self-discipline and respect for others and their property.

18. Proficiency in math sk ills .

19. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

20. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

21. Dedicated to teaching—does more than the minimum.

22. Incorporates new Ideas from students, peers, administrators and ’ other sources when applicable.

23. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation in an orderly fashion.

129

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A SPECIALISTS DEGREE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Knowledgeable of Individual differences, setting challenging butrea lis tic goals.

4. A bility to cooperate with peers and supervisors.

5. Loves and has empathy for a ll children and creates a good classroomatmosphere In which the student feels secure.

6. Motivates students by using a variety of teaching techniques, strategies and activ ities .

7. Demonstrates an average or above proficiency 1n a ll subjects taught.

8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

9. Presents a good role model: Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

10. Speaks grammatically correct English.

11. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilitie s and dally classroom admin­istrative responsibilities.

12. Has a zest for l i f e , enthusiasm, good sense of humor and the a b ility to motivate others Into action.

13. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

16. Counsels with students both Individually and collectively concerning their academic needs.

130

17. Proficiency 1n math sk ills .

18. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

20. Dedicated to teaching—does more than the minimum.

21. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the infor­mation 1n an orderly fashion.

131

LIST OF GENERIC COMPETENCIES GENERATED BYPRINCIPALS WITH A DOCTORATE DEGREE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Ability to Interact positively with parents and the public in gen­eral , and the a b ility to conduct an effective parent-teacher con­ference.

3. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

4. A bility to cooperate with peers and supervisors.

5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

6. Motivates students by using a variety of teaching techniques, strategies and activ ities.

7. Demonstrates an average or above proficiency In a ll subjects taught.

8. Presents a good role model; Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

9. Speaks grammatically correct English.

10. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

11. Has good rapport with the students (consistent, logical and fa ir ) .

12. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

13. Counsels with students both Individually and collectively concerning their academic needs.

14. Understands child growth and development, and encourages the child to develop self-d lsdpline and respect for others and their property.

15. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

16. Incorporates new Ideas from students, peers, administrators and other sources where applicable.

17. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

132

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 0-1 YEARS AGO

1. Establishes and maintains d1sc1pl1ne--know1edge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to interact positively with parents and the public in gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Has a zest for l i fe , enthusiasm, good sense of humor and the a b ility to motivate others Into action.

13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has good rapport with the students {consistent, logical and fa ir ) .

15. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

16. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

17. Skilled In administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.

133

18. Dedicated to teach1ng--does more than the minimum.

19. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation In an orderly fashion.

134

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 2-5 YEARS AGO

1. Establishes and maintains disc1pl1ne--know1edge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public In gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency In a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper gramnar.

10. Presents a good role model: 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and daily classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

17. Proficiency in math s k ills .

135

18* Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Skilled In administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

20. Incorporate new Ideas from students, peers, administrators and other sources when applicable.

21. Ability to follow the curriculum guide, c rit ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

136

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWHOSE LAST COURSE WORK WAS 5 PLUS YEARS AGO

1. Establishes and maintains dlsdpi 1ne—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Demonstrates an average or above proficiency In a ll subjects taught.

8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grainnar.

9. Presents a good role model; 1s punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

10. Speaks gramnatlcally correct English.

11. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

12. Has a zest for l i fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

15. Counsels with students both Individually and collectively concerning their academic needs.

16. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

137

17. Proficiency In math sk ills .

18. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Dedicated to teaching—does more than the minimum.

20. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

21. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

138

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWITH ELEMENTARY TEACHING EXPERIENCE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. A bility to Interact positively with parents and the public in gen­era l, and the a b ility to conduct an effective parent-teacher con­ference .

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals. .

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities .

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reportsi using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for H fe , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the a b ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a rea lis tic understanding of the responsibilities of being a pro­fessional , including: professional growth, coimiunity activ ities , and an understanding of the advantages and disadvantages of the profession.

139

17. Understands child growth and development, and encourages the child to develop self-d1sdpl1ne and respect for others and their property.

18. Proficiency 1n math sk ills .

19. Has a strong positive self-concept, conmands respect, accepts re­sponsibility and exercises appropriate leadership.

20. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

21. Dedicated to teaching—does more than the minimum.

22. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

140

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH JUNIOR HIGH/MIDDLE SCHOOL TEACHING EXPERIENCE

1. Establishes and maintains d1sc1pl1ne~knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public in gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but rea lis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: Is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flex ib le time management s k ills , incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and daily classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the a b ility to cramunicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realistic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

17. Counsels with students both Individually and collectively concerning their academic needs.

141

18. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

19. Proficiency In math sk ills ,

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

22. Ability to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the infor­mation 1n an orderly fashion.

23. Has a broad liberal arts background.

1

142

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH HIGH SCHOOL TEACHING EXPERIENCE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to interact positively with parents and the public in gen­eral, and the a b ility to conduct an effective parent-teacher con­ference i

4. Ability to cooperate with peers and supervisors.

5. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure,

6. Demonstrates an average or above proficiency in a ll subjects taught.

7. Presents a good role model: Is punctual, reliab le, well-groomed and poised; and practices good health habits, self-control and patience.

8. Good and flexib le time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilitie s and dally classroom admin­istrative responsibilities.

9. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others into action.

10. Demonstrates the a b ility to coirmunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

11. Has good rapport with the students (consistent, logical and fa ir ) .

12. Counsels with students both Individually and collectively concerning their academic needs.

13. Proficiency In math skills .

14. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

15. Dedicated to teaching—does more than the minimum.

16. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

17. Ask questions and Interacts during the job Interview.

143

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALSWITH 1-5 YEARS ADMINISTRATIVE EXPERIENCE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public 1n gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency 1n a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: 1s punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexible time management s k ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the a b ility to communicate at the level of the listener In a pleasant, coherent and logical manner.

15. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

16. Proficiency In math sk ills .

144

17. Has a strong positive self-concept* commands respect, accepts re­sponsibility and exercises appropriate leadership.

18. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

19. Ability to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

145

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH 6-16 YEARS ADMINISTRATIVE EXPERIENCE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public 1n gen­eral, and the a b ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of individual differences, setting challenging but realis tic goals.

5. Ability to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere in which the student feels secure.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Demonstrates an average or above proficiency in a ll subjects taught.

9. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

10. Presents a good role model: is punctual, reliab le, well-groomed and poised; practices good health habits, self-control and patience.

11. Speaks grammatically correct English.

12. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and daily classroom admin­istrative responsibilities'.

13. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

14. Demonstrates the ab ility to comnunicate at the level of the listener 1n a pleasant, coherent and logical manner.

15. Has good rapport with the students (consistent, logical and fa ir ) .

16. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community activ ities , and an understanding of the advantages and disadvantages of the profession.

146

17. Counsels with students both Individually and collectively concerning their academic needs.

18. Understands child growth and development* and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

19. Proficiency 1n math sk ills .

20. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

21. Skilled In administering and interpreting a variety of evaluation processes to assess student progress and diagnose problems.

22. Dedicated to teach1ng--does more than the minimum.

23. Incorporates new Ideas from students, peers, administrators andother sources when applicable.

24. A bility to follow the curriculum guide, c r it ic a lly evaluate teachermaterials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

147

LIST OF GENERIC COMPETENCIES GENERATED BY PRINCIPALS WITH 16 PLUS YEARS ADMINISTRATIVE EXPERIENCE

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Can develop long and short range lesson plans.

3. Ability to Interact positively with parents and the public 1n gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

4. Knowledgeable of Individual differences, setting challenging but realis tic goals.

5. A bility to cooperate with peers and supervisors.

6. Loves and has empathy for a ll children and creates a good classroom atmosphere In which the student feels secure.

7. Demonstrates an average or above proficiency in all subjects taught.

8. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

9. Presents a good role model: Is punctual, reliable, well-groomed and poised; practices good health habits, self-control and patience.

10. Speaks grammatically correct English.

11. Good and flexible time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

12. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

13. Demonstrates the ab ility to communicate at the level of the listener 1n a pleasant, coherent and logical manner.

14. Has good rapport with the students (consistent, logical and fa ir ) .

15. Has a realis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

16. Counsels with students both individually and collectively concerning their academic needs.

148

17. Proficiency in math sk ills .

18. Has a strong positive self-concept, commands respect, accepts re­sponsibility and exercises appropriate leadership.

19. Dedicated to teaching—does more than the minimum.

20. A bility to follow the curriculum guide, c r it ic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation 1n an orderly fashion.

Appendix D

The Ranked List of Generic Competencies Identified by Indiana Elementary Principals

150

THE RANKED LIST OF GENERIC COMPETENCIES THAT INDIANA ELEMENTARY PRINCIPALS WANT BEGINNING TEACHERS TO

HAVE MASTERED DURING PRESERVICE TRAINING

1. Establishes and maintains discipline—knowledge of behavior modifi­cation and assertive discipline.

2. Loves and has empathy for a ll children and creates a good classroom atmosphere 1n which the students feel secure.

3. Has good rapport with the students (consistent, logical and fa ir ) .

4. Ability to interact positively with parents and the public 1n gen­eral, and the ab ility to conduct an effective parent-teacher con­ference.

5. Can develop long and short-range lesson plans.

6. Presents a good role model: 1s punctual, re liab le, well-groomed andpoised; practices good health habits, self-control and patience.

7. Motivates students by using a variety of teaching techniques, strategies and activ ities.

8. Speaks grammatically correct English.

9. Understands child growth and development, and encourages the child to develop self-d1sc1pl1ne and respect for others and their property.

10. Knowledgeable of Individual differences, setting challenging but realis tic goals.

11. Has a strong positive self-concept, comnands respect, accepts re­sponsibility and exercises appropriate leadership.

12. Writes coherent paragraphs, letters and reports; using correct spelling, legible handwriting and proper grammar.

13. A bility to cooperate with peers and supervisors.

14. Dedicated to teaching—does more than the minimum.

15. Demonstrates an average or above proficiency in a ll subjects taught.

16. Has a zest for l i f e , enthusiasm, good sense of humor and the ab ility to motivate others Into action.

17. Demonstrates the a b ility to comnunlcate at the level of the listener 1n a pleasant, coherent and logical manner.

151

18. Incorporates new Ideas from students, peers, administrators and other sources when applicable.

19. A bility to follow the curriculum guide, c ritic a lly evaluate teacher materials for usefulness and appropriateness and present the Infor­mation In an orderly fashion.

20. Skilled 1n administering and Interpreting a variety of evaluation processes to assess student progress and diagnose problems.

21. Counsels with students both Individually and collectively concerning their academic needs.

22. Good and flexib le time management sk ills , Incorporating knowledge and use of: computers, A/V resources, supplemental materials, com­munity resources, educational fa c ilit ie s and dally classroom admin­istrative responsibilities.

23. Has a rea lis tic understanding of the responsibilities of being a pro­fessional, Including: professional growth, community ac tiv ities , and an understanding of the advantages and disadvantages of the profession.

24. Proficiency 1n math s k ills .

Appendix E

Florida's List of Basic Competencies

Indiana's List of Basic Competencies Extracted from TEACH

153

FLORIDA'S LIST OF BASIC COMPETENCIES

1. Demonstrate the ab ility to orally comnunlcate Information on a given topic In a coherent and logical manner.

2. Demonstrate the ab ility to write 1n a logical, easily understood style with appropriate grammar and sentence structure.

3. Demonstrate the ab ility to comprehend and interpret a message after listening.

4. Demonstrate the a b ility to read, comprehend, and Interpret profes­sional material.

5. Demonstrate the ab ility to add, subtract, multiply, and divide whole numbers, decimals and fractions, and find percentages.

6. Demonstrate an awareness of patterns of physical and social develop­ment 1n students.

7. Diagnose the entry knowledge and/or s k ill of students for a given set of Instructional objectives using diagnostic test, teacher ob­servations, and student records.

8. Identify long range goals for a given subject area.

9. Construct and sequence related short-range objectives for a given subject area.

10. Select, adapt, and/or develop instructional materials for a given set of Instructional objectives and student learning needs.

11. Select/develop and sequence related learning activities appropriate for a given set of Instructional objectives and student learning needs.

12. Establish rapport with students 1n the classroom by using verbal and/or visual motivational devices.

13. Present directions for carrying out an Instructional activity.

14. Construct or assemble a classroom test to measure student performance according to crite ria based upon objectives.

15. Establish a set of classroom routines and procedures for u tiliza tion of materials and physical movement.

16. Formulate a standard for student behavior 1n the classroom.

17. Identify causes of classroom misbehavior and employ a technlque(s) for correcting 1t.

154

18. Identify and/or develop a system for keeping records of class and Individual student progress.

19. Identify and/or demonstrate behaviors which reflect a feeling for the dignity and worth of other people* Including those from other ethnic, cultural, linguistic, and economic groups.

20. Demonstrate Instructional and social sk ills which assist students 1n developing a positive self-concept.

21. Demonstrate Instructional and social skills which assist students 1n Interacting constructively with their peers.

22. Demonstrate teaching skills which assist students 1n developing their own values, attitudes, and beliefs.

155

COMPETENCIES EXTRACTED FROM INDIANA'S TEACHER EDUCATION AND CERTIFICATION HANDBOOK (TEACH) RULES 46-47

1. Knowledge of the subject matter 1n the teaching fie ld .

2. Knowledge of the growth and development of the young child, theoryof preadolescents.

3. Knowledge of Instructional processes appropriate to the student being taught.

4. Appreciation of Instructional materials to fa c ilita te Instruction.

5. Classroom management skills Including legal rights and responsibili­ties of the student and teacher.

6. Knowledge of educational measurement and evaluation techniques.

7. Knowledge of Individual differences.

8. Knowledge of diagnostic and corrective reading procedures.

Vita

William Clifton Jackson was born 1n Bedford, Kentucky, on June 10, 1938, where he attended grade school. In 1957, he graduated from Carroll County High School, Carrollton, Kentucky. After graduating he entered the U.S. Navy and obtained the rank of Radarman second class. After be- 1ng discharged from the Navy, he worked two years as an operations clerk for the Indiana State Police, In 1964, he entered the University of Wis­consin, Whitewater, and graduated In 1967 with a B.S. degree 1n econmics and psychology. After graduating, he worked as a production foreman at Youngstown Sheet and Tube Company, East Chicago, Indiana. In 1968 he accepted a teaching position at Protsman Elementary School, Dyer, Indiana.In 1971, he received a M.S. in education degree from Indiana University and began teaching at North Harrison Community School Corporation, Ramsey, Indiana. In 1976, he received an Ed.S. degree 1n educational administra­tion from Indiana University and became elementary principal at Carrollton, Kentucky. From 1976-1981, he was elementary principal, Director of Spe­cial Education and Director of Federal Programs 1n Campbellsport, Wisconsin. During the past two years, he has served as graduate assistant for South­eastern Indiana School Study Council and the Indiana Association of Elemen­tary School Principals.