Service. - ERIC · implementation of an instructional system. The accountability model ... Dorothy...

IDOCUMENT RESUME

ED 076 746.. VT 019 883

AUTHOR Cook, Fred S.; Richey, Rita C.TITLE Two VAE System Models: A Model for a Competency-Based

Instructional System; The VAE Accountability Model.Competency-Based Teacher Education Series No. 2. 41

INSTITUTION Wayne State Univ., Detroit, Mich. Dept. of Vocationaland Applied Arts Education.

SPONS AGENCY Midhigan State Dept. of Education, Lansing. I;Vocational Education and Career DevelopmentService.

PUB DATE Nov 72NOTE 32p.

EDRS PRICE MF -S0.65 HC -$3.29 tDESCRIPTORS Behavioral Objectives; Business Education;

Distributive Education; *Educational Accountability;Family Life Education; *Instructional Systems;*Models; *Performance Based Teacher Education;Performance Criteria; Preservice Education; ProgramDevelopment; Systems Approach; Teacher Education

bCurriculum; *Vocational EducationIDENTIFIERS *Program Implementation

t

ABSTRACTThis booklet is one in a series which describes a

competency-based teacher education program developed by the staff ofthe Department of Vocational and Applied Arts Education at WayneState University. This booklet discusses instructional systems andaccountability, which are two important facets of the program. Part Idescribes a model of the competency-based instructional system, whichutilizes a systems approach to program development. The elements ofthe system, including competencies, performance objectives, needsassessment, delivery system, and evaluation plus the generalprocedures followed to implement the system are covered. Part IIpresents an accountability model designed to facilitate theimplementation of an instructional system. The accountability modelallows for input from the teacher, student, and administration. Abooklet describing the competencies and performance objectives isavailable as VT 019 884, and a progress report is available as VT 019885 in this issue..(SB)

3

-'0

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a;4 1

Competency-Rased Teacher EducationSeries, No. 2

TI VAE STS112tHODELS:

A HDDEL FOR A CONTETENCY-BASEDINSTRUCTIONAL SYSTEM

Fred S. Cookand

Rita C. Richey

THE VAE ACCOUNTMILM NIVEL

Developed byThe VAE Faculty

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG.(RATING IT POINTS OF VIEW OR OPIIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDO.CATION POSITION OR POUCY

November, 1972

Department of Vocational and AppliedArts Education

College of EducationWayne State University

Detroit, Michigan 48202

VAR SYSTEMS PROJECT

The Department of Vocational and Applied Arts Education (VAE) was established by

the College of Education at Wayne State University in January 1971. It is composed

of three former departments: %sines, and Distributive Education, Family Life Educa-

tion, and Industrial Elucation.

The VAR Systems Project* is a total effort of his new Department to develop a

competency-based teacher education program. The project has two mayor facets, an

instructional system and a management information system.

This pamphlet is one of a series which describes this new competency -based

system.

*This project is partially sponsored by the Vocational Education and CareerDevelopment Services, Department of Education, State of Michigan.

FACULTY (1972-1973)

Directot

Fred S. Cook

Business and Distributive Education

Frank Lanham, Curriculum CoordinatorKathleen RerschelmannJack HumbertRosalie Kay

Fully Life Education

Bette LaChapelle, Curriculum CoordinatorLois BsrkoskiSuzanne LossMarian McMillan

Industrial Education

Charles Sechrest, Curriculum CoordinatorWillard BatesonGerald BaysingerJohn BiasJohn PopovichC. Harold Silvius (on leave)Eduard Walker

Foundations

Dorothy SkibaChauncey Smith

VAE SYSTEMS STAFF (1972-1973)

Director

Fred S. Cook

Instructional System

Rita Richey

Management Information System

Charlotte Neuhauser

In-Service Teacher Training

Tommie Johnson

iv

Research Assistants

Thomas BroderArthur DeaneElizabeth HitchAlfred RobinsonMary Ellen Tovatt

Secretary

Eulalia Flores

TABLE OF CONTENTS

INTRODUCTION

A MODEL FOR A COMPETENCYBASED

PACE NO.

vii

INSTRUCTIONAL SYSTEM 7210 1

Competencies 7210 2

Performance Objectives 7210 3

Relationship Between Competencies and Performance Objectives 7210 4

Needs Assessment 7210 5

Delivery System 7210 5

Evaluation 7210 6

Summary 7210 6

THE VAE ACCOUNTABILITY MODEL 7210 7

Program Accountability 7210 9

Instructor 7210-10Student 7210-12Administration 7210-14

Process Accountability 7210-15


Professional Accountability 7210-23


INTRODUCTION

The development of the new competency-based teacher education program at Wayne

State University has led to careful delination of two concepts now being widely dis-

cussed: (A) Instructional Systems, and (B) Accountability. While both of these

topics ate frequently examined in the literature, it was still essential for VAE to

carefully define in operational terms each topic in relation to the Department's own

needs and existing practices.

Instructional Systems

The first model in this booklet, "A Model For A Competency-Based Instructional

System," describes the application of a systems approach to the design of the VAE

Competency-Based curricula. The elements of the system and the general procedures

followed to develop and implement the system' are covered. This position paper will

explain the framework of the design of both a program and its component courses.

It is the theoretical blueprint for our program development. Furthermore, it is a

design which is compatible with the plan for improved instruction advocated by the

Michigan State Department of Education in 1972.2 The VAE Pre-Certification Program

developed according to this model is being implemented during the 1972-73 school

year.

Accountability,

The VAE programs developed according to our instructional systems design provide

for accountability. However, when one implements a new program, it becomes increas-

ingly clear that a program which merely provides for accountability is inadequate.

To establish accountability ar a working notion and an integral part of the systems

feedback process, it is necess:ry to define the operating procedures which will

cover the major facets of a department's activities. "The VAE Accountability Model,"

the second of the two models presented in this booklet, is the latest copy of an

evolving document which is VAE's guideline for accountability implementation.

Por a detailed description of the development procedures followed, see BookletNo. 3 in this Competency-Based Teacher Education Series.

2A Position Statement on Educational Accountability. Michigan Department of

Education, 1972.

vii

A MODEL. FOR ACOMPETENCY-BASED

INSTRUCTIONAL SYSTEM

BT

FRED S. COOKAND

RITA C. RICKEY

Competency or performance based instructional programs are being widely

discussed, and at times, implemented in teacher education programs.1 The

following model describes a systems approach to teacher education which utilises

the tenets of competency -based instruction. This competency -based instructional

program has five elements -- competencies, performance objectives, needs assessment,

delivery systems, and evaluation. Each component is closely related to the others,

and together they form the bases of programs which provide for accountability.

COMPETENCIES

When a person is competent, he has ". . . sufficient knowledge, skills, and

judgment . . ."1 to perform a task effectively as measured by a given standard

of performance. Translated into the framework of a vocational teacher education

program, a complete set of teacher competencies would describe those skills which

an effective vocational teacher could demonstrate.

The distinction between "performance" and "competency" is elusive. The

literature and even groups actually working on competency-related projects were

unable to provide a definition. Thus, a functional definition of "competency"

was devised:

DEFINITION: A competency is knowledge, skills, and

judgment which the student will demonstrate

at a pre-determined profieien..7 level before

initial and/or continuing certification.

Our actual list of competencies was based upoi the first Cotrell list of

competencies which resulted from project at the Ohio State Center for Vocational

and Technical Education.3 However, this list was substantially modified by the

illaa, Stanley, "Performance -Eased Teacher Education: What is the State ofthe Art?" American Association of Collates for Teacher Education, December, 1971.

2Webster's Third New International Dictionary (Springfield, Mass.: E 4 C

Marries Co., 1968), p. 463.

3The VAR Competencies are based upon the competencies listed in "Model

Curricula for Vocational and Technical Teacher Educations Report No. 11-- GeneralObjectives Set 1," (Columbus, Ohio: The Center for Vocational and TechnicalEducation, 1971), by Calvin J. Cotrell, et al.

7210-2

Wayne State VAE faculty to reflect the emphases and concerns of our program. Adding,

deleting, and changing terminology will probably he an essential process for each

institution as it develops its own competency list.

Finally, to prepare a competent teacher, it is necessary to analyse each compe-

tency, or skill, and identify its component parts. These parts become the specific

performance objectives; -- behaviorally written objectives for each facet of the teacher

education program.s

PERFORMANCE OBJECTIVES

The performance objectives become the vehicles by which the competencies are

**bedded in the actual instruction.

Our performance objectives are written in terms of learning content only. They

are not intended to specify the delivery systems a professor must use to achieve these

objectives. By a:Amin/tins mention of anything related to the teaching process, the

performance objectives form the curriculum parameters of competency -based system

without infringing upon the rights of the professor to alter MOMS of achieving the

specified ends. Thus, theyariables of student characteristics, faculty expertise,

and available facilities, as well as desire to try something new can still be recog-

nised. The objectives become the common thread throughout each course offering.

regardless of the instructor, or when the course is taught. In this way specified

objectives of the graduating students are always established, but the variety of

approaches, an asset of a diverse faculty, is still maintained.

411Performance Objectives" is used synonymously with behavioral objectives, per-

formance goals, and instructional objectives.

sThe VAE performance objectives have been formulated by following the Model

presented in Behavioral Objectives and Instruction by Robert J. Uhler, Larry L.Barker, and David T. Miles (Boston, Mass.: Allyn and Bacon, Ins., 1070). Threekinds of objeztivei are developed -- general educational objectives, informationalobjectives, and planning objectives. The general educational objectives are broadand non-behavioral. Informational objectives have these specified comments:

1. Who io to perform the desired behavior2. Actual Behavior to be demonstrated3. The Result or Product of the behavior which will be evaluated.

The planning objectives have the three components of the informational objective*plus two more:

4. The Relevant Conditions under .rhich the behavior is to DO performed.5. The Standard or Criteria used to evaluate. the performance.

7210-3

sturicesstr try= courtrooms AND rosossoont coact=Competencies and performance objectives are related. The mastery of seve.al

performance objectives would *sable the student to demonstrate a competency. to

illustrate. below is one of the competescies of am effective VAS teacher. and two of

the performance objectives that must be 'metered to donee his competeaty.

Competency

Determine student weeds and goals4

Performance %Istituto

1. Using the VAS list of methods (includes methods which eachintern must use at least Oat* during the intern teathine',credence). the inters will experiment with a variety ofmethods and the techniques for asking thesieffective whichhave been selected to nest the interests. mods. and abili-ties of the individual student. This list will be providedat the start of the intent combine experience. Seventy -fivepercent of the methods listed and all of the xetuired'methods must be used in the intern teaching experience atleast once.

2. Through his lnvolvemeet is terse or smell smother sumps.the intern will discuss his $y for plemdas differ-entiated assignments to provide for individual differences.The intern may use as a basis for the discussion. pies:

a. used by the cooperating teacher.b. currently being isplesseted in the classrooms or

ry by the intern.c. used by other teachers the intent has observed.d. Sncorp d into methods and techniques selected

and smPselmosted with as part of objective No. 2.

As part of his discussion. the totem will hod cognitive.psychomotor. and affective learning activities are incorporatedinto the intern's strategies for planning differentiated assign-gents to provide for individual differences.

Thus. the competency is general and props, related and the performance objectives

are specific and course related.

Our master list of competencies was used to check the content validity of the

instruction. This was *tempt. ',ed by matching a group of performance objectives to

each competency on the list)

(totted. Calvin J.. at al.. "Model Curricula for Vocational and Technical Tea-cher Education: Report No. 31 --Cameral Objectives - -Set I" (Columbus. Ohio: TheCenter for Vocational and Technical Education. 1971). p. 22.

7Competencies and Performance Objectives. Competency -lased Teacher EducationSeries. No. 1 (Detroit. Michigan: Vocational and Applied Arts Education. WayneState University. 1972).

7210-4

NIBS ASSiSINMIT

Needs assesemest is this design will lecludo castles of both exit sad prerequi-

site shills. The exit test. elves Piers lestructlas. cam {eternise which prior-

pace objectives the poetic has already mastered. If the etudes' cam deseastrate

a prase sf the skills. lastruction will be provided for the malaise skills. If

the @coldest demonstrates his mastery of all sf the objectives. the he eft Immediately

sit fres that part of the system sad receive credit without putties is "pat tics."

The test of prerequisite skills is the next major category of pre-lestructise

diagnosis. Defers s ted..-zt Weise asy pulse of the isstructional spume. he

met demeestrete that he pesesses those shills epee which the lestructies is based.

The prerequisite skills are !Pacified through a process of: (1) sepescleg the

course objectivent .ad (2) ceaductise s task sealysis to break dove each behavior

late the seder cespeast pats.

loth course specific prerequisites am/ general proem prerequisites ere !Uni-

fied. And twe'types of test lustruseate neat There Is the Apt rather specific

test which may covet. ler example.acomeept taught leap:PPP course ups which

this lostructios is depeadest. These prerequisite skill tests say be admisisteted

at the Planet's of a course Of a unit.

The woad sad were geeeral type of prerequisite skill test may be admisistered

epos admisstaa to the Departasst. here skills which are Seemed to be crucial to

the satire program erg tested. for *ample. :UP skills say Pelvis bade written

sad oral ccemumicatio* abilities.

DELIVERY SYSTIN

Ms attempt is being made to staaderdise the delivery systems to be weed is the

lastructiosal program. These are the prerogative of the individual profespra. The

&wigs of this isstructiosal system allows the ceatiseod op of the many pieties

modes of instructioa: lectures. small group discussion. microteschlag activities.

field exprisaces. etc.

Moosoar, the Department has agreed implioitIg and explicitly that the easpeten-

ass wed sot be attained thangh Ernst courses. Is fn effort to try out other

isstructiosal methods (or delivery systems). sons courses in the eadergraduate pre-

7210-5

gram are being taught using individualize6 Learning kits. Students are self-paced,

and s variety of learning experiences are incorporated into each kit. Films, seat -

nars, aicroteaching, slide-tape programs, and individual conferences are some aspects

of instruction.

EVALUATION

Evaluation consists of two major processes: (1) exit test at the end of in-

struction to determine if the student has then mustered each performance- objective,

and (2) a follow-up of the student as he demonstrates there :rails an the job. These

two processes comprise the basis for feedback into the System and subsequent revision.

The eveluation process is initiated during the try-out period for each subsystem.

Test performance, student reactions, faculty reactions --all become input change

before the instruction continues. For those courses which are trying out individual-

ized learning kits, the students' self-reported work-time data become crucial to both

overall course design and specific learning experiences. However, the most important

program evaluation will be based upon the follow-up studies of graduates, am. subse-

quently, of the students of these newly certified teachers.

SUMMARY

This model of a competency-based instructional system consists of five major

elements - -competencies, performance objectives, needs assessment, delivery systems,

and evaluation. Figure 1 below illustrates the entire design.

(Feedback Loop)

[COMPETENCIES PERFORMANCEOBJECTIVES

Figure 1

A Competency-BasedInstructional System

NEEDS

ASSESSMENT

(Feedback Loop)

All parts of the instructional system are based upon competencies - -skills which

the student will demonstrate at a pre-determined proficiency level before initial

and/or continuing certification.

7210 - 6

A MODEL FORACCOUNTABILITY

BY

VAE FACULTY

7210-7

THE VAE ACCOUNTABILITY MODEL

This model1outlines the specific operations which are desisned to facilitate

the implementation of an instructional system which establishes accountability.

Since such a model reflects the major facets ofan educational unit, it must sects:-

eerily be changed to correspond with any new developments in the program. This docu-

ment than is actually the current stage of a model which sill be continually evolving.

The VAR Accountability Model is divided into three categories:

I. Program Accountability This includes the instructional or class -roomoperations of the VAE Program.

II. Process AccountabilityThis focuses on the non-classroom proceduresthe staff follows in the day-today departmental operations.

III. Professional Accountability--Included here are those responsibilitieswhich one has to himself as a professional.

Each category defines the accountability of three points of viewthe instructor,

the student, and the administration.Taking each component, this paper lists the

areas for which each is accountable and to whom they are accountable.

Both the structure of the model and the specific points listed in it reflect a

definition of accountability which incorporates two major components:

a. Responsibility for achieving instructional objectives which have beenpreviously explicated,2

-.b. Expectation that each member of an organisation answer to someone fordoing specific things according to specified plans and against certaintimetables to accomplish tangible results.3

Thus, the VAE Accountability Model is attempting to encompass both the product

and the processes of an educational program.

/The USE Accountability Model was initially developed by faculty committees. Thefirst committee met durigit the Haven Rill Retreat (Mitch 21-26, 1971). Members of thiscommittee were Mr. Gerald Baysinger, Mrs. Fad:leen

Verschelmann, Mrs. Bette LaChapelle,and Mr. Frank Palmieri.

The second committee which continued to explore the notions of accountability con-sisted of Dr. Thomas Burford, Dr. MarianMcMillan, Dr. Charles Secbrest, and Mr. EdwardWelker. Dr. Frank Lanham was Chelsea: of this group which worked during the lutul I

Faculty Retreat (June 11 -16, 1972).The actual Accountability Model was drafted during the Summer, 1972, by commit-tee Chaired by Dr. Marian McMillan.

Also wafting on this coemittee were Mrs. BetteLaChapelle, Dr. Charlotte Neuhauser, and Dr. Rita Richey. This copy was subsequentlymodified during the Buttel II Faculty Retreat (Seqtember 17-19, 1972) by the entirefaculty. Final approval was given to the Model on October 6, 1972.

S.2Popham, W. J., "Instructional Objectives

Exchanges 1960 - 1970." CSE Reprint No.19, 1970. Center for the Study of Evaluation, University If California, Loa Angeles.3Lopes, F. M., "Accountability in Education,"

Phi Delta kopp, 1970, 52, p. 231.

7210-8

I.

PROGRAM ACCOUNTABILITY

Program Accountability includes those prime

activities related to instruction.

Not only

instructors, but students and the Administration

are accountable for many of the activities which

-lead to students acquiring the competencies of a

teacher.

Part I identifies these aspects of the

VAE Accountability Model.

0 0

A.

THE INSTRUCTOR WILL BE:

ACCOUNTABLE FOR:

1.

Identifying performance objectives

for classes with which he is in-

volved.1

2.

Being knowledgeable of the perform-

ance objectives for the courses he

teaches in the VAE program

lAt the current time the VAE faculty

member works with the VAE System Staff

member who writes the objective using the

format identified in Behavioral Objectives

and Instruction by Kibler, Barker, and

Hiles.

ACCOUNTABLE TO:

1.

Curriculum Area and/or VAE Faculty

Field Service4Committee2 (intern

seminar and teaching nbjectivek)

2.

Himself, Students, VAE Faculty

2Throughout this model, the ref-

erences to Field Service Committee in-

dicates accountable only to intern sem-

inar /teaching.

ACCOUNTABILITY IKPLEMENTATION PROCEDURES

1.1

Curriculum Coordinators--responsible

for Curriculum Area objectives.

Field Service Committeeresponsible

for Intern Seminar-Teaching.

Administrative Committeeresponsi-

ble for "19" series.

1.2

Periodic check by Curriculum Coordi-

nators/Field Services Committees/

Administrative Committee

1.3

Department Chairman then takes res-

ponsibility to talk to anyone not

identifying needed objectives.

1.4

COPR Committee submit:

- -deadline dates

- -date for reporting to VAE Faculty

1.5

Final responsibility--VAE Faculty

2.1

Curriculum Coordinator--responsible

for curriculum areas

2.2

Administrative Committee-- responsi-

ble for "19" series

2.3

Field Service Committee -- responsible

for intern seminar/teaching.

ACCOUNTABLE FOR:

3.. Providing opportunity for students

to achieve all stated objectives

4.

Selecting, developing, and supple-

menting delivery systems.

5.

Collecting and submitting data for

each student.3

I-

6.

Making recommendations for curricu-

lum change and/or additions.

(See

specific area in Footnote #3.)

3It is essential ta aae these data as

feedback leading to pdasible change.

These data could affect changes in (a)

competencies, (b) performance objectives,

(c) delivery systems, (d) projected stu-

dent work times, (e) sequencing of ob-

jectives in the program, and (f) tests

kinds, items, and frequency).

ACCOUNTABLE TO:

ACCOUNTABILITY IMPLEMENTATION PROCEDURES

2.4

Final responsibility - -VAE Faculty

3.

Student

3.1

Collection of student evaluations

for respective'courses (See Student

Accountability B. 1)

3.2

Final responsibility - -VAE Students

4.

Curriculum Area end/or VAE Faculty,

Field Services Committee

4.

Same chain of responsibility as

in item 2 above.

5.

Undergraduate Curriculum Committee

COPR Sub-Committee, Field Services

Committee

5.1

Same chainof responsibility as

identified in 1.1, 1.2, and 1.3

above.3

5.2

COPR Committee establish due date

for data.3

5.3

VAE Systems Staff will establish

processes for data collection.

6.

Curriculum Area add/or VAE Faculty

Field Services Committee

6.1

Same chain of responsibility as

in 1.1 to discover need for changes

through collection, analysis,

and dissemination of data.3

6.2

Final responsibility--Curriculum

Coordinator, Administrative

Committee, Department Chairman.

B.

TRI STUDENT WILL BE:

ACCOUNTABLE FOR:

1.

Evaluating each course and/or cluster

of objectives.

This evaluation will

include:

2.

a.

student work time required

b.

sequencing of learning experi-

ences

c.

tests

d.

homework

e.

general recommendations for

improvement

f.

was an opportunity given to

achieve all stated performance

objectives?

Evaluating the instructor.

This

evaluation will include the following

aspects:

a.

b.

c.

d.

e.

f.

B.

knowledge of subject

clarity of presentation

allotment of time for questions

and sanders

allotment of time for personal

reactions of students

encouragement of creativity and

practical applications

adequacy of advising and counsel-

ing

appropriateness of choice and a

variety of delivery systems

ACCOUNTABLE TO:

1.

The appropriate program committee

and himself

2.

The instructor


1.

VAR Under raduate-- raduate committee

a.

responsible for design of evalua-

tion instrument for course ob-

jectives or Aluster of objectives

b.

defining term "cluster of

objectives"

c.

implementing procedures for man-

datory evaluation of objectives

and optional course content

evaluations

2.1

Instructor responsible for:

a.

indicating kinds of items to be

included in evaluation

instrument

b.

open-ended questions to be

included

2.2 Ad Hoc Committee will summarise all

suggested items and develop a VAR

Departmental form for evaluating

individual courses

2.3

Use of Instrument is optional

ACCCUNTABLE TOR:

3.

Evaluating himself.

This evaluation

should consider the following:

a.

his group participation

b.

his self- discipline when

working alone

c.

his performance, including

(1)

quality of work

(2)

accurate recording of

work time

d.

general summery of his work

Mp

ACCOUNTABLE TO:

3.

The instructor


3.

Student or

stud

entgroups will be

responsible for developing imple-

mention procedures.

C.

THE ADMINISTRATION* WILL BE:

ACCOUNTABLE FOR:

1.

Beeping faculty load within

established guidelines.

2.

Allocating available resources

and facilities (within budgetary

constraints) to support instructor's

delivery systems.

3.

Providing for analysis of instruc-

tional data (See "A.

Instructor's

Accountability Item O.")

ACCOUNTABLE TO:

1. -VAE Faculty

2.

VAE Faculty

3.

Undergraduate Curriculum:Committee,

COPR Sub - Committee, VAE Faculty

4.

Providing procedures for student

4.

VAE Faculty, and the instructors

instructional evaluations.

(See "B.

Student Accountability.")

eir5.

Providing instruction for cooperateg

5.

VAE Faculty

rr

teachers on the VAE Instructional

Program.

6.

Providing in-service education

I6.

VAE Faculty

for VAE faculty.

7.

Communication.

8.

Initiating with VAE faculty a

faculty evaluation process.

9.

Aiding and assisting VAE faculty

in developing and writing research

proposals for high priority items.

7.

VAE Faculty

8.

VAE Faculty

9.

VAE Faculty


1.

Administration of the VAE Department

is the responsibility of the

Department Chairman.

*Administration:

Defined as the

Director of the VAE Department and the

Administrative Comnittee in a memorandum

to J. N. Mange, Dean, College of Educa-

tion, December 21, 1970.

II.

PROCESS ACCOUNTABILITY

There are sway processes and procedures that

a group of people must follow to achieve

common

goal in an organized, efficient way.

Each MAE

instructor, student, and administrator must also

be accountable for completing these processei and

following the procedures agreed upon by the staff

as &whole.

The following section outlines these

types of responsibilities.

5

A. TM INSTOCZUR MIII.

Zit

ACCMITAILS7011

I.

Yellowing all procedures ionised

is the "latersfeachioS Indbook"

Ass supervising later* timbers.

Selected examples would bet

a.

insurimg that the cooperstimg

teacher follows all

specified Proiedultes

b. attemling and participatiag

is all Inters Teething foolsare.

c.

completlas the required

member of ebeervatiess

and embnittles forms for

each observation according

to specified time limits.

d.

cooperatieg with tea Yield

Services Committee.

a. mist recommeedatisse for

process chooses.

2.

The referral &statutes's. Moister

stelest*, ant feess/atieg their Plans

of Mork according to the policies aid

procedures designated is the

!acuity Mammal.

This imelmiest

a.

UOdergraduate end MT 'Modesto

bMaster's Degree stellate

Migelf Pant

1.

tield Services Committee

2.

VAX blisdnistrative Committee

AcCOUPTASILITTIMPUISOITATIMPloCIMULis

1.

Yield Services Committee is

respoesible for develop'sg policies

sad procedures fir persansel

verities with incase teachers.

2.1 The 1A3Adeleistrative Committee

del Cerricsles Costliest's* keep

instructors informed as eversat

policies.

2.2 Plane of Vert are received by abs

Currie:ulna Coordisaters.

2.3 Curriculum Coordinators and isstruc-

tors review any serer* as Plass of

Work.

annatmlall

3.

Advising Clucatimmal Specielists

and Doctoral Studomta accerdiss

to procedures retemmadell by the

Graduate Program Committee.

4.

Keeping office Mors sccordlaa

mo procedures eutlimed is tbe

"Faculty Lied Report."

S.

Torticipatims la faculty committees

a.

b.

C.

ti

regularly summits;

meetings

sberims Am committee

reports

submitties evaluates.

end rocommadatieme

for future C4111114440

work

S.

Assuming poeticisms of dolma mid/

er secretory of faculty committees.

There tasks would lacludat

a.

eellisg a suffieloat

somber if eammittee

mastless moven tbe

committee's objectives

b. distrlbutims eliminates

end reports Imo the VAS

Tawdry

e.

folleoles all procedures

estalisbed la tbs &steel

isa

the

Com

mitt

ee it

Stamina' Committees

Arn

o E

MI

3.

VAC ralalaistrotive Commftteo

4.

VAC Admiaistrative Committee

S.

VAC *TA Committee

I.

VAS *TA Committee

EM

ET

APS

eMW

AIW

AT

Ifa

oem

aiss

3.

VAS Admialetretive Gamines mill

review pleas if work and keep

VAS faculty indorsed 4a

cano

npolicies.

4.

Thu Admialstretive Committee mill:

a. b.

develop calendar for

office beers

dietrabeee data ea reports

received from "Statism 4"

S.

itTA Committee viii

a. b.

prayers tbe format for

committee reports

formulate policies for

oubmitkies committee

reports

I.

itTA Gamine* mill collect,

analyse. and disseminate data

vktcb viii be utilised as

feedback loathe' mo possible

amp"

.

A.

TIE INSIVDCTOlt WILL us

fienalligaMg

7.

Attending departmental mad

curriculum area faculty meetings.

AC

SE

C

7.

VAS Admiaistrative Comities.

Curriculum Area

ACCOVNTASIUTTIMPLIDIMATIONIPSOCISIAM

7.

VAS Sews:neat CAaltmw. Admiaistra-

clue Committee. and Curriculums

Coordiaatore reopensibla for

oumittlas cattalos of meting*.

Atteadesce at sootiass will b.

recorded in the slut...

g.2f

tSTOOP? MILL Si:

ageetaMint:

1. Adhsties is ell polities eel

procedures eetlfted for .[Meats

la the "raters Tomblin Itoodbeek."

C.

completing and submittleg

specified lacers teaching

forme.

b.

csatectims the college

seperviseriamediuely

if eausual it difficult

siteatisas steer la the

late= teed:lag enperiames.

ACCOmartallte TO:

1.

The

Sepetviest sal

field Services Committee

AC

CO

VIIT

AIII

LIT

T IM

PLO

NIN

TA

TIC

II fa

otrs

oass

1.1 The field Services Comdttee viii

sequelat the later* teachers

wish policies sod prOCIOVE1111

setlfted is the "Iutete Teach/mg

Mesibeek.*

1.2

Avo

wal

,report for each liters

teethes viii be submitted is

the Caracole* Asia Coordiset's

by the:

S.

lacers teethes

b.

cooperating teacher

1.3 The asters

teet

hesmod

coop

erat

inteethe, mill sebmit e frOWISO

report twice asset% (sfmund the

Sth awl 20th) t the Callow

floperrieor ladicaties the

isteres growth is achieving

perfessmace objections.

e. aspens ere des to the Ales

CerricelemCeerdimater

es ?tidal of the meek

received.

b.

The Cectieelvofterdisetet

viii

suladt progress

uponu te the field

Setv

ieCommittee for

fills..

so

ACCOUNTABLE TOR:

(01 continued)

ACCOUNTABLE TO:

ACCOUNTABILITY DfPLEXENTATION PROCEDURES

1.4

The Field Services Committee will

develop and establish procedure,

for evaluating intern teachers.

1.3

The Field Services Committee will

develop and devise procedures

for the distribution, collation,

and analysis of intern teaching

forms.

1.6 The Curriculum Coordinator and

College Supervisor will assume

responsibility for arranging

conference with the intern

teacher if two unsatisfactory

evaluations are received.

a.

The Field Services Committee

will identify procedures

for the intern teacher and

cooperating teacher to

follow when unusual

situations arise.

b.

The College Supervisor will

submit a written report

to the Curriculum

Coordinator or the Field

Service Committee.

This

report will include all

data relating to the

problem.

All procedures should coincide

with those of the College of Education

Directed Teaching Office, and in no

way be in conflict with same.

4 no

la, .

, S..1itV;316,:r.'41/k.,,A0

.r

I.

TN' STUDENT WILL BI:

ACCOUNTABLE POE:

2.

Reporting thanes in his plan of

work =cording to procedures

agreed upon by the Department.

ACCOUNTABLE TO:

2.

SAE &Mini aaaaa Iva Cossittaa

ACCOUNTABILITY INPLENINTATION PROCEDURES

2.1 The Systems Staff will develop*

policies and procedures for

reporting changes in plane of

work.

2.2

Submit policies and procedures

to FAX Faculty for approval.

C.

THE ADMINISTRATION WILL BE:

ACCOUNTABLE FOR:

1.

Providing the opportunity for faculty

input in decision making affecting

the VAR Department.

2.

Providing rationale for decisions

affecting the VAR program.

3.

Interpreting and implementing the

VAR program.

4.

Intu

rtag

within policies and

procedures that VAR faculty

preferences are considered in

terms of:

a.

teaching assignments

b.

classrooms

c.

time of instruction

d.

faculty load per quarter

e.

committee assignments

5.

Initiating planning to meet

faculty priorities.

ACCOUNTABLE TO:

1.

VAE Faculty

2.

VAE Faculty

3.

Dean of the College of Education

4.

VAE Faculty

5.

VAR Faculty


The VAE Department Chairman will

assume responsibility for implementing

this section of the Accountability Model.

Pf,

III.

PROFESSIONAL ACCOUNTABILITY

There are many aspects of an academic position

for which the Instructor is accountable.

These

components are evidenced in the professional res-

ponsibilities relating to the VAE Department, the

College of Education, Wayne State University, and

to organizations and groups outside of the academic

environment.

In addition, it is hoped that our

students, preparing for the role of a teacher, /'

will also assume and demonstrate professionalism.

A.

THE INSTRUCTOR WILL BE:

ACCOUNTABLE FOR:

ACCOUNTABLE TO:

I.

Demonstrating professional ethics.

2.

Demonstrating committment to the

VAE Department and the teaching

Himself, students, Administration.

profession.

College of Education, Wayne State

University, and the community.

3.

Attending College of Education

This accountalqlity includes all

faculty meetings.

items listed under "Accountable For."

4.

Sharing ideas with others through

discussion, writing, contributing

class materials, etc.

5.

Representing Wayne State University

ain the field.

6.

Maintaining those competencies

expected of VAE students.


1.

The VAE Faculty has accepted

the NEA Code of Ethics as the

guide to follow in demonstrating

professionalism.

B.

THE STUDENT WILL BE:

ACCOUNTABLE FOR:

1.


2.

Supporting a professional organization.

ACCOUNTABLE TO:

1.

The VAL Faculty,

WSU College of Education

2.

Students, VAE Faculty

ACCOUNTABILITY INPLENENTATION PROCEDURES

1.

The VAE Faculty has accepted the



professionalism.

44,',

.."14

4:3

13.4

.4:-

.:1,t,

11.4

e

C.

THE ADMINISTRATION WILL BE:

ACCOUNTABLE FOR:

1.


2.

Providing for individual

conferences for students and/or

faculty if requested.

3.

Providing equal treatment among

all staff members.

4.

Demon

tog a loyalty to VAI's

staff sad students

S.

Demonstrating professional

leadership by:

a.

promoting and obtaining

funds for new programs

b.

reporting VAE accomplish-

ments on national,

state, end local levels.

ACCOUNTABLE To:

1.

Students, colleagues,

VAE Faculty,

USD College of Education

2.

VA! Faculty, students

3.

VAR Faculty

4.

VAE Faculty, students

S.

VAR Faculty, WSU College

of Education


1.

The VAE Faculty has accepted



professionalism.

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