.GEORGIA Teacher Education NEWS BULLETIN Teacher Fdllution and Certification Division IOffice of Instructional Services IGeorgia Department of Education IAtlanta,Ga.30334 A major purpose of the Division of Teacher Educa.on and Certification is the continuous improvement teacher education in Georgia. To achieve this pur~Jse, the staff coordinates approval of teacher education programs in Georgia colleges and universities. During the 1968-69 school year, eight institutions have had Visiting Committees evaluate their overall teacher preparation programs as they sought renewal of five-year approval. Twenty-three single programs, added to programs already approved, have been evaluated in tendifferent institutions. These evaluations by committees were supplemented by extensive consultant services and professional activities in Georgia institutions and public schools, as well as at the regional and national levels. The emphasis for the ensuing year will be on planning with the 31 teacher education institutions in the State so that visitations will be distributed on a more equitable basis each year during the next five years. Consultative services will be offered and contacts continued with the institutions to implement recommendations of committees currently evaluating programs. Two institutions were re-evaluated for approval by the National Council for Accreditation of Teacher Education in 1969. Other colleges are encouraged to meet NCATE's accreditation standards and to prepare for evaluation by NCATE. The Division of Teacher Education and Certification is working to coordinate state visitations with NCATE visitations and facilitate planninq relative to approval of programs. NCATE evaluations will serve in lieu of State evaluations, effective July 1, 1969. Some of the fields in which new programs are being initiated are Administration and Supervision, Early Childhood Education and Special Education. Institutions are being encouraged to accelerate recruitment for programs where the demand indicates need for school personnel. The Division will also give attention to the continued improvement of professional laboratory experiences and the preparation of supervising teachers for student teaching. Following are reports of current developments and innovations in teacher education from the 31 institutions preparing teachers in Georgia. Jack P. Nix, State Superintendent of Schools 1969 CONTENTS PREFACE Agnes Scot t Albany State College .... Armstrong State College Atlanta University Augusta College Berry College .. Brenau College Clark College . Columbus College Emory University Fort Valley State College Georgia College at Milledgeville Georgia State College ...... Georgia Southern College .... Georgia Southwestern College LaGrange College. Mercer University ..... Morehouse College and Spelman College Morris Brown College .. North Georgia College Oglethorpe College Paine College ..... Piedmont College .. Savannah State College .... Shorter College ...... Tift College . University of Georgia Valdosta State College ..... Wesleyan College ... West Georgia College . 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 32-33 34 35-36 37 38 39-41 ........ 42-43 44 45-46 AGNES SCOTT COLLEGE At Agnes Scott College, application and innovation operate closely. The initial assumption is that the quality of the teacher education candidate is of prime importance; therefore, there is a college-wide involvement in selection. Students make application for admission into the professional quarter during their junior year. Evaluation forms are sent to departments in which students, both elementary and secondary, are majoring. Evaluation forms are also sent to the dean of students and the college physician. The applications, evaluation forms, health reports and academic records are reviewed by the Committee on Teacher Education. This committee is composed of members of the education department, the dean of the college and several additional members of the faculty. The responsibility for application resides with the student, and admission into the program is not automatic. Rejections are not uncommon. All students in American Education are involved twice a week in directed observation in a cross section of schools, public and private, inner-city and suburban. Students taking Recreational Leadership in the Department of Physical Education are given an opportunity to teach in local elementary schools. In Adolescent Psychology and Child Psychology, students complete case studies, and some are involved in tutorials with students and adults. All students are urged to participate in school-related work during summer. Elementary students work voluntarily as teacher aides in their home communities prior to the beginning of their senior year. This enables them to experience both the opening and closing of the school session. Classroom simulation and a form of microteaching are used in methods courses. For example, in reading methods, college students are taught to read with symbols different from the English alphabet so they can understand to some extent what the child faces. students are grouped for teaching reading to their classmates who, in turn, evaluate the lessons with the instruction. Efforts are being made to expand this program by adding one double period as a lab. In the future, students will be assigned to complete several individual diagnostic tests with elementary children. A number of the students have already gained valuable experience by working with non-reading adults. The Laubach materials are used. A problems seminar is conducted in conjunction with student teaching so that immediate problems can receive attention and so there can be direct teaching and application of areas which may not be included in the curriculum. To give supervising teachers and students a chance to meet one another an informal social hour is held to introduce them, to describe the student teaching program and to answer questions which cooperating teachers may have. I ALBANY STATE COLLEGE Albany State College has emphasized an educational media program which is to serve the established aims of the total educational program of the college. The realization of this purpose entails the following services of th~ Educational Media Center: providing a variety of materials such as filmstrips, slides, overhead transparencies, disk and prerecorded tapes, reference and catalogs, instructional films, bulletin boird and flannelboard display materials for use by teachers and students as individuals and in groups; offering leadership in developing techniques for the use of various instructional resources by teachers and students; making available facilities, services and equipment necessary for the selection, organization and utilization of instructional materials; furnishing facilities for and assistance in the production of instructional materials and displays; instructing pre-service students in use and operation of materials and equipment as part of their professional preparation as classroom teachers; publishing and disseminating information regarding operation and other aspects of the center. As indicated above, the Center is primarily a service agency, serving the entire college community on a campus-wide basis in fulfilling various requests made by faculty members and students. All faculty members and students have equal access to the materials, facilities and services of the Center. Therefore the EMC is cognate with the college library. The Educational Media Center is a centralized pool of instructional resources. Among the instructional resources available for use by the college community are filmstrips, slides, transparency masters, prepared overhead transparencies, prerecorded tapes, disk recordings, instructional films, display materials, instructional kits, audiovisual equipment, reference books and catalogs for locating materials. The primary aim of the Educational Media Center is the improvement in the quality of instruction. With the various instructional resources and the many services available, it is assumed the faculty can increase its existing teaching capabilities and greater learning will be realized on the part of students. In 1966 the Dougherty County Board of Education developed a Reading Clinic and Materials Center through the aid of Title I and Title III money. This program offered opportunity for all teachers of the Hazard Laboratory School who had the desire to attend the Clinic for periods ranging from five to nine months. The teachers 2 who attended the Clinic received training and experience in diagnostic, remedial techniques and developmental phases of teaching reading. This program is under guidance of experts in the field. During the three years the program has operated, three teachers from Hazard have completed the work offered there and one other teacher is presently attending. Present goal is to have the complete staff gain the experiences offered at the Clinic. Objectives of the reading program are to enrich the experiences of the child, improve interest in reading, provide recreational interests and skills, encourage critical analysis of ideas, learn how to find information, promote self-direction and learn the basic reading skills, such as vocabulary development, comprehension and speed. 3 ARMSTRONG STATE COLLEGE Armstrong State College received membership in the American Association of Colleges for Teacher Education during the twentyfirst annual meeting of the Association held in Chicago. A new program designed to prepare special speech teachers in dealing with speech problems in elementary and high schools has been approved by the Board of Regents of the University System of Georgia. The program will be administered and taught jointly by Armstrong and the Savannah Speech and Hearing Clinic. The staff of the speech and hearing clinic will teach the courses dealing with speech correction. Students completing the course will receive a bachelor of science degree in education and be certified as special speech teachers. Savannah State College and Armstrong State College have moved toward a program of sharing which is expected to lead to an exchange of teachers, courses and credits. Armstrong's library may be used by Savannah State and vice versa, and each school's cultural and athletic events are open to the other's students. In the future, the two schools plan to employ top professors in the fields of physics, anthropology, art and music to serve both schools. In addition to student teaching centers in the City of Savannah and County of Chatham, centers have been contracted in Brunswick, Jesup and Laurel Bay, South Carolina. Dr. William W. Stokes, Head, Department of Education, has announced the following new staff assignments: Dr. Douglas F. Parry, Coordinator of Elementary Education; Dr. Paul E. Ward, Director of Professional Laboratory Experiences; and Dr. S. Lloyd Newberry, Jr., Director of Media Laboratory. Seven committees, composed of faculty throughout the college, members of the Department of Education, public school teachers and consultants from the Georgia Department of Education, are currently studying the program of teacher education, and students who have completed the program have also been consulted. Dr. Stokes and Dr. Newberry have been awarded federal funds for research projects in teacher preparation. Dr. Newberry presented a research paper to the American Educational Research Association convention in Los Angeles in February 1969: "Interpreting Multivariate Analysis: A Study of Curriculum Influences on Student Science Interests." Georgia Southern College offered a course for supervisors of student teachers at Armstrong during the Fall of 1968, a program organized by the Coastal Area Teacher Education Service. 4 Fifty-two students will become charter members of the newly organized local chapter of the Student Education Association. Throughout the year faculty have struggled with concepts and plans for micro-teaching, teaching modules, mini-courses, teacher competencies, utilization of videotape in teacher preparation, teacher-pupil interaction analysis, rating scales for use in observing and counseling with student teachers, educational games, simulated instances and kindred matters. Finally, students and faculty recently moved to newly completed Victor Hall, where facilities of the Department of Education now include two modern classrooms, a multi-media demonstration room, a departmental library, an equipment room, a student practice room and a graphics room. 5 ATLANTA UNIVERSITY The School of Education of Atlanta University in 1968-1969 continued its interest in the disadvantaged. A joint professorship with Emory University has been established and courses are being taught on Administration of Programs for the Disadvantaged. Members of the faculty are exploring ways in which they can become more personally involved in community projects, not only for their own understanding, but also for professional help they might give. A project directed to more adequate training of teachers working with the handicapped-- a category into which many disadvantaged youngsters can be classified-- is taking shape. Planners hope it will be in the pilot stage during the 1969-70 school year. Stimulated by the Visiting Committee of SACS and other sources, the faculty is exploring the many facets of a program in Early Childhood Education. Development of such a program would be in conjunction with the project mentioned above. During the year, the School has received five-year approval for almost all its present programs. It looks forward to fiveyear approval for its remaining programs during the 1969-70 year. Action is proceeding on a proposal to grant the Ed.D. in some departments. This program will go beyond the present requirements for Sixth-Level Certificates and will probably be introduced first in Educational Administration, later in other departments. The possibility of an Ed.D. program in Educational Administration with focus on the superintendency in urban ghetto areas is presently being researched. If feasible, it will tie in with the project mentioned above. , The University continues its membership in the Atlanta Area Teacher Education Service. Under this structure, students are permitted to take two courses in their respective programs. The full-time faculty of the School of Education has been increased by several members this year. Several other new positions will be filled in 1969-70. The student population in the School of Education increased to 600 during the second semester, with a full-time equivalent of 397. Such an enrollment means that the ten-year projection of two years ago has already been reached. 6 AUGUSTA COLLEGE Several projects, new directions and practices in teacher education have claimed primary attention of both staff and students this year at Augusta College. Major concern and activity were directed toward the completion of a Teacher Education Self-study in preparation for the visiting committee's program study required for State Department Five-year Approval. Both studies proved to be beneficial in highlighting areas of program development that require continued attention. In an attempt to help meet the need for additional professional teachers for exceptional children, the College has developed a new program in special education. Initially, emphasis is to be placed on the preparation of teachers for educable mentally retarded children, with expansion to other needed areas of exceptionality in the future. Cooperative arrangements with the public schools in Richmond County, the Medical College of Georgia, the Gracewood State School and other community agencies'have been established which should aid in the college's developing an excellent program for the preparation of teachers for exceptional children. The Department of Education continues to achieve a stronger working relationship with the local public schools. Specifically this year, the Department has (1) helped arrange for in-service courses for teachers through The Coastal Area Teacher Education Service, including courses for supervisors of student teaching; (2) arranged for joint sponsorship of a Spring Reading Conference for pre-service and in-service teachers; and (3) continued one-day conferences on student teaching for college staff and public school personnel. Another promising development has been the Education Department's effort to gain more joint participation of Teacher Education students and staff in clarifying issues and needs in the Teacher Education Program. In response, the Student Education Association established a Student Advi~ory.Committee to meet with the staff and share in analysis of problems and recommendations of policy. Activity so far has been quite helpful. The Education Staff has been experimenting during the year with the use of videotape in student teaching. Both staff and students have found this new technique to be helpful and exciting. Students like the idea of participating in something "special". The Department looks forward to further evaluation of this practice. A final note concerns the completion and initial use this year of a Student Teaching Handbook designed to serve as a guide for all personnel involved in the student teaching program. 7 BERRY COLLEGE Developments in teacher education at Berry College can be described with one word: growth. The number of students who will complete an internship in student teaching during the 1969-70 academic year will be onethird more than the previous year, a banner year itself. Two new programs in teacher education have been developed. These programs, art education and modern foreign languages (French), will supply teachers in two critical fields that continually have a demand greater than the supply. The music education program will have 10 student teachers next year. This number surpasses the total for any previous year. The education department has designated a staff member as coordinator of laboratory experiences. This person is responsible for the placement of teacher education students in classroom situations while they are taking professional education courses. Consideration has been given to videotaping as a means of supplementing and focusing these in-person observations. The education department has given much time and attention to microteaching and group dynamics techniques as a means of combining realism with theory. All indications are that the year has been most productive. New buildings have been erected, a considerable amount of equipment has been purchased, and general stability of faculty has been maintained. Feedback from students suggests that growth and progress are being made. 8 BRENAU COLLEGE The 1968-69 academic year at Brenau College could be best described as a year of foundation preparation for the 1969-70 school year, which faculty personnel anticipate as being one of the most dynamic in the history of the College. It is the intent of this short description to outline such changes as have taken place and to describe those yet to occur. Brenau College has respectfully accepted the announcement of Dr. Guy Jones, Director of the Education Department, that he is retiring from that position and his professorial responsibilities at the College at the conclusion of this academic year. Consequently, while the search goes on for a qualified replacement, the College is happy to announce that Dr. Polly C.Roberts will become Director of Physical Education next year and also that Mr. Conrad Sprouse has been appointed to the position of Assistant Professor of Education. Both the Education Department and the College are preparing for an institutional self-study to be conducted for the Southern Association of Colleges and Schools during the 1969, '70 and '71 school years. Brenau College is again proud of its education graduates and the fact that once again these students are the most numerous among the 1969 graduates, 28 in secondary education and 48 in elementary education. The College has inaugurated the Brenau College Placement Bureau and staffed this office with its new college counselor, Miss Miria Zicko. This service is largely intended to facilitate the processing and dispensing of evaluative material on prospective teachers and at the same time to better inform the education graduates of career and vocational opportunities available upon graduation. In an effort to provide a broader and more interdisciplinary perspective for Brenau's education graduates, the social science department has introduced Sociology of Education into its curriculum offerings as a recommended elective for education majors. Planning is also under way for a team teaching approach to a course in the foundations or philosophical bases of education. This course will approach the subject from the sociological, philosophical, psychological and educational frames of reference and is scheduled to be taught by faculty members from all four disciplines. The education department has developed a series of programmed examination tapes to be used by the students in examination preparation and for comprehensive review of educational principles. 9 Brenau's Supervising Teacher's Guidebook received wide use and acceptance by supervising teachers following its compilation last year. Continued evaluation of this guide is under way in order to improve and revise .it. Involvement with the public school system before internship is constantly being expanded through visits to schools during September prior to the students' returning for the fall semester; through scheduled student teacher groups and individual visits before the student teaching experience; and, as recommended by the SNEA, through assignment of Brenau junior and sophomore elementary education majors as teacher aides for several hours a week. In an effort to help provide teacher certification opportunities to residents of the greater Gainesville area as well as certificate renewal courses, the College has inaugurated an Evening Division which offers courses appropriate for the purposes stated. In the past years, because of failure to keep the College open during spring recess, student teachers have had to interrupt their student teaching experiences. Beginning this year, this practice has been eliminated in order that the interns may have a more unified experience. Detailed use was once again made of the evaluative criteria for teacher education programs as provided by the Georgia Department of Education in an effort to determine the College's compliance. In addition, the College is studying requirements for teacher education programs in the areas of physical education, home economics and speech. After careful consideration and preliminary evaluation, the decision to discontinue the Bachelor of Science in Education Degree and offer only the Bachelor of Arts Degree (the latter requiring foreign language study through the intermediate level), appears to have been accepted favorably by both the faculty and student body. Some evidence of this is noted in the fact that there has been no decrease in applicants for the education major. 10 CLARK COLLEGE The Clark College faculty is continuing its high aspirations and great optimism in specific areas of student participation and awareness, curriculum revision and administrative reform. However, this report will focus on innovations that specifically affect teacher education. The initial professional education course, Introduction to Education, which traditionally has been composed of both elementary majors and secondary education minors, has been divided into two sections. One section is designed for elementary education majors and the other section for students majoring in content fields. Laboratory experiences beginning in the sophomore year have been improved both horizontally and vertically. Some of the innovations implemented this school year follow. Sophomores who were elementary education majors participated in the Teacher Education and School Integration Conference held November 24-26, 1968. Through panels, speakers, films, sensitivity training, students viewed microscopically problems of urban education for the purpose of exploring positive alternatives to alleviate or correct these problems. Twelve juniors who are presently enrolled in (Education 415) Teaching Reading in Elementary Grades are participating in a unique laboratory experience sponsored by the University John Hope Housing Project. The Project has opened a Learning Center for adults living in the respective housing units who desire to improve their reading skills. Each Clark student enrolled in Education 415 spends one hour per week learning how to operate the automated reading machines provided in the learning center. After the students have become familiar with the operation of the machines and the programmed instruction materials, they assist the adults who come to the center for reading instruction in the use of equipment and materials. Juniors and seniors enrolled in psychology and curriculum courses participate in a Tutorial Program one night a week working with Archer High School students and Pitts Elementary School pupils. These students are screened by the counselors in the schools. Facilities for housing the program are provided by the Perry Homes staff and community leaders. Some teaching aids have been purchased by funds from a small government grant. Supplementary teaching aids 11 are loaned through the Clark College Department of Education Curriculum Materials Center. Tutors are trained in special seminars and in connection with courses in psychology and curriculum. Simulation Laboratory Materials, Critical Incidents, Sensitivity Training and Independent Study have been used in the regularly scheduled student teaching seminars. Lastly, it should be noted that the descriptions of these innovations represent only a summary of some of the significant aspects of the Teacher Education Program at Clark College. 12 COLUMBUS COLLEGE Programs in teacher education at Columbus College have been approved by the Georgia Department of Education in the following areas: elementary education, biology, chemistry, English, mathematics and social science. The programs were planned as a result of the joint efforts of the Division of Education and the other divisions on campus. Junior level courses were offered for the first time during the summer of 1968. Several courses in education were offered particularly for teachers who needed to renew certificates or to change teaching fields. Perhaps the most outstanding achievement during the year has been the implementation of a junior level laboratory experience in the public schools. Students in elementary education schedule three courses concurrently: Language Arts in Elementary School (five hours credit), Social Studies in Elementary School (five hours credit), and Literature in the Elementary School (three hours credit). As a part of these three courses students spend a total of eight hours each week in a classroom working with an elementary school teacher. The program has been planned carefully with the Muscogee County School District, resulting in a written agreement with the school system. The lab work is planned in such a way that the students move gradually from observation level to the presentation of lessons in social studies and language arts. The program has proven to be very successful. Students who plan to work on the secondary level also have laboratory work during their junior year in the course in Secondary School Methods and Materials. This course carries three lecture hours credit and four lab hours. Lab time is spent with a teacher in a public school. For example, English majors will spend three hours in class on campus and four hours each week with an English teacher in a high school in Columbus. This course was offered for the first time spring quarter, 1969. Videotape is being used in the education classes. Students plan lessons and present them before the camera, a practice which has proven very helpful. Plans include use of the videotape in the laboratory sessions described above. A course in family life and sex education was offered for the first time during the summer of 1968. This course was offered primarily for teachers working in pilot programs in the area; however, other teachers also enrolled. It will be offered again during the summer of 1969. Library holdings and special curriculum materials appropriate for professional education courses have been increased during the 13 year. A collection of elementary and secondary textbooks, curriculum guides and teaching aids has been compiled. These materials are the beginning of the Curriculum Laboratory which will play an important part in the program. Three courses in early elementary education will be offered for the first time next year, particularly for kindergarten teachers in the area. They will also be available for elementary majors who would like to build a concentration in early elementary education. Completion of the Fine Arts building during the current year will make it possible to expand programs in music and art. It is anticipated that Columbus College will have approved teacher education programs in music and art next year. 14 EMORV UNIVERSITV At Emory University the foreign language section of the undergraduate high school methods and materials course is being taught this year by Mrs. Shelby Spruell of the Department of Romance Languages. Because the faculty decided that certain elements of this course are more beneficial to the student teacher if he encounters them before his practicum, a general overview of the course content is presented in the winter quarter with emphasis on topics appropriate to the prospective practice teacher. This is accomplished in a series of Thursday night classes extending from early January to the end of the winter quarter. After the opening of spring quarter the class will meet full-time for two weeks. The program for this period includes demonstration teaching. Also included are nine hours' critical observation of foreign language classes at all levels and the preparation by each student of a folder on one facet of the target culture (in the anthropological sense) as well as a critical bibliography of teaching materials. The texts studied consist mainly of Brooks' Language and Language Learning, Lado's Language Teaching, and Politzer's Teaching French, Teaching German, or Teaching Spanish. The practicum (Directed Teaching) will be supervised by Mr. Alan MacDonald, a joint appointee in the Department of Romance Languages and the Division of Educational Studies. Mr. MacDonald and Mrs. Spruell are working in close collaboration and making extensive use of such devices as microteaching and the videotape recorder. The VTR will be used not only to record student teachers' progress for subsequent individual selfevaluation and classroom study but also to build up a permanent library of pertinent classroom activity recorded in the school and college language classroom at large. 15 FT. VALLEY STATE COLLEGE A tutorial program has beGn initiated by the Division of Education at Fort Valley State College during the 1968-69 school year. This program involves teacher education majors and pupils in the local public schools in Peach County. Pupils with learning difficulties are identified and assigned to teacher education majors on a one-to-one basis. For the present, the area of reading is receiving priority in the tutorial program. As the program develops other areas will be emphasized,such as mathematics and science. Although the program has not been in effect long enough to formulate any conclusions as to its effect on those involved, it is predicted that the program will be beneficial for both tutor and pupil. The teacher education program of the Fort Valley State College is using educational television to enrich its program. During the early part of the school year an RF Distribution System with a capability for providing television reception in each classroom in the Hubbard Education Building was installed. Instructors in methods courses as well as other courses in the professional sequence use television lessons from the Georgia Educational Television Network to enrich their instruction and to expose teacher education majors to instructional television programs. Televised instruction is also available to and used by the two demonstration classes attached to the Education Building. 16 GEORGIA COLLEGE AT MILLEDGEVILLE Dr. John Lounsbury, Chairman of the Education Department at Georgia College at Milledgeville, was on leave September 1968July 1969. He was one of 18 Fellows selected to serve in U.S. Office of Education in helping that federal agency secure firsthand views and insights into educational problems. Georgia College in 1968-69 added 33 new faculty members. Most of the new faculty were additions, although some were replacements. Four new faculty members joined the Education Department: Richard A. Brice III, Mrs. Seenie C. Courtney, Herbert C. Glover, and Eugene F. Lail. The number of Georgia College students preparing for careers as public school teachers increased. The 1967-68 record enrollment of 169 elementary and secondary student teachers was almost equaled in 1968-69 by secondary teachers alone. By June 1969, 229 students had completed student teaching during the academic year 1968-69. Among this group was the first male student to complete a teacher education program. Spring quarter continued to be the most popular quarter for student teaching: this year for the first time a special project was conducted with Briarwood High School in Fulton County. Purpose was to test the feasibility of large group placement and supervision of student teachers in one school center. Fifteen student teachers were placed at Briarwood High School. The Georgia College-Clayton County Cooperative Laboratory Center continued to serve as a partnership venture in teacher education. A large number of student teachers was placed in Clayton County,and even larger numbers are expected to be placed there in 1969-70. Numbers of elementary and secondary teachers were involved in graduate courses in preparation for certification as supervising teachers. Increased laboratory experiences were provided for elementary education majors through child studies being made by prospective teachers at a school of their choice: Peabody Laboratory School, Sally Davis School and Central State Hospital School. In addition, as a part of science education, students participated in teaching at Peabody School by planning units and field trips, by selecting, ordering and showing science films, by constructing teaching aids and by teaching their units at Peabody School. Students were, of course, under the direction of the Laboratory School Teacher and a Science Education Professor. Students worked with small reading groups at Peabody School each day during the first hour of the day. Four to five students were assigned to each classroom from grades one through six. Also for the first time participants were assigned 17 to kindergarten to work with children in a reading readiness program. Enrollment in the graduate program increased remarkably. A number of week-end classes and late afternoon graduate courses haue been offered during the year. With the College's participation in the Middle Georgia Area Teacher Education Service, additional graduate offerings are being submitted for approval to the Graduate Council and a number of regular and new courses will be offered next year through MGATES. The Education Department is exploring the possibility of offering a Master of Education degree in Special Education with the focus of the program on the education of emotionally disturbed. In anticipation of this program' and to meet the need and interest of graduate students, two new courses will be offered in the summer: Introduction to Exceptional Children and Education of the Disadvantaged. 18 GEORGIA STATE UNIVERSITV George Maslach, Dean of Engineering at the University of California at Berkeley, said, "Professional schools, formed to deal with specific problems of society operate at the interface of science and society exploiting given bodies of knowledge for the benefit of mankind." The School of Education at Georgia State University has been formed to deal with the specific problem of an urbanizing society--to guarantee that schools will become more effective agents in the transition of a region from a rural, provincial, simple life to a life that is urban, technical, complex and thus threatening. To meet this challenge, schools will have to reorganize, restaff, re-equip and relate themselves to all other health, education and welfare agencies in new and more meaningful ways. Likewise, they will interact with businesses, industry, politics and economics. To do all this effectively, schools will need help from Georgia State University. More and better teachers are needed-teachers prepared to understand and cope with the learning problems of center-city children and adults and to work closely with other community agencies in resolving these problems. They need principals, counselors and instructional leaders who understand the mutual impingements of vocational, technical, economic and political life and the educational programs in the area. They need leaders who understand and can tolerate, even facilitate, change and innovation in the organization and processes of education. The School of Education must, in conjunction with health sciences, urban studies, political science, etc., be the agency through which Georgia State University as a whole helps the schools and their leaders do these things~ Ultimately, this means graduating and certifying 1,000 teachers, 300 master teachers and 300 paraprofessionals per year; providing master's degrees and Sixth-Year certification to several hundred special service personnel per year; and supervising at least 100 doctoral candidates, who, upon graduation, will take leadership positions in schools, the Georgia Department of Education, colleges and junior colleges and many other agencies in the region. If the School of Education is to guide Georgia State University's efforts to meet these qualitative and quantitative needs of the metropolitan region, certain assumptions must be generally accepted. The School, its programs and its housing must provide for articulation and coordination with the Schools of Urban Studies and Allied Health Sciences; communications with the disciplines of the School of Arts and Sciences; interaction between the School of Education and the 19 elementary and secondary schools of the State; interaction between schools and other health, cultural, recreational, social and welfare agencies; articulation between curricula for pre-service and in-service educational personnel; flexibility of both the content and the process of all curricula; utilization of a full range of communication media, both existing and emergent; communication, coordination and administration of an expanding amount of instruction to be conducted in centers located off-campus; opportunity for a greater portion of all curricula to be based upon students. 20 GEORGIA SOUTHERN COLLEGE Eight, two-year fellowships totaling almost $100,000 have been awarded to Georgia Southern College by the Office of Health, Education and Welfare. Georgia Southern was the only Georgia institution selected by the HEW office to offer such a program. Purpose of the program will be to select eight people with baccalaureate degrees and prepare them for junior college teaching positions. Dr. Pope A. Duncan, GSC vice president, will serve as director of the fellowship program. The eight persons selected will go through seven consecutive quarters of academic study. During the first five quarters, each student will complete 75 quarter hours of designated course work. The sixth and final will be spent in an internship position on a selected junior college campus under the supervision of Georgia Southern. The seventh and final quarter will be completed on the GSC campus, during which time students will attend seminars and exchange and evaluate their internship experiences. By the end of the first five quarters, the candidates will be qualified to satisfy requirements for the master's degree. Academic fields in which the students may study are counselor education, English, science and social science. Three new deans were recently appointed to Georgia Southern College by the University System Board of Regents as recommended by Dr. John o. Eidson, GSC president. Dr. Jack N. Averitt has been named dean of the Graduate School; Dr. W. Starr Miller, dean of the School of Education; Dr. N.W. Quick, dean of Arts and Sciences. Eidson commented that he was very pleased with the action of the Board of Regents and the advancement in academic programming these new positions will offer Georgia Southern. Averitt, a Fulbright Scholar who completed his Ph.D. degree at the University of North Carolina, has had experience as an academician and as an administrator. He has been with the Statesboro institution since 1945 and has been Chairman of the GSC Division of Social Science since 1958. He holds professional membership in many organizations and is presently serving his second term on the World Board of Trustees of Rotary International. Miller has been chairman of the Division of Education since 1961. He is known in the professional field of teacher education and has served as the chairman of the Teacher Education and Professional Standards Committee of the Georgia Education Association. He is a graduate of the University of Georgia with the B.S. and M.S. He completed his doctorate at Duke University. Prior to his coming to Georgia Southern in 1961, he was former dean and professor of education at Tift College. Quick presently is a professor at Arkansas State University and has served in a number of high level administrative positions. 21 The Coastal Area Teacher Education Service, a compact among five institutions of the University System of Georgia to offer off-campus education courses to teachers, begins its fourth full quarter of operation beginning with the sprinq session. According to Dr. Harold Tyer, associate professor of education at Georqia Southern College and coordinator of CATES, more than 300 people have participated in the program since last spring. This fall, 144 teachers and graduate students enrolled in the seven courses offered. The CATES centers were located in Dublin, Augusta, Alma and Ridgeland. For the winter quarter, over 200 persons registered. Twenty courses were taught in Brunswick, Jesup, Douglas, Claxton, McRae, Alma and Augusta. The Coastal Area Teacher Education Service is selfsupporting. School systems become affiliated with CATES by paying a membership fee which allows members of the school's professional staff to enroll in any CATES course wherever it may be offered. Also, individuals may register by paying a s?ecified fee which will cover the entire quarter's study. Credit for a given course is granted in each of the compact institutions if the course and the professor have been approved by the department head of the particular college. CATES serves 41 counties in southeast Georgia and some students from South Carolina. Teacher personnel come from the five member institutions, Georgia Southern College, Augusta College, Armstrong State College, Savannah State College and the University of Georgia. Georgia Southern serves as headquarters for the program. 22 GEORGIA SOUTHWESTERN COLLEGE The teacher education program at Georgia Southwestern College has moved forward substantially during the current college year. Staff has continued to study and evaluate its program. New areas of concentration in the elementary program are early elementary, library science, physical education and reading. Secondary programs have been revised to reflect more clearly new criteria for approved programs as recommended by the Teacher Education Council. Several staff members have been added to the Division of Education faculty. They are Dr. Charles Boardman from the University of Arkansas; Dr. Arthur Cox from the University of Georgia; Dr. Earnest Carlisle from Auburn University; Dr. W.C. Husmann from the University of Southern Mississippi; Mrs. Josephine Stevens from Georgia College; Dr. William Swindle from Texas A & M University. Dr. Richard Reese has been named Coordinator of Student Teaching. Over 175 student teachers have been placed in area schools. Representatives from 45 school systems attended the college's annual teacher job-o-rama Feb. 20. More than 500 interviews were held. Approximately 200 juniors and seniors from 13 area high schools attended Future Teachers Association Day Feb. 7, sponsored annually by the Student Education Association. At the December meeting of the Southern Association of Colleges and Schools in Atlanta, the College received full accreditation as a senior college. Accreditation was made retroactive to include the college's first graduating class. In February, the College was accepted into regular membership of the American Association of Colleges for Teacher Education at the Association's annual meeting in Chicago. It held associate membership last year. Library holdings and curriculum materials have been increased substantially during the year. Over 1500 volumes in education have been added to the book collection. In March, the Southwest Georgia Area Teacher Service was organized to coordinate off-campus course offerings in school systems in the area and to provide for reciprocal credits in courses offered through this service. The program will serve 43 school systems. Colleges involved are the University of Georgia, Georgia Southwestern College, Albany State College, Valdosta State College and Columbus College. The program is centered at Georgia Southwestern College. Dr. Hoyt Pope is chairman of the advisory board and Dr. Richard Reese is coordinator of the service. 23 Enrollment in teacher education programs increased from 650 in 1967-68 to 850 in 1968-69. Approximately 175 students will complete teacher education programs during the year. 24 LaGRANGE COLLEGE As one result of evaluation by a visiting committee in 196768, LaGrange College teacher education programs have undergone extensive study and reorganization. This has been especially true in the areas of sciences, modern foreign languages and health and physical education--areas in which new criteria have been written in the past two years. The sciences have completed departmental and visiting-consultant study; foreign languages have completed departmental study and have invited visiting consultants; health and physical education has almost completed its departmental study. It is felt that all recommendations will be implemented by Fall 1969. A planned program for endorsement of elementary majors in early childhood education has been approved and authorized for Fall 1969. It is hoped that progress will be continued in this vital area to the extent that the College can ask for evaluation by a visiting committee at an early date. Laboratory experience situations, approximately one-third of the total requirements of curriculum and methods courses, have been more effective than officials had hoped. They will definitely be improved. After a full year of experience and experiment with videotape recordings of student teaching situations, staff are thoroughly convinced that this procedure aids significantly the evaluation of student teachers and student teaching. The College has experimented with some taping for admission purposes, but for many reasons, staff continue to question this practice. Among other experiences staff feel have been instrumental in strengthening programs of teacher education are the following: (1) September experiences, while not required of all students, have almost complete enrollment and participation; (2) a great majority of course requirements in teacher education have contact with public schools; (3) all students on work-study and interested in teacher education are allowed to work in public schools; (4) the Speech and Drama Department's summer workshop-theatre at Callaway Gardens continues to create much enthusiasm for the speech program. 25 MERCER UNIVERSITV Two visiting teams (NCATE and Georgia Department of Education) were scheduled to do a re-evaluation of the teacher education program at Mercer University April 13-16, 1969. The usual summer school quarter at Mercer offers teachers an opportunity to work on a master's degree; to work toward upgrading their teaching certificates; to receive special work in the supervising of student teachers; to take the usual workshop in methods of teaching; to study in a Chemistry Institute; to study in a special mathematics workshop for elementary teachers; or to do special studies just for personal development and enrichment. The number of teachers receiving the M.Ed. degree has increased substantially during the last two years at Mercer. This is due in part to a growing interest in the Reading Specialist Program and to the policy of giving a one-third reduction in tuition in summer school to in-service teachers. Through cooperation of the local schools and other community agencies, more pre-student teaching observation is being made possible for prospective teachers. The program includes both required and voluntary observation. About 55 student teachers are in the teacher education program this year, about the usual number. In addition, a substantial number of graduates enter teaching without having had student teaching. 26 MOREHOUSE COLLEGE I SPELMAN COLLEGE Systematically moving toward coordination of the departments of education in the two colleges, Morehouse and Spelman have succeeded in effecting the following changes: appointment of a coordinator responsible as chairman of both departments of education; arrangement of a joint seminar of students and faculties of both institutions; development of the free exchange policy, already in effect in the Atlanta University Center, that allows students to do their student teaching under the teacher who taught them methods; synchronization of recordkeeping so that similar records on student teachers are kept in both institutions. A study to achieve greater coordination of the teacher education programs of both colleges is in progress and is to be presented to a Visiting Committee for Five-Year Approval. It is felt that coordination of the departments will result in a stronger program embodying the strengths of both institutions and bringing together the combined wisdom of both to eliminate weaknesses. 27 MORRIS BROWN COLLEGE Dr. Laurence E. Boyd (State University of Iowa) and Dr. Chloe H. Mitchell (University of Oklahoma), Chairman of the Division of Education, Psychology and Physical Education and Professor of Education, respectively, were added to the staff of Morris Brown College Sept. 1, 1968. As of September 1969, added classroom and office space will be provided through the occupancy of the Education Annex. Described below is the interesting, innovative program of tutorial instruction which was inaugurated in conjunction with the course, Reading Materials and Methods, which has been taught by Dr. MitchelL The reading process ranges from being the school's most exciting learning experience for many children to an experience of various levels of frustration. Success in nearly all areas of learning depends to a large extent on the child's ability to read with understanding. Getting meanings from printed symbols is equally as important as pronouncing words. Mathematics has been chosen as the area of emphasis for teaching reading. The mathematics text is unique in that it embraces types of reading content which differ markedly from narrative reading and from the text of geography, history and science. It is complicated also by having numerical symbols woven into the sentences along with the word symbols, and everyone of these symbols, whether word or numerical, must be taken into consideration. Detailed directions and exact explanations must be understood and used and problems calling for a careful weighing of relationships and a high level of reasoning must be solved. The tutorial approach is a practical experience intended for college students preparing to become teachers of children, preschool through the sixth grade. The spiral form of presentation and the use of the problem method will be the arrangements of content for instructional purposes. The 1960 Stanford Binet Intelligence Scale is being used to obtain the I.Q. of the subjects used. The SRA Achievement series grades 2-3 and grades 4-6 will be administered at the beginning and at the end of the tutoring session. The materials used during the tutoring session are designed by Dr. Mitchell and are arranged in order of reading and mathematical difficulty. They are called Developmental Mathematical Reading Skills. The objectives of the tutorial approach are as follows: to teach prospective elementary teachers reading skills required to teach children how to read~ to train prospective elementary teachers how to administer and interpret results obtained from standardized reading, mathematics and intelligence tests~ 28 to train prospective teachers in methods used to determine the frustration and instruction levels of elementary children; to make teachers aware of the physiological, psychological, social, neurological and emotional factors that can interfere with the reading process; to provide an opportunity for each prospective teacher to tutor a student in reading with hopes of increasing his instructional level at least one grade. 29 NORTH GEORGIA COLLEGE North Georgia College reports the following new developments, innovations and projects in teacher education during 1968-1969. A self-study was made of existing programs in elementary and junior high grades and of 13 new educational opportunities proposed to be offered next year in high school grades and grades 1-12. If approved, these 13 new programs will constitute a 650 percent increase in the teacher education opportunities open to students here. An innovation this year was the first use of the Science Research Associates (SRA) Teaching Problems Laboratory in the class in Elementary Methods and Materials. Also for the first time two teachers of contrasting but complementary abilities were assigned as a team to teach this course, an arrangement which produced highly satisfactory results. In the class on Introduction to Education student involvement activities were stressed~o lnclude debate teams, chapter discussions by students, oral book reports and role playing. This student involvement approach in class was in addition to the regular laboratory experience provided as a part of this course. Student involvement was also the key to the technique employed in the classes in Public School Art I. During the laboratory period students took turns introducIng and teaching new art projects. Several days prior to this actual teaching experience, the student conferred with the instructor to discuss objectives, materials and procedures to be used. In Public School Art II, students actually instructed in the public schools. New techniques were used this year which made this experience more meaningful and allowed the teaching to be accomplished more smoothly within the allotted time. In Desi~n and the Child, the working laboratory techniques were streamllne~ The course covered painting, weaving, graphics and sculpture. An entire week was spent on in-depth problems in these areas. A fine arts course entitled MusIc and Art offered for the first time this year sought to provide an-orIentation to the disciplines of art and music through a systematic study of basic principles as exemplified in selected works. This college is constantly searching for newer and better ways of improving its teacher education programs in the belief that only through this constant, sensitive self-appraisal can the school continue to progress. 30 OGLETHORPE COLLEGE Teacher education at Oglethorpe College has been through a year of review and transition during 1968-69. A major effort to strengthen the faculty in this area was the employment of Dr. Lavon Talley, chairman of the Education Division, and Dr. Rachel McMillen, who has responsibility for the program in elementary education. A second emphasis has been that of organizing for a se1fstudy of Oglethorpe's programs in teacher education along with other preparations necessary for receiving a visiting committee scheduled for March 1970. The college is seeking to move from one-year temporary approval to five-year approval for its teacher education programs. A major effort of the Education Division has been to review and clarify the conditions for admission and retention in the college teacher education program. Maintenance of reasonable standards on a consistent basis has led to greater respect for teacher education throughout the college. These factors are being stressed as new students are admitted to the program and as new students expressing an interest in teacher education are recruited. A further aspect receiving major stress as the program is reviewed is the prospect of offering teacher education programs leading to the master's degree in certain fields. Considerable emphasis upon the master's degree as a requirement for permanent employment in the Atlanta area and consideration of the degree as a possible future requirement for full professional certification have led Oglethorpe College to look seriously toward extensions of its programs in this direction. It is the aim of Oglethorpe College to provide teacher education programs in which a demand for graduates exists and for which quality preparation can be reasonably assured. Next year should be one in which clear directions emerge for Oglethorpe College regarding its programs in teacher education. 31 PAINE COLLEGE Changes are frequently made in various aspects of teacher education programs at Paine College to provide for innovations in curricula, to meet newly defined needs, to add services not previously provided and to experiment with promising media, programs and techniques. Each move, the College hopes, brings the quest for cooperative, comprehensive and dynamic programs nearer to meeting the needs of prospective teachers who will teach in a contemporary set-' ting. Program development is a continuous process and must be developed on sound principles and procedures. Major effort during the 1968-69 academic year has been one of review, reevaluation and planning the teacher preparation program in light of 1968 self-study findings and recommendations by the Georgia Department of Education Visiting Committee for Five-Year Approval. Chairman of the Committee was Dr. Galen N. Drewry, Professor of Higher Education, University of Georgia. The self-study was conducted amid much enthusiasm, great optimism and a high level of aspiration, and the faculty and staff sensed a major breakthrough for Paine in the areas of administrative reform, curriculum revision and student awareness and participation. Several changes were initiated in the total teacher education program that have initially shown promise. Some of these are described below. Beginning in the fall of 1968, one person, Mrs. M.B. Braxton, was appointed to serve as Coordinator of Laboratory Experiences. A wide variety of pre-student teaching experiences was provided students through classes in methods, curriculum, psychology and other education courses. Dr. George E. Jones of New Mexico State University joined the faculty and staff in psychology in September 1968. Dr. E. Clayton Calhoun, President of Paine College, recently announced that the Callaway Foundation Funds have been used to establish the Fuller E. Callaway Chair of Teacher Education to further upgrade standards of teachers in the Division of Teacher Education. Several students participated in September experiences in elementary public schools in their home cities before returning to the college campus for the fall semester. For the first time, the College has student teachers having their student-teaching experience in public schools with varied ethnic groups. This arrangement has been made possible through cooperation with Superintendent Roy E. Rollins, Mr. Harvey Duncan, Assistant Superintendent of Instruction, and other personnel of the Augusta-Richmond County Public School System. Some Education courses have been deleted and others have been revised. 32 All student teachers still attend weekly seminars on campus during the nine week period of student teaching. Every other week, the cooperating supervising teachers attend the seminars along with student teachers, college supervisors and other invited college personnel. An EPDA Institute Program for Advanced study in English for In-Service Teachers of English in Grades 1-6 will be sponsored June 16-August 1, 1969~y the Division of Languages and Literature. Among the staff members will be Loretta Butler, Ph.D., Professor of Education, Xavier University of La.; Clifford Hand, Ph.D., Professor of English, University of the Pacific, Stockton, Calif.; Priscilla Tyler, Ph.D., Professor of English and Education, the University of Missouri at Kansas City; Mrs. Mildred Hill, M.A., Assistant Professor of English at Paine College; Leonard V. Kosinski, Ph.D., Professor of English at Paine College; and Mrs. Vivian U. Robinson, M.A., Assistant Professor of English at Paine College and Director of the Institute. 33 PIEDMONT COLLEGE Piedmont College in 1968-69 had few innovations, although the college has added more part-time staff in the education department. The major program outside regular activities has been the internship program. Piedmont has had 17 students to complete all the Teacher Education Program except for student teaching. These students have been on campus a minimum of 50 hours and have received a minimum of 70 hours supervision in their own classrooms. Each of these students is now teaching with a provisional certificate. Piedmont Teacher Education Advisory Committee has been strengthened this year by the addition of some public school people. New methods of evaluation have been compiled and are now being used for admitting students to the Teacher Education Program. At the present time the College is trying to secure a new teacher in secondary education, who will also be prepared to handle library science for the teacher library certificate. Piedmont anticipates an increase in audiovisual material and microfilm taping as well as in library holdings for next year. Staff have held joint meetings with other divisions of instruction at the college, thereby strengthening the program. Piedmont has the largest number of student teachers on the secondary level the college has had for many years. Fifty-five percent of these are majoring in science and math. 34 SAVANNAH STATE COLLEGE During the winter quarter 1969, the Division of Education, Savannah State College had as its guest for two days Dr. Weldon R. Parker, Associate Professor, Elementary Education, San Jose College, San Jose, Calif. Dr. Parker, on sabbatical: leave to study innovative programs in elementary education throughout the United States, planned the SSC visit to study the operation of Education 341-- Seminar in Elementary Curriculum which was featured in the AACTE Excellence in Teacher Educ~tion, 1967. An excerpt from Dr. Parker's personar-and professional assessment of the experience follows. First, I would have liked to have stayed longer. Your warmth and hospitality made me feel right at home. Perhaps at another time I'll be able to come again and stay longer-- say a whole year: Second, I was favorably impressed by the seminar program. I believe in a program which helps students to see the interrelationships among subject areas. Also, I like a program which gives an instructor enough time with a small group of students to really get to know them as people --not just IBM numbers. This is especially important in a large school like San Jose State where it is so easy for a student to lose his identity in the crowd. Third, I was impressed by your students. They were both friendly and intelligent. I would be happy to work with such a group. In short, my visit was a happy and educational experience. The only sad part was that it didn't last long enough. Dr. Dwight W. Allen, Dean of the School of Education, University of Massachusetts at Amherst, was the dynamic keynoter for the 1968 annual Teacher Education Day program at SSC. Conference theme was "The Supervising Teacher and the Challenge of Innovation." For the 1969 conference, Dr. L.O. Andrews, for many years coordinator of student teaching at Ohio State University and now a member of the OSU teacher education staff, will serve as chief consultant. This year's conference will be devoted to "Summing Up the Sixties" and to investigating direction for the seventies. A cross-section of volunteers from the teacher education programs at SSC who worked together in Education 429 - Curriculum and Teaching, the final pre-field professional education course,took seriously the challenge of the "total learning environment." Under the leadership of the coordinator of the course and with assistance from the College administration and the Associate County Agent, Chatham County, this group of prospective elementary and secondary teachers has begun studying and planning for ways to beautify the outside of W.K. Payne Hall where the Division of Education and most professional education activities are housed. 35 Teacher education as a cooperative function at sse is further highlighted through improved curricula for the preparation of science teachers at both the secondary and elementary school levels. The revised secondary program permits students to concentrate rather strongly in one science and to receive the equivalent of a minor in another while special consideration is given to the acquisition of knowledge in a third science area. Irrespective of the field of major concentration, each student teacher in science is required to do some work in earth science, space and astronomy. The science major study program is undergirded by general education, and phases of it are offered concurrently with courses in professional education. The scope of science knowledge for the prospective elementary teacher has been expanded both qualitatively and quantitatively. An additional five-hour course in the physical sciences has already been added at the junior level. The Divisions of Education and Natural Sciences are presently studying the possibility of developing a science and mathematics sequence for the "second strength" offerings available to the elementary education major. 36 SHORTER COLLEGE Shorter College continues to prepare teachers as one of the primary functions of its liberal arts tradition. Enrollment in the teacher education program continues to increase. In addition to the regular major in elementary education and academic majors on the secondary level, Shorter continues to offer the entire professional sequence in the evening for in-service teachers in the Northwest Georgia area who wish to obtain professional certification. In January 1969 the Department of Education moved into new, carpeted offices adjoining a new materials center and a carpeted classroom used exclusively by the Department of Education. These new quarters were made possible by the renovation of the former kitchen-cafeteria. The cafeteria moved at the end of the summer session 1968 into the new Walter Pope Binns Student Center,which was dedicated in October 1968. The remainder of the former kitchen-cafeteria was converted into an accounting laboratory, a classroom, a spacious language laboratory which will be used for modern foreign language and for the preparation of language teachers. Faculty offices for the language Department and the Department of Business and Economics were also added. A reorganization within the Department of Education at Shorter has been completed to meet suggestions by the Evaluating Committee for Five-year Approval of the teacher education program, as follows: Dr. J.W. Leach, Jr.,is Head of the Department of Education and Psychology and Director of Teacher Education; Dr. Rose Nell Horne serves as Associate Head of the Department of Education in charge of Elementary Education and co-ordinator of Professional Laboratory Experiences and teaches courses in reading and related specialized subject matter; Miss Francis E. Porter, Supervisor of Student Teaching, is responsible for teachinq professional courses especially in the major sequence and serves as co-advisor with subiect field major professors and supervising student teachers; Mr. J.D. Ramsay, Supervisor of Student Teaching, is responsible for teaching professional courses especially in the elementary sequence, supervising student teachers and assisting Dr. Horne in advising elementary education students. The Northwest Georgia Teacher Education Service was organized in May 1968. This cooperative endeavor is designed to give teachers an opportunity to take graduate courses through West Georgia and the University of Georgia. The project is supported by Northwest Georgia school Systems and Shorter and Berry Colleges. Miss Eleanor Monroe, Curriculum Director of the Rome City School System, was appointed temporary coordinator during the process of organization and was followed by Mr. Harold Brock, Principal of the West Rome Junior High School, who served as Coordinator during the first s-chool term. The first term, Sept. 24-Feb. 4, was held at Berry College. The second term, Jan. 30-May 26, was held at Shorter College. A reorganization of the Northwest Georgia Teacher Education Service was held Feb. 13, when Georgia State College was accepted as a full member offering graduate courses through the NWGTES beginning in September 1969. 37 TIFT COLLEGE During the academic year 1968-69 several important steps were taken at Tift College to improve teacher education. While many of these are routine, the following are noteworthy. The teacher aide requirement for students of teaching has been established as a separate, non-credit education course. students register for this course as they do any other. Course cards are issued, the student is evaluated by the teacher in the local school,and this information becomes a part of the student's record. Information brochures have been compiled for sophomores. As soon as the student declares a teaching major, they are made available to him. The brochure lists all of the requirements for the student of teaching during the sophomore year. This serves as an individual guide and will be used in the introduction to education course which the sophomore is required to take. A handbook of student teaching including requirements for juniors and descriptions of responsibilities of each person involved in this phase of teacher education has been compiled. This handbook has been made available to public school personnel who cooperate with Tift College in student teaching and other participants. The Fuller Calloway Chair of Child Development has been announced. The person holding this chair will function through the education department with major emphasis in elementary education. Employment interviews were held during student teaching, giving student teachers the opportunity to engage in several interviews before signing a contract. Pupils from the public schools are available in college courses, primarily in developmental psychology and in the teaching of reading. A curriculum room has been made available in the library. Currently it contains texts and related curriculum materials in use in the pUblic schools. Plans have been made to expand this into a materials center to be used by college personnel and students of teaching. The Student Education Association has been strengthened. Members of this organization have made improvements by developing a handbook for the organization and by sponsoring several projects. One such project is acting as host organization for Ninth District Congress of Parents and Teachers. The spring meeting of this organization was held on the Tift campus March 11. 38 UNIVERSITY OF GEORGIA The College of Education of the University of Georgia is conducting an academic year Institute in Educational Media for selected faculty members from various Georgia colleges. Codirectors of the Institute are Dr. Joseph Hooten and Dr. Juanita Skelton. Twenty-eight participants are currently enrolled. Basic purpose of the Institute is the improvement of the quality of undergraduate collegiate instruction through appropriate and effective use of educational media. A secondary objective is to train key persons from Georgia colleges in all phases of media so they can assume leadership roles when they return to their respective institutions. These purposes are being achieved through intensive training and exploration into the appropriate use of media to increase teacher effectiveness. Instructional techniques being used include laboratory experiences in production of a variety of media (transparencies, slides, filmstrips, 8mm films, videotapes, etc.), class discussion of related learning 'theory, extensive use of consultants in media and associated fields, individual production projects, group and individual field trips. Facilities which provide the campus base of operations for the Institute include the Media Center laboratories in the College of Education and the television studios of the School of Journalism. Approximately $450,000 is being invested in stipends, instruction, services and materials for the Institute. The Southeastern Language Center for Secondary School Students is a program designed (1) to promote the continuous study of French and German; (2) to foster interest in those languages and cultures; (3) to give students the opportunity to associate with students from all parts of the country with similar interests; and (4) to acquaint students with university life and in particular with the University of Georgia. Hopefully, a number of students will be stimulated to pursue a career in languages or the teaching of languages. The program is designed to accommodate approximately 200 German students and 100 French students. All students receive six hours of concentrated language study daily for a total of 180 classroom hours. More than 50 percent of the instruction is given by native speakers of the languaqe. Students participate in language, l1, terature,an~ culture classes. Language classes include conversation and pro~unc1at10n, gr~ar and composition, reading and listening comprehens10n. Cla~ses 1n d7~a, radio plays, Novellen, short stories, and poetry compr1se t~e l1ter- ature classes. Classes in history, geography, art,and arc~1tecture, philosophy and life and institutions of the countr1es stud1ed are classified as culture classes. 7 Because of the great diversity of staff mem~e~s! stud nts are able to participate in a variety of language act1v1t1es.wh1ch would not be feasible or possible during the regular year or 1n a normal dassroom situation. 39 The University of Georgia was one of eight representative institutions selected by the American Association of Colleges of Teacher Education Feasibility Project to test proposed new standards for NCATE accreditation. During the week of Feb. 1014, 1969, the institution was visited by an NCATE team, a Georgia Department of Education team and two AACTE teams. A total of 42 visitors evaluated the teacher education programs of the University during the week. Other Georgia institutions contemplating an NCATE evaluation with the new standards are invited to contact Dr. Alex F. Perrodin, Associate Dean, Instruction, if they are interested in assistance in interpretation of the new standards or in obtaining suggestions for pursuing a self-study. Recognizing that the media gap is a deficiency in many teacher institutions throughout the country, the College of Education at the University of Georgia is attempting to bridge that gap through an innovative program. At the undergraduate level a teaching team composed of specialists in media and curriculum is sharing the responsibility of instruction of pre-service elementary teachers. Miss Barbara Myatt, Mr. George Wilson and Dr. Mary Compton comprise the team. Media include those prepared in the College Media Center as well as specially selected materials to enhance the course content. Extensive use of media in class presentations permits students to experience firsthand the effects of media on their own learning. Students have assistance in the laboratory preparation of a variety of media for their own teaching, as well as opportunities to use and evaluate equipment and materials under classroom conditions. Through the use of tape recorders and cameras, students record the activities of children and teachers in the public schools they visit in the course of their professional laboratory experience. This permanent record, visual and auditory, brings these observations into sharper focus and provides a means for further evaluation at a later time. Although formal evaluation of the program has not yet taken place, positive feedback from supervising teachers and college supervisors indicates this approach has made a difference in the quality of performance. There is a heightened interest and greater ease in the use of all materials of instruction including the newer media. During thesurnrner of 1968, the University of Georgia agreed to assign a college supervisor to three Clarke County elementary schools for the 1968-69 school year. Under the plan then.in operation, a college supervisor usually worked in a school only one quarter, to be followed by a new supervisor the following quarter. Elmer C. Ellis of the Department of Curriculum and Supervision of the University accepted this assignment. The College supervisor was also to teach two of the consecutive inservice courses required for the certification of supervising teachers. These courses were to be restricted to teachers in 40 the three schools covered by the agreement. The primary reason for the program was to improve the quality of supervision of student teachers. Advantages of this program would be that one college supervisor working in three schools for the entire school year would have more opportunity to know the total school situation, individual supervising teachers, and principals than would three or more supervisors in each school for only one quarter; some supervising teachers would have opportunity to supervise three student teachers during the year (Previously a limit of two for each year had been established); the possibility existed for establishing a relationship in which the school facilities and the college supervisor could be involved in in-service activities beyond the student teaching program. One new dimension added to the program was the introduction of video-taped lessons as a supervisory aid. The college supervisor and his supervisor-interne, Howard G. Stephens, were able to video-tape lessons by all the student teachers except two; these were used as a basis for three-way conferences involving student teacher, supervising teacher and college supervisor. Seminars with supervising teachers were held in two of the schools and three-way conferences among student teacher, supervising teacher and college supervisor were made a standard part of the program. 41 VALDOSTA STATE COLLEGE The 1968-1969 academic term, one of marked progress in teacher education at Valdosta State College, includes the following major developments, innovations and related activities. Dr. GUy Taylor, formerly superintendent of Schools in Tifton, was appointed Professor of Education to replace Dr. Thomas G. Renfro, who resigned to become the seventeenth president of Norman College. Dr. Christopher Sharp, previously Vice-President of Academic Affairs at Lander College, was employed as Director of Graduate Studies in the Department of Education. Dr. Shelby Monroe accepted the position of Director of Student Teaching replacing Dr. Jerome Cox who accepted the position of Assistant to the Superintendent and Curriculum Director of the Valdosta City School System. Dr. Margaret Craig, formerly of Northwestern State College of Louisiana, was appointed Associate Professor of Elementary Education. The Teacher Education Committee was reconstituted in an effort to coordinate better the activities of the Department of Education and the various departments involved or interested in the preparation of teachers. Membership now includes not only representatives from the various departments assisting in the preparation of teachers but also an associate member from those departments expressing a desire to participate even though not actively involved in courses related to the teacher education program. An Education Advisory Committee composed of superintendents, principals, teachers and a member of the State Board of Education, the Georgia Education Association and the Board of Regents was established and approved by the Board of Regents. It has met once each quarter during the current academic year. The Committee was created to serve as an advisory body to the teacher education program. Three new programs moved into fully functioning activities during the year: bachelor's degrees in music, art and speech. On the graduate level new programs submitted and approved include the M.A. degree in mathematics and physics. Both also serve as strong resource areas for the M. Ed. programs. "POINTS," a news bulletin, is now being issued to provide information for members of the department and education alumni. It is anticipated that this service may lead to the establishment of an educational alumni organization. The Future Teacher of America Day was held for the seventeenth consecutive year with approximately 350 persons present. Dr. Rolf Larson, Executive Secretary of NCATE, was speaker and consultant for two days. 42 A $35,000 grant was awarded to the department for the development of a three course sequence in special education for in-service teachers from the Lowndes County and Valdosta City Schools System. It is believed this is one of the first citycounty-college partnership plans in operation. As a result of the 1968 Governor's Conference recommendations the department has initiated a study of programs concerning exceptional children, anticipating presentation of proposed undergraduate and graduate programs during the 1969-1970 term; 'prepared recommendations for establishing greater selectivity in admissions procedures. During the 1968-69 term the number of teacher education graduates increased sharply. Although approximately 50 students served as student teachers during the fall and winter quarter the number soared to 106 in the spring. A special budgetary provision permitted arrangements to be made to employ six recently retired public school persons who had served as student teacher supervisors at some point in their school careers. These persons were assigned to key communities in the program and full arrangements for on-campus conferences, etc., were planned. The results of this enterprise appear to be excellent and deserve further study. 43 WESLEYAN COLLEGE At Wesleyan College changes are being initiated in the professional sequence for the preparation of elementary and secondary education students which involve starting the sequence earlier -- in the second semester of the sophomore year -- with an orientation seminar. A planned sequence of varied laboratory experiences will begin with this first course. In addition to providing for observation and participation in the public schools and other facilities off-campus, the College is establishing a Learning Center where students have opportunity to work individually with pupils to determine their learning readiness and to provide appropriate learning experiences for them as individuals and in small groups. A new course was offered this spring for secondary education majors. "Teaching High School Students" is team taught by the professor of secondary education using consultants from the various teaching fields. Plans call for a program in early elementary education. It is still in the developmental stage, but one course is already approved and will be taught next fall. "Teaching the Young Child" will be taught by a new faculty member who has specialized and had experience at this level of teaching. These new developments are the outgrowth of Wesleyan's selfstudy done last year and the recommendations of the Visiting Committee. Programs were reapproved for five additional years by the Georgia Department of Education in the following: elementary education, music education, physical education, art education; in secondary education, English, mathematics, modern languages, social studies (history and sociology) and sciences (biology and chemistry). Last year Wesleyan graduated the largest number of students with professional certificates to teach in its history. Of these graduates, 32 remained in Georgia to teach, 16 are teaching in other states and 11 are pursuing graduate studies. Two are fulltime homemakers, two are airline stewardesses, two are employed by the college in public relations, and one is in Germany with U.S. Government Special Services. 44 WEST GEORGIA COLLEGE Among the more significant activities in teacher education at West Georgia College last year were the continuing expansion of the academic program to include new emphasis in teacher education; the completion of planning and the beginning of work on the college's new Education Center and the launching of widespread cooperative efforts to work with area school systems in upgrading the quality of instruction at the public school level through greater use of personnel and resources of the institution. This latter effort received major emphasis during the year and is most notably illustrated by the formation of the West Georgia Educational Development Program. The purpose of this program is to provide a close working relationship between the public schools and the college. The public schools are providing laboratoryexperiences for the college's teacher education preparation program, and the college is providing assistance in continuing teacher education or in-service training. It is a mutual assistance pact and exchange of resources through which both the public schools and the college can greatly benefit. Participating school systems include Paulding County, Haralson County, Douglas County, Carroll County, Carrollton, Heard County, Coweta County and Newnan. Activities to be conducted, many of which are already well under way, include institutes, seminars, workshops, exchange of consultants and special assistance programs. One of the major goals of the project is development of model school programs in the field. In addition to its major role in the West Georgia Educational Development Program, West Georgia College is participating in the Northwest Georgia Area Teacher Education Services Program and the Middle Georgia Area Teacher Education Services Program. In early 1969 the college received authorization by the Board of Regents of the University System of Georgia to offer 15 hours of courses in School Administration and Supervision, and the college is in the process of developing a cooperative program with the University of Georgia leading to the AS-5 Certificate in this connection. This program is expected to be operative by summer. In another area, counselor education, the college is adding a staff member with great competence in the field of elementary school counseling, and this phase of the counselor education program will be receiving great emphasis as a means of meeting a growing need in the public schools. Also in early 1969 the college received a grant of more than $25,000 to prepare its students in education of the handicapped. The money was awarded by the U.S. Office of Education as part of the Professional Personnel in the Education of Handicapped Children program. It will be used to provide two master's degree grants, five for students in their senior year and three for students in their junior year. 45 Architectural plans were completed and construction was begun on the college's 70,610 square-foot Education Center, which will include such specialized facilities for teacher education as a videotape library, demonstration and clinical laboratories, instructional space for materials examination and preparation and numerous conference rooms. The structure will also serve as an in-service training center for teachers of the region. The facility is scheduled for completion by September 1970. 46