Handbook for Georgia Council on Teacher Education, 1961

HANDBOOK
Georgia Council on
Teacher Education
GEORGIA COLLEGES PUBLIC SCHOOLS
STATE DEPARTMENT OF EDUCATION COOPERATING IN TEACHER EDUCATION

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Georgia Council On Teacher Education

STATE DEPARTMENT OF EDUCATION DIVISION OF INSTRUCTION TEACHER EDUCATION
IN COOPERATION WITH
Georgia Counicl On Teacher Education

CLUDE PURCELL State Superintendent of Schools
Atlanta, Georgia Revised - 1961

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STATE BOARD OF EDUCATION JAMES S. PETERS, Chairman HENRY A. STEWART, Vice-Chairman CLAUDE PURCELL, Executive Secretary
MEMBERS
FIRST CONGRESSIONAL DISTRICT ------------------------------------PAUL S. STONE SECOND CONGRESSIONAL DISTRICT ________ ROBERT BYRD WRIGHT, JR. THIRD CONGRESSIONAL DISTRICT ------------------------------- THOMAS NESBITT FOURTH CONGRESSIONAL DISTRICT -------------------------------- JAMES. PETERS FIFTH CONGRESSIONAL DISTRICT ___________~________________________________ DAVID RICE SIXTH CONGRESSIONAL DISTRICT ---------------------------- FRANCIS SHURLING SEVENTH CONGRESSIONAL DISTRICT ---------------- HENRY A. STEWART EIGHTH CONGRESSIONAL DISTRICT ------------------------ LONNIE D. SWEAT NINTH CONGRESSIONAL DISTRICT ____________ ____ MRS. BRUCE SCHAFFER TENTH CONGRESSIONAL DISTRICT --- ----------------------------- ZACK T. DANIEL
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'

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In April, 1956 The Georgia Council on Teacher Edu-

cation assigned The Executive Committee the responsi-

bility for preparing a guide. The material which follows

was compiled by the committee in fulfillment of this

responsibility. This information should be valuable to

continuing Council members and sepecially to new per-

sons coming into the group from time to time.

TABLE OF CONTENTS

CHAPTER ONE Origin and Development of the Council -------------------------------- Page 5

CHAPTER TWO Purpose and Organization ------------------------------------------------- -- Page 10

CHAPTER THREE Approval of Teacher Education Programs ________________________ Page 18

-10.'

CHAPTER FOUR

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Criteria for Teacher Education Programs ________________________ Page 22

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5 !J
CHAPTER FIVE

Programs Approved by the State Department of Education ------------------------------------ Page 29

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Chapter I
ORIGIN AND DEVELOPMENT OF THE COUNCIL
The Georgia Council on Teacher Education was an outgrowth of a state-wide program of curriculum study which began in 1933 as the Georgia Program for the Improvement of Instruction. The story of this state-wide cooperative study and the organization of both the white and Negro teacher education councils in Georgia was summarized by Dr. Sam Wiggins in a doctoral dissertation in 1951-1952.1 Supplementary information has been gained from conferences with Mr. L. M. Lester and from a paper prepared by Mr. Sam Shearouse in January, 1957, "Historical Statement of the Teacher Standards Movement in Georgia."
Prior to the cooperative curriculum study which began in 1933 some significant things were happening in Georgia. State certification of teachers was instituted in September, 1924, with four years of college preparation as the fundamental pattern. In 1932 a college degree based upon a more functional program became the requirement for a four-year teaching certificate.
During this period there developed widespread dissatisfaction with the school curriculum on the part of educational leaders. This led to the assumption that there must be clear-cut ideas of what the schools were trying to do and of what was needed in the education of teachers on the job. It was also assumed that any progress in this direction would require the cooperative effort of many people who were concerned with the quality of public education.
Two of the principal leaders in the early stages of this curriculum movement were Dr. M. D. Collins, State Superintendent of Schools, and Dr. Philip Weltner, Chancellor of the University System of Georgia, 1933-35. It was under this direction and with the cooperation of the Georgia Education Association that the Georgia Conference was held in December, 1933, out of which came the movement for the public school curriculum on a statewide basis.
With the approval of this conference Mr. L. M. Lester was designated as Director of the Curriculum Program and Dr. Paul Morrow of the University of Georgia as Curriculum Adviser. Nine other persons, representing the public schools and the public and private colleges, were appointed to form a committee to serve in an advisory capacity in the organization of the Georgia program.
1. Wiggins, Sam P., Georgia Teacher Education Councils and Pre Service Education: 1933-1951." Unpublished doctoral dissertation, George Peabody College for Teachers, Nashville, Tennessee.
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As this curriculum movement got under way, study groups of classroom teachers and parents throughout the state began considering ways of providing for curriculum improvement on the local level. Of about twenty thousand teachers in Georgia in 1934-35, approximately three thousand teachers voluntarily enrolled in these study groups during the year. This movement expanded to the extent that during its full period of development a total of approximately eight thousand persons, including parents, teachers, members of civic clubs, and representatives of the press participated in one aspect or another. These persons devoted many hours of study to the objectives of education and ways of attaining these objectives.
In order to receive greatest value from the cooperative program, two guides from group study were developed. One of these, the "Organization and Conduct of Teacher Study Groups," Bulletin No 1., was published by the State Department of Education in September, 1935. The other, published at the same time by the Georgia Congress of Parents and Teachers, was "Parent Cooperation in the Georgia Program for the Improvement of Instruction in the Public Schools." By 1937 the study groups were ready to recommend a curriculum design for the public schools of Georgia. The result was the "Georgia Program for the Improvement of Instruction," Bulletin No. 2, known as the "Red Book," published by the State Department of Education.
This state-wide curriculum study furnished a point of origin for the organization of both white and Negro teacher education councils in Georgia. As the curriculum movement progressed, there developed the feeling among leaders that the core of the program in curriculum improvement was essentially a program of teacher education.
In 1938 Mr. M. E. Thompson, Director of the Division of Teacher Education and Certification, 1937-1941, called together a group which became organized as the State Advisory Committee on Teacher Education and Curriculum. The committee consisted originally of one member from each junior and senior college, the seven state school supervisors, the secretary of the Georgia Education Association, the University High School Inspector (a position since abolished), and three persons engaged in supervision in the public schools.
The Georgia program of teacher education for Negroes proceeded along comparable lines. Under the leadership of Mr. L. M. Lester, Associate Director of the Division of Negro Education, 1937-1941, an Advisory Council on Teacher Education for Negroes was organized in January, 1940.
During the period 1938-1940 the National Commission on Teacher Education undertook a project of working with and
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giving financial assistance to selected state programs for the improvement of teacher education. In January, 1940 the Georgia Advisory Committee requested that Georgia be admitted as one unit in the Commission's project. The commission had already selected the states of Michigan and New York. Georgia was approved as the third state, with the understanding that the white and Negro councils would operate separately, but that the Commission's work would concern itself with both the white and the Negro activities.
During the period 1940-1943 the Georgia program was a part of the project of state programs of the Commission on Teacher Education. The Commission's consultative and financial help was interrupted for a short time in 1941 due to political interference, but is was reinstated the same year at which time an increased emphasis was placed upon in-service teacher education in both the white and the Negro councils. In July, 1943 the Georgia Advisory Committee (white) reorganized as the Georgia Council on Teacher Education. In January, 1944 the Georgia Advisory Council (Negro) modified its structure and became designated as the Georgia Committee on Cooperation in Teacher Education.
In the reorganization the Georgia Council on Teacher Education had an official membership of seventeen persons. The steering committee became the Executive Committee whose members served from one to four years on a staggered basis. Later this committee was composed of representatives from the State Department of Education and the larger teacher education institutions.
Although major emphasis of the Council continued to be on details of certification and in-service education until 1946, other aspects of the school program received some attention. In February, 1946 Mr. L. M. Lester prepared a summary statement of Council activities. He listed the following four areas in which the Council had sponsored cooperative study:
1. Clarifying the goals of education and unifying the program of the schools and the program for the preparation of teachers
2. Helping teachers with their problems, especially those who had been recruited for the war emergency after a period of retirement
3. Developing leadership on the local and state levels
4. Insuring an adequate supply of new teachers to replace those who leave the profession
In November, 1946 the first National Clinic on Teacher Education was held in Georgia. This was sponsored by the National
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Council on Cooperation in Teacher Education and was attended by representatives from thirty-four states. Georgia was chosen as the location for this first clinic because of its continuing cooperative program of teacher education and curriculum improvement. Delegates came to observe the work of all educational agencies, but particularly that of the teacher education councils. The chief value of the clinic in Georgia seemed to be that of modification in points of view and increased identification and understanding of problems.
At the fall meeting of the Council, 1946, the work of the organization was classified into four general areas. These were:
1. teacher recruitment and selection 2. pre-service education 3. in-service education 4. leadership education
Four standing committees were organized for study in these areas. Later, when the Georgia Committee on Teacher Education and Profesional Standards undertook the work of selection and recruitment, this committee of the Council was discontinued. The other three committees have continued, with some modification, until the present time.
The work of these committees made a significant contribution to teacher education in the state. One of the most significant outcomes of work in pre-service education was that of developing a new teacher certification plan which the State Board of Education subsequently approved. This new plan of certification required each teacher education institution to plan its own preservice program in conformity with criteria developed by the state councils. For full approval these programs were to be evaluated by a visiting committee appointed by the Director of the Division of Teacher Educatio~ and Certification and approved by the State Board of Education. The new plan of certification was approved by t~e State Board of Education in February, 1948
and became effective on September 1, 1950. * A continuing em-
phasis of study and action has been placed upon matters of teacher education relating to this plan of certification.
From its beginning, the In-Service Education Committee has been concerned with finding better ways of helping teachers in service. After considerable experimentation, two rather effective instruments were developed. These were the "educational clinic," or planning conference, where attention is focused on problems in the improvement of instruction and the school system workshop, set up to provide opportunity for group study of
* Explained in Chapter III, page 18.
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curriculum and other problems of school improvement.
Also upon the initative of the Council, the graduate institutions have pooled their resources to meet the need for preparation of school leaders - superintendents, principals, supervisors, counselors, and visiting teachers. An effective undertaking of the Leadership Education Committee was the development of a program for the preparation of instructional supervisors. This program has received wide recognition throughout the country and many of its graduates are in positions of educational leadership.
With the new plan of certification, which became effective in 1950, the. Council ~gain concentrated its ~fforts on a study of the pre-service education of teachers. Committees were organized to study preparation programs at the following levels: (a) preschool and primary; (b) middle grades, 4-9; (c) selected special fields program of the upper secondary level. All of these committees worked within an overall Special Fields Committee. This was in addition to the work of the regular standing committees of the Council.
During this time the policy of the Council was to reorganize committees or to form new committees at the beginning of each year on the basis of projected needs in the State. Thus, none of these special groups was considered as a continuing committee. Each did its work or a portion of its work which served as a terminal point until further consideration by the Council.
In the fall of 1953 a Committee on Criteria for the Teaching Fields was appointed to review studies which had been made by former Council committees and to develop criteria to be used as guides in the preparation of teachers for the different teaching fields. As a result of the work of all these committees, specific criteria have been developed for evaluating programs in health . music, art, and for the preparation of supervising teachers. Othe~ committee reports offer recommendations or general criteria for developing and evaluating programs. These include Elementary Education, Science and Mathematics, English, Social Studies, Homemaking, Industrial Arts, and Business Education.
Reports of all these committee have been indexed and filed in the office of the executive secretary of the Council, and are available for use by Council committees.
In addition to the work of committees on current problems of teacher education, the Council in 1955-1957 became concerned with its own organization and function, with better records of its activities and with more effective communication between the Council and its member institutions and agencies. Out of this concern a complete reorganization was effected, the plan of which follows in the next sections.
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Chapter II
PURPOSE AND ORGANIZATION Responsibility for professional education of teachers in Georgia is shared by many agencies, including public and private colleges, graduate institutions, the public schools, and the State Department of Education. To promote the full use of all these agencies and to develop a unified program of teacher education the Georgia Council on Teacher Education serves as an instrument for cooperative planning and action. In carrying out this function the Council provides opportunities for these more or less independent groups to pool their resources and unify their efforts in the improvement of teacher education. Leadership at all levels, especially in the public schools and colleges, is enlisted in studying the nature of teaching and teacher education, discovering the problems which call for cooperative action, and devising procedures for their solution. The function of the Council is not legislative. Decisions are usually reached by consenus rather than by vote. Cooperation is voluntary. Ends are achieved through better professional insights and improved skills as those groups work together on common problems.
The Plan of Organization of the Council is as follows: Council Membership Membership includes an official core of fifty-four representative members:
Each institution having an approved teacher education program has two official representatives (There are seventeen such institutions). One representative from the institution is the person responsible for leadership of teacher education, i.e., Director of Teacher Education, Head of Education Department, or, in the case of a singlepurpose institution, the Dean of Instruction. The other representative is a person with the responsibility of working with the institution's Teacher Education Committee, as a representative from one of the teaching fields.
One official representative from each of the following organizations:
The Georgia Education Association The Georgia Congress of Parents and Teachers Georgia Committee on Teacher Education and
Professional Standards
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Department of Curriculum Directors Department of Visiting Teachers The High School Principals Association The Elementary Principals Asociation The Georgia Association of School Administrators The Georgia School Board Members Association Georgia Vocational Association Georgia School Superintendents Association The Georgia Department of Public Health Two official representatives from Classroom
Teachers Association with one from high school and one from the elementary school.
When practicable, these representatives are elected by the agencies which they represent. They serve for a period of three years and new appointments are staggered, one-third of the group being replaced each year.
Six representatives from the State Department of Education as follows:
Director, Division of Instruction Supervisor, Curriculum Development Supervisor of Certification Coordinator of Teacher Education Director, Negro Education Director, Vocational Education
In addition to the official representatives, the president or admistrative head of each institution is an exofficio member and each member of a standing committee is a member of the Council for the term of his service.
Officers of the Council
The Executive Committee elects annually its chairman and vice-chairman from the membership of the committee, who also serve as chairman and vice-chairman of the Council. The persons so elected serve for a period of one year and are not eligible to succeed themselves in the same office.
The Coordinator of Teacher Education of the State Department of Education serves as secretary of the Executive Committee and executive secretary of the Council.
Duties of Officers:
The duties of the chairman and vice-chairman are those ordinarily performed by these officers in any
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organization, insofar as they conform to the stated functions of the committee and of the Council.
The duties of the executive secretary are as follows. 1. To arrange for a time and place and to call meet-
ings of the Executive Committee of the Council 2. To keep a record of the meetings of the Execu-
tive Committee and of the Council and to disseminate this information to all Council members 3. To keep a record of the activities of all Council committees. To preserve this material as a sort of resource compilation that other committees may use for reference in any new undertakings 4. To keep channels of communication open between the Council, the State Department of Education, member institutions, and organizations 5. To keep in touch and to maintain communication with such organizations and agencies as the Southern Council on Teacher Education and the National Council for the Accreditation of Teacher Education.
Standing Committees
Committee on Pre-Service Education Committee on In-Service Education Committee on Leadership Education Committee on Criteria for Teacher Education Executive Committee
With the exception of the Executive Committee, members of standing committees serve for three years and terms of service are staggered. Each year at the spring meeting of the Council standing committees elect a chairman, vice-chairman, and recorder to serve for the following year. They begin serving at the end of the spring meeting. These committee chairmen, in cooperation with the chairman and executive secretary of the Council, decide on committee appointments to be suggested to the Executive Committee for approval.
Executive Committee:
The plan for the organization and membership of the Executive Committee is as follows:
There is a minimum of ten members, six from the teacher education institutions, two from the professional organizations, and two from the State Department of
Education. Of the six representatives from teacher edu-
cation institutions, two are selected from the graduate
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institutions and four from the undergraduate institutions.
The Director of the Division of Instruction and Coordinator of Teacher Education of the State Department of
Education serve as members. All members of the Executive Committee, except the representatives from the
State Department of Education, serve for two years with
staggered terms of service.

Colleges
Year 1961-62

Rotation. Plan for Determining Membership of Executive Committee

Graduate Rotation Plan
The Woman's College of Georgia (2)
Mercer University (1)

Undergraduate Rotation Plan
Agnes Scott College (2) Wesleyan College (2) Shorter College (1) Valdosta State College (1)

1962-63

The University of Georgia (2)
The Woman's College of
Georgia (1)

Brenau College (2)
West Georgia College (2) Agnes Scott College (1) Wesleyan College (1)

1963-64

Georgia Southern College (2)
University of Georgia (1)

Georgia State College (2) LaGrange College (2)
West Georgia College (1) Brenau College (1)

1964-65

Emory University (2)
Georgia Southern College ,(1)

Oglethorpe University (2)
North Georgia College (2)
Georgia State College (1) LaGrange College (1)

1965-66 1966-67 1967-68

Mercr University (2) Emory University (1)
The Woman's College of Georgia (2)
Mercer University (1)
The University of Georgia (2)
The Woman's College of Georgia (1)

Tift College (2) Berry College (2) Oglethorpe University (1) North Georgia College (1)
Shorter College (2) Valdosta State College (2) Tift College (1) Berry College (1)
Wesleyan College Agnes Scott College (2) Shorter College (1) Valdosta State College (1)

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Professional Organizations

The two representatives from the professional organizations serve a two-year period in the order indicated:

1. Georgia Vocational Association-------------- 1961-63

Georgia Education Association

1961-63

2. Georgia Committee on Teacher Education and Professional Standards --- ------ - ---- 1963-65
Georgia Association of School Administrators ___:__ 1963-65

3. Georgia School Board Members Association _____ 1965-67 Georgia Department of Public Health ____ _ _ 1965-67

4. Georgia School Superintendents Association _______ 1967-69 The Department of Curriculum Directors ________ 1967-69

5. The Department of Visiting Teachers ____________ 1969-71 The Elementary Principals Association ___________ 1969-71

6. The Georgia Congress of Parents and Teachers_ 1971-73 The Classroom Teachers Association __________ _ 1971-73

7. The High School Principals Association _______________ 1973-75 Georgia Vocational Association__________ 1973-75

State Department of Education:
Representatives from the Department of Education are:
Director of the Division of Instrucion Coordinator of Teacher Education
New members and new officers of the Executive Committee begin serving at the end of the spring meeting of the Council, with retiring members serving until immediately prior to the fall meeting. For any summer activities of the committee, both the retiring and the new members serve, thus helping with the orientation of the new members. Chairmen of standing committees serve as additional members of the Executive Committee.
In addition to the standing committees appointed there are from time to time, special <:ommittees _or sub-committees appointed for the purpose of studymg a particular problem and making r ecommendations to the Council. Such committees may be authorized by the Council or by the Executive Committee.
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Functions of Standing Committees
Committee on Pre-Service Education:
To promote better pre-service education programs in the teacher education institutions of Georgia. Pre-Service education programs are defined as the undergraduate college programs for the education of teachers, including the following essential elements:
1. General Education-those basic studies which are desirable for all educated persons
2. Specialized Education-that portion of the program designed to meet those unique requirements of specific age levels and subjects to be taught
3. Professional Education-those studies related to the development of competencies in all professional activities
4. Relationship among elements, 1, 2, and 3.
This function is to be achieved through such related activities as the following:
1. Making studies and recommending policies to the Teacher Education Council relative to preservice programs
2. Communicating - sharing ideas and practices which show promise of improving pre-service programs
3. Promoting and conducting research programs directed toward supporting the improvement of the education of teachers.
Committee on In-Service Education:
1. To study regularly all in-service needs of the instructional personnel in the public schools of Georgia except planned graduate programs
2. To recommend procedures to the Council whereby these needs may be met.
Committee on Leadership Education:
To make suggestions and recommendations regarding graduate level preparation programs (superintendents, principals, classroom teachers, directors of curri-
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culum, visiting teachers, counselors, librarians, teachers of exceptional children, and school psychologists.) This involves the responsibility to:
1. Study the needs of the various leadership education programs in the state
2. Attack the problems arising from these needs
3. Evaluate continuously the effectiveness of the programs
4. Assist the Council in making suggestions and recommendations to the State Department of Education, which in turn may consider them for recommendation to the State Board of Education.
Committee on Criteria for Teacher Education:
1. To study the existing statements of criteria on teacher education programs and to make recommendations to the Council concerning revision or clarification
2. To develop instruments, structured within the framework of the approved criteria, that could be helpful to the teacher education ins\'tutions . as such institutions engage in evaluative study of their programs
3. To propose procedures that would aid teacher education institutions to use more effectively the approved criteria and related instruments in the evaluation and improvement of programs
4. To study, develop, and recommend appropriate criteria for programs referred to the committee by other Council committees or agencies.
Executive Committee:
1. To serve as a steering committee, executing the policies of the Teacher Education Council (not determining policies)
2. To study problems of teacher education and submit to the Council or Council committees proposals for action
3. To provide continuity and to give stability to the Council
4. To serve a creative function by suggesting new
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things to be studied or tried out
5. To approve committee appointments made jointly by the chairman and executive secretary of the Council and the chairmen of standing committees
6. To propose a time and place for fall and spring meetings, and to prepare programs for the meetings. The chairman or secretary of the Executive Committee will make a report of the interim activities of the committee at each meeting of the Council
7. To arrange for periodic evaluation of the work of the Council and for revision of the Council Handbook when needed.

Official Meetings
The plan of organization of the Teacher Education Council calls for two official meetings a year, one to be held during the second week in November arid one in the spring during the fourth week in April. In addition, the Council, in collaboration with other agencies, continues to sponsor jointly a state-wide Conference on Teacher Education at the University of Georgia. The rest of the year's activities is the work of approved Council Committees. Chairmen of committees report to the Executive Committee and to the Council when feasible. Reports are studied, evaluated, and plans projected for further activities.

Financing Travel

Travel expense for Council meetings is shared by the institu-

tions and the State Department of Education. The State Depart-

ment of Education will continue to defray actual mileage for one

car (at the state's mileage rate) from each institution. The State

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Department of Education pays for lodging and meals for one representative from the institution. The institution pays the lodging and meals for the other representative. Travel expense for other appointed members of standing committees and for official repre-

sentatives of organizations represented in the Council is paid by

the State Department of Education. Additional representatives or

delegates are welcome, but their travel expenses should be paid

by the institution or agency which they represent.

This agreement must be reaffirmed at the beginning of each year before expenses are incurred.

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Chapter Ill
APPROVAL OF TEACHER EDUCATION PROGRAMS
As a result of study of the Georgia Council on Teacher Education the new plan of certification, referred to in the first section of the Handbook, was adopted by the State Board of Education in February, 1948. When this proposal went into effect in 1950, it became the legal basis for the approval of programs of teacher education by the State Department of Education.
A statement of this proposal in its original form, and a supplementary statement explaining present procedure used in program evaluation and approval follow:
"Proposals for strengthening Pre-Service Programs for Education of Teachers
(Approved by the State Board of Education, February 20, 1948)
"The State Board of Education recognizes the Four-Year Professional Teacher's Certificate as the standard credential for teaching in the public schools of the state. Provisional and temporary certificates will continue to be issued on appropriate standards of lower level, but it is proposed that when additional funds for teacher's salaries are available, there shall be a significant salary differential between the professional and lower type certificates.
"Effective for individuals who complete their training after September 1, 1950, the professional certificate will be based upon a planned professional curriculum, four years in length, which has been approved in advance by the State Board of Education. Each training program must have been designed to prepare for a specific teaching field or school service and the student must have received the Bachelor's degree. Responsibility for admitting the individual to training, guiding him through the program and for recommending him for the professional certificate will lie with the Dean of the College of Education or the Director of the Division of Teacher Education in the institution offering the training. Upon receipt of a transcript of the student's record and an application which has been signed by administrative authorities of the college, the State Department of Education will issue the Professional Teacher's Certificate.
"Colleges preparing teachers in the state, through the State Council on Teacher Education and the Division of Teacher Education and Certification of the State Department of Education, will agree upon the principles and minimum standards to be observed in developing and implementing a professional training program. These principles and standards, when approved by the State
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Board of Education, will become criteria for determining when a proposed program may be approved.
"A program of training in any special field shall be judged not only in terms of its content and organization, but in terms of the qualifications of the staff provided, the total load of their duties and the physical facilities employed in implementing the program.

"When an institution is ready to propose its program it should be submitted in writing through the State Department of Education to the State Board of Education with the recommendations of a Committee of the Teacher Education Council and the Director of the Division of Teacher Education and Certification. The program may be approved as submitted for a period of five years. It is assumed that, although approval of a total program is for a fiveyear period, the institution, the State Department of Education and the Teacher Education Council will continuously study the program and may, by common agreement, revise specific parts of it from time to time. If a proposed program should not be approved for the professional certificate, it may be returned with recommended changes, or it may be approved in part as a basis for issuing provisional or temporary certificates.
"For institutions which are not thus approved by the Board of Education, the Director of Certification, with such help as he may have from committees of the Council, may approve a program in part or as a whole for a period of one year.

"Institutions whose programs are approved for the professional certificate may recommend for the provisional certificate an individual who has not completed the professional curriculum, provided that specific conditions are stated upon which the certificate may become professional.
"The professional certificate will be issued to individuals who have completed similar programs in institutions approved by the State Department of Education in other states.

"As information for the public and especially for high school seniors planning their college training, the State Board of Education will publish annually a list of the Georgia institutions participating in the preparation of teachers and the type of program for which each institution has been approved.

"Pending the development and approval of an acceptable

professional training program in any accredited institution, the

Division of Certificaton of the State Department of Education

will continue to evaluate applications from its graduates in terms

of the objective standards established by the State Board of Edu-

cation for the professional certificate."

,

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PRESENT PROCEDURE FOR THE APPROVAL OF PROGRAMS
The policies described in the foregoing statement are policies of the Georgia State Board of Education and of the State Department of Education, rather than of the Georgia Council on Teacher Education, which is an advisory group. The approval of programs of teacher education is the legal responsibility of the Steat Board of Education. In fulfilling this responsibility the State Department of Education follows a fairly definite procedure.
The Director of the Division of Instruction and the Coordinator of Teacher Education keep in close touch with each training institution, serving in a consultative capacity and securing information concerning the program of the institution. The Department annually requests certan information from institutions with reference to phases of the program considered essential and, in addition, information as to enrollment, and minor changes in the program. This information is examined by the Director of the Division of Instruction and the Coordinator of Teacher Education, and, when feasible, by other staff members or professional committees. This material evaluated in terms of "The Essentials of an Acceptable Program," serves as a basis for extending approval for the next year. Each institution is informed of significant strengths and weaknesses in its program.
Programs submitted for full approval or re-approval (fiveyear period) are examined carefully by a competent professional committee appointed by the Director of the Division of Instruction. Upon the recommendation of this committee, and the evaluation of the programs by the Director of the Division of Instruction and the Coordinator of Teacher Education, the Director of the Division of Instruction recommends approval of the programs to the State Board of Education. Each year a list of approved programs is compiled and made available to the colleges and to school administrators and guidance personnel in the high schools.
Accreditation by the Southern Association of Colleges and Secondary Schools is considered essential for institutions on the state list of approved programs. To maintain approval even on a temporary basis an institution must have accreditation. Institutions which have achieved an effective and stable program within the state are encouraged to apply for recognition by the National Council for Accreditation of Teacher Education.
The Teacher Education Council encourages continuous faculty study, the use of visiting committees and consultants and the sharing of ideas concerning good practices. Keeping info~med about what the public schools are doing and considering this in program. planning is al.so encouraged: Colleges are requested to acquamt all prospective teachers with such materials as the
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"Curriculum Framework for Georgia Schools," The School Health Guide," and "Environmental Health and the School Plant."
Committees of the Council continuously explore the developing elementary and high school curriculums and from time to time recommend appropriate adjustments in the programs for preparing teachers. Reports of these committees are available at the office of the Coordinator of Teacher Education, State Department of Education, Atlanta, Georgia.
The following section of the Handbook contains a statement of the general criteria for teacher education programs which have been developed by the Council.
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Chapter IV
CRITERIA FOR TEACHER EDUCATION PROGRAMS
These criteria for teacher education programs, developed by the committee on Pre-Service Education of the Georgia Council on Teacher Education in 1948, were revised by a subsequent committee at a meeting in November, 1952. They have been approved by representatives of the Georgia Committee on Cooperation in Teacher Education. These groups will continue to study the criteria with a view to making them more useful guides for improving teacher education programs.
A. The Overall Policy of the Institution
Administrative and curriculum policies are conducive to the continuing development of a program of teacher education designed to prepare competent teachers for the public schools.
- Administrative Policy -
1. The total life of the college, in the spirit of its administration and in its organization for practical expression, is such as to promote democratic living on the campus.
2. There is an evident willingness to stimulate the planning and development of the pre-service program for the education of teachers. Degree requirements and college schedules facilitate the education of teachers.
3. The administration provides a staff well qualified through educational preparation and experiences for their specific work, and encourages continuous professional growth.
4. The physical plant and facilities are adequate for the requirements of each aspect of the program offered.
5. The institution, through positive recruitment and guidance . policies, encourages the selection of trainees for teaching
from the best qualified high school and college students.
6. Provision is made through qualified personnel and administrative organization to meet the guidance requirements of all students.
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7. Before approval for certification, the student who has completed his professional training is recommended by the college director of teacher education in terms of personal, professional and scholastic attainments.
- Curriculum Policy -
8. Teacher education is recognized as a college-wide function and receives full cooperation and support from every department or division.
9. The teacher education program is planned through cooperation with the administrative and instructional staff, students and other representatives of the public schools.
10. The college curriculum is broad and flexible and so organized that it is possible to meet individual student needs.
11. Definite provision is made for continuous study and evaluation of the teacher education program and for its modification when the need arises.
B. General Education
There is evidence that the institution in developing its porgram is guided by the following basic principles:
1. General education is conceived to be that learning which meets the fundamental needs of everyone. (The genral educational background of a teacher should be similar to that of a doctor, lawyer, business man, housewife, or technician.)
2. The entire program of the college contributes to the education of the teacher. The various courses in general education are so coordinated as to contribute to wholesome living and effective citizenship for all students.
3. Machinery is provided for continuous study and evaluation of general education problems, enlisting all staff members having any part in the education of the teacher.
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4. The experiences of the curriculum are determined in the light of clearly defined objectives such as those recommended by the Council's Committee on Pre-Service Education Dr the President's Commission on Higher Education.*
* Objectives suggested by the Pre-Service Committee of the
Teacher Education Council (1948):
a. The disposition and ability to live healthfully and to provide for healthful living by others
b. Appreciations and techniques adequate for community, national, and world citizenship
c. Understandings essential to adjustment in a scientific age
d. Language skills essential to reading efficiency and adequate self-expression
e. An acquaintance with literature and the arts for personal enjoyment and background
f. The development of powers of creative expression
g. Practical skills on consumer economics
h. A knowledge of the basic principles of human growth and development
i. Understanding of the democratic philosophy and skill in its practices
j. Sensitivity to individual and social problems existing in the environment
k. Understanding the functioning of local communities, the state, and nation as segments of world society
l. The ability to think, to face a problem intelligently, and to work toward its solution (See also Vol. I "Establishing the Goals"-Report of the
President's Commission on Higher Education, 1948).
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C. The Subject-Matter of the Teaching Fields
Teachers' Professional Certificates are based upon planned curricula, four years in length, which have been approved by the State Board of Education. A specific curriculum is planned for each teaching field for which the professional certificate is to be issued.
1. The institution limits its professional curricula to preparation for those teaching fields in which it has adequate staff and facilities.
2. Instruction in the subject-matter and technical courses of any teaching field should be under the direction of qualified staff members who, from training and successful experiences or current close contact, know the program and the needs of the public schools.
3. The content of the special field requirements is determined cooperatively by (a) the subject matter specialist, (b) the teachers of professional education, and (c) representatives of the public schools. Consideration is given to the recommendations of the Georgia Council on Teacher Education and to materials available from the Teacher Education Unit of the State Department of Education.
4. The knowledge, understandings, skills and attitudes need' ed in any teaching field are determined by a careful analy-
sis of (1) the responsibilities of a public school teacher in this field, (2) the present needs of pupils, and (3) the demands of a changing society.
5. The teacher education program should include for all school personnel such experiences in health, physical education and recreation as will enable them to meet their responsibilities in the over-all school and community health program.
6. In order to equip the prospective elementary teacher with the specialized knowledge, understandings, skills, and attitudes needed in the elementary schools, appropriate experiences are provided in Health and Recreation, Language Arts, Science, Social Studies, Mathematics, Music, Creative Arts, Literature, and Library Science.
7. In order to equip each prospective high school teacher with the specialized knowledge, understandings, skills and attitudes needed in his teaching field, experiences are provided in the areas of knowledge from which his special field derives: for example, the subject-matter of high school Social Studies is derived from areas such as Econo-
25

mics, Geography, History, Political Science, Sociology, and Psychology.
8. In addition to his teaching field, each prospective teacher is encouraged to acquire proficiency in some student activity such as Music, Art, Crafts, Dramatics, Journalism, Camping, Scouting.
Effective September 1, 1950, the criteria and standards now observed in approval of programs for teachers of Vocational Agriculture and Home-making became the minimum requirement for approval of institutional programs leading to the professional certificate in these fields. Technical requirements for training of teachers in Trades and Industries and in Distributive Education have been tentatively agreed upon in cooperation with the Division of Vocational Education of the State Department of Education. (For information on special requirements in a vocational field, consult the supervisor of this field in the State Department of Education.)

D. Professional Education

The program of professional education provides for the development of those professional understandings and abilities which are essential to the practice of successful teaching. Understandings of how learning takes place and how it can be guided are gained through interpretations of modern psychology and the findings of educational research. Some understanding of the use of these concepts in school practice is gained through guided observation of teacher-learning situations in public schools and supervised teaching experience.

1. Provision is made for counseling the student in the choice of a teaching field and in planning his professional program in the light of his own needs and abilities and requirement of the job.

2. Provision is made for developing understanding of the goals to be sought by public education in our American democracy and how schools can be established and managed to achieve these goals.

3. Provision is made for developing an understanding of the processes of human growth and development and of control of conditions for normal development.

4. Provision is made for developing an understanding of a

community, its problems, its needs, its resources for demo-

cratic living and especially its role in the program of the

. i

school.

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5. Provision is made for developing understandings, attitudes, and skills essential to the building of functional curriculums and to use the problem approach in teaching. Special emphasis is placed upon acquiring abilities in the use of teaching techniques and materials in the student's field of specialization.
6. Provision is made for developing the ability to function effectively as a member of a school staff, to perform routine requirements accurately and promptly and to deal ethically with parents, pupils, administrators and with other teachers.
7. There is evidence of careful planning and close cooperation among those responsible for general education courses, those who offer the technical courses and those who offer the courses in educational theory and practice.
E. Laboratory Experience
Learning throughout the entire training period in general, technical and professional courses, is given added meaning through carefully planned first-hand experiences.
1. In general education and technical courses, classroom instruction is supplemented by planned visitation for firsthand study of natural and cultural resources and of social, economic and educational problems in the area.
2. Provision is made for directed observation, participation and full-time responsible teaching under the direction of the college in a laboratory school or in cooperating public schools. Campus facilities are supplemented with offcampus apprentice centers.
3. Schools in which student teaching is done provide well rounded total experiences for students in training, but first of all discharge their obligations to the community and its learners for conducting a sound educational program.
4. The laboratory school or the cooperating apprentice center is equipped with an abundance of appropriate teaching materials and teaching aids.
5. The supervising teacher is conducting an above-the-average program for pupils and has had special preparation for helping student teachers.
6. The supervising teacher is recognized as a member of the college staff and receives a salary appropriate to his responsibility and his training for the work .he is doing.
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7. The student teaching program is under the direction of a coordinator who understands the place of student teaching in the total program, and who has .such competencies as will enable him to provide leadership and guidance to supervising teachers and to others responsible for supervision of the program.
8. Laboratory experiences are provided for the direct study of children through opportunities to observe, record and analyze individual and group behaviour under the direction of staff members qualified to give the necessary guidance.
9. Opportunities are provided for observation of good teaching in the best school situations that can be made available for this purpose.
10. The student's schedule provides for one full . quarter's work in an approved training center where he spends his full time participating in all types of teaching responsibilities and gradually assumes full responsibility for them.
11. The student teaching experience is so carefully planned and evaluated that the training institution will have reliable information on which to base its recommendation for the teacher's professional c~rtificate .

Chapter V

PROGRAMS APPROVED BY THE STATE DEPARTMENT OF EDUCATION
The Teacher's Professional Four-Year Certificate is the standard credential for .teaching in the public schools of Georgia. It is also a prerequisite for specialized Master's degree programs for preparing school leaders and specialists. This certificate is issued to:

1. Graduates of approved professional programs in Georgia colleges and of similar programs in institutions in other states which have the recommendation of:
a. the National Council for Accreditation of Teacher Education or
b. the State Department of Education in the state in which the institution is located

2. Graduates of non-professional Bachelor's degree programs in accredited colleges who, in addition, have completed all requirements for professional certification in a recognized teacher's college or school of education.

3. A teacher who already holds a Professional Three-Year Certificate and who completes a Bachelor's degree program in a recognized liberal arts college or professional school

It is the philosophy of the State Department of Education to encourage the preparation of teachers in broad fields rather than in specialized subject matter fields. Implementation of this philoso-

phy means that certificates are issued upon completion of a planned program in one of these broad areas.

At the undergraduate level the State Department of Education now recognizes programs for the preparation of teachers for the following teaching fields :

Elementary Grades
Middle Grades *
High School: Language Arts

Foreign Language

Mathematics Science Social Science

Business Education Industrial Arts
Vocational Subjects

* On July 8, 1957 the State Board of Education passed a
measure that teachers be certified at three levels: elementary (grades 1 through 7); middle grades or junior high school (grades 7 through 9); and high school (grades 9 through 12). The Department of Education was asked to make recommendations concerning the implementation of this change on the teacher certification.

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/

Specialized Fields Which Cut across Both Elementary and High School Levels:

Library Science Art Education Music Education Special Education Health and Physical Education

The state provides certification (five-year and six-year) for graduates of approved programs for:

The Teacher's Certificate

l

The Counselor's Certificate The Superintendent's Certificate

The Instructional Supervisor's Certificate

The Curriculum Director's Certificate

The Principal's Certificate

The Visiting Teacher's Certificate

The Librarian's Certificate

In addition to the regular teaching field a teacher may also
have special endorsement for service as a teacher librarian or a supervising teacher.

All of these are issued on the provisional and the professional levels.*

* Further information concerning certification may be secured from the office of Certification.
I'
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Following is a list of the institutions in the state which have approved programs for teachers and other prefessional school personnel:

AGNES SCOTT COLLEGE

VALDOSTA STATE COLLEGE

BERRY COLLEGE

WESLEYAN COLLEGE

BRENAU COLLEGE

WEST GEORGIA COLLEGE

EMORY UNIVERSITY
GEORGIA SOUTHERN COLLEGE

THE WOMEN'S COLLEGE OF GEORGIA
ALBANY STATE COLLEGE

GEORGIA STATE COLLEGE ATLANTA UNIVERSITY

LAGRANGE COLLEGE

CLARK COLLEGE

MERCER UNIVERSITY NORTH GEORGIA COLLEGE OGLETHORPE UNIVERSITY SHORTER COLLEGE TIFT COLLEGE UNIVERSITY OF GEORGIA

FORT VALLEY STATE COLLEGE
MOREHOUSE COLLEGE MORRIS BROWN COLLEGE PAINE COLLEGE SAVANNAH STATE COLLEGE SPELMAN COLLEGE

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DIVISION OF INSTRUCTION TEACHER EDUCATION
1