Criteria for approving Georgia institutions and programs for teacher education, 1961

The Statements of Criteria Are Arranged in the Following Order:
Criteria for Teacher Education Programs Plan for Approval of Teacher Education Programs in Georgia Criteria for Teacher Education Programs in Art Education Criteria for Programs for Teachers of Business Education Criteria for Teacher Education Programs in Early Elementary Education Criteria for College Programs for Elementary Teachers Criteria for Teacher Education Programs in English Criteria for Teacher Education Programs of Foreign Languages Criteria for Teacher Education Programs for Grades 7,8, 9 Criteria for Teacher Education Programs in Health and Physical Education Criteria for Teacher Education Programs in Industrial Arts Criteria for Programs for Teachers of Trade and Industrial Education Criteria for Programs in Music Education in Georgia Criteria for Programs for Teachers of Mathematics Criteria for Programs for Teachers of Science Criteria for College Programs for Teachers of Social Sciences Criteria for College Programs for Teachers of Safety, Driver, and Traffic
Education Criteria for Teacher Education Programs in Library Education Criteria for Teacher Education Programs in Speech Criteria for College Programs for Teachers of E:>..ceptional Children Criteria for Approved Fifth- Year Programs for Teachers Criteria for Approved Sixth- Year Programs for Teachers Cr.iteria for College Programs for Counselors Criteria for Sixth- Year Programs of Teacher Education for Elementary Teachers Criteria on Education of Supervising Teachers Criteria for Fifth and Sixth Year Programs for The Education of Visiting
Teachers Criteria for Fifth and Sixth-Year Programs for Reading Specialists Criteria for Doctoral Programs for Teachers and Other School Personnel Criteria for College Programs for School Psychologists Criteria for Graduate Programs for Junior High School Teachers Statement of Criteria for Program for School Lunch Director Criteria for College Programs for Teachers of the Emotionally Disturbed Criteria for Teacher Education Graduate Programs in Health Education,
Physical Education, and Health and Physical Education Criteria for Administrative and Supervisory Personnel Criteria for Directors of School Services and Instructional Supervisors Criteria for College Programs for Teachers of Home Economics
and Family Life Education

STATE DEPARTMENT OF EDUCATION State Office Building
Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education
and Certi~ication

Jack p. Nix Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS

A. Aa.1INISTRATIVE POLICY

Administrative policies are conducive to the continuing development of a program of teacher education designed to prepare competent teachers for the public schools.

1. The total life of the college, in the spirit of its administration and in its organization for practical expression, should be such as to promote democratic living on the campus.

2. There should be an evident willingness to stimulate the planning and development of the programs for the education of school personnel. Degree requirements and college schedules should facilitate the education of school personnel.

3. The administration should provide a staff well qualified through educational preparation and experiences for their specific work, and should encourage continual professional growth.
4. The physical plant and facilities should be adequate for the requirements of each aspect of the program offered.

5. The institution should assume responsibility for recruitment, screening, admission and selective retention, and guidance in teacher education.

6. Provision should be 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 study should be recommended by the college director of teacher education in terms of personal, professional and scholastic attainments. This recommendation should be based upon approval of the student's professors in his major field and by the faculty in education.

8. The institution should be accredited by the Southern Association of Colleges and Secondary Schools.

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9. A student entering a fifth-year program should hold a bachelor's

degree and should be eligible for a T-4 Certificate or should

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be able to establish such eligibUity by the time he completes a maximum of three courses in a planned program of graduate

study.

10. A student entering a sixth-year program should have a fifthyear certificate in the field of study to be pursued in the sixth-year program.

11. Institutions offering programs of graduate study should grant appropriate recognition for the completion of approved programs, through the awarding of a degree, diploma, or certificate.

12. Institutions offering approved programs in teacher education should establish organizational responsibility for the administration of approved policies and programs designating the person who is to direct the program and who is to maintain liaison with the State Department of Education.

B. CURRICULUM POLICY
Curriculum policies are conducive to the continuing development of a program of teacher education designed to prepare competent teachers for the public schools.
1. Teacher education should be recognized as a college-wide function and should receive full cooperation and support from every department or division.
2. The administrators, faculty, students of the teacher education institution, and representatives of the public schools working cooperatively should plan the program of teacher education.
3. The college curriculum should be broad and flexible and so organized that it would provide opportunity for consideration to be given to the needs and purposes of individual students.
4. Definite provision should be made for continual study and evaluation of the teacher education program and for its modification when the need arises.
5. Admission and selective retention policies of institutions offering approved programs should be based on appropriate screening procedures.
6. Sixth-year programs should consist of at least the equivale of an academic year of study beyond the master's level.
7. The program of as a logically organized whole with
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to the student's record of prior study and to the student's performance on such diagnostic examinations as may be a part of admission procedures.
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8. At the sixth-year level, the program for each student should be designed so that a concentration of study is developed in one selected area of professional preparation.
C. GENERAL EDUCATION
There is evidence that the institution in developing its program 1S guided by the following basic principles:
1. General education should be conceived to be that learning which meets the fundamental needs of everyone.
2. The entire program of the college should contribute to the education of the teacher. The various courses in general education should be so coordinated as to contribute to wholesome living and effective citizenship for all students.
3. Machinery should be provided for continual study and evaluation of general education problems, in which all staff members having any part in the education of the teacher should participate.
4. The experiences included in the curriculum should be determined in the light of findings of studies in general education.*
* American Association of School Administrators and the Educational Policies Commission, The Central Purpose of American Education, Washington, D. C.: The National Education Association, 1962.
Dressel, Paul L. and Lamier, Margaret F., "General Education", in Encyclopedia of Educational Research, Third Edition, New York: The Macmillan Company, 1960, pp. 570-583.
Educational Policies Commission, The Purposes of Education in American Democracy, Washington, D. C.: The National Education Association, 1938.
Educational Policies Commission, Education for all American Youth A Further Look, Washington, D. C.: The National Education Association, 1951 0
General Education in a Free Society, Harvard Committee Report, Cambridge, Massachusetts: Harvard University Press, 1945 0
National Education Association, Project on the Instructional Program of the Public Schools, The Scholars Look at the Schools, Washington, Do C.: The National Education Association, 1962.
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D. THE SUBJECT-MATTER OF THE TEACHING FIELDS

Teachers' Professional ~ertificates are based upon planned curricula

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which have been approved by the State Board of Education. A specific curriculum is planned for each teaching field for which the profes-

sional certificate is to be issued.

1. The institution should limit 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 professional study and successful experience or current close contact, know the program and the needs of the public schools.

3. The content of the special field requirements should be determined cooperatively by (a) the subject matter specialist, (b) the teachers of pro~essional education, and (c) representatives of the public schools. Consideration should be given to the recommendations of the Georgia Council on Teacher Education and to materials available from the Teacher Education Service of the State Department of Education.

4 0 The knowledge, understanding, skills and attitudes needed in any teaching field should be determined by a careful analysis 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, understanding, skills, and attitudes needed in the elementary schools, appropriate experiences should be provided in health and recreation, language arts, science, social science, mathematics, music, creative arts, literature, and library science.

70 In order to equip each prospective high school teacher with
the specialized knowledge, understanding, skills and attitudes needed in his teaching field, experiences should be provided in the areas of knowledge from whichns special field derives:

*(Continued from previous page.) The President's Commission on National Goals, Goals for Americans, Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1960.
Other writings by: Lewis B. Mayhew Earl J. McGrath The Carnegie Foundation for Advancement of Teaching
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for example, the subject-matter of high school social science

is derived from areas such as economics, geography, history,

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political science, sociology, and anthropology.

8. In addition to his teaching field, each prospective teacher should be encouraged to acquire proficiency in directing some student activity.

E. PROFESSIONAL EDUCATION
The program of professional education provides for the development of those professional understandings and abilities which are essential to the professional role to be assumed by the student. Understandings of how learning takes place and how it can be guided are gained through interpretations of modern psychology and the findings of educationa -- -earch. T rough a planned and carefu!y guided sequence of labo... . ,ry expe-r r es the student will have opportuni ty to see theory translat <.:. into action.
1. Provision should be made for counseling the student in the choice of a professional field and in planning his professional program in the light of his own needs ~nd abilities and the requirements of the selected area of specialization.
2. Provision should be made for developing understanding of the traditions of American education and the goals to be sought by public education in our American democracy, and the establishment and management of schools to achieve these goals.
3. Provision should be made for developing an understanding of the processes of human growth and development.
4. Provision should be made for developing an understanding of a community, its problems, its needs, its resources for democratic living and especially its role in the program of the school.
5. Provision should be made for developing understandings, attitudes, and skills essential to the building of functional curriculums and the use of the problem approach in teaching. Special emphasis should be placed upon acquiring abilities in the use of teaching techniques and materials in the student's field of specialization.
6~ Provision should be 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 should be evidence of careful planning and close cooperation among those responsible for general education courses,

those who offer courses in specialized subject matter and those who offer the courses in educational theory and practice.

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8. Programs at the graduate level should include advanced

studies in the basic areas of: the nature of the learner,

the school in the social order, problems of the school,

and problems of teaching.

9. Programs at the graduate level should include formal provision for the development of appreciation for and competence in using educational research with particular emphasis on the use of research findings.

F. LABORATORY EXPERIENCES
Learning throughout the entire program of professional study should be given added meaning through a carefully planned sequence of laboratory experiences.
1. Provision should be made for directed observation, participation, full-time student teaching and, as needed, graduate internships.
2. Where campus facilities for laboratory experiences are used these should be supplemented by carefully chosen off-campus centers.
3. Schools chosen for laboratory experiences for college students should give evidence of discharging their obligations to the community and their learners through a sound educational program.
4. The campus laboratory school and cooperating off-campus centers should be equipped with an adequate supply of appropriate teaching materials and teaching aids.
5. Personnel responsible for supervising laboratory experiences should have special preparation for their supervisory duties while at the same time they should be capable of directing a superior program in the area in which they are supervising college students.
6. The personnel responsible for supervising laboratory experiences should receive recognition for their work and appropriate remuneration for supervisory responsibilities
. 7. The administrative organization should provide for the coordination and direction of a superior program of laboratory experiences with adequate location of responsibility.
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8. The professional laboratory experiences should be under the direction of college supervisors who understand the place of these experiences in the total program and who have such competencies as will enable them to provide leadership and guidance in the devebpment and supervision of the program. In assigning personnel to this program consideration should be given to the extent Of supervisory responsibilities when individual staff work load is computed.
9. Laboratory experiences should provide opportunities for the student to observe, record and analyze individual and group behavior under the direction of staff members qualified to give the necessary guidance.
10. The student teaching program should provide for the student to have ope full quarter of work in an approved student teaching center. During ~he student teaching assignment, the student should be carefully guided into beginning teaching and as readiness is ~! jicated . lould have increased teaching responsibility with provision r or limited experience in planning, developing, and evaluating a full day's program.
11. The student teaching experience or field experience should be so carefully planned and evaluated that the college would have reliable information on which to base its recommendation for certification.
NOTE: Approved by the State Board of Education May 30, 1963
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STATF. DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334

Plan for Approval of Teacher Education Prcgr~s

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Office of Instructional Services DIVISION OF TEACHER EDUCATION AND CERTIFICATION

Jack P. Nix '.'
State Superintendent of Schools

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CHAPTER ONE

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ADMINISlRATI VE POLICIES fOR:

TEACHER EDUCATION PROORA\tS -

Sec. I. Role of the State Department of Education in Approval of Teacher Education Programs in Georgia

A. Approval of Progr aIDS

Lega~ responsibility for approval of programs of teacher education lies with the State Board of Education. The Georgia Department ofEducation recommends to the State Bo~rd of Education that programs -. of teacher education be aprroved.

B. Proc~dure Used in Approving Programs

1. Programs submitted for full approval (five-year- period):

a. - Institutions desiring program appfoval have the respo~sibility - for initiating such request for program approval. This r~quest should be submitted to the Division of Teacher Educat~on and Certification of the Georgia Department of Education.

b, A Visiting Profess~onal Committ~e will be appointed cooperatively

by the Director of the v~vision of Teacher Education and Certifi-

cation and the Associate Director for Teacher Education, the-Dean

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or President of the institution seeking program approval, and the

person designated by them as chairman of the Visiting Professional

Committee.

c. The Associate Director for-Teacher Education of the Division of Teacher Education and Certification, Georgia Department of Education, will iQform the committee of its specific purpose. The Visiting Professional Committee will visit the institut~on and study carefully the existing program. The Committee will t~en Submit a report to the Division of Teacher Education and Certification, Georgia Department of Education, who sends the number of copies of the report requested for faculty study to the College.

d. The Division of Teacher Education and Certification, after studying

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the report and other data, will make a return visit for a follow-up conference with the appropriate officials of the institution.

e. Pinally, the Division ~f Teacher Education and Cert~fication,

after a study of all the follow-up reports and other data, will

make recommendations concerning approval to the State Board of

Education via the Associate Superintepdent for Ipstructional .

Services. Each year a list of approved programs will be compiied'

and made available to the colleges, to school a~ministrators. and

to guidance personnel in the secondary schpols.

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2. Programs submitted for reapproval (five-year approved progra~~):
'Procedure& for reapproval are the same as for ~nitial ap~roval. e~cept ~nder special cifcumstance~ such a~:
a. Interim approval by the National Council f r Accre~itation of Teacher Education
b. Interi~ addition of a new progra~ or programs
U~der these special circumstances, proced~re5 w~ll ~ modified at the discretion of the Georgia Department of EducatiQn.
~. Programs submitted for temporary approval (one-yeat approval):
a. Institutions desiring to initiate a new program 8~ould su~mit a request to the Division of Teacher Education ~nd Certification' of the Georgia Department of ~ducation.
b. A small Visiting Prof~ssional Committee will be appointed cooperatively by the Director of T~ache~ Edu~ation and Certification, the Associate Director for Teacher Educat(on and the President, Dean or Education Diyision'Head of th~ institution seeking program approval.
c, The small V~siting Professional Committee, along with appropriate ~embers of the Pivision of Tea~~~r Education and Certifi~ation. wilJ visit the institut1~n, study the proposed program. an4 submit a consensus report.
d. The Division of Teacher Education and Certifi~atio~ after a study of repQrt~ and other data wil~ make r~commendations co~cerning approval to the State Board of Education via the Assoc~~te Superintendent for Instructional Services,
~. The Division of Teacher Education and Certificatioo wilJ ann~ally request certain information from institutions concerning aspec~s of the program considered essential . and, ~n addition, infprmation concerning enrollment ~nd changes in the program. This informatiop. will be evaluated by t~e Division of Teacher Ed~cation and Certification. This material evalu~ted in terms of ".The ES~ential~ of an Acceptable Program"l will serve as a llasis f()r e~tepdJng approval for the next year. Each institutio~ w~l~ be .informed of significant strengths and weakpesses of its program in or~er that the institution may prepare itself for feq~es~i"g fUll 'apprc:al
as quickly as possible.
C. financing of the Professional Visiting Committee
The expense budget for the Committee wil1 be deter~ined eooperatively by the institution requesting appr~val and t~e ~eorgia Departme~t of EducaU9n
ISee' Section S. Chapter I

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D. A~creditation by Other Agencies

A~creditation by the Southern Ass~ci.tion of Colleges and Secondary ,

Schools should be conside~ed ess~ntial for instit~ti~ns on the $tate

liat of approved programs. To maintain state ~pproval even on a

te~orary basis an institution should have acpreaitation by the

SQut~ern Association or ~how definite evidence of continued progress

toward meeting such standards for accreditation. Institutions ahV41d

apply for recognition by the National Co~ncil for Accreaitation of

Teach~r Education when evidence indicates that standards governing

~uch accreditation are being met. A~so. the State Board of E~ucatiQn accepts NCATE evaluations of Geor~ia colle~es in lieu of State ~val~a- .

tions at five-year interva~s.

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Sec. 11 Rol~ of Inst~tutions in Seeking Approval of rrograms in Teacher tetu~ation

A. Clarification of Purpose. 1. The institution should understand that:

a. Program approval indicates that the insfttution has met standards satisfactorily ~s established by the State Department of Education.

b. Program approval indicates that the institution,ha~ studied its teacher education program and has acquired reliable f.nformation for us~ in the il",rovemellt of its progralft. ,

c. Program approval ind!cates,that the iftstlfution has had its program reviewed by a visiting professional committee of competent educators.

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2. Before initiating a request to the Georgia Departme~t of Education

for program approv~l, the institution shquld, through staff study,

define the objectives it hopes to accomplish thro~gh participation

in evaluative study.

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"3. 'The institution should outline pro~edures for accQmplishing such objectives within the framework of approval policies adopted by
the State Department of Education.

B. Faculty Organization

1. Using the criteria for teacher education programs ~eveloped and
recommended by the Georgia Teacher Education Council and adopted by the State Board of Education, personnel responsible for ~he , institution's program of teacher educa~!on ~hould examine the various aspects of the program.

2. Through committee or indi~dual assignments ~nformation requeste~' by the Georgia Department of Education should be assembled end compiled.
3. Staff study of the compi~e~ report should give direction to program
improvement and to the utilfzation of the services of the Visiting Committee.

c. Procedures for Seeking Approval of Teacher Education Programs

1. The institution should file with the Associate Director for Teacher
Education, Division of Teacher Education and Certification , Georgia
Department of Education, a request for program approval.

2. Information forms distributed by the Georgia Department of Education should be completed by the institution.

3. In cooperation with the Division of Teacher Education and Certification, the institution should select a chairman for a Visiting Committee, and then with the counsel of the Department and the selected chairman determine the total meniliership of the Committee.

4. The institution should send to each member of the Visiting Committee a report of the self study at least one month before the initial session of the Visiting Committee. The report should include all information requested on the forms distributed by the State Department of Education. Documentary information giving evidence of meeting criteria should be included in the report.

5. The institution should prepare for the initial visit of the Committee by drafting a suitable plan for:

a. Acquainting the staff with ~~~ber~ of the Committee.

b. Supplying the Committee with necessary information about campus facilities and the program of teacher education.

6. The institution should implement the work of the Committee by:

a. Arranging for students to be interviewed by the Committee in accordance with the wishes of the Committee.

b. Arranging for the Committee to observe class situations in accordance with the wishes of the Committee.

c. Arranging for members of the Committee to have interviews with staff in accordance with the wishes of the Committee.

d. ?lanning a schedule of meetings to be held at intervals over

the agreed period of time to continue the staff study of the

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programs for which approval is being sought.

.e. Arr~nging for staff personnel to be present for the presentatio~ of the report of the Visiting Committee and to participate in the discussion of the report.

f. Seeking staff agreement concerning ways and means of acting upon the Committee's recommendations.

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5
Role of the Visiting Committee in Programs of Teacher Education
A. Statement of Purpose
1. To analyze materials compiled through staff study of curriculum problems.
2. To survey through the use of observation and intervie~ techniques the existing programs of the institution to obtain evidence to support or question staff conclusions about strengths and weaKnesses of the programs.
3. To draw implications from the Committee's findings as a basis for making a report to the institution and to the State Department of Education.
B. Selection and Size of the Committee
1. The chairman of the Visiting Committee will be selected cooperativ~ly by the Division of Teacher Education and Certification, Departm'=~ll_ of Education, and the Dean and/or President of Teacher EducaL i.:"10 I,: the institution requesting approval. This selection shouhl be m;:>,1e in the spring prior to the year of approval or, at the 1ates t, thf-o~ early fall of the year in which the institution's teacher edur.a '_iOll programs are to be reviewed.
2. The chairman of the committee should be a person who, through broJd professional preparation and experience in teacher education, j~ qualified to coordinate the Committee's functions.
3. The selected chairman will be extended an invitation to serve by the Division of Teacher Education and Certification, Georgia Department of Education. Accompanying the invitation will be a statement concerning the responsibilities involved in committee membership.
4. When the chairman has accepted the appointment, a meeting should be scheduled at which he and the representatives of the Georgia Department of Education and the institution should determine the size and composition of the Committee.
5. The Committee should have a representative membership of specialists in education from Georgia Department of Education personnel, teacher
, education personnel, and public school personnel.
6. The size of the Committee should be governed by such factors as:

a. The number of programs being revi.ewed.
b. The kind of programs being reviewed.
c. The number of students enrolled in the programs being reviewed ..
C. Organizing the Committee for Work
1. After examining the file of material supplied by the institt't:icG) the chairman should contact the head of the institution 's teaL!'i:~i education program to clarify understandings of the Committee's function with regard to:
a. Purposes to be achieved by the visitation program.
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b. Possible agenda of the visitation in terms of dates and. activitit';...
2. The chairman sh0uld call the first session of the Committee at a time and place approved by the institution involved. At this mep.ting:
a. Purposes of the visitation as outlined by the host institution should be identified.
b. Questions concerning mater;~ls s~bmitted by the institution should be raised.
c. Areas in which additional information is felt to be needed sh0uld be identified.
d. Tentative procedures for surveying the existing programs should be outlined.
e. Responsibility for surveying the programs and for reporting findings should be delegated to committee members.
f. The Committee should submit its plan of action to the head of the institution's teacher education program.
g. The plan of action should be implemented through the cooperative ~fforts of the host institution and the Committee membership.
h. The Committee chairman should assume the responsibility for directing the activities of the Committee in such a way that the report can be completed in its entirety and approved by . the Committee before it is submitted to the institution and to the Georgia Department of Education.

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i. The Committee chairman and the head of the institution should determine when the final report will be given and the procedure for giving it.

j. The chairman should forward a copy of the final report to the Division of Teacher Education and Certification, Georgia Department of Education.

D. Suggested Procedures for Developing an Organizational Framework

1. The Committee should develop cooperatively with the institution plans for:

8. Observations of' class situations.

b. Interviews with students and staff.

c. Work sessions with departmental staffs.

d. Reporting of findings to the institution.

Se~e. IV

2. It would be desirable for the Committee to schedule at least two visits to the institution. The first of such visits should be ' focused upon consolidation of the Committee's findings and upon reporting such findings tc ~~~ institution. Observations and interviews and work sessions with the departmental staffs, where it is possible, should be scheduled by individual members of the Committee between the first and final visitation.
Suggested Format and Follow-Up Conference for the Visiting Committee Report

The State criteria serve as guidelines for writing the report on the undergraduate program and on the graduate program where it exists.' The criteria met and those partially met or not met at all should be indicated. The criteria need not be stated item by item, but reference should be made so that the criteria can be identi(ied and related to the commendations and recommendations.

In such areas as Staff and Facilities, each chairman should give recommendations to be included in the general report. The report will also indicate specific areas that need emphasis, when deemed advisable
A. Suggested Outline for Report

1. Opening statement (frame of reference and documentation of interviews held, observations made, records and reports examined)

2. Criteria met (significant ways in which criteria are being met)

a. b. Offer commenda! ion when: i 'l(.~ c:" ,..~
3. Criteria pArtir.lly met or not llIvt -.it all 4. Recomm0ncl;lti~lns B. Source of Data 1. Attach a list of staff members interviewed, cooperating schools
visited, observations made, etc., if requested by the chairman. 2. Submit original typewritten copy to the chairman; Committee
member keeps a carbon copy. C. Follow-up Activitie~
1. Chairman.of Visiting Committee
a. Edits report prepared by the Visiting Committee b. Sends report to the Division of Teacher Education and Certifica-
tion 2. Institution:
a. Studies report and acts on recommendations of Visiting Committee b. Sets date for follow-up visit of
(1) Institutional Representatives, including (a) Administrative personnel and (b) Teacher education personnel,
(2) Chai~an of Visiting Committee, (3) Board of Regents Representative (for state institutions)
, c. Receives progress report and plans for implementing recommendations of the Visiting Committee. 3. State Department of Education:
a. Duplicates report b. Sends copies of report to:

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(1) Insc1L'i!'Lon in ';olhatever number is re'lue5ted.

(2) Merrben; 0f th~ Visiting Committ ce, a!1d

(3) Profcs~i(lnal ppr~onnel of the Division of Teacher Education aDd Certlfi~alion.

c. Submits rPI'ommendat.ions to the Sta'te Roard of Education.

d. Informs the institution of action taken on evaluation by the State Board of Education.

Sec. V
A.

Essentials of an Acceptable Program for the Professional Preparation of Teachers
Programs of teacher education offered only in fields in which:

1. There is a continuing demand for personnel t 2. The institution has a strong staff and adequate facilities,

3. The professional certificate is authorized by the State BORrd of Education.

B., A professional education staff qualified by experience and by appropriate graduate study for:

1. Direction of the teacher education program,

2. Instruction in Educational Psychology and Human Development,
3. Instruction in curriculum-making and teaching procedures, 4. Administration and supervision of professional laboratory experiences.

C. Organization of the administrative and instructional staff for study of teacher education programs and for continuous planning:
1. Within the institution t
2. With the local public schools,

3. With' other institutions and the Georgia Department of Education.

D. F~r each teaching field, a planned curriculum which conforms to criteria approved by the Georgia Teacher Education Council and the State Board qf Education:

1. General education,

2. Teaching field,

3. Professional education.

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E. Adequate facilities for laboratory experience including:

1. One or more excellent schools t conveniently located t for use as observation and participation in the cooperating centers t

2. A number of selected cooperating centers whose staff includes

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individuals qualified through preparation and successful experiences

to serve as supervising teachers.

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F. A schedule which frees the student:

1. In his sophomore and junior years for frequent contacts with the observation center t
2. In his senior year' for at least one quarter of full-time experience in an apprentice center.

G. Acceptance of responsibility for:

1. Selecting those who will be enrolled t 2. Guiding them through the agreed-upon program t 3. Recommending them for certification.

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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN ART EDUCATION

1. Background Information Relating to Professional Program for Teachers of Art Education
Experience in art has been considered an important activity in American schools for more than a century, although the educational objectives in art have shifted from decade to decade.
There has been an increasing awareness on the part of art educators and school administrators that something vital must be accomplished in order to conserve and develop the vast potential of students in the public schools. Art education today is for all children in all clas se s.
It is generally believed that, given the opportunity, all young children (grades 1-7) will exhibit potential talent in one or several of the many forms which art expression may take. There are psychological as well as esthetic reasons for helping children to express themselves creatively. More emphasis is placed upon the development of imagination, creativity, ability to observe, to perceive, self-expres sion, and self- control, than upon the acquisition of skills and techniques, since the child and the art experience rather than his artistic output is considered most important.
Surveys reveal that most frequently in grade s 1-7, art is taught by classroom teachers, with advice and assistance from Art Education Consultants, serving in a supervisory or consultative capacity.
It is generally believed that pupils in grade s 8-12 grow increasingly critical of their own abilities and seek, to a greater degree, a mastery of skills and techniques in the production of art along with a greater awareness of and concern for the art produced by previous generations.
Surveys reveal that most frequently in grades 8-12 (secondary), art is taught by Art Education Specialists. The art education program in individual Georgia schools is constructed to meet the needs of its students.
Any teacher education program designed to prepare teachers of art education for the public schools should consider the varied needs of the Art Education Specialist for elementary schools, and, at the same time, the proficiency required of the Art Education Specialist at the secondary level.

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dggested Procedures for program Development

A. Teacher education staff should assume leadership in developing program and should enlist the cooperation of people such as:

1. Appropriate college personnel 2. Appropriate public school personnel 3. Appropriate State Department of Education personnel 4. Appropriate laymen and students

B. Competencies the program is designed to develop should be idehtified.

C. Consultative services should be secured from regional and national agencies.

D. Approval of program should be secured through procedures set up in the Handbook of the Georgia Council on Teacher Education.

III. The Undergraduate Program

A. The general education of the teacher of art education should give the student depth and breadth of knowledge.

1. General education should provide the functioning knowledge needed for intelligent citizenship and for personal-professional development.

2.. Emphasis should be placed on the Humanities and the natural sciences.

B. An important part of the education program should be effective guidance in program planning and the selection and retention upon the basis of the following:

1. Intellectual ability; 2. Personal development and creative ability in art; 3. Range of interests and versatility; 4. Ability to organize and verbalize ideas; 5. Understanding of the developmental characteristics of
children and youth; 6. Understanding of the creative process and the capabilities of
children and youth; 7. Understanding the planning and evaluating of the art
expe rience s of children and youth; 8. Appropriate personal characterist ics to relate to peers and adults.

C. In providing experiences for the teacher of art education, methods used in college classrooms should have the following as their objectives:

1. To provide an understanding of the several concepts of human growth and development and their relationship to the total education of children and youth.

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2. To develop an understanding of the several philosophies of
art education.
3. To develop an understanding of the importance of art in the education of children and youth.
4. To develop an understanding of art education in the total
school program for children and youth.
5. To provide for experience and the development of skill in
drawing and painting, graphics, sculpture, and threedimensional construction. ceramics. jewelry and metal work, weaving. and display. including lettering.
6. To provide knowledge and experience in the selection, use, care,
and maintenance of tools and equipment used in art activities of the school program.
7. To develop an understanding of world art (past and present) with
emphasis on the relationship of the art to the culture in which it was produced and its influence on subsequent culture s.
8. To develop knowledge of sources and methods of selecting and
purchasing materials for an art program, with special emphases on the use of community resources.
9. To develop a knowledge of the planning and organization of a
functional art room.
10. To provide an understanding of group development in the teaching
of children and youth.
11 To develop an appreciation of the related art forms: dance. music, drama, photography. architecture.
12. To develop an understanding of the role of the professional organizations in art and education.
D. Subject Matter of the Teaching Field of Art Education
The undergraduate program for the art education specialist for the elementary schools and for the secondary schools should include art experiences in each of the following areas:
drawing and painting graphics sculpture and three -dimensional construction ceramics jewelry and metal work
3-c

weaving display, including lettering study of world art (past and present) with emphasis on the
relationship of the art to the culture in which it was produced and its influence on subsequent culture s.
The professional education must include:
curriculum planning in art education, K-12
E. Staff and facilitie s for the teache r training institution
(1) Staff: To provide depth in the art experiences recommended for the elementary and the secondary school specialist in art education, the staff of the teacher training institution must comprise faculty members chosen for their proficiency and their ability to interpret the relation of these fields to children's work in one or more of the following fields:
drawing and painting graphics sculpture and three-dimensional construction ceramics jewelry and metal work weaving display, including lettering study of world art (past and present) with emphasis on the
relationship of the art to the culture in which it was produced and its influence on subsequent cultures photography (having an art form)
It is important that the art education staff members have had school experience with children and that they have frequent contact with the schools.
(2~ Facilities: To provide depth in the laboratory experiences in art education recommended for the elementary and for the secondary school art education specialist, it is recommended that the facilities of the teacher training institution include the following:
functional and suitably equipped studio and laboratory space for:
drawing and painting sculpture and three -dimensional construction jewelry and metal work ceramics weaving exhibition space suitable classroom space for the teaching of art history and for
seminar discussions and similar experiences.
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--,--_ ..

The teacher training institution must have a comprehensive library which includes a collection of the major literature in art, ar't education, and in related fields. In addition to the literature, pertinent slides, films, reproductions and originals of c~ild and adult art work must be readily available. Suitable classroom space and audio-visual equipment for using these materials must be accessible.

IV. The Graduate Program

.'

The major concerns of graduate study in art education should be:

1. To develop an understanding of art and the skills and competencies of expression in art.

XL To direct and relate the skills and competencies toward
increased proficiency in teaching art.

As art is an area without absolutes in t'1.C discovery of the solutions of selfinposed problems which rf'quire a large degree of self-discipline, the graduate program should be broad, flexible, and individually adapted.

Emphasis should be given to the following considerations:

I. Opportunities to strengthen and expand an individual's understanding, interest or specific ability.

II. Opportunities to concentrate on areas of the visual arts in which inadequacies or weaknesses may exist.

III. Opportunities for additional study in other arts, i. e. , drama, music, dance, that aid in assimilating sensory expe rience s.

IV. Opportunities to explore reciprocal relationships between the arts and other branches of knowledge.

V. Opportunities to strengthen understandings in human growth and development and of the total school program.

VI. Opportunities to develop competencies in research and evaluation in the field of art or art education.

The program outlined includes both the fifth and sixth year. Suggested courses are listed in each area; however, other courses may be added to each area in terms of the needs of the individual student. The following distribution is suggested to the college or university planning for the fifth and sixth year program:

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I. Approximately 350/0 of the program should be devoted to I

courses dealing with subject matter or content in the

",

field of art and art education:

Suggested Study:

A. seminar in art education, theory and practice B. art criticism
.'~'
C. survey of literature in art education D.. aesthetics E. history of art F. designing for comtemporary living (layout, Interior and
Exterior desi.gn) G. courses to fit background weaknesses and interests

II. Approximately 250/0 of the program should be devoted to courses dealing with subject matter or content in related fields or a possible second teaching field:

Suggested Study:

A. music B. dance C. drama D. the theatre E. creative writing F. television '(as in art education related career) G. language H. practicum in interrelated arts I. literature J. history and social sciences K. natural sciences L. philosophy

lli. Approximately 150/0 of the program should be devoted to courses dealing with the psychology of learning and the nature of the Iearne r:

Suggested Study:

A. child psychology B. theories of learning C. philosophy of education D. advanced educational psychology E. personality and social adjustment F. mental hygiene G. behavior problems of children

-:-;;.: ~:
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~

r~

..Jximately 15% of the program should be devoted to courses ,clling with the program of the school:

Suggested Study:

A. fundamentals of curriculum B. fundamentals of guidance program C. supervision of instruction D. problems of teaching E. supervision of art F. workshop in art education

V. Approximately 10% of the courses should be devoted to Research and Evaluation in the field of art or art education:

The college should provide means of determining the proficiency of the teacher. Certain terminal experiences should be planned. Variation of the terminal experience required may vary with individual's need.

Suggested terminal experiences are:

A. exhibit of work done by students working in school classes with the teacher
B. thesis C. exhibition of personal creative endeavor D. action research E. articles suitable for publication F. seminar with exper.ts in field of specialization G. others to be arranged by individual student and
approved by advisor H. research in art education

It is anticipated that the individual teacher training institutions, in designing either the Master's program and/or the sixth-year program in art education, will take every precaution to see that the candidate has apportional experiences from the areas listed above.

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!

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING

Atlanta, Georgia 30334

..'.~ ..,

Office of Instructional Service s Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR PROGRAMS FOR TEACHERS OF BUSINESS EDUCATION

1.

Frame of Reference

The base of business education in the secondary school should be broadened to adapt it to changing social, economic, and business needs. In this broadening of the base, some major factors to be considered are assisting individuals in understanding and solving economic problems encountered in everyday living; providing background for advancement in the business profession; applying business competence in the horne and community; and building definite skills, abilities, and attitudes appropriate to various beginning jobs.

It is projected in 1970 that one third of our work force will be involved with management and proprietorships, clerical and kindred, and sales, as follows: 1

Managers, officials and proprietorship except farmers
Clerical and kindred Sales

10. 70/0 15.9%
6.7%

Total

33.3%

On the eighth and ninth grade levels, business education outcomes are conce rned with (1) the development of economic literacy: understanding the organization and operation of the economic system, development of a vocabulary of economic terminology; (2) the development of consumer knowledges, skills, and attitudes, (3) a study of basic skills: computational, oral and written communication skills; and (4) a study of career opportunities in business.

On the tenth, eleventh, and twelfth grade levels, business education is concerned with the development of (1) knowledges, skills and attitudes in the area of human relations; (2) consumer knowledges, skills and attitudes; (3) economic literacy; and (4) vocational competency (specific job skills and background information for entry and advancement in business employment).

The preparation of business education teachers qualified to achieve all these objectives may require more time than is available in undergraduate worl:; hence, some degree of specialization should be set up on the basis of

1Statistical Abstract of U. S. Census, Washington; U. S. Department of Commerce, 1965, p. 227.

the three types of approved programs for vocational business education teachers. The Vocational Business Education program approved for Georgia high schools offers preparation in three specific avenues of work; i. e., (1) Stenographic, (2) Clerical, and (3) Business Management. These three groups may be prepared for in business teacher education by providing two business certificates--(l) Comprehensive and (2) Bookkeeping and Business Management. The Comprehensive Certificate will provide for stenographic and clerical and the Bookkeeping and Business Management for the Business Management programs.

II. Procedures for Program Development

A. Program development will involve the following groups:

1. Faculty members in Business Education 2. Persons on the Teacher Education Committee 3. Other college personnel 4. Public school personnel 5. State Department of Education personnel

B. Competencies, which the program is designed to develop, should be identified and clearly stated.

C. Consultative services should be secured from professional organizations of business education at national, regional, and/or state levels.

C. Trends in business education as revealed by current research findings should be considered carefully by those responsible for program development.

E. Evaluation of the program should be made periodically by institutional personnel and by public school personnel responsible for implementing approved State Board of Education policies through follow-up studie s of busine s s education graduate s of the institutions.

F. Approval of the program should be secured through procedures defined by the Georgia Teacher Education Council and approved by the State Department of Education.

III. Program Design

A. General Education

The general education of the teache"r of business education should

give the student depth and breadth of knowledge, as outlined in the Criteria

for Approving Georgia Institutions and Programs for Teacher Education,

.~-

Section C.

2

B. Teaching Field
The business education teacher must be prepared to teach in one of two areas: Comprehensive--qualified to teach all business subjects; Bookkeeping and Business Management--qualified to teach all business subjects except shorthand and transcription.
1. The program of studies should provide opportunities for the student to
a. Acquire proficiency in appropriate skills and business background subjects that are identified as integral parts of the busines s education curriculum in the modern secondary school.
b. Schedule a sequence of skill course s in such a way that there will be a maximum of continuity in the mastery of the de sired skills.
2. The faculty in Business Education should provide for continuous curriculum improvement of the planned program of studies in light of
a. Significant research findings in the field of business education.
b. Significant research findings in the field of teacher education.
c. Modification in the secondary school program.
3. Flexibility in adjusting the planned program to meet student's needs should be safeguarded by the inclusion of elective credits.
4. Opportunities should be provided in the elective program for students to build strengths in such areas as one or more of the following: business mathematics, marketing, insurance, business law, real estate, report writing, introduction to business, business organization, data processing or computer science, statistics, accounting, business economics, business communications, and management.
C. Professional Education (These are additional criteria to professional education as stated in Section E of "Approved Programs for Teacher Education. II)
1. Policies concerning the requirements of professional education and the most effective scheduling of these requirements should be planned cooperatively by the Education and the Business Education faculty.
3

2. The program should develop an understanding and appreciation of the function of business education in the modern secondary school curriculum.
3. The program should provide for an understanding of the teachinglearning process and skill in the use of teaching methods and materials necessary for the implementation of an effective business education program in the modern secondary school.
4. Laboratory experiences or an accepted program approved by the State Board of Education should be an integral part of the professional education sequence, and provisions should be made in scheduling procedure s for students to
a. Observe pupil behavior and teaching methods in approved secondary school programs.
b. Study programs in Business Education Departments of approved secondary school programs.
c. Participate through student teaching in Busine s s Education Departments of approved secondary school programs.
5. The supervised student teaching should be done on the level and in the area of specialization for which the program is planned.
6. Student teaching assignments and the supervision of student teaching experiences should be a cooperative responsibility of the business education staff, the professional education staff, and the cooperating school system.
D. Graduate Education
The program of study at the graduate level should provide an opportu nity to supplement and build upon the undergraduate program.
Emphasis should be given to the following:
1. Opportunities for additional study in business, such as, Finance, Real Estate, Management, Marketing, and Economics.
2. Opportunities to develop competencies in research and evaluation in the field of business or business education.
4

IV. Staff and Facilities

The staff, plant, and equipInent should be adequate to enable the institution to iInpleInent the prograIn of studies outlined in these criteria.

Staff

A. The institution should provide an adequate nUInber of staff IneInbers who through advanced graduate professional preparation in business education and appropriate experience in business and in secondary education are:

1. Qualified to provide undergraduate and/or graduate instruction in all areas of subject Inatter necessary to prepare COInpetent teachers for the secondary field.

2. Conversant with the current findings of research in business education, with research Inethodology, and who are actively engaged in research and in Inaking contributions to professional education.

3. Qualified to provide quality instruction in Inethods of teaching both the skill subjects and the basic business subjects cOInInonly taught in the se condary schooL

4. COInpetent in supervising laboratory experiences so as to provide an effective InediUIn of transition froIn the theoretical to the practical.

5. Aware of technological advances in business and industry as well as innovative practices and teaching Inethods in the secondary school and their iInplications for business teacher education.

6. Qualified to provide effective counseling for students in the area of career selection, prograIn planning, and selective retention.

7. Capable of providing leadership in prograIn planning and continuous prograIn evaluation in business teacher education.

B. Faculty IneInbers froIn the contributing area of content in business adIninistration should be Inade aware of the philosophy and role of the institution in the preparation of secondary busine s s teachers.

Facilities

A. The departmental suite should be functionally designed, providing

Y,.,-:I<

rOOInS specifically adapted to the teaching of shorthand, office practice,

business Inachines, and other specialized vocational business courses.

5

B. Modern equiptnent should be provided and adequately tnaintained for the teaching of specialized courses. Such equiptnent should include typewriters, office tnachines, shorthand laboratory, audio-visual equiptnent, basic data processing equiptnent, and other specialized equiptnent where the progratn requires. C. Adequate library tnaterials should be provided in all subject tnatter areas included in the busine ss teacher education progratn. Library holdings should be ade quate in the areas of profe s sional periodicals, yearbooks and tnanuscripts; theses, dissertations, and research abstracts; and selected secondary syllabi and courses of instruction.
D. Graduate progratns should be supported by extensive library holdings to facilitate research.
v. Adtnission and Guidance Procedures
A. The business education faculty should cooperatively develop criteria to be used to itnpletnent the careful screening of students seeking adtnission to and retention in the Teacher Education Progratn.
B. CUInulative guidance data, which should be filed in the institution IS guidance office, should be used in screening procedures and in progratn planning for the students adtnitted to the progratn.
C. A planned progratn of educational counseling should be developed to as sist the student with scheduling and to evaluate with the student his strengths and weaknesses.
D. A follow-up study of graduates should be devised. Results of such studies should be used in future adtnission and guidance procedures to itnprove the quality of graduates entering the teaching field in business education.
Note: Approved by the State Board of Education February 21, 1968
6

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334
Criteria for Programs for Teachers of Early Childhood Education
. ~-.
Office of Instructional Services DIVISION OF TEACHER EDUCATION AND CERTIFICATION
Jack P. Nix State Superintendent of Schools

37
E. Criteria for Programs for Teachers of Early Childhood Education
-1. Frame of Reference
The Georgia Teacher Education Council believes that providing good education for young children is one of the soundest investments possible in education. In view of the weight of evidence evaluating the effects of early experience and education, early childhood education should be placed ~n a high priority of a first rate system of public education. The criteria statement proposes a revision of the existing criteria guiding the development of early elementary education, effective July 1, 1970. Criteria reviewed in the preparation of this report include the following:
Criteria for Early Elementary Education Teachers as app~oved January 1960. "
Criteria for Elementary Education Teachers as approved May 1964.
Criteria for Sixth Year Programs in Elementary Education for Teachers as approved by the State Board of Education.
1he need to review"and revise existing crit~ria appears particularly significant, as current trends, both in the nation and state, elnphas~z~ the urgency of increasing the number of available teachers for Early Childhood Education through an expansion and strengthening of approved college programs in this area. The term "Early Childhood Education" refers to educational programs for chi1Jren up to and including programs of third grade.
i It is increasingly apparent that teachers of young children need professional preparation that goes far beyond the traditional routineoriented programs of past decades. Research findings validate that early childhood is a time of extensive acquisition of knowledge, and the process is irreversible; losses can not be retrieved in later educational programs, no matter how adequate such programs may be. Colleges, therefore, are faced with the task of preparing teachers grounded in the understanding of the principles of human growth and development, and principles of the learning process peculiarly applicable to the young child. Provision must be made to include in programs of Early Childhood Education opportunities for the student to acquire knowledge of the various cultural milieus, and to acquire the necessary skills to work effectively with the parents of the young child.
While \t is not the purpose of this introductory statement to enumerate the salient characteristics and the "teachable moments" in the life of the young child, there are those crucial areas in the professional preparation of the teacher who is to teach this child that need to be delineated in the program design for Early Childhood Education. Care should be taken to help the students, enrolled in the program, to acquire the necessary knowledge and insights to function adequately in each area. Such areas include:

38

. .'-.'
- '.

a. Knowledge of Child Growth and Development - Specific expertise is needed

in the needs of the child between the ages of birth and nine years.

Knowledge-of impulse control, ego-development, and discipline techniques

appropriate to this age child are some examples of specific knowledge

needed.

b. Knowledge of parents, parent education, various cultural milieus, ways of working with parents, basic diagnostic skills, knowledge of referral.

c. Knowledge of appropriate curriculum content.

d. Knowledge of learning and nature of learning as it relates to this age group. Knowledge of the nature of problem solving, encoding and decoding skills appropriate to this age.

e. Knowledge of group dynamics and recognition of the unique ecological niche occupied by each child and how these affect growth and learning.

f. Knowledge of the value of para-professionals and volunteers in public educational programs; their recruitment, training, utilization and supervision as members of teaching teams.

Undergi~ding the total program design should be the assumption that learning is a continuum, extending from infancy throughout adulthood, an~ Lha~ the teaching act must place emphasis on helping the student learn how to lea~n rather than merely emphasizing the assimilation and mastering of a body of factual knowledge. Experimental approaches to the teaching-learning process should be utilized, with the "oro~pss" -nethod being demonstrated repeatedly in the planned program design. Students should be guided in acquiring the necessary attitudes and skills to translate into action with children the "process" method, so that the children would sense early the challenge of becoming responsible for their own learning.

As the need for qualified teachers to begin programs for young children increases in urgency, especially as the state moves toward publicly supported programs for the child under six, it seems very important to have teachers prepared in the teacher education institutions of the state who would be both qualified and certified to meet this need. It is anticipated that colleges concerned with the development of quality programs in Early ChildhOod Education would seek avenues that would lead to the fulfillment of such criteria.

2. Procedures for Program Development

The choice of options concerning program development in Early Childhood EducJtion is granted to colleges. At the institutional level the decision must be made concerning which of the following plans shall become the frame of reference for the program design. Concurrent with the institutional decision to follow a given plan or plans shall be the institutional de~ision to recommend the appropriate certification for the student completing the approved program.

L~ .-. ,
,"_ ,.1

39

PLAN I. Development and approval of a program in Early Childhood Education that would emphasize the preparation of teachers for the child under six years of age through the third grade level. This set of Criteria applies for program approval of single programs in Early Childhood Education. Certification, to be recommended by the institution upon successful completion of the program by the student, includes up through grade three.
PLAN II. Development and approval of a program in Early Childhood Education may be designed to satisfy approved statements of Criteria for Elementary Education and the Criteria in Early Childhood Education. Certification, to be recommended by the institution upon the satisfactory completion of the program, would include Early Childhood Education (through grade three) and the approved range of certification for Elementary Education.
The college electing to offer specialization in Early Childhood Education may include programs for Plan I or for both Plans I and II. Under such a dual approach the requirements for approved programs would be specified.
After determining the options to be used in program(s) development, an institution should incorporate the following activities into the development of the program(s):

a, The teacher.education staff of the interested institution, esp2cially those concerned w~th the general program in Elementary Education and Early Childhood Educa~10n should assume leadership in program development. The staff should en11st the cooperation of appropriate persons from the following groups:
.. -(1) College personnel
(2) State Department of Ed~cation personnel
(3) Public and private community agencies

(4) Local educational agencies

(5) Lay persons and students

Consultative services should be secured from regional and national agencies.

c

Trends should

in be

Early Childhood Education co~sidered carefully.

as

revea 1e d

by

current

research

findings

d. Ob~ect~ves of the program should be identified and clearly stated. These obJec~1ves should encompass the areas of knowledge and insights enumerated i~ the Frame of Reference Section of this criteria.

e Program development should include provisions for the evaluation of the program by students, by insti~utional and public school personnel responsible for implementing approved po11cy and by graduates of the institution who complete the program.

40
f. The program should be developed through procedures defined by the Georgia
Council on Teacher Education and Certi~ication and be approved by the State Board of Education upon the recommendation of the Georgia Department of Education.
3. Program Design
The task of designing curriculum is the prerogative of each institution. The institutional design,. however.,_is evolved within the Criteria for Approving Georgia Institutions and Programs for Teacher Education. Institutions have the option of choosing Plan I or II as explained in the section on Procedures for Program Development. Those institutio~s, however, who choose Plan II will work within the approved criteria for both the program of Elementary Education and Early Childhood Education.
The following statement of criteria presents guidelines which appear to be consistent with preparation standards for teachers in Early Childhood Education as approved by the Executive Board of the Association for Childhood Education, International, and by the Executive Committee of the National Association for the Education of Young Children. Within such guidelines is the basic assumption that since there is no sharp demarcation from one growth and development stage to another, teachers of Early Childhood Education should be acquainted with the broad spectrum of Elementq:y Education also.
The specific preparation program for teachers of young children that takes into consideration the value of au~iliary personnel ~nd differentiated staffing patL~~Lls. This recognition creates an awareness within teacher education institutions of the need for various types of programs to prepare personnel for positions as assistant teachers, teacher aides, library aides, social service aides, health aides, administrative aides and other specialization as needed and these parts should be developed within the broader scope of teacher preparation.
Study at the undergraduate and graduate levels should be so designed that specialization in Early Childhood Education is on a continuum. The student, as he progresses through a cohesive logically planned program, should be able to experience continuous growth in insight of young children and skills working with them.
Guidelines for Undergraduate Programs
a. General education guidelines
Breadth in academic background and general education should meet standards ,set forth in Criteria for Approving Georgia Institutions and Programs for Teacher Education. The program should aim at developing understanding in
the humanities (music, art, literature) and behaviorial sciences (an~hropology, and other disciplines).

41

".

, ; ~/~

b. Professional Education Sequence

The professional education sequence should meet the standards set forth in Criteria for Approving Georgia Institutions and Programs for Teacher Education.

The program design should include a well planned sequence of professional . education with emphasis on laboratory experiences which encompass supervised experiences in a variety of situations, including:

(1) Planned and guided observations of children in various phases of the activity pattern of programs of Early Childhood Education.
(2) Planned and guided participation in the teacher role with children up to grade three both in pre-student teaching situations and in the student teaching assignment.
(3) Planned and guided experiences with the differentiated team approach with children up to grade three that would involve work with paL'aprofessionals, ancillary personnel, parents, and representatives of various community agencies.

Institutions are encouraged to provide learning experiences which merge theory and practice and which are taught by teams composed of representatives of institutions of higher education and local educational agencies. Such shared activities should be a part of both an undergraduate and a graduate program.
Teachers of Early Childhood Education should acquire competencies in working with parents of young children, as they should encourage adult basic education in addition to providing education in areas concerning family, child care, intellectual, socia~, motor, and affective development of children.

c. Specialization area or teaching field

Studies in this component of the program design include the content to be taught to pupils as well as supplementary knowledge from the subject matter fields and from allied fields. To augment and supplement the knowledges, attitudes, and values acquired through the general education component, studies in the subject matter of the teaching field should foster in the prospective teacher of young children:

(1) An understanding of the fundamental structure of the disciplines from which he will draw the content to be presented to children, and fkill in tailoring such content to the interests and capacities of the young child.

(2) An understanding of the reading process and the related language arts of speaking, listening and writing. Involved in such understanding could be a grasp of the importance of the language of play with stress upon the resultant physical, cognitive, social, and affective values.

42
-.oJ: .
i

(3) An understanding of the social, political, geographic, economic and technological forces that shape the child's world. With such understanding there should come the concomitant skill to present relevant information about such forces both to the child and his parents.
(4) Extension of knowledge of basic.physical and biological science content with the acquisition of the necessary skill to channel to the young child in a meaningful way relevant scientific information.
(5) Extension of knowledge of the historical development and function of mathematical concepts in world cultures, with the acquisition of the necessary skill to help the young child gain increasing insight into number re la tionsh ip .
(6) The acquisition of the necessary skill to guide the young child. in a satisfying exploration of the processes of painting, weaving, graphics, and sculpture.
(7) Acquisition of adequate competency in work with music fundamentals to permit intelligent choice and use of materials, and techniques appropriate to provide the young child an understanding of the value of music, drama, rhythm, and dance.
(8) Knowledge of health education principles as such concern:
(a) Safe and healthful school environment
(b) An adequate program of school health services
(c) A developmental instructional program of health concepts
(d) A balanced program of physical activity appropriate for the young child.
Study in the subject matter of the teaching field should be structured to provide ample opportunity for the student to learn the methods of critical inquiry by which knowledge in the curriculum areas is advanced. The program therefore should provide study in:
(1) Developing an understanding of the relationships among the fields of knowledge. An understanding of the relationship and scope of the fields of both early childhood education and elementary education should be emphasized.
(2) .Developing skill in using the scientific method, and in thinking and studying independently, experimenting and using conceptual processes.
(3) Developing knowledge and skill in selecting and using a variety of teaching media, techniques, and strategy.

43

(4) Acquiring the knowledge and insight necessary to select from the

several fields a sequence of concepts that could be introduced

. , . ~

appropriately to youn~ children.

(5) Acquiring the necessary insight and skills to foster a creative approach to teaching which would be instrumental in releasing the creative potential of each child.

(6) Developing an awareness of self along with an understanding of group dynamics that would contribute to student competence in the areas of intra- and inter-group relations and involvement of family and community.

Some controls should be established by those responsible for program design to make possible an assessment of the contribution made to the design by the subject matter of the teaching field component. In such assessment there should be appropriate advisement procedures that would help the student identify and correct his weaknesses in this area of professional competency.

Guidelines for Graduate Programs

The design should provide flexibility to the extent that each student's program would become a planned extension of work taken at undergraduate and/or graduate levels, and would present at the point of satisfactory completion a p]~r.ue~ program with a logical and cohesive wholeness.

a. General education

The general education program v: che student's undergraduate and/or graduate

program should be examined; and where needed should be strengthened and

I

broadened at the graduate level.

b. Professional education, including laboratory experiences.

The program should provide opportunities for the student to develop both breadth and depth in the foundations and dynamics of human behavior, and of the individual in his culture. Study in this area should develop an understanding of the individual and his patterns of behavior, learning, and adjustment. Preparation in this area should include a thorough understanding of the learning processes, individual differences, adjustment, behavior and readiness which are found at various developmental levels of the youn~ child.

The program should provide a study of the educational enterprise, philosophy, and processes of education and the relationship of these to the home and .co~nunity. Study in this area should assist the student in deepening his understandings of relationships within the school and the community. Preparation in this area should include a thorough understanding of the purposes and objectives of the school in addition to -the general curriculum with special emphasis on curriculum problems relevant to programs in Early Childhood Education.

The program should provide opportunities for the student to gain increasing insights and skills in the use of research techniques. Emphasis should be placed upqn helping the student to improve his own competency in interpret~~go research findings.
The program should provide opportunities for the student to gain increased skill in working as:
(1) a member or leader of ~ professional team
(2) a liaison person between the school and the home and the community with competence in providing educational experiences for parents of young children.
The program should provide opportunities for the student to become knowledgeable about school counseling, and related services as such concern the educational advancement of the young child. Care should be taken that within the context of formal preparation the student develops a workable knowledge of the following, as such apply to programs of Early Childhood Education:
(1) individual appraisal
(2) informational materials and services
(3) group procedures in counseling and guidance.
The program should provide a systematic plan whereby the student, under close professional guidance, would ~ain p~actical experience in applying the theories and principles he has learned.
Institutions are encouraged to provide learning experiences which merge theory and practice and which are taught by teams composed of representatives of various disciplines within institutions of higher education and local educational agencies. Such shared activities should be a part of both an undergraduate and a graduate program.
c. Specialization area or teaching field
The program of study at the graduate level should provide an opportunity for the student to fill in gaps identified in his record of previous study, as well as provide for the acquiring of additional breadth and depth of understanding of the curriculum areas commonly ascribed to the area of Early Childhood Education Instruction. Performance should be consistent with ~raduate level work.
Individualization of program planning should be directed toward providing the student with increased proficiency in working with the concepts, understandings and generalizations, as well as the knowledges and skills which apply to the various curriculum areas commonly ascribed to the area of Early Childhood Education.
Study in the various curriculum areas should include formal provisions for the development of appreciation for, and competence in using educational research with particular emphasis on the use of research findings.
~
,!

45

4. Staff and Facilities

Education for quality teaching implies that at the institutional level there exists excellence in staff and facilities and at the local educational agency level, similar staff and facilities for demonstration and observation purposes. Persons responsible for program design should define a common. basis of understanding and design cooperatively a program to achieve excellence in the preparation of teachers.

a. Staff
-
The institution should provide staff adequate in number, with specialized graduate professional preparation in early childhood education and teaching experience in the elementary school in order to:

(1) Give direction to program development in a way that would be consistent with the philosophic principles delineated in this cri teria.

(2) Provide leadership for program planning and evaluation.

(3) Implement admission policies and provide adequate counseling for students in the areas of program planning and selective retention.

(4) Provide quality instruction in areas of early childhood educa~ion curriculum and method.

(5) Coordinate laboratory experiences so that these experiences become an instrument in making theoreti':"al L.struction real and vital.

I

(6) Maintain continuous contact with educational programs involving

children from school groupings through third grade.

Instructors in the professional sequence should be sensitive to the importance of providing a logical and cohesive sequence of theoretical instruction and laboratory experiences.

Personnel from the academic divisions who work cooperatively with the faculty in teacher education should recognize the uniqueness of the role and function of the school through third grade programs, and should be cognizant of their contribution to the total program of early childhood education.

Each instructor who assumes responsibility for offering study in specialized subject matter areas of the program in Early Childhood Education should have:

(1) Frequent contact with the instructional process in Early Childhood Education programs.

(2) A strong philosophical and theoretical orientation to educational programs for the child under six as well as to general programs in Elementary Education.

(3) Concern for changes in educational theory and practice that would

improve the professional preparation of the early childhood teacher

......

and skill to provide within the teaching environment experimentation

with such innovations.

Competent teachers who are actively engaged in teaching up through grade three program should be available to provide a laboratory setting in which students would have opportunities under careful guidance to test ideas in action, and to discover for themselves the meaning of the principles of education.

b. Facilities

A media center should provide a selective general collection of authoritative professional materials and research literature relevant to specialization through grade three and should be fully equipped with a wide variety of teaching tools and materials that would be available to instructors and pupils.

Classrooms and laboratories should be adequate for specialized instruction in early childhood education. The laboratories should include facilities which permit supervised experience for students in organization, teaching, management and supervision of early childhood education. Laboratories should be in close proximity to the teaching institutions.

Library holdings with an adequate collection of authoritative professional materials and research literature relevant to specialization in early childhood education should be available. Lists of the necessary holdings of scholarly books and periodicals may usually be obtained from the various professional organizations. T~ add~tion to the needed book holdings, the library must contain the regular and specialized journals, pamphlets, reference books, documents, indices, encyclopedias, microcards, microprints, audiovisual materials, and the like that are needed to offer a quality program. The holdings in cognate fields should be extensive enough to give strong support to the field of specialization.

Adequate provision for student and/or staff research should be provided. The library facilities should include an adequate number of carrels, seminar rooms, microfilm readers, study areas, film rooms, and reproducing machines.

Facilities should be available to implement student and/or staff research, demonstration, observation, participation, student teaching, and other types of professional laboratory experiences.

5. Admis~ion and Guidance Procedures

In a program of selection the student should be encouraged to evaluate his own potential for working effectively as a teacher of young children, and 'should be given professional assistance in this evaluation. The Admission and Evaluation Committee should be sure that" each applicant has capability for becoming an early childhood education teacher with appropriate attitudes and interpersonal behavior.

47

In screening applicants for admission to the program, the teacher education

..~. '. " :",:-:

institution should have a deep awareness of its responsibility to young

children and to the profession.

The teacher education institution should establish procedures for identifying career teachers who should become master teachers and specialists in Early Childhood Education through advanced study and should provide encourageme~t for these teachers to enter graduate programs.

Staff charged with the professional preparation of teachers should have control of admission.

There should be adequate records, well planned and diversified, and under constant evaluation as to the program's effectiveness.

Each student in the program should be assigned a faculty advisor who will have frequent contact with the student and who will discuss his professional development on a regular basis.

There should be institutional and community agencies to which students could be referred for help. The referral service should be an integral part of faculty and administrative structure so that it sou1d be responsive to faculty thinking on policy, have access to faculty resources both in identifying needs of the individual student and in meeting sur.r needs.

Students admitted to a graduate program at the fifth year level should be eligible for the professional teaching T-4 certificate in one of the following areas before completing the fifth-year program:

.i.
1{1) Elementary Education
"

I

(2) Early Childhood Education

.'
Students admitted to a graduate program beyond the fifth-year level should be eligible for a professional teaching certificate in Early Childhood Education at the level of completion of the more advanced program.

The diversity of undergraduate and/or graduate preparation that is likely
to occur among the students makes it essential that advisement procedures' should involve careful examination of ~n individual's record. This is to determine:

(1) The capacity of the individual student to do the level of study to.which he is aspiring.
(2) ~The area or gaps of Early Childhood Education that will need to be filled through the completion of a planned program.

A selection committee should have the authority to ask a student to withdraw at any given point in, the program when cumulative evidence indicates that such action is in the best interest of the student and the profession.

48
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Early Childhood Education program information, including the details of the selection process, should be readily available to prospective students. -

/

STATE DEPARTMENT OF EDUCATION State Office Building
Atlanta, Georgia 30334

Office of Instructional Services
Division of Teacher Education &Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR OOLLIDE ProGRAMS FOR ELEMENTARY TEACHERS

SECTION I FRAME OF REFERENCE FOR CRITERIA DEVEIDPMENT

The Committee in defining its function determined those referents around which the investigation would be organized. Such points of reference included: forces affecting American education today; the function of the American elementary school; the task of the teacher in the elementary school
. Forces Affecting American Education Today
It is imperative that persons involved in planning program~ for the education of teachers at all levels be aware of the phenomenal changes that are taking place in the world. It is .witltin this changing socio-economic complex that education at
all levels must function. The need to live witltin the impact of five great
explosions--knowledge, communication, population, space, and freedom--challenges the best thinking and efforts of both professional and lay leadership. .
The rapidly changing state and region from a predominantly agricultural to urban economy and the complexity in relationships between the races demand a reappraisal of programs and practices in the field of undergraduate education for the elementary teacher. Though basic human needs remain constant, technological advances in all areas of human endeavor call for new learnings, improved methods of teaclting, and a critical use of teaclting materials and aids.
The need in education is not so much a need for change in basic foals or an increased amount of education but for education of higher quality. The preparation of teachers does not necessarily assume that an increase in knowledge implies a like increase in the formal education of teachers. 2

Function of the Elementary SChool
The function of the elementary school is determined by social and philosophical beliefs. Of primary importance among such beliefs are:
,. Education provides for the understanding and practice of the principles of the democratic way of life.

'Alvin C. Eurich and Elmer R. Smith. Tec..;}~ler Education - A Reappraisal.
ew York.: Harper and Row, 1962, Chapter 10.
2John Goodlad. "Knowledge, Pre-Collegiate Education and the Preparation of Teachers: Perspectives on the National Scene." The Nature of Knowledge. Milwaukee, Wiscbnsin: The Edward A. Uhrig Foundation, 1961, p. 94.
1

2. The school educates each child to develop his optilllal potential. 3. The school influences the growth in the child of moral and ethical values.
4. The curriculum grows out of the needs of the individual and society. 5. Children differ from each other in their learning potential.
6. Learning is a developmental process.

Task of the Teacher in the Elementary School

The task of the teacher is to help the child to use knowledge from all fields in the reconstruction of experience for intelligent behavior. In order to fulfill the demands of this task the teacher must be prepared to:

1. Utilize a variety of media and techniques in developing the child's

:iJnagination, curiosity and inquisitiveness in order that the child is

enabled to increase, clarify, systematize, and conceptualize knowledge

in such areas as: physical and natural science; mathematics; social

science, including study of past and present cultures;. the arts, including

..'

art, music, literature, drama, and dance. 3

2. Use situations past and present to develop the child's understandings and attitudes about persons of races and cultures different from his own.

3. Provide opportunities for the child to become capable of making intelligent decisions in matters of concern to himself and community.

4. Guide the child in becoming increasingly effective in the use of
communicative skills.
5. Guide the child in becoming increasingly knowledgeable about body
functions and care.

6. Guide the child in the development of motor skills and body efficiency.

SECTION II PROCEDURES FOR PROGRAM PLANNING

This section emphasizes the tenent that the preparation of elementary teachers at the undergraduate level be related to the overall policies of the
institution. Planning for such programs becomes the concern of the entire institution.

3Alice Miel. "Knowledge and the Curriculum. II New Insights and the Cur~j,t'iculum. Association for Supervision and Cu...rriculum Development. National ~"'-Educati<?n Association, 1963.

2

/ .""'1'lj'dlf-;;~.~'~'~~~lji1/~ . ftnr

A. The starf of the division of education W'oridng cooperatively with the inatitutional teacher education committee or agency should assume leadership in program planning.
B. Each department or division participating in the program of elementary education should take positive action in designing and maintaining a program of elementary education well conceived for prospective elementary teachers.
c. Public school personnel should be involved in program planning proce-
dures through organized work sessions sponsored by the institution during which consideration is given to:
1 Defining purpose and function of the program 2. Plarming scope of curriculum content
3. Determining the nature and extent of laboratory experiences.
D. Trends in elementary education as revealed by current research findings should be considered carefully by those responsible for program planning.
E. Consultant services from specialists in areas of significance to programs of elementary education should be secured from state, regional and national agencies to clarify direction in progr.am plaiming and evaluation.
F. Program planning should include provisions for the evaluation. of the program by students, by institutional and public school personnel responsible for implementing approved policies, and by graduates of the institution who complete the approved program.
G. Program planning should include provisions for experimentation within the requirements for approval of the program as defined in the bulletin, Criteria for Approving Georgia Institutions and PrOgrams for Teacher EdUcation, Division of Instruction, Atlanta, state Department of Education.

SECTION III
PROORAM DESIGN
The task of designing curriculum is the prerogative of the institution. The institutional design, however, is evolved within the frame of reference of approved criteria.
General Education4
The general education of a teacher is an extension of education provided by elementary and secondary schools.

rams for

3

II..
>~,
I
A. The pro~8m of general education should be conducted by methods of critiCal\i,hquiry into the basic fields of knowledge.
I'
B. The basic fields of knowledge should include: the natural sciences, mathematics, the social sciences, and the humanities.
c. The modes,l,of thought and uses of language in the four major areas of
knowledge,,. should receive attention.
D. .The student should see values, weigh values, and establish beliefs from 'the pract.ice of weighing the ilnpact and effect of value systems on any
way of l#e.

,I,

E. The stud$t should see the uniqueness of each of the fields of knowledge

"

while identifying interrelationships existing among the fields. 'w,

'.it

Subject Matter of the Teaching Field

.~"

Elementary e4Ucation deals with many aspects of man I s lmowledge and makes tremendous demandS' upon the teacher for scholarship. study in the subject matter of the teaching ffeld provides the student with an understanding of the fundaI mental structure of the subjects he is to teach and skill in tailoring fundamental lmowledge to the interests and capacities of children.

A. In order for the student to augment and supplement the lmowledge and

attitudes he gains through general education the program d.esign should

provide additional. study in the content and methodology of the curri-

culum areas commonly found in the elementary school. For this to be

I,
,<

accomplished the program should provide study that would guide the student in:

"

I

1. Acquiring an understanding of the reading process and the related language arts. The student should become familiar with the role of books in the education of the child along with other educational

I'

media.

I.

2. Expanding his lmowledge and understanding of the social, political,

geographical, industrial, economic, and cultural forces which

operate in society; and developing insight into factors involved

in presenting such understandings to the child in the elementary

school.

3. Expanding his knowledge of basic physical and biological science

I

content and acquiring skill in planning a logical sequence of

I'

science experiences for the several grade levels.

I

4. Gaining understanding of the historical development and function
of number concepts in world cultures, to expand his knowledge of
mathematics including the structure of "'~:l.l number systems, and . basic concepts' of algebra and geometry.

4

5. Strengthening his philosophy of creativity and art education, to
develop the necessary skills and understandings for working with materials and processes of painting, weaving, graphics and sculpture; to acquire skill in planning art experiences compatible with the
developmental level of children; to know the work of contemporary
artists and artists of other times.
6. Acquiring a background of music fundamentals and becoming acquainted
with the materials and techniques used in singing, rhythmics, and listening activities, and acquiring skill in making a practical
application of such knowledge to school situations.
7. Expanding his knowledge of the health and physical education needs
of children at the various grade levels to acquire necessary skill to plan and develop with children appropriate activities in the areas of health and physical education.
B. study in the subject matter of the teaching field should be structured
to provide ample opportunity for the student to learn the methods of
critical inquiry by which knowledge in the curriculum areas of elementary school is advanced. For this to be accomplished the program should provide study that would guide the student in:
1. Developing an understanding of the interrelationships existing among the fields.
2. Developing skill in utilizing the scientific method as evidenced
by his ability to: think and study independently and critically;
explore; experiment; and use conceptual processes.
3. Developing knowledge of and skill in selecting and using a variety
of teaching materials and techniques.
4. Acquiring the knowledge and insight necessary to select from the
several fields a sequence of concepts that could be appropriately introduced to children through the curriculum of the elementary school.
c. study in the subject matter of the teaching field should insure that the
student becomes knowledgeable in the areas of logic, philosophy and ethics so that his ability to make value judgments is strengthened.
D. study in the subject matter of the teaching field should contain a means by which a student could choose an area of concentration. The designated areas of concentration open to a student could include such instructional fields as: the curriculum areas commonly found in the elementary school; early. elementary educaz.ion; and library science.
Professional Education
Through study in the sequence of professiona:i. education the studant acquires the essential theoretical foundation upon wr.d.ch he bases his decisions about actiyities, materials, content, attitudes, and relationships. Laboratory experiences
5

become the integrating and testing place for the theoretical aspects of teacher education. Relevant knowledge is organized and fWIlthesized by the student so that he makes the necessary application to curriculum and method.
A. Counseling should be provided to help the student become increasingly analytical and perceptive in developing his unique abilities.
B. The insights of the student into the basic concepts of the behavorial sciences should be deepened in order that he may understand and influence the behavior of pupils as they act and interact, individually and in groups.
C. The student should be guided to identify himself with the goals of education in a democracy and to become knowledgeable about the history, teaching trends, and contemporary issues in elementary education.
D. The student should be guided to define specific purposes of instruction, to develop appropriate te'\ching ma.terials, to match materials and method with various levels of pupil abilities, and to evaluate instruction.
E. The student should develop an awareness of the necessity for providing continuity of instruction in the basic skills throughout the program of the elementary school.
Laboratory Experiences
The amount, kind, and quality of experiences with children which the prospective teacher has in his pre-service program influence greatly his behavior as a teacher. Provision for such experiences is not l:5mited to the area of professional education but is an integral part of the total program design. Such experiences extend from limited beginning observation and participation to include all the responsibilities of the classroom teacher.
A. Moving into teaching should be a growth prGcess for the student that
evolves gradually through man~ opportunities for experiencing and analyzing professional roles.)
B. A well planned and guided sequence' of laboratory experiences should provide for the student ample opportunity to:
1 See principles of curriculum development translated into action in carefully chosen centers in which college personnel, State Department of Education personnel, public school personnel see the professional preparation of the pro~ective teacher for the elementary school as a cooperative endea\or.
. 5Aleyne Haines. Guidin~ the Student Teaching 1"':';:;:;::;<::s in Elementary Education. Chicago: Rand McNally. 19 ,p. 245
.6See pamphlet, "The Student Teaching Program in Georgia," State Department
of Education, Atlanta, Georgia, 1961.
6

2. Assume gradual J y in accordance with his readiness and needs and under the guidance of capable personnel the responsibilities of a teacher.
3. Extend and deepen his insights into the principles of human growth
and development and the learning process.
4. Develop understanding of the skills involved in pJ.ann:ing, developing,
and evaluating learning experiences for and with children.
5. Develop an understanding of the significant factors involved in school-
community relationships.
6. Develop those professional attitudes that will make him receptive to
opportunities for continued professional growth through in-service programs and graduate study.
SECTION rT
STAFF AND FACILITIES
Education for quality teaching implies that at the institutional level there exists excellence in staff and facilities. It implies also that persons responsible for program design define a cOIlllllOn basis of understanding and design cooperatively a program to achieve excellence in the preparation of teachers.
Staff A. The institution should provide staff adequate in number, with specialized graduate professional preparation in elementary education and teaching experience in the elementary school to: 1. Give direction to program development in a way that would be consistent with the philosophic principles delineated in this report. 2. Provide leadership for program planning and evaluation.
3. Implement admission policies and provide adequate counseling for
students in the areas of program planning and selective retention.
4. Provide quality instruction in areas of elementary school curriculum
and method.7
7See the statement, Task of the Teacher in t~~. Elementary School, this report,
pp. 2-3.
7

5. Coordinate laboratory experiences so that these experiences becom~
"an instrum~t in making real and vital theoretical instruction."ts
6. Maintain continuous contact with the instructional process in the
elementary school.
B. Instructors in the professional sequence should be sensitive to the importance of providing a logical and cohesive sequence of theoretical instruction and laboratory experiences.
C. Persormel from the academic divisions who work cooperatively with the faculty of the division of education should recognize the uniqueness of the role and function of the elementary school and should be cognizant of their contribution to the total program of elementary education.
D. Each instructor who assumes responsibility for offering study in specialized subject matter areas of elementary education should have:
1. Frequent contact with the instructional process in the elementary school.
2. A strong philosophical and theoretical orientation to elementary education.
3. Concern for changes in educational theory and practice that would
improve the professional preparation of the elementary teacher and skill to provide within the teaching environment experimentation with such innovations.
Facilities
A. Library holdings should provide a selective general collection of authoritative professional material and research literatures relevant to specialization in elementary education.
B. A materials center fully equipped with a wide variety of teaching tools . and materials should be availalbe to instructors arid students.
C. Classrooms should be provided, adequate in size and functional in design.
D. Facilities should be made available to implement student and/or staff research.
BJohn Dewey, The Relation of Theory to Practice in Education, Third Yearbook of the National Society for the Scientific Study of Education. Chicago: University of Chicago Press, 1904.
8

SEC'l'ION V
SELECTIVE ADMISSION AND IlErENTION
To insure the entrance of desirable and well qualified elementary teachers into the teaching profession, the institution develops a well defined plan of selective admission and retention.
Admission
A. The institutional admission policies governing original entrance to the institution should be such that those admitted would possess the potential of completing successfully the college program with which they wish to identify.
B. Each institution should make provision for the appointment of a formal screening committee with delegated authority to implement approved policies relative to admission to teacher education.
C. Bases for decisions about admission to teacher education should include adequate records, well planned, diversified, and" current.
D. Bases for decisions about admission to teacher education should include provision for effective use of interview techniques.
E. The selection processes that are evolved by an institution to certify a
student's admission to teacher education and to specialization in elementary education ShOl.lld be based on evaluation of such factors as: emotional maturity; moral and physical fitness; general intelligence; demonstrated competence in speech and basic skills; and professional interest.
Retention
A. The selective retention of a student should be the responsibility of the staff members who participate in the implementation of his planned program.
B. The factors which are considered in defining admission policies should receive continued consideration in defining retention policies with the added consideration of the student's ability to work with children.
C. After admission to the teacher education program, the student should have his performance record and his planned program reviewed at regular intervals by personnel responsible for coordinating the program of elementary education. As a follow-up of such review there should occur:
1. Conferences with the student in w:'-....(;~) he is encouraged to engage in self-evaluation of his academic ar.d prof essional progr ESS and of his
fitness for a teaching car3er in elementar,y education.
9

2. Referral of the student to available and appropriate institutional and community agencies, if specialized help for identifiable pro lema seems advisable.
3. Channelling of information concerniqg the ~t dent'~ pro~ess to
those administrative and faculty perso~el"'involv in decision about his retention. D. Decisions concerning retention should be closely allied to st t ti9~ structure so that such decisions rel'lect staff thinking a e9Y~.
NO E: Approved by the state Board of Educatiol} on May 21, 1,964. L .:J
10

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta, Ge or gia 30334

Office of Instructional Services 0i.vision of Teacher Education &: Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN ENGLISH
1. Frame of Reference for Criteria
The ability to communicate information, feelings, and values is central to those characteristics which make man human. Through his use of this ability he conducts his personal affairs, joins with others in community life, and shares the lives of many people in varied times and places. In large measure, then, his success as an individual and as a contributing member of society depends upon his ade quacy in reading, writing, speaking, and listening.
The centrality of language to human affairs is reflected in the special functions of teachers of English in elementary, secondary, and higher institutions of learning. The special functions are defined by the following responsibilities.
A. To inform the student about the basic structure of his native language.
B. To help the student to develop habits in speech and in writing that are appropriate, coherent, and effective.
C. To guide the student to an awareness of the importance of language as a tool of communication by teaching him to read and to listen critically and to write and to speak with integrity.
D. To help the student to develop the skills of reading, essential for a variety of purpose s.
E. To introduce the student to great literary works of the past and the present and to help him to understand, appreciate, and enjoy them.
F. To inform the student about the various forms of literary expression.
G. To lead the student to develop criteria for evaluating the inte grity of the author's use of language, for determining the truth and effectiveness of the content, and for judging the literary merit of the work.
H. To guide the student toward an appreciation of the humanizing values of literature.
I. To assist the student to develop the ability to form responsible conclusions and to make value judgments.

II. Program Planning Procedures

Representatives of all curricula relevant to the preparation of teachers of English should cooperate in planning the program for prospective teachers.

III. Admission and Guidance Procedures

Desirably, admissions and guidance procedures should be a cooperative effort of the Department of English and of Education.

The selection of students who will participate in the teacher preparation

program should be determined by their ability to do academic work of a high

quality, particularly in English and related curricula, and to work successfully

with people of various age s and characteristics.

.

IV. Staff and Facilitie s

Persons in Departments of English and of Education, who offer specialized knowledge and education for students, should be thoroughly prepared in the areas in which they a're teaching.

Facilities should be suitable for all the activities which are commensurate with effective instruction in English.

V. Program Design

A. General Education

The English teacher should have a balanced education derived from a wide variety of fields: foreign language, social sciences, philosophy, the arts, science, and mathematics.

B. English Language and Its Literature

1. In language, the teacher should have a knowledge of the histOriCal development and present character of the English language.

2. In composition he should have

a. familiarity with principles of organization and development. rhetoric, and logic.

b. practice in using language so that writing is unified, cohc r 1"\. responsible, appropriate to the situation, and stylisticalleffective.

3. In reading, he should have knowledge of the skills used in get ._ ~ meaning from written material and the ability to use them ef cr -" ~\ ly.

2-g

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4. In literature, he should have a knowledge.of and an appreciation for
a. literature which emphasizes the essential dignity of man
b. criteria by which he may analyze and evaluate literary expression
c. the major works, writers, forms, themes, and movements of literature in the English language
d. literature of other countries of the world in the original language or in translation
e. literature prepared especially for students of varying levels of maturity
5. In speech, he should have knowledge of and experience in formal and informal aspects of oral communication, including necessary listening skills.
C. Professional Education
The teacher of English should have certain professional knowledge and understandings which are pertinent to the teaching of English language and literature. The following statements are offered as amplification of D-5 in the statement of general criteria (Handbook of the Georgia Council on Teacher Education, Revised 1961, page 26).
1. Knowledge of the philosophies of education and the psychologies of learning and an ability to relate this knowledge to the study and teaching of English.
2. Understanding of the relationship between an individual's physical and mental growth and his progress in the use of language
3. Knowledge of a variety of methods for use in teaching students the skills and arts which are appropriate to their level of attainment in English
4. Understanding of the relation which each phase or level of teaching English instruction has to the total school, college, and university program
5. Awareness of the basic issues in teaching, especially the problems of continuity of English instruction from the first through the twelfth grades
6. Skills in evaluating progress of pupils and the effectiveness of one's own teaching.
NOTE: Approved by State Board of Education May 15, 1962 3-g

/

STATE DEPARTMENT OF EDUCAT ION State Offiae Building Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education
and certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCAT ION PROGRAMS OF FOREIGN LANGUAGES

I. Frame of Reference
All institutions preparing teachers of foreign languages should define and set up specific programs for the selection and training of pr.ospective teachers, with the clear objective of producing the best possible teachers. The programs should combine the features of a thorough liberal education, training in the foreign language skills and abilities, and professional education.
The teacher of a modern foreign language is expected to develop in his students a progressive control of the four language skills (listening, speaking, reading, and writing). He also should present the language as an essential element of the foreign culture and show how that culture is similar to and different from that of the United States. At the appropriate time in the language developmental sequence, he will in the target language acquaint his students with the foreign literature, art, and music in such a way as to bring the students to understand and appreciate the cultural values; he will also introduce elements of geographical and historical background necessary for the comprehension of today's world.
The teacher of classical languages is expected to develop in his students a progressive ability to read for comprehension in the target language without translating; he will need to develop in the students sufficient mastery of pronounciation and structure to make this possible for the students. He should present the language as an essential element of the ancient culture and show how that culture was similar to and different from that of. the United States. He will acquaint his students with the cla~sical literature and in such a way as to bring the students to understand and appreciate the cultural values, and he will present a geographical and historic background for the study.
To achieve these goals effectively, the language teacher will need to make judicious selection and use of approaches, methods, techniques,
I

and material and equipment for language teaching. His correlation of foreign language teaching with that of other disciplines will strengthen the general education of his student; and he is expected to evaluate the progress, diagnose the deficiencies of student progress, and to adjust his programs to meet individual needs.
II. The college in developing a program for teacher preparation in foreign languages should engage to study the needs of the program representatives of the following:
A. The subject matter specialists of the college
B. The teachers of professional education
C. Representatives of the public school including the classroom teacher, specialist~ and administrators.
The college staff members should maintain close contact with curriculum developments in the public schools. The college curriculum should be articulated with the curriculum of the public schools. Recommendations of the Modern Language Association and other professional organizations should be considered.
III. Program Design
Undergraduate Program
A. General Education
The general education should meet criteria in Section C. General Education of the statement, Criteria for Teacher Education Programs. Because the foreign language teacher must convey appreciations to students, the program should provide a broad general background in art, music, comparative literature, philosophy, geography, and history, including a sound knowledge of our own American culture and civilization.
B. Subject Matter of the Teaching Field
Study in the teaching field should insure understanding of the nature of language. It should make the student aware of language and behavior. The learnings should be incorporated in an organized form. Although considerable value lies in the complete and systematic presentation of a language history, this study is best done at the graduate level for those who have had some teaching experience.
2

It is desirable that the college encourage the prospective teacher to acquire competencies in the language through planned and organized travel to places where the language is spoken as the native language. Classes in the modern foreign language should be taught in the target language. This holds implications for testing as well as for class activities.
The total program should provide emphases on the following areas and degrees of competency:
Modern Foreign Languages
1. Aural Understanding
The ability to understand conversation of average tempo, lectures, and news broadcasts.
2. Speaking
The ability to talk with a native without making glaring mistakes and with a command of vocabulary and syntax sufficient to express one's thoughts in sustained conversation. This implies speech at normal speed with good pronunciation and intonation.
3. Reading
The ability to read with immediate comprehension (i.e., without translating) modern prose and verse of average difficulty and mature content. For linguistic considerations the sequence should be so ordered through the first literature course as to assure that the study of comtemporary will precede the study of classical periods.
4. Writing
The ability to write simple "free composition" with clarity and correctness in vocabulary, idiom, and syntax.
5. Language Analysis
A basic knowledge of the characteristics of the language and an awareness of the difference between the language as spoken and written.
6. CUlture
First-hand knowledge of some literary masterpieces, together with the social, artistic, political and spiritual forces which
3

produce them--presented in the foreign language--and an understanding of the principal ways in which the foreign culture resemtles and differs from our own. There should be bridge or transition courses to move from basic and intermediate work into literature, maintaining emphasis on language study while training is given in how to approach the reading of literature, and which include study of the culture and the civilization of the people as they relate to the contemporary period, to the people of today.
7. Professional Preparation
Knowledge of effective audio-lingual-visual techniques and the ability to apply these to the teaching situation and to relate the teaching of the language to other areas of the curriculum.
C. Professional Education
Professional education should meet the criteria in Section E of the statement of Criteria for Teacher Education Programs. Programs of foreign language should have specialized methods taught by personnel qualified in the subject area who would also supervise the student teaching, when possible.
Graduate Program
In the modern foreign language instruction on the graduate level, further proficiency should be gained in the seven language competencies of the bachelor program in modern languages and specific study should be pursued in research methods, literature, history of the language, linguistics, and teaching methods. In classical language graduate programs, added competency should be gained in each of the areas stressed in the bachelor program with emphasis on literature and history.
IV. Staff and Facilities
Staff: Colleges offering programs in foreign languages should provide a staff adequate for a certifiable major in one language and additional study in a second foreign language. All members of the staff in foreign languages should be highly proficient in audio-lingual processes and should be thoroughly acquainted--preferably through foreign study and/or directed foreign travel--with the literature and civilization of those countries whose language they teach. Staff members should be able to conduct classes of modern foreign languages in the target language. Staff members should be prepared to utilize the language laboratory and other audio-visual equipment needed in teaching the language.
4

Facilities: Recognizing the necessity of the audio-lingual approach, the college should provide an adequate modern language laboratory sufficiently large to make its use mandatory in all basic courses. In addition to the language laboratory, there should be tape recorders available. Other necessary equipment needed in the language department include movie projector, overhead projector, and slide filmstrip projector. The college should provide on campus places where only the target language is spoken' such as, the language table in the cafeteria, a language house, or language camp. The library should have periodicals from representative countries of all modern foreign languages offered.
v. Admissions and Guidance Procedures
The potential language teacher should be admitted to the language teacher preparation program through the procedures adopted by the college for admissions to all teacher education programs. In addition, special attention should be given to the student's language facility and to his experiential background in languages.
In guiding the beginning student in appropriate placement in language classes, consideration should be given to proficiency in all four Tundamental skills of the modern foreign language. When practical, students requiring remedial courses should be grouped together rather than with beginners who have some degree of proficiency. There should be some system for rewarding advanced placement for those students who are able to work at an advanced level.
For purposes of evaluating the college program and the student's work, it is recommended that evidence of proficiency as described in the seven areas of proficiency in the section on program should be considered by the college in its recommendation for certification.
It is recommended that the college require the student to take the Modern Language Association Proficiency Test as evidence of Proficiency.
It is also recommended that the scores should become a part of the official record of the institution.
j._~. - - - - - - : - : : - : : : - ,
APPROVED
fEB 21 1968
-5-

-

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING

Atlanta, Georgia 30334

Office of Instructional Services

......0. "."
,~
'

Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS FOR GRADES 7, 8, 9

1.

Background Information Relating ~ the Professional Program for Teachers

of Grades 7, 8, 9

The Junior High School is one of the most fluid segments of American education. In the Junior High School program, there is unusual vitality but at the same time uncertainty and lack of direction. Such objectives as exploration, transition, guidance, and socialization have been lar gely incorporated into the program. A survey reveals that most seventh grades are self-contained classroom units; ninth grade s are completely departmentalized; some eighth grade s which are housed in elementary schools are self-contained classrooms; other eighth grades which are now housed in senior high schools are departmentalized.

Desirably, the program for Grades 7, 8, and 9 should provide a gradual transition from the self-contained classroom of the elementary school to the departmentalization of the senior high. Consequently, the teacher education program should prepare teachers to fit into the present varied organizational patte rns of Grade s 7, 8, and 9 and, at the same time, provide for an increasing consideration of the needs of pupils in these grades.

II. Sugge sted Procedure s for Program Development

A. Teacher Education Staff should assume leadership in developing program and should enlist the cooperation of:

1. Colle ge personnel 2. Public school people 3. State Department of Education 4. Laymen and education students
B. Competencie s the program is de signed to develop should be identified. *

C. Consultant services should be secured from regional and national agencies.

D. Approval of program should be secured through procedures set up in the Handbook for the Georgia Council on Teacher Education.

* 1. Georgia Council on Teacher Education, Committee on the Education of
Teachers for Grades 4 - 9, Progress Report, April 1951 2. Southern States Work Conference Report to be published in Fall 1958
l-i

III. Suggested Criteria for Program
A. The general education of the pre-training years should give the student depth and breadth of knowledge.
1. Careful testing should reveal placement for correcting deficiencies in such areas as English, General Mathematics, Social Studie s, and Gene ral Science.
2. General Education should provide the functioning knowledge needed for intelligent citizenship and for personal-professional development.
3. The pre sent emphasis on the Humanitie s as well as the natural sciences should be continued.
4. An important part of the General Education Program should be an effective guidance service.
B. Throughout this teacher education program, candidate s should be carefully screened with respect to:
1. Intellectual ability; 2. Emotional adjustment, maturity, and adaptability; 3. Personality, range of interests and versatility; 4. Interest in early adolescents and belief that this is the age group
they want to teach; 5. Willingness to try new ways and to do continuous planning,
evaluating and study;
6. Physical health and the vitality deemed adequate to meet the
demands of this teaching.
C. In providing a sequence of experiences for such candidates, methods used in college classrooms should be similar to those which are desirable
in Grades 7, 8, and 9. These experiences would be those of the college
classroom and professional laboratory, including student teaching. This program of professional education should include experiences which:
1. Help candidate s gain a functioning knowledge of education background including:
a. A survey of educational history b. The principle s of learning with emphasis on application to
early adolescence c. The school functioning in the community (pertinent aspects
of sociology) d. Theory and practice in modern schools. This phase of the
program would carry the candidates into elementary, junior, and senior high schools. It would give them knowledge of curriculum in the schools, extra-class activities, staff relations, and where the schools stand in relation to theory and practice. (Thus, again, the candidate s are prepared for the gap between theory and practice. )
2-i

2. Aid candidates in learning to understand and accept the early adole s ce nt through:
a. An overview of the developmental patterns of human growth b. Adolescent psychology c. Guidance of adole scents d. Many experiences involving observation of and working with
early adole scents.
3. Provide the candidate with the necessary understandings and skills to use the following techniques effectively with pupils in Grade s 7,
8, and 9:
a. Grouping as it involve s: (1) understanding of group dynamics (2) skill in guiding group organization (3) skill in developing through pupil-teache r planning purposeful unified learning experiences (4) understanding of acceptable procedure s in the organization and guidance of homogeneous and heterogeneous groups
b. Testing as it involves: (1) self-made tests, determining the purpose of the test, developing the test in relation to the purpose, and having a number of purpose s which indicate the need for a variety of te st type s (2) standardized tests (a) some sophistication about tests (b) selecting the best test
c. Guidance (1) Technique s helpful in knowing individual pupils (2) Contributing to and using the cumulative folder (3) Counseling pupils (4) Working with staff on guidance program (5) Conducting parent interviews (6) Gaining the II Guidance II point of view
4. Give the candidate an understanding and appreciation of the function of the extra-class activity program in the curriculum of Grade s 7, 8, and 9, and also to develop in the candidate the skill to serve in an advisory capacity in at least one of the extra-class activity programs.
5. To give the candidate an understanding of the procedures involved in directing an effective developmental reading program for the
pupils in Grades 7, 8, and 9.
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6. To give the candidate a functional knowledge of teaching materials and equipment necessary for the implementation of a successful
instructional program for Grades 7, 8, and 9 in such areas as:
a. State adopted textbooks with teacher's guides b. Films and other audio-visual materials available through
system and state services c. Library materials from state and system services d. Community resources e. Science materials and equipment for demonstration and
laboratory purpose s
7. Give the candidate s thorough functional knowledge of academic content in social sciences, humanities, science and mathematics through the General Education program and further work in the
subject-matter of Grades 7, 8, and 9.
a. Provide a depth of knowledge in two or more of the se teaching fields. (1) If the candidates' interests and abilities are in academic subjects, this training might be concentrated in such related subjects as:
(a) English- social studie s (b) Science-mathematics
(2) Candidates should have mastery of content and skills in the se subjects as well as special abilitie s in the enrichment fields.
b. Wherever possible, the candidates should be given opportunities to develop competencie s in the enrichment fields which might include one or more of the following areas: art, music, homemaking, shop, business experience, modern languages, speech or drama.
c. Similarly, experiences might be provided in the areas of health and physical education, library science, and othe rs appropriate to the needs of these grades.
8. Candidates who wish to be certified to teach strictly within the enrichment or special areas, such as, health and physical education, should complete approved programs within the se areas with emphasis placed on problems and needs peculiar to children and youth of Grades 7, 8, and 9.
4-i

STATE DEPAR1'MENT OF EroCATlON STATE OFFICE BUILDING
Atlanta, Georgia 30334
:.
,-

otfioe of Instruqtional Serviees
Di~sion, Teacher ptiuoation & Certification

Jack P. Npe State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN HEALTH AND PHYSICAL EDUCATION

. I.

rWrai M4'o-f

Reference
i

At.ol~ aqy statement of goals to be found in schools today will ~Dcly4~ reference to principles of democracy, to helping the stu~~~ d.ve~op a sound sense of values, to the development of social Ikilla. and to self-fulfil~ment for th, individual. ~rch statements "ill ,a.ually continue by stating that each area of the curriculum ~~~ . .ke its contribution to these goals. This contriqution is as ~ch an Qbjective of the health and physica~ education program as it ~s ~f e~ch of the other curriculum areas.

A we11-.,~nned health and physical education progra. is one which

18 d88~aned so as to insure that all students attain: (1) desirable

phylica1 and mental health practices, (2) knowledge and understanding

of~ .. well a~ respect for, their bodies, (3) an un4erstanding of the

dynamic. of human movement, (4) a high degree of physical and neuro-

mu.cu~~r development and fitnesa, (5) knowledge of and the ability

to pe~orm a wide variety of physical ski1~s, (6) a sound set of

v~u~ apd attitudes concerning themselves and others, and (7) the

&liUtr to perform seve.r~l types of recreational skills for 1e~sure

t11118.

'

Sound programs of personal maintenance, involving appropriate rest,

diet, 'and r~creational activities contribute to selffu1flllment.

man, They a1s~ constitute effective combatives against illnesses resulting

'rom undue physical and mental strain and duress. For

of our

citizFUs desirable health practice will best be developed through

public 8choo~ health and physical education programs; therefore, these

Pfograas ~st be adequately designed and developed to meet the needs

Q~'~r c~ang~ng soc~ety.

Healtp ~d physical education programs should be so organized that there !a a progressive sequence of knowledge and skills in accordance
vit~ ,he characteristics and needs of each age group with attention
to ~h~ uniqueness of in4ividuals within the group. Such programs should provide children with experi~nce and opportunities for learning in ~oth h~alth and physical education. Health and physical education are closely related and inter-dependent; however, they are separate and distinct fields with a body of knowledge unique to each. Tke Ip.cifie concerns of these two areas are listed below:
I
A. H~alth:

I, Instruction which includes: personal hfgiene and cleanliness;

the human body including its organic functions, structure,

"

and maintenance; nutrition; dental hygiene; mental and

2
emotional health; sex education including preparation for marriage and the family; communicable diseases; safety education; stimulants and depressants; and community health and consumer health.
2. A healthful school environment which should be used as a teaching and learning experience.
3. Health services including individual screening, counseling, and referral, and first aid.
B. Physical Education which includes: Neuromuscular and physiological development; movement education; forms of play activities common to our culture; recreational and sports skills for leisure time; outdoor education including aquatics, camping, and boating; selftesting and evaluative techniques; dance and rhythmical activities; gymnastics and tumbling; and track and field.
---- P: r,ocedures for Program Development
The development of a program for educatiaa teachers of health and physical education must provide for competencies in Health and Physical Education at elementary, junior high, and secondary levels. Preparation for supervisors of elementary, junior high, and secondary ~chool programs should be at the graduate level.
III Program Design
I
Teachers prepared in programs designed according to the following guidelines should be able to teach health and physical education effectively.
A. General Education
Several types of understandings and competencies needed by the teacher of health and physical education are attainable through his involvement in the college general education program. Such understandings may be obtained through study in the areas of the natural and physical sciences, the arts, the humanities, the social sciences, health and physical education, and the areas concerned with communication skills. (Persons responsible for planning programs for the professional preparation of health and physical education teachers should review page 3-a of the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education," for further direction as to the role of general education in the preparation of teachers.)
B, Health and Physical Education Content Courses
Because the psychological, sociological, ~nd physiological characteristics and needs of children differ so greatly between

3
~~e ~lementary, junior htgh, and aecondary schoo~ levels, ~~~ health and physical education programs appropriate to
~ac~ ot these levels must also differ great~y in terps of
e~q~.nt, methods, and purpose. The~efore, it ~s.only logical
tn.t the health and physical education teacher who is responsible
ff)~ 8uch programs would have need for a gfeat number of ~cle~~ standings and abilities.
~~. part of the section on p~ogram des~gn is sub-di~idecl i~to ~~ee sub-sections. The first sub-section consists of competenc~es co~1dered basic to the effective teaching of either health or physical education at the e+ementaDy or ~econdary level. The second and third sub-sections concern competencies specifically r~1ated to the effective teaching of hea1th and physical education respectively.
~. ~peral competencies of Health and Physical Education T,achers
a. An understanding of the purposes of school hea~th and physical education programs and their relationships to the goals of public school e~ucat~on.
b. An understanding of the relationships between school health and physical ~ducatioQ programs apd the f~lated fields of safe~y~ recreation, and outdoor education.
c. An understanding of how health and phys~ca1 education classes may be so organized and aonducted as to have a positive effect on the student's attempts at developing a set of moral and soci~l values and patterns of behavior.
d. Knowledge and understanding of the sciences of anatomy, physiology, and kinesiology and the ability to apply this knowledge in his teaching responsibilities.
~. An understanding of the relationships between t~e aims and content of school health programs and the aims anq content of school physical education programs.
f. An understanding of the relationships between the aims
of school physic,l education programs, school intramural programs, and interscholastic athletic programs.
g. The ability to successfully perform and demonstrate a wide variety of tre skill~ involved in the physica~ activities, games, and sports of our culture, as well as the basic human movements of all age levels.

4
h, An und~rstanding of the historical development of health and physical education as influ~ncing present day philosophy :f.n J;ho~e areas.
2. Compet~ncie~ needed by Teachers of Elemen~a~ and Secondary Sc;hoe,l JIea1.th
An und~rstand~ng of the aims and nature of school health ~ducation and health services progra~ in elementary and secoqdary schools.
Vnde~~tanding and knowledge of the content within the following areas as it would relate to the elementary and the secondary school health programs.
Personal Hygiene and Cleanliness ~he Human Body{~ts organic structure. functioning.
find maintenance) Nu~r~tion(includingplann~ng family nutrition) Qental Hygi~ne ~~tal and Emotional Health ~mmunity and National and International and World
Heal,th rroblems Sex Education including preparation for marriage
and the family Depressants and Stimulants (including alcohol. nar-
c~tics. and tobacca)~. Accident Prevention Communicable Diseases Oonsumer Health (including health misconceptions
and quackery)
c, The ability to recognize normal physical. mental. and emotiona~ growth and developmental patterns of school age children and the ability to identify deviations from sllch patterns.
d, An understanding of the illnesses and health problems ~ncountered by children and teenagers and knowledge of techniques and procedures which are effective remedies ~4 preventives of such problems.
e. ~~ ability to consult and advise individual students of all age levels concerning th~ir personal health
prob~elD8.
f. ~e abi~ity to initiate and conduct progra~ of specialized
~~,truction and 4ctivities for stud~nts w~th indivi4ual . ne~d~ qr problems.

5
g. The ability to conduct health screening procedures.
h. The ability to interpret and relate the findings of physical examinations to the total school health program.
i. The ability to use surveys and other research techniques and statistics in studying community health problems.
j. An understanding of desirable health habits. practices.
and attitudes commensurate with the elementary age child in order that health education programs at upper grade levels may be founded upon the awareDess of such attitudes and understandings by the student.
3. Competencies Needed by Teacher.s of Elementary and Secondary School Physical Education
a. The ability to design wholesome and effective physical education programs.
b. An understanding of the rules. principles. regulations.
skills. and equipment facilities. and procedures of activities suited for:
(1) Elementary school physical education programs from areas such as the following:
Games of low organization and skill Rhythmic and mimetic activities Simple team games Beginning and elementary stunts and tumbling Beginning swimming Simple individual physical skills Movement education
(2) Junior and Senior high school physical education programs from areas such as the following:
Team sports Individual and dual sports Aquatics (beginning. intermediate. and advanced) Gymnastics and tumbling Dance Isometric and isotomic exercises Outdoor living (including camping. boating. etc.) Adult recreational activities Safety and first aid Track and field Self-testing activities Body mechanics Coeducational recreation activities.

6
c. An understanding of patterns of normal growth and development of school children and the enhancement to such growth which is possible through physical education activities.
d. An understanding of and the ability to design physical education programs and activities for children with exceptional needs.
e. An understanding of the ability to use several types of testing devices to measure physical strength, growth, and fitness, and the ability to incorporate the findings of such tests into the design of physical education programs.
f. An understanding of a desirable sequence of physical education activities which may be implemented into the design of school physical education programs to provide optimal learning and development on the part of children.
g. The ability to purchase, store, maintain, improvise and use facilities and equipment needed in the physical education program.
h. An understanding of the various types of injuries which
may occur through participation in physical education and sports activities and the ability to administer necessary and immediate treatment.
i. The ability to design and conduct intramural sports programs which include a wide range of activities and which can accommodate the needs and interests of all interested students.
j. The following competencies relate to the role of the secondary school physical education teacher in coaching interscholastic athletic teams.
(1) An understanding of the relationships between secondary school physical education,intramural sports, and interscholastic athletics programs.
(2) An understanding and appreciation of the positive values of participation in interscholastic athletics and the ability to conduct such programs from this frame of reference.
(3) The ability to organize and arrange interscholastic athletics schedules which reflect concern for the school's aims and objectives and consideration for the welfare of team members.

7
(4) An understanding of the various strategies, fundamentals, and skills involved in the activities included in interscholastic athletics programs.
c. Professional Education
The following competencies which are needed by health and physical education teachers are usually considered to be a part of the concerns of professional education and are offered as amplification of information on page 5-A of the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education. "
1. An understanding of the approach to the teaching of health
and physical education.
2. An understanding of physiological, psychological, and sociological patterns of human growth and development of learners at all age levels.
3. The ability to evaluate learning and skills in health and physical education.
4. The ability to interpret the aims and objectives of physical education and health to the public.
IV. Staff ~ Facilities
The organization and optimal functioning of the educational enterprise is dependent on a staff, qualified by academic preparation, experience, skills and attitudes from which effective learning derives. The educational process also requires facilities developed and used with the concept that they are an integral part of the teaching-learning experience. It is therefore the responsibility of administration to provide, in addition to a qualified staff, facilities, adequate in quantity and quality for progressive learning, through which the student grows in skills, satisfaction and achievement.
To achieve these ends:
Staff
1. All members of the regular teaching and administrative staff of the health and physical education department should be qualified by appropriate experience and education for their duties. The director of the department should have a doctoral degree or its equivalent, and should have had. teaching and administrative experience. All other full time staff members should have at least the masters degree.
2. There should be a sufficient number of qualified staff members to meet the teaching requirements of the program.

8
3. Standards relating to staff load, tenure, retirement, academic work, and other matters applicable to the general staff of the institution, should apply equally to staff members in health and physical education.
4. The use of undergraduate students and non-degree personnel as instructors, in any phase of the institution's instructional program, is not recommended.
5. Staff members should be encouraged in personal and professional growth through study, travel, research, writing and attendance at staff and professional meetings. Funds should be set aside for this purpose.
6. Additional department duties should be evaluated in determining each staff member.s total work load.
7. Class size should be such as to provide for -.ximum opportunities for effective instruction. In determining class size, recognition must be given to such factors as: type of activity, efficiency of teaching personnel, facilities and equipment and staff available.
Facilities
1. Facilities should be developed and used with the concept that they are an integral part of the teach*ng-learning experience.
2. Facilities should meet the needs of men and women for developing the competencies sought in the instructional, intramural, recreation and inter=collegiate programs.
3. A variety of facilities should be provided to insure the possibility of a broad program; that is, playing fields, courts, gymnasia, dance studios, swimming pools, and other necessary activity areas.
4. A functional and adequately housed, equipped and staffed student health service, and guidance and counseling service is necessary.
5. Physical education ~quipment ofsufficient quantity and good quality is necessary for success of the program. A budget sufficient for meeting these requirements should be provided.
V. Admission and Guidance
To insure the entrance of desirable and well qualified health and physical education teachers into the teaching profession, the institution should develop a well defined plan of admission and guidance. This should be a cooperative effort of the Health and Physical Education Department and the Education Department.

9
Admission
A. The policies governing entrance to the institution should be such that only those applicants possessing the potential to successfully complete the college program would be admitted.
B. Provision should be made for a screening committee to determine, through interviews, tests, and current and adequate records, the status and abilities of the applicant.
C. Admission to the teacher education program and to specialization in Health and Physical Education should be determined by the evaluation of factors such as: ability to do acceptable academic work; proper usage of the English language; emotional maturity; demonstrated competence in the basic skills of physical education and/or motor educability; physical, moral, and social fitness; general intelligence; professional interest; demonstration of a desire to work with people of various ages and characteristics; and physical appearance.
Guidance
A. After an applicant has been admitted to the Health and Physical Education program. he should be assigned to a department advisor who would review his performance record and planned program at regular intervals.
B. Conferences should be scheduled with the student in which he is encouraged to engage in self-evaluation of his academic and professional progress.
APPROVED
FEB 15 19B'T
STAl E l!O!.R'J OF EGUCAfiON ATLAN fA, GEORGIA - 30303

/

STATE DEPARTMENT OF EDUCATION

STA TE OFFICE BUILDING

Atlanta, Georgia 30334

Office of Instructional Se rvices Division of Teacher Education & Certification

Jack P. Nix State Supe rinte nde nt of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN INDUSTRIAL ARTS

1. FRAME OF REFERENCE
A. Introduction
Industrial technology has had, and will continue to have, an overwhelming impact on society. Industrial ingenuity has brought about new tools, materials, methods, and developments. Automatic production, scientific management, engineering re search, and the changing occupational pattern with its requirements for continuous retraining are evidence of a new way of Arne rican life.
Industrial arts is designed specifically to help prepare individuals to meet the requirements of this technological culture. As an integral part of the total program of education it provides unique oppo tunities for students to participate in representative industrial-technological experiences. These experiences require the application of mathematics, science, language arts, and other school subjects. Industrial arts assists in the discovery and development of personal aptitudes, interests, creative technical abilities, self-reliance, sound judgment, and resourcefulness through problem solving, and self-expression in an environment related to industry. One of the characte ristics of industrial arts is that the problems and activitie s planned for or sele cted by the students are meaningful to them. Problems involve the students in developing an idea, from its inception, through the necessary research, planning, designing, modifying, evaluating, communicating, managing, laying out, cutting, shaping, forming, as sembling, finishing, and testing phases. Through these direct experiences with tools, machines, and materials, and through close working association with classmates and teachers, the objectives of the course are attained.
Industrial arts brings about wholesome changes in the learner by affecting his habits, attitudes, and understandings. The changes of most concern to industrial arts involve the man-made physical world. They are brough about by developing: (1) a knowledge of materials, their production and fabrication; (2) an understanding of the place of tools and machines, materials and men in industrial processes; (3) an intelligent understanding of craftsmanship and construction work; (4) an understanding of the health, recreation, and economic values of such work; and (5) a favorable attitude toward creative thinking and the scientific method of problem solving.

l-k

B. Definition of Industrial Arts
Industrial arts is the study of our technology, including industrial tools, materials, processes, products, occupations and related problems. It involves activities conducted in shops, laboratories, drafting rooms, and classrooms.
c. The Unique Objectives of Industrial Arts
1. To develop insights and unde rstandings of industry and technology in our culture.
2. To discover and develop interests and capabilities of students in technical and industrial fields.
3. To develop the ability to use tools, materials, and processes to solve technical problems involving the application of science, mathematics and mechanics.
D. Place of Industrial Arts in the Public Schools
Industrial arts, as a subject, should be provided for pupils in grade s 7 -12. The elementary school child should be provided informal constructional and informative experiences involving tools, materials, processes and products of industry as they relate to the horne, the community and the world of work. The se should be provided as an inte gral part of the elementary school program rather than as a separate subject.
E. Scope and Organization of Industrial Arts
Industrial arts, as a discipline, basically includes informative and manipulative experiences dealing with today's industry and technology. As a study of industry, these experiences should accurately reflect the current practices of the industrial world.
The general nature, content and operation of American industry, suitable for study in industrial arts, fall within six broad industrial classifications (manufacturing, construction, servicing, power, communication and transportation, all functioning under the orientation of research and management) which are generally subdivided according to the materials and/or processes involved. Industrial arts curricula should be structured so as to reflect an organization as listed on the following page.
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Manufacturing

Categories of Industry
Construction Servicing Transportation Communication Power Research and Management

Wood Metals Plastics Ceramics Textiles Leather

Carpentry Masonry Electricity Plumbing

Household Industrial Commercial

Automobile Aircraft Train Ship Rocket Truck Bus

Electronics Drafting Printing Photography

Natural Electrical Mechanical Thermal

Industrial arts in grades 7-8-9 should emphasize the purposes of this subject which deal with the understanding of American industry and the discovery of the learner's talents in the technical and industrial fields. These should be achieved by providing for the learner a wide variety of basic, up-to-date experiences, beth informative and manipulative, in each of the above mentioned industrial clas sifications. At this organizational level emphasis should be on breadth rather than depth in industrial activities, and this may best be done in multiple activity shops.

At the senior high school level, grade s 10-11-12, industrial arts should become more specialized. Greater consideration should be given to the specific needs of pupils with varying abilities, aptitudes, interests, backgrounds and aspirations. The emphasis of industrial arts at this level should be placed on the development of special skills and abilities in the technical and industrial fields. For some learne rs this will be occupational preparation, and for others foundation training for advanced study in industrial and technical pursuits.

II. PROCEDURES FOR PROGRAM DEVELOPMENT

College programs designed to prepare teachers of industrial arts should be developed through the cooperative efforts of industrial arts teachers, teachers of professional education, teachers of related fields, and administrators in both public schools and colleges. Recommendations from the Georgia Industrial Arts Association, the State Department of Education, the American Industrial Arts Association, the American Vocational Association, and from other appropriate agencies and organizations should be carefully considered in developing the se programs.

III. PROGRAM DESIGN

A. General Education

The teacher of industrial arts should have a balanced education from a wide variety of disciplines and fields in the humanities and the arts and sciences. (See page 3-a of the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teache r Education. ")

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B. Teaching Field
Each teacher prepared in this program should be able to function in grades 7-12 with some specialized understanding in the areas below:
1. Industrial arts teacher education programs should provide study and experiences in each of the following basic areas:
a. Drafting
Students should learn to plan, sketch, letter, and make working and pictorial drawings of tools, jigs, and fixtures, machines, and architecture. They should be able to describe in geometrical terms the shape, size, space location and relationship of geometrical magnitudes. Problems involving design, mechanics, science, mathematics, and drafting should be pre sented.
b. Woods
Students should learn common construction practice s, finishes, materials, etc., in addition to the processes in cabinet making, carpentry, patternmaking, millwook, model building, furniture and other wood using industries.
c. Metals
Students should learn common fabrication practices, finishes, materials, and industrial processes in the areas of bench work, sheetmetal work, machine work, metallurgy, welding, foundry practices, heat treating, forging, and other metal using industries.
d. Electricity-Electronics
Students should learn the use of electrical energy and electrical circuits in the horne, shop, and in industry. They should learn basic electrical and electronic principles employed in common electrical devices such as the battery, generator, heating appliances, transformers, radio, television and simple electronic controlling and communicating devices.
2. In addition to study in the four basic areas, study should be provided in at least one of the following areas and preferably in both;
a. Powe r Me chanics
Students should have study and experiences in the area of power development and use including wind, water, solar, nuclear, jet, rocket, and internal combustion forms of energy. Applications and principles of power utilization involving hydraulic and pneumatic device s should be included.
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b. Graphic Arts
Students should acquire a knowledge of printing and publishing. Major areas of instruction should include letterpress printing, lithography and gravure. Student activities should include:
bookbinding, silk screen printing, linoleum block cutting, rubber stamp making, printing de sign, intaglio printing, papermaking, photography, plate making, stencil cutting and duplication.
3. In addition to the basic areas described above, and insofar as feasible, students should be provided with experiences and understandings in the following industrial areas: plastics, leather, textiles, ce ramics, and othe r industrial materials.
4. Each of the above areas of industrial arts should:
a. Reflect the technical, consumer, occupational, recreational, social and cultural aspects of American industry.
b. Emphasize the safe and proper use, care and maintenance of tools and equipment.
c. Provide experiences that will involve the student in research and development, and in creating,designing, organizing, constructing, and operating with industrial materials, processes and products.
d. Provide content sele cted from the manufacturing, construction, servicing, transportation, communication, power, research and management categories of American industry, insofar as applicable.
5. The program should prepare students to teach a general industrial arts course at the junior high school level (grade s 7 - 9) and one or two specialized (general area) courses at the senior high school level.
6. Every prospective industrial arts teacher should have experiences In a comprehensive general shop that serve as a synthesis of the theory, methods, and practice of providing instruction in such a shop organization.
C. Professional Education
The program for the student preparing to teach industrial arts should meet the criteria for professional education provided in the handbook, "Criteria for Approving Georgia Institutions and Programs for Teacher Education. " (See Section I'E" and "F," pages 5a-6a of the criteria bulletin.)
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IV. STAFF AND FACILITIES
A. Staff
Industrial arts teachers should have sufficient preparation to teach in their area of specialization. Industrial arts teaching experience in secondary schools and some experience in a trade or manufacturing industry are desirable.
B. Facilities
Adequate tools, materials, classrooms, laboratories, shops, drafting rooms, and financing should be provided in order that the necessary experiences and learning may take place in each of the areas offered by the institution.
V. SELECTIVE ADMISSION AND RETENTION
Admission and retention policies of the institution should be applied to prospective industrial arts teachers. The following should serve as guides:
A. Students should be carefully selected and screened. Desirable personality development, mechanical and technical aptitude and interest should be recognized as most important factors contributing to success as a teacher.
B. Students should develop sufficient manipulative skill and technical knowledge to give them confidence and enable them to gain the confidence of others.
C. Students should acquire sufficient knowledge of te chnical facts, procedures, materials, occupations, and other industrial matters to enable them to interpret industry and technology to others.
D. Students should acquire sufficient understanding of methods and techniques of shop organization, management, teaching, and maintenance to insure the efficient functioning of the program in the school.
Note: Approved by the State Board of Education on May 21, 1964.
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STATE DEPARTMENT OF EDUCATION

STATE OFFICE BUILDING

Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Supe rintendent of Schools

CRITERIA FOR PROGRAMS FOR TEACHERS OF TRADE AND INDUSTRIAL EDUCATION

I. Frame of Reference

Work as part of a wholesome life is deeply embedded in our American culture. The desire to develop the potential of all persons in our society is and has been the hope of educators both for the benefit of the persons and for the perpetuation of our society. Many types of educational institutions have corne into existence to playa role in this ultimate goal of "education for all. "

Vocational education is herein defined as that instruction which is

..... de signed to fit individuals for employment in a re cognized occupation. Such instruction will include vocational or technical training or retraining for (i) those preparing to enter a recognized occupation upon the completion of instruction and (ii) those who have already entered an occupation, but desire to upgrade or update their occupational skills and knowledge in orde r to achieve stability or advancement in employment. 1

The rapid expansion of our economy in recent years has brought vocational education out of the fringe area of education and has placed it more sharply in focus as a vital part of our national defense, our world leadership role, and our overall educational objective s.

Tpe teaching field in " ..... trade and industrial occupations is concerned with preparing persons for initial employment or for upgrading or retraining workers in a wide range of trades and industries. Such occupations are skilled or semiskilled and are concerned with layout designing, producing, processing, assembling, testing; maintaining, servicing, or repairing any product or commodity. 112

The. criteria herein outlined refer to teacher preparation in the Georgia institutions of higher learning for teaching in the trade and industrial occupational programs in the vocational schools, area vocational-technical schools, and high schools.

lU. S. Department of Health, Education and Welfare. Office of Education Administration of Vocational Education Rules and Regulations. Vocational Education Bulletin No.1. Revised 1966, p. 15.
2Taxonomy, Division of Vocational Education. State Department of Education, Atla.'nta, Georgia 1967.

II. Procedures for Program Development
Colle ge programs intended to prepare teachers of trade and industrial education should be designed and developed through the cooperative efforts of teachers of trade and industrial education and related subjects, trade and industrial teacher educators, profe ssional education teachers, and administrators in public schools, area technical schools, and colleges. Recommendations from the State Department of Education, U. S. Office of Education, American Vocational Association, and from other appropriate agencies and organizations should be carefully considered when developing the se programs.
III. Program Design
Programs de signed according to the following guideline s should enable teachers to teach subjects in Vocational Trade and Industrial Education that relate to the teacher's acquired occupational field{s).
A. General Education
The program should provide a balanced education from a wide variety of disc~plines in the college general education program. It should meet the general education standards set forth in Criteria for Approving
Georgia Institutions and Programs for Teacher Education. 3
B. . The Teaching Field
The teaching field in trade and industrial education is divided into three sections:
(1) Competencie s and experience in the occupation (2) Competencies in specialized subject matter (3) Understandings in related sciences
1. Competencies and experience in the occupation
Competencies and experience in the occupation refer to occupational experience acceptable to the preparing institution which meet the following conditions:
a. Presentation of letters of affidavit proving occupational experience being two (2) years beyond the learning period. The iearning period is interpreted as apprenticeship or formalized vocational education training program.
3Criteria for Approving Georgia Institutions and Programs for Teacher Education. Mimeographed, State Department of Education, 1963, p. 3-a.
2

b. In lieu of "a" the two years of work experience may be substituted by one year of structured work experience in an occupational field in which the candidate expects to teach, supervised by the teacher preparing institution, and the completion of this program in trade and industrial education with a concentration in the occupational field in which the candidate expects to teach.
2. Competencies in specialized subject matter
Specialized subject matter shall lead to competencies such as the following:
a. Ability to make a detailed analysis of a trade or occupation to determine the teaching content therein.
b. An understanding of how teaching content can be organized so that occupational theory and laboratory experiences are correlated and meaningful to the student.
c. An understanding of management principles as applied to school laboratorie s.
d. An understanding of the physical sciences, mathematics, social sciences, and the ability to apply knowledge gained in general education to teaching responsibilities.
e. An understanding of federal laws and policies that affect vocational education programs and the ability to design and conduct programs within the limits of the s e policie s.
f. An understanding of the principles of adult education and the ability to apply these principles in helping adults who seek training beyond the high school level.
g. An understanding of the objectives and the concepts of other vocational disciplines, (vocational agriculture, horne economics, technical education, business education, and distributive education).
h. An understanding of the impacts of innovations of this technological age and the use of computers.
i. The further development of a knowledge of the technical sciences.
J. A demonstrated understanding of individualized instruction and technique s for accomplishing this in occupational training.
k. A knowledge of the history and evolvement of vocational education in America and of the influence of organized labor and other forces in our society.
3

1. Demonstrated ability in the use of specific instruments and in technique s for evaluating vocational and industrial programs.
m. A knowledge of industrial safety programs and how these are incorporated in a school program.
3. Sciences
In addition to specialized subject matter the curriculum shall emphasize the physical sciences appropriate for the various occupations.
C. Professional Education
The program shall conform to the standards set forth in sections "E" and "F" of the "Criteria for Teacher Education Programs" with the exceptions which follow:
(1) Section E-8 (page 6-a) shall read as follows:
.... problems of the school, problems of teaching, and the impact of technological innovations on education.
(2) Student teaching centers referred to in Section F, Item 10, of Criteria for Teacher Education Programs shall be interpreted to mean vocational schools, area vocational-technical schools, and high schools.
IV. Staff and Facilities
The effectiveness of a teacher education program at an institution of higher learning is dependent in large measure on the academic preparation and experience of teacher education staff and the adequacy of its facilities. The selection, development, and retention of these should be in accordance with the philosophy, objectives and scope of program, and should be a continuous process.
A. Staff
1. All trade and industrial teacher educators should possess a sufficient degree of occupational competency in a vocation, appropriate teaching experience, and adequate preparation in trade and industrial teacher education for their assigned responsibilities. A minimum of a Master's degree specialization should be required of all full-time staff members.
2. The quantity and diversity of the teacher preparation staff should be sufficient to give prospective teache"rs the necessary preparation for teaching effectively in their areas of specialization.
4

Facilities
A sufficient quantity of appropriately equipped classrooms, laboratories, librarie s, and other training facilitie s should .be provided at the institution in accordance with the type of pre-service and in-service trade and industrial teacher education program offered. Necessary expendable supplie s and adequate capital outlay should be provided.
V. Admission and Guidance Procedures
The general rules and regulations governing admission and retention of students in teacher education at an institution should be applied to prospective trade and industrial education teachers. In addition, students who are admitted to this program should have had adequate vocational experience or contact in the line of work for which they are preparing themselves as teachers, or should be capable of acquiring such experience or contact as a part of their program.
A. Students may be admitted to the undergraduate trade and industrial program
1. Who have completed pre -employment occupational training programs and have worked as wage earners for a prescribed period of time in the areas they plan to teach, or
2. Who have completed pre -employment occupational training programs in their areas of specialization and have the necessary occupational competencies to become wage earners in same, or
3. Who possess the necessary mechanical and technical aptitudes and physical maturity needed to pursue successfully pre-employment occupational training programs and to work as wage earners in an occupation, or
4. Who are able to exhibit their occupational competency through examinations.
B. Institutions will recommend applicants for profes sional ce rtification upon completion of the program and satisfactory occupational competency and expe rience.
C. Students may be admitted to the graduate trade and industrial education program
1. Who have undergraduate degrees in this teaching field, or
2. Who have undergraduate degrees, arid have sufficient occupational training, work experience, and professional education for a Teacher's Professional Four-Year (T-4) Certificate in Trade and Industrial Education.
NOTE: Approved by the State Board of Education February 21, 1968
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STATE DEPARTMENT OF EDUCATION State Office Building Atlanta, Georgia 30334

Office of Instructional Services Teacher Education

Jack P. Nix State Superintendent of Schools

CRITERIA FOR PROGRAMS IN MUSIC EDUCATION IN GEORGIA Introduction

The public school music teacher of today must be at once a dedicated professional educator, aware of the philosophy and function of public education and of current practices therein; an enlightened citizen in terms of knowledge, understandings, appreciations and behavior; and? competent musician, capable of making his art a living force in the lives of children, in the school, and in the community. The criteria submitted herewith have been developed as an outline of how such teachers can best be prepared, within a four-year program, for service in the elementary and secondary schools of Georgia.
The already existing Georgia standards for General Education, Professional Education and Student Teaching are so adequate that the committee accepts them with only one minor qualification. Since so much music learning is cumulative in nature and must be taught sequentially, and since the development of essential motor and aural skills must be continued without interruption from the secondary school into the college, the General Education work should be extended into the senior college program rather than concentrated within the first tvlO years. The only apparent loss to the student by this action would seem to be in the exploratory function of the general courses; and since the typical music education student has quite well-defined goals when he reaches college, the committee feels this loss would be negligible.
The committee recognizes that the various institutions of higher education in Georgia will differ greatly in outlook, personnel, physical equipment and clientele. The criteria here established are intended to allow for such differences. They are presented as representing only the minima required to guarantee the best possible music teachers for the school children of the state.
************
TEACHER EDUCATION IN MUSIC FOR GEORGIA
MINIMUM PREPARATION
1. . The Junior College
The junior college which attempts to prepare students for upper division study in music education offers two years work, under qualified teachers, conforming to the same standards as expected of the senior college, in at least the following three branches of music:
A. Basic Music (Theory) B. Major Performance (Applied Music) C. Ensemble (Band, Orchestra, Chorus)

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Senior College
The physical facilities provide adequate housing for instruction in music, including classroom, rehearsal rooms, studios, offices, and individual practice rooms; all equipment needed for effective instruction, including instruments and recording and record-playing facilities, and a library sufficient in music for all performance requirements, in recordings and scores for all course work, and in books and periodicals about music and music teaching for all anticipated study or reference needs.
B. The music faculty includes at least three persons, each meeting the institution's regular standard requirement as to training and experience, among whom the following teaching competences are distributed:
1. Basic Music (Theory) 2. Music History and Literature 3. Instrumental Music (IndiVidual instruction and
band and/or orchestral conducting) 4. Vocal Music (Individual instruction and choral conducting) 5. Piano 6. Elementary School Music
At least those who teach the music education courses, and preferably more of the faculty, have a background of successful experience in the public school music program. Those teachers who teach the music education courses should have had professional training in music education.
C. The music department maintains systematic liaison with the public schools of the area which it serves. This liaison has three objectives:
To keep the department informed as to current practices and problems in the public schools
To serve as a follow-up for recent graduates, both for their benefit and as a means of discovering and correcting weaknesses in the pre-service program
To better coordinate the pre-college and college preparation of the potential music teachers still in secondary schools.
D. The music department participates actively in the recruitment of music education students where recruitment is not against the policy of the institution.
E. Consideration of individual differences in musical talent, intellect, personality, and background is an inherent part of the pre-service program. Entrance appraisal of these qualities is used for guidance into work of appropriate level and as a basis for redirection of those obviously unsuited for music teaching.
F. Selection retention techniques are used, particularly during the early part of the program. Careful appraisals are made regularly and those who demonstrate inadequacies are advised to change their major field.
III. The Four Year Curriculum in Music Education
A. General Education, including English, social studies, science, mathematics
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and other areas as determined by the institution. Course objectives assure effective verbal communication, acquaintance with the cultural heritage, problem recognition and solving ability, and cognizance of the social and political structure in which we live.
B. Professional Education, including education, music education, study of the learner and learning process, and student teaching. Music education courses common to all students provide an overview of all music instruction in the elementary and secondary schools and acquaint them with materials and techniques of teaching and organization. Additional offerings provide band or choral directing, or other particular techniques required by such specialized work. Attention is given to the administrative and business aspects of music education and to public relations practices. Insofar as is possible, observation and participation in actual teaching are parts of such music education courses.
Education, psychology, and music education courses are cooperatively planned to insure understanding of the teaching profession, the function and goals of the public school, the place and function of music within the total curriculum, the learning process, and teaching competencies common to all teaching fields.
The student teaching experience is in conformity with existing criteria. The assignment is based largely upon the special interests and aptitudes of the student, but it is made as broad as possible in terms of level and types of teaching. It includes other aspects of the music teacher's responsibilities, both within and outside the classroom.
C. Music, including basic music (theory), music history and literature, and the various performance fields.
1. Basic Music (Theory), including such courses as below, taught either separately or in combination:
a. Music Reading (sight singing, etc.) b. Ear Training and Dictation c. Keyboard Harmony d. Harmony (part writing) e. Form and Analysis f. Instrumental and/or Vocal Arranging g. Counterpoint h. Composition
The background of incoming students in this area is carefully evaluated. Superior students are admitted to advanced courses and deficient students assigned to special sections or given supplemental remedial work.
The objectives of these courses are the development of sound personal musicianship and the acquisition of such functional skills as transposition, scorereading and analysis, and arranging for instruments and/or voices as required in teaching situations. The content and methodology in this area are justifiable in terms of desired functional outcomes.
2. Performance, including the five categories below .. It is anticipated that guided election of work within b,d, and e below, coupled with appropriate music education courses,-wTll pe~it concentration within
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either the vocal or the instrumental field; but without neg1~ct of eith~r, and not pr~c1uding the possibility of ba1anc~d pr~paration in both for the especially gifted or ambitious stud~nt.
a. Conducting. The student is pr~pared for both choral and instrumental conducting. Mat~ria1s appropriate for school use ar~ utilized in class, r~hearsa1 techniques ar~ studied and th~ course includes laboratory exp~rience in dir~cting live p~rformances.
b. Ensemb1~. Each student is an activ~ participant throughout his undergraduate program in th~ large ensemble most appropriate to his major int~rest (band, orchestra, chorus). Instrumentalists are urg~d to sing in choral groups and vic~ versa. The work done by these large ensembles ex~mp1ifies the highest standards of organization, preparation, and performance.
Insofar as is possible, each stud~nt also participates r~gu1ar1y in a small ensemble (duo, trio, etc.) appropriate to his major performance medium.
c. Functional Piano. As early in th~ program as possible, ~ach stud~nt achieves at least a minimum keyboard skill, d~fined and measur~d in terms of compet~nci~s needed in th~ ar~a of that student's principal int~r~st. This skill may b~ achieved prior to college entr':nce, i~ class or priv~te instruction within the curriculum, or in extracurricular study.
d. Major Performance. Each stud~nt studies th~ performanc~ medium (instrument or voic~) in which h~ excels until h~ is able to perform standard solo literature accurat~ly and expressively, to read fluently and with musicianly insight characteristic compositions for the instrument (or voice), and to hold with competence a position of responsibility in a major ensemble. The minimum requir~ ment in this category is stated in terms of musical and technical standards rather than credits or years of study.
e. Minor Performance. Much or all the teaching of the s~condary performance med;~ utilizes class methods, illustrating the techniques and materials which are needed in public school teaching.
1. Each student can demonstrate th~ basic techniqu~ of good voice production, and can sing, within his range, simple melodic materiq1 with musicianly feeling.
2. Each student can demonstrate the basic technique and characteristic tone quality of one woodwind, one brass, and one string instrument.
3. Each student preparing primarily for instrumental teaching can demonstrate the basic technique and characteristic tone quality of each woodwind, brass, and string instrument; and can demonstrate the basic technique for those percussion instruments commonly used in school bands and orchestras.
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3. Music History and Literature, designed to provide acquaintance with much music within its historical framework; knowledge of the major periods of music history in terms of composers, philosophies, styles and media; and the perceptive and analytical skills which are basic to high standards of artistic taste and judgment.
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/
STATE DEPARTMENT OF EDUCATION
State Office Building
" Of
Atlanta, Ge orgia 30334

C)ffice of Instructional Se rvice s Division of Teaeher Education
and Ce rtification

Jack P. Nix State Supe rintendent of Schools

CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF MA THEMA TICS

1. Fra:me of Refe rence
:".
The society in whi ch we live today de:mands that all persons be :mathe:matically literate. All the people of a de:mocracy need to study :mathe:matics. They have certain needs which :mathe:matics alone can fulfill.

Mathe:matics is a universal language. To understand this language, we :must keep ever in :mind that it is a highly sy:mbolic language.

There has been a ti:me in history when the :main interest in :mathe:matics was fro:m the cultural viewpoint. At another ti:me, it was considered :more for its practical application. Today there is a vital need for both.

"Mathe:matics is undoubtedly one of :man's greatest intellectual achieve:ments,. Its language processes and theories give science its organization and powe r. ,,1
Many educators believe that :mathe:matics gives :man an ever broadening grip on the world. So:me go as far as to say that natural survival depends upon progress in :mathe:matics which is the Queen of the Sciences.
Mathe:matical ability and :mathe:matical training are co:m:modities in great de:mand today. A broader conception of the subject today has sti:mulated a:mazing new theoretical develop:ments and in turn has led to new possibilities of application in the physical, biological, and social sciences. These new applications have brought pressures for :modification in the :mathe:matics curriculu:m.

.." I
:" ; "'I
.' I I
.......;:':'.1

Until recently society has been prone to accept :mathe:matics as an "unchang-

'."
~".1

ing discipline" handed down fro:m generation to generation and not to be

"I

ta:mpered with. There are startling new develop:ments in :mathe:matics each

.:~
.~

year. Many of these discoveries have reduced the i:mportance of so~ of

the traditional :mathe:matics and have brought about a changed e:mphasis in

the teaching of the subject. This new approach reflects a recognition of the

frequent use of quantitative and abstract thinking. It requires teaching

funda:mental concepts in such a way as to challenge the pupil to work and

think.

lDr. M. Kline, Saturday Evening Post, Septe:mber 17, 1960. 10-:m

ChUdren have varied abilities and interests which should be satisfied by

'.'"0:"

some form of mathematical content and method. If the schools fulfill

,-. .

their obligation to society, they must consider the se diversified needs

apd abilitie s and never lose sight of the sequential nature of mathematics.

Recognition of the child's ability to comprehend more advanced mathematical concepts is changing the curriculum content in elementary schools. The re is a great need for the teache rs of mathematics today to have a broad mathematical background in order to satisfy the future demands of society on the students.

Mathematics teachers need unde rstanding in inte rpretation of statistics in various areas of education and in business. They should be able to interpret statistical data in economics, education, industry, and other areas where such interpretation is needed.

II. Staff personnel in the Department of Mathematics and the Department of Education who are delegated teaching responsibility for the professional preparation of teachers of mathematics should be thoroughly prepared in the areas in which they are teaching.

If an institution plans to offer a graduate program for the professional preparation of teachers of mathematics, the teaching staff of the instit'ftion should include at least one staff member who has completed a qoctoral program (or the equivalent) in mathematics. It is highly desirable that the staff of the Department of Mathematics who have delegated ~eaching responsibility for the course work for teachers be interested in teache r education.

The colle ge should give particular attention to library materials including

...~

books and journals on mathematics. Lists provided by an organization

such as Committee on Undergraduate Program in Mathematics should be

consulted.

In. Program Design

A. Undergraduate Program

1. The planned program should satisfy approved statements of criteria in the area of general education and professional education.

2. The program should include a thorough college-level study of the aspects of the subjects that are included in the high school curriculum. Since algebra and geometry are of primary importance in the high school curriculum the undergraduate program should include substantial advanced study in each of these areas. This study should be preceded by a study of the principles of analytic geometry and calculus.

ll-m

Since the principles of analytics and calculus comprise the first

new study in mathematics for the colle ge student, study should be

provided in these subjects for the pro~pective mathematics teachers

~.

of the secondary school that would stress intuitive ideas and basic

concepts as well as the manipulative skills. Application to many

sciences should also be included.

4. T~e study in abstract algebra should include the structure of the
number system, the study of algebraic systems, such as groups, rings, and fields. It should als 0 include the study of linear algebra, vectors, and matrices, and their geometric interpretations.

5. The study of geometry should include a critical study of the development of Euclidean geometry from different postulational systems, a.nd studies of synthetic projective geometry. It should include geo.T metries on the sphere and their geometric interpretations.

6. A balanced program in mathem atics should be provided which would
include study in such areas as Differential Equations, Theory of Numbe rs, the Set The ory, Physics, Probability and Statistics, History . of Mathematics and advanced work in abstract algebra and geometry.

7. Preparation in professionalized subject matter and methodology should be included in the program and should be taught by persons who understand the recent advances in mathematics and who know how the high school student learns.

8. The college on the undergraduate level should help the student to
become aware of and participate in the professional organizations which support the mathematics program and which keep the teacher in touch with advance s made in mathematics.

9. The program should be of such a caliber that teachers may enter
graduate programs that require greater breadth of background rather than depth in a particular area of mathematics.

B. Graduate Program

1. The program of study at the graduate level should give an opportunity to fill in gaps in the unde rgraduate program as well as provide for additional subject matter. Instruction and performance should be consistent with graduate level work.

2. ~t is desirable that the undergraduate study in algebra, geometry and analysis be continued on the graduate level.

a. If abstract algebra was not included in the undergraduate level, then it should be studied at the graduate level, and e x tended beyond the introductory courses. It should include study in the following- -linear algebra, matrices, group theory including Galois theory and its applications to geometry.

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b. Graduate study should be required in the area of geometry. This

should be based on undergraduate study of geometry as stated in

.- .

the criteria for the underg~aduate program .

}~

Nqn-Euclidean Geometry, projective geometry, differential geometry, topology are desirable areas of study for high school teachers in addition to Euclidean Geometry.

c. The study of analysis be gun at the unde rgraduate level in differential and integral calculus should be continued at the graduate level, in such areas of study as:

(1) advanced calculus (2) differential equations (3) vector analysis (4) real and complex analysis

4. A balanced program in mathematics should be provided which in addition to the areas of analysis, algebra and geometry as described above ~hould include studies in: set theory, theory in numbers, probability and statistics, and history of mathematics.

5. The sixth year of study should be a continuation of the areas outlined in the fifth year. It should provide opportunities for greater depth in at least one of the major areas in mathematics.

6. The college on the graduate level should help the student become aware of and participate in- the profes sional organizations which support the mathematics program and keep the teacher in touch with advances made in mathematics.

f
NOTE: Approved by the State Board of Education May 15, 1962.

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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta. Georgia 30334

Office of Instructional Services

Jack P. Nix

Division of Teacher Education & Certification State Superintendent of Schools

CRITERIA FOR PROGRAMS FOR TEACHERS OF SCIENCE

I. Frame of Reference
A science teacher should have a basic understanding of natural science and be genuinely proficient in one or two specific science areas. Thorough preparation in these areas is absolutely necessary. No longer can a fouryear college program of course work prepare a teacher to be proficient in all areas of science. Thus the criteria should enable the college to develop several different programs in science. each designed for a specific science area.
The nature of science teaching in the public schools has in the past decade changed more rapidly than in any previous period in history. The nature of these changes and their causes have been documented in other sources and need not be fully detailed here. There are. however. three major points which should be discussed because they have relevance to science teacher programs. The se are: (1) the increasing specialization within the subject matter area made necessary by a mushrooming of scientific knowledge; (2) the decreasing lag time between scientific discovery and the teaching of these discoveries in the public schools; and (3) the changing philosophy .of science teaching in the public schools.
One of the major factors requiring a change in science instruction is the increased specialization within the science discipline~ It is no longer possible for a person to be a generalist in science teaching. With the wealth of accumulated knowledge and the rapidly expanding knowledge in each field. specialization becomes more and more a necessity. While there are scientific principles and concepts which bridge all the sciences. the particular knowledge. skills and techniques necessary to perform research are becoming more and more specialized even within a field. For example. a person is no longer a biologist. he is a geneticist or an ecologist or a micro-biologist or an entomologist or a biophysicist. etc. This means that more time and more depth of knowledge is required in a particular field to acquire the skills and knowledge necessary to attain proficiency.
The second factor is the concern regarding the lag which once existed be~een present scientific knowledge and the material being presented to students through their textbooks and by their teachers. For instance. high

school chemistry textbooks published in 1910 and 1950 were essentially

,. ;.".,: ...

the same except for the addition of a chapter on atomic structure in the

more recent text. Textbooks at the present time are constantly being

revised to keep them up to date with the late st scientific knowledge, and

they are now being written by authors who now include university professors

and research scientists who are on the forefronts of knowledge in a particu-

lar subject matter area.

The third major factor is the change in the philosophy of science teaching which has accompanied the changes mentioned above. Although this change encompasses many aspects of teaching, the ma.jor emphasis is upon student participation at all levels, including elementary, junior high school, and high school levels. This means that the teacher involved in using new curricula or in teaching science with a modern approach must be much better trained and equipped not only in subject matter knowledge, but also in the skills and techniques necessary for structuring and performing a scientific investigation. The concept of student participation involves structuring situations in which students can gather data, test hypotheses, and plan and conduct experiments to answer specific questions. This proficiency presupposes certain knowledge, skills and techniques on the part of the teacher.

Because of these major changes in science teaching, it is necessary that we examine closely the procedures that we use for the education of teachers capable of understanding and operating efficiently in this new milieu.

The Science Teacher
Prospective teachers should understand the purposes, goals, and unique values to be served by instruction in science and should use such instruction in relation to the total educational program of individual students. Recognizing that patterns of training will vary from institution to institution, each prospective science teacher should be placed in a learning situation in which he will develop:
1. An appropriate philosophy of science teaching to which he is committed;
2. The teaching methods and techniques which encourage autonomous inquiry by pupils;
3. The ability to utilize both the process and the products of science in his teaching;
4. An acute awareness of the interrelationships among the various divisions of science;

2

5. An understanding of the nature and direction of changes in science and how such changes may be implemented in curriculum development;
: ..
6. A proficiency in science enabling him to feel comfortable in his area
and at the level at which he is expected to operate;
7. The ability to meet successfully the challenge of preparing both potential scientists and informed lay citizens.
The science teacher should have experiences which require him to make a commitment to the teaching profession which includes maintenance of scholarly endeavor, intellectual honesty, and moral integrity. He should identify and cultivate the qualities associated with an effective teaching personality. He should understand the role of the teacher in relation to his teaching peers and to administrative, supervisory and consultative personnel. He should be able to make effective use of the contributions which these individuals can make to his teaching effectivene s s and to his profes sional growth so that he may be better able to guide the students he serves.
II. Procedure s for Program Development
College programs to prepare science teachers should be designed cooperatively by professional and academic personnel, utilizing the recommendations of appropriate agencies and organizations.
III. Program Design
Training programs for science teachers may be designed in the specialized areas of biology, chemistry, physics, earth science, general science below the tenth grade level, or other specialized areas as need may demand. In order that teachers may be able to teach the science s in the secondary school, careful consideration should be given to balancing the program with courses designed to provide a general education, professional training, subject specialization, student field experiences and research and evaluation. Consideration should be given to development of joint programs in any two areas of the sciences or in one science area and mathematics.
A. General Education Guideline s
1. Breadth in academic background and general education standards set forth in Criteria for Approving Georgia Institutions and Programs for Teacher Education should be provided.
2. The program should aim at developing efficiency in democratic procedures in the classroom and a respect for the wo.rth of the individual.
3

/' "

B. Professional Education Sequence

... ::
.),

The professional education sequence should meet the standards

set forth in Criteria for Approving Georgia Institutions and Programs

for Teacher Education.

C. Guideline s for Specialization Fields

BIOLOGY

Guideline I:

Teachers of biological sciences must have an understanding of the basic principle s which constitute this field. These understandings, whether presented as discrete courses or as integrated subject matter, should compose approximately one-fourth of the total undergraduate coursework.

Areas of study which will assist in implementing this guideline include

A. Physical, biochemical and energy relationships of life;

B. Organization and behavior of living things, from unicellular or gani sm to man;

C. Interrelationships of organisms; and

D. The origin and development of organisms and species.

Guideline 2:

Teachers of biological sciences should have an understanding of basic principles in related sciences and mathematics.

Areas of study which should be included are

A. A full year's study of the basic principle s of physics;

B. A minimum of a full year's study of the basic principles of chemistry including inorganic, organic and physiological chemistry; and

C. Basic principles of mathematics, including elementary statistics.

Guideline 3:

The program should provide prospective teachers of biology with experience permitting them to acquire familiarity with the various national curriculum studie s in biology and the life sciences. They should develop profe ssional skills and judgments which will re suIt in a wise selection and effective utilization of the rich and varied biological resources available.

4

....

CHEMISTRY

Guide line I:

The prospective chemistry teacher should have approximately one-fourth of his undergraduate work in the area of chemistry.

This should include introductory chemistry, qualitative inorganic analysis, organic chemistry, quantitative inorganic analysis, and physical chemistry. Electives should be chosen from advanced inorganic chemistry, biochemistry, radio-chemistry, further analytical chemistry, stereochemistry, spectroscopy, instrumental methods of analysis or the e quivalent of the se.

Guide line 2: Appropriate breadth of training should be provided in related science and mathematics.

A. The prospective chemistry teacher should have approximately a year's study of physics and a year's study of life science.

B. The prospective chemistry teacher should have studied mathematics through calculus.

Guideline 3:

The program for training chem.istry teachers should include extensive opportunity for the future teacher to learn the philosophy and content of the national curriculum studie s in chemistry such as the Chemical Education Materials Study and the Chemical Bond Approach.

EARTH SCIENCE

Guide line I:

Approximately one-fourth of the undergraduate training program should include study of the materials, energy, and processes of (a) the solid earth and its interior, (b) the atmosphere, (c) the hydrosphere, and (d) the earth's environment in space.

The earth science program should include the above four elements in such a way that students will:

A. Have inve stigative laboratory work in each area;

B. Have at least four weeks of full-time field experience in one of the four areas;

C. Take upper-division course work in at least one of the four areas.

5

Guideline 2:

Approximately one-fourth of the undergraduate training program should include study leading to understanding of basic concepts in (a) biology, (b) chemistry, (c) mathematics, and (d) physics.

These related sciences are essential in the preparation of an earth science teacher. The undergraduate program should include:

A. Equal emphasis in each related science; a year's study of each is recommended;

B. Investigative laboratory work in biology, chemistry and physics course s;

C. Mathematics through introductory calculus.

Guideline 3: The program should include preparation in methods especially appropriate to the teaching of earth science.

Prospective earth science teachers should have experience in:

A. Using classroom techniques in earth science for the secondary school, both in a methods course and in student teaching;

B. Utilizing laboratory and field-study techniques in both earth science and methods courses;

C. Using teaching aids and laboratory field equipment;

D. Guiding learning through demonstration, laboratory experimentation, research, and field studies;

E. Using materials produced by textbook publishers and national curriculum projects in earth science.

PHYSICS

Guide line l:

Approximately one -fourth of the program of teache r preparation for high school physics teachers should be devoted to course s in the basic subject matter of physics.

A. Introductory college physics should pursue in depth the basic principles of physics. These include Newton's laws of motion, conservation of mass, energy, and momentum; conservation of charge; waves amd fields; molecular structure of matter; and

6

structure of the atom. Problem solving and laboratory experiences

are important. The laboratory, especially, must gi e the student

..

'.

first-hand knowledge of the way in which a physicist approaches an

experimental problem.

B. Intermediate physics for the prospective high school physics t acher should include: physical mechanics, heat a d thermodynamics, optics, waves, electricity and magnetism, and elect:,:,onics. Emphasis should be on a calculus-based treatment of a limited number of important topics in these areas of classical physics. There should be advanced laboratory activities associated with this work. Institutions that are able to offer the se programs in substantial, integrated-course sequences may do so.

C. Modern physics includes development of atomic, nuclear and solid state physics traced through studies of phenomena, concepts, and experiments that are important to the understanding and appreciation of the newer areas of physics. Again, the number of topics considered should be consistent with the goal of understanding emphasized in paragraph A and B above. This work should utilize the student's mathematics background and should have a welldeveloped laboratory program.

Guideline 2:

Approximately one-fourth of the program of teacher preparation for high school physics should be devoted to studies in other sciences and in mathematics.

A suggested group of courses following this guideline would include:

A. A minimum of a year's study in the basic principles of chemistry;

B. Approximately one year's study of the general principles of biology;

C. Mathematics that include calculus and differential equations;

D. Additional work in one of the following fields: geology, meteorology, physical geography, or astronomy.

Guide line 3:

The program should take into account the recommendation for curriculum improvement currently being made by various national groups.

Preparation in physics and mathematics of the kind described above will enable the experienced teacher to evaluate courses, such as those prepared by the Physical Science Study Committee or

7

Harvard Project Physics, to modify his own teaching in accordance

,.

with this evaluation and to contribute toward future curriculwn studies

)-. ~

in his own school and perhaps at the state or national level.

Guide line 4:

Programs are encouraged which will lead to a joint certification in mathematics and physics at the T-4, T-5, and TS-6 levels.

GENERAL SCIENCE

Guide line l:

Science is not a single discipline but is a broad area including several distinct disciplines. In order to be adequately educated to teach the broad scope of general science, teachers must master an understanding of multiple subjects. Teachers prepared only in general science should be restricted to teaching general science below the tenth grade level.

In order to be literate in a scientific and technological world, all citizens need a foundation in life and physical sciences. The years of compulsory education are crucial in developing problem-solving skills that are beneficial to people in all walks of life.

Guideline 2:

Approximately one-half of the total undergraduate training program for prospective general science teachers should be in the fields of biology, chemistry, physics, mathematics and earth science.

Studie s in the se multiple areas should include:

A. Approximately a year's work in laboratory studies in biological sciences with care to include coursework in botany;

B. Approximately a year's work in laboratory studies in physics; approximately a year's work in laboratory studies in chemistry; and an additional elective course in either chemistry or physics;

C. Approximately a year's study of mathematics, including introductory calculus should be included in this area of coursework;

D. Approximately a year's work in laboratory studies in the introductory earth sciences; and at least one elective course in either life or earth science.

8

J

Guideline 3: Prospective general science teachers should be

....-." .

knowledgeable about state and nation"al curriculum

study materials developed for use in science

through grade nine.

JOINT PROGRAMS AT THE UNDERGRADUATE LEVEL
A. Two science areas.
Joint programs in any combination of two science areas may be developed with a minimum of thirty-five (35) quarter hours in each of the two areas.
B. Science and Mathematics.
The quantitative nature of science makes it imperative that a science teacher acquire a background in mathematics. In particular, the preparation of a high school physics teacher will include a minimum of approximately thirty quarter hours of mathematics
Therefore a joint program in a science area and mathematics is encouraged. In addition to meeting requirements for the mathematics program, the prospective teacher desiring a joint program in science and mathematics should have a minimum of 35 quarter hours in the science area selected.

GUIDELINES FOR GRADUATE STUDIES

Guideline l:

The education of individual teachers can be developed in depth in one of the areas of biology, chemistry, physics, or earth science, or in breadth in any combination of these areas for the T-5 and TS-6 programs.

As an example, a chemistry teacher might choose to proceed toward a master's degree in chemistry that would make him especially well suited to teach advanced courses in chemistry. He might, "on the other hand, choose to build on his previous mathematics, physics, or biology course in order to obtain greater depth in these areas in preparation for future multiple science teaching assignments. Broadening courses in the history and philosophy of science, the development of student experiments and of teacher demonstration techniques in addition to research participation would be valuable adjuncts to either program.

9

,
":.-."

Guideline Z: The program ~signed for general science through

the ninth grade will be offered only in the four-year

program, The five and six year programs may be

based on ~he general science progl'am. but should be

in one or more of the specialized areas of science'.

Su~h higher level programs should not preclude the

science teacher's Fontinuing to teach in the ~cience

area through the ninth grade. These programs

rather are intended to provide a very desirable

depth. as well as improved instruction.

IV. Staff and Facilities

The strengths aJ\d weaknesses of teachers are often rela~d to the strengths and weaknesses which exis~ at the inlJtitutions of higher learning. Standards and facUities should meet the requirements specified by the national groups concerned with the 'program (s)s AAAS. NCATE. NASDTEC. and others concerned should be given consideration in the selection. development. retention. and eyal~tion of the total colleg~, program.

A. ~taff

The college science teacher who teaches prospective teachers should have the following characteristics:

1. Scholarly competence should be evideJ\ced by a master's degree in the are a 'of specialization.

Z. Proficiency in advanced curriculum stl1dios and research methods should be evic!ent.

3. Materials and resources which are closely similar to those which might be used in 'secondary schQol science classes should be used in teaching science to prospective teacher S.,

B. Facilities

A sufficient quantity of appropriately equipped classrooms.

laboratories. libraries anc! research facUities should be provided in

accordance, with the training and retraining program for the science

teachers. Consideration should be given to the equipment necessary

for teaching the secondary school science courses. Local needs

should be given consideration when equipment and f~ciUties are

provided.

.

10

V. Admission and Guidance Procedures
Excellence is de sirable in a teacher education program for the science teacher since the quality of education in the high school is related to the quality of the program preparing the teacher. Policies and procedures governing admission. retention, guidance, and supervision should be channeled through a committee named by the director of teacher education. Students who are admitted to the program should be capable of preparing themselve s to become teachers. The following principles should be observed.
A. Admission and retention policies should be determined by the Teacher Education Committee.
B. Responsibility for administration of these policies should be delegated to a small committee.
C. All students should follow the policies and should measure up to a certain standard of achievement in knowledge, understandings, and in teaching.
D. The selection, retention, and screening process should be continuous. with emphasis placed on admission to a program and admission to student teaching. The records of the individual should be followed from admission through graduation. His records should be reviewed at regular intervals, but especially during the semester which precedes his student teaching experience.
E. Categories of "approved-conditional" and "approved-qualified' may be established to classify those applicants whose only shortcomings are either deficiencies in grade point average or deficiency in any specific area. A definite time limit (usually one semester) should be set for removing the deficiencie s.
F. A minimum time, such as two semesters of study, should be required before an application can be made to the program, but subjects that will fit into the program can be elected at any time.
G. P~eparationfor and follow-up of student teaching should be closely allied with the coursework preparation in contemporary materials and _con.tem_po?:~rymetho_dology of...:science teaching.
11

VI. Certification ..'.: \
General science or other fields of science* (approved 1-15- 69)

The applicants who have completed a program outside the approved program guidelines (state and NCATE programs) should complete work in each of the following designated areas. The selected academic subject (subjects) shall total the hours specified; however. the sub-totals in parenthesis are only suggestive.

1. Biological Science

40 quarte r hour s

Plant life. including general botany (15)

Animal life. including general zoology (15)

Combined plant and animal life such as

ecology, conservation. genetics,

field biology. physiology

(10)

2. Chemistry General chemistry. including qualitative inorganic analysis Organic chemistry Quantitative inorganic analysis Physical chemistry (intro. )

(15 ) ( 15)
(5 ) (5)

40 quarter hour s

3. Earth Science
Astronomy Geology Meteorology Electives (physical geography
and one of above courses)

40 quarter hours (5) (10) (10)
(15)

4. Physics Introductory Physics Intermediate Physics (Courses in Classical Physics) Modern Physics

40 quarte r hours (15 )
(15-20) (5-10)

*Courses which are counted as general education may also be counted as part of the hours required for major and/ or minor area of specialization. To assume basic literacy in related sciences the prospective teacher should include one year's work in each of two related sciences plus a year's work in mathematics. including calculus. Applicants are encouraged to meet the new requirements outlined beginning July 1, 1969; they will not affect the status of teachers who currently hold professional certification.

12

5. General Science

45 quarter hours

Chemistry

(10)

Physics

(10)

Biology

(10)

In addition the applicant shall

complete from one of the science s

additional credits to equal

(15)

6. Other Sciences

An applicant may add a second science with thirty (30) quarter hours in the science - twenty (20) of which should be advanced courses. An applicant may qualify for a dual certificate by completing thirty-five (35) quarter hours in each of two sciences.

Applicants are encouraged to concentrate in one of the following recommended areas.

Area or combination of areas

Implication for Teaching in-field

Biology

Biology and Life Sciences at all secondary levels

Chemistry

Chemistry and Physical Science at all secondary levels

Earth Science

Earth Science at all secondary levels

Gene ral Science

Gene ral Science below 10th grade level

Physics

Physics and Physical Science at all secondary levels

Approved by the State Board of Education January 15, 1969 13

..
STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334
Criteria for College Programs for Teachers of Social Sciences
Office of Instruciional Servicei DIVISION OF TEACHER EDUCATION AND CERTIFICATION
~.
State Superintendent of' Schools

115

G. Criteria for Co~lege Programs for Teachers of Social Sciences

1. Frame of Reference
The growth of science and technology and the emergence of new nations. with promises and threats to man's existence. present .a changing world with implications for new emphasis on a social science program. This program serves as one of the school's most effective instruments for orienting' youth to society.
The. dynamic change in the last half century of a whole body of scholarship and scientific material in the modern social sciences including history makes mandatory competency in these areas for those who teach the social sciences. It is imperative that the teacher understand these findings of scholarship in ti'r:. social sciences and have some ability to utilize and apply them Hithin the framework of established knowledge of the teaching and learning process. The best scholarship of the social scien~es is a means to the end of producing responsible citizenship.

'The competencies needed by the teacher for adequate assumption of this responsibility include~
a. Comprehension of the major premises of a democratic society' and of American ideals of our past as accepted by the society of today.
b. Comprehension of the conflicting ideologies which divide the world today.
c. Knowledge of the social and physical sett{ng in which people live and will live.
d. Understanding of the institutions'and values of the heritage of Western civilization and of non~estern cultures as well,
and of the increasing interdependence of peoples.
e. Knowledge of skills and attitudes to develop abilities in problem solving, to develop skill in objective handling of controversial issues, and to develop the analytical skill for critical thinking and reasoned judgments.

," '-.m.~'

,

.. ~'"

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f. Knowledge of the .learning process and familiarity with the wide range of individual differences and learning rates; and teaching skills appropriate to pupils displaying these differences.

g. Ability to evaluate and utilize instructional materials and aids appropriate to the teaching of the social sciences to pupils.

h. Familiarity with trends in curriculum development.

A basic framework for the preparation of social ,science teachers and for classroom instruction for the youth of the..tJnited States has been adopted by the National Council for the Social Studies. The Georgia Council for the Social Studies. and the Georgia Department of Education. The concepts and values are indicated in the following statement:

'The most inclusive aim of social science as a part of general

education in the United States is to help young people learn

to carryon the free society they have inherited, to make

whatever changes modern conditions demand or creative

imagination suggests that are consistent with 'its basic

principles and values, and to hand it on to their offspring

better than they received it. A frpe society is one in which

the central value is the preciousness of the individual human

..i

life. in which the people have effective control over decisions

affecting their welfare To be competent to rule themselves,

each new generation must learn to understand and appreciate

the central concepts and values that make a free society what

it is. We cannot foresee the specific problems of the next

generation or tell them the answers in advance; it is the right

and duty of free men to think for themselves, to find their

own answers, and to unite in resolute action."

Hence. '~e cannot indoctrinate, in the sense of teaching them specific answers to specific problems, but this objectionable word must not stand in the way of teaching them the central principles and values of a free society. The very principle that it is their right and duty to think for th~elves is a doctrine that has to be inculcated. as well as competence that has to be developed."

1National Council for the Social Studies. A Guide to Content in the Social Studies. Report of the NCSS Committee on Concepts and Values. Washington. D.C.; The Council, a Department of the National Education Association, 1959. American Historical Association. Preparation of Secondary School History Teachers, Washington, D.C.,
1968, 26 pages.

117
The preparation of the S9cial science teacher is therefore indeed a complex matter. The college undertaking to prepare the social science teacher must make choices from among the various disciplines. Throughout these criteria, guidelines for the various disciplines are described that should prepare the teacher for competent instruction of the youth of Georgia.
2. Procedures for Program Development
Guideline 1 - Social science is defined for this program as including history, political science, economics, geography, and behavioral sciences: s)ciology, anthropology, and psychology.
Gu~d~line 2 The social science teacher should have course work experience in three of these disciplines and a major concentration - in one of the three.
Guideline 3 - The ~ocial ;~ience teacher should have learning experience through interdisciplinary seminars which help him to understand and utilize interrelationships among the disciplines.
Guideline 4 - The social science teacher should have course ~Jrk experiences which help him to understand c~rrent societal problems and to teach the problem solving approach so that students may use this technique in arriving at their o\vn convictions.
Guideline 5 - The social sc~ence teacher should be prepared psychologically as well as in content and methods to deal with controversial problems with courage, objectiv'i':y, completeness and respect for differing viewpoints. This should include attention to appropriate use of interest group instructional materials and resource persons.
Guideline 6 - The program should be flexible enough to permit the student a choice of emphasis.
Guideline 7 The program should make provisions for periodic reevaluation.
3. Program Design
a. General Education
The social science teacher should have a balanced education comprising studies in a wide variety of fields: literature, foreign language, science, mathematics, philo~ophy, and the arts. See the bulletin, Criteria for Approving GeJrgia Institutions and Programs for Teacher Education.

liPS

b. Professional Education
The program should include the qualifications necessary for the Teacher's P.rofessional Four-Year (T-4) Certificate. See. Chapter II of. Criteria for Approving Georgia Institutions and Programs for Teacher Education. As a part of this professional sequence the program should provide for study of procedures and materials suitable for use in teaching the social sciences to high school students of diverse sorts. Explicit attention should be paid to the problems of selecting and using materials and .procedures appropriate to the peculiarities of the various aspects of the subject matter under consideration. The current practices, issues and trends of the social science curriculum should be emphasized. Such study should be directed by faculty members with a strong background in social's~ience and in education and with up-to-date acquaintance with acceptable 'secondary school practice in this field.
c. Guidelines for the Teaching Fie~ds
."
Each of the following descriptions is applicable to the respec~ive areas of concentrated study.

History
Guideline 1 - History teachers in the secondary schools must have an adequate understanding of the main areas of ~istcrical knowledge.

Areas of study which would implement the guideline include the following:

(1) Ancient and medieval history, including a study of the history of mankind from preliterate man through the development of the characteristic institutions of world societies.

(2) Modern history, including the rise of nation states and the influence of various cultures (political, economic, social developments) throughout the world.

(3) United States history, including factors attending the discovery and

settlement of the new world; the foundation of American institutions;

the establishment of the Federal Republic; the fro~~ier and westward

movement; the growth of industry and its influence on society;

contributions of Afro-Americans and other minority groups; the emergence

of the United States as a world power; the growing interdependence of the

nations in the twentieth century; the participation of the United States

_~n.~he. ~~rl.d affairs and the resultant problems. today~__ .. _

__.

.. (4) Georgia history, emphasizing economic, political and social change.

(5) Historiography is designed to introduce students to methodology of historical research and writing and to the appraisal and interpretation of critical historical issues.

119
Guideline 2 - Supporting work must include at least two of the following fields:
(1) Political science, political thought, constitutional theory, and . idea~s underlying American Democracy, domestic and foreign policy and political institutions and practices of other countries.
(2) Economics, including the organization of modern industrial society and the application of fundamental principles of economic theory.
(3) Geography, including the ways man relates to his environments, and . ~a regional coverage of the world areas in which earth differences (cultural, political, and economic) can be brought sharply into focus.
(4) Behavioral Sciences including an understanding of the methodology and how the disciplinarian fur tions in at least one of the following:
(a). Anthropology, to include the study of the nature of culture, past and present, and comparison with modern society.
(b). Sociology, to include social analysis, primary 50cial units, social institutions and fundamental social processes.
(c). Psychology, to i~clude hi~tor1cal developments, personality theory, social psychology, and research techniques.
Political Science
Guideiine 1 - Political science teachers in the secondary schools must have an adequate understanding of the political and constitutional theory underlying American democracy, the basic assumptions, values, ideals of democratic government, and the nature of American institutions.
Areas of study which would implement the guidelines include the following:
(1) The theory of democratic government, including a study of the Various philosophical bases of American political thought.
(2) American constitutional development and American constitutional law.
(3) American political parties, including the evolution and the role of political parties in American democracy, and the place of organized interest groups in the political process.
(4) Public policy, including the formulation, the problems and iS$ues.
(5) Foreign Policy, including a survey, formulation and current problems of American diplomacy today.

I

17-0 .I ..J

(6) State government and administration and local government and administration, with particular emphasis on Georgia.
Guideline 2 - Political science t~achers in the secondary schools should have an adequate knowledge of political thought and understanding of international relations, and in the political institutions and practices of other countries.
Areas of study which would implement the guidelines include the following:
(1) Contemporary political thought, including ideologies and doctrines of our time.
(2)0 ~The.theory and practice of communism (Marxism-Leninism), including
its historical background, its philosophy, its mode of operation, the nature of its appeals, the implications of its policies, its methods, techniques, ~nd tactics.
(3) Comparative governments, including their basic principles, organization, and structure.
(4) International relations, including policies of leading powers, international law, and international organizations.
Guideline 3 - Supporting work must incloude at least two of the following fields:
(1) History, involving courses covering the main areas, basic concepts of historical knowledge.
(2) Economics, including the organization of modern industrial society and the application of fundamental principles of economic theory.
(3) Geography, including the ways man relates to his environments, and a regional coverage of the world areas in which earth differences (cultural, political, and economic) can be brought sharply into focus~
(4) Behavioral Sciences including an understanding of the methodology and how the disciplinarian functions in at least one of the following:
(a) Anthropology, to include the study of the'nature of culture, past, and present, and comparison with modern society.
(b) Sociology, to include social analysis, primary social units, social institutions and fundamental social pressure.
(c) Psychology, to include historical developments, personality theory, social psychology, and research techniques.
Economics
Guideline 1 - Economics teachers in the secondary schools must have an adequate understanding of main areas of economics.

121
,
Areas of study which would implement this guideline include the following:
(1) Macro-economics, including the theory concerning the determination of employment, national income and output, economic fluctuation, economic growth, and general price level changes, and the related public policy issues of economic stability and growth.
(2) Micro-economics, including knowledge of the functioning of a market or private enterprise economy and the theory of the consumer, business enterprise, and factor markets
. (3) MOney and banking, including knowledge of the institutions and economics of money, credit and banking, with emphasis on the factors influencing the quantity of money and the effect of money supply on employment, output, and prices.
(4) Comparative economic systems, with an emphasis upon contemporary capitalism, communism, and socialism as they exist in theoretical frameworks and in practice in various countries .
(5) Economic history, including knowledge of the economic or~g~ns and development of the United States, with emphasis on how the economic development of the United States offers insight into the accompli3hments, problems, and trends in the American economy.
Guideline 2 - Economics teachers in the secondary schools must have a background in mathematics adequQ~c to deal with the statistical problems involved.
Guideline 3 - Economics teachers in the secondary schools must have an adequate understanding of personal economics
. Guideline 4 - Supporting work must include at least two of the following fields:
(1) History, involving courses covering the main areas, basic concepts of historical knowledge.
(2) Political science, including political thought, constitutional theory and ideals underlying American democracy, domestic and foreign policy and polit~ca1 institutions an~ practices o~ other .countries.
(3) Geography including the ways man relates to his environments, and a regional coverage of the world areas in which earth differences (cultural, political, and economic) can be brought sharply into focus.
(4) Behavioral Sciences including an understanding of the methodology and how the disciplinarian functions in at least one of the following:
(a) Anthropology, to include the study of the nature of culture, past and present, and comparison with modern society.

,
(b) Sociology; to include social analysis, primary social units, social institutions, and fundamental social processes.

(c) Psychology, to include historical development, personality theory, social psychology, and research technique.

Geography

Guideline 1 - Geography teachers in the secondary schools must have

an

adequate

... uhde~~tanding of :

the

systematic

subdivisions

of

the

discipline.

,Areas of study which would implement the guideline include the following:

(1) World geography, including a study of man and his culture and how he has a~apted to his environment; also, included should be a study of the distribution of races, languages, types of economic livelihood, ah~ ~ettlement patterns.

(2) Economic geography, covering the ecological and geological, requirements for plant and miner~l occurencc; the study of world commodity production; the places of production; problems of transportation, manufacturing, trade and marketing.

(3) Urban geography, including a study of the phenomenon of thr historical growth of cities; georgraphical factors in city locatior., and a discussion of the interior structure of urban centers.

(4) Political geography, presenting the geographical foundations which are necessary for a count~~ ~o be a world power.

Guideline 2 - Social science teachers for secondary schools should have an adequate understanding of the materials and the methodology of the . disc~pline and an indepth study of several selected regions.

Areas of study which would implement the, guideline include the following:

(1) Field geography to include map and land use analysis of both urban

and rural areas.

. :<, "~::"- ...-:

(2) Cartography to include techniques 'of way construction aids in

geographic analysis. . . .

(3) Development of geographic thought, including the historical changes and the methodology as it has been expanded by. leading figures in geography.

Guideline 3 - Supporting work must include at least two of the following fields:

(1) History, involving courses covering the main areas, basic concepts of historical knowledge.

(2) Political science, political,thought, constitutional theory, and ideals underlying American democracy, domestic and foreign policy and political institutions, and practices of other countries.

123

(3) Economics, including the organization of modern industrial society and the application of fundamental principles of economic theory.

(4) Behavioral Sciences including an understanding of the methodology and how the disciplinarian functions in at least one of the following:

(a) Anthropology, to include the study of the nature of culture, past and present and comparison with modern society.

(b) Sociology, including social analysis, primary social units, social institutions, and fundamental social processes.

(c) Psychology, to include historical developments, personality theory, social psychology, and research techniques.

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Behavioral Sciences

Guideline 1 - Behavioral science teachers in the secondary schools must have an adequate understanding of ant1tropology, sociology and psychology through a concentration in one of these fields and supporting work in
the other two.

Areas of study which would implement the guidelines include:

(1) Anthropology-

(a) Cultural anthropology, :Llclud~ng archaeology, linguistics and.

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social anthropology.

(b) Methodology, including the work of the archaeologist and the social anthropologist.

(c) Ethnographic regions, including studies of particular groups of non-western and western society.

(2) Sociology-

(a) Social analysis to include sociological prespectives and to provide for methods of research.

(b) Primary Units of social life to include social acts, social relationships, collective behavior, urban and rural societies, demography, and associations and organization.

(c) Basic social institutions to include the family and kinship, education, religion, welfare and asthetics.

(d) Fundamental social processes to include differentiations, stratification, social conflict, soc~al control, social deviance, social evaluation, and social change.

(3) Psychology

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(a) Historical development, to include the evaluation of the

various systems of psychology, research, and experimentation.

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(b) Personality theory, co include theories of human behavior, normal and deviate, learning, social perception, attitudes, beliefs and opinions.
(c) Social psychology, to include interaction phenomena, communi'cations, consciences, role theory, group structure and large , organizations.
(d) Research techniques related to human behavior, including theory and use of psychological tests, sampling, observation, experimentation, and case studies.
Guideline 2 - Additional supporting work should include at least one of the following fields:
(1) History i~volving courses covering the main areas, basic concepts of historical knowledge.
(2) Political science, incl"rling political thought, and the nature and scope of political sci.ence as an acadf'mic discipline.
(3) Economics, including the organization of modern industrial society and the application of fundamental principles of economic theory.
(4) Geography, including the ways man adapts to his environments, and a regional coverage of the world areas in which earth differences (cultural, political, and economic) can be brought sharply into focus.
4. Staff and Facilities
The social science programs in Georgia institutions are so varied that naturally the staff and facilities required will be different. Under any circumstance, teachers of any social science discipline should be thoroughly prepared in the areas in which they are teaching. 'In addition, all institutions should be able to provide adequate faculty to offer at least the minimum number of courses required by the alternatives presented in these criteria to allm~ their graduates to be certified by the State Department of Education in a field of social science.
5. Admission and Guidance Procedures
Admissions and guidance procedures should be a cooperative effort of the social science faculties and the faculty in education. The selection of students who will participate in the teacher preparation program should be determined by their ability to do academic work of ,a'high quality, particularly in the social sciences, to communicate ideas, and to work successfully with people of various ages and characteristics.

STATE DEPARTMENT OF EDUCATION State Office Building
Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education
and Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF SAFETY, DRIVER, AND TRAFFIC EDUCATION
I. Frame of Reference

" The effectiveness of the school safety program depends in large measure on teacher preparation. If secondary school students are to become good driving citizens, they must be taught by competent, well-prepared teachers Safety is not simply a matter of recognizing traffic hazards and safe practices; it is most of all a matter of cultivating the attitudes and habits and the knowledge and skills necessary for living safely in a world with so many inherent dangers "1

Driver education in the public schools provides one effective way of reducing teen-age accidents. Students who have completed approved driver education courses have fewer accidents. This fact is recognized by insurance companies in reduced premium rates and is substantiated by research.

Highway accidents are one of the nation's major killers. Teen-age drivers, as actual figures show, are responsible for more than their share of this carnage.

The preparation program of Safety, Driver, and Traffic Education may begin at the undergraduate level. Specialization and study in depth should be at the graduate level. The responsibilities of the specialist include areas such as:

- responsible citizenship and conservation of life and property
- safe practices for pedestrians and bicyclists
- driver education - pupil transportation - school safety patrols - student activities - relations of school with home and
community - traffic education - consumer education

IFrom Education, a section of the Action Program for Highway Safety, Report of the President's Committee for Traffic Safety, 1960.

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II. Program Development
In developing a program the college should consider use of materials from the National Commission on Safety Education, the National Safety Council, the President's Committee on Traffic Safety, the American Automobile Association, and other states having programs on Safety, Driver, and Traffic Education.
The college should plan a cooperative program including the teachers of Safety, Driver, and Traffic Education in the public schools and representatives from the schools' administration to work with the college staff members in developing the program.
III. Program Design
A. General Education
The prospective Teacher of Safety, Driver and Traffic Education should have a balanced education consisting of studies in a variety of fields. (See page 3-a of the handbook, Criteria for Approving Georgia Institutions and Programs for Teacher Education.)*
B. Teaching Field
1. Undergraduate Study
a. General Safety Education
This should include facts and information concerning the cost in money and human suffering of accidents in home, industry, school, traffic, on farms and ranches, and during recreational activity; and should include knowledge and background conducive to the development of personal activities and practices which may reduce accidents.
b. Driver and Traffic Education
(I) The introduction to driver and traffic education should include a critical analysis of traffic accidents, attitude factors, essential knowledge of automobile operation, and traffic laws and regulations. Laboratory experiences should be included in the use of psycho-physical testing and in the development of driving skills.

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(2) Advanced study in driver and traffic education should be devoted primarily to the teaching, and the administration of high school driver and traffic safety. The candidate must acquire, through supervised professional laboratory experience,' competence in developing and projecting his skills and techniques. This includes the ability to develop satisfactory attitudes in students and to transfer the necessary driving knowledge skills.
2. Graduate Study
a. Special emphasis shoul,d be given to the effects which individual attitudes, motivation, and personal adjustment have on driver behavior.
b. Advanced study should be designed to include further study related to safety in industry, traffic and school environment. Planned instruction will be given in modern methods of classroom and laboratory experience in the interrelated areas of general safety education I driver education, and traffic education.
c. Study shall be provided on anti-social behavior and treatment, and the social, moral, psychological, and physiological influences of beverage alcohol use on the individual, family, and community.
d. The program should include utilization of communication media involving principles and techniques of public relations.
e. The program should develop understandings and skills in promoting community action in supporting improved safety and traffic practice within the community.
C. Major Teaching Field
As a part of the total program at the undergraduate level, the student should complete a program for a teaching field.
D. Professional Education
The study in Professional Education should meet the criteria outlined in Criteria for Approving Georgia Institutions and Programs for Teacher Education, pages Sa through 7a.*

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IV. Staff and Facilities
The college staff should include a person with graduate level preparation and experience in Safety, Driver, and Traffic Education.
There should be adequate laboratory and classroom instruction and in-car practice driving. Both laboratory and in-car practice driving facilities should include programmed learning, simulation, multi-media instruction, and multiple car off-street driving range. These facilities should be upgraded as new laboratory facilities are developed and the needs of society demand.
V. Admission and Guidance
The student should hold a valid driver's license. He should be in upper division classes before studying safety, driver and t ra ff i c education. Before the advanced study, he should have had at least two consecutive years of driving experience, free from a multiplicity of accidents or traffic violations. He should be certified as physically fit by his own or the university's physician to fulfill the duties assigned in Safety, Driver, and Traffic Education.
In addition to the college's admission requirements, the graduate student should be screened in terms of his academic achievements, and his potential for developing the specialized competencies needed in the field of safety, driver, and traffic activities. Programs for graduate students who have had no prior study in the area of Safety, Driver, and Traffic Education should be planned to include areas a and b of the undergraduate teaching field in Section III.
*This handbook is available from the office of Teacher Education Services, Siaie D~pa+tmp-nt of Education. A~lanta, Georgia, 30334.
Note: Approved by the State Board of Education February 15, 1967.

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STATE DEPARTMENT OF EDUCATION State Office Building
Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN LIBRARY EDUCATION
1. Frame of Reference
The school librarian is the member of the school staff who is primarily responsible for the ordering, organizing, and administering of school library materials and services, and who encourages individual and group use of materials for re search and growth in reading appreciation.
Every school library has the primary obligation of contributing to the achievement of the objectives formulated by the school. Some specific objectives of the library are:
To make easily available the materials that support the school curriculum and that meet the individual needs of pupils and teachers.
To provide guidance in the use of materials to help pupils find increasing enjoyment and satisfaction in reading and to grow in critical judgement and appreciation.
To aid pupils in the development of research skills appropriate to their varying abilities.
The school library is the heart of the instructional program. As each instructional area improves and is brought up to date in terms of both curriculum and methodology, the role of materials becomes ever more crucial.
The school librarian's essential task is to facilitate the putting together of young people and materials into a long and fruitful as sociation. To this end he works with teachers, administrators, parents, supervisors, public librarians, audio-visual experts, and directly with children.
Such work requires thorough competency in the special skills of librarianship: evaluating, selecting, acquiring materials and organizing and maintaining them for ready accessibility and maximum usefulness. It also requires an understanding of the dynamics of human relations and an ability to work with others in the context of school living. Furthermore, an understanding of the patterns in which teachers work with children in the different subject areas and some insight into problems of curriculum building seem essential.

Of increasing importance to the school librarian is the explosion of knowledge in the different fields, especially as this is affecting the content of school learning. The librarian needs more than a surface awarene s s of new developments in mathematics, the sciences, social sciences, and the language arts.
The general competencies needed by the school librarian include:
1. Ski 11 in human relations and cooperative endeavor with all age groups enrolled in his school and with adults.
2. A thorough understanding of the curriculum, including all aspects of the reading program, the instructional methods employed by teachers, and the goals of the school in which he is working.
3. An extensive knowledge of books and other printed materials, including those appropriate for the age group with whom he is working; of instructional materials for teachers; and of audio-visual materials suitable for use by students and teachers.
4. An enthusiasm for books and reading and other media of communication that is reflected in the school library program.
5. A broad background knowledge of all phases of librarianship that are germane to a functional school library -program.
6. Administrative ability so that he has easy control of the administrative details of a smoothly running library, while focusing his major attention on the more important work with students and teachers.
7. Broad and varied interests of a cultural, intellectual, and recreational nature.
8. Readiness to participate in local, state, and national professional education and library associations, and to support the program and work of these organizations. 1
II. Procedures for Program Development
Programs for the preparation of school librarians should be planned cooperatively in consultation with all groups concerned with such preparation. Representatives of the library school, Teacher Education Services of the State Department of Education, the liberal arts and professional education faculties, public school librarians, administrators, and students in the program should have a part in the planning.
1Adapted from the statement of "General Qualifications of School Librarians, II American Library Association, Standards, 1960, pp 58-59.
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Programs should be so constructed that students can acquire the skills and understandings necessary to plan creatively and to administer programs of library service that contribute effectively to the school and the self-development of pupils.
Programs should be evaluated periodically in the light of the changing curriculum, newer methods of instruction, and better practices in the administration and use of school libraries.
III. Program Design
Undergraduate
A. General Education
The school librarian should have a balanced education consisting of studies in a variety of fields: literature, foreign language, science, mathematics, the arts, and social science. (See bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education, I' pp. 3 - a)
B. Library Education
Normally, the student should complete an approved program of library education which includes study in the following areas:
1. Administration of the school library, including experiences designed to develop understanding of:
a. The aims and functions of library service. b. The basic principle s of library administration.. c. The role of the library as a social and educational
agency in the community of which it is a part. d. The relationships among librarians at all levels. e. Techniques of library management.
2. Cataloging, classifications, and organization~ resources, including skills and understandings in:
a. The meaning and purpose of cataloging and classification, their relationship to other departments in the library and to other librarians and related institutions.
b. Cataloging books, journals, films, recordings, and other library materials. Study of principle s and practice in the preparation and adaption of unit de scriptions.
c. Classifying and analyzing materials. Study of principles and practice in the use of classification systems, subject heading lists, and other technical literature and aids.
3

d. Basic principles and practices of filing systems and catalog maintenance and revision.
e. Using the catalog and teaching and interpreting its use to others.
3. Selection and guidance in the use of books and other print and non-print materials, including:
a. Stimulation of the student's own appreciation of books. b. Acquaintance with and appreciation of the best informa-
tional and recreational books on various grade levels. c. Development of ability to evaluate books and encourage
their use. d. Development of the ability to select books for a ce rtain
library or for given grade and reading levels. e. Realization of the importance of books and illustrative
materials in teaching and as media of communication. . Knowledge of the sources from which to select books
and other materials and development of skills in using these sources of selecting library materials. g. Acquaintance with, evaluation and sele ction of, other types of print and non-print materials.
4. Reference materials and services, including:
a. Understanding the nature of reference services, its basic general materials and its methods which include the use of total library resources and those resources outside the individual libr ary .
b. Knowledge of reference materials, their content, evaluation, organization, and use.
C. Professional Education
The program of instruction should be so planned that the student will meet the qualifications necessary for the Teachers Professional FourYear (T-4) Certificate. (See bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education," pp. 5-a, 6-a)
D. Major Field
The total program should include a teaching field.
Graduate
Graduate programs for the training of school librarians should meet the criteria for approved fifth-year and sixth-year programs for teache rs as outlined on pages 1- 0 and I-p of the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education, " Section IV, Criteria for Teacher Education Programs.
4

As part of his graduate program, the student should elect courses that enrich his general education and strengthen his undergraduate teaching field insofar as this may be feasible.
A. Library Education
Work in the fifth and sixth years should be built upon undergraduate studies of library science and, in addition, should include study of:
1. Methods of research and knowledge of research material in the various subje ct fields.
2. Knowledge of reading interests of children and young people, materials related to these interests and to curricular needs and techniques of reading guidance.
3. Understanding of the place of the library in the modern school and library administrative practices in individual schools and school system units.
4. Familiarity with procedures for acquiring and organizing all types of library materials for most effective use.
B. Professional Education
Graduate programs should include advanced studies in education as outlined in the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education," pp. 6-2, Section E of the revised Criteria for Teacher Education Programs(General).
D. Experience
Each student should have accumulated three years of acceptable school or library experience prior to the granting of the sixth-year ce rtificate.
IV. Staff and Facilities
The staff should meet the same academic qualifications required of instructors teaching in other areas and should have at least a graduate degree in library science with experience in the school library field.
The work load should be comparable to that of other instructors. The institution offering courses should have adequate classroom space for pupils and materials of all types, as well as the equipment needed to facilitate the use of these materials and to provide efficient working conditions. Books and other print and non-print materials of sufficient quantity and variety to enable the student to become familiar with the resources that are or should be available in a good school library should be easily accessible to the staff and students.
The institution at which advanced study in library education is done should be:
1. A-library school accredited by the American Library Association whose curriculum represents a fifth year or more of work at the graduate level. 5

or 2. A college or university accredited by a regional accredited
agency which offers a master's program in education with a major in library science. In all cases, the planned programs of library education must include studies in areas listed under III. Graduate, A. Library Education. Only institutions with a broad program of offerings in library science and strong supporting graduate offerings in othe r departments should unde rtake to offer the sixth-year program.
v. Admissions Procedures
Care should be taken in the selection of students to be admitted to the library education program. The school librarian should have an understanding of classroom procedure, an ability to work with boys and girls, and an interest in and knowledge of a broad range of materials. The school library is a service center for the entire school and not a refuge from the classroom. Applicants should be screened in terms of their potential for developing the competencies listed under 1. Frame of Reference, as well as for academic achievement!
6

STATE DEPARTMENT OF EDUCATION State Office Bu,ilding
Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN SPEECH
1. Frame of Reference
The improvement of oral communications is vitally important to meet the four ba~ic objectives of the National Educational Policies Commission in regard to secondary education: (1) self-realization; (2) social relationships; (3) economic efficiency; and (4) citizenship.
Man exchanges ideas and makes social adjustments that are necessary in human relationships through oral communication: speech. The attainment of speech skills is essential in the development of the individual. It is the means by which persons participate in civic affairs and solve problems in discussion and conference. It is the responsibility of the secondary school to provide education in the basic elements and the more specialized forms of speech so that all students may have the opportunity to achieve some degree of proficiency in these basic skills. It is the right of every high school student to have speech training as an integral part of a system of free public education. Citizens in a democracy must be competent in speech.
A speech program for the secondary school should serve all students. Many people overlook the fact that all students should have help in developing better speech habits. High school students need a program of basic skills in speech, as well as specialized instruction in discussion, debate, interpretation. and theatre through courses in speech and dramatics and extracurricular programs to supplement classroom instruction in these areas. This program should foster the impmovement of deficient speech habits; it should develop the student's proficiency in good speech habits and skills; it should also train persons in the more specialized speech activities which are individually valuable to them.
The primary goal of speech training in secondary schools is the achievement of competent skills and good speech habits for everyday use in daily life. It is obvious that such skills and habits cannot be developed in a single course or a single year. To achieve maximum effectiveness this training should be continuous. Furthermore. it should be a flexible program. adjusted to individual needs. interests. and abilities. In addition, the program must take account of conditions in the particular school and community.
In line with these values and goals. secondary school programs should give students opportunities to improve their speech under the guidance of qualified teachers. Speech is an essential part of an overall learning program. Speech is the universal means through which information is acquired, new insights revealed, and social adjustments made in both the school and the community.

Through speech, personal relationships are facilitated or hindered; through speech, individuals and groups, seek understanding, decision, and action. There is no area of business, .industry or the professions in which one's ability to communicate effectively does not directly affect one's success and personal adjustment.
II. Procedures for Program Development
College programs designed to prepare teachers of speech should be developed through the cooperative efforts of teachers of English, teachers of speech, teachers of education, teachers of related fields, and administrators in both public schools and colleges. Specific recommendations from the Georgia Speech Association, from the State Department of Education, from regional and national speech associations, and from other appropriate agencies and organizations should be carefully considered in developing these programs.
III. Program Design
A. General Education
The teacher of speech should have a balanced education froma wide variety of disciplines and fields in the hwnanities and the arts and sciences. (See page 3-a of the handbook, "Criteria for Approving Georgia Institutions and Programs for Teacher Education. ")
B. Teaching Field
In terms of content, the secondary school teacher of speech must be prepared:
1. to teach students to make sound inquiry and effective research into a variety of subjects and to present this information in a logical manner that is clear and memorable
2. to teach students to evaluate "truth" and to advocate it logically and persuasively
3. to provide the student with a working knowledge of the psychological, physiological, and social dynamics of speech in regard to oral communication problems
4. to teach the basic technique and principles of parliamentary procedure
5. to illustrate speech sounds clearly and graphically
6. to teach the student to analyze voice and articulation and
to guide and aid him toward speech improvement
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7. to develop an appreciation of dran'~ d.nd theatre (dramatics) and to provide elementary.training in acting and basic technical productiol1 in the high school, as well as providing an extra-curricular program devoted to the production of one -act and full-length plays
8. to teach students to analyze argument through a consideration and examination of logical and emotional appeals, as well as to differentiate between logic and propaganda
9. to teach an appreciation and understanding of literature and
through its oral interpretation to convey intellectual and emotional content to the listener
10. to develop the students' understanding of the influence and impact of mass communications (radio and television)
Courses for teacher education should be sufficient in number to include preparation in the general objectives listed abo~r:. In addition to the general colle ge or university requirements and the specifi.c requirements in education, the future teacher of speech must be proficient in each of the following areas:
1. general speech
(Fundamentals of speech, public speaking, voice and diction and/ or phonetics, parliamentary procedure, oral communication, survey of speech correction)
2. drama and theatre
(Play production, acting, technical production, history of the theatre, play directing)
3. discussion and debate
4. oral interpretation
Study in these areas would be necessary to enable him to teach, to direct a debate and forensics program, to coach students in oral interpretation (declamation), and to direct and stage one-act and full-length plays.
B. Professional Education
The program for the student preparing to teach speech should meet the criteria for professional education provided in the handbook, "Criteria for Approving Georgia Institutions and Programs for Teacher Education. II (See Section E and F, pages 5a-6a of the criteria handbook.)
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IV. Staff and Facilities College s and universities preparing teachers of speech should have adequate staff to direct specialized instruction in the areas of general speech, drama and theatre, discussion and debate, and oral interpretation. There should be available to the department adequate audio-visual equipment, including tape recorders, playback equipment with earphones, slide projector and adequate slides for various courses. Facilities should also include a college theatre or auditorium with minimal equipment for adequate staging. In addition, there should be a classroom - theatre or laboratory theatre for the use of the department. Above all, it is essential that sufficient library resource material be made available in all areas of speech, using the standard books and periodicals recommended for colleges by professional associations such as the Southeastern Theatre Confe :'n::(~, the Sou!: "rn Speech Association, the American Educational Thee!' "ssodatio. r' the Speech Association of America, and the American ....... ..:ch and H: _+_'lng Association.
V. Selective Admission and Retention The speech teacher should be selected for his sincere interest in the total school program and for his potential competency in the field of speech. The speech teacher's personal qualitie s should include a good voice, clear diction, and confidence in his abilitie s and skills. The speech teacher should be able to plan and execute the various phases of a speech program which includes individual and group activities in general speech, drama and theatre, discussion and debate and oral interpretation.
Note: Approved by the State Board of Education December 18, 1963
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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334
Criteria for College Programs for Teachers of Exceptional Children
;-.
Office of Instructional Services DIVISION OF TEACHER EDUCATION AND CERTIFICATION
Jack P. Nix State Superintendent of Schools

57
II Criteria for Teacher Preparation in Exceptionality (Exceptional Children)
A. Criteria for College Programs for Teachers of Exceptional Children (Approved October, 1966)
1. Frame of Reference
In a democracy where education is the right of all who can benefit from it, and where there is commitment to the freeing of individuals to realize their potentials, there .must be commitment to provide appropriate education for those who by natural endowment or through some accident are unable to derive an adequate education ~rom existing programs. The responsibility for the innovative efforts to meet this commitment lies with the college teacher-preparation programs, the Georgia Department of Education, and the public schools
It can be agreed that .life goals include self-realization, social usefulness and self-support. In the light of these goals, the capacities of existing education programs must be judged against the functioning of an individual child~ If these programs are inadequate for the individual, then the system has an exceptional child. A variety of adaptations in the educational process must be provided to permit individuals to accomplish accepted life goals.
2. Procedures for Program Development
In determining readiness of an institution to engage in this special work, there should be collaborative planning with other colleges and with the Georgia Department of Education to assure attention to the needs of teacher education programs in areas of exceptionality.
A member of the Division of Education in the college should be involved throughout the development of the programs. In the development of programs, college personnel, public school people, and other specialists should be involved in identifying needs of exceptional children to aid in determining the competencies needed by teachers.
The appropriate resources of the institution should be available to strengthen the special education program. Laboratory, clinical, and demonstration facilities should be available to support the program.
3. Program Design
a. Basic Preparation
In the preparation of the special educator, a broad, general ,education is essential in conjunction with professional education
and specialized professional preparation. Behavioral science courses should be stressed in the curriculum.
The specialist needs substantial knowl~dge in such areas as human learning, child development, differential psychology, language development, skills in psychoeducational procedures and remediation, and skills in motor development in children, as well as some provision


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58
for experiences with community agencies. Depending on types of services and the area of exceptionality, there may be need for knowledge in such areas as social and emotional adjustment, educational technology, human physiology and behavioral research.
College programs of preparation in special education should provide opportunities for full academic year training; programs which function in summers only cannot prepare such personnel adequately.
Experiences with normal children should be included in the professional preparation of the teacher. The amount and kinds' of experiences would vary with the type of exceptionality being emphasized in the preparation program and with the kinds of services to be provided for the child.
Potential teachers in special education should have experiences with exceptional children early in their programs to help them determine their areas of specialization. Flexibility should be maintained so that advanced undergraduate students wishing to do so may enter special education with a minimum of difficulty.
b. Organization and Administration
Programs in special education should be part of the administrative unit generally responsible for professional preparation of teachers within the institution. The special education program should be an identifiable and coordinate~ unit within the institution.
In general, institutions which have undergr~duate programs in an area should have appropriate graduate specialization in that area also.
The organizational structure of the special education unit and the specific types of preparation programs offered may be formulated in many ways. A traditional format has involved emphases built around "areas of exceptionality" or, in many instances, specific disabilities. As the needs of children are more clearly defined and as opportunities for meeting these needs develop, different clusters of emphases may be more effective. Each institution should be encouraged to evolve the organization which is best for th~t institution in meeting the needs of the state, and the educational needs of the children. There may be a wide range of programs. However, details concerning content and experiences would not seem appropriate here because professional organizations, state and national, have prepared reasonably detailed statements built around certain organizational frameworks. Also, a there are statements of professional standards in specific areas of exceptionality. 1
lSuggested resources which might be used as guidelines for program planning and evaluation are as follows: Professional Standards for Personnel in Education of Exceptional Children, American Speech and Hearing Association, and the Conferences of Executives of Schools for the Deaf.

59

The orientation of the program should be t~ward the factors which affect the learning process or reduce the child's opportunities to take effective advantage of educational programs .. The interference with the learning process may arise from intellectual differences, social or emotional adjustment patterns, physical or sensory disabilities or communication barriers.

A second major concern of the program involves a consideration of the fact that special education teachers may be prepared to function in one or more of several ways. These reflect three major modes of educational programming for exceptional children: (a) special services which are carried on while the child continues in the regular educational program, (b) special adaptations and modifications of the program, usuallyon a temporary basis, with the child participating outside the regular program all or part of the time, (c) a total restructuring of the program throughout the student's school life, which usually entails a different rate of learning and variations in specific experiences provided. One child may be 8 participant in two or even all three types of educational adaptations. Also, within each mode of functioning, there are widely different patterns of operation which may necessitate programs oriented quite differently.

Some professional people envision the ideal teacher as one who is

prepared broadly enough to meet all the educational needs and provide

,

all the required psychoeducational services. In establishing

specific education unit, due consideration must be given to the

reasonable grouping of functions so that the special teacher can

operate at a high level of competence. However, anyone teacher

can encompass only a relatively limited scope with regard to know-

ledge and skills and to the carrying out of appropriate activities

to meet the multiple needs of these children.

The specific programs of preparation developed in the special education unit should demonstrate that adequate consideration has been given to these variables and to the implications each has for organizatiort and administration. In this way, each institution should be free to utilize fully its creative potential for the development of quality.

4. Staff and Facilities
Institutions preparing teachers of exceptional children should pr~vide special~y prepared staff and have ayailable facilities to implement th~ program of preparation described in Prugram Design.

a. ' Staff

The staff should be appropriately prepared to insure the optimum
development of each prospective trainee. The program should also include strong staffing in related departments.

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60

At least one full-time fac~lty member, meeting all standards for preparation and experience generally held by the institution, must be designated to assume major responsibility for the program. Each area of exceptionality offered must be represented by at least one faculty member whose major responsibility is in the preparation of teachers specializing in that field. Courses in methodology and in practicums must be taught by a person who has has experience teaching children in that area of exceptionality.

b. Facilities

"Facilities should include the following:

(1) An appropriate laboratory for purposes of observation and practice with on-going educational programs in each area of exceptionality.

(2) An easily accessible library which includes a broad collection in the field of education, standard reference materials and works in the particular areas of specialization.

5. Admission and Guidance Procedures

The special education program may have other requirements in addition

to the usual admission requirements of the institution. These

criteria should include consideration of certain personality

attributes as well as high scholastic, academic ability. A continuing

guidance program should be maintained to insure that only qualified

candidates are continued in programs and to help students develop

professional goals and attitudes.

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,

STATE DEPARTMENT OF EDUCATION
State Office Building A:tlanta, Ge orgia

.. -.."". .~
,
'

Office of Instructional Services

Division of Teacher Education

and Ccrtific~tion

Jack P. Nix State Supe ri nte nde nt of School s

CRITERIA FOR APPROVED FIFTH- YEAR PROGRAMS FOR TEACHERS

1. The institution should be accredited by the Southern Association of Colleges and Secondary Schools.

2. Students entering the program should have a bachelor's degree. They should be eligible for a T-4 Certificate. or if they are not, provision should be m;lde in the planning of their graduate programs such t.hat they will ;)chicve eligibility for the T-4 before receiving the master's degree.

3. For admission to the pr::>gram. the institution should use an appropriate screening procedure.

4. The program should consist of at least 45 quarter hours of study at the gl" adua te Ie vel.

5. The program for ea ..:h student should be planned as a logically organized whole. It shaul d meet the following minimum r,~qui rements:

Qua rtc r Hou rs

a. Understandings in tl1C study of the learner, the learning process. individual differences
b. Unde rstandings in public education in our American Democracy, curriculum, and the instructional program

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15 ) 5)

c. Subject matte r or content supplementing the

teaching field or fields

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except that for the student ...,hose T-S is to be

in a new teaching field, the program should

be so planned that when he has completed it,

his total study will include 10 l~uarter hours

of study in the new field beyond the amount

specified for the T -4 in that field.

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STATE DEPARTMENT OF EDUCATION

State Office Building

..-...... ,-,,'

Atlanta, Georgia Office of Ins t ructional Se rvice s

Jack P. Nix

Division of Teacher Education

State Supe rintendent of Schools

and Certification

CRITERIA FOR APPROVED SIXTH- YEAR PROGRAMS FOR TEACHERS (Adopted by the State Board of Education, December 14, 1959)

1. Teachers entering the program shall have a master's degree and a Professional Five - Year (T - 5) Ce rtificate in the teaching field to be pursued in the sixth-year program.

2. For admission to the program the institution should use a screening procedure, such as, for example, the National Teacher Examination.

3. The program should consist of at least 45 quarte r hours of study at the graduate level.

4. The institution should give all entrants a thorough diagnostic examination both in education and in their individual subject fields.

5. The program for each student should be planned as a logically-organized whole, in the light of his previous study and of his performance on the diagnostic examination, with all courses included in it being ones which hold forth promise of improving his qualifications for teaching in his specific field. Within the student's master's and sixth-year program taken togethe r the re should be formal provision for the development of his appreciation and competence in re search. No courses are to be included in a student's sixth-year program which are designed chiefly to give professional preparation for positions other than teaching in his field.

6. Each student's program should be planned in such a way that his master's
degree program and his sixth-year program together will satisfy the following minimum requirements.

(a)studies dealing with subject matter or content in the teaching field or fields and in related fields

50 quarter hours

(b)studies dealing with the nature of the learner and the psychology of learning ....................... " ... 15 quarter hours

(c)studies dealing with the program of the school and the problems of the school. ........................... 15 quarte r hour s

7. The institution should grant appropriate recognition for completion of the sixth-year program, such as a de gree, diploma, or ce rtificate.

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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education &: Certification

..J"ack P. Nix
State Supedntendent of Schools

CRITERIA FOR COLLEGE PROGRAMS FOR COUNSELORS*

1. FRAME OF REFERENCE

The school counselor at all levels accepts responsibility for assisting all pupils and has as his major concern the developmental needs and progress of youth. The school counselor works within a pupil personnel framework, offering one of several services. He sees counseling as a dynamic relationship between counselor and counselee and involves himself in the lives of pupils with a clear knowledge of the implications. His profe s sional identity claims the fields of counseling and education. He is an integral part of the school staff, offering counseling services within the context of educational purpose and structure. He assumes a variety of responsibilities in the school, and fulfills them through contacts with individuals and groups within a program of o:i:ganized guidance services.

He assists each pupil to understand his aptitudes, interests, attitudes, abilit;.,:s. and opportunities for self-fulfillment, to accept himself in relation to his wot,~~, to behave in ways consistent with his possibilities, and to develop personal decisionmaking competencies in keeping with his individuality and maturity.

He assists members of the school staff to understand individual pupils, to become aware of the influence of the school and community on individuals, to consider these differences in development of instructional programs and administrative provisions.

He assists parents to understand the developmental progress of the child and to contribute to his development.

He promotes in the community consideration for the individual, development of opportunities for youth, and provision of community facilities to meet unusual needs of youth beyond the responsibility of the school.

The relative emphasis among these responsibilities and the allocation of the counselor's time varies with the maturity of the pupils 'and the organizational structure of the school. At the earlier levels, more time is spent in consultation with staff members, parents, and community resource personnel. Contact' with groups of students is increased at the junior high level. Counseling with individuals shows a gradual increase from the earlier level through the high school. Attention to optimum conditions for learning is greatest in the elementary school, while development of competence in personal decision-making increases in importance with the maturity of students.

J1. PROCEDURES FOR PROGRAM DEVELOPMENT

Program development and evaluation should be a continuous process involving staff members directly responsible for the professional education of counselors,
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~~~4~'i.::~~~'~t'epresentatives of departments offering courses in related fields, from the appro priate levels of public schools, and the .State Department of Education. (See page 4-a (D-3) Criteria for Approving Georgia Institutions and Programs for Teacher Education. )
A college desiring to develop a program for the preparation of school counselors should submit a proposal that clearly sets forth the staff's beliefs about the nature of the job of the counselor at the different levels (elementary, junior high, and high school) of the public schools.
III. PROGRAM DESIGN
The program should be a unified, well coordinated sequence of courses and experiences leading to the development of competencies inplied in the responsibilities described in Section I, Frame of Reference.
The criteria are designed for programs based on a two-year graduate program in counselor education. Those institutions having a one-year graduate program may work out cooperative arrangements with institutions having the two-year program.
The program design is essentially the same for secondary and elementary counselors. It is recognized that there are different competencies, understandings, and knowledge required for these two positions. Differences in preparation are provided J~rough appropriate choices among electives, individual emphasis in courses, and placement for supervised experiences.
The program should provide:
1. The opportunity for full-time study in counselor education throughout the academic year.
2. Flexibility within the curriculum to allow substitutions for individual competencies and understandings developed by a student before entering the program.
3. Evidence of quality instruction in all aspects of the counselor education program through syllabi, study guides, course outlines, or other evidence of organized and articulated instructional units of the curriculum.
4. A sequence of basic and advanced graduate courses and learning experiences defined and provided with identified prerequisites.
5. Within the framework of the total program, curriculum resources and procedures that make it possible for the student to develop understandings and skills beyond the minimum requirements of the program, s~ch as advanced courses in each area of study.
Specific areas of professional preparation are recommended for school c01,lnselors. The fifth-year program should provide for learnings in each area described below. The sixth-year program should be planned to develop both breadth and depth in the following areas:
A. The foundations and dynamics of human behavior and of the individual in his culture. 2-r

Study in this area should develop an understanding of the individual and of his patterns of behavior, learning and adjustment. Preparation in this area should include a thorough understanding of the learning processes, individual differences, adjustment, behavior, readiness, attitudes, ideas, beliefs, motivation, and growth and development as found at different ages and school levels.
B. The educational enterprise, philosophy, and processes of education, and the relationship to the community
Study in this area should assist in developing an understanding of relationships within the school and community. Preparation in this area should include a thorough understanding of the purposes and objectives of the school, the general curriculum and curricular problems at the level of the school in which the student plans to work, and the relationships of the community to the program of the school.
c. Research and statistics
Study in this area should assist the prospective school counselor in gaining greater insights and skills in the use of techniques of research and in designing and carrying out research projects. Emphasis should be placed on assisting the student in improving his own aBility to interpret for othe~s the findings of research.
D. Professional studies in school counseling and related services
Appropriate development of values concerning professional relationships and ethics should permeate all professional courses.
1. Philosophy and principles of guidance and personnel services
This area should assist the individual in securing an over-all view of guidance activities, in developing his own philosophy of guidance services, and in selecting those practices in harmony with this philosophy.
2. Individual appraisal
This area should assist the prospective school counselor in his analysis of the processes involved in the development of the individual and in an understanding of his problems and adjustments. Techinques for the analysis of the individual, measurement, and collection and utilization of information should be included.
3. Vocational development theory, informational materials and services
This should include a study of the process of vocational choice and development with emphasis upon theory, and the economic, sociological, and psychological relationships to the world of work.
This area should also include a study of current occupational opportunities, employment conditions, job requirements, training and other educational opportunities available, placement, and socio-economic trends.
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4. Counseling theory and practice
This area includes the study of those understandings and procedures needed by counselors to ~elp the counselees to become increasingly self-directive. Varying philosophical and theoretical bases for the counseling process should be understo.od.
5. Group procedures in couns.eling and guidance
The purpose of this area is to increase the school counselor's understanding relative to the dynamics of human relationships and to increase his skill in leading groups and in participating in groups. Special emphasis should be given to group activities in guidance and counseling.
6. Organization and administration of guidance services
Work in this area should as sist in gaining information about the planning and operation of guidance programs and services, and in developing insights concerning the relationships of the guidance services to the particular level at . which the counselor would work, to the total school program, and to related agencies in the community.
7. Supervised experience in counseling
This area enables the prospective counselor to gain practical experience at appropriate levels under close supervision in applying the theories and principles he has learned. *
IV. STAFF AND FACILITIES
A. The institution should provide adequate faculty and staff for all aspects of the counselor education program.
1. An individual should be designated as the responsible professional leader of the program. This individual should be an experienced counselor and possess an earned doctorate from an accredited institution in an area appropriate to counselor education. His primary responsibility should be to the counselor education program. He has demonstrated his ability to conduct and to supervise research activities.
2. A basic staff of qualified persons should be assigned to full-time duties in counselor education, sufficient to give a low faculty-student ratio.
3. Staff members should be assigned only in those areas for which they are professionally qualified by preparation and experience.
*See Standards for Counselor Education in the Preparation of Secondary School Counselors. Report of the Committee on Counselor Education Standards in the Preparation of Secondary School Counselors of the Association for Counselor Education and Supervision: American Personnel and Guidance Association. January 1964.

4. Members of the on-campus staff responsible for supervised experiences (laboratory, practicum, and internship) should have earned doctorate degrees in appropriate fields and experience in counseling and related guidance activities with school age youth.
5. Sub-doctoral staff members who supervise laboratory or practicum experiences should be under the direct and close supervision of the basic counselor education staff.
6. Off-campus school staff members who supervise counselor candidates should have master's degrees in counseling and guidance and at least two years of experience in counseling secondary and/or elementary school age youth.
7. Faculty in related disciplines should be qualified in their respective areas and should be actively involved in the development and implementation of the counselor education program.
8. The full-time teaching load of all staff members should be consistent with that of other graduate departments in the institution. The total work load should recognize time needed for planning, research, professional meetings, teaching, and supervision of laboratories, practicums, and internships.
9. Full-time secretarial and clerical staff should be provided for the counselor education program.
B. The institution should provide facilities and a budget which are adequate to insure a continuous operation of all aspects of the program.
1. The institution should provide designated headquarters for the program. This headquarters should be located1in reasonable proximity to the classrooms and laboratories used in the counselor educaticn program. Adequate office space should be provided for professional staff members, secretaries, and graduate as sistants.
2.. Practicum facilities should be provided on campus and/or in cooperating secondary and elementary schools. These facilities should include counseling offices equipped with recording and listening devices and one-way vision screens.
3. Special rooms should be-available for small group meetings and seminars.
4. Ample and appropriate multi-sensory and demonstration materials should be available for staff and student use.
5. Library fadlities should provide a supply of resource materials for depth in both research and study in counselor education. The library should maintain a schedule of evening and week-end hours for the staff and students.
6. Testing laboratory facilities should be available. These should include files of tests and test interpretative data, space for individual and group testing, and test scoring equipment.
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7. Research facilities should be available to facilitate research by both staff and students. Consultant services should be provided from research specialists on the university or college.staff... Access shC1Ul.d be provided to computer centers and other. data processing laboratories.
V. IDENTIFICATION, SELECTION AND RETENTION
Institutions shall have appropriate procedures for the identification, selection and retention of applicants for the fifth and sixth year programs in counselor education. Appropriate procedures should include the following:
A. The use of criteria which have been cooperatively developed by counselor education staff members and public school personnel and which recognize:
1. The potential for and the development of effective relationships with students, teachers, administrators, and parents.
z. A developing background in the physical and natural sciences, the behavorial
sciences, and the humanities sufficient to perform in the counseling role. Lacking such a background, the student should correct deficiencies in addition to the graduate level education prescribed.
3. Knowledge of the development ot children and of the school program at the
level of the school in which he plans to work. Lacking such a background, the student should correct deficiencies in addition to the prescribed counselor education program.
4. The capacity to do the level of graduate study to which he is aspiring.
B. Identification, admission and retention using criteria described in V-A and involving:
1. Initial selection
Z. Selection after the completion of three courses in prpfessional studies in counseling and related services (page 3, Item ill-D)
3. Finally, selection after the completion of the institutiori'S.:specified professional course work (page 3, Item ill-D)
4. Comparable selection should be done at the beginning and end of the sixthyear program.
C. A selection committee should have the authority to ask the student to withdraw at any time during the program.
D. Counselor program information, including the details of the selection process, should be readily available to prospective enrollees.
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*These criteria are consistent with t.he "Standards for C. ounselor Education in the Preparation of Secondary School Counselors", the Report of the Committee on Counselor Education Standards in the Preparation of Secondary School Counselors of the Association for Counselor Education and Supervision and the "Progress Report of the ASCA Counselor Study: Tentative 'Statement of Policy for Secondary School Counselors and Tentative Guidelines for Implementa:tion of the ASCA Statement of Policy for School Counselors" of the A.rre rican School Counselor Association. Both statements are copyright 1964.
NOTE: Approved by the State Board of Education December 18, 1964.
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STATE DEPARTMENT of EDUCATION STATE OFFICE l.iUILDING Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR SIXTH- YEAR PROGRAMS OF TEACHER EDUCATION FOR ELEMENTARY TEACHERS

Frame of Reference for Program Development

Sixth-year study for the elementary teacher should focus on the development and strengthening of a body of specific competenci s demanded for quality teaching in the American elementary school. Through a cohesive, logically planned program, the student should be expected to achieve a degree of specialization unattainable at the Master's degree level. The premise, however, upon which such specialization should be based would be that in program planning full cognizance is given to the extensive breadth of knowledge and understanding demanded by the role and function of the elementary teacher. Such specializatio:~would imply that through professional experience and six years of professional study the student would be prepared to assume at a high level of competency the professional responsibilities involved:

(1) conserving, developing, and utilizing the elementary school child's curiosity, inquisitiveness, and desire to learn.

(2) guiding the elementary school child in his understanding of the physical and social world in which he lives.

(3) encouraging the elementary school child to become increasingly more effective in using the skills of the language arts.

(4) fostering in the elementary school child an appreciation and understanding of numbers and number concepts.

(5) guiding the elementary school child in his expression and appreciation of music, the fine and graphic arts, drama, and literature.

(6) fostering in the elementary school child the ability to become increasingly more capable of making intelligent decisions about his own health problems and those of the community, state, nation, and world.

(7) guiding the elementary school child in his development of motor skills and body efficiency.

Suggested Criteria for Program Planning

1. The teacher education staff of the interested institution, especially the staff responsible for the program of elementary education, should assume leadership in program planning and should enlist the cooperation of:

A. Other college personnel B. State Department of Education personnel

C. Personnel from public elementary schools D. Specialists in elementary education
Program planning should be done within t~e framework of approved procedure for the approval of programs.
III. Program planning sho~ld be consistent with the Criteria for Teacher Education Programs.
IV. Program planning should be done as a sequential extension of approved programs of elementary education at the fourth and fifth year levels.
Suggested Criteria for Admission and Guidance
I. Admission to the program should be based upon:
A. Selective admission polici es which would give valid evidence of:
1. the candidate's int.erestint'.c serious study of the basic proble!!"'''' ~. educatior
2. the candidate IS' lity t.o ~. y standards of scholarly achievement in the proposec-, C'.reas of study.
B. Possession of a Master's degree with an appropriate background for study in the field of elementary education.
C. Possession of a T-5 teaching certificate with certification in elementary education either before entry upon the program or eligibility for such certification before completion of the program.
D. A mi nimum of two full years of teaching experience in an elementary school situation.
E. Approval by the department of elementary education and the office of graduate studies of the institution sponsoring the program.
II. Guidance activi tie s of the colI e ge should include:
A. A review of relevant data concerned wi th the student's:
1. program of study 2. experience 3. professional goals
B. Sequenti al program planning; in as far as pos sibl e, the sequence followed by the student should evolve under guidance during both the fifth and sixth years of study.
1. See statement, Procedure for the Approval of Teacher Education Programs, State Department of Education.
2. See Criteria for Teacher Education Programs.
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C. Close surveillance of the student's progress through the outlined sequence, with adequate provision for counseling and guidance.
Suggested Criteria for Staff and Facilities
I. Provision should be made for education staffs and staffs of other divisions offering study in the planned program to work cooperatively to meet the needs of the elementary teacher, with due consideration to: (1) the uniqueness of the role and function of the elementary teacher as contrasted with the role and function of the secondary school teacher or college teacher; (2) the realization that work at the fourth and fifth year levels for the elementary teacher does not provide the major and minor concentrations required of the secondary school teacher and the college teacher.
II. Resources of the college should be focused toward promoting the function of graduate study in education in such a way as to capitalize upon the intellectual competencies of the departmental staffs cooperating in the program of elementary education.
III. The department of elementary education should be staffed with the personnel necessary to:
A. Give direction to program development consistent with the philosophic principles delineated in this report.
B. Administer admission policies, direct program planning, and evaluate progress of students.
C. Provide quality instruction.
D. Coordinate field experiences in elementary school situations through such activities as:
1. directing the development of action research proposals; 2. utilizing the resources of the college to give the student
guidance in evaluating his competency in translating theory into action.
Suggested Criteria for Program Design
1. The design should provide flexibility to the extent that each student's program would become a planned extension of work taken at both the undergraduate and fifth year levels and would represent a logical and cohesive whole of six years of professional study.
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II. The de sign should provide balance to the extent that each student's program, reviewed in conjunction with his und.ergraduate and fifth-year programs, would reveal that professional study was provided for in each of the following areas:
A. The School: Its program and problems B. Guidance in the elementary school C. Research D. lnst uctional Areas in the Elementary School
III. The design should be adequate In scope to provide professional study in each of the following categories:
First Bloc - The School: Its program and problems
Study in this bloc should provide opportunities for the students to develop insights into the theoretical bases of the practice of education. The areas of curriculum organization and curriculum development, inc..l.dLg the ~hn,~ ,.. _hical and social foundations of education, would beccme focal loints of consideration.
Second Bloc - Guidance in the elementary school
Study in this bloc should prepare the student to fulfill the guidance function demanded of the elementary school teacher. The areas of human growth and development and the psychology of learning would become the focal points of consideration.
Third Bloc - Research
Study in this bloc should prepare the student to become: (1) a better consumer of research and (2) a research worker, at least in terms of having the necessary understandings and skills to develop action research in classroom situations.
Fourth Bloc - Instructional areas of the elementary school
Study in this bloc should provide the student with a usable command of concepts, understandings, generalizations.? and points of view as well as knowledges and skills, as such apply to the various areas of the curriculum of the elementary school. Individualization of program planning should be directed toward extending and deepening the student's ability to work effectively with the content of each of the following instructional areas:
A. Language arts B. Social studie s
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c. Arithmetic
D. Science E. The arts, including music, fine and graphic arts, drama,
and literature F. Health and Physical Education Fifth Bloc - Provision for Concentrated Study in a Selected Instructional
Area of the Elementary School or in Cognate Fields Study in this bloc should provide opportunitie s for the student to either select one instructional area of the elementary school for concentrated study or to pursue study in several academic fields.
NOTE: Approved by the State Board of Education February, 1961.
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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING
Atlanta, Geqrgia 30334

Office of Instructional Services Division of Teacher Education
and Certification

Jack P. Nix State School Superintendent

Criteria on Education of Supervising Teachers

Over -All Policy
1. Special professional preparation should be considered necessary in developing superior classroom teachers into superior supervising teachers.
2. The preparation of supervising teachers is the joint responsibility of teacher education institutions, cooperating public schools, and the State Department of Education.
3. The professional preparation provided supervising teachers by teacher education institutions should satisfy the requirements of the State Department of Education for the certification of supervising teachers.
4. Undergraduate institutions should be permitted to provide programs for such preparation after their submitted programs have been approved by the State Department of Education.
5. Teacher education institutions, with approved programs for the preparation of supervising teachers at the undergraduate level, should encourage supervising teachers without Master's degrees to work toward completion of such degrees.
Organization
1. The planning of a program for the professional preparation of supervising teachers should involve the cooperative efforts of the sponsoring teacher education institution, the cooperating school staff, and the State Department of Education.
2. A teacher education institution, in establishing a program for the preparation of supervising teachers, should develop clearly stated purposes for its program and outline specific procedures and content for meeting its purposes.

A program for the preparation of supervising teachers should provide time allotted for professional study that would satisfy the requirements for earning fifteen quarter hours of college credit or the equivalent. l
4. A program for the preparation of supervising teachers should include in the design for professional study provision for internship experience for the supervising teachers.
5. A program should be under the direction of a person well qualified by experience and training, and aided by a competent staff in sufficient number to insure adequate instruction for the size of the group receiving preparation.
6. The membership selected to receive training in a program for preparation of supervising teachers should be on an invitational basis only, and should consist of superior teachers within those schools serving as cooperating centers in the studentteaching program.
Content
The program for the preparation of supervising teachers should include professional experiences which will provide opportunity for the participants:
1. To clarify understandings of the roles of the various participants in the student teaching program
2. To develop understandings of the problems involved in the successful orientation of the student teacher to the studentteaching experience
3. To acquire the supervisory skills essential for guiding the student teacher in the planning, developing, and evaluating effective learning experiences for and with pupils
4. To develop the supervisory skills necessary to help the student teacher identify his strengths and weaknesses and to evaluate his progress
5. To understand the importance of helping the student teacher recognize that the application of the principles of human growth and development is basic to effective teaching
6. To help the student understand the contributions that effective school organization can make to an instructional program
I See note on page 3.

To define an understanding of ways and means of helping the student teacher work effectively in the area of human relations

8. To define ways and means for helping the student teacher see more clearly the purpose of education in our society

9. To define ways and means for helping the student teacher understand the importance of technical and routine activities in
~instructional program

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l)Y-r To help the student teacher mature into a professional and

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ethical teacher To develop increased skill in the use of democratic practices To identify weaknesses in their own teaching competencies and

to be introduced to resources that could be a means of alleviating

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such weaknesses

lNOTE:

This plan usually includes (1) a beginning workshop, (2) an internship during the following year and, (3) a final workshop seminar during the next summer. The total credit is 15 quarter hours or one full quarter of graduate study which is the minimum acceptable standard for training in this area. This quarter's work can be planned as a part of the regular master's degree program for those who wish to complete degree requirements.

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta, Georgia 30334

Office of Instructional Service s

Jack P. Nix

, ..
~ ..'";'

Division of Teacher Education & Certification

State Superintendent of Schools

CRITERIA FOR FIFTH AND SIXTH YEAR PROGRAMS FOR THE EDUCATION OF VISITING TEACHERS

Introductory Statement
The job of the visiting teacher in the locar school systems is a role of school social work services to children, parents, teachers and administration. Its central objective is that every child have an opportunity to attend school and to receive maximum benefit from the school experience. This involves direct work with the child and his parents and cooperation and consultation with the school and related community agencie s. To fulfill this role adequately, the visiting teacher should have a thorough knowledge of the school, of casework relationships and techniques, of human motivations and behavior, and of community resources. The visiting teacher is a "front-line" worker in school mental health in schools in Georgia.
1. Purpose: The purposes of these criteria are to set minimum standards and to furnish guideline s for the use of institutions de siring to establish programs for the education of visiting teachers at the fifth and sixth year levels.

II. Qualifications for entrance into the programs: Applicants must meet the established criteria for leadership roles (OF Criteria, FTE-40, 6-14-60).

(A) The T-4 Certificate is the basis for all leadership certificates. (B) Before completion of the program, the candidate shall have achieved
eligibility for the VT-5, with work applied toward the VT-5 not counting toward the VT-6.
III. Content:
(A) The selection of content of the programs should conform to that of the criteria for leadership programs.
(B) Within the area of specialization, the following experiences should be provided: (1) Orientation to role and function of the visiting teacher in Georgia (2) Courses designed to give a deeper understanding of human motivation and behavior (3) Courses in social casework followed by on-the-job field work under qualified supervision (4) Experiences that will acquaint visiting teachers with community agencie s, their function and their relation to the school (5) Research in education and school social work

IV. Procedure: The fifth and sixth year programs should be planned as a unit so as to provide continuity and logical sequence, using a combination of campus and laboratory expe rience s.
Approved by State Board of Education February, 1961
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STATE DEPARTMENT OF EDUCATION STA TE OFFICE BUILDING Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education &: Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR FIFTH AND SIXTH- YEAR PROGRAMS FqR READING SPECIALISTS

Frame of Reference
This program should be organized in keeping with the existing criteria in other programs for leadership positions. See ITE-40, State Department of Education, or pages 19-29 in bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education." Both the fifth and sixth years should provide opportunity to work toward all the goals of the program. However, skills and understandings in leadership roles might better be delayed until the sixth year.
The reading specialist, when certificated, would be eligible to work from kindergarten through grade twelve.
Program De sign
The program should provide:
1. An understanding of the nature of the reading process.
2. An understanding of what constitutes a sound reading program and the relationship of this program to the total school curriculum.
3. An understanding of the causes of reading disabilities.
4. Opportunity to develop the ability to diagnose reading difficulties and to plan a program of instruction based on the diagnostic findings.
5. Opportunity to gain skills in measurement and evaluation.
6. Opportunity to gain skills in making appropriate referrals on physical
and psychological problems beyond the scope of the reading specialists.
7. Opportunity to teach children with reading difficulties.
8. Opportunity to develop skill in working with individual teachers and groups.
9. Opportunity to evaluate and select reading materials of all types and for various purposes, resulting in a broad knowledge of reading materials,
10. A knowledge of human growth and development, -learning processess, personality development, and mental hygiene.

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11. An understanding of the program of the school and the problems of the schooL
12. A knowledge of research findings and other professional literature in the area of reading.
Facilitie s and Staff 1. A reading laboratory including:
a. enough equipment and enough space to work with children b. appropriate materials and supplies 2. A full-time staff with experience and specialized preparation in ,teaching. Admis sion and Guidance 1. Screening Colleges should develop effective screening procedures for admitting applicants to the program. 2. Admission The applicant should hold a professional teaching certificate, not less than T-4, for admission to the program. 3. Expe rience The student should have completed a minimum of three years of acceptable school experience prior to certification at the fifth-year level.
NOTE: Approved by the State Board of Education June 13, 1962
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STATE DEPARTMENT OF EDUCATION State Office Building
Atlanta, Georgia 30334

Office of Instructional Service s Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR DOCTORAL PROGRAMS FOR TEACHERS AND OTHER SCHOOL PERSONNEL

1.

Frame of Reference and Procedures for Program Planning

The doctoral program should be a planned program. Planning the program should be the institution's responsibility. The statements below are written with the belief that a person should serve in the field of his educational background of study. Also, it is believed that a doctoral program in one field of study does not necessarily qualify a person to work effectively in other fields of service. For example, a doctoral program in administration, while designed to develop an administrator, may at the same time not necessarily include all the work needed for a clas sroom teacher. Planning should be in terms of the applicant's field of service and his individual nee ds.

II.

Program Design, Admissions, and Guidance

The doctoral program must be such that the person upon completion of the program would have qualified for the sixth year program in the field of service for which certification is sought.

III.

Staff and F acilitie s

Only doctoral programs completed at institutions accredited to offer graduate programs by the regional accrediting agency will be re cognized.

Approved by the State Board of Education December 18, 1963

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STATE DEPARTMENT OF EDUCATION

STA TE OFFICE BUILDING

Atlanta, Georgia 30334

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u \-.: ,.
Office of Ins tructional Se rvice s

Jack P. Nix

Division of Teacher Education & Certification

State Superintendent of Schools

CRITERIA FOR COLLEGE PROGRAMS FOR SCHOOL PSYCHOLOGISTS

I. Frame of Reference for the Role and Function of the School Psychologist

The broad role of this specialist is to serve the school's function and promote more evvective learning and pupil adjustment. He may operate in four areas which are complementary and interrelated:

A. Evaluation

Evaluation includes responsibilities for consultation with other school personnel on the selection and use of group tests, responsibilities for individual testing (appraisal of learning capacity and/or overall adustment), and reporting and interpretation to appropriate individuals and/ or agencies.

B. Consultation

Consultation may be with individuals (as pupils, teachers, principals, or parents), groups, and other school specialists (as counselors, visiting teachers, special education consultants, reading specialists, and instructional supervisors).

C. Liaison
The psychologist is a resource person. Liaison includes responsibilities of an informational and promotional nature and communications with school personnel, community agencies and/ or specialists, and related professional groups.

D. Research

Familiarity with re search methods and the application and interpretation of research are considered of prime importance since research is an integral area of responsibility in the role of the school psychologist. Responsibility for collecting and interpreting research data should relate to pupil personnel problems.

II. Procedures for Planning a Program

Persons planning the program should include not only the appropriate institutional faculties, but also personnel in the public schools, and other community agencies specifically interested in the leadership area. Integral planning should be the keystone of the total planning group.

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IU. Program :De sign
A. The pattern of this program shall parallel the program for all professional school personnel leading to the sixth-year certificate with respect to the nature of the learner and the learning process, the program of the school, research, and the area of s pe cialization.
B. The program should include systematic instruction in the historical, philosophical and theoretical aspects of psychology as a discipline.
G. In addition, the program should include instruction in the applications of psychology in school situations and in the larger context in which schools operate.
D. Finally, the program should include substantial e:>.perience of the following sorts:
1. Glerkshi p - Detailed performance, under close superVISIon, of the elementary skills of individual and group te sting, including interpretation and evaluation.
2. Practicum - Extensive activity, under direct supervIsIon, in dealing with problems arising in schools in the areas of learning and adjustment.
3. Internship - Placement in a school situation with re sponsibility for action, under general supervision of a qualified school psychologist or university staff member with specialized experience in this field. The internship will provide experience with broader problems of learning and adjustment, involving coordination with substantial numbers of school and other specialized community services related to child growth and development.
These experiences should provide opportunity for the prospective psychologist to work with "normal"children with learning and emotional problems, as well as with children clas sified as llexce ptional t '.
E. The progralTI should provide for gaining the content and experiences necessary to assure competence in the area of work listed in the role and function of the school psychologist (I, page 1).
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IV. Staff and F acilitie s The institution shall have adequate staff and facilitie s to implement the program for the school psychologist to include the areas of normal and exceptional children.
V. Admission and Guidance Procedures A. The prospective psychologist shall either be eligible for the professional T-4 Certificate or shall have an undergraduate major in psychology with 20 approved quarte r hours in education. The prospective psychologist shall have either three years of school experience or three years of appropria te substitute experience. B. To be formally admitted to candidacy the prospective trainee must have earned satisfactory scores on the Common Examination and on the appropriate Optional Examination of the National Teachers Examination and/or such examinations as the training institution may require for formal admis'sion to the sixth-year program. C~ The sixth-year program, including a master's degree, shall consist of (a) at least 100 quarter hours of graduate work if a thesis is not a required part of the trainee I s program for the master's de gree or (b) it shall consist of a minimum of 45 quarter hours beyond what is required for the master's degree.
Approved by the State Board of Education - May 21, 1964
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U I I l c e ~tate

DUUUJ.H~

Atlanta, Georgia 30334

Office of Instructional Services Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

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CRITERIA FOR GRADUATE PROGRAMS FOR JUN! OR HI GH SCHOOL TEACHERS

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I. Frame of Reference

The separate junior high school followed by the separate senior high school has become the predominant pattern of secondary school organization in America. Over 50 per cent of all secondary students are enrolled in school systems so organized. Approxi matel y one-third of the secondary students are enrolled in combinatfon junior-senior high schools. What was once the almost exclusive high school organization pattern, the four year high school of grades 9-12, now makes up the smallest segment of secondary education with less than 18 per cent of the secondary pupils enrolled in traditional four-year high schools.

The job of educating young adolescents is, in many respects, the most demanding and the most critical of any job in all education. Young people at this age are building their philosophies of life; they are formulating 'their basic value commitments, their study habits and attitudes, and their relationship patterns. Changes in these areas after adolescence are difficult to bring about, so that the kind of education which young people receive during these )'e ars has an especial importance. Teachers who work at the junior high school level, no matter in I what organizational pattern, should have teacher education programs that provide' specific assistance in understanding the nature of education at this level.

Since undergraduate programs have been few with limited enrollments, the availability of programs providing specialization in junior high school education at the graduate level would be of major assistance in achieving the desired competencies.

The competencies needed include the following:

I. A thorough understanding of the physical, me.ntal, and emotional characteristics of young people making a transition from childhood to adole s cence.

2. Ability to secure and utilize information necessary for the effective guidance of all students in their personal and social adjustments as they move through this transitional stage.

3. An understanding of the total junior high school program, its development and its desired characteristics.

4. The ability to deal with a wide range of learning rates and levels of achievement.

5. Special competence in helping young people with the basic skills, especially reading.

6. The ability to select and organize for use many kinds of instructional materials of different levels.

II. Procedures for Program Development

While the teacher education staff must assume leadership in developing the

program, the assistance and cooperation of others should be enlisted. College

personnel, public school personnel, State Department of Education stq.:ff members

and laymen should be included, particularly educators currently serving as

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teachers in the junior high school grades. The services of specialized personnel

from national or regional organizations or agencies should be utilized whenever

possible.

The program should be built to achieve specific competencies essential for teachers at this level.

III. Program Design

A. General Education

The general education program of the student's undergraduate preparation should be examined, and where needed should be strengthened and broadened at the graduate level.

B. Profe s sional Education

Th e combined undergraduate and graduate programs, should include specific consideration of each of the following professional areas:

1. The nature and needs of early adolescence.

2. Classroom Guidance.

3. The teaching of reading with particular emphasis on skills needed by junior high school age children including reading in the content areas.

4. Curriculum developments germane to the junior high school such as the core curriculum, team teaching, and programmed learning.

5. Instructional procedures and materials which contribute to effective learning for groups and individuals at this age level.

6. Evaluation and measurement.

7. Interpretation of research findings and the conducting of action research.

C. Teaching Fields

Work taken in the teaching field(s) will depend upon the undergraduate program and the current teaching needs of the student. Students may continue to emphasize two fields or may commit themselves primarily to one field. The choice of the option would be subject to the following conditions:

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1. If a single field is selected, the undergraduate and graduate work together should include the minimal requirements for certification in that field.
2. If two fields are to be continued, some work in each field should be included in the program at the graduate level.
IV. Staff and Facilities
A. A college staff member who has special study and/ or experience in junior high school education should have responsibility for directing the junior high school teacher education program. The advisement and guidance of students following this program should be a recognized part of the staff member's load.
B. The college library curriculum laboratory should contain numerous currieulum guides, periodicals, research reports, and textbooks dealing with the junior high school.
C. Colleges in conjunction with public school systems should assume responsibility for initiating and improving programs of junior high school education, particularly in the centers used by the college for laboratory experiences.
D. There should be a number of staff members, both in professional and academic areas, with interests in junior high school education in order that the diverse offerings needed will be appropriately organized and taught.
Admissions and Guidance
A. To be admitted to a graduate program in junior high school education a candidate should hold a professional certificate in one of the following areas:
1. elementary education 2. grades 7 -8- 9 3. secondary fields 4. special fields, grades 1 through 12
Colleges should not plan junior high programs for specialized curricula in fields such as business education, industrial arts, homemaking, health and physical education, art, or music, but should encourage students desiring to teach these areas in junior high schools to plan their graduate programs in these teaching fields.
B. The diversity of undergraduate preparation among those eligible to initiate a graduate program makes it essential in planning the program to consider carefully the undergraduate program.
NOTE: Approved by the State Board of Education on December 16, 1964.
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STATE DEP RT. LS. TT OF.EDUCATIO STATE OFFICE BUILDI G Atlanta, Georgia 30334

Office of Ins tructional Se rvice s Division of Teacher Education &: Certifica ion

Jack P. Nix State Supe rintendent of Schools

STATE E1 T OF CRITERIA FOR PROGRAM FOR SCHOOL L. U CH DIRECTO.R

1.

Frame of Refe renee

School lunch is a complex educationa~ and business operation. The purposes of the program are to: (1) provide nutritionally adequate lunches, (2) operate financially sound programs, and (3) make school lunch an integral part of the educational program. The school lunch director must be cognizant of the relation of nutrition to health, to learning, and to school attendance and of the need for pro,-iding lunches to all children. Increasing management and operational responsibilities further complicate school lunch administration. Such a complex program requires a professionally qualified person to administer it effectively as a part of the educational program.

The prospective director in scho.ol lunch supervision should hav~ a

knowledge of nutrition, management, and education. Since the prospecfive

school lunch director may have a Bach~lor's Degree with a major in home

economics e

~ion, food science, nutrition science, dietetics, or institu-

tional manae~.. ent, the fifth-year program is designed to supplement, enrich,

and reinfo.r.ce this degree and provide new knowledge and experiences needed

by the professional school lunch director.

The school lunch director should possess specific competencies to guide the deYelopment of a nutritionally and educationally effective and financially sound pro ram. The graduate study should develop competencies in:

(l) De' eloping, administe ring, and utilizing school lunch programs for maximum nutritional and educational benefits to the child.

(2) , orking with administrators, teachers, and lay pe.ople in defining goals of the school lunch program an? in identifying specific responsibilities of each of these pe rsons for achieving goals.
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(3) Promoting and maintaining good interperso"nal relations between school lunch personnel and students, faculty, school administrators, and communit).

(4) Providing for continuous professional growth of school lunch pe rs onnel.

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(5) Designing, conducting, and interpreting appropriate research projects for the improvement of the school lunch program.
II. Procedures for Program Development
Preparation of school lunch dire ctors should be de signed for developing an individual who will be an important member of the school team and his community with special 'competencies in the areas of nutrition, food service, and manage:ment.
Special consideration should be gi~en to develop a program that will :meet the academic requirements of the Ame rican Dietetic As sociation.
Planning for this program should be a cooperative venture of subject matter specialists, teacher educators, school lunch directors and other representatives from the public schools, and State Department of Education personnel.
A. The program:planned should include:
(1)' Definition of purpose and function. (2) Scope of curriculum content. (3) Nature and extent of laboratory and internship experience.
B. Each department or division participating in the prepa-ratory program should take positive action in designing and main-
. taining a progra.m that will develop the competencies needed in the areas of nutrition, administration and management, and professional education.
C. Sound principles in school lunch .management, nutrition research, and nutrition education should be used as bases for program planning.
D. Current regulations of United' States Department of Agriculture and of Health, Education, and Welfare affecting school lunch management should b~ used in program planning.
E. Program planning should provide for periodic evaluation of the program by college faculty, graduates who complete the approved program, and others.
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III. Program Desilm

The program design should provide for students who have met eligibility requirements for the four-year provisional certificate for the school lunch director. This includes a Bachelor's Degree with a m.ajor in home econom:cs education, food science, nutrition s'cience, dietetics, or inst'tutional management from an accredited four-year college.,

The program s ould consist of a fifth year .of study at the graduate level leading to a 1aster's Degree. The program should be planned as a logically organized whole, in light of the student's previous st~dy and experiences.

A. The progra.rn should be planned to improve his knowledge in his spec' al area, his ability to communicate knowledge and to develop competencies necessary to perform the functions of a profes_ionally qualified school lunch director .

. B; Each student's program should be planned in suer. a way that the student will:

1. lInpro e his ability to understand and effectively commUlllcate with people.

Suggested areas of study include educational psychology and soc:ology.
. 2. De\elop understanding of the total school prog'ram and
skill in working with school personnel to accomplish goals for total school improvement.

Sugge sted areas of study include public school administra,. tion and supervision.
3. Broaden his knowledge in areas of food, nutrition, and/or institu~ional management.

Sugge sted areas of study include advanced nutrition,

institutional manageme!1t and administration, purchasing,

layout and equipment,.- quantity foods, experimental foods

and food technology.

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4. Design, conduct, and interpret appropriate research in the

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school lunch program.

c. An ir:.ternship which provides supervised experience on the job
under the direction of the institution offering the progra.rn should be planned as a part of the fifth-year program.

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IV. Staff and Facilities Institutions designing the program ~hould have .approv.ed graduate
programs in education and also have staff members qualified to teach at the graduate level in the fields of home economics education, food science, nutrition science, and dietetics or institutional management.
Facilitie s should include:
A. C' ssrooms and laboratories adequate for specialized instruction in foods, nutrition, and institutional management. The laboratories should include facilities which permit supervised experience for students in quantity food preparation and service, organization, and management.
B. Library holdings with an adequate collection of authoritative professional materials and research literature relevant to specialization in foods, nutrition, and institutional management.
c. Adequate provision for student and/ or sta~f re search.
V. Selective Admission and Retention
A. Admis sion:
1. The admis sion policies of the institution should be such that students have the potential for completing program requirements.
2. Institutions providing such programs should establish criteria for selection of students and set up a committee responsible for .their admis sion to the program on the basis of such criteria.
3. Upon completion of the program, the student should have a n1.inimurn of three years I experience in teaching, school lunch management, or other institutional food service management.
B. Retention
The retention of a student should be determined by the staff membe rs who. participate in the implementation of the planned program.
Approved by the State Board of Education on December 16, 1964.
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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING Atlanta, Georgia 30334

Office of Instructional Services
Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF THE EMOTIONALLY DISTURBED

I. Frame of Reference

The society in which we live requires every individual to adapt to some basic

principles and mores in order to function effectively and efficiently. The exist-

ence and progress of a democratic society is dependent on the efficiency of its

constituents. Many individuals in our society have been unable to reach an adap-

tive level which is personally and socially satisfying. From infancy through

adulthood, nearly every individual is treated with the expectation that this type

of adaptation will be made.

Children who are emotionally disturbed often cannot function with full effec-

tiveness in a regular classroom situation. There are many of these children in the

public schools of Georgia. With the benefit of modification in their education, a

large number could overcome their difficulties.

Children to be served in programs for the emotionally disturbed are those who

have experienced and exhibited persistent problems in adapting to their environment.

Some children indicate disturbance or experience some temporary emotional problems

and continue to be enrolled in the regular classes. Some children evidence emotional

disturbance which requires special adaptations of the educational program within the

public school. They give evidence of chronic and persistent problems which require

special assistance and possible removal from the regular classroom. Some children

give evidence of emotional disturbance which makes it necessary for educational

programs to be provided outside the context of public schools.

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Many educators believe that the schools can and should playa prominent role in

the prevention of these difficulties and in the remediation of them when they arise.

Acceptance of this role means change in both concepts and modalities of educational

(Frame of Reference - Cont'd.) procedure. Education is in a strategic position to intercede in behalf of these children. Therefore, specially prepared teachers are essential for meeting the needs of these children.
II. Procedures of Program Development This program should be developed as part of a teacher preparation program in an institution having commitments in the preparation of teachers for exceptional children. The colleges should assign a staff member with special preparation in teaching emotionally disturbed children to give leadership in developing such a program. The college should develop the program with consultant services from groups, such as psychiatry, psychology, social work and educational specialists in curriculum. Teachers of emotionally disturbed children and school administrators of such programs should also be involved in developing the program. Since varied facilities are needed for laboratory experiences, agreements concerning the use of these facilities for observation and participation should be made with schools, clinics, and other appropriate institutions providing education for emotionally disturbed children.
III. Program Design In the development of a teacher preparation program for educating emotionally disturbed children, it is desirable to provide several alternative patterns for acquiring the desired skills and competencies. Such flexibility would enable the preparing institution to offer an educational program to outstanding students who have demonstrated ability to work with disturbed children. Figure 1 outlines three alternative plans with appropriate goals.
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Figure I
Three Plans for Programming Teachers of Emotionally Disturbed Children*

Plan I

Elementary or Secondary certifi~accalaureate Level cate.

(4 years)

Bachelor's Degree

Fifth Year

Completion of Special Education Certificate at fourth year level without master's degree or at fifth year level with master's degree. (Elementary or secondary student teaching will have been completed. Requires internship with emotionally disturbed children. )

Plan 2
Five years to achieve elementary or secondary certificate, special education certificate, bachelor's degree; with or without master's degree. (Requires student teaching in elementary or secondary in addition to internship with emotionally disturbed children.)

Plan 3
No teaching certificate but bachelor's degree.
Fifth Year:
Completion of general education, professional education, elementary or secondary education, special education sequence. Special education certificate with or without a master's degree. (Requires student teaching in elementary or secondary in addition to internship with emotionally disturbed children.)

*The Master's Degree is required for the T-5 Certificate in Special Education. The 5-year plan without a Master's Degree would qualify for a T-4 Certificate in Special t. Education.

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(Program Design - Cont'd.) General Education. Undergraduate level: Those courses required for elementary or secondary preparation at the Baccalaureate level. B. Professional Education. The professional sequence should meet the criteria in the General Statement, Criteria for Teacher Education Programs ,on pages 5-A and 6-A in the Bulletin, CRITERIA FOR APPROVING GEORGIA INSTITUTIONS AND PROGRAMS FOR TEACHER EDUCATION. C. Content Area. Undergraduate and Graduate levels: 1. Courses for a teaching field at the elementary level or secondary level will be
completed during undergraduate and/or graduate study.* 2. A sequence of study in content areas relevant to educational programming for
emotionally disturbed children: a. Special Education:
(1) Introductory information regarding the nature of all types of children's exceptionalities; the influence of a handicap on all phases of development; and special provisions needed by these children for maximum development.
(2) Knowledge of the psychology and behavioral characteristics of emotionally disturbed children in school, the effect upon learning, and education adaptations used to facilitate learning.
(3) Techniques of behavior management, psycho-education diagnosis and individualized and remedial instruction, as applied to a variety of learning, behavioral, and emotional problems.
*The selected specialized elementary courses might include such areas of study as teaching of Arithmetic, Reading, and Music or Art.
(4)

(Program Design - Cont'd.) b. Related Areas: (1) Knowledge of the teaching of reading with emphasis on diagnosis and remediation of difficulties in reading. (2) Understanding of the psychology of the abnormal with particular relevance to childhood. (3) Understanding of the development of personality; developmental characteristics of emotional and social growth in normal children, including the infant, pre-school, primary, elementary and adolescent child. (4) Understanding of the sociological aspects of emotional and social disturbance of children; the dynamics of the family, the peer group, and the culture. (5) Knowledge concerning psycho-therapeutic theory and practice with children in clinical psychology.
D. Laboratory Experiences: 1. Sequence of experiences As soon as the student is identified with this program, experiences should begin with observations and require increasing participation as the student's experience and skill increases. 2. Scope of experiences Total hours spent in practicum and field experiences should reflect a balance in a variety of field experiences including: observation, individual instruction, records and planning, psycho-educational diagnosis, group instruction, total class responsibility, staff and professional meetings, parent-teacher and childteacher conferences.
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(Program Design - ContI d.) 3. Content of experiences
a. Supervised observations: Observations should include the study of behavior of both normal and
abnormal children. Such observations should be in a number of settings; regular public school classes at several grade levels, special classes and programs for disturbed children at each grade level, residential treatment facilities and classes, normal nursery school children, intake and staffing procedures at a local child guidance clinic, and diagnostic evaluations in a Special Education Clinic. These observations should be directed toward a wide range of specific problems such as anecdotal recording of behavior, clinical types of emotional and behavioral disorders, techniques of classroom management, characteristic behavior of normal children at varying stages, etc., depending upon the educational level and experience of the trainee. b. Supervised participation:
At a more advanced level in practicurn, students should participate in aspects of psycho-educational diagnosis, evaluation, planning, individual instruction, behavior management, remediation, and reporting. Such a practicurn enables the student to implement theoretical and lecture content on a one-to-one basis with selected children. Participation at this level should be under direct supervision. c. Internships:
The Internship Program should provide experience in both institutional and public school special classes. Such internships are seen as experiences in which techniques and methods of behavior management, educational diagnosis,
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(Program Design - ContI d.) and individual instruction are applied to entire groups of children in classrooms. In addition, certain experiences unique to each setting should be provided. The institutional residential internship should provide close association with professional staff. Interns should participate in staff conference with psychiartists, psychologists, social workers, and special class teachers. Staff psychologists should be available for consultation concerning individual children. During the institutional internship, an emphasis should be placed upon the complimentary role of the teacher in the psychotherapeutic process. The public school internship should focus upon the problems unique to the teacher in the public school special class. Close cooperation and
supervision irm related professionals should be available. Supervision
and consultation from school administration and consultants must be available.
IV. Staff and Facilities Institutions preparing teachers of the emotionally disturbed should have adequate staff and facilities to implement the program of preparation described in Program Design. A. Staff:
The institution should provide an adequate, specially prepared staff to insure the optimum development of each trainee. At least ~ key member
of the professional personnel in this program should hl the doctorate E its eguivalent. All staff members should have training and experience
appropriate for teacher preparation in ~ field.
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(Staff and Facilities - ContI d.) B. Facilities: 1. The library should include a broad collection of authoritative materials in general education, all areas of special education, the behavioral sciences, relevant research literature, periodicals, and general reference works. 2. A public school system having a strong special education program including a program for the emotionally disturbed should be accessible. A working relationship should be established with the system to insure maximum benefits to the institution and to the school system. 3. A variety of instructional and curriculum materials should be available. 4. Practicum facilities should be provided on campus and in cooperating schools, institutions, and clinics to insure a sequential series of practicum experiences. 5. Clinical and demonstration facilities in related areas, such as medicine, rehabilitation, remedial instruction, psychology, and speech correction should be available. 6. Facilities should be provided for student and staff research. 7. The institution should plan and evaluate cooperatively with all groups involved in the preparation and utilization of teachers of the emotionally disturbed to insure wise use and economy of efforts, of staff, and of facilities.
V. Teacher Selection. Admission and Guidance A. Applicants for admission should be selected by the group decision of
appropriate personnel in the institution conducting the program. The
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(Teacher Selection, Admission and Guidance - ContI d.) following personality traits are considered desirable and may be used as minimal guidelines in the selection process: 1. Academic aptitude. 2. Social maturity and judgement. 3. Emotional insight and potential for growth. 4. Warmth and acceptance of others. 5. Flexibility, tolerance, and stability.
B. In addition to desirable personality traits, all applicants must be eligible for admission to the teacher education program of the college or department of education at the appropriate level of training.
C. Both formal and informal opportunities must be provided trainees for therapeutic interaction and guidance which are directed toward growth engendering goals. When critical decisions regarding a trainee must be made, group recommendations, decisions, and judgements should be sought although the director of the program must retain final responsibility and authority.

November, 1965

APPROVED
JAN 19 1966
ST.\ E til) ,RJ Of EDUCATION ATLANfA, GEORGIA 30303

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STATE DEPARTMENT OF EDUCATION S TATE OFFICE BUILDING Atlanta, Georgia 30334

Office of Ins tructional Se rvice s Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRITERIA FOR TEACHER EDUCATION GRADUATE PROGRAMS IN HEALTH EDUCATION, PHYSICAL EDUCATION, AND HEALTH AND PHYSICAL EDUCATION

I. Frame of Reference

Graduate study in health education and physical education is based on the as sumption that the student is qualified for advanced study in his field of specialization. For the most part, graduate courses should be built upon a body of knowledge which represents a continuum in depth of basic areas in health education and/ or physical education. Graduate courses are more concerned with principles, philosophy, history, and research than with the acqIisition of methods, and technique s.

There should be discernible differences between graduate and undergraduate work. Graduate work has been characterized as follows:

"A crucial characteristic of graduate study is the insistence upon original and mature thinking. Graduate education should be designed to develop the ability of students to read widely and rapidly with comprehension; to find and use available source materials in the solution of problems; to produce work of an original nature; to do independent and critical thinking; to find, or ganize, and evaluate evide nce; and to formulate and c.efend conclusions .1"

II. Procedures for Program Development

All procedures and processes normally employed by an institution in the development of graduate programs of teacher education should be applied to the development of programs in the areas of health education and physical education.

III. Program Design

The programs for graduate students in health education and physical education should include a breadth of offerings sufficient to meet the students' needs and professional goals. There should be opportunities for students to specialize in the study of either health education or physical education or in the combined fields of health and physical education.

IEsslinger, Arthur A., "Undergraduate Vs. Graduate Study", Journal of Health, Physical Education, and Recreation, November-December 1966, p. 63.

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The primary emphasis at the master's level is preparing better teachers and should include meaningful laboratory and appropriate field experiences.

Attention should be given to the developmental phases of graduate programs for appropriate consideration and emphasis on health and physical education at the early childhood, elementary, junior high, and secondary school levels.

This section on program design is divided into four sub-sections. The first section includes areas of concern which are basic to specialized study in either health education or physical education, the second section includes the areas of specialization in health education, the third section is concerned with specialized concerns in physical education, and combined programs of health and physical education are discussed in the fourth section.

A. Basic Areas

There are several areas of study which are considered to have equal value to to the educational development of graduate students majoring either in health education or physical education or in a program which combines the two fields. The se areas are identified and dis cus sed below.

1. Behavioral Sciences

The graduate curriculum should include sufficient preparation in the behavioral sciences, particularly psychology, sociology, and anthropology, in order to provide background for understanding selected concepts with application to health and physical education. Such concepts will include de cision making, belief structure, psychology of language, value systems, learning theories, communication theories, community organization, and group dynamics.

2. Education, the School and Society

This area should provide the graduate student with greater knowledge and understanding of the psychological and social foundations of education, i. e. , how people learn; the place of education and schools in society; and the history and philosophy of education, including health and physical education. In addition there should be opportunities for the students to attain the understandings and knowledge necessary for competency in the areas of curriculum theory and development, organization and administration of educational programs, and supervision of instruction.

At the doctoral level, study in this area should include the nature and scope

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of higher education, including teacher and graduate education.

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3. Evaluation and Research
Graduate programs at the master's level should provide opportunities for the students to develop llm.petency sufficient to locate, understand, and evaluate the findings of health and/ or physical education related studie s, and to interpret these for the benefit of school programs and the general public. The students should be able to evaluate educational materials and to construct and apply instruments for evaluating the outcomes of health and physical education programs.
Doctoral study should result in a more comprehensive knowledge of statistical procedure s, research de sign, and methodology. The dis sertation should provide a significant research experience.
B. Health Education
The graduate program for students who specialize in health education should be sufficiently structured to help the students to develop reasonable competence in the following areas of the health science s:
Accident prevention Anatomy Chemistry Community and World health Disease control Human biology Marriage and family life Mental health Microbiology Nutrition Physiology Scientific facts and principles pertinent to personal, family,
and community health.
C. Physical Education
The graduate program design in physical education should be such that courses in particular areas of specialization should be taken in sequence, moving from the general to depth in the specific. Graduate study in physical education should stre~hen and extend the student's knowledge of history, principles, and philosophy of physical education. In addition it should include depth study in physiology of exercise, movement exploration, sports psychology, the mechanical analysis of physical activities, and kinesio-therapy.
Further, the graduate program in physical education should provide opportunities for students to develop an understanding of the application of these sciences and areas of knowledge to the growth and development of atypical as well as typical children.

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D. Combined Programs in Health and Physical Education
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In order to meet the needs of all students the institution should provide programs of study which will make possible an equal emphasis on health education and physical education. Programs for students with the se needs should be designed to include the basic areas of knowledge shown under A above, and an equal number of courses should be selected from the health and physical education content areas.
IV. Staff and Facilities
A. Staff
The calibre of the graduate staff greatly relates to the achievement of purposes established for the graduate program. The requirements for education, rank, and tenure maintained by institutions for faculty members who teach graduate courses should apply to the staff of the graduate health and physical education program. The dire ctor of the program should hold appropriate doctoral de gree s. All staff members who teach the graduate courses should hold, at least, masters de grees.
B. Facilities
The facilities necessary for an adequate graduate program should include:
1. A library well stocked with a balanced collection of print and non-print materials and research studies pertinent to each of the special fields of health and physical education, as well as the related fields in the behavioral and biological sciences. Further, the library should include an adequate supply of audio-visual materials and equipment essential to the instruction and study required in the se fields.
2. Special laboratories furnished with the necessary equipment for research and study in the areas of kinesiology, physiology and all other appropriate areas of the program.
3. Special conference rooms, seminar rooms, and study rooms.
4. Community resources appropriate for field experiences.
V. Admis s ion and Guidance
Graduate students in health and physical education should be carefully selected and should have appropriate undergraduate preparation. They should demonstrate the ability to function at a high level of intellectual competence and maturity.

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All criteria which the institution maintains for the selection and admission of graduate students should apply to those students admitted to graduate study in health and physical education. Upon admis sion to graduate study, students should be as signed faculty advisors who will help these students to identify their goals and to plan effective programs for the attainment of these goals. All undergraduate deficiencies should be considered in planning an effective graduate program. The advisement load should not be so heavy that it becomes impossible for students to meet regularly with their advisors for the purpose of evaluating their progre ss.
APPROVED
FEB 21 1968
STAiE tW.,R:} Of: t:~:~:AflJN ATlANiA, GECR31~ . 30303

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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA) GEORGIA 30334

Criteria for Administrative and Supervisory Personnel
. ;..-;
Office of Instructional Services DIVISION OF TEACHER EDUCATION AND CERTIFICATION
Jack P. Nix State Superintendent of Schools

CHAPTER FOUR CRITERIA FOR OTHER PROFESSIONAL PERSONNEL (SEC. 12 OF MFPE)
Sec. I Leadership Personnel
A. Criteria for Administrative and Supervisory Personnel (adopted 12-17-69)
1. Frame of Reference
Education in any nation, state, or community reflects the values held by that particular geographic area. For a number of years, various authors have investigated the American scene in order to determine some of the basic ideals or values which the American society holds. There seems to be, however, some general consensus of opinion. The following values are basic to American society:
a. Respect for the individual. b. Cooperation in group processes. c. Faith in intelligence to solve individual and group problems. d. Recognition that the power rests with the people.
Each value has an interesting history and all of them express an abiding faith in the concern for persons, one and all. Yet as a group or a nation, individuals make up the whole of the group or the nation, and as a whole very often act in a responsible way collectively. One viewing the development of these values may not be oriented sufficiently in time perspective to appreciate fully the tenacious and omnipotent power underlying their inevitable growth. Americans have sought their achievement as suggested in the following:
" The heritage that America has so well guarded, full personal development in ways most suited to each man's nature--this heritage now is threatened; and when the individual is threatened, our democratic society is in danger. The danger becomes more acute when the teaching profession is under pressure from many directions to bypass its obligations to the individual child, or when it deserts its o\vn responsibility and high purpose.
"It is not in the might of the military, the productivity of industry, or the efficiency of transportation and communication that the true greatness of America lies. Rather, it is in the high esteem accorded the individual personality. Here, indeed, is our greatest secret w~aport. Our philosophy of government from its very beginning, our deepest convictions, and our highest ideals have sought to clothe the individual with a sense of dignity, to recognize his potentialities, to unloose his creative powers, and to stimulate his initiative .
"And yet, despite these fundamental concepts and ideas, we seem to be drifting toward impersonality in 'almost every sphere of our culture. Individuality is tending to be submerged in gigantic organi-, zations, in chain-belt production, in monolithic economic enterprise, and in the complex cultural interdependencies of our society.

"Caught in this cultural drift, the schools too are ve'ering toward impersonal solutions to vital educational problems. Mass grouping ~tandard curriculums, standard examinations, standard test scores, and standardized institutions and squeezing individuals into a common mold. Standard school products are demanded by short-sighted and frightened adults and frequently accepted by school boards and teachers. With an eye to masses rather than to individuals, the schools are departing from their unique historic character by manipu~ lating pupils and teachers into organizational patterns and by lean,ing on administrative and mechanical devices that tend to destroy the very quality which has made them great . "*
In view of the increasingly critical pressures on the current American society, within and without, the necessity for educational statesmanship is demanded as never before. A re-evaluation and redetermination of the leadership roles in the education of the people are immediate responsibilities.
Definitions
As the term is used in these criteria, administrative-supervisory personnel include persons designated to perform administrativesupervisory duties on a system-wide or school-wide basis. Examples are superintendents and assistant superintendents of school systems, principals and assistant principals of schools, and other persons so designated to perform system-wide and school-wide duties. Such personnel will devote at least SO per cent of their time to administrative-supervisory duties.
Administrative-supervisory personnel have a legal responsibility to assume an active role in providing the most effective educational programs and instructional processes for students in all curriculum areas in elementary, secondary and specialized schools. Leadership personnel have an, obligation in the development of the curriculum and for the success of the students. Subject to the direction of the superintendent of schools, leadership personnel develop principles for the 'improvement of teaching and instruction, assist in curriculum revision, assist in improvement of organization and management for better education, and promote education generally.
Thus, if the schools are to be organized and administered so that each student can succeed both in his school activities and life activities, leadership personnel for the school system.:and for the individual schools must receive concentrated educational opportunities which enable them to perform effectively in the task' areas of
administration and supervision. The task areas of administrative-
\upervisory personnel are as follows:
*Joint Statement, American Association of S~l'n~l Administrators: Association of Supervision and Curriculum Development: National Association of Secondary Principals: i{8A Department of Elementary School Principals: NEA Department of Rural Education: Labels and Fingerprints: NEA: Washington, D. C.

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a. Establishing goals for the schools in view of societal values and the needs of the citizens;

b. Providing leadership .for curriculum development;

c. Providing leadership for the improvement of teaching and learning;

d. Recruiting, selecting, and assigning school personnel;

e. Planning for space, facilities, and equipment for an effective teaching-learning environment;

f. Identifying and accepting responsibility for the legal aspects of the school 'operation;

g. Securing and allocating the financial resources to implement the school program;

h. Encouraging, and assisting with research and experimentation;

i. Creating an open environment of human relationships for determining directions in a change-oriented society;

j. Providing for the continuing personal and professional development of all school personnel;

k. Providing leadership for the development and use of natural, human, and social resources; and

1. Disseminating and communicating information about the school pro-. gram.

2. Procedures for Program Development

The preparation of school leadership personnel should be designed to develop an individual who will be an important member of the school team and his .community and who has special competencies in administration and supervision.

Special consideration should be given to the development of a program that will meet the academic requirements of the appropriate national professional associations and learned societies which have as one of their major intere~ts the improvement of school leadership personnel. Some of these associations have developed guidelines
for the preparation of leadership personnel in their respective ~pecialization fields. It is assumed that each institution will develop the rationale: r its'various programs with due consideration
for these guidelines.

Planning 'for this program should be a coopera~ive venture of subj~ct specialists, representatives of higher r_u(;ation, 'representatives from public schools, and State Department of Dducation personnel.

a. The program should include: .
(1) Definition of purpose and function. (2) Scope and level of curriculum content (3) Nature and extent of simulated and internship experience.
b. Each department or division participating in the preparatory program should take positive action in designing and maintaining a program that will develop the competencies needed in the areas of administration and supervision and professional education.
c. Sound principles in school administration and supervision education should be used as bases for program planning.
d. Current standards of the National Professional Associations affecting school service personnel should be considered in program planning. These include the American Association of School Administrators, Association for Supervision and Curriculum Development, National Council of Accreditation of Teacher Education, National Association of State Directors of Teacher Education and Certification, and the National Association of Secondary School Principals.
e. Program planning should provide for periodic evaluation of the program by the college through graduates of approved progr~ms and others who complete it. The evaluation should be in cooperation with the State Department of Education and/or the National Council for Accreditation of Teacher Education.
3. Program Design
The program design should provide for students to meet eligibility requirements for an administrative-supervisory certificate at various levels. The completion of the career Professional Program for leadership personnel requires six years of college.
The program should consist of graduate level instruction. The program should be planned on the basis of the students' previous study, experiences, and goals. Other characteristics of the program are as follows:
a. The program should be planned to improve the student's knowledge in his special area, to communicate knowledge, and to develop competencies necessary to perform the functions of a professionally qualified leade~ship person. Some guidelines for these tasks are
, as follows: Guideline"!. Leadership personnel should have an adequate understanding of their major area of interest; e.g., administration and supervision.
Guideline 2. Leadership persons should have a basic ~nderstanding of the related area of interest; e.g., administrative personnel must have a basic understanding of "supervision," and supervisory personnel must have a basic understanding of "administration." These

167

personnel should develop understanding of the total school program

and skill in working with the school personnel to accomplish the

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the goals needed for total school improvement.

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Guideline 3.

Leadership personnel should have a basic understanding of curriculum development.

Guideline 4. Leadership personnel should be able to design, conduct, and interpret appropriate research.
Guideline s.
Leadership personnel should have the knowledge and ability to work with people. The program should improve the students' ability to understand and effectively conununicate with people .

Guideline 6. Leadership personnel sh~uld be versed in philosophy, psychology, etc. through advanced study of liberal education and educational foundations.

b. An internship which provides supervised experience on the job under the direction of the institution offering the program should be planned as a part of the program.

4. Staff and Facilities

Institutions designing the pr~gram should have approved graduate programs in education and should have sufficient staff members qualified to teach at the graduate level in the fields of both administration and supervision. The institution should be guided by NCATE requirements for preparation of each area of leadership in which the. college offers a program.

Facilities should include:

a. Classrooms and laboratories adequate for specialized instruction in administration and supervision. The laboratories should include fa~ilities which permit supervised experience for students in organization, administration, management and supervision.

b. Library holdings with an adequate collection of authoritative professional materials 'ann research literature relevant to specialization i~ administration' and supervision. Lists 'of the necessary holdings of scholarly books and periodicals may usually be obtained from the various professional organizations. In addition to the ne~ded boo.k holdings, .the iibrary must contain the regular and specialized journals, pamphlets, reference books, documents, indices, encyclopedias, microcards, microprints, audio~visual materials, and the like that are needed to offer aquality~program. The holdings in cognate fields will also need to u~ ~xt~nsive enough to give strong support to the field of specialization.
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c. Adequa~e 'provision for student and/or staff research. The library facilities should include an adequate number of carrels, seminar rooms, microfilm readers, study areas, film rooms, and reproducing inachines.

d. Resources - fiscal, physical, and staff. Adequate prov~s~on should be made to support small classes, seminars, independent study courses, practicums, internships, appropriate teaching loads, research facilities, assistantships, appropriate iibrary holdings, and other facilities needed for the program.

5. Admission and Guidance Procedures

a. Admission

(1) The admission policies of the institution should be such that students have the potential for completing program requirements.

(2) Institutions providing such programs should establish criteria for selection of students and set up a committee responsible for their admission to the, program on the basis of such criteria. Where feasible these should be cooperatively developed with public schools.

(3) Criteria for selection is based upon the best knowledge available

of the competencies needed. Standards for selection should be

based on personal qualities, experience, ,adequate preparation,

scholarly interests, the ability to work wel1.with others, and

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the potential for leadership.' '

b. Retention

(1) Candidates' progress in the program should be reviewed periodically by a committee and retention in the program should be based upon the findings of the reviewing committee.

,(2) The retention of a student in the planned program should be determined by policies of the institution.

Although preparatory institutions have the responsibility for admission to and retention in the program, people in the field may ,serve in an advisory capacity by helping institutions to develop criteria for selection, by serving on the selection committee, and by 9bserving and evaluating the candidate in a field situation.

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STATE DEPARlMENT OF EDUCATION

STATE OFFICE BUILDING

Atlanta, Georgia 30334

Office of Instructi nal Services
Division of Teacher Education & Certification

Jack P. Nix State Superintendent of Schools

CRr TERIA FOR DIRECTORS OF SCHOOL SERVI~ES AND IN TRUCTIONAL SUPERVISORS

I. Frame of Refer nce
The school operation is a learning producing enterprise with instruction as the basic production technique. Directors of School Services and Instructional Supervisors have responsibilities for programs that are basically pupil related and/or instruction related. These personnel-Director of Guidance and/or Pupil Personnel, Director of Libraries, Director of Program for Exceptional Children, Vocational Instructional Supervisors, and Instructional Supervisors (SUbject areas)--have common general administrative and supervisory functions. The supervisory function becomes apparent when we accept Harris' characteristics thai distinguish the working relationships and responsibilities of supervisors. They are as follows:
1. The supervisor does not usually share responsibility for the operation of a production unit of the organization, such as a district or school.
2. He usually has responsibilities in several production units of the organizati on.
3. He usually has a major responsibility within one or more task areas of supervision and has only incidental responsibilities in other major functions.
The positions such as Director of Guidance and/or Pupil Personnel, Director of Libraries, Director of Program for Exceptional Children, and Instructional Supervisors all require special competencies in addition to the general administrative and supervisory functions.
Directors of School Services and Instructional Supervisors must be adequately prepared in the tasks areas in their jurisdiction, i.e., a Director of Pupil Personnel or an Instructional Supervisor must develop a high degree of competence in the task area to be directed or supervised. Therefore, the major portion of the preparation program should be in the specialization (subject area). In addition, competency in the administrative and supervisory function of the specialization should be developed.
Directors of School Services and Supervisors of Instruction have the responsib1ity for developing effective educational programs and services for students in the area of their assignment. These personnel will provide
1Ben W. Harris, Supervisory Behavior in Education. Prentice-Hall, Inc., 1963. Englewood Cliffs, N. J. p. 24.

leadership, subject to the direction of the superintendent or his chosen representative, in the development of principles for and implementation of the improvement of teaching, revision of curricula, improvement of organization and management of educational services.
Specific task areas for these personnel include the following:
1. Establishing goals for the schools in view of societal values and the needs of the citizens
2. Providing leadership for curriculum develo e t;
3. Providing leadership for the improvement of teaching and learning;
4. Recommending the allocation of financial resources to implement the program;
5. Encouraging and assisting with research and experimentation;
6. Helping to create an open environment of human relationships for determining directions in a change oriented society;
7. Assisting in planning for personal and professional development of all school personnel, including pre-service and in-service education;
8. Providing leadership for the development and use of natural, human, and social resources; and
9. Disseminating and communicating information about the school program.
II. Procedures for Program Development
Preparation of school leadership personnel should be designed for developing an individual who will be an important member of the school team and his community, with special competencies in administration and supervision.
Special consideration should be given to developing a program that will meet the academic requirements of the appropriate national professional associations and learned societies which have as one of their major interests the improvement of such school personnel.
Planning for this program should be a cooperative venture of subject matter specialists, educators, representatives from the public schools and State Department of Education.
A. The program planned should include:
(1) Definition of purpose and function.
(2) Scope and level of curriculum content.
(3) Nature and extent of simulated and internship experience.
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B. Each department or division participating in the preparatory program should take positive action in designing and maintaining a program that will develop the competencies needed in the areas of administration and supervision and professional education.
C. Sound principles in school administration and supervision education should be used as the bases for program planning.
D. Program plannin sh uld provide for periodic evaluation of the progran by the college through graduates of the approved program. The evaluation should be in cooperation with the State Department of Education and/or the N~tional Council for Accreditation of Teacher Educatic~
E. Specialization (subject area) studies for a director of school services and for instructional supervision must be taken at institutions with approved graduate programs in that specialized field. Studies in general administration and supervision shall be taken at institutions with approved programs for that field. However, institutions are encouraged to develop joint programs when an institution does not have approved programs in both of the above named areas.
III. Program Design
The program design should provide for students to meet eligibility requirements at various levels. The completion of the professional program requires eligibility for the professional five-year teacher's certificate in the area of specialization plus the administrative and supervisory courses, with emphasis on the following:
1. Human relations and the ability to work with people;
2. Teaching process;
3. Supervision of instruction;
4. Basic understandings of administrative and supervisory leadership;
5. Understandings of the administration and supervision of the specialized area are required. This will normally take a special course such as supervision of English, supervision of libraries, supervision of guidance services, etc.
Other special requirements for these programs are as follows:
1. The program shall consist only of graduate level instruction.
2. The program shall be planned on the basis of the student's previous study, experience and goals.
3. The program shall provide for a major field of study in the task area upon completion of one of these fifth year programs.
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4. The program should be planned to improve the student's knowledge in his special area, to communicate knowledge, and to develop competencies necessary to perform the functions of such a professionally qualified leadership person.
5. The understandings for the approved programs do not necessarily require separate college courses. However, all of he above competencies should be completed at the graduate fifth year level and above.
6. Persons who have completed a sixth year program in an area of specialization may qualify for the director of special services or instructional supervisor through completion of the supplementary requirements for these areas.
7. This program is designed to be an addition t the fifth year program; however, some or all of the program may be included in the fifth year at the discretion of the institution.
8. Normally, this program shall consist of the equivalent of at least one full quarter of graduate work.
IV. Staff and Facilities
Institutions designing the program should have approved graduate programs in both the specialized area and in administration and supervision and should have sufficient staff members qualified to teach at the graduate level in the field. The institution should be able to meet requirements such as those of the NCATE, ALA, or should have a five-year, state-approved program for each area in which the college offers a program.
Facilities should include:
A. Classrooms and laboratories adequate for specialized instruction. The institution should make adequate provision for supervised experience for students in organization, administration, management and supervision.
B. Library holdings with an adequate collection of authoritative professional materials and research literature relevant to specialization in administration and supervision. Lists of the necessary holdings of scholarly books and periodicals may usually be obtained from the various professional organizations. In addition to the needed book holdings, the library must contain the regular and specialized journals, pamphlets, reference books, documents, indices, encyclopedias, microcards, microprints, audiovisual materials, and the like that are needed to offer a program of quality. The holdings in cognate fields will also need to be extensive enough to give strong sup ort to the field of specialization.
C. Adequate provision for student and/or staff research. The library facilities should include an adequate number of carrels, seminar rooms, microfilm readers, study areas, film rooms, and copying machines.
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D. Resources should be available to support small classes, seminars, independent study courses, practicums, internships, reduced teaching loads, research facilities, assistantships, ex anded library holdings, and other facilities needed for the program.
V. Admission and Guidance Procedures
1. The admission policies of the institution should be such that students have the potential for completing program requirements.
2. Institutions providing such programs should establish criteria for selection of students and should set up a committee responsible for their admission to the program on the basis of such criteria. Where feasible these criteria should be cooperatively developed with public schools.
3. Criteria for selection are based upon the best knowledge available of the competencies needed. Standards for selection should be based on personal qualities, experience, adequate preparation, scholarly interests, the ability to work well with others, and the potential for leadership.
4. The student must have a minimum of three (3) years acceptable SChool experience to meet certification requirements in Georgia.
VI. Certification
The various areas of certification are as out1ined.*
A. Director of Special Services Certificate (DS-5)
1. Requirements for Director of Guidance Certificate include:
a. Eligibility for the School Counselor's Professional Certificate (SC-5)
b. Fifteen (15) quarter hours of graduate credit in administration and supervision courses, which shall include a course in the supervision of guidance services or pupil personnel services
c. Three (3) years of acceptable school experience, which may include one (1) year of internship or school experience, as defined in Experience Recognized in Certification.
*These changes will not affect the status of teachers already awarded Georgia professional certificates. The supervision courses may include any of the supervisory course offerings in the Administrative-Supervisory program except that the course in the supervision for the area or subject is required.
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2. RequireMents for Director of Libraries Certificate include:
a. Eligibilit for the School Libraria 's Professional Five-year Certificate (T-S)
b. Fifteen (IS) quarter hours of graduate credit in administration and supervision, \.hich shall include a course in the supervision of libr ries, and
c. Three (3) years of acceptable scho 1 experience, which may include one (1) year of internship or school experience as defined in Experience Recognized for Certification.
3. Requirements for Director of the Program for Exceptional Children Services Certificate include:
a. Eligibility for the teacher's Pr essional Five-year Certificate (T-S) in any area of exceptionality
b. Fifteen (IS) quarter hours of graduate credit in administration and supervision courses, which shall include a course in supervision of exceptional children's services
c. Three (3) years of acceptable school experience, which may include one (1) year of internship or school experience, as defined in Experience Recognized in Certification.
4. Requirements for Director of Pupil Personnel Services Certificate include:
a. Eligibility for school counselor's (SC-S), visiting teacher's (VT-S) or school psychometrist's (PM-S)
b. Fifteen (IS) quarter hours of graduate credit in administration and supervision which shall include a course in the supervision of pupil personnel services
c. Three (3) years of acceptable school experience, which may include one (1) year of internship or school experience, as defined in Experience Recognized in Certification.
B. Instructional Supervision Certificates (IS-S)
This certificate may include any subject area or field (elementary, secondary, vocational, exceptional children, department levels, departmental subject areas, etc.).
1. Requirements for IS-S Certificate include:
a. Eligibility for the teacher's Professional Five-year Certificate (T-S) in the subject area or teaching field to be supervised
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b. Fifteen (15) quarter hours of graduate credit in administration and supervision which shall include a course in the supervision of the subject or area of specialization
c. Three (3) years of acceptable school experience, which may include one (1) year of internship or school experience, as defined in Experience Recognized in Certification.
Sixth-Year Level Six-year certificates converted to section 1 certificates shall meet
conversion requirements similar in pattern as those for the five-year certificates as outlined. For details check with the Certification Office. Doctoral Certificate
This certificate is earned upon completion of an approved and planned program in the task area leading to the doctor's degree, with three (3) years of acceptable school experience, which may include one (1) year of internship or practicum experience, as defined in "Experience Recognized in Certification." This program must be a state approved or an NCATE approved program.
Approved by the State Board of Education January 15, 1969
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STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334
CRI TERIA FOR COLLEGE PROGRAMS FOR TEArnERS OF HOME ECONOMICS AND FAMILY LIFE EDUCATION
Office of Instructional Services
DIVISION OF TEACHER EDUCATION AND CERTIFICATION
Jack P. Nix State Superintendent of Schools

CRI TERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF HOME ECONOMICS AND FAMILY LIFE EDUCATION
A. Criteria for College Programs for Teachers of Home Economics and Family Life Education (Secondary and Post Secondary Levels) A~proved May 20, 1970
1. Frame of Reference
Home economics and family life education are concerned primarily with:
a. Educating the individual for family living,
b. Improving the services and goods used by fffinilies,
c. Conducting research to discover the changing needs of individuals and families and the means of satisfying these needs, and
d. Furthering community, national, and world conditions favorable to family living. l
Home economics in secondary programs has these important tasks:
a. Preparing students for homemaking through the development of those understandings, abilities, and attitudes that contribute toward effectiveness in the homemaking role,
b. Preparing some students for employment in home economics related occupations,
c. Providing a basis for professional preparation for the collegebound student who plans a career in home economics or a related field,2 and
d. Preparing some students for entrance into post secondary programs in area vocational-technical schools.
The home economics teacher in Georgia teaches in four major areas: clothing and textiles; family and child development; foods and nutrition; housing and management.
The teacher may be responsible for teaching introductory homemaking, family living, and/or family life education, specialized programs in the major areas, or adult classes. The teaching fields may include occupational programs requiring home economics knowledge and skills at secondary, post secondary, and adult levels.
lAmerican Home Economics Association Committee on Philosophy and Objectives of Home Economics. Home Economics New Directions: A Statement of Philosophy and Objectives. Washington, D. C.: American Home Economics Association, 1959.
2National Education Association, (ed.). Contemporary Issues in Home Economics: A Conference Report. Urbana, Ill.: University of Illinois, 1965.

The competencies, attributes, and understandings needed by the teacher for adequate assumption of these responsibilities inchfde.:
a. Ability to demonstrate effective professional behavior.
b. Ability to integrate philosophy of life, philpsophy of education, and philosophy of home economics as a basis of thought and action.
c. Ability to relate well and empathetically with others.
d. Ability to use personal skills of thinking, writing, and speaking.
e. Ability to plan and to develop a home economics program which is adapted to the needs of all students, including handicapped and disadvantaged students, at different stages of their development and in line with family and community needs,
f. Ability to use appropriate techniques of teaching, including creative and experimental approach s.
g. Ability to use evaluation techniques to determine progress of students, effectiveness of program, and usefulnes~ of resource persons and materials.
h. Ability to help individuals and families grow in understandings and skills which are needed in the solution of personal and family life programs.
i. Ability to maintain a home ecpnomics department that exemplifies the principles of good management and attractiveness.
j. Ability to cooperate with the administration, employment agencies, and
potential employers in the development of classes oriented to gainful
emp I oymen t .
k. Cognitive understandings of major concepts in each content area.
1. Knowledge of and effective utilization of the learning process as it operates in human development.
m. Knowledge of the total school program and a recognition of home economics as a part of the student's total education~l experience.
n. KnOWledge of school-community organizations and ability to participate effectively in these organizations.
o. Willingness to actively participate in available in-service activities and in professional organizations.
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2. Procedures for Program Development

a. The institution should assume leadership in the deve~opment and improvement of its program and should enlist the cooperation of: home economics staff, other college personnel, teacher education organization, public school personnel, State Department of Education personnel, and appropriate community resources.

b. Competencies which the program is designed to develop should be identified.
c. Criteria developed and approved by the home economi~s professional association and other appropriate professional organizations should be considered.

d. Continuous evaluation of tl~ program ~h uld be made in the light of changing curriculum and newer approaches and methods of instruction.

e. The program should be approved by the State Board of Education.

3. Program Design

The task of designing the teacher education curriculum is the prerogative of each institution.

Guidelines for Undergraduate Programs.

a. General education guidelines.

Breadth in general education should meet standards set forth in

Criteria for Approving Georgia Institutions and Prog~ams for Teacher

Education.

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b. Professional education sequepce, including laboratory experiences.

The professional education sequence should meet the standards set forth in Criteria for Approving Georgia Institutions and Programs for Teacher Education. Additional un~erstandings are required in curriculum planning and methods for teaching home economics.

In addition to the general criteria for professional laboratory experiences, supervising teachers will be in a home economics program approved by the Georgia State Department of Education.

c. Specialization area or teaching field.

Studies in this componen t .of the progra"l design" (For clarification of details, see section for Evaluation of Certificates) include the content to be taught and should include a minimu~ of one year's study in each of the following areas:

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(1) Family and Child Development - observation and participation in a nursery program operated by the Home Economics Department is required. Additional observation and participation in preschool programs are desirable.
(2) Textiles and Clothing Construction - laboratory experiences must be provided in textiles, selection, and construction.
(3) Food and Nutrition
(4) Housing, Management and Family Economics - home management residence and consumer education must be included.
d. Specialization area of ho~e economics and/or family life education.
A teacher may be prepared ~o teach both family life education and home economics if an addi tional year's' study in child development and family development is included in or beyond an undergraduate degree. Studies not included for four-year professional certification may be applied toward five-year professional certification requirements in both areas. (See certification section for teaching field requirements.)
Guidelines for Graduate Programs
The graduate program design should provide flexibility so that each student's program becomes a planned extension of work taken at undergraduate and/or graduate levels . . The student's undergraduate and/or graduate program should be examined, and, where needed, should be strengthened and broadened at the graduate level. When it is completed, it should be a satisfactory program with a logical and cohesive wholeness. Except where specified, the graduate programs will follow the patterns established in Criteria for Approving Georgia Institutions and Programs for Teacher Education.
a. Professional education.
The program of study at the graduate level should give an opportunity to overcome any deficiencies in the undergraduate program and provide for advanced study of the field. Instruction and performance should be consistent with graduate level work.
b. Specialization area or teaching field.
(1) Teachers of home economics and/or family life education should have a specialized program of study at the graduate level designed to provide an opportunity for the student to make up any deficiencies in his record of previous study, as well as to provide for acquiring additional breadth, depth, and understanding of the curriculum areas.
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(2) Persons qualified for the professional four-year program and preparing for the objectives of occupational home economics at the fifth-year level shall have completed:
(a) Two or more courses in the subject matter area which is the basis for the occupations, and
(b) A course in directing an occupational program.
(3) Persons who have not completed the professional four-year program and preparing for the objective of occupational home economics at the fifth-year level will be required to possess or complete at the graduate level the fOllowing:
(a) Bachelor's degree with competence in one of the major areas of teaching responsibility.
(b) Study in organizing and directing an occupational program.
(c) Work experience or an internship in the occupation for which she is to teach.
(d) Student teaching or a substitute such as an internship or practicum.
4. Staff and Facilities
Undergraduate Staff
a. There shall be at least one staff member for each of the four major areas and at least one who is a teacher educator. Each of these shall hold a minimum of a master's degree with at least one of the staff members holding or working toward the doctorate.
b. A teacher assuming responsibility for any instruction other than in her major must have a minimum of fifteen (15) quarter hours of graduate study in the area in which she teaches.
c. The head teacher educator shall have had more than one year of successful teaching experience at the secondary 1e re1 in a homemaking department which meets vocational standards. She shall have had two (2) years as a teacher educator or a minimum of six (6) quarters as a supervising teacher.
The Graduate Staff
a. The graduate staff shall meet the standards for accreditation by the regional accrediting agency and mus't include at least one person with a doctorate in home economics or home economics education.
b. Any institution offering a graduate program in home economics education shall have the minimum number of staff members as specified for the undergraduate programs.
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FaciE ties
The undergraduate program must provide adequate classroom, laboratory, office space, library facilities, and equipment to carryon a functional program for the preparation of teachers. Facilities should include:
a. A nursery school maintained by the institution for the purpose of observation and participation by students. The standards shall be those established by the National Association of Nursery School Education.
b. Home management houses or apartments provided so that each student may have a residence experience.
c. Laboratories provided for teaching equipment, textiles, clothing construction, food prepar~tion, nutriti, .1, and interior decoration.
d. Library provided with adequate references for each area of home economics and home economics education. Appropriate references in all areas shall be added annually, including books, periodicals, and illustrative materials.
For the graduate program, there should be additional facilities, including adequate laboratory space for research and adequate references in the library for advanced study.
5. Admission and Guidance
a. Admission and guidance procedures should be a cooperative effort of the faculties in home economics education and in home economics.
b. The selection of the students who will participate in the teacher preparation program should be made not only on the basis of ability to do quality academic work, particularly in the areas of home economics and communication, but also on the basis of fitness for teaching, which includes ability to work with people successfully, emotional stability, and an attractive personal appearance.
c. Each student should be assigned an academic counselor who assists in planning his course load and solving professional problems.
d. The faculty should assist students, where needed, in finding employment at the completion of their program.
6. Certification in Home Economics and Family Life Education
Certificates on Approved Programs
Vocational home economics four-year (T-4) and five-year (T-5) certificates are issued only through approved programs (State or NCATE).
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Certificates by Evaluation

An applicant who has completed a program outside the program guidelines (State or NCATE) may be issued a certificate by completing a bachelor's degree, professional education requirements, and work in one of the following designated teaching fields:

a. Home Economics 1 . . .

Quarter Hours 60

Family and child development, including a nursery school

practicum . . . . .

15

Textiles and clothing, including laboratory experiences

in textiles, selection, and construction.

15

Food and nutrition.

15

Housing, management and family economics, including

home management (residence), and consumer education

15

b. Family Life Education . . . .

70

Family and child development, including a nursery school

practicum . .

....

30

Human anatomy and ?hysio1ogy,. or a biological science

10

Electives: food and nutrition; textiles and clothing;

home management and family economics; housing, home

equipment and furnishings; home repair and maintenance;

health-disease prevention; first aid and safety. .

30

c. Vocational Home Economics and Family Life Education

(Dual Certificates) . . .

. ...

75

Family and child development, including a nursery school

practicum, and biological sciences.

30

Textiles and clothing, including laboratory experience

in textiles, se1ec tion, and construction..

. . . . 15

Food and nutrition

15

Housing, management and family economics, including

home management (residence), and consumer education

15

lIn order to receive a vocational home economics certificate, the applicant must meet the requirements and be recommehded for the certificate by an institution offering vocational home economics.
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