Criteria for approving Georgia institutions and programs for teacher education, 1963

Criteria for Approving Georgia Institutions and Programs
for Teacher Education
'Teacher Education Services
Division of Instruction N? 218 State Department of Education
Atlanta 3, Georgia

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CRITERIA FOR APPROVING GEORGIA INSTITUTIONS AND PROGRAMS FOR TEACHER EDUCATION
DIVISION OF INSTRUCTION STATE DEPARTMENT OF EDUCATION
ATLANTA 3. GEORGIA October 1, 1961

STATE BOARD OF EDUCATION

1st District 2nd District 3rd District 4th District 5th District 6th District 7th District 8th District 9th District 10th District

Mr. Paul F. Stone, Waynesboro

Mr. Robert Byrd Wright, Moultrie

Mr. Thomas Nesbit, Jr., Cordele

Mr. James S. Peters, Manchester, Chairman

Mr. David Rice, Atlanta

Mr. Frances Shurling, Wrightsville

Mr. Henry Stewart, Cedartown, Vice-Chairman

Mr. Lonnie E. Sweat, Blackshear



Mrs. Bruce Schaefer, Toccoa

Mr. Zack T. Daniel, Lavonia

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Claude Purcell State Supe rintendent of Schools
H. S. Shearouse, Director Division of Instruction
Mary Ellen Pe rkins, Coordinator Teacher Education Services

CONTENTS

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SECTION I

Criteria of Teacher Education Programs (General) . . . . . . . . . . . . . . .. la - ~a

SECTION II Plan for Approval of Teacher Education Programs in Georgia

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SECTION III Criteria for Teaching Fields in Which College Programs Are Approved for Certification Purposes

Criteria for Teacher Education Programs in Art Education

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Criteria for Tea~her Education Programs in Business Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ld - 4d

Criteria for Teacher Education Programs in Earl)l- Elementary Education
ol/e eo Criteria for 1E:f~::hJ==itmfQlli.~Programs for Elementary ,Teachers

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Criteria for Teacher Education Programs in English ........................................ 0". 19 - 3g

Criteria for Teacher Education Programs in Foreign Languages

lh - 2h

Criteria for Teacher Education Programs for Grades 7-8-9

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Criteria for Teacher Education Programs in

Health and Physical Education

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Criteria for

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Criteria for Programs in Music Education in Georgia

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Criteria for Social ~~les

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SECTION IV

Criteria for Graduate Programs

Criteria for Approved Fifth-Year Programs for Teachers

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Criteria for Approved Sixth- Year Programs for Teachers

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Crite:t'ia for Approved Sixth-Year Programs for Superintendents,

Principals, Directors of ~urriculum and Visiting Teachers

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Criteria for Approved Fifth and Sixth-Year Programs for

Counselors

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Criteria for Sixth-Year Programs for Elementary Teachers

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Criteria for Education of Supervising Teachers

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Criteria for'Fifth and Sixth- Year Program for the Education of Visiting Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. l-u

Criteria for Fifth and Sixth- Year Program for Reading Specialists. .. lv- 2v

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PREFACE
Criteria for approval of an institution to provide programs for teacher education and criteria for the various programs in teacher education have been completed through cooperative study over a long period of time. S orne of the statements of crite ria included in this bulletin were developed as early as 1948. Other statements have been developed as recently as the current year.
Each statement was completed by a committee composed of appropriate representatives of the field under study. Each committee working on a special teaching field included several classroom teachers who held professional certification in the area and who were currently teaching in the area; several college teachers whose preparation and experience were in the area; a public school administrator; curriculum director from the public schools; and a s taU membe r of the Department of Education of a college.
Committees worked over a period of a year to several years before a statement was agreed upon. Each statement of criteria was finally approved by the State Board of Education to be used as guidelines for the institutions to develop programs for teachers in the specific area. The statements are used also by Visiting Committees to colleges in evaluation of programs. The statements are used by the State Department of Education in determining whether programs should be recommended to the State Board of Education for approval.
The statements follow no one style. It is felt this is justifiable. Separate committees working at diffe rent pe riods of time over a pe riod of about 15 years would not be expected to develop statements following one style of writing.
Committees are continuing to develop criteria in areas where there are now no criteria and to revise present criteria. Thus, the problem of maintaining appropriate criteria for use of institutions is a continuous job.

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Studies are made by committees of the Georgia Council on Teacher Education and the Georgia Committee on Cooperation in Teacher Education.
It is hoped that these statements in bulletin form will be of service to each institution. Separate statements may be secured from:
Coordinator of Teacher Education State Department of Education State Office Building Atlanta 3, Ge or gia

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SECTION I CRITERIA FOR TEACHER EDUCATION PROGRAMS (General)

CRITERIA FOR TEACHER EDUCATION PROGRAMS
...I" ~. i : I ;~ '\ A. ADMINISTRATIVE 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 e)'2pression, 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 program.s for the education of school personnel. Degree requirements and college schedules should facilitate the education of school pe rsonnel.
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 require-' ments 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.
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.
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 be able to establish such eligibility by the time he completes a maximum of three courses in a planned program of graduate study.
a. IO. A student entering sixth-year program should have a fifth-year
certificate in the field of study to be pursued in the sixth-year program.
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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 re sponsibility 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 policie s 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 eve ry 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 colle ge 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. Admis sion 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 equivalent of an academic year of study beyond the master's level.
7. The program of graduate study for each student should be planned as a logically organized whole with consideration being given 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.
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.
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C. GENERAL EDUCATION

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The re is evidence that the inb titution in developing its program is

guided by the following basic rinciples:

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 educat~on 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 Re search, 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 --~ Further Look, Washington, D. C.: The National Education Association, 1951.
General Education in a Free Society, Harvard Committee Report, Cambridge, Mass.: Harvard University Press, 1945.

National Education Association, Project on the Instructional Program of the Public Schools, The Scholars Look at the Schools, Washington, D. C.: The National Education Association, 1962.
The President's Commission on National Goals, Goals for Americans, Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1960.

Othe r writings by:

Lewis B. Mayhew Earl J. McGrath The Carne gie Foundation for Advancement of Teaching

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D. THE SUBJECT-MATTER OF THE TEACHING FIELDS

Teachers I Professional Certificates are based upon planned curricula which have been approved b the State Board of Education. A specific curriculum is planned for each teaching field for which the professional certificate is to be issued.

1. . The institution should limit its professional curricula to

preparation for those teaching fields in which it has

adequate staff and facilities.

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2. Instruction in the subject-matter and technical course s of any te aching field should be unde r the dire ction of qualifie d staff members who, from professional study and successful experience or current close contact, know the program and the needs of the public schools.

3. T.he content of the special field requirements should be determined cooperatively by (a) the subject matter specialist, (b) the teachers of professional 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. 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.

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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 re sponsibilities 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, matheme;ttics, music, creative arts, literature, and library science.

7. 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

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knowledge froIn which his special field derives: for exaInple, the subject-Inatt I' of high school social science is derived
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froIn areas such as econoInics, geography, history, political science, sociology, and anthropology.
8. In addition to his teaching field, each prospective teacher should be encouraged to acquire proficiency in directing s OIne student activity.

E. PROFESSIONAL EDUCATION

The prograIn of professional education provides for the developInent of

those professional understandings and abilities which are essential to

the professional role to be assUIned by the student. Understandings of

how learning take s place and how it can be guided are gained through

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interpretations of Inodern psychology and the findings of educational

research. Through a planned and carefully guided sequence of laborato;ry

experiences the student will have opportunity to see theory translated into

action.

1.

Provision should be Inade for counseling the student in the

choice of a professional field and in planning his profes-

sional progratn in the light of his own needs and abilities

and the requireInents of the selected area of specialization.

2. Provision should be Inade for developing understanding of the traditions of AInerican education and the goals to be sought by public education in our AInerican deInocracy, and the establishment and InanageInent of schools to achieve these goals.

3. Provision should be Inade for developing an understanding of the processes of hUInan growth and developInent.

4. Provision should be Inade for developing an understanding of a cOInInunity, its probleIns, its .needs, its resources for deInocratic living and especially its role in the progratn bf the school.

5. Provision should be Inade for developing understandings, attitudes, and skills essential to the building of functional curriculuIns and the use of the probleIn approach in teaching. Special eInphasis should be placed upon acquiring abilities in the use of teaching techniques and Inaterials in the student1s field of specialization.

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6. Provision should be made for developing the ability to

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function effectively as d member of a school staff, to

perform routine requirem.ents accurately and promptly

and to deal ethically with par nts, pupils, administrators

and with other teachers.

7. The re 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.

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 inte rnships.

2. Where campus facilities for laboratory experiences are used these should be supplemented by carefully chosen off-campus centeTS.

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 mate rials 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.
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6. 7. 8.
9.
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The personnel responsible for supervising laboratory experiences should receive recognition for their work and appropriate remuneration for supervisory responsibilities.
The administrative organization should provide for the coordination and direction of a superior program of laboratory experiences with adequate location of responsibility.
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 competencie s as will enable them to provide leadership and guidance in the development and supe rvision of the program. In assigning personnel to this program consideration should be given to the extent of supervisory re sponsibilities when individual staff work load is computed.
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 ne ce s s ary guidance
The student teaching program should provide for the student to have one full quarter of work in an approved student teaching center. During the student teaching assignment, the student should be carefully guided into beginning teaching and as readiness is indicated should have increased teaching responsibility with provision for limited experience in planning, developing and evaluating a full day's program.
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.

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April, 1963

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SECTION II PLAN FOR APPROVAL OF TEACHER EDUCATION PROGRAMS
IN GEORGIA

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PLAN FOR APPROVAL OF TEACHER EDUCATION PROGRAMS IN GEORGIA

1. Role of State Department of Education in Approving Teacher Education programs
A. Approval of ?rograms. The approval of programs of teacher education should be the legal responsibility of the State Board of Education, on recomInendation of the State Department of Education.
B. Procedure Used in Approvin~Programs
1. Programs submitted for temporary approval (one-year approval):
The Director of the Division of Instruction and the Coordinator of Teacher Education of the State Department of Education should keep in close touch with each training institution, serving as a consultant and securing information concerning the program of the institution. The Department should annually request certain information from institutions with reference to aspects of the program considered es sential, and in addition, information as to enrollment, and changes in the prograIn. This information should be examined by the Director of the Division of Instruction and the Coordinator of Teacher Education, and when desirable, by other staff members of the State Department of Education or professional committees. This material, evaluated in terInS of "The Essentials of An Acceptable Program"l should serve as a basis for extending approval for the next year. Each institution should be informed of significant strengths and weaknesses of its program in order that the institution may prepare itself for requesting full approval as quickly as possible.
2. Programs submitted for full approval (five-year period):
a. Institutions needing prograIns approved should have the responsibility for initiating such request for program approval. This request should be submitted to the Director of the Division of Ins truction of the State Department of Education.
b. A Visiting Professional Committee should be appointed through the co-operative efforts of the Director of the Division of Instruction (State Department of Education), the Dean or President and the Director of Teacher Education of the institution seeking program approval, and the p rson designated by them as chairman of the Visiting Professional Committee.
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c. The Director of the Division of Instruction (State Department of Education) should inform the committee as to its specific purpose. The Visiting Professional Committee should visit the institution and study carefully the existing programs. It should then submit a report to the institution and to the Director of the Division of Instruction (State Department of Education).
d. The Direct,?r of the Division of Instruction (State Department of Education) after a study of the report and other data should make recommendations concerning approval to the State Board of Education. Each year a list of approved programs should be c ompile d and made available to the colle ge s, to school administrators, and to guidance personnel in the secondary schools.
3. Programs submitted for reapproval (five-year approved programs):
Procedures for reapproval should be the same as for initial approval, except under special circumstances such as:
(1) Interim approval by NCATE (2) Interim addition of a new program of programs
Under these special circumstances, procedures should be modified at the dis cretion of the State Department of Education.
C. Financing of the Profes sional Visiting Committee. The expense budget for the Committee should be determined co-operatively by the institution requesting approval and the State Department of Education.
D. Accreditation by Other Agencies. Accreditation by the Southern Association of Colleges and Secondary Schools should be considered essential for institutions on the State list of approved programs. To maintain state approval even on a temporary basis an institution should have accreditation by the Southern Ass ociation or show definite evidence of continued progress toward meeting such standards for accreditation. Institutions should be encouraged to apply for recognition by the National Council for Accreditation of Teacher Education when evidence indicates that acceptable standards governing such accreditation are being met.
II. Role of Institutions in Seeking Approval of Programs of Teache l' Education
A. Clarification of Purpose 1. The institution should understand that: a. Program approval indicates that the institution has rnet minimum standards as established by the State Department of Education.
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b. Program approval indicates that the institution has studied

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its teacher education program and has acquired reliable

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information for use in the improvement of its program.

c. Program approval indicates that the institution ha.s had the opportunity of having its program reviewed by a visiting committee (profes sional) of competent educators.

2. Before initiating a request to the State Department of Education for program approval the institution should define through staff study the objectives it hopes to accomplish through participation in evaluative study.

3. The institution should outline procedures for accomplishing 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 developed and approved by the Teacher Education Council and accepted by the State Department of Education, personnel responsible for the institution's program of teacher education should examine the various aspects of the program.

2. Through committee or individual assignments information requested by the State Department of Education should be assembled and compiled.

3. Staff study of the compiled report should give direction to program improvement and to the utilization of the services of the Visiting Committee.

C. Procedures for Seeking Approval of Teacher Education Progrc.ms

1. The institution should file with the Director of Instru tion of the State Department of Education a request for program approval.

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

3. In co-operation with the State Department of Education 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 membership of the Committee.

4. Duplicate copies of the information forms distributed by the State Department of Education and completed by the institution should be sent to the members of the Visiting Committee at least two weeks before the initial session of th Committee.

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5. The institution should prepare for the initial visit of the Committee by drafting a suitable plan for:
a. Acquainting the staff with members 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 Com ittee to observe class situations in accordance with the wishes of the Committee.
c. Arranging for members of the C rnmittee to have interviews with staff in accordance with the wishes of the Committee.
d. Planning a schedule of meetings to be held at 'ntervals over the agreed period of time to continue the staff study of the programs for which app' I is being sought.
e, Arranging for staff personnel to be pres nt for the presentaticn 'Of the report of the Visiting C l'nmittee and to participate in the discussion of the report.
f. ~e .King staff agreement concerning ways and m.eans of acting u~~n the Comm'ttees recommendati DS.
III. Role of the Visdt~ng C~ itl: e
A. Statement of Fu:rpOSlv.
1. To analyze materials. ~~mp:iled through staff study of curriculum problems.
2. To survey through the use of obs.ervation and interview 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.
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B. Selection and Size of the Committee

1. The chairman of the Visiting Committee should be selected cooperatively by the Director of the Division of Teacher Education, State Department of Education and Dean and/ or President and the Director of Division of Instruction of the institution requesting approval. This selection should be made in the spring prior to the year of approval or, at the latest, the early fall of the year in which the ins titution 's teachc r education programs are to be reviewed.

2. The chairman of the Committee should be a person qualified to coordinate the Committee's functions through broad professional preparation and experience in the field of teacher education.

3. The selected chairman should be extended an invitation to serve by the head of the Division of Teacher Education, State Department of Education. Accompanying the invitation should 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 State 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 State 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 reviewed b. The kind of programs being reviewed c. The number of students en rolled in the programs being reviewed

C. Organizing the Committee for Work

1. After examining the file of material supplied by the institution, the chairman should contact th head of the teacher education institution involved to clarify understandings of the Committee's function in regard to:

a. Purpos s to be achiev d by the visitation program b. Possible agenda of the visitation in t rms of dates and activities

2. The chairman should call 1.h first s ssion of th Committee at a time and plac approv d by th> inslituC n involved. At this meeting:

a. Purposes of the visitatil1J1 as outlined by th 11 st institution should b identified. S-b

b. Questions for clarification concerning materials submitted by
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the institution should be raised.
c. Areas in which a.dditiona.l information is felt to be needed, if purposes are to be achieved, should be identified.
d. Tentative procedures for surveying the exis ling programs should be outlined.
e. Responsibilities should be delegated to the membership of the COlnn"littee for surveying the programs and for reporting findings.
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 co-operative efforts 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 could be completed in its entirety and approved by the Committee before it is submitted to the institution and to the State Department of Education
i. The Committee chairman and the head of the institution should determine when the final report would be given and the procedure for giving it.
J. The chairman should forward a copy of the final report to the Director of the Division of Instruction, State Department of Education.
D. Suggested Procedures for Developing an Organizational Framework
1. The Committee should develop co-operatively with the institution plans for:
a. Observations of class situations b. Interviews with students and staff c. Work sessions with departmental staffs d. Reporting of findings to the ins titution 2. It would be desirable for the Committee to sch dule at least two visits to the institution. The first of such visits should b focused upon developing a framework for cOlnmittee functioning with arrang m nts for work sessions with departmental staffs. The final visit should be focused upon consolidation of the Committe's findings and upon l' porting such findings to th> institution. Observations and interviews and work sessions with th departm ntal staffs, where it is possible, should be s hcduled by individual rn mb rs of the ConlInitt betw en th first and final visitation.
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APPENDIX A

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ESSENTIALS OF AN ACCEPTABLE PROGRAM FOR THE PROFESSIONAL

PREPARATION OJ. TEACHERS

1. Programs of teacher education offered only in fields in which
a. there is a continuing demand for personnel b. the institution has a strong staff and adequate facilities c. th professional certificate is authorized by the State
Board of Education.
2. A professional education staff qualified by experience and by appropriate graduate study for
a. direction of the teacher education program b. instruction in Educational Psychology and Human Development c. instruction in curriculum-making and teaching procedures, d. supervision of student teaching
3. Organization of the administrative and instructional staff for study of teache r education programs and for continuous planning
within the institution b. with h local public schools, and c. \l ith other colleges and the State Department of Education
4. For e h teaching field, a planned curriculum which confirms to criteria
approv d by the Teacher Education Council and the State Board of Education:
a. Gene ral education b. Technical du tion c. Professional periences
5. Adequate facilities for 1 boratory xperience including
a. one or more excellen school , conveniently located, for use as observation centers,
b. a number of selected apprentic centers whose staff includes individuals qualified through training and successful experiences to serve as supervising teache~s.
6. A schedule which frees the student
a. in his sophorno ~ and junior years for frequent contacts with the obs e rvation ce nte r,
b. in his senior year for at least on quarter of full tinl experience in an apprentice center.
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7. Acceptance of responsibility for
a. selecting those who will be enrolled b. guiding them through the agreed-upon program c. recomnl nding them for certification.
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SECTION III
CRITERIA FOR TEACHING FIELDS IN WHICH COLLEGE PROGRAMS ARE APPROVED FOR CERTIFICATION PURPOSES
In addition to having crite ria for the approval of an institution to engage in the education of teachers, it is important to have statements of crite ria for developing programs J for evaluating programs, and for approving programs in the various teaching fields, or areas of specialization, in which the State Department of Education certificates teachers. Separate statements of criteria have not been developed for each of the tea_chi~ fields.. However, there axe
statements fqr the majority 'of the fields.
Some of the statements in Section III relate only to undergraduate programs. Some include both undergraduate and graduate programs. The statement will indicate that graduate program is included when it has been considered by the committee.

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CRITERIA FOR TEACHER EDUCATION PROGRAMS IN

ART EDUCATION

1. Background Information Relating to Professional Program for Teachers of

Art Education

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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 classes.

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 aesthetic reas ons for helping children to expres s themselves creatively. More emphasis is placed upon the development of imagination, creativity, ability to observe, to preceive, self-expression, 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 grades 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 grades 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 mos t 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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II. Suggested 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 colle ge pe rs onnel 2. Appropriate public school pel's onnel 3. Appropriate State Department of Education personnel 4. Appropriate laymen and students
B. Competencies the program is designed to develop s.hould be identified.
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 Unde rgraduate 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 .:.f the creative process and the capabilities of
children and youth; 7. Understanding the planning and evaluating of the art
experiences of children and youth; 8. Appropriate pel's onal characte ris tics 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 th ir relationship to the total ducation of children and youth. 2-c

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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 deve lopment of skill in drawing and painting, graphics, sculpture, and threedimensional construction, ceramics, jewelry and metal work, weaving, and rhsplay, 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 vTe-rld 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.

8. To develop knowledge of sources and Ulethods of selecting and purchasing Ulaterials for an art prograUl, with special eUlphases on the use of cOUlUlunity resources.

9. To develop a knowledge of the planning and organization of a
functional art rooUl.

10. To provide an understanding of group developUlent in the teaching of children and youth.

11. To develop an appreciation of the related art forUls: dance, Ulusic, draUla, photography, architecture.

12. To develop an understanding of the role of the professional organizations in art and education.

D. Subject Matte r of the Teaching Field of Art Education

The undergraduate prograUl for the art education specialist for the elementary schools and for the secondary schools should include art expe riences in each of the following areas:

"drawing and painting graphics sculpture and three-diUlensional construction
ceramics jewelry and metal war k
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weaving

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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.

The profes sional education must include:

curriculum planning in art education, K-12

E. Staff and facilities for the teacher 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 membe rs chos en for their proficiency and their ability to interpret the relation of these fields to children IS work in one or more of the following fields:

drawing and painting graphics sculpture and three - dimensional construction ceramics jewelry and metal work weaving dis play, inCluding lette ring 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 luembers 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 a.rt 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 cons truction jewelry and metal work ceramics weaving exhibition space suitable class room space for the teaching of art history and for
seminar discussions and similar experiences.
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IV.

The teacher training institution must have a comprehensive library which includes a collection of the major literature in art, art education, and in related fields. In addition to the literature, pertinent slides, films, reproductions and originals of child and adult art work must be readily available. Suitable classroom space and a.udio-visual equipment for using these materials must be accessible.
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 and competencies of expression in art.
ll. To direct and relate the skills and competencies toward increased proficiency in teaching a.i"t.
As art is an area without absolutes in the discovery of the solutions of selfimposed problems which require 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. OpporturJities to strengthen and expan.d an individual1s understanding, interest or specific ability.
II. Opportunities to concentrate on. areas of th.e visual arts in which inadequ.acies 01' weaknesses may exist.
III. Opportunities for additional study in othei: arts, i. e., drama, mus ic, dance, that aid in as s imilating s ens ory expe riences.
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 progl'am.
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 unive rsity planning for the

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fifth and sixth year program:

Or. Approximately 35% of the program should be devoted to

courses dealing with subject matter or content in the

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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 design) G. courses to fit background weaknesses and interests

II. Approximately 25% of the program sh ould 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. practicurn in interrelated arts I. literature J. history and s odal sciences K. natural sciences L. philos ophy

III. Approximately 15% of the program should be devoted to courses dealing with the psychology of learning and the nature of the learner:

Sugges ted Study:

A. child psychology B. theories of learning C. philos ophy of education D. advanced educational psychology E. pe!.'sonality and social adjustment F. mental hygiene G. behavior problems of children
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IV. Approximately 15% of the program should be devoted to courses dealing with the program of the school:
Suggested study:
... ,.. . '. A. fundamentals of curriculum B. f.mdamentals 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 for 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 experts in field of specialization G. others to be arranged by individual student and
approved by advis or 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 progra.m in art education, will take every precaution. to see that the can.didate has apportional experiences from the areas listed above.
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CRITERIA FOR TEACHER EDUCATION PROGRAMS IN

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BUSINESS EDUCATION

1. Program Development

A. The staff of the business education department of the teacher education institution should aSSUlne leadership in the development of its program and should enlist the cooperation of:
1. College personnel 2. Public School personnel 3. State Department of Education pe rsonnel

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 state levels.

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

II. Suggested Criteria for Program A. General Education

1. Program planning should be designed so that the institutions general education requirements will be scheduled in the freshman and sophomore years.
2. The general education requirements should provide the functional knowledge needed for intelligent citizenship and should give an adequate base of professional study in the fields of mathematics, science, social sciences, and English.

B. Gene ral Professional Education
1. Policies conce rning the requirements of gene ral professional education and the most effective scheduling of these requirements should be planned cooperatively by the staff of the education department and the staff of the business education department.
2. Laboratory experiences should be considered as an integral part of the general professional education sequence, and

*SUGGESTED CRITERIA FOR THE APPROVAL OF TEACHER EDUCATIrn

PROGRAMS IN GEORGIA

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provision should be made in scheduling procedures for stude nts to:
a. Observe pupil behavior in approved secondary school programs.
b. Study programs in business education d partments of approved secondary school programs.
c. Observe teaching methods in business education departments of approved secondary school programs.
d. Participate in the teacher role in busiI?-ess education departments of approved secondary school programs.
3. Students I programs should be cleared for a student teaching assignment of ort - quarter in the senior year in an approved
student teachirtg nter. *
4. Student teaching t1.iHJigl1ments should be a joint r sponsibility of the business educatlOn staff and the gen 1 professional educatinn staff.
5. The iftstitution's respollsibllity for oordinat'ng and super-
vtainJl student teaching :xp -rience ,ho Id b a responsibility share.d by the business educatioh at .nd the general profes-
s ion~l .d", tion s tafL
C. Specialized EC\u~~h n
1. The staff Qf the business education department should plan cooperatively a program of studies that would provide opportunities for the student to:
a. Develop an understanding and appreciation of the function of the busin~ss educatinn curriculum in the modern secondary school.
b. Acquire proficiency in the skill subjects and also the related bus ines s subje cts that are identified as inte gral parts of the busines s education curriculum in the modern secondary school.
c. Schedule a sequence of skill courses in such a way that there will be a maximum of continuity in the mastery of the desi red skills.
* SUGGESTED CRITERIA FOR THE SELECTION AND USE OF OFF- CAMPUS
STUDENT TEACHING CENTERS 2-n

d. Acquire an understanding of the teaching-learning 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.
2. Personnel, equipment, and plant facilities of the business education department should be adequate to implement the planned program of studies.
3. The staff organization of the business education department 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 teache r education.
c. Modification in the secondary school program.
D. Program of Electives
1. Flexibility in adjusting the planned program to meet students I individual needs should be safeguarded by the inclusion of an ele ctive block of credit.
2. Students, with the help of departmental couns eling should analyze critically their professional needs and interests and select from a broad base of electives those courses which will make the greatest contribution to such needs and interests.
3. Opportunities should be provided in the elective program for students to build strengths in such areas as the following: principles of guidance; audio-visual education; and related business education subjects such as law, finance, economics, s alesmanship, etc.
III. Suggested Criteria for Counseling and Guidance
A. The staff of the business education department should cooperatively develop admission criteria that could be used to implement the careful screening of students applying for admission to the program.
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B. Cumulative guidance data, which should be filed in the institution's guidance office, should be us ed in screening procedures and in program planning for the students admitted to the program.
C. A planned program of individual conferences should be developed to assist the student with scheduling and to evaluate with the student his strengths and weaknesses.
D. A follow-up program of graduates should be devised. and students should be oriented to the procedures of this program prior to graduation.
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CRITERIA FOR TEACHER EDUCATION PROGRAMS IN EARLY ELEMENTARY EDUCATION
\
Criteria for Program Planning
1. The Teacher Education staff of the interested institution should assume leade rship in program planning and should enlist the coope ration of:
A. College personnel B. State Department of Education Personnel C. State Department of Public Health Personnel D. Personnel from the public schools E. Specialists in Early Elementary Education
II. Program planning should be done within the framework of approved procedure for the approval of programs. (1)
III. Program planning should be consistent with the Criteria for Teacher Education programs. (2)
IV. Program planning should be done within the framework of existing programs of elementary education with the necessary modifications in such programs to insure professional study of:
A. The principles of human growth and development and of control of conditions of nOrmal development as such principles and developments ope rate in the years of early childhood.
B. The subject matter. of the teaching field of early elementary education.
C. Ways of working with children in early elementary education groupings by carefully planned first-hand experiences in controlled teaching situations.
Criteria for ~ Planned Program in Early Elementary Education
1. Guidance Activities A. Students should be admitted to this area only tentatively until they have had opportunities to observe under college supervision, young children at work and plan and have given evidence of an aptitude for and interest in successfully directing such activities.
(1) See statement, Procedure for the Approval of Teacher Education Programs, State Department of Education
(2) See Criteria for Teacher Education Programs, page 19, Handbook Georgia Council on Teacher Education.
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B. Program planning should provide opportunities for the student to

secure adequate information about the responsibilities involved and

also for the coordinator of the program to secure information about

the student's purposes in participating in the program.

II. Sequence of Specialized Study

A. Planned experiences should be provided for students to master the necessary understandings and skills to work effectively with young children in the curriculum areas as cribed to early elementary education.

B. Planned expe riences should be provided for the students to develop insights into the principles of educational psychology and human growth and development and to acquire a functional use of such insights in guiding the learning and development of young children.

C. Planned experiences should be provided for the student to study the principles of curriculum development of programs of early elementary education, beginning at kindergarten and extending through third grade, or beginning at nursery school, including kindergarten, and extending through third grade. The college will determine the scope of these experiences in terms of its staff, facilities, and the needs and interests of the students.

D. A planned program of observation and participation should be provided in which the student would have opportunities:

1. To sec principles of curriculum development translated into action in carefully selected educational programs at the levels of nursery school, kindergarten, and primary grades.

2. To function in the teacher role, unde r competent supe rvision, in educational programs at the levels of nursery school, kindergarten and primary grades.

III. Staff and Facilities

A. In addition to qualified staff for the program in elementary education there should be staff with specialized training and experience in early elementary school work.

B. An approved school program to include children with an extension below first grade should be accessible for laboratory experiences. Mate rials and equipment should be in keeping with that recon~mended by specialists in early childhood education.

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'CRITERIA "FOR COLLEGE PROORAMS 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 imper,ative that persons involved in planning programs for the 'education of teachers at all levels be aware of the phenomenal changes that are taking place in the world. It is within this changing socio-economic complex that education at all levels must function. The need to live within the impact of five great explosions -- kndwledge, 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 teaching, and a critical use of tl~ach-
'.t
ing materials and aids.
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The need in education is not so much a need for change in basic goals or an increased amount of education but for education of higher quality.l The preparation of teachers does not necessarily assume that an increase in knowledge implies a like increase in the formal education of teachers. 2
Fu~ction of the Elementary School
The function of the elementary school is determined by social and philosophical beliefs. Of primary importance among such beliefs are:
1. Education provides for the understanding and practice of the principles of the democratic way of life.
2. The school educates each child to develop his optimal 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.I
5.4 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 te,r '. r must be prepared to:
lAlvin C. Eurich and Elmer R. Smith. Teacher .Education - ! Reappraisal.
New York: Harper and Row, 1962, Chapter 10. 2 John Goodlad. "Knowledge, Pre-Collegiate Education and the Preparation
of Teachers: Perspectives on the National Scene. tt The Nature !2 Knowledge.
Milwaukee, Wisconsin: The Edward A. Uhrig Foundation, 1961, p. 94.
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1. Utilize a variety of media and techniques in developing the child's imagination, 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.
s. 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.
3Alice Miel. llKnowledge and the Curriculum. U Ne"T Insights 2.!!.~ the Curriculum. Association with Supervision and Curriculum Development. National
Education Association, 1963.
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SECTION II
PROCEDURES FOR PROGRAM PLANNING
This section emphasizes the tenet 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.
A. The staff of the division of education working cooperatively with the instjtutional teacher education committee or agency should as sum lead~rship in program planning.
B. Each department or division participating in the program of elementary education should take positj~e 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 procedures through organized work sessions sponsored by the institution during which consideration is given to:
1. Defining purpose and function of the program 2. Planning 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 program planning 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 polices, 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 AEgroving Georgia Institution~ ~nd Programs for Teacher Education, ivision of Instruction, Atlanta: State Department of Education.
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SECTION III PROGRAM 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.
A. The program of general education should be conducted by methods "of critical inquiry into the basic fields of knowledge.
B. The basic fields of knowledge should include: the natural sciences, mathematics, the social sciences, and the humanities.
C. The modes 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 practice of weighing the impact and effect of value systems on any way of life.
E. The student should see the uniqueness of each of the fields of knowledge while identifying interrelationships existing among the fields.
Subject Matter of the Teaching Field
Elementary education deals with many aspects of man's knowledge and makes tremendous demands upon the teacher for scholarship. Study in the
4see bulletin, Criteria for Approving Georgia Institutions and ~rograms
for Teacher Education, p. 3, Georgia State Department of Education, 1960.
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subject matter of the teaching field provides the student with an under-

standing of the fundamental structure of the subjects he is to teach and

skill in tailoring fundamental knowledge to the interests and capacities

of children.

A. In order for the student to augment and supplement the knowledge
and attitudes he gains through general education the program design should provide additional study in the content and methodology of the curriculum areas commonly found in the elementaF,1 school. For this to be accomplished the program should provide study that would guide the student in:

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

2. Expanding his knowledge 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.

. ). Expanding his knowledge of basic physical and biological science content and acquiring skill in planning a logical sequence of science experiences for the several grade levels.
4. Gaining understanding of the historical development and func-
tion of number concepts in world cultures, to expand his knowledge of mathematics including the structure of real number systems, and basic concepts of algebra and geometry.
s. 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 contemporaF,1 artists and artists of other times.

6. Acquiring a background of music fundamentals and becoming ac-
quainted 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.

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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 andsklll 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 education; and library science.
Professional Education
Through study in the sequence of professional education the student ac-
quires the essential theoretical foundation upon which he bases his decisions
about activities, materials, content, attitudes, and relationships. Laboratory
experiences become the integrating and testing place for the theoretical aspects
of teacher education. Relevant knowledge is organized and sythesized by the
student so that he makes the necessary application to curriculum and method.
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A. Counseli~g 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 behavioral 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 teaching materials, to match materials and method with various levels of pupil abilities, an6 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.
Laborat6~ 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 limited 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 process for the student that evolves gradually through manl opportunities for exp6riencL~g and analyzing professional roles.5
5Aleyne Haines. Guiding the Student Teaching Process in Elemel~
Education~ Chicago: Rand McNally. 1960, p. 245.
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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 prospective 6 teacher for the elementary school as a cooperative endeavor.

2. Assume gradually 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 planning,
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.

6See pamphlet, "The Student Teaching Program in Georgian, State Department of Education, Atlanta, Georgia, 1961.
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SECTION IV STAFF AND FACILITIES
Education fQr 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 common basis of understanding and design cQoperatively a program to achieve excellence in the preparation of teachers.
"
Staff
, A. The institution should provide staff adequate in number, with
specialized gra~uate 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 con-
sistent with the philosophic principles delineated in this report. 2. Provide leadership for program planning and evaluation.
Implement admission policies and provide adequate counseling for students in the areas of program planning and selective retention.
u. Provide quality in8tru~tion in areas of the elementary school curriculum and method."'
s. Coordinate laboratory experiences so that these exoeriences become "an instrument in making real and vital theoreticai instructi0l'\t"8 6. ~~intain 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.
7See the statement, Task of the Teacher in the Elementary School, this report, pp. 2-3.
8John Dewey, The Relation of Theory to Practice in Education, Third Year-
book of the National Society for-rhe Scientific Study Of Education. Chicago:
University of Chicago Press, 190u.
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C. Personnel 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 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.

I
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 available to instructors and 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

'1
11-

.
"

'..

SroTION v
SELECTIVE ADMISSION AND RETENTION
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 should 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.

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..'.- . ,

B. The factors which are considered in defining admission policies

should receive contL~ued 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 which he is encouraged to engage in self-evaluation of his academic and professional progress and of his fitness for a teaching career in elementary education.

2. Referral'of the student to available and appropriate institutional and community agencies, if specialized help for identifiable problems seems advisable.

3. Channelling of information concerning the student's progress to those administr~tive and faculty personnel involved in
decisions about his retention.

D. Decisions concerning retention should be closely allied to " institutional structure so that such decisions reflect staff thinking on policy.

NOTE: Approved by the State Board of Education on May 21, 1964 13-f

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN ENGLISH
.- I.
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 adequacy in reading, writing, speaking, and listening.
The centrality of ~anguage to human affairs is reflected in the special functions of teachers of English in elementary, secondary, 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 purposes.
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 integrity 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
1. To assist the student to develop the ability to form responsible conclusions and to make value judgments.
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II. Program Planning Procedures

.-,

Representatives of all curricula relevant to the preparation of teache rs

~. ~

of English should cooperate in planning the program for prospective

teachers.

III. Acb:nission and Guidance Procedures

Desirably, acb:nissions 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 ages 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 are 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

L 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, coherent, responsible, appropriate to the situation, and stylistically effective

3. In reading, he should have knowledge of the skills used in getting meaning from written material and the ability to use them effectively.
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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

S. 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. Tile 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 philos ophies 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

. ',;;,~.~_~

CRITERIA FOR TEACHER EDUCATION PROGRAMS OF

FOREIGN LANGUAG:ES

1. Selective admission to the program of those persons who have the personal qualities and temperament which make an effective teacher is urged.

2. Because the foreign language teacher must convey cultural 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.

3. Subject-area learnings should be incorporated in organized form and handled by the language department in the foreign language, with emphasis 'on the following areas and degrees of competence:

Mode rn Foreign Language

a. Aural Understanding

The ability to understand convel'Q sation of avera tempo, 1 ctut'e , and news broa casts.

b. Conversation

(1) Accurate pronunciation invohdng the study of phonetics, langu ge psysico1ogy, and intonation.

(2) Adequate command of vocabulary, syntax, pronunciation and intonation sufficient to ng g in a. sustained discourse at normal speed.

c.

Reading

The a.bility to r ad with direct comprehen ion (i. e. , immediate understanding without translating) modern idiomatic prose and verse d. average difficulty and mature content.

d. Writing

The ability to transla te from standard English into the foreign language and to write a simple "free composition"-both with clarity and correctness. in vocah.1lary, idiom, and syntax.

e. Civilization (As taught in the language courses and distinguished from general education courses)

First-hand knowledge of literary mas te rpie ce s, toge the r with the social, artistic, political and spiritual forces which produce them-presented in the foreign language.

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Latin

a. Speaking

Accurate pronunciation (involving simple phonetics).

b. Reading

The ability to grasp the meaning of simple Latin passages without translating.

c. Writing

The ability to translate Classical Latin accurately into the idiomatic English and from English into Standard Clas sical Latin with accurate vocabulary and syntax.

d. Civilization

A thorough acquaintance with das sical mythology, history, art, and literature.

4. Because the techniques of teaching a foreign language differ from those of any other field, programs of foreign language should have specialized methods taught within the subject area by qualified pe rs onnel.

5. Colleges offering programs in foreign languages should provide a staff adequate for a certificable major in one language and a minor in a seco nd language. All members of this staff should be highly proficient in oral-aural processes and should be thoroughly acquainted--preferably through foreign study and/ or directed foreign travel- -with the literatures and civilizations of those countries whose language they teach. Provisions should be made for giving assistance in the methods of teaching foreign languages. Recognizing the necessity of the oral-aural approach, these colleges should provide adequate modern audio-visual equipment with personnel trained in its use.

6. In modern foreign language instruction on the graduate level, further proficiency should be gained in the five language competencies of the bachelor program in modern languages and specific study should be pursued in research methods, literature, history of the language, and teaching methods. In Latin graduate programs, added competency should be gained in each of the areas stressed in the bachelor program with stress on literature and history.

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CRITERIA FOR TEACHER EDUCATION PROGRAM
FOR GRADES 7, 8, 9
: '.-
I. GBaracdkgesroLun.d~In.f2orma.tion Relating -to -the Professional Program - for Teac- hers of
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 largely incorporated into the program. A survey reveals that most seventh grades are self-contained classroom units; ninth grades are completely departmentalized; some eighth grades 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 transi-
tion from the self-contained classroom of the elementary school to the departmentalization of the senior high. Consequently, the teacher education program should focus on this transitional function. This teacher education program should prepare teachers to fit into the present varied organizational patterns of Grades
7, 8, and 9 and, at the same time, provide for an increasing consideration of the
needs of pupils in these grades.
II. SugGested Procedures ~ Program Development
A. Teacher Education Staff should assume leadership in developing program and should enlist the cooperation of:
1. College personnel 2. Public school people 3. state Department of Education
4. Laymen and education students
B. Competencies the program is designed 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.
III. Suggested Criteria for Program
A. The general education of the pre-training years should give the student depth and breadth of kfiowledge.
1. Careful testing should reveal placement for correcting deficiences in such areas as Enelish, General Mathematics, Social studies, and General Science.
2. General Education should provide the functionirg knowledge needed for intelligent citizenship and for personal-professional development.
3. The present emphasis on the Humanities as well as the natural sciences should be continued.
~~l. Georeia Council on Teachor Education, Committee on the Education of Teachers
for Grades 4 - 9, Progress Report, April 1951
2. Southern state Work Conference Report to be published in Fall 1958
l-i

4. An important part of the General Education Program should be an
effective guidance service.
B. Throughout this teacher education program, candidates should be carefully screened with respect to:
1. Intellectual ability; 2. Emotional adjustment , maturity, and adap'~abi1ity;
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 pro-
fessional laboratory, including student teaching. This program of professional education should include experiences which:
L Help candidates gain a functioning knowledge of education background including:
a. A survey of educational history b. The principles of learning with emphasis on application to
early adolescence c The school functioninf, 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 candidates are prepared for the gap between theory and practice.)
2. Aid candidates in learning to understand and accept the early adolescent through:
a. An overview of the developmental patterns of human growth b. Adolescent psychology c. Guidance of adolescents d. Many experiences involving observation of and working with
early adolescents.
3. Provide the candidate with the necessary understandings and skills
to use the following techniques effectively with pupils in Grades 7, 8, and 9:
a. Grouping as it involves: (1) understanding of group dynamics (2) skill in guiding group organization
2-i

(3) skj.) 1 in nov lapine through pupil...teachor planning

t.:':':' .\

purP0.:,l81'u Uh:i.fi d 1 arnine e.xporienoes
(4) undorl:JtnndillC of a.ccoptable proc dUI'es in the organizatlon

and guidance of hOB\(leen OU nnd hetc eneous groups

b. TODt~ng us it involvos:
(1) solf-lIw,de tests, determining tlo purpoue of the test,
dey loping th test in rolation to the purpose, and having
a number of pUrpooEJEi wh:tch indicat the nead for a variety of test type ...
(2) stnndardiz d t at
(a) 80mu sophistioation bout to ts
(b) selecting the bo ....t. test,

c. 'Guidance
(1) Techniques helpful in knowing individual pupils
(2) Contributing to and using the oumulative folder (3) Counseling pupil
(4) Working with starr on guidanc program (5) Conducting parent interviews
(6) Gaining the "Guidance" point of view
4. Give the candinate an under t nding and appreciation of the fUhotion
or the extra-class activity program in the curriculum of Grades
7, 8, and 9, and also to develop in the candid te the skill to serve in an adVisory capacity in at least on of the extra-class
activity prograJl1S,
5. To give the candidate an una rstanding of the procedures involved
in direct' ng an effective developmental reading program for the
pupils in Grades 7, 8, and 9.

6. To give the candidate a functional knowledge of teaching materials
and eqUipment necessary for the iJnplementation of a. suocessful in-
structional program for Grades 7, 8, and 9 in such areas as:

a. State adopted textbooks with teacher's guides b. Fi~ns and other audio-visual materials available through
sy tem and state service s c, Library materials from state and. system services d. Community resources e. Science materials and equipment for demonstration and labora-
to):'y purposes

7. Give the candidates thorou.gh functional kno~yledge of academic content in social sciences, humanities, science and mathematics through the General Education program and further work in the sUbjeotwmatter of
Grades 7, 8, and 9.

a. Provide a depth of knowlode in two or more of these teaching fields. (1) If. the candidate~ incorests and abilities are in academic subjects, this training might be concentrated in such
related b~bjects a~:

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a. English-social studies

:"

b. Science-mathematics

(2) Candidates should have mastery of content and skills in

these subjects as well as special abilities in the en-

richment fields.

b. Wh(Jrever possible, the candidates should be given opportunities to develop competencies 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 mighc be provided in the areas of health and physical educat, ion, library science, and others 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 educa-
tion, should complete approved programs within these areas with
emphasis placed on problems and needs peculiar to children and
youth of Grades 7, 8, and 9.

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CRITERIA FOR TEACHER EDUCATION PROGRAMS IN HEALTH AND PHYSICAL EDUCATION
Essentials of a school Health and Physical Education program to be considered in planning for the education of teachelS and in approving teacher education programs:
A. An adequate program for health and physical fitness in the public schools makes specific provision for the needs of each student in respect to:
a. Physical environment (buildings, equipment, sanitation, lighting, etc.)
b. Health services (individual examinations, counseling, emergency medical service)
c. Health ins truction (bas ic health information and couns eling)
d. Physical education (including sports and intramural athletics)
Such a program is practicable only through careful planning and systematic sharing of duties by the staff.
1. Providing these services in the elementary school is a joint responsibility of the elementary teache r.
2. Providing these services for the high school is a joint responsibility of the entire high school staff.
a. Each teacher must effect, as nearly as possible, a wholesome physical environment and conditions conducive to effective learning.
b. Each should cooperate in planning and implementing health services.
c. One or more must be adequately prepared to offer the required course in health instruction:
d. A broad program of physical education for all pupils is actually possible only through joint efforts of a number of staff members each of whom, in addition to his major teaching field, supervises one or more phases of a comprehensive physical education or intramural athletic program for all students.
3. The Health and Physical Education teacher is responsible to the principal for overall leadership and must be qualified for planning and conducting each of the four services.
1-j

B. Teache r Education programs should provide specific training for these duties.

: ......\

The following questions should be asked in planning or in evaluating programs

for preparing for the professional certificate in Health and Physical Education.

1. Has the training institution a Health and Physical Education program for all its own students, in physical environment, in health services, in health instruction, and in physical education.

2. What provision is made for the prospective elementary teacher

a. to learn what a good school health program is b. to acquire the understandings and skills needed in

(1) maintaining a wholesome physical and emotional environment on the playground
(2) observing individual health needs and utilizing health services (3) teaching essential health information and health habits (4) providing appropriate physical education and play

3. What provision is made in the curriculum for the prospective high school teacher

a. to learn what a good school health program is and how it proposed to organize and staff it in the high schools of Georgia
b. to qualify for a specific share of responsibility in the school health program, such as

(1) teaching the required course in health instruction or (2) supervising one or more sports in a broad program of
physical education for all

4. What provision is made in the curriculum for prospective teachers of Health and Physical Education

a. to understand the nature and scope of a good school health program b. to qualify for dealing with each of the major aspects of the program

(1) promoting throughout the school a wholes orne physical, mental, and emotional environment.
(2) planning and teaching the required course in health information (3) coordinating the program of health services (4) organizing and conducting a program of physical education for
all pupils 5. What facilities does the college have

a. for observation of a good health and physical education program. b. for supervised practice in a good school health program
6. What staff does the college provide for instruction and for supervising and coordinating student teaching in Health and Physical Education?

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CRI TERI A FOR TEACHER EDUCATION PROGRAMS IN

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INDUSTRIAL ARTS

(Approved by the State Board of Education-May 21, 1964)

I. FRAME OF REFERENCE
A. r'ntroduction
Industrial technology has had, and will continue to have, an overwhelming impact on society. Industrial ingenuity has brought about new tools, materia~s, methods, and developments. Automatic production, scientific management, engineering research, and the changing occupational pattern wi th 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 require!?ents of this technological culture. As an integral part of the total program of education it provides unique opportunities for stude ts to . participate in repre'sentative' industrial-technological experiences. These experiences require the application of mathematics, science, language a~tB, and other school subjects. Industrial arts assists in the discovery and development of personal aptitudes, interests, creative tecPJlical abilities, self-reliance, sound judgment, and resourcefulness through problem solving, and self expression in an environment related to industr.y. One of the characte ristics of industrial arts is that the problems and activities plan.ned for or selected by the students are meanirtgful to them. Problems involve the students in developing an idea, from its inception, through the necessary research, planning, designing, modifying, evaluating, comm.unicating, managing, laying out, cutting, shaping, forming, assembling, 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 brought about by developing: (1) a knowledge of materials, their production and fabrication, (2) an understanding of the place of tools and m.achines, materials and men in industrial processes; (3) an intelligent understanding of craftslTlanship and construction work; (4) an understanding of the healtb, recreation, and economic values of such work; and (5) a favorable attitude towa.rd creative thinking and the scientific method of problem solving.

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B.

efinition of Industrial Arts

. .... I.
.'." ," .~ ..

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 understandings 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, Inathematics and mechanics.

D. Place of Industrial Arts in the Public Schools

.Industrial arts, as a subject, should be provided for pupils in grades 7-12. The elementary school child should be provided informal constructional and informative experiences involving tools, materials, processes and products. 6f ind:ustry as they relate to the home, the community and the world of work . These should be provided as an integral 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 Dlanipulative experiences dealing with today's industry and technology. As a I3tudy of industry, these experiences should accurately reflect the current practices of the industrial world.

The general nature, content and operation of American indust'ry, 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 material~ 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 Plwnbing

Household Automobile Industrial Aircraft Commercial Train
Ship Rocket Truck
Bus

Electronics Drafting Printing Photography

Natural Electrical Mechanical Thermal

Industrial arts in grades 7-8-9 should ernphasize 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, both informative and manipulative, in each of the above mentioned industrial classifications. At this organizational level emphasis should be on breadth rather than dept~l in industrial activities, and this may best be done. in multiple activity shops.

At the senior high school level, grades 10-11-12, industrial arts 8ho~.d beconle more specialized. Greater consideration should be given to the specific nl~edf3 qf pupils with varying abilities, aptitudes, interests, backgrou.nds and aspirations. The emphasis of industrial arts at this level should be pla.ced on the development of special skills and abilities in the technical and industrial fields. For some learners this will be occupational prepa.ration, a.nd fo:.' 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 cooperati~re efforts of industrial arts teachers, teachers of professional education, teachers of related fields, and adm:nistrators in both public schools and colleges. Recommenda.tions from. the Georgia Industrial Arts Association, the State Department of Education, the Alnerican Industrial Arts Association, the Anlerican Vocational Association, and irom other appropriate agencies and organizations should be carefully conside'red in developing these programs.

III. PROGRAM DESIGN

A. Gene ral Education

The teacher of industrial arts should have a ba.lanced education froql 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 Teacher Education. II)

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B.

ea ing Field

Each teacher prepared in this program should be able to function ingrades

....".,, .

7-12 with some specialized understanding in one or more of the areas below:

1. Industrial arts teacher education programs should provi.de 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 mCl:gnitudes. Problems involving design, mechanics, science, mathematics, and drafting should be presented.

b. Woods

Students should learn common construction practices, finishes, n~ater ials, etc., in addition to the processes in cabinet making, carpentry, patteriunaking, millwork, model building, furniture a.nd 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, lnachine work, metallurgy, welding, found:t:y practices, heat treating, forging, and other rnetal using industries.

d. Electricity-Electronics

Students should learn the use of electrical energy and electrical circuits in the home, shop, and in industry. They should learn basic electrical and electronic principles employed in common electrical devices' such as the battery, generator, heating applicance3, transformers, radio, television and simple electronic controlli.ng and communicating device s.
to 2. In addition/study in the four basic areas, study sho:lld be provid.ed in
at least one of the following areas and preferably in both:.

a. Power Mechanics

Students should have study and experiences in the area of power developn~ent 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 devices should be included.

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raphi Ar s

tudents 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 design, 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, ceramics, and other industriallnaterials.

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 pr oducts

d. Provide content selected from the manufacturing, construction, servicing, transportation, communication, power, research a.nd management categories of American industry, insofar as applicable.

5. 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 or ganization.

C. Professional Education

The program for the student prepa.ring 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 "E" and "F", pages 5a-6a of the criteria bulletin.)

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IV. STAFF AND FACILITIES
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A. Staff
Industrial arts teachers should have sufficient preparation to teach in their area of specialization. Industrial arts teaching experience in secondary schools and SOlne experience in a trade or rnanufacturing industry are desirable.
B. Facilities
Adequate tools, materials, classrooms, laboratories, shops, drafting rooms, ~nd 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 technical 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.
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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 a 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 two 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 vaious 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.
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I.
II.

TEACHER EDUCATION IN MUSIC FOR GEORGIA
MINIMUM PREPARATION
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)
The Senior College
A. The physical facilities provide adequate housing for instruction in music, including classrooms, 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-
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service program

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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.~art 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. Ihe FouE ~ear Curriculum in Music Education

A. General Education, including English, social studies, science, mathematics 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 course.

Education, psychology, and music education courses are co-operatively planned to insure unstanding 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.

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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 ~, ~, and ~ below, coupled with appropriate music education courses, will permit concentration within either the vocal or the instrumental field; but without neglect of either, and not precluding the possibility of balanced preparation in both for the especially gifted or ambitious student.
a. Conducting. The student is prepared for both choral and instrumental conducting. Materials appropriate for school use are utilized in class, rehearsal techniques are studied, and the course includes laboratory experience in directing live performances.
b. Ensemble. Each student is an active participant throughout his undergraduate program in the large ensemble most appropriate to his major interest (band, orchestra, chorus). Instrumentalists are urged to sing in choral groups and vice versa. The work done by these large ensembles exemplifies the highest standards of organization, preparation, and performance.
Insofar as is possible, each student also participates regularly in a small ensemble (duo, trio, etc.) appropriate to his major performance medium.
c. Functional Piano. As early in the program as possible, each student achieves at least a minimum keyboard skill, defined and measured in terms of competencies needed in the area of tlLdt student's principal interest. This skill may be achieved prior to college entrance, in class or private instruction within the curriculum, or in extracurricular study.
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d. Major Performance. Each student studies the performance

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medium (instrument or voice) in which he excels until he is able to perform standard solo literature accurately

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 require-

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 secondary performance media utilizes class methods, illustrating the techniques and materials which are needed in public school teaching

(1.) Each student can demonstrate the basic technique of good voice production, and can sing, within his range, simple melodic material 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.

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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CRI TERIA FOR PROGRAMS FOR TEACHERS OF THE SCIENCES
I nt roductory Statement -.. ,
The job of being a science teacher - a good one - is not an easy one. In matters of science, the teacher must be first of all a scientist. But this scienti st, in matters of learning and guidance and evaluation - and in matters of human relations - must be, first of all, a teacher. It is this very duality which we must strive to achieve in our schools of education and which makes our job so vexing.
We learn from books, pictures, radio, television, and other inanimate objects, but most of all we learn from people. It is this need for people that the young learn needs most. These needed persons should have four general competencies.
I n the first place, the science teacher should know his subject. He should have studied science to Ule point where he is reasonably expert in it. The science teacher should feel comfortable in his subject and on the level at which he is expected to operate. He should comprehend the ways of the experimental scientist to the extent that he will be sympathetically helpful to his students, eyen to those bright youngsters whose work in science reaches out well beyond the limits of his own knowledge.
Secondly, this teaching scientist must be more, much more, than a scientist. He must be temperamentally, psychologically, and morally suited to the task with which he is charged and should view science as it relates to all aspects of the curriculum. The education and training of young people is a responsibility which is as important as any j.n our society.
The third general competency relates mostly to the area of learning which we refer to as professional education. A good science teacher must be skilled in testing and evaluation and in the principles of guidance necessary to carry on an adequate program of class room counseling; he must know something of human developmen.t and learning; and he must have developed an acquaintance with the total school curriculum and appreciate its purposes. He cannot be a good teacher unless he has developed sorne insights into the subtle differences among students and can help to identify the gifted and the slow learner. Finally, he should ha.ve a very considerable understanding of the place of the public school in the American setting. In short, he should be a student of Education.
The fourth and last of the general competencies needed by a good science teacher relates to his contributions to his profession and to the advancement of science. Surely, the rate at which the frontiers of knowledge advances is related to the number cf contributors to the total fund of knowledge. The
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great unexplored a.reas of ignorance in such matters as human behavior and how people learn make imperative the needs of dedicated souls to expand themselves in research. We need research in all levels and in all areas of education. It is not meant to imply that every beginning teacher be a thoroughly trained researcher, but only that he have some understanding of research methodology. Through active participation in scientific and professional educational organizations, an alertness to the needs and demands of the profession may be developed.
Advanced and continued study should not necessarily end with formal degree programs. Membership and participation in both professional scientific and professional education organizations can provide a continuous refreshment of knowledge and enthusiasm for science and teaching. College programs should develop these responsibilities. The high school teacher so trained and so inspired can become a participant rather than a bystander in the advancement of science.
The major problem before us then becomes the educatinn and training of college and university students to qualify for the responsibilities and duties outlined above.
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1. General and Physical Science

To provide the prospective science teacher with the foundation of a broad, general knowledge of science, the following guidelines are suggested:

GuiclCline 1.

Approximately 30% of the program of preparation for teachers of general and physical science should be devoted to courses on the basic subject matter of phys ics and chemis try.

Courses which would implement this guideline include:

A. Principles of chemistry which should include states of matter and structure of matter, the atomic and molecular theory, periodicity, nature of solutions, ionic equilibrium and properties of electrolytes, oxidation reduction, the colloidal state and electro-chemistry.
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B. Organic chemistry which, among other things, should include nomenclature, the various hydrocarbon series, functional groups and basic reactions, typical methods of preparation and application.

C. Analytical chemistry, to include gravimetric and volumetric and instrumental methods, their applications and limitations.

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D. Courses in college physics which should include Newton's laws of motion; conservation of energy; mass and momentum, molecular and atomic structure of matter, thermodynamics, optics, electricity, magnetism, waves and fields.

E. Modern physics ahould include the newer concepts in physics, including atomic and nuclear physics .

Guideline 2. Approximately 25% of the program of preparation for general and physical science teachers should be devoted to courses in other natural sciences and mathematics with emphasis on the related physical science of geology, a3tronomy and metheorology.
A suggested group of courses to implement this guideline would include:

A. Courses in mathematics designed to provide the mathematical foundations necessary for science.

B. Courses covering the principles of astronomy, geology, and physical geography .

. C.

Courses covering the principles of biology, including cell theory, structure systems of plants and animals, metabolism and maintenance of the human organism.

Guideline 3. Sufficient course work should be completed in physics or chemistry for a major in that field.

NOTE: A p.ortion of the work in science and mathematics, as suggested by these guidelines, may meet part of the requirements in general education.

Guideline 4.

The fifth-year program should provide adequate training in physics or chemistry for the teaching in one of these .!jelds and as a basis for subsequent graduate study.

Sixth-year program should be designed in such a way as to meet the needs of the individual.

Guideline 5.

Th~ program should take into account the recommendations for curriculum improvement currently being made by various national groups.

Since the teacher may well be asked to teach courses such as those designed by the Physical Science Study Committee, the Chemical Bond Approach Project, and the Chemical Education Materials Study, the teacher should be prepared to function competently in such courses as well as in traditional ones. In addition, there is a great deal of ferment in science at the junior high school level that will most
certainly result in experimental approaches in the teaching of the physical sciences in these grades.

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II. Chemistry

Guideline 1.

Depth in chemistry for the high school chemistry teacher should involve a sequence of courses cbvering the main branches and basic concepts of modern chemistry.

This is not intended to mean a scattered series of surveyor applied courses, but rather a systematic study of chemistry. While the specific treatment, emphasis. arrangements, order, and detail of course content should be left to the respective faculties of individual institutions, the over-all preparation of the high school chemistry teacher should include work in the following areas:

A. General chemistry: composition and structure of matter, atomic and molecular theory, states and transitions of matter, stoichiometry nature of solutions, periodic tables and relationships, reaction rates and equilibrium, ionic equilibrium and properties of electrolytes, oxidation- reduction and electro- chemistry, energy relationships, colloidal state, qualitative analysis, nuclear and radiochemistry, and a study of the inorganic chemistry of important elements. (Approximately eight semester hours are generally required for an introductory course. )

B. Organic chemistry: nomenclature, hydrocarbon series, functional groups and their basic reactions, typical methods of preparation and application. (typical courses involve eight semester hours. )

C. Analytical chemis try: gravimetric volumetric and instrumental methods, their applications and limitations. (Four semester hours are generally devoted to this area.)

D. Physical chemistry: determination of precise physical properties and the application of these data to thermo-dynamics, kinetics, and structure.

Guiq.eline 2. Breadth in the preparation of the high school chemistry teacher should include mathematics and related sciences.

Supporting courses should include the basic courses in physics and biology. Advanced elective or fifth-year chemistry courses should contain work in:

advanced inorganic chemistry, including relation of structure to properties, periodic system, typical reactions, and the application of physical chemical principles to inorganic systems

biochemistry, including fundamental reaction systems of living organisms

radio-chemistry, including general p-rindples ahd measurements

Since both physical chemistry and certain courses in physics require a.

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working knowledge of calculus, the depth in mathematics should include

treatment in this area. Laboratory experimentation should be an integal

part of each chemistry course. Particular attention in all chemistry

courses to the design of experiments and the development of demonstration

equipment is a valuable adjunct to the student's science methods course.

GuideliI 3.

Graduate study for the high school chemistry teacher should provide additional subject matter preparation in both breadth and depth.

It is recommended that not less than 50% of the advanced training beyond the baccalaureate program be devoted to science courses. A chemistry teacher might choose to proceed toward a master's degree in chemistry that would make him especially well suited to teach advanced placement courses in chemistry. Unles s credit for physical chemistry was obtained during the baccalaureate program, it should be included here. He might, on the other hand, choose to build on his previous mathematics, physics, or biology courses 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 experiments and demonstration techniques, and research participation would be valuable adjuncts to either program.

Sixth-year program for T-6 certificate. It is felt that this program should be flexible and individually planned for each teacher in order to provide depth in science and an opportunity to make up deficiencies in subject matter fields even if this requires some pre-requisite undergraduate courses.
Guideline 4. The program of teacher preparation for secondary school chemistry teachers should take into account the recommendation for curriculum improvement now being made by various national groups.

Sinc.e the teacher may well be asked to teach courses such as those designed by the Chemical Board Approach Project and the Chem.ical EducationStudy of ~aterials, the teacher should be prepared to f~ction competently in such courses as well as in traditional ones.

III. Physics

Guideline 1.

Approximately one-fourth of the program of teacher preparation for high school physics teachers should be devoted to courses in the basic subject matter of physics.

A. Introductory College Physics. This should be a course which pursues in depth the important and basic principles of physics. Some of the most important topics alle Newton's laws of motion,

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conservation of mass, energy, and momentU1l1; conservation of charge; waves and fields; molecular structure of ma.tter; and structure of the atom. Problem solving and laboratory experiences are important aspects of this course. The laboratory, especially, must give the student first-hand knowledge of the way in which a physicist approaches an experimental problem.

B. Intermediate Courses. The prospective high school physics teacher should have courses in each of the following subjects:

physical mechanics, heat and thermodynamics, optics, sound, and electricity and magnetism. Emphasis should be on a thorough quantitative treatment of a limited number of important topics in these areas of classical physics. There should be some advanced laboratory work ass ociated with these courses. Institutions that are able to offer this material in one substantial, intergrated course should do so, but it must not be a survey course. It would be most desirable for these courses to be based on calculus as a pre-requisite.

C. Atomic and Nuclear Physics. The development of atomic and nuclear physics should be traced through study of p~nomena, concepts, and experiments that are important to the understanding and appreciation of this newer area of physics. Again, the nU1l1ber of topics consiqered should be consistent with the goal of understanding emphasized in paragraphs A and B above. This course should utilize the mathematics background of the student and should have a welldeveloped laboratory program.

Guideline 2.

Approximately one-fourth of the program of teach ~ _ preparation for high school physics should b~ deva lrl to courses in other sciences and in mathematics.

A suggested group of courses following this guideline would include:

A. General principles of chemistry, including composition and structure of matter, atomic and molecular theory, states and transitions of matter, stoichioJuetry, nature of solutions, periodic tables and relationships, rates of reactions and equilibriU1l1, ionic equilibrium and properties of electrolytes, oxidation reduction and electrochemistry, energy relationships colloidal state, and qualitative analysis.

B. Principles of biology, including characteristics of living organisms, cell theory, structural system of plants and animals, metabolism, maintenance of individual (health and disease).

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C. Mathematics that include calculus and differential equations.

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

Guideline 3.

The teacher of physics should continue his studies in physics and related fields through at least one year of graduate work.

The fifth-year program should be devoted primarily to physics, related science, and mathematics. The program should provide for the following:

exploring more deeply the classical foundation of physics, as well as new areas of knowledge of comtemporary research

understanding of related sciences; such as, chemistry, through courses in organic or physical chemistry

improving mathematics competence through courses such as advanced calculus and theories of equations

Sixth-year program for T - 6 Certificate - It is felt that this program should be flexible and individually planned for each teacher in order to provide depth in science and an opportunity to make up deficiencies in subject matter fields even if this requires some undergraduate courses.

Guideline 4.

The program should take int0 account the recommendatio~ for curriculum improvement currently being made by various national groups.

Preparation in physics and mathematics of the kilid described above will enable the experienced teacher to evaluate courses, such as those prepared by the Physical Science Study Committee, to modify his own teaching in accord with this evaluation and to contribute toward future cu:triculum studies in his own school and perhaps at the state or national level.

IV. Biology Guideline 1.

The program for teachers of biology in secondary schools should include basic courses in a wide range of subject areas in the biological field.

Since biology courses are so diverse in fields of interest, the subjects selected should provide foundation, with laboratory and field experiences for all the bas ic concepts relating to living organisms and as included in the high school curriculum guides. Four major subject areas are:

A. physical, biochemical, and energy relationships of life

B. organization and behavior of living things, from simplest to mos t complex
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C. Interrelationship of organisn~s, to enviromnent and one another (ecology, parasitism, disease, conservation, geographical dis tribution)

D. the ol'gin and development of organisms and species (embryology, reproduction, geneti.cs, evolution, taxonomy)

This work should require about one-fourth of the college hours.

Guideline 2.

The program for teacher preparation for secondary school biology should include upper division courses in sequence and in one specific area.

The choice of area may vary, but should include labol'atory training in research methods. Special competence in one area will provide a college major, and a foundation for advanced work in fifth-year study. Upper division courses in biology should be so selected as to maintain a broad knowledge of the plants and animals alike.

Guideline 3.

The program for preparation of secondary school biology teachers should provide a thorough foundation in basic courses of related sciences and mathe.matics.

The related science courses may satisfy in part general education requirements. The regular basic courses in physics, chemistry (including organic, biochemical and/ or physiological chemistry), psychology, geology, and mathematics, with laboratory work, rather than survey courses, are needed. These related scienc courses should comprise about a quarter of the college progralTI.

Guideline 4.

The program for teacher preparation for secondary school biology should include preparation for directi.ng laboratory work and field trips.

Competence in use of laboratory materials, planning experiments appropriate for high.school work and the use of available materials should be provided by competent scientists in their special field of interest. A problem in the field of science to give insight in research methods and the problem-solving appro.ach to biology is recommended to contribute to the over-all education in science training.

Guideline 5.

The fiftlL-year program for biology teachers should provide a flexible selection of biological topics.

The sixth-year program for preparation of biology teacher

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should permit selection of courses to broaden the teachers

training in other fields of science.

The fifth-year program should consist largely of biological content courses, the subject matter to fill in gaps in preparation, and bring the teacher's knowledge up to date. Other courses in related sciences, as biochemistry,
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should be encouraged as electives. The fifth-year program should lead to a Inaster's degree in one field of biology, or Master of Arts in teaching.

In the sixth-year program, competence in ta.aching a second science, as

chemistry, might be gained by more depth of preparation in this related

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science. Elementary courses in other fields of science to broaden the

teacher's knowledge could be included in a program plann5d to fit the

individual needs of the teacher.

Guideline 6.

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

Since the teacher may well be asked to teach courses, such as thos e being designed by the Biological Sciences Curriculum Study, the teacher should be prepared to teach these as well as more traditional courses. It may be noted that the modern courses offer considerable flexibility and choice on the part of the teacher, so that absolute uniformity in teacher preparation is not sought and is not to be considered desirable.

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CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF MATHEMATICS

I. Frame of Refe rence
The society in which we live today demands that all persons be mathematically literate. All the people of a democracy need to study mathematics. They have ce rtain needs which mathematics alone,can fulfill.
Mathematics is a universal language. To understand this language, we must keep ever in mind that it is a highly symbolic language.
There has been a time in history when the main interest in mathematics was from the cultural viewpoint. At another time, it was considered more for it practical application. Today there is a vital need for both.
"Mathematics is undoubtedly one of man's greatest intellectual achievements. Its language processes and theories give science its organization and power. " 1
Many educators believe that mathematics gives man an ever broadening grip on the world. Some go as far as to say that natural survival depends upon progress in mathematics which is the Queen of the Sciences.
Mathematical ability and mathematical training are commodities in great ~emand today. A broader conception of the subject today has stimulated amazing new theoretical developments and in turn has led to new pos sibilities of application in the physical, biological, and social sciences. These new applications have brought pressures for modification in the mathematics curriculum.
Until recently society has been prone to accept mathematics as an "unchanging discipline" handed down from generation to generation and not to be tampered with. There are startling new developments in mathematics each year. Many of these discoveries have reduced the importance of some of the traditional mathematics and have brought about a changed emphasis in the teaching of the subject. This new approach reflects a recognition of the frequent use of quantitative and abstract thinking. It requires teaching fundamental concepts in such a way as to challenge the pupil to work and think.

1 Dr. M. Kline, Saturday Evening Post, September 17, 1960 10-m

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Children have varied abilities and interests which should be satisfied by some form of mathematical content and method. If the schools fulfill their obligation to society, they must consider these diversified needs and abilities 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 teachers 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 interpretation 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 and Facilitie s

.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 offe r a graduate program for the profe s sional preparation of teachers of mathematics, the teaching staff of the institution should include at least one staff member who has completed a doctoral program (or the equivalent) in mathematics. It is highly de sirable that the staff of the Department of Mathematics who have delegated teaching responsibility for the course work for teachers be interested in teacher education.

The college 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.
III. 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 unde rgraduate 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.

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3. Since the principles of analytics and calculus comprise the first new study in mathematics for the college student, study should be provided in these subjects for the prospective mathematics teachers of the secondary school that would stre ss intuitive ideas and basic concepts as well as the manipulative skills. Application to many science s should also be included.
4. The 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 also 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, and studies of synthetic projective geometry. It should include geometries on the sphere and their geometric interpretations.
6. A balanced. program in mathematics should be provided which would
include study in such areas as Differential Equations, Theory of Numbers, the 'Set Theory, 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 th~ 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 mathematic program and which keep the teacher in touch with advances 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 undergraduate program as well as provide for additional subject platter. Instruction and performance shoul.d be consistent with graduate level work.
2. It 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 extended beyond the introductory courses. It should include study in the following--linear algebra, matrices, group theory including Galois theory and its applications to geometry.
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 undergraduate program.
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Non-Euclidean Geometry, projective geometry, differentia! geometry, topology are desirable areas of study for high school teachers in addition to Euclidean Geometry. c. The study of analysis begun at the undergraduate 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 analys is (4) real and complex analys is 4. A balanced program in mathematics should be provided which in . addition to t1:le areas of ana1ys is, algebra and geometry as described above should include studies in: set theory, theory in numbers, probability and statistics, and his tory 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 siona! organizations whlch support the mathematics program and keep the teacher in touch with advances made in mathematics.
NOTE: Approved by the State Board of Education May 15, 1962
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- CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF SOCIAL SCIENCES

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FRAME OF REFERENCE

The growth of science and technology and the emergence of nevi nations. with

promises and threats to man's exister.c'3, present a changing world with impli-

cations 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 teache.r understand these findi~gs of scholarship in the social sciences and have some ability to utilize and apply them within the framework of established
knowledge of the teaching and learning process. The best scholarship of the social sciences ~s a means to the end of producing responsible citizenship

The competencies needed by the teacher for adequate assUlnption of this responsibility include:
1. Comprehension of the major premises of a democratic society and of American ideals of our past as accepted by the society of today.

2. Comprehension of the conflicting ideo! gies which divide the world today.

3. Knowledge of the social and physical setting in which people of the world live anti will live

4. Understanding of the institutions and values of the heritage of Western civilization and of non- Western cultures as well and of the increasing interdependence of the world's peoples

. 5. Knowle dge of skil1s anti attitude s to develop abilitie s in problem solving. to develop ski11 in objective handling of controversial
issues, and to develop the analytical skill for critical thinking
and reasoned judgments.

6. Knowledge of the learning pr<;lcess and familiarity with the wide range of individual differences and learning rates; and teaching skills appropriate to pupils displaying these differences.

7. Ability to evaluate and utilize instructional mate rials and aids appropriate to the teaching of the social sciences to p~pils.

8. Familiarity with trends in curriculum development.
A basic franework for the preparation of social science teachers and for classroom instruction for the youth of the United 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 soc:ety t P. f have inherited, to make whatever

changes modern condition

and or creative imagination

s gests that are consistent Hits bas'c principles and values,

an to hC1 it on to their offspring etter than they recei red it.

A free society is one in which the cent al value is the predOUSne&3

of the individual human life, in which the people have effective

cont:-ol over decisions affecting their welfare .. To be competent

to rule themselves, each new generation must learn to underotand

and appreciate the cent~:al concepts anJ 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 advancej it is the

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

own anr1wers, and to unite in resolute action.

Hence, we c~nnot indoctrinate, in the sense of teaching them specific aniwers 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 princip!e that it is their right and d,:.ty to think {or themselves is a doctrine that has to be inculcated, as well as competenc that has to be developed. I

The preparation of the social 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.

II.

PROCEDURES FOR PROGRAM DEVELOPMENT

Guideline I.

Social science is defined for this program a:3 including history, political science, economics, geography, Bocie-logy, and anthropology.

Guideline II.

The social science teacher should have a minimal course work experience with at least four of these disciplines, as well as a major concentration in one of them.

Guideline I t.

The social science teacher should have learning experience which help him to understand and uHl.'ze the interrelationships among these disciplines.

1 National Council for the Social Studies. A Guide to Content in the Social Studies. Report of the NeSS Committee on-Concepts and ValMs-.Wa hington, D. C.; The Council, a Department of the National Education As oelation, 1959.
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Guideline IV

The social cience teacher should have some course

work experie _;: i:> "",hich help him to arrive at convictions

about current societal problems and to teach the problem

solving approach 80 that students may use the approach in

arriving at their own convictions.

Guideline V.

The social science teacher should be prepared psychologically as well as in content and methods to deal with controversial problems with courage, objectivity, completeness and respect for differing viewpoints.

Guideline VI.

The program for the social science teacher should include a broad understanding of the major areas of human knowledge, a grounding i~ several social science 8 with appropriate emphasis on the subjects to be taught and adequate preparation in the methods and understandings necessary to successful teaching.

Guideline VII.

The program should be flexible enough to permit the student a choice of emphasis while encouraging and helping him to prepare for graduate study.

uuideline VIII.

The program, while primarily designed to prepare teachers for existing conditions in the schools, should make provisions for periodic re-examinations so that recommendations for improvement of the curriculum and the quality of instructi(>n may be evaluated and utilized wherever they will contribut~ to superior education and more competent teachers.

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ill.

PROGRAM DESIGN

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A. General Education

The social science teacher s ould hav a bal nced education comprising studies in a wide variety of i Ide.: literature, fol' . g language, science, mathematics, phllosopby" and the arts. (See 3-a of the bu letin, . . Criteria for Approving Georgia Institutions and Programs for Teacher Educaticn
B. Guidelines for the Various Fields

Each of the following descriptions is applicable to the respective area of concentrated study.

HISTORY

Guideline 1:

Social science teachers planning!.? teach
in the secondary schools must have an ~e~ate understanding of the ~ mas
2. historical knowledge.

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

ai Ancient and medieval history, including a study of the history of mankind from preliterate man through the development of the characteristic institutions of Western Europe.

b. Modern history, including the rise of European nation states and the influence of Western Europe throughout the world.

c. United States history, including factors attending the discovery and. settlement of the new world; the foundation of American institutions; the establishment of the Fedeta' epublic; the frontier and westward movement; the Civil ar; the growth of industry and its influence on society; the emergence of United States as a world power; the growing interdependence of the western nations in the twentieth century; their influence throughout the world; the participation of the United States in the World Wars and the resultant problems today.

d. Georgia history, including the study of institutions, procedures, and interrelationships of state, county and city governments in . Georgia.
e. Russia, Far East, Middle East, Africa, and Latin America, including a history of political, economic, and social developments in the 19th and 20th centuries.

f. The literature of history, designed to introduce students to methodology of historical research and writing and to the appraisal and interpretation of critical historical issuee.

....,. ~,:.
..... ;.-"

Guideline 2 :

Sup o~t!.nJLwork lTllst rnclude~t leas;' ~

"'",:- ;.

of the f 1 owin fi Ids:

a. Political science. involving familiarity with the m thodology, problems and concepts of politica cience, and the ture and scope of political science as an academ'c discipline.

b. Economics, involving the organization of modern industrial society and the application of fundamental principles of economic theory.

c. Sociology, involving introductory sociology which include s the basic concepts, principles and methodologies in the field.

d. Geography, including the basic notions of earth- sun relationships, the various physical habitats in which man resides; the ways man adapts to these environments; and a regional coverage of the world areas in which earth differences (physical, cultural, political, and economic) can be brought sharply into focus.

e. Anthropology, including an intensive study of man as a member of the animal ldngdom; as well as the nature of culture which makes man different from all other living things. Through the study of primitive man, the nature of culture can best be und0 rstood.

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POLITICAL SCIENCE

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Guideline 1.

Soc a ence teachers planning to teach in the

-;;-cQ;dar schOOls must have an adequate uncfer:

standing of the political and cOMtitutional theory underlyi;g ..Anler ~an de;nocracy, -the baSic

assumptions, values, ideals of democratic

government, and the nature of A erican

.'

institutions. - - -

Guideline 2.

Social science teachers planning to teach in the

secondary schools must have an adequate woiling

process knowledge of the AmerIcan system-of government

and the Am-;;'~n poliifcal

.-This should

include knowledge of Hiestructure-ancforga.nization
on ~~~. gomnment Fe~~~.~f;~ta!~~~~~ .i~~ca) levels.

., "

!!:.= intergovernme~~~J_r_~.~ations,_.~nd

_~emocl'atic

E:.. process.

should al~ include .!: ~nowledge and

understanding ~ some <E..!!2.~~ basic policy

suestions and_issues wh~.ch beset ~merican govern-

~t today.in a:r~l;U _~. domee~ic and foreign policy.

Areas of study which would implement the g'.lidelines include the following:

a. The theory of democratic government, including a thorough study of the various philosophical bases of democratic government.

b. American constitutional development and American constitutional law, including a. study of the interpretation of the U. S. Constitution by the -Supreme Court.

c. State government and administration and local government and administration, including particular emphasis on Georgia.

d.' American political thought, including the mor~ important trends in the development of American political thought and ideas.

e. American na.tional government, including a study of the principles, organization, structure and processes of the national government.

f. American political parties, including a historical survey of the

evolution of Am'3rican political parties, the role of political

..

parties in American democracy, the American two-party system,

and the place of organized interest groups in the political process.

g. Public policy, incl uding the formulation of public policy in the
United States, the basic areas of public policy, the problems and issues of public policy today.
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Quid line 3.

Social 9..cience teacher!, pI nning ~ ~each in the secondary schools should have an adequ te under-

at ndin of the ideologicaicO'iiiITCt which dIVid.e

- - - - - the w rid today. Teachers should have an under-
~ standing of d mocracy, capitalism, ocialism,

na\:ionalCm, f ci ro, totalitariani m, and

oncommunism. Particular emphasis ho\i'fcfbe put ~ adequate underst ndin..s of ~feature-:--

Characteristics, theory, objectIves, historical
background, !heirino<ies 2!.. operation, the

nature c;! ~ afpeals, the implications~~

'policies,~~ methods, techniques, ~

tactics.

deline 4.

Social science teachers Elannin..$~ teach ~the secondary schools should have.2:!! adequate ~ ledge, understanding, ~ background in foreign
aCfairs, in international relations, and in the political institutions and -p'ractices o!. coon~s in other areas of the world.

Areas ot study which would implement the guidelines include the
followinl:

J
.ih

Contemporary political thought, including idealogies and doctrines

of our time .uch as democracy, capitalism, conservatism,

liberaUsm, totalitarianiSm, communism, fascism, socialism, etc.

b. 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 polides, its method., techniques, and tactics.

G. Comparative European governments, including basic principles, ol'lanbation, and structure.

d. Far !:astern .overnments, including basic principles. organization, and structure.
.
e. Latin American governments, including basic principles,
organization, and structure.

f, American fOreign policy, including the formulation of foreign policy,
the organization ot U. S. government for administration of foreign
policy, a survey of American (oreign policy. and problems in
American foreign policy today.

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g. International relations, including the basic factors if international

,, .'....

relations such as nationalism, power, ideology, geography,

population, etc.; basic factors in diplomacy, international law,

and organization; and, policies of leading powers.

h. International organizations, including development and role of international organizations, the League of Nations, the United Nations, etc.; the U. S.' and international organizations.

i. The history of political thought, including the development of ideas about the state, government, and law in the Western tradition from Plato to mode rn time s with emphasis on the ,concept of constitutionalism.

Guideline 5.

Supporting work must include history and ~ least two other fields:

a., History, involving courses covering the main areas and basic concepts of historical knowledge.

b. Economic~, involving the organization of modern industrial 90ciety and the application of fundamental principles of economic theory.

c. Sociology, involving introductory sociology which includes the basic concepts, principles and methodologies in the field.

d. Geography, including the basic notions of earth-sun relationshi}:S;the various physical habitats in which man resides; the ways man adapts to these environments; and a regional coverage '.of the world areas in whICh earth differences (physical, cultural, political, and economic) can be brought sharply into focus.

e. Anthropology, including an intensive study of man as a member of the animal kingdom; as well as the nature of culture which. makes man different from all other living things. Through the study of primitive man/ the nature of culture can best be understood.

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ECONOMICS

Guideline 1:

Social science teachers planning ~ teach in the seconda~y schools must have ~ adequate understanding~main areas of economics.

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

a. Micro-economics, incl ding know edge of the functioning of a mar et or private enterprise econotny an the theory of the consutner, b sinessem\terprise, and factor markets.

b. Macro-ecoJlonticsl' including the theory concerning the dete rminatioJil of employnLllot. national income and output, economic fluctuation, eccnmn:ic gro tb and general pr'ce evel changes, and the related public policy issues of econolDic sta.bility and growth.

c. 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.

d. Principles and problems of economics, including knowledge of at least two of the following current problem areas: agriculture, labor, economic devnlopment, government and business, or international trade.

e. Comparative econom.ic systems, with an emphasis upon contemporary capitalism, communism, and socialism aR they exist in theoretical frameworks and in practice in various countries.

f. American economic history, including knowledge of the economic origins and development of the United States, with emphasis on how the economic development of the United States offers insight into the accomplishments, problems, and trends in the American economy.

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Guideline 2~

Social science teachers planning to teach in the

- - - - secondary schools mu
- ma-th- em-a~ tic-s - ad- eq-uate

st have ~ deal

a bac
~

kground the stati

si-nti

c

a

l

problems involved in the field of economics:

Guideline .3:

Supporting work must include history and at least

two othe r fields: -

--

a. History. involving courses covering the main areas and basic concepts of historical knowledge.
h. Pdlitical science. involving familiarity with the methodology,
problems and concepts of po itical science. and the nature and scope of political science as an acad~mic discipline.

c~ Sociology. involving introductory sociology which includes the basic concepts. principles and methodologies in the field.

d. Geography. inclUding the basic notions of earth-sun rp.lationships; the various physical habitats in which man resides; the
ways man adaptl:l to these environments; and a regi nal coverage
I.
of the world areas in which earth differences (physical. cultural. political. and economic) can be brought sharply into focus.

e. Anthropology. including an intensive study of man as a member of the animal kingdom; as well as the nature of culture which makes man different from all other living things. Through the study of primitive man, the nature of culture can best be understood.

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SOCIOLOGY

Guide line 1:

Social sCIence teachers planning to teach in the secondary choola must have ~ adequate. under!.tanding in the ~ ne ral area of social organization.

Areas of study which would implement the guideline include the following:
a. Social theory, concerning empirically derived ge eralizations, social thought and social p ilosophy, and including an analysis of social systems.

b. Social in tlitution&1includ!hag an analysis of the inter relationships

and t e

cture of basic social institutions in society such as

fami! a home, education and school, economics ~nd industry,

and religion and ch rch.

c. Rural and/ or urban sociology, concerning resid ntial patterns, environmental factors, resour es, populations and ecological pe rspectives. Also. included re consid rations of teChnology, human groupings, patterns of economic ffort and productive techniques.

d. Demography or popul :ion encompassing the study of numhers of pe ople including quanti I;y and quality dimensions. Ratios, r te s, age patterns, level d training and education, health f etora and population movements are also a part of the course content.

e. Social stratification, incllld~ the study of social status, social class, and social pOfJition of individuals and collectivities within society. Also inclucled are behavioral patterns and choices derived from these stratifie,:l positions.

Other areas of study which might be included also under social organization would consist of such areas as:

f. Sociology of work

g. Sociology of complex organizations

h. Industri al sociology

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Guideline 2:

Socia.! science teachers planning to teach in the

secondary schools must have an ad~q'~.J.te~d"er

'. "

-;tcl.-'-i-in the bro~ea <E ;o~i:robi'em8 or

social Cl~sorganization.

Areas of s udy which would implement the guideline include the following:

a. Juvenile delinquency encompassing the study of delinquent behavior such as crime, school dropouts and other patterns of juvenile deviancy. Considerations of prevention, handling of offenders and causative factors are cove red.

b. Social problems, including study conce rned with social and personal disorganization, problems of rapid social change. conflicts of values and procedures of prevention and handling of problems.

c. Criminology, .. covering studies and analyses of instances and patterns of deviant behavior including approaches to the understanding of kinds of crimes and treatment of criminals.

Other important areas which would be satisfactory within the problems area include:

d. Marriage and family

e. Social control

f. Introduction to social work

Guideline 3:

Social science teachers planning ~ teach in the secnndary schools must have ~ adequate understanding of the individual and society ~ colle~tive behavior.

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

a. Collective behavior. concerning social attitudes. oplnlons, fads and fashions. Also included is propaganda, public opinion and mass social movements.

b. Personality and society or social structure apd personality' encompas:ling the general subject matter of relations between individual and society, soci~lization patterns of the individual in society, language patterns, personal habit patterns including biological forces interacting with society.
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c. Social psych ogy,including studies of smal groupings such as small work group' liq e groupings, friendships grcllps and

other forms of perso i

ice or personal association.

Inc! ded also is role F-laylng, role analysis, sociograms and

other measures of interaction.

Guidel.ine 4:

Supporting work must include history ~ at least two other fields:

a. History, involving courses covering the main areas and basic concepts of historical knowledge.

b. Political science, involving familiarity with the methodo ogy, problems and concepts of political science, and the nature and scope of political science as an academic discipline.

c. Ecollomics. involving the organization of modern industrial society and the application of fundamental principles of economic theory.

d. Geography, including the basic notions of earth-sun relationships; the various phYllical habitats in which man resides; the ways man adapts to these environments; and a regional coverage of the world a:reas in 'Nhich earth differences (physical, cultural, political, and economic) can be brought sharply into focus.

e. Anthropology, including an intensive study of man as a member of the animal kingd01n; as well as the nature of culture which makes man different from all other living things. Through the study of primitive man, the nature of culture can best be understood.

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GEOGRAPHY

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Guideline 1:

Social e;ence teachers planning to teach in the

secondary Dchools must have an adequateunderstanding of the phy:ifCif apeets of ~

disc']!) .

A re a of rir1~'

wo

fonow ng:

nt the guideline include the

a.. Prindp e of e:ather and cb:m tel' i c uding a study of the dimatic contro s which ad pon the climatic elements primal" y precipit eicon and e perature) which produce types and veuie-tie. oj dilmate to which mall ba to adapt.
b.. LamdJorme f geomorpho)ogy) .. including the scientific
ex~"Janation8 of how types of andforms take their shape due to activity of running water, indo and ice. as well as the influence of climate, geology, and man.

'c.. Soils geography, including a study of the physical and chemical make-up of soils, world distribution of oil types. and their potential use.

Guideline 2:

Social science teachers planning.!. teach in ,!he

secondary schools must have an adequate under-

standing 0' the wor:fcIiSregi'O'nB:"

--

Area.s of study which would in-.plement the guideline include the following:

a. Regional geography of Anglo-America.
1 I
b. Regional geography of Latin America. which could be further, subdivided into the geography of South America, and the geography of Caribbean America.

c. Regional geography of Europe.

d. Regional geography of the Soviet Union.

e. Regional geography of Non-Soviet Asia.

f", Regional geography of Africa.

Guideline 3:

Social science teache rs planning to teach in the 8eco~darl schools ~ have ~ adequate ~nder
standing 0' the non-physical systematic ~ ..
divisions of the discipline
. ,14 - n

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

a. Political geography, pre senting the geographical foundations which are necesHary for a country to be a world power.

b. Economic geography, covering the ecological and geological requirements for plant and mineral occurence; the study of world commodity production; the places of production; problems of transportation, manufacturing, trade and marketing.

c. World human geography, including a study of man and his culture and how man has adapted to his environment and in most cases, how man has modified his habitatj also included should be a study of the distribution of races, languages, types of economic livelihood, settlement patte rns, ,and the like.

d. Development of geographic thought, including the historical changes in scholarly thinking as to what the world is like; and the methodology as it has been expounded by the leading figures in geography.

e. Cartography, including the problems of Map projections, as well,as give the student exi:>e rience in de signing and drafting useful maps.

f. Urban geography, including a study of the phenomenon of the historical growth of citie s; ge ographical factors in city location, and a discussion of the interior structure of urban centers.

Guideline 4:

Supporting work ~ include history and ~ least two other fields:

a. History, involving courses covering the main areas and basic
concepts of historical knowledge.

b. Political science, involving familiarity with the methodology, problems and concepts of political science, and the nature and scope of political sdence as an academic discipline.

c. Economics, involving the organization of modern industrial society and the application of fundamental principles of economic theory.

d. Sociology, involving introductory sociology which includes the basic concepts, principle sand methodologie s in the field.

e. Anthr'opology, including an intensive study of man as a member of the animal kingdom; as well as the nature of culture which makes man different from all other living things. Through the study of primitive man, the nature of culture can best be understood.

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C. Profe ssionaJ Education

.. ' ,

The program should include the qualifications necessary for

the Teacher's Professiona our-Year (T-4) Certificate. See

page 5-a of handbook, Criteria for Approving Georgia

Institutions and Programs for Teacher Education.

As a part of this professional sequence he program should provide for study of procedures and materials suitable for use in teaching the social scient::es to high school students of diverse sorts. Explicit attention s1: ould be pa:d 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 science and in education and up-to-date acquaintance with acceptable secondary school practice in this field.

IV.

STAFF AND FACI LI TIES

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 throughly prepared in the areas in which they are teaching. In adii tion, all instituti ons 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 allow thei r graduates to be certified by the State Department of Education in the field of social science.

V.

ADMISSION AND GUIDANCE PROCEDURES

Admissions and guidance procedures shouldbe 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 successfull y with people of various ages and characteristics.

April, 1963

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CRI TERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF

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DRIVER AND TRAFFIC SAFETY EDUCATION

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I. Frame of Reference

Highway accidents are the nation's nwnber one killer. The automobile accounts for more deaths annually than all the major dread diseases combined. Teen-age drivers, as actual figures show, are responsible for more than their share of this carnage.

Safety 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 premiwn rates and is substantiated by research.

" The effectiveness of the school safety program depends in large

measure on teacher preparation. 1 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 . II 1

.

II. Program Development

In developing a program the college should include use of materials from the National C~mmission on Safety Education, the National Safety Council, the President's Committee on Traffic Safety, the American Automobile Association and other states having programs on Driver and Traffic Safety Education.

The college should plan a cooperative program including the teachers of Driver Education in the public schools and repre sentatives from the schools" administration to work with the college staff members in developing the program.

1 From Education, a section of the Action Program for Highway Safety, Report of the President's Committee for Traffic Safety, 1960.)
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:rp:. Program De sign

A. General Education

The Teacher of driver education should have a balanced

education consisting of studies in a variety of fields:

literature, social sciences, science, mathematics, and

the arts. (See page 3-a of the handbook, Criteria for

Approving Georgia Institutions and Programs for Teacher

Education. )

(I

B. Safety Education

1. General Safety Education

a. This should include facts and information concernip.g 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 .

2. Driver and Traffic Safety Education

a. The introduction to driver and traffic safety education should include a critical analysis of traffic accidents, attitude factors, essential knowledge of automobile operation, and traffic laws and re gulations. Laboratory expe rience s should be included in the use of psycho-physical te sting and in the development of. driving skills.

b. Advanced study in driver and traffic safety education should be devoted primarily to the teaching, and the administration of high school driver and traffic safety. The candidate must acquire, through supervised teaching experience, competence in developing and projecting his skills and techniques. This includes the ability to transfer the necessary driving knowledge skills and to inspire satisfactory attitude s in students.

C. Major Teaching Field

As a part of the total program the student should complete a program for a teaching field in secondary education.

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D. Professional Education
The program should be so planned that the student will meet the qualifications necessary for the Teachers Professional Four-ear Certificate (T-4). (See,page 5-a of the handbook, Criteria for Approving Georgia Institutions and Programs for Teacher Education. )
IV. Staff and Facilities
The college staff should include a person with special preparation and experience in safety education, including driver education. There should be adequate laboratory and in-car instruction facilities available.
V. Admis sion and Guidance
The student should hold a valid driver1s license. He should be in upper division classe s before studying driver and safety education. Before the advanced study he should have had at least two consecutive years of successful driving experience, free from a multiplicity of accidents or traffic violations.

April, 1963
)

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I.

CRITERIA FOR TEACHER EDUCATION PROGRAMS IN LIBRARY EDUCATION
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 research 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 objective s 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 abilitie s.
The school library is the heart of the instructional program. As each instructional area improves ar.d is brought up to date in terms of both curriculum' and methodology, the role of materials becomes ever more crucial.
The schoollibrarian's essential task is to facilitate the putting together of young people and materials into a long and fruitful association. 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 differen.t fields, especially as this is affecting the content

c /11 c:..

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of school 1 earning. The librarian needs more than a surface awareness of new developments in mathematics, the sciences, social sciences, and the language arts
The general competencies needed by:the school librarian include:

1. Skill in human reiatiolfs and cooperative endeavor with all age- groups enroll ed in his school and with adults.

2. A thorough understanding of the curriculum, including all aspects of the reading program, the instructi onal 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 audiovisual 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 Departrp.ent 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.
1 Adapted from the statement of "General Qualifications of School Librarians ", American Libr'ary Association, Standards, 1960p 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 De sign
Undergraduate
A. General Education.
The school librarian should have ;., balanced education consisting of studies in a variety of fields: literature, foreign language, sCience, mathematics, the arts, and social sciences. (See bulletin, llCriteria for Approving Georgia Institutions and Programs for Teache r Educationll, pp. 3-a)
B. Library ,Education.
Normally. the student should complete an approved program of library e~ucation 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 o,!. 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 principles and practice in the preparation and adaption of unit descriptions.
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.
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 ~oi.. 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 informational
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 certain
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 selection of, other type s 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 library.
b. Knowledge of reference materials, their content, evaluation, organization, and use.
C. Professional Education
The program of ins~rl,lction should be so planned that the student will meet the qualifications necessary for the Teachers Professional Four- Year (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.

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Graduate

Graduate programs for the training of school librarians should meet

the criteria for approved fifth-year and sixth-year programs for

teachers as outlined on pages 1-0 and l-p of the bulletin, "Criteria

for Approving Georgia Institutions and Programs for Teacher Education",

Section IV, Criteria for Teacher Education Programs.

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 studie s of library science and, in addition, should include study of:

.1. Methods of research and knowledge of research material in the various subject 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!l, pp. 6-a, 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 staif 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 As sociation whose curriculum represents a fifth year or more of work at the graduate level. or
2. A college or university approved by a state or regional accrediting 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 other departments should undertake 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 ma.terials. 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 I. Frame of Reference, as well as for academic achievement.

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CRITERIA FOR TEACHER EDUCATION PROGRAMS-IN SPEECH Frame of Reference.

The improvement of oral communications is vitally important to meet the four basic 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 com~unication: 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 the se 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 improvement of deficient speech habits; it should develop the students' 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 c.ontinuous. Furthe rmore, 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 overall1earning program. Speech is the universal means through which information is acquired, new insights revealed. and social adjustments made ln 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.

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 De sign.
A. General Education
The teacher of speech 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 handbook, l1Criteria 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 stud~nts 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 drama and theatre (dramatics) and to provide elementary training in acting and basic technical production 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 diffe rentiate 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 I understanding of the influence and impact of mas s communications (radio and television).
Cours~s for teacher education should be sufficient in number to include preparation in the general objectives listed above. In addition to the general college 'or university requirements and the specific 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 inte rpretation
Study in these areas would be necessa.ry to enable him to teach, to direct c;
debate and forensics program, to coach students in oral interpretation (declamation), and to' direct and stage one-act and full-length plays.
B. Profe s sional Education
The prograr;n 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". (See Section "E" -and "F", pages 5a-6a of the criteria handbook.)

<IV. Staff and Facilities.
Colleges 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 Conference, the Southern Speech Association, the American Educational Theatre Association and the Speech Association of America, and the American Speech and Hearing Association.
v. Selective Admission and Retention.
The speech teacher should be s.elected for his sincere interest in the total school progra:rn. and for his potential competency in the field of speech. The speech teachers personal qualities should include a good voice, clear diction, and confidence in Itis abilities 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.
DEC 18 1963
STATE BO;RD OF EDUCATION ATLANTA, GEORGIA - 30303

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CRITERIA FOR COLLEGE PROGRAMS FOR TEACHERS OF THE EMOTIONALLY DISTURBED

Committee Members:
Dr. Mary Margaret Andrews Miss Barbara Dorward Dr. John Hannon Mrs. Frances Pate Dr. Guy Taylor Dr. Stanley Ainsworth Mrs. Gwen Flanders

Dr. Starr Miller Mrs. Rose Marie Jenkins Mr. Sam Wood Mr. M. S. McDonald Dr. Mamie Jo Jones Dr. Richard Kicklighter Mr. Richard Blankenship

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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 existence 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 adaptive 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 effectiveness 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.
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

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(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 1
Three Plans for Programming Teachers of Emotionally Disturbed Children*

Plan 1

Elementary or Secondary certifiaaccalaureate 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 dis turbed 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 Education.

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(Program Design - ContI d.) A. 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.
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(Program Design - Contld.)

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 rele-

vance 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 child-

teacher conferences.

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(Program Design - Contld.)

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 treat-

ment 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 record-

ing 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 practicum, students should participate in

aspects of psycho-educational diagnosis, evaluation, planning, individual

instruction, behavior management, remediation, and reporting. Such a

practicum 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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..:.t" ;\:Program Design - Cont' 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 ~ related professionals should be available. Supervision and consultation from school administration and consultants - mu- st - 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 hold the doctorate
! its eguivalent. All staff members should ~ training ~ experience
appropriate for teacher preparation in !hi! 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 includ-

ing 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 emotion-

ally 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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:::L,:.. (Teacher Selection, Admission and Guidance - Cont'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
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SECTION IV
GRADUATE PROGRAMS
At the present time graduate study is required for counselors, librarians, curriculum directors, visiting teachers, principals, and superintendents.
Although graduate study is not required of classroom teachers, it is strongly encouraged. It is felt that graduate study should meet certain standards, and that crite ria for approval of programs at the graduate level are needed for all areas of service.
Section IV includes the statements that relate to graduate study only. It is expected that other statements might be written.

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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 progralTI should have a bachelor's degree. They should be eligible for a T -4 Ce rtificate, or if they are not, provis ion should be lTIade in the planning of their graduate progralTIs such that they will achieve eligibility for the T -4 before receiving the lTIaste r' s de gree.

3. For adlTIission to the progralTI, the institution should use an appropriate screening procedure.

4. The progralTI should consist of at least 45 quarter hours of study at the graduate level.

5. The progralTI for each student should be planned as a logically organized whole. It should lTIeet the following lTIinilTIUlTI requirelTIents:

Quarter Hours

a. Understandings in the study of the learner, the learning process, individual differences
b. Understandings in public education in our AlTIerican DelTIocracy, curricululTI, and the instructional program

5)

)

15

)

5)

c. Subject lTIatter or content supplelTIenting the

teaching field or fields

.

25

except that for the student whos e T - 5 is to be

in a new teaching field, the progralTI should

be so planned that when he has cOlTIpleted it,

his total study will include 10 quarter hours

of study in the new field beyond the alTIount

specified for the T-4 in that field.

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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 master1s degree and aProfessional Five-Year (T-5) Certificate 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 quarter 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 master1s and sixth-year program taken together there should be formal provision for the development of his appreciation and competence in research. 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 student1s 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 quarter hours

7. The institution should grant appropriate recognition for completion of the sixth-year program, such as a degree, diploma, or certificate.

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CRITERIA FOR APPROVED SIXTH-YEAR PROGRAMS FOR SUPERINTENDENTS, PRINCIPALS, INSTRUCTIONAL SUPERVISORS, AND VISITING TEACHERS
Adopted by the State Board of Education, June 14, 1960

1. Educational leaders entering the program shall have a master's degree and an SU-5, SV-5, VT-5, or P-5 Certificate in the leadership area 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 Teachers Examination.

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

4. The institution should give all entrants a thorough diagnostic exalnination both in education and in their individual leadership 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 leadership in his specific area. Within the student's master's and sixth-year program taken together, there should be formal provision for the development of his appreciation and competence in research. Courses are to be included in a student's sixth-year program which are designed chiefly to give professional preparation for positions in the leade rship area.

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

Subject Matter Area

Minimum Fifth- Year Requirements

Minimum Sixth- Year Requirements

Total Fifthand Sixth-Year Requirements

iI. Studies dealing with the nature of the learner and the psychology of learning.

5 quarter hours 0 quarter hours 15 quarter hours

b. Studies dealing with the program of the school and the problems of the school.

10 quarter hours 5 quarter hours 15 quarter hours

c. Studies dealing with the leadership area and related subject matt<.lr.

25 quarter hours 25 quarter hours

0 quarter hours

d. Studies dealing with research.

5 quarte r hours 5 quarte r hours 10 quarte r hours

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'!/. e in titut10n h uld grant a~propriate recognition for completion of the sixthyear program, SU h as a degr e, d'ploma, or certificate.
8. Upon completion of the above program and having obtained a successful score
on the National Teachers Examination, the sixth-year certificate will be issued.
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STATEMBNT OF CRITERIA OR COLLEGE PROGRAMS FOR COUNSELORS''< No ember 1964
::'~YJ 1. FRAME OF REFERENCE

The school counselor at all levels accepts responsibility for assisting all pupils and has as his Inajor concern the developmental needs and progress of youth. The school (:ounselor works within a pupil personnel fralnework, offering Oll( n several services. He f;ces counseling r.3 a dynamic relationship betwe n counse lor and counselee and involves himself in the lives of pupils wilh a clear knowledge of the implications. His profe 8 sional ident.ity claim s the fields of counseling ;ind education. He is an integral part of the school staff, offering counseling service s within the context of educational purpose and structure. He as SLUne s a variety of re sponsibilitie s in the school, and fulfills them through contacts with individuals and groups within a program of organized guidance service s.

He assists each pupil to understand his aptitudes, interests, attitudes, abilities, and opportunities for self-fulfillment, to accept himself ~n relation to his world,. to behave in ways consistent with his possibilities, and to develop personal decisionmaking competencies in keepinf; 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 de relopment of instructional programs and administrative provisions.

He aRsists parents to understand the developmental progress of the child and to contribute to his developln~nt.

He prOITlOtes in the commun~ty consideration for the individual, develo l1.1.ent of opportunitie s for youth, and provision of community facilitie s to meet un sual needs of youth beyond the responsibility of the school.

The relative emphasis among tl.e se re sponsibilitie s and the allocation of the counselor's thne varie s with the maturity of the pupils and the organizational structure of the schooL At the earlier lev' Is, more tim is spent in consultation with staH members, parents, and community resource personnel. Contact", with gro cps of students is increased at the junior ~igh leveL Counsel ing with indivi uals shows a gradual increase from the earlier 1(. vel through the high school. Attention to optimurn conditions for learning is greaL st in the elementary school, while leveloprnent of competence in personal decision-making increases in importanc with the nlaturity of students.

II. PROCEDURES FOR PROGRAM DEVELOPMENT

Program development and evaluation should be a continuous proce s invol ving staff melnbcrs directly responsible for the professional education of counsclo s, representatives of departments offering courses in related fields, frOlTI the approp-iate 1 evel s of publi c scho 1 s, c..nd t he State Department of Education. (See page 4-a (D-3)Criteria for Approving Georgia Institutions and Pro~ms ~ r Teacher Educat ion. )

(*See Note on Page 7-r)

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A colI ege dcsi ring to d velop a program for the preparati on of school Counselors should su'Jmil a proposal that clearly sets forth the st:J..ff' ~ beliefs abo It the nature of the job of the COUllS lor at the dif ferent level s (elementary, junior high, and high s 11.001) of the publ ic scllools.

IlL. . PROGRAM DESI GN

The prograul. sho ld be a unified, well coordinated sequence of course sand cxpe riences lc:ading to 11 e development of competencies implied in the responsibilities described in Section I, Frame of Reference.

The crite ria are de signed for programs based on a two-year graduate program in counselor education. Those insti tutions having a one-year graduate prograrn nl.ay work out coope rative arrangenl.ents with lnsti tutions havi ng the two-year program.

The program desibn is essentially the same for secondary and elementary counselors. It is recognized that thel-e are different competencies, understandings, nd knowledge required for these two positions. Differences in preparation are pI' .. vided through appropriate choices among ele ctives, individual enl.phasis in course s, and placement for supervised experiences.

The program should provide:

1. T,e opportunity for full-time sludy in counselor education throughout the acadelnic year.

2. Flexibility within the curriculum to allow substituti ons for individual competencies and u,.derstandings developed by a student before entering the progran1..

3. Evidence of quality indruction in all aspects of the counselor E'ducittion pl'ogralTI throL gh syllabi, study guides, course outlin s, or otl r evidence of organi7.ed and articuhted instructional units of the curriculum.

4. A sequence of h;:1sic and Zldvanc d graduate courses and learni.ng expel'i nces defined and pr'''llded with. ; dcntificd pre requisite s.

5. Within the frameworl of the 1.1.. .al progratn, curTi ulum reSOLlrc.s and

procedur s thai; mal-e it possible for the stude t to develop unders <11 :lings

and sl-ills beyond the minimuc. requirements of the prog. ani, 8'1C ll (i~:; ;)d-

vanced COUl se s in each area o.~ st.udy.

.

Spe cific areas of professional prep ration are recomnl.endc I- c;cl'.ool c';)l.t11selors. The fifth-year program. should prov:.c1e for 1 'arnings in each arc.1 des -riber} below. The sixth-year pro graIn should be plaJln;:~d to develop both bre .(1111 a \d dept in the following areas:

A. The foundations and dynamics of human behavior and of the individu.al in his culture.

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Study in this area should develop an unde rstanding of the individual and 0.[ his

patterns of behavior. learning and adjustment. Preparation in this;) !'ca should

include a thorough understanding of the learning processes, individual differ-

.
'.' ~

ences, adjustment, behavior. readiness. attitudes, ideas. beliefs, rnotivation, and growth and development as found at diffe rent ages and school 1 vels .

B. The educa.tional enterprise, philosophy, and processes of education, a.nd 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 aTea should include a thorough understanding of the purposes and objectives of the school, the genera.l curriculum and curricular problems at the level of the school i 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 interp:r.:et for oth rs the findings of research.

D. Profes sional studies in school counseling and related se rvice s

Appropriate developlncnt of value sconce rning profes sional 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 d~weloping his own philosophy of guidance services. and in selecting th')se practices in harmony with this philosophy.

2. Individual appraisal

This area should assist the forospective school counselor in hi5 Cl.nalysis of the processes involved in tile development of the individual and in an understanding of his problems and adjustments. Techinques for the analysis of the individual, mea:::urelnent, and collection and utilization of information should be included.

3. Vocational development theory: informational materials and servic s

This should include a study of the process of vocational ehoi Eo' 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 occupat.ional opportunities, employment conditions, job requirements, training and othe1' educational opportunitie s available, placement and socio-e conomic tre n Is.

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4. Counselir..g LIl ory and practice

This area includes the study of those under tandings and rocedures ne ded

"

by counselors to help the couns -lees Lo bccom.e increasingly selI-c ir ctive.

Varying philosophical and theoretical bases for the counseling process should

be unde rs tood.

5. Group procedures in counseling and guida nee

The purpose of this area is to increase the school counselor's understanding relative to tl dynamics of human relationshlps and to increase hi::: skill in leading groups and in participating in grot);. Special emphosis sll'luld be given to group activities in guidance and counseling.

6. Organization and adm.inistration of guidance services

Work in this area should assist in gaining information about the planning and operation of guidance programs and services, and in developinr- insights concerning the relationships of the guidance services to the parti ular 1 vel at which the counselor would work, to the total school program, and to related agencie s in the community.

7. Sure rvised xpe rience in counseling

This area enables the prospective counselol' to gain practical experience at appropriate levels unde r close supcrvision in applying the theorie s and principle s he has learned. *

IV. STAFF AND FACILITIES

A. The institution should pl'lwide adequate faculty and staff for all asp cts of the counselor education program.

1. An individual should bc designated as the responsible professional leader of the program. This indivldual should be an experienced c 1)11selor and possess a:n earned doctorate from an accredited institution in an area ap ropriat. to counselor education. His r-rirnary responsibility should be to tl C <..:ounselor education program. He has derYlonstrated his ability to conduct arid to s pervise research activitie s.

2. A basic staff of qualified persons should be assigned to fu I time duties in counse lor educa.tion, sufficient to gi,'e a low faculty-student ratio.

3. Staff members should be assigned only in those areas for which they are p.rofessionally qualified by prepara.tio.'l and experience.

*See Standards for Counselor Education in the Preparation of Seconda "y School Counselors. Report of the Committee 011. Counsclor Education Standards In the Pr.e paration of Secondary School Counselors of the Association for Counselor EdtJcation and Supervlsion: American Personnel and Guidance Association. January 1964.
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4. M 111he1's (f tll' on- qnlpU!, starr responsible f r 3upc'rvisec1 e. ['1.::1';<>1 ccs

(laboratory, pracl j emu, 'wd inte rnship) should have arl1ed doctorate de-

g 'ces in ppropriate fields and 'pcrience in oUI1E;eling and rel'Jted. 0'uidan

'..-..

activit:i.e with sch 01 age youth.

5. Sub-doctoral stalf members who supervise laboratory or practicurn ... 'periences should be under the direct and close supervision of the hasic COuns lor education taff.

6. Off-c2.mpus school staff membcrs who supervi e couns-lor canclidte c should
have master' degrees in counseling and guidance and at least two ycars of experience in counseling secondary andlor elemenlary school age youth,

7. Faculty in related disciplines should be q 'alified in tbei reape live areclS and should be actively involved in the development and imp.lclnentation of the counselor education program..

8. The full- time t aching load of all staff members should be cons' 5 tent with that of other graduate departn~ents in the institntion. The total work load should recognize time needed for planning, re search, profes sional 1nee tings, leaching, and supervision of laboratories practicums, and internships,

9. Full-time secretarial and clerica staff should be provided for the counscJur
education program.

B, The institution should provide facilities and a budget which are adequate to insure a continuous operc::ti..on of all asp ets of the program.

1. The institution should provide designated headquarters f l' the prog1'an~. This headquarters should be locate] in reasonable proximity to the classrooms and laboratories used in th~ co ll1selor education program. \de<]uate nfficc space should be provided for p 'ofession'l stC).ff members, secretaries, ld graduate as sistants.
2. Pl~acticum facilities sho11:1 be p ovicled on campus and/o1' in )OP~ 'at'ng secondary and olenl nta:!:y ,i .hoo1~. These facil'ties should in Llde counseling offices equipped \\iith reco 'vin ' a d listeni g devices a_ d onc- .... C!.'! ' j~'i\)n scl' ens.

3. Sp ial r001TIS shoulc1 be a ail 1)l 01 nrnall group lueeting3 nd Ser11l1 rs.

4. A1n Ie and appropriate r uEi S' ..J01'1' ",nd demonstration rl1cll.e -j;,ls tIl l lei 1 e available for staH and st td nt us",

5. Libraryfacil'ties ~hou1d roi:.l~ c, c .. 1,1} of res 111'11.. rnak,'j-tl<j fo' (l> thin both research and study in COUIISC It r cdu ahon. T j(' lib:Ci;..r)' " 01 ld Trici. ...... <lin a schedule of evnning a d ' 'elk-r~1 -3 hours for the staff and .. t'1Q:, l".
6. T sting laboratory faci.lities shol'l b - Tailable. Th~'-H' sholud incl '-~c file
of tests and test interpl - tativ 11;), space for inclivHlual an group .-sLing, and test scoring erruiprnent.

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7. R seal' h faciliti.s should be available to fa ilit2.te r s aech by hOtl staff

and studE:nts. Consultant services should be prov-id d from rcsca eh. "pcdal-

ists on the univ rsity r college staff. Access should be provided to com-

,'

pute l' <;:e tc rs and othe l' data proce s sing laboratorie s.

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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 hay been cooperatively dey loped by co nselor educa.;. tion staff ITleITlbers and public school personnel and which recognize:

1. The potential for and the developITlent of effective relationships with students, teachers, adtninistrators, and parents.

2. A developing background in the physical and natural sciences, the behavorial sci nces, and the hUITlanities sufficient to perforITl 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 of children and of the school prograITl 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 courtselor education prograrr .

4. The capacity to do t.ne level of graduate study to which he is aspiring.

B. Identification, adITlis siol' and retention using criteria des cl'ibed in V-\. and involving:

1. Initial sele ction

2.. S .lection after the cOITlpletion of three cours s in professional ::>tudi 's in counseling and related ser rices (page 3, IteITl III-D)

3. Finally, selection after the completion of the institution's spc Hied professional course work (page 3, ltem III-D)

4. COlnparable selection should be done at the beginning and end 01' the ~ 'xthyear program..

C. A selection cOInITlittee should have the authority to <:Isk th.- st tden t to 1,rithdr' w at any tiITle during the prograITl.

D. Counselor prograITl inforITlation, includmg the details of the sdecti n prc.\ ss, should be readily available to prospective enrollees.

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"'These criteria al'e consistent with the "Slancl<trcL for Coun cJcr Ec1u( ,L'on in the Preparation e,f Se onuary School Co"\. nsc lors ", th Hept rl of thr Commill. "ll on Counselor Eel Ica-bon Standards in the Prepara.tion 01' S cond' ry ,'rho J Counselors of t.he Association for CounseJ or Education and SIC n .. ion Ctl d the "Progress Report of the ASCA Counselor Study: Tentative Stateml~llL f Folic;" for Secondary School Counselors and Tentative Gui elines for Implcm-.nta tiOI of the ASCA Statement of Policy for School Counselors II of the AI ri <.111. Schod Counselor Association. Both ~tatcm nts are copyright 1964.
NOTE: Approved by the State Board of Education December 18,1964.
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CRITERIA FOR SIXTH-YEAR PROGRAMS OF TEACHER EDUCATION FOR ELEMENTARY TEACHERS
... .. :- ': -, Frame of Reference for Program Development
Sixth year study for the elementary teache r should focus on the development and strengthening of a body of specific competencies demanded for quality teaching in the American elementary school. Through a cohesive, logically planned progranl, 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 specialization 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
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C.

Pe rs onnel from public elementary schools

: .....I" '"..

D.

Specialists in elementary education

II. Program planning should be done within the framework of approved procedure for the approval of programs. 1

III. Program planning should be cnnsistent with the Criteria for Teacher

Education Programs. 2

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IV. Program planning should be done as a sequential extension of approved programs of elementary education at the fourth and fifth year levels.
Sgggested Criteria f~E.. Admission and Guidance_
1. Admission to the program should be b.ased upon:
A. Selective admission policies which would give valid evidence of:
1. tl1e candidate's interest in the serious study of the
b~sic problems in education
~. th candidate's ability to satisfy standards of scholarly achi ement in the proposed areas of study.
B. Poaseasion of a Master's degree with an appropriate background for study ill th - field of elementary education.
C. Possession of ~ T-5 teaching certificate with certification in elementary educa.tion ither before entry upon the progranl or eligibility for such certification before completion of the program.

D. A minimum 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 s pons oring the program.

II. Guidance activities of the college should include:

A. A review of relevant data concerned with the student's:

1. program of study 2. experience 3. professional goals

B. Sequential program planning; in as far as possible, 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 studentJs pr.ogress 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 el mentary teacher, with due consideration to: (1) the uniqueness oi th role and function of the elementary teacher as contrasted with the role nd function of the secondary school teacher or college teacher; (2) the realization that work at th fourth and fifth year levels for the elementary teacher does not provide the major and minor concentrations required of the secondary school t acher and the college teacher.

II.

sources of the coll ge 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 design should provide balance to the .extent that each student's program, reviewed in conjunction with his undergraduate 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. Instructional 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, including the philos ophical and social foundations of education, would become focal points 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 ~uman 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 class room situatio~s.
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 know1edges 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. T .3.nguage arts B. Social studies
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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 opportunities for the student to either select one instructional area of the elementary school for concentrated study or to pursue study in several academic fields.

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CRITERIA ON EDUCATION OF Sm)ERVISING TEACHERS
",J: Over-all Po1iY
1. Special professional preparation should be considered necessary in developing superior
classroom teachers into superior supervising teachers.
2. The preparation of supervising teachers is tl1e joint responsibility of teacher educa tion 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 Educaton.
5. Teacher education institutions, with approved programs for the preparation of supervising teachers at the undergraduate level, should encourage supervising teachers without Masters' degrees to work toward completion of such degrees.
Organization
1. The planning of a program for the professional preparation of supervlslng 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.
3. A program for the preparation of supervising teachers should provide a time allotment 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 supervlslng teachers should include in the design for professional study provision for internship experience for the supervising teacher.
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 sel'ected 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 undersLandings of the roles of the various participants in the student teaching program.
1See note on following page.
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2. To develop understandings of the problems involved in the successful orientation of the student teacher to the stud nt-teaching 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
7. 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 an instructional program
10. To help the student teacher mature into a professional and ethical teacher 11. To develop increased skill in the use of democratic practices 12. To identify weaknesses in their own teaching competencies and to be introduced to
resources that could be a means of alleviating such weaknesses.
1 NOTE: This plan usually includes (1) a beginning workshop, (2) an internship during the follOlving 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.
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CRITERIA FOR FIFTH AND SIXTH YEAR PROGRAMS FOR THE EDUCATION OF VISITING TEACHERS
Introductory statement. The job of the visiting teacher in the local 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 Inaximum 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 agencies. 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 guide -lines for the use of institutions desiring 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 visitation 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) Expe riences that will acquaint visiting teache rs with community agencies, 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 cOlnbination of campus and laboratory expe riences.
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CRITERIA FOR FIFTH AND SIXTH- YEAR PROGRAMS FOR 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 Design
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 teache rs and groups.
9. Opportunity to evaluate and select reading materials of all types and for various purpose s, re suiting in a broad knowledge of reading mate rials.
10. A knowledge of human growth and development, learning processes, pe rs onality development, and mental hygiene.
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.
I-v

Facilities and Staff 1. A reading laboratory including:
a. enough equipment and enough space to work with children b. appropriate materials and supplies 4. A full time staff with experience and specialized preparation in teaching Admission and Guidance 1. Screening Colleges should develop effective screening procedures for admitting applicants to the program. 2. Admission The applicant should hold a profe s sional teaching ce rtificate, not 1~s8 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 2-v

.-
CRITERIA FOR DOCTORAL PROGRAMS FOR TEACHERS AND OTHER SCHOOL PERSONNEL

I.

Frame of Refe rence and Procedure s for Program Planning

The doctoral program should be a planned program. Planning the program should be the institution I s re sponsibility. 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 exar;nple, 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 classroom teacher. Planning should be in terms of the applicant's field of service and his individual needs.

II. Program Design, AdDlissions, 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 Facilitie s

Only doctoral programs completed at Institutions accredited to offer graduate programs by the regicmal accrediting agency will be recognized.

, ... ',~

...,.

~

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Criteria for College Programs for School Psychologists (Approved by the State Board of Education-May 21,1964)

I. F"rame o~ Refe renee 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 effective 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 adjustment), and reportinK and interpretation to appropriate individuals and/ or agencie s.

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 pe rsonnel, community agencie s and/ or specialists, and related profe ssional groups.

D. Research

Familiarity with research methods and the application and interpretation of research are considered of prime importance since research is an integral area of re sponsibility in the role of the school psychologist. Re sponsibility for collec~ing and interpreting research data should relate to pupil personnel problems.

, II. . Procedures for Planning ~ 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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Ill. Program Design
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 ope rate.
D. Finally, the program should include substantial experience of the following sorts:
1. Glerkshi p - I;>etailed performance, under close superVlslon, of the elementary skills of individual and group te sting, including interpreta~ionand 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 responsibility 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 classified as "exce ptional".
E. The program 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 Facilities 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.
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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 quarter hours in education. The prospective psychologist shall have either three years of school experience or three years of appropriate 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's program for the master's degree or (b) it shall consist of a minimum of 45 quarter hours beyond what is required for the master's degree.
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CRITERIA FOR GRADUATE PROGRAMS FOR JUNIOR HI GH SCHOOL TEACHERS

1. Frame of Reference
The separate junior high school followed by the separate senior hi gh 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 onee-third of the secondary students are nrolled in combination junior-senior high schools. What was once the almost xclusive 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 de- . manding and the most critical of any job in all education. Young pe ople at t1}is 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 'years has an especial importance. Teachers who work at the junior high school ~evel. no matter in what organizational pattern, should have teacher education programs that provide specific assista:Qce 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:
1. A thorough understanding~ofthe physical, mental, 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 characte ristics.
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.

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

II. Procedures for Program Development
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While the teacher education staff must assume leadership in develo~)ing the program, the assistance and cooperation of others should be enlisted. College personnel, public school personnel, State Department of Education staff members and laymen should be included, particularly educators currently servi'ag as 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

The combined undergraduate and graduate programs, should include specific consideration of each of the following professi0.nal 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

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Work taken in the teaching field(s) will depend upon the under.graduate

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:

1. II a single field is selected, the undergraduate and graduate work together should include the minimal requirements for certification in that field

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2. II two fields are to be continued, some work in each field sho'uld 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 ill junior high school education should have responsibility for directing the junior high school teacher education program. The advisement and guidanc(~ of students following this program should be a recognized part of the staff member's load.

B. The colle ge library curriculum laboratory should contain nume rous curriculum 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 profes sional certificate in one of the following areas:

1. elementary education 2. grades 7-8-9 3. secondary fields 4. special fields, grades~l through 12

Colleges should not plan junior high programs for specialized curricula in fields such as busine s s 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. 3-y

STATEMENT OF CRITERIA, FOR PROGRAM FOR SCHOOL LUNCH DIRECTOR

I. FraIne of Reference.

School lunch is a complex educational and bUfjiness operation ..

The purposes of the program a.re to (1) provid.e nut.xitiona.lly a.dequa.te::

lunches, (2) operate financially.sound prograrns, and (3) !!,ake schoo.l.

lunch an integral part of the educational plogram. The school lunch di-

rector must be cognizant of the relation of nutrition to health,. to learning,

and to school attendance anelof the need for providin.g lunches to all chil-

dren. Increasing Inanagement and operational responsibilities further

complicates school lunch administration. Such a complex program requires a professionally qualified. person to adminis'ter it eff~d;ivciy as a

part of the educational pro'gram.

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The prospective director in school lunch supervisiOn. shotlld have , a knowledge of nutrition, management" and educatiol~, Since the pro specti.ve school lunch director may have a Bachelor IS Degree, witb a. Hlajor in home economics education, food science, nutrition science, dietetics, or institutional luanagement, the fifth-year progi'am lis designed to' supplement, enrich, and reinforce this degree a.nd provide new knowledge and experiences needed by the profes siona1 school lunth tHrector.

The school lunch director should ,Possess specific ~ompr~t(~ncies to guide the development of a nutJ~itionally and educationally (,JftlCtiVC and financially sound p~ogram. The gl'aduate study should devdop competencies in:
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(1) Developing, administering, and utili.zing school hmclJ pl:ogramS for :rnaximum nutritional and educational benefits to the ch.ild.
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(2) Working with administratoJ:s, teachers, <\lid J.ay 'Peopl.e" .in defining goals of the school lunch program, a,nd in id.entifying :,j(ll\c:i,f:ic 1."'7-" sponsibUitics of each of thes e persons for achi eving goal!;.

(3) PrOlTIoting and rnaintainin.g good interper:>on;ll rt~.I<lti,ons lw tween school hmch personnel and students, faculty, 8cb<'1<)1 adTl,i,J1istl'~1.
tors, and community.

(4) Providing for continuous professional growth of school lUllch personnel.

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(5) Designing, conducting, and interpreting appropl"iate l'el::earch

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projects for the improvement of the school lunch program.

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II. Procedures for Program Deve o~:nent
Preparation of school lunch directors should be designed for developin.g an individual who will be an important member of the school team and'his community with special com.petendes in the areas of nu trition, food service, and mana.gement.
Special consideration should be given. to develop a program. that will meet the academic requirements of the American Dietetic As sociation. '
Planning for this program should be a Co('p\:!rativc venture of subject matter specialists, teacher educators, school lunch directors and other representatives from the I>ublic schools, and State Department of Educatiol1: pe~sonnel.
A. The program planned should include:
of (l) Definition purpos e and flillction.
(2) S~ope of curriculum content. (3) Naturl~ and extent oflaboratory and internship expe::ience.
'B. Each depa:rtment or division participating in the' prepa.ratory program should take positive action in designing and maintaining a program that will develop the competencies needed in the areas of nutrition, administration and management, and profeflsional education.
C. Sound principles in scl-..oollunch management, nutrition research, and nutrition education should be used as bases :Cor program planning.
D. Current regulations of United States Department of Agriculture and'of Health, Education, and Welfare affecting school lunch management should be used in program planning.
E. Program planning sp.o\.ud provi'de for periodic evaluation of the program by college faculty, graduates who complete the approved program, and others.
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III. Program Design
The program design should provide for students who have met eligibility requirements for the four-year provisional certificate for the s choollunch director. This includes a Bachelor's Degree with a majo r in home economics education, fOQd science, nutrition s cienc;e, dieteticfl, or institutional lTIanagement from an accredited four-year college.
The program should consist of a fifth year of study at the graduate level leading to a Mast"er's DegrEle. The program :'lhould be pla.nned as a logically organized whole, in l:i.ght of the students' previous study and experiences.
A. The program should be planned to improve his knowledge in h.is special area, his ability to communicate knowledge and to develop competencies ne.cessary to pei l0:C1TI the flUlction.s of a professionally qualified schoollwlch directqr.
B. Each student's progralTI should be planned in such a way that the student will:
1. Improve his ability to understand and effectively communicate with people.
Suggested areas of study include educational ps rchology and sociology.
2. Develop understanding of the total school program and skill in working with school personnel to accomplish goals for total scnool improvement.
Suggested areas of study inc::lude public school administration and supervision.
3. Broaden his knowledge in areas of food, nutrition, and! or institutional management.
Suggested 'areas of study include advanced nutrition, institutional management and administration, purchasing, layout and equipment, quantity foods, experimental foods and food technology.
4. Design, conduct, and interpret appropriate research ih the school lunch program.
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C. 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 fifth-year program.
IV. Staff and Facilities Institutions designing the program should have approved gradu-
ate programs in education and also ha.ve staff members qualified to teach at the graduate level in the fields of home economics educa~ionJ food science, nutrition science, and dietetics or institutional managem.ent.
Facilities should include: A. Classrooms and laboratories adequate for specialiized instruction in foods, nutrition, and institutional m.an- agement. The laborato~ies should include facilities which permi.~ supervis ed experience for students in quantity food preparation and service, organization, and manag e:ment. B. Library holdingt1 with an adequate collection of authoritative profes sionaf :materials and res earch literature relevant to specic.lization in foods, nutrition, and institutional managelnent. C. Adequate provision lor student and/or staff research.
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''',-' I ...... V. Selective Admis sion and Retention A. Adlnission: 1. The admis sion policies of the institution should be such that students hav~ the potential for completing program requirements. 2. Institutions providing such programs should establis criteria for s election of students and set up a comrrlittee responsible for their admission to the program on the basis of such cl'iteria. 3. Upon cOlnpletion of the program, the ~;tudent should have a min:i.murn of three years I .x eri nrc in teaching, school lunch managernent, o:r other ~!lstitutiona1 food service mana'g ement.
B. Retention: The retention of a student should be detennined b:y the
staff members who participate, in the' implementation of the nned program.
Approved by the State Board of Education on December 16,1964.
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STATE DEPARTMENT OF EDUCATION State Office Building Atlanta 3, Georgia

Division of Instruction Teacher Education Services

Claude Purcell State Superintendent of Schools

Bulletin of Criteria for Approving Georgia Institutions and Programs
for Teache r Education
The enclosed statements of crite ria are to be placed in the bulletin, "Criteria for Approving Georgia Institutions and Programs for Teacher Education". I hope. the following instructions will be helpful.
1. In Section III please discard pages 1-3f and insert the enclosed statement of lICriteria for Collecie Programs for Elementary Teache!s ", page's If-13f.
: 2. In Section III please discard pages lk-5k and insert the enclosed statement of "Criteria for Teacher Education Programs in Industrial Arts II, page s lk- 6k.
3. In Section IV please add the statement of "Criteria for College Programs for School Psychologists ", pages lx- 3x , immediately following what is now the last page of the bulletin, that is, the statement of criteria for doctoral programs.
You might make the appropriate o:::hanges in your table of contents (page 2). I hope you will take time now to add these materials to your bulletin so it will be up-todate. The statements enclosed were approved by the State Board of Education on May 21, 1964.

June 5, 1964 Enclosures

Mary Ellen Perkins, Coordinator Teacher Education Services

GEORGIA

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STATE DEPARTMENT OF EDUCATION

STATE OFFICE BUILDING

ATLANTA, GEORGIA 30334

CLAUDE PURCELL STATE SUPE~INTENOENTOF SCHOOLS

December 21, 1964

OFFICE OF INSTRUCTIONAL SERVICES H. TITUS SINGLETARY, .JR.
ASSOCIATE STATE SUPERINTENDENT OF SCHOc 1-5

MEMORANDUM

Mr. Porte r Kellan

TO:

Mailing List for Holders of Criteria Bulletin

FROM: Mary Ellen Pe rkins

RE:

Additions to the Bulletin,

At the meeting of the Sta.te Board of Education on December l6 j 1964, three stateluents of criteria were adopted by the State Board of Education for use in approving programs in Georgia institutions. I anl enclosing the three statements.
'Just as soon as you look at the statem.ents. please put them into your Bulletin(s) of Criteria for 'Approving Georgia Institutio~s and Programs for Teacher Education. My records show that you have the copies listed below. I am sending as many copies of criteria as bulletins listed below.
The Statement on Counselor Education is a revision of what is already in your bulletin. Please remove the Counse lor Education Statement now in the bulletin num.bered l-r to 4-r. In the place of'"the old statement, include the present one numbered 1- r to 7 -r.
At the end of the bulletin add first the Stateluent of Crite ria for Graduate Pro grams for Junior High School Teachers numbered l-y to 3-y and then the Statement for Programs for School Lunch Directors numbered l-z to 5-z. I shall appreciate your giving this your immediate attention.

MEP:as Enclosures
Bulletin #218

GEORGIA
STATE DEPARTMENT OF" EDUCATION
STATE OFFICE BUILDING
ATLANTA. GEORGIA 30334

CLAUDE PURCELL STATE SUPERINTENDENT OF SCHOOLS

January 28, 1966

OFFICE OF INSTRUCTIONAL SERVICES H. TITUS SINGLETARY. .JR.
ASSOCIATE STATE SUPERINTENDENT OF SCHOOLS

MEMORANDUM

TO:

Mr. Porter Kellan

FROM: RE:

Mary Ellen Pe rkins, Coordinator Teacher Education Services
Statement of Criteria

The State Board of Education at its meeting on January 19 approved the Statement of Criteria for Programs for Teachers of the Emotionally Disturbed. According to records in this office you have a copy, or copies, of the bulletin, "Criteria for Approving Georgia I nstitutions and Programs for Teacher Education." The number of your bulletin(s) is listed at the end of this memorandum. I am enclosing a statement of criteria for each bulletin our record shows you have.
Please insert now this new Statement of Criteria in your bulletin. My numbering and lettering system has not worked too well. I would suggest that you put the statement in the bulletin at the end of Se ction III following the Statement of Criteria for Programs in Speech.

MEP:ih Bulletin Number(s):
218
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