DOCUMENT RESUME

ED 171 915 CE 620 273

AUTHORTITLE

INSTLTUIfON

SPONS AGENCYPUB DATFNOTE

FDRS PRICE.pps.crqlrrop,:

ABSTRACT

Gray, Kenney E.;Pierson, Terrence K.Evaluation of the General Electric Foundation S941mcs'rInstitutes on Career Education and Guidahce.Ohio State Ony., Columbu3. National. C-nterkesearch in Vocational Eddcl'ion.General F1er7tric Fonnei i s, N.V.

Apr "V-4

72p.

M1701/Pc01 Plus Postage.*Career Flucation; Career Planning; CounselorTraining; Inservice Teacher Fducation; *Oc-cup- ;Guidance; Policy Formation; *ProfessionalDevelopment ; *Professional Tr a in i nq; *Pr^gra M

zlopm,,nt ; *Program Lion ; school Di qt-riScorpiary ion; Staff *'summerIns'- 11 m rr.4 i ni ;kg: yr,"

An evaluation was conducted to detormin: tha.ot.the General Electric Foundation Summer Institutes on CareerEducation and. Guidance, over a one to two year period in particip,ti-/school districts and communities.. The study evaluated theteam-ortented institutes held in 1976 and 1977 at thP University ofSouth Carolina and Indiana University. Th?. report describes th,procedure used for designing the evaluation study, identifyingpotntal data, selecting *he, sample of s "hool distric-is to h-includep in the study, and cnllecting ant analyzing th- data- Resultsshow that the institutes h-;(1 high impact on career education activityin two districts, moderate impact in one, and low impact in thre-.Substantial gains in personal and professional dPvelopmert werereported by most participants.. conclusions, policy iMpiiCati0/,c, an irecommendations were formulated for professional and personaldevelopment and team and team plan aspects of th- institutes. It Ira-

recommended *hat the institutes be continued with modifications inthe schedule and activities of th-- institutes and in p1 .7-ins+ituieand post- institute operatiOns. (Aprended 3 SCh '4111.? -f

on impact and factors influen, ino

*****************************************************,Reproductions suppli.:,i by FAIRS are the heist

from the original idcunt. #**************************************************e,,,Ap

',$,4*********

4'

EVALUATION OF THE GENIIWOA,- ELECTRICFOUNDATIONS ER IMSTTEITES ON I

EnneA ANC GUICANCE

K,Nit)r), 5T -11 . V Pi:

I

Ti f.: r t.olal Center for Research in VOCFThe Ohio State Universi,

1960 Kenny R'adhug 1121n

I '

U.S. OE PARTMENT PiELEDUCATION A IRE -0 ARENATIONAL OF

eotscarrarTHIS DOCUMENT NA:, RE t,4 #Eppo-DUCED EXACTLY AS RE CE vE":. FROMTHE PERSON OR ORGAN iza.-71::ATING IT POINTS OF viEP, -4.'14410. ISTATED DO NOT NECESsaaSENT OFFICIAL NATIONAL ,e4s uTEEDUCATION POSITION OR POL

PERMISSION TC*4IrmN w'sq BE -- cAItTFn

JoelTO THE EDUCATIONAL RESOURrESINFORMATION CENTER (ERIC)

I.

THE NATIONAL CEL-TEN NISSION $1,11TEMINT

The National Center for Research in Vocations* ternsaaisms's mission a to Increase ors ability ofdivese agencies, institutions, and organitatiOns taasave oral problems.reitorna toind4wdual career planning, preparation, and progression i,tiona Carder fUlfills ids niissiOnbY:

Perieraiing knowledge through research

Developing edUcational programs and prodic0

Evaluating individual piogram meads and onbamniii

!nstatling educational programs and.products

Operating Information systeims ano services

Conducting leadership development and training

1FOREWORD

crit.Lal need Tor more effectiVe and extensive career education and guidance has beenreco ;r zed , ationally in recent years. The nation's schools are being challenged to provide thecaree awareness, exploration and preparation necessary for students to make rational cereeichoices aria to enter and progress in a wide range of careers.

j

The General Electric Foundation is to be commended for its efforts to increase the,aff ci.veness of career education and guidancein many local school districts throughout the

nt y by providing in-service education programs or teachers, counselors and administratlice commitment of the Foundation to improving the effectiveness of carer education and

guidance programs is particularly evirignt in if annual sponsor hip of the qummer Institut,Career Education and Guidance

The National Center for Research in Vocational Education is pleased to have had an3ppo-- inity, under a orant from the Foundation, to assist by preparing this report on anevalui, on of the impact of the Institutes on local school districts, on the factors that influeir''that ir-pact, and on suggested wavc to ifnpfnve future Instittitesnd rPlatQd programs andactivo

Try National Cente for Research in Vocational Education expresses its appreciation to thmany idividuals who ccntributed to this report. Thanks are extended to the administrators,teachers, counselors an.- students in the local school districts, to the representatives of localGeneral Electric plants, and to other community leaders who provided data and assistance incollecting data. A specs a indebtness is acknowledged to William A. Orme, Joseph M. Bertotti,Thomas J. Sweeney, and other General Electric Foundation officials who provided advice an 'guidance on planning aid conducting the evaluation study. Appreciation also is extended t-several National Center Staff members to Kenney E. Gray, project director, and TerrencePierson, project assistan who conducted the study and prepared this report; to Edward JMorrison, under whose general direction the study was conducted; to N. L. McCvsh, u0)('provided basic concrpts and chntrnirinq ,:on?..0tation and to Richard Minim.' HBruce Reinhart. whn made vrtl- hln ;" 'hni, critical Tr;^ -tto final revisin"

Robert E. Taylorector

In Natic "

ABSTRACT

This report describes an evaluation of the Summer Institutes on Career education andGuidance sponsored by the General Electric Foundation the nackground of the project, themethods and procedures used in the evaluatior,

, the findings, and the conclusions, implicationsand recommendations Six school districts that had participated in Institutes were analyzed Usingon-site case study metnods and interviewing techniques to answer two evaluation questions: (1)What haS been the im:lact of the Institutes on local school districts and communities? and (2)Wpat factors influenced this impact? Results show that the institutes had high impact on careereducation activity in servo districts, moderate impact in one, and low impact in three. Subs/anti .1gains in personal and orOfessional rievpl-opmpnt \AIP,P reported by most partirirstits

An Executive Summary of the full report has been prepared as a separa`e ratExecutive Summary a:ntaienS,a brigf description of tl-e background of t'-emethodl rind procectures trtect iri 'he r tfion afvd ^ verbatim crpy Is.-,r1 I" . r I `rote "

1'

4

rlaBLE OF ---7.7or-FiviTs

FORE.1/40,D

ABSTRA ,T

Lt, ST. OF TARl_Fc

LIS OF FICAIRFc

BACKGROUND AND EVALUATION C.

V

rK

METHODS AND PROCEDURES .. c

Designing the Evaluation Study .. 5Identifying Potential Data 9Selecting School Districts ..... 9Selecting Persons to be Intervieve- . VICollecting and Analyzing Data :. 12Limitations of the Study ..;.. 14

INDINGS 17

ExtenUatino rIct roctl,,«s 17District A 17District B 22District C 26District D 29District E 33District F 38Summary 19

CONCLUSIOris y

APPENDIX A Bibliography ..

APPENDIX El Schedule of Question

APPENDIX C Letters to School nos

'OMMENDAIONS 47

c9

actsi Factors

vii

I LIST OF BLFg

TableP-144/70,n. -Te

Value of Institu: ared to OtherIn-service Exper Teprnfrom ;room f-)

1

4

C

II

Value of Institt_In-service Expel- tint.,from School C--

fared to Otherof Team tvIc1-rtr,-

Value of Instil :or- fared to OtherIn-service Exr :en( of Team Merfolorsfrom School nt

Value of inst, Co, -.Jared to OtherIn- service E ncE Team Mcfrythpfsfrom School. -ct I

Value of Inst! to OtherIn-service Ex.r.1 f Team Mpfnilmfrom School - -nc-

Value of Inst--_ e Compared to OtherIn-service Ex:_--=-ences jf Tnnin Pvinrvihoi-from SchoM F

Value of the i :Stitute l,ompared to OtherInservice Experiences of reams A-r Inc*'by nistrirt and for that six nictfitc

Summary Ratings of Team, MerrtSchool District on the' rlilt "(1-t

1-r:fit-tr rhiorlivoct

it

MT nr Fintinr

rine

Lo,:ation and Number of ScIC (''by Sate 'hat Farticipater' ^ro7rz 1Q77 In tit.rtes

Sirir nie, Institut-

r r

111

"1.)04-: and 1' hot'Inn

BACKGROUND AND EVALJA7ION OUESTIONS

Backgrouna

.. Career education activities are receiving inGreE,s lig attention in many public schoolsthroughout the United States This trend is describe by Goldhammer and Taylor (1972) as n

systematic attempt to inr.rease career options avalia-ole to individuals and to facilitate more .

rational and valid career planning and preparation The emphasison career education activitiesis'Nased on the recognition that work is a large par-: one's 114e roles and a determiner of one ssoCial and economic well-being Career education = cavities are designed to influence studentseight areas (1) self awareness (2) career awareness. (3) educational awareness, (4) economicawareness. (5) career decision making. (6) beginni--)g career competency, (7) employabilit\and (8 attitudes and appreciation The U.S Offir- f Educatioh (1.972) describes careereducation as the total effort of public education _ the community aimed athelping allIndividuate become familiar with the iralues of a w , oriented society, to implement thosein,their livec in ci len ri way that whyt t.prorylPs possible, meaningful. and crktisfyihO t"

Career education goals are difficult to achieve since most teachers, counselors, andadministrators have no experience and limited knowledge of careers outside edArcation. Toremedy this diificulty. the General Electric Foundation has for the past ten years sponsoredfive week Summer Institutes on Car.eer Education and Guidance' at two of more universities onyear for educators from selected school districts throughout the United States The Instituteswere designed to incrreas-e educators' abilities in the field of career education and guidance ar.:1to enable them to implement more meaningful career ethicatioh and guidance ongrams in ttfewer:fly( school distucts The sro,iti ()Flier i vps stated in r, 111,:tithh, 1$.,elh, n !ha'" 'v

To ensure that each participant has many opportimitiecwork btfpCtivPly with children and youth

.0

To provide the participants with opportunitieS to develop the.,procedures as they 'elate to career 'eltication and buirinn,r;

To give parti-cipants a t opnortunity to learn the function and sorpliti,rin,n or iudiisti;,the national oconnoly and enIture Of the UnitPci States

To provide participants with the necessary skills to cope with cultural differences '

the ever changing sociatattitudes within the r nmrritinitiPs ttinv r or vo with pro,nt;,-emphasis on minorities and females

To help participants dev ?IOp Modimic of the siiccessfili pcif,-:on irr hi sinesc arCri

6 To provide participants information on the careers a'nd Job opportunitids availableindustry, including required education and nwrInr toriro incr.advancement

vet

To give participants information on the educational titrade technical and supervisory positinns rn Indust, y

r tl I

A To encourage participants to develop new method', it tr.' tidioitescommunication with youth ahnlit their future

'The General Electric Foundation Summer Institute on career Fbe referred to as the Institute throughout the th '1

To fulfill these objectives the Institutes, have utilized a variety of techniques, materials andresources The participants were provided living.spaceon one building in order to enable them toexperience both formal schedules of sessions and informal interactiontand sharing across diversrschool district settings. Career education curricula materials and resources were provided forparticipants to review. Seminars with experts from business. industry and education wereconducted. Personal growth sessions were held. Shadowing experiences were provided in localbusiness and industry to broaden participants nr varinus work roles, environmentsckillg and education requirements

Formally, each district was represented by one or rrrore persons who functioned as individuiparticipants. In 1976, efforts were made to 114ve each district send a five-person team compose,fof teachers, counselors, and administrators Each district's team was to represent one or moreschools and one or more levels (e.g. junior high and trigh school) within the district. Teamrnembers were to conduct a ne9ds assessment in each school district and to formulate goals fo,career education and guidance that they would ptirsile 'n their experiences at the Institute Aprincipal focus of the In-:Writes has been for each team tea write a plan for accomplishing thegoal!, formulated for the district The jila was to he a compreho tsive action-on9nted project heach team that could be implemented in the local school district .rrhe t the returned horn(This team plar technique has been used by the Instir it9F to f '.' ,,. of r.

iireqti,f, ;Ind anink0 rlf f)(1,"11,1S III III., Inrni cdIr rd rio hi, I

The location and nurnhei of school districts by State that participated in the lostitutes ,r1 197!and 1977 at the linivei city of South Carolini pnd Inu,ana lJnoversity are shown by State in rig

11.1. school distri,:ts are located primarily in States east of the Miss's .ippi riiter 'he i'n'nthn schoc.-1'1101'(1, as well 3F people 'vho participated In the tlidy P'' aria'

n Iii town'. (,,(1 t'al'c, ,11 S. eppro"ed by ih f-c-1"-17t.1 111 .j t'

nt,tle.CrorIC

, I I

Althoun information ahouf the success of We Irstitutr his been routinely collected at thecoripletioe o' ea01 Institute, little attention ha^ heel given to providing an independentPVP riati,-,n of the effects of inn lstitute over q one two y?er pericd ort,the school districts :1.1'

irounities that sent teams To st,idy this q iesho "he evaluation study e ldrevsed 11 f''ern' 'tented Iii titutes held in 19T6 and 177:' .E

,l Olfnriro 91 'I 1'1.1. r:

'"eiv ''v:' ,,, it, ,

Whet has beor.:u r

FIGURE 1

Location and Number of School Districts

by State that Pailicipated in the 1976 and 1977 Institutes

1

* University of Sn'uth

Indiana tloivor city

I. 14

I; tFrc,n (

z,r1 :if data t II ; 4 .

4 all it Ith the I I 1,q; I

h , I , 1:tiveness of Ih )11

I c o t 1 : cr 1, 1 :I 1:a 13L,t also to I ,irt1 eurl obtor a .4; )114 Ni i re. lees could 'I,: E fl

its th 11 r IL be .11 re, dewed

./ if. .1

L. I icE tclt ,34.11,1( ( ei Orr ni.rt !tit' ',44.114. CI L I .1 II

cpultitient.: of id en,r other pill Ifc(,oripii.lizs, have; it...Awe Ind I .

i11.A1111, oiany ilau,,rial ileac: and lo, 41 confecences an.i .$1;infue. .,,) 4;

SItiCS haVo tlilhd(Cd malt graduate ...;o1riro;15 111 e .1(41 411

elorz and ..tdrninitiniors L311,e stuk, a.)d local Loerdt, Dt eti(o Ill, I rI ,ocetru gal [Lid finetiL.al.boi.port fr.r cat.3er e.timAitiort

.....bilSI. I I I; a,

; ,ckict.1 c.1.1 dr, . 11,1,114 et Oil I ; I .. .1 I)! J C. I .1 I;

.11.1 IQ dbl te. fa C.,11 4rIIICS rri odi ,auI, di. ..; tj I ,f,,II, tn, 114Ltitut.:.

I 101 a ,

a I -4.'r II 4.0.:

I. I .)i .ii mule I a. )01

11:11 11111:

1. 11

FIGURE 2

Summer Institute Impact on aSchool District and Community

AC

1

S

el l,.ly tI!I I, 1 1 I . I

Personal/professional devel6pmentof team members was the primary objective of theInstitute. The other potential areas of impact were identified on the basis of their relevance tocareer education and guidance programs and activities. Different goals, objectives, strategies andtechniques of the individual team plans would lead to differences in impiact among the districts.Differences in agencies and operating procedures would also have an influence.

11 Factors Intlut,no (II) Impact

.iseLond assumption established a i,c,1 lui a 11/4,91..1 1411ii4:4w1.. ,/.11 i1 /111,..1

Affecting trripact could be identified A concel. tired ino:11,1 b)/vas used to identify many of the potential factors i.iVecting irm act it a local lcThis schematic diagiam of tne model. shown in Igor e 3 1111.,13:rat.:!;i relb..ofactors affecting the process Of change in a local sc,ht,ur dish ict Tne nUa

)ristics of the school district ailei:t the level of support hot the prcjemt Irs w011ur in the schools The initial project characteristics els., affect bit 6,1tourit of Ject and lite actual protect ct,alecteristics that are 11.1plementek, Shppout fcr tiltdetermined by the federal a...1 state policies and the attitude the conirminih

ect The changed and unchanged characteristics A the School ulc,IrlCl and the:nted project chat actenstic,s mutually affect each inner 16 Well attec ling ;Au"es Stirdent ontcomes howe tel are also affected by th, IA the con.mtil ,

innate attiibutes fahlily and p.;e1 groups All th !se mt.:Faction.... iced lo 111C finaluled changes in the local sch)ol oistrict

; ,.....,1 II", ,,,1.,..t...; 1f.A....ko, .411. la, ti II, i..., . I I Ca a ,

I 1111/ V; ele peculiar to 0(1C 1 1114,It: S .ttO )1 (11J14 I As all i ot,,tri. s iit, .i hi, .1. i tr...i.iiI Jf an 11101 lute Ths.1 fullov, in list c+f potential fE,c..1( r5 alteCtli19 th, , ill;;1,.I A tat: 1,

I )t I ..t.,:th,lIi (i1J111. is arid Lurtioik, 1itle ,Mete inve.,tigaieu

dibiloLt.1 I.., 4, I 114, .

.14 i Lt. h. i. ,I ; ,1 111,.1 1.

I.C.

FIGURE 3

Factors Affecting Change and Their Relationship in a Local School District(Developed by Berman et al., 1974)

1,11 A. 1

k

moot. 015,4-111!.

.IARAC

C

I I i

This lis! ,t potential factors affecting impact' was not viewed as cc ciprehens,,e, bit r,ovrfo,1a tonic for lentifying factors that did influence impact In each schon ,iistrirt

The thi,d assumption was t onfirrrred in an analysis of the literature Berman et al (1974)state It may be that change in local practice is both occurring at an incremental rate and isaccumulating slowly across the system, and is thuspverlooked because our present concepts of'change' are not sufficiently discriminating The impact of the Institute, then, may continue tounfold beyond the r it

4 t.),ciri I ; I. I, II ,

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H.: ,c, tli Al all In :If 1011, t I. 1 ( I C . .,.C.C.Inll ...1ailid;,1 .1 ,..t..to 16 .: II clt 4. a.. A 11 i:it11,1 11 I, ,..) Ill) 13 c:44I.J let 4..1:: I 4(114, jt10..1 ItIt )111(i)/

I III ital I 11 c .1 ,ic ,e1 I 0 i I). 11 l uYUI.. I pi 41,1 . 1 /:, c:/ ,311,41, 1,1 0, I IN.,

W0.1 111111 ..o11,111111i11/ ,I)MI till, '1! 1, It h

L..at II 11,ta I flat Uhl d .+ d du:..14.1W I

1111(;11 O :1111P 1.11.101:: .Iryt Hell .1119 (LC .1111)dl.t It lf,a 1119111 te ita: I MI.. jdillut.

III I 1..1 , 1, , ,

I Iji ii:e.1 I , 1. 1 II, I i: .1 0 !..), .It Ili( I :I : hi I. 1 .I/C: it .II..111 , II I:: ..tit:, 111, .4) I, tt 1.1 11.., )1;,111 I: I,, 411 :110 3 1111 ,..1.; ,gn 1,.., .;

iN . I : 1 I t I . i thC t , 1I1.1i. I./ I, VI4 4,./:. . .1 ,., c:..I I 3 Wit, t ,A,11e,..1ing (11,, d,

1

II EI 111

1(1 .1 41 rt

i lie

scl 1001

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walmoity?

FIGURE 4

Lt,,

IvIta pei) , 11'; It)Ttwit 'al and stto

(.119enit Jttw ml 1;u n1e 1.

Gliaul disuiet

Rule of G E

I 1)0411411 in ,414 L, pal

the Institute

Sekdion9 AttlibutaJ 61` pii.

Pseparatlu,tuf te,ea in

Uhleethie3 of tile In, mu,1 The team is.'

0.)al alb )

Capaity )1

ono V 41to

C0111111(11 ,

kwal ciL 0,1

I Sk1111.01 1'41 iLl

tht

In addition to the above criteria, factors were concir,fPreci in th, plertinn of sr-tinoldistricts

Tile Size of the School Distric

a. larger more than 50,000 studentsb medium 20(000 to 50,000 students

smar, 'legs ,j1 an 2,0,000 stu.ients

2 Veld/ 01' "ettlICIpapult Ill .710 1,0.311101c h1 the i:710 II

Iti.0 ,)/ 1 (a /,(.At(11,/(a Paitlt,i Janus' III (tic. 114, 11..1a. Ind,aha tl,tiversity

the° tiimstili le at each c,f tne t :Jaw; and (I 111(4.1 , (11,e. k /it )1.:11;ei .r

)(AO be laige two would be 1.f me Jinn, s,Le and two v (Jul bk. ilthi I JCL ,{; u it,e district would h.Ave a high compos4 rating and u, it. d 1 Iv unkpc ile rali.ig I lurid1)tritilittOn would have requiiod twelve s-hoot distri..;ts dVdZi

nditiOns Ion six ,,tiocis and the limitbd resources

I tit: 1.141 .11 I .1 1.

laet.).iS Wit 11;i10,1V1

I. I J..,( a1 t kJ/ t

I,, . i., 4..1 11..1.1.

_ .

197? ( f I .11)a lilt. :Dresei1976 rhstit , c at Ind .A.ta I iniversity

1 ti

,It, (1 ii j c ) 1,r.,, (bad a lo ..; .1 . ;me

lac

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,ne burl I 'diet tit,. I UUnktutlk it kti ("11.tur ft,/ Ole t1L I

tri, ;t rt.A1110./IIII( tho ,11:.)11,(AS to pelt tic..lpiAti ,

A. 1'501, foi the proje,c( iA (.0u/ (.3 the ,ettel A.,.)pendlx C, 1 1.1 '.(t

1,u A pos.tiv, Iet.punSe (.011 the di(skrik..t and toe ut.signation of e, a .0,, I .1:in t the st,4dy w.rOte to the (. >rktact person Q1..1 Crther explains d .31. I , a 1 9 I . V.,hilt.. ad (hrougn inter iie vs (..,11(.1 dOck.men! (z vluvl 1 A cony the. 1:114 I 1 II c tons i Il,l. laded in Apperidn, )

,II I 1 .1 1

,I , 011,4. II , .11.1 .1. cl i II,1,1.1 ,Ii 16. c.,11z, ,i i 1 . I CII.e 1r1 , ,nikiii th,(lie ItIA a( I I . .(.1. : k I ; lil:.11tii I I d(11,.,.1 : ..':,....)e.. tttliiiC I

Id., :i I Ott( .I:. (4.T, t A. I it,t11,11110J 11 U, (4) 1 iliVal ;. Th.- 1

31 /Me. 1114. `IIIIIICII. NC: ,: ...I,I1 ,1.1J i ) p, ICI LI, II.I. :o \Or llktleA 1 (.IV (Ike; (.(.e.(1,Aati,in 1 ii .(c....., alkali,,,, ie. . LIlii ,-..1.$.:,,, I t. 1, It

,I Inter rievv 31....t _Jule A tut. I, It --....'2 ,1,.....3,111 JA.,, C1 11)(CtiViCv cot.. 1,1,1:11tc,.:

,

3. The piincipals of the school buildings.where team members were*located

4 The superintendent of the school.district, the director of instruction the careereducation coordinator and/or the cr,idanc coordinator

5 The local, General Electric represertative Who initially contacted the school dist- ct tosolicit participation in the Institute

Ott hant itudii

de the coillecti,individuals imp

5) analyzing th( d. t

data , inistent iata werJed in a manne. tha

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t 4 I!,

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, I tom:,Ilia t,dt,i )tellt ,t, 11111.dt. n't .1 I

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Two of the school districts did not have a documented needs assessment one school districthad not prepared annual progress reports, and two had no evallintidr. reportc (If thew e7areer-education and guidance projects /activities.

Documents that were reviewed during the site visits included:

Directories of community resources

fli

CI 1

Jo,

l 1. I.I .4

1 1 izly I h, 1 dl

1 t r .1 3 )111)0,3 1'117\1,1 1,1

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i 114;

4, itrict hi 1.140... r,. 4 pf F.

lo.. I . // I,tILi / a1, 1 to Lik 11k ) t1 II IntOr 111 1'.1 414 , . L.; I carol L 1 I

ute I cic1 I 1 the A .11.3(1 ILA 11117 1,111 013c1 1 11 4,1100 iltely t I. illl I

1I11/11,0111 0 atit/C.1 pit 34711,.t1 4,s .110 Ltlle7 v., 1.,117 ii1P114;elh c)n5 t,f b, 117 1,

t()I 311: li , / rrithi It . . I j . UDC c,. 11 Li 11,.. . I ,i, I

,,itii ,'i 1 \ .43WEI, , ( I 1,111'1 1 . .1 1 i thr. 1114. cv .t5L31(t. 1, 830in .( ,)i , t; .11,131(1011 A .1 14;411.1 , 111.7 Hitt id An. 4 . 4 LI ,. ' 1 ..of .91dttCliale tB ;t:rtt Vvihe 1 ,iti If ,I:, 111 ,eleJt.di il Arni LI i 1 1111'1) ,; 1 11,./A 1 ,) 11.:+11 71 1 3 11111.10r) cit rtilt .,diric...,

, i.e to Ami,ii, , die illtill II 11A4:1 I 1,1 Itil, 11,011 /IC)) ;4; ,141111.) 111,1 I/ I 111t111 the (VIC ItiUlIlls 11,4/1/,

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Analyzing Data -d

The analysis of the data was a two-step process. Step one focused on the analysis of dart totspecific questions of the potential areas of impact and potential factors influencing this impact itseach of the §iX school districts. This approach provided a full description of the impact of theInstitute in each of the school districts and -the principal factors influencing this impact. Theapproach taken in step two emphasized a comparative treatment of the impact of the Institute andthe principal factors influencing this impact across the six school districts. Tliis approachrtrroditioel an Orn"Cle.4, -..s _ _a _

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R Charismatic Effects. Ofterrp-rograms are initiated by individuals who have greatconfidence in and enthus asm for these programs. Therefore, the leadership abilities,chrism& or ability to "sell" the innovation, regardless of its worth, is B major variable inthe implementation process. In this study, attempts were made to take such fnr.tors intoaccount. but this variable is difficult to measure

Limitations associated with the sample and scope of the study were

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FINDINGS

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state equcational agency nor the local education agency has provided funds to the school districtto devigop career education programs. Grants of $1,500 to elementary teachers for classroomresources 'and field trip4 and $400 to junior high school teac4 for classroom resource mater I

and speakers were receiveid once from an area agency near the school The school boardpresident and superintendent voiced support for career education but stated that it was not ahigh priority of the district. Other priorities given major attention in the school district were thetransition to middle schools and the development of a guidance plan

Career education programs and util ides >ife,riviewees as pncgOsdicrateci and left tc the 1. I I: I 1 )1

Ic.:Aisional.etforWrhe Overall attitude jp the cllstr+C t , ,41.1 I 4: c I ;4 41. Las desci,riorad:by q district administrator as hegat wl uo, III 111; I I IL) , I 11' itfas twirl forced oil th'e lo,;ageducators- ?(),1 the nt 4;11 i 111, littelterALmost of trim ,;arber orientation- prugia,lis ein o, Ilft;10 1c; I oZ 1 1 <1 rt: ail.,

vocational taa4,tors in the distlit.t

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Areas of Impact

All team members stated that the Institute was a worthwhile_and personally beneficialexperience. During interviews teagt members testified to the following personal gains:

1 An increased awareness of the role of business and industry

2 An increased knowledge of training programs in business and indUatry and of theavailability of resource people in business and industry to the local schools

3 A greater awareness of career education and a practical approach to career education

4 Increased self-esteem and interpersonal skills

Perceptions of the team members of the value of the Institute compared to other in-serviceexperiences are reported in Table 1. The rankings of each team member and a t'nm aVPV popshown. The rankings are on a quartile basis.

Table 1

Value of Institute Compared to Other In-service Experiencesof Team Members from School District A

Team Members Quartile Scale

A 1 2 3 0B 1 2 3 ®C 1 2 ® 4D 1 2 3 ®E 1 2 3 ®

Average Ranking 3.8

These personal/Professional gains were demonstrated by the enthusiasm exhibited by theteam members for career education and the role the individuals played in implertiPriting thoteam plan in their respective schools.

Team members attributed these personal gains to the personal interaction with their fellowteam members and participants from other schools that resulted in the sharing of ideas andperspectives, to the shadowing experiences and contacts with business and industry personnel atthe Institutes and to the availability of many resource people and materials at the Institute. Thistestimony was confirmed by school principals and district administrators who had a great deal ofinteraction with the team members after the Institute. One administrator stated that the mosthelpful aspects of the Institute in promoting personal development were (1) the social acceptanceof and interaction with staff from other schools, (2) the comradery that davelcped among theteam members and (3) the visits and shadowing experiences in indi.atry

Thr, goals of the team plan were

1 TO initiate and generate interest in career education and tr, apiii romrnitmprit for asecondary career education program in the schnni elictrict

2 To develop an integrated and sequential career awareness, exploration and preparatinprogram for grades 7-12 that will be coordinated with the existing career arlucationcurriculum for grades K-6.

19

2

The team plan also included background on the school district and on the philosophy, andtheory of career education, a tentative calendar of activities to be carried out during the first yearfollowing the Institute, and a general explanation of the format for planned in-service training.

After returning to the local school diStrict the team had a meeting with the districtadministrators and the principals of their respective schools to shale their experiences at theInstitute and to present their team plan. The team members stated That they received muchsupport at this time and were given approval to hold in-svvice meetings and to use their five'SchoOls to pilot'the plan.

The team members held three half-day in-service meetings for teachers in the district duringan in-service week in August proceeding the opening of school. Approximately 160 secondaryteachers and counselors (50 percent of the secondary staff) attended these in-service meetingsThe in=service meetings-focused on the philosophy and theory of career education and on anexplanation of the plan developed at the Institute. Team members also conducted separatetraining sessions for all teachers in their respective schools. These sessions focused primarily onimplementation of the team plan. In addition, an article in the faculty newsletter briefly describedthe team's experiences at the Institute and the team plan

In their respective schools, team members formed career education implementationcommittees composed of seven to fourteen teachers. This committee was to oversee the infusionof career education into all curricula. The committee had the responsibility to help develop car,education activities that could be used in each subject area.

In four of the pilot schools, an advisory committee consisting of teachers, parents andpersonnel from local businesses was formed. The primary functions of this committee weir, tninvolve the community in such career education activities as providinglesource people toclassroom teachers and helping to determine the employment needs of the community.

Alprief description of career education activities initiated by team members in each of thepilot schools follows:

One of the pilot junior high schools was represented at the Institute by the guidancecounselor who also served as coordinator of instruction. The counselor received the fullsupport of the principal for all career education programs and activities. These activitiesincluded compiling a record of career education activities used in the classroom andproviding guidance-to teachers in conducting activities. The counselor testified that ft--resource n.otebook obtained at the Institute aided in developing many of theseactivities. The teachers in this School were required to have at least one careereducation activity every six weeks. The advisory committee in this school organized afile of individuals and corporations that could be called on for tours demonstrations.and speakers Few teachers used this resource

2 The team member in another pilot junior high school was a vocational teacher whoexpressed a strong commitment to career education:This team member stated thatproblems in implementing the team plan in this school arose because (1) other teacherswere resistant to the plan and perceived it as additional work, (2) this vocationalteadher had no authority over other classroom teachers and (3) the principal andguidance counselor gave minimal support to the plan. The guidance counselor in thisschool voiced support of career education but did not support its inclusion in thecurriculum. The team member had formed an advisory committee of seven individualsfrom the school and community. The committee had compiled a composite list ofspeakers from local businesses for the use of clasSroom teachers. Although not manyspeakers had been called, it was anticipated that more would be used finnvor tr, thc,of the school year.

3. The team member from the third pilot junior high school was the principal. The '4principal used the services of the counselor in this school to implement the curriculut"infusion plan. A curriculum guide for career education was developed in conjunctionwith fourteen teachers, representing each of the subject areas of the school. Theactivities were piloted in the classrooms. The team member also formed an pdvis )/committee in this school. The advisory committee organized a Career Dayinvolving 51 speakers from local business and industry All 650 studoot- ;,-attended five presentations of their choice.

20

4 The team member from the pilot high school was the guidance counselor. Thecounselor functioned independently in the school and received strong support from theprincipal for all career education activities. The team member assisted teachers andother counselors in planning career education activities for the classroom andproviding resource materials in career education. The career education implementationcommittee required all teachers in the school to write summaries of their careereducation activities each term. The principal of this school stated that career educationactivities had been instituted in a few classes and that other classes would follow. Healso stated that guidance' counselors have developed a strong emphasis on careerplanning, due primarily to the team member's influence. This team member received$2000 in CETA funds to purchase career education materials and ordered some of theresource materials that were presented at the Institute.

5 The team member from the fourth pilot junior high school was its guidance counselor.This counselor was expected to occupy the traditional counselor role in this school anddid not operate independently. This school did not accept the plan and the majority ofteachers continued to be subject oriented. A career education implementationcommittee was formed in this school but the members were concerned only with theirown subject areas.,The team member has brought new career education materials.including curriculum units, into the school but these materials have been usedminimally. The major role of the team member in this school was to provideencouragement and resources to those teachers already interested in ,nieer educationThe impact of the Institute in this school was low.

Post-Institute Factors

The'factors that had a positive influence on the impact of the Institute on the district were

Strong support of the team's initiatives and plan from key district-level administrators

2 Availability of a completed team plan for implementation in the school district

(a 3. High visibility of the team and the plan through in-service QPqg inns and the facultynewsletter

4. Strong support from principals in those pilot schoollothere the impact weq tiot

5. Profession& roles and personal initiative of the team members.

The factors that had a negative influence nn the impact of the Institute on the district were

1. High priority in the pilot schools and throughout the district for the transition tomiddle schools

2 Lack of support from 04.1 principal in the pilot school with low impact

3 Low professional role of the teacher on the team compared toand counselors

admihiStrativo ,t,01

4 Lack of funding for career education by the crate or local ..rilicatiovi r)o---;ec

Suggestions for Improving the Institute

Many of the interviewees in School District A made suggestioitc improving the ItIctittitonThese suggestions were

1 Maximize the sharing of innovations d projects from other schools either during theInstitute or on a regional basis after th Institute,

2 Supply packets of specific resource materials that the teams could disseminate tocounselors and classroom teachers in their school districts

21

3. Assist districts in gaining publicity on the team's participation in thenstitUte.

4. Enable follow-up representatives from each team to return to the Institute for one weekduring the following summer to report accomplishments and work out solutions toproblems that arose in the implementation process.

. 5. Send a second team from the same school district to the Institute for two weeks duringthe following summer to work out practical problems that arose during the first year ofimplementation..

6. Hold a local or regional Institute utilizing the local General Electric plant facilities andexpertise at local universities.

7. Shorten the Institute to three or four weeks. The current schedule was too demanding,given the nature of the Institute.

8 Structure the institiiia so that consultants are available when npecirrici

School District B

Background

School District B is located in a rural area. The socioeconomic level of the population is primarilylower class and lower middle class. The school district's enrollment for the 1978-79 school yearwas approximately 10,000 students. The-racial composition of the school district was 67 percentwhite,.32 percent black and 1 percent other. The school's statistical records for 1978 showedthatapproximately 50 percent of the high school graduates from this district entered postsecondaryeducation programs and another 40 percent were employed full-time while enrolled in vocationalor trade schools. The per pupil expenditure for the 1977-78 school year was.$901. Thestudent-teacher ratio across the district was 22'to 1. There has been no federal or state fundingfor career education programs and activities in this district.

This school district has been experiencing fiscal problems for several years due to inflationand the annexation of one-third of the county's tax base to an adjacent city. Administrators statedthat this problem had necessitated Limiting funding for new programs and activities. Howgver,through federal and state frigging a new county vocational and technical school was openedduring the year in which the team from this school district'par/icipgtad in.the,fi/sttule.vocational education prograMs yvg,rethetOp..priorityof the district at thistime..:Career education:was not a priority in the district and when the.team returned-to lh.e-dilitritt:all`Cgreer educationactivities were placed under. the supgryi0ipri''of the .director of .vocatiOpalzedugatfoit

. . . .

Before the team participated in itig4ritlitate.,,Inere ios,littlg-inii3reitjtr:60ift0i.Pdeftatiorr at 'alllevels in the district. Career education was seen as a function.gf t 'e vocatiElraek.'e;4tf cant n.teachers Any career education activities that occurrgd were:'duel Oki andinitiative of individual teachers or counselors. .

Summary

The Institute was reported by interviewees to have had a low impact in School District B. TheInstitute was instrumental in promoting the personal and professional development of teammembers in a variety of areas. The team plan developed at the Institute was not implemented inthis distriaOne of the team members did initiate career education activities in several classes inone school and some material identified at the Institute had been purchased by this school.Among the many factors that limited the impact of the Institute in this school district were thelack of support for the plan at all levels in the district, the loss of two of the three teem memhesby the school district, and the ambitiousness of the teem plan to implement rl I 17program of career education with no previous support for cariziar orhir.atin,t

22

8o

Pre-Institute Factors

This school district was contacted to participateNin the Institute in late April, six weeks beforethe Institute was to begin. The initial contact was made with the superintendent by an individualfrom the local General Electric plant who was also a member of the district's school board. Thiscontact did not occur until April since the local General Electric plant had-originally contacted anadjacent school district that accepted the invitation to the Institute and then cancelled late inApril. In May, individuals from the local General Electric plant met with the entire centraladministration staff to explain the Institute and solicit their participation. The presentationincluded information on the objectives, accommodations and the duration of the Institute. Thecentral administration decided to participate if a team could be assembled before the start of theInstitute.

Letters were sent to all principals requesting them to-suggest any guidance personnel whowould be interested in the Institute, but these received little response. The Institute directorvisited the school district in mid-May and only one individual had decided to participate at thistime. The Institute director met with all guidance personnel in the district to explain the Institutemore fully and to gather some background data on the school district. At this time four otherguidance personnel decided to participate; however, two of these individuals. dropped out a weeklater. The actual team consisted of two secondary and one elementary school guidancecounselors.

The three team members met once prior to the Institute. They did not set any specific goalsbut went to the Institute with the general goal of planning a program for career education thatwould be implemented in the district

The team members who were interviewed gave personal reasons on why they participated inthe Institute. One team member wanted to gain expertise in career education and guidance. Thismember had no ihterest in the graduate credits received The other team member participated etthe request of a supervisor.

Areas of Impact

Only one team member remained in the school system, but it was possible also to intervievone other who had taken a position in an adjacent school district. The team member not inter-viewed had become seriously ill and stopped working altogether. The team members who wer'interviewed praised the Institute highly and felt that it was very worthwhile both personally P.professionally Specifically, the te,am members testified to the following personal gains.

1 Increased knowledge of the worrri of work and rho p.dtirarinn nerieccary for sr ;,:,

careers

2 Increased awareness of the role of business and industry and an increasedknowledge of training programs available in business and industry

3 Increased knowledge of techniques for classroom instruction and guidance incareer education and of ways to implement career education programs in the qeim.district'

4 New perspectives on earner education

Additional knowledge of the many recni,4:1 materials hod 0-Arce rPo'^to local school districts

6 Increased self-confidence and,interpersonal skins

The two team members attributed these personal gains to (1) the sharing of ideas rndperspectives with other participants at the Institute. (2) the shnerowina PNerOf ionenr: ardspeakers from business and industry.

23

Perceptions of the team members of the value of the Institute compared to other in-serviceexperiences are reported in Table . The rankings of each team member and a team average areshown. The rankings are on a quartile basis.

Table 2

Value of Institute Compared to Other In- serviceExperiences of Team Members from School District B

Team Members Quartile Scale

A 1 2 3 ®B 1 2 3 0

Average Ranking 4.0

Non-team educators in the district and administrators who had contact with the three teammembers when they returned from the Institute testified that the team members were veryenthusiastic about the plan they developed at the Institute and tAle<e willing to work extremelyhard to implement the plan.

The goals of the team plan were

The development of a nucleus team to organize orientation workshops for a thirtymember Career Education Leadership Laboratory

2 The introduction 9f- areer education units in pilot test classes at each school

3. The irciusion of career ducation units into the total curricula during the 1978-79schdol year.

The team plan also included background on the philosophy and theory of career education,recommendations on the composition of each of the groups tO be formed and the responsibilitiesand functions of each and outlines for in- service activities to be held throughout the year

The team presented the plan to the superintendent and other central administrators on returnfrom the Institute. One team member stated that the administrators did not support the plan sincethey felt it was not feasible and that it conflicted with some of their own goals. Another teammember further testified that selected district administrators had previously assured that the pla-would have complete support. This team member stated that the team was in constant contactwith the district administration while at the Institute and was under the impression that it wouldget full support upon returning to the school district. One district administrator stated that theteam plan was overwhelming and that when the team members met the fealitiec of budget andOther limitations, they were disappointed.

Without the support of the administration, the team member remaining in the districtattempted to organize a workshop for interested teachers and counselors from each of the thirtyschools in the district. This team member sent letters to all the principals in the district requestithem to announce this workshop to their faculty. She stated that no action was taken until shecontacted the principals by phone. Fifteen individuals then responded and a workshop was heir,explaining the general philosophy of career education and the team plan. Both team membersstated that after this workshop no other aspects of the plan were implemented due to lack ofsupport at all levels. An administrator testified that some guidance personnel in the districtadopted the career approach of the workshop And the carper orie,uqt;,, of flc, fne-11,1 rive,

Some unintended outcomes of the team's participati-m in the Inc.titi to we

Career education resource materials identici, 'tie irlqtit,o.

74

2. Public relations activities were conduCted with parents to arouse interest incareereducation to create demand for career education in the district

3. Career education programs were introduced in English classes in one school as a pilotproject.

Post-Institute Factors

The major factor's that had a negative influence on the impact of ta Institute in this schooldistrict were

1. Failure of two of the three team members to remain in the school system afterparticipating in the Institute

2. Lack of support for the plan at all levels in the district

3 Lack of funding necessary for the implementation of the team plan

Low priority of career education in the district

5. Unrealistic scope of the plan.

Suggestions for improving the institute czt

The interviewees in Sctiool District B made suggestions for improving the Institute. Thesesuggestions were

1. Attempt to address participants at a proper level. Evaluate the expeitise of the teams andplan presentations accordingly.

2 Allow more pre-Institute preparation time:Contact the local General Electric plantseighteen months prior to the Institute. Select teams and alternate's one year in advance'Early, contact would facilitate the identification of district needs, the devleopment ofteam goals, the composition of the team, and future district funding for careereducation.

1

3 Decrease emphasis on career education theory and increase emphasis on the practicalaspects and activities of career education implementation. Utilize consultants. andspeakers who have been involved in implementing career education in public schools4 Research the background of a school district more fully before investing in that

Make more time available during the day for teams to work on their plans.

6 Stipulate that teams include a district administrator in order to prOvide a practicalperspective and to help determine possible stumbling blocks that should be consid,0,1when developing a plan;

7. Supplement team members' salaries totcompensate for the choice to participate inInstitute over summer employment. Perhaps supply team members with employm^,"the local General Electric plant when they return.

8 Reinforce teams immediately upon return to the schn .4' 1.;, r',technical assistant i4 to the taam throuohoist $1,, ,--,,

25

3 3

School District C

Background

School District C is located in a rapidly growing city with a population of 100,000. Thesocioeconomic composition of this community is diverse and.inclUdes urbap, suburban, and ruralgroups. Enrollment in this school district for the 1978-79 school par was 26,200. The schoolstatistical report for 1978 shows that 61 percent of the 1978 high school graduates enrolled inpostsecondary education programs, 5 percent of these gradualis'entered technical and tradeschools and another 6 percent entered apprenticeship programs:' Twenty-seven percent obtainedfull-time positions in business and industry and 5 percent entered knilitary service. Districtexpenditures averaged $1,200 per pupil. The student-teacher.ratio was 20 to 1. The position ofcareer education coordinator was established in 1976 and eliminated in 1978. This school districtreceived no federal or state funding for career education programs and activities..

Before the teamparticipated in the Institute, career education had become a high priority inthe district. Interviewees stated that the school board and central administration were veryinterested in career education and supported any programs relating to career education. Theposition of career education coordinator was established and the principals and teachers werebeginning to become involved and to take an interest in career education. The guidancepersonnel in each of the schools were in charge of the career edilcgt programs and wereWorking to infuse career education into alj curricula and areas of i ction. Many of theguidance counselors and scime-Blassroom teachers had participated in the Educators-in-IndustryprOgram at the local General Electric plant during the three years preceeding this school'sinvolvement with the Institute. Interviewees stated that the Educators-in-Industry program hadgenerated widespread support for career education throughout the district.

Summary

The Institute was reported by interviewees to have had little impact on the programs inSchool District C. Although the team had fulfilled its goal of developing a section of the guidancehandbook for their district, all team members stated that they were very disappointed in the Institutearid no credit could be attributed to the Institute for any career education and guidance programsthat have been implemented in the district. The primary factors limiiing the impact of the Institutein this district were the high expectations of the team members and the precise goal they broildhiwith them,

- pre - Institute Factors

The local General Electric 'plant was contacted by the Institute director in Januaryconcerning the possibility that a local school district could participate in the Institute. The localrepresentative then contacted the director of guidance in School District,C. An intervieweereported that the-information about the Institute shared at that time indiCated that the Institutewould provide in-depth training in career education and its philosophy, shadowing AxnAhlonr°^and the development a team plan to be implemented in the local school district.

A district administrator stated that the central staff at the school had planned a four-to-sixweek workshop for guidance counselors during the upcoming summet to further develop theirdraft of the guidance handbook and to develop career education units for infusion intocurriculum. When the school district was offered the invitation to participate in the Institute, thecentral staff saw this as an'excellent opportunity to complete the guidance handbook with the air'of the expertise that was offered at the Institute The guidance handbook, which hart hno,development for ten months, was irr cough draft form prior to the Institute

The director of guidance selected the Institute team members on the basis of their intere,71career education and their role in the development of the guidance hanpook. The selectio'lprocess started in late February. This administrator stated that factors that prevented sompfrom agreeing to participate'were previous commitments and the length of th- InstituteOriginally, five team members and two alternates were selected but fo,.p. dayr b.,foreth? s'atthe InstitUte one team member cancelled and the alternates

3

enlisted to provide a five person team for the district. The team consisted of one districtadministrator, a principal, a counselor, a teacher from the secondary level, and an elementarylearning specialist. Team members gave the following reasons for participating in the Institute:

1. Development of the guidance handbook

2. Personal and professional development

3. Previous:participation in.the Educator-in-Industry program

4. College crediiP

5. Summer salary from the district.

Vitae and goal statements of each team member were submitted to the hotitute director in AprilThe team members were described by one administrator as top-notchpeople. All were leadersamong their peers and were very active in guidance. All team members had master's degrees andgraduate course work in career education.

, .

The team members stated that they received a brochure in FebrudY explaining the scheduleand goals of the Institute. The team met with the director of the Institute in late April to discussfurther the goals and objectives of the Institute and to provide the director with background,information or the district and on thwersonal goals of the participants. Several of the teammembers stated that they were very impressed with the Institute director at this meeting and vet,enthusiastic about participating in the Institute. The team members testified to the follnwinoexpectations of the Institute:

1 In-depth coursework in career edufation and guidance9 Availability of cooquitantq to her PS,h teary, rinvellny a rqr, ;-,school district

3 Personal and professional growth

The team met twice after the meeting with the institute director ani prior to tn'^develop team,cohegivpylp5R enri to work on ponln fn1 0,pirlpfwe

Areas of Impact

The four team cnorni,',a, wf,n vvcr,r4 intarvinvver4 rrrarin ,hr, the,Institute.

"It was a negative Ie Ar nirlq evneiien,c, 1 oainnei ooftlioci if( 1n r^.the Institute

9 The Institute didn't oive mQ afyrnioa hnof my time Ontt0,1 011111',

3. I gained nothing personally or professionally f.10ln 'ha tostituta4 "Participating in the Institute taught me a lot about ITI110Plf cIV an f' i 1. atr'rWas such a great negative learning experience

Perceptions of the team members of the value o' th0 Il stitul i rr r,,1"1 pit di,experiences are reported in T able 3. he ranl,;,rv.q)," The rrirtkino- r rp,nrititr, 1, ;-

3.3

Table 3

Value of Institute Compared to Other In- serviceExperiences of TeartiMembers from School District C

Team Members Quartile Scale

A Q 2 3 4

B Q 2,

3 4

C 0 2 3 4

D Q 2 3 4

Average Ranking 1.0

Other educators who work closely with these individuals stated that team members have notdiscussed the Institute since they returned.

The goal of the team was to develop a second section of the guidance handbook, ahandbook that contained the philosophy of the guidance services of the school district, adescription of the six guidance services, objectives and activities for each service, strategies forproducing the final product and strategies for implementing the objectives and activities in thehandbook:

Team members testified that they had finished the second section of the handbook while atthe Institute. All team members reported that the Institute in no way helped to develop theguidance happbook. They statedthat the sessions, speakers, and presentations at the Institutewere too basic, that consultants were not available when needed and were not helpful whenavailable, that the resource materials at the Institute were outdated, that there was no flexibilityin the schedule to accommodate differing team goals, levels of knowledge and practice of careereducation, that there was a strong conflict between the team and the Institute director concerningthe management of the Institute and that their overall experience at the Institute was negative.Team members testified that informal discussion between the teams was the most beneficialaspect of the - institute. They felt that these interactions provided different perspectives andpractical knowledge of implementation processes.

Intervitwees stated that the guidance handbook was totally completed one year after theirparticipation in the Institute. Several sessions with the district's secondary guidance staff and aworkshop at a local university aided in refining the handbook and adding practical activities forimplementation. The handbook has been distributed to all guidance personnel. One adminiristated that most of the strategies and activities were being iMplemented. One .team membetestified that thg following results hive been obtained due to the influp,o of two cpoi,1Ancohandbook:

1. A teacher resource materials center with A career emphagig

2. A library with a career emphasis in each school.,

3. Cross subject coordination of career education activities a'

4 Placement coordination to help studems gain omplov--

5 New student assessment procedures

6. An increased awareness of careers by students

One unintended outcome of the team's participation in the Institute was the purchasing ofcareer education materials for the school libraries and resource center. Several team merrbpr'stated that they brought back a list of materials obtained prom other trinms at the 1-etit,,,that these materials were purchased by the schools

Post-Institute Factors

The primary faCtors that had a negative influence on the impact of the Institute on the districtwere

1. Need to complete the writing of the team plan after the Institute2 Low enthusiasm. for the Institute limited the credit given the Institute.

Suggestions for Improving the Institute

Many of the interviewees in School District C made suggestions for improving the InstitutesThese suggestions were

1 Determine the needs of the individual teams and structure activities accordingly incon.4of treating all teams and participants the same. Questionnaires could provide theInstitute staff with information on individual team needs.2 Utilise the special expertise of participants by grOuping and cross-grouping teammembers for interactions More practical viewpoints on how to implement programsand activities would then be available to participants.

3 Employ a less structured schedule so that teams may have time dining the day to wort.'on plans.

4 Offer choices on reading materials, field trips, and shadowing experiences instead ofrequiring every activity for all participants.

5 Provide time for review and discussion of shadowing experiences so that participantscan share experiences and examine their implications.6 Include more practical "how to" information for classroom actioti,information on the philosophy and theory of career educating,7 Update the resource materials provided by the Institute.

. . 8. Prepare handouts on preseptatione.and'Other resource materials for the teams.9 Involve the local General Electric plant more fully in follow-up activities. The localEducators-in-Industry program could be morn closely tied with the Institute qo thatsome type of natural progression occursn Offer a local institute for all school districts in the area involving the local GeneralElectric plants and universities. This could be for one week or more during the summThe Institute would have a greater focus on the needs of the local commusities andschool districts. Involving more schools and businesses and industries in lope' schoc Idistricts in planning,the Institute and establishing and implementing career ec'would create linkages within school and the total community. A local '..ro's-ireasier for participantc to attend than the present 1"0"1-1^,,

School OlstritBackground

School District D has a highly 'diverse socioeconomic composition and includes urban,suburban and rural groups. The school district's enrollment for the 1978-79 school year was110,000 students. The racial composition of'the district was 76 percent white and 24 percentblack. Approximately 60 percent of the students were enrolled in vocational education courses.The student-teacher ratio was 28 to 1. The per pupil expenditures were $1,52 The di t 'ct M Isreceived 1.3 million dollars in federal, state and CET A fi,11-0-, r tin',

29

period. The career education funding from federal, state and CETA sources for the 1978-79school year totaled $406,000. Merger of the city and county schools began in 1975 and involved,desegregation and busing. The organitational structure of this school district is currentlyundergoing change ith four regional administrative units to be established in 1980.

Prior to the Institute career education was a priority in the district. The commitment of thedistrict to career education was evidenced by the number and role of career education staff,which included a district career education office with a staff of six full time professionals and acareer education chairperson who is usually a teacher, in each of the 167 schools. Theseindividuals provided

1. Workshops that met in-service training requirements for teachers

2. Demonstration lessons on infusing career education

3. Resource materials and people

4. Help in the organization of Career Days at individual schools

5. Assistance with b6lletin board contest in the schools.

In addition, federal funding for career education has been used during the past four years todevelop career education programs and activities in five "model" schools in the district. Thisschool year all schools in the district were to infuse career education into the curricula.

Summary

The Institute was reported by interviewees to have had a low impact on School District D. TheInstitute was instrumental in promoting the personal and professional development of team membersin a variety of areas.' The team plan developed at the Institute was not implemented, but was used as aresource by the district's career education statt in the development of workshops for parents.Several of the team members also initiated activities involving community resource people in theirclassrooms. There were many factors that limited the impact of the Institute, including the lack ofinvolvement of team members in implementing the plan and the lack of support for the team plan

Pre - Institute Factors

A faculty member from a local universitho was a member of the Institute, staff contactedthe director of career education in May to invite a team from this district to participate in theInstitute. The director of career education made the decision at this time for the school district t,.participmte.

Team selection began in May when the director of career education posted generalinformation on the Institute on the staff bulletin boards in all of the model schools. In additionone member of the career education staff met with the faculty of several model schools to solicitteam members. The response from Ihe faculty in these schools was good and the director ofcareer education selected six team members from the applicants. One team member canceledthree days before the Institute but a substitute was found quickly. The team consisted of threesecondary and three elementary school teachers. All team members were selected from modelschools and had a strong interest in career education. Two of the team members had been usedas career education workshop leaders prior to the Institute by the career education office. Theinformation that team members had at this time was on the length of the Institute, numb& ofgraduate creditstand financial arrangements. Team members stated that their primary reaq'',"-participating in the Institute were (1) graduate-level college credit was offPed and (9) allexpenses were paid by the General Electfic Foundation.

The team met as a group twice before the Institute.. The first team meeting was with thedirector of career education and focused on n,the career education activities already underway ithe district and on areas that needed to be developed. At this meeting the director of careereducation recommended that parent involvement be the focus an,t °cal ndrire,,,pd by the ter'',

the Institute. Parent involvement in career education activities was a stated goal in a proposal tothe United States Office of Education from the career education office in the district. Oneadministrator stated that the career education office thought the Institute could be helpful indeveloping a parent involvement program for the district. Parent involvement has always beenvery low and less than 5 percent of the parents attend parent functions. All team members statedthat the director of career education made it clear thit the plan developed for parent involvementwould be implemented by the career. education staff and not be by the team members.

The second am meeting was held in late May with the Institute director. Team membersstated that the dir ctor explained the Institute in general terms and that they still had little ideawhat the programs and activities at the Institute-would entail. Team members stated that theywould have benefite from more specific. information on masses nresentati,,,,q groups and "activities at the Institute

Areas of Impact

All team members stated that the Institute was personally beneficial to them. Each tenmember rtiscussed personal gains in relation to previous knowledge and expertise. Team

ihs testified to the following gains in personal and professional developme,,t'

An increased knowledge of careers available in business and ineilr" f'.°needed for specific careers and the expectations 01 PnWlnYnyq

9 An increased understanding of the role of htisir),,,-programs offered in business and industry

A broadened Perspective on career educatinn

4 A better understanding.of group dynamics

5 An increased ability to deal with cultural differPnces

Perceptions of the team members of the value of the Institute compered ICexperiences are reported in Table 4. The rankings of er$,-b te:ve meintcr 54(0

t, r2,11vtto4 grn "n a cv.ri,loo nnsis

Table 4

Value of ',It TOP inPree to t7 Ittel 'n-servicer xperipnct ^ "1 rUsfyict D

S

A 9 1

R 9 1 (71)

(` 9 ,Th 4

D 9 1 ®F 9 1

r 2 1 CO

tr-P;r1j,10

ft

Average RankingFr

_ .

The personal and professional gains claimed by team members were not corifigped 13` irhrtestimony since team members did not have a role in the implementation of the earn Oarinterviewees who work with these team members stated We team rn ?Mt E'1'S 11'involved in caraer ecturatin,, activities afterbeen before

31

Team members stated that the programs and activities at the Institute that were most helpfulin promoting personal and professional development were (1) the shadowing experiences inindustry, (2) presentations by individuals from business and industry, (3) the sharing of ideas andperspectives with participants from other areas of the country, (4) sessions on group dynamicsand (5) the socialization among and between groups.

The goal of the team plan was to insure the family unit's appreciation for understanding ofand involvement in the career education program in the school district. The plan included anin--depth explanation of the philosophy of career education and of Several different theories ohcareer clusters and personality match, several different surveys'for parents and students, a guideto conducting parent workshops and activities for these workshops-One career education staffmember stated that the plan was like a college term paper_it was too general and not gearedtoward low income parents; it had a lot of theory; and only a few of the activities were realistic: 'n,the parents who Would attend the workshops. Team members stated that they had severalmeetings with the director of career education on weekends during the Institute to review thedevelopment of the team plan and to get feedback from this individual.

3

When the team returned from the Institute three of the'team members met with the dirfctncareer education to present their plan. These team members stated that they received ribfeedback at that time or since regarding the plan. The teary, (n0mhm,c stated that ItN ^ 'shared the plan with any other educator's in the district

Two career education staff members developed modules for parent workshops at theelementary and secondary levels. One.bf these staff members stated that the team plan was iiseftas a resource in developing the.modoles for the parent workshops. The directions and basictopics in the plan were used as a starting point, but some of the activities and concepts, in theplan were simplified to suit the level of theliarents invorved. This staff member stated that eightworkshops consisting of six three-hour sessions were conducted. Records showed that a total offifty-four parents participated in the eight workshops. ParentS.were paid approximately fivedollars per session. Interviewees stated that the workshop participants developed a positiveattitude towards the school and some worked, in the school as volunteers. The majority of parentsparticipants interviewed stated that they were'already highly involved with the school through thePTA and volunteer work before participating in the workshop. Most of the parents interviewedstated that thte workshops helped them to relate better with their chi'dren concerning caree.choices. A career education staff member stated that the work top- nncio,t rItto tt-) the. ^. 'PI

)iir'nber of parents involved and a lark Of fiindc to pay par'ticipantc

An unintended outcome resulting from the team's participation in he Institute was that tw)the team members, through their own initiatives, wen abk to ir i'li\T` 7 ni-nber of parents inclassroom program These team members stater, thw t In1 " rn,ltc t -,'hf rmake /presentations to their cl-ssei. and be interhad thirty different individi,ni- :

Post-Institute Factors

The rri,y,wv Igttrfc that lroi t,nonlivo

1 Low parent involvement in the $r-horoc

Lack of initiative and irovolvorvIcttplan

Fw(7rssive amount cf phi'

I ow s/ichility of the pia',

S I and r. N.

/ I tnt .ittl < .tt it

Suggestions for Improving the Institute

Many of the interviewees in School District D made suggestions for improving the Institutes.These suggestions were

1. Include more pre-planning at the central office of the district as part of the design ofthe Institute.

2. Require the key person in the 'school district who will be implementing the plan tospend some time assisting the team at the Institute. Ideally, this persons thuld spendtwo days at the beginning of the Institut6 and hun rinvd .._ _A.

H 1. r t I I ul. cl, nm.

s .. A la I. ./..ILL 4. t. S as ! t the hit.. t efte. ra, 1,

,ne,nuerb het J Vc, be f.ciri bar,,e

Ili 1.1 NO, . I.IS.1. UI l it 4 tt

on, e t i I Cryt:11141114411 4/ .1.II !!) t, 1 I I c .14.1 Uol t I t,L Ivo I CE 1 A ItIoult. 1,,,: li I , 1.t ovi,J .3i,i c, Isla,Ji At, .) Et sit, t rli I c oh) 4t.inc.tiN gi .,.

I of :Able It.,1< any tot A, 3t)I )titi,041 ,, 1

. ,

1. t,, ,.. , II iity I, 110 1..5 I. 10 . . I ll o ,i.)7.: I I,., et t 1% kJ, IlIfil Li ,t.,, t 1 A dlii 14 III L B L.1 ti ,I, p i i I ; I. . 1i.: ii%Iti it ity (1%11 il , 114, 1 3IrI :., ;III Ls., c;iii LI< :i ,., 1 I f . II ISt, in11c.,.1 Th ,3i,t a, ,,j . II ,J4, 31 k I rl I O. h L1 I 1411 1,/ ; I i I Clitro eAtila ti. ..1 t. Ilvitir. 3 t.,Atit i .-. 11:111 9,J, Jill..., k , AI A 1, ' / ) it, i / ..1 ill,t31 :10, I I t.:: 1.3 tC t, e 1, u I t, 11..1 c 4,144 v.411 ,:iit 1011,11. 4, 1 t, I 1 3.11, It

training for teachers, primarily mathematics teachers, on the theory of career education and oncurriculum infusion, (2) the testing of career education materials and activities in the classroomand (3) revising and improving curricula with regard to career education in selected classroomsand subject areas. At the time of the Institute career education received support fromapproximately 50 percent of the classroom teachers, but this varied greatly from school to schooland was closely related to the orientation of the principal. The guidance counselors weredescribed as the group most open to the Career education philosophy and approach.

During the summer of the InStitute a Work Education Council was formed among forty areabusinesses and the Chamber of Commerce. This council was formed primarily through the effortsof a dean at the local community college in an attempt to brina tooether business and industry

not I I ilk 4

1 4tli '11E: I I it t

ay

i lot ..,.1... . . .

ental in p a T, I I 1 on I ,', ti i 1

of areas 1 I ac a ;I; ur ,, i 19'1100pr', at 111 o i I I 1

S Inyolvila , na nor loo i I 1,iinieSSIBS,.1 , ilLiii i elii i 1,, , ; .,the SeC011,3,101 ta,Ailly t Arghout tl, i iiiitrti. 1.01A II 71 III I , .

iCUIUM This team oll3 ..I,Neloped al ti e In; itote Iva: II 1 j .1 lithe many faaprs theft auilitated this ti 4l1 impact cal thia ri h it I. ine professional role an initiatives of (hl: team members 1' ii ;,71., :,11, I, i ,f

,i strong suppo,t of the leiam's initiati /0,1.1)y the centlral t lini.delli Ili;It Jance personnel snd area business and industry

I(III

...k/11 4444444

II It 9 bro,,hore tl. 111 re. I I I I 11 I 1.1

111 cipemts to the Ir stitl e,a 1 0i. uentrt.I II.1 al /a1101, II ei, I lW ;iirl cipants to the Institute 1 he direct°, of guidance ethu It dirp ;.a; kIL,1111

to asLenible a team c.; participant;, and the director of caret.; eoucatt,;,n. ,as,,erriber of the tea n Information on the instibate at this Writ cover,..d the obje ;dyes dui I

t;corrimagatioos

Jet-. . ,

. ell A11 11,11 i ilt td I . 411 4..4.1/i , III/ 1;1114C41 ..111.Y.t t aI out ,I(,J ineetinc, I Ito' 1.1 alio', pas led on at 'hi! taa d L uisiateci ut oxtails ol. tha duft,lia n

of ble Institans th.; gra.dta..ite Mils that avould be Jbli nad Intervale,' teach,aitill JII/ dpplication4'attol tile ihservice ,neotini, ()r,iy threw teacliers ..1pplied The direct

area education the, betyk.n .i,tat;tlig individuah. to s rllcit 1.1119rest Ir, attendii,j Tnis ap,as ru.)re 3ticceasttil and tiv individuals agreed to pertic pato Ilowt Att r in May i v,. of Oillehlders ,:enceleci el. Li tho dliat,toi had t.) find two other indiyi foals intt..saaed i, pa. lit Ip110 of th a team inonibors it eakt.,1 to he ntjht btrfurt, the Ii tIiI11, as lu beiit vi wicuvut 311:110d that 111.1 nlwjor fat L. 1111.11119 th r n 1iIbei of JitAto rne,llVara Ihtcr1.1; 10:181 dlny V'Vc.b the lun9h, the Ili ,haute

) 1 II.1I1 . 41 t 411 o.J1 11,1k MAO 1 41 11 kl . (1.

I 1(, iCi t.c h

3. To obtain graduate credit quired for maintaining teafeher credentials

4. it To satisfy the director o career education.

The team met as a group four times before the Institute. Tho first two meetings in April were heldto determine the goals the team would address at the Institute. The goal decided upon was thedevelopment °La plan for a job'observation program for juniors and seniors in the district thatwould complement the existing K-12 career education program. The team also met with theInstitute director in April to discuss team goals, to give background information on the districtand to submit individual applications. The Institute director discussed with the team somespecifics on the Institute and the Instii..11.A schAt1014 A fruirth fet7rr4

, the;lager ru I I it Et Li eat :it I

and comnilitli 101. diteain meril bcr; a I. ;hl A.1,!. tad in Mill I IA .1

Ittapa4.1

I 1 11C.C111111. uI . 1.

lion in tho inst 11,1

U14/Il41CJI 1.,114/1o11.1 JA .1, ,..141 .)

tScillus 14.1011.,04

/ Lipp. CAA 1.11Of 11. i .42141 uI .04 /A14.4044 A. 1 .

of work.ng conditior 1 .alter oopirtunities aroindustfy

.1 41. oI 1., 1'341..30o poi 4, s., thi

education in claw ro(

.)1 4. i.4101 1.41,.. pi 04.1,441 At ,. 1, ,

pI4.11.2kril t .411.5 A I .14 , IVlkl . a A .A5,ng the team Ilan anJ I 1 II a Ws 01.Silt.411 Itf siiow 1 for OhoAll team rneoberb mama that they were totahf coremitted to ,;are tor,Ig in the Institute

4/11./11... Of (1142 IC1C.1111 . 1 ,

;es are lei ovt.)d Its iltA11 he /0(111r199 are Or. 4 qui. rtila L1C 9141

14 11

hiU1111111 41

.1 7114.1 teem' 1t 611i416 talk,

I 1.

,5 I 1 a. 1 ,annb*,11

I I 1.4 .1 I

1111,11 I I1 .Afi

4 11. I I.. . I

4 1 I n', 'o 1' A 4 ,

These personal gains were confirmed by the testimony of other educators who have had agreat deal of interaction with the team members. One individual stated that, at a minimum, theinstitute gave team members a better working knowledge of career education and its uses in theirprofessional roles. Others testified that the three teachers who were team members have becomeleaders among their peers and are utilized as career education resource people in their schools.Another team member, the guidance counselor, has become an assistant principal at one of theSecondary schools. An interviewee stated that the Institute provided the director of careereducation with very valuable insights and knowledge for a person in this position.

Team members stated that the most beneficial aspects of the Institute in promoting personalgrowth were (1) the shadowing experiences. (2) the comradery that developed amorm team

3,1 tfie i.el .

tinic

I Irril pion roc, .1111 Ili 10 c I I ,

I e plan 1.1esc rib I i lilli 1 1114, 1

II lived in the poi re ttrIP,ch la, ; i , iadvisory cc olicil at iltia rs an( . i .1 i

a i were dove loped bi the team , i 1 Ii Jill , , 1

r meetings for teacher in each ,,,l :1 l'.ir,,,,; I i t.

II The plan was corrq ated at it a Ii ; .1 lute ti i. 1 1 1,c

)1 Aistrict. The team mumbers ire\ 1 ,ii) to sc.huitli 1 '.. ,

o present the team plan Team menttil rs accept 1 CI li: ar neetings, developed and rehearsed the meetirn is wnit the resource materials and team consultants a tie g 1,

ig the team plan

I I

11 , 1 1

it. I loi ; # , 1 ,

I I I ain't e 11111,11I hill Ao re Air, Fitt I

I Itd1444,4 Ilk,, 114u 4118114-4, 41.. 4,,c1114 ,..,4 4,441 ...1. .

:es at tl,e Insrituts and to mpiiin the r!, 1,,,i11.11110I

t and presented it to °the,. central level actininistrators Ir, ,,,k,14) t4,11Arilexollifur a job observation program to the Work-Education i.nd 1ec.e.vllld sop)forty area businesses represented by the council Thaae forty tiusincatAea becalm;

involved in this program during the fir:.; yoar

alZ, and oho I1n11 i.. 04.1 1...10 I.. 11 I 101. I il,a o parti,,Apate in tile jot, observation p,.ogvani Thr t e Ir. Jew WhIN'1111apt cares( educaticn, infusion of career education ink) the rririC1113 and an explarialalt, observation program In some schools, the principal required 411 teachers k, attend 1rice meetings while in i,thars only those teacners interested in the job observation pro'dad Interviewees state.1 that cne or the niajor effects of the in...eiv.ce 1,)rogram was to,rting point to indhriduals whc we'd Ltterasted in GareLr educa,tron

1 (IR. 1.1,1. 1.., I..., I , .....I 11d orovo.,... ,,. CA.,

911 t<7 el pl .111 1t.Aci-1A.,3 I tA,A)014114 irl (41)4 r high sch told it tl ronieroom 11 a..hardip,miiiblc for iMA)1,DIng the oli,dailta lkil ht merkrro it.aathrb I . Ili, high dchoois ner.

I ttft Atritteil Info ealuAll)11 ItAplat11111) ate jot) Art al %ration pr.,yitirli an,1 r,opi,,,atio,r forms RH

. J. 0, ...II 1 41 I II 4

, Du1 tit4J1 ,il/t.ual d.rit;.',1,111(IA1, A ric. Or 1 to riothrt 613....trvi. 9 dah,.)1(r):1,, ttre.k rvirri ti,4 oper ell( Id ,;,,f an a.ed lAltilitc 4,1 I

it training pt ,glair 3 lur bpecrri.. 1 mut r artLi W3ITAdli .A iy resat dee, to, ill, )IJy1. /111p fleticc Many of It a 4.ttitles1to Att;41 tilidtod ti

OM/ UX14110114 ly alt. 1'4,4 a iv.1 4ciltttil 1 [1014404 Itto, (4,42J 11 0/442.0431S 11 tondos, cid loll LAI t p ,,:iitIlJortis x111,1 bffOt,tivtl i 1 (Ieullivilod IA) VIII (h., Ia,r 1.tkit,

. ti I .1 , r 11,,

o, 01,0 I.. Ultr I .0IA I; 11:I4 41. pi .1 41 Ai 4.1,i II

111 :11114:A34 I IhG OZ, itli I 4/od

Itd Opttla 4 d /014.44,,1041i r 41 \ft 4,3,4 Ili.4141,11 Ad health Stil,fcrit

dal 1 all idled flit hurl 1,01.ertito.1 fl t. 1. ,

al 11 A /A I 44,5Q.1, 41 i/14 lit P.11 t11d vvpr /1i M(11111 ut 11an V,IP. \tin/1111A I d.1111 oci aILC/C Oil 1 11 11.1 111 .1i 1 If '111, Ili

1.1

participate during the second semester. Many of the businesses inuolved in the program hadincreased the number of students they would accommodate during the second year. Businesspersons who were interviewed expressed much enthusiasm and support for the job observationprogram and a willingness to strengthen their ties with the local schools.

One unintended outcome resulting from the team's participation in the Institute was theincreased visibility of and support for all career education programs and activities in thesecondary schools. An interviewee stated that the in-service program conducted by the teammembers and the involvement demanded of sponsoring the job observation program hasdeveloped a greater awareness of tha..need for career' education in the classroom teacher. Onecounselor stated that many of the teachers who sponsored students in the nrnnrarn %Nara not

i.,C,1ttl;i10 Y II I

i I ,I I

c 1,61161 a I 1t 1

,i1 .1 .4,1, 4 1

I I ,

It tilt

v.

7. Improve schedule coordination so that all participants arrive at the General Electricplant and other, industries at the same time.

School District F

Background

School District F is located in a city and surrounding county with a population of 90,000. Thesocioeconomic status of this community is diverse and includes urban, suburban, and rural

! I I

h tl(OL t

I ! 11 i 1 piO, 4110 !!. If I ,11

11 , (II . 0 kildr Orqql! Yll '1 li

; , ;lit, I., ,,1 r ; 10 tO cirePr !i.P4i!1,H4i 6, 3 1 !:I 1 11.0 ,!: li71 to how, 99 pc c

1 (A... ,, J i !Oki ,di sit htio, ociltAJed i;;erbyr ,(hillrill AG,, ILI 14. ti ellitsc,cere rooe)i I (Jell peracm

1, .

09 hi,1) no4 mi. , e ,i 01 II it !! IfHil ,,A he -,It\i3O 1 ,.i, ri aka il J tt l, )1 1.14 7 ICI 1 . ' 1 " HH1.1daric ta street, Jo lb ill this SO i4 fittLC v 14;i14i,11 i( .11 111111''1'; )tutors khztt facilit LOA the Irreg,e0 of hAI Illui114it,., Iff thIC uri!,; it, ;

IStitut.) IJI Jther 3cho.)la le; the &hat, i,t t H1/4;itoditik, Ii It ote6 4 I tl, I

6e teary, rr,,saibes.s arid the; 'oval of 41,1,4 &kit fur 0, ti:Vik Val 1.141.11

1111,1, [II'Hot elit 6choul3

I I 1.11., I .1

1) Ali 1

e-

administrator stated that the superintendent decided that participation would be worthwhile forthe school district and passed the information do to the director of career education and thpdirector of guidance, These two administrators were responsible for assembling a team.Information on the Institute at this time included details on objectives, duration, expenses, andlocation of the Institute and suggestions for the composition of the team,

Team selection started in late March. The two district administrators stated that all principalsin the secondary schools received letters explaining the Institute and asking them to make thefaculty aware of the Institute. However. there was little response from the faculty due to the timecommitment involved. One administrator stated that an attempt was made to have administrators,nitrcolnrc nnnlat.ancsee 4he _

ad and wa,eam One i

I "!1' 11 010 ,,

1

I '0 I. 0 110 !! iPccor !

.1,t t t pd to parwipal3, 4 II Oation 'he BI I once counelthr tait,,t and tied tiny ring ahe 94UMMe

real pole:36.4u', nia1,f1,1 Ilrgl Ivv.) leactit1;44.4 mg A adi With Ike Wks( for t cateet. cdt.lcte

The leech ors and counsuilc r had dittere,i1 goa it ,

goa of de relopinu the scopo and samiierwe CIL C...0rrieetiny W NS with tne Institute director in modapplicatoos and devrzipped goal statellelite, fur Ale I t

li

I411 01,4,)/111.4,//gb ululnJ 411.41 11,10a/04/A4/.01 1,14 1,1!,a hay.1 4onelitel trorn rhor,1 irsformatio to I th 011 !

Huiou, co material:3 to the I 13IitkIkb

I pt l ft Ills

; II

IPeiceptions of the team members of the value of the Institute compared to other in-service

experiences arp reported in Table 6. The rankings of each team member and a team Average areshown. The rankings are on a quartile basis.

Table 6

Value of the Institute Compared to Other In-serviceExperiences of Team Members from School District F

I

I

Team Members

I Ili !lit! i

1)1 I 8

F

I.

GO/ 11.0i II it 1110 ti II 11,

131111 t.)17 4

ltAltK NO( k es (his, tee, 1,

li " "

!I,A11141;

LI lj

II

1

1

I ll

1!ri'

(3111II,111,11)1 -171 111 11, 41

I I fil;!f H!1 PPIfe,!.c.,

111 f(l sti,i t)ici,11!11 11.1,3,0 It90),itivintt ndont od pi n4 iOlti

I Iit it,./.11B 111f bot f i',e3 t VIlyt'b

.Iii

i!!!! 14.

' 1

Quartile Scale

1. An increased use of testing by the guidance personnel in evaluating and guidingstudents toward curricula and career choices. ,

2. An increase in the number of teacherg who include career education in classroomcurricula effected by two staff meeting presentations by the team member and a greatdeal of one-to-one help and encouragement.

3. A new two year course for all seventh and eight graders. This course is for one hourper day. EVery six weeks the class focuses on a different career cluster. This curricula

1

1 y H !

I. il, 'J, 11!!il 1. 0 ri. li lYi 1 'Ill I11 1

I 0,1 ,,,!,,4,4.11 I 11 ..II f. 0 0 1, it1 '1°,!i °: I:

t.5fl)4 pOetion a' bl!f aryd cluic i9j h1.116 in (30,1

111n .1,11/1a k/i 00411311,. I/111/410111 1111D Y1, i 101OVI

1

1

,

41,0 Illik.k1 ,u 1.1 1,...1.,0 64 I IG1,) .1., ! IHil,y.in,1

sO ! I.1 Hif, I

I .01O

I 1Iet0q11 I Ortlo ; 4 ,IW!H

fu

41 it;,--i!'"Il" lil1

p.Iyg wbtp,

°

I I 414)1i1$

5. Hold shorter Institutes lasting for three weeks on a local level to enable moreindividuals to attend

6. Combine the women and minority emphasis and use more than two days for this topic

7, Require all participants to folloW one full standard schedule at the Institute

Summary

i . !it 4111 1, 1 ! 1 111,1h i

%i

10 It Etr r! PO P. !!.!IIII PC hP14, h!'0 R1f. 1 flIAN 1"' g 1111?1 1 ' 1 1li

Pli i ll

111'11!"'rs1r11

MI! i!1 !ef41 .1111 1'C911)111!rlp fl if 411!II\V

1

a lorrirtrr ccipirittnivrIt

fi18 C or and E had Orl!t$1 talon of citnerl schools

!he Institute SobstitUte!.1 Incite

,1 (n

4,11111k. U I M. 141.114,

"11

l

I

T 01 ""ll)4P, flg ilif,111 1

School iii AAhhocil Dil!trit,1 14

Dr mlose tea,,At mertiqeiturns slid indivtdti

!!!1, ll,

0;111fifl

5 li'll)ar111!111`11,

'Is

1

n'

:,

vA.,

I 11

11111 r

I ,f at joly,ily Oil lackil061 t;lonal devt,loloiie,11 llfAll !6111.14.p i N9) 1 j11 : 1111 II

p of ihe role of businesi and industryt'ol'iil,:rIal ,4)19 aimOneas. 0 'IIrabo al and oroteSsiorai Oedvmtiopriiem vita9 il!0,9 ilH lP'l li"8,1 IN idi

rem t,opOrtunities,-entl'atini(1:9 prog9mL riU bu,.inejs a94 indOij!!ly irsolctives on career:editcation: increased Siorpersonal skills anal yirtilli atioii of the values and net,ds. of veuluus minorities

0,010,10 pgLic a!10 141..11011u, Jul111!1,40 !!!!qf-. 1!!!1!!! !!!,bosjonol developrn,,o)1, Jett)

II 1 I

!!" !!!!!

1!

r0,

liq !I11 be

lit

1,1

1;! 1

Mfl!l!' 0A .11C p

it

1

Table 7

Value .of the Institute Compared to Other In-serviceExperiences of Teams Averaged by District and for the Six Districts

1!,

1

DistrictsQuartile Scale

A 3.8 1

It

01 i !,1 ,' fl I rl I 1I 1ll f 1, fl bl PIO !ifl

1

1

;C; 1 1)09 )1 o f ;',P1 I r 1 .F6,1 1,1)r!!orli u.A1, 0.

, 1111,,,I, le I airt.4.afri 1c):\! 1

01ictili01,1)e.c,t 1o111,a0 ii)00..9!09 t4d.kf.lallfjfWa diatricts IN, avii il pi

tuts was very s1,;cesaftill;r1 aq "

1

ga l)( indiiItial dist.,,:tal %atoll IhIsi

VI

,1

11 I I

t! 1 liHI Off'

I 1,... 1 , io i,,1, ,f1.... ,,!111 liI,I !P9 k I,' ?.., f .'1I aOlir LAI In 111.1rill.fillyy 4(1:1 ffIg tiv,fi.,,II,9 ; ?Ili; Il vr,Inlyn a 0 to d6oflop new oarapr 43111,:,id.0 pr

?nrle(itad in th4 pilot s4 hoo s as pi. i.r),(1(10 iii I fl ;! lcffoprnant of a jc,b ob..aivalihfr,1)!qii.'41n, ft,'' 81,IIP°1 Iiesaas a, id fr,dkiarriea The 110014, plan 9est.,,111)ad at

GI 1'ir

I . 01 Ali fl,.pAk 1 01 110, 1$ .1i05 riv1d4111, f p c Pei

1119;"'1 1

1;1

ichpq lh I Ir4; ;,,,; it 1 ; 1;1,04)0 I ;k ).11.11!. .1111 ' 1 141

111

Irl

1

i Ipi ! !!! 1,1 I 11!!q

it

'TABLE 8

Average of Ratings by Team Members in Each School Districton the Achievement of Institute Objectives

School District

f 1 f li 9! I I

ll. ll f,110 lq 1 I

tililittt t MI! ti l l

iiT,r,r,i, c1ii 11!Fl rovici)14. pall4,11uttithl$ t? 411group Rtccaduittj li !

licii career ethicatitsil s1.1 ii

1

l'Iro 81v° 40" P6111'4401 1011Niv.tunny hi titian the tutitii, on l

P,

significance of industvii to i&inational economy and glu

the United'States,-

To provide, pasilCIpant., riii% tiknecessary ANIS to COPalwitt, cjai differences and the ijver phialIna social attitudes within thecommunittts they serve with 11P1;Ric emphasis on minorities andfemales.

To help p,o114,11Namle 041,110Mia !i"1Os of the successiui person m

1

business and Indust' y.

To provide participant.iron on the careers and jobs ilv,able in Industry includhig reyul0,education and ssperienCe Incen-tives and opportunities foeadvancement.

140 give 04114144,!!- ttthe efh4:ational Irak 1I1U 11! 4,0available for trade, tactic:11CW ant,!supervisury positions In Industry'

..!..0°J,! ifioo .!!!!!atop new c.proth oda surd

piques 14f maaningfut Commie, k,ths9,441th youth about their tuturt

'I-

r I up 0,. 0%.`ti/

Institute for any career education and guidance programs and activities implemented,itif thedistrict. However, the team plan written at the Institute was used to develop new guidanceprograms and nclivide dimilio t Ile plan developed by the team in District D was notimplemehted, but was used as a resource by the central office career education staff inconducting workshops for parents.

Post-Institute FactorsInfluencing the Impact

The primary factors that had a positive influence on the imoact of the Institutes on school

a

F9cus the Institutes on both Secondary and elementary levels.

Evaluate the needs, goals and expertise of each team more closely and (Ilan the Instituteto more fully meet these needs.

Provide more time during the day for teams to work on their plans..

Provide more follow-up to the teams.

Conduct Institutes on a local or regional level utilizing' the local General Electric Plant and

CONCLUSIONS, POLICY IMPLICATIONS,'RECOMMENDATIONS

The overall conclusion of this evaluation study is that the Institutes achieved their statedobjectives and had some impact in each of the school districts included in this study. It isrecommended that Institutes be continued with modifications in the schedule and activities of theInstitutes and in pre-Institute and post-Institute operations. This overall conclusion andrecommendation is explained in the following discussion of major and related conclusions, poli "yimplications and recommendations. The discucsion is in two parts n''`f^-r.tional and personaldevelopment and the ton, and team plan

Professional and Personal Devel^ri"^"'

Conclusions

The major conclusion of this aspect of the study is that the Institutes made a greatercontribution, to the professional and personal development of participants than most other staffdevelopr4at experiences. Related conclusions follow

1 The "shadowing" experiences and tours in business and industry were instrumental in-.promoting an increased awareness among participants of the roles, working conriitionrcareer opp&runities and training programs of business and industry

2 n Group interaction among and between participants from different school districts andstates enabled the participants to develop broader-perspectives of career erliiracfuller knovvIradga of artivinac for i,ripiementing career education programs

3 The sessions on group dynamics personal growth and women and minorinocthe participants to develop better group qfnlla and intorpenconal skilPs

4 pifferences in the backgrolinds arid areas of interest of par ticipFnts affected thlspecific gains in personal and professional tie 'elopment of e,''up the need for AltPMAtIVP program options it earn Mstinon

5. AtfiVIfieS at the Institites focusing on general c?reer ed,ic; 'ion philosochy andrationale con.h,h"t'''4 "IP to tho , r.. ,r:, 'nl.

Policy Implications -

The leadership of the Institute should consider

1

2

Continuing or expanding the programs at the Institute tt,ai folinri to be 'nos'beneficial ,j,9 prorrotino the porsonal Pnri foff.c 1i' 't- jr, ont tire' r t,;Deleting the progr,,,,, at the 1',11 ',Iparticipants

3 Providino program is,Poei,"

.1

Recommendationi

alternatives for accomplishing these policy implications are

1. Continue and expand the schedule of shadowing experiences and tours of businessand induStry. Approximately one-third of the schedulevi time at ttie Institute should beSpent in business and industry, /-

'2 Wximize the interaction among and between teams by scheduling times for teams todiscuss with each other the career education programs and activities that areoperational and the implementation strategies that had been successful in each district.

3. Continue the sessions on group dynamics, personal growth and women and minorities.Sessions on women and minorities could be coMbined, since. much of the materialcovered for each topit is similar. App-roximately one-third of the scheduled time at theInstitute should focus' on these activities for professional and personal development.

4. Offer optional classes and presentations as.part of the Institute schedule so participantscan elect to attend sessions suited to their needs. One option might be classes oncareer education activities and curricula for elementary teachers.

5. Reduce the amount of scheduled time spent on introductory career educationphilosophy and rationale. A sufficient amount (*time to devote to this topic would beabout one day. All other presentations of an introductory nature should be deleted.

Team and Teem Plan

Conclusions

The major conclusions of thisaspect of the study were that the concepts of a team and teamplan were powerful.strategies for impacting on career education and guidance programs in localschools, and that teams were difficult to assemble. Related conclusions follow.

1 The professional role and authority of team members were directly related to thebreadth of impact in a school district. Teams composed of only classroom teachers hadmore difficulty in implementing team plans on a building or district-wide basis than didteams that included building and district supervisors

9 The professional role .and authority of team members influenced the support the teamplan received from the building or distti-t administrators and the impact of he p. Iao orthe building or district.

3. The alignment of goals and activities of the team plan with the school and districtpriorities influenced the extent to which tbp plan WAS implemented.

Team plans with the greatest impact contained of activities, assignment (-,tresponsibilities and operational procedures necess y to implement the plan immediately upo6 the team's return to the school district.

0

Team plans that were not implemented in the school districts consisted largely ofcareer education philosophy and rationale, and offprod taw practical artiviipn andprocedures for implementation

The team plans that were surresch illy implPrhprItpd wpro rtshliri7pri iricommunity media

7. Team members' enthusiasm and commitment to improve career education andguidance programs in their local schools were very high immediately followingparticipation in the Insti.tutes, but the general operation of schools often preser,toiproblem conditions that qlowed or thwAr tort the imolomorltatl, tepr,, pin"-

56,

8. The teams that were most successful in developing operational plans and impleinentingthese plans were contacted enough in advance of the Institute (five to six months) to heable to assemble a core team and develop team goals based on the needs of the schooldistrict.

9. The impact of the Institute was low in school districts that were invited to participateonly a few weeks priortto the Institute. These school districts had problems selectingteam members and adequately preparing for the Institute.

10 The cancellation of plaris to participate in the Institute by at least one school districtannually is a continuing problem and negatively affects the impact of the Institute.

N911 The cancellation of plans to participate in the Institute by original team members is a

continuing problem in many participating school districts and can negatively affect theimpact okthe Institute on a school district.

12 Individuals who substituted for original team members had no part in'the team'spre-Institute planning. and were inadequately prepared and oriented for the Institute.

13 The length of the Institute, the distance of the Institute from participants' homes, familyresponsibilities and previous summer commitments were the major factors that limitedthe number of individuals interested in attending the Institute.

Policy Implications

The leadership of the Institutes s uld consider: O

1 Setting specific criteria fbr t e.composition of each team attending the Institute basedon goal statements and the needs assessment submitted by the team before the start ofthe Institute

2 Developing strategies at the Institute that will faplans in the-school districts

to the level of support for the tPnm

4

3 Placing a greater em asis in the Institute schedule on practical activities andstrategies. that tea can use to operatiorialize the plan upon return to the schooldistrict

4 Developing guidelines to be fqllowed by the Institute staff and the local school districtsduring the pre-Institute planning phase

-N5 developing strategiVs for making the Institute more areeccible for administrators

counselors and teabhers

Recommendations

Alternatives for accomplishing these policy implications are

1 Create a pool of applicant school districts by

Providing information on the InStitutes to prospective school districts an4 requestinnapplications from these districts eighteen to twenty-four months before the Institutc,

Designing applications to include a description of(a) the school district's prioritiesand commitment to career education, (b) the goals to be addressed in the team pl-(c) the commitment and support to achieve the goals. (d) the feasibility andprdbability of achieving the goals, (e) the general strategies that would be soughtand developed at the Institute to achieve the goals, (f) the names and positions el'team members

.Reotithno approval of the applicatihn by the superihtewir,v), 'qrt)((1

49

7

This pool will be the basis for a more effective process for selecting schools and teamsand preparing them to productively use the resources and opportunities of theInstitutes.

2. Use the following criteria in the application process to assure a practical relati nip ofteam composition to team goals:

Teams that include one or more district administrators (e.g. coordinator of careereducation, director of guidance or director of instruction) should propose goals ofdeveloping plans to implement new career education and guidance programsthroughoutthe district. Other teams members should be administrators, counselorsand teachers from different school buildings.

Teams that include a school principal, assistant principal or head counselor shouldpursue goals of developing plans to impfementnegv career education,and guidq.,o-programs in a school building.

Teams that include Only classroom teachers from the same or different schoolbuildings should prOpose goals of developing plans fo implement new careereducation programs. and activities in their classrooms only

Teams should be. required to change their proposed goals if they do no onePt the'criteria.

3 Instruct Institute directors to visit school districts that apply to atterTd an Instituteafter the applications have been submitted to gain background information on thoschool districts for use when selecting districts

4 Do not attempt to find school districts to substitute for miler districts that cancelto attend less than six months prior to the Institute

5 fSielect all participating districtS from the pool of districts that have an soolication or

6 Focus one-third of the scheduled time at the Institute on the development of teamplans. This time would be devoted to tears meetings. presentations grniir coned''and time with consultants.

7 Schedule at the Institute more presentations that focus on practical activities andstrategies that can be used\by the teams to implement the foam plan

Provide more resource materials at the Institute that fortis nn programs, activitiesstrategies that can be implemented in school districts

9. Use the expertise of individual participants to provide practical' knowledge of activitinand strategies for the implementation of career education nrograms that have beensuccessful in their own school districts

10 Use participants from previous Institutes as staff or consultants to provide knowledg^of activities and strategies for the implementation of earn"' education rrnoramshave been successful in their own school riisirirts

t Require district administrators and/or school huilding administrators to be activelyinvolved in the development of the tram plan. Provision might he made for hpvinp ttindividuals visit the Institute to work on the development of the teirn plan for onetwo days during the second week r f fhn gust onefourth week of the schedule

la Require that all team 'plans include strateni,Ts for conduct rIc i.V.-faculty and administra tinil involved in

p ti

'13. Assist all teams to complete their team plan at the Institute so that the plan is ready tobe implemented when the team returns to the school district.'

14. Assist participants at the Institute to send press releases to local media and develop -other related strategies for presenting facts of their participation and the team plan totheir school district and community.

15. Enable Institute staff to offer and provide follow-up assistance to local schools whereInstitute participants are encountering problems in implementing the team plans.

16 Hold Institutes at a local level, serving schools in one or more counties and utilizingfacilities, personnel and instructional resources available in that area, such as the localGeneral Electric Plant, other area businesses and industries, local universities,community colleges and technical schools. Such an Institute would be easier for thelocal educators to attend and could involve local, educators in the planning of theInstitute. This Institute could focus upon plans to meet the specific career educationand guidance needs of the area and could facilitate the continuing inynlyement of nrPRbusinesses and industries and the total community in the education ,t,

1:1

4

M

APPENDIX A

PIBLIOGRAPHV

<

' 6 o

--....-;..13181-10GRAPHY

Berman, P., and McLaughlin. M, ,prftrarrts,supporting educational change (Vol. 1).Santa Monica. California: Rana 6, September 1974.

Career education.. A handboqk entation. Salt Lake City: Olympus ResearchCorporation, Baltimore: Mary tarp: 415100artment of Education. Washington, n C office ofEducation, February 1972. 'Corwin. R.G. Reform and organizalki

0l....syrvival. New York' Wiley, 1973

._, _ 4 - -,

Dexter, L.A. Elite and specialized intetyiewing. Evanston. Illinois Northwestern 1 illiVO,Q4 riOnC.1960.

. JGoldhammer, K., and Taylor, R. Career education perspectives and promise. Coltimhog. OhioMerrill, 1972.

Guba, E.G. Toward a methodologyi of naturalistic inquiry in educational evaluation. BloomingtonIndiana University, School of Education, August 1977.

Kester, R.J., and Howard, J., Jr. The adoption of systems innovations in educationalorganizations: A case study of operation guidance Columbus The Ohio State University. ThrCenter for Vocational Education, 1975.

Pascal, A.H., et at. Federal programs supporting educational change (vol. 3), The procneechange (*appendix D), Innovations in career educalie,n qnrl'a Mni'i' r)fl,1,4Corporation, August 1975.

Pepperman, D., et al, CSIU Career Education Instill 'n FitCentral Susquehanna Intermediate Corrt

APPENDIX 11

SCHEDULE OF QUESTIONSON IMPACT AND FACTORS INFLUENCING IMPACT

.=0

,e

5i

Questions

Questions developed fool the first two areas of impact, "Personal and Professional ,DevelOpment of Team Members" and "Staff Development of Non-Team Faculty," were the sameand are grouped under the heading Staff Development. Questions for the potential areas of ,impact included repeating sub-questions. These sub-questions dealt with the influence of theteam's participation in the Institute, the strategies included in the team plan that were to impact- on a particular area, and the effects of the implemented strategies on the intended groups (e g..students, pthents, teachers). An outline of sub-questions that were used in Rao') impqrf tveafollows

Influenced'by the team's participation in the Institute.11 programs or activities at the Institute.12 factors in the pre-Institute period of time13 factors in the post-Institute period of time

d. 2 Strategies included in the team plan

.21 specific strategies22 factors facilitating use of the strategies23 factors limiting the use of the strategies

3 Sp ifics

4 Effe

The first question in the Staff Development section illustrates how the sub-questions wergusedunder each main question for the potential areas of impact. Repeating sub questions wet, not(iced with questions for potential factors influencing impact.

Ouestions for Potential Impact AreasStaff Development

1 Has the individual's/faculty's A.. rrPe.itianagc in wnikidil With Chadian and vont', irloinpspd inthe last one or two years?

IF YES

9

1 1 Has the individual's/faculty'sincreased effectiveness in working withbeen influenced by the team's participation in the Institute?

rhildroon'ard youth

IF YES

1.11 What programs or activities at the Institute were helpful? I imiting71 12 What factors II) pre institute period of time were helpful? limiting? Giveexamples.

).13 What factors in post-Institute period of time were helpful? LirRitinci7 Givp\

examples.t \\

59

P-3

1.2 Were strategies for increased electiveness of educators in working with children and youthspecifically included in the team plan?

IF YES

1.21 What strategies were included? Elplain.

1.22 -What factors facilitated the use of the strategies? Explain.

1.23 What facto4 limited the use of the strategies? Explain.

1.3 In what specific ways are individuals /faculty more effective in working with childrenand youth in their professional roles as educators? Give examples.

4 What effect has this increase in the individual's/faculty's effectiveness in working withchildren and youth had on'the student population in the school district*? Give example

2 Have the individual's/faculty's skills in group procedures, especially iri)le area of guidanceand counseling, increased in the last one or two years?

3 Has the indivisduars/faculty's awarenesS/appreciation.of the role of business and industry inour culture and national economy changed over the last one or two years7

4 Has the individual/faculty developed skills to cope better with cultural ditierpnces. ecneciallyamong minorities and females. in the last one or two years?

5 Has the individual's/faculty's awareness of career and job opportunities available in bliRlOPSS)and indust?y increased ifl the last one or two years?

_ /6 'Has the individ4traculty's knowledge of educational training programs for trade, technirrri

and supervisory p swans in industry increased in the last one or two years?

7 Has the individual/faculty developed skills to better cOMM(idicalp with youth about theirfuture in the last one or two years?

8 Has the individual/faculty developed new morfrols of the successful netsori in business andindustry in the last one or two years?

Curriculum and Instruction ,

1 Have revisions of existing curricula dealing with career Aduration occurred in the le0 ohotwo years?

2. Have any new curricula dealing with career education been added to the already existingcurricula in the last one or two years7

3 Have any budget changes affecting the curricula dealing with career pritiration hoer, ,,,rui,in the last one or two years?

4. Have any schedule changes occurred with the r/i, lenI ra etelqiiha with ratoo, o-hii-, ti,,,,last one or two years?

5 Have changes ocCurrecl,in.educaters' ostruttpin the classroorrrin'11101kf one or tw,-, ,,,,,,.-

414i,

Guidance and Counseling

1. Have improvements in the available resource materials dealing with career opportiin;tio-ucation occurred in the last one or two years?

'1117,10<, r7 with r p.-

it tl,r

2. Have there been any changes/redirecting or recommended change r1

4t

norcareer counseling and guidance in the last one or tvvo years?

Community Involvement

1 Has there been any change in the patterns/level of communication between the sch9oldistrict and the community in the last one or two years?2 Have demonstrations in classes at school been giver) by business, industry, labor,government or social service ( BILGSS) people on peoducts, functions, processes, orservices?

3. Have students or faculty been allowed to tour/visit BILGSS facilities to observe theirfunctions, processes, activities and-k4erker roles?

4 Have shadowin'g experiences in BILGSS been provided to students? Faculty?C Have on-site classes been held at BILGSS facilities for students? Faculty? Why wo,n classheld on-site (e.g. equipment, environment, people)?-

6 Have staff exchanges been conducted between the school district and BILGSS77 Has parent involvement been solicited to further career expo/ icarlroe thro,fa

And school-based activities? h hnino based

8 Have other community involver ant activities/assistance been provided to 11''' ^Owl; districtby BILGSS?

Ouestons for Potential Factors Influencing thq Impact

Priile of the School District

1 What is the geographical location of the school district?2 What is the overall socioeconomic status rOMPogition "fdiStri t is located? Please explain

3 How ny students are enrolled in the sChool district?

thn rvorrirv,irt;hr ir. vnivV h

4 What is the racial composition of the schopl district? Please explain

the. )

5 What percentage of graduates (for school years 1975 76. 1976-77. 1977-78) indicated Thatthey would attend college after graduation?

6 What percentage of graduates/non arro,,qteq .0toied vneatinnfir or trade schools iu turn_years 1975 -76, 1478 77 1477 78?

7 What 14 the level of per pupil expenditure in the school district? Please e)iplainHas there been an increase in the number of career education and guidance pr"--r ^'the school district in the lact thrpc, years 11975 1976 7 7 1Q77 78)

egg9 What is the studerit-teaCher ratio in the e honi (11,;

.1() Whpt state and/or federal resources %,arm guidance artivIri.s n,iri ^nr Vir.

4Attributes,f Ptrcip I Actors

1 What wad the philosophy (attitude) of principal actors toward Cnr PP'prior to thelrearn spartiir;oir,r, ;,, rho innr,h.,-'' riOnCe explain

1;,:, 1,v to,,o novf vy.

61

6:)

v1V I

1.1 Superintendent?

1.2 Principals?

'1.3 Team members?

1.4 Other educators?

2. .What is th philosiw,hy (attitude) of principal actors toward career education and guidanceat the prese time?Vlease,explain.

3. What was the level of commitment of the Oincipal actors prior to the Institute? Followingthe Institute? Please explain.

4. What is the predominant management style within the central administration of the schooldistrict? Please explain

5. What is the predominant management style within the administration of each school in theschool district? Please explain.

6 Has the position of individual team members within the school system changed in the lastone or two years?

7. In what ways has the professional role of each team member participating in the institutechanged in the last one or two years? Giye examples

Role of Local General Electric Plant \

I Who at the local General Electric plant.commuriicated with the local school superintendentor his representative la solicit the school district's participation in the General ElectricSummer Institute for Career Education and Guidance? (e.g Plant Manager? Fducation andTraining Director?)

I How was this communication made? Please explain.

1.2 When did this communication occur? How many months prior to,the Institute?

2. What is the profile of the local General Electrc plantit-compared to other local industry?

Decision of School District to Participatein the Institute

1 What is the orientation of the local school dis I t towards implementing new Andinnovative programs in the school system?

2. How was the decision made for the school dist ict to participate in the (loony . lortrSummer Institute for.Career Education and Goiciattoe? Please explain

Selection Process of Team Members

Haw were team membeis selected to participate in the general Electric Slimmer ItnCareer Education and Guidance?

2. What factors limited the selection of indiviHtsals who were more represeritative of eductatoiriin the school district? Please explain

3. When.were team members selected? Mew many inonthQ week,:

4 Were alternates selected?

62

riavQ 111,-

Preparation and Orientation of Team Members

1 Did team members (and alternates) receive information from the Institute explaining itspurposes, objectives, schedule, and housing accomodations?

2 Did team members meet with any Institute staff prior to attending the institute?3 Were team members (and alternates) able to meet as a group prior to the InstiNte.

independently of the Institute staff member?.

4 How could orientation and preparation of team rttnrythearc It Ivo been

Informing Local Educators about theInstitute and Team Plan

Was the entire faculty of the local school district informed that selected facu'ty r Iembeifrom the school districtpa,t ^.rntert rlemp,ru -.Education and Glildarrc 7

Was thp eNf qrIteNeNI efictiort r1,,,team,

I

Support Plan

1 Has thtlocal General Electric plant manager, representative and/or staff given the Inca)school district support in implementing the plaRodeveloped at the institute?2 Have team members supported each other in implementing the plan in the school distrir'

Has the General Flectri,7 institute staff supported teams in implementing the teallit?4 Has the, cirtrtrirtt'eirtrte,ro of the" school clorrt,rtoct the, intrlo.r10,1tation cif thr tearrplait '

5 Have the principals of the individual t' r .1' trtIC III 01'1 cnti ciortrmtar4 tFimplementation t the tea,-r. plan'?

6 What was the overall le' ' fdistrict Please

The Summer Institute

What programs nrtri nrexplain

2 What programs and 0'riease exprair

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APPENDIX C

I FT TEns TO SCHOOL DISTRICTS

SC

6

THE GENERAL ELECTRIC FOUNDATION1283 Donlon Ave".,E1eidgeport,Conre.08002* Trq n203).334-101?

cc K. E. GrayLose! GERepresentative

T. Pierson

Sup,SchoolAddres.,

projrani, :lire,universiticla Li ,I,I,J It i k , 1 , , , (,,, I . r . I , ..4 aui I I. a ,a, .,. ri , a ,, ..la iiIra our pray aam at (mai Aria t.,.. .1i i) J. OW If II vt AI I )t :JO ,Ith ,;,1 1..il I it I ,

0, , 1. . ,..1....43CO 111 ti II. a. I.. A 4, "1. Lei t

I. i111 /or; it, has a greed lat ^11e.ri1., i.A.,*.v ,,..;'..4t,,*171111ro 1/4,. 0 11 -4i1/41,,flen 444 4h1114. Cal id, a

ailk.1 MI i,,rry Pierson' ul the Center -'.11eFlind'Ihis st,idy.!,-.

,,II..,.. LAI( LOA. it lit A/lit kellt d i ..... ti .. I .... it

1C..it. I ._) I .. u .r .-umai ea i.aroga aa .i. an I yG111 tia h,)4)1 Oybi ill Iz am., ,t) ti..,,.., OIL., .1 A 1,1 al..,:illib IL. oi a; )urse fait an evalia,ii,..m of caa,,,ea edu..atioaa a, . yOUI.:,VE(111/r :, e: :.111 ',I 11Q:pat II _II.. anis In CAI. f./1( 911AM tacit lather an evaltialioni of nil Surnr`lerlaVre.S'Iltit ; , to.) GI a II .

t. I. C.rhi study to J v ith a a: 1 e to fl a itlyaa Lae maw I It) a lionani, t.i utita n t ,e name of a pe . aura u.l vvu 1111 ilk. to ot,taglia.1.; , a the In 1.I ; sh

.)py of the pa at, d..;velk,,aec..1 JOLI lc 1 at the San LI e.1 III .littitt. lit J ill/ a tV.rriate.iikels nen.1,.;11 oasritiolirztrtuta :elate j t.liforta, Uf ti ; t ;au au.a 3,,h rtal Yuan taal.l II) tiltSI/11101C( litstItule irwludei (Name:, of the loan, a aer.itaz:

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teA

THE NATIONAL TITERFOR RESEARCH IN VOCATIONAL EDUCATION

The otuo Strati (Inn - ''g4) noDd C.kPrnilASS Ott., 3210,6,4) 4W6 IgG

II I

Page 2

Documents

The following is a list of Idocurnenls and information we need in advance of our visit:

1. nip Needs assessment developed by the team members prior to the Summer Institute

2 I he Team Plan Jeve luped at the Institute

t-loyfess hep,..ut Ivl 0,.1.., I .b (.the type that is sha,ed with citizens (,orn.nunit;

1.1 L // 10/ / LI

Annual Commit uty Piogre3s Kai cat

L ev LOkik,Kk.Si,nru-ine, If St tlllu LI It. ior)

tt, 11,

t1,1

b.)Ste)ei etlt.. lviee trig Pulin,l l ,)

and A in the L',,,t,o,o1 ,)

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A

RELATED PUBLICATION

A summary of this report is provided in the following report:.Gray, K. E. and Pierson, T. K. Evaluation of the General Electric Poundatiob SummerInstitute on Career Education and Guidance: Executive Suminary. ColuMbut: The OhioState University, The National Center for Research In Vocational Education, 1993i

9