4. Describe briefly any activities which you have undertaken in this area (I) which in your judgment have been of constructive value to you in providing a sound approach to curriculum and program planning in the education of school administrators. (Reply on separate sheet with number reference, I-4). 5. Please list descriptive and research materials and publications in this area (I) prepared at your institution and available for distribution or examination. Please furnish copies whenever possible. (List on separate sheet with number reference, I-5). II. PREPARATION AND COMpetence of GRADUATE TEACHING STAFF FOR THE RESPONSIBILITIES Related TO THE EDUCATION OF ADMINISTRATORS 1. Have any specific conclusions been reached in your institution with respect to what the most distinctive equipment of professional instructors in the field of education for school administration should be? 2. What in general are the specifications, if any? (Reply on separate sheet with number reference, II-2). 3. A successful, large city, school superintendent proposes that professors of education should be "practicing" professors, analagous to members of medical school faculties; that they should be part-time employees of school systems from time to time. a. Are any members of your staff so employed? Check: No How many b. Comment briefly on this proposal. (Reply on separate sheet with number reference, II-3, b). 4. Describe briefly the success you have had in bringing academic and professional personnel in graduate schools into closer collaboration in their common responsibility for the education of school administrators. (Reply on separate sheet with number reference, II-4). 5. Describe briefly any activities or policies in this area (II) which have been helpful to you in relation to the selection of members of the staff and their work assignments. (Reply on separate sheet with number reference, II-5). 6. Please list descriptive and research materials and publications in this area (II) prepared at your institution and available for distribution or examination. Please furnish copies whenever available. (Reply on a separate sheet with number reference, II-6). III. SELECTION AND GUIDANCE OF STUDENTS 1. Are systematic efforts made in your institution to identify and interest the more potentially capable persons in the work of admintration? Check: Yes ---- No --- a. Describe these methods briefly. (Reply on separate sheet with number reference, III-1, a.) 2. Are specific means in use in your institution for selecting the students most promising in such matters as general ability, scholastic achievement, health, personality, ability to grow, leadership, and professional interest? 3. At what levels are your guidance procedures especially effective? Check: Undergraduate admission Graduate doctors 4. Has any study been made at your institution of predictive measures of administrative ability? Check: Yes No 5. Do you make use of any such measures in your guidance program? Check: Yes --- No 6. Have specifications been developed at your institution for good administration? Check: Yes... No 7. Do you make use of such specifications in the development of curricular and guidance procedures? Check: Yes... No 8. Do you give recognition to the demonstrated competence of the student to plan his own program of study and activity as a criterion for admission to candidacy for advanced degrees? Check: Yes... No .. 9. Does your institution accept some responsibility for maintaining close contacts with former students from the point of view of aiding them in overcoming the difficulties of the job? Check: Yes --- No ____ a. Describe briefly any procedures which you have developed for maintaining such close contacts with former students. (Reply on separate sheet with number reference, III-9, a.) 10. Describe briefly any activities which you have undertaken in this area (III) which have been of constructive value to you in the development of selective guidance procedures. (Reply on separate sheet with number reference, III-10.) 11. Please list descriptive and research materials and publications in this area (III) prepared at your institution and available for distribution or examination. Please furnish copies whenever possible. (Reply on separate sheet with number reference, III-11.) IV. DEMONSTRATION, OBSERVATION, AND PRACTICE EXPERIENCE IN THE EDUCATION OF SCHOOL ADMINISTRATORS 1. Do you accept previous or concurrent experience in administration or supervision as adequate provision for closing the gap between theory and practice in your program for the education of school administrators? Check: Yes No .... 2. Does your program make provisions for the actual performance of duties in real situations under the direction of skilled and experienced administrators and supervisors in the field through interneships and other means? Check: Yes.... No 3. Does your program specifically provide for experiences in participation, by students, in a variety of educational activities with teachers, pupils, parents, and other community members for the express purpose of helping them develop skill in working with other people? Check: Yes No 4. Do you provide opportunities for administrators to equip themselves with standards and techniques for utilizing community agencies devoted to social and educational service so that they may know how and when to cooperate, when to withhold cooperation, and when students need protection? Check: Yes No 5. Describe briefly any activities which you have undertaken in this area (IV), which in your judgment have been of constructive value to you in developing an effective professional education program for administrators. (Reply on separate sheet with number reference, IV-5.) 6. Please list descriptive and research materials and publications in this area (IV), prepared at your institution and available for distribution or examination. Please furnish copies whenever possible. (Reply on separate sheet with number reference, IV-6.) V. CONTENT AND ORGANIZATION OF PROGRAM 1. Does your program provide for the adequate education of administrators relative to the nature of children and the implications of such knowledge in the school program? Check: Yes____ No____ Does your program provide for the study of the nature of adults and the implications of such knowledge, especially in public relations? Check: Yes____ No____ 2. Do you have teaching materials in use which synthesize the contributions of medicine, psychology, psychiatry, sociology, and education to our knowledge of the whole human being? Check: Yes____ No____ 3. Are opportunities for observation work and study at child development centers or clinics available to administrators in training at your institution? Check: Yes..__ No____ a. Do you make systematic provisions for such observation and study? Check: Yes____ No____ 4. Describe briefly such provisions as have been made at your institution for the type of study referred to in 1-3, above. (Reply on separate sheet with number reference, V-4.) 5. Does your program make adequate provisions for the study of the nature of our democracy, the major social, economic, and political problems which confront our society, and the function of education in that democracy? Check: Yes. ___ No____ 6. Are the problems of education for economic well-being with the implications for vocational education, its content, organization, and administration, given any major emphasis in your program of education for administrators? Check: Yes____ No____ 7. Describe briefly provisions at your institution for the type of study referred to in 5-6, above. (Reply on separate sheet with number reference, V-7.) 8. Do you provide program opportunities particularly directed to meet the needs of practicing school administrators who have the master's degree and who feel the need for further education, but who do not want or need the intensive specialization represented by the doctor's degree? a. Describe these opportunities briefly. Check: Yes.... No.... (Reply on separate sheet 9. Outline and describe briefly the amount, nature, and organization of the graduate work available at your institution for administrators in training. Interest here is centered upon the following items: (Reply on separate sheet with number reference, V-9, a, b, etc.) a. The concept of school administration which underlies the program. b. The kind of students for whom the program is designed. c. The basic aspects of the program. d. The procedures utilized. e. Other pertinent statements that would be of particular interest to prospective students. 10. Describe briefly one or more provisions or activities of any kind which have reached a point of development in your program which in your opinion would justify their characterization as valuable contributions in the field of education for school administrators. (Reply on separate sheet with number reference, V-10.) 11. What would you characterize as the most neglected area or areas in programs for the education of school administrators? (Reply on separate sheet with number reference, V-11.) Bibliography for Part II ALEXANDER, WILLIAM M. State leadership in improving instruction. New BIGELOW, KARL W. Cooperation in the development of teacher education. Connecticut. State department of education. Re-directing an educational Educational leadership, progress and possibilities. Eleventh yearbook. De- EPLER, STEPHEN E. The teacher, the school, the community. The American JUDD, CHARLES H. Next steps in the improvement of teacher training. Twelfth Professional growth and defense. School Life, 26:66–67, December 1940. MOEHLMAN, ARTHUR B. School administration. New York, N. Y., Houghton MORT, PAUL R. and CORNELL, FRANCIS G. Guide for self-appraisal of school 66 p. RELLER, THEODORE L. State certification for administrative positions. Phila- STODDARD, ALEXANDER J. The growth of teachers in service. Educational STRAYER, GEORGE D., Jr. Centralizing tendencies in the administration of The Superintendent of schools and his work. Final report of the committee on |