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DOCUMENT RESUME

ED 046 862 SP 004 544

TITLE STEP - TTT. Final Report, September 1, 1969 toAugust 31, 1970.

INSTITUTION San Francisco State Coll., Calif.; San FranciscoUnified School District, Calif.

PUB DATE 70NOTE 150p.

DRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price MF-$0.65 HC -$6.58*College Schcol Cooperation, Cooperating Teachers,*Inservice Teacher Education, *Preservice Education,School Community Relationship, Social Studies,*Teacher Education, *Teacher Educator Education

This report describes the 1969-70 activities of thejoint teacher education program of San Francisco State College andthe San Francisco Unified School District which began in 1966. Thisyear the program has been expanded and the STEP-TTT Training ofTeacher Trainers is based on a career ladder of participants at thefollowing levels: 1) TTT-10 college instructors and demonstrationsupervisors trained mutually for supervision and instruction focusedon general strategy and the Taba Curriculum Project; 2) TT--15district supervising classroom teachers who are trainers of theteacher candidates and are trained by the TTT instructors; 3) T--2ufirst year teachers, graduates (f the 1968-69 STEP program; 4) TC--3uteacher candidates trained by TTT staff and supervising classroomteachers. Training at all levels took place primarily in the schoolsand often on a one-to-one basis in the classroom. The program alsoinvolved liberal arts faculty, community leaders, and parents. (A

separate volume of appendixes contains materials used in the trainingprogram.) (RT)

DIRECTOR'S REPORT

STEP -TTT

San Francisco State CollegeSan Francisco Unified School District Teacher Education Project

Trainers of Teacher Trainers

September 1, 1969 to August 31, 1970

Director: James E. BixlerProfessor, San Francisco State College

Host Institution: San Francisco State College1600 Holloway AvenueSan Francisco, California 94132

STEP-TTT Center: 770 McAllister StreetSan Francisco, California 94102

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CONTENTS

I. Ovevview of STEP-TTT

HistorySTEP-TTT 1969-70

1

II. Training Program 3

A. Introduction 3B. TTT Training 5C. TT Training 12D. T Training 15E. TC Training 19

III. Effects, Outcomes, Products 32

IV. Parity in STEP-TTT 35

NOTE: Appendices have been compiled separately and areavailable upon request.

I. OVERVIEW OF STEP -TTT

History

STEP started in 1966 as the Sausalito Teacher Education Project, funded by the Calif-ornia State Department of EdUCation, Office ortompensaiEry Education. It was acooperative effort of San Francisco State College and the Sausalito School District.The Sausalito School District was selected since it had desegregated its schools in1965. The goal of the program was to develop ways to prepare teacher candidates tobe more effective with students in desegregated classrooms. From Spring 1966 throughthe Spring of 1969, three groups of teacher candidates completed their credentialthrough the STEP program.

. .

The program was a Combination of college instruction and school classroom experience.There were changes in: methods for each of these groups, because we tried to improveeach year. For example, we realized that we should have a program for classroomteachers who would he working with our student teachers so that they could help usin training student teachers. This was added to the program in 1967-68. SuburbanSausalito schools had few vacancies for hiring our graduates, and we needed to addexperience in urban classrooms. Thus the program was expanded to include havingstudent teachers in the San Francisco Unified School District in 1968-69. It thenbecame apparent that we should have a supportive program for our graduates who hadbeen placed as First Year Teachers in the San Francisco District so that theseteachers would have an opportunity to be even more effective with the children intheir assigned classrooms. Therefore, during 1969-70 the program was moved into theSan Francisco Unified School District and involved about 24 First and Second YearTeachers.

We also became concerned about the effectiveness of instructors who help to trainteachers. We felt that we should have a combination of college personnel and masterteachers right out of the classroom in a team program of training to be teachertrainers. That program was also begun this year.

STEP-TTT 1969-70

The various aspects of the program are discussed in some detail in the followingsections of this report; however the following condensed overview might help providea brief summary picture of the project.

The 1969-70 program is called "STEP-Triple 1" (STEP-TTT). The "S" in STEP nowstands for San Francisco State College and the San Francisco Unified School District.The "TTT" stands for Trainers of Teacher Trainers. Actually, this year we includedTeacher Candidates into a prospective career ladder: .

10 Trainers of Teacher Trainers (Who alsoTTT worked with IT, T, TC)15 Teacher Trainers (Classroom Teachers

TT Training Teacher Candidates)T ('74 Teachers (First & Second Year Teachers)

TC [Teacher Candidates (Assigned to TT in pairs)

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"TC" - The Teacher Candidates were SFSC students who had completed their four yearsf college for the BA degree and were in a fifth year program to fulfill require-ments for the Elementary Credential. Their training was a combination of: instruc-tion at the Center, participation in the classroom in relation to their instruction,then student teaching four full days a week during second semester, with Fridaydevoted to seminars and small group sessions with their instructors. The studentteachers were in pairs in the classrooms of the "Double T." They were placed inpairs to give them experience in the team approach to teaching and to demonstratethe value of sharing ideas and problems.

"T" - The "Single rwere the STEP graduates placed in the San Francisco.UnifiedSchool District. This program was a helping relationship of the instructors withthe "new" teachers. They discussed problems, did some planning and evaluating to-gether, and at times the instructor taught a session in the classroom. This programwas to help the "new" teacher to become an even better teacher.

"TT" - The "Double T"' (TT) group were classroom teachers who wanted to improve theirown knowledge and ability and help train student teachers. This group had onethree-hour training session each week and also worked with the instructors and thestudent teachers to give the children a better education in the classroom.

"TTT" - The "Triple T" component (TTT) was to train master teachers from the Districtand personnel from the College to be effective teacher trainers. This group oftrainers had special training sessions in teaching strategies. They also trainedeach other by sharing their special knowledge and experiences. In addition, theyacted as a team in training teacher candidates and in working with.the classroomteachers who had STEP-TTT student teachers in their classrooms.

Community - Another part of the STEP-TTT program was community involvement. Therewas a full-time person in Community Services and two half-time parent representa-tives. The community activities were varied but included work with community or-ganizations and activities, and an attempt to bring parents and teachers to closerunderstanding.

Liberal Arts - An attempt was made to bring in mare involvement from arts andsciences. Representatives were brought in for our open learning sessions, such asa Professor in Architecture at the University of California at Berkeley who dis-cussed and showed slides on how dull, boxy, school buildings and classrooms can bemade bright, exciting learning centers through imaginative use of places and spaces.Cooperation with the Exploratorium on a program for Museum as a Classroom was begun.

770 Center - An off-campus Center was established at 770 McAllister Street, a vacantthird floor which had been used primarily for storage. In this Center classes,workshops, and open learning sessions were held.

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II. TRAINING PROGRAM

A. INTRODUCTION

1. Participants. The STEP -TTT Training of Teacher Trainers is based on a careerladder of participants at the following levels:

a. TTT - College instructors and demonstration supervisors trained mutuallyfor supervision and instruction focused on general strategy and the TabaCurriculum Project;

b. TT - District Supervising Classroom Teachers who are trainers of theTeacher Candidates and are trained by the TTT instructors;

c. T First year teachers employed in the San Francisco Unified SchoolDistrict who were TC's during 1968-69;

d. TC - Teacher Candidates trained by TTT staff and Supervising ClassroomTeachers.

The TTT staff team was comprised of 19 participa,ts, full and part time, whoparticipated in teacher training at all steps of the TTT ladder. The full-time staff members, including the two media specialists, bore the primaryresponsibility for training and for being trained-to-train all levels ofparticipants. The eight part-time staff members shared the decision-makingresponsibilities and brought to the training their special perceptions asrepresentatives of the Western Addition and Haight-Ashbury communities, theSan Francisco State College Elementary Education Department and Departmentof Interdisciplinary Studies, and the School Districts of San Francisco andSausalito.

The total team brought a variety of backgrounds and a diversity of interper-sonal and teaching styles. Four came directly from classrooms largely.com-posed of minority pupils; one had just returned from a year's investigation .

in the British primary school system and teacher canters after.eight yearsof teaching in the inner city; three were returning after one, two, or threeyears of STEP training and prior extensive teaching experience in elementaryclassrooms; two were returning as.Director and Coordinator of Communicationsfor the four years of the'project. The majority was Black, the balance wasCaucasian with one Japanese. There was a range of ages and academic status.

At the TT level, fifteen supervising classroom teachers participated in thetraining for the entire year; two participated for one semester and thenwere assigned by their Principal to other positions in their school. Theseteachers worked in five schools in four community settings: desegregatedSausalito/Marin City (Black-Caucasian); Chinatown/North Beach (Oriental);the Mission District (Chicano 40%; Caucasian 32%); and the Western Addition(Black). They too presented a variety ages, styles, and classroomsettings which ranged from teacher-centered structure to student-centeredopenness. Most were Caucasian, one was Chinese and two were Black.

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At the T level, eighteen first year teachers worked in six schools in SanFrancisco communities: the Western Addition; Chinatown; Haight-Ashbury (75%Black); and Ocean-Merced-Ingleside (largely Black). Of these T's, most wereCaucasian, two were Chinese and one was Black. They too represented a varietyof personal teaching styles and strategies, but in general, as STEP-TTT grad-uates, they included more innovations,,open.structure, manipulative andmulti-ethnic materials than did the mare experienced, supervising classroomteachers.

At the TC level, thirty-one preservice candidates were selected out ofeighty applicants by means of "stress" interviews of strength and sensitivity,conducted by three 5-member teams in a role-playing situation. Of these 31,three withdrew for personal reasons during the year and two others will beextending their student teaching into 1970-71 in order to develop theirclassroom performance to a satisfactory level of competency.

2. Place-Time. Participants at each level trained in a different locale and ata different time, 'as determined by the focus and objectives of their train-ing. In all instances, training shifted to a place and time conducive of amore intensive, workshop or direct experience -- that is, to the 770 Centeror school classrooms. The TTT staff were trained individually and as a groupboth at San Francisco State College and the Center, as well as on the job inthe TT and T schools on a 1:1 basis with veteran staff members. The TTteachers (Supervising Classroom Teachers) were trained in a weekly seminarat one of the participating schools, and in their own classrooms on a1:1 basis with a TTT instructor assigned to that school. For the firstsemester the T teachers (First Year Teachers).were trained on the job intheir individual schools one and a half days a week by the TTT instructorassigned to that school, both in the ongoing classroom setting and afterschool in individual conferences or group seminars with other first yearteachers. For the second semester, they assumed responsibility for their owntraining, which included voluntary conferences in the schools with TTT staffmembers and participation in ongoing TIT activities. The TC (Teacher Candi-dates) were trained at San Francisco State College, in the off-campus Center,and in several TT classrooms. They commenced this school classroom trainingat individual times from November to January, depending on their level ofcompetency demonstrated in microteaching. By January, TC training was pri-marily in the classrooms and at the Center, although many also took coursesrequired in Subjects Commonly Taught in Elementary Schools, on the collegecampus. As Teacher Assistants, the candidates were in schools four morningsa week and at the Center one morning and two afternoons. As Student Teach-ers, they were in the classrooms four days a week and at the Center onemorning.

3. Parity. The preservice-inservice training operated within the parameters ofthe TTT guidelines which have, in fact, been components of the STEP programsince its inception four years ago. TTT training involved the participationof college, school, and community members on an increasing parity basis.Media specialists trained, helped train, and recorded training at all levels.In February, for example, they presented a multi-media workshop for TC's andT's. When possible, community representatives participated in training

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sessions of TTT, TT, and T and helped train the T with on-the-job relation-ships in the school. They were responsible, for example, for gathering anddisseminating STT3P-TTT district community information through six issues ofa STEP-TTT Newsletter (see Appendix A).

4. Training. Training at all levels followed a common sequence, although therewas a variety of personal and teaching styles, proceduFes, format, and empha-sis. A calendar showing the sequence of the seven major sections of instruc-tion -- Objectives, Diagnosis, Content, Materials, Teaching Strategies,Learning Activities and Evaluation -- is included in Appendix B.

The training thrust was more than a programmed sequence of competencies. It

was rather developmental training aimed at developing "human" teachers withself direction, sensitivity, strength, openness, and trust; a task in whichwe did not always succeed to the degree we had hoped.

In general, the training by and for each level was aimed toward the develop-ment of interpersonal skills; practical application in a multi-ethnic class-room; relevant curriculum content, objectives, and rationale; sensitivity topupils' needs; manipulative learning activities based on an active learningprinciple; multi-ethnic materials; inductive teaching strategies; and soundevaluation practices. The major outline within which the training at eachlevel took place at the appropriate degree of expected competencies is shownin Appendix C.

Performance competency was assessed by a Teacher Evaluation Scale (TES) basedon the Sections of Instruction and the Personal Teaching Characteristicswhich underlay the initial screening of Teacher Candidates -- sensitivity andstrength. (See Appendix D for the Teacher Evaluation Scale)

B. TTT TRAINING

TTT training took several forms: on-the-job training, communication, and TTT-guided, formal training. The training of the fourteen staff members began inSummer 1969 and focused on preparation for the Fall tasks of work with First YearTeachers (T), Supervising Classroom Teachers (TT) And preservice Teacher Candi-dates (TC). The Summer training consisted of learning how to conduct and evalu-ate team role-playing interviews for screening the incoming teacher candidatesand how to use and interpret thf.) Research and Evaluation STEP-Observation Sched-ule (STEP-OS). The staff also began to formulate objectives, procedures,patterns of professional relationships with First Year Teachers, and the teachingevaluation scale for each level of participation. A. unique product of theSummer training was the concept of team planning, with the implementation leftto individual conditions.

The staff defined team planning as: "The FYT and TTT working together in planninunits, immediate planning, classroom climate, environment, room organization,sharing materials -- making a commitment to work together." This set of criteriaand expeztations later became the training model for use with Teacher Candidates.

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On the Job Training. When the TTT staff reassembled in the Fall, training re-sumed largely at the informational and on-the-lob level. This kind of traininginvolved the exchange of information necessary*, make decisions or provide in-formal counsel in response to problems with resistant FYT's and concerned Prin-cipals. The p'nctical perceptions of the staff members who had come most recentlyfrom the classroom served to train the other staff members regarding matterssuch as the development of relationships with Principals, while the supervisor-ial experience of staff members who had already worked in STEP-TTT helped totrain the newcomers.

In sharing insights and methods, the staff members,were in effect training eachother to make the "team" approach work despite interpersonal concerns or class-room crises.

The following running account of one of the staff members fresh from an inner-city classroom illustrates the range of responsibilities assumed and the result-ing on-the-job training:

Fall - Assistant to R /LA instructorConducted micro-teaching lessonsDemonstrated transformational grammar and conducted session /n

communication skills projectEupervised FYT in Chinatown 1 day a weekSupervised 6 TC in small reading groups in.Sausalito and in

Reading/Language Arts class teaching in SausalitoAttended Elementary Education Committee ..:..

Participated in weekly decisionsParticipated in weekly management development. SessionKept abreast of new and current materials in Reading and

Language Arts curriculumTook graduate course

Spring - Supervised 6 student teachers in the Mission DistrictHeld seminars in home and Teacher Education CenterTaught total group session on PhonicsTrained in Taba Curriculum and strategies 2-1/2 daysParticipated in staff decisionsParticipated in Internship Committee, Elementary Education Depart-

ment, San Francisco State CollegeKept abreast of current R /LA materialsParticipated in professional conferences: ASCD, NEA

After several months of FYT training, a staff assessment regarding FYT deficien-cies and ideal expectations served to help the TC instructor set realistic goalsand priorities for the TC training. Similarly, individual staff responses tothe curriculum meeting formats, goals, and "business" helped to train theCurriculum Coordinator in making the team training more stimulating, relevant,and task oriented.

Similarly, reactions to the structure of TT seminars led to increased time spentin interaction among group members vis-a-vis professional problems, video tape,

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and supervising concerns. Again, negative reactions of the TC's to the TTTstaff's expressed "point of view" regarding classroom and public standards:ofspeech and behavior served to train the staff to examine their procedures, tit-ing, and audience needs in order to achieve their training objectives in thefuture.

On -the -job training had a cumulative effect which reinforced the total trainingprogram. After the individual demonstrations in the College class insttuctionand the development of team trust and on-the-job experience, the new staff members from classrooms were able to assume responsibility for Student **Chingseminars and workshops in the Spring.

Communication as Training. Communication began largely at the informationallevel emanatingfrom the central coordinrtor. Gradually, as team members beganto understand the goals and personalities of one another, communication was twc-way,,operated on the feeling and intellectual level, and served as a trainingdevice. By January, staffnessions became lively exchanges of, anxieties andaspirations.

Guided Training. By October, the staff had decided to emphasize the trainingaspect of our curriculum meetings. To this end, information was exchanged bymemo,, leaving, Meeting time for training and decisiontaking.

By November, the pressurett on individuals to be involved in many activities madeit' impossible to continue training without setting priorities among these--pressures, namely: Community, District desegregation, FYT, Taba Teaching Strate-'gies, renovating the 770 Center to Usable level, current students, college in-Volvement, involvement of Arts and Sciences faculty in TTT, immediate on-the-jobtasks. Working subcommittees were formed to make recommendations regardingptiorities of training. These recommendations became training documents as todesired principles and practices (see Appendix E).

The TTT sub-committee, for example, recommended that to prioritiesbe set fortraining in principles of supervision, role of the teacher, control techniques,classroom management, planning, and classroom environment in order to meet theobjective of training the Teacher Candidates through and in those areas.

The Student Teacher Committee, recommended that there be a set of common expecta-tions for Student Teachers, Supervising Classroom Teachers and Supervisors drawnup from the expressed expectations of each of the 3 groups regarding the "team"interaction of the. Spring ST program, to be sent to the',3,groups plus the schoolPrincipals; a planned sequence of weekly Supervisors' seminars for the studentsdevoted to ST problems and needs; periodic workshops for, the total student groupand Supervisors concerning such matters as planning and discipline; commonrequirements for the students (such as written lesson plans for all subjects forthe first 3 weeks of Student Teaching); TTT training in Supervision includinguse of TES in relation to the "Sectionvof Instruction";,scheduled conferencetime between each ST and his SCT; and a COmmon sequence of seminars and workshops,video schedule, etc.

./191!MT11111.0Xtl.M174-5M.r.'"r4.^My

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The sub-committees served as recommending groups with the TTT staff responsiblefor training decisions. When the community sub-committee reported that there wasa need for a half-time Community Services Coordinator, several members of theTTT staff expressed the opinion that this position would require a full-timework load -- with the result that one of the staff assumed the role of a full-time Coordinator of Community Services in the 4 schools where the CommunityRepresentatives worked.

There was an unsuccessful attempt in January to provide a common background fortraining through readings because of time pressures. More successful was anattempt to develop a STEP-TTT personal/professional point of view. This processinvolved three kinds of activities: individual position papers on "STEP -TTT asit is and as I'd like to see it" (Appendix F); a team brainstorming session on"What I'd like to see in a school" (Appendix G); and finally team decision-makingbased on these data and focused on the direction of the project for Spring 1970.As a summary which served as self-evaluation necessary for professional growthand self-awareness of the TTT training staff, the Teacher Education Coordinatorprepared a memo tracing the steps of this decision making (Appendix H).

The product of these sessions was a team decision to focus on inservice trainingin two areas: 1) inductive teaching strategies and social studies unit (TabaCurriculum Project in Social Studies), and 2) Active Learning Center for volun-tary teacher exploration of activities and materials leading pupils to interactwith their environment. The decision to focus on Classroom Teachers was basedon the rationale that 1) it is difficult to integrate preservice instructionwith classroom participation, and :) many teachers, particularly in inner-cityclassrooms, are amenable to new innovative approaches to teaching, but they andthe Principals require a considerable amount of ongoing assistance in implement-ing these innovations.

By May 7, when the sub-committees had identified the objectives, procedures, andtiming for the 1970-71 four training strands, they also could identify the parti-cular training skills and interests of the individual members developed by train-ing,and divide the labor to accomplish the 1970-71 training task. Through theon-the-job process, it became apparent that the multiple training tasks of thestaff could best be implemented by a division of labor and accountability fortraining.

Direct Training. Direct training operated for several purposes and in differentformats. For the first semester, the staff was trained in interpersonal rela-tions in weekly management development group sessions conducted by a trainedgroup leader. The media specialists trained the staff explicitly in the effec-tive use of media for teacher training -- both the equipment and procedures for:videoing, photographing, and editing trebling tapes and pictures. In December,the video specialist ran a training session for use of the cameras and monitorin the ST classrooms and prepared an operation manual for their use. In Febru-ary, the video and photography specialists ran a multi-media workshop in the useof several visual media for the staff and other participants.

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The first explicit training on supervision was a seminar conducted by one instruc-tor on role expectations, relationships with SCT's, relationships with self,classroom observation, follow-up interview, and judging one's own effectiveness.A second session, called outside the regular schedule to meet an expressed need,was planned as a panel of experienced STEP-77T supervisors to explore effectivepractices for changing teacher behavior as a Trainer of both TC and TT.

By early Spring, the decision to focus 1970-71 TTT training at the inservice levelnecessitated the focusing on training for that task. To this end, the decisionto alternate Taba Teaching Strategies to Develop Children's Thinking with trainingto meet current needs had to be retracted. The need for training for immediatetasks, therefore, took place via memos and special meetings structured to elicitconcerns about handling individual TC problems, practices of SCT which helped orhindered TC growth, use of TES, and future training needs. Memos as instructionaltools sometimes directed the follow-through for training decisions responding tothe pleas from all levels for communication and involvement, or providing instruc-tional content, materials, and procedures. Fliers were prepared covering slchitems and events as: college student educational panel, School District CreativeEnvironment Center, classroom meetings, videos, and ESEA projects.

From February on, one morning and one afternoon a week were devoted to the Tabatraining conducted by the two staff members from InterdisciplInary Studies andthe Director. The Media and Community participants were invited"but could notalways attend. The six instructors were training to be Trainers for the six TTparticipants on site in Anza School, and to facilitate the use of the. Taba Strategies for Developing Children's Thinking in both. the cognitive and affectivedomains. The Spring sessions, February through June, involved observing, discus-sing, planning, and conducting their own discussions and describing their ownrationales. Content focused upon:

a) teaching strategies identified as cognitive (developing concepts, inferrinand generalization, applying generalizations) and affective (exploringfeelings, interpersonal problem solving, analyzing values);

bl structure and organization of the sequence of learning activities describin the Taba Units (input/organization/expression);

c) socio-drama as a way of diagnosing, utilizing, and assessing pupil parti-cipation in classroom activities.

The format generally followed was: For each strategy there was an "awareness"demolstration followed by team tryout on the other members. Each staff memberhad a chance to teach the group using one or part of the strategies. Then theteam analyzed the teaching, identified weakness and loopholes for training, andexplained the refined strategy in vocabulary of the Trainees. At the end of thestrenuous 4 months, the training staff had the trainees recall the questions ofthe 6 strategies, identify similarities and differences, and generalize as to thevalue of the two types of strategies.

The strengths of the training sessions included:

a) staff team decision to select the Taba Strategies as a major thrust in 1",b) staff team responsibility for achieving a high level of competence in

order to train TT's the following year;

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c) availability of extensive inservice training material from the Institutefor Staff Development (e.g., training manuals, films illustrating manyof the tasks, audio tapes of Taba resource people);

d) previous experience of one participant in a Summer NDEA Title XI Instituteencompassing a similar thrust;

e) expertise of the TTT Trainers, each of whom had either worked withDr. Taba or attended 4 full weeks of training to handle the inservicetraining.

The weaknesses of the direct training sessions included:

a) a competition for scheduled time by crises related to preservice-inservicerefunding, community, school, and college problems;

b) disagreement concerning interpretation of Taba inservice program emphasisamong the TTT Trainees and Trainers (e.g., relating the 'activities backto direct life experience of the pupils; psychological opposed to a logi-cal approach to the analysis of values);

c) anxiety around the level of achievement within the training sessions andthe level of personal expectation held by the staff regarding their actingas Trainers for TT sessions;

d) lack of opportunity to practice the strategies with pupils in order toassess the validity of the training's applicability to a classroom.

Recommendations for future TTT training sessions:

a) time for study outside the training sessions (e.g., read training materi-als, prepare team tryouts, etc.);

b) close adherence to the written training materials during the sessionsbefore personal interpretations create unclarity in the Trainees (e.g.,The Interpersonal Problem Solving Strategy required an explicit focusingquestion related to a personal confrontation; without this clarity thestrategy could have taken another direction in the discussion);

c) more extensive use of film and TTT Trainer demonstration in classroomduring the training period;

d) assignment of TTT Trainees to TT classrooms in order to apply the train-ing sooner and assess the TTT training's validity sooner;

e) development of the self-concept of the TTT Trainees as competent teachersand Trainers of TT's while a continuing learner regarding the strategiesand curriculum development should be stressed.

In keeping with the second proposed thrust for 1970-71, the startLearning Center, there were voluntary training sessions in Activedesigned for all levels of the career ladder -- TTT, TT, T, TC --and Community. Many staff members participated in one or more of

of an ActiveLearningplus Districtthe following:

a) working at School District Complex conference focused on "integrated day"and British infant schools;

b) showing of slides from School District Complex conference;c) presentation on use and transformation of space by Sim Van Der Ryn of the

Center of Urban Environment, U.Ce, Beikelek;d) video tapes of Glasser's classroom meeting;

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e) presentation of tape and carrousel of Leicester (England) Infant School;f) TTT staff "Space Walk" - to identify learning possibilities in 770 space

(walls, ceiling, etc.) and ways to create stimulating environment.

Explicit TTT training was extended into the Summer, when two staff members wentto England to study British infant schools and Teacher Centers; three staff mem-bers went to a month-long workshop on the "integrated day" in Connecticut; onemember went to Japan to study and gather apparatus for science and math activitiesin 770; another member used Taba Strategies in a sixth grade San Francisco Uni-fied School District Summer school; another attended a three-week NationalTraining Lab IABS; another acted as research counsellor at the University ofWisconsin; another member went with a teachers' group to study African culturesand bring back materials for Taba teaching; another member conducted research_onthe principles and practices of the British Primary Schools and Language Develop-ment. Remaining staff members analyzed and evaluated the 1969-70 program inorder to identify and organize more effective learning at all TTT levels in1970-71.

During the year, individual staff members took courses as needed to contribute totheir level of training competencies in supervision, formal coursework, curriculumdevelopment, demonstration teaching, and coordination of a community adult educa-tion program--in that order. These graduate courses included instruction insupervision, linguistics, research, counselling, contemporary problems, andadministration.

Individual members also sought extra training in special workshops or conferencesconsistent with TTT priorities. These experiences included the New Schools Con-ference in Santa Barbara, a series of evening discussions regarding curriculuminnovations such as the "integrated day," observation of a teacher using Tabainductive cognitive teaching strategy in an integrated classroom, and math work-shop sessions. Several members accompanied the Director to TTT meetings to gaininsights into effective organizational structure and program components. Othersinvestigated the Exploratorium, a working center for apparati in Art, Science,and Technology.

The greatest strength of the training lay in the personnel, the variety of theirexperience and information, their ability to work together to establish commongoals and division of labor, and their unceasing efforts to maintain articulationamong the components and team work with other components: College, Community,District, professional organizations. There were, however, several weaknessesinherent in the complex nature of the TTT project: 1) the competing obligationsof staff members (College, Community, current training, future planning, District)2) the lack of time for communication of information about all components, expla-nation of decisions, activities, guided training in supervision; and 3) Community,College, and District crises affecting program. One of the clearest statementsof recommendations for alleviating the problems came from a staff member, partof which follows:

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0151917A2MIR6.91.131,111

"More regularized communication between sunervisors and coordinators(or entire staff) to continuously spell out the expectations andgoals of the program so that we can at all times be working towardthe same ends. Too often, supervisors were stating divergent, con-flicting and individual points of views.

"Staff moetings should have been a time for the instructional staffto inform the supervisors of the content of that part of the instruc-tional program which the supervisors would be expected to help thestudents implement in the classroom. Or the instructional staff couldmake classroom observations giving suggestions and help gs did."

Training Product. The concurrent training in so many places and the complexityOrmeeting expectations from the School District, the individual schools, theCollege, the Community, and individual Trainees resulted in the development ofnoteworthy skills of coordination and team work. The goal of strong, sensitiveTeacher Trainers was reached through on-the-job training and mutual TTT staffresponse and recommendations. The two staff members responsible for coordinatingthe training in the District and College teacher education program developedtheir skills to a high degree as shown by their final report of activities (out-lined in Appendix I).

Evaluation. The major recommendations for TTT staff training focused on:

a) increased participation of Community and C011ege on parity level;b) concentration on inservice training for TTT, TT, and T competencies;c) focus of efforts in one school;d) further development and articulation of "STEP-TTT approach";e) division of labor and accountability with persons so that specific

persons be actually responsible for implementation.

C. TT TRAINING

TT training of the Supervising Classroom Teachers (Fall N = 17:Spring N = 15) tooktwo forms: a weekly (1 to 1-1/2 hour) seminar with one TTT Instructor assistedby another; and on-site 1:1 training by a TTT Instructor. In the Fall, the semi-nar followed the sequence of all the training strands, but at a level higher thanthat of preservice instruction in view of the greater experience of the ClassroomTeacher. Although using the same materials as the preservice syllabus, the in-structor geared his teaching to the teachers' knowledge of curriculum materialsand experience with pupil reactions. In line with the STEP-TTT thrust towarddeveloping inductive thinking, strategies to explore affective areas, multi-ethnicmaterials and non-verbal activities, the course differed from the usual inservicecourse of content and "how-to" skills. At the same time, it was hoped that theteachers not only would implement the TT training in their classrooms but alsowould reinforce the preservice training of the Teacher Candidates when they wereunder their supervision.

Seminars. In the first seminars, the teachers studied the Social Studies curricu-lum model, practiced the stating of instructional goals for their pupils, identi-fied test items which matched objectives, identified main and contributing ideas,studied diagnostic devices, analyzed TTT lesson plan forms, and analyzed the

15

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structure of the Social Studies unit form which the Teacher Candidates would beusing in the TT classrooms in the Spring. They also studied selected materialsfrom the other three TC training courses in Math, Reading/Language Arts, andGeneric Curriculum and Instruction, in order that they be able to help the TeacherCandidates meet expectations. By knowing the goals of the Math Workshop, forexample, they became aware of the Candidates' developing attitude toward openstudent-centered classrooms. By studying the chart of Reading and Personal De-velopment (see Appendix J), they could expect that the Candidates were aware ofthe reciprocal, relationship of Reading and Personal Development and they would besure that their classrooms allowed the Candidates a chance to try out learningactivities appropriate to stages of personal development of the pupils. In addi-tion, it was hoped that these curriculum materials could serve as training mate-rials for the teachers themselves. To illustrate the function and value ofaffective teaching strategies, for example, they received the following assign-ment given to the Candidates and based on their actual observation of TT class-rooms

"Identify an aspect of one selection (from a California State ReadingTest) as content for you to use (or extend or c'ntrast) for the pur-pose of having the pupils identify a feeling or attitude or personalproblem which they have experienced. Describe the class behavior ofthe pupils whom you observed as evidence that your selection isappropriate."

Another such training model was the Candidates' assignment of a S-day learningsequence of pupil-made geoboards (see Appendix K).

For the Spring semester when the TC's were in the classroom, the TT seminar for-mat was one of input and discussion. Films of teaching provided most of theinput followed by questions eliciting the TT perception of the questioningsequence and level of children's thinking. Discussion focused on cognitive andaffective teaching strategies. The schedule for the Spring semester seminars isshown in Appendix L.

Concurrent with this formal and indirect training in Social Studies, the TeacherEducation Coordinator arranged for additional training in supervision.. Thistraining included information about expectations, roles and activities for 'theTeacher Candidate, for the Instructors, for the TT's and for the Media Special-ists. At an early seminar, the Video Specialist explained the procedure forusing video effectively for TC evaluation:

Monday - introduce video equipment to pupilsTuesday -

We dn esday -ivideo and playback of Teacher Candidates

Thursday'- select video tapes for trainingFriday - edit selected video tapes

In the seminar, he instructed the TT in the use of the video toward meeting thebehavioral objective that the TT's be able to explain (and some use) the machine,and be able to analyze a videoed lesson using the Teacher Evaluation Scale. Forthis analysis, they role-played a conference with a Student Teacher, and stated

10

WILT.^,1 en". MP11.1112,14,9,7,1.1711.vrteftrr,

- 14 -

and explained their evaluations in a hypothetical critique.. At a second session,the TT's not only evaluated and analyzed the video tape of another FYT but alsostated alternatives for the teaching strategy and activity viewed.

The Community Representative participated in another TT seminar for the purposeof explaining how Teachers could help the Teacher Candidates relate effectivelyto parents. As the Teachers realized the value of this training role for them,'they in turn offered a recommendation that the STEP-77T Newsletter be tri-lingualto reach parents in the Mission and Chinatown TTT schools.

In preparation for the start of each phase of the classroom experience of theTeacher Candidates (pre-teacher assistants, teacher assistants, and studentteachers), the Teacher Education Coordinator presented specific guidelines forsupervision, relationships, curriculum expectations in response to the questionsasked by the TT's (see Appendix M). The TT's agreed to share supervision oflesson plans and plan books with the TTT SupervisorAind to share control ofroutines and teaching responsibilities with the Teacher Candidates. In turn, theTeachers presented critical information about the preservice Candidates to helpthe staff evaluate and place Candidates. They also helped to develop definitionsand categories for the Teacher Evaluation Scale and to recommend preparatoryactivities for the First Year Teachers (see Appendix N).

A questionnaire was designed by one of the TT's and the Teacher Education Coordi-nator to stretch their perception of the role of a teacher to include not onlyskills of basic room preparation, materials storage, and bulletin boards, butalso the techniques of mutually planning, establishing the psychological climate,and creating centers of interest. Other assignments, too, served as guides toextend their perceptions and self-analytical abilities. They were asked, forinstance, to contribute teacher-made materials used in their Reading and LanguageArts activities. This task caused them to select, prepare, and demonstratemanipulative aids,for these areas are often limited to texts and paper-pencilskills.

On-the-Job Training. In the schools, the TTT Instructors and Coordinator ofTeacher Education served as on-the-job Trainers as they discussed and plannedTeacher Candidate activities within the five schools. Gradually there was anincreasing exchange of anxieties and hopes for Candidate performance and Ti'supervision. In January, one TTT instructor assumed on-the-job training responsi-bility for each school. This training included explanation of teaching assign-ments, helping the teachers use the Evaluation Scale and to communicate critiquesto. the Candidates, and keeping communication open between the Candidates andTeacher.

Evaluation.. In reviewing the year, the TT highly regarded the helpfulness ofWirliiiiiictor/Supervisors assigned to their schools. They recommended moretraining sessions with the total STEP-TIT staff and Candidates, more opportunityfor active participation in the seminar, opportunity for classroom follow-upfrom the seminar, and Fall training in the Taba teaching strategies so that theycould have a living model from which to evaluate the strategies performed by theCandidates. They also expressed a desire for more of the same training asCandidates (e.g., geoboard workshop), and for increased provision for two-way

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communication. In addition, the TTT staff recommended that there be more usemade of the 770 Center for TT training and a more appropriate time providedfor inservice (probably released time).

D. T TRAINING

The TTT staff planned the FYT training program in the Spring and Summer of 1969..It was hoped that the SFUSD would place First Year Teachers in the same schoolswith the TT participants and upcoming Teacher Candidates to achieve maximumutilization of the staff resources. Because of lack of tenured openings in thetraining schools, however, the District had to assign First Year Teachers insix schools other than the five TT-TC schools. These assignments were made inlate August, and some grade placements were not made until the weekend beforeschool opened.

T Training was designed to take two forms: 1) one Instructor working with I FYI.in the classroom 1-1/2 days for a 2-week period, and 2) one Instructor meetingwith the FYT's in one school in a weekly after-school seminar, for one semester.

The training proceeded toward the objectives and expectations formulated by thestaff:

a. Curriculum - makes curriculum relevant to pupils- selects multi-ethnic materials- relates all parts of curriculum

b. Planning /Procedures - establishes behavioral objectives- plans for individual needs and individual interests- groups according to pupil needs- plans sequence of learning activities to behavioral

objectives- uses appropriate method (strategy is appropriate

to pupil, content)- can actively participate in team planning, share

materials and work

c. Climate - establishes classroom climate (interpersonal relations, groupdynamics)

d. Learning Environment (includes interest centers) - bulletin board

e. Diagnoses - assesses individual needs and interests

f. Classroom Organization - record keeping- routines and procedures- can devise a usable filing and storage system

g. PTC (Personal Teacher Characteristics) - involvement in what is goingon with pupils

- maintains atmosphere in whichlearning takes place

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h. Evaluation - selfteaching

- personal growth- pupil progress

i. Teaching Competencies - (see Teacher Evaluation Scale, Appendix D)

As an innovative trainir7 program, the First Year Teacher training operated fromthe several explicit definitions worked out by the staff in the Summer:

Criteria for STEP-TIT Staff: Definition of Relationship with FYT:

1. Maintains balance of working time among all FYT's.2. Participates in common team planning.3. Individualizes implementation in the classroom of each FYT as needs change.4. Continually works out relationship with FYT.S. FYT has ultimate responsibility for what happens in the classroom.6. STEP-TTT staff assists, helps, demonstrates, suggests, and teaches.

Functions with FYT in a professional relationship.S. Emphasizes to FYT that interpersonal relations with rest of staff are

important9. Maintains professional relationship with total faculty.

Expectations for STEP-T7T Instructors/Supervisors for FYT:

10. Evaluates and is evaluated by FYT with Teaching Evaluation Scale andconference.

Written notes of observations.Duplicate notes (good, ineffective, alternatives).Teaching Evaluation Scale (turned in Friday a.m. - filed with Curriculum

Secretary)Oral conference after each official observation.

11. Uses audio recorder at least twice a semester - early and late - confertogether.

12. Uses video recorder at least twice a semester - early and late - confertogether.

13. Informs TA-ST or FYT of District Resources.14. Helps find information about schedules, routines, regulations, lesson plans,

etc. of school.

The T training focused on survival techniques; practical suggestions for class-room organization, management, and control, and ongoing help in developing com-petencies in all curriculum areas. While the T training was to have followedthe sequence of instruction of the other three training groups, the crises ofthe beginning teacher demanded other emphases on such practical matters as howto form lines for recess and dismissal, put the daily schedule on the blackboard,and make lesson plans.

- 17 -

Team training included concerns such asof instructional goals, and the sharingtally, the following:

Use of STEP-TTT field trip busLocation and procurement ofmaterials

Classroom environment (e.g.,instructional areas)

Organization of reading groupsTeaching environmentInterpersonal concernsRoom proceduresDiscipline methodsUse of STEP-TTT facilities

the sharing of materials, the setting upof routines and control methods, specifi-

Grouping -- assigning work todifferent groups

Planning objectivesPlanning learning tasks vis-a-vis

pupil's self-concept

Sensitivity to all pupilsAdjustment to school conditions

(no space, too short instruc-tional blocks)

Use of manipulative materialsHousekeepingFighting

The seminars varied according to the instructor, the FYT, and school needs.Seminars focused on curriculum aids and often reached the feeling level. Semi-nars also dealt with the role of the Instructor/Supervisor with the FYT and theongoing classroom activities. Often clarification of STEP-TTT policies, proce-dures, and events was the major concern. In many cases, it was sheer survival.As one T-Instructor wrote in her weekly journal, "I sense that at this earlystage (their third week) they are bogged down with routines and getting a workableroom (structure of day, routines, monitors, environment) going so that they areunable to think of content of the day and plan for that."

In the classroom, instructors worked with individual pupils, or Reading/Mathgroups, or total class as a means of helping meet the FYT's objectives or ofdemonstrating discipline methods. Others helped the FYT set up classroom envi-ronment, Math area of rods, tangrams, geo-boards. All the Instructors observedand evaluated Teacher/Pupil behavior. In many cases, moral support for theFirst Year Teacher was the primary training function.

After observing lessons, once a week or more, the Instructors evaluated tech-niques, presentation, and results. They checked lesson plans to help the FYT'sreach the objectives they desired. Often they would demonstrate an effective wayof presentation. Meanwhile, the FYT's were encouraged to utilize the resourcesof the District, although the Instructors themselves brought in films, silkwormleaves, manuals, etc.

The TTT Instructors all used the TES in the classroom once a week for the purposeboth of self-evaluation and guided instruction in areas of strength or weakness.To these ends, the Video Specialist also worked closely with the Insturctor invideoing First Year Teachers in action, and prepared the pupils for the videosession the day before the videoing. Then while he videoed the action of theteacher and pupils, the Instructor tracked the action on the Teacher EvaluationScale. Immediately after the lesson, he would play back the video while theInstructor related the video to the recording of the TES, pointing out thestrong and weak points. Following this viewing and checking, the Video Special-ist himself would offer helpful suggestions.

4V

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These tapes were then reviewed by the Teacher Education Coordinator to see ifany other use could be made of them for training in the other components of thetraining ladder. Several, indeed, were used in TTT, TT, and TC training sessionsin use of the TES. A fifth grade lesson in Reading/Writing and a first gradelesson in Reading were especially helpful in training in the identification ofdynamics of Teacher/Pupil interaction, classroom routines analysis, and PersonalTeaching Characteristics. In addition, two were used in Elementary EducationDepartment meetings and one was kinescoped for a training film.

Through the team-planning, team-teaching, and training, the FYT classrooms showedinnovative relevant curriculum methods and materials and noteworthy sensitivityto Pupils. Instructors reported outstanding lessons using: Cuisenaire rods;BRL phonics; field trips used as basis for oral language and movement activities;measurement activities using manipulative objects; Active Learning areas in roomenvironment; and food provisions available for hungry children (carrots, fruitpudding).

Not all the First Year Teachers, however, saw the value in the training or itsresults. While, as Teacher Candidates, the First Year Teachers had known of theFYT training possibility when they entered the TTT program in 1968, they had notknown the specifics of instruction until late Spring 1969. At that time,not allof them expressed positive opinion that it would be a beneficial program forthem. This lack of conviction of professional or personal benefit was aggravatedby the late assignment to school and grade level, lack of time to prepare for theassigned grade level, unfamiliarity with the newly hired TTT instructors assignedto the FYT training, and the anxieties of being a First Year Teacher. As a re-sult, several did not wish to be observed, criticized, or helped.

Yet there was a difference in attitude depending on the school in which the FYTworked. Those in three of the schools eagerly sought advice and showed a desireto have team-planning and materials. Those in the other three schools resented"compulsory attendance" at the FYT seminars and did not perceive a value in theseminars. Teamwork in one school reached the point where the FYT's would plantogether and share the responsibility for preparing and duplicating instructionalmaterials. Despite the resistance to the training idea and/or TTT personnel, theTTT Instructors persisted in the task of helping the FYT's to survive and todevelop themselves and their classes into effective teaching/learning models.

In January, the TTT subcommittee on First Year Teachers recommended two optionsfor Spring training:

a) If a First Year Teacher desired continued supervision and/or the presentSupervisor felt that further supervision was needed, the Supervisor couldprovide such training during the time available on his schedule.

b) If a First Year Teacher wanted additional help from another. Supervisor,it would be up to him to contact that Supervisor. If that Supervisorwets not available, he would have the responsibility of contacting anotheravailable Supervisor.

21

Vmmyvirrenrmyy

- 19 -

In making up the Spring schedule, some time periods were left available foraccommodating the few First Year Teachers who desired additional supervision.As the semester progressed, there was no consistent pattern of regular trainingrequested.

In the June evaluation of the training of the First Year Teachers, the staffidentified three major strengths:

a) Intense support and guidance.b) Identification of resources and ways to get the resources by themselves.c) Demonstration by experienced teachers.

The staff analyzed the weaknesses in the training as springing from the resistantattitude of some First Year Teachers and the lack of time both for training thestaff in FYT training and for the coordination of FYT activities. On the basisof the resulting deficiencies, the staff recommended that the 1970-71 FYT train-ing focus on the following aspects of training:

a) Concept 0 team planning through group seminars and/or individual plan-ning conferences.

b) Team teaching.

c) Identification of teaching resources and encouragement of the sharing ofmaterials

d) Demonstration of certain techniques and teaching strategies in the class-room and in group seminars.

e) Continuous evaluation using the following instruments:1) Teacher Evaluation Scale2) STEP-Observation Scale3) Video tape analysis4) Tape recorder

f) Help in diagnosis of pupils' needs, group them, organize materials,organize games, keep records.

g) Help in interpersonal staff relations.h) Assistance in organizing and planning for field trips.

E. TC TRAINING

Fall: Formal Instruction and Direct Experience. The 1969-70 TC's were selectedon the basis of sensitivity and strength in stress role-playing interviews whichtook place in the Spring and Summer 1969. Through this screening process, 31out of 80 were selected on the basis of 1) sensitivity to others' perceptionsand behavior while maintaining one's confidence and 2) strength to set up rulesof conduct in a fifth grade group of role-playing Instructors and STEP Graduates.Many of these sessions were viedotaped. Some were photographed. All were audio-taped. For each specific curriculum area (Social Studies, Reading/Language Arts,Mathematics, and Generic curriculum), the staff had prepared specific courseobjectives which followed the common sequence of objectives but revealed differ-ent behavioral objectives, diagnoses, content, materials, activities, strategies,and evaluation according to the discipline concerned. Appendix 0 outlinescourse objectives in R/LA, Social Studies, and Math.

4.1.#

Because of the controlled setting of the college-based workshop classes, theformal training of the Teacher Candidates followed the common sequence of TTTinstruction the most closely of all the training ladder components: TTT, TT, T,and TC. For six weeks the Teacher Candidates worked in college and the 770 work-shop three days and one evening each week in the four curriculum blocks: R/LA,Social Studies, Math, and Generic curriculum.

The TC training calendar slowly changed throughout the year as the candidatesbecame increasingly involved in direct TT classroom experience:

Sept.- Dec.

January

Feb.-June

a.m.

a.m.

pm

a.m.

p.m.

R/LA4i

TT Classmoms

S.S.

R/LA

Math

Ti

IR/LA,

ClassroomsMath)

TASeminar

S.S.

Math

STTT Cla srooms - Seminar

(al curri lum are: )

63

1=apliMISNXIMI=2.1.137,

-21-

Then, as individual students demonstrated their competency in Reading and Lan-guage Arts through written plans and ,microteaching in the areas of behavioralobjectives, diagnosis, Personal Teicher Characteristics, content, and small group6Ontrol, the Teacher Candidates entered TT classrooms to teach Reading grbups asearly as November.

Specific Courses:

Social Studies. The Social. Studies sessions on Tuesdays provided the model ofTC instruction. The,*, the Instructor set the stage with explanations and demon-strations of the seven sections of instruction: behavioral objectives, diagnosis,content, materials, teaching strategies, learning activities, and evaluation.Training in R/LA, Math, Generic curriculum reinforced this instruction with theparticular activities and content of the particular discipline and instructional/personal format. For this reason, TTT Instructors as well as the Teacher Candi-dates were required to attend this course with or without college credit.

These sessions included the study of written models of curriculum, demonstrationo2 teaching strategies, the viewing of overhead projections of samples of curri-culum units and training films, the analysis of teaching strategy both cognitiveand affective, and the microteaching of the strategies based on real classroomexperiences. Social Studies assignments were designed to demonstrate the Candi-dates ability to formulate instructional goals, behavioral objectives, main ideasa sequence of learning activities, a course outline, and a unit outline.

The Social Studies objectives were met by 93% or more of the Teacher Candidates.Some needed considerable rewriting of the assignments in order to achieve thedesired level of performance. In evaluating the course, the Instrsictor foundthe most successful achievement of his objectives during those sessions in whichthe students were actively involved in some type of "doing" activity (mental orphysical). A major weakness was the fact that there was no formalized procedurefor follow-up in the classroom by the Instructor himself. The TTT Instructorsassigned to the TT schools, however, did work with the Candidates in preparingand evaluating the teaching of their Social Studies units.

Readin /Lan ua e Arts. R/LA was taught by two Instructors, one experienced inSTEP-TTT a college instruction and the other, experienced in rctent teachingin an inner-city school. The pair represented a model of team teaching by twopersons who differed in age, race, and teaching style. With the goal of extend-ing the repertoire of a teacher, they varied their strategies, references, group-ing and format. They presented a multiplicity of approaches to the teaching andlearning of Reading and to Language development. The main foci were ActiveLearning activities, development of relevant lessons, and identification ofphilosophical assumptions underlying elementary school Reading texts and tech-niques.

Candidates examined and used California State texts. They analyzed demonstrationby Instructors in Roach-Van Allen's Lanitua Experience in Reading and in a GinnReader adapted to inner-city classrooms. They observed and evaluated two FYT'son videotape. They engaged in three workshops: 1) diagnostic devices; 2) TTTeacher-made manipulative materials; and 3) communication skills (Title X ProjectSan Gabriel School District). Most important, they planned, taught and evaluated

24

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microlessons to groups of peers. The two-fold aim of these microlessons was1) to list the effectiveness of their written lesson plans and 2) to become awareof personal characteristics (voice, language pattern, posture, gestures) thathelped or hindered the communication between "pupils" and teacher. The firstmicroteaching was based on assigned Summer readings that had been designed toprovide necessary background and attitude toward multi-ethnic classrooms andcultures. The second microteaching required the Candidates to adapt a selectionin a State text to the children in an observed TT classroom based on the children'sbehavior they had diagnosed as deficient in the area of Reading skills or feel-ings. This microteaching was a major consideration in 'determining the Candidates'competency to enter the TT classrooms in the pre-Teacher Assistant phase of thepreservice program.

The minimal level of performance was an average rating on the TES in the aspectsof organization, diagnosis, and the selection and creation of materials andactivities. Written assignments based on actual observed classrooms supplementedthis evidence of competency. Several Candidates had to reteach their microlessonand thereby increased skills of lesson organization and. Pupil/Teacher interaction.

The TTT Media Specialist in photography took pictures and audiotaped each of themicroteaching lessons in order to reveal personal teaching styles which helped orhindered non-verbal communication in a Teacher/Pupil situation. Contact prints

of these pictures and the audicOpes were later used in a 15- minute audiovisOalanalysis interview with each Candidate. One of the Instructors and sometimes thephotographer helped the Candidate to identify how they sounded and looked toPupils, in particular 1) "atmosphere" of the teacher; 2) behavioral mannerisms;and 3) particular style for this kind of lesson.

On the basis of these evaluative indices six weeks after instruction began, nineCandidates had demonstrated a competency in small group teaching which promiseddevelopment of sensitive, strong classroom teachers. Accordingly, these nine

entered Ti'. classrooms for the pre-Teacher Assistant phase. By December all but

a few had entered Ti' classrooms to teach Reading groups. In these classrooms,

the Candidates had to demonstrate competency in the same aspects of teachingperformance shown in microteaching plus competency in the use of appropriateteaching.strategies and activities in order to qualify for entrance into theTeacher Assistant phase. To determine this level of performance, each TTT In-structional staff member observed one or more of the Candidates and conferredwith him. This conference provided another training viewpoint.

During the pre-Teacher Assistant period, the Video Specialist began videoing thestudents to provide them the opportunity of observing and evaluating themselvesin a classroom setting. During these playbacks, only the Video Specialist was

present. He pointed out only the strong points and offered suggestions of howto reinforce these strengths throughout the lesson. The Candidate then had the

option to share the tape with his Instructor or to erase it. The fact that none

wanted tapes erased indicates the strength of their motivation to learn to bethe most effective teachers. Meanwhile, following the single morning of pre-TAteaching, there was formal class follow-up and instruction in linguistics,transformational grammar, and Making It Strange (creative writing).

The last weeks of R/LA took two forms: 1) classroom teaching three, morningsessions of Reading and Language Arts as well as Math and other subjects. ForN/LA, they had to follow a sequence specified by the Instructors to include fourskills:. grammar (written and oral); speaking and listening; spelling and writing(handwriting and creative writing); and to'comprise a 3-day lesson sequence com-bining ary two of the skills. This lesson was to, include Generic skills, and topresent a multi-disciplinary content. The following model was provided:

1. 1:ehavioral objective and another subject area included in one day,2. Materials related to the Pupils' own lives (e.g., in Chinatown, food

street name, school name, their own name).3. Strategy - initiated with questions only

I

First day,output/intake.4. Second day, group according to needs - at least 2 groups.

Third day, combine groups for a "wrap-up" exercise.S. Pupil texts and teacher's manual for 3-6., Sentence patterning for lst/2nd grades or something similar.

The second form of activity in the last weeks of R/LA was an individual contractdrawn up by each Candidate and based on self-evaluation. The varying aims of ththese contracts included specifid curriculum skills (10), personal skills, sensi-tivity to Pupils' needs (7), discipline (S), personal skills such as voice pro-jection (4), and organization (4). This self-contract reevaluation was to serveas a model for setting short range goals and identifying success in small areasfor their own pupils. The Candidates pursued their individual objectives in theTT classrooms and evaluated their own growth in late January., All felt they hadmet minimum levels and several specified areas of further work on new objectives.Most wanted further training in teaching strategies, evaluation, learning activi-ties, content, and materials, in that order. All but five felt that they hadattained the objective of communicating Behavioral Objectives clearly.

Followlup classroom implementation of R/LA occurred in the Spring semester in ST.For the first TT classroom assignment, the Candidates had to teach a "mini-unit"in Reading or Language Arts bated-Wthe format prescribed in Social Studies --that is, the rotation of unit activities, leading to a main idea, and indictionofoValuationsteasures --,plus the use of multi- ethnic materials and manipula-tive activities. For the second TT classroom assignment,.they had to teach a2 -3 week unit on Language Arts indlCding the same 4 coMpopents-as before but im-plemented at a higher levelofperfermance,-and.adding recor+keeping. and pre-post testing.

Math Workshop.. The kathematids course was taught as a workshop in which theemphasisJggs on ActiVe Learning. Two instructors, a practicing classroom teacherand a College InstruCtor together guided the TC through "readiness" and. primaryexperiences sudhAts the Nuffield. Foundation series and geoboards. There, theCandidatesmadc their own graphs, geoboards, calendar. (See Appendix P.)

,

Based on the teaching rationale, "Ido and ICnderstand" the Candidates learnedby doing the ttructured Mathetaticaloxperiences, making their own graphs orgeoboards, for example. ,The,calendai in Appendix P shows, the full range ofconcerns., The sessions provided a model of team teaching, Actpre Learning bythe potentiii teachers,_ind an opportunity for an immediate application of thelearning. (See AppendiX Q for a sample lesson plan.)

4.0

- 24 -

Generic Curriculum. The course on Generic curriculum focused on personal/profes-sional growth of the Candidates, alternative curriculum patterns such as theBritish Infant Schools and New Schools movement, and community experiences in theWeatern Addition. Assigned reading included Jersild's When Teachers Face Them-selves, Glasser's Schools Without Failu e, and Biggs' Freedom Learn Two ses-ilarkocused on eViiraffOrTERUiniiiif the video for andSTEP-OS used by the Research and Evaluation assistants. Several sessions wereused to explain parts of the program, such as the TTT concept. The "communityexperiences" were, in effect, real experiences such as applying for welfare,waiting in hospital emergency room. (See complete description in Appendix R.)

Often the Candidates used sessions to explore their own feelings of anxiety,frustration, and anger about instructional or administrative practices in theschools, college, and project. By October some requested group counseling, butthe TTT staff felt that these feelings, normal for this time in the preservicesequence, could be met on a voluntary basis outside of the program. They decidedto reconsider the request if such feelings persisted, inasmuch as previous Candi-dates had needed such a formalized structure for exploring their feelings duringStudent Teaching Phase.

During the Spring, as an extension of Generic Curriculum, a group of students andthe Instructor participated in a weekend conference on New Schools at SantaBarbara.

Evaluation. Each Instructor evaluated the level of the students' work, andrecommended overall quality at periodic evaluation sessions by the total staff.In each course, TC's met minimum levels of competence which were stated asBehavioral Objectives and "testes" by specific assignment in writing or in action.In Reading/Language Arts and Math Workshop much of the competency were demonstrateby action - microteaching, making graphs or magic tricks, or making instructionalmaterials - even handwriting. In Generic there was a major community experiencereport, and contribution to class discussion. In Social Studies there was aprogrammed sequence of written assignments of specific skills which culminatedin a unit due in the Spring. In December there were a number who were deficientin quantity or quality in some Social Studies so that only a few entered StudentTeaching Phase I, on a conditional basis. By Student Teaching II, all but onehad met the Social Studies criteria but two were evaluated by the staff asdeficient in classroom skills -- one of control, the other for extended StudentTeaching in the Fall of 1970. The other worked in a special language skillslaboratory until her level of performance was appropriate for classroom teaching.

Spring: Direct Experience and Formal Instruction. Direct experience assumed toppriority over formal instruction or microteaching. For direct experience in theclassroom four full days a week, the staff placed Teacher. Candidates on the basisof expressed preferences for grade, school, and partner, and on the basis of ob-served personal teaching characteristics and performance competencies. The staffset certain expectations for their supervision of the Teacher Candidates for thedirect classroom teaching experience as follows: Every Candidate was to be ob-served a minimum of once a week, by means of a formal observation with theTeacher Evaluation Scale, a written evaluation, written suggestions, and a con-ference to discuss the observation. Serious deficiencies observed in a studentwere to be presented to the staff for discussion of alternatives when firstnoticed.

47

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For the Teacher Candidates, the staff established certain professional expecta-tions related to their role in the school and classroom (see Appendix S). Ofthe original 32 Candidates, 29 entered the 15 TT Classrooms as Student Teachers.In the two teaching assignments in the semester, each Candidate worked in twodifferent grade levels, two different communities, and insofar as possible, twodifferent classroom environments. The first assignment of seven weeks offered achance to teach all they had learned and practice with increasing responsibilityfor planning, teaching, and evaluating their lessons and short units. In thesecond assignment, they had to demonstrate a higher level of competency in be-havioral objectives, diagnosis, content, materials, strategies, learning activi-ties, and evaluation. At the end of each assignment, each Candidate had a weekof two to teach alone while the other observed, planned, or studied.

The incorporation of all aspects of the STEP-TIT program into training wasespecially evident in the direct experience phase of the TC training. The Candi-dates taught Reading/Language Arts, Math, and Social Studies, and applied theattitudes and strategies in Generic Curriculum in the TT classrooms, adapting theclassroom materials and on-going curriculum to the STEP-TTT thrust toward be-havioral Objectives, inductive strategies, multi-ethnic materials, and manipula-tive activities. For example, in most of these TI rooms one could see thepupils' pictorial representation of their counting experiences the Candidates hadintroduced: graphs on skin color, family size, favorite TV programs. In many,one could observe inductive teaching strategies -- cognitive and affective --by which the pupils were encouraged to express their own concepts generaliza-tions, hypotheses, feelings, attitudes, and values. Bulletin Boa;ds showedexamples of sentence patterns, making it strange exercises, photographs of theclassroom activities, etc. There were units on drug use and misuse, interper-sonal relations based on Shaftel's "Ideas in Action," individualized Math withpupils handling hand computers and Cuisenaire rods; units on Afro-Americans;individualized reading programs with individual diagnostic cards and games.The worksheets in Appendix T show the creative adaptation of the Math Workshoptraining to the second grade classroom "computers" and rods.

media. While there were plans to follow the growth of individual Teacher Candi-dates to record stimulating room environments, the Photographer selected insteadexamples of effective sequences of learning. Photographically, he traced onefifth-sixth grade unit on ecology which, with the materials, will be used as aTTT training packet in 1970-71. He helped two Candidates in a fourth gradein preparing a photo carrousel of pupil drawings they had done to illustrate apoem on "the environment" which they had read and to which they had responded onaudio tape. This audio-visual package is now available for training in Language,Art, and Social Studies..

The. Video Specialist videoed almost all of the Teacher Candidates. The TC Train-ers worked with him as they had for the FYT Media work. By reason of the Fall"team" experience, the Video Specialist, Traiwz, Classroom Teacher and Candidateall knew what was expected from the videoing. The major purpose was self-evalua-tion and training. Early in December, the Video Specialist had explained anddemonstrated the equipment to the classroom teachers and their pupils. He andthe Coordinator of Teacher Education had identified three aspects of teachingupon which to focus the videoing: multi - ethnic content, manipulative learningactivities, and inductive teaching strategies. While the major purpose was

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self-evaluation, it was felt that the training aspect of the film could be usedin future teacher training. From the 23 video tapes, 10 were selected for theTi? training library on the basis of the three previously established criteria.The Coordinator and the Media Specialist edited these 10 tapes for future traininguse in TC-T, TT, or TTT sessions. These ranged from a lesson on Japanese artand music to one on micrography demonstrating the effects of the multimediaworkshop. Two showed inductive strategies in Science; another demonstrated in-ductive Social Studies teaching; another presented manipulative Math activities.

Field Trips. Field trips were an integral part of the Curriculum. Many of theTeacher Candidates planned trips that would fit into the units they were teaching.They prepared the class for the field trip; and wrote a brief evaluation report.From these reports a list of suggested field trips has been prepared for T, TT,and TTT training use in 1970-71 (see Appendix U).

Formal Instruction Durin Student Teachin . Formal training followed both therecommendations of the TTT Subcommittee and also the Teacher Candidates' expresseddesires. Ftom the beginning of the year, the Candidates' expressed concerns hadbeen considered in Curriculum planning and assigned tasks. These Instructors letindividuals meet assignment objectives by their own procedure in R/LA, Math,Social Studies, Generic Curriculum, and all wrote their own 2-3 week contractsin R/LA in January. Following the individual R/LA contract in January, thisparticipation increased dramatically in the Second Semester when a representativegroup was chosen by staff and students to plan and implement the formal instruc-tion concurrent with student teaching. In addition to thisstudent-staff curricu-lum, one Teacher Candidate designed an experimental course called, "The Role ofthe Teather" which carried credit for three college units. Nine other Candidatesparticipated in this course throughout the semester, meeting together periodicallyand sharing their output with the other Candidates at the end of the Semester.

The procedure for the joint planning of the content, sequence, and format of theIS weeks of formal instruction was a simple one. The group of Teacher Candidatesand the Instructor/Supervisors each prepared a list of "Suggested Topics." Fromthese items, the small seminar groups selected those of top priority to them.The staff-candidate group then planned the sequence and assigned responsibilityfor each session. The resulting calendar illustrates the scope of the contentand variety of instructional responsibility. (See Appendix V.)

As much as possible, instruction reflected the reality of TT schools and theTeacher Candidates' concerns. The Ti? Subcommittee on TC training had recommendecthat the small group sessions focus on :

1) assessment of where children are, emotionally and academically;2) assessment of teacher style -- specific behaviors related to TES items;3) management of pupil materials, records, etc; and4) further control case studies. How would you handle them?

As the topics of the large group sessions required the full morning of attentionand energy, however, there was no time for many small group seminars. These fourconcerns, therefore, were treated mainly in the on-the-job conferencing.(NOTE: On-the-job training of the Candidates occurred through post-teaching con-ferences, curriculum materials suggested or procured by the TT Trainer [e.g., tasl

29

WarS(471,70777

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cards], video self-analysis, planning conferences before school. Some of themost effective training occurred at 770 when individual. Candidates voluntarilysought help from individual staff members as "Resource Persons." In these inter-changes, Candidates were inspired to use teacher units, such as "Clay Boats"[WSJ or prefix-suffix "wheels.")

Prior to the large group seminars on "Planning" and "Control," the TT Principalswere asked for their expectations for their teachers in the areas of planningand control, so that their perceptions could be included in the formal instructionSimilarly, the Candidates were asked for their evaluation of the first studentteaching session on planning. In turn, their expressed preference for suchaspects as "student initiation of concerns by feedback, informal structure, realclassroom situations" were included in the ensuing instruction as much as possibleAccordingly, the phonics session focused on classroom situations. Paul Ricciardi,staff member of Schools for the Future, showed and discussed a film of a Harlemclassroom in which the pupils were using Caleb..Gattegno's Cuisenaire Rods andWords in Color, an example of effective "working withing the system."

In answer to the Candidates' expressed desire to learn specific ways of beingchange agents, there were two sessions involving community persons. The first,a panel led by the Coordinator of Community Educational Services, involved avigorous interchange of teacher change agents in a school. The second wasplanned through a candidate-staff discussion to be a 1:1 role-playing sessionof parents and community persons,, each playing the parent who comes for a con-ference with a teacher about something the teacher had done in relation to hischild -- the Candidates playing the teacher in question. From this role-playingthe Candidates were to gain a sense of their own professional and personal rolevis-a-vis the parents.

The Teacher Candidates themselves conducted most of the final sessions: written

and oral recommendations from TT's for FYT's (see Appendix W); effective studentteaching experiences; psychoactive drug use; and the total program evaluation.

There were extra-curricular voluntary large group sessions,such as the weekendat Santa Barbara for the New Schools conference, and the Black Studies sessionsof the ACDC convention in San Francisco in March. Of particular note was aSaturday multi-media workshop held in February, and organized by the photographyand video Media Specialists in conjunction with other specialists from industry(Kodak) and the School District Creative Environment Center. There was explora-tion as well as presentations of the use of multiscreen presentation, photographyin language arts, teacher-made media projects, pictures for developing awarenessof non-verbal teacher-pupil relationships, video tapes used for self-evaluationand teacher-pupil interaction, and specific media techniques such as:

1) Constructing and using the pin-hole camera.2) "How to Set Up a Darkroom in a W.C.fl3) Using the overhead projector, transparencies and overlays.4) Micrography.S) Picture arrangement (story-telling with pictures).6) 8mm. movie camera.7) Ectographing machine.8) Video and audio taping.9) 8mm film animation, presented by STEP-TTT Student Teacher.

0.

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Evaluation of Teacher Candidate Competencies. The staff as a whole, each withids iaiiicular perception, evaluated-Warraidates periodically for entrance

into the successive phases: pre-TA, TA, ST I and ST II. All but four had demon-strated teaching competency at the pre-TA level by January, and about .half hadqualified unconditionally for the Teacher Assistant phase. The "conditional"Candidates demonstrated the skills of unit development and verbal expression bythe Student Teaching phase.

In the Student Teacher phase, the entire staff evaluated questionable candidateperformance mid-phase so that the TC Trainer could specify deficiencies and sug-gest alternatives or remediation before the final day. These evaluations werebased on weekly observations (at least one lesson with the Teacher Evaluation Scalediscussions with the Classroom Teacher, conferencing, and seminar work. All buttwo demonstrated necessary competencies for their credentials. Of these two, oneneeded extended classroom experience to develop control skills and the other neede(additional experience in language skills.

Following the initial procedure of written evaluation, and the Candidates' nega-tive reaction to written communication of the "conditional" status, the staffdeveloped the following procedures for the identification of deficiency andremedial measures: 1) staff discussion and decision-making; 2) Candidate-Trainerinterview; and 3) written report of deficiency and recommended remediation.

These unusually thorough written conditional evaluations were filed with theElementary Education Department. All evaluations were written on a College Place-ment Office form for use in District recruiting. There was also a STEP-TTT eval-uation by the ranking of the Candidates on a scale 1-5 representing the competencyand potential of the Candidates compared with one another.

While the TES was designed as both instructional and evaluative, it was oftenseen in the latter light; rarely as "helpful." There was divided staff opinionon how to use the Teacher Evaluation Scale most effectively, ranging from "use itwhenever you observe a TC whether it's a whole lesson or not" to "use it only afta full lesson observation." Many of the Candidates said that they never felt atease when observed, thereby somewhat offsetting the argument that the studentswould be less anxious if it was always used. One Instructor tried observingfully and then recording the summary ranking.

In all cases, the TC reported that this kind of summary evaluation was moremeaningful--they trusted the judgment since it seemed to be based on the totalclass interaction rather than serving as a checklist, and they relaxed in theirteaching.

Student Evaluation. At the end of the First Semester the Candidates were senttwo kinds of evaluation instruments to answer: self-evaluation as to percentileof competency and a classification of the STEP-77T courses in relation to theiruse in the classroom, TT or future. Few responses came to the first, becauseTeacher Candidates said they had no basis for comparing themselves to the others.The few responses that came for the second instrument, indicated general satis-faction, concern for having more specific curriculum skills, and concern forhaving lack of opportunity to try the innovative skills they had learned.

At the end of the Second Semester, immediately after Student. Teaching and beforethe Summer Individual Contract, the Teacher Candidates had an opportunity toevaluate the preservice program in an open-ended form developed jointly with thestaff. Rather than the proposed questionnaire of objectives, they elected towrite and then discuss in a round table setting the strengths and weaknesses ofthe program, and recommendations for the future.

The Candidates' responses ranged from lists to essays. They focused on inter-personal relations, procedure, schedule, learning process, and structure. Rarelywas their attention directed to content.

From the Candidates' point of view, the strongest elements of the program (men-tioned by one-half to one-third of the student group) were 1) the group, includingstudents and staff; 2) the workshop format used in the Math Workshop and half thesessions of Reading/Language Arts; 3) resources and services such as the libraryand use of the bus for field trips; 4) availability of staff for help, listening,showing concern for students. Several mentioned the value of Behavioral Objec-tives, rationale, and lesson plans; others, the effort to bring about change ineducation.

The greatest number of recommendations (one-third of the students) concernedincrease in 1) classroom experience, particularly observation, microteaching,and teacher assistant. Several others (one-sixth to one-tenth of the students)recommended increase in 2) attention to individual needs and differences ofstudents; 3) communication between staff and students.

The weakest elements (cited by one-third to one-sixth of the students) were 1)authoritarian nature of the instructional program: "Students are to be molded";2) reality not matching expectations; 3) breakdown in communication between staffand students; 4) variety of criteria and brevity of performance of evaluationsession. Several others commented on pressures to perform and emphasis onunrealistic theory over practice.

The leader of students who planned and took the course, Roles of the Teacher,evaluated it in terms of objectives, content, and realistic conditions. Thisevaluation, together with the student-compiled booklet which was a product ofthis course, are presented in Appendix X.

Staff Evaluation of Program. After reviewing the entire year, the staff recom-mended a number of specific changes for a future preservice training model focuse6on objectives, content, and procedures, as follows:

ResTImencb-ectives:

1. Define the "effective student teacher" in behavioral terms.

2. Define the role of a TC Trainer in terms of principles of supervision.

'3

vrommeWER.,

Recommended Changes in Content:

1. More multi-ethnic experiences and materials.

2. Collaboration with. College Department in Arts and Sciences so thatTeacher Candidates start to think about use of areas such as geographyand history to teach/help children deal with social and personal prob-lems.

. More Curriculum content based on learning needs of Candidates withindividualized sequence and early release of competent Candidates forfirst year teaching.

Greater variety of teaching models, such as periodic changing of TTTrainers,

S. More training in affective domain.

6. More library resources in specific Curriculum areas.

Recommended Procedures:

1. Early classroom placement with immediate analysis and small groupinstruction.

Single Candidate placement in TT classroom.

3. If Candidates are paired, specific provision for partner's time whenthe other Candidate is, teaching alone (e.g., multi-ethnic materialscollection or adaptation of affective strategy to inner city classroom).

. Successive blocks of. separate Curriculum course.

Alternation ofsmall and large group Student Teaching Seminars.

Scheduled demonstration by TTT staff (team or individuals) to show whatthey want Candidates to learn.

. TT classroom teaching by College instructors.

8. Team-teaching of Candidate and TC Trainer in TT classroom.

9. More microteaching and classroom teaching to test course content.

'10. More team planning and interdisciplinary research by Candidates so thattheir classroom lessons are not isolated.

S.

11. More attention to teaching skills such as classroom organizing, lessontiming.

an.rtnOwnennan71 Y199 MAIT,1111[1.WeeltemorneamnmewbfeMIOIR731...11E11.121M.2071111307..711rtmleernorrum.

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Summer: Summer Contract. The Summer Contract was designed as a post-sessionactivity to help students engage in self-directed training for two purposes:1) to remedy an individual deficiency in a curriculum or classroom area and .'2) to prepare for their first year of teaching. The procedure and format hadevolved over a period of three years. At the close of Student Teaching this year,each Teacher Candidate and his Trainer met in an individual conference to identifymutually individual strengths and needs and possible focus for the Summer Contract.There were seven basic aspects of the Summer Contract that were specified for in-clusion, although not necessarily in the form used in 1969. The procedure wasspecified in the following instructions to the Teacher Candidates:

Formulate your contract using the form already distributed or aform you'd like to use as a FYT with your pupils. In either case,you'll want to include the basic 7 aspects of a contract --

1. Diagnosis - statement of problem or need.2. B.O.

3. Procedure you'll follow.4. Resources you'll use (people, places, experiences,

books).S. Criteria for evaluating your end product.6. Way you'll "report" your "findings."7. Followup in FYT classroom.

Using the rationale that this kind of individual contract is the kind of contractbase they may want to use themselves for individualized instruction with pupilsin the classroom, the Teacher Candidates were urged to adapt these categories totheir own particular language or format. Some staff members suggested some oftheir own ideas, thoughts, and suggestions (see Appendix Y), but in no way didthey attempt to tell the Candidates what activities to select.

Within three days the Teacher Candidates had formulated their own contracts,written a concise abstract of what they planned to do, with one of the Instructorsas a Resource Person, and made an appointment to check it out with the staffmember having that responsibility. His approval did not mean applying his owncriteria, but rather his checking the completion of the seven aspects, the logicof the procedures as applied to the Behavioral Objectives, the reality of thecriteria of evaluation, the practicality of the follow-up in the classroom, etc.What was stressed was that it was the individual Candidate's contract and hisown criteria with the TTT experience helping him to formulate a defensible study.The students produced a range of creative and realistic contracts. Of the 28reports, 15 were selected to be reproduced in some quantity for the use of theothers as source material when they became First Year Teachers in 1970-71. Thecomplete list of contracts with the fifteen starred, appears in Appendix Y. Theonly drawback of the Contract identified by the staff, lay in the difficulty ofbalancing high staff expectations and student freedom. By relying on Candidateself-direction, the TC Trainer responsible for administering the contractsfound it hard to follow up if "flaws" developed. At the same time, the abilityto let students fail and learn from consequences was suggested by some staff andCandidates as an area for TTT Training, so that these difficulties could besustained.

lereactIMMEWFlaria

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III. EFFECTS, OUTCOMES, PRODUCTS

Much of the TTT training will bear fruit in the succeeding years -- in communityleaders, children, teachers, and professors. There were signs of immediate effectshowever in terms of changed behavior, training products, and curriculum developmentin the 1969-70 STEP-TTT program.

Within the project, the TTT staff members expressed and demonstrated impact oftraining in: development of interpersonal management skills of group process; admin-istrative skills of shared accountability; receptiveness to alternative ways ofteaching; identification of a STEP-TTT career ladder approach which included TabaTeaching Strategies to Develop Children's Thinking, Taba Social Studies curriculum,multi-approach to Reading/Language Arts, manipulative Mithetatics, the "IntegratedDay" of the British primary schools, and development of a coordinated preservice andinservice teacher education program with specified competences and periodicevaluation.

The incorporation of Media into the 1969-70 curriculum was strong because there hadbeen criteria established to determine the selection ofvideo subjects, and bothteamwork and constant communication among the instructional, staff and the MediaSpecialists. Media was involved in all training levels, including the communityWestern Addition Festival and the graduation exercises of the Opportunities Indus-trialization Center (OIC). Teamwork was best exemplified by the instructors' use ofvideo along with the Teacher Evaluation Scale in the classrooms of TC /FYT; the in-structors' use of video and photography in formal instruction; the instructors' andtrainees' use of video and photography for evaluating; microteaching; and the edit-ing of ten training films by the Coordinator of Teacher Education and the Specialist(training film on inductive strategies, multi-ethnic content, science, micrography,and manipulative mathematics). The major weaknesses in the video program stemmedfrom the unavoidable time lag when equipment was stolen, thereby making it impossiblefor pre-post evaluation of the Teacher Candidates and workshop followup in the class-room.

TTT members had an effect on the College in three major ways: (1) staff members'participation in departmental discussions such as involvement of the College in theDistrict move to integrate schools; (2) staff members' work on committees (advice onthree-semester credential sequence in Curriculum Committee, screening procedures forCredential Review Board, development of Masters Program on MA Committee); and (3)individual interaction and dialogue resulting from (1) and (2) above (individualCollege faculty members visited the TTT Center of activities; the Chairman of theMusic Department took an active role in planning sessions of the Advisory Board;a Math Professor attended geoboard workshops at Dudley Stone School; an inner-cityElementary Education Professor described Math Workshop materials and had TeacherCorps trainees visit the Center).

At the District level, and through the continual liaison work of the District Instruc-tion Coordinator, administrative personnel from the District Office visited theCenter for conferences and explored the manipulative apparati and materials. TheCoordinator herself was invited to participate in meetings of District Principalsand Specialized Teachers.

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At the Schools level, the Principal of a T-school requested a geoboard workshop forteachers and parents, and the Community Representative, Instructor/Supervisor, andMath Instructors presented such a workshop at which parents, teachers, professors,and pupils all learned toegether. Upon hearing of plans for the Active LearningCenter, three schools have requested communication and involvement. Perhaps themost striking example of positive effect in schools was the petition presented by aTT school asking that STEP-TTT locate its 1970-71 program in its school, the keyschool in the upcoming desegregated complex in the District.

In classrooms, through working with TT Instructors and the TC Instructor/Supervisor,TT teachers changed room environment and grouping practices, tried Social Studiesstrategies, adopted manipulative materials and activities, and, assumed teaching ofmulti-ethnic units -- all started by the teachers.

There were a number of specific instances in which the STEP-TTT impact went beyondthe Project, College, School District and Community. The most notable were through:(1) professional conferences; (2) the large number of visitors who came to learnabout STEP-TTT, talk with its staff and, as time allowed, see some of the TTT com-ponents in action; and (3) participants in the workshop sessions based on activelearning.

The Coordinator of Teacher Education planned and chaired an afternoon action lab forthe 1970 ACDC Conference held in San Francisco in March. About twenty visitors par-ticipated in a discussion of the project, examination of materials, and analysis ofa video tape of a Teacher Candidate. Several participants returned later for furtherinquiry.

The Student NEA "heard" about STEP-TTT and sent a national representative to learnabout the program. As a consequence of this visit, they printed an article (App. Z),written cooperatively by STEP-TTT Teacher Trainers and Teacher Candidates, on thetraining component for Teacher Candidates; and asked STEP-TTT to participate intheir annual conference. This participation itself was innovative in that a totalgroup of conference participants were bussed from San Mateo (another Bay Area city)to the STEP-TTT Center for a full morning of study, with the Third T's, about theinnovations used in the TTT program for training Teacher Candidates. The TTT staffwas very much encouraged by their challenging questions and enthusiastic responsesconcerning the program.

One of the strongest effects of the STEP-TTT training which went beyond the projectcan be attributed to one of the most active components of the curriculum -- theworkshop sessions, primarily in Math but also in Reading and Language Arts. Fromthis active form of learning experiences, some members of the staff began to developa series of voluntary training workshop sessions on "Learning Possibilities inSpace," "Freedom to Learn" in British Infant Schools, and construction of learningspace. As a result, visitors from several independent schools, Teacher Corps, andnon-STEP-TTT schools arrived to explore the learning possibilities and to ask to beincluded in future workshops.

In view of this effect of active learning experiences at the TTT and TC levels, theDirector of Schools for the Future, Caleb Gattegno (Cuisenaire Rods and Words in

Color) elected to use the STEP-TTT facilities for his"The Subordination of Teaching to Learning."

The above are some examples of the many ways in whichtion about its activities.

scheduled three-day seminar on

STEP-TTT disseminated informa-

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IV. PARITY IN STEP-TTT

Our concept of involvement of community, liberal arts, school personnel, etc. -- theParity Principle -- is involvement in an actual working relationship (in Appendix AAand also Appendix A are some of the kinds of things that have been done in theseareas in keeping with that concept). We feel that it is more important to have fewerpersons involved, but have those few sincerely interested, representatiw,, and as aresult giving more valuable input and being able to disseminate information about theSTEP-TTT project from some first-hand knowledge. In keeping with this concept, youwill notice that the following summary report on parity stresses active participation.

The Community

We started the year with two part-time regular staff community representatives. Oneis a resident of the Haight Ashbury community and her two children attend DudleyStone Elementary School. She has long been active in this community's activities,having participated in organizing the Haight Ashbury Children's Center. FormerlyPublicity Chairman for the Dudley Stone PTA, she is now its Vice President. She isPark South Complex representative, and as an interested person, worked with theErnest Ingold Branch Boys' Club. The other community representative is a resident ofthe Western Addition community and her children attend Raphael Weill School. She wasPresident for two years of the Raphael Weill Parent Organization.

Their primary responsibilities were: to participate as much as possible in relevantTTT activities and in schools and organizations in their community areas; to act astwo-way communicators, feeding into TTT community/schools thinking relevant to edu-cation and in particular to teacher training and to STEP-TTT activities, and feed-ing out information about STEP-TTT objectives and activities. In addition, as muchas possible they attempted to actually help in community education endeavors.

The representatives served also as community resource people in the College methodscourses for the potential T participants, in the inservice seminar for potentialTT's and in the training by sharing sessions of the TTT group. They were alsoresponsible for bringing in other community people to contribute/participate inthese training programs.

It soon became evident that we needed more staff time for these and other communityinvolvement activities. Thus, as the total group 'as discussing and evaluating ourcommunity involvement and facing the fact of an already obligated tight budget,various TTT and TT volunteered to take overload work in order to free one member ofthe group to help in this area.

During Spring semester, the community/school/project involvement was broader andmore effective. It allowed us to do something for the community people who were sowilling to do something for us; to work in areas like this:

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1. The development of a tutorial and enrichment program at the Haight-AshburyChildren's Center.

2. The recruitment of parents for enrollment in general education courses prepara-tory to taking the High School Equivalency Test, and a series of educationalsessions for their self-improvement.

3. Construction sessions at Raphael Weill and Dudley Stone Elementary Schools.Such a program is designed to facilitate interaction between parents and teach-ers, construct materials for use in the classroom and assist parents to anunderstanding of current concepts and strategies presented within the school.

4. The initiation of a news series in the Sun Reporter (a newspaper distributedprimarily in the Western Addition target area) which is designed to facilitatethree-way communication between community, school district, and college.

S. Preparation and diszibution of a STEP-TTT Newsletter in an attempt to keepparents, educators and community abreast of educational developments within theSTEP-TTT project, the schools, the community and the College.

6. Provide instruction by "helping parents to help their children," and throughhelping teachers to interpret and respond to the needs of the ghetto residents.

7. Encourage participation of community people in educational endeavors, includingthe school, and encouraging the participation of educators in community activi-ties.

We also opened the way for parents to come into seminars or open sessions to talk toteachers and teacher trainers about what they expected of teachers in the educationof their children.

In addition to these kinds of involvement, various TTT staff and trainer-traineesalso became involved in the community. In Appendix AA there is an example list ofone person's activities, also examples of other STEP-TIT community involvement.

San Francisco Unified School District

The program report describes in detail the numerous joint activities in the SanFrancisco Unified School District schools; therefore we will only summarize themajor ones:

1. The District Assistant Superintendent, Instructional Development and Services,works directly with STEP-TTT in planning and expediting the program.

2. Three persons assigned to the District Instructional Development and ServicesOffice were released full time to STEP-TIT as Third T trainees, with partialsalary paid by the District.

3. One of the three persons from "2" above was assigned part time during 1969-70as the District/STEP-TTT Coordinator, with responsibilities for communicationand coordination between the District and STEP-TTT as to planning, policies, im-plementation, etc. (see description in Appendix I).

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4. Various District staff people -- in Personnel, Curriculum Development, SubjectSpecialists for Teacher Training -- have participated in meetings with STEP-TTTstaff/Third T trainees.

S. The District placed 17 "T's" in '8 schools under a "First Year Teethe? Program"with STEP-TTT, which involved the cooperation of the Personnel Department andthe Principals of the schools where these T's were placed for potential TTtraining -- with an additional 7 T-TT's from STEF-TTT who were in their secondand third years of teaching.

6. Cooperatively with the District, a group of 17 experienced teachers from 5schools were selected and participated in STEP-TTT training as SupervisingClassroom Teachers (TT) to become effective trainers for student teachers.

7. A total of 30 student teachers in the STEP-TTT were placed in pairs in a differ-ent kind of student teaching program with the TT's and the TTT trainees.

8. Some District personnel came into the College Methods Courses to give teachercandidates firsthand knowledge about District policies, expectations, etc.

9. The SFUSD Assistant Superintendent attended the Phoenix. Conference on the "Yearof the Liberal Arts."

10. Some schobls in the District offered their schools and had entire faculty par-ticipate in some STEP-TTT special sessions.

San Francisco State College, School of Education

1. The Dean of the School of Education, the Chairman of the Elementary EducationDepartment and various other members at specific times and on specific issuesparticipated directly in STEP-TTT planning and problems.

2. The Chairman of the Elementary Education Department and a representative fromthe Education Administration Department were volunteer time participants in theSTEP-77T Management-Development sessions.

3. For the first time in the history of the Elementary Education Department, nro-ject staff-trainees, including those from school districts, were given statuswith the faculty, participated in faculty meetings and as contributing membersof ongoing and special faculty committees.

4. Those Third T trainees not released from the School District were formally ap-pointed to the faculty on a Direct Hire basis.

S. The Elementary Education Department approved special off-campus innovative meth-ods training courses for fifth year (graduate) students to be taught by STEPThird-T trainers, for one section of teacher candidates, and gave institutionalsupport for salaries for that portion of teaching by Third-T trainers.

6. As a. result of the Chairman's participation in STEP-TTT Management Developmentsessions, he initiated a "Sensitivity Group Training" for his own faculty mem-bers for both the Fall and Spring semesters.

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7. Some of the Department's interest and follow-through on changes and innovationswere "kicked off' by a STEP-Elementary Education Department jointly-sponsored"Symposium."

8. The interest and direct participation in STEP-TTT by the Department Chairmangave him impetus to innovate within the Department (i.e., a. First Year Teacher

special section was given institutional support in the regular program).

9. STEP-TIT spent a great deal of time in planning and implementing a screeningprocess for teacher candidates to look at their strengths and weaknesses inrelation to their potential as teacher candidates. In 1969-70, the ElementaryEducation Department began to develop a way to screen applicants for theStandard Elementary Education Credential and requested use of STEP-TTT video-tapes (see. Appendix BB).

10. The Department Direction Committee works with project involvement. Following

is an excerpt from a Committee report:

"The Committee has been working overtime in trying to get a handle on theCommittee's primary function, that of suggesting for departmental approvalsome criteria for department direction. Two meetings have been held withproject directors and members of department committees in an effort toidentify issues revolving around project involvement. The Committee'snext session will be with some San Francisco Unified School District ad-ministrators."

11. Partially because of projects' (including TTT, Teacher Corps, 0.M.I., etc.)working relationships with School District and Community, the Education Depart-ment seems to have become more aware of the need for closer cooperation by theregular program personnel with both the School District and the Community (noteexcerpt above). For example, the Department has become involved in the SFUSDprogram for developing complexes (see memo in Appendix CC, and note that fourof the participants are College STEP Third T's).

12. Somelof the College-Project interaction, support, and influences are not directenough to be explicit (i.e., the STEP-TTT ethnic minority group may or may nothave influenced the almost all-white faculty toward more cross-cultural repre-sentation on the faculty -- this has come about this year; STEP-TTT participa-tion on the Curriculum Development Committee influenced some new directions inthis area).

13. The Chairman of the Elementary Department was interested in having at least twoof our Third-T trainers from school districts as regular College Supervisorsin the student teaching program, although they had not completed their secondyear of training with STEP-TTT.

The Liberal Arts

Participation of the Liberal Arts was the weak parity link in STEP-TTT in 1969-70.Following are some of the attempts made by STEP-TTT to move in this area:

41

-39-

1. We talked with the Chairman of the College-Wide Teacher Education Committee andasked for an opportunity to discuss with that group the STEP-TTT program andhow we might all work together in sharing ideas and activities toward betterteacher training.

2. We contacted various Department Chairmen, or representatives when the Chairmanwas not available, to alert them to our thrust for involvement in Liberal Arts.

3. In planning for the 1970-71 program, we included active participation withrepresentatives from the Liberal Arts in our double thrust: the Taba trainingand the Active Learning. In the Taba training, representatives from LiberalArts will actually participate in the full one-hour per week STEP-TTT (emphasison Third T) training. In the Active Learning, plans are under way to haveLiberal Arts iNvresentatives actively participate in the open sessions.

4. We worked with Dr. Frank Oppenheimer, Director of the Exploratorium and thePalace of Arts and Science Foundation, to develop a cooperative program wherebythat Foundation, together with persons from Arts and Sciences from colleges andthe community in this area, would contribute toward offering teachers and pupilsenrichment in arts and sciences at the Exploratorium. Dr. Oppenheimer's staffand our staff are now working on a joint proposed program to expedite this.This is a unique cooperative venture.

S. We contacted various representatives from the College Education and Liberal Arts,the community, other projects concerned with education, and the School Districtto meet and plan for an Advisory Council for STEP-TTT for 1970-71.

6. STEP-TTT took three representatives from the College Liberal Arts to the TTTCluster Conference in Phoenix (April 30-May 2). They were Warren Rasmussen,Chairman of the College-Wide Teacher Education Committee at SFSC; DonaldBarnhart, Chairman of Social Sciences at SFSC and presently working in one ofthe elementary schools with an Education professor; Luis Kemnitzer, AssistantProfessor in Anthropology at SFSC, who has been affiliated with and still worksclosely with Ethnic Studies, especially in the area of Native American Studies.(Dr. Raymond Pitts, Assistant Superintendent of San Francisco Unified SchoolDistrict in charge of Instructional Development and Services, also attended,along with Florence Bradford, District/STEP-TTT Coordinator, Elizabeth Titsworth,Acting Director for Spring Semester, and James E. Bixler, Director of STEP-TTT.)

7. STEP-TTT considers Liberal Arts Parity to include not only representatives fromthe officially cooperating College and School District, but also representativesof Arts and Sciences from other institutions and from professional work in thebusiness community. For example: On May 14th from 3:00 to 5 :00 p.m., Sim Vander Ryn from the University of California at Berkeley and from the FarallonesInstitute (environmental design) held a special session open to all Third T's,TT's, T's and community representatives to discuss and show slides about en-livening classroom environment for the learning of children; a special sessionwas held for all TTT participants at the Palace of Arts and Science to providepersonal experience of the principles as they "worked" the apparatus at theExploratorium.

-40-

STEP-TTT Advisory Board

Until the time of the first site visitation in midyear, the STEP-TTT program had beenoperating under an interval policy-making group composed of Third-T trainees drawnfrom College, District, and Community. The principle underlying this system of pro-ject guidance and implementation was to give TTT staff an opportunity to developskills in democratic administration, with full participation in the planning anddecision making for the project and its impleme:Itation. Included in this staff groupwere two Community persons, three District persons, six College persons, and twoteachers hired for the project.

During the first site visitation, this policy-making body and the site visitors dis-cussed at some length the desirability of a different kind of organization to actas an advisory board. As a result of this discussion, representatives from the TTTstaff contacted other organizations with advisory boards and attempted to gatherenough information about makeup and operations to organize an advisory board for theproject.

The information gained from this investigation was considered and a recommendationto bring together a group of representatives from the different parity areas to planwith the STEP-TTT staff was adopted.

As a result of this decision, an initial interim advisory board meeting was heldon Hay 7th (see description and list of members in Appendix DD). As a staff, we arenot certain the direction proposed by the Site Visitation Team is the most expedi6tious direction. The problems lie in the fact the "representatives" of variousgroups are hard to identify on more than a token basis, as well as the fact thatformal representatives from organizations and areas may not be knowledgeable regard-ing TTT. However, we will try the recommendation and assess the consequences in thecoming year.

43

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU

`CATION POSITION OR POLICY.

STEPZICSIMEN

mtNeramesselsew.re...00.,....

News 1 ett Appendix A (1)e rSan Francisco State CollegeSan Francisco Unified School District TeaCher Education ProjectSausalito School District

San Francisco State College 01C.Building1600 Holloway Avenue 770' McAllister StreetSan Francisco, California 94132 San Francisco, California rem

(415) 922-3100(415) 469-2296 ay; June 1970

Introducing Mrs. Jolla Moor, Aide Coordinator, Raphael Weill School --

I'm working in the capacity of Aide Coordinator at Raphael Weill School, whichmeans that I function as a group leader.-forthe paraprofessionals here. I see therole of the paraprofessional as beinga co-teacher .one who Works closely with theteacher in'any learning situation, nothatdoing the trivial tasks of correctingpapers, arranging bulletin boards or acting as-disciplinarian, but as a second teacherthe second pair of eyes, to inetruotamall or large groups of children in the materialwith which they are working; letting their main focus, again, be on the children.

The paraprofessionals at this 46i:001-are very capable of performing these tasksand many.othera that Iwould never be die to describe on paper. .gome paraprofession-als are,nct4Aimmeal,0 theirfuyest,potentiaZ. game,are being used in-good learn-ing situatiOne'wiWenabte-ahildrn to aChievethi'liVirbfqedining4esfsuitedfor each child. When the paraprofessionals are.allowed to function in the actualinstruction of children, besides helping the children, they themselves become moti-vated and inspired to further their. own education..

Teaahers.:Should.not feel threatened, or frustrataahaithe.paraprOfeasionals araable to acooMgliWiiiiiieihilivilith,:th4ohildrenlohmavthefct040WRO; haven't felt suc-cessful. It iht7uttPoreate- awawareneitfvon.thsToef,Ot,:ths-j-teagher ..thdt the parapro-

fessional zs doinVan'effeetive 4Ob.,..orr#7,atinupzelkoith,ohikdren.;

I'm not saytng the-teacher's 'aide tn'the-claseroomAs'what's.maktng our children.produce this iiar;'beCaUeethere'ia'ft'yetrdaticklOr.meaeuring,,the,effectiveneas ofour paraprofessionals; but we're saying progress in which we tee our children moving

proves something. Children who last year didn't read at aZZ are now reading --

wanting to read -- because the second person

unique. Through the efforts of our co

person has strengthened the other to do things

necessary to 'make a.gor?.." Zearning situation.

Our situation at Raphael Weill isand the help of. the Board of Education, we are able to bring about changes andenrichMent for educationally 'deprived children.

mmunity

* 4 e * *

I am just standing here'Watching the blue sky'Turning to dawn.

...Cheryl Baca

In the middle of SpringThe petals from flowersFall into the mountain

Thejilooming of the flowersMade the hungry beesHappy.

...Frances Espinosa

The blue waves of the oceanSlowly calm downFor an overnight sleep.

streams, ...David Spruill...dosiihine. Mae

Critique bx College Sukervisor,'4une Williams -- These poems are a result of anBoology unit taught fifth and sixth grade students by STEP student teachers at LeConElf.mentary School. Some objectives of this unit are to develop an awareness of howman is only one part of the entire universe, and how all parts of life relate anddepend on each other, also to appreciate and preserve nature. From this study stu-dents have become conscious of many'problems which threaten man and nature (i.e., azpollution, litter, destruction of plant and animal life).

I tun,fait from my shadowI tin very fast

`,It runs with me....Sandra Stewart

The biue sky above, movin,slowly

Following the wave of watt

Near the beach....Norman Parais

4.5

THIS

IS

OUR. ,

LAST,

NE1SLETTER ."-,;;

.;

. ' ',II' .

YEAR, ,, .

,

tie have enjoyed comiunicating. With you and appreciate your respOnses- o us

On the following pages we have given a.briek OVERVIEf1^11-

: of STEP.;TTT to bring together for you.,our vrafious,tivities in-a -summary. form: 1ëwiU, welcome any.; corn-ments- or suggestions .from.,you regarding our progrr..:

1****Ve****************************************iele#,,***It,4

,

SOMETHING TO THINK ABOUT: You, the parents, are.the fulltimeteachers for your children for mostof the .sununer..1

r

an,Trrrss

Appendix A (2)

OVERVIEW OF STEP-TTT

History - STEP started in 1966 as the Sausalito Teacher Education Project. 'It was acooperative effort of San Francisco State College and the Sausalito School District.The Sausalito School District was selected since it had just desegregated its schools.The goal of the program was to develop ways to prepare teacher candidates to be moreeffective with students in desegregated classrooms. From Spring 1966 through theSpring of 1969, three groups of teacher candidates completed their credential throughthe STEP program.

The program was a combination of instruction and classroom experience. There werechanges in methods for each of these k.oups, because we tried to improve,each year.For example, we realizedthat we should have a nrogram for classroom teachers whowould be working with our student teachers so that they could help us in trainingstudent teachers. We added this in 1967-68. The Sausalito School District had fewvacancies for hiring our graduates, and we needed to add experience in other types ofclassrooms. Thus we expanded to having student teachers in the San Francisco. UnifiedSchool District in. 1968-69. It then became apparent that we should have a supportiveprogram for our graduates placed as First Year Teachers in the San Francisco District,so that these teachers would have an opportunity to be even more effective with thechildren in their assigned classrooms. Therefore, this year (1969-70).we moved ourprogram into the San Francisco Unified School District and wtrked with about 24 Firstand Second Year Teachers.

We also became concerned about the effectiveness of instructors who help to trainteachers. We felt that we should have a combination of College personnel and MasterTeachers right out of the classroom in a team program of training to be teacher train-ers. We began that program this year also.

Now - The present program is called "STEP-Triple T" (STEP-TTT). The "S" in STEP nowstands for San Francisco State College and the San Francisco Unified School District.The "TTT" stands for the three teacher training components. Actually, this year wehave four, because we included Teacher Candidates. Our program looks like a ladder:

0 Trainers of Teacher Trainers (Who also work withTTT TT, T, TC)15 Teacher Trainers (Classroom Teachers Training

TT Student Teachers)T 4 Teachers (First & Second Year Teachers)

TC 34 Teacher Candidates

"TC" - The Teacher Candidates are SFSC students who have completed their four years coaege forihe BA Tegree and are in a 5th year program to fulfill requirements for

the Elementary Credential. Their training is a combination of: instruction at theCenter, participation in the classroom in relation to theix instruction, then studentteachng four full days a week during second semester, with Friday devoted to semi-nars and small group sessions with their instructors. The student teachers are inpairs in the classrooms of the "Double T." They are placed in pairs to give themexperience in the team approach to teaching, the value of sharing ideas and problems,and to give more attention to and experiences for your children.

"T" - The "First T" are the STEP graduates placed_in the San Francisco Unified SchoolDistrict. This program is a helping relationship of the instructors with the "new"teachers. They discuss problems, do some planning and evaluating together and attimes the instructor teaches a session in the classroom. This program is to help the"new" teacher to become an even better teacher for your children.

47

"TT" - The "Second T" (TT) group are classroom teachers who want to improve their ownknowledge and ability and help train student teachers. This group has one three-hourtraining session each week and also works with the instructors and the student teach-ers to give your children a better education in the. classroom.

"TTT" - The "Third T" component (TTT) is to train master teachers from the. Districtand personnel from the College to be effective teacher 't-"xners. This group of "in-structors" has special training sessions in teaching strategies. They also "teach"each other by sharing their special knowledge and experiences. In addition, they actas a team in training teacher candidates and in working with classroom teachers whohave our student teachers.

Community'- Another part of the STEP-TIT program is community involvement. We have afull-time person in Community Services and two half-time parent representatives. The

community activities are varied but include communication (such as our Newsletter)and work with community organizations and activities (such as Child Care Center andadult edutation classes four nights a week for those who have dropped out of highschool and want to progress in their education), and an attempt to bring parentsand teachers to closer understanding. Parents narticipate in some of our instructionat the Center to give our groups their expectations for their children and fromteachers. We are also developing an Advisory Council which will have a large com-munity representation.

Liberal Arts - We are now attempting to bring in more involvement from arts andsciences. !e have already, had representatives in for our open learning sessions, suchas a Professor in Architecture at the Uhiversity of California at Berkeley who dis-cussed andshowedslides nn how dull, boxy, school buildings and classrooms can bemade bright, exciting learning centers through imaginative use of places and spaces.We are cooperating with the Exploratorium on a program for Museum as a Classroom;have persons from a Drug Treatment Program in the Haight-Ashbury conducting a Work-shop on Drugs, etc. We also have representation from Liberal Arts persons on theAdvisory. Comittee.

Cooperative Mort - In our program we are striving for cooperation among the CollegeEducation Department, Schools, Community, and persons from arts and sciences. nur

1970-71 program will focus on the First T, who will be in a number of differentschools in the District, concentrating in one school on a "Second T" training program,and emphasis on the "Third T," especially as this group puts into practice a partner-ship training-learning program with the classroom teachers. Another major thrustwill be the development of an ACTIVE LEARNING CENTER.

Our Center - Our program center is at 770 McAllister Street. This center was just a

vacant third floor which had been used primarily for storage. We all worked on de-veloping it -- with students, teachers, professors and some community persons clean-ing, budlding shelves, painting, moving in old desks, putting up bulletin boards.That is why it feels,like a warmactivity center instead of a cold office area. In

this center there are classes, workshops, open learning sessions. Next year we planto make it an ACTIVE LEARNING CENTER, open to any.teachers, teacher aides, students,parents, etc., who want to teach so thatchildren can learn by being directly andactively involved in the learning process.

Our GoaZe - In our teacher training we want more than subject matter knowledge andteaching competency; we want sensitivity, flexibility, and commitment. We want the"child" to be the most important concern of all our teaching-learning'activities.For the child is our hope for a better world. And the environment we all (teachers,parents, friends, government, television, newspapers) give him in which to grow willdetermine the kind of contribution he will make to himself and the society of hisgeneration. We feel the commitment to do what we can and will genuinely appreciateanything you can do to help us.

48

STEP-TTT Calendar of Experiences 1969-70 - STEP-TTT/SPUSDiSSD/SFSCtCommunit;

1

1 1

. 1.Sept.(2 :wks)! Oct. (4 wks) 1 Nov. (4 wks)l_Dec. (3 wks) Jan. (4 wks)11 Feb,(4 wks). , II. III, IV. V. VI. vii.1.

.7..;. ObjectivesiDiagnosis/Content/Materials./StrategiesiActivitieslEvaluation.

TC

i

I) F I, u. I. IV.

1 R ex plain explain explain listc.,i -1, identify list identify file

I1 illus- describe outline state; T 11,-1-e1 .A. 4. 1. Use C.2.'ite

1

ii.7.1,, writo .eite ..ria

.3 les-

I

; q' ! sems

i

.

micro teaching

observechecklist'(2 pupils)

V.

explainidentifydescribeuse

VI.

explainlistillustrateuse

Reading Group Teaching

VI(r c.18) , (Feb 3-4

I.-F explain

V list

A weA

0

A

I

0 0

Thos. mornings

Date will be individually(1,:::.e.rnined as students

meet competencies inObJectives, Diagnosis,Content and meets on-going competency measuresAn materials, strategies,and activities

..

(Ma

Seminar in

(interviews withSFIJSD Personnel

Office fox- b,P1T

positions)

2 Student Tea6,ling a.

(6 wR$) .'

paired Le 4 %....,eolz.s;

one student a16.0.:f9r1 weel:. while :other

prepares. ..(,),..her

student alone for:1 week while other .

--A.d. Y2r.es:7:-Thurs.

(Jan. 16,,J

wks.;

paired toteach groupsin R/LA

Sc o. St.

Mp.th

Fist Year Teachers receive TT T Supervisors' aid as requested.

prepares.

f Superv:sing Classroom Teacher Seminar in Teacher Training.Classroom Supervision of pairs of Teacher AssisantsiStudent Teachers.

I Staff 111eetings,.......0n-the-3ob

es 1969-70 - STEP-TTT/SPUSIVSSDYSFSCICommumity - Preservicognservice

1

wks)1 Jom. (4 wks)[Feb:@ wks) Mar. (S wk) Apr. (4 wks)1 May (5 wks) El!une (1 ,a) 1July 'As)

/Ativiti es/.vL. Jation

(Dee.19 vI,(Feb.3-4)

A

A.

0

explainljst

write

JWIS.-Thur.

Oan. E 16)(2, wks.;

paired toteach greupsIn R/LA

Soc. St.Math

V

A

U

A (interviews with

T SFUSD PernonneXCfnee for rPIT

0 positions)

(Marc $O)

Seminey in

nr,

if Student Teachinp:

U

A

0

2 Student Tca'0,i4L4" 73;1 en ;

Teaching(Feb. 9 ;',Wt.r-,.:20)

wk.9.

pzdred A

one student alone' for1 week while 'othe::' Aprepares. 0..ther

student alone for:1 week while-other "

prepares.(.4

(Apr .7 - May 28)

liks)

pal.-3x141 weoks;ene student alone for2 weeks while etherprepares.. Other studeni:alone for 2,weeks whileether evaluates.

1

A

SummerContract

toprepa:re

forTYT

;:poselhqcis-zicZoitdet:i

I E!v

I j

d as requested.

r Training..:a.ntsiStme.ent Teachers,,

1.)0110'3041.111.1100,000042(10

Appendix C (1)

SECTIONS OF /NSTRUCTION

Foci for Sequence of Instruction SITP-TTT, 1969-70

The following objectives must be exemplified at a grade at both the primary andintermediate level.

OBJECTIVES

' ila, Explains what As meant by en educational objective.Tells why important for effective teaching.Cites or lists at least 3 examples they consider important in each of the

curriculum areas.

2. Identifies at least 4 different types of major educational objectives endgives examples' of each (behavior, attention, thinking, skills).

3. Explains That is meant by Behavioral Objectives.Tells why important for effective teachingWrites several examples of behavioral objectives in each of the major .

cu rriculvm areas.

4. Explains the relationship between behavioral objectives and evaluationmeasures.

Gives examples of specific questions which could be used to determine thedegree to which certain objectives have been achieved.

H/.:: DIAGNOSIS

2. Explains what is meant by "diagnosis" and lists different forms.

2. Expiains rationale for diagnoeis in the classroom.

Describes the strengths and weaknesses eel` a pupil (both at primary andinteemediate level) it the Cuericulum area.; of SS, R/LA, Manh.(Check list to be nrevided).

IN. CONTENT

2. Explains what velevant content means with Tegard to a multi-ethnic Loeietyand its important social and personal problems.

2. Explains what relevant content means with :regtaoci to tub= inner city ehiMrenand cites at least 3 examples.

a. Identifiee criteria for selecting the content.

4. Uses such critoTia to select and outline in logical and psyehol ,ical ordera body of content.

S. Differentiates among different levels of knalRedge and utinzes each inplanning lessons.

RV. MATERIALS

I. List the diffeeent Rinds of curriculum meter:lel:J.

2. 'Gather and orgenite cureitulum materials fee a multi-ethnic classroom,

3. IdentiVy criteria for selection of materials,

4. Explain how would use et /cast a dierert typ of material in each of3 lessons in their TA/ST classroom. (total of 3). 51

V. TEACHING STRATEGIES

Appendix C (2)

Explains what a teaching strategy is and states a rationale underllingconcept.

2, Identifies at least six teaching strate2les he could use in StudentTeaching.

3. Describes the use of at least thme teaching strategies in his StudentTeaching.

4 Uses each of those three tsacl,n9, strategies in a teaching lessen.

VI. LEARN1KG ACTIVITIES

I. Explains what a learning actkvity is.

2. Lists at least RS learning activities he could ust:, during Stuant Teaching.

. Explains how to use at least 5 leegning activities in each curriculum area

4. Uses at least 3 of these learning activities in a to thing lesson.

VII. EVALUATION

Explains what eValuntion involves end lists kinds of evaluAtion wocesses.

20 Prepares objective and subjective "evaluation items" in $S, MA, Math foruse both during and at end of 5trieds of Instruction.

a

Q. 52

TEACHER:

GRADE:

SCHOOL:

TEACHING EVALUATION

SCALE

DATE:

OBSERVER

LESSON

01

23

45

AID4

1. Communication of Aim: (indicates

Purpose of lesson)

1.

# Non-attenders

OPENER

2. Pacing

2.

Method to gain attention

ORGANI-

ZATION

3. Sequence of ,instruction: Wateriais

presented in logical order)

3.

4. Relevance of materials: (raterials

related to pupils' lives in multi-

ethnic urban community)

-----%

.

l

5. Appropriateness of Method Used:

(Strategy is appropriate to aim,

content, pupils)

5,

6. Appropriateness of Materials:

(Level & content are suitable)

6

PUPIL

INVOLVE-

MENT

7. Pupil involvement: (pupils

actively participate in

the lesson)

7. # Responders

#Irrel.

t

# Disrupt.

i

PERSONAL

TEACHER

CHARAC-

TERIS-

TICS

8. Clarity: (Communications under-

stood by pupils)

i

8.

I

9. Sensitivity/Responsiveness

(Modifies his behavior in response

to needs expressed by individuals

and groups in class)

t.

I r40..How

9.

( 1

-1

handle irrel, beh.

10. Control: (Maintains atmosphere in

which learning can take place;

handles discipline)

How handle disrupt. beh.

11. Support of Pupil: (Helps and

encourages pupils)

11.

WRAP-UP

----.....

12. Closing of lesson: (Closes lesson

so that pupils know where they

are in relation to aim)

12.

CLASSROOM

CLIMATE

1.2

34

5

TENSE

OPEN

WARM

FORMAL

INTERESTED

CLOSE

STIFLING

ANGRY

HAPPY

VIBRANT

INTENSE

RELAXED

CLOSED

COLD

IYPORMAL

BORED

DISTANT

FREE

PEACEFUL

SAD

DRAGGING

QUIET

EXCITING

DIFFICULT

FAST

STRONG

APB:jc

2/17/70

BORING

EASY

SLOW

WEAK

0

tI -1-

C. (,..?; 4,1 S,

f fc* rk4 e e ' I .

2.233.,i 9' S

33k. s (L-1

.1', 'I\AJ

ti

6) Pa e1.,7a) ?a,a4 a rt,

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Ofltt,14.43,7,111r,

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C. Cr" ek t 191 "

- \-3'4"3-4 `P..33-.'1. 11 0,, -3cecL

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41. ct c f4

tk) c;:47,1,4), 0: a ,r ct), t S

TR, 1401,-,,,, 0 si-e P.,. Trf-,.........------i 0-1.,-n...,-,4, t-t,,I,...e,s, ;3 it ---..-1

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1 ak ..r4a C.,t'-'11. ?I 1 0 ,=::, .,,,.5" ,m.

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94 E. P ---ir:'," acl re(1,1"1"Cr!,Pk..:

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

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b-C.,..ke),,v i t cr,,,

ed

1 +a

.r' a 4S-0

ii) C, $ i-Clo rn apnr,, .. ,rne A,s,, .,

,..,,,_,...._.,........,_--. ...:-..,-------..,...\,.............,..4....

t -frr .1.,' .,.. i tv.t.,u....,..,

o I-- y i._ . ....... . ,... -

p r, 4`

5 E P TU krIC oir common

421 en') r. ptr sf**- pv- s,

TelY -Tr! roe

iO n.0ta, CY, 6:::;i1 64,

A s es s t) r

lia(te;:i:17, ct O fl.

IlAr. 4')2,

;

t1

)C

;A) vo .i.A.1eA '4 ou

fl a Elo.

,(TN i.1.1,

,...r'

C..)(r)ea cor

55

.

0 0CeViliM4a1 ......;.....--......,,.........'h.

1:. 't i A

e r c*;:t CA er) r

e,

r mnertcci

0.41-A re/ , to Cui-ric, ONG,etft40

a rb, 0 in 1::)-(1\1 rO rwoeste'r

akytk.0.3/3 0 -ira'r d of? STEP

TIT a 5s r0 frf1-zaves

&IQ° rib no,

;r1.i..e.-Ase.SVCA01 V IA-Li (.4.2.ni-trs,(1.4k4 r c Aff

7'1\ a r"A'S 0.V-kci 4C/knit1,4'1)lk ,cot! ecil Jut 1::. buy

rnt d ()).nr, c; tm,k1 bo aids, kg siticifd6c4 levels oc, JrhirOPo

se nn

, 1

&-1Yotteci e s : coo-x(4 -14, 4

I? d.i k.ke o ','-.- cki f e clo Cr l 1 'i- rc.)-ii yr:L.40r\

7, cas3L--t n

U) rift.p. tip

.?sirac-e- co ( ip 1.1.9'1, I o r ,s4t..AfA (.?..riAr

Qv) v-1,10 e'sg;' - aP,4, e,strcfneits ,........ . i. .

ceL. kk.r Cu v,r;r4

41.

Appzindir.

m cth oFchW i .6 g.,1,Y1101't

ana, acid 3m F,

fl2c: rojs-rt i")enca'sIt'

\1\Jo p

bk.), 11 n

tt er( reDtp,e.':.6!;:5

x 2.

L, Chil meal- LinDem eif) ,r) n+

:Mrs,

eaca.),n Atio p (0 actnes:

q,m-scUak.,-ti

N.

,,,,,rrctrars.a.restsCrtIifo'r.

57

Appendix I

3

Viiorb:A (fricCtilkAte4)fl rnaciaArlwhere refer

January 14, 1970

ME:40. TO STEP-TTT Staff

PROM: Norman Wail an, Coordinator, T P.

SUBJECT: Working Paper STEP-TTT

Appendix P f.:1)

her seems to be considerable agreement on the part of the STEP-TTT staff thatthe time has come to develop a clesI statement of STEP-77T philosophy and program.As I understand it, this is to be one of the main activities of the TTT Seminar inthe ceming months. This paper is offered as a place to start, it represents nothingmore than an attempt to articulate my own perceptions of what STEP is all about. X

am going to try to do this within the following framework. It seems to me important,first, to try to spell out the hind of influence which we believe schools shouldideally' have on the children who pass through them. Second, it seems to me importantto try' to spell out the hind of conditions within the school and classroom that wethink are likely to hriug about such an infIuonee. Third, it s:eems 1:o me important totry to spell out whore we are the plesent time, what kinds sf olasroom ._C exist,what kind of classrooms we ,ere working in, what the program ,:.cnsists of at the presenttime. '4!ourth, and probably most difficult, we, shoule4 try to india3te the kindsteps that we think need to be taken to got from where we are now to the. kind ofclassroom and school conditions that we would like to see.

1. The cc1,0117Ces 4-bp &aim the in trying to wrestRe""

with this one is that it is us?;;Llly qvolte ecsy for groups to ;141. ee on vo:ry generalstatements of influences which the s::hobl should ilavg, such a Promotin readingshills and a positive zf conllept, but the tali& of elelling these out in sfficientlybehavioral terms that one can,ell, whether various 73eop10 are talking about the samething is a long and laborious one, I'm not sure how much time we ought to spendwrestling with this, bul. I would. suggest that wa might take z a,opk, 5.2o exmple, atthe objectives of the Taba curricutom as a place to start. Fm, e-xavple of the kindof difficulty that is oncountored portains to that of a iYositivo es7.±. concept. Thereare a couple of studies, in addition to our awn, UMCh f;...n.diece that Mack pupilseither segregated or desegregated settings tend to answer questennaires in a direc-tion that would indicate they have a very positire cen,cept of thomseives, inacademic aress where objectively they perform poorly. Yet th'js is in direct contrastwith much of the Ii nature whin eYpresses the view that the iFresent schools promptoa negatiiie self concept on the part of Black children. The As to determinewhat we consider to he evidence of e.ttaiiement of positive sel

My own new is that STEP-TTT is in general committed to e of school ergeriencewhich will promote uot only acquisition of basic :7..15 reading,

writing, and, arithmetic, but in addition, at least !ons, of what are referraL to asthinking skills, teatainly cortain attitudes such as taring ocrsniess to law'?experience, ate. The mention of decentering, however, canoes me to raise anotherqustion, and that is whether we. do in fact wish promo*;.:e on. the part of c;,j.I.ioutRis particular attitu& e:t the present time. H thiffi: it's very diff:.moult for anyoneto disagree with this attitude or characteristo as desirable per :0 f,deeenterinmeaning essentially the ability to move outside oneself w:Ld attempt to 1-:,erceive 'theworld and events as other individuals might perceive thca). howel,o.k.

I suspect that at least some of the MDTO militant. f Bla c p.z.e.g.tf,; would aruethat any attempt to inculcate c):' promote such an attitude is ossentiallyitheticalto Black progress--since e: the present time the need is to develop in Blackchildren both the competencies an.i the willingness Hgla against oppressive forc,sin the society and not, for example-, to see the point of v:;.0-t..r the f--1.3rsi-e-on --how do we feel about this?

nry d: V.Tfi

- - 2

Apponaln F

2. Co-,..iisnsthip.twowoucUiketose_±n2!,11:hools., wou/6 schpV3';C.;: thn manx,:,r ak:lYwatd by thfa act radLc,..,a Qn:

.srf.-.) es Paill Jo3.-!n. jolt, eicco Thio hiems Xn gonel7E2

..je to sc., .,1N. where ldrom

as ri C mult7n0.

the tno ft0.ults, whorte zmk4 plann.Ing is In...al,,eced

t>) that 1-cwt.eve alon the .1.1e 1.77/.U-Af2.

bo vAloir'e the !:edng

that a 1.:.)rea.6.:1,j. to .to w.:lintako

Yn have) nf.,1

iY0-2)., that

a.ead :2AN: Litat)c7.:A'21(:17:ou R2-,

X air

on rfoLianc.r2

in fa:1:y:: sitatir..) in '1..to.ve L. great

,7_-:4! the eT. inducti. acw,:aa:.7.11 to

the w.7...reme

ar.:ren.e.1). At the same ti.me, I am 17.ot. te T,y cwn

ac;nt dive),..gent thinking. It oeem tv.me thatmost classractis tce opprtuhity forhids to 2ree-whee1 Th! yet 5. Ilave

the; to the nwroKy f!antasy exp13rfF:tion Gf new assccatiow.6.

it the.t stuAnnts pi''--; inti) the±y at

:_.1.reas such Stwd.fes. PerhEps, he-,4ever, to o: gr.4.1atc.r

oK5hasis er assoc:i.7).tion expo...eiience such as th.D6i.!.:

1)y 7 i,...--,

logic.. am rc-t T thei pc.:1.,tnt. It stA.7.21

my ir....-..tention that too can managr to get .2rom P. to 5 .1,:e.near segunce

z-...al. '.. ethers ,1 fl a tening U3Ln ad(:).it-:i.ein tyo..e sesuentiaa logie, chiSN2er.a3.so neod ex.per.ieneeopi; and probicr;m solving oftn :::-.;:vi.ra,::teried as

inizht or configational, to what extent does thi:::) dr2:ouphasi on

hc_2,.. only recent..=.y begun to m7.:.?,;.?. ::0.f on

widespTead scaTi.se 001r:riCUD.Ifa.

With y..-egara te of di13if.71e, interpersonal roIatieTil,,, t Mqaseen cIassxoms and in wus 'Alen come caose to what we.Y.6

as ie.a., For exam-oao, oc.noes in thero is no policing by adults.;ehiX.J..!...en are f.r.er...! 1.1ave wh&::.eior they wish_ tho schcioL

dwimsie11es o15 the at 1-..eces51 atd. at aher times; an,3. C.;-!.ere is p..fo-

cleminontly an Eomong ehil6ran. as wen as 4R.,5.0.to

was also W.:A.y. im.ry.-...oss'nd by ,aTle classroom which have cbse-..,..ToJ exter,siv(!dy in

which the chilth'en me.ster)d the principles .of a "'a. .. .L aa ,:.cting a

hear.ng varions majority e(ecision witk sm.bsnci).ke..:;t attontiK:21 te tha

needs of minerities;) t1211 any adult group I have over 6bs..i.m!.lied --thi. wassixth w:smde eassroom, Cs Of the most effect:17e ia.:.ces 5. haveof two teachoi:s team .7:.(:-!;:f..ahin abe!mt 60 children in which they initythe lyxies to found ;!:.2..i:darf which they 'played the

the (.....-Lild.ren to begin rascussing of persnnal meanins this hac -. La::

them. It was my view that the folloWing discussion which went OD 0':1"'T an hour,

elicited an amazing variet-/ 1J .`,-1 highly personalized, interesting, sd 7123.uab'1..e

2YOM childrenand inte:::,:Ictien among the children..

59

3.

anuary 14, '4970

Working Paper - Norman WaIien - Pago 3.

60 AllpenNIK F (3)

These are only CUY.3 ef he classroom and school conditions which seem to mo optimalaad they are in great cast with most of what I £eIL iuner-city classroomI see, for the most part, very few eppertonites given to children for practice ineither convergent thinking skills or divergent activities see th whole functionof interpersonal relations 3n0 discipline handled by. and large in a police fcmhion;I see what appears to oe to be a high thg:cee of antagonism, both pupil to pupil andpupil to adult; I see yr:2:y little attention given to the whole realm of interpersonalrelations, attitudos, etc. It also soems to me important that a conerted emphasisbe placed somewhere im the Curricu..!um on ti-2:t whole a-i:es of afetire concerns,attitudes, etc.

3. flare we aretjiresent. It seems to me that if we have .;nry- ov:Ch conception of:the foregoing as ;le ideal school setting and the Rind of change that w,m wish towork toward, that o must admit that STEP-TIT has not progressed very far. r think

many of our gradv.tes woud have a description of the ideal school wet too dissimil'irfrom the aspects that I have previously mentioned. Y. seriously Chaubt, however,whether they have acquir:F.d the experiencez which would enable thom t-J successfullyconduct ouch a classroom in even the easiest teaching situation and clearly for themost part they are inca-pnble of doing this in the present inner-e±ty classroom. At

the present time, it seems to be oar assessment that the reason they can t move towaTthe kind of classroom that we would like co see is basically that they 7.ack coytaubasic teaching skills which are urerequisite. Ome of these seems clearly to relateto disciplinc in that we have been increasingly insisting 1-.:1;3t 014r teachers must be

willing to become authoritative in the sense of statimg clearcu ralos on cendactend tolerating no vic0,ations, Does this mean in fact, as w,:-; sec tf: 4;J.yn..c;, that

it is not possible to give oginning teachers other kinds of ::oola with which toovercome the discipline Tsoblem, such as creating better learning :s!),:DO3'fi.C5P.. It

seems to me that the present goals wh5.ch we have for oar pweservice studentsessentially geaxd to getti them to a point where thef can maintain adequto class-room discipline, where they can at least begin activities for stodents which we thi?lkhave good potential for developing basic skills, 1N:ading, arithmetc, etc., and inaddition, hope that we have introduced them to enough of the newer devolopment:.7 inCurriculum that they may eventually use them and begin to move .their own classToomy,and others at least somewhat in our ideal diTection. With rzgard to the supurvisiteachers that we woxI with, it seams to me that we focus primarly on thintroducing them to innovations which are certainly substanilial departwo *...'em much

of what most of them are doing at this time in the hopes that once aga.),n, this wil:affect choir own teaching. and that of others in the schools.

4. Stens to be taken. As difficult as the other points are to grapple with, Isuspect That this is the one that is hitting us the hardest at the present time,I think we are individually and collectively in conflict around what we would iLketo see going on in the schcoRs--wh2t we would like to see operienzed. teachers andSTEP-TTT teachers doings, and what on the one hand they are able to do, and whetin the schools in which they will be teaching. I am not IS07!:; that. w, have Wi:XY: theug

through some of these conflicts and the position we take in respect to then.. Forexample, suppose that we wanted to set up as a possible goal for innery schoolssomething like the infant Schools program in. England (which I f:Yr one would like COknow a good deal More Fibout) or as an alternative, the iziud of program which appearsto be in effect at the Old Mill School in Hill Valley, Is there any point in evenintroducing preservice students to sUch programs if it is our opinion, as it is mine,that it is virtually impossible for an individual teacher or even several teachersto move in that direction, without substantial hel. These dopartis.'es it seems to me

Amenair r (4)

January 14, 1970

king Paper Norman WalIon - Page 4.

sa-1-?..aci;Iy radical as to rev_iTe at the very IcasI an entire scheol boil thto adop'; such a. CarTcl/i3,1D1 ayprsach- If this is onli:Re'ly, why glye our preservicepeople Imre thari a %Tta.y brie oneosure to such des. Do the pble advantagiesof expandng their conceptions. of Yhat mtght :ii ton; encounteredAe,-!. they find the:7 oan't put ideas ft)to

vihat kincF3 changqs ave 'eany trying to bring about with. ot superv.2,engC;.t1t3T3CT teacher;? 'tt Y:tQT.4-3 we seem to be adopting tbe position that the

defect n the teaching of slz.ch teachers 13 lack of ski 11. and kneledge inheni!.. the om.phasis 73m such things C5 Talba Soiai, the

wcrshop, a,a ;c:? :1'c least ,:t7.2e altern,atiYe

that the ma...02 to na=r1 in thsc toaahers is in the attitinalc!lc Uc ncivtttes as leg-torm sensitivity traning might b3 1ac!:ed .

could. :::es on these ).:,.;sues Y. think we might be able to avoidoll too I.-!oqueut sess:ions ovo.k phi.:.osophiczal

mole rIs: tn

Ave 0L, er.pls.nnig es opposed to tetichex-st.adent 1.1Y.F.snning, becausethe "(..et" e.7.' as the way fea..sibIe apprsneh to tin for at

;Ie c:ceeDt ctynditicvs lack of adecpteoyt Jo ylo f,uv,h te change them?

Dow we articeAate the -.;ecossity wo.;:.-kIng with principals an dIstrict r.ersynne.while attempting to thane themsid the system?

How do we help our studens see the mcossity for startng where th.ingsschool, admiastraters--znf.:: moving .t,; where 'we want to be?

How aro we helping students deal with t2teir cmflicts animd authD2.i.ty?

Wat

61

12,

TC:

Do1 C, 1,,kipiZTOr

SUBJECT:

ArTendi:r. (5)

STEP 11.y,r.th::1a-T to 7:7f'r; Tho g7owe:f.i.

nil SCInG divesAty(.:42 oinif.)711 az .;:.6 1.1:aat i3 1.:V! pTocer3 t7c,

azo w:in.!tt:.1 tr.;

1.5:;,th tC Aat,7,,opc,ee to

Kt MIT nat a tzvu, th,;!:

.:a23s that ,,:tait b3 ekon;:: giea a lref=i;:y Gl;poscxi

mgyzy f;.1t.,Aro t!In p as the e::ist*

"A: se,?, yi):10t

on it ilITT*viazti::4a at;

it cn.a

n.Te 9:V; vnth.:;r,-1 tak4i)

tho nmc)5'.

that

Z.ttg:tt'ilt5 1!J.

thq.

the taaj. :71r:4 p.,ing

they gaL'11.3,p,.51w:1,y it

It bcF, a.s

att3

ve cnrs aicf.

":)e tz, -4h7At

,nt and

62

Apnandk: 2 (6)

CfEY1F, inSeC;

deal TI:lth. ITost1;01.:o nuY:t

5:4i0Win I:I::

salc,ct thc-; 0 1U0 thr.tgoTI 1AE. theEvuet ijAc:as with &:rae.1.A:3n

1.0s-,11t ODAFplaming,.)),Rd

and

Ti1:31-yoxth

Tr.AlneYallen

63

Fobruary 13, 1970

MEMO TO: Curriculum Staff

FROM: Paulette Grigsby, Community Worker

SUBJECT: A Special Breed of Teachers

Appendix F(7)

STEP's Final Report, September 1968 - August 1969, pp. 21-22, clearly identifiessome of the feelings of the community workers. We feel that if some of theirideas had been acted upon, then there would be no need fur a repetition foe thispresent feedback.

As community workers, our job is to interpret the program to parents andconcerned educational groups. STEP's job is fully preparing a special breed ofteachers, supposedly. Before we interpret the program, there are many questionswhich must be answered and soon. We are not going to sell the community "a pigIn a poke."

Our concerns are dealing with the PYros.ana SYT's perfcirmance in the classroomwith the inner-city children. Some SYTs are still not able to teach because oftheir lack of discipline. We find that some are spending most of their time tryingto get, the children to settle down. STEP has a revolutionary type teacher, butit's very hard for them to divorce themselves from their sympathies for the injus-tices of the minority pupils, so what happens is--when the,teacher wants to disci-pline the child, he can't handle it. He's gone in there as a Big Brother, andnow Must act as a disciplinarian. This is very confusing to the children.

In the SCT seminar, a teacher asked the question, "What kind of students arerecruited for STEP? My experience with STEP students is that they feel unle3sthey are being creative in all or most of their lessons, they haven't accompaisheAanythingthis is so unrealistic." The Instructor's response was something ake,"You must understand that these students are not satisfied with present methodsof teaching innerecity students." Even though this may be a valid statement, wefeel that they haven't been able to, come up with any alternatives and they eventuallyend'up accepting the traditional ways of disciplining kids.

STEP teachers feel that if they have to discipline the traditional way, they arecompromising their beliefs and not wanting to, they end up leaving the schools:afterdoout two years. The demands made on them for not being traditional mindedcome from administrators, parents, and the teachers who adhere to traditionalmethods. The parents don't understand what the innovative teacher is attemptingto do. In the final analysis, the children who are permitted freedom to do theirown thing, end up with no noticeable gain because they are placed and taught byother non-STEP Grads by traditional methods.

cc: BixlerTitsworthMooreTtwnselWallen

PG/at2/13/70

64

Appendix G (1)

"n"? 11ft.a371.,N,C, -4 PFMUARY X!:)70: 6 FEB, REVISRON

A rifINE;! Cia5rom Environme-At,

- pqm.-slons

Atten,Wv: a:ctrities"NoT4

S4ttgg fy:.m wannemenConveai://, a rntAvIRel mankez.

Spv51Mg ?-KlAievei in

QuvsMbnin tvf.,ch6z )cman.T.

vdth, :;:ay

o (1,fer th;AvSAy7Ing:

$a2htin, thaasnging, r"lionreingSt-oxtieig to nght - sto? hostility, dAal with it .21 different way

BriTaging frTqR en-TATonliwnt,

wates 4021.ts shiving obvirmsT3g7.1ts list=Ing to c.4hWTenTovxixirs fsAking infvmally chlMrenTeoz.hors .rii2dron agtint lunch togeth:w

Chmnenp.in oth:r,:= me Itachor vio10,Sng processooHaving a pzryChildren my; OtAl interest g,:mter;;

HoWng rihil6 when cr::rnA,Children toughing emhTescher huv;s

ki Rebert,,s,s,of.Chrol,!Lots of ont:loelWA:agar chAifiren teachAng chileirem

ChiltIren tv=her tahking about citvrent issues at graetelage level, such as pollutifi,nTeachers sharing with each otherTaat,:ther, lsmih, cry

Teacher pimning 'with 0.1ildren.Boys boin aisehienvz without being 7Junisha:1Studont ovexnxent h ori.i:y r;,)DpbnAbility to earry ,zut deasicnsMaking ynitive staMimts sbout othel,:e ft.A c)1.6ss

ChiRdren admit thoy don't urldostand and then they df., it eccapt gnything o notpnx:eed until teach6r has mgdo them undorstmdA aill - animas accessPlants, vocks, animglzTV. in every roomListening centg:r in every roomMural.o on lls

MovefaAe walls?ond accensibleSmelling aromas throughout school,Heaping each otherBTinging perenZ.si to sc:huol

All the children singing togetherWorking together in .gyoups-Children break up neighborhood groups & mix togethexTeethor Fa students jointly working on projectsOld students teaching younger studentsKids making mistakes without being punishedNo usual awards for competitive activity Et.00phies, etc.)Celebrating human differencesMaking pove stements ibo each other

Parents, teacher 4 studemts 1,11 groups65

- A

Appendix C (2)

rdds playing gamesBone coalectialTool kit avIlocliblyDread bvic, a :..ultum2. - kM's wmerierxev unique

i: ct c.ultur6

Having .s tvgnhercz!.TUr in every

Sch*ol with windows

individua2 children saying thinms they want & other kid$ helping them get itRizking theurzlves f iotal they T.alne

Kids walking s?mund classroomEvidenot; Qj.;Y urgagmtx 4m. in gAtu4s...om vctivities

Kids have ,r)ot e asnpi,a

Rap sest;iml auoug children, with OT 1:416:mmt teathe4r

Children cgn clip teacvqers at thmTenchv;re kAntly ot p rulesChildren W;ing euict wAthout 'heng pt "onDancing t4T,ethorSheletcal in emh rimyActivitiw to chmi.Mi 61ggression, 011041 fightAsking cimzztionsSitting ,z1.57: listzning to teathor whea sho nsk:; then toWhon want to, going to t special t,orm.61. -zetlm - pFivctay Once

Cstting a ffruit or 11:414ang cup othor flyA when wantMovi,ng Frf,,aly in the ram at willBeing. alons in room without undue notif, being .;Lidlloading to each otha,rPlaca to c whon upsot Rad csn elms - pinchivz btTsTakin ,r;ar of tho rglm thomseY.vesLooLing ollt windows CoZ vhiel Vyts)Vaning areolan tha clelssrcom listeniv,g

:1V,c;rimgers wh, =we schootViw:Int iv. a wevling re=Children Eave joh5 in :ichool., idke opevning AVPleco toChildren yrite what they mot nowLvap2 writinF, poemsCeleblmting seKlIsimal wentsParents, tehers, stud:5nts working in groups1;acorating q. designing own rm.m envirmiaenttide playing gams having fmKids sayivt, "V/ike to gfiR6 to scheolPKids bringing their parents to schoolDrawing kit in etch roma

ITEms: Learning Activities

Listening to & writing a delniptioA of what they heardActively involwad in numhor of intei:,.iNst tenters lookin% at booksWriting down description o what they oxe doingStudying quietlyHmadiing animalsResearching something they want to find out aboutGoing to library en their ownClassifying thingsSummarizing verballyReadingForming & validating hypothese:

66

C7:J2 5 - U li.terss contin7,anM

WT:;A.ing A;iebly

Describing thoir drmmsSharing tite,:ir

Writiwg thoir droamsDrawing pictuz-a c hzt is :inptvnt t. thomP'eintngSpenfi.ng w)Td don'c: hnm,.

Listening to zusic 60rioing tehat m,mm to themHameringAll ages building gvf:=houseChndt,on f,; tey,cher taking abomt curreAt lssttes at grLde/ego level, such as pollutionTeaehers zezpond when child vmkes mistukesTeachers 13 ipistakIss et; lea.vig expedencesChi using Zi:ichonTaking pi:Itses oncit another

Cbservfmellefrolled" "ucontrolled" copiditbnoTeacher Panning with childrenChild elate hoo and schoolChildwon ..1.7ait they don't uaerstanl ov.141 then they do not accept mnythAng or actproceed urrtil teacher has made them mlj:erstandA small zoo a4:,cevsnaeUsing greenhousePlants, rocks, antmalDesign, ',take 3aodel digfeverA types rJ.: cinhingMake use inintingWriting olm songMmking leurning mat,wia;sMaking mowicmMurals on 1,1,t1:.s

Children 0.U:titingqishig betueen fa value judgmentsChildren Lliscss =two of ',tuttl, beauty v2alityLivng geolva5::hy - exOsTv;:lan $ sequeatioT. use of gnogrThyMaking own bcoks, wriing 7f1. uongsTmking piotures, making filmKids playng onwP4romd haf,c cI cultural exchnge - kAs exchange out-wZsche4A experiences waive

to then own culturq:,Teaching about hnrosChildren doing 'magic tricksWriting music and pf:.Porming it with instrnments they have madeDancing togetherExchanging lettsrs with pen palsFormulating warranted generalisations from various piocos of evidenc:eMaking all kids of far ot.M associatisns t checking their implications like "Mat

if it rained dai.7ies?"

Writing StOYi*S evout actuaa th7ings & then fantasiming $ making contentMaking value judgmen1.5 ff tuning abovt implications of val,,42 judgmentsAsking questiensReading to each othw:Weaving in a weaving roomChildren have j*bs in school, liLe operating AVChildren write what they want - newsppper writing, editorials, poemsCommunicating in Morse Code with the apparatus they have builtDecorating & designing own room environmentMake value jvidgments - discusa the implicat.oiu

Appondix C (3)

67

(P. 4. - C

C ITEMS: ACTAVitir.13 Outside the ClawIresn, including Parent Involvement

working outside tN4 chassroom, e.g. in hallsWalking around han without permissionWorking in a ardenGoing to ;by on thor ownTeachers P children eating lunch togetherTeacher t.,e2, pupils awIly from 'ouilding

Evide= .F:3I-r4)lated work done at homehtxl YlE'Zilttg bud wit:11 cymbals

Lots oE adults 5.2 ;71 out *f schoolAll ages Iwildin5: E;VOCIthC-,:iSre.

Holding schol celobrains like kite-ayingChildren v;:sing kitchen

Student goverament has authority& responsibility to tarry out decisionsTaking frnquent 5iaid veipsOvernight e; weekendsTeachers teach outsideSmelling armas throughc,ut stel.00lBringing parents t se,,,:iool

Children responsible nr conducting thmselles on yards (playground) withoutteacher supervisors,

Chi,iren break neithborhood groups min togoherOlder students ttoeiling yomger studenc:sSchool celebrationsSchool bannersSchool mottoMajor decision-making plie decided by teachers, parents, admininstration & studentsCelebrating human diffon=osParents, -acher & stuent in groups

Frequent field tripsSegmert of ccnmunity ':vorking in :choolsCounseling ,LtenteT in every :;chool

Kids have hiz:ot e nazi

Chil dren tan call teachers at homeAll 'Ats in community coming ta school and working with childrenLihnry in schoolChanging eAibitg, - school reaseulrExchanging /totters with pen plh.is

Spa/ outside activity 846 last once a weekHave free physical exam bre beginning school yearGreeting strangers who come into schoolChildren have jobs in .4;chool, like operating AV

home the second day they're absentTeacher visits homes & becomes active in communityPlaying on the grass on T:mhcol grumdsCelebrating seasonal eventsParents, teachers, students klorking in grouosKids bringing their parents to schoolParents in neighborhood contributing to school

Appendix G (4)

cc: BiNlerMooreTitswsorth

TownseiWallon

Curriculum Staff :Jo2/6/70

68

r

AppeildiE H

SUBJECT: Whalz. We'vo E'op.e re'Te GAng Mt,le LiTle ; Tasks)

Doc.embr

ITT Sub- up

ST Sub-groupffs dent;

Jtin-FebC002.0,

STEPATTmerbgres iftiid3ci &y

Feb, 2-6

STvP-TIT CUT-Ticalum Staff'

Feb. 13 16

lc .

1/W70

Ieentiftc ccpneit TTT

Next tznk, by Pab, listablish sequeneofov i-aAvi:rutt:Ion

I51.1:? iecf: COT:p07).tS. Of ST iV't:;:.tt`ticttion

Next tosk, en Feb. Y':".1: soluelleeTespcmsibAities of itTmt.iml

identifitio of 114.at 116.1'd like tu,how we 30* SU?

tash,by p!mdol5iting pont ,AT viewof IiaBP-TT staff TO: ev,Ilst, sthml,leaTnivq, c.olmaultity, male, otc_

Listed, grouped uEd labedci. mAat Uko Sc.:e 5:A a

S chvor

Ne:1-t tvsk, by Pb. 13: QbvIertull des,zTiptimmtvlve of the items All each gvmp

tvi af.STEILTTT dc.:17,cTiptl.t

qf o iL1 STEP-TT 1.97t?,71prouva

Ni; tasL, reb. 13: "idiviifAaatfa IWZ,VnIMit); TaRk oTdeT o 0:icYiris for297-71

Usin inf6rnztion naff po:Ints if pripties,ICcmparientS,-vossibRe 1?".'evigoz af

the CoileEe-Distrieg, comnittcq- wi'A1 2 YG'!,11Sild

p7olgmal.fc:? 1970-71 as s.wholo colicapWal scheite;!specific coppomoyits dotai:Wt1 in .c.t.A,,Aticu othtirane the whole STRP-T7 starf will

69

APPENDIX. I (1)

The Coordinator of San Francisco Unified School District participated in training ata . vIts and pron. ded a particular in o ationt.l liaison servic e between STEP-TTTcomponents and the District psrsonnel and schools.

A. Distriet

Worked on tasks involving personnel 2TOM both TTT and District:

a. Selection of schools for research, TC, TT, T, and pupil testingb. Procedures for personnel hiring of TCc. Procedures for selecting 77T schoold. Procedures for STEP-TIT bus on field tripse. Procedures for selecting TTT school for 70-71

2. Informed the District about STEP-TTT

a. Problems in T 1 7T schoolsb. Newsletter contribution and circulationc. STEP-TTT organization to T and TT Principalsd. STEPOS (observation schedule) to District schools (Principals, faculty

meetings, special workshops)e. District News/etter

W. STEP-77T

1. WI'

a. STEP-TTT Newsletter..'h0 Information about, District, materials, strutture, programsc. Position papera. General Curriculum guidese. ALC - British Primary School sessionf. Media workshop...

,g Team planning'h.. Integrated Day :seminar, Atherton

;i. Cognitive teaching strategy, Berkeleyj. ESEA.ComMunication skills workshop, San FrancisCe

TTT conference, Phoenix, Arizona.1. Subordination ofTeaching to Learning, Caleb.Gatiegno, TTT CenterM.Complex. conferencen. Evaluation of FYT

.o. Demonst7mtion of Taba strategies.p. Development of ALC.Proposal.4.. Development of Exploratorium projectr. Team development of point of view TO: teach er eaucation 1 1 schools

s. Supervision. of TC and 2 FYT

2, TT

a. SCT seminar and Conferencesb. Principal conferences

70

3. T

aGoeboard work:a/Opb.. 2 PYT's, materials, evaluation, /iaison

TC

a.- Supervision and evaluationb. Seminar session on personnel practides

C011eAct

Elementary Education Departmental Meetings2, Curriculum Committee Meetings

Comvlex Conference

D. Commuaty

APPENDIX X (2)

Guidolloaes 2or Community iz.epresentatives

2. CompRex meetings3. General Education (class planning)4; Development of Newsletter format

E. Flea*.

1, Western Addition Festival2. Media workshop concept

The Coordinator of Teacher Education participa,od in development, implementation,and evaluation of training at all levels as well as coordinating curriculvm activitiesOf the training "ladder" vertically and horitontalay. Coordination meant the COMirtlilL-cation of information arrangements for training conferences,.the establishment of'facilitating procedures, the supervision e the calendar of activities, the supervisionof the implementation of decisions and follow-through of tralning, and the developMentof on-the-job management skills.

A. TIT

4adt...L.V.V165.E.SZ Co7:4 auLummaLLust cravugn Ranot , calendars, hulletilizs,announcements

2. Conceptualizing sequence of instructionOno-to-ono on-the-job training

4. Selecting of staff tasks and establishing of procedures for achievementS. Reorganizing of operational str%cturo of TTT to meet ideal of parity in

team (subcommittees, component responsibility)6. Identifying muitile channels and audiences for maximizing training efforts

go rr

a. Helping to plan seminar :',:ormat and sequence2. Selliciting TT concerns to guide the TC and TTT training3. Infouing TT's of TC, T and TTT training

Conductilag 4 sessions of seminar An specific supervisory training into community, evaluation, and vldco relations with TC.

relation

C. T

Appendix I (3)

2. Coordinating end distributing 1969 summer contract materials to PYT2. Helping to plan PYT objectives and formatS. Helping TTT instructors use TES and classroom observation to guide their

NT more effectively4, Observing, cmseling, and evaluating 4 T (YTs) in two schoolsS. Arranging for involvement of PYT in afternoon or Saturday sessions in

Reading We&shop, aploTatoTium, PVT Ss miner, Media Workshop

D. It

L. Observing each TC twice and conferring about concerns with Tre instructorand TT

2- Communication among S instructor* and staff so that instruction is reinforcedand implemented in the classraam. .

E. Professional Contact Beyond 17T

Coordination of equipment, pi ace, format, presentations e:ASCD Conference - TTT CenterNE Youth Conference - ITT CenterSchools for the Future - m CenterVisitors

F. Media*s.Encouraging, coordinating, and assisting systematic and creative use of

photography and video for self-analysis, performance evaluation, classroomteaching and training.

G. Col/TRE

Elementary Educatlon Departmental Meet.ings, Cufriculum Committee Meetings,Elementary Education candidate screening.

. Community.

Helping to define 2970-72 roles in closer relation to TIT schools and staff,

I. DistrictWaitisa.f.ara

Conferring with Principals, District Curricultmn DiTOCtOT0

J. Evaluation

Scheriuling and collecting evaluations from 7C, TT, TTT; and arranging fortreininz in interpretation of STEPOS (observation schedule).

'72

Table L:

READ1N;:; AND aRSONAL DEVELOMENT

AL7hreviazonit:

0tencihingr B

Speaiai ion and pratie, X

X:c4.nforint

-apd

Thorou;zh 1earnin4 attained,

=

Preshood &

74-1.1.10exl,arLeki

Primary

Gifades

Intermsth

Gradefi

High

Sr, High

Co7Aege

AdJ

k

Experienc;e bacV:ground

UL,e* many kAndr, of experiene to

under3tanding of word8,

-?FeRgratory e.marienc.es:

0a

,X

X

Learn -1to look_ to SQS likonesse

and

di'Zferen;

::v

fom:?.. and wofd6, to

per.rx-,ive words 0:-.4oarLy,

Learn,,_,

t.,o

.sten

1.:o and di.-riminae

OB

::ioundlt,

BufAeir, a litenin3 an0 ..,pc-;-1Wii..w..4

OD

BX

X

voabuInTy.

Uana the 12,,,:ten..

0003

',,

,vX

XX

X

Look:: Ekt WOYil,':. and LI:ias thel:

earn

to ija4mn and ;Teak fLuentiy

:

0:;\

:::

.N.

M

coD

Lea;:a.:.

LQ

21.1. a -te..:y zo an ae,i4..:En..::e.,

...

.

0'.1::

XX

XM

' ' 2' C. -1

13 17.1_ '

r.,".

.te,..1

e sounci of the i:crii

A,'--,oia

i:.h

Lt,.7.mearliii

,gial the printed

XM

.IdE-ntif.

.i.oune,'5

aFLid

..?Exi.11.-:ir;z:Cci,-,17:

in wn:&:.

0M.

XM

P..faogrii::::::-:

1.-i-v

...22ii-.

-..cul.o.::

i.il

fir"..f.ferE.:17:-. -,7,

,.:0 r::: :5,2-fli:c,incf-:

i:.-1::..:m

i'li:u

0OS

AH

MBLI-.!df

-a

":1:i.:

i.,Iffti-i.: v11.a----y.

0X

Y*t5

fti

laTilz,ad ..iorlfi

CI

f.:

CI

0F

i.....=.1);:::aal::::.os

;,.:.)

iT.si-,evnl::,.t

.w:-.!w.. he 1-,:iad

-r.--;

;!.--

0n

,-

....:

_c.,

;..4

',,:::

-,1

;x.1:10adde.

T.F7,1;oaddu qe...f4aaouvd

i;aidynuT:id uommo:b

priv smom!

:om.44 os

o!laT op2om g,Dp.FA:rc

asac 1.eq3 SaTuvum

'nit

nrclimvun xo ua

tr12 o7;

.n;

uoc4Tuzoz p.tc

'Iciluu4i;cli Paz',

c,95:op.

UOTWO-Z, 10 2ucavam-Ua

0-:3R

,c7.1!y.e)5f10.77 la;)7,22.5pnT pLi.nm

.414z 4o

4au'D 34:; _pus:

c7,u-c-itTzo pa:on. UT pr.-1361a:4u1:

aATIv4r41713 .'1-10T3Tu7;;aP

'aoT4u-rjanao;id 2riTA-;t

a Jo Aavuoip u

rp01

.'sCz.

.

.;;ErIpn-.74s

.FTTo

T4::,ur10-7p :-.)1711

.17:1.1.uo7j

.

""-Ea-§11:.1-Pv'.;

5uynmao3 puu

,T*.z,fcini3.

o004: 4../a,

Ere-3(hq7ao',J-

opAO4

°21-1TPuaA gpTm q201

q.man

mdo1imap AvoInquim.

'L-10-.1c;

17 70 q0Iti aml ay cInp.Aa

og3 alm=9.41bog q.a63;4a.o;; ay z3anocyara.

's:1-kq e:;?aaaop...11 ay gqxoln

fyy3v1.ads (33 *aam.gas zgrl *palls

.euoi**al3p gps,wa

-I0LdXP. pnoIa

II2TB

112771i

.;t1-

itAvtuI2,5

Tvowz-aRa

.Page Thz",2e-

.----,-----

Know

d applie5 etommon phonettf;

principle5; notel, initial, middle, and

final soundt and ieer b1end3.

1.1f)ez strtmturaI ana/...pis of words

whenever helpfuk, noting :-.;,eneral

rzonfiguzion of word:6, tOenti:Zyinz.

dotailx ar,d 3t.m.!;turai pave

of uords.

Us-4:715 more about hcM p):efi:tes and

tuf.aNe7-3 modify meaning of the

-s:ocii;2=

T.1:!el; the 4to.tionary aa a ,:;hock af-:o z

hha

attempted to geu the meaniDe;

frcm -2.ontext.

A;;quirz.-, a deeper undev.itandir:g of

the rtdur-a of language.

Studios overtoney oZ wol-dL; and

5=auti:,

frau c75.ginal

senBe meaning.

6.

Understanding and weganizatinn:

Reads :In thought units . aate1y,

thoozht. of a -par:am:aph .

o_441n

oy

,7:hapter and

in hit .0,,r1

'(1

OOC oui:nze

CJ1

o;.

:-?.1.1mii;n:T.:y of the z:aieioi:;- read.

patrn-of

az.

he. rt--ad,

RemeFT.:

in oiorlized fo.,:m

as ;:

nu0:

.,-fuythe-e

-read :-.1-1:1Zit2.F.y.

D..:.!:t7.irigni.!th,

the

f7om

th

Examne

troth or

of

Ewe; dete!;t;_; diprIni-...3F-5,

pronayLFFnJa .

diffeenes

ndoDinion and among upini/.3mi: of

varying woight.

Preszhoe4 &

Primary

o&

High

Si :, High

Grades

GI7ade2.-

.

Calege

Adul

Kindergarten

0

lZ

.;;X

X

0 !!!:.

F;0

X%

0

o:0-:nty

rg7

IETT-1

*:4-C,q)::=

_.

pau

zu..f.p13311

'2u3/4.-E.xm 3o -,;eik,ls 4uaaaj3Ip

..:op114nu

Aq pe..luzs4d 1,-4zz-ue115..edNa Truooulz,

pau :,s1:11aqlau alp uy

'quawAol7ua

pu' gATT

quota

pnoiu gpeau

'aepuei

ao

UIfl

rø

o ey_r:Au

put?

exp:ms.med sazTuft:7.!ax

;ac: )u pat? 17311=-.40 AO;

SPUYit

loTAyti.3.4

puu laa2aT

AIU204T

ue-pumaozaT s'azTuut,zo pu

7,.s1.4v22alaT

pl:JuTe° aaoci -m.7;.1 zoaapTAa

t4)

;:rf:q;r0;uAt: -au Tytlas vialuf;pnr 'opaach7risI"'

tltrp.aflw ,--A-107.:.ta

uo

113a

3,7 oa owmud

'uoysaelleadvw5 f=q'sl ..,12o3 ip qq21m

..:t_uul yismcq uT

apre..',-11.!se sazyu2o5au

HtauTT, aql paoAaq puu uaz-valaq

f3uTp.Eia

,T,s.Supl B.;..,:a

FIT euapy --g-voeuaap

.

-TeTap3em ..uaidmo.;)

pmeApu AI2v..fuE:muT T.;pueiunua

"tliztvl ,,,m,T0J: pau 'paym uT

-

mato edee-

s:$dec.ico

pa?

uomwo

A-.)31ou 'pi uti se'iquIT41.

".

puv eatlaa3eznIen::::.at 5,,,biu;40

XX

Y-xa

0'goqlylc ',NI.

S.1. ti.,94T2 4:oatu

o F;vutl aro uo gemoina

1,1.ri.paaa:

vuopro..a 21:lagge,pau.-arte;:. puk?,

api*, Ze f,'2UA; .70 f...::a*uanb00.t3a4oE

v ,.S

ZO

:1Aleme:I.ele 17,.7.o744117 op.

-

.

....

.

vo 7evt" 03 e:7uat:i-odlta Um.e ga-,r_aq

:

F:';C::.

S-5.q;-1:703

-1.01.ps

ioolv,s

sepu:15

irOpW4D-- uw.p.t.taepuyn.

T.12m 'as

t.0741'.14, 'pial SIxtrTza

2arloa ,.

.

0

72W 0

XX

-a

XX

xv

LI

4%

Xg

'711:qq011

.

aul 4:7,v::::

(x-:

ipt';-34:1

,,,

XX

XXZ'

o2nTpv,-.2

:f.ci,t.puno2P-2puct

....

. .1.1

A,

alt7M34.:Ddn

UW Aiddn7:> 04 paw Aztz.7,:4

0tu anTuA 7:73Tvzd

S4T illtrfl vircg.peal 127'V

Pi

V:4

0 .onTua -arib.Fun

E.Iq

2aTz7.1.12o... Amv:iz,0:.:1d

pazi!lve.4.,,,Ilz,41

:,7

;3:C..1

4:X0i..i

S9-1' v..lopv*Tanmop

...;F17?-

'eT-,i3). :1;-1):10-P-71

1-07;-lA

xX

XXTI.

-p-.=.1:.;..0:3 ac:ii a.:4011.1 4ouTfi

..1.

v-,....,

,,-..

.F..qtrE.q

'12-E.pw.o.a. aarrzin

4-.E.q.1-4 2111:p-1-A.0.4w-3

paw uoTGTA=E;I:D4

cit-:-.,:n

gqi;:;:toil- ETTTe.aa

2!....ii.,:,...G. uT igww!,7_1:1.

!?-t.'*.I.:..;-f)p

,Ekloqs

70 tic17.17, r4c1p..zi

VT-

;:.P.07.=

:!...,

k:!;.".

7!;:k;..:72;AF-i.:

11.

:7V:1

,-1(.1*':..5

:-.3.!..E;::13-.iPM

,.....-q

;:o i!..,;J. i:1 :1

--,,D.-.6kLi.i

to..: ::-.111aTIv..f.o.

XY

zy71--:0

X"S

.X.

.D.

-

'',AC..-.1'.

',:::.,._-;

::::-,-,;:-.3::3:4

;;.uT.:-,:. pciw

-...t.4.1-:,:i7k.:..;,,i.,,-.:=

::::z.p..:;,..7ii.

u..,..-i_!...-.i.1

i.,.:p..,:-,ta 9uttu;to:

:'.......d.--,.c.A4.7..:,t-I.d

puv -,),J,o,..td

t-cf.'oX

,;0)J.17,f; 04.

XX

Yv

X,

,-:-f':,

'':?7.-:; i:v7- pi_-,F 7:.-1...-).7--

7i.r-T1

7:1:7c-Td

P'-'-'?

-..-,-r.')=:FL

'-1;7,;,:1

V.

XX

X)f

Y_:;

XX

NXV

_,

0

3T1-,PV

J)2.',3107)

57.4pel,D

1,.

Pake

lbln

tPresthool &

Primary

Interned,

-Jr. High

S::n, High

.

Kindergarten

Grades

Grndci

SOlocri

Sf:thool

Cenege

Viork-tativ

Sitz etilI 7$_ona enough to attend to

adini?

0Skim 4killfully fo

diffexeut purpo:L-e;s1;

-to find a c=tain av:4

to get a general bnorescion;

to Rev. the marin ideas;

to find-outat qnfIstione. the.

pa22=ae--T,I-111

to ,=;ktt

::,00

.t.:L

aaiz

atac

nor D3,0t.

13X

Learmil to read nlap, g.4.7aphs:,

ha ti

diagram

formulaEl.

Learry, co read ont-of-ahool

map, mana:=,

0DX

-1.,anve to

o.::ate and

1e.,,tpa1:4(,%nt

-

inforintion on a

and

it in a 1:rzpoi:i.:.

Be:: faminar It'ith a -Oidor verl.ety

Learn-

10 ae note,

A1:r.0.1 in the Sult:vey OPP,

.111 nod and

0X

ric

adequae

BX

J1sysior! and fli:onny

f;,A1

Z.1:-Q41

afi

;:07,f2ph, :me; tnbular

NX

A5.deeL sairied f:cm -zntie,ing

71.'oiv2 prone,fils,

prov

edevelop an interes. or entartan

-.;omeone.

C.

Ferm;-; good -:;tudv

t'j.mz-::of day tO

ane-3 ,:xeat-ton,

tha

ze-s.it nondition5

;;

pr()blp::,tyk

X

I'

X X V

X

Yc

oti.wf...-cdo;t.cidu 11.3zwoul:aoTeA,,:p

0 o4,-SmATT tuoLcf sLlapi: 1-rcra i.stivD1(lod T7euos:tFJ6 al ::p17=LT

-1 ia TEricyrd TI.rp:):117)1.glpi7V:r;

. :71Z 0 - 'TT

0 E pu.wart 0-4 c3s.z,zz&ri:?rplun

ri

Flar):40 -

pav 0

c)2..52,uTpuc-A

'1g3111aoLuo np1.pc Ffn,UP-A0 pur,

pqr- 4,7z241,31,:w1,01

=411:1; iodrtd g(fl l" .::-1TINTx=)7ii. P117 XfiT';,:cit'4d1**0

7KIr

Saprpili

ye :.vtiar)w S'Al.f.p1-2z5z

t-tY clirFaul:iogg

saATz-cgo efites-

f9frif-)i3Z2 O UGtO oi

03

punog fi svg QT. raGqp1. ku,lo

3uctr;:.

saTdpuTze re*T2olotivA. 5aricidv

C')

Q

:Inpv .1;:op s Iomps 1;z3puat) sopeaD natlar.Sa-opul 7.12-i-.1_1

'31f T.D1112-04uT. I./lazily-1d Tootp.sad :'Ef5ri51-37gT:71

Presc4hool

Primary

intermed.

Jr, High

Sr, High

GacieiF!

:Grades

-Schorl

College

Aciw.t.-._

Kindervarten

information from 2i5 reading in

projets, dramatizationa.

c.ommittee work, club

undPrE;tandins ©} himalf and

otherT., flora reading ancoolographtes,

hio6,zaphies, end tink,,,-Z.o-11.72e.

Gain:H

5.te

undernding of th e world

of n!Olm x.rinci the world of men.

Behave

differently .1.4

a 1..cult of

for example, tow.,11.-d

p.v.rent: after reading The Yearlink.

toward Nei;roes after reading Amoa

ortune. 1:etlerd d:civing a e!ar after

rnacHn:,-; riot Roe!.

,

rianding

2 building a philoAophy of

snd

Lmprov,

emotional condition2---

worry, a.ni..;eT, tear, imsecu#ty--that

effotive otudy and reading

Ly lea mina to acv.epZ h

feelinga

and

them into safe

pothway:::; gets help the

:ounneiing OP pf,tychotherapy,

nec.e:;:;arti.

t

...Appendix 1

-STEPH1TT-Burns/Kofsky,

Math WerAshop.

12/11/69

-Geobcard Sequence:

1,zt day: B.O. - Given.wn explanation and demonstration of how to make a geoboard& an instruction diagram, all the children are to make geoboardsout of the word & nails provided.

2nd day. B.O. - Given their freshly made geoboards and 10 rubberbands, the children. _

are to explore t play with the geoboard,

This B.O. is preceded by rules on Tubber bands.

Sequence:

1. Make the prettiest design with the 10 rubber bands.2. (Given a sheet of paper with geoboard markings on it) try

to duplicate your design on the paper with crayone or coloredpencils. (These designs will be displayed in the room).

3. Make another design you like,4, Duplicate this design if you want to save it if not make

another design you like.

3rd day: B.O. - Given free play with the geoboards & further :!nstruction, thechildren are to make geometric shapes. (? Just squares & ax,?)

I. Take one rubber band. Make the smallest figure you cuwhich touches 4 nails,

2. What does that shape look like?3. Make another snape that looks like the first one4 Make a shape that touches three nails.S. Make another shape that looks like it.6. What kind of a shape is it?

4th day: B4O. - Given the preceding 3 days' work & a previous acquiantance withsquares and rectangles, the children are to make squares andrectangles.

1. Make a square that encloses 2 nails on each 'side.2. Make the biggest square you can,3. Make the smallest square,4, What is the area of the square you made?

(How rae they to know what area is all about?)5. Make the smallest rectangle you can make.6. Make the largest,7 What is the area of this rectangle?

5th day: B.0, -Given the preceding 4 days' work and a previous acquaintancewith triangles, the children are to make triegios.

1. Make the smalIestiriangle you can2, Make the largest.S. Make a right triangle.4. Make a triangle whose sides are equal.

Make a triangleiwhose .sides are unequal.

Supervisor's comments: Good overall: structure, but you need lots_ "sore activitiesmore carefully sequenced.

SKAMB:ic81

SEMINAR FOR SUPERVISING CLASSROOM TEACHERS (SCT)

Emphases for the Spring SemeStele 1979

Appendix L

D. Jack R. FrapnkelInstructor.

2/28 Discussion of Student Teacher Evaluation Scale

2/25 Role -Playing (Film and Discussion)

3/4 Vriting Objectives in the Affective Domain

3/12 Strategies for Developing PEelings (Film and Discussion)

3/18 Strategies for Value A calYsis (Demonstration and Discussion)

SPRING VACATION-----------------------SPRING VACATION------------------- -- SPRIM VACATION

4/1 Strategies for Dealing With Interpersonal Conflict (Demonstration & Discussion)

4/8 Games and Simulation (Presentation and Demonstration)

4/35 Strategies for Forming Concepts - Theory (Film and Discussion)

4/22 Strategies for Forming Concepts - Practice (Film and Discussion)

4/28 Strategies for Comparing and Contrasting - Theory (ilm and/or discussion))

5/6 Strategies for Comparing and Contrasting - Practice (Examples)

5/13 Strategies for Appnying Generalizations Previously Formee (Discussion

5/20 Wrap-qp Plans for the Future

SCT SEMINAR, DEC. 0, 2969

Questions and Discussion about Student Teachersby STEP-TTT SCT's and Coordinator, Teacher Education

Do students write lesson plans?

I. Yes. Students plan before teaching.

What to do if teacher does not like plans?

t Ask for student's objeztive and rationale.2. Point out consequence.

Identify ways to handle consequences.4. Offer alternatives.

Arrival?

1, One half hour before school starts.

How do 2 students work in class?

1, Succossive teaching - one per2. One teach, otAers aid3. All teach.4. Ono teach, others ponferS. Two teach, other oyserves

E. What to do to get time fow plan'Ong and evaluating students?

1. ,Jan. - June: Will have tome and it vi.11 be required in calendar.2. Yf two students, ore teae'ues.and oi.ne:1 is outside with teacher.

P Can students do yard duty?

1. Yes, Feb.-June.2. Expected to participate in all activities of teachers,

selected parent conferences and community meetings.

G. Should students phone school if absent?

1. Yes, by 8:00.

Can students take over other classes in he school if necessary?

1. Until further notice, students win stay with class whileSCT takes other class.

What are January placements?

1. Scheduled soon and will be informed by Wed., Dec. 10.

J, Encourage students to ask questions; they want sPocifics-

1. Example: How teacher handles certain children.2. Proceduivs, etc.

g. Be honest, open and actImluctant to criticize students or ash questions.

What help do students need most

I. Clarifying procedures pupils aro to fo/Iow.2. Explaining direction.3. Identifying practical routine, like withholding supplies until

directions given.4. When a few pupils cling to teacher, discourage it.

83

Seminar 12/3/69, 2 2) Appendix M (2)

M. Could student teachers one soMe afternoon (. 6nsa) to see otherreading groups?

1. Ye S. Work it out with students

N. Can you give other reading-type lessons.theSe'three weeks?

0.1. Yes, if the SCT elects to do

How do students use manual?

I. Use behavioral terms,2. Feenngs, relevance, etc,

a. Question sequence,If in doubt about the lesson s following the manual, SCT couldask "Why are you us.;,ng this bjective instead of manual? How?"

Any problems working with pupils?

1. Again, be honest, diyect, and point out problems you seeimmediately.

2. Share helpful suggestions for mrrecting errors in control, etc.3. Classroom procM.ures.4. Routiros.5, It's helpful to have a composition book at the corner of the

desk in which both SCT and ST; write suggestions, questions, etc.

What subjcts are expected to be taught?

.1< Reading/language arts will be stressed in Dec.; R/LA, SS, Mathin Jon.; all curriculum from Feb.-June.

What does "pattern practico" mean?

1. Teacher provides oral model pattern of structural ortransformational grammar and the children repeat. (Anaysisand labaUng come later in children's development).

Ex< 1: The bird is singinq.The dog as barking.

2: The bird is singing.The bluebird is singing.The blabird is singing sweetly,

3: The mother is calling loudly.(Take out last word; first word. is it a sentehoe?)

Pattern practice can be a short lesson (5 min., etc.) withinsnoth r le13son (reading, social, studies, etc,)

SUMMARY

1. Maintain open, direct, honest communication between SCT and STconcerning problems, concerns, questions.

Supervisors will help solve tamdiate problems.

Bring concerns to SCT beminar so that if there are common concernsthey can be handled in pre-service instruction of the ST' s.

Appendix N (1)

STEP"TTT 1970

,n

p es ic+1

P- cr,1r t..:5

Mhat:specdfic-'adyi6e:.woUld you.-giv.eP STEP Studf7)11 Teathe..;...'- as to pteparing

for,hii>first of teachin1.. -.21,9. First Yer''Tgia'oh-.,:" An.,September197?

1,Yout. aAvActe-will, be' .6611ated:with.thflt of,ithhe othet Sapel-vistua..Classroom

TeAahenf3.t.4.na will'hi;::!:distrjbuted and-diSauseeavilth, the, 8TEP Student

eehetp....andyou'on:,.Wednesday Jape 77P k4l1iste1'

What' spelfIo year

e:Xpe'rieWe fOilowng

Ari4anging bbUllet171..hoard?

Eateb1).shing "gte,UW: 1) syc,hoIogica1 oo.ial.:01.1.-dkte.

eti:Ang 1/I:alud.itl.gli.btary,ocAene math

4,:',Ao.usqng-aii.d.-.dAs :8112011.

Appendix N (2)

2-

. Wong out mutually `'rules" of :behavior.

Piagno-sing

7. Preparing for reaOrd,,,,keeping

Suting Up file inplUding multi-ethnic9 manipulative vaatial

aaquainted.:1,3Ath . so1 ool st&Xf

Relations,m:th patent's

Larnin por,..cles':

86

Apptndlic N (3):

la. P1iInnl.ng yearly purriculum ra s With ohildren

13p Establihing cla8aroom

Your DatticUI0x

APB/ TB 5/14/70:

Reading/ImmELArts:

Objective

ilagnesis

mum oamcnvEsAppendix 0 (1)

To state behavioral objectives for reading, writing, speaking, listening.To communicate aim in micro-teaching so that peers can restate.To rewrite behavioral objectives for developmental reading and identify

component skills.

To administer, record, interpret diagnostic surveys in visual, auditory,oral, written perception.

To record objective description of !OA behavior.To identify omn feelings re: observations.To ask questions re: teaching/learning R/LA.To Write follow-up lessons from observation.

Content-, ToTo

To

To

select "relevant" affective, Cognitive, or skill content and &plain.write, plan, and teach.$7minute lesson toward INehaviorai objective

for diagnosed children ;with evaluation measure, identifying levelof knowledge.

identify assumptions underlying readingprogram.identify and generalip elatioassc ipsi and:psycholodcal sequence of

learning'language.

Materials To identify curricula m materials appropriate to level ofbehavioral objective3 to main idea of'"unit," to pupehtnic urban Community.

To analyte use of ten t- teachermade-materiaIs,patterns in ClasprooMe.

To start file of m- 1. materials, -usable' R/LA.TO write plan, teach, and evaluate reading lesson.

children, toills in multi-

Teething

strOogY - To explain concept of teaching strategy in R/LA.To identify six strategies to use in teaching R/LA.To use 3 strategies of concept form, generalisation, and feeling in

classroom (at least in T.A. phase) and evaluate.To describe teaching sequence for three others in longer "unit" in. ST

and explain rationale.

To oxPla5n concept of R/LA learning activity and its characteristics.To explain five .earning activities in the four LA areas and rationale (PU)To use at least two in actual R/LA lessons.

end language.

stzagActivity -

Eevalustic To evaluate ;stela; use of these two with pupild,

To evaluate:pupile learning in relation to behavioral objectives with'-'subjective:and objectiveinstruments. .

evaluate :parts of the lesson is relatienoutcome and write pOproOriateTo

To

To

follow-up. - ,.. . .,

identify Strengths and weaknesses in.Perienal teacher characteristics,and d-plan remedy. : . .

identify `strengths and Weaknesses in partner's lesSon and style, andstate *mstructive suggestions for iMprovement.

88

Appendix 0 (2)

Social Studies:

Given :vet/Ions instruction, students will be able to

.0 distinguish overal goals (course, unit) from instructional objectives (lessen);

.. distinguish between implicit and explicit statements of Instructional objectives;state the category labels for four commonly Used categories of objectives (knowledge;thinking; attitudes, feelings, and values; and social and academic skills), andwrite an explicit statement of an instructional objective in each category;

.0 explain what i3 meant by the concept "rationale," and write a rationale for a parti-cular explicit statoment of an Instructional objective considered important;

.. distinguish between facts, concepts, and genelinations, and identify examples ofeach;

.. distinguish among several different typos o questions (factual, descriptive,explanatory, judgmental) commonly used in social studies instruction, and preparein writing at least two examples of each question;

.. distinguish among intake, organizational, and expressive learning activities, andprepare in writing, m lemming activity sequence involving all three types ofactivities;

.. describe the steps (in order) involved in four commonly used teaching strategies (twoin the cognitive domain and two in the affective amain), and prepare in writing asample lesson organised around one of these strategios;

.. explain what is meant by the concept "teaching strategy," and give at least sixexamples of such strategies;

.. prepare h writing a sample lesson plan (following a model presentod earlier) whichincluded the 2Wilowing:

e) instructional objective (stated explicil.ly)b) rationale for this objectivec) materials and equipment neededd) procedures to be followede) alternatives to such procedures2) suggestions for future follow-up

e lain what is meant by the concept "evaluation," state tt least four commonlyused sources in tests and measurement that might be used It the propmration ofevaluation items, and write at least five examples of t,041 itt,mg designed to assess

how well students have achieved a desired instructional otjective

Math

'Students will develop a poSitive, end hopefully joyful, attitude towards matl, so thatthey will be capable of giving the children in their classes,the oepottunity experit.,;

encing the joy of learning.

Students will become confident in their ability to attack and solve mathematicalproblems so that they will be able to transfer this confidence to their childron

Students will understand the scope and sequence of the math curriculum so that they:will be able to develop "appropriate" learning activities for their classrooms.,

4iudenta will become teachers who are participants rather 'than spectaters in tie. 7

letrani eicperience sr® that they are able to CrOate the nteesidry environment Enhe Chu dren mai, als6 beepire Participants.

.

Students will become teachers who will possess a variety of means by which they cantevaivatetthe degree to Which mathematical learninga have taken place in their classroom.

..ofsky

.ROUGH DRAFT.

10/23/69

1

Educ, 1333 (Math)., STEP-TTT, Fall 1969

Date

1st:

Oct,

.r

23

Learning by doing':

A different

attitude towards e school math-

ematics program,

Vehicle - Geo,

Bois

Learning by doing:

an increased

2nd

Oct0 SO

Understanding about teacher at.;

titude and mathematics.

Vehicle: Vital Statistics

7176Theometry:Strand

via Geo. Tioards

3rd

Nov,: 6

Page

f,2 pages)

Objective (Point of Introduction, Em212,e1E Continues Thereafi:er)

Given the experience of "learning by doing" the student wi1 .1

be able to identify his change in attitude.

The first two

sessions will be exploratory - placing the student in the

role of the "active learner,," these will serve, as a basis for

students to experience the satisfaction, pleasure and joy from

this type Of learning.

'77------7Mbaiuremegt Stran

Vital Stetatics and

forsis

cg5

-4th

Nov, 23

5th

Nov.:20_

6th

-

Doc

4

71:11

Given

.apa

Ttic

ular

sro

sitüation

use

met

rTFE

-inT

le-T

-7--

-"--

1pA

guev

that Is both accurate and appropriate,

Given the Strands Report, student will be able to devolop

appropriate learning experience K through 8 for use of the

Geo Beards,

Overall T-VII

Student can adapt

use V.S. experiences appiopriate to a

other

particuIer grade level-.

Student can represent data with pictorial representation

Given a major concept, sketch its development throughout

the grade.

M-eastirement Iv Oe World

Given e concept, state objectives in behavioral terms,

Given an incorrect generalization, help a student rechannel

his thinking by protentinN .a contradiction.

Early sflicol all,pariences

Sets

Number end Numeral

Numeration systems

Introduce a lesson so that your students are active participants,

Given a concept, provide for the discovery of a pattern to

help

1,1.

S.91

develop the concept,

Given manipulative materials, discuss their strengths

(inf-

itu4a

cou

nter

s,ab

acus

erw

A b

lock

s)..

The Hews and Whys of Addition

and Subtraction of Whole

Dec. it

--Numbers

Given an educational setting with no avaiT5575-Zginercial aid,

improvise with homemade materials.

Given an example of pupil's incorrect work, identify the error

and talk with the child to diagnose the cause of the difficulty.

War':

-Tgrii"

duco

,. 33

0.(Math), STEF-77; Fall 1969

8th

Doc. 18

Multiplication and DIvision

1 of Whole Numbers

Page 2

pages)

TZ635itive (Point 5T Intro-auction,'

Gaz

y-sr

s-T

erar

firu

w-t

herp

ara7

1a

Given: a fMnralli, tin,m%opAcazni7z,g aca.iwt.1:toti net-ng

materigls.'

Given a basic opeg-ations perform Several aigerithms for that

operation:

Review

9th

jar '

I Clarify, synthesi%e

) Grade level perspective

10th

Jan, 1-

Ilth , Jan. 22

immik

1 Fractions:

-Given a grade level, list the major concepts taught,

Introduce.

Dee

-Oporatlons

c.Textbook Series

State

t content 7 Mr. Bannister

-LOassroomGeneraiities:

Znvironment cjimate

12th :41-.m.

Record-ikeeping

-Organization

nal) td-stat

-

1h

with o..,c without

3t

Feb

5,

materials,

Given any grade level, list the concepts taught at that level

.Given a concept, develop duplicated Materials to, facilitate

teaching and reinforcement of that concept,

Given on algerithm for a basic operation, Identify necessary

prerequisite skills and concepts.

IGiven the State-adopted textbook series, describe their treat-

ment of a specific concept.

Given two textbook series, identify difference

and similarities

of they

treatment c

a specific concept,

14th

Feb. 19.

lastrqction

47 -77-

at

The legvated Day -

1Sth

Peb. 26

How why Is It

POssible in the USA

51.4

.1V

IC71

,4,

Given a c/ass with former spectator-learner experiences, develop

a strategy for providing participant-learner exper!,ences<.

Given 2 or more strategies for teaching a mathematical conc.apt,

select one and justify this choice for an individual student

Meath/ Science

16th

MaTch 12

How They Work

Together

17th

Malh 19

Pa;ty

Given a particular math concepts illustrate appropriate conoc

tions with other areas of the curriculum,

....

e.

.VS,57.2151:141Estel. ..SIMMEMM

bath Workshopsygp

Class #81/8/70

Appendix Q

Marilyn BurnsSujenna Kofsky

OBJECTIVES: Students should identify the reasons for ample counting andreadiness experiences for primary children.

Students should prepare at least six different countingexperiences for the class involving manipulative materials.

Given the micro-teaching of Wirtx,s Operations With WholeNumbers

9students should be able to identify the mathemati-

al operations involved.

MATERIALS: Primary books from Mollie Clarke series (Great Britain).Operations With Whole Numbers. Ditto of "Mathematics inthe Kindergarten." Ditto of "Suggestions for Number Readi-ness Experiences."

ACTIVITIES: (1) Micro-teaching of counting experience done by Sujennaand Marilyn.

(2) Students write at least six counting experiences on3" x 5" cards.

Three students micro-teach counting experiences.

Discussion of counting and readineSs with- emphasis:on diagnosis (How do you knew if-:your students cancount?)...n

(5) Micro-teaching by Marilyn of erations With WholeNumbers.

(6) Discussion of overall primary math including frameworkof new text, other vehicles for teaching text (RodsoDienes Wood, Number Line).

Given, inventory sheets for Usk cards, collect items listed.

Appendix R

Generic Curriculum Class Assignment for "Ovarounity Experiences."

During the nOt :B weeks you /EM to seileduze for yourself the "ciAlitIndrir: Experiences"Tdescribed below: These are to be cempleted by Thureday, December 11, 1969. :1 suggestOne a week., buts yon are 'zesponSible for the scheduling. DO NOT LET THEN RIDE!

After each of these ex.periences-Yeu are to write a reaction paper. Please do thisimmediately following the experience and then go hack to What you have 'written in24 hOUrs and add additional cements, thoughts,. ideas. .The focus of the paper isto be what ma go through, to attenpt to describe tho impact. for You, and what youthink are the implications for the classroom, the children, the parents, and yonrselfas a teacher in process.

1.

.You are to find it Go by bus and alone. Once there,. go to Social Services and

find where the clinic for expectant mother% is located.. You are to go between ..the hours of 12 and S P.M: Monday through Friday and ataY:no less than two hours..You may take no reading er Writing material. Please Sense, watch, experience ,all

that Is going on around you.

Locate. Spend no less, than an hour between the hours of 10 p.m. and 1 a.m. on aFriday, Saturday, or '.Sunday night. What are implications for you as teacher?

,HaIl Of Justice "The only.Justice is found in thf -- L. Bruce

ti.; Arraignment - Attend between the hours of 9-12 in the morning, spend no lessthan 2 hours in the court of Judge O'Kane - 6th flOor.

. Process and Pending Trial - Dept: 22 or-/S between the hours of 9-12 noon.Spend no less than two, hours.Cotirt. of-Judge Fitzgerald Ames - SPend no less than two hours. Check forlocation on the marquee. in the lobby. If Judge Parrish is presiding whileyou are in the Hall of Justice, you ehould check out his court.

. De rtm.....smigatate

Wait in the lobby for no less than two hours. Optional apply for unemployment...

c.

"Public Assistance" Welfare

Attempt to get on Welfare. If you are unwilling to go through the process, thenspend no less than two hours in a central location of the Welfare Dept. If youar not going to apply, then attempt to find out what is available in terms ofChild Welfare and where, how, and who to see to obtain Food Stamps.

SIP-Trr F.5oess--)c)

94Appendix S

17: ? pe IA/ST- r-t7C

0,A-,C,. el Ot-i" o LIAerk a.rriu,Q; school

12, ta.(00 Carl nOi"- r d. 1.) cu..3

3, Av- r e. air 31) n-1-% r1 u4-?z,.g be co re ser,a0

.eson L a f ofor each. leSso +o be u9

5, 0 ss tesson ;Acorv-\ sc-c be- ore._ Jreock

Cs c-r e uJeeK) rr6rii m urn (7( one. concer-

erice

7, \ Q. an cc;+-sr tiQS.S0 1").. ana end, oc- tj

6 i all 1-eac et- u+1 e S t ct rat 6us e+c,eKe.ee p\ari D601-< .?0 r re. T A /sir pease an

hak)e, cock:0 r QV% obse_.r 0 1.--42 (

10., ecca:-, Tcorn iDe-rsol-1.03 c 1 s n i coo fY)/ei-c..

H .cit.,,p2. err i r.e.cecly h-core le .sorl

I 2.,0 r . an.tz_e, t1 r eco ca.s. cor , assess n-leni-,I.e.va lucc\L'i on

o ovc\-- c ric-e ssu,c.ise(v) 50( dtrecir\

1 5.. Us .,2,- Co m roo 0. Sense.

\),./ r++1 r\9 jatc,")0135er pckr\-r,e_c-

..oOr\-\ pa ne r, ailirrirn-ecvi otekcj and

cri., d eci din 5 cL1

40 use pu,p wor lc: (c-NzccVi,oq

W1(1.,e)r, prepar observe."rwk.(:),5 0, c.4-cv ce r14-e arch tztr't p u 0 VJ 0 rC

055var cilk A-he ro1es o c-

,-fiorr\ ne.s00-'c\ie- ct,ibouck- pu..p-ds or-

4eac11ers or- sc--1-1oos or- 03 rn CrN I 5 r n 101

(etc e s or. in fron pcj-c irLs.,- rn

-the cey).71.3- tto/-79 Yi e, bihot P--) 0 yr) bey- c s ir? et

(( a cue r ?

Appendix T (2)

0,r, oimes' Cie "7 es-

t/t) h cc-6- is eA s

L t s3

(5-

Appendix T (3)

hct C k.) S Oa a ro ?

b Clt/ ;-Y)

4;4_1 -rz, toO r O vie. tee it- 'Zero W4 c tsSo Ai-e put d. zero

e cdt /4 tit s reit)G4 I') (1 a cid e zley-1

C -41 e. ter)s GO lam'?

97

STEP-TTT

San Francisco

SUGGESTED FIELD TRIPS*

'East Bay

American Conservatory TheaterAngel Island State ParkBlack Man's. Art GalleryCable. Car BarnsChina TownCoit Tower (Telegraph Hill)Exploratorium - Palace of Arts & ScienceFisherman's WharfFort Point (Golden Gate Bridge)Golden Gate Park:AquariumDe Young Museum (Conservatory of

Flowers)De Young Museum (Science)Hall of FlowersMuseum'of Natural History

PlanetariumJosephine Randall Junior MuseumLevi Strauss Factory (where Levi

made)Maritime MuseumMatson Shipping LinesMore BookstoreMuseum of Black. HistoryParisian BakerySan Francisco TourSan Francisco ZooSigmond Stern GroveSpreckles Russel Dairy (buttermilk,

ice-cream)Nix Museum

e are

Appendix U

Chabot Ob!,ervatory, OaklandLawrence Hall of Science, U. of C.Oakland FairylandOakland Zoo

Peninsula

Gary's Pumpkin Farm,Half Moon Bay (726-4929)

Golden Gate Produce Terminal,South San Francisco

Marine WorldMoss Beach Tide FlatsSan Francisco International AirportThorton BeachTrain Ride (Southern Pacific),San Francisco to Stanford

Other Areas

Alum Rock Park, San JoseCheese Factory,' PetalumaFort lRoss (Highway 1, North)Fort Sutter, Satramentojndian:Mbseum., SacramentoJaOk London's!Home,'-SonOmaTeimluma:Clover Dairy (cottage cheese,:

bottling milk)Soda Springs (Interstate Highway 5,

snow area).'Sonota-1

`'Adobe:

:.General Vallejo's HomeMission San Frandisce SOlano

State Capitol, SacraMento

ftrin County

Bolinas Bird SanctuaryCollege of MarinFort Cronkite, BeachKerby Cove BeachNt. TamalpaisMuir WoodsSamuel P. Taylor Park (redwoods)San Francisco Bay Model - SausalitoStinson Beach

* When field trip is planned, an advance call to point of destination isstrongly recommended; in fact it will frequently eliminate the usual entryfees.

10/13/7093

ASSIGNED RESPONSIBILITIES FOR PORMAL INSTRUCTION'

Focus'

PlAnnin,g TC concerns (small seminar) 1.

Ceatvol (total class)

(staff panel)Small seminar

2.

Phonics (programs-materials-methods) 3.

R/LA (selmence-materials)

. Personnel - Placement in SFUSD

5. Ethnic MinoriAes in the Community(community pawl)

Black identity (xuest speaker:Slack psychologist)

Professional Orwan:zations(guest speakers)

Simulation games;Manipulative Math Activities(2 guest speakers; Math Teacher;Foreign Policy PAsoc.)

Working within the System(guest speaker: StSloois for theFuture)

Appendix V

.1121P92.#141.2.4Z.

Individual TC trainers

StaffIndividual TC trainers

R/LA Instructor

40 District Instruction Coordinator 4District Personnel Officer

. Community Services Coordinator

TC Trainers

. Individual

. Social Studies Instructor

. Coordinator of Teacher Education

100 Grouping for instruction

11. Teacher relations with parents(multi- ethnic community members1:1 role-playing)

12. School Administrators

13. Role of the Teacher(10 candidates - demonstrstion)

14. Drug Workshop(community and school panel)

15. Recommendations for FYT(Supervising First Year Teachers)

10. Individual TC Trainer

Coordinator of Community Servicesand TCandidates

(staff panel) 120 TC Trainer

13. Individual Teacher Candidates

WIMIMMIK

STEPTT June e, 1970

MEMO TO: Students

FROM: Leslie Goodman, Linda Willits

RE: Suggestions from SCT's for First Year Teachers' First Weeks

Appendix W (1)

In order to help us get through the first fee, weeks of teaching. next fall, our SCTS

were asked to give us their advice in 14 specific areas. The following is a sunerary

oF their ideas. Since all teachers have different styles you will find contradictions

in the material; all ideas were included, however, to give you a wider range of

re fevence.,

- ARRANGING PHYSICAL ENVIRONMENT INCLUDING BULLETIN BOARDS

1) Have enough furniturea) Arrange it so kids can see blackboardb) Might be areas:gad in circle or horseshoe to kcilitote class discussions

c) Have movable. name togs on deskd) Plan ;.eating arrangement with regard to good lighting - (care of eyes

important)

Bulletin Beardsa) Plan basic outline and let it grow

b) Plan an activity that results in material for the bulletin board

c) Have displays that begin conversations and provoke questions from the

tudentsFor primary grades use colorful and loyoe picturesLeove bulletin, boards blank and let siudenie fill them with their own

stories and pictures the first dayf) Put up cheerful backing paper and let students choose theme from

their own interestsg) Mighr have a bulletin board of children's outside reading

d)e)

ESTABLISHING "GROUP" PSYCHOLOGICAL-SOCIAL

1) Find .profect re kited to school or community that everyone can get involved

in

2) Take all field trips (sliest° so children can get to know, each oiher

3) Let children pick own seats - watch that one child is not isolated

a) Hove students write a short paragraph about who he iectold like tosit by - this gives insight into the leaders of the class

Se yourselfLearn the mimes of the children

100

: ;

waseenscnsseetwEEMIA1121119PRIZIONIECIMMItit

Organize games requiring participation of all childrenHave children write about their summer vocatives and .make them feel

important when they read them to the rest of the clasp.Introduce new kids and either assign or ask for volunteers to act as big

brothers or sistersHave daily class meetings Whese you discuss with the children the problems

within the classHave a class governmentHave trust developing exercises such as blind walksLet the children decide what they expect froM each other. List their

conclusions co a chart with.a- possible heading of "Good CitizersRemember These. Rules"

13) Role playing will proiside a means for the establishing of '',43 positivepsycholcgic.al-social climate

- SETTING UP CENTERS OF INTEREST INCLUDING LIBRARY, SCiENCE

Appendix W (2)

Get to know your class first - develop centers according ;to yaws andclass' interest

Having visited different classrooms, plan an interesting, Functional arrangement(This can be readjusted as interests change)

3) include easy books for slower readers and some familiar basks so they feelcomfortable

4) Have manipulative Pings and things provoking questions/5) Use refrigerator carton boxes to divide interest areas and provide some

privacy6) Display puzzles and games7) Introduce new books3) Use plastic vegetable bins to hold books if space is liMited9) Don't set up too much at once; explain things to a few kids and then let

them testch others10) Have a corner desk, or utility table with library books paperbacks of your

Own, math games, puzzles, science material, small fish tank, socks,sea she

II) Have children help choose new books: for library table

HOUSING AND DISTRIBUTING OF SUPPLIES

Make all, supplies readily avcailable and within mach; of the kids;neatly kept

2) Try to avoid possessiveness - have classroom pencils erasers, crayenie, etc.rather than each child having his own'

3) Each child should have his own toolsa) Distribute pencils and crayons and let children use them riiittLamy

as it saves problems latisr

should be

Appendix W (3)

b) Milk cartons covered with contact per and labeled with eachchild's name, plastic cups, or dishes make good containersfor crayons and pencils

Keep paper on shelf and bring out a daily supplyHave definite place for kids to put completed daily work

a) Apple boxes covered with contact paper make good"filing cabinets"for paper supplies

b) Cut-clown grocery cardboard cartons or a basket are6) Have stick for dishing out paste7) Plastic buckets are useful in rooms without sinks

45 w WORKING OUT MUTUALLY "RULES" OF BEHAVIOR

Go over school rules the 1st daya) Orient kids in school yard, how to wait)b) Pidetice no-runnin6 rule and entering school' building

EXplain what the.bell meansEstablish a few tyke yourself don't hurt yourself

discuss them the First driy, therea) let class go from there

or

b) establish (ether rules as problems arise3) Give kids a chance to make misjudgments In their rules,

are actually sharing in the decision making4) Adhere strictly to the rules the 1st few weeks, loosening up as weeks go by5) Be consistent. Rules are mean_ ingless if you can't or don't Follow through6) Have each child think of the rule he feels as most important. Discuss the

suggestions and then let everyone' vote to decide whether or not to keepthe rule

Have a class election after one week and elect a committee to formulatemutual rules

Discuss with the children how they Feel about certain things such as someonebeing interrupted

Hove a class meeting discussion. Decide necemsy rules - Keep simple andattainable

DIAGNOSING INDIVIDUAL CHILDREN

This will take time. Confer, if possible, with former teachers. Childrendo not always show their capabilities at first with a new teacher

2) Have kids read aloud in smell groups starting with easy-readers3) Give some diagnostic tests to group In math etc.4) Keep a one day's cbservation record on children whose behavior puzzles you5) Don't diagneee during 1st few days - give a week or so to warm up6) Play arithmetic games shoeing a lot of ability

Appendix W (4)- 4 -

7) Try to learn all children's names the first day8) Refer to "cum" folders: list kids with difficulties in previous classes, Use this

list as a guideline and lay to find solutions, using also your own observation9) Read paragraphs (nutebiographical ?) kids write

10) Check "cum" folders for physical disabilities11) Check reading cards for group placement

#7 - PREPARING FOR RECORD KEEPING

1) Keep tinisple at first. Some teachers like card files. °those retold books - orindividual subj record pages

2) Co it immediately so you don't fret behind3) During the second week of school or so make out a ditto of all the students'

names listed in alphabetical order4) Set up your grade book after 1 month because there are many changes the first

few weeks5) Do not enter name in the State Register until you are fairly sure that the class

as given to you Will reivc.ln ..o6) Try James Brown or cool jazz whiie work is going on

P8 - SETTiNG UP RESOURCE FILE INCLUDING MULTi-ETHNIC, MANIPULATIVE MATERIALS

1) This will be a gro.ving, contirsuirsu file. Many children will help in gatheringmaterials. Paients and members of racial groups will add much

2) Use a big box covered with wallpaper for each :subject. Cardboard apple boxescovered with contact paper also work or you might spray paint grape boxes

3) Set the rile up acceding to subject and grade4) During the summer start collecting spools, buttons, chips, yarn, egg cartons,

pictures (i.e. from magazines) and snapshots of different sections of town andlandmarks

5) Look through library card Index and develop lists6) School department furnishes good reading fhb from time to time7) Look through visual aid catalog and order materials at beginning of term

- GETTING ACQUAINTED WITH SCHOOL STAFF

1) At,k questions2) Smile a lot3) Wear a name tag4 Show an interest in getting to know other teachers5) Peek in rooms and comment on the work6) Be open to the stre'.17) You will be introduced to the staff the 1st day at a school meeting8) Check with teachers having the same grade level9) Try to get into class the Wednesday before school opens:

a) Clerks and administrators will be there to advise youb) You meet the custodians rind other "earlybird" teachers

10) The principal will involve all itfiti staff in school octivities

103

110 - RELATIONS PARENTS

Be gracious! Parents are your best Friends and helpers!Be positive first (i.e, the reason you're calling is because you're

child's well-being)3) Send note home explaining your position on homework, discipline etc. and

welcoming parents ao discuss any problems with you4) Begin i,he firpt day5) Always be available for conferences6) Get to know parents before trouble starts7) An open classroom with on invitation to visit anytime h a good rule8) Solicit their help9) Arrange home visits, if parents are willing, to introduce yourself and find out who

parents expect for their kids10) Have group meetings1'i) Have individual in-depth contacts12) Drop in on things (choir, basketball practices, etc.) in which kids are involvod13) it's better to pho: e. then to write a note14) Don't try to handle serious problems yourself let the principal in on v:hot as

going on

lf11 - LEARNING SCHOOL POLICES

1) Work to change them if needed2) Don't Cut yourself off from older teachers; they can "help, if you don't turn them off3) Ask before you do; ask questions4) l.tsten and look:5) Consult the teachers :handbook6) PriOcipal and administurtivo staff Will present and.exploin school policies

612 - PLANNING YEARLY CURRICULUM GOALS WITH CHILPREi.,1

1) Be flexible to kidS interests2) Give the students real Options3) 'Have lots of ideas i w stimulate students4) Have discussiOns; ask kids what they want5) Refer to "cum" folder for any needs or weaknesses6) Pion to do what you know or enjoy for your first unit

Study kids"1.-interestss . observe class behavior when working or ploying; h) oricil.?zo. news olnd stories for their background; c) get acquaiotad with the neighbrohood.

8) Don't set goofs until after a month9) When adVised of 'grade you will teach learn the curriculuin areas - scope and

sequence of leorning activities of each subject. Plan and discuss with clas'these goals

104

ESTABLISHING CLASSROOM ROUTINES

1) Moke charts for helpers and activities2) Set an example for neateess and completion of work3) Set a few ground rules (lining up, wising hands, sharpening pencils, when they

eat lunch, what port of the yard they play in, haw they are excused)a) This could be done in a "talk" the first day. initiate with such questions

as "How do you feel when...?" or "What is besto.,,?" so that childrenfeel a part of the routines.

4) You, as teacher, may have to take a clay to show how things are done in class5) Discuss good habits and attitudes with class. Allow children to help set up

rules of behavior in helping to establish these routines6) Have kids suggest ways of organizing7) Emphasize one routine at a time8) Adhere strictly to the routines once they are establIshed. Be firm and consistent

fil4 YOUR PARTICULAR MUST

) ''® as many things as you can that aren't academic or schoolish and that get yourclass together (Build arid fly kites, make bread, play musical instruments,have a picnic, go swimming, have an overnite hike/camp, sing & point

2) Plan 1st dray in extreme detail and get a good nitres sleep beforehend. Don'toversleep the 1st day!

3) Have an activity chart that changes daily for the class to use during free timeThe activities could involve blocks, puzzles, painting, libtaty, science center,chalkboard, art box (paper paste, scissors), magnetic board, arithmetic games,spelling games, clay, flannel board

4) Have a folder for ea. child and instructions on how to file their own papersstaple work to be sent home each Friday

5) Have a box or folder to put work that 14 to be corrected in6) Get kids to accept and like each other. Keep feelings in the open7) Share yourself with the kids -- team with them8) Keep your mouth shut and listen! Eventually you will take part in faculty

discussions9) Have something to do the 1st day that mikes the children feel that coming to

school is worthwhile. A simple project that they could take home the 1st daywould help

10) Visit your classroom in vacation11) Plan; arrange classmate furniture in a convenient, functional pattern12) Select seasonal colors, pictures, exhibits to stimulate interest and learning in a

creative environment

APB/ TB 5/14/70ab/6-270

105

Appendix W (7):

BIBLIOGRAPHY

0 Besse'', Harold. Human Devel nterra.2) Brown, George. Row, e union 'Dimension.

.ftioMmeowa

3) Gesthc3It Therapy Assn.,7;7; rc-firlcisc;

4) Hillman, Ford-Esalen Staff, Esalen Coml.! For Workshoe212_Humanistic EJucation.

5) Ledenticl the Rocici Chair.

6) Lincoln-Filene inner ity zz rogram.

7) Malamud et al. Toward Self-Linderslatim.8) Otto, Herbert. plyelTin9) Schultz. :lox:.

108

EtReWV.IMINCL11.0111

Appendix X (1)

Evaluation by a Student of Ed. 177 Course of the Teacher

Content:.

The proposed, content areas included

1) Social issues (community action)2) Alternative schools3) A teacher's personal growth, and4) Urban problems

to be explored through individual projects. We all attended and participatedin a conference on "Alternatives in Education," held at Santa Barbara in April,but did not explore the other three areas. Instead, we inventoried variousactivities and strategies used by STEP student teachers 'and compiled theminto a booklet (see attached). We also organized a workshop in which teachertrainees shared various skills that could be used in the classroom.

Partia1224121:

We had 10 meetings of the entire class and several other meetings of smallgroups of students. Including time spent for these discussion meetings and forwork activities, each student spent around 25-30 hours for the course.

Evaluation:

The course was not successful in meeting the proposed objectives, primarilybecause students had a conflict of time with student teaching. It was flexibleenough so that we could digress into an area not covered in the objectivesbut which was of interest to the participants: specific activities; lessons;ideas; units; projects that student teachers found successful in inner citymmdti-ethnic classrooms. The resulting project -- a booklet -- would not havecome out of student teaching seminar alone because of the extra time and effortneeded.

11.07

MmsisrEfar..../ROMRSMOSEGMIENIZEISM2.....

Appendix X (2)

q

SUBJECTS: Science Math Reading Social Studies gams/fillers

behavior MISCELLANEOUS Language Arts Music/ Art

108

..Appendix X (3)

-What Is the True Function Teacher?

The banyans and the tamarinds dominated the sinali valley, which was greenand alive after the rains. In the open tha sun was strong and biting, but inthe shade it was pleasantly cool. The shadows were deep, and the old trees wereshapely against the blue sky. There was an astonishing number of 'birds n thatvalley, birds of many different kinds, and they would come to these trees andso quickly disappear in them. There would probably be no more rain for severalmonths, but now the countryside lay green and peaceful, the wells were full,and there was hope in the land, The corrupting towns were far beyond the hills,but the nearby viliages were filthy and the people uerc starving. The govern-ment only promised, and the villagers seemed to care so little. There was beautyand gladness all about them, but they had no eyes for it nor for their own in-ward riches. Amidst so much loveliness the people were dull and empty.

He was a teacher with little pay and a large family, but he was interestedin education, He said he had a difficult time making ends meet, but he managedsomehow, and povel WRS not a disturbing factor. Though food was not in abun-dance, they had enough to eat, and as his children were being educated freelyin the school where he was teaching, they could scrape along. He was Profii-ent in his subject and taught other subjects toe, which he said any teachercould do who was at all intelligent. lie again stressed his deep interest ineducation.

"What is the function of teacher?" he asked.

Is he merely a giver of information, a transmitter of knowledge?

"Ho has to be at least that. In any given society, boys and girls must beprepared to earn a livelihood, depending on their capacities, and so on. It ispart o the function of a teacher to at knowledge to the student so that hemay have a job when the time comes, and may also, perhaps, help to bring abouta better social structure. The student must be prepared to face life."

That is so, sir, but aren't we trying to find out what is the function ofa teacher? Is it merely to prepare the student for a successful career? Hasthe teacher no greater and wider significance?

"Of course he has, For one thing, he can be an example. By' the way of hislife, by his Conduct, attitude and outlook, he can influence and inspire thestudent."

Is it the function of a teacher to be an example to the student? Are therenot already enough examples, heroes, leaders, without: addling another to the longlist? Is example the way of education? Is it not the function of education tohelp the student to be free, to be creative? And is there freedom in imitation,in conformity, whether outward or inward? When the student is encouraged to fol-low an example, is not fear sustained in a deep and subtle form? If the teacherbecomes an example, does not that very example mold and twist the life of thestudent, and are you not then encouraging the everlasting conflict between Thathe is and what he should be Is it not the function of a teacher to help thestudent to understand what he is?

"'Out the teacher FM:2 guide the student towards a better and nobler life."

gaido you 'talent haw loyal &A 'slim?, What. da yan knot Von ?AMU only what

109

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+Appendix X (8)

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Social Studies Unit (Cont'd)

Family:Helen Mogck--lst gr

Prehistoric Man:

Transportation:

Appendix X (t0)

Shirley Matsuhiro--Early Man and Early Life--3rd

Bill Dittmen--2nd

Waste and its Disposal:Marilyn Coops-1st

116

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:.-k4=:..e..Witty %Into 5eaten.oto oarart.-4.ning voaabui. Cy words;;NW bra.lary cards read eautencee introdtaeing tow worths: .

...4-1-.;;;,...?;:easse.thsviseede.-2,E..the sentences; abildroz select aort.:ot:-..)...

'.-...<.;;:' ....;.!)-ti..!...,,,,:-;.. - : *:::. , '..

WAliikitOnOlitiiiifi-iittoli';'*-. 'disown t:ItIfil of story; tutraddee 11.611-.s'.-^..' , -,10 cootosaart: eferdstc wrIte compemtive story about the tit 1,1:--v-- .IttelaWAMMAirealW4-read the actual vehtten-ethry sad compare,'.!.*. -'''''."'''.. *. tit 4410414altel 0027. Metal),,-..--

c,H---':,'" :400911.:08118. ;,Udisacos.i,,ismilftell*eal*tmgol tbort vocabularyufi4

: »r& Walt ptake autt . ':sbill-- gam - anctlaar student tol3a3sts areganti rilorterd1454 4( olveziP13.e )

,.,- ..

.-;:Z45.4RA-;::CitatlATOS: MILke Seine thine.; 1164.1 wci ft:41 Qat-corning sittat they !mealt,..4...,,Aviptiff;Ipall-ut. st.. alteple a tartermil that tber sari roai -, (Cara tie)

.-.! ..-,

.4diefra personal zperionce chooses words caucerainbspests,; he vase new vre,..r.da. IA a sante:ea*. (Oessille)

4T'

Appendix X (11)

IVOSIMM Wbe tAt) most words? ouilielres writeW-Yro_ _VW 'VW know. alxissa repotitIonol all words num W, 14;40414egrestlo; moat be ablA to road uarda. aveV4AF,A

De! eltua or,. (Haney)r*, Altaito tome- rzoordeva 11,041;va am-al/Ante -14,m1gxeltireill, :G 2c: , esratsritg,c0-. for tbecielaves about oola

i 141140Max, tape sesta" 1Laten w atad lo fo.r litow%tat51 tt.;.1.4.kfon. ?riffilt$44..117ersille)

hlatt - irkiii:X*06144 pAieturer Coxampl-s:mt. or :w4stiiinate."4.0d aFtse onto pat avail r aael sattnot lal

( loy)

0164000.4kE*47.4. fabby)

1.051itonl., (Z1111173

00t.1041,: **4. yenta to.urIte *eaMiAces abau!;- UtIV.4g.

,:liligrUar.40.024ba Writ - Veal; ti467 ata. tBsrlatO

(kurbir.A1,53;

:*14441.44,4114.". "kameitnci.rogvavi be.sairi ou 1:St.4.41=:.7.1kickfgoi tg,i3.6%',;004t.40:00,4g 111.te, ati4r1;tudoote, 5.6 aTade,ADavAtTgro4

:141

Mitte-

Appendix X (1.2)

.4.0',.-1410:44 fl Attivezi-Mreot -arperieatzas.or inetieWitrz

.14*1111,te a pOpa to attoosg4,7 ,s. titez7v.354'!.::,;41,0 a oristaal. stasiza ;.z.% .:%cciao , .

40, :Stake Growing a ei Zrota utorroas-oat-4-4 the r: iz t i*".a '3 ta 3rtr acct drearisttvo

Wiite Vivort to 4:1.14,, DV. t.o .tnc oaptioned. :23.00kei

flialw a rebv.a fo... a kstorrok alio mobiles ol' altarairomIla :."*.a. books,45,iii-,4014tom origima :drawings roz t wtorl.ez o taxa opaque' proiPatOxta-,,4446,'.1'114.10elorei a .11341;ortop.. oicp5rt.tent £r. dart oloarn z.t.tter WWII* rosd a

4Teila2'aNttl3 e 3 1.tL7 Jtict . .

Drama li,ste.a artery tta.to.6.3 flact:1 . bcar,..14% 41 e uOVI r. 6 Y,

ef;eor..c .V4 4:::? ..t;:-:y «1'; 4ast'W .c1' . tut : ita attnEwl.,,ed fris,s.;.trntir to the 1.3.1ilettsla---. e Ads: .

, '112e top .p.1.1-54 t tpe 040.4

t LIT ; 2.LA

3,21uo. trs.ted Mr:F. .7. '4111741 ';')0:5' br PtiottVoidi N.9.,Azirme

Ato the _library board -,:ell...tef24,fiAg that oort*-1,.4,-. to0:,C,3 boa ;Arra:it:Sat...oolleotiun.

54...--.Thefolaits *an pre -pAre a, .1,Air*rtitin"1,mt4=4:POOtZ7 -tioots .Oan

Ipikttrza.

tiranatisecollect,' pitoturcs

. S.paij.LIPaikft Pg.)1r1131," : 24_;

vitt: rt vorosepitis 1,1,tc!.7

18

Se.:1-314CE

Apt X (13)

lock at with mieroneopop nao..1-trying trti (tar)Igiredem and. vnl.a. ftowara . haw atm t ion&

grxx dor, i.1.:10 With tam aniTus3.t% roll wildErzini.EJ::.; being to cillt,..rtfratiili L11á) : .

CO3..L2* punnet

tow with school :II apeLlarasr (0=1:110)

drying ithingo outzi.dos 13.."-t

4.14.., iO 17,ro.-4.1

- ;-

;..Y.--i"rii.".4''"r

omfaiati.

limistottrivae fiKtilBri.i. cr c1 or s (CtdUe) ..,.-

renama various hiawo-s Lt.tih o] (Owatiao)

uza naturo flat '0 01-,oactn.e bwrSoaACruitc& flowe..v p9.Lc (67.111i) -

JD ei:,-,:e840,15 laAMONAIWftli IMUtkis raanti-04 . l't;v tlOraliff,

"_-460 Wiefilioar-W4vW 41,41- ftlIVA

Imodalz vIngs',4001.:-.V14.4Apimo+3,4s.t.f,

A:

- Vc

-"tOra 4-: Ott50-.9r^44-Als,--4A.4th'.i,1,,aii,s az.v-.....altit:,- 7 1.11 tart. (X-',4ro. 1,24:-27...-ttr.2454--',01,4.......,..,.--liftkitgat.7-01W4 ..t1id.';;rtOtto t.:Tv.-1:1,:),1::41:.'.

. .,,,,-,,%.

....Nozairetai .Joalisg.-,11rA ,Rtriall.' -:,11,..4-: 1144-ite:t.%.1r....A...10t .i:,'4*-,tt---.;-RAms.-gti"- il;;.1,.V4--.-/./30b).....,. - ....0..

1 1 q ---T4tiAeR-.12.0";04 Adorl.:Z.OEC-11..ret bota:ko f.cir to.:-.v:?)3,e..vgg.,. ..,:,..,,

.. ,.-.. .,.- .- .. ..u.-J..,...,, ,,.-..,1.,!,. -J.1.'.E-, irsrEr f,. , r 1'. .ri tit 4 '4' P'ee4ii`,:er ...-4.?4 4.''-'''''"?.. ..; 31 .,''....al..'

"--, .,;!..-,...,...A,,,,,,..i..

.. ' , ..1: .. ; ' SeilnaS .BMIC QE a:TY-BICE 72.4(.:ir.i...144.':,,-: 7:-F-f,;14',r2:4.-.:11..44f.0;7;',e411.umt4' ..... ..... .. .

.., 4-.:-. ---'77- 4 ' ' ..-. - . . .

1-,e0.0:31111VA.TIOR p sVr Aro -1!:...S!.%-.1)0?;.i.:,,,,,,,T4t.,:tl.t.V.'rf.i.411Y:.

tr:4,1.1= for iliterme,air.t.".0 1.Tlikt0.:1Protisot.7bmgt:lam-4:3",' ez4 VtLc

Yr: 4.!":, ' flk.180:4* S7rt-A Dr./ tv Pe4 And tgp-los

. t Appendix X (14)

......... ., '44,

,,,, '',-.,4, ,;i1;,.,Ii -.':'.`...., .;.

....6;.:4..4..,i''''' ,

77'" i;,i'W. 1' ' 4-..",,..i : 4 -

-37 Igt,,:rit?

;,,. Ntj'!';''' ,,; ,

'i 4-

4, ..r 1- 4,4,- -4Y ., 2. ..,-

...

4 '''.41--'-'6.., 1 -)..",...,....:,

-:` ''. .... ,t ."....., 14:-:: '- `....,,U :; ',

...I 1....:

34144.1141$0 WgitilCiefli';- " .

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; : ... .). i ;44Ps ,... 1,. ""..'' r ' i

'7;

.41 k .,

1.:.v....e, - . . il...1./ - . , ,..,. : , t `..,4....; -. ;:714 .` ;

7

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. -,'. , i Je .1 , f . ,.. 7,- ,

47:44,krici, ou:: i44Tren. 3- 1 , iid valac 3 ta ti4:4 A4. IX24444,46,.i,i-,-,,00?..-exprkt. A Iv boVitle tbst dm oikr vit'n no. liatiAlt,*%6Ei:13.AnticsAlt-1

'',I1:icrxtl.c.14ta F. ...",lin,y.. be. -used Erloor.rAge Oat r111.;VIillin 44,1otist Ati-,:t -.:,:.

-' ':VitAtLYiaatzsil. eup s if noel .11/1 0 .. Dibitxting-it use- Ibr-41tirbillaii? Ittril?,f 40,t.-ti 4104,, it- gizolgiakra .3ana aft c 4it,t3 0.42.34F4-1,:a;,r..*:. -. A .1 jAvALT:t4V1-:1:4400443- !.:. ' ,, ,' :,, ; ''. .

til*TO:: bOt t.1.#3 lite they , colt*. j-1tJ tth2.td4 Ittlipize ' (lAtivxiar,-, Lale is gr-m)c Af:itr:.'4,11,e ixityp041e.:4:_-;

ell 0.01 ole Lis iris* , "pep Tr ,;. L'ha en. 1r1 -.':'sr:. -..1444; Cut it. 4,1111. cy:siatti.'2

: ; "au ithata: (14,6- 70.4 :.beir .,1.1bili tit*:..1.00 1 :011:xe .c i.e ......r. ,--.1' .1)..-- t:Attw..; 1.1.-,-3:ciicktuVs,i5iiia &Arta* tf ikcA,

-,....3-Ax.,.p 1:±11-. tt,cirtA.4.-..,st 14.1' e a 11.4 r t)74 ...'pArt o ) 4a ,t7teolat?, t f lc abA.bek ArleIt* I.:se Isizh abrae, .paectem, a Vitt L(...1 tr.-: aud stmt.Aegt bitti- itto,iih ).:).P1;: 14,14 iq in re...;=?..rd I: o t ...1 gr.--.P ott--.ti'r.g, :!;,;i-auttimii.4*

:71r F; IA lagker , e.,:Allt;e -yr a slArt:;.FL-,,- one 1. F-./Ld:.r..g t: 7.,.,.i.ra Amt,14-4: 9c., triii-4.-.to tItivItz-r.4::: Tf k,:lx-,... is too i.hioit'..li T:1.1.ites *,..s...i.- IlOcklift q.;,ite Ltwatry 'Arid 0-1 itz.-.0.t1. ,:ttAtintit,;' li,he -t;!.41,44.e.:::- ,7.-tar et-94N,,0 :: 433,-,.,e -,3:,...s..4-ayt. 1,9;1 eor ,.-.7,-.;itoitikaft-Ar 7,,,:.,.'

,.. . der,11-041 gT, 14Aft 0 h.l.'J Areri ,Ips 11,:11c,,,s-', tkle lir own lrertilratkou;:;,,..:: -ta:01E:-* itt0070, . ..- jd'idrer. f,.t.nov:1.,..,:.1.0./. c,,r,a-t. A:. 1...ire -.f itrot; ..14. WS-,h * ttb. ',,r4--.=:-.-- **W et-47/ Ott - be: ram. .

bc; -6,it to ar...,12.7 4:i - t' to iiirritot,4opletise'iliiiii.41, . r.

Pity/ow lukira:W..-Slatatii over tLich cthel -', 1.,-.11Asile(

r, 0E4 mat ett.e.e.th Tht4 3 irtg PL t i,.11 . Deis-21eirvi.:16A2s, wii 41.1e tot t L h ci - r-

f .4hte bottle t,,pho v..-4-1 a -1"4:

Elf bow. al; ft -J. I L : fx.s.-to aorTy. t arc.. p

Ac ;;.; r'-;--ASE411.11 .Erit-k.f.t... ' rZ'!;19 11 s. be

. rrvtiet, Tkie 4..

X eL-:4Wr-rldh 4001' 0474.:,4

-F.ftt- t . : .

*..' .,"- .- '.., '.. ;:;_.:3 ?f: t7i. t. tItUt -M1 3...104-(4

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.......4.

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171L"..,2

4/0" --A" d .A

tfr

. t':;;;;;A:,. t

411aRt.P.A127- '

. Pt.);13...4$ %%148*f,...26tOtenal vorwp I A 4f iiiietbday-7; to.-4.3.i= x4,-')..titi

tris44633 ater4,419 st1;;Nraillesttv'r

,.;.:.

" ItFribOr r;,i' Alfiett AM Cg_Sie.:-.".-:,

.4 Vatter(V.AAgfek'104 %13k441' Ylni tart, aiiat

tt:!A flat* Or 03.1.10 Se,s'it .14.4-5' ttz t.,,,84-f 1.",

,-.: -vt.at, taMedi :WAY; wilm "ft fti."11,-kif a./.f. -

lx.i.,e7rtitZ.:"4.1'

,...4,..,. ".,,,,--M, j;,',..

2.-Ar .76

,_^iif N,..',,,,.t

. evitima mtirar

;_fkostartIn tikkiiink-nripscali§ktig.

eFrfi ikitlgt d14, Cto.

mitt 44E5 e.

torset atV,: .R.IcTeme gwa trosvpme min en) ewitt.ftiia utoof,=,*14

:aw*

*Ism Oritfitanzt:'. g.:104.1.404"'Aq

D:Aftsv erxitt. a:L1A, trytitisit fl**

ate" 11445/440,. er2 IP1.311M1 4:44.1* qit.*C:41

(5, , *bye% 7_eprooxt 11..5 -Wicri).N1 gr'ot

4 rielaKettNit-laat74tialdto*VMSPWFV.Zra etV1114.0at-Ttr.1.10

regitijeatt 44W; Saagn e.VA..egghlrtfq5 2VV0.4

cilkatkOW.:fafit.UNatil#4410f,

teroiettrod gltaxtwit grp :1117, 9 K.VD-V-.7

U:.49:6*r 111.0)

t32C-Vtitin tsitta,s. .

art2.0:,-.41V. 84ittgaz.$3:141, to thist.

;.

pspi 2

Cossiksitstl.. iirists - how ezatith eih1.1140 apacttog - goo. ortintioo btor c7usoa spout time' to isofititafigstF

hide tot' 1,A3 ifign.1% tiporst)Aor "osa ter trtorh. _ . - ;,, :;13

r-triDA tr oroott atc.wordsp.Ao a camseattou to aft eghtel't; itOgit t .kaPt *boot

,'. Aszjar dietkd. ofst Apart. plAto4 and pliso ,

''''.1111,osiihst4b Ciri:tragal .. :

.

.

.0 , 1pavossti=ved talli.log 1.1*--2 tettis esorksboisto. :.;;e '14

..-- - pa:sic-21v! 0,otatstiste bow outs' tftft 6414p144 httighstra !rho.. 4.tItts 0S314-P, ".sto .4'...k, - -:

,....

.

losssiteatssist - %deals open ors. fivo gtveo. acti.stitias', .:. : , ..... ..

-::.?-.0 ...... . ..,

.. Era) uori,..sisozst -nodc,: {1.7.c3e gxstollo f3XPrIdssi loto.14 taii.to olakeisug

tiossto spout asi ,s-lsose 5 'act:1714W:: to2.4- cosiod.., -Wit 1-0144;n0 4iterV4'7A".., -; :: "":: -.-.1.' -:::":" '.::i '''-i ;* . qto tl,or of it.'ioy toquegrAco

-tooloituto obots4

. Aravadfansozoss.-mtraksdmigi

"54 2124 m4. Itifeiirkg tit; b.. viev to4' :14ig:32,749 t+eir.". .. 0604 t ept% 41/4,6. atilvit,y; . ;!.. .

activity you sisoot *twit balms sc.., prohttai sol,14:1,tot,.tept, ionsott. at;gist.,, '-f

tramplizr,o fit bsir gt-sivt!I otoe-Itr, hxr:.; ttetv tt.t.,-ocAz-

rau sot 4.19i ty, 5 grotspn t-tRatts.-: 41;tVici*ez

lova title) cot..5 &IC% zri.1:5.4p?tat./ thi0.3Z3.011si Ai:PS8:

- ss givers. ttolit sestab fumed/Att- netved 2..vag tattoo.- .

*.q ' *446* 1,4;,1.; -ti';'

; . ,4.00"

E t3t.:".'4-41Vr. Att#5041,4* `1:-.41.1-J-4;

=1

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Aftit;66. 4eat4"014.4k,VPW

z

.c.,r.grZ

Appendix X (17)

Of .., i toLfr tad .:11 :re",

4000 Door Co., So.J.T., o SoYsaorz, can etn*

aeb6evAt-

tfat tukti,

ft-ale:114W

zi

e,e,t4f44110,-ientlitusie 7 partopp,.

. todiOkttammOt

4sseoAa4.6viotoo (wropiout.*intenctet zbotit

114doramistry- alltesa pe x FoIdipi

404wilitaioNnAtelLdoscop tfkOzt p hong frvit Jaz7b3ro

Isolyansid graph arot4er sOlool Flrade - ntheei.

Alacter403. .,teproseetet;Anne

coneetu of'wa

tons =. ten uba ,mtars axsci at-eel eottl 45.14 w.4art:m

iii1Llatne

'using.ctioro for ors tmer:triat a 4V,v-7-Tk.Ti

,lnadtes up* Cuoi11. WO&

Aocosoltioo of tine

)101411.4g paper ?taste cl.c.cks, that swill he i-411i,K.3 Co2r, ;14k

404 tbliy owe, dada to +au' cialta gitenn. le4/4.k

123

"i--E

"freeeitteet.) -*1:45voliatewtisle -4(volsteeenet -than

Appendix X (18)

AlikainakkfiSare'r16 eeepagie tEek

81/166114. kood

.44ift41484tret,r-4t1242141.1a. S:ie

.

. .

ono

- ',: -. .

it/rig-am AO -141ael. Oust iewai.tiane Ued e

itv/4nadtesis state41 set thr.;',ikta

41tb teeftet104_aerie .te.g.ttneeitiikeetiee). Irlayer gnat loon

-iieetb*AdirAttstesenitae..vit,outba;, he haus...teet tanther his; (Att.

g*h 4I

,

ittardP. it4104.:1Xk et% tatiil .

iietriti,41m,orsilttlidts!`rorkiii4e troirttcynim SV nem _;-'

. . .,. .

'I.

,..-.-..peue conniani8 ei-Aillies of akatOhlyeina* 4$1:i g.%. 4!,18)'aad:zir*R

. ..., , --:,-.

Palte 14 itelliicle Paelleet CE*10r4001eCi50. ','Itt*Irto4474e6 to tbe 9,762.eeti a -,,.: .. .

'-'7.1.,1;' ::.. the noseay:(4 wreatieee ere eanientii,.-#1.0 axe Inalaizat). 14.11,Are;te sit ,.:' : ''',:'

is eltee; *se player le.`')ummbiler"-. Re atitrz..-ckub playas' in .to,v0 whath.e.-t.. -.. ,., .-,:,.',..,-4.6.,.. . . ..

-.;'-. -,.be waialaieLatg csoestiees t5 quasi:leas gpc. 424 toure%ieriz, (au; theaver- a . : .-..... . . .. .

.1=::,.i .:...<-3-.. ' -..., ,,,. .!:,,eleetles ei0e4114res:*he 'peeper pile, lf ptoittr 461V447:11. eXATO.6t161: s

.. -.1 ',' : be sella terizeeganting. intent of arøe er;) Attoz 4-5 ntimdeio 444:. placiper=, i .

totals his meeleyd !aghast ton. vitt*. Aelt tlec:itettzoni

Dikee

Pieper* lei. Atom titeving dice. Darla-UV, eitt Aita. beta* Priv:Ai-wildsthey sither,adri, veltteeet, er enliaply Aeietmated end,0841e48 en4; of gone. Risheat t vt

;224. 'esti realms4.11k 1141-spege as fees leeleepapere arid tart% eZedarit4 !-VP kge4i'AartrAlberni** teiftliv liftegrieS cyf 044-?, Z.a.rLy, 11,m zX027 e40-14,

and bele ttegsll moor ear/ Wad. iftegiegiou It VT iiisthre -V:h iciAlijanit

final elleterA.14 Winer to Symott felei ate 11,efir VOW iuga ith .

Bob beeltetets '4

..x?-itil:tbliffmott.. oxemit.. 01. ta bib cheek maks op that rhos jump off zho

7.tV-7- cletk.:..Tblen f* toe fg Zuedu Amd *Jo is rhs little hao47vat Nef.A Itt:stitso

ificerls refroollt Fecado

.0114roo list atria V1314 farorlte food*Each 11114 eon r*te tide.*soch food -lo rairpreae-Ated hy ea digferest color

- chibl wake* ar.1 403 twin square* of coma:Met:too. twitr. ,

Old" Z40/0213:...

bola tlfdat.posuredoat

Appendix A LIV)

.:**Attor tritb..imisfoores 00 hove delfdardo4te6/1.14-:''

--mom Atoost41 tbe Clock'''. Emart* dente. ottooltd 04.ach

tosehak*kes-ser410af record and calla tout 4 time e.g. 9-00.

-r - ;.,1

Appendix X (20)

et1"4-4-,

. . .

' A;:. -" y

..

iFZ 4 AA:=

't1.01044':ktri

:1~,-40aVA --Patpagett'44 fte:gfigtir4 iaLc.tpAlato Lustis-14.4*/6440,.0:f.tic.4tf.frevi*- cUtd,Ciita;' vait-it4v-,-4.441014

-f.QP'stietti - -rofgayegtC Sid&'fthlOker. tonel vAtkol!1EVVAI criffirmat

tiffesus, mar meDd 6'414. th*-70 *04;

it#4. cf.,1,4** 4134 IkIam-Ittttozsvpkt.,,.--ipos trait ylra,, . 11171.-4.

I.

. ,

41APBStIxt rtkoi:Vtoilit.=1,t,.V.k.tent. taint. heti,: we''',- -

L., ...a:2'.

A

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;b0C44; s 11,1111,074:tt. Libl. ,

6.74

..ltuppetet.;. .. toilet 'pe.poor 1,01.1e td: .iturzisriaste,, ttizuellazsl; (Artiforict re'rxrr

..11,1101051: tireLd Pe), siztit-nots,ftittot,s.4=1ura,,,, gr.n.tAtti tatarica glothorrn,

.

.11rmiatra3

Svs.rth 6, F. .71,

Appendix X (21)

er t peiniza i foce--m1 s eh e box wittigEk.'pece_r make esrz and riose, notult (%'.1

CC. Keston1 )0irit-b tdea.0 as he has lived thlre

tntirkg, thin479-44,..d Wacie

41111101000ot hoders ftoto c.!:1 Wagae,;11 peigtt..:cappare,..set. ocatraln. 1. 74(f3 t t lr ^ 4 k1/4) 411

13 Tr Ler aoc.VIP .1.0.0.

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ciktr to: es.sk

3.* .::444,1r4t:Itafitii440

C8 litd14,4414,h 71. CPO COX trgia Pe,; .

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Appendix X (22)

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Appendix Y (1)

A Sampling of Staff °Thoughts, Ideas, Possibilities on Summer Contracts'

You could take an ESS science unit and ACTUALLY DO rr. By gathering the materialand actually experiencing the unit it would be possible to understand how you canuse it 'in your first year of teathing. There are many possibilities in these

.units .for example, Shadows, Daytime Astronomy, Mere is the Moon?, Tadpoles,Slides and Masties, Musical ReCipe Book, Bulbs and Batteries, etc.

Another possibility would be to ga on same of the field trips. A summer. contractwas done last year on "Field Trips.for You and Your Kids," which you can' consulton the bulletin board or.at Joannettes desk. Also, San Frencisco Unified School.District has field trip information at their professional library, as well asa booklet. You could take one of interest from one of those sources; or you could'go to the places you. never get around to going to yourself -- for example:

. The elevator to the top of Colt Tower. Do you know whatColt Tower is supposed to represent? Be you know itshistory? Do you know there is an elevator in it?

t

. The cheese factory

The pumpkin farm

The Golden Gate Bridge constructed of cardboard would be awonderful class project culminating a small unit on bridgesin the Bay ATOM.

Instead of reading about it go on the field trip yourself. Experience the eventand think of the possibilities for follow-up in your classroom.

The Glasser tapes are here and it would be simple to set up a viewing time to seethe tapes, read the book Schools Without Failure, and think how you might implementthese in your classroom.

Using the art reprint from Julie Edwards that you received early last fall, actuallytake some of the experiences she outlined that you DO NOT know how to do and DOthem. 770 could, if necessary, be open in evenings for you to work on this.

... Go back to FREEDOM TO LEARN by Edith Biggs and work on a small area in that which.you could take with you into your first year of teaching.

'000

0 0 0

Take 3 to 5 books that you hive wanted to read but did not have time for andsimply sit down, get comfortable, and read them.

The important thing is that you choose experiences which are new to you and whichhave interest for you. Otherwise the process gets invalidated before it has achance to begin.

tit)1.thr.

. .

Appendix Y (2)

SUMER CORMACTS

Arts endCrafts Workshop to Improve Skills.

Read Black Literature.

LeSson.:.Plans to Improve,Pupil:Reading

*Legighter in Clossroom.(Outstanding work with completed file cards of games, okes, ett.)

Independent Seatwork for Reinforcement of 'Reading and Math .Skills.

Pl'anS, for a Collapsible Math /Science Lab Center.

.*COOntill.g.and Measuring Skills.

:Sentence Structuring for Grades R-40

*'GanieSo lio be Used During Intervals of Extra Thte. good. resource for FYT)o.:..

Road Stories to be Retold to Pupils for Better Self Fee4ingoof. ,

*Study of Cultural COMVphitiOS in San Francisco. (Wellodonejn lesson form)

*Famous Blacko. (Listings can be used in Multi-Ethnic setting.)

,*Bibliographies of Cultural Groups. ((Useful for FYT to find sources of information.)

A Study of How Yoga Can Be Applied to Classroom Use.

Unit ow Magnetism and Electricity.

Outstanding Reports on Self-Discipline. (A Study ofJapaneSe school system and godbooks tooread.)

*Art Activities Sequence to Give Pupils Tools to Expross Himself in Art.

A Study of Life in Other Parts of the Universe.

*EXploration of Printing Techniques.

*Outstanding Scavenger Services to Accululate Useful Materials.

*Development of Sere .es of Math Games.

A: File of Useful Children's Games.

Introductory Study in Phonics. (Student made pictures of sounds.)

'*Outstanding Task Cards Involving Counting Experiences.

*A Resource Paper to be Used by Teachers in Making Bulletin Boards.

where to Go. and Shat You Need to Know.

'4A.StUdY of Rhythm Concerned a Black Humanities.

*Duplicated for distribution for T-Training of First Year Teachers, 1970-71.

iele)Jicit)

SAN FRANCISCO STATE COLLEGEAN FRANCISCO UNIFIED SCHOOL DISTRICT

TEACHEREDUCATION

PROJECT

770 McAllister StreetSan Francisco, California 94102Area. Code 415 922-9100

134

Appendix Z

(TRAINERS OF TEACHER TRAINERS)

Dr. James E. BixlerDirector

Miss Elizabeth TitsworthAssistant Director

4

(Following is a reprint from STUDENT IMPACT Occasional Paper, May 1970,published by the Student National Education Association)

TheSTEPStory...

is about teachingteachersthrough acooperativeprogram ...

in an off-campussetting .

with aspecific goal ...

on the teamconcept ...

To MakeEducation MoreRelevant andMore Meaningful

for children ...

of joint college, school district, andcommunity effort

in a training center and in schools in theheart of a San Francisco "target area"

to train teachers to be more effectivein multi-ethnic classrooms in inner cityschools

with college instructors, districtpersonnel, classroom teachers,community representatives, and teachercandidates all training together

children in elementary schools, ofdifferent cultural and socio-economicbackgrounds, all with needs andproblems and potential and aspirations.

135

These arethe traininggroupsinvolved:

There is a faculty staff of about fifteenpeople, from different cultures, differenteducational and experience backgrounds,with different philosophies and talents.They, too, are in training: to become bettercollege and school district teacher train-ers. They study and practice using newmethods and new materials, and sharetheir strengths with each other. Those di-rectly from inner city classrooms teamteach or demonstrate in the college in-struction; those from the college go intothe classrooms and work with the teachersand students; those from the communityparticipate in both arenas, helping parentsand teachers and teacher trainers get to-gether for a better education for their r.hil-dren.

In turn, members of this group sharetheir training with a corps of sixteen class-room leachers from inner city schools,who volunteer for participation in STEP.

Both of these groups then cooperatein the training of about thirty-two teachercandidates or studentsin their fifth yearcredential program. STEP instructionalstaff works with the teacher candidates inthe training center and in the classroomsof the STEP classroom teachers. As stu-dents are ready, they go into these sameclassrooms with these same teachers fortheir student teaching experience.

This is theway itworks forteachercandidates:

We applied for STEP. After individualconferences on the program, its expecta-tions, our qualifications and interests, wewere scheduled for an interview and toldto bring with us a creative objectsome-thing we had done ourselves. The inter-view teams were made up of three STEPfaculty-staff and a current STEP studentfrom both black and white cultures. Duringthe first half of the interview we were askedto discuss our "creation." The team mem-bers played different roles as to positive,negative, disinterested, etc. This was totest sensitivity and communication. For thesecond half we were asked to play the roleof the teacher in a difficult fifth gradeclassroom on the first day of school, witha given task. We had five minutes to pre-pare. The team members played "to thehilt" the roles of problem pupils you mightfind in such a classroom in an inner cityschool. This was to test control, and it cer-tainly did! I don't think any of us had everexperienced just that kind of interview be-fore. Of about eighty applicants theseteams selected thirty-two preservice stu-dents.

During the beginning of fall semester,concentration is on instruction with someobservation/participation in classroomswith pupilsthe focus is on what youteach and how you teach it.

We had all our so-called "methods

-5fr1;71,courses" with STEP. In our Social Studieswe were trained primarily in the Taba ap-proach. This was new, difficult, oftentimesfrustrating; we were taught to plan on spe-cific behavioral objectives, with a progres-sion of activities and responses on thepart of teacher and student that wouldachieve these objectives. It wasn't easy,but it gave us some solid skills and com-petencies that are now paying off as westudent teach in the classroom.

In our Reading/Language Arts, we hada college instructor and a STEP instructordirectly from an inner city school class-room who taught as a team, with otherSTEP instructors coming in to demonstratelessons or work with small groups. The lat-ter were from different cultures and hadeach used some different kinds of tech-niques in this subject area. The Taba ap-proach was followed in this class also to-gether with micro-teaching, the ActiveLearning concept, group and video feed-back and evaluation.

Our Math was taught as a workshop. Wemet for three hours one night each weekin the off-campus training center. Therewe worked with concepts and materialsand solved mathematical problems insmall groups, just as we would be doingwith our own pupils in the classroom. Em-phasis was on the Active Learning ap-proach, with wide use of manipulative ma-terials.

1"

it)

There was also a course in GenericCurriculum which related the content andmethods to.the kinds of children we wouldteach, with emphasis on special problemsand understanding community influences.

The STEP instructors had specific ex-pectations of what students should be ableto do at various stages of the instructionalprogram. Some of the competency testingwas through micro-teaching, some onactual performance with pupils in ateacher assistant capacity.

As we were ready, we would go to thenext stage. For example, some studentswent into classrooms as teacher assistantsin Reading /Language Arts earlier thanothers. Some went into the first studentteaching phase on the condition that theyundertook some simultaneous specialwork in an area of wc..ikness.

By spring semester, almost all of uswere placed in pairs as student teacherswith the classroom teachers who werealso in training in STEP. The STEP super-visors were the same people who had par-ticipated in the instructional phase. Thismade a team of the STEP instructor/super-visor, the STEP classroom teacher, andthe two STEP student teachers in theclassroom.

We are now in the first phase of ourstudent teaching. Student teachers are inclassrooms four full days, Monday throughThursday. On Fridays we all meet at thetraining center. The first half of the morn-ing we meet in small groups. Thesegroups are composed of the instructor/supervisor and his pairs of student teach-ers. In these we share our problems,ideas, and concerns, and also get addi-tional help from our instructor/supervisorin content, methods, and materials. Duringthe last half of the morning, which oftengoes on to 1:00 p.m., we have special in-structional sessions. For example, in oneof these a group of community people,mainly parents, discussed with us their ex-pectations of a teacher. This particulargroup was all black and they really laid iton the line about what they wanted fortheir children, what they wanted from a

teacher of their children. It was a fierygive-and-take session that added a veryimportant dimension to our perception- dfthe kind of children, parents, and com-munity we would face in inner cityschools.

Our Math workshop is also continuing,and there is a student-initiated class onThe Role of the Teacher that we can at-tend on Tuesday nights if we desire.

When we demonstrate that we areready, we will go into our second studentteaching phasein a different community,on a different grade levelto nive us amore varied teaching experience.

After spring semester, we will go into anindividual contract program to continuethrough June. This will include in-depthevaluation of each of our strengths andweaknesses. Based on the results of theseevaluations, each of us, together with ourinstructor/supervisor, will prepare an indi-vidual contract. According to needs, thecontract may place emphasis on room en-v;ronment, grouping, pupil assessment,teaching reading, or just more generalpractice in lesson planningand for prep-aration for our first year of teaching.

Those of us who are recommended bySTEP and accepted by the district will beplaced in a group of inner city schools inthe S'TEP involvement areas as first yearteachers, with STEP providing supportiveservices for that year. Others may beplaced in different kinds of schools inother areas.

In all of the STEP program, with teachertrainers, experienced classroom teach-ers, first year teachers, and teacher can-didates, there is an emphasis on pro-viding the very best learning experiencesfor the childlearning experiences whichare rich and meaningful to him, which willmotivate him to think, feel, and value forhimself.

!NTE.,;'fonAlloaWIAL ti5ZMIPONDENCE

Tittrotorth

Alvin ':ownselFROM:

SAN ?unease° STATE COLLEGE

Comunity Rdneationa2 Service.:1,11.<1: .*masnuo,......mmenem....cos e.-

Appendix At (I)

DATE

My. community a4tivW,11 th, ncH,,Ftlic Pg.0 - 70 hive

work 410.4Uit Vollowim

1. Western Additkon irriy hillh.00d Cen!_ers. (cg4duQted workshop at

1414 Taboo; ass1ztc-.1 in'prclosp.1 development; developed area

. eoiliftrenoo for national group),

. . .. _ .

.

..

. 4ion0Ciatioll of Blank Psychologists (A,Jsigted in preparation of

preSentation to,nan Franci6,:o Unifiod L:,:hool Li_ltriet Bourd of

.-. Iftaation).

3, Task Pores for Minority Rearuitment. (Chairman'of.gr-oup which

inuluded minority erollp educatos.a in the San Francisco area).

);,:lieotern A444t1on (Youth orgarrion yol4b advisor).

5. avntex's Point Concerned. Parents (Consultant to group),

Wlson Biles.

7,.4goOplkiiio4 of itZro-Ampxtrain F-dtacmtam (Inombev).

EdurAtice natmine, Progrom 1,gidvisor),

pint/73.ayviell, Community College (Board Reber).

*I.VrbanLeave Team (Member of Education Cowoittee).

A$CD Conyention (Doopltality Committe4 Minority Planning).

12..Raph.ft1 W'sili"Elemontaxy School (Presentation to porsnt group on

,p-34ogrom.planning.ror.tht paraprofe3sional). ..

Wnshington Community Center ( Propcoal advIsPr).:.

'.::-'k.'?';-:.:-,''. :"......' '.''

.. - _. ,

1,&,. Park South Complex Oeromnol Planwing Committee;9

STEP News! t pendixAA

(2)

San Francisco State Col I ege

San Francisco' Uni fled Sthop I Di'Strict 'Teacher Education ProjectSausalito Schad, I, District : Jnuary 1970

. ; .,9San Francisco State Collpge .

16;00 Holloway Avenue 4"")California. 94132, !

(415) 469,2296 -

STEP'COMMUNITY EDUCATIONAL; ;

OIC Building770 McAllister Street'San Francisco, California 94102'

SERV' OliONA14..° : ,

STEP feels it is very important that the people of the communitY, nd.t1e. schoolswhere they send their children, be able to communicate freely with each,other. Thisway,,the,schools can gear some of their activities toward the needs Of tIle-iMmediatecommunity, and the.people can.mahe their needs known to, the schools,

It is also felt that if parents knoW more abouttheirohildren's education'and theschools: they ,attend, they may then create .a better study atmosphere and try, harder

to encouragetheir children to complete their education

For these reasons, a Community Educational Services program has been set up withinSTEP to try to build thie kind of communication and understanding'. The'COordinatorof this program is tAls. Altheda Carrie (922-3100). -Mrs. Carrie has been a teacherin the San_Francisco elementary and secondary schools. She has coordinated a tutor-ial program in the Western Addition and has actively Participated in many volunteer

, ProjectsvOf'Which the Black :Ian's Free Clinic and the Western Addition 7outh Center,District 2, ,COUMieling youth, are the most recent. Mrs:Corileand her husband;Roosevelt, have two teenage children. This summer she and her son plan a study tourof 'West Africa.

Working with Mrs. Carrie are two Community Workers: Mrs. Mary Wilson (863-3361) andhrs. Paaatte.OkligSby (922-3100)

Mrs Wilson is a resident, of the Haight Ashbury.community and her two children at-tend Dudley Stone Elementary School. She has long been active in this community'sactivities, having participated in organizing the Haight Ashbuxy Children's Center.Formerly Publicity'Chairman for the.Dudley:Stone 'PTA,she is now its Vice President.She. is Park South Complex representative, and as an interested pe.:;on, worked with

,,,the Ernest Ingold:Branch Boys' club. Through",the Black Pcnthei Party, she hasworked to,get,free breakfasts for'children:'

'Mrs:-Grigsby is i resident of the Western Addition community and her childrelL attendRaphael Weill School. She was President for two years of the Raphael Weill ParentOrganization, and is still an active member of that school's Community Organization.

These people would be happy talk witkanyone abOut problems or ideas for theschoolebr2the coMmUnitY. They can be .reachod at the'telephone numbers given.

---0---

015

- - -

PARK SOUTH COMPLEX

A STEP Community. Worker reacts: Education should be a preparation for life and in-dependent living within society and should help develop the kinds of skills to liveand survive in a world yet unknown.

Is Wright-for any individual to, deny another theright to a QualitY, Education?I:saY no 4n,thles9cletY or any society, 1 feel thecommunity, teachers, admin-istratora,,etc.4 have to come together to fight,fer,i common cause .-- that i. abetter education., It is very,importantithatlweunderstand what Community Control ofSchools means, We have the power, to determine Wfiat-is'being.taught, who teaches it,and who runs it.

In the Fall of 1970,'the'Park South Complex Will'be implemented within the San Fran-cisco Unified School District. It is my opinion that 1, along with others in thecommunity, will have to play watchdog oVer' the Board of Education to assure us thatour children will get a better education. We c4,.; do it as a Community!

RAPHAEL WEILL PROJECT LEARN WELL -- EXPANDING!

An adult education program to provide refresher courses is being initiated by theparents and some of the teachers at Raphael Weill School. A committee of 16 con-sisting of parent, teachers, paraprofeSsionals and other concerned members of thecommunity has met several times to make tentative plans for the structure of thenight school. Behavioral Research Lahslhas:promised financial support; thereforethere will be no indiVidual cost for taking any of ihe courses.

A largi coMmunity meeting waSileldcJanuary.43thet'which'parents set upspecific

ourse content.for' Meth,'Reading/Language Arts, Black Cultnfal and 'Political-Ameri-''=can'HistOty;:And.coursesof'preparetion'for the General Edleation,Diploma'and Civil

Service examinations. They also decided'On-triteria foiteacher selectionifand set. up a,, selection.. committee; made up of eight of4he,parents.

At'the'end'of the meeting.perentsf signed' up'forfteurses to begin February '10th,Parents can sign up for- courses at any:time by contacting. Larry. .Yabroff at RaphaelWeill School. Couraes will be held Tuesday nights front 8:00 to 10:00 p.m. atRaphael Weill School 1501 O'Farrell.Street Telephone 346-4278.

. . ,RAPHAEL WEILL MUT= AP/WM./PUN: EN .EXPANSION: j

Un programa dendicacit6u deadUiten'i;aiaPre!tVeer cUrsoSderemetiOtiiacign fug ini-ciado pot,,loipadres, y:algunos.profesores' 40 la escuela 'Raphael' One cothisi6nde 16 fermadwTei iiadrei,,prOfesOr0;.Prufesionales y 9P:os'14e0i)ids interesadbs dela. comunidad ie, reun/tdiversasviceiPeta lacer planes experimentales'paraorganizadion de una esduela nocturne. "Behavioral Reseerdh:LabS" piometiVla.eyudafinanciera y por eso no habrt gasto alguno para hacer los cursos.

hl13 de Enero hUbe un gran reUnlen dela comunidad en la cual los padres decidi-eron el programa especifico de la Matematica, del'Arte- de la Lecture y:Lenguage, dela Histaria de-It'Culturay Politica'Apl Negro en Ameri/xe; .y-deJOS cursos, depre-Iteci& pare iOS exCmenewpareq-losytitulos de Educacion,General y. de Empleadoslicos.' 'Ellos'OnbienAecidieron sobre el,criterio de 'selecci6n de profesdres y

otganizaran'una comisi6n:de:Selecci6n formada por 8 de/1.0n padres:.

Al tirminarse la teu0on,:algunes de los ,Padres"se mscribieron :pare 'cuisoS que em-pezar4n el'104e'Febteio.'"Las padres Oueden'instriirr a dualquier Nora poniendoseen contacto con Larry Yabroff. Los cUtids'se teallieran'los Mart5i, de".'8'd:10 dela noChe, en Ia!escuela_Raphael,Weill, ,calle O'Farrell s,15.01. P4efono 346-4270.!, Translation cowstesy,oflAnzadaBigown

0

, A WINTER EAT-IN jonuory 28;',;1970 50SPAGHETTI.' Dudley Stone 901001 Cafeteria 'Chil ,

Serving 6:30 - 7:30

* * * * * * * * * . '

* * * * * * * **"Thi=STEP'NeWslitiet'ii'an'atteMpt'fdCominUnitate*iih-"yoU as perentS'anclio-. **. invite yOU.to'itoie:MOre''involVed education -for your children!*..WehOpe to Senifp5U4NeWSlettet about Once'd'Month:. 'If you hairesuggestiOns

thicifidi of 'covered in' the NeWsletter, please*'Call eeOut'kew'dOwntOwn center located at '

* 770 McAllister Street. ,;: *

***,,.*-*011?.*;.* !1,1,t,1* * * * * * * * * * * * *'

STEP NEa.wsietter41111111ff1 1.7=01=1911114T=SEIZSMOIS161111=1

San Francisco State. Col lege,Apd.ladt-t AA ;3;

San Francisco Unified School District Teacher Education ProjectSausal ito School District -:

, - . . .... . .San Francisco State College :. OIC`i luiilding '' . . . Dalicir 19w;1600 1-14loway Avenue

. 770 McAllister StreetFree zcisco","California 94132 San Frahci.ii6o;!Caliiorni:a 94102 -/ (415) 469-2296 ., (415) 922-310th -: - '' ,

c7.,..,...;7,..:..i ....-\_ 141

:.,..,..

7 ).ST :-.,1P-1-171"1 \

What do 'As.i Zsttexos star4lor? . .,..

.F.ZanPildc'St.OT.O ,Ciplloge/yan francisco tiro: . 404. tctI 1.s o

. .,:. :

.7..ProjettWhat is ;MP' trifkg., to do? To tlettikt-SiOr.:1 affettive teachers fpr,ro'lar thildtren.goo /8 STEP t.a2;zz...g t dc, this? STEP; has, six RA ptrts it its progrgrm

1) a program for conego instrixtors and school district.persome7..,tp, Ogi.cometrainers of temc.-her trOzerrs,. The .personn in this program Lre(,Yrotti;differerit cu&tij ark.:1''edtkationak ba,z.V.F,rimilds..w1032;barif with and'learn rsom cIf'ottive as. tilty liiprove their Ot.it:abilitiOs thetrainii4 oz others in- th-6 STEP prograin7,'

program ,fto holis dlaSs_voom: temOxips learn attiOT.;tegrmithode an$'tiate.r:tals iMprove hi6i1iry to train, stuileult:%citchitgs;-:

3): proai to halp Sr8P 'teaaer's!'durias that trizialo:i41 a tridritng In'Oftrara 'for' sttident 'te6oterS if..fth. :year' :017

May :be' teatharinekt ''kear ./Undetgratitiati'Prevai'atioi ptograst,*hielt rtecialts. ttv

:piorsons kto ;74,int to be tOiainPk4-.444-1011P 0014:go':,,4444-!;v1411VP..44-(;!'*H

6j sPloto their training; :

r.esparch prograp to tiyaltilite.,how T'ITEP doing,-thot14-04Igs.:auti.also to tee

ffitem i.s in 0:67 Se4i17. iSohoe DictPldt?' PZ1, 4E.!

, Antb'affyiew- . ' .1xs.na-Adr.Coguseaore .5tookton: ..4ohre ,Stoaltt . ,:karhata.,$10,11., !,-anie Mobstor .

, . :.taier;1404,-..-: LoCoute -Rutdley Stone Marshall '',:;f4a0),4-a.',;;COoptor

PARK SOUTH COMPLEX -COMMON.M.MEETINGS

fihn wher: tNe..ey Thursday emaing, 7:30 P. Jef,fersoa'ttemmtary School,le-ated 'at 19th and Iry*ug.

The comaittte, u3ic4 p4od 6,:pm cgeamity, are:

ClartiCUILINI 4nortty Coz4ctm.,StarP.ing; 4 Prape.vationTrretspcirtatiiSt ' 17-

School t.ia 4 Przpii Assignment Evaluatiou.Th5 Complex will inclw.le tL sdt r.ora: Cla.rendon; Ct ud3y t ;

Grattan (Twin Psicort.:=at;) La?,p4ia Honda; aral ilk;4.1312o;y:,I..,. .

All of San r:7ancisco hati. a ',,o,:ake seeing h1.1 rjeIi thi "c.ozkailx""Iipp7..6aeh woriv.1to improve s-chools. All thc)s& intetested are urged to tattond.

STEP INVnES P&RENT INTEREST AND PARTICIPATION

Ow November 25th at Dudley Stone School, STEP held an instructional session in.the Use ofthe Geoboard, a manipulative device that aids children in discov(,ring factsregardingYShapeS'i classifidatiOn of shapes, line segmen's fractions and retatioa.

The Dudley Stone faulty. and.a number of parents attended this workshop, wh'.wl.sconducted by Marilyn Burns Ad Sujenn4Rofy o. the STEP inst-ectionalfuture, this_Nowsletter will help in letting'paronts know about the.wtuaitiesollow-up materials were .z:ent to 'li liarticipants for use and fOth.;-0;"deyelopfieqt/by youngsters and teachers.

* iktlycommunity people who are interested in,ncv,rtechniques flr '-hinnticOn.theelikenteTy classrdom are :111iiti3d i...=iitna a Machematics 1:!;orksh.:y.I'Which

is haldregutai7lyfor STEP students, in the STEP Centorat77cAl15,st Sf.roet,

on Thursdvs.4rombe held 9'1-3100attend any of thes woA"shil;/eaSe call in advance so that we mak' artangoto Ietyou in to tho biilding ...,

A -STEP -3P, UPI L.; ..?t`RITPS: k '`.;'i

' P' ' ;." c- r ;

'.:the.c§,X1)4-;r4s0q,5.1,54Y-Aw.c11-4,, a niceguy, except 4hen he tries to get us inyjoine::::,Thanlhe4fiaakyF,.,..p.,fel..1i1;:e..he,....is a Nv)an

teacher:, ,,,Aiso...7he,..,will:41eller.,at,us,An.,0as:,:when:w4Are:piistoniNto,h_im- Rut

W e know we should..14/4:We.,,4'lle4'944),,iNgallsc:.it.:...is.f.c.T:6400g20.d...1.47,K!.?' it justsiips ourymindS,priyelust:have,playng,,ph ,,SdwkAust ean'Tt.soyheis

there wouldn't be the;hpli;c1.1:(kngSkwhg:.ilas;,ai41.,)0)..7-Q0nsi-F-q,JA".!1'':eOler'

Prom'for iiheAr the pur-Trimate thThparafircr.l.zs:

1ioneetfeditngl.:4:04truqi.ive.,:thirtk4n0.:th tary.:' iS .a.'good ejOmpl,e,of the

-development of an idea. The writer at his first reictions to IVS 'meant tfetier , tien at the nd,.te rauc ofthe mjer rdittbhf6z.:iheeache.tS efforts to:.pot "in

the pupil doesn't liketOi',be he:Anr-se..n'se thLt 1115 teacher.:rrL'Ia:Ily cares, -

about his learning.M6St-',.im:Icrtant, ioh

for the teacher tokee147.the class toaTi:lng ascthey. quire nIturaliy:.ttanks...biArc

laying h6Who),Ters" at thef!:.

that many fifth grade writers do not think through so :.,jectiwoly.

- .

'" 7Rest Wishes fdr 'a aftPP).110LADAV'SLA SON trom zorea,;.111

tiThe. STEP Newsletter is an attemptto vmmunicato with you iis.-..parents:anq 1...o invit* ll

oiou to become moreinvolvec1,41:0:hcluality of,e0ecation.for.!y2m,ehcidrcn, se:.. h:..pe,

'.'to send you a Newsletter about once a onnrh. If y!...0 hav4.: ,sug:ieiitionsaboui. ,ht--. ,

"kinds of:iiiiii6You!4!IfY06e1.6:41,rel i;if-6L,.:Neees:ft:-:ir..:';IeaSe c::jt 6s;:aT.'.'*

.922-3100 or writeUS4t''6ur'iieW.-d6wisit6wh.cente'r:1atedat'17d'ilAIJTfitdr'',',P- * 142*

4 ,:% ' '

III I ;, t;

Appendix AA (ii)

143

(

S

TO; Raff

7ROM: comunity Edentional Services Group

SWECT:, MinurZ..es, of: Weakly Meeting Xi121070

Mt-,y, Paulette, Althedn Rad ,L mot and discussed the purpose* ofthin yev.4T'v. task which 15 primarily to

fimppLoalent thcsemioes ca the school pwsonnei.

n)dur schoas we merrice ATO assigned to Pmulette Grige6by (RaphaelWeill - john Swett) and Maey Wilson (Anza - Dudley Stone) .

ditcusued:

(l, The Z,vcdback frem the Newsletter distributed. h December 1969.

(a) That the -.Naders would like to know about the STEP staff.We plau to :Feature a profile of individual staff membersi each o!F the ongoing newsletters.

Egplcring ways in which STEP students tould work with para-professionalsandlor parents Ceg., teachiN in adult Wucation programs; attend-ing organizational meetings; locating resource persons to trans-late nowsletter in Spanish and Chinese languages.)

fs:4, Pawent groups meeting in parent's helm focusing on setting upblock parents t,n sulierviso children en routs to and from school;foming groups of parents to attend Boatd of Education meetings

form panels fov community complen meetings.

AttW,es edited for Wc:,vAletter to road as writer intended.

wod' Leave space at bottom cZ Newoloater for interested persons to react:cs1,

csments in Zorm of mggestions, coustTuctive criticism.

(0 'Setting up t travelint% exhibit beard of what STEP is about,

Coz,:.3.1suity Educational SerPicen tzam win keep an ongoing activityjoumnal.

ewtb..44?

BinlarBunten

AC:; o

1/15/701.44

..121711.141ealln,m---_-,

RW PROJECT LEARN _WELL - MAW/Mg

Appendix AA (6)

STEP-TTTCES415/70

As' n result-of the need for parents to be able to empAsy specific tech-

niques to follow up the new BRL programed instructional material at

Raphnol Kula School, an adult education program is being Initiated by the

parents and some of the teachers. A committee of R6 consisting of parents,

teachers, paraprofessionals and other concerned members from the community

has met several times to make tentative plans for the structure of the night

school. Behavioral Research Labs has promised financial support.

A large comunity meeting was held Jan. 13. At that meeting psrents

devisee Epeoific comse content for courses. in Math, Language Arts, Black

Cultural an4 Political American History, and preparation for General Educa-

tion Degree tang Civil Service exams. They also decided on criteria for

teacher selection. The selection coMmittee Is made up of eight of the

parents.

At, the end of tho meeting parents: signed up for courses to begin 'Feb.- 10.

Parents can aign up for Cahn= at any time. Courses will be held Tuesday

nights from 8:00 to 10:00.

145

t':.." TrvEr,ii.tiii,....:1,. ..- - F;i 4 '''' .5L..:`,.. '`.*:.41..X I% Al 41, $ . iii4T410,Merd.1313

ti(*ItilkSO4*CTIUG.T.,.4.N : klitit. NO 41..V..01(41.14 .

CAI iTo Etniootiipwilqc.v.- - ..' .e'rrv*. l.Or r.thomifot>. t*.q....tor'. 7-rts- miquatia t.2.1)4A

Nsl

1. A ill

...semoralSOCINVitlearl.noillustreas.

SaP Ptandovp. II

Jarivra ;3. .flalur

.M1e4 glitabot:.mot s 13.3: 1:/tret, t or

Appendix BB

.Fhr(rru.st7./n.:.. 31,rst*STEV :tiA!..tim .:.r.'13 1).1,orliars krt.t.:frxvoe. 1

'; ,01%,,!Itt, (...

t'SF '"11tv ,t7

*.

kw,

aespamasitememefteessavassztsorammezsmonftwearrtF.r.:,

.. *. .

c/o. crud o-1.55.4.. tiftight.: treet

f .9411'1

-.fsdaiozrpon at San :Prantial,,o St a fits +.161.1egesegt6ent of alit v iiie - t be tthtide ara. i 1 ab 1 e

thent...,,.:iitaiO*446i0;s..::cif the Oepatiii:.'n::Toe in the process of developilit;:YeaF'..**41-4?Apy . tie .01 1* ::.t.o.....aiateii.a,pplicant:.; for the 't !Indere.

'illuvaiAbi:,-r.itraebtiiit.- They would.like. to a 1Q-miautetiegment seloctedi4tteo-tapt:s., as', a illiiattat ing typical 1.3.4$:;r own.

:1410 deati'1,00FittrO6edure s,, The particular t 1' ett verbalrion-reibial..:61.eg by yciti, end .a tespcuse:i zuef4.

.11 5,..41,-ecied.i/Ideo tat* would be. §1,.own the 'credential candidates . Tbey.

video tape wd tert statement would..tva1ukte4;".1iy tfic -and': d. phr tia selectiOn for teach,:r

:. No ntuneS. wilt -be ,issed to idontif$7?"-A)+4..;:parti..0.panta .1:n' this tape . '.,*111Ort' forrequest ttas,fifyi rgain =grad Would like you to 51 fp bel 7.;1;

at. vellave your. plike44...5%.101 this 1 III ;

. .

-41c.110

Orw.l.x/1.101.11aaxem.

Appendix CC

March 100 /970

TO Faculty

FROM: Marilyn Knack and Rob Moore

RE: Seminar ToMcirrow en Park-South and Richmond Complexes

The fatuity listedbelow committed themselves to the seminar on the Park-South and the Richmond Complexes. Assumiwg there is noconflict inteaching schedules they will attend the seminar

Wednesday, March II, 3:00-5:00, ED127

This memo is being circulated as a way of inviting everyone.

Copies e Quality/ Equality ii/1 be distributed this afternoon to thefollowing faculty '.'he indicated a willingness to attend the seminar.

Dolores Baught./Sandy Billue

Gene Bryant%/Amity Buxton

Elm CarrilloLarry CarrilloBob HamiltonJim HillsHai Jonsson

t..."13ujenna Nasky.

to/Dorothy LathanMary LewisEnnis McDaniel

t.-"Rob Moore

Lois NelsonCatherine PlatteMarilyn RaackVirginia Rogers.Marie RussellThomassine SellersAlice Siemos

t.," Donald Smith

Caroline WassermanMargaret Weymouth

147

;

2 Appendiz D (1)

SEP-TTTV.ay U, 1970

Memorandum To STEP-TIT Staff

From: Eli2abeth Titsworth

A. Aached is a 1ir o the persons, reeomandea by various groups, whowere invited to heln set up a new type of STEP-MT Advisory Council for

197041, A rsleeting w: held at 770 McAllister Street on Thursday afternoon,FRy 7th,.

2, Due to ne fact that the 6overner annomeed that State College 'CalirOUSOSwould be closed on Thursday and Priday, SOMB of these invitees did act

realin they were still e:Ipr;eted to attend and so did not come. Those whowere present are stalred an the attached list,

3. M.M:erial desc:dbing our present presend.ce program and a packet describ-ing STEP jected 17071 program wore distributed,

4, The agenda was to discuss what in of Advisory Council would be mosteffective, the kinds of representatives we should have on such a. Council,

and what should go on in the meetings.

5, It was suggested that 0.) the CouAcil be small enuogh to anew for com-plete participation andJ:ateraction among the members; (b) representatiw

should not be "tokanIm.," but shou,d be by persons who are actively involved,and influential in their different areas; () covm:unity representatives shouldbe.chosen on the basis of their knowledge of and partlipation in communityaotion activities; (d) if possible, we shouad siRect representatives whointeract enough ::t grows in their areas so that they could feed informationand kiegi2 into the Ca;yncil ana then feed back to the gnyups ideas, questions,problems, etc:, dis17,ussed in the Council meetings: U.1 there be student repre-sentation and/ox a ropresentative from each of the STEP-TTT training components;0!) priority 11:4Ye membership numbers be given to represenUtives outside STEP,with perhaps only a cleuY.31e of STEP persons thee who can feed bee?: to the restof the staff just as the other representatives feed back '40 their groups.

6. The groupi the discussed the screening vross which wa,s used for applicantslast year and the screening process used by applicants this year with

some do:.ta given by Moral WalAon. EIftidz. Noland, who inturviews STE:P gradesfor p/acement in the SPUSi). f,-,omulentell 04 interviews with pveviaus graduates

and on the feedback she had 6s! now those who were pla4.'ad are operating in theSPUSO clasSrooms maw. She compared the present group of STEP students whomshe had interviewei, and was very impressed with this present. grovv, statingsee of the qualities she saw, such as (a) every one of this year's STEP stu-dents wanted to be placed in ivner city sthools; (b) tie' seeEnd much mererealistic in their understanding of: children, 0.assroom teaching, etc.; (e)in responding to the question, "What would you do in this particular situationin the classroom?" they gave very good, clear responses; 0) they seemed Morestable; (6') their approaa as to how to bring about change was a thought-out,

148

.'j

i

t;

,7.3e 2STENTIT StaffMay 13 1970

Appendix DO (2)

consiTuctive cipp,gich; (0 they wis: very SZ't:AS'i:7:VO to ads h

o respond to tisern cl43ssmom situcitim; 140 they seemed to have flexibilitymad altenatSve upprwches to teaching. The group expiored why STEPTTTseemed to have been so ',much more successful in effective teacher training withthis group, coming up viith possible reasons such us; (a) the err.i.:7,:trietv:e in the:icreening p7occe.dure for selecting Darticipant; (b) with te chance n the makeup;backgrounds and experiences in 'ehis year's STEPITT Group; (c) he team approachand dedication of this year' fi stuff; 4;149 the titIO 4.-)f the pro, with certainexpectancies tAnd ociivities much bener defined fchon before.

7. Members of this present Advisory 4-,ourazil group stated their interest ri be Ina'a port of :lext year's Advisory Council. Also, a committer::: wa; forrnee to

recommend representatives fog the 197071 Advisory Councils to begin looking nctv.,at the best kinds ef community rep.resentcltives.

8, This greuo will meet again toward the end of May or fisst oF jUne to lcok atwhat has happened and the results of the 1969-70 program, and to make,

recommendations for representatives on the 1970-7 i Advisory Council.

iiT/Issk

Attachment

149

Awendix ()

tulvnb,,rs Prth2iTia77 Ct,mnt112 STEP-T11.

Donnie. SMV?,11AT:, againann, eZ kttial Sciences, SFSC

R: f4; Boyd-Rvglge2-ly witls_Bmnk pTesently Assoc, Directorin.Idcintt .ii' , FSC, represonting business nnd cowwity

Faol:e,Kte °o9 ...F COoeF-ind.toT, STEP-TTTISPUSD

AItheda Cavr:).e, STEP-TTT Ceovt:Hnnter Cemmunity Educational SOTVea'4

LET; m22 ENecutive:DirciontiT, Opportuyites IndustrioliznOon Center (OIC),Tepresonting cemwaity aponci;/.pmgrams

Nathan Feleie,.Ar4soc, Imex.disciplinwpy Scienees, $12SC

John Gptag, Anza Elt,meytory Schop.19 SPJSD

pnuRette ,41TAgsby, rf:Tresmiting paYent scht,oi

namilton, SPSC, in charge f Sttident Teaching

n, Teather C62:70, $F$C

Luis KGUilitZOT Assistant Prof., Anthropology, spse

Ennis Dia:ector, Teacher Corps, e33' >a,,.

Robert Moore,:Cliairmn Dert.' of Elm* Edbc. SPSC

Jcserh Mora A2SOC EduCj SFSC

Neland, Smervisar, El6mentnry-, SFUSD

1:rel'A Oppenheimer, :Llitt:ectoz',- P*Inee of:Artstznd Sc;esce

R,aymand 1)ittsi-AssIt StEpt., RUSE), Instvuctical Davelonmant and Services

Marilyn 21 s. Ag,soc Prof;:,; EtittC, SP.aC

ChniTman, DeTt,..of Nesie; Chairman college,7wide TeacherEdueatiop STS

Timnns5;ino Pvef Pc-vs SPSC, teach'ing Special Sectionin Met7stOds

Warren.. 7474s$us?,1en

inizaboth Titsmwth Activo Director, STEP-TTT

Alvin Townsel, Coo ' i :a1} .u .z^a STEP-UP

Holman Ynte,rdisciplinary Stuclies;,:8115C; Evaluatio*and ReseVehCoordluatew,-STEP-TITEvaluation and Researa Consultolt- SPUSD

Mary Wilson representing -parent the community

150