ANALYSIS AND EVALUATION OF THE JOB OF THE STATE SUPERVISOR OF TRADE AND INDUSTRIAL EDUCATION

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The Pennsylvania State College The Graduate School Department of Industrial Education

Analysis and Evaluation of the Job of the State Supervisor of Trade and Industrial Education

A Dissertation by Harold Simmons Tate

Submitted in partial fulfillment of the requirements for the degree of Doctor of Education January, 1951

Approved:

IPs- L4JL3/Q j

— ' Head oT the Department

ACKNOWLEDGEMENTS The writer would like to take this opportunity to express his sincere appreciation to all those who have made this study possible•

It is impossible to include on this page

the names of all who helped.

In the Appendix, lists have been

made of those individuals who have granted interviews, written letters, or have responded in many ways to inquiries concerning this study. To Dr. S. Lewis Land, Head of the Department of Indus­ trial Education, The Pennsylvania State College, State College, Pennsylvania, the sponsor, special thanks are due.

His guidance

and suggestions concerning assistance from other sources have been of great value.

Thanks are extended to Professor John F.

Friese, Professor of Industrial Arts Education, The Pennsylvania State College, State College, Pennsylvania, for certain sugges­ tions concerning the evaluation of the job of state supervisor of trade and industrial education.

The writer is grateful to

Dr. Hugh Davison, Professor of Educational Research, The Penn­ sylvania State College, State College, Pennsylvania, for his suggestions in certain formulations of items for the check lists and for treatment statistically of some of the results.

Sincere

appreciation is expressed to the other two members of the writer's advisory committee, Dr. P. C. Weaver, Assistant Dean of the School of Education, and Dr. B. V. Moore, Head of the Department of Psychology, both of The Pennsylvania State College, State College, Pennsylvania, for continued encouragement in this study.

iii Recognition is due to the members of the Jury who were kind enough to read all of the items in the four ques­ tionnaires, criticize them, and make other suggestions which have resulted in the finished check lists used.

In another

part of this study the members of the Jury are listed along with a short biographical sketch of each. Three or four outstanding teachers or leaders have in­ fluenced the writer in his thinking in the field of industrial education.

Certain comments that are contained in this disser­

tation go back to the stimulation of these men.

In this connec­

tion mention is made of Dr. David Snedden, formerly Professor of Vocational Education, Columbia University, and one of the greatest thinkers along this line the writer has known; Dr. J. C. Wright, formerly Chief of the Vocational Education Division of the U. S. Office of Education, who has been one of the out­ standing leaders in the field of vocational education in America; Dr. L. H. Dennis, Executive Secretary of the American Vocational Association, Washington, D. C., who is considered to have done more for vocational industrial education in America than any other man; and the late Dr. F. Theodore Struck, formerly Head of the Department of Industrial Education, The Pennsylvania State College, who was a leader and writer in his field.

All

have exerted a tremendous influence. Finally, the writer wishes to express his sincere appre­ ciation to his wife, Cleone C. Tate, who has spent many hours and much effort in helping with the various data of the study and in editing and typing the manuscript.

iv FOREWORD One of the most significant remarks apropos of this study has been the large place state supervision of trade and industrial education has had in the sound development of this kind of education.

From the most insignificant classes in the

backwoods country school to the elaborate school systems of our cities, supervision plays a significant and worthwhile part. While the writer has been impressed with the large amount of material in the general education field on supervision on all levels, with the fair amount of material on the local level of trade and industrial education, he has noted the scarcity of material concerning the job of the supervisor, of trade and indus­ trial education on the state level. The writings of such men as Snedden, Wright, and the other members of the old Federal Board for Vocational Education have given sound philosophies as guides in the development of trade and industrial education supervision.

Little material has

been written, from the standpoint of what the personnel nearest to the

state supervisor

expect ofhim. No analysis of the job

of the

state supervisor

has been made.

It is the hope of the writer that what has been found in the

study will stimulate addedresearch

of trade and

industrial

into the supervision

educationon astate level.

V

TABLE OF CONTENTS

CHAPTER

PAGE PART I - INTRODUCTION

I.

II.

THE PROBLEM..................................

1

A. Statement of* Problem ...................

1

B.

1

Origin of Problem........................

C. Justification or Need for theS t u d y ........

2

D. Scope of Problem.........................

3

E. Limitations of the S t u d y ........ .........

1+

F. How the Results of the StudyMayBe Used...

6

G. The Purposes of the S t u d y ................

6

H. Definition of Terms ......................

8

DESCRIPTION OF RESEARCH PROCEDURE ..............

12

A.

Review of Literature on Supervision.....

12

B.

Search for Similar Research or Related Studies .................................

12

Determining the Job of State Supervisor of Trade and Industrial Education"From the State Plans........

15

Determining the Job of State Supervisor of Trade and Industrial Education From the Narrative Annual Reports.................

16

C.

D.

E.

Interviewing Certain Leaders to Obtain the Duties of State Supervisors of Trade an,d Industrial Education................. ..

17

vi CHAPTER

PAGE F.

G.

Check Sheets Sent to State Directors, State Supervisors. State Teacher Trainers, and Selected City Directors.....................

18

Procedure for Setting up Criterion For Evaluation .........................

27

1. 2. 3.

The Evaluation or AoDraisal Method Used in This Study V.....................

27

Interviewing and Obtaining Agreement of Jurors to Assist........................

28

Evaluation Based on Responses From Nine Selected States ........................

29

PART II PRESENTATION OF DATA AND OTHER FINDINGS III.

LITERATURE ON SUPERVISION .........................

30

A.

Historical Development ...................... ..

30

B.

Philosophical Point of View on Supervision .....

32

C.

State Sunervision in General Education ........

35

D.

Supervision in General From Standpoint of Supervised .................... *...............

38

Some Conclusions From Study of Literature on Supervision..................................

*4-1

STUDIES ON SUPERVISION.............................

1+2

A.

1+2

E.

IV.

The Qualifications ...................... 1.

B. C.

Courses of Study Required for State Supervisors ......

1+9

Local Supervision of Trade and Industrial Edu c a t i o n..........................

51

State Supervision of Industrial Arts ...........

55

vli CHAPTER

V.

PAGE D.

Evaluation Procedures ...................

E.

Conclusions From Studies on Supervision ...

SOLE GENERAL PHASES OF STATE SUPERVISION OF TRADE AND INDUSTRIAL EDUCATION ............... A.

B.

C.

D. E. F. G.

VI.

VII.

The Legal Basis for the Job of State Supervisor of Trade and Industrial Educa­ tion ....................................

56 58

60

60

The Legislative Background and Justifi­ cation for State Supervision of Trade and Industrial Education ...................

61

The Importance of the Job of State Super­ visor of Trade and Industrial Education in the Development of Trade and Indus­ trial Education........................

6U-

Criticisms of State Supervision of Trade and Industrial Education ...............

66

The Job of the State Supervisor in the Years Ahead ............................

69

Some Forward Looking Promotional Develop­ ments in Certain States ........

71

Some Conclusions on General Phases of Trade and Industrial Education Supervision ....

73

THE JOB OF STATE SUPERVISOR FROM STATE PLANS AND ANNUAL REPORTS ..............................

76

A.

State Supervisor's Job in the State Plans .

76

B.

Some Conclusions From State Plans .......

85

C.

State Supervisor's Job From Annual Reports..

86

D.

Some Conclusions From a Study of Annual Reports ...............................

96

THE JOB OF THE STATE SUPERVISOR FROM INTERVIEWS A.

State Supervisors .......................

99 100

viii CHAPTER

VIII.

PAGE B.

State Directors ......

Ill

C.

State Teacher Trainers .............

115

D.

Conclusions From Interviews ........

117

THE JOB OF STATE SUPERVISOR FROM CHECK SHEETS RETURNED BY THEM AND INTERPRETATION OF TABU­ LATIONS OF STATE SUPERVISOR'S RESPONSES

120

A.

120

Grouping of Check 1.

Administrative Duties and Responsi­ bilities ......................

120

Inspectional Duties and Responsibili­ ties ...............................

121

3.

Financial Duties and Responsibilities.

122

4.

Relations With State Director .......

123

5.

Teacher Training Duties and Responsi­ bilities ................

123

Trade and Industrial Education Teachers Duties and Responsibilities ........

125

£.

6.

7. Relations With Industrial Education Students ...........................

126

8. Relations With Local Authorities ....

126

9. Legislative Duties and Responsibilities

127

10.

B. C. D.

Sheet Items .......

Public Relations ....................

127

11. Problems ............................

128

Additional Responsibilities Listed by Supervisors ............................ Comments on Study

by Supervisors ....

Conclusions From State Supervisor's Responses ............................ .

128 130 142

ix CHAPTER DC.

PAGE THE JOB OP THE STATE SUPERVISOR FROM A COM­ PARISON OF THE POINT OF VIEW OF STATE DIRECTORS WITH THOSE OF THE JURY AND THE STATE SUPERVISORS ON CORRESPONDINGACTIVITIES ................... A.

Interpretation and Discussion of Tables on This ...................

I*f8

Differences and Similarities Between Responses of State Director aa§ State Supervisors ............

1-58

Statistical Treatment of Certain Pro­ portions ...............

163

Additional Responsibilities Listed by State Directors .................

165

E.

Comments from State Directors.......

166

F.

Conclusions From State Directors1 Responses ..................... '** ••«t*.....

B.

C. D.

X.

XI.

lb5

THE JOB OF THE STATE SUPERVISOR FROM A COMPARI­ SON OF THE POINT OF VIEW OF STATE TEACHER TRAINER WITH THAT OF THE JURY AND THE STATE SUPERVISORS ON COMMON ACTIVITIES............. 170 A.

Comparative Ratings (Table X)

B.

Discussion of Findings ........

177

C.

Additional Activities From State Teacher Trainers ....................

182

D.

Comments Made by Teacher Trainers ........

183

E.

Conclusions From Teacher Trainer Responses.

186

.......

17*+

THE JOB OF THE STATE SUPERVISOR FROM A COMPARISON OF THE POINT OF VIEW OF CITY DIRECTOR OF VOCATION­ AL EDUCATION ................................. 189 A.

Discussion...............................

189

B.

Comparison of City Directors Responses With Those of State Supervisors and of the Jury (Table XVII) ....'........................

201

X

CHAPTER

PAGE C.

XII.

20*+

.............

207

D.

Comments From City Directors

E.

Some Conclusions From City Director's Responses ........................

AN EVALUATION OR APPRAISAL OF THE JOBOF TEE STATE SUPERVISOR FROM THE STANDPOINTS OF THE JURY AND THE RESPONSES FROM NINE SELECTED STATES COMPARED WITH CHOICES OF STATE SUPERVISORS ................... 211 A.

B. XIII.

Additional Activities Listed by City Directors .................................

Evaluation Comparisons: Table Showing Com­ parisons on Manner of Performance of Activities and the Evaluation of the Ac­ tivities (Table XVIII) ....................

213

Some Conclusions on Check Sheet Replies on the Job of State Supervisor ...............

22*+

STATE SUPERVISOR'S RESPONSIBILITY FORTHESUPER­ VISION OF INDUSTRIAL ARTS A.

Discussion ................................ 1.

B. XIV.

226

Responsibility for Industrial Arts Supervision (Table XIX) ...............

Observations Concerning Table XIX .........

STATE DEPARTMENTS OF EDUCATION SHOWINGTHEPLACE OF THE SUPERVISION IN PATTERNS ................. A.

226 227 229 230

Some Observations on the Organization Patterns .....................

2

PART III SUMMARY, CONCLUSIONS, RECOMMENDATIONS XVI.

S U M M A R Y ..................................

236

A.

The Problem ...............................

236

B.

Justification..............................

236

C.

Procedure ..................................

237

xi CHAPTER

XVI.

XVII.

PAGE D.

Findings ...............................

238

E.

Uses ...................................

2*f2

CONCLUSIONS

.............................

2*+3

A.

The Supervisors' Importance .............

2*+3

B.

The Services He Renders .................

2M+

C.

Misunderstandings .......

2M+

D.

Strong Features of His Job ..............

2*+6

E.

Organizational Set Up ...................

2b?

F.

Qualifications ..........................

2*+9

G.

General Conclusions .....................

250

RECOMMENDATIONS .............................

252

A.

25*+

Suggestions for Further S t u d y ........... PART IV APPENDICES

A.

Letters and Follow-Up ...................

258

B.

List of Persons Cooperating by Completing Check Sheets ...............

269

C.

Copies of Check Sheets ..................

281

D.

Information Concerning the J u r y .........

296

E.

Bibliography ...........................

300

F.

Additional Acknowledgements

307

.........

xii T A B L E S I'TUMiBER I I-A II

III

IV

V

VI

VII

VIII

IX

X

XI

PAGE Qualifications For State Supervisors For Periods 1937-19^2, 19^2-19^7, and 19^7-1952___ Courses of Study Required ForState Supervisors Duties and Responsibilities of State Super­ visors from State Plans for the 19*+7-l§52 Period ..........................

^3 *+9

78

Number and Percentages of State Supervisors* Responses As To The Manner of Performance of Their Activities ...........................

133

Number and Percentage of Responses on Import­ ance of Activities as Rated by State Super­ visors ..............................

138

Number and Percentage of State Directors* Responses on the Manner of Performance Expect­ ed From State Supervisors ..................

l*+6

Number and Percentage of Responses From State Directors Showing Their Rating of the State Supervisors* Activities ....

IV 7

Differences and Similarities of Responses From State Supervisors and State Directors Concern­ ing Manner of Performance and Rating of Certain Activities in Common, by Number and Percentage of Preferred Choice ........................

162

Number and Percentage of State Teacher Trainers Responses on the Manner of Performance Expect­ ed From State Supervisors ......

172

Number and Percentage of Responses From State Teacher Trainers Showing Their Ratings of the Assistance Expected From State Supervisor ....

173

Comparative Ratings of Various Groups on What Teacher Trainers Expect From State Super­ visors .....................................

17*+

Number and Percentage of City Directors(Popula­ tion Between 10,000 and *40,000) Responses on the Manner of Performance Expected From State Supervisors ......

196

xiii NUMBER XIII

XIV"

XV

XVI

XVII XVIII

XIX

PAGE Number and Percentage of City Directors (Popula­ tion Above ^+0,000) Responses on the Manner of Performance Expected From State Supervisors ..

197

Number and Percentages of City Directors (Population Under 10,000) Responses Showing Their Ratings of the Assistance Expected From State Supervisors ......................

198

Number and Percentages of City Directors (Population Between 10,000 and ^-0,000) Respon­ ses Showing Their Ratings of the Assistance Expected from State Supervisors ..............

199

Number and Percentages of City Directors (Population Above *+0,000) Responses Showing Their Ratings of the Assistance Expected From State Supervisors ......................

200

Comparison of City Directors’ Responses With Those of State Supervisors’ and of the Jury

201

..

Preferred Choices of Jury of Experts as to Manner of Performance and Rating of the Activities of the State Supervisors of Trade and Industrial Education ....................

213

Responsibility for Industrial Arts Supervision In the Several States .......................

227

C H A R T S I -V

VI

Patterns of Organization Showing the Pl^ce of Trade and Industrial Education in State Departments of Education ....................

230-23^

Typical Organization of State Department Showing Trade and Industrial Education......

2*+8

M A P S I II III IV

Returns Returns Returns Returns

From State Supervisors ............. From State Directors ................. From State Teacher Trainers .......... FromCity Directors ..................

1*+1-A 167 185 208

CHAPTER I THE PROBLEM A.

Statement of the Problem

The Problems

An Analysis and Evaluation of the Job

of State Supervisor of Trade and Industrial Education. The .lob of the state supervisor from the points of vlev of those who work closest to him. those vho have written concerning trade and Industrial education* those who have thought rather thoroughly about his problems, and those vho are concerned with what the supervisor may do or is doing. An attempt will be made to show the job of the state supervisor of trade and industrial education as it developed from the provisions of the Federal Vocational Acts, and as it is provided for in the several State Plans for vocational educa­ tion.

The attitude of the state supervisor toward his own job,

what the st^te director expects from the state supervisor in the performance of his duties, and the assistance the state teacher trainers and the city directors of vocational education expect from the state supervisor will be studied. B.

Origin of the Problem

This study originated from discussions with leaders in the field of vocational education, in classes, in conventions, 1

and In close association in work with a few such leading super­ visors, over a period of time beginning in the early 1930's when the writer was seriously considering the possibilities of research in trade and industrial education.

It had been ob­

served that there were significant differences between the practices of state supervisors of trade and industrial education, particularly with reference to the kind of programs they spon­ sored, and the emphasis on certain phases of training, which under the law could be carried out.

It was also noted that his

qualifications were different in various states. training and experience differed.

The education,

It was felt that there should

be some material on this problem so that an interested vocation­ al or trade and industrial worker or teacher could get a more concise view of this seemingly very Important position.

It

was thought that the state supervisor would be interested in what other state supervisors were doing and what some of their co-workers expected of the supervisor in the field. Elsewhere are listed the names of leaders interviewed. The identity of specific persons making statements will not be revealed except in a few cases where such permission has been given. C.

Justification or Need for the Study

It is believed that this study is the first of its kind that has ever been made.

It is a cross sectional view of a

very important position in the large area of Federal aid to education.

3 For a number of years, In general education, supervision had not been studied objectively, either from the standpoint of determining just what supervision was or of ways to make the job of the supervisor function more thoroughly.

However, com­

paratively recently much time has been spent in such study.

Now

there are many groups interested in the research covered in the general field and a large body of subject matter has been accumu­ lated.

Barr, and others, in their monumental book on super­

vision, have covered this field thoroughly.”** Practically nothing is said by them about supervision of trade and industrial education.

While this study is not

encyclopedic, it does go rather thoroughly into various phases of the state supervisor^ job.

It attempts to evaluate the

state supervisor^ job from the standpoint of the appraisals given to the various activities of the position by state super­ visors as well as by the Jury chosen because of their leader­ ship positions in trade and industrial education. Later in this chapter some suggested uses for the results of this study will be given.

If these points are sound,

then it is believed that the time and effort spent on obtaining the various information are completely justified. D.

Scope of Problem

This study will attempt to cover rather intensively the job of state supervisor of trade and industrial education. Without too much repetition here, it is suggested that a quick ^-Barr, A. S., Burton, W. H., Brueckner, L. J., Supervision. D. Appleton, second edition, (I9V7)

b reading of the table of contents will give the reader some idea of how broad or limited is its scope.

The position will

be considered from legislative and legal points of view.

The

job will be viewed from the single of writings and research in the field.

The qualifications over a period of fifteen years

will be compared.

The operation of the job as condensed in

the digests of the annual reports to the U. S. Office of Educa­ tion from the various states will be shown for the period 1917 to 1950, a period of thirty-three years.

The coverage of the

job as contained in the State Plans will be made.

As broad as

this coverage seems, it should be noted that it is limited in some very definite ways. E.

Limitations of the Study

The chief concern here is with the duties and respon­ sibilities of the state supervisor of trade and industrial educa tion and will not cover responsibilities of the state director, the state teacher trainer, or the city directors, except as defined in the purposes of this study, or where there are common interests, responsibilities, or attitudes between the state supervisor and those with whom he works. It is not concerned with the duties and responsibilities of the local directors, even though certain studies will be referred to as a matter of background of information. An excellent statement on local supervision is quoted from the U. S. Office of Education Vocational Education Bulletin

5 Number 1, Revised 19^8 as follows:

2

Local programs of trade and industrial education to be fully effective, should be under the direction of a qualified supervisor. The supervisor should be qualified by training, experience, and education in the field of trade ana industrial education. The supervisor's responsibilities should include: In­ structional activities, with particular attention to the professional improvement of teachers in service; inspectional activities, primarily for the purpose of discovering those points on which the local teachers need help and assistance; promotional activities, with special reference to the further development of vocational education, particularly in evening and part-time classes and in selecting and training teachers for these classes. The responsibilities should include the maintenance of cooperative relation­ ships with management-labor groups and other organi­ zations in the community. One reason for quoting the part on local supervision, is that when the local activities, cooperative relationships, and promotional duties are thought of on a state level, one has in effect, state supervision. Citations are made to city supervisory studies due to the paucity of such on the state supervisors* job.

Since many

studies have been written in the field of state supervision of industrial arts, very little reference is made here.

However,

in those cases where the state supervisor of trade and indus­ trial education has responsibility for industrial arts, this is indicated, but few details are given. Throughout the entire study an effort is made to adhere to those things which are concerned with analyzing and evaluating the job of the state supervisor of trade and industrial education. ^U. S. Office of Education, Vocational Education Bulletin No. 1 General Series No. 1, Revised (19^)

Limited reference will be made to supervision in general education.

Because of its outstanding importance,

many studies have been made of this phase of work, and respon­ sible leaders in vocational education can obtain many sugges­ tions therefrom. P.

1.

How the Results of the Study May Be Used

The table of "Jury" evaluation may be used by a

state supervisor to compare his opinion of the rating with that of the "Jury.” 2.

The state supervisor may get some clues as to those

areas wherein he may render more effective service than he is at present. 3.

He may compare his own performance and ratings

with the returns from other state supervisors. *+.

There may be several leads uncovered as to some

areas of training which may be offered prospective supervisors as well as in-service training for supervision. 5.

These results may serve to give substance to con

ferences of state directors and state supervisors on regional scales and for state-wide conferences of teacher trainers and city directors. G.

The Purposes of the Study

It is the purpose in making this study to answer such questions concerning the position of the state supervisor of trade and industrial education as the following:

7 1.

What are the duties and responsibilities of the

state supervisor? 2.

Which of his duties and responsibilities are most

important and which are of least importance? 3*

How do the opinions of the state supervisors com­

pare with the opinions of the state directors of vocational education? How do the opinions of state supervisors compare with those of the ’’Jury of Experts" used as criteria? 5*

In what manner are the activities performed?

That

is, which activities are the supervisors responsible for, which do they give advice concerning, which do they lead others to do, and which are they not concerned with at all? 6.

What duties and responsibilities, not now being

formed, do the state teacher trainers expect from the state supervisors? 7*

What assistance do the city directors expect from

state supervisors of trade and industrial education? 8,

What are the duties and responsibilities of state

supervisors of trade and industrial education set up in the State Plans of the several states? 9.

What is the present responsibility of the state

supervisors with reference to industrial arts supervision? 10*

What is the organizational set-up of supervision

of trade and industrial education in the various states? 11,

What is the present status of qualifications re­

quired for state supervisors of trade and industrial education and how does this compare with the 1937-^2 and the 191+2-1f7 periods?

12.

"What are soma developments or changes with

reference to the supervision of trade and industrial education? 13.

How has the supervisors job changed from the

time of its inception to the present date? l*t.

What significant contributions can the state super

visor make to the state*s trade and industrial education pro­ gram? H.

Definition of Terms

State Supervisor, unless otherwise stated, refers to the state supervisor of trade and industrial education.

He is

the person designated by the State Board for Vocational Educa­ tion as being the official, under the direction of the State Director of Vocational Education, responsible for the opera­ tion of the trade and industrial part of the State Plan for vocational education. State Director, unless otherwise stated, refers to the state director of vocational education. State Teacher Trainer or Teacher Trainer, unless other­ wise stated, refers to the chief state teacher trainer of trade and industrial education. City Director, unless otherwise stated, refers to the director or supervisor of the local school system responsible for trade and industrial education. Vocational Education. Vocational Trainingr and Occupa­ tional Training, apply only to work for which vocational educa­ tion funds may be used.

In this study they are used inter­

changeably.^

3 Adapted from Bulletin No. 1, U. S. Office of Education.

9 Trade and Industrial Education is that education de­ signed to assist persons in securing the abilities, information, attitudes, and understandings, which will enable them to enter employment in an industrial occupation or trade, or to make advancement in such an occupation or trade after they have entered it. Smith-Hughes Act refers to the original Federal act to promote vocational education (Public, No. 3*f7, 6^+th. Cong.). The State Plan - an agreement or contract between a State Board for Vocational Education and the U. S. Office of Education setting up the program within the state for the ex­ penditure of Federal monies appropriated for vocational Educa­ tion. State Administrative Staff of a state board is usually made up of an executive officer, a state director, and such other persons as are needed for the promotion, organization, coordination, and direction of the total vocational education program in the state. Supervision means "activities which are needed in the promotion, development, maintenance and improvement of instruction in a given field." Non-Relmbursable instruction refers to instruction with vocational objectives for which Federal funds are not received. State Supervisory Staff includes the state supervisor and those professional workers required for the promotion of voca­ tional education and the maintenance and improvement of instruc­ tion in the trade and industrial education field.

Such a staff

10 may include, assistant supervisors,

research workers, spe­

cialists and others engeged in work essential to supervision. State Guidance Service refers to the state vocational guidance program designed to provide

individuals with informa­

tion and skills needed to make wise decisions in matters affect­ ing vocational adjustment.1*Industrial Arts - One d i vision of the "practical arts" with character and purposes associated with general education.' As its exploratory aim is emphasized, requisite of vocational education.

it is needed as a pre­

It studies the changes man

makes in materials to increase their value, widen their use, and enhance their social advantage to him.^

It aims also to develop

general skill in doing a variety of things with the hands. C.

7

C. C.. the Civilian Conservation Corps, set up

during the depression in the early 1930's, designed to give work to out-of-school unemployed youths. Civilian Rehabilitation - a statewide service operated to rehabilitate vocationally and educationally those civilians who are physically handicapped, but who can be trained for selfsupporting work. Advisory Committees are employer and employee groups consulted by school authorities regarding the establishing and operation of training programs so that the instruction may be **U. S. Office of Education Bulletin No. 1. op.cit p. 81. ^Frlese, John F., Course Making In Industrial Education. The Manual Arts Press, Peoria, 111. 19^+6. p. 7. ^Bonser, F. G., Industrial Arts for Public School Administrators. Bureau of Publications, Teachers College, Columbia University, New York, 1930. p. 2 7The Advisory Committee on Education, Staff Study No. 8, Vocational Education. U.S. Government Printing Office (1938).

u organized to meet these objectives: to increase the knowledge and skills of those already engaged in specific trades or occu­ pation, and to prepare prospective workers for useful employ­ ment. Types of Advisory Committees are, (1) general committees of overall representative groups for a total program; (2) craft committee concerned with training in a particular craft or trade; (3) industry committee which advises concerning problems of a whole industry* Local Board refers to the local board of education or board of trustees. Teacher-Training Institution, the institution of college grade designated specifically by the State Board for Vocational Education through its director to train teachers of vocational trade and industrial subjects under the conditions of the State Plan and the Federal vocational education acts. Student Teachers are students in training to become trade and industrial teachers who are doing practice or appren­ tice teaching as part of their course work. In-Service Teacher Training includes professional courses given to the employed teacher during the school year. Trade and Industrial Education as used in this study is synonomous with Vocational Industrial Education.

This explana­

tion is made because in some parts of the United States the former term is used whereas in other parts, the latter is used to describe vocational trade and industrial education as carried on under the Federal vocational acts.

CHAPTER II DESCRIPTION OF RESEARCH PROCEDURE A.

Review of Literature on Supervision

In order to determine what had been written on state supervision of trade and industrial education and related fields, the writer examined the following guides and references for clues The Readers Guide to Periodical Literature, Cumulative Book Index. The Industrial Arts Index. The U. S. Document File, the card files of the libraries of The Pennsylvania State College, The Clemson A and M College of South Carolina, and the U. S. Office of Education.

Appropriate articles referred to in these

guides have been examined for possible treatment of the subject. Comments are made on the information found in other parts of this report. B.

Search for Similar Research or Related Studies

In order to determine whether similar or related studies in the field had been made, the following sources, in addition to those listed above, were carefully examined: Review of Educational Research: American Educational Research Association, 1201 Sixteenth Street, N. W., Washington, D. C., Educational Research Bulletin. Ohio State University,

13 Columbus, Ohio; Educational Method. Department of Supervisors and Directors of Instruction, 1525 W. 121st. Street, New York City; Educational Abstracts. 230 Fifth Avenue, New York City; Educational Administration and Supervision. Warwick and York, 10 E. Centre Street, Baltimore, Maryland; Journal of Educational Research. Public School Publishing Company, Bloomington, Illinois; School Life. U. S. Office of Education, Washington, D. C.; Yearbooks of the Association for Supervision and Curriculum Development, N. E. A.; Yearbooks of the Department of Superin­ tendence . N. E. A.; American Vocational Association; and Studies in Industrial Education. 1010 Vermont Avenue, Washington, D. C. The nearest

study found to have a bearing on the pro­

blem was the one by Micheels on the state supervision of indus­ trial arts.3. Other

studies are mentioned in Chapter III.

Although practically no studies existed on the super­ vision of trade and industrial education, one was examined on the state supervisor’s qualifications.

None was found on his

duties and responsibilities. A number of studies on the evaluation of programs were found, but probably the most comprehensive one is that made by the committee on Evaluation Procedures in Trade and Industrial Education, North Atlantic Trade and Industrial Regional Confer­ ence, Wilmington, Delaware in 1950. v

''

........... .

The evaluation procedures

■'■Micheels, William J., "State Supervision of Industrial Arts Education," unpublished Doctor's Dissertation, University of Minnesota, abstracted by the author in Industrial Arts and Vocational Education, vol. 31, pp. ljft— 157, March and April (19^2 ).

set up in this study^ represent

a step forward

In addition, two studies on evaluation of programs by leaders in the field of agricultural education were obtained through inter-library loan and studied.3

it was found that the

procedures were not adaptable to the study of the state super­ visor^ job as they both dealt with the development of an in­ strument of evaluation to appraise programs over which the state k had control. Pawelek in his study used an evaluation tech­ nique which was supported by a "jury of experts."

For the group

under study, his method was appropriate. Barr^ in his book on Supervision gives an outline of methods employed in the evaluation of supervision, a part of which is here quoted. "1.

Methods involving the measurement of pupil growth and achievement. a. Studies of age-grade progress of pupils. b . ..... c. Controlled measurement of pupil growth and achievement.

---------------

An Instrument for Evaluating the Effectiveness of Vocational Bidustrial Education Programs. Reports of Committee on Evalua­ tion Procedures in Trade and Industrial Education, North Atlantic Trade and Industrial Regional Conference, Wilmington, Delaware, April 2*+-27 (1950) ^Brunner, H. S., "Criteria for Evaluating Programs of Preparation for Teachers or Vocational Agriculture," unpublished Doctor*s Dissertation, Ohio State University (19*+3) ^Pawelek, S. J.. "An Analysis and Evaluation of Certain Common Functional Training Characteristics of Teacher Preparation in Industrial Arts." 5Barr. Burton, Brueckner, Supervision.. D. Appleton-Century, pp. 801-2 (1938)

15 "2.

Methods involving the measurement of factors conditioning pupil growth and achievement, a. Measures relating to educational curricular and objectives b « ..*a• d ....... e . Measures relating to teachers and teaching efficiency.

”3.

Methods involving the direct evaluation of supervisors and supervisory programs. a. Rating of supervisory officials. b. Testing qualities commonly associated with efficiency in supervision. c. Application of criteria constructed for the evaluation of supervisory programs.w

Later it will be apparent that the evaluation made of the state supervisor was based on an adaptation of part of the outline quoted above. Two studies on state level supervision of general 6 7 subjects were examined. These were Micheels and Rogers. While Micheels study was nationwide, Rogers studied elementary supervision in Louisiana. C.

Determining the Job of State Supervisor of Trade and Industrial Education from the State Plans

In 1939 the writer spent some time in Washington mak­ ing analyses of each of the State Plans from the forty-eight states.

At that time all the separate duties by states were

listed.

In addition all the qualifications of the state super*

visor of trade and industrial education for the period 1937-*+2 were recorded.

Upon resumption of this study in 1950 it was

^Micheels. op.cit. ^Rogers, Murphy P., A State*s Supeanrision of Its Elementary choola..Teachers College, Columbia University, New York

§ity (1956)

found that most of this material was superceded by two sub­ sequent changes in the State Plans.

Therefore, it was necess­

ary to re-examine the State Plans of all states and territories for the period 19^7-52 now in effect.

The findings, tables,

and interpretations, concerning these will be shown later. It was decided to show comparisons and/or trends so far as qualifications were concerned.

Consequently, included in

the study is a table of the qualifications of the state super­ visors during the periods covered by State Plans for 1937-^-2, 19lf2-*f7 , and 19^7-52. Several of the Plans were analyzed to obtain a typical statement as to the legal basis for state supervision as set up in the Plans. Bulletin Number one, of the U. S. Office of g Education was examined for the legal basis in the law. Also considered and commented on Is the fact that the Smith-Hughes Law made no provision for Federal reimbursement of state super­ vision of trade and Industrial education. Unusual provisions were sought for in the Plans.

These

are included In the composite list of duties and responsibili­ ties of the state supervisors as written into the Plan. D.

Determining the Job of State Supervisor of Trade and Industrial Education From the Narrative Annual Reports Study of Annual Reports made by the States:

The Smith-

Hughes Act, in Section 8, requires that each state make an annual report to the Office of Education covering the work done ■■■■■

"

.......

U. S. Office of Education Bulletin No. 1. op.clt.

17 and receipts and expenditures of money.

The George-Barden

Act requires the same reports as the Smith-Hughes Act. These reports from the states and territories are summarized each year in a "Digest of Annual Reports of the State Boards for Vocational Education."

All of these digests

have been examined to determine information, activities, and relationships concerning the job of the state supervisor con­ tained in them.

In the chapter on "Findings" the results of

these searches are commented upon.

Specific items looked for

were: additional activities not contained in the State Plans and responsibilities placed on supervisors by unanticipated changes in the situation, such as come from var, peace, and great emergencies. E.

Interviewing Certain Leaders to Obtain the Duties of State Supervisors of Trade and Industrial Education Three main purposes of interviews with informed leaders

in trade and industrial education in the present study were: (1) to make preliminary investigation into the value of the study, to limit the problem, and to discuss possible treat­ ments; (2) to make a preliminary analysis of the duties and re­ sponsibilities of the state supervisor of trade and industrial education for later inclusion in the check sheets to be sent to various officials; and (3) to examine into the actual duties and responsibilities of state supervisors on the job, how the state directors viewed the job, and what the teacher trainers expected from the state supervisors.

18 Many were interviewed and some of the more signifi­ cant results are recorded.

Three state supervisors, one

teacher trainer, and one state director, were interviewed to carry out the purpose of number three above. F.

Check Sheets Sent to State Directors, State Supervisors, State Teacher Trainers, and Selected City Directors

In the summer of 1939j the winter of 1939-1+0, and in the Slimmer of 19^+0, various interviews were held with the late Dr. F. T. Struck, and many others concerning the duties and respon­ sibilities of state supervisors of trade and industrial educa­ tion.

Some time was spent in Washington interviewing members

of the Vocational Division of the U. S. Office of Education and in examining State Plans, not only to analyze the Plans but also to obtain all possible significant items for the check sheets. Bulletins, articles, and books were examined for the same purpose. At the conclusion of World War II, upon the writers return to the United States and upon his resumption of this study, more trips were made to Washington, The Pennsylvania State College, and to Columbia, South Carolina for the purpose of ob­ taining additional items and further refinement of the check sheet form.

As a result of talks with the members of his advis­

ory committee he obtained many suggestions for the changing of the check sheet items and for certain additional questions as to the manner of performance and as to the rating of the items in importance.

The visit to Washington resulted in additional sound suggestions as to changes in the check sheet.

Others making

additional criticisms and suggestions were, Mr. B. R. Turner, at that time, State Supervisor of Trade and Industrial Education for South Carolina, and Mr. L. R. Booker, State Teacher Trainer of Trade and Industrial Education in South Carolina.

The check

sheets were completely revised, and shortened, and still made to retain all feasible significant items.

A list of critical sugges

tions had been kept in order to check the revisions. which could be incorporated were put in.

Changes

The revised check sheeti

were sent to Dr. Land of The Pennsylvania State College for final approval.

After approval (see Appendix C for samples of the

check sheets) they were ready for mailing to the cooperating officials. An analysis of the questionnaires or check sheets used:

In this study four check sheets were used as follows:

(1) State Director's check sheet, consisting of those activities of the state supervisor which were most nearly the concern of the state director; (2) State Supervisor's check sheet, consist­ ing of activities, duties and/or responsibilities which it was found by intensive searching to be those performed or desirable to be performed by the state supervisor of trade and industrial education or his staff; (3) State Teacher Trainer's check sheet, consisting of those activities of the state supervisor which would be of benefit or assistance to the teacher trainer* (*+) City Director's check sheet, consisting of those activities of the state supervisor believed to be most nearly the concern of

20 the city director and the performance of which would be of assistance to the city director in his local program. To avoid voluminous repetition of questionnaires or check sheets, they are included once in the Appendix and in addition the items are typed once in the body of the report. These are usually placed just preceding the tabulations of the results in the respective chapters covering appropriate phases of the study. The State Directors check sheet includes thirty-three items.

Item number five has five sub-headings.

A short intro­

ductory statement is made showing the purpose of this part of the study.

Directions are given for the director to indicate

certain things the state supervisor is expected to perform, that these activities are expected to be performed in a certain manner, and that they have certain ratings in importance.

The

significant areas covered are policies, teacher certification, the State Plan, finances, employer-employee relations, legal matters, legislative matters, teacher training, conferences, reports, education surveys, writings of publications, committ­ ees, local plans and programs, maintenance of standards, research, guidance, public relations, relations with the U. S. Office of Education, industrial arts, trade tests, and follow up of trade and industrial students.

A careful examination of the actual

list of items will give a more detailed view of the situation being analyzed.

21 The State Supervisor1s check sheet Includes one hundred and twenty-seven (127) Items. both have ten sub-headings.

Items number M+ and 8*f

The state supervisors are told the

purpose of the study and instructed to fill in, the appropriate blanks of the sheet.

They are given directions which cover two

kinds of responses to each item: to indicate whether he or his staff is responsible^ by an R; whether he or his staff advises concerning the activity, by an A; whether he leads others to perform the activity, by an L; or whether he is not

concerned

with the activity, by an 0; and the rating in importance of the item whether it is performed or not. The complete set of items are separated into broad categories as follows:

(1) Administrative duties and respon­

sibilities in which are included such areas as relationships with assistants, conferences, statistical information surveys, analyses, writing articles, reports, housing and equipment, committees, courses of study, trade tests, rating scales, evaluation of texts, private schools, research, placement, guidance, rehabilitation, and relations with the U. S. Office of Education; (2) Inspectional duties and responsibilities, in which are included checking plants, qualifications and certifi­ cation of teachers, evaluation of local programs, evaluation of reports, and checking private schools; (3) Financial duties and responsibilities in which are included such functions as budget­ ing, basis of reimbursement, certifying districts for receipt of money, travel expense checking, reviewing of expenditures, salaries and Inventories.

22 (*f)

Relations with state director of vocational

education in which are included, writing of State Plan, budgets, policies, rulings, organized labor, employers, teacher tenure and reimbursement, relations with other state department officials financial matters, legal legislative and publicity matters, re­ presentation for the state director, preparation of director*s addresses, annual and other reports, and recommendations of personnel. (5)

Teacher-training duties and responsibilities in

which are included, teacher-trainer qualifications, policies, practices and needs for teacher-training, developing leadership, in-service training, summer school teaching, training conferences, teacher meetings, conventions of superintendents, custodians, etc., correspondence courses, college teaching. (6) Relations with trade and industrial teachers in which are included such items as making addresses, conference on policies, teachers* committees, certification, promotion or change, trade tests, in-service teachers, instructional aids, films, books, etc., teaching load, teacher-pupil ratio, factors for success, teacher placement and recruiting. (7)

Relations with trade and industrial education

students under which are included interests, attitudes, view­ points, placement, drop-outs, employment, ability to get and hold jobs, wages, and effectiveness of instruction. (8)

Relations with local school authorities under which

are included informing local authorities, program expansion, improvement, changes, kinds of courses, courses of study, teach­ ing problems, supervision of program, cost, teacher selection,

23 student selection, teacher salaries, reporting, evaluating work of local supervisors. (9)

Legislative duties and responsibilities under

which are included, writing needed legislation, getting sponsors for such, working for passage, watching legislation to safe­ guard trade and industrial interests, and making rulings based on legislation and policies. (10)

Public relations under which are included publiciz­

ing programs through press, radio and addresses, contacting agencies, answering criticism, creating good will on the part of lay groups, keeping informed on history of significant movements, cooperative relations with labor, with employers, enforcement of labor legislation and development of standards, apprenticeship education, and cooperation with employment service. (11)

Problems that state supervisors meet under which

are included such problems as political pressure groups, ade­ quate funds, adequate staff, selecting institution for teacher training, getting cooperation of labor in selling program to workers, informing public as to need for program, obtaining progressive city directors, upgrading teachers in service, re­ vising courses of study, obtaining annual local plans, avoiding politics, meeting new conditions, and courses for state super­ visors.

A more detailed idea of the contents can be obtained

by examining the check sheet in Chapter XII. The State Teacher Trainer check sheet includes nineteen items. purpose.

A short introductory statement is made explaining its Directions are given the teacher trainer to check by

2*+ using the appropriate letter the manner of performance he expects in the way of assistance in each of the situations listed.

He was instructed to put R if he expected the state

supervisor or his staff to be responsible for; an A if he ex­ pected advice concerning; and L if he expected the state super­ visor to give leadership; and an 0 if he did not think the super­ visor was concerned.

In addition the teacher trainer was asked

to rate the importance of the activity regardless of what he expected concerning it from the state supervisor. The items covered in the teacher trainer*s check sheet include such activities as curriculum construction, contacts with teacher training institutions, selecting texts, itinerary for in-service training, summer school programs, methods of teaching, clock or credit hours, teacher training centers, bulletin subjects, research in teacher training, teacher train­ ing budgets, trade competency tests, and out-of-state conferences. The detailed items are in the check sheet in Chapter X. The City Director*s check sheet includes twenty-three items. A short introduction is made to the list giving the purpose for this part of the study, namely, to get certain opinions of the city director as to what he expects from the state supervisor.

He was asked to indicate by R if he expects

the state supervisor or his staff to be responsible for giving assistance, indicate by A if the supervisor was expected to advise concerning, by L if the supervisor was expected to pro­ vide leadership in the activity, and by 0 if he did not want the state supervisor to be concerned at all.

25 In addition the city director was asked to rate each activity regardless of his designation of the manner of per­ formance.

The significant points covered were related to such

activities or things as civic advisory committees, publicity, community relations, occupational surveys, support of city director in his relations with local school authorities, courses of study, relations with local school authorities, relations with local school authorities, relations with teacher training in­ stitutions in actions involving student teaching, admission of trainees, adjustment of errors, acquainting teachers with current happenings, demonstration teaching, conducting staff meetings, new legislation, prospective teachers, buildings and equipment, supply salesmen, state and Federal reports, projects, instruction­ al material, professional meetings, and national studies in trade and industrial education.

A more detailed statement is

in the check sheet in Chapter XI. Procedure in sending the questionnaires or check sheets and in obtaining the desired information.

Directories with up-

to-date addresses of state and territorial directors of vocation­ al education, supervisors of trade and industrial education, and teacher trainers of trade and industrial education were obtained from the U. S. Office of Education in Washington.

Letters of

inquiry were sent to each state director, state supervisor and state teacher trainer named except in cases where one person held more than one position.

In such a case, the official was

sent the state supervisor’s request letter and no letter or check sheet was sent to him as holder of the other job except

26 where such was agreed upon. Each supervisor was requested to furnish from his state, names of one city director of vocational education in a city under 10,000 population, one from a city between 10,000 and *+0,000 population, and one from a city over *+0,000 popula­ tion.

City directors thus selected were sent check sheets. After about two weeks the check sheets, with covering

letters, were sent to the same persons who had been sent request letters.

An exception to this was that of one state supervisor

who stated that he did not care to participate.

Later this super

visor was most cooperative, granted a three and one-half hour interview and completed a check sheet. Even in cases where the request letter was not answered or where names were returned with no intimation that the re­ spondent would cooperate, the check sheets were sent. The overall returns from the letters, check sheets, and follow-up requests were substantial and in almost every case usable.

The following is a tabulation of the returns:

States* Directors Supervisors Teacher Trainers City Directors Total

Check Sheets Sent 50* k6 50 32 110 23B

Check Sheets Comnleted ^Z* 35 3h 30 86 lFj?

♦Shown so as to indicate coverage of states.

Per Con Returns ?*f . ti 68 78 7H

27 G.

Procedure For Setting Up Criteria For Evaluation

The evaluation or appraisal method used in this study. Evaluation or appraisal of the duties and responsibilities were taken from two points of views (1) the opinions of experts as to the manner of performance, i.e. whether the supervisor or his staff should be responsible for the activity, should advise concerning it, lead others to perform it, or not be concerned with the activity; (2) the importance or rating of the duty or respon­ sibility on a scale of three qualities: "2" if slightly important, 11311 if of average importance, and "M1 if very important. It was decided that the basic criterion or standard in each case as nearly as possible would be the preferred choice as to manner of performance as recorded by the jurors.

The pre­

ferred choice as to rating in importance was to be the mean of the ratings.

It was further decided that a second criterion

would be the preferred choice of the group of respondents con­ cerned in each case.

A third criterion was based on the respon­

ses of nine selected states. No attempt Is made to appraise any given state's program. Rather, the treatment is an evaluation or appraisal of the broad group of functions of state supervisors of trade and industrial education. In addition, tables were constructed from the data re­ turned, showing comparisons between various groups and the jury.

28 A significant feature included in the findings is the comparison between what various groups expect from the super­ visor and what service he expects to render. Interviewing and obtaining agreement of .jurors to assist. After careful discussion with Dr, Land, and with his approval, it was decided to request certain members of the Trade and Indus­ trial Education Section of the Vocational Education Division, Office of Education, in Washington, to serve as a

jury of ex­

perts in criticizing and appraising the various aspects of the study, in helping to revise the check sheets, and in completing check sheets to be used as standards of comparison.

The names

of the members of the jury, along with a short biography of each, are included in the Appendix,

These men were chosen because of

their outstanding experience in the field of trade and industrial education.

They could bring an unbiased view to the problem

and their interest in the job of state supervision was real and practical because In almost all cases the person in the state working closest to members of the Trade and Industrial Education staff of the Federal government was the state supervisor. Long interviews were held with each member of the jury. Each made criticisms of the study, the questionnaire, and the proposed use for evaluation.

As a result of these conferences,

the final check lists were revised and sent out as stated in a previous paragraph in this chapter. Five jurors completed the state supervisor's check sheet. Four jurors completed the state director's, the state teacher

29

trainer's and city director's check sheets* Obtaining criterion for evaluation based on the res­ ponses from nine selected states.

At the suggestion of the

writer's graduate committee certain members of the jury were asked to select nine states or territories which were consider­ ed to be very progressive In their practice of supervision of trade and industrial education*

The responses of these nine

states are set up In Table No. XVIII, Chapter XII*

Chapter III LITERATURE ON SUPERVISION A*

Historical Development

Supervision in America developed rather early.

In

1709 committees of citizens were appointed "to visit and in­ spect the plant and equipment and examine pupil achievement.” Many years later "inspecting teachers' methods, criticizing and advising him" was mentioned.

The growth of schools ne­

cessitated the obtaining of a responsible official (usually the head teacher) to take over administrative and managerial duties, but supervisory duties were not turned over to a re­ sponsible person for some time.^ The school superintendent appeared, then came the special supervisors.

Today in almost every medium and large

school system in the country there are specially selected persons responsible for this very important function. Provisions for supervision of evening schools for adults dates back to 1835 in Ohio and to l8*+7 In New York and Massachusetts.

i.

2

This has significance in the present

S. Barr,W. H. Burton, L. J. Brueckner, Supervision(New York, D. Appleton-Century Company, chapter 1 (1938). 2W. H. Gaumnitz. Supervision of Education for Out-of-School Youth and Adults as a Function of State Departments of Education. Bulletin No. 6, 19^+0. Monograph No. 12. U . S. Office of Education (191+l) yc>

31 study "because the germination of what has happened about supervision in trade and industrial education may have been in its earliest beginnings. State superintendency came before city superintendency, evolving from different origins, yet the two are close in function and objective.

If we try to accurately determine the

origin of supervision, particularly as practiced on state depart­ ment levels, we must examine more into the functions than into the names of the positions. The reason for the development of state supervision was to manage business and clerical activities rather than the improvement of instruction.

As Federal grants were given, the

obligation grew for the state to supervise.

The character of

supervision gradually changed from major emphasis on finances, records, etc., to a more educational one covering progress, statistics, legislation, and similar concepts. In industrial education, by 1915* California, Indiana, Maine, Pennsylvania, Tennessee, Washington, and Wisconsin had persons whose titles implied supervision over industrial subjects. These were not the kind of specific state supervisors with whose job this study is concerned, as here the problem is the super­ visor brought into being by the enactment of the Smith-Hughes Act of 1917. ^Katherine M. Cook, Supervision of Instruction as a Function of State Departments of Education. Bulletin 19*+0. No. 6. Monograph No. 7, U. S. Office of Education, chapter 1 (19^1). ^Ibid.

L.

So the short historical statement is brought up to date.

In 1917 the Smith-Hughes Act was passed, providing for,

among other things, "teacher-training in trade and industrial education. *' In the development of policies concerned with the execution of the act, teacher-training was presumed to include supervision of trade and industrial education.

State supervisors

of trade and industrial education were set up in every state accepting the conditions of the Act and thus comes into exist­ ence the subject of this study. B*

Philosophical Point of View on Supervision Teaching individually may be good, may have goals, may

strive to accomplish the stated objectives.

Programs of educa­

tion may fill real needs in the areas they are set up to serve. This teaching, these programs, while individually successful, may in the larger view fail of the real purposes of education for the lack of the guiding hand, the driving thought which coordinate and elicit from the endeavors, the best that they have in order that genuine educational products result in the most efficient and effective manner possible. This Is a point of view of educational supervision in general.

As the theme develops, the point of view of super­

vision from a trade and industrial education standpoint will evolve.

Supervision on the state level is the main subject

of the discussion.

33 The development of leadership on the part of teachers seems to have received a lot of emphasis from workers in the field of supervision.

A pertinent statement to this effect

Mr. Van Til emphasized this leadership training phase.

by

"We must

equip young people to respect the worth of the individual, to work together for common purposes, and to apply the methods of intelligence to the difficulties we face in living together, to the controlling of our material environment and to the use of our mounting scientific and mechanical inventions and discoveries, for the welfare of mankind.”

He says further, "Each supervisor

and curriculum worker must make his Judgement as to learning experiences best suited to the social education of students. In determining such learning experiences for a post-war world, the educator must examine three sources of curriculum content which interact and play upon each other: 1.

Our culture, with

particular reference to conflicts, trends, and predictable pro­ blems.

2. The needs, problems, and tensions of the young people

within whom learning is to take place.

3.

A philosophy of

guiding values which determine purposes of learning experiences."^ In their book an Supervision. Barr and others, discussed principles of supervision which in reality are inextricably interwoven into the very fabric of its philosophy.

They write,

"chief sources for principles of supervision will be the demo­ cratic philosophy which is accepted in the United States and the scientific movement in education."

"The ultimate purpose of

^William Van Til, "Leadership Through Supervision," 19U-6 Yearbook of the Association for Supervision and Curriculum Development. N. E. A.

3^

supervision is the promotion of pupil growth and hence even­ tually the improvement of society, cooperatively formulate and carry out an educational policy and plan designed to achieve ultimate goals.

It must supply leadership in securing con­

tinuity and constant readaptation in the educational program over a period of years, from level to level within the system; and from one area of learning experience and content to another."^ In the Eighth Yearbook of the Department o f Superin7 tendence; George D. Strayer points out that the fundamental philosophy of supervision is that supervision is a creative interprise.

"It has for its object the development of a group

of professional workers who attack their problems scientifically, free from the control of tradition and actuated by the spirit of inquiry.

Supervision seeks to provide an environment in which

men and women of high professional ideals may live a vigorous, intelligent, creative life.” Just as in general educational supervision, certain principles have grown, certain points of view have developed, so has this happened in trade and industrial education.

Dr.

J. C. Wright and Charles R. Allen in Supervision of Vocational Education have covered this whole field rather thoroughly.

They

propose, among many other concepts, that the idea that vocation­ al education supervision Is the same as general educational supervision, is erroneous, that the difference exists with regard ^A. S. Barr, W. H. Burton, L. J. Brueckner, Supervision. D. Appleton, second edition, (19^7)• ^Eighth Yearbook of Department of Superintendence. N.E.A. 1201 l6th. St., Washington, D. C. February 1930*

35 to organization, training of teachers, selection and determina­ tion of course content and with regard to setting up standards "by which efficiency of courses in vocational education can be evaluated; that there is a tendency to magnify administrative functions at the expense of supervisory ones that lacks the dig­ nity of administration.

They point out that the concept of

supervision should be from the standpoint of the supervisor as he sees his own responsibilities, from the standpoint of the administrator, and from the standpoint of those served.

They

define supervision as "the improvement of a going program, and the improvement of the program centers almost entirely around the improvement of teaching.”

He is responsible for the im­

provement of all such things as subject matter, organization, discipline, teaching technique and in general all of the eleQ ments or factors that enter into an organized program. C.

State Supervision in General Education

According to Julius Warren, Superintendent of Schools, 9 University City, Missouri there are seven main kinds of ser­ vices state departments of education should provide: trouble shooters, to help in times of distress; research help; experts in curriculum construction, supervision, library service, and adult education; public relations for better information; provisions for raising teaching standards; and coordination •n----------°Wright and Allen, Supervision of Vocational Education.. John Wiley and Sons, New York, (1926) chapter 1. 9Julius Warren, ”How A State Department of Education Can Help Local School Systems,” The School Executive, vol. 66, No.11, p. ¥f, July (19^7)

36 and unification of educational planning of all professional groups in the state. These look like a comprehensive coverage, necessitating a broad and effective program of state administration and super­ vision.

One would suspect difficulties in accomplishing such a

significant program.

Later it will be shown that the state super­

vision of trade and industrial education is just about as broad as is here indicated for desirable general supervision, Rogers10 in his study of elementary school supervision in Louisiana says, "The supervisory program of the Elementary Division of any state should be planned in terms of existing educational problems that can be effectively attacked by the division."

He continues, "We would have the state, through its

supervisors, use its influence and its power to control, where necessary, to see that certain minimum standards relating to plants and equipment are m e t One state superintendent of education makes the import­

ant point that, "local progress increases the need for profession­ al leadership on a state level.

A broad vision of education in

the state as a whole and more careful planning, based upon sound philosophy are necessary.

All supervisory personnel in

Maryland are selected with the following characteristics in minds (1( broad training; (2) broad professional education and experienc M. P. Rogers, A State's Supervision of Its Elementary Schools. Teachers College, Columbia University, New York City, Contri­ butions to Education, No. 679, PP« 103, 105, (1936).

37 (3) specialized training and experience; (*f) personal character­ istics necessary to deal with professional and other leaders."'*"*' A strong argument was made for supervision of general education many years ago by H. F. Harrington, Superintendent of Schools, New Bedford, Massachusetts,

12

"And when we come at

last to the schools in the poorer classes of villages and the sparsely-settled rural districts, which maintain their pitiable existence with virtually no supervision at all, how keenly we appreciate that, meagre as may be their support, miserable their appurtenances, and inexperienced their teachers, if there were only a master-mind to come authoritatively among them, whose sole occupation it should be to counsel, direct and guide them, their slender resources, their squandered energies intelligently directed, their mistakes prevented, their aims clarified, and their condition, from being worse than equivocal, made use­ fully effective and honorable." It is believed that an effective way to conclude this small section of the study is to cite certain points from Cook’s'*' monograph, Supervision of Instruction as a Function of State Departments of Education. Chapter VI, Some Comments and Conclu­ sions.

She says in effect that there is conclusive evidence

that instructional supervision is a well-established function of ^4?. G. Pullen, Jr., "State Aid in Planning Better Programs," The School Executive, vol. 66, No. 11, p. 51• 12h . P. Harrington, "Extent, Methods and Value of Supervision in a System of Schools," N.E.A. Addresses and Proceedings. 1872, p. 2U-6. 13cook, K. M. op. cit.« Chapter VI.

38 state departments throughout the country.

The functions and

objectives are similar even though organizations differ.

Not­

able progress toward equitability in quality of instruction is apparent in those states with state-local plans. nificant progress toward coordination.

There is sig­

The development from

inspectional functions into those more stimulating and super­ visory in character is progress of the right kind.

There is a

trend toward making supervision more democratic which is exem­ plified in state supervision in nearly every state.

Service

"on call” is a growing type of supervision where the state acts as an advisor to assist in the development of programs as the need arises.

Some special supervisory techniques of promise are

teacher*s meetings for discussion of common problems, demon­ stration of good practices and opportunity for working committees to report; cooperative participation of professional organiza­ tions in assigned tasks; conduct of workshops

and laboratories;

preparation of bulletins and handbooks; and individual consul­ tation.

Present limitations are financial.

Beyond question

professional supervision has established itself as an essential service of state departments of education. D.

Supervision in General Prom Standpoint of the Supervised

Because in this problem a check sheet study is made of the point of view of city directors toward supervision in trade and industrial education, it was considered desirable to look at this same problem from the view of general educational supervision.

4

39 It would seem that a sound premise could be stated to the effect that one of the most effective ways to render assist­ ance in supervision would be to find out the significant areas in which the supervised has problems to solve then proceed to render this service, t L.

Henrickson

obtained statements from twenty-seven

industrial arts teachers as to what they expect from a supervisor. He says in effect that personal qualities were more desired than any other, that the supervisor must be able to give criticism in a spirit of helpfulness, impart inspiration, accept responsibility, make and back up decisions, have a sense of humor, be cooperative, be appreciative of others* viewpoints, have good judgement, not play politics, work for good of entire group, be sincere, im­ partial, courteous, tactful, enthusiastic, honest, kind and punctial.

Services expected are as follows:

exchange of ideas, help

teacher with techniques, provide appropriate projects of different levels, visit regularly, select texts, select materials and supplies, and conduct classes. Vernon Replogle, as a result of studying 300 teachers in the middle west, writes that the help teachers want involve, improving methods, utilizing newly discovered principles of group dynamics, locating and using community resources, providing for individual differences in a crowded classroom, handling behavior cases, meeting needs of atypical children, caring for emotionally ^Henrickson, G. C. "The Teacher*s Views on Supervision," Industrial Arts and Vocational Education, v. 38, No. 10, p.h-06-7, December (19^9)•

*fO

maladjusted, enabling teachers to evaluate their own teaching competency, using art and music effectively, using current situations to make more understandable contemporary social real­ ties, making better use of visual aids, and constructing and building teaching units on problems not found in basic text­ books (i.e. the use of leisure time, consumer education, under­ standing one's self and others, United Nations, conservation, and choosing and holding friends).

He says "Our concept of

supervision and democratic leadership must become one and the same.” A clue to positive action may be contained in objections which teachers make to supervision.

A summary of such object-

16

ions is referred to in the Eighth Yearbook of Superintendence.

They are as follows:

of the Department

the supervisors are

theoretical, impractical, emphasized non-essentials, failed to respect older teachers' experience, had less experience and com­ petence than some teachers, and held tiresome meetings. Micheels

17

study, which will be commented on in a later

section reports the results of obtaining 312 replies from 605 industrial arts teachers.

One of his conclusions is that many

activities rated as desirable are not carried out by the person supervising industrial arts. l^Vernon L. Repolgle, "What Help Do Teachers Want," Educational Leadership, vol. VII, No. 7» April 1950, pp. M+5-1+1+9. l^The Department of Superintendence, "The Superintendent Surveys Supervision", Eighth Yearbook, op.cit. p. 128. 17Micheel, W. J., "State Supervision of Industrial Arts Educa­ tion," unpublished Doctor's Dissertation, University of Minne­ sota, June 19^1, abstracted by author in Industrial Arts and Vocational Education. April 19*+2.

hi E.

1.

Some Conclusions From the Study of Literature on Supervision There is comparatively little basic material on

supervision of trade and industrial education when that field is compared to general education. 2.

In general education there are many excellent

articles, books, and pamphlets covering the history and philoso­ phy of supervision both on a state and local level, which may be adapted to the field of vocational industrial education. 3.

Twenty-four years ago, Wright and Allen wrote a

book, Supervision of Vocational Education, which is still a sound coverage of the subject even though it could not foresee the enormous development of trade and industrial education. U-.

There is strong evidence that the help teachers need

is a good point of departure for sound supervision, and that if this applies to general education it should apply to trade and industrial education. 5*

The literature makes much of the guiding-hand of

leadership idea as a concept of supervision. 6.

Though most of the studies cited are on a local level,

they are applicahle on a state level. 7.

Historical points are indicated, however, the

history of the state supervisor of trade and industrial education did not begin until the passage of the Smith-Hughes Act of 1917 •

CHAPTER IV STUDIES ON SUPERVISION A.

The Qualifications

This study to be complete should include the quali­ fications of state supervisors of trade and industrial educa­ tion.

The writer made a complete survey of all State Plans

of the 1937-^-2 period to obtain the qualifications of the state supervisor at that time.

Cecelia Ruth Earhart*^ includes

the 19lf2-1+7 qualifications in her study of certification in the various states and territories.

The writer has also re­

examined all of the State Plans for the 19^7-52 period for qualification's • A composite table of the qualifications over this 15-year period is presented herewith. Some trends to be noted with regard to qualifications of state supervisors in Table I comparing the provisions of three periods for State Plans: 1.

Very few states now set an age limit for super­

visors. ^Earhart. Cecelia Ruth. Requirements for Vocational Teacher Training and Certification in Trades and Industries in the Various States and Territories. The Kansas State Teachers College, Bulletin, Pittsburg, Kansas, 19^6. p. *KL. b2

4-3 TABLE I

n. c,. nawan

Puerto Rico

30

25

3

3a

—

~ —

... ..

X X X X X X X X X

b X X

X X X X

b X X

b

X

X X

X X X X X

X X X X X X X X

X

x

X X

X X X X X X X X X (2 )(2 ) X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

X

X

X X X

X

X

x2 X

MMMMM

X b

3 3 2a 4- 4- 43a 3a 44- 4- 4t7-4- 7- 4- 7-42a 2a 3 X 2a 2a 6 6 6 3 3 3a 25 3 3 3 1 3 3a 3

3 51 5la

7— —

Engr. BS or High or AB Degree School Tech. PI P2 p3 pi p2 p; P1 P2 p3

61

30

— ■-

M

3 2a 3 3 4- 3a 5 5 3 2b 3 3 3 5 5 5 3 3 3 3a 3a 3 3 3 3 3 3 3 5a 5a 3 30 30 30 3 3 3a 3a 3 3a 3a 3a 3a 24- 2b 2b 5a 5a 5a 5 5 3. 3 6-4- 6-43 3a 3a 3 3 3 8 8-4- 3 2b 5 5 45-3 5-2 3a 3 3 3 5 5a 3 3a 3a 3a 3a 7-4- 3a 28 20 3 3a 3 3 3 3+w 4* 4* 44- b 4> 9 3-91 3 3 3 30 30 5 5 5 3 3 3 25 25 3 3 3

M M 30 30 30

. . . ---- ------------- _—

X X

X

X

X X X

X

X X

X

X

MMMM

Alabama Arizona Arkansas California Colorado Connecticut De lav/are Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming

Trade Experi­ ence Years P1 p2 p2

..

M

Age Pi P2 P3

-----

MM

--------------------- -----

X X

X X

X

X

x

*».r

TABLE I, Continued

Teach”. " ~ SuperMS or Prof. Experivisory MA Clock ence Experience Other Degree Hours_______Years_____ Years___________ _ Pn P 0 pn p^ p^ p., p~ pp p p P-1 , 2 P„ ± 2 P1 2 2 1 1 2 3 3 3 3 X

I o

X

1 n-i

Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida x Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire x New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming D. C. Hawaii Puerto Rico

360 55-0 55+0 55-0 55+0 225+

270 9+0 600 600 720 55-0 55+0 576 5-50 5-50 25-0 X

X

9+0 9+o 55-0 9+o 9+0 X X X

X

X X

X X

wo 9+o 9+o 9+o 55-0

9+0 9+o 9+o 360 9+o 9+o 9+o 9+o 9+o 9+o 576

180

9+0 32b 9+0 9+0 9+0 9+0 J+32 65-8 9+0 I 16 9+0 9+0 360 55+0 9+o 55-1-0 9+0 55-0 360 9+o 55-o 55-0 5V 0 316 576 576

300 300 300 X

X X X

X

3259+o 55-0 55-0 55-0 9+o 65+8 576

325- 576 55-0 9+0 55-0 55-0 55-0 9+o

9+0

5-82 65-8 200 80

55-0 55-0 55-0 55-0 9+o ikb 288 108

xe

55+0 9+0 X

9+o 9+o 9+o 9+0 9+0 9+0 9+o 9+0

xb 300 300 270 5+32 X X

J ° 9+0 55+0 9+0 S f0 55+0 9+0 9+0

2 2

3 3 2 5

2 2

2

2 3 p 2 5

p 2 3 3 p

5 3 2 c r + 2 P 2 5 5

2 2

5 3 5 3 2 3 3 3 3 5 5 5 5 5 5 3 3 2 2 ,3 5- 5+ 5 5 3 p 3 2 2 2 2 2 3 p 3 3 2 2 3-5 3-5 2 2 2 2 2 2 p 3 2 2 2 2 5 5 2 2 2 2 2 2 3 3 3 p 3 2 2 2 2 2 2 2 5 5 3 2 53 0 p p

2

5 3 5 5 5 p 2.K 5 l 5 0> J O C~ 2 P

2 5

2

3 2 3 2 2 2 53 3 2 2 5+ 2 3 p p

3

3 0

3

5 5 3 p p 3 p 3 p 3 p 3 3 3 3 5 0 5 3 3 3 p

3 3

3 3 0>

p p 3 3 3 p 3 *3 5 2 2

p p

3 3 3 2

(3) 2/5 ■\ 3 n p 3 5 5 .'I 5+ 5+ 3 3 P n J O) 3 P n) 3 J j J -p 0 •5 2 2 2 2 " -3 J p 3 3 3 ft i > 1-31-3 0 3 3 3 3 5 5 p 3 3 3 3 3 1 3 3 3 3 3 It 3 3 3 3 3 3 2 # 3 3 3 3 3 3 p 2 2 2 1 2 3 3 3 2 2 2 1 3 3 n 3/5 3 2 3 2 3 3 p 3 3 3 3 3

LC LC LC S

LC C

C

L L L L

L L C

C G

L

L HC

S

LC L

N

L

LC LCG L G

L C S

C S

LR LC

LC

SL

**5 CODE FOR TABLE I /

- Beyond the learning period.

*

- Plus four years supervision In industry.

#

- Substituted for teaching year for year,

a

- Beyond apprenticeship period.

b

- Preferably.

B

- Education acceptable to appointing authorities.

C

- Contact or cooperation with industry,

e

- Equivalent.

G

- General education. Background to understand relativity between T and I and general education and with business and industry.

H

- Good Health

K

- Plus one year counselingexperience.

L

- Leader

M

- Mature age.

N

- Demonstrated abilityassupervisor.

Px

- Plan for 1937-^2.

Pp

- Plan for 19^-2-7 (Datafor 19**2-^t7 period obtained from study)

P3

- Plan for 191+7-?2.

R

- Research ability.

S

- Special trade andindustrial education, credentials or certificate.

t

- In trade

w

- Weeks

(2) - Two years beyond high school. (3) - Three years of five years teaching must be in supervision.

CODE FOE TABLE I, Continued

3/5

- Three of five.

Right-hand number under "trade experience" means years of apprenticeship.

b? 2.

While some states have increased the years of

trade experience required, some have reduced this require­ ment. 3*

The number of years of trade experience ranges

from two to nine. b.

At least five states, during the first period,

required high school graduation; none require it now, probably due to the requirement of college graduation. 5.

Seven states waived college graduation or its

equivalent during the first period and eight waived it for the second period.

All states required graduation during the

third period. 6.

While only two states required the Master*s

degree during the first period and six required it for the second period, seventeen states now require the degree. 7.

While the State Plans, during the first and second

periods required definite clock hours of professional instruct­ ion, during the third period, many states discontinued this, probably preferring to have the advanced degree or its equiva­ lent. 8.

Of those continuing to require clock hours of

professional training, seven had reduced the requirement and five have increased it. 9.

Twelve states increased the teaching experience

required; only two decreased this requirement. 10.

About ten states changed the requirement on sup

vision downward, while only two increased this requirement.

If8 11*

A few states require such factors as "leadership,”

"contact with business or industry," "special certification," "background to understand relationship between trade and industrial education and general education and with business and industry." 12.

Many states require that the college, graduate,

or professional education, include such courses as: Philosophy of Vocational Education; Administration and Supervision of Trade and Industrial; Job Analysis; Methods of Training Trade and Industrial Education Teachers; Course Building; Principles and Objectives of Vocational Education; and Educational Psy­ chology.

(This is not shown in the table).

TABLE I-A

*+9

COURSES OP STUDY REQUIRED FOR STATE SUPERVISORS5 1.

Counseling or Vocational Guidance

M a s s .,Utah, N. J.

2.

Individual Analysis

Wis.,Mass.

3*

Philosophy of Education

N.C.,N.J.,Ala., S.D.,Conn., Arlz.,Vt • .Kan. , Ga.,S.C.,Iowa, Md •jHe •»Va », R.I.,Okla.,Wash., Wyo.,Mo..Tenn., Nev. ,Mont.

if.

Supervision and Administration of Vocational Education

N.C.yN.D.,Iowa , S.D.,Md.,Vt., K a n • ,Va.,Ga.^ S.C.,N.J.,Conn.,

\tyo.,R «I. ,Ky•, Miss.,Mo.,Tenn., Ariz.,Okla.,P.R., Ala.,Wash.,N.M., Mont.

5.

Job Analysis

N.C. ,Arlz. ,Iowa, S.D. ,Md. ,Nev. ,Va. Ga.,Utah, Ala., Okla.,Wash.,wyo., V t .,Tenn.,S .C ., Hawa 11 ,Kan.,Mis s • N.D. ,Neb.,P .R ., Ky.,Tex.

6.

Course of Study Building

N.C.,Arlz.,Md., M e .,Okla.,V a ., Utah, Ala. ,Minn., Iowa .Wash. , Hawaii,S.C.,Neb., Nev. ,Kan. ,R.I. , P.R. ,Ky. .Miss., Mo.,Ga.,Texas

7.

Methods of Training Trade Teachers

M d . ,Me., V/yo • , V t .,Va. ,Minn. , Ala.,Hawaii, Nev.,Kan.,S.C., N.M. ,P.R. ,Ky., Miss.,Tenn.,Ga., Texas,Mont.

*From State Plans of the 51 states and territories and districts.

50 8*

Introduction to Vocational Education

Utah,Texas,Mass.

9*

Principles and Objectives of Vocational Education

Utah,N.J•,Minn., R •I.,Me•,Texas.

10.

Observation and/or Directed Teaching

Utah,California

11.

Educational Psychology-

Ariz.,Md.,Wyo., Neb.,Tenn.,Ga., Utah.

12.

Audio-Visual Aids

Utah, Texas

13*

Related Instruction

Utah,Md. ,tyyo. ,Neb.

lV.

Industrial, Labor, and Public Relations

Utah,Conn.,N.J., R.I.

15.

Personnel Management

Utah,N .J .

16•

Part-Time Education

Utah

17.

History of Industrial Education

Utah, S.C.

18.

Educational Tests and Measurements

Utah

19*

Diversified Occupation Programs

Utah,Kan. ,P.R.

20.

Conference Leading

Utah,S.D.,Mont.

21.

Evening School Programs

Utah

22.

Apprentice Training

Utah

23.

Planning and Equipping Industrial Education Bldgs.

Utah

21*.

Survey Methods

Miss.

25*

Industrial Economics

N. J .,R* I. ,Mass.

26.

School Laws

Conn.

27.

Public School Finance

Utah

28.

Organization and Development of Vt. T and I Programs

29. 30.

Sociology Shop and Classroom Organiza­ tion and Management

Mass. Texas

B.

Local Supervision of Trade and Industrial Education

A report, now in the process of preparation, a pre­ liminary summary of which was available to the writer, should be of significant help in the field of local supervision and thus of great value to the state supervisor of trade and indus­ trial education*

The study is being sponsored by the National

Association of State Supervisors of Trade and Industrial Educa­ tion, the National Association of Industrial Teacher Trainers and the Vocational Division, U. S* Office of Education.

Mr.

A. B. Wrigley, State Supervisor of Trade and Industrial Educa­ tion, Trenton, New Jersey (Chairman), Dr. S. Lewis Land, Direc­ tor of Vocational Teacher Education, The Pennsylvania State College, and Mr. W. Penn Loomis, Specialist for Teacher Train­ ing, Trade and Industrial Education Service, Vocational Division U. S. Office of Education, make up the main committee respon­ sible for directing the study.

The purpose of the study is to

identify all functions in administration and supervision, the particular types of responsibilities, the official responsible for these functions

in a local trade and industrial education

program, and the nature of the responsibilities in a local trade and industrial education program. The functions are as follows: ization of the program.

Administration: 1.

Organ

Such things as, objectives and evalua­

tion policies, planning, integration with total program per­ sonnel relations, selection and employment of personnel, pro­ cedures and personnel training are included.

52 2.

Operation of training program.

Such things as, staff

problems, facilities, fiscal matters, public relations, records and reports, student selection and guidance, training needs and programs, and school shop and class management are in­ cluded.

Supervision:

1.

Preparation of teachers.

Such

items as, objectives and organization, recruitment and select­ ion of candidates, teacher instruction and testing are includ­ ed.

2.

Pre-service improvement of instruction.

Such items

as, teacher induction, individual instructional evaluation and improvement, instructional equipment and supplies, group in­ structional evaluation and improvement, course content and in­ structional materials, instructional methods, and the improve­ ment of supervision are included.

Procedure: Analysis forms

were sent to state supervisors and state teacher trainers, who in turn were to have state directors and city directors fill in the forms in addition to their own. were desired.

A minimum of ^00 returns

Seventy forms were returned from twenty-one

states and the District of Columbia. Conclusions: Local directors recognize that supervisory functions are important as well as administratives ones which had received the greater consideration; directors may delegate some of their minor administrative functions to other staff members thus freeing themselves for important supervisory func­ tions; the role of the state official is that of guiding, stimula­ ting and assisting local directors in carrying out administrative and supervisory duties; the training of business managers,

53 custodians, and secretaries should include basic objectives of the program and a thorough grounding in human relationships; there is need for definition of lines of authority in local staff of vocational education; there should be close cooper­ ation between administrative personnel on state and local level in the recruiting of teachers; there should be clear-cut meth­ ods of inducting new teachers; locating and developing in­ structional material should be better organized; functional activities of local director and his staff are not adequately recognized; there are misconceptions as to the activities of advisory groups; and the state supervisor and state teachertrainer need to maintain close relationship concerning pre­ paration and in-service improvement of teachers. Some of their recommentations are in brief as follows: that the study be continued until a procedure manual is devel­ oped; that it be published by the U. S. Office of Education; that the report be made the basis for discussion, and action in each state in order to improve administrative and super­ visory practice; and that the substance of the report be used to develop handbooks on state and local supervision to improve supervisory practice.

2

---------------

Analysis and Functions Performed in Operating a Local Program of Industrial Education. Committee of National Association of State Supervisors, Trade and Industrial Education, National Association of Industrial Teacher Trainers and U. S. Office of Education. Mimeographed Summary, 19^6.

51* Comment is unnecessary on the above study, as the con­ clusions speak for themselves.

Other studies have been made

of local supervision, but none have approached the comprehen­ siveness of the one cited above. Erickson made a study of a cross-sectional view of the duties and responsibilities of seventy-five supervisors. Himelick studied thirty-eight directors, supervisors, and coor­ dinators as to their practice and preference in performing a L. comprehensive list of duties. Illingsworth, C. W. describes the administrative and supervisory duties in Wisconsin schools of vocational and adult education, including apprenticeship, coordination, circuit riding, rehabilitation work, the teacher and his Job, and the range of the system. It was impracticable to obtain either of the three above cited studies.

They are mentioned here because they

are probably a source of material for local supervisory studies.

^Erickson, Alfred C., "Duties and Responsibilities of Local Supervisors of Vocational Trade and Industrial Education,” M.Ed. Thesis, Colorado A and M College, 19^1* Annotated in AVA Studies in Education. ^Hiinelick, Alfred A., "The Duties af a Director-Supervisor, and Coordinator of Industrial Education in the State of Indiana," M.i Thesis, The Stout Institute, 19^7> Annotated in AVA Studies in Education. 5niingsworth, C.W., "Vocational and Adult Education in Wisconsin Administration and Supervision", Master’s Thesis, The Stout Institute, 19^0, Annotated in AVA Studies in Industrial Educatio]

55 C.

State Supervision of Industrial Arts

In the absence of studies in the state supervision of trade and industrial education, and because of its close kinship with industrial arts, the study of Dr. Micheels^* is here commented upon.

He made a study of the state supervision

of industrial arts education in the United States.

His pur­

poses were to determine basic policies for a successful pro­ gram of state supervision of industrial arts, develop and evaluate procedures necessary for successful administration of the pro­ gram to determine the extent procedures are used by supervisors who visit industrial arts programs, discover the extent teach­ ers have noted carrying out supervisory procedures, indicate fruitful changes and further investigations, survey the pre­ paration of present supervisors who visit industrial arts teachers, establish qualifications, and present opinions on state supervision of state supervisors and general educators throughout the country.

He set up broad principles of super­

vision based on replies from chief state school officers and the opinions of numerous cooperators as follows:

(1) there

should be true leadership rather than domination in industrial arts supervision; (2) state supervision should formulate broad intellectual policies; (3) state supervision is primarily con­ cerned with the improvement of instruction and teacher-pupil relationship; (b) research should be carried out; (5) state ^Micheel, W. J., "State Supervision of Industrial Arts Educa­ tion.w unpublished Doctor1s Dissertation, University of Minnesota, June 19*fl, abstracted by author in Industrial Arts and Vocational Education. April 19*+2.

56 supervision should provide personal, professional and general service for more effective teaching in industrial arts; (6) state supervision should purposefully and intelligently pro­ mote the cause of industrial arts. In his procedure he sent his questionnaire to a jury of educators throughout the country, to state supervisors, and to 605 industrial arts teachers from whom he obtained 312 replies He interpreted his findings as follows: (1) there is a definite need for an industrial arts supervisor and for supervision; (2 ) the state supervisor of trade and industrial education Is too busy to adequately care for this need; (3) the present training and experience of the one responsible does not make for effective supervision; (U-) the state supervisor of trade and industrial education would welcome and cooperate with a supervisor of industrial arts; (5) many activities rated desirable are not carried out; and (6) standardization of qualifications is needed. Even though Micheel*s ^ study was concerned with industrial arts, the..parallelism with trade and industrial education is apparent. have wide applicability.

^Micheel, W. J., Ibid.

The methods used In making the study

56 E.

Evaluation Procedures

In recent years much emphasis has been placed on studies ofthe evaluation of programs, courses of struction and similar educational endeavors.

study, in­

Following the

lead of general education, those responsible for industrial education have attempted evaluation procedures.

This has

taken the form of the development of evaluation criteria or instruments and of the using of such instruments in appraising programs, supervised.

while some few have been from the standpoint of the Some few have been based on objective measure­

ments of outcomes, but these studies have been very scarce and the cases covered were of necessity limited.

So far as

the writer knows, there are no evaluation studies

of the super­

vision of trade and industrial education by the carefully equated group measurement of outcomes method. As has been stated before, although Pawelek

8

In his

study was not studying supervision, he did use an evaluation method, based on a large group of respondents in responsible teacher training positions for his jury.

Micheel

9

used a check

list which was based on expert opinion of outstanding educators, the chief state school officers and those supervised, for his appraisals.

^Pawelek, Stanley J., op.clt. ^Micheel, w. J., op.cit.

51 One of the most comprehensive instruments for the evaluation of programs in trade and industrial education is the one developed by Dr. S. Lewis Land's committee as a follow-up of the report made by the Committee on Evaluation Procedures in Trade and Industrial Education in the Worth Atlantic States Region at the Regional Conference in New York on April 26, 19^9 which contained a suggested "pattern for evaluative criteria for vocational schools and classes."10

In brief the instrument

is to be used as a guide by an evaluation staff which may in­ clude the chief of trade and industrial education in the state, a vocational industrial teacher trainer, two assistant state supervisors of trade and industrial education, a school super­ intendent from a comparable school, two local directors of voca­ tional education from comparable districts to that of the school being evaluated, a high school principal from a comparable situa tion, a shop teacher, a related subjects teacher, and an indus­ trial arts teacher.

The size of the staff should be based on

the size of the school being evaluated. The school district is notified of the evaluation and requested that certain arrangements be made.

The evaluation

staff is organized and begins to hold conferences among them­ selves and with the school district officials.

Complete check

lists are included in the instrument to be filled in by the ^Report of Committee on Evaluation Procedures in Trade and Industrial Education, North Atlantic Trade and Industrial Education Regional Conference: An Instrument for Evaluating the Effectiveness of Vocational Industrial Education Programs* Vocational Division, U.S. Office of Education, Mimeographed Summary, 1950*

58 evaluating staff.

Each practice Is to be checked (1) if not

acceptable; (2) if acceptable; (3) if outstanding; and (**) if it does not apply to the situation. E.

Conclusions From Some of the Studies Examined in the Present Report

1.

There is no marked change either way in trade

experience, teaching experience, or supervisory experience so far as qualifications for the supervisors position is concerned. 2.

Age limitations, high school requirements, and pro­

fessional study in clock hours have tended to decrease. 3*

Formal degrees, both of bachelors and masters, tend

to be required more extensively. b.

The movement toward detailed evaluation of programs,

jobs, courses, etc. is gaining momentum, but no move seems to be toward controlled experimentation in measuring the effect­ iveness of supervision. 5.

The “Jury of Experts" is a widely used device for

setting up evaluative criteria to be used in appraising jobs or programs.

However, there does seem to be a good deal of

laxity in what a jury should consist of. 6.

There seems to be more studies on industrial arts

supervision than on trade and industrial education supervision. The study by Micheel1*1’ is considered by the writer to be an excellent one and very usable both in the findings and for im­ plications for further study. ■^Micheel, W. J., on.cit.

59 7«

The detailed "instrument for the evaluation of

industrial education programs set up in the North Atlantic Region seems to he a very detailed device which should render effective help, but one is led to doubt if many programs can be evaluated with it at reasonable cost in time and money. 8.

In spite of the cost of such an evaluation pro

cedure, it is believed that the detailed analysis invoivdd and the ratings, even if only read by the one being evaluated, would have a great deal of value.

CHAPTER V SOME GENERAL PHASES OF STATE SUPERVISION OF TRADE AND INDUSTRIAL EDUCATION A.

The Legal Basis for the Job of State Super­ visor of Trade and Industrial Education

When a state accepts Federal monies for vocational education that state must carry out the conditions of a con­ tract between the state and the Federal government called a State Plan.

The one guiding principle of the vocational

education acts which cannot be emphasized too much is that the vocational education must be under public supervision and 1 control. In carrying out the provisions of the Plan, the State Board for Vocational Education, through its staff must •'maintain state programs of administration, supervision, and p teacher training.” Understandably then, the states set up members of their staff to supervise trade said industrial educa­ tion.

In a little over a year after the passage of the Smith-

Hughes Act, every state had a state supervisor of trade and industrial education either part or full time. An additional legal basis for supervision is that a state, in order to participate in funds for vocational education

^United States Office of Education. Administration of Vocational« p. 3, Vocational Education Bulletin No. 1, Washington, D. C. Government Printing Office, 19^8. 2 Ibid. p. 6. 60

61 must accept through Its legislative authority the provisions of the acts which include the requirements for supervision.

A

typical statement in a State Plan summarizing such action by a state is as follows: ”1. The State of North Dakota*s acceptance act was approved March if, 1919 and is identified in sections 1V71B1 to 1U-71B6 of the Supplement to the 1913 Compiled Laws of North Dakota.(Also 15-2001, NDRC, 19^3). "2. No subsequent acts, court decisions, executive orders, or Attorney Generals' opinions have in any way modified or affected the original Accept­ ance Act. M3« The North Dakota State Board for Vocational Education hereby accepts the responsibility of keeping the United States Commissioner of Education informed of any legal changes that may affect the State Vocational Education program."3 B.

The Legislative Background and Justification for State Supervision of Trade and Industrial Education After extensive hearings in Congress on the need for

legislation for the promotion of vocational education through Federal aid to the states, Public, No. 3*+7 - Sixty-Fourth Congress, was approved February 23, 1917*

This came as a cul­

mination of efforts by the National Society for the Study of Industrial Education to get some Federal aid for vocational education.

It could also be considered a culmination of the

long efforts by industrial arts leaders to render outstanding service to the cause of education, even though industrial arts ^Federal Board for Vocational Education Bulletin No.l, Statement of Policies. Revised May 1922, Washington, D. C., U. S. Government Printing Office.

62 has not received any Federal monies directly in aid.

The

real driving power thus started has come to be a major force in our whole educational system, showering blessings on general education and in particular on that special form of general education, industrial arts. The anomoly of this case is that the Smith-Hughes Act made no provisions for the supervision of trade and industrial education.

The old Federal Board for Vocational Education

ruled early that teacher training monies could be used for supervision.

In the states and territories this has been done

to the extent that all have state supervisors of trade and indus­ trial education.

The rulings on this have been so thoroughly

carried out that each state, in accepting provisions of the act, must provide for supervision of trade and industrial education. This they have done by passing legislation to that effect as was quoted earlier from the North Dakota State Plan. Federal legislative acts on vocational education are briefly as follows: "1.

The Smith-Hughes Act approved February 23» 1917 (Public, No. 31+7> 6*fth. Cont.). This is the basic act since it contains many provisions which have been made to apply to later acts. The act provides annual appropriations for distribution to the States for the promotion of vocational education in agriculture, trades and industry, and home economics, and for the training of teachers for those fields. This act is still in effect.

^Federal Board for Vocational Education Bulletin No. 1, Statement of Policies. Revised May 1922, Washington, D.C., U. S. Government Printing Office.

63 ”2.

An act extending the provisions of the SmithHughes Act to Hawaii approved March 10. 192*4(Public, No. 35, 68th. Cong.). The act author­ ized an annual appropriation to be used for the same purposes and under the same conditions as the funds appropriated by the Smith-Hughes Act for use in the States. This act is still in effect.

113•

The George-Reed Act approved February 5, 1929 (Public, No. 702, 70th. Cong.). This act author­ ized appropriations of additional funds for use by the states and territories for vocational agriculture and home economics. In general, the conditions of the Smith-Hughes Act applied to work done under this act. An act extending the provisions of the SmithHughes Act and any supplementary acts to Puerto Rico approved March 35 1931 (Public, No. 791, 71st Cong.). The act authorized an annual appropriation to be used for the same purposes and under the same conditions as the funds pro­ vided by the Smith-Hughes Act for use in the States. This act is still in effect.

w5.

The George-Ellzey Act approved May 21, 193*+ (Public, No. 2M-5, 73d Cong.). This act replaced the George-Reed Act and authorized, for a period of 3 years, appropriations to the States and Territories for vocational education in agricul­ ture, home economics, and trades and industry, to be expended under the general provisions of the Smith-Hughes Act.

”6 .

The George-Desn Act approved June 8 , 1936 (Public, No. 673, 7* and 21, did the Jury and the majority of state supervisors disagree completely.

The Jurors believed that the

state supervisors should advise or lead others to direct essen­ tial industrial education research, whereas the state super­ visors believed that they should be responsible concerning such research.

Even in this activity 29 per cent of the 3b super­

visors responding believed they should be responsible against 38 per cent who believed they should advise.

As to the im­

portance of these 2b items, 16 items were considered very im­ portant, seven of average importance, and only one slightly important. The state supervisors disagreed with the Jurors in

121 in eight cases.

Further analysis shows that the preferred

choices ranged from a low percentage of 37 to a high of 82. In order to analyze this on a statistical basis, an example of the significance of differences between proportions is shown in another part of the study.

In item 19 "cooperation with state

placement in developing standards," 51 per cent of the respond­ ing state supervisors believed they should "not he concerned with," while the Jury believed they "should be responsible for." In item 21, "works with education directors in any program of such nature as the CCC or possible reinstitution of such a program", 37 per cent of the responding state super­ visors believed they should "give advice," whereas the Jury be­ lieved they should "be responsible for."

Again it is interest­

ing to note that of the supervisors responding, 33 per cent voted "to advise" and 27 per cent voted that they should "not be concerned with" at all. 2•

Inspectional Duties and Responsibilitiess

The

preferred choices of state supervisors on the six inspectional items were five "responsible for," and one "not concerned with." There were only two disagreements with the Jury. In item 25, "checks adequacy of plant facilities in school systems," 60 per cent of the supervisors believed they should "be responsible for," while the Jury thought the super­ visors should furnish leadership.

In item 26, "checks quali­

fications and recommends for certification" all trade and indus­ trial teachers, 88 per cent of those responding indicated

122 responsibility while the Jury again believed they should only give leadership.

In item 20, "supervises or inspects private

trade and industrial schools" in the state, both Jury and super­ visors agreed that the supervisors should "not be concerned with This is in spite of the fact that some states specifically set this responsibility up in their plans.

In fact, b2 of the re­

sponding supervisors indicated some type of responsibility.

As

to the importance of the inspectional duties, all were indicated by the state supervisors as "very important" except the activity 30, concerning private schools which they rated as "slightly important." "important."

The Jury indicated that all except item 29 were This item on "the review and evaluation of reports

was rated as "of average imDortance." 3.

Financial Duties and Responsibilities: Of the nine

items (31-39 inclusive) the supervisors indicated that they should "be resoonsible for" in all except one activity.

On

this activity, 38, "determines and presents in statistical form," they indicated they should have no responsiblity.

On

this item, the Jury believed the supervisors should furnish leadership. cases.

In the nine items, the Jury disagreed in four

In items 3*+> concerning reviewing travel expenses, 36*

concerning compiling vocational teacher salaries, 38, mentioned above, and 39 > concerning inventories, the Jury believed the supervisors should furnish leadership. The supervisors gave an importance of b to all items except 38, concerning compiling industrial arts teachers

123 salaries, to which they gave a 2, and item 39, concerning inventories, to which they gave a 3»

The Jury gave 5 of the

items a rating of U-, and 1+ of them a rating of 3* ^• Education:

Relations With State Director of Vocational There were 21 items (U-0-50 including sub-headings)

concerning relations with state directors of vocational educa­ tion.

Of these all were voted R*f by the responding supervisors

except item M+-D, concerning the conferring with the state direct or on teacher tenure.

The supervisors voted 03 on this item,

thus indicating that they were not concerned with it and that it was of average importance.

The Jury differed from the super­

visors on this item, thinking the supervisors should advise or lead concerning it.

In one other differing opinion in this

group, the Jury thought the supervisor should not be concerned with conferring with state directors on legal matters whereas the supervisors thought they should be responsible.

In rating

the importance of these items the Jury rated 13 of them, *+, (very important) and the other 7, of average importance. This relationship with state supervisors will be treated more fully in a later chapter of the report in discuss­ ing what the state director expects of the state supervisor. 5.

Teacher-Training Duties and Responsibilities: A

striking thing about the job of state supervisor of trade and industrial education is the importance of the teacher-training function of his job.

This is largely brought about by the

basic provisions of the Smith-Hughes Act covering the using of

12b teacher-training fluids for the payment of salaries of super­ visors, but only for teacher-training activities.

In addi­

tion, as has been stated before, the basic act did not pro­ vide reimbursement for supervision.

Thus there evolved the

necessity for state supervisors to do teacher training whether they had teacher trainers attached to their staff or not. In the teacher training activities of the state super­ visor's job (items 51-61 inclusive) the responding supervisors showed they were responsible for all items except two.

With

these items 60, teaches courses by correspondence, and 61, teaches in college during school year, they with the Jury, be­ lieved they had no concern. Jury disagree.

In only two of these cases did the

In item 52, concerning developing teacher train­

ing policies, the Jury thought they should advise, and in item 55> giving in-service training to trade and industrial teachers, the Jury believed they should furnish leadership.

In rating

the importance of the various teacher training items, the state supervisor rated 7 items,

2 items, 3> and 2 items, 2,

Sixty

and 61, which they indicated they should not be concerned with, they rated only slightly imoortant.

The Jury rated 7 items, h,

2 items, 3, and 2 items, 2, but they differed in these import­ ance ratings from the supervisors in item 56, teaching in summer school, which the Jury rated 3, against the supervisors* h, and in 59, concerning attending conventions of county school superintendents, etc. which the Jury rated b against the supervisors' 3»

It should be noted in items 60, teaches courses

by correspondence, and 61, teaches in college during school

I 125 year, the supervisors voted overwhelmingly 93 per cent and 82 per cent respectively against being concerned with at all. 6.

Duties and Responsibilities With Respect to

Trade and Industrial Education Teacherst

In the duties with

respect to trade and industrial education teachers, there are l*f items (62-75 inclusive).

The supervisors voted that they

were responsible for 10 of these, led others to do one, ad­ vised concerning 2, and were not concerned with one. differed with the Jury in only 2 cases.

They

In item 70, concern­

ing selecting text or reference material, the supervisors indi­ cated they should be responsible, while the Jury said they should only lead others.

In item 7*+, develops placement ser­

vice for teachers, the supervisors believed they should not be concerned with, while the Jury thought the supervisors should be responsible.

On this item 70, the responding supervisors

voted 20 per cent R, 27 per cent A, 13 per cent L, and only *4-0 per cent 0.

This shows the irregularity of the plurality

voting used in this study. In rating the importance of the items concerned with trade and industrial teachers, the supervisors rated 9 items as very important, and 5 items slightly important, and 5 items as of average important.

The Jury rated 5 items very important,

and 9 items as of average importance.

The Jury and the super­

visors disagreed on item 63, concerning policies; 65, require­ ments for certification; 73, concerning studies of factors mak­ ing successful teachers; and 7^, developing placement service

126 for teachers.

On all of these items the Jury voted average

importance against the supervisors vote of very important. 7.

Relations With Industrial Education Students:

In

the h items relating to the students, the supervisors voted R on two of them and L on two.

The Jury inversely voted R on two

and L on two for a full disagreement.

In items 76, contacting

students to determine attitudes and interest, and 77, making studies of students concerning placement, promotion, wages, etc., the supervisors voted "responsible for" against the Jury's vote of "leads others to do."

In items 78, studies of drop-outs,

and 79, studies of relationship between training and employ­ ment, the supervisors voted "leads others to do,"against the Jury's "responsible for."

In rating the items, there was com­

plete agreement between the Jury and the supervisors.

Item 76

was voted average; the others were voted very important 8.

Relations With Local School Authorities:

There are

17 items of relationship with local school authorities (80-87 including sub-headings).

Of these, the supervisors voted that

they should be responsible for 15 items, and should advise concerning two.

The Jury thought the supervisor should be res­

ponsible on 1*+ items and indicated dual responsibility on 8*f-H, gives advice to local school authorities on selection of stu­ dents, voting AL.

On 8U-I, salaries of teachers, they voted RA,

and on 8*4— J, proper reporting of classes, etc., they voted AL. Sixteen of these activities were rated very important by supervisors, while one, 83, concerning keeping local author­ ities informed about state program in general, received the

127 rating of average importance.

The Jury rated 8 items very

important and 9 as of average Importance.

The Jury differed with

the supervisors in rating the importance of 8 of the items. 9«

Legislative Duties and Responsibilities:

items cover the legislative duties (88 —91+- inclusive).

Seven The res­

ponding supervisors thought that they should be responsible on 6 items and should give advice on item 89, concerning writing needed legislation.

The Jury voted R on 6 of them, and A on

item 9^, concerning making rulings based on legislation and pol­ icies.

Thus are seen disagreements on these items of 89 and 9^» The supervisors rated all 7 items as very important,

while the Jury rated 6 as very important and the item covering watching Federal legislation which nay affect industrial educa­ tion as of average importance. 10.

Public Relations Duties and Responsibilities:

Seventeen items are concerned with public relations (95-111 in­ clusive).

The supervisors voted that on all of these they

should be responsible for.

The Jury agreed except in the case

of item 109, concerning cooperating with Federal and state depart ments of labor in the enforcement of labor legislation and the development of standards which the Jury voted that the super­ visors should give advice concerning.

On items 101, develops

cooperative relations with labor in passage of legislation, and 106, sets up training program in cooperation with employ­ ment to fill need of employers for trained personnel, the Jury indicated that supervisors should both be responsible and give advice concerning.

128 The supervisors indicated that all 17 items were very important while the Jury thought 11 items very important and 6 of them of average importance.

In these 6 there was

disagreement between the supervisors and the Jury. 11.

Problems That State Supervisors Meet: In the st

certain problems were included which did not particularly seem to fit into any of the categories in the form of duties or res­ ponsibilities.

These problems had been formulated as a result of

conferences with leaders in the field of industrial education and seemed to have significance so far as the job of state super­ visor of trade and industrial education was concerned.

It is

noteworthy that on each of the problems (112-127) a majority of the state supervisors had encountered it and/or felt that they should assume responsibility for it in his job. curred in all except two instances.

The Jury con­

On problem 118, encouraging

or promoting the securing of a progressive group of city direct­ ors, the Jury felt they should furnish leadership.

On problem

127> determining the subjects of instruction which should be offered by colleges of most value to the state supervisor, the Jury felt that the supervisor should give advice or leadership. B.

1.

Additional Duties and Responsibilities Including Some Ratings Listed By State Supervisors Are as Follows Holds position as State Director for Vocational

Education and State Supervisor of Trade and Industrial Education. 2.

Suggests needed legislation.

3.

Addresses many groups.

129 *+.

Interviews and recommend personnel for employ­

ment; advises and cooperates with teacher personnel director on professional growth and certification requirements for trade and industrial education personnel,

R-*f

5.

Selection of teachers

R4

6,

Selection of supervisory personnel

R

7.

Directs teacher training

If

8.

Promotion of the program

R

9.

Classification of teachers for salaries

R

• • 0 H H H

Organize summer sessions at University

L

12.

Selects courses for summer sessions

L

13.

Acts as member of state director*s

R

Increases in salaries

executive committee composed of all state supervisors 1U-.

Recommends approval of new s chool to

state director 15-

Checks local reimbursement requests for

state and Federal vocational aid 16,

Purchases all equipment items

17*

Plans and approves construction of all

buildings of vocational schools, 18,

R-*+

Prepares annual descriptive and statistical

report for the U. S. Office of Education

R-3

130 C*

Comments On The Study Received From The State Supervisors

Sure glad you shortened this list.

This office stands ready to help you in any way with your study.

I would be pleased to cooperate with you on your study and will be glad to complete the check sheet regarding the duties and responsibilities of a State Supervisor, When you have it ready, I will be happy to receive it.

I realize that you have been interested in making this analysis with emphasis on the duties which the state supervisor performs in accordance with the state plan for trade and indus­ trial education in the respective states. However, as you no doubt realize, considerable time is devoted by many state super­ visors to: responsibilities as a member of a state department of education, responsibilities and duties as a member of the educational profession. These areas of responsibility may be somewhat remote from the purpose of your survey, but I believe as supplementary activities they should be included in a partial analysis of the specific duties named. I have not added any of these duties to the questionnaire which you submitted al­ though a fair proportion of my responsibility in lies in these two fields in addition to those which your study covers*

I will be glad to fill out one of the questionnaires for you, provided it does not take too much time in searching through our office files for information.

I am not sure that I have properly interpreted your coding, and I felt a little inadequate in rating the relative importance of each responsibility. As you will note by my response, most of the items are the responsibility of chief state supervisor although of necessity much of the work must be delegated. In some instances where there is not a direct responsibility, we work very closely with other personnel in the Department of Public Instruction on a cooperative or con­ sultant basis. In a state with a single state supervisor, he might do all of the items indicated, which raises a question as to the validity or value of the information which you will ob­ tain*

131 I realize that there is considerable difference in the importance or value of some functions over others, and since you have asked for my suggestions, I will feel free in making these comments. An importance rating could be signi­ ficant from the standpoint of the student, the efficient oper­ ation of a local school program, the carrying out of adminis­ trative responsibilities of the state office, or from the stand­ point of the accepted functions of the State Department of Education. Some things such as Federal reports or enrollemnt data from local schools is an absolute requirement but probably of far less significance than some of the consultant service which we provide. For these reasons I am not sure whether my ratings were given very objectively. In my original letter I did not mean to be critical of anyone trying to carry on a project which will, no doubt, have some value at least to you. I am, however, critical of the evident duplication of effort in conducting research work, particularly through the questionnaire technique. Frankly, we are bothered to death with this sort of request, and most of the questionnaires are so poorly constructed that results will have little if any value, but I trust that you will find my responses of some assistance, and that you will be tolerant of my point of view.

Frankly, you expect a lot from us supervisors at this time of year, and were it not for the fact that I would do most anything for you, I believe that the material would be assigned to File W. B. (Waste Basket). As it is, we are trying to keep up with all that is going on, including getting new instructors, budgets, etc., and I simply havent had time to go into your theses too carefully.

If the check sheet and inquiries that you plan to send to State Supervisors are reasonably short and do not require voluminous checking and writing, I will be glad to assist you. If it is another one of these large questionnaires that requires almost as much work as a thesis to answer, I shall regretfully decline and trust that you will be able to understand my position in the matter.

In my opinion many of these items could not be evaluated as proposed.

132 I shall he happy personally to Indicate the duties and responsibilities of my present position and the thought occurred to me that if you were not planning to submit a check sheet to the State Director of Vocational Education in addition to City Directors that it might be a reasonable part of your plan to do this in a few states. I would not think it advisable to request every State Director of vocational education to answer a check sheet which you prepare but a few states might be selected. In addition, the Assistant State Supervisors should have an opportunity to comment on what they expect of the State Supervisor in view of the fact that the State Supervisor’s duties include coor­ dination and some direction of the activities of his assist­ ants, and on the receiving end there would be an excellent position to comment on what they consider to be the State Supervisor's activities.

133 TABLE III

Per j No. Cent 1 2 3

h

5 6

7

8 9 10 11 12 13 lb 15

16 17 18 19 20 21 22 23

30 33 35 35 36 36 33 38 33 37 37 37 36 36 35 36 3^ 35 29

32 30 3^ 29

R R R R R R R R R R R RAL RL RL R R R R 0 R A R R

R R R R RL R RL RL R R RL L L L R R AL R R R R R R

23 27 25 21 22 15 17 23 23 19 17 10 10 11 21 18 10 18 5 18 10

33 16

77 82 72 60 61 b2

52 61 70

?2 1+6 27 28 30 60 50 29 51 17 56 33 97 53

Per No. Cent 1 0 ,5 lf 3 7 6 5 5 9 11 10 9 10 7 6 13 7 6 8 11 0 8

0

0 l^f 11 8 19 18 13 2b

30 27 29 20 17 38 20 21 25 37 0 28

Per No. Cent 1 1 b

8 11 13 6 10 3 9 9 10 10 11 6 5 6 7 3 1 1 1 1

3 3 11 23 31 36 18 26 .9 2b 2b

27 28 30

Not Concerndj

i To Do

Leads Others

Concerning

Advise

For

|Responsible

. . . . . . _

I

r

1

State Supervisor's Preference j Jury's | Preference

Item No.*

Total Responses

J

NUMBER AND PERCENTAGES OP STATE SUPERVISORS' RESPONSES AS TO THE MANNER OF PERFORMANCE OF THEIR ACTIVITIES, WITH JURY'S PREFERENCE

+3 s Per No. Cent 5 5 1 2 0 1 If 0 2 0 0 7 7

Ilf 18 20 11 3 3 3 3

3 7 5. 3 15 5 8 0 if

0 21 9

2 0 0

X?

17 15 3 6 0 3 12 0 6 0 0 19 19

11 1 19 15

9 16

27 0 Ilf

Inspectional Duties and Responsibilities: 2b

25 26

32 38 3b

R R R

R L L

29 25 30

91 60 88

1 5 1

3 13 3

0 8 3

6 0 0

Item Number refers to same number on state supervisors' check sheet on page R, A. L, 0, respectively means Responsible For, Advises Con­ cerning. Leads Others To Do, and Not Concerned wTth. Where double letters are used this means there were ties in the number of votes of greatest preference.

13^ TABLE III, Continued to

D CD CO O C o O CO d C D CO •H CD d CD CO d d d > 1 —1 o -CP . D dCD»PCD cd p t o cd P CD d CD -P o CD -p d d 3 d L, t-a Oh EH id co CO P d

Item No.

CD

bO

3*+ 37 36 33

R R R 0

R RL R 0

d d d

•rH

CO

£ o p . CO CD PS

C CD O

28 21 29 3

o

I

82

57

81

9

CD O d o

d

Per No. Cent

27 28 29 30

to d CD . -d P O CO 'd cd CD Pi

Per No. Cent

1 6 3 6

3 16 8 18

"»Co D~ d

d

CD O og

o

Q O Eh

-p

o

Per No. Cent

rd

-p •H

Per No. Cent

If 10 3 5

12 27 8 15

1 0 1 19

3 0 3 58

2 1 2 3

6 3 6 9 11 23 9 10 26

1 1 7 3 3 2 3 20 5

3 :3 21 9 9 7 9 65 15

Financial Dutie s and Resoonsihilitie s :

31 32 33 3^ 35 36 37 38 39

3*+ 33 33 33 35 30 32 31 3^

R

R R R R R R 0 R

R R R L R

29 29 20 25 26

L

18

7b 60

R L L

25 7 16

78 22 ^7

85 88 61 76

2 2 If 2 2 3 1 1 if

6 6 12 6 6 10 3 3 12

b 7

3 3 9

Relations with State Director of Vocational Education:

^f0 • *fl b2 bk

MfA MfB bbc

lfl+D IfU-E bbF bbQ

bbn bbi bbj

b5 b6 b7 b8 b9

50

32 32 31 31 3^ 31 31 r 29 31 31 31 30 31 31 30 30 30 31 30 29

R R R R R R R 0 R R R R R R R R R R R R

R R R R R R R AL R R R 0 RA R R R R R R R

31 31 31 29 26 2b

23 8 23 22 23 16

21 21 26 25 17 28 30 29

93 97 100 9*+ 77 78 75 28 75 71 75 53 68 68 86 83 57 90 100 88

1 0 0 l 8 7 6 5 6 9 6 11 10 8 2 3 1 2 0 3

0 o

3 23 22 19 17 19 29 19 37 32 26 7 10 8 7 0 9

0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 1 0 0 0

0 0 0 0 0 0 3 3 3 0 0 0 0 0 0 0 3 0 0 0

0 1 0 1 0 0 1 15 1

0 2 3 0 2 2 2 11 1 0 1

0 3 0 3 0 0 3 52 3 0 6 10 0 6 7 7 37 3 0 3

135

Per No. Cent

Rot Concerned

____ 1

.

_

j To Do

Leads Others

*P H

i

Concerning

Advise

Responsible

State Supervisor’s 1Preference Jury's Preference

J0£

Total Responses

1 I

Item No.

I j i

TABLE III, Continued

jPer Per Per No. ICent No. [Cent No. Ceni

Teacher-Training Duties and Responsibilities: 51 52 5,3

5b55 56 57

58 59

60

61

33 31 32 3b37 32 31 31 32 30 31

R R R R R R R R R 0 0

R A R

R L RA

R R R 0 0

29 28 2b19 22 15 23 22 19 0 2

88 90 7b56 60

b-7 7b71 60 0 6

3 1 b6 2 2 1 b2 0 2

9 o 13 18 5 6 3 3.3 6 0 6

0 0 b9 12 • 3 bbo. 2 2

0 0 13 26

P2 9 13 13 9 7 6

1 2 0 0 1 12 3 1 8 28 25

3 7 0 0 3 38 10 3 25 93 82

Duties and Responsibilities with respect to Trade and Industrial Education Teachers:

62 ^3 6 b65 66 67 68 69 70 71 72 73 7b75

33 35 33 33 32 3b33 39 38 35 37 3b30 3b-

R R R R R L R R R A A R 0 R

R R R RA R L R R L AL AL R R R

25 27 21 26

17 6 21 20 17 12 12 15 5 22

76 77 6 b79 53 18

6bP i+15

3bP?

bit20 65

3 9 6 7 9 p 6 8 lb13 10 8 6

9 9 27 18 22 26 9 15 21 b-o 35 29 27 17

3 h

3 0 2 11 7 12 11 3 5 6 bb-

9 11 9 0 6 32 21 31 29 9 lb18

13 12

2 1 0 1 6 8 2 1 2 6 7 3 12 2

6 3 0 3 19 2b6 3 5 17 19 %9 b-0 6

9 7 6 5

27 20 17 15

Relations with Industrial Education Students:

76 77 78 79

3b35 3b3b-

R R L L

L L R R

10 11 8 10

29 31 2b29

7 7 8 8

8 21 20 10 2b- 12 2b- 11

23 29 35 32

136

Not Concerned 1 1

To Do

Leads Others

Concerning

Advise

For

Responsible

--

W A

State Supervisor's Preference Jury's Preference

II

Item Ho.

Total Responses

1

TABLE III, Continued

Per No. Cent

Per No. Cent

Per No. Cent

Per No. Cent

Relations With Local School Authorities: 80 81 82

83 8 bk

35+b 81+C 85+D 8hE 85+F 85+G 8>+H 85+1 85+J 85 86 87

3*+ 36 36 35 5+1 36 37 35 36 36 36 37 37 36 3*+ 39 38

R R R R R R R R R R R A A R R R R

R R R R R R R R R R R al

RA AL R R R

29 26 28 28 27

21 23 25 23 23 17 12 11 22 19 30 26

0

85 72

5+

78 80

2

66 58 62 71 60 65+ 5+7 32 30 61 55 77 69

3 8 8 8 0,1 9 6 11 13 15 6 6 1 2

0 11 6

9 19 22 22 9 25+ 17 31 5+1 17 18 :3 5

5 6

5 3 6 7 6 7 5 7 8 11 7 8 5 8 8

0 0 1 1

0 0

0 0 0 0 1 0 0 1 Lj. 0 5+ 0 2

0 0 0 0 3 0 0 3 10 0 12 0 5

3 29

3 3 0

1 10 8 7 5+ 3 3

25+ 11 9 19

1 1 1 0

3 3 3 0

15 17 13 9 15 20 16 20 13 19 22 30 19 22 l1^ 20 21

3

2

Legislative Duties and Responsibilities: 88 89 90 91 92 93 95+

30 3*+ 31 35 35 3^ 32

R A R R R R R

R RL R R R R A

16 8 12 16 25+ 21 16

55+ 25+ 39 5+6 68 62

50

12 13 6 7 6 9 13

5+0 38 19 20 17 26 5+1

1 3 5 5 1 1 0

3 9 16 lh

26 20

12 9 9

Public Relations Duties and Responsibilities: 95 96 97 98

37 36 32 36

R R R R

R R R R

25+ 28 23 23

65 78 72 6b

■3 3 5 6

8 8 16

17

9 5+ 3 7

137

O

Per No. Cent 99 100 101 102 103 10*f 105 106

107 108

109 110 111

35 35 35 33 35 35 35 37 33 32 3>+ 36 38

R R R R R R R R R R R R R

R R RA R R R R RA R R A R R

27 28 2b 25

23 27 26

20 22 2b

19 30 18

77 85 68 76 66 76 7b 9+

67 75 56 83 1+8

Per No. Cent 5 3 7 5

b

3 l 10 5 6 10 2 7

lb 9 20

15 11 9 3 27 15 19 29 6 18

Not Concerned With 1

fH

To Do

W CD

Ph

Leads Others

p k 9b 81+ 3 76 5 6 79 53 11

19 2i+ 20 13 15 11 30 l^f 16 8 9 12 8 15 18 32

1 5 0 0 5 b b

l 6 9 6 2 3 3 1 2

138 TABLE IV

b b b 3 3 hi+ i+ b h3 3 2 3 if b b b b b 2 b

3 34h hh3 hh-

No • 1 0 1 1 2 2 6 2 1 1 1 3 7 6 0 3 2 h3 8 3 2 2 0 1 h3 1 8 1

Per No . Cent 28 5 0 0 5 23 7 35 8 38 10 50 12 63 32 7 2b 5 i+ 19 22 7 10 !+5 10 *+-3 7 33 21 b 8 bb 6 31 lb 3 11 b7 9 6 29 20 b 10 53 6 3*+ h19 0 0 h17 23 5 bO 8 28 6 1 5

Important

Per Cent 6 0 b 5 9 10 32 9 5 5 5 lb 30 29 0 17 11 18 20 17 38 15 10 11 0 5 17 13 5 39 5

Very

Importance

Slightly

Jury's Preference (1) hhi+ if 3 b 3 b b hb 3 3 3 hh3 hh3 3 h-

Average

lb 15 16 17 18 19 20 21 22 23 2b 25 26 27 28 29 30 31

18 19 22 20 21 20 19 22 21 21 22 22 23 21 19 18 19 22 20 19 21 20 19 18 21 20 2b 22 20 21 22

Cl) hhhhh3 ,3

Important

1 2 3 b 5 6 7 8 9 10 11 12

State Supervisor1! Preference

Item No.*

Total Responses

NUMBER AND PERCENTAGE OF RESPONSES ON IMPORTANCE OF ACTIVITIES AS RATED BY STATE SUPERVISORS

Per No. Cent 12 66 19 100 16 73 12 60 11 8 11 1 5 59 13 71 15 16 76 lb 63 bl 9 6 27 8 38 79 15 7 39 11 58 68 15 5 25 36 7 7 33 65 13 7 37 10 55 81 17 19 95 16 66 6b lb 11 55 7 33 20 90

*Item Number refers to same number on State Supervis< check sheet on page (1) The numbers 2,3, or b in this column refer respective­ ly to ratings slightly important, average importance, and very important.

on

co

aSajaAV

q.ireq.Jodnr[ ^TWSTIS

+ OJ-OCM CM1T*HHOHHO\ONCM mOOrONCO CNvOOOCO INvO CM\0 m Jr H UMN O HICNO HHCM CMJr CMCMJ- H rOCM CMH CM roj- cOJ- cOrOrOCM rOrOCM CMH H H H H 0OCMj- CMJ-lfNCM H CM

* 0 rOCM^CNj-COlCNj- OCMvOJ-J-nDUnNCC) tNCOvOvO INttNvQU\J-\C\fOfOfOCM rOCNlCMNlfNOO Q'J rOlrs UNO OMAHONvOCJOOOOOHOlAOlAOvOHOONHHJ-NOOOOOU>OvOlAWHCOlfMM H H H tfsrO rOH CMH H H CMCMCM H H nOIcnH

• 0 H C M H CMCMOCNO O O O CMCMO ^CM H O H CM O rOCOrOrOH O O O O H O H H CMCMrOH CM HH 53

aouejajaJd SiiCjrif

H

J J- ro^- roj- romj- j-j- jr J- J- m m j j - j j j j c n m m m m j - J- J J- J- J m j -

eouajajajd S|JosiAjadng a^g

H

JJ-JrJrJ-J-

sasuodsay r^oj;

Item No.*

TABLE

IV,

Continued

aouBq.j:odi[Q;

H O NUACNOOINOO O O O rOmir\CNlr\0 H CMCMJ- roO NvQ roj-COJr CMvO rOO H O H O On 000Ott\CsJ-\O H CM00 NC'-C'-NOvOvO rOlPvUMNvD InlNj" Inj- NOOCO0000\0 rOH rOln

• 0 INN CMICNOMD rO\0 CN+U\lnCM CMCMINCMHJ- H O cOCn-nO CNCO cOttNvDUVsO C0\0 OJ- CNlNCMvO O HHHHHHH HHHHHH HHHHHHH H H s HHHH H Per Cent

JiJidA

|Per | (Cent

q.u’ B^.Jodng;

Per Cent

H

CMroj-J J - J

J- Jr J c n j r j - j - j - j j - j j j - j j - j j - j - j - j - j j - j

roj- cmcmJ. rorocM CMJ

HHHOOrO\OCMOOOOOOOOHOOOOOCOvO,t,4-[NtNCOOINOHHINO[NOO O O IN cmcmcmcmhcmhcmhcmhhcmhhcmcmcmcmhhhhhhhhhhhhcmcmhcmhhhcmh

37 means this per cent gave the preferred choice of "advise concerning."

In columns

8, 9, and 10, the U-, l1*, and 50 respectively mean that of the 1*+ state supervisors who rated the activity, 50 per cent of

161 them rated it as ^f, meaning "very important.”

Under columns

11, 12, and 13, this should be read: of the 22 state directors responding, *+1 per cent of them believe the activity should have the rating of 3> meaning "of average importance."

162 TABLE V I I

DIFFERENCES AND SIMILARITIES OF RESPONSES FROM STATE SUPERVISORS AND STATE DIRECTORS CONCERNING MANNER OF PERFORMANCE AND RATING OF CERTAIN ACTIVITIES IN COMMON, BY NUMBER AND PERCENTAGE OF PREFERRED CHOICE

1 2 3 b5A 5B 5c

R R R R R R R R R R R R R R R R R R R R R R 0 A R R A R R R R

3b32 32 3b31 31 31 31 30 30 30 35 32 30 35 36 36 38 35 33 37 37 33 3b31 32 30 37 32 31 3b-

88 97 97

A ,35 5b bRA l+o (90) bR 3b- 76 1+ R 33 7b 1+ 85 78 A 3b- 65 bb A 33 61 75 1+ A 33 70 71 5D 1+ A 76 75 33 5E 6 b bA 33 53 6 86 1+ R 31 7b 1+ A P2 7 37 P7 8 b-6 bA 35 55 7b R 3b- Obb9 10 bR 35 51 77 72 11 *+ R 32 82 12 61 1+ R 32 78 b-2 1+ R 37 5blb61 bR 36 58 60 bR 37 57 15 b16 70 R 3b- 79 bR 38 66 52 17 18 bR 33 79 57 58 0 33 1+6 2 19 20 bR 39 36 38 21 R 37 59 71 3 22 R 56 36 39 3 RL 3b (70) 2 23 37 b2bR 39 b-9 65 bR 36 b-7 91 25 100 b 26 A 38 68 bR 33 85 27 53 0 33 b-9 28 bR R 33 73 31 9b29 bR 3b- 62 30 R 33 88 bR 3? 55 R 35 66 31 b5b R R 32 3 b 56 37 bb 9 32 R R 35 . 31 33 ^Composite list of activities are on

20 19 20 22 19 21 20 20

95 89 70 90 63 60

bbbbbb3 b1+ 3 3 bbbbb3 bbbbb2

27 27

26 27 25

26 28 55 70 27 18 61 28 16 b-b26 lb50 22 80 29 15 8b19 25 18 66 25 22 27 73 21 26 53 20 b-0 27 22 59 27 28 19 79 21 26 71 2b21 76 22 6b26 21 22 39 28 58 p 19 b-7 17 27 26 19 b-7 3 21 28 38 3 8b- b19 27 18 27 5.5 3 79 b27 19 22 72 b25 b2b19 79 b25 8b- 3 27 19 26 69 b19 b 26 63 19 2b50 b20 check sheets on

Percentage

Number of Responses

Rating

Percentage

Number of Responses

W

O t Co D f CH DO •a£ t po 3 CD

Evaluation of Activities State State Supervisor Director 8 10 11 12 9 13 Rating

and 8) failed to get some

votes on "leads others to do", even though this manner of per­ formance did not receive any majorities or pluralities of pre­ ferred choices.

187 7*

The voting of “not concerned with” was rather

heavy even though in only 3 cases was this the preferred choice and in only 2 of these cases was the decision by major­ ity.

Every item except one. received some "not concerned with11

votes. 8.

In 7 of the 19 cases, there was complete agreement

in preferred choice between teacher trainers and the Jury. 7 cases there was complete disagreement.

m

In 5 cases there was

partial agreement. 9.

In 6 cases there was a tie vote in the preferred

choices of the Jury. 10.


+3 23 13 18 16 13 17

Very i Important

Importance

Average

Important

Slightly

State Super­ visor's Preference

Item Number

Total Responses City Direct­ ors Prefer­ ence Jury Preference

j

Number and Percentage of City Directors (Population Under 10,000) Responses Showing Their Ratings of the Assistance Expected From the State Supervisor

Per No* Cent

Per No. Cent

if 2 11 3 7 5 8 5 7 8 10 7 7 5 9 9 7 10 9 10 3 8 6

6 13 11

22 10 50 13 3*+

lb

30 38

13 6 3 6 11 10

b2 b6

b b

30 21 37 39 33 ^5 39

13 17 11 10 5 7 11 8 17 12 13

2b

36 28

b6

13 35 26

33 65 50 61 61 29 lb

33 if8 b8 16

27 57 71 if6 Mf 2*f ,3? b8

36 71 52 57

199 TABLE XV

1 2 3 b 5 6 7 8 9 10 11 12 13 1*+ 15 16 17

18

19 20 21 22 23

25 28 26 22 31 31 32 2b 30 28 25 18 26 29 30 29 23 28 30 30 28 29 30

b b b b b b b b b

>+ *+ *+ b

*+ *+ b 3 b b b b b b

i+ *+

b

3 3

3

*+ 3 3

*+ h3 3 b 3 3 3 b 3 3 b b 3 b 3

*+ *+ i+ — —

*+ *+ 3

1+ *+ *+ 1+ if —

b b *+ 1+ if i+

3 3 3 b 2 2 5 8

*+ 3 6 2 2 1 3 2 9 5 5 2 b 2 b

12 11 12 18 6 6 16 33 13 11 2*+ 11 8 b 10 7 39 18 17 7 1*+ 7 13

7 7 5 3 9 13 3.3

6

8 8 9 b 3 3 7 9 9 9 11 10 3 8 8

28 25 19 1*+ 29 b2 *+1 25 27

29 36 22 12 10 23 31 39 32 37 33 11 27 28

Important

jj

Per No. Cent

Very

Importance

j

Per No. Cent

Average

!Slightly 1 Important

[

!State Super-1 visor’s Preference !

City Direct­ ors Prefer­ ence |Jury Preference

Item Number

Total Responses

i

Number and Percentage of City Directors (Population Between 10,000, and *+0,000) Responses Showing Their Ratings of the Assistance Expected Prom the State Supervisor

Per No. Cent 15

18 18 15 20 16 1*+ 10 18 17 10 12 21 25 20

60 6b 69 68 65 52 b3 b2 60 60 *+0 67

80

5 1*+

86 67 62 22 50

l*f

1+6

21 19

60 75 66 60

18

18

18

200 TABLE XVI

1 2 3 b 5 6 7 8 9 10 11 12 13 lb 15 16 1? 18 19 20 21 22 23

20 22 19 21 20 19 15 20 20 21 20 15 22 22 21 22 21 19 21 22 22 22 20

b 3 if b b 2 2 b If 2 3 if if 3 3 2 3 3 3 if 3 if

if if 3 3 if 3 3 if if 3 3 if 3 3 3 if 3 3 if b 3 if 3

if if 3 if if if if 3 -

if if if if i+ — if if if if if if

Per No. Cent

No.

8 6 2 1 1 3 9 9 3 2 10 2 1 2 2 3 11 3 5 3 if if 3

3 9 8 6 9 ,5 if 5 6 9 6 8 9 3 10 11 10 8 10 12 6 10 7

9 7 9 lb 10 11 2 6 11 10 If 5 12 17 9 8 0 8 6 7 12 8 10

bo 27 11 5 5 16

60

b5 15 9 50 13 5 9 10 lb 52 16 2if l*f 18 18 15

i

£ Per No. Cent

Important

Very

O

Average

+> c! cd +> U

Importance

j

| Slightly

City Direct­ ors Prefer­ ence Jury ! Preference j i State Super-j visor’s j Preference ! i

Item Number

Total Responses

Number and Percentage of City Directors (Population Above *+0,000) Responses Showing Their Ratings of the Assistance Expected From the State Supervisor

?-5 bl b2 29 b5 26 27

25

3° b3 30 5b ifl lif b? 5° If8 If2 1+8 5b 28 1+6 35

Per Cent h-5 32 b7 66 50 58 13 30 PI 1+8 20 2? 5b 77 b3 36 0 1+2 28 5b 36 50

201 TABLE XVII B. Comparison of City Directors Responses With Those of the State Supervisor and of the Jury

o * +

16.

17. 18.

R-3

19.

R-3

20.

R-3

21.

R-if

R-3

22.

23.

state guidance

Works with education directors in any program of such nature as the CCC or a possible reinstitution of such a program.

A2,R3,R3

Attends regional and other confer­ ences called by the U.S. Office of Education.

Rif,Rif,R^f

Cooperates withdirector of civil­ ian rehabilitation.

R3,R*f,R3

215 TABLE XVIII, Continued Final Hating R-*t

Preferred Choices 2b,

Reviews state programs and problems with representatives of the U. S. Office of Education.

R*+,R3,R*+

Inspectional Duties and Responsibilities: L-^L-^

R-h R-b R-b

0-3

25. 26.

Checks adequacy of plant facilities in school systems.

R1f,L1f,Rl+

Checks qualifications and recommends for certification all trade and industrial teachers.

RV,lAt-,Rlf

27. Checks adequacy of trade and indus­ trial education requirement. 28. 29.

30.

R^jRj+jR^f

Reviews and evaluates local schools’ curriculums and courses of study.

R^R^R^

Reviews and evaluates preliminary and final reports from school districts.

Rb,R3,Rb

Supervises or inspects private trade and industrial schools in the state.

02,0^,03

Financial Duties and Responsibilities: R~b

R-b R-*f

L-3

R-^

31.

Sets up standards and prepares budgets for trade and industrial education based on various needs in the state.

RM-,RU-,Rl+

32.

Helps to determine basis of reim­ bursement.

R^RhjR1*

33«

Certifies to state treasurer or departmental finance officer the money each district is to receive.

R^R^R^

Checks or reviews travel expendi­ tures of persons traveling at state expense under trade and industrial education funds.

R»+,L3,R3

Reviews expenditures shown in financial reports from school districts.

R^jR^jR^f

3b,

35.

216 Final Rating L-3

R-4

L-2

L-3

TABLE XVIII, Continued 36.

37-

38.

39*

Preferred Choices

Compiles records showing salaries paid vocational trade and Industrial teachers and directors.

R*+,L3,L3

Approves for payment salaries paid to teachers from local, state, and Federal funds.

Rif , Rif , R*+

Determines and presents in statis­ tical form salaries paid to indus­ trial arts teachers and directors.

02,L3,02

Sees that proper inventories of materials and supplies of super­ visor's office are made.

R3,L3,RL3

Relations with State Director of Vocational E d u c a tio n : R-lf

R-lf R-b R-b

IfO.

*4-1. b2. *+3*

Submits data for, writes or revises trade and industrial education section of State Plan for state director

Rif,Rif,Rif

Submits budgets for state directors' approval.

Rif,Rif,Rif

Submits new policies for state directors' approval.

Rif,Rif,Rif

Recommends rulings concerning trade and industrial education.

Rif,Rif,Rif

Mf.

R-lf R-lf R-lf

AL-3 R-lf R-lf

R-b 0-b R-b R-b R-b

Confers with state director on any matter where the judgement or appro­ val of the state director is desired, such as, a. Organized labor. b. Employers. c. Certification of teachers. d. Teacher tenure. e . Re imbur semen t . f. Relations with other state depart­ ments. g. Financial matters. h. Legal matters. i. Publicity. j. Legislation.

b$.

Represents state director when asked to do so.

Rif,Rif,Rif Rlf,Rlf,Rlf Rlf,R3,R*+

03jAL3,03

Rif,Rif,Rif ‘ Rif,Rif,Rif Rif , C)lf , 0 — If Rif , RA.lf, Rif Rif,Rif,Rif

Rif,R3 >R1*

217 TABLE XVIII, Continued Final Rating R-J+ R-*+

R-3 R-Jf

R-b

Preferred Choices lf6. by. M3. If9«

50.

Attends meetings as representative of state director.

Rlf,R3,Rj+

Prepares certain parts of state director’s addresses and reports.

RW,R3,Rl+

Makes talks at request of state director.

Rif,R3,R3

Makes annual and other reports on trade and industrial education to state director.

Rif,R3,Rif

Recommends personnel for super­ visor’s staff.

Rlf,Rlf,Rlf

Teacher-Training Duties and Responsibilities

R-if A-Jf

R-lf

R-lf

51* 52.

53. 5V.

Reviews qualifications as a basis for employment of teacher trainers.

Rlf,Rif,Rif

Cooperates with state teachertrainer in developing policies and practices in teacher-education that will meet needs of state.

r *+,a ^,r!+

Helps to develop in-service teachertraining.

Rlf,Rlf,Rlf

Helps to develop leadership training in industry.

Rlf,Rlf,lJf

R-lf

55•

Gives in-service training to trade and industrial teachers.

R^jlAt-jR^

R-lf

56.

Teaches in summer schools.

Rlf,AR3,Rlf

R-lf

57*

Conducts short intensive training conferences.

Rif,Rif,Rif

R-3

58.

Participates in teacher meetings.

R3,R3,R3

R-lf

59•

Attends conventions of county school superintendents, custodians, etc.

R3,Rl^,Rl as co nd co as as as n) o* H as Q, cs 3 f> f l p < O 3 as 2 O tS *H CO Cs to (> H P E -i(3

§

Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania

I p C«£| HEfi Pi EH CO 53 P

53 CO CO eh

O EH

X X X

X X X

X

x

X X X

X

X

X

X

X X

X X X

X X X X

X X

X

X X

p

PI p O CO CO P

O u

228

States

Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming

No Special Supervisor General Supervision Vocational Education Division T and I Supervisor INDUSTRIAL ARTS SUPER­ VISOR OR CONSULTANT

*TABLE XIX, Continued

X

X X

X X X X X

X X X X X

X X X X

X

#Ih an interview on September 8, 1950 with Mr. Sidney High, Vice-President of the North Carolina Industrial Arts Asso­ ciation, it was determined that two assistant state super­ visors of trade and industrial education were really the persons responsible for industrial artssupervision in North Carolina at the present time. *Ludington, John R., State Department of Education Personnel Responsible for the Supervision of Industrial Arts. Leaflets, U. S. Office of Education, Washington, D. C., 19^9, Revised July 17, 1950.

229 Discussion of Table XIX: The information for this table was obtained from John R. Ludington, State Department of Education Personnel Responsible for the Supervision of Industrial Arts. March 19*+9 (Revised July 17, 1950) U. S. Office of Education, Washington 25, D. C. k- pp.

Free*

As it was the writer's purpose to show responsibility for industrial arts under the state supervisor of trade and industrial education, the general education categories were placed together.

In each case where the statement was made that

there was an industrial arts supervisor, this was indicated re­ gardless of whether it was under general or vocational education. When no designation as to whether the function came under trade and industrial education even though it was in the vocational education division, this was shown. *

B.

Some Observations Concerning Table XIX 1.

Only ten states have an industrial arts

2.

Thirteen states have industrial arts

supervisor.

supervision under the state supervisor of trade and industrial education. 3.

Seven additional supervisors are under the

division of vocational education, six states of which do not make it clear whether the responsibility is with the state super­ visor of trade and industrial education or not. V.

The jurisdiction of industrial arts supervision

is not clearly indicated in many cases.

The tendency is to

avoid setting up clear-cut responsibility.

CHAPTER XIV STATE DEPARTMENTS OP EDUCATION SHOWING THE PLACE OF TRADE AND INDUSTRIAL EDUCATION SUPERVISORY ORGANIZATIONS IN PATTERNS* Chart I State Board for Vocational Education Chief State School Officer Vocational Education Division Trade and Industrial Education Supervision Alabama Arizona Arkansas Connecticut Delaware Georgia Idaho Illinois Indiana Iowa

Kentucky Louisiana Wyoming Massachusetts Michigan Minnesota Mississippi Missouri Montana Maryland

Maine New Hampshire New Jersey Nevada North Carolina Tennessee Virginia Ohio Oregon Rhode Island

South Dakota South Carolina Vermont Washington West Virginia New Mexico

*These patterns adapted from The Structure of State Departments of Education. Misc. No. 10, Federal Security Agency, U. S. Office of Education, Washington, D. C. 19*+9> PP* 23-79«

230

231

CHART II

State Board for Vocational Education

Executive Officer

Vocational Education Division

Trade and Industrial Education Supervision

North Dakota Nebraska

Wisconsin Oklahoma

Colorado Texas

CHART III

State Board for Vocational Education

Chief State School Officer (Director of Vocational Education)

Division of Instruction

Trade and Industrial Education Supervision

Florida Pennsylvania Kansas

CHART IV

State Board for Vocational Education

Chief State School Officer

Vocational Education Division

Trade and Industrial Education Supervision

New York California

CHART V

State Board for Vocational Education

Chief State School Officer

Trade and IndustrialEducation Supervision

235 A.

Some Observations on the Organizational Patterns Set Up In Charts I - V

1.

All state control of trade and industrial

education originates in the state board for vocational educat­ ion and proceeds by various channels to the state supervisory organization. 2.

Chart Number I represents the organizational

set-up of thirty-six states and in addition is the chart upon which the more expanded organization used in Chapter XVII conclusions is based. 3.

In all states there is a division of vocational

education and/or a director of vocational education except Utah. *+.

The organizations in all states are rather simple,

making for efficient administration of the State Plan for vocational education.

PART III SUMMARY, CONCLUSIONS, RECOMMENDATIONS CHAPTER XV SUMMARY A.

The problem Is to make an analysis and evaluation

of the job of the state supervisor of trade and industrial education in U-8 states, two territories, and the District of Columbia*

The analysis and evaluation are obtained from liter­

ature on supervision; research previously made a bout it; the various State Plans for vocational education of the 19V7-52 period; the annual narrative reports of the various states on

supervision; interviews with state directors of vocational educa­ tion, state supervisors of trade and industrial education, and a teacher trainer; the completed check sheets returned by state directors; completed check sheets from state supervisors; com­ pleted check sheets from state teacher trainers; completed check sheets from city directors; and the opinions of the 11Jury” of experts in the field of industrial education. B.

The justification for the study is based on the

belief that this is the first study of its kind; it is a cross sectional view of a very important position in education; of all the studies and literature on supervision in general, there is comparatively little on trade and industrial education super­ vision; trade and industrial education leaders have expressed their opinion that there is a real need for a study of the trade and industrial education supervisor^ job* 236

I

237 C.

Procedure:

Through various reference sources

in three large libraries, articles hearing on supervision were examined to get the state supervisor's job from a his­ torical and philosophical standpoint.

Studies on industrial

education supervision were examined to find any clues to analyses and evaluations of the position.

Inter-library loans

were obtained to get certain studies from other states.

Check

sheets were sent to state directors, state supervisors, state teacher-trainers, and city directors to get their opinions as to the manner of performance of duties and responsibilities and their rating as to the importance of such activities. Interviews were held with directors, supervisors, and teacher-trainers to discuss certain phases of the supervisor's job not otherwise covered. All four sets of check sheets were also completed by the Jury of experts in order to arrive at a final method of performance and rating. Fifty-one State and Territory Plans for vocational education were examined for the duties and responsibilities of state supervisors and for qualifications required for the posi­ tion. The digests of annual narrative and statistical reports for each year from 1918 to 19^8 inclusive were examined for refer ence to the job of state supervisor of trade and industrial educa tion.

238 The results of these lines of inquiry were a group of information, a series of tables, giving the final ratings of the state supervisor's job. D.

Findings t 1.

In the literature on supervision: a.

There is much less material relating to

T and I education supervision than to supervision in general education. b.

Supervisory help can be given effectively

to teachers as they indicate such is needed. c.

In general education there are many

excellent articles on supervision which might be adapted to industrial education supervision. d.

The guiding-hand of leadership concept

of supervision is important. 2.

Qualifications of state supervisors are in

general as follows: a.

An age limit is set up by very few states.

b.

One to seven years' trade experience is

c.

Only one state mentioned high school

required.

graduation.

The B. S. or B. A. degree is required by all but

four states; the master's degree is required in 17 states. d.

One to five years' supervisory experience

in industrial education is required.

229

3.

Evaluation of trade and industrial educatio

is on the increase hut experimentation is almost non-existent. The11Jury of Experts1' method for evaluation

b.

rather widely but loosely used. 5.

The long, involved, and detailed instrument

method of evaluation requires a large staff and much time, but the results should have value for the program being evaluated. 6.

There have been many criticisms of the state

supervisor's position.

Such criticisms were results of mis­

understandings and tonest mistakes. 7.

The state supervisor's job, though important in

the past, becomes now increasingly more so as technology, and population change, and as more comprehensive meaning for voca­ tional education influenceswhat he does. 8.

Seventy-one different duties and responsibilities

of the state supervisor were set up in the several State Plans. Some of these were mentioned by as few as one state, others by as many as *+0 states. 9.

The annual reports of states show that state

supervision has grown from just a few supervisors, some borrowed, in 1917

to 100per cent of

the states with such supervision now.

10.In times of emergency

and after the emergency

is over, one of the first agencies called upon for help has been the trade and industrial organizations headed by the state super­ visor. 11.

Trade and industrial education has progressed

in proportion to the excellence of the supervisors. *

2*4-0 12.

The development and use of advisory comm­

ittees by the supervisors on state and local levels is an example of the value of cooperation. 13.

The further development of safety training,

public service training, functional instructional materials, foremanship training, interest in real apprenticeship training are evidences of the value of the job of state supervisor of trade and industrial education. 1*+.

Of the 1*4-5 items on the state supervisor’s

check sheet, 130 were voted by state supervisors as one to be ’’responsible for,” 6 as ones to give "advice concerning,” 6 as ones to "give leadership," and 7 as those with which they should not "be concerned with.”

These include those having

dual responses. 15.

The Jury votes on the 1*4-5 items were, 117

cases of "responsible for," 16 of "advise concerning,” 29 of "lead others to do," 5 of "not concerned" and double response in 21 cases.

(For more details see the conclusions in Chapter

VIII) . 16.

In the 37 item check sheet sent

directors of vocational education, 26 were voted

to state as those the

state supervisor should "be responsible for," 10as "advise con­ cerning", 1 "lead others," and 2 as "not concerned with." items were given dual votes.

Two

(For more details see the conclu­

sions in Chapter IX). 17*

In the 19 item check sheet sent

to state teach

er trainers, only 2 items received plurality votes of "respon­ sible for," 1*4- received "advise concerning,” and 3 received

2bl "not concerned with."

(For more details see the conclusions

in Chapter X) . 18.

In the 23 item check sheet sent to city

directors, those of under the 10,000 population classification voted, 8 for "responsible for," 12 for "advice," and 3 for "not concerned with."

Those between the 10,000 and lf0,000 pop­

ulation classification voted, 10 for "responsible for," 9 for "advice," and 1+ for "not concerned with."

Those over the 1+0,000

population classification voted, 1*+ for "responsible for," 6 voted "advice", and 1+ voted "not concerned with." was dual voting.

In one case there

(For more details see the conclusions in

Chapter XI)• 19.

The evaluation and manner of performance of

the 9 selected states are given in the complete check sheet of state supervisors in Table XVIII. 20.

The evaluation and manner of performance of

the Jury are given in the various tables as aiipropriate.

It is

not given here in the summary because of the voluminous repe­ tition necessary. 21.

The part of the state

vision of industrial arts is indicated

supervisor in the super­ in Table XIX in Chapter

XIII, and is briefly as follows: a.

Ten states have industrial arts supervisors.

b.

Thirteen states have such supervision

under T and I education supervisors. c.

Seven are under the division of vocational

education and may or may not be under T and I education supervision.

2k-2 E.

Uses s As stated in Chapter I, any state super­

visor may use the results of this study to compare his own method of performance and rating with those of the majority of state supervisors, the majority of the state supervisors of the 9 selected states, and with the Jury, As a result of such comparison, he may analyze his own practice and study further the advantages or disadvantages of changing his practice. The supervisor may get from the responses of the state directors, state teacher trainers, and city directors, some suggestions of services he may render in addition to what he is doing at present. Suggestions for the training of assistant supervisors and prospective state supervisors may he obtained. Suggestions for subject matter for courses, surveys, conferences and seminars may be obtained from the activities listed.

CHAPTER XVI CONCLUSIONS At the end of most of the chapters conclusions are given.

Here are some of these repeated and/or re-worded. A.

The State Supervisors1 Importance 1.

A key position in the trade and industrial

education organization in the various states is that of state supervisor. 2.

His position is set up by law and under his

position come teacher training, promotion, inspection, and coordination of all those features having to do with trade and industrial education. 3.

In times of stress and of great emergency,

state supervisors have been called upon for comprehensive vocational programs, not only to meet the emergency but also to meet the problems of readjustment after the crises are over. !+.

There is evidence to support the belief that

as the excellence of the supervisor increases his states' pro­ gram becomes of corresponding higher quality. 5.

In 19^8 state supervisors had under their

vision an aggregate of 22,118 trade and industrial teachers, 765,000 students, and the spending power of over $^0 ,000,000. In 1938, 10 years earlier, there were 685,000 students and only $19,000,000 available. 2b 3

2 ^

6.

The support of the state supervisor

a big factor in the quality of industrial arts programs and conversely as this sup >ort has been removed or the function neglected there have been expressions of dissatisfaction and petitions for making the industrial arts programs independent under its own supervisors. 7-

In the table giving a complete list of duties

and responsibilities with the replies of all state supervisors, the replies of selected state supervisors and the replies of the Jury, the final rating of every item is given with its manner of performance and the rating of its importance.

These

results are not repeated here* B.

The Services He Renders 1.

The state supervisor renders an important and

necessary service to his state and to his na.tion in insuring the operation of a comprehensive program of trade aid industrial education.

In this way rendering an economical, educational

and financial service to the youth reached b; such education. 2.

He represents the State Board of Education, the

State Board for Vocational Education, the Chief State School Officer, and the Director of Vocational Education in performing many of the activities in connection with the administration of trade and industrial education. 3»

He performs many important services for his

assistant supervisors, the teacher trainers of trade and indus­ trial education, the local school officials who have trade and industrial programs, the city directors of vocational education,

2b$ trade and industrial teachers, and present, past, and pro­ spective students of trade and industrial classes. *+.

He represents the school officials of his state

in conferring with and in carrying out many of the requirements of the U. S. Office of Education concerned with trade and indus­ trial education.

He makes surveys of needs for trade and ind

5.

try,. makes reports of accomplishments, holds conferences, ■writes bulletins, promotes and evaluates programs, directs re­ search, assists in guidance, checks teaching facilities, approves disbursements for trade and industrial programs, prepares bud­ gets, recommends policies, cooperates v/ith labor and management, educates and places teachers, writes legislation, publicizes programs, and carries out many activities of similar nature in the field of trade and industrial education. C.

Misunderstandings 1.

In some cases state supervisors have assumed

administrative or other responsibilities which v/ere not theirs by law nor by direction of higher authority.

(See report of

interview with a state director). 2.

The state supervisors were criticized by the

President's committee because of their operation of teacher training programs. 3.

Some local authorities have tried to take undue

advantage of the Federal monies for vocational education by putting pressure on state supervisors.

This pressure became

even greater when put on by legislative groups desiring

2b6 expenditures for their constituents.

(See report of interview

with a state supervisor). *+.

An examination of any of the tables of what

various persons working with the state supervisor expects of him and what the supervisor expects to do, will reveal many different points of view as to what the job of the supervisor is. 5.

Criticisms of the state supervisor by indus­

trial arts teachers are occasionally made. D.

Strong Features of His Job 1.

He has disbursing power over a large amount

2.

He has within his control the education of a

of money.

large segment of the school population at a very crucial point in that education. 3.

He is a very important cog in the mechanism of

relationship between state education and the U. S. Office of Education. *+.

He has power to influence many constructive

relationships between the public and labor, the public and management, and the management and labor. 5.

He can make important contributions to the

industrial developmemt of a state by organizing and operating comprehensive educational programs in trade and industrial education. 6.

He is an important segment of a cornurehensive

guidance system which he can strongly influence by actively supporting it.

2b 7 7.

He is in a position to render outstan

service to his state and country through vocational training for defense, war, and rehabilitation. E.

Organizational Set-up 1.

The various organizations of the fort

states were reviewed to determine if there were certain patterns of organization of trade and industrial education from the state board down to the trade and industrial education teacher. different patterns were found.

Five

One of these patterns was used

by 36 different states and is the basis for the one given below. These five patterns are given in Chapter XIV.

Typical organization chart of vocational education in a state with special reference to the trade and industrial education supervision. CHART V I U.S.OFFICE OF EDUCATION ISTATE PLANt---------

STATE BOARD OF EDUCATION AND/OR STATE BOARD FOR VOCATIONAL EDUCATION

I

CHIEF STATE SCHOOL OFFICER

I

DIRECTOR

VOCATIONAL

EDUCATION l

St a t e

STATE SUPERVISORS" OFI OTHER SERVICES, SUCH AS AGRICULTURE, HOME ECONOMICS» ETC. _

supervisor of

TRADE AND INDUSTRIAL EDUCATION

tftSS1STANT sCl:

lSOHbr

OF TRADE AND INDUSTRIAL EDUCATION

TrasiaHCir)

'Te AC H i-AU • KA iN EHS" OF TRADE AND INDUSTRIAL EDUCA-

T & I

L X I Q N _________________

I LOCAL SCHOOU AUTHORITIES

TEACHER TRAINING INSTITUTIONS T & I

\

\

SOI »!e T E E S THE SAKE CITy D i r e c t o r

TEACHSI TRAINERS T & I 0F FACULTY

EVEN H k T Tlx

t>ss^snm.

TEACHERS

T & I TEACHERS

TEACHERS

21+9 2.

The U. S. Office of Education has no control

over the state organization except through the approval of a State Plan and the checking to see that the states1 program conforms to the Plan. 3.

The state supervisor of trade and industrial

education has no real control over local school authorities except through the approval of a state-local plan for trade and industrial education and the subsequent checking to see that the Plan is followed. h.

The state supervisor has no control over the

teacher training institution except to see that the teacher training program conforms to the Plans and procedure previously agreed upon. F.

Qualifications 1.

When the position of state supervisor of

trade and industrial education was first created as a result of the passage of the Smith-Kughes Act, qualifications for the position were very carefully set up, particularly with refer­ ence to college credit or graduation, trade experience, teach­ ing experience, and supervisory experience.

Now, more than

thirty years later, there have been few changes in them.

The

most notable change has been the increase in the number of states requiring the master's degree. 2.

The table showing a comparison of qualifications

between the three periods of State Plans shows the trends in the various states in the separate qualifications required. 3.

Many states require specific professional

courses as part of their qualifications.

250 V.

Many states specify that the state supervisor

shall have qualifications such as leadership, ability to work with business establishments, research ability, ability to make contacts with industry, and a general background to understand the relationship between trade and industrial education and industry. G.

General Conclusions 1.

State supervision of trade and industrial educa­

tion has changed from an inspectional, direct supervisory, critic teacher type of activity to a much broader administrative, in­ direct supervisory, promotional, policy making responsibility. Supervisory functions in many instances are delegated to assist­ ant supervisors located in sub-divisions of the state and to city directors operating on a local level. 2.

While at the beginning of the vocational pro­

gram the job of selling was paramount, now the job is to care­ fully screen the various programs which desire, have a real need for, and can effectively use vocational funds. 3.

There is increased emphasis on teachers' meet­

ings, conferences, workshop courses, seminars, and graduate work which have for their main uurpose the increase in the effect iveness of trade and industrial education. b.

Democratic type of supervision as wel

service "on call" are growing kinds of state supervision. 5.

Progressive trade and industrial educ

leaders are taking forward steps to make their programs render a greater service.

Some progress was initiated as a result of

criticisms but most are a result of a genuine desire to render the greatest service possible. 6.

The further development of safety training,

increased emphasis on public service training, the comprehen­ sive and planned development of functional instructional mater­ ials and the growth of apprenticeship training are evidences of the real worth of trade and industrial supervision to the state and nation. 7.

All those interviewed emphasized the importance

of the state supervisors job.

The state supervisors* remarks

were in the form of factual statements of accomplishments.

The

director* s compliments were in the form of the -ways the supervise: could help him with a difficult but important job, the teachertrainer showed his high opinion in the many teacher training actions in which he expected the supervisors* assistance.

CHAPTER XVII RECOMMENDAT IONS It is recommended: 1.

That state supervisors compare their own manner

of performance of the items with the majority of state super­ visors, with the supervisors of the selected states, and with the Jury, with the idea of re-examining and analyzing them and of making changes if the criteria are agreed with and seem to fit the needs of the particular state* 2.

That state supervisors compare their own importance

ratings of the various activities with those ratings of the majority of state supervisors, with the supervisors of the selected states, and with the Jury to see if their own ratings need a re-aopraisal with consequent more or less emphasis in performing the activities. 3.

That state supervisors prepare a master list of

duties and responsibilities for their own use and for their own state to be put into the hands of assistant supervisors, prospec­ tive state supervisors and/or others to whom such a list could be of value.

252

253 *+.

That state supervisors carefully examine the manner

of performance and importance ratings of the state directors' check sheet to see if there are suggestions contained therein for some change to conform more closely to what the majority of directors would like. 5*

That supervisors examine the responses of teacher

trainers and of city directors to see what assistance they ex­ pect of supervisors in certain situations. 6.

That state directors be more specific in informing

the state supervisor in each respective state that certain activities are required, that they are of certain relative im­ portance, and whether they should be responsible for them. 7.

That there be more conferences of state supervisors

with teacher trainers, assistant supervisors and city directors as a means of understanding the duties and responsibilities each have with respect to one another and with respect to the state trade and industrial education program. 8.

That the composite lists of duties he used as

suggestions for topics to be covered in courses for assistant supervisors and prospective state supervisors and to plan con­ ferences, seminars, workshops, and teachers' meetings. 9.

That teacher trainers use the list of duties to plan

in-service and pre-employment courses for selected teachers who may become city directors and assistant supervisors.

2$k 10.

That teacher trainers compare their own res­

ponses on the check sheet with the responses of the majority of teacher trainers, of state supervisors on corresponding items and of the Jury.

It is noted that the state supervisors felt

they should be "responsible for" many activities which the teacher trainers thought they should only "give advice” about. 11.

That state supervisors reconsider carefully their

responsibility toward industrial arts supervision and do all within their power to assist in making this kind of education more effective and efficient. 12.

That state supervisors consider requiring the

master's degree in industrial education as a qualification for the state supervisor without making any such increase in quali­ fication retroactive. 13.

That more state directors carry out a program such

as state director Strobel initiated in Ohio.

(See Section F,

Chapter V ). 1*+.

That in the preparation of future State Plans more

initiative be used rather than too closely following directions from the U. S. Office of Education.

It should be remembered that

the basic acts plus interpretations give a lot of leeway in planning more progressive programs of trade and industrial educa­ tion. A. 1.

Suggested Problems for Further Study

To compare the effectiveness of state supervision i

states with a single state supervisor with those states with

varying numbers of assistant supervisors. £.

To determine the contributions industrial arts has

made to trade and industrial education. 3.

^

To propose a comprehensive vocational technical

i

program for a given state based upon a survey of the needs of the state.

I

4.

To determine the most effective way to write a St at

>

Plan for trade and industrial education for a given state. 5.

i

To objectively determine a set of standards for

judging the adequacy of housing and equipment of a trade

and

industrial subject. 6.

To propose an effective method of constructing and

validating objective trade tests on a nationwide basis in a tra or a group of related trades. 7.

i

To determine the practices and accomplishments of

advisory committees in a given state and evaluate their effec­ tiveness for trade and industrial education. 8.

To determine the research practices and accomplish­

ments in the states and territories of the United States in trade and industrial education. 9.

f

To determine practical ways in which the trade and

industrial education service can effectively cooperate with the guidance services in the several states.

10.

To prepare a mobilization training program for

a given state in such a manner as to allow great flexibility in meeting an emergency. 11.

Make a study of the cooperation between organized

labor and trade and industrial education and propose an effec­ tive program to make the relationship between the two serve the purpose of well-rounded education. 12.

Make a study of teacher training in trade and indus­

trial education as carried on by the state supervisor or his staff* 13.

Evaluate the in-service teacher training as carried

on by the various states and territories. 1*+.

Evaluate the programs for foremanship training

carried on by the trade and industrial education service in the various states and territories. 15*

To determine those characteristics which make a

successful industrial education teacher. 16.

To develop an effective plan and procedure for

attracting to the field of trade and industrial education pro­ mising prospective leaders and teachers. 17.

To propose an effective trade and industrial program

to reach the "forgotten 60 per cent" of the students of our schools.

*

2 57 18.

To study and evaluate ways that legislation on

trade and industrial education has been accomplished in the various states and territories. 19.

To study and evaluate the publicity programs used

in trade and industrial education in the various states and territories. 20.

To study and evaluate the cooperation which has been

carried out between trade and industrial education services and other state departments and services such as, departments of labor, industry, etc. 21.

To determine the economic value trade and industrial

education has been to a given state or territory. 22.

To study and evaluate the procedures which have

been used to select the teacher training institutions for the training of trade and industrial teachers. 23.

The development of principles and standards of

practice in successful state supervision of trade and indus­ trial education. 2b,

To determine psychological and other factors and

methods which may effect improvability of trade and industrial teachers.

APPENDIX A

!

'

; . Box 262 I Clemson, South Carolina March 3I, 1950

258

Mr. B. R. Turner, State Supervisor Trade and Industrial Education Columbia, South Carolina Dear Mr. Turner: In an attempt to determine practices in the supervision of trade and industrial education, I am making an analysis and evaluation of the job of State Supervisor of Trade and Industrial Education, under the sponsorship of the Pennsyl­ vania State College, State College, Pennsylvania, in partial fulfillment of the requirements for the Doctor of Education degree. One hundred per cent response is my goal. I should like to interview you personally but time and expense make such an arrangement very difficult. The purpose of this letter is to invite your coopera­ tion. At an early date I shall send to you a check sheet containing a number of statements of duties and responsibili­ ties of the State Supervisor which are to be (1) checked as to the way they are performed, and (2) rated as to your opinion of their importance. I know you are a busy man, but this only makes your opinion more valuable. Will you please assist me in making this study? The list of items lias already been revised and reduced, as a result of conferences with members of my advisory committee and with outstanding leaders in the field of trade and indus­ trial education. Any comments you make sincerely appreciated even critical.

about or on the check sheet will be though they may be severely

This study is now under the direction of Dr. S. Lewis Land, Head of the Department of Industrial Education, Penn­ sylvania State College, but was begun in 1939 under the leader­ ship of the late Dr. F. T. Struck, formerly Head of the Depart­ ment of Industrial Education at Pennsylvania State College. A great deal of work was done then but my program was interrupted by my being ordered to active duty in the Army in 19^1• Only in October 19^+9 did I return to the United States and make plans for continuing my work. When the study was first begun every State Supervisor I asked indicated that he would assist by returning the completed forms. It is my hope that you can help me now in this study. Very sincerely yours,

SPECIAL REQUEST SENT TO STATE SUPERVISORS ALONG WITH PRELIMINARY LETTER

Dear Mr. Turner: I should like for you to select the City Directors of Trade and Industrial Education to receive and answer the check sheet covering what they expect of the State Supervisor. Will you please list "below at least one City Director in your State, in a city between 10,000 population, one in a city between 10,000 and *+0,000 population, and one in a city above *+0,000 population to receive such check sheets. I should like to write these named by you that they have been selected by their State Supervisor to receive sucii check sheets. List of City Directors of Trade and Industrial Education City under 10,000 Name ___________________ Address ________________ City between 10,000 and *+0,000 N a m e ___________________ Address ________________ City above *+0,000 Name ___________________ Address __________

Very sincerely yours,

Harold S . Tate

Box 262 Clemson, South Carolina April 12, 1950

Mr. B. R. Turner, State Supervisor Trade and Industrial Education Columbia, South Carolina Dear Mr. Turner: Enclosed are two copies of the check list for the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education about which I wrote to you recently. One copy is for you to keep for your own information, the other is to be checked and returned to me for basic information to be included in the study. The list may seem long, but in reality it can be answered without reference to files or records and takes relatively a short time to check. It has already been reduced from over two hundred items in an attempt to shorten it as much as possible and still be compre­ hensive • I shall deeply appreciate your checking the items, adding items which should be covered, and making comments of however critical nature for my guidance. Very sincerely yours,

Harold S . Tate Enclosures 2

261 LETTER REQUESTING COOPERATION OF STATE DIRECTORS Box 262 Clemson. South Carolina March 19, 1950 Mr. Verd Peterson, State Director Vocational Education Columbia, South Carolina Dear Mr. Peterson: In an attempt to determine practices in the supervision of trade and industrial education, I am making an analysis and evaluation of the job of the State Supervisor of Trade and Industrial Education under the sponsorship of the Pennsylvania State College, State College, Pennsylvania, in partial fulfill­ ment of the requirements for the Doctor of Education degree. My goal is to obtain one hundred per cent returns if possible. The purpose of this letter is to invite your cooperation in making a certain phase of the study. At an early date I shall send to you a check list containing about thirty-five statements of duties and responsibilities you expect the State Supervisor of Trade and Industrial Education to perform. You are requested to (1) check them as to the way they are performed and, (2) rate them as to your opinion of their importance. Will you please assist me in making this study? I have revised and reduced the items in the check list as a result of conferences with members of my advisory committee and with outstanding leaders in the field of trade and industrial education. Any comments you make about or on the check list will be sincerely appreciated even though they may be severely critical. This study now under the direction of Dr. S. Lewis Land, Head of the Department of Industrial Education, Pennsylvania State College, was begun in 1939 under the direction of the late Dr. F. T. Struck, formerly Head of the Department of Industrial Education at Pennsylvania State College. A great deal of work was done then, but my program was interrupted by my being ordered to active duty in the Army in 19^+1• Only in October 19^9 did I return to the United States and make plans for continuing my woik . When the study was first begun every vocational educaticn leader I asked indicated that he would assist by returning the completed forms. It is my hope that you can help me now in this study. Very sincerely yours, Harold S. Tate

LETTER OF TRANSMITTAL TO STATE DIRECTORS Box 262 Clemson, South Carolina April 21, 1950

Mr. Verd Peterson? State Director Vocational Education Columbia, South Carolina Dear Mr. Peterson: Enclosed are two copies of the thirty-three item check list about which I wrote you recently concerning what the State Director expects of the State Supervisor of Trade and Industrial Education, One copy is for your own information. I should sincerely appreciate your checking the items on the other copy and returning it to me as basic information to be in­ cluded in the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education. Many thanks for your cooperation. Very sincerely yours,

Harold S. Tate Enclosures 2

263 LETTER REQUESTING COOPERATION OF STATS TEACHER TRAINERS Box 262 Clemson, South Carolina March 20, 1950 Mr. L. R. Booker, State Teacher Trainer Trade and Industrial Education Clemson College Clemson, South Carolina Dear Mr. Booker: In an attempt to determine practices in the supervision of trade and industrial education, I am making an analysis and evaluation of the 3oh of the State Supervisor of Trade and Industrial Education, under the sponsorship of the Pennsylvania State College, State College, Pennsylvania, in partial fulfill­ ment of the requirements for the Doctor of Education degree. One hundred per cent response is my goal. The purpose of this letter is to invite your cooperation in making a certain phase of the study. At an early date I shall send to you a check list containing about twenty state­ ments of situations in which the State Supervisor can be of assistance to you. You will be requested to (1) rate them as to their importance, and (2) check them as to the way they are performed. Will you please assist me in making this study? The list of items has already been revised and reduced, as a result of conferences with the members of my advisory comm­ ittee and with outstanding leaders in the field of trade and industrial education. Any comments you make about or on the check list will be sincerely appreciated even though they may be severely critical. This study is now under the direction of Dr. S. Lewis Land, Head of the Department of Industrial Education, Pennsyl­ vania State College, but was begun in 1939 under the leadership of the late Dr. F. T. Struck, formerly Head of the Department of Industrial Education at Pennsylvania State College. A great deal of work was done then, but my program was interrupted by my being ordered to active in the Army in 19*+1. Only in October 19*+9 did I return to the United States and make plans for con­ tinuing my work. When the study was first begun each one I asked indicated that he would assist by returning the completed forms. It is my hope that you can help me now in this study. Very sincerely yours, Harold S. Tate

LETTER OF TRANSMITTAL TO STATE TEACHER TRAINERS Box 262 Clemson, South Carolina April 21, 1950

Mr. L. R. Booker, State Teacher Trainer Trade and Industrial Education Clemson College Clemson, South Carolina Dear Mr. Booker: Enclosed are two copies of the twenty-item check list about which I wrote you recently. One copy is for your own information. I should sincerely appreciate your checking the items on the other copy and returning it to me as basic information to be included in the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education. My sincerest thanks go to you for this cooperation. Sincerely yours,

Harold S. Tate

LETTER REQUESTING- GO OPERATION OF CITY DIRECTORS

Box 262 Clemson, South Carolina April 19, 1950

Mr. John Clark, City Director Trade and Industrial Education Charleston, South Carolina Dear Mr. Clark: In response to my request ________________ ______ State Supervisor of Trade and Industrial Education, has named you as the City Director in a city of population to receive a check sheet concerning what the city director expects of the state supervisor of trade and industrial education. I am enclosing two such check sheets. Please keep one for your own information. You are requested to check the other and return to me for basic information to be in­ cluded in the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education. I shall sincerely appreciate your cooperation in making this study. Very sincerely yours,

Harold S. Tate Enclosures 2

FOLLOW-UP LETTER TO STATE DIRECTORS

Box 262 Clemson, South Carolina May 15, 1950

Mr. Verd Peterson, State Director Vocational Education Columbia, South Carolina Dear Mr. Peterson: In checking the returns received from the State Directors of Vocational Education of the check sheet sent recently on the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education, I find that I have not yet received the one from you as to what the Director expects of the Supervisor of Trade and Industrial Education. I am very anxious to get every return in order to make the study as complete and as valuable as possible. If you can do so, I would sincerely appreciate your sending the completed check sheet to me. Your cooperation in this study is needed and I hope that it is not too much of an imposition for you to help me with it. If at any time I am in a position to return such a courtesy I shall be only too glad to do so. Very sincerely yours,

Harold S. Tate

FOLLOW-UP LETTER TO STATE SUPERVISORS WHO MADE NO REPLY

Box 262 Clemson, South Carolina May 10, 1950

Mr. B. R. Turner, State Supervisor Trade and Industrial Education Columbia, South Carolina Dear Mr. Turner: In checking the returns received from the State Supervisors of Trade and Industrial Education of the check sheet sent recently on the study: An Analysis and Evaluation of the Job of State Supervisor of Trade and Industrial Education, I find that I have not yet received the one from you. I am very anxious to get every return in order to make the study as complete and as valuable as possible. If you can do so, I would sincerely appreciate your sending the completed check sheet to me. Your cooperation in this study is needed and I hope that it is not too muchof an imposition for you to help me with it. If at any time I am in a position to return such a courtesy I shall be only too glad to do so. Very sincerely yours,

Harold S. Tate

268 FOLLOVMJP LETTER TO STATE DIRECTORS WHO STATED THEY WOUlD COOPERATE BUT WHO HAD DELAYED RESPONDING

Box 262 Clemson, South Carolina June 6, 1950

Mr. Verd Peterson, State Director Vocational Education Columbia, South Carolina Dear Mr. Peterson: At an early date I shall go to Pennsylvania State College to try to complete my work on my degree. I hope that at that time I shall have received all replies possible on my study concerning the State Supervisor's Job. If you can possibly complete the check sheet which I sent you I should sincerely appreciate your mailing it to me at your earliest convenience. I deeply appreciate all the cooperation you can give me in the study. Very sincerely yours,

Harold S. Tate

269 APPENDIX B LIST OP STATE DIRECTORS WHO COOPERATED BY COMPLETING THE CHECK SHEET SENT THEM ALABAMA

KENTUCKY

Robert E. Cammack Montgomery, Alabama ARIZONA J. R. Cullison Phoenix, Arizona CALIFORNIA Wesley P. Smith Sacramento l1*, California COLORADO E. C. Comstock Denver 2, Colorado CONNECTICUT Emmett O'Brien Hartford, Connecticut FLORIDA Thomas D. Bailey Tallahassee, Florida GEORGIA M. D. Mobley Atlanta 3? Georgia HAWAII W. H. Coulter Honolulu 6, Hawaii IDAHO

Watson Armstrong Frankfort, Kentucky LOUISIANA Jack R. Gamble Baton Rouge *+, Louisiana MAINE Morris P. Cates Augusta, Maine MASSACHUSETTS M. Norcross Stratton MICHIGAN Ralph C. Wenrich Lansing If, Michigan MINNESOTA Harry C. Schmid St. Paul 2, Minn. MISSISSIPPI H. E. Mauldin, Jr. Jackson 106, Miss. MISSOURI Tracey E. Dale Jefferson City, Missouri NEBRASKA

William Kerr Boise, Idaho KANSAS C. M. Miller Topeka, Kansas

G. F. Liebendorfer Lincoln 9» Nebraska NEW HAMPSHIRE Walter M. May Concord, New Hampshire

NEW JERSEY John A. McCarthy Trenton 8, New Jersey NEW YORK A. K. Getman Albany 1, New York NORTH CAROLINA J. Warren Smith Raleigh, North Carolina OHIO

VERMONT John E. Nelson Montpelier, Vermont VIRGINIA Richard N. Anderson Richmond 16, Virginia WEST VIRGINIA John M. Lowe Charleston 5) West Virginia WISCONSIN

Joseph R. Strobel Columbus 15) Ohio

C. L. Greiber Madison, Wisconsin

OREGON 0. I. Paulson Salem, Oregon PENNSYLVANIA Paul L. Cressman Harrisburg, Pennsylvania PUERTO RICO L. Garcia Harnandez San Juan 23, Puerto Rico SOUTH CAROLINA Verd Peterson Columbia, South Carolina SOUTH DAKOTA H. S. Freeman Pierre, South Kakota TEXAS W. E. Lowry Austin 11, Texas UTAH Mark Nichols Salt Lake City, Utah

j

LIST OP STATE SUPERVISORS WHO COOPERATED BY COMPLETING THE CHECK SHEETS SENT THEM ALABAMA J. F. Ingram Montgomery *+, Alabama ARKANSAS J. C. Ruppert Phoenix, Arizona CALIFORNIA Samuel L. Fick Sacramento 1*+, California COLORADO W. G. Flannery Denver 2, Colorado CONNECTICUT R. W. Howes Hartford, Connecticut DELAWARE A. B. Anderson Wilmington Delaware FLORIDA H. F. Hinton Tallahassee, Florida HAWAII Albert J. Feirer Honolulu, Hawaii ILLINOIS E. M. Claude Springfield, Illinois IOWA

KANSAS 0. H. Beaty Topeka, Kansas KENTUCKY Harold G. Wilson Frankfort, Kentucky MAINE Maurice C. Varney Augusta, Maine MICHIGAN H. J. Westrienen Lansing b , Michigan MISSISSIPPI E. A. Parker Jackson, Mississippi MISSOURI George E. Kohrman Jefferson City, Missouri MONTANA Lyle Roesler Helena, Montana NEBRASKA Howard Gorham Lincoln, Nebraska NEVADA Donald C. Cameron Carson City, Nevada NORTH CAROLINA

H. W. Carmichael Des Moines, Iowa

George C. Coggin Raleigh, North Carolina

272 NORTH DAKOTA E. F. Riley Wahpeton, North Dakota OHIO

WEST VIRGINIA Win. A. Williams Charleston, West Virginia WISCONSIN

Robert M. Reese Columbus, Ohio OKLAHOMA L. V. Ballard Stillwater, Oklahoma OREGON Wrn. G. Loomis Salem, Oregon PENNSYLVANIA Robert T. Stoner Harrisburg, Pennsylvania PUERTO RICO Frank C. Urgell San Juan 23, Puerto Rico SOUTH CAROLINA B. R« Turner Columbia, South Carolina UTAH Von H. Robertson Salt Lake City, Utah VIRGINIA B. H. Van Oot Richmond 16, Virginia VERMONT Harry J. Patterson Burlington, Vermont WASHINGTON Herman N. Miller Olympia, Washington

R. L. Welch Madison 2, Wisconsin WYOMING Sam Hitchcock Cheyenne, Wyoming

LIST OF STATE TEACHER TRAINERS WHO COOPERATED BY COMPLETING THE CHECK SHEET SENT THEM CALIFORNIA Melvin L. Barlow, Supervisor Trade and Industrial Teacher Training University of California Los Angeles, California DELAWARE A. B. Anderson, State Teacher Trainer Frank M. Forstburg, Assistant State Teacher Trainer 511 West 8th. Street Wilmington *+3} Delaware GEORGIA Merritt W. Haynes, State Teacher Trainer Mercer University Macon, Georgia ILLINOIS Arthur B. Mays, State Teacher Trainer University of Illinois Urbana, Illinois INDIANA Ammon Swope, State Teacher Trainer Purdue University LaFaye 11e, Indiana IOWA A. P. Twogood Iowa State College Ames, Iowa KENTUCKY W. Maurice Baker University of Kentucky Lexington, Kentucky LOUISIANA T. E. Hampton Northwestern State College Natchitoches, Louisiana

MAINE Maurice C. Varney Department of Education Augus ta , Ma ine MARYLAND Glen D . Brown University of Maryland College Park, Maryland MICHIGAN F. W. Dalton University of Michigan Ann Arbor, Michigan MINNESOTA Homer J. Smith University of Minnesota Minneapolis, Minnesota MISSISSIPPI E. F. Mitchell Mississippi State College State College, Mississippi MISSOURI H. H . London University of Missouri Columbia, Missouri NEW YORK Eugene D . Fink State Education Department Albany, New York NORTH CAROLINA L. B. Beres State College Station Raleigh, North Carolina OHIO H. W. Paine, University of Cincinnati James S?iyder, University of Cincinnati Cincinnati, Ohio

OKLAHOMA Glenn Smith Oklahoma A and M College Stillwater, Oklahoma OREGON Wm. G . Loomis State Education Department Salem, Oregon PENNSYLVANIA S . Lewis Land The Pennsylvania State College State College, Pennsylvania PUERTO RICO Antonio Figueroa Department of Education Insular Board for Vocational Education San Juan, Puerto Rico SOUTH CAROLINA L. R. Booker Clemson College Clemson, South Carolina TENNESSEE Clyde H. Wilson University of Tennessee Knoxville, Tennessee

C. M. Allen State Board for Vocational Education Capitol Station Austinj Texas VERMONT Harold F. Graeme University of Vermont Burlington, Vermont VIRGINIA Linscott Ballentine State Board of Education Richmond, Virginia

WEST VIRGINIA Fred W. Eberle State Board of Vocational Education WISCONSIN H.- S. Thayer State Board of Vocational and Adult Education Madison, Wisconsin WYOMING F. A. Holmes University of Wyoming Laramie, Wyoming

/ /

t

277

/

LIST OF CITY DIRECTORS WHO COOPERATED BY COMPLETING THE CHECK SHEET SENT THEM

ALABAMA

DELAWARE

J. 0. McCollough Tallassee, Alabama William A. Crunk Selma, Alabama

Charles H. Dilks Wilmington, Delaware FLORIDA

ARIZONA R • A . Ganoung Tucson, Arizona

C. A. Be H u m Sarasota, Florida GEORGIA

ARKANSAS

Robert Hartley Waycross, Georgia

James Humphrey Fort Smith, Arkansas

Charlie Cox Athens, Georgia

Fred Graham Little Rock, Arkansas CALIFORNIA

P. E. Babcock Atlanta, Georgia HAWAII

Dale Walfron Hayward, California

John Nothom Honolulu, Hawaii

Edgar H. Wilson Compton, California

D a v i d Lynn Ivalahe o , Kaua i

C. W. Patrick San Diego, California

Duncan Sinclair Kahului, Maui

COLORADO

ILLINOIS

C. 0. Banta Trinidad, Colorado

Orlin D . Trapp Waukegan, Illinois

H. L. Benson Grand Junction, Colorado

Paul Roise Cicero, Illinois

Leland Benz Pueblo, Colorado CONNECTICUT Herbert B. Jones Torrington, Connecticut

IOWA IIiff Leu Fairfield, Iowa I. G. Terry Marshalltown, Iowa

CONNECTICUT

IOWA

Joseph E. Daly Norwich, Connecticut KENTUCKY

L. E. Wass Davenport, Iowa NEVADA

James L. Patton Paintsville, Kentucky MAINE

Bradford F. Cutler Reno, Nevada NEW HAMPSHIRE

Earl K. Gorrie Sanford, Maine MARYLAND

Barnard Smith Dover, New Hampshire NEW YORK

A. C. Roth Hagerstown, Maryland

Wendell T. Applebee Lockport, New York

MICHIGAN Dougles Selby Mt. Pleasant, Michigan

Francis II. Wing Buffalo, New York NORTH CAROLINA

MINNESOTA

E. F. Wilson Albemarle, North Carolina

Clarence Pope Thief River Falls, Minn.

George West Wilmington, North Carolina

Robert Miller St. Cloud, Minnesota George Campaigne Duluth, Minnesota MISSISSIPPI M. J. Varner Tylertown, Mississippi W. S. Cobb Pascagoula, Mississippi T . H . Adams Greenville, Mississippi MISSOURI Ed. Ralston Bonne Terre, Missouri Lloyd Estes Hannibal, Missouri

II. K. Collins Durham, North Carolina OHIO William Berndt Van Wert, Ohio Thomas McConnaughty Massillon, Ohio John E. Fintz Cleveland, Ohio OKLAHOMA E. C. Paul Muskogee, Oklahoma OREGON Ray J. Haas Forest Grove, Oregon

OREGON

TEXAS

Carl L. Bourne Astoria, Oregon

Randolph C. Watson Kilgore, Texas

W. W. Cox Eugene, Oregon

L. M. Handley Lubbock, Texas

PENNSYLVANIA Miles Kostenbauder Milton, Pennsylvania

G. B. Trinble Fort Worth, Texas UTAH

D. Thomas Moore Tyronne, Pennsylvania

Irel Longhurst Price, Utah

George H. Parkes Williamsport, Pennsylvania

Jay L. Nelson Salt Lake City, Utah

C. Carl Wengert Somerset, Pennsylvania Thomas Preston Monossen, Pennsylvania PUERTO RICO Ramon Arroyo Torres Santurce, Puerto Rico SOUTH CAROLINA

VIRGINIA A. H. Schwartz Fredericksburg, Virginia I. B. Pittman Petersburg, Virginia K. A. Schneider Richmond, Virginia VERMONT

W. C. Hawkins Lancaster, South Carolina

John M. Pierce Springfield, Vermont

R. E. Hewey Spartanburg, South Carolina

Henry C. Doll Rutland, Ve rmont

John Clark Charleston, South Carolina TENNESSEE W. W. Simmons Johnson City, Tennessee Frank Huffaker Chattanooga, Tennessee

WASHINGTON Jack Cooney Pasco, Washington WEST VIRGINIA W. W. Rose Clarksburg, Virginia WISCONSIN

WYOMING V. G. Schrodermier Casper, Wyoming Maurice Mann Cheyenne, Wyoming

Orvel E. Olsen Antigo, Wisconsin Ralph J. Keen Beloit, Wisconsin R. W. Bardwell Madison, Wisconsin

APPENDIX C COPIES OP CHECK SHEETS

Page State Directors* Check Sheets State Supervisors* Check Sheets...........

. 281 28^

State Teacher-Trainers* Check Sheets........ *. 292 City Directors' Check Sheets...........

29**-

281

A N A L Y S I S

A N D

E V A L U A T I O N

O F

F O R

S T A T E

D I R E C T O R S

T H E P U R P O S E O F T H I S I N D U S T R I A L E D U C A T I O N I N T H E Di C

O F

V O C A T I O N A L

S T U D Y

I S

T O

T R A D E

O F

A N D

T H E

J O B

O F

I N D U S T R I A L

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A N A L Y Z E

A N D

E V A L U A T E

T H E

J O B

O R D E R T O D O T H I S , C H E C K S H E E T S A R E B E I N G U S E D A S A M E A N S S U P E R V I S O R O F T R A D E A N D I N D U S T R I A L E D U C A T I O N A N D O T H E R S

o r V O C A T I O N A L E D U C A T I O N , T H E S T A T E T E A C H E R • T R A I N E R ,Rr.C.TORS O F T R A D E A N D I N D U S T R I A L E D U C A T I O N .

RECTO, 0

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C E R T A I N I N F O R M A T I O N F R O M W O R K S , S U C H A S T H E S T A T E

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I N C O M P L E T I N G T H I S C H E C K S H E E T D U T I E S A N D R E S P O N S I B I L I T I E S O F

W H I C H I S D E S I G N E D T O T H E S T A T E S U P E R V I S O R

282 STATE

AS TO

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PERFORM

EXPECTED

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CERT A i N

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A N D

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AS

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S T A T E

SUPERV.SOR

SHOULD

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SHEET

IN D US TRIAL

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SHEET

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CHECK

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L iST AND

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SUBMITS

4 2. 4 3. 4 4.

TEACHERS

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........................................................... FINANCE

AND

PERSONS

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-------------- -------------------------------------------------------------------------------OF

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................. ........................................................................... ........................................................ ... OTHER

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PRESENTS

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TO

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AND

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DEPARTMENTAL

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OF

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VARIOUS BASIS

STATE

D I ST R I C T S

^

AND ON

DEPARTMENTS

----------- -------------------

.......... .............................................................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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