The duties of a staff development coordinator at a large residential school for the mentally retarded consist of planning, coordinating, and implementing all training for employees. Such a person must function in the multiple roles of educator, process consultant, mediator, troubleshooter, and manager. Training for such a position should include…

THE PURPOSE OF THE STUDY WAS TO ELICIT SPECIFIC CASES OF WEAKNESSES IN DISTRIBUTIVE EDUCATION TEACHERS AS OBSERVED AND REPORTED BY STATE SUPERVISORS OF DISTRIBUTIVE EDUCATION. OF THE 41 CASES COMPILED, 27 DEALT WITH THE HIGH SCHOOL COOPERATIVE PROGRAM, SEVEN WITH ADULT EDUCATION, AND SEVEN WITH GENERAL WEAKNESSES MOSTLY IN PROFESSIONALISM.…

This Coordinator's Guide accompanies the module Developing and Conducting In-Service Programs. It defines the coordinator's role from four aspects: setting the tone, setting the pace, facilitating the discussion, and evaluating. Suggestions for preparing and presenting the workshop are offered. The actual text is given in the accompanying module,…

This document reports the results of a 1976 survey of state level agencies for community colleges. The purpose of the study was to (1) determine which state community college agencies have staff positions responsible for equal employment/affirmative action; and (2) to identify the nature, role, and responsibilities of the position. Forty states…

Investigating the networks of communication in organizations leads to an understanding of efficient and inefficient information dissemination as practiced in large systems. Most important in organizational communication is the role of the "liaison person"--the coordinator of intercommunication. When functioning efficiently, coordinators maintain…

The Right to Read process at the level of the local education agency (LEA) goes through the following four phases: needs assessment, program planning, program implementation, and evaluation. This module is a culminating activity of the program planning phase. The second phase begins with a review of the Needs Assessment Report and ends with a…

The work of the Task Analysis Committee, after reaction from the field and five written drafts, resulted in the following four occupational definitions that are listed in this publication: (1) School Library Media Specialist, (2) Head of the School Library Media Center, (3) District School Library Media Director and (4) School Library Media…

This learning module focuses on the role of the community coordinator in the Teacher Corps and is designed to provide the student with knowledge about the role of the community coordinator and about community-based education. The module is divided into two sections, the first of which consists of written test/exercises on (a) the organizational…

Dr. Larry W. Hughes and Dr. C. M. Achilles of the University of Tennessee, Knoxville, conducted a national survey for the Office of Education on educational cooperatives--studying and reporting on the nature and kind of cooperative endeavors, their organization, governance, financial arrangements, services, and personnel. Their study focused upon…

Guidelines for a program for recruiting distributive education teacher-coordinators are developed in this study. In determining the content of the recruiting program, the study focused on the roles and responsibilities of the various participants in the process: local teacher-coordinators, teacher educators, and state supervisory staff. A…

A study was made to ascertain whether the relationship between the principal and the curriculum coordinator can be considered a variable related to the successful adoption of innovations in schools. A procedure for selection of innovative and noninnovative schools in making use of Miles' (1964) typology of innovation in education was tested.…

If distributive education graduates are to qualify for better jobs and wages than persons with no training, they must have skills that differentiate them from the average job applicant or employee. The author stresses careful placement for cooperative training, good cooperative training plans, and more attention to selling in the curriculum. (MF)

Stating that no vocational education program demands greater commitment from teachers than the work experience program, the author describes from personal experience with the Ohio Occupational Work Experience program the many roles of the teacher-coordinator in keeping the potential dropout in school and employed. (MF)

Stating that successful cooperative programs require good planning and the cooperation of employers, the author discusses some of the planning difficulties and requirements for the teacher. (MF)

In order to help students be aware of postsecondary educational opportunities, guidelines are offered to teacher-coordinators of secondary cooperative vocational education programs for keeping a resource file of 2- and 4-year college programs, college catalogs and resource personnel, and other information for business careers. (MF)