xt71jw86mb25 https://exploreuk.uky.edu/dips/xt71jw86mb25/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1967-01 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "New Directions for In-Service Teacher Education", vol. XXXV, no. 1, January 1967 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "New Directions for In-Service Teacher Education", vol. XXXV, no. 1, January 1967 1967 1967-01 2022 true xt71jw86mb25 section xt71jw86mb25 NEW DIRECTIONS *
FOR III-SERVICE
TEACHER EDUCATION
' III KENTUCKY

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

IIEW DIRECTIONS
FOR III-SERVICE
TEACHER EIIIIGATIOII
III KENTUCKY

Published by

DEPARTMENT OF EDUCATION

DR. HARRY M. SPARKS
Superintendent of Public Instruction

COST OF PRINTING PAID FROM STATE FUNDS.

SECOND CLASS POSTAGE PAID AT FRANKFORT, KENTUCKY

VOL. xxxv JANUARY, 1967 NO. 1

PREFACE

This publication brings together into one bulletin some of the
information about in-service teacher education which has been
distributed previously in the form of mimeographed circulars as
well as a considerable amount of new material. The result turns
out to be a very valuable resource manual or handbook on in-service
teacher education which should be useful to anyone having a respon-
sibility for in-service teacher education.

Of particular value, should be the section of the bulletin which
presents problem questions and specific answers, derived from
discussions of these problems by the Kentucky personnel who have
been most actively engaged in in-service teacher education. The
setting for these discussions was a series of regional clinics for
planning local in-service teacher education programs

The current emphasis in in-service teacher education is toward
a continuing program of professional growth and development by
all school personnel both as individuals and as faculty groups
whereas the former practice often concentrated the in-service
activities into a one or two day work conference at the beginning
of each school term.

A significant new development for in-service teacher education
is the allocation of funds derived from Federal government sources
to finance in-service activities planned cooperatively by public
and private schools and teacher education institutions Within a
region. This new direction is illustrated by the West Kentucky
Project for Development and Implementation of Innovative Curric-
ulum Programs which is described in this bulletin.

Harry M. Sparks, Superintendent of Public
Instruction

Kentucky State Department of Education

INTRODUCTION

The four keynote addresses contained in Part 1 of this bulletin
and the discussion of problem areas as reported in Part ll were
derived from four regional clinics for planning; local programs
of iii—service teacher education. These clinics were held during
the spring of l966 at the University of Kei’itucky, Eastern Kentucky,

Morehead State University, and \Vestern Kentucky University.

At the time of the spring7 1966 clinics the school districts in
the far western Kentucky area were in the midst of a series of
planning conferences directed toward the development of a proposal
for an operational grant under Title lll of Public Law 89—10.
Personnel from Murray State University were involved as con—
sultants during these planning sessions inasmuch as a major em—
phasis of the proposal had to do with the professional growth and
development of teachers. Extracts from their proposal, the \Vestern
Kentucky Project for Development and Implementation of l‘nnovz—
tive (‘urrieulum Programs, are presented in Part V. The proposal
was approved and funded and operations began with the 1966-67
school year.

l’art lll outlines the steps by which a, local school district may
plan a continuing program of in-serviee teacher education. Part IV
presents guidelines and suggestions for using a, one or two day
block of time to promote the in-serviee program.

TABLE OF CONTENTS

PART I

FOUR KEYNOTE ADDRESSES DELIVERED AT
REGIONAL CLINICS FOR PLANNING LOCAL PROGRAMS
FOR IN—SERVICE TEACIIER EDUCATION

Summary of Keynote Address by Dr. Sidney Simandle ........ 3
Summary of Keynote Address by Dr. John Scarborough ....... 8
Summary of Keynote Address by Dr. J. R. Ogletree ........... 13

Summary of Keynote Address by Dr. Florence B. Stratemeyer . 20

PART II

PROBLEM AREAS IN PLANNING PROGRAMS
OF IN-SERVICE TEACHER EDUCATION

\Vhat is Iii-Service Teacher Education? ...................... 27
\Vhat are \Ve Now Doing in In—Service Teacher Education?. .. . 28

\Vhat is an Effective Organization for a Local Iii-Service

Committee? ........................................... 30
How May Iii-Service Teacher Education Needs be Determined

\Vithin a Local School”.2 ................................ 32
~What Time is Available for Iii-Service Activities? ............. 34

\Vliat Are Seine Suggestions for Organizing and Planning
the Iii-Service Program? ............................... 35

How May a One or Two Day Block of Time be USed to

Effectively Initiate an Iii—Service Program? ............... 38
Once Plans are Laid for a Continuing Iii-Service Program,

How May These Plans be Implemented? ................. 40
\Vhere May Consultative Services be Obtained? ............... 42

How Can the III-Service Program be Tied in More Closely
with the Curriculum? .................................. 44

How Can the Iii-Service, Program be Organized to Help
Teachers Keep Abreast of the New Curriculum Trends? ..... 46

1’1;
“That are, Some Techniques for Involving the Total Staff from
Grades One Through Twelve in the Iii—Service. Program? . . 48
\Vhat is the Role of the School Principal in a Continuous
Program of Iii—Service Teacher Education? ............... ‘50
How May the Iii—Service Program be Financed? ............... 51
How May the Progress of the ln-Serviee Program be
Evaluated? ............................................ 52 Al
Should the Public be Told \Vhen Teachers are Trying to SC
Advance Themselves Professionally? ..................... SJ:
PART I'll,
PLANNlNC THE ,INHERVTCE TEACHER
EDU JATICN PROGRAM
Local District Responsibility ................................ 57
S
The Ill-Service Teacher Education Committee ................ ‘57
Survey of Needs .......................................... 58 Q
Determining: Priorities and Setting- Goals ..................... 58 c
Consultative Services ...................................... 58 r
The IirSer\'iee Aetivities ................................... 59
Plan of Action ............................................. 59
Evaluation and Follow—up .................................. 60 t
Reporting ................................................. 60 E
PART IV
PLANNING lN-SERVlCE TEACHER ETHTC‘A'l‘lUN
At‘TlVlTIES FUR TlIE lN—SERVlCE DAYS PRUVlDEl)
IN THE SCIIUHL CALENDAR
introduction ............................................... 63
Ill-Service Days Provided in School (‘alendar ................. 63

Purpose and Intent ot' the ln-Serviee Days ................... 64

.46

63
63
64

Guidelines for the Ill—SL‘I‘VICG Day(s) ......................... 66

Planning: Assistance .......................................

PART V

THE \VEST KENTUCKY PROJECT FOR
DEVELOPMENT AND IMPLEMENTATION OF
INNOVATIVE CURRICULUM PROGRAMS

Purpose. Nature and Extent of Project ....................
Innovative Charaeteristies of the, Project .................
Geographical Area to be Served ........................
Cultural and Educational Needs of Persons in the Area .....
Section 2kl’lanning .......................................
Educational and Cultural Agencies Participating .........
Section 3¥0peration of the Proposed Project .................
Section l—Qnulifieations of Professional Personnel ...........
Personnel Positions lnelnded in Project ..................

Description, Responsibilities, and Qualifications of
Project Personnel ..................................

Section 5~Partieipation of Non—Public School Children ........

‘ . . . . . .
Section 6—Pr03er't Evaluation and Disseminatlon of
lnforlnation

87
88

PART I

FOUR KEYNOTE ADDRESSES DELIVERED AT
REGIONAL CLINICS FOR PLANNING LOCAL
PROGRAMS FOR IN-SERVICE TEACHER EDUCATION

The four addresses have been summarized and edited with the

permission of the speakers and are presented in the order of
occurrence.

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SUMMARY OF KEYNOTE ADDRESS BY
DR. SIDNEY SIMANDLE

The central purpose of this conference is to give increased
emphasis to programs of in-service teacher education in the local
school districts throughout the state. From our discussions today
we hope to come up with some helpful suggestions that will assist
local In—Service Committees in planning and developing quality
programs of continuing education in—service. To this end we have
garnered a select group of school administrators, supervisors, col-
lege staff, and classroom teachers who, by their training, experience,
and ingenuity, will be able to come. up with some sound recom-
mendations for upgrading teacher education in—service.

in this session we will be concerned with the what and the why
of in-serviee and you will be concerned with the how in your group
discussion sessions. As an introduction to the what of in-service
teacher education let us go first to a paper prepared by Mr. Robert
\Voosley, Iii-Service Consultant at Morehead. He says, “An in—service
education program is any planned activity or group of activities
designed to increase the professional efficiency of all educational
personnel.” This is an excellent definition of the in-service educa-
tion program and covers a number of other definitions related to
various aspects of the program.

For our purposes here today, however, let us delimit the con«
cept of iii-service teacher education.

~First it should be emphasized, as pointed out in the National
Commission 011 Teacher Education and Professional Stand-
ards’ position paper, that continuing education is a career
long process of professional growth. Continuing education
is planned on an individual basis and the primary responsi-

bility for continuing development rests with the individual
teacher.

Dr. Simandle, Director, Division of Teacher Educati
Department of Education, delivered the keynote address to the Regional Clinic

1101‘ (Planning Local Programs of Iii—Service Teacher Education held on March 22,
96) at Morehead State University, Morehead.

011 and Certification, State

#Secondly it should be pointed out that school administrators
have a responsibility in the area of instructional improve-
ment. The American Council of Learned Societies states:

“In separate communities school officials must realize the
need and importance of other kinds of in-service educa-
tion and budget for them accordingly. This may take
the form of teaching laboratories, use of college con-
sultants, and holding of special seminars in various
fields. Educational planning and leadership of this kind
will make for high standards of teacher performance
and stimulate development of the scholar-teacher in all
subject fields .”

Dr. Conant quotes from the 1957 Yearbook of the National
Society for the Study of Education which is entitled “In-
Service Education”:

“Experimentation has shown that lasting improvements
in professional practices of teachers may be brought
about by encouraging and assisting them to make a
cooperative attack on professional problems of common
concern.”

Dr. Conant adds his own comment in stating:

“I have no doubt that school boards should endeavor to
stimulate the kind of ln-SEI‘VlCG education that is not
tied to course credits but is a group attack on a matter
of mutual concern.”

—Third, cooperative planning by administrators and teachers
for group projects of an in-scrvice nature is essential to a
good school climate. Administrator's should be sensitive to
the right climate for ill-service. The force of continuing
education on the part of the teacher is just as good as the
administrator’s attitude. As leadership is indifferent, so will
the faculty be.

The, it'll}! of in-servicc teacher education should by this time be
very clear to all educators. Yet we must still work to develop and
maintain a professional motivation for iii-service teacher education.
The necessity for a continuing program of ill—service teacher educa-
tion has been emphasized by the findings of various studies. One

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particular study that stresses the effectiveness of iii-service teacher
education programs is the doctoral dissertion of Dr. Nona Burress
which deals with promotion and retention of pupils in the elemen—
tary grades.

In this study Dr. Burress identified three Kentucky school
districts which had a high rate of pupil retention (pupil retention
is used here in connection with non-promotion rather than in con—
nection with school drop-out studies) and three other school dis-
tricts Were identified as having a relatively low rate of pupil
retention. In the study, the low rate of pupil retention was looked
upon as the desirable outcome of quality instruction. An effort
was made to determine whether there were any differences between
the teachers in the school districts having the desirable low rate
of pupil retention and the teachers in the School districts having
the high rate of pupil retention. Following are quotes from the
study:

“It is significant to note that the three counties with a low
rate of pupil retention had participated continuously in the
State Ila-Service program since its initiation in 1950. The
counties with a high rate of pupil retention did not enter the
program until 1958 or later. This state program provided time
in each school term for total faculties to work on areas of
instruction . . .”

“The data clearly show that teachers in the school systems with
a low pupil retention rate responded significantly higher on
items pertaining to activities related to professional organiza—
tions, working with professional staff, continued professional
growth and working with parents . . .”

“The results of this study seem to indicate clearly that
teachers’ activities, attitudes, and viewpoints related to pupil
retention are a reflection of involvement in in-service pro-
grams focused on instructional problems . . .”

.Various other concepts and factors are involved in the pro-
fess10nal motivation for in-service. One very important argument
for-teacher education in-service is the concept of professional ma-
turity; the maturity of undergoing long range projects with long
term goals, with postponed rewards. The mature person is able
to see a total project from the germination of the idea through the
developmental steps of goal attainment and the ultimate conclusion.

The professionally mature person is also capable of accepting re-
sponsibility without personal and individual rewards other than
being a part of that profession.

Another concept related to professional motivation for in-
service is the necessity for maintaining professional skills and
competencies. \Vith all the innovations in curriculum, and teaching
methods and techniques that are being introduced into the schools
today, the teacher must use some means of keeping current with
the changes or find himself incompetent in his own specialty and
a stranger to his own profession.

The teachers’ responsibility for upgrading professional skills
and responsibilities is another concept of the profession that gives
a mandate to teachers to continue to upgrade themselves through
ill-service. Every teacher owes it to himself and to the profession
not only to keep abreast of the new and exciting changes that are
coming about in education, but also to be in a position to make
some contribution to these innovations.

Finally, the demands of citizens and school patrons for some
visible increased return for their money is an indirect challenge to
teachers to keep themselves in tone with the times and give their
constituents their money’s worth through improved instructional
services to their children.

Let us review now the changing appearance of iii—service teacher
education in Kentucky. TTntil recently iii-service education was, for
the most part, tied to the pre-service program of preparation for
teachers in an attempt to help them meet qualifications for the
teaching certificate. However, in the last ten years the, percentage
of qualified teachers has increased to the point that iii—service
education has become identified with the graduate program and
has become actually in~service training rather than pre—scrvice
education. The advances in preparation are most impressive for
the elementary school teachers. In 1956-57. only 43.9% of the
elementary teachers in Kentucky public schools had a bachelor75
(109W? 01' higher preparation. Since that date the proportion of
elementary school degree teachers has advanced ‘apidly——fr0111
43.9“} in 1936—57. to 63.05; in 1960431. to {lllfé in 1965-66. Actually
teachers at all levels have upgraded themselves to the point that
one in seven elementary teachers and one in three secondar.V
teachers have the master's degree or above. Of the total 1111111139r

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of teachers in Kentucky, twenty per cent have the master’s degree
or above. Thus local. school districts are going to have to take on
more and more responsibility for the iii—service education program
for teachers.

The future looks bright. for the teaching profession in Kentucky.
It is conceivable that in the near future every teaching position
in the state can be staffed with a fully qualified person. This
situation is being brought about by the self-determination of the
profession for its own improvement. The profession through its
affiliates, such as FTA, SNEA, TEPS, DOT, and other groups has
been working constantly to upgrade the public school image in
the state by working toward a competent, qualified, and energetic
teacher in every classroom in Kentucky. \Vith this goal nearly
realized the profession has now begun a search for other measures
of professional competency with a system of financial rewards.

. Finally, the emerging role of the classroom teacher in educa-
tional leadership is worthy of note at this time. The screening
process for admission to Teacher Education and the general up-
grading of Teacher Education programs has developed a new crop
of teachers with ideas for improvement of the instructional pro—
grain in the schools. Teacher education institutions are turning
out increasing numbers of classroom teachers with high academic

qualifications who have the ability, stamina, and know how to get
things done. i

The increasing professionalization of teachers is evidenced, and
they. are becoming increasingly more involved in professional ac—
t1Vities. The youth factor of these new teachers should be taken into
account by administrators and supervisors in working with this
new group of teacheis. Impatience is a characteristic of youth and
educational leaders should begin now to direct this stamina and
impatience in directions that will provide wholesome and satisfy-
ing iewards for the profession as a whole

SUMMARY OF KEYNOTE ADDRESS BY
DR. JOHN SCARBOROUGH

I do not come to you today as an “answer man” . . . especially
as an “answer man” to your problems back in your areas . . .
if you have problems! . . . and I believe you do! I have no magic
to cast upon the central theme of this meeting today.

I will neither try to impress you or depress you with educa-
tional jargon or high sounding pseudo-slanted phrases; rather, I will
try to do just as I do when I go out and Visit you (and I’ve been
out many, many times these past six years!) and just as I try
to do in every class that I teach at Western . . . namely, give you
a few thoughts that will help you back home on your jobs . . . after
all is said and done, this seems to me to be the real pay-off!

I’m neither naive or vain enough to think that I can set the
stage for this program today by talking to all phases of your theme.
Fortunately, you have a very capable group of leaders and con-
sultants who will masterfully do this for you.

Anyway, I would like to thank you for asking me to be a
part of your program today. May I say that I have been privileged
to work with countless school systems in this area and have met
many, many fine Kentuckians as a result. This experience has
been priceless to me. I have grown as I trust I have helped others
to do likewise! Essentially, in-Service education is continuing
growth and this must be the goal of each of us in professional
education at all levels. XVhen we cease to grow, we no longer
professionally live . . . we are dead!

You superintendents, supervisors, and principals are “key”
people in public education. However, I will strengthen the word
“key” and say that you are strategic people with respect to in-
service education programs within your own system. In your
positions, you can give such programs the green light, the red, 0r

. Dr. Scarborough, Professor of Education, W'estern Kentucky University,
delivered the keynote address to the Regional Clinic for Planning Local Progrfﬂns

of Iii-Service Teacher Education held on March 2;, 1966 at, Western Kentucky
University, Bowling Green.

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the yellow. I am challenging you to give the green light . . . set
the pace, if you please.

Essentially, your very professional existence is built around
the caliber of the instructional programs in your own systems . . .
I’m certain that I know each of you well enough to KNOW that
you want your system to have a continuing, good, sound, and logical
educational program. This is, indeed, too heavy and cumbersome
load for you to carry alone. You need help . . . help from many
people . . . you MUST have help from your teachers . . . also, you
will need the help of a cooperative and understanding school board
and a supporting public. Also, you will need assistance from your
State Department of Education, a service agency, which stands ready,
willing and able to help you, your KEA office will help in any way
that they can, and you will need assistance from institutions such as
Western. I know Western, as well as all Kentucky teacher training
institutions, stands ready to help at all times. As a matter of fact,
most of you in the audience are Westerners . . . and mighty important
Westerners, too.

Next, I ask you to think with me and move along with me in
some areas that might not be so obvious . . . areas which sometimes
cause sand to get in the grease on the axle of the in-service wagon

. if you please! . . . This will make a tremendous difference in
the quality of your in-service programs.

For the lack of a fancy heading, shall we settle for this one?:

Helping Teachers to Realize the Importance of Growth

My friends, we might as well be frank about it . . . this is the
real job at hand in connection with an on-going quality in-service
program. You, as status school leaders, are saddled with the gigantic
task of working with teachers who have attitudes toward in-service
education ranging all the way from ultra-resentment to genuine
enthusiasm . . . and falling countless places in between these two
extremes . . . so, it boils down to the basic question: HOW CAN
WE GET TEACHERS TO BE ENTHUSIASTIO’ ABOUT IT?

Well, I will answer this question to the best of my ability for
you today. Some of my answers will not produce quick results for
y0u as you go back home and try them out because they are centered
around the state of mind of your teachers . . . their attitudes, their

concepts. This is a slow process; however, isn’t any meaningful
change slow? . . . who knows? Maybe we didn’t give them enough
desire to grow professionally while they were students here at
Western before they came to you as beginning teachers. Be that as it
may, I urge you school leaders to instill in your teachers the basic
belief that education is a continuous function for the teacher Who
takes his, or her, obligation professionally seriously. Others of us
had better take our obligations very seriously along the same line,
also. May I urge you superintendents and principals to talk
“growth” in your initial interviews with these young people

as well as salaries, tenure, etc. I I! You need to talk with them about
how to accomplish changes that are inevitable . . . as well as changes
that might be needed from time to time. You must talk with them
about gaining . . . and maintaining . . . sound professional attitudes.

Next, you as school leaders, must help teachers daily to realize
that they must constantly battle that most frequently found and
devastating disease known as “contentment paralysis” . . . although
this particular disease “creeps” and is painless . . . I can assure
you ladies and gentlemen that it will eventually professionally kill
its victim if it is not eliminated . . . and if such a disease should
happen to strike superintendents, supervisors, and principals—the
result will be the same!

Now let us assume that we have our teachers in our systems with
us attitude-wise . . . and they must just be if much is to be done . . .
I would like to suggest a few things that might cause you to have
better iii-service programs than you’re now having . . . and I might
add that I’m not at all pessimistic about the ones you’re now havingl

1. First of all, be sure that you have an iii-service committee func-
tioning in your system and let it be top heavy with classroom
teachers. I suggest that you have a rotating committee on 3
staggered basis . . . that is . . . never having a totally new 01‘
old membership. This will pay rich dividends for you. Try it!
Also, I urge you to have at least one real active and enthusiastic

layman on this committee . . . and you need to have the admin-
istration, of course.

'10

Secondly. let me beg of you to center your iii-service programS
around “agreed-upon problems” of your individual systems.
Let’s not get unduly excited about what they are doing in 511011
programs in Rumford, Maine; Bradenton, Florida; or Richmond;

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Virginia; however, I want you to get . . . and stay . . . real
excited about such programs in YOUR system . . . and speaking
of the local aspect . . . 1 am challenging you not to let in-service
education begin and end with your system-wide programs. Each
individual school within the system must have its own! Why

not? Each school has its own peculiar problems . . . This will
in no way interfere with your system~wide programs. As a
matter of fact, it will complement system programs . . . Time

for these??? Sure, you have time for individual school in-service
work. It’s this simple: USE TIIE TIME THAT YOU HAVE
BEEN USING IN ROUTINE FACULTY MEETINGS. It will
take no more! Most of what goes on in most of our old type
faculty meetings can be mimeographed and placed in your
teachers’ boxes! You will. have a better school as a result.

Thirdly, most of you have this going already . . . some few
don’t. I am speaking of “released time” for in-service work. If
you try to crowd it on top of an already crowded day (or week—
worse stilll), the teachers just will simply not go along with it

. nor do I blame them . . . when the cup is full, well, the
cup is full.

As a fourth suggestion, a relaxed atmosphere will add a great

deal to your efforts . . . don’t try to “pressurize” the pro-
gram by attempting too much . . . also—encourage your teachers
to be leaders . . . don’t suppress them!

Next, you must remember that you can do much of the work
yourselves . . . within your own staffs . . . far more than you
realize. However, you will likely need certain consultative serv-
ices . . . these, you can certainly get for the asking . . . In my
own mind, I know that Dr. Clark and Dr. Page at Western are
standing by ready to help at any time . . . likewise, members of
a very competent State Department of Education staff are
ready and able, the KEA staff is ready. So!

In summary, continuing growth is a state of mind. All of us

at all levels in public education must pool our efforts toward helping
everyone connected with this great endeavor to gain, and maintain,

aprofessional growth attitude. Yes, it’s slow sometimes . . . but
1t s worth it! Once you get everyone in the right frame of mind
towards 1n-service education . . . well, the “sky is the limit.” Who

will win as a result of this?? EVERYONEH Boys and girls, the

common denominator of it all, will surely be winners. Superin-
tendents, supervisors, principals, and teachers will win because in
their own hearts they will KNOlV that they had something to do
with bringing about quality education for our deserving boys and

girls.

Let me leave this with you:

“Who dares to teach must never cease to learn.”

Finally, it takes a lot of work to have a good enriched iii—service
program . . . hard, hard work on the part of everyone. It is worth it!

erin-
se in
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and

rvice
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SUMMARY OF KEYNOTE ADDRESSES BY
DR. J. R. OGLETREE

“The Why, Who and What of In-Service Teacher Education”

Contemporary society has often been characterized by the term
“changing.” Public education as one facet of that society is cur-
rently experiencing increasing demands that it join the main-
stream and consciously strive for internal renovations and innova—
tions so as to keep pace with that social order which established
and continues to maintain it as the institution for the induction
of the young into the social order.

While the demands for educational change stem from many
sources, the most pronounced of these is the relatively recent in-
volvement of the federal government in the affairs of public edu-
cation. Through the conditions under which new federal funds are
made available, school districts find themselves, consciously and
unconsciously, introducing modifications at an increasing rate.

The point here is not to debate the pros and cons of external
intervention; rather it is only to illustrate the reality that schools
and school programs have not kept pace with other segments of
our society and that new demands and expectations are being set
which demand modification of existing instructional programs.

Why III-Service Teacher Education?

\Ve are here considering in—service teacher education as a
prerequisite to significant educational change. Modification in in-
structional programs necessitate modifications in the knowledges
and skills of a professional staff. For example, one can revise the
purposes of a school, completely restructure the content areas,
introduce all types of new materials and equipment, create an
entirely new organizational structure and construct new educa-
tional facilities and still not significantly change the quality of an

D11 Ogletree. Professor of Education at the University of Kentucky, delivered

the k02"note address to the Regional Clinic for Planning Local Programs of

Iii-Service Teacher qucation 11
. . , . eld M ‘ ' '
Kentucky, Lexington. on “Ch 29, 1J66 at the Unlvemlty Of

instructional program, unless the staff ha