xt7p2n4zkz0k https://exploreuk.uky.edu/dips/xt7p2n4zkz0k/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1940-05 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. 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.), "Teacher Education and Certification", vol. VIII, no. 3, May 1940 text Educational Bulletin (Frankfort, Ky.), "Teacher Education and Certification", vol. VIII, no. 3, May 1940 1940 1940-05 2021 true xt7p2n4zkz0k section xt7p2n4zkz0k 0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

TEACHER EDUCATION

)5 ‘-
giiverﬁ‘y
Lexinﬁt on ‘

J _ Published by Order of the
DEPARTMENT OF EDUCATION

JOHN W. BROOKER
Superlntendent of Public lnstrUctIon

ISSUED MONTHLY.
, Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. VIII

May, 1940 No. 3

FOREWORD

Teacher training and certiﬁcation in Kentucky are administered
under the rules and regulations of the Council on Public Higher Echi-
cation and the State Board of Education through the professional
staffs of these two bodies.

Curricula for the education of teachers are prescribed by the
Council on Public Higher Education and approved by the State Board
of Education. When these curricula have been approved, they
become the basis for the issuance of certiﬁcates.

The authority to issue certiﬁcates is vested in the State Board of
Education through the Superintendent of Public Instruction. The
Department of Education is so organized that the administrative
activities relating to teacher education and certiﬁcation are performed
in the main through the Division of Teacher Training and Certiﬁca-
tion. From time to time it becomes necessary to issue a bulletin con-
taining the rules and regulations governing the education and cer—
tiﬁcation of teachers. The last bulletin issued upon this question was
published in January 1938. Since new developments have demandetl
additional regulations during this period, T. asked Richard E. Jaggerst
Director of Teacher Training and Certification and his staff to pre-
pare a bulletin which would be useful to colleges and public school
administrators in guiding prospective teachers in their preparation
It is my hope that it may serve its purpose.

J. W. BROOKER, Superintemlent Public Instruction.

PHILOSOP
THE PREP

Regulat
the E

PREPARA'J
Areas—
Regulat

the I
Areas (

THE PREP
Regulat
and

REGULATI
Require
Teael
REGULATI

BY TH
IN EFI

REGU LATI
STATE

THE PREP
Regulat

GENERAL

LEGISLAT]
or TE

istered
r Edu-

ssionul

by the
Iioard
, they

aft] of

The
trative
formed
rtiﬁca-
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lauded
Iggers,
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ration.

notion.

TABLE OF CONTENTS

Page
PHILOSOPHY OF TEACHER EDUCATION .................................................... 173
THE PREPARATION OF ELEMENTARY TEACHERS ................................ 175
Regulations for Issuing and Renewing Certiﬁcates for Teaching in
the Elementary Grades ................................................................................ 178
PREPARATION OF SECONDARY TEACHERS .................................... . ......... 181
Al'eaS—Majors and Minors ........................................................................... 185
Regulations for Issuing and Renewing Certiﬁcates for Teaching in
the High Schools ......................................................................................... 189
Areas of Concentration .................................................................................... 193

THE PREPARATION OF ADMINISTRATORS AND SUPERVISORS“. 194
Regulations for Issuing and Renewing Certiﬁcates in Administration

and Supervision ............................................................................................ 198
REGULATIONS FOR SPECIAL CERTIFICATES AND PERMITS ............ 200
Reﬁnirements for Issuance and Renewal of Teaching Permits for

Teachers of Trade and Industrial Subjects .......................................... 205

REGULATIONS FOR THE RENEWAL OF CERTIFICATES ISSUED
BY THE STATE DEPARTMENT OF EDUCATION UNDER LAWS

IN EFFECT BEFORE SEPTEMBER 1, 1935 ............................................ 207
REGULATIONS FOR RENEWAL OF CERTIFICATES ISSUED BY

STATE COLLEGES BEFORE SEPTEMBER 1, 1935 ............................ 210
THE PREPARATION OF CRITIC TEACHERS IN KENTUCKY ______________ 212

ReSUlations Relating to Critic Teachers __________________________________________________ 215

GENERAL REGULATIONS ________________________________________________

L‘ 1 ,
LGISLATIVE PROVISIONS FOR TRAINING AND CERTIFICATION
OF TEACHERS

]

Those v
in education
standing of :
question lea1
but when le
nately, char
edcuation a1
things unles
public.

Those ]
Preparation
superintend
the State B1
staﬁ’s of the
illg and Ce
prescribe, n
ration, bum
all to the en
responsibili'
ﬁts him.

The pl
in Kentuck;
concept of ‘
tern 81101111
evaluated.
following si
concept as

Firs
leaders
function

at the d

and exp

experiel

Sec
exDerie]
underst
0f thes
worker:

PHILOSOPHY 0F TEACHER EDUCATION

Those who have been responsible for the preparation of leaders
in education have become more and more conscious of public under-
standing of meanings in life. The public, fortunately, is beginning to
question leadership and if that leadership is worthwhile it is accepted,
but when leadership does not respond then the public, again fortu—
nately, changes its leaders. Those who prepare for leadership in
edcuation are learning that they will ﬁnd no place in the scheme of

things unless their services meet the demands of an honestly critical
public.

Those legally responsible for prescribing the patterns for the
Preparation of educational leaders in Kentucky—teachers, principals,
superintendents—are the Council on Public Higher Education and
the State Board of Education, through the professional and technical
staﬂ’s of these bodies made up of the State Director of Teacher Train-
mg and Certiﬁcation and the Deans of the colleges. These bodies
Prescribe, not only the amount of time which must be spent in prepa-
ration, but the kind of preparation necessary for each type of position,
all to the end that every person who enters any position of educational

Eesponsibility may do the kind of work for which his preparation best
ts him.

. The philosophy underlying the patterns of teacher preparation
in Kentucky is quite clear. It is very easy to understand Kentucky’s
e011(Z'Bpt of what the objectives of teacher education are, what the pat-
tern should be, and by what standards the product should be
evaluated. In brief, if a teacher meets the conditions set out in the

fOHOWing Statment he will be prepared in accordance with Kentucky’s
concept as expressed in her curricula:

leadgirSthhe objective of teacher education is to make available
functi: in» learning who have an understanding of the purposes and
at the Esffof‘ education in our country, and the ability to guide Children
and ex 18 e1 ent learning levels in the selection of worthwhile activities
experieliicmences’ and to aid children in using their abilities, aptltudes,

es, and interests toward the achievement of their life purposes.
expjiﬁcnd—Th‘l teacher must have such a broad general training and
Under-stanzas Will offer reasonable guarantee that he has acquired an
of these in}: of the may”. problems of social life, and the implications
Work D10 lems for the children whom he guides, for his fellow

ers, for the parents, and for the public in general.

173

Third—The teacher must study intensely and extensively the prob-
lems in those teaching areas and learning levels in which he is inter-
ested, for which he has aptitude, and in which there is reasonable
promise that his service will be needed.

Fourth—The teacher must have learned to employ his knowledge
and understandings in learning situations, and this implies that his
preparation should include (1) an understanding of the problems con-
nected with the growth and development of children, (2) an under-
standing of the organization and control of learning programs in the
school, (3) knowledge and understanding of the application of methods
and uses of materials, suited to different learning level, and (4) an
opportunity to integrate his own educational experiences by actual
teaching under competent guidance.

Fifth—Through a workable plan of pre-training selection, iii-training
guidance, and followup evaluation only those persons should be per-
mitted to continue teaching who manifest (1) physical, mental and
emotional ﬁtness, (2) an appreciation of the science and art of living.
(3) genuine interest in teaching as a profession, (4) an understanding
of the implications of education as a constructive agency in maintaining
and improving our American way of life, (5) capacity for becoming
effective leaders of learners, (6) an aptitude for the teaching area
and school level chosen, (7) satisfactory academic achievement, and
(8) adequate general scholarship.

Very little has been done in Kentucky to select, in advance of
college entrance, those young people who offer promise of becoming

worthwhile leaders in the teaching profession. In fact no valid '

criteria have been found in any part of our country which will deter-
mine, in advance, who Will and who will not be worthwhile. For that
reason most of our selection of future teachers has been selection ill
training, a process in which the prospective teacher and his instructors
take part, and known as guidance. In the absence of adequate
measures it inevitably follows that many enter the profession who are
not effective. It is impossible for the state to set up standards which
will guarantee that only promising persons will enter teacher pl‘epar‘
ing institutions, but this does not relieve the state of the task 0f
guiding-out-of-training those who are obviously unﬁt for teaching-

The Council on Public Higher Education has tried to set up Sud]
patterns of teacher education as will carry out the concept outlined
in the foregoing statement of philosophy. The same basic 0011061)t
is embodied in curricula for the education of elementary teachers,
secondary teachers, and for administrators of all types. The curricula
are so organized that there is reasonable guarantee that the prospec'
tive leader will have:

1. A general understanding of the major problems of social life
through a general survey during the ﬁrst two years in college! 0

174

Engli
Phys
2. A hig

he is

any l

the 1
3. A11 11
attec=
embc
zatio:
vised

THE ]

The un
the same f<
mentary to
learning, sr
tendents.

Genera
principle th
social life”
that end, th
0f elementa:
Each curr:
areas which
time spent i
Year curric'
social life s
Who comple
Year currim

Teachii
curricula p:
the ﬁelds V
In some ins
are speciﬁe(
Speciﬁc kno
in the elem.

Due to
into so man
ences must
different ty
spent in S01

Profes:
sional Prel

he prob-
is inter-
asonable

Lowledge
that his
ems con-
1 under-
s in the
methods
(4) an
7 actual

training
be per-
ital and
if living,
standing
ntaining
ecoming
11g area
ant, and

ance of
lCOl‘l‘llllg

a valid '

l deter-
‘or that
:tion in
,ructors
lequate
vho are
,I which
prepar-
task of
aching-
[p such
utlined
1011061)t
ache/rs,
rricula
rospeC'

ial life
lege, 0‘

English, Sciences, Social Sciences, Mathematics, Languages, Health,
Physical Education and Safety.

2. A high degree of knowledge and skill in the teaching areas in which
he is interested and for which he has aptitude, and he may choose
any learning area prescribed by the State Board of Education for
the public schools.

3. An understanding of the problems of teaching and learning as they
affect the school, the child and the teacher, which understandings
embody the study of psychology and educational psychology, organi-
zation and curriculum problems, testing and measuring, and super-
vised teaching.

THE PREPARATION OF ELEMENTARY TEACHERS

The underlying philosophy of teacher education in Kentucky is
the same for all types of positions in the educational ﬁeld,—ele-
mentary teachers, secondary teachers, principals, supervisors of
learning, supervisors of attendance, special teachers and superin-
tendents.

General or Core Requirements for Elementary Teachers—The
Principle that teachers should understand “The major problems of
social life” applies to elementary and secondary teachers alike. To
that end, the two-year and the four-year curricula for the education
0f elementary teachers require courses lending to this understanding.
Each curriculum recognizes that there are certain learning
areas which should be experienced by all teachers regardless of the
t11116: spent in the total program of preparation. The fact that a two-
.YeaII‘ curriculum is short is no reason why the general problems of
5001311 life should be neglected during this period. Then, too, those
Who complete the two-year curriculum usually complete later a four-
year curriculum at the elementary or secondary level.

Teaching Fields for Elementary Teachers—The elementary
curricula Provide for courses to be taken which will give training in
ﬂesfelds Which are included in the elementary courses of study.
are Smelfliﬂstances, courses 1n general education within a learning area
$605520]: ed in order that the prospective teacher will not fail to gain
. nowledges and understandings in the learning ﬁelds included
in the elementary course of study.

Dile to the fact that an elementary teacher must lead children
ence SS; many fundamental learning areas, a greater variety of experi-
diiierentustt be prov1ded in his program of preparation, and due to the
Spent in Ypes of experiences which he must have, the length of time
some areas must necessarily be limited.
:I‘Ofessmnal Preparation of Elementary Teachers—The profes-
Preparatlon of elementary teachers, to a great degree, takes

into

sion

175

place in all phases of the curriculum, but is emphasized through the
education courses. One-ﬁfth of the work in the two-year curriculum
is devoted to speciﬁc professional education and, approximately, one-
fourth of the work in the four-year curriculum is devoted to educa-
tion. Approximately, 80 per cent of the education requirements in the
two-year curriculum, and 70 per cent of the education requirements
in the four—year curriculum are made up of speciﬁed courses.

Education courses are selected in such a way that they emphasize
the same three phases of professional preparation as is emphasized by
the education courses in the preparation of secondary teachers,
namely: the psychologics, the organizatio11-1)rinciples-and—materials,
and the integration phase represented by the supervised teaching
experience.

Educational Basis of Issuing Elementary Certiﬁcates—The
Council on Public Higher Education and the State Board of Educa-
tion have prescribed the speciﬁc requirements for the issuance of
elementary certiﬁcates on the basis of principles outlined in this
Bulletin. Two grades of elementary certiﬁcates are issued, namely:
the Provisional Elementary certiﬁcate based upon a minimum of two
years of preparation, and the Standard Elementary certiﬁcate based
upon a minimum of four years of preparation. All the requirements
for the Provisional Elementary certiﬁcate are included in the require-
ments for the Standard Elementary certiﬁcate.

Courses and Content—If the purposes of the Council on Pub-
lic Higher Education and the State Board of Education in their p1'0‘
grams for the preparation of elementary teachers are to be truly
effective, care should be given to the selection and organization of
course materials and experiences. The major aspects of teacher
education pattern should be considered.

The curriculum for the preparation of elementary teachers
includes such courses as will acquaint the prospective teacher with the
major problems of social life and the implications of these problems
for the teacher: English courses include Literature for Children!
and Social Science courses include experiences related to govern-
ment, citizenship, space relations and- the like. The minimum require'
ment in Science should include from 3 to 6 semester hours in Generi11
Science. Health, Physical Education, and Safety courses should 1‘39
organized so that they relate directly to the day-to-day problems 111
these areas. _

The elementary teacher must be able to work in all the 51113399t
ﬁelds included in the elementary curriculum, and to that end it has
been necessary to prescribe in his program of preparation those 5111"

176

jeets with v
he must no
ﬁelds but h
these ﬁelds
mentary scl
tribute to cl
English, S(
Writing, G1
may make 1
The pr
ing of the c:
Psychology,
a view to
programs, 2
ing learnii
Elementary
teaching, a
expects to ,
0f supervis
training sci
Preparatior
is so organ
Preparatim
not constiti
pI‘Ogram, 1
observation
Guidir
Provision f
ulum mak
Students i:
those ﬁelds
other ﬁelds
Art and I
encourage(
oﬁer Oppo:
social org;
contribute
community

lgh the
iculum
y, 011e-
educa-
: in the
ements

phasize
ized by
achers,
terials,
caching

.——The
Educa-
nce of
in this
amely:
of two
t based
ements
equire-

1 Pub-
ir pro-
5 truly
;ion of
;eacher

eachers
ith the
oblems
1dren :
overn-
gquire-
eneral
uld be

nus ill

,ubjECt
it has
:e sub-

jects with which he will have to work. In his preparation program,
he must not only become acquainted with content of the diﬁerent
ﬁelds but he must learn how to select those learning experiences in
these ﬁelds which may be suited to the needs of children in the ele-
mentary school, and to organize these experiences so they may con-
tribute to child growth. He must in his program of preparation learn
English, Science, Health, History, Government, Spelling, Reading,
Writing, Geography, Music, Art, Arithmetic, and the like, so that he
may make them function in the total program of the child.

The professional preparation should contribute to an understand-
ing of the children in the elementary school. Psychology, Educational
Psychology, and Child Psychology courses should be organized with
a view to understanding child growth through organized learning
Pl‘Ograms, and how the child may be expected to behave under chang-
ing learning conditions. The course in the Fundamentals of
Elementary Education should be a kind of introduction to supervised
teaching, and should so be organized that the young person who
ex'Pects to do supervised teaching may learn as much about the task
of supervised teaching as possible before he is permitted to enter the
training school to teach. Supervised teaching is the ﬁnal act in the
preparation of a teacher and the curriculum for elementary teachers
1s so organized that every opportunity possible is provided for his
Preparation for the task. The supervised teaching experience should
not constitute a radical or spectacular break in the total preparation
prOgl‘am, but on the other hand should be merged with methods,
observation, and participation.

(ﬁlming Students in Training—The two-year curriculum makes
D1'0v1s1on for 12 semester hours of electives and the four-year curric-
ulum makes provision for 27 to 35 semester hours of electives.
Students in training should be encouraged to take their electives in
those ﬁelds in which only a small amount of work is speciﬁed and in
Other ﬁelds which may contribute to better teaching. More work in
ﬁgofnd MuSiC is needed. by most teachers and they should be
Offer :aged to take 1t. Guiding courses. and courses in Conservation
Social EPOI‘tunlties for broader servrce 1n the classroom. Courses in

rganlzatlon and in mental hygiene offer much which may

Contribute to teacher growth and lead to a greater understanding of
00mmun1ty Problems.

177

REGULATIONS FOR ISSUING AND RENEWING CERTIFI.
GATES FOR TEACHING IN THE ELEMENTARY GRADES

1. The Provisional Elementary Certiﬁcate valid for three years
shall be issued to a person who meets the general requirements of
law and the regulations of the State Board of Education and ﬁles
a. transcript of standard college credits showing the completion of
the following curriculum:

reserve

Education, including

1. Educational Psychology or General Psychology ................ 3 hours
2. Fundamentals of Elementary Education .......................... 4 hours
3. Supervised Student Teaching .............................................. 3 hours
4. Elective Course in Education ................................................ 3 hours

Total 13 hours
English, including

1. Oral and Written Composition .............................................. 6 hours
2. English Literature or American Literature or Survey

of Literature __________________ 3 hours
3. Children’s Literature .............................................................. 3h0ul‘5

Total 12 hours
Social Sciences, including
1. American History and Citizenship (integrated) ______________ 6 hours

2. Or American History ,,,,,,,,,, ,. 3 hours
3. And Citizenship (separated) ___________________________________ 3h0u1‘5
4. Or History of Civilization ____________________________________________ 6 hours

Total 6 hours

Principles of Geography ________________________________________________________________ 3 110111‘5
Public School Music ________________________________________________________________________ 2 hours
Public School Art ______________________________________________________________________________ 2 houI‘S
Teacher's Arithmetic ______________________________________________________________________ 3 hours
Public Hygiene and Sanitation ____________________________________________________ 2 houI‘S

Science (Biology, Chemistry, General Science, Geology,
Physics) _ 5 hours
Physical Education 2 hours
General Agriculture, or __________________________________________________________________ 2 hours
Industrial Arts, or 2 hours
Home and Social ProblemS, or ____________________________________________________ 2 hours
Rural Social Economy, or ______________________________________________________________ 2 holll‘s
Principles of Sociology __________________________________________________________________ 211011r5
Elective _______________________________ 12 hours
/

Grand Total 64 hours

2. In the issuance of the Provisional Elementary Certiﬁcate, the
requirements in Supervised Student Teaching may be waived ff”
those who have had a minimum of three years’ experience teaching111
the elementary grades, provided the applicant has a total 0f 64

178

semester hor
for the certii
3. The
a person WI
requirement:
two years c
for the Pro‘
curriculum
cate, which
supervised s

4. The
three years
of the certi
semester he
earned duri
every three
semester ho
earned sine
is renewed ‘
training, so
scribed by 1
0f the Stant

Note.—
teaching on

5. Th
Shall be iss
law and th
a transcrip
the followii

a. Edu

oo-qmmr"9”5"?‘

vTIFI.
ES

years
nts of
1 ﬁles

ion of

hours
hours
hours
hours

hours

hours
hours

hours

hours
hours
hours
hours
hours
hours
hours
hours
hours
hours

hours
hours
hours
hours
hours
hours
hours
hours
/
hours
3, the
St for
11g lll

>f 64

semester hours of college credit and has met all other requirements
for the certiﬁcate.

3. The Provisional Elementary Certiﬁcate shall be issued to
a person who prior to September 1, 1935, partially fulﬁlled the
requirements for the Standard Elementary Certiﬁcate, based upon
two years of college, provided that the remaining work required
for the Provisional Elemenary Certiﬁcate shall be selected from the
curriculum for the issuance of the Provisional Elementary Certiﬁ-
cate, which courses selected shall include three semester hours in
supervised student teaching.

4. The Provisional Elementary Certiﬁcate may be renewed for
three years after two years’ teaching experience during the life
of the certiﬁcate, or upon the presentation of one-half year (16
semester hours), of additional standard college or university work
earned during the life of the certiﬁcate; and it may be renewed
every three years thereafter upon presentation of one—half year (16
semester hours), of additional standard college or university work,
earned Since the last renewal provided that when this certiﬁcate
is renewed upon 16 semester hours of standard college or university
training, such training Shall be selected from the curriculum pre-
scribed by the Council on Public Higher Education for the issuance
of the Standard Elementary Certiﬁcate.

Note—The Provisional Elementary Certiﬁcate is valid for
teaching only in the elementary grades.

5. The Standard Elementary Certiﬁcate valid for four years
shall be issued to a person who meets the general requirements of
law and the regulations of the State Board of Education and ﬁles
a transcript of standard college credits showing the completion of
the following curriculum for elementary teachers:

a. Education, including

1- General Psychology 01' Educational Psychology .............. 3 hours
2- Fundamentals of Elementary Education .......................... 4 hours
3. Supervised Student teaching .............................................. 6 hours
4- Educational Measurements .................................................. 2 hours
5 Child Psychology 3 hours
6. Teaching Reading 3 hours
7- Elective in Elementary Education ......................... 3 hours
8. Elective in Administration and Snpervrsion and/or Ele-

mentary Education and/or General Education Courses”. 6 hours

Total 30 hours
b. English, including
1, 01m and Written Composition --------------------------------- 6 hours

179

2. American Literature or English Literature 01' Survey

of Literature
3. Children’s Literature

4. Elective

Science, selected from

.............................................................................. 3 hours

.............................................................. 3 hours

............................................................................ 3 hours

Total 15 hours

Biology, Chemistry, General Science, Geology, Physics ........ 12 hours

Social Science, including

1. American History and Government or History of Civil-

ization ....................... ‘6 hours
2. Principles of Sociology or Rural Social Economy ........ 3 hours
3. History, Government, Sociology or Economics ................ 6 hours

Total 15 hours

Teacher’s Arithmetic ...................................................................... 3 hours
Art, including

a. Public School Art .................................................................... 2 hours
b. Elective _______________________________________________________________ Zhours

Music, including
a. Public School Music

b. Elective

Total 4 hours

.............. 2 hours
...................... 2' hours

Total 4 hours

Public School Hygiene and Sanitation .................................... 2 hours
Physical Education .......................................................................... 2 hOlll'S
Geography, including

a. Principles of Geography ........................................................ 3 hours
b. Elective _______ 3 hours

Elective ......................

Total 6 h0111'5

.................................................................... 27—35 hours

i.“—

Total Required——-120—128 hrs. plus degree

The Standard Elementary Certiﬁcate valid for four years
shall be issued to a person who partially completed the requirements
for the Standard Elementary Certiﬁcate before September 1,1935,
provided that the additional work required for the completion of
the four-year curriculum for the issuance of the Standard Ele~
mentary Certiﬁcate shall be selected from the prescribed courSes
in the approved four-year curriculum for the issuance of the Stand-
ard Elementary Certiﬁcate, and provided that six semester hours
of credit shall be in supervised student teaching.

7. The Standard Elementary Certiﬁcate may be renewed 01‘
reissued every four years after three years’ teaching experience dur‘

180

ing the lif<
lege or ur
If the 1101(
reissuancc,
semester 11
grade for
be extende
experience
requiremei

Note.—
ing‘ only it

8. Tl
years of C(
the school

Profes
concept of
takes the '
preparatio
connected
of general
the major
the place (
civics, soci
and hygie
teaching j(
in his inter
and his ne

The C
it can be :
bring abol
children, z
learning p
the least w

The P
learn. S0:
chology, a
and the lit
the science

The S
how learni

hours
. hours
hours

hours

hours
hours

hours

hours
hours

ing the life of the certiﬁcate, or upon one-half year of standard col-
lege or university work of graduate grade since or last renewal.
If the holder fails to teach the three years required for renewal or
reissuanee, this certificate may be renewed or reissued upon 6
semester hours of standard college or university work of graduate
grade for each year he fails to teach upon the certiﬁcate. It may
be extended for life when the holder has had three years7 teaching
experience during the life of the certiﬁcate and has cmnpleted
requirements for a Master’s degree in a standard graduate school.

Note—The Standard Elementary Certiﬁcate is valid for teach-
ing only in the elementary grades.

8. The Standard Elementary Certiﬁcate, based upon four
years of college, should be valid in grades one to eight regardless of
the school organization.

PREPARATION OF SECONDARY TEACHERS

Professional Preparation.~—It should be pointed out that the
concept of what should be included in the preparation of a teacher
takes the View that the three phases of the pattern (core, areas of
preparation—~13rofessional training) are not separate and dis-
connected but are integrated. It is assumed that during the period
Of general education, when the student is familiarizing himself with
the major problems of social life, he will have in mind to some degree,
tl'le‘plaee of the child in the scheme of things. The social seiences~
elv10s, social organization, and the like; the sciences—biology, health
and hyg’iene, and physical education, all may be studied with the
teaching job in mind. It is assumed that while the student is engaged
1n 111s intense study of his major area of interest he will have the child
and his needs as dominating inﬂuences.

. The Child in Professional Preparation.—Professional work if
1t can be separated from the students total program, is designed to
bring about an understanding of the individual. and social needs of
10:111dren, and an understanding of the effective ways of organizing
“mug pl'Ogl'ams so that the needs of children may be served with

the least waste.
learn’l‘heSProspe-etive teacher must understand children and how they
1 - Ome of th1s understanding comes through the study of psy-
:QEEy’IédOiESCGHt psychology, educational phychology, guidance,
th }e ike, m the professional ﬁeld, through the study of biology in

e selenee ﬁeld, and soeiology in the social science tield.

how 3:: 113:113:01 and the Curriculum.—The teacher must understand
a DI‘Og‘Iams are organlzed, the philosophy underlying the

181

school program, the nature and purpose of the curriculum, personnel
relations, community life, social purposes, and the implications of all
of these for children in the learning situation. He must know how to
evaluate the work of the school as it attects the child, be willing, and
have the freedom, to add to, or take from, the learning program as the
needs demand.

Student Teaching—To carry out the purposes implied in the
two preceding paragraphs the Council requires that each teacher
should take at least 12 semester hours of college work in such areas
as the psychologies, principles, methods, organization, curriculum and
measuring in the secondary school and in addition to this spend from
‘90 to 108 clock hours in laboratory experiences in which his