ED 164 746

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INSTITUTION

SPONS AGENCYBUFAU NOPUL, DATEGRANTNOTEAVAILABLE FROM

DOCUMENT RESUME

08 CE 016 503

Norton, Robert E.; And OthersThe Identification and National Verification ofCompetencies Important to Secondary andPost-Secondary Administrators of VocationalEducation. Final Report: Development ofCompetency-Based Instructional Materials for'LocalVocational Education Administrators -- Part I. Researchand Development Series No. 141.Ohio State Univ., Columbus. National Center forResearch in Vocational Education.Office of Education (DHEW) , Washington, D.C.498AH50193770007501702120p.; For related documents see CE 016 504-511National Center Publications, The National Center forResearch in Vocational Education, The Ohio StateUniversity, 1960 Kenny Road, Columbus, Ohio 43210($6.75)

EDRS PRICE MF -$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS *Administrative Personnel; Curriculum Development;

Evaluation Methods; Job Skills; Literature Reviews;*National Surveys; Performance Based TeacherEducation; Skills; *Task Analysis; *VocationalEducation

IDENTIFIERS Developing a Curriculum; Final Reports

ABSTRACTThe purpose of this research was to identify and

nationally verify the competencies considered important to localadministrators of vocational education. A comprehensive literaturesearch was conducted to identify all relevant administratorcompetency studies and available competency-based instructionalmaterials. Fifteen studies were located. A curriculum developmentapproach called Developing a Curriculum (DACUM) was used to updatethe competencies identified through the literature search and toidentify an additional 36-40 additional tasks not found in theliterature. All competency statements were analyzed, refined, andmerged into a single administrator Task Inventory Instrument (191task statements). It was then submitted to a stratified nationallyrepresentative sample of 130 practicing administrators of secondaryand postsecondary vocational education programs. One hundred andtwenty administrators returned usable instruments. Of the 191 taskstatements, 166 were considered to be verified as important.Responses to 31 tasks were found to differ significantly betweensecondary and postsecondary administrators and 15 tasks differedsignificantly between urban and rural administrators. (The secondpart of this final report is also available [CE 016 504]. (JH)

***********************************************************************Reproductions supplied by EDRS are the best that can be made .*

from the original document.***********************************************************************

Research and Development Series No. 141

THE IDENTIFICATION AND NATIONAL VERIFICIATION OF COMPETENCIESIMPORTANT TO SECONDARY AND POST-SECONDARY

ADMINISTRATORS OF VOCATIONAL EDUCATION

Final Report: Development of Competency-BasedInstructional Materials for Local Vocational

Education AdministratorsPart I

Robert E. Norton, Project DirectorKristy L. Ross, Program Assistant

Gonzalo Garcia, Graduate Research AssociateBarry Hobart, Graduate Research Associate

The Center for Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

1977

2

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

The research reported herein was performed pursuant toa grant with the Office of Education, U.S. Departmentof Health, Education, and Welfare. Contractors under-taking such projects under Government sponsorship areencouraged to express freely their professional judg-ment in the conduct of the project. Points of view oropinions stated do not, therefore, necessarily repre-sent official Office of Education position or policy.

Project No. 498AH50193 Grant No. G007501702

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Occupational and Adult Education

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FOREWORD

The need for stronc, and competent administrators of voca-tional education has long been recognized. The rapid expansionof vocational education programs and increased student enroll-ments have resulted in a need for increasing numbers of trainedvocational administrators at both the secondary and post-secondary level. Preservice and inservice administrators need tobe well prepared for the complex and unique skills required tosuccessfully direct vocational programs.

The effective training of local administrators has been ham-pered by the limited knowledge of the competencies needed bylocal administrators and by the limited availability ofcompetency-based materials for the preparation of vocationaladministrators. In response to this pressing need, the Bureau ofOccupational and Adult Education of the U.S. Office of Education,under provisions of Part C--Research of the Vocational ..'d.ucc.tionAmendments of 1968, funded The Center for a scope of wc,rk entitled"Development of Competency-Based Instructional Materials forLocal Administrators of Vocational Education."

The project had two major objectives as follows:

To conduce. research to identify and nationallyverify the competencies considered important tolocal administrators of vocational education.

To dcelop and field test a series of prototypiccompetency-based instructional packages and a user'sguide.

The procedures used to carry out the first (research) objec-tive of the project are described in this report. The proceduresused to carry out the second (development) objective are describedin The Development of Competency-Based Instructional Materialsfor the Preparation of'Local Administrators of Secondary andPost-Secondary Vocational Education.

This project could not have been successfully conductedwithout the cooperation and assistance of many individuals.Special recognition goes to Robert E. Norton, Senior ResearchSpecialist, who, as Project Director, gave leadership and guidanceto the overall project. Recognition also goes to Kristy L. Ross,Program Assistant, for her many writing and editorial contribu-tions; and to Gonzalo Garcia and Barry Hobart, Graduate ResearchAssociates, who assisted with both the research and module devel-opment phases. Thanks also go to Kenney Gray, Research Special-ist, for his assistance with the research phase; Glen E. Fardig,Research Specialist, for his advice on the research phase andreview of some modules; and to James B. Hamilton, Program Direc-'or, Professional Development in Vocational Education, for hishelpful guidance and administrative assistance.

iii

Meaningful contributions were also made to the project bythe Project Advisory Committee con!;isLing of Walter G. Hack,Professor of Educational Administration, The Ohio State Univer-sity, Columbus, Ohio; Rosemary Kolde, Director, Diamond OaksCareer Development Center, Cincinnati, Ohio; Paul Lentz, Directorof Occupational Education, Concord, North Carolina; Peggy Patrick,Program Analyst, Division of Vocational-Technical Edu( tion,State Department of Euucation, Little Rock, Arkansas; and MerleStrong, Professor of Educational Administration and Director ofCenter for Studies in Vocational and Technical Educaticn, Univer-sity of Wisconsin, Madison.

Special thanks also go to the 12 local administrators ofvocational education who participated in the DACUM (DevelopingA Curriculum) workshop to identify and cluster relevant compe-tencies. A list of the DACUM committee members and their posi-tions and addresses is contained in Appendix D.

Appreciation is extended also to The Center staff memberswho reviewed and critiqued the draft Administrator Task Inventory,and to the local administrators who served in pilot testng theInventory. Many thanks and much credit also to the 120 localadministrators in the national sample whc were carefully selectedand who graciously responded to the Administrator Task Inventory.

Last, but certainly not least, credit goes to Debbie Parsleyand Susan Ryckman, project secretaries, who consistently workedhard to meet deadlines and produce high quality materials.

Robert E. TaylorExecutive DirectorThe Center for. Vocational Education

ABSTRACT

THE IDENTIFICATION AND NATIONAL VERIFICATION OF COMPETENCIESIMPORTANT TO SECONDARY AND POST-SECONDARYADMINISTRATORS OF VOCATIONAL EDUCATION

Purpose

The purpose of this research phase of a larger projectentitled "Development of Competency-Based Instructional Materialsfor Local Vocational Education Administrators" w 'is t contributeto the improvement of training programs for local administratorsby conducting research to identify and nationally verify the com-petencies considered important to local administrators of voca-tional education.

Procedures

A comprehensive literature search was conducted to identifyall relevant administrator competency studies and availablecompetency-based instructional materials. An innovative approachto curriculum development called DACUM (Developing A Curriculum)was used to update the competencies identified through the litera-ture search and to identify several additional competencies. Allcompetency statements were analyzed, refined, and merged into asingle Administrator Task Inventory instrument. This instrumentwas submitted to a carefully selected and stratified nationallyrepresentative sample of 130 practicing administrators of second-ary and post-secondary vocational education programs. Eachadministrator was asked to respond to e-ch of 191 task statementson a six-point Likert-type scale in terms of: (1) the importanceof the task, and (2) the degree of training needed by most admin-istrators to effectively perform the task.

Results and Conclusions

In the literature search, 15 relevart administrator researchstudies were located. The DACUM workshop conducted in January1976 proved to be extremely valuable and resulted in the identi-fication of 36-40 tasks not found in the literature. It was con-cludti that both the review of literature and DACUM workshop con-tributed significantly to obtaining a comprehensive and up-to-date list of competencies. By June 30, 1976, 120 of the 130administrators had returned usable instruments for a responserate of 32.3%. One hundred and sixty-six (166) of the 191 taskstatements were considered to be verified as important (meaningthey received a median score of 3.0 or higher). Further analyseswere conducted to determine if there were any statistically sig-nificant differences in the way secondary versus post-secondaryadministrators responded to the statements and to determinewhether there were significant differences between the way urbanand rural administrators responded. Thirty-one tasks were foundto differ significantly in the first instance, and 15 tasks inthe second instance.

CONTENTS

Foreword iii

Abstract

Chapter I: INTRODUCTION 1

Problem Statement 1

Project Objectives 3

Related Research 4

Chapter 11: PROCEDURES 11

Chapter ill:

Chapter IV:

Bibliography

Appendix A:

Appendix B:

Appendix C:

Conduct Literature Search

Review Literature to Identify Competencies.

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12

Conduct DACUM Workshop to IdentifyCompetency Statements 14

Analyze, Refine, and Merge CompetencyStatements 16

Develop Administrator Task Inventory 16

Obtain National Verification of Competencies. 17

Analyze and Summarize Data 18

Conduct National Advisory Committee Review. 19

RESULTS 21

Competency Identification 21

Competency Verification 21

Data Analysis 22

CONCLUSIONS AND RECOMMENDATIONS 25

27

Task Statement Checklist 29

Description of the DACUM Approach toCompetency/Task Identification 31

Administrator DACUM Committee SelectionFactors

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33

Appendix

Appenaix

Appendix

Appendix

Appendix

D:

E:

F:

G:

H:

Administrator. DACUM Committee Participants. .

Administrator Task Inventory

Nomination Criteria and Form

Letters to Administrators

Advisory Committee Members and Agenda

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37

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57

61

Appendix T: Sualmary of Responses to 191 AdministrativeTasks in Terms of Perceived Importance andTraining Needed for Task Competence . . 63

Appendix J: Rank Order of the Perceived Importance ofthe 191 Administrative Tasks 79

Appendix K: Competencies Important to Secondary and Post-Secondary Local Administrators of Vocational.Education 89

Appendix L: Significant Differences (Chi Square) in theImportance of Administrative Tasks asPerceived by Secondary Versus Post-SecondaryLevel Administrators 95

Appendix M: Significant Differences (Chi-Square) in theImportance of Administrative Tasks asPerceived by Vocational Administrators fromRural Versus Urban Areas 99

Figures

Figure 1: Administrator Project Research Phase 13

Tables

Table 1: Summary of Vocational Education Adminis-trator Competency Studies Found inLiterature 10

viii

CHAPTER I: INTRODUCTION

The major outcome sought through this project was bettertrained local administrators of secondary and post-secondaryvocational education; and, through their improved competence,vocational education programs that are more effective and effi-ciant in meeting the needs of students. Vocational educationrequires aggressive and effective leadership at the local level.To provide this type of leadership for rapidly expanding voca-tional programs, more and better training programs are requiredfor local administrators.

Problem Statement

The improvement and expansion of effective programs of voaa-tional education at the local level requires the preparation ofincreasing numbers of new administrators who are competent in thecomplex and unique skills required to successfully direct voca-tional programs. It is also essential that current and futureadministrators of vocational education receive frequent upgradingof thelr skills so as to be prepared to develop and manage voca-tionai eitication programs that are relevant and responsive toconstanly changing individual and societal needs. In manystates, the supply of competent local leaders of vocational edu-cation 'as been inadequate to meet increasing demands for them.

T::e effective training of local administrators has been ham-pered try at least four major problems:

the complex and unique skills required to successfullydirect vocational programs

the limited knowledge of the competencies currentlyneeded by local administrators of vocational education

the limited availability of high quality competency-based instructional materials for use in the preserviceand inservice preparation of vocational administrators

the limited training opportunities available for thet,reservice and/or inservice preparation of secondary anclBost- secondary vocational administrators in most states

A brit. explanation of each of these problem areas follows.

0;alie vocational administrators are confronted with many ofthe tasks as are general education administrators, they mustalso J,_al with many complex tasks which are unique to vocationaleducation administrators. For example, the 1968 Amendments tothe Vocational Education Act gave states and local communitiesmore responsibility for program planning and evaluation. Inorder to obtain state and federal funds to support their programs,local leaders are now required to submit to the state, plans that

1

reflect and justify the programs proposed for operation in thelocal secondary or post-secondary school district. Wenrich andWenrich (1974) , reflecting upon he increased leadership clemandsplaced on the local vocational administrators, state:

This shift in responsibility from the federal to stateand local units of school administration creates a needfor an increased number of local vocational educationleaders who have the competence to plan, operate, andevaluate vocational programs on the secondary and pm'-secondary levels. But not only do we need more leaHersfor administrative roles, we need a "new bre-6CP ofleaders--persons who have conceptual, technical, admin-istrative, and human relations skills needed to developdynamic vocational education programs which will seithe needs of individuals and society (pp. 101-102).

The Education Amendments of 1976 have also thrust i.:rasedresponsibilities for program planning, evaluation, and lecount-ability upon the shoulders of the local directors. For example,comprehensive planning requirements at the local level make itmandatory that the local administration involve an advisc,-y coun-cil for vocational education in all major aspects of programplanning and development. The skills required to successllydirect local vocational programs are indeed complex and _:.71 many

cases unique.

As pointed out by Miller (1972) and others, studies -A thecompetencies needed by leadership personnel in vocations. educa-tion were also limited in number and scope. Briggs (197 inhis doctoral study of the competencies necessary for adm -1,-;-

trators of vocational and technical education, states that '..here

still seems to be a Lack of agreement "regarding what one :1,2edsto know and the competencies he must possess to be an eff-.ytiveadministrator in vocational education" (pp. 22-23).

A comprehensive needs assessment that includes a review ofall pertinent research studies and other literature dealng withvocational administrator competencies was needed. Given thisreview, a comprehensive list of identified competencies could bedeveloped and submitted to a nationally representative gr,ip ofcurrent vocational admThistratOrs for verification and the assign-ment of priorities.

Once the specific competencies required by vocations admin-istrators have been identified, there is still the problemdeveloping and testing transportable training materials th willdeliver the needed competencies. Miller (1972), in a revew andsynthesis of research on the preparation of leadership personnel,states that "leadership development, instructional acti%,itIles andprocedures should be competency-based and not course orie.,ted"(p. 28). Although a considerable volume of training materialshas been developed for various graduate programs, workshopF,seminars, and institutes, almost nothing exists that is

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compeency-based, transportable, and rield test .'d. Hence, thethird .,.ajor problem restricting the effective training of localadministrators.

Finally, the training problem is compounded by the limitednumber of training programs specifically designed for localadministrators of vocational education. Since preservice pro-grams f:r vocational education leadership personnel are minimalin number, inservice training programs are vital to the prepara-tion of needed personnel. Since most newly appointed vocationaladministrators are recruited from teaching positions in special-ized service areas, they can acquire the broad understanding ofvocational education and the administrative skills required fortheir new position only through inservice programs. Similarly,administrators from general education who are thrust into voca-tional education leadership positions can obtain the same uniqueunderstandings and skills only through inservice training. Inspite of the obvious need, often the only type of inservicetraining available is in the area of general admThistration.Unfortunately, the'number of administrators responsible for voca-tional education programs in any given area is quite small, withthe resulting available training opportunities often being verylimits.. The shortage of training opportunities, however, doesnot lesn in any way the serious and critical need for thetrainin of such administrators.

in response to the problems outlined, the Bureau of Occupa-tional c,id Adult Education of the U.S. Office of Education, underthe research provisions (Part C) of the Vocational EducationAmendments of 1968, funded several state-level (Virginia, Texas,West Vir,iinia, Mississippi, Michigan) projects and at least oneproject with a national focus (The Center for Vocational Educa-tion.

the latter project with which this report deals.

Proiec -,Jjectives

Aciaressinq the four major administrator training problemsoutlit-d requires a comprehensive and a long-term effort reachinginto every state and territory. While such a massive effortcoup. ;lot be undertaken due to financial and other constraints,a significant research and development effort was launched byThe Center with the following two major objectives:

1. To conduct research to identify and nationally verifythe competencies considered important to local adminis-trators of vocational education.

i!() develop and tield test a series of prototypiccompetency-based instructional packages and a user's

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It ono reflects can the t0t11 major problems hampering theof training of local administrators, it becomes obviousthat the primary objective of this project was to deal gif'cotlywith the "limited knowledge of the competencies needed" prc'dtmi.The secondary objective was to deal directly with the "limitedavailability of high quality competency-based instructi(malmaterials" problem through the preparation and field testing ofsample modules and a user's guide, specifically designed 'or usewith local administrators. Tilrough the preparation and dHsemi-nation of individualized training materials, it is also hopedthat the project will indirectly contribute to solving the prob-lem of "Limited training opportanities."

The ultimate goal or outcome sought through the proiect isbetter programs for secondary and post-secondary vocational edu-cation students through the preparation of more, and more com-petent, local administrat.ors. It is expected that thi.--Oug-h(1) knowledge of the important competencies needed by vocationaladministrators, and (._!) the use of high quality competency-basedinstructional materia.s that are research-based and specificallydesigned and tested to provide the skills and knowledge verifiedas important, more in,iividualized and competency-based trainingopportunities can be made availaido to proservice and inservicevocational administratrs.

Related Research

A national search was conducted to identify relevant admin-istrator research studies and available competency-based instruc-tional materials designed for use in training local vocationaleducation administrators. The search consisted of a mani.alsearch and a computerized search which was completed by OhioState University's Mechanized Information Center facilities. TheMechanized Information Search consisted of both a retrospectivesearch and a current awareness search. The following data bankswere searched for the Years indicated:

RIE Research in Education 1965-1976

AIM/ARM Abstracts of instructionalMaterials and Research inVocational Education 1968-1976

El Education Index 1964-1975

CIJE Current Index to Journals inEducation 1969-1975

DIS Dissertation Abstracts international 1966-1975

The focus of the literature review centered on determiningthe major c2omr.ol: and unique compr,tencies and competency aryaswhich various researchers have indicated are essential fci-etfective administration of vocational education. Additinhally,

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an attempt was made to determine the various methodologies andinstruments which have been eiiiployed in identifying and verifyingthe competencies.

At the same time the literature was being searched forresearch studies, a search was made for competency -based cur-ricular materials that had been field tested and that were gen-erally available. This search proved almost futile. The onlymaterials located prior to the last six months were the ABC -Instructional Packages that came out of a 1974 project by IllinoisState University. While helpful, these are not basically self-contained and do require tapes and other media not generallyavailable. In Itite 1976, materials from other USOE-funded proj-ects have started eo appear.

Our extensive literature search and review revealed manystudies of widely varying quality that were in some way concernedwith the role of the local director or administrator of vocationaleducation.

Several research studies were found that were directly con-cerned with the identification and/or verification of competenciesfor local administrators of vocational education. Most of thesestudies were conducted between 1970 and 1975 and were statewidein nature, although two studies were multi-state or regional infocus. No recent national study of any kind could be located.Most of the studies were doctoral dissertations with the qualityof work ranging from fair to excellent. There was little uni-formity in the names given to these "competencies." Some studiesreferred to duties and functions, others to critical behaviors,and still others to understanding and ability statements. Thenumber of statements identified ranged from 40 to 258. A widevariety of methodologies was used to verify the competencies.A brief summary of the most relevant studies identified follows,and a table indicating the major competency lists identified, theyear, and the number of competencies is included as a summary tothis section.

Stanger (1967) administered an instrument containing 73duties and functions to five groups of educators in Californiafor the purpose of determining the responsibilities of theintermediate-level (county) director of vocational education.The findings of the study indicated a strong consensus within andamong the five educator groups surveyed with respect to theduties and functions given.

Meyer (1970) surveyed by questionnaire a sample of 450 voca-tional education administrators from three levels of managementin 33 different states for the purpose of determining the exis-tence of common competencies. Administrators were selected atrandom from state educational directories and classified as top-management, middle-management, or supervisory-management. Thecompetencies used in the study consisted of 60 "understanding"statements and 56 "ability" statements. Meyer concluded that a

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majority of the competencies were required by all vocational edu-cation leaders across the three levels of management, althoughcertain competencies were unique to certain managerial levels.

Ward (1970) investigated the competencies essential for theperformance of vocational education leaders in Oregon. A list of50 competency statements believed necessary for effective leader-ship was identified through a review of the literature. A ques-tionnaire containing the 50 statements and a Likert-type scalewas administered to 134 leaders of vocational education in Oregon.Ward identified 40 competencies which were held to be essentialfor the effective performance of vocational education leaders.

Briggs (1971) was concerned with identifying the common andbasic competencies needed by administrators of vocational educa-tion in public junior colleges, area vocational schools, andmetropolitan school systems. The findings of the study indicatedthere was general agreement among vocational administrators withrespect to the 40 competency items on the survey questionnaire.

Baltimore (1972) was concerned with investigating the pro-fessional education competencies of public school vocational edu-cation directors and department heads in the four western statesof California, Arizona, Colorado, and Washington. The studyidentified 98 competency items and indicated that the responsesof 147 individuals to a mailed questionnaire, when compared withinstates and across states, were alike in the ratings of the com-petencies.

Martin (1972) conducted a study to identify the common andessential professional education competencies for the adequateperformance of community college vocational education adminis-trators. The findings of the study resulted in the identifi-cation of 98 individual competencies, and 5 clusters of compe-tencies that could be used in the development of curriculummaterials for community college vocational education adminis-trators.

Ramp and Anderson (1972) joined forces to identify the com-petencies essential to vocational education leaders in Illinois.The authors, located at Southern Illinois University-Carbondaleand Illinois State University-Normal respectively, surveyedsuperintendents with an instrument containing 305 potential com-petency statements. Their findings indicated that 158 of thesestatements were held to be important. The 158 competencies werethen translated into behavioral statements and organized into ataxonomy of administrative competncies with eight major areas.This list of competencies later became the basis for the develop-ment of three competency-based administrator education (CBAE)programs in Illinois.

Sundstrom (1972) factor analyzed the questionnaire responsesof 72 administrators of vocational education in :.regon. A listof 70 competency items categorized into 7 competency clusters; was

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identified and factor analyzed. Sundstrom concluded that the sixadministrative groups studied were in agreement with 49 of the 70competency statements and were somewhat in agreement with respectto all the competencies. From this, it was concluded that therewas an identifiable group of professional education tasks thatwere performed by all administrators of vocational education.

Coster et al. (1973) surveyed a sample of 28 local directorsof vocational education in attendance at a local director's con-ference in West Virginia for the purpose of identifying the com-petencies specific to the position of local director of voca-tional education in West Virginia. The study produced a list of149 competencies considered essential to the performance of thelocal director of vocational education in West Virginia.

Holt (1973) investigated the differences in perceptionbetween directors, secondary school principals, vocational super-intendents, and teacher educators in vocational education withrespect to the actual and ideal roles of vocational educationdirectors. A mailed questionnaire, consisting of 65 functionscompiled from the literature, was administered to 264 directorsof vocational education in the public school districts in Ten-nessee. The findine.s of the study revealed that greater differ-ences existed between the reference groups relative to the 65functions in the actual role than in the ideal role.

Lynch (1973) conducted a study for the purpose of assessingthe perceptions of 148 graduate vocational education faculty at18 institutions regarding competency clusters to be possessed bygraduates of comprehensive vocational education programs who wereto assume positions as teacher educators, local administrators,or state administrators. The instrument used was a questionnairecontaining competency statements which had been verified by threeseparate juries. The study identified 54 important competencieswhich were grouped into nine competency clusters.

Williams (1973) surveyed all of the full-time local voca-tional directors and supervisors in the state of Ohio in aneffort to obtain input into the design of a vocational educationleadership development program. A pilot-tested questionnairecontaining 84 task statements based on a survey of the literaturewas administered to 259 leadership -)ersonnel. Some importantcommonalities as well as important differences were found betweenthe roles of vocational directors and supervisors. While bothgroups were involved to a similar extent in school-community rela-tions tasks, the supervisors were involved in curriculum andinstruction tasks and the director2. were more deeply involved ingeneral administrative tasks.

Pope (1974) surveyed 2,100 vocational administrators pndsupervisors for the purpose of determining the competenciesneeded for successful performance on the job. The researcheridentified 90 competency elements as important for all adminis-trator leadership positions.

Kasper (1975) conducted a study of 268 local vocationaladministrators within USOE Reeion V for the purpose of deter-mining the effective and ineffective critical behaviors affectingthe successful performance of the local vocational administrator.The study employed a modified critical incident technique devel-oped by Flanagan. The findings of the study produced a list of258 behaviors considered to be critical for effective vocationaladministrator performance.

Pyle (1975) conducted a study to identify the competenciesrequired of vocational education administrators in Pennsylvania.A list of 95 multiple-verb competency statements was sent tothree groups of vocational education personnel in Pennsylvania.The three groups of vocational education personnel were asked toreview and make judgments relative to the 95 competencies given.The findings of the study produced seven groupings of competencystatements and indicated that all of the 95 competency items wererated as performed by, and important to, vocational administratorsin Pennsylvania.

An analysis of the 15 studies reviewed permits cue to con-clude several things. Perhaps most obvious is that the job oflocal administrator can be specified in terms of the competencieshe/she must be able to perform. The research conducted hasresulted in the compilation of numerous competency lists and inthe verification of some competencies. The review of literatureindicates that various methodologies have been used to determinethe important competencies. Most researchers, however, have useda questionnaire and some type of Likert scale to obtain respon-dent ratings of the importance of the competencies.

A careful review of these studies also raises certain con-cerns that should be considered. All but three of the studiesreported were doctoral dissertation studies. In many of thestudies, all of the competencies placed on the questionnaire wereconsidered important by all of the respondents. This fact,coupled with the heavy reliance of some studies upon literaturereviews as the only basis for the development of competencystatements, makes one wonder whether other important task state-ments may have been overlooked in at least some of the studies.While there was some consistency among the categories or clusterscf competencies derived, there was very little consistency in theway in which the competency statements were written, and in thenumber written which ranged from 40 to 258. Another questionablepractice that was used by several researchers in verifying compe-tencies was that of surveying all the administrators in a state.This ens:Ires the inclusion of reactions from administrators whoare performing at very low levels as well as those who are per-forming most satisfactorily. Related to this concern was thefact that all but three of the studies were only statewide inscope, and Meyer's study (1970) was the only one that approacheda national survey.

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Given the limitations of the studies found, it was concludedthat a rigorous national study to identify and verify the .compe-tencies important to local administrators of vocational educationwas needed. Further, it was concluded that innovative competencyidentification and verification techniques should be utilizedwhenever possible to alleviate, or avoid altogether, the short-comings of past studies. Solid competency identification andverification research was needed to provide a defensible basisfor desJ.gning competency-based administrator education (CBAE)traina.1c1 programs as well as to provide a research base uponwhich to construct relevant curricular materials.

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TABLE 1

SUMMARY OF VOCATIONAL EDUCATION ADMINISTRATORCOMPETENCY STUDIES FOUND IN LITERATURE

Researcher and Institution

Norman R. StangerUniversity of California

John D. Meyer

Date Major Find i

1967 73 duties and H .tions

1970 60 "understanding," statements

Colorado State University 56 "ability" st:ItPments

Darrell L. WardOregon State University

Lloyd D. BriggsOklahoma State University

Jimmie R. BaltimoreOregon State University

Darrell D. MartinOregon State University

Wayne S. RampSouthern Illinois University-Carbondale

Edward AndersonIllinois State University

1970 40 verified competencies

1972 40 verified competencies

1972 98 competencies

1972 98 competencies

1972 158 competencies

Lloyd Sundstrom 1972 49 competencies

Oregon State University

John Coster et al. 1973 149 competencies

.North Carolina State University

Raymond A. Holt 1973 65 functions

University of Tennessee

Richard L. Lynch 1973 54 competencies

Indiana University

Robert J. Williams 1973 84 tasks

Kent State University

Billy N. Pope 1974 90 competency elements

EPD Consortium D, Texas

Richard J. Kasper 1975 258 critical behaviors

The Ohio State University

Robert B. Pyle 1 975 95 competencies

University of Pittsburgh

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IS

CHAPTER II: PROCEDURES

This research and development pioject consisted of threebasic phases: (1) a research phase, (2),a curriculum materialsdevelopment and testing phase, and (3) a dissemination phase. Inorder to accomplish project objectives, the following methods andprocedures were used:

1. Conduct a comprehensive literature search to identifyrelevant administrator studies and available competency-based materials.

2. Analyze available research on the identification ofadministrator competencies.

J. Conduct a DACUM committee workshop to update and iden-tify additional administrator competencies.

4 Analyze, refine, and merge administrator comnetenciesinto a single list.

Verify competencies nationally through a stratifiedsurvey of carefully selected secondary and post-secondary administrator respondents.

Summarize and analyze findings.

7. Tentatively cluster verified competencies for curriculumdevelopment purposes.

h. Devise instructional materials format.

9. Develop prototypic instructional packages (modules) anda user's guide.

10. Conduct field tests of instructional materials in dif-ferent types of instructional settings at four geograph-ically diverse locations.

I,. Revise all materials using feedback obtained from stu-dents (administrator trainees) and resource persons(instructors).

1_ Publish and disseminate research report, modules, anduser's guide.

Tne first six procedures, which constitutes the research phaseof the project, are covered in the remainder of this report. Thelast six procedures, constituting the curriculum materials develop-ment and testing and the dissemination phases, are addressed inPart II of the final report entitled The Development of Competency-Based Instructional Materials for the Preparation of Local Admin-istrators of Secondary and Post-Secondary Vocational Education.

The major steps of the research phase are portrayed graphi-cally in Figure I. The first step in the research phase involvedconducting a comprehensive manual and computer search to identifyrelevant administrator studies and available competency-basedmaterials.

Conduct Literature Search

An extensive and continuing manual and computer search wasmade of several data bases during the period July 1, 1975 andFebruary 1, 1976. See Chapter I for a description of these databases and the period of time each was searched. In the searchfor relevant research studies where competencies, tasks, r simi-lar performance statements were being identified for loci. admin-istrators of either secondary or post-secondary vocational educa-tion programs, 15 studies were found. These studies are describedin the related research section of Chapter I.

At the same time the comprehensive search for administratorresearch studies was being made, a careful search was also made toidentify existing competency-based instructional materials thathad been specifically designed for training local administrators.As mentioned in Chapter I, this search proved almost futile asonly one set of materials was located. These were the ABC- -Instructional Packages that were prepared as part of a 1974project at Illinois State University (Edwards et al.). Whitethese materials were considered helpful, they are Illinoi74-specific to a considerable extent, are not basically sel -contained, require tapes and other media not generally avaiable,and have not been field tested outside of Illinois.

Review Literature to Identify Competencies

Each of the 15 studies presented in the review of relatedresearch were read and carefully scrutinized to identify as manydifferent task statements as could be found. This immediatelypresented the researchers with some problems, because thereseemed to be little uniformity among the various studies reviewedin terms of what constitutes a good competency or task statement.

To guide the selection and later writing of task statements,the fallowing definitions of task and duty statements were estab-listed.

A task is a discrete and meaningful work activity which hasa definiT6beginning and ending time. A task statement is awritten description of an observable performance which describeswhat a person will do as he/she performs in the administratorrole.

'A duty is a larger, arbitrarily established, segment of workperformed by an individual, and is compoHed of several relatedtasks. The duties and tasks performed by an individual consti-tute a job.

12

ADMINISTRATOR PROJECT

RESEARCH PHASE

CONDUCTLITERATURE

SEARCH

REVIEW LITERATURETO

IDENTIFY COMPETENCIES

CONDUCTMATERIALS

SEARCH

CONDUCT DACUMWORKSHOP TO

IDENTIFY COMPETENCIESzANALYZE, REFINE,

AND MERGECOMPETENCY STATEMENTS

DEVELOP ADMINISTRATORTASK INVENTORY

OBTAIN NATIONALVERIFICATION OF

COMPETENCIES

ANALYZE ANDSUMMARIZE DATA

Figure 1

13

9i

COMPILE TENTATIVECATEGORIZATION OF

COMPETENCIES

It was agreed that a task statement must be clearly statedso that it is easily understood by the intended respondent andpotential users. The task statement must include termino:ogywhich is consistent with current usage of local administrators inthe field. The statement must be explicit so that the same inter-pretation may be applied by all respondents.

are:The components of an acceptable task statement, in arder,

a. Verb The verb must be a present tense action word,e.g., plan, conduct, survey, develop, organize.

b. Object - The thing acted upon, e.g., program, machine,employee, school, committee.

c. Qualifier The use of a qualifying word or phrase isoptional, to be used only when necessary to clarify themeaning of a task.

For additional guidelines used in critiquing, writing, andrevising task statements, see the Task Statement Checklist inAppendix A.

Conduct DACUM Workshop to Identify Competency Statements

In summarizing the review of related research in Chapter I,concern was expressed that heavy reliance had been placed uponliterature reviews by several researchers as the only basis forthe development of competency statements. The problems inherentin this approach to establishing a comprehensive listing of taskstatements for any position are at least twofold. The majorproblem is that any review of literature is reliant upon mate-rials which have already been published and disseminated. Suchmaterials are generally at best a year or two old, and hencealready somewhat dated before others have access to them. Areview of the literature tends to provide a description of "whatwas," rather than "what is," or "what ought to be."

The second problem inherent in the literature review as theonly source of task statements is that it places total relianceupon secondhand information. In few cases, for example, havelocal administrators who perform the tasks that are of concernin this case, been directly involved in writing the task state-ments. Someone else, commonly a doctoral candidate, has writtenthe task statements that are available, and the administratorshave reacted to them.

While the literature review is valuable as one source ofcompetency statements because it permits building upon the workof others, it has serious shortcomings as ,the only source ofderiving task ,,tatc,ments.

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22

To alleviate or avoid altogetheL the shortcomings of theliterature-review-only approach, it was decided to also use arelatively new and innovative approach to curriculum developmentand task identification as a second input to the task identifica-tion process. This procedure, known as DACUM (Developing A Currictilum) , by its very nature permits the identification of "whatis" tasks and, to some extent, the identification of some of the"what ought to be" tasks.

Its use was based on the assumption that persons activelyand very successfully engaged in an occupation should be the mostknowledgeable about tasks related to that occupation. In thiscase, project staff concluded that the best source of informationabout what local administrators of vocational education do, wouldbe a representative but select committee of administrators them-selves.

It is believed that this DACUM was the first of its kindever conducted in the United States to analyze the job of a pro-fessional educator (in this case, of local administrators). Fora general description of the DACUM approach to competency/taskidentification, see Appendix B. For further details of the DACUMapproach, see Adams (1975) and/or Sinnett (1974).

To facilitate the identification of additional task state-ments, and particularly those that might reflect recent trends andchan,J:1111 administrator responsibilities, a carefully selected

, group or 12 experienced administrators from four different stateswas convened as a DACUM workshop committee at The Center forthree days in January 1976. See Appendix C for a description ofthe Administrator DACUM Committee Selection Factors and AppendixD for a list of the DACUM participants. Under the leadership ofan experienced and highly qualified DACUM coordinator*, the com-mittee was carefully guided through each of the following steps:

1. General introduction and orientation.

2. Review of the administrators' occupational area.

3. Identification -E the general areas of competence.

4. Identification of the specific skills for each of thegeneral areas of competence.

J. Review and refinement of the skill statements.

*The administrator DACUM workshop coordinator was Lawrence Coffin,Director Program and Staff Development, Holland College,Charlottetown, P.E.I., Canada.

15

Analyze, Refine, and Merge Competency Statements

This was a tedious, difficult, and time-consuming task butone which was believed to be very important in order to develop acomprehensive listing of all the possible auks that a local,secondary or post-secondary, administrator of vocational educa-tion might perform.

Each task/competency statement was examined carefully byproject staff against three major criteria as follows:

1. Does it conform to the established task statementdefinition and the 1.8 task statement checklist (--:iteria(Appendix A)?

What is its degree of sinilarity to other task state-ments, i.e.,

a. Does it have the same meaning?b. Does it have a similar meaning?c. Is it a new task (not similar)?

3. Is the action verb used the most precise verb d ailable?

A decision was made to merge all the task statements identi-fied in both the literature review and in the DACUM workshop intoa single comprehensive but unique listing of statements. Thistask consumed nearly two months of project staff time. since theDACUM listing was the newest and most comprehensive listim; avail-able, it was used as the base line list against which task state-ments from all the other relevant studies were compared. Theanalysis and refinement process was first conducted independentlyby.each staff member. Differences, and there were many at first,were then argued and debated until consensus was achieved in acommittee meeting. During this review and refinement process, thetask statements were submitted to three other Center staff whohad had actual experience as a local and/or state level adminis-trator of vocational education. Their reviews were helpful indeveloping action verbs that were more descriptive of some of thetasks.

Develop Administrator Task Inventory

A great deal of attention and time was also given to thedevelopment of an instrument that would be attractive and thatwould secure the type of information needed. A large number oftask inventory instruments were reviewed to gain ideas on format,directions, and the most important questions to ask.

It was felt that grouping the refined task statements intof-oad categories would be helpful to respondents. Hence all theask statements were grouped into one of nine broad categories of

responsibility. Closely related tasks were also clustered'together within cate(jories.

Alter a great deal of debate and discussion, it was decidedthat respondents (local administrators) should be asked to respondon a s::_x-point Likert-type scale to two questions about each taskstatement. The questions were (1) how important is the perfor-mance of this task in yobr job as a local administrator and(2) what degree of training do most administrators need in orderto effectively perform this task? Additionally, a ten-iteminformation sheet was devised to gather demographic data aboutthe administrator respondents. Part of this data was used tocategorize respondents as either secondar,, or post-secondaryadministrators and as being employed in a rural or urban area.

F_nally, directions and a cover letter to the potentialrespondents were very carefully written and critiqued by severalmember:; of the project staff. It was felt that directions neededto be very clear to ensure the same interpretation by all respon-dents aLA to encourage a pig. rate of response.

:;ter the complete instrument and cover letter were drafted,they we;-e independently reviewed by a three-person internal tech-nical review committee and pilot tested on three local adminis-trators in the Columbus area. The information obtained fromthese reviews was valuable in improving directions and instrumentforma. The final draft of the Administrator Task Inventory maybe fou.J in Appendix L.

ObtaLA-: ',ational Verification of Competencies

the national vrification process, several importantfacto were considered in selecting the respondent group. First,it was _ ,ncluded that only the most competent administrators thatcould :e identified should be asked to respond to the task inven-tory the reasons outlined earlier. A sample, biased in termsof be the most competent administrators available, was there-fore , :ht. Second, it was considered that broad geographic

tation needed to be obtained if the research findingswere , be generalized to the entire United States. To providethat ;:epresentation it was decided to select one state from eachof the U.S. Office of Education's ten geographic regions. Third,it 'cit that the number of secondary and post-secondary localadmin1:-rators selected should be about proportionate to thetotal niHber of such persons employed. Further, it Was felt thatresp(v.dents at both levels should include administrators who areresponsible for vocational programs only and administrators ofcompreAlensive programs who are responsible for both academicand vocational programs. To provide that representation, a samplestratified according to those criteria was sought. Fourth, severalother 1-1portant and relevant election criteria such as respectedby peel's, minority representation, and both rural and urbanrepresentation were suggested to the ten State Directors of Voca-tional Anication who were asked to do the nominating.

P-oject staff selected one state from each of the ten U.S.Office of Education geographic regions with the primary criteria

17

2:5

being that the state have a sizable number of both secondary andpost-secondary vocational programs. The states selected were:Region I - Vermont, Region II - New York, Region III - Pennsyl-vania, Region IV - Alabama, Region V - Ohio, Region VT - Texas,Region VII - Nebraska, Region VIII Utah, Region IX California,Region X Idaho. It was later discovered that Vermont did nothave enough post-secondary administrators, so nominees for thatlevel for Region I were then sought from Massachusetts.

A letter from the Director of The Center was sent to theState Director of each of the states selected explaining the pur-pose of the research project, and soliciting his /her assistancein nominating the persons desired according to the criteria spec-ified. See Appendix F for a list of the suggested criteria foradministrator nominees and a sample page of the nomination form.The mailing of the letter and nomination criteria were followedup about ten days later with a phone call by a project s4-,11f mem-ber to further explain the need for assistance and to answerquestions.

After receipt of all the 130 nominee's names and addresses,a cover letter and the Administrator Task Inventory were sent toall the nominees by mail on May 7, 1976. In addition to tiecover letter from the project director, a supportive letter fromDavid W. Berryman, President of the National Council of LocalAdministrators, was also enclosed. On May 25, 1976, a follow-upletter was sent to the approximately 60 administrators who hadnot yet responded to the first request. Finally on June 14, 1976,a second follow-up letter and an additional copy of the inventorywas sent to the approximately 25 administrators who had not yetresponded. Copies of the four letters used are contained inAppendix G.

Analyze and Summarize Data

The Administrator Task Inventory instruments were coded andthe data key punched for summary and analysis by computer. Thedata collected was analyzed on both the "importance" and "degree,of training needed" questions to determine the number of responsesto each task statement, the median response to each task state-ment, and the percentage responding to each level of the six-point Likert scale. The 191 task statements were rank orderedfrom highest to lowest on the "importance" to the job factor usingmedian scores as the basis for ordering.

Two Chi-Square tests of significant differences were alsocomputed to determine which task statements were perceived dif-ferently on the importance of the task factor by secondary versuspest- secondary administrators and by administrators from ruralversus urban areas.

18

2

Conduct National Advisory Committee Review

A six-person national project advisory committee was con-vened at The Center September 2-3, 1976 for the purpose of review-ing progress on the project to that date and to provide projectstaff with guidance regarding the use of the research findings,the establishment of module development priorities, the moduleand user's guide format, and field testing procedures. 'The com-mittee reacted very positively to the work already done and hadseveral valuable and useful suggestions regarding the developmentand field te.iting of the modules and user's guide. A list of theadvisory committee members and a copy of their agenda may befound in Appendix H.

19

2r

CHAPTER III: RESULTS

This chapter uescribes the major findings resulting from theprocedures used in the research phase of the project.

Competency Identification

In the process of identifying competencies, 15 researchstudies dealing with the identification of competencies importantto local administrators were located and analyzed. While thesestudies varied widely in quality, they served as a valuable inputin the development of a comprehensive listing of administratortask statements. They also provided concrete evidence that theprofessional role of local administrator of vocational educationcould be analyzed in terms of the tasks or competencies performed.The majority of the studies conducted had used Likert-type scalesand either juries or panels of authorities for ranking and deter-mining the relative degree of importance of the identified compe-tencies.

The DACUM workshop conducted in January 1976 proved to beextremely successful. Using a modified small-group brainstormingtechnique, the members of the DACUM committee at the end of threevery intensive days had describea what they do as local adminis-trators and had reached consensus on a total of 222 task state-ments clustered into eleven broad categories or areas. All mem-bers of the DACUM committee, though thoroughly exhausted by theirexperience, reacted very positively to the technique and theresults obtained. One participant, when asked to react to theworkshop experience, said "The DACUM workshop was a fantasticexperience. We (the participants) couldn't stop thinking aboutit. I think the results of the approach were excellent and thatthe approach should be used more often." All members of theDACUM committee wanted a copy of the task list (chart) developedto take with them at the close of the workshop.

Project staff took the two competency lists--the DACUM listand the review of literature list--and compared, refined, andfinally merged them into one comprehensive list of 191 statements.It is worthy of note that between 36-40 new competency statementswere found in the DACUM list that did not surface from the reviewof the literature. At the same time, about 25-30 statements werefound in the literature that were not brought up by the DACUMcommittee. It was concluded that both sources of input were veryimportant to obtaining a comprehensive and up-to-date list ofcompetencies that could be submitted to a select group fornational verification.

Competency Verification

By June 30, 1976, the cutoff date for receipt of the Admin-istrator Task Inventories, 120 of the 130 administrators hadreturned usable instruments for a 92.3% rate of return. It was

21

2

felt that the large amount of time expended by project staff inrefining the task statements, developing the task inventoryinstrument, and pilot testing it, paid off in terms of the highrate of return received for such a lengthy instrument. Anotherfactor that was probably operating in favor of a high responsewas the fact that the sample itself was purposely biased by thecareful selection of only the most competent administratorsavailable in the eleven states participating.

One hundred eighteen of the 120 administrators responded tothe question about the type of school in which they were employed.Seventy-five respondents (63.6%) reported they were working in asecondary school setting; 43 (36.4%) .reported employment in apost-secondary institution.

One hundred twelve of the administrators responded to thequestion about whether their school was serving a rural or urbancommunity of less than 100,000 population or an urban communityof 100,000 population or more. Seventy-one (63.4%) reportedworking in a "rural" setting and 41 (36.6%) reported service toan urban community.

Data Analysis

The summary of the responses of 120 local administrators tothe 191 task statements contained in the Administrator TaskInventory is presented in Appendix I.

Responses to the question, "how important is the performanceof this task in your job as a local administrator," are reportedas follows:

1. Number of responses to each task statement

2. Median response to each task statement

3. Percent responding to each level of six-point scale

Responses to the question, "what degree of training do mostadministrators need in order to effectively perform this task"are reported in the same manner.

The rank order of the perceived importance of the 191 admin-istrative tasks without regard to category is presented inAppendix J. The actual median value for each statement is alsoreported.

The 166 competencies considered by project staff to be veri-fied as important to secondary and post-secondary local adminis-trators of vocational education are presented in Appendix K. Animportant competency or task statement was operationally definedas a competency receiving a median score of 3.0 cr higher on thesix-point scale. It should be noted that only three statementsreceived a median score of less than 2.0. One hundred fiftr,en

22

2 9

statements received a median score of 4.0 or higher. In AppendixK, the 166 tasks verified as important are listed within theoriginal broad category groupings and adjacent to related tasks.

The responses were also analyzed to determine if there wereany statistically significant differences in the way that second-ary versus post-secondary administrators perceived the importanceof the various competencies. A statistically significant dif-ference at the .05 or higher level using Chi-Square was found on31 different tasks (see Appendix L for listing).

Another analysis was made us'-+g the same procedure to ascer-tain whether there were any statl. _ically significant differencesbetween the way rural administrators (less than 100,000 popula-tion in area served by school) versus urban administrators (100,000or more population) responded to the task statements. A statis-tically significant difference was found on the responses to 15statements (see Appendix M for listing).

At the end of each category of task statements on the Admin-istrator Task Inventory, space was provided and respondents wereinstructed to "add any other statements that you have performed,or that you feel need to be performed by local administratorswhich are not listed." While several comments were received inthese spaces, only seven additional task statements were suggestedas follows:

1. Interpret and apply "due process" laws and regulationsrelating to students.

2. Interpret and apply Title IX laws and regulations tostudents and staff.

3. Promote cooperative efforts with management and labor.

4. Establish school calendar in cooperation with partici-pating districts.

5. Interpret vocational education to academically-orientedadministrators.

6. Establish and oversee policy for drug and alcohol abuse.

7. Interpret rules and regulations for licensed curricu-lums.

23

CHAPTER IV: CONCLUSIONS AND RECOMMENDATIONS

This portion of the project was designed to identify andverify the competencies important to local administrators ofvocational education at both the secondary and post-secondarylevels. The conclusions and recommendations developed are basedupon the evidence obtained and the experience of staff in carry-ing out this phase of the project.

Conclusions

In considering the procedures used and the results of thisstudy, the following conclusions ar(2 yarranted:

1. That the job of local administrators of vocational edu-cation, while complex and unique in many ways, car beadequately described in terms of competency or taskstatements.

2. That both the literature review and the DACUM workshopcontributed signifi-antly to the compilation of a com-prehensive list of administrator task statements.DACUM proved to be a very effective, low cost, andquick procedure for identifying 36-40 new task state-ments that were not in the literature. These statementsconstituted a significant percentage (approximately19.9%) of the 191 statements making up the refined listcontained in the Administrator Task Inventory.

3. That a sound data base of nationally verified compe-tencies important to secondary and post-secondary localadministrators of vocational education exists as abasis for:

a. planning competency-based administrator educationprograms for vocational administrators

b. conducting vocational administrator training needsassessments

c. developing competency -based instructional mterialsfor training local administrators of vocational edu-cation

Recommendations

The following recommendations (based upon the procedures,findings, and conclusions, and the investigators' experience in

25

3i

conducting this study) are offered as a guide to other researchers,curriculum developers, and program planners:

1. That the competencies identified and nationally veri-fied in this study be used as a basis for:

a. designing competency-based administrator educationpreservice and inservice programs for local admin-istrators of secondary and post-secondary vocationaleducation

b. conducting preservice and inservice training needsassessments for local administrators of vocationaleducation

c. developing additional competency-based modarizedcurriculum materials to deliver upon at lea-t the166 competencies verified as important.

2. That the DACUM workshop approach to occur-itionai analy-sis and task identification be more widely used in thecurriculum development process to ensure the devclop-ment of a more comprehensive and up-to-date listing oftask statements.

3. That the effectiveness of the DACUM approach for theidentification of both professional and technic,ai compe-tencies merits further study by other investiors.

4. That when verifying lists of task statements, only themost competent (succe-;sful) incumbents should askedto respond to a task inventory instrument.

5. That a similar national task/competency identificationand verification study be conducted periodically toupdate the competencies and administrator educationprograms needed to effectively prepare local adminis-trators of secondary and post-secondary vocational edu-cLtion programs.

26

BIBLIOGRAPHY

Adams, R. E. DACJM Approach to Curriculum, Learning, and Evalua-tion in Occupational Training. Second Edition. Yarmouth,Nova Scotia: Nova Scotia NewStart, Inc., 1975.

Baltimore, Jimmie R. "A Study of Professional Education Compe-tencies of Public School District Vocational EducationLeaders." Unpublished doctoral dissertation, Oregon StateUniversity-Corvallis, 1972.

Briggs, Lloyd D. "Basic Competencies Necessary for Administratorsof Vocational and Technical Education." Unpublished doctoraldissertation, Oklahoma State University, 1971.

Coster, John K. et al. The Identification of Competencies ofLocal Directors of Vocational Education. Final Report.

NC: Ceni,_1>r for Occupational Education, NorthCarolina State University and West Virginia State Board ofEducation, 1973.

Edwards, Charles et al. ABC--Instructional Packages: A ModelComvetency Based Program for the Preparation of Administra-ti.m of Occupational Career Education Programs. Normal, IL:fl_inois State University, Department of Educational Admin-istration, 1974.

Holt, R,Iymond A. "The Role of the Director of Vocational Edlica-tion at the Public School Level in the State of Tennessee."Unpublished doctoral dissertation, University of Tennessee,1973.

Kasper, Richard J. "Effective and Ineffective Critical Adminis-trative Behaviors as Reported by Local Vocational EducationAdministrators within USOE Region V." Unpublished doctoraldissertation, The Ohio State University, 1975.

Lynch, Richard Lee. "The Perceptions of Vocational EducationFaculty Regarding Competencies to be Possessed by DoctoralGraduates of Comprehensive Vocational Education." Unpublisheddoctoral dissertation, Indiana University, 1973.

Martin, Dariel Dee. "A Study of Professional Education Compe-tencies and Community College Administrators of VocationalEducation." Unpublished, doctoral dissertation, Oregon StateUniversity, 1972.

Melching, William H. and Sidney D. Borcher. Procedures for Con-structing andEsinl,Task Inventories. Columbus,, OH: TheCenter for Vocational Education, The Ohio State University,1973.

Meyer, John D. "Competencies Needed and Possessed by VocationalEducation Administrators." Unpublished doctoral dissertation,Colorado State University, 1970.

Miller, Melvin D. Review and Synthesis of Research on Pre ara-tion of Leaderg.Fip Personnel for Vocational and TechnicaEducation. Columbus, OH: Eric Clearinghouse on V,,cotionaland Technical Education, The Center for Vocational .Thleation,The Ohio State University, 1972.

Pope, Billy N. Search for Common and Unique Competencies of AllAdministrators and Supervisors Needed by Vocational Admin-istrators and Supervisors. Richardson, TX: EPD Co ortiumD, 1974.

Pyle, Robert E. "Identification of the Competencies Reci ',red forVocational Education Administrators and Lhe Methods Trans-lating the Competencies into Learning Experiences." Jnpub-lished doctoral dissertation, University of Pittsbur-Th, 1975.

Ramp, Wayne S. and Edward Anderson. A Competency Based ModelGraduate Program in Occupational Education Administration:A Cooperative Study. Carbondale, IL: Southern IllinoisUniversity in Cooperation with the Board of Vocational Edu-cation and Rehabilitation, 1972.

Sinnett, William E. The Application of DACUM in Retraining andPost-Secondary Curriculum Development. Second Edition.Toronto, Ontario: Humber College of Applied Arts and Tech-nology, Randa Division, 1974.

Stanger, Norman R. "An Attitudinal Survey Concerning the Respon-sibilities of the Intermediate-Level Director of VocationalEducation in California." Unpublished doctoral dissertation,University of California, 1967.

Sundstrom, Lloyd. "A Factor Analysis of the Professional Educa-tion Competencies of Administrators of Vocational Education."Unpublished doctoral dissertation, Oregon State University,1972.

Ward, Darrell L. "Vocational Education Competencies Identifiedfor Local Leaders of Occupational Education." Unpublisheddoctoral dissertation, Oregon State University, 1971.

Wenrich, Ralph C. and J. William Wenrich. Leadership in Adminis-tratir . of Vocational and Technical Education. Columbus, OH:Charles E. Merrill Publishing Co., 1974.

Williams, Robert J. "A Survey and Analysis of the ProfessionalTasks of Ohio's Local Vocational Directors and Supervisorswith Curricular Implications for Preservice and In-F-;erviceTraining Programs." Unpublished doctoral dissertation, KentState University, 1973.

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34

APPENDIX A

TASK STATEMENT CHECKLIST*

1. .;oci task statements that are too general or too specific.

2. Avoid obviously trivial Basks, e.g., "count students."

3. Avoid task rtatements that are actually steps of tasks.

4. Use short words instead of long words or expressions.

5. Avoid vague or ambiguous words such as "check," "work with,"or "handle."

6. Avoid task statements that are unrateable in terms of timespent on them. Example: "skill and knowledge" items thatbegin with words such as:

(a) "Have responsibility for"(b) "Know how tc"(c) "Understand"(LI) "Have knowledge of"

7. Avoid redundant qualifying phrases such as "in accordancewith," "as required," "as necessary," "when appropriate,"or "appropriate."

8. When qualifying the task, use "such as" followed by two orthree examples. Avoid "and/or" and "etc."

9. Tasks should be independent and Aistinct.

10. Avoid compound objects if possible.

11. Avoid the use of colons or semicolons. This suggests thestatement is probably too long or represents a combinationof tasks.

12. instructions an administrator receives are not a task unlesshe/she performs a task in the process. If a skill is notinvolved, it is not a task.

13. Use practitioner/field terminology so that the task will havethe same meaning. to all administrators.

14. Keep statements brief.

*Adapted from a document produced by the Vocational-TechnicalEducation Consortium of States (VTECS), Atlanta, GA: SouthernAssociation of Colleges and Schools.

15. There cannot be overlap between tasks within or betweenduties. A task may appear only once in a task list.

16. Look for parallel tasks across duties, e.g.,

(a) Equipment that is purchased is probably inventoried.(b) Equipment that is inspected is probably repaired.

17. Whenever possible, avoid multiple verbs in a task statement,unless the actions are always performed together.

18. Spell out all abbreviations, at least the first time theyare used, followed by the abbreviation in parenthesis.

19. Each statement should stand alone as a sentence (the pronoun"I" is understood; the sentence begins with the verb).

30

APPENDIX B

DESCRIPTION OF THE DACUM APPROACH TOCOMPETENCY/TASK IDENTIFICATION*

DACUM (Developing A Curriculum) was created in the late1960's by the Experimental Projects Branch, Canada Department ofRegional Economic Expansion, and the General Learning Corporationof New York. It has proven to be a very effective approach forquickly deriving, at a relatively low cost, the competencies ortasks that must be performed by persons employed in a given posi-tion or occupational area.

DACUM, which utilizes small-group brainstorming techniques,is a process which results in a skill profile for a particularjob or occupational area which can serve as a solid basis forcurriculum development. As a process, it is a dynamic groupanalysis of a specific job or occupational area. As used, theDACUM approach involves all of the processes of analysis, chart-ing, rating, selection, and sequencing.

DACUM is primarily concerned with the WHAT of a curriculum,rather than the HOW. It is an element or function of a systematicapproach to curriculum development, which can be characterized asa type of occupational analysis. DACUM represents a relativelynew and innovative approach to establishing a solid basis forcurriculum development.

It is graphic.in nature, presenting definitions of an entireoccupation on a sheet of paper. This tends to prevent treatmentof any element of the occupation in isolation, and converselytends to promote treatment of each element as part of a largerwhole. It is, in fact, a form of an analysis of the occupationrather :han a curriculum evolving from an analysis. Generalareas of competence required in the occupation are defined andeach is subdivided into those individual skills (tasks) thatcollectively enable an individual to perform competently withinthat general area. These skills are defined quite simply and arestructured independently in small blocks on the chart. Each canserve a13 an independent goal for learning achievement.

A carefully chosen group of about 10-12 experts in the occu-pational area form the DACUM committee and work for three days todevelop the DACUM chart. Committee members are recruited directlyfrom business, industry, or the professions, and do not includevocational educators. A DACUM committee is carefully guidedthrough each of the following steps:

1. General introduction and orientation.

*Material adapted from William E. Sinnett, The Application ofDACUM in Retraining and Post-Secondary Curriculum Development(Toronto, Ontario: Humber College of Applied Arts and Tech-nology, Randa Division, 1974).

31

3;

2. Review of a description of the specific job or occupa-t,i.onal area.

3. Identification of the general areas of competert:o.

4. Identification of the specific skills for each ,,,, thegeneral areas of competence.

5. Review and refinement of the skill statements.

6. Sequencing the skill statements.

7. Establishing levels of competence for each skill interms of difficulty, frequency, and general importance.

8. Final structuring of the competency profile chart.

Once completed, the DACUM chart serves as a basis for thecontent structure of the instructional materials that are devel-oped by the vocational teacher with the advice of the occupa-tional advisory committee.

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33

APPENDIX C

ADMINISTRATON DACUM COMMITTEE SELECTION FACTORS

Four States USOE Region Representing

New York II

Pennsylvania III

Kentucky IV

Ohio V

Need Six Nominations from Each State (Three regular nominees andthree alternates):

a. 2 - Post-secondary vocational education administrators

b. 2 - Secondary vocational-technical school administrators

c. 2 - Secondary comprehensive school administrators

Qualities and Desired Characteristics

a. One each with and one without vocaional teacher experiencefor each category

b. Persons who are recognized as leaders within the state invocational education

c. Employment in positions--minimum of one year--maximum of five

d. Sex--at least one female per state

e. Administrative titles acceptable include local director,coordinator, principal, superintendent, and assistant to such

f. Person willing to speak out and yet not dominate others(possess a quality of open-mindedness and willingness tolisten to others)

g Full-time administrators of vocational-technical education;no supervisors or part-time administrators

h. At least one-third at the assistant (or junior) level oflea.lership

33

3i

APPEND X 1)

ADM 1 NI 'iTRATOR DACUM COMMITT EE PAItT I CIPANTS

.January 20-22, 1976

NEW YORK

Donald DayerDirector of Occupational EducationErie County Boces //I99 Aero DriveBuffalo, New York 14225

Mary MorrisExecutive AdministratorBoces of Nassau CountyValentines Road and The Plain RoadWestbury, New York 11590

Bertran F. WallaceDirector of Occupational and

Continuing EducationYonkers City School. District145 Palmer RoadYonkers, New York 10701

OHIO

Robert LlinkscaleVocatiom,1 DirectorEast Cleveland City Schools15305 Terrace RoadEast Cleveland, Ohio 44112

Rosemary KoldeDirectorDiamond Oaks CDC6375 Har:-ison AvenueCincinnati, Ohio 45239

Fred A. PennyPreside'Stark Tu. 'laical College6200 Frank Avenue, N.W.Canton, Ohio 44720

PENNSYLVANIA

Edward MaglioccoPrincipalDobbins AVTS22nd and Lehigh AvenuePhiladelphia, Pennsylvania 19132

Retha B. McFaddenCoordinatorA. Philip Randolph Skill CenterHenry and Roberts AvenuePhiladelphia, Pennsylvania 19129

Edwin O. RiebelDirector, Lenape AVTS2215 Chaplin AvenueFord City, Pennsylvania 16226

KENTUCKY

Martha RaymerRegional Director of VocationalEducation, Region Four

College of EducationRoom 129Western Kentucky UniversityF..wling Green, Kentucky 42101

Jerry SebastianCoordinatorKenton County AVS3234 Turkey Food RoadFort Mitchell, Kentucky 41017

Larry SuttonCoordinatorClark County Area Vocational

Education Center650 Boone AvenueWinchester, Kentucky 40391

THE CENTER FOR VOCATIONAL EDUCATION

TN Ohio Slott OhrioniN 1960 rov Roel C nimbus Ohst, 3710

6 14; 416 3655 CM* 17 (rtontlui Oho

ADMINISTRATOR TASK INVENTORY

'Yhx We Need YOUR Help

I n cooperation with the USOE Bureau of Occupational and Adult Education, we are conducting a national study to determine the competencies needed by

local administrators of vocational education to effectively carry out their duties and responsibilities.

The study requires the careful identification and verification of the many tasks performed by local administrators working at both the secondary and post

secondary levels. On the tasks have been identified, we will begin to develop competencybased instructional materials designed specifically to help meet the

training needs of vocational administrators. The knowledge and experience you have gained by your direct involvement in most, if not all, of these tasks make you

L.J uniquely qualified to advise us on both the importance of each task and on the degree of need for training which exists. Your individual responses will be held in

strict confidence, as only group responses will be reported.

toYou have been carefully selected as a qualified respondent, and your input will contribute to the development of effective training materials for local

administrators. Should you wish to contribute even further to this curriculum development effort, please provide all of the information requested about your

interest and areas of expertise in Part II of this instrument.

Please try to complete this inventory within five working days, A stamped, selfaddressed envelope is provided for your convenience in returning the inven

tory. As a small expression of our appreciation for completing this inventory, we will send you a summary of our findings.

THANKS VERY MUCH FOR YOUR ASSISTANCE.

vi411

PART I TASK STATEMENTS

Instructions: Please read very carefully!

On the pages which follow you will find a list of task statements clustered into nine major categories (A through II which may relate to the administration of localvocational educaron programs. We need your personal reaction to two major questions about each task staterPnt.

a. How important is the performance of the task in your job as a local administrate, ?

b. What degree of training do most local administrators need in order to effectively perform the task?

Answer these questions by completing the following steps:

1. For each task in Category A indicate how important you believe performance of the task is iniourjob. as a local administrator. In the "Importance of Task"column choose and circle the number which most accurately reflects the importance of that task. If you do not perform some of the tasks because they areanother administrator's responsibility at your school, please circle the number which indicates how important you believe those tasks are to the overall administration of vocational education at your school, If a teacher or other nonadministrator independently performs

some of the tasks listed, mark them as of no

importance to your job as a local administrator. Use the scale below to rate the importance of each task:

5 = Of Great Importance

4

3co

2

1

0 Of 1.1.2 Importance

Performance is critical to program operation.

Performance makes no contribution to program operation.

2. Add any statements to Category A that describe other tasks that you have performed, or that you feel need to be performed by local administrators which

are not listed.

For each of the statements in the category (except those you judged to be of no importance), indicate the degree of training needed. In the "Degree Training

Needed" column, indicate the extent to which the task requires that most administrators who perform the task obtain training to successfully and efficiently

perform it. Use the scale below to indicate the degree oftraining needed.

5 . ckylNeed

4

3

2

0 . No Need

The task requires a great deal of training for the administrenr

The task'requires no training.

4. Repeat steps No. 1, No. 2, and No. 3 for eel of the remaining categories.

5 Check Inventory to see if you have responded to both questions for each statement (exert for those tasks which you judged to be of no iMportance.

NOTE PLEASE BE SURE 1-q,VE

READ Ti:IE ABOVE INSTR,0 IONS

CAREFULLY BEFORE PROCEEDING.

Task Statements

CATEGORY A: PROGRAM PLANNING, DEVELOP.

MENT, AND EVALUATION

ADMINISTRATOR TASK INVENTORY

importecti of Task

How important is the perfor

lance of this task in your job

as a local administrator?

Survey student and parent interests.

2. Collect and analyze manpower needs assessment data.

3. Direct occupational task analysis for use in curriculum development.

4. Direct the identification of entry-level requirements for jobs.

Involve community representatives in program planning and

development.

...IIMEM.MMIftwaPIN=1

6. Obtain state and federal servicesand resources for program

development.

1. Cooperate with district, county( regional, and state agencies

in developing and operating vocational programs.

8. Prepare annual program plans.

9. Prepare and update long-range program plans.

110. Develop overall vocational program goals,

44

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response)

Great

Impor.

tance

No

Impor.

Lance

Great

Need

No

Need

5 4 3 2 1 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 '0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

0

Task Statements

Importance of Task,

How important is the perfor

mance of this task in your job

as a local administrator?

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response)

Great

Impor

tance

No

Impor.

tance

Great

Need

No

Need

11, Coordinate district curriculum development efforts. 5 4 3 2 1 0 5 4 3 2 1 0

12. Approve courses of study,5 4 3 2 1 0 5 4 3 2 1

13. Establish school admission and graduation requirements.5 4 3 2 1 0 5 4 3 2 1 0

14. Recommend program policies to the administration and board, 5 4 3 2 1 0 5 4 3 2 1 0

15. Implement local board and administrative policies. 5 4 3 2 1 0 5 4 3 2 1 0

16, Interpret and apply state andlor federal vocational education

legislation.5 4 3 2 1 0 5 4 3 2 1 0

11, Interpret and apply other relevantstate and federal legislation

(such as CETA,5 4 3 2 1 5 4 3 2 1 0

18, Develop plans for evaluating instructional program. 5 4 3 2 1 0 5 4 3 2 1 0

19. Direct self-evaluation of the district vocational programs. 5 4 3 2 1 0 5 4 3 2 1 0

20, Involve external evaluation personnel in assessing program

effectiveness.5 4 3 2 1 0 5 4 3 2 1 0

21. Design and Select instruments for evaluating the instructional

orogr am,5 4 3 2 1 0 5 4 3 2 1 0

22 Evaluate the effectiveness of the instructional program. 5 4 3 2 1 0 5 4 3 2 1 0

23. Initiate student and employer followup studies. 5 4 3 2 1 0 5 4 3 2 1 0

24. Analyze student and employer followuo studies. c

47

25, Recommend curriculum revisions based on evaluation data.

26. Assess student testing and grading procedures.

27, Analyze the scntial and community's feelings toward

educational i riarq

28 Write proposals for the funding of new programs and

the improvement of existing programs

29. Coordinate local demonstration, pilot, and exemplary programs.

30. Design and oversee local research studies.

31. Interpret and use research results for program development

and improvement,

32. Develop supplemental/remedial instructional programs

to meet student needs.

33.

34,

CATEGORY B: INSTRUCTIONAL MANAGEMENT

1. Establish instructional proyram entry and completion

requirements.

2. Establish student rules and policies (such as attendance

and discipline),

3. Enforce student rules and policies.

4. Design and oversee student progress reporting procedures.

5. Approve student promotions/reassignments,

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1 0 5 4 3 2 1 0

5 4 3 2 1

6. Prepare a master schedule of course offerings.

7. Guide staff in selecting and using effective instructional

strategies (such as individualized instruction).

4(0

50

Task Statements

Importance of Task

How important is the perfor-

mance of this task in your job

as a local administrator?

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response)

Great

Impor.

tance

No

Impor.

tance

Great

Need

No

Need

B. Establish and implement a curriculum design that will achieve

the school's instructional goals.5 4 3 2 1 0 5 4 3 2 1 0

9. Guide staff in integrating and articulating the vocational program

with the total educational program. 5 4 3 2 1 0 5 4 3 2 1 0

10. Promote the integration of vocational student organizational

activities into the instructional program. 4 3 2 1 0 5 4 3 2 1 0

N

11.' Provide for cooperative education programs, 5 4 3 2 1 0 5 4 3 2 1 0

12. Provide for supplemental/remedial instructional programs. 5 4 3 2 1 0 4 3 2 1 0

13. Provide for special needs programs.5 4 3 2 1 0 5 4 3 2 1 0

14, Provide for adult/continuing education programs. 5 2 1 0 5 4 3 2 1 0

15, Arrange for students to attend programs offered by other

educational agencies. 5 4 3 2 1 0 5 4 3 2 1 0

16. Guide the articulation of secondary aal postsecondary

vocational program objectives.5 4 3 2 1 0 5 4 1 2 1 0

17. Approve selection of instructional equipment, 5 4 3 2 1 0 4 3 2 1

18. Approv. selection of instructional materials,5 4 3 2 1 0 5 4 3 2 1 0

19. Maintain a learning resources center for students. 5 4 3 2 1 0 5 4 3 2 1 0

20.

51

.1a

54

Task Statements

Importance of Task Da vdiee of TraininizNeeded

How important is the petit:Jr.

mance of this task in your iob

as a local administrator?

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response) (Circle one response)

Great

Impor.

tance

No

Impor.

tance

Great

Need

No

Need

7: Recommend potential staff to the administration and board.

8, Participate in negotiating staff working agreements.

9. Establish staff grievance procedures,

10. Resolve staff grievances and complaints.

5

5

5

5

4

4

4

4

3

3

3

3

11No.m.

2 1 0

2 1 0

2 1 0

2 1 0

5

5

5

5

4

4

4

4

3

3

3

3

2

2

2

2

1

1

1

1

0

0

0

0

11. Interpret the staff benefits program. 5 4 3 2 1 0 5 4 3 2 1 0

12. Counsel and advise staff on professional matters. 5 4 3 2 1 0 5 4 3 2 1 0

13, Schedule staff work loads. 5 4 3 2 1 0 5 4 3 2 1 0

14. Schedule staff leaves, vacations, and sabbaticals. 5 4 3 2 1 0 5 4 3 2 1 0

15. Oversee the work of teachers and other school personnel. 5 4 3 2 1 0 5 4 3 2 1 ri

m11,1114....

16. Provide for a staff recordkeeping system. 5 4 3 2 0 5 4 2 1 u

17. Plan and conduct staff meetings. 5 4 3 2 0 5 4 3 2 1 0

18. Prepare bulletins and other communications designed

to keep staff informed. 5 4 3 2 1 0 5 4 3 2 0

19. Observe and evaluate staff performance. 4 3 2 1 0 5 4 3 2 1 0

20. Recommend staff promotions and dismissals. 5 4 3 2 1 0 5 4 3 2 1 0

rJ J

21. Provide guidance to the staff on legal matters affecting

the school program. 5 4 3 2 1 0 5 4 3 2 1 0

22. Interpret and apply licensing and certification regulations. 5 4 3 2 1 0 5 4 3 2 1 0

23. Interpret and apply labor laws and regulations, 5 4 3 2 1 0 5 4 3 2 1 0

24. Interpret and apply affirmative action laws and regulations. 5 4 3 2 1 0 5 4 3 2 1 0

25.

26.

CATEGORY E: STAFF DEVELOPMENT

1. Assess staff development needs. 5 4 3 2 1 0 5 4 3 2 1 0

2. Assist in the preparation of individual staff profiles. 5 4 3 2 1 0 5 4 3 2 1 0

3. Counsel with staff regarding personnel development

needs and activities. 5 4 3 2 1 0 5 4 3 2 1 0

4. Establish and maintain a staff learning resources center. 5 4 3 2 1 0 5 4 3 2 1 0

5, Conduct workshops and other in-service programs for

professional personnel. 5 4 3 2 1 0 5 4 3 2 1 0

6. Arrange for workshops and other in-service programs

for professional personnel. 5 4 3 2 1 0 5 4 3 2 1 0

7, Provide for in-service programs for supportive personnel. 5 4 3 2 1 0 5 4 3 2 1 0

8. Provide for preservice programs for professional personnel. 5 4 3 2 1 0 5 4 3 2 1 0

9. Arrange for staff exchanges with business and industry. 5 4 3 2 1 0 5 4 1 2 1 0

10, Assist supervising teachers in planning for and working

with student teachers, 5 4 3 2 I 0 5 4 3 2 1 0

11, Evaluate staff development programs. 5 4 3 2 1 0 5 4 3 2 1 0

12.

13.

56

Task Statements

..111CATEGORY F: PROFESSIONAL RELATIONS AND

SELFDEVELOPMENT

1. Maintain ethical standards expected of a professional educator,

2, Develop and maintain professional relationships with other

administrators,

3. Develop and maintain professional relationships with state

department of education personnel.

4, Develop and maintain relationships with personnel in

professional organizations.

5, Participate in professional organizations,

Importance of Task

How important is the perfor.

mane of this task in yOur job

as a local administrator?

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response)

Great

Impor,

tance

MNIMI.

No

Impor.

tance

Great

Need

No

Need

5 4 3 2 1

4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

6. Participate in professional meetings for self.improvement,

7, Promote professional image through personal appearance

and conduct,

8. Assist with the development of state and/or federal plans

for vocational education,

9. Participate in the development of vocation,; education

legislation.

r 10, Prepare policy and commendation statements.

5 4 3 2

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 I

0 5 4 3 2 1 0

0 5 4 3 2 1 0

0 5 4 3 2 1 0

0 5 4 3 2 1 0

0 5 4 3 2 1 0

5 4 3 2 1 0

0 5 4 3 2 1 0

0 3 2 0

0

0

11. Represent teacher interests and concerns to other

administrate and the board, 6 4 3 2 1 0

12, Develop effective interpersonal skills,

13.

14

Write articles and materials for journals and other professional

media,

Read and use information from professional journals, reports

and related materials fur self irrwovement

15. Apply management by objectives (MBOI techniques to

personal work assignments.

16. Develop cooperative problem.solving and detision.making

skills. 5 4 3 2 1 0 5 4 3 2 1 0

1). Assess personal performance as an administrator. 5 4 3 2 1 0 5 4 3 2 1 0

18,

19,

CATEGORY G: SCHOOL/EMPLOYER/COMMUNITY RELATIONS

1. Develop a plan for promoting goad public relations, 5 4 3 2 1 0 5 4 3 2 1 0

2, Prepare and recommend public relations and communications

policies, 5 4 3 2 1 0 5 4 3 2 1 0

3. Coordinate use of occupational (craft) advisory committees. 5 4 3 2 1 0 5 4 3 2 1 0

4. Organize and work with a general vocational advisory council. 5 4 3 2 1 0 5 4 3 2 1

5, Develop working relationships with employers and agencies. 5 4 3 2 1 0 5 4 3 2 1 0

6. Prepare and recommend cooperative agreements with other

agencies. 5 4 3 2 1 0 5 4 3 2 1 0

7. Involve community leaders (political and non-political) in

school programs and activities. 5 4 3 2 1 0 5 4 3 2 1 0

8. Partici, ate in school organizations. 5 4 3 2 1 0 5 4 3 2 1 0

9. Partic idte in community organizations. 5 1 3 2 1 0 5 4 3 2 1 0

CO 61

cc

'4

Task Statements

Importance of Task

How inEortant is the perfor

mance of this task in your job

as a local administrator?

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response)

m=11111110.Great No

Impor Impor

tance tance

Great

Need

No

Need

10 Promote good relationships between vocational and general

education staff, 5 4 3 2 1 0 5 4 3 2 1 0

11. Encourage staff participation in community civic, service,

and social organizations. 5 4 3 2 1 0 5 4 3 2 1 0

12, Promote cooperative efforts of parent and teacher groups. 5 4 3 2 1 0 5 4 3 2 1 0

13. Conduct informational programs for the public (such as

open house and career awareness programs) 5 4 3 2 1 0 5 4 3 2 1 0

14. Meet and confer with visitors, 5 4 3 2 1 0 5 4 3 2 1 0

15. Conduct informational programs for the public (such as

open house of career awareness programs). 5 4 3 2 1 0 5 4 3 2 1 0

16. Make public presentations on school programs and

activities. 5 4 3 2 1 0 5 4 3 2 1 0

11. Conduct public hearings and meetings on school issues. 5 4 3 2 1 0 5 4 3 2 1 0

18. Conduct alumni relations program. 5 4 3 2 1 0 5 4 3 1 0

19 Conduct orientation programs for students and staff 5 4 3 2 1 0 5 4 3 2 1 0

20. Conduct recognition programs for students, staff, and

community supporters, 5 4 3 2 1 0 5 4 3 2 1 0

=11111.1.1ME.,

21. Plan for exhibits and displays, 5 4 3 2 1 0 5 4 3 2 0

A

64

22. Develop materials to promote the vocational programs. 5 4 3 2 1 0 5 4 3 2 1 0

23. write news releases for school and area media5 J 4 3 2 1 0 5 4 3 2 1 0

24 Obtain and analyze informal feedback about the school 5 4 3 2 1 0 5 4 3 2 1 0

25 Eva lat. the put ii. reldlicolk program. 5 4 3 2 1 0 5 4 3 2 1 0

26. Interpret and apply public "right.to.know" laws and

regulations.5 4 3 2 1 D 5 4 3 2 1 0

27,

28.

CATEGORY H; FACILITIES AND EQUIPMENT MANAGEMENT

1. Assess the need for physical facilities, 5 4 3 2 1 0 5 4 3 2 1 0

2. Conduct land and facility feasibility studies. 5 4 3 2 1 0 5 4 3 2 1 0

3. Recommend building sites. 5 4 3 2 1 0 5 4 3 2 1 0

4. Recommend the selection of an architect 5 4 3 2 1 0 5 4 3 2 1 0

5. Oversee architectural planning, 5 4 3 2 1 0 5 4 3 2 1 0

11

6. Apply building code regulations to school facilities 5 4 3 2 1 0 5 4 3 2 1 0

7. Submit facility and equipment specifications. 5 4 3 2 0 5 4 3 2 1 0

8. Analyze building and equipment contract bids, 5 4 3 2 0 5 4 3 2 1 0

9, Oversee the construction of facilities. 5 4 3 2 0 5 4 3 2 1 0

10. Recommend acceptance of new building. 5 4 3 2 0 5 4 3 2 1 0

11. Provide and maintain residential facilities for students 5 '4 3 2 1 0 5 4 3 2 1 0

12. Procure equipment and furnishings. 5 4 3 2 1 0 5 4 3 2 1 0

13. Plan space requirements for programs. 5 4 3 u 5 4 3 2 1 0

6,;

Task Statements

Importance of Task

How important is the perfor

mance of this task in your iob

as a local administrator)

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle one response!

Great

!moor

Lance

No

Impor.

tance

=111...41

Great

Need

No

Need

14. Assign space according to priority needs. 5 4 3 2 1 0 5 4 3 2 1 0

15. Develop and implement an equipment and supply in

ventory system.5 4 3 2 1 0 5 4 3 2 1 0/

16. Establish preventative maintenance program for

equipment and facilities.5 4 3 2 1 0 5 4 3 2 1

11 Establish vehicle maintenance program,5 4 3 2 1 0 5 4 3 2 1 0

18. Oversee the daily maintenance and upkeep of facilities. 5 4 3 2 1 0 5 4 3 2 1 0

19. Oversee the daily maintenance and upkeep of grounds. 5 4 3 2 1 0 5 4 3 2 1 0

20. Interpret and apply transportation laws and regulations. 5 4 3 2 1 1) 5 4 3 2 1 0=11.16111..

21. Arrange for student transportation services.5 4 3 2 1 0 5 4 3 2 1 0

22. Oversee school cafeteria services.5 4 3 2 1 0 5 4 3 2 1 0

23. Arrange for vending services.5 4 3 2 1 0 5 4 3 2 1 0

24 Interpret and apply health and safety laws and regulations. 5 4 3 2 1 0 5 4 3 2 1 0

25 Develop and implement safety programs. 5 4 3 2 1 0 5 4 3 2 1 U

26. Establish emergency plans (such as fire and disaster. 5 4 3 2 1 0 5 4 3 2 1 0

27. Establish and oversee a security program. 5 4 3 2 1 0 5 4 3 2 1 0

2B. Schedule and oversee community's use of far.;ilities. 5 4 3 2 1 0 5 4 3 2 1

29. Develop lonvenge facility and equipment plans. 5 4 3 2 1 0 5 4 3 2 1 0

30. Prepare Jnd submit renovation and alteration plans 5 4 3 2 1 0 5 4 3 2 1 0

31

32

CATEGJRY I: BUSINESS AND FINANCIAL MANAGEMENT

1. Prepare and recommend financial policies. 5 4 3 2 1 0 5 4 3 2 1 0

2. Establish purchasing and payment procedures. 5 4 3 2 1 0 5 4 3 2

3. Establish receiving and shipping procedure. 5 4 3 2 1 0 5 4 3 2 1 0

4. Prepare and regulate operational budgets 5 4 3 2 1 0 5 4 3 2 1 0

5. Prepare and regulate program budgets. 5 4 3 2 1 0 5 4 3 2 1 0

6. Prepare and regulate capital improvement budgets. 5 4 3 1 0 5 4 3 2 1 0

7. Prepare long.range budgets based on total program

requirements. 5 4 3 2 1 0 5 4 3 2 1 0

B. Adopt an appropriate financial accounting system. 5 4 3 2 1 0 5 4 3 2 1 0

9. Analyze the cost of operating various instructional

programs. 5 4 3 2 1 0 5 4 3 2 1 0

10. Locate sources of funds for program development

and operation. 5 4 3 2 1 0 5 4 3 2 1 0

11. Present levies and bond issues to voters. 5 4 3 2 1 0 5 4 3 2 1 0

12. Approve all major expenditures. 5 4 3 2 1 0 5 4 3 2 1 0

13. Approve requisitions and work orders. 5 4 3 2 1 0 5 4 3 2 1 0

14, Arrange for the investment of surplus funds. 5 4 3 2 1 0 5 4 3 2 1 0

6J

Task Statements

Imyortance of Task

How important is the perfor-

mance of this task in your job

as a local administrator?

(Circle one response)

Degree of Training Needed

What degree of training do most

administrators need in order to

effectively perform this task?

(Circle o. 't response)

.......mmel1

Great

Impor.

tance

No

I mpor.

tance

Great

Need

No

Need

15, Provide for the collection of student

fees,5 4 3 2 1 0 5 4 3 2

..1 0MI.

16. Establish and maintain a petty cash fund.5

EM.MO1MMY4 3 2 1 0 5 4 3 2 1 0

17. Establish procedures for charging for student work, 5 4 3 2 1 0 5 4 3 2 1 0

18. Determine insurance coverage needs,5 4 3 2 1 0 5 4 3 2 1 0

19, Select and maintain an insurance program, 5 4 2 1 0 5 4 3 2 1 0

20. Interpret and apply insurance laws and regulations. 5 4 3 2 1 0 5 4 3 2 1 0

21. Respond to business correspondence.5 4 3 2 1 0 5 4 3 2 1 0

22. Prepare local, state, and federal reports.5 4 3 2 1 0 5 4 3 2 1 0

23.

24.

I

7 0 P*/

PART II. GENERAL INFORMATION

Instructions: Read each item carefury and write, or checV where appropriate, your responses in the blanks provided.

1. Indicate your present job title:

2. Indicate which of the following bes1 describes your school:

( I secondary vocationalI I postsecondary vocational

I secondary r omprehensive vocatinnal and academic) I I pcstseo3ndNy comprehensive (vocational and academic)

3. Indicate the number of v:,:stional programs under your mini ration: programs.

4. Indicate the number of mational teachers and students under your administration: teachers, students,

5. Please indicate whether you are employed by inoi distr;:t serving:

a. A rural or urban community of less than 10.0,000 population,

b. An urban community of 100,000 population or more.

6. What percentage of your time is devoted to the ,in stration of vocationaltechnical education?

7, Indicate the total number of years experience that yuu have had as an administrator of vocationaltr4ical education programs: years.

8, In the spaces below, please indicate the:

a. number of years you have spent teachingvocational subjects: years

b. number of years you have spent teaching nonvocational subjects: years

9. In the space,providecl, please indicate:

a. whether you would be interested in serving as a consultant to develop instructional packages for administrators?

Yes No If yes, please indicate your particular area(s) of strength and expertise:

(11(2)

b. whether you have previously developed competencybased instructional materials?

Yes No If yes, what type and how many?

,=..rnIwff...m.ra.=.1

Optional

10. Comment: (Types of materials you think should be developed, how you would like to help, etc.)

THANK YOU VERY MUCH FORCOMPLETING THIS INVENTORY. PLEASE PLACE IT IN THE ENVELOPE THAT HAS BEEN PROVIDED AND MAIL TO:

14

Robert E. Norton

The Center for Vocational Education

The Ohio State University

1960 Kenny Road

Columbus, Ohio 43210

APPENDIX F

NOMINATION CRITERIA AND FORM

A. Suggested Criteria for Administrator Nominees

a. Nominees are full-time local administrators of at leastthree or more vocational education progi-ams.

b. Nominees are well respected by peers and supLrvisors asoutstanding and competent administrators of vocationaleducation.

c. One-third of nominees are working at the assistant orassociate level of administration.

d. Nominees have been vocational administrators for at leastone year but not more than six.

e. If possible, at least one female and one black or otherminority member is represented.

t Both rural and large urban districts should be represented.

B. Categories and Number of Nominees Needed for Each

Three categories of nominees are desired. The categories andnumbers desired for each are as follows:

Category 1 - Secondary Vocati_Jnal Program Administrators4 persons. This category should include admin-istrators at the secondary level who are respon-sible for vocational programs only.

Category 2 - Secondary Comprehensive Program Administrators -4 persons. This category should include admin-istrators (principals, coordinators, etc.) whoare responsible for both vocational and academicpr j-ams at the secondary level.

Category s - Post-Secondary Program Administrators -5 persons. This category should include anypost-secondary level administrator who meetsthe criteria listed in Section A above. If pos-sible, two should be from a vocational or tech-nical school and two from a community collegehaving vocational programs.

Please use the following three pages to provide for eachnominee the following information: Name, title, school,city/town, zip code, and phone number.

Please send your nominations to:

Dr. Robert E. Norton, Project DirectorThe Center for Vocational EducationThe Ohio State UniversityColumbus, Ohio 43210

55

74

CATEGORY I

Secondary Vocational Program Administrators

1. Name

Title

School

City/Town

Zip Code

Phone Number

2. Name

Title

School

City/Town

Zip Code

Phone Number

3. Name

Title

School

City/Town

Zip Code

Phone Number

4. Name

Title

School

City/Town

Zip Code

Phone Number

APPENDIX G

LETTERS TO ADMINISTRATORS

THE CENTER FOR VOCATIONAL EDUCATIONThe Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486-3655 Cable: CTVOCEDOSU/Columbus, Ohio

May 7, 1976

AL our request, your state director of vocational educationhas nominated you as on administrator who is well-qualified toassist us with an important research task. By nominating you,in accordancz2 with our selection criteria, he has identified youas one of the most capable local administrators of vocationaleducation in your state. We hope you will find time in yourbusy scredule to give us L.Le type of Lnformatior that only aperson in your positio_ can provide.

We are committed to develop individualized competency-basedinstr c:.ional packages that will help present and future admin-istr:1 _.rs achieve greater competence through effective training.Befor,_J we can develop such materials, we must have the help ofexpe7- ,ractitioners in identifying the competencies which reallymake A difference, and for which training is most important.

Won't you please take the time now or in the next five work-ing dais to complete the enclosed "Administrator Task Inventory"?Your .sponses to the inventory will contribute significantly toour research efforts, and more importantly, help establish abetter .iasis upon which future training materials and programsfor local administrators can be developed. We have enclosed anOhio t.aLe University pen for your convenience in responding tothe inve,ntory.

':)ur professional assistance in this important endeavor willbe vt..-y :ouch appreciated and if I can ever be of assistance toyou, hope you will feel free to contact me.

REN/dlp

Enclosure

Sincerely,

Robert F. NortonProject Director

,

57

NATIONAL COUNCIL OF LOCAL ADMINISTRATORSel Vocestiaga, 7edtaixed anal Pudica Arta Sege...ire-oat

a division of American Vocational Association

F141001, ty1- 1,171r..

.101X1 F ithn ..)0,1

Dear Vocational Director:

You are one of 100 administrators in the nation who havebeen chosen to verify the enclosed list of administratortasks. This "Administrator Task Inventory" was developedby the Center for Vocational Education as an initial stepin a USOE sponsored project.

I am familiar with the pur-pose of this project and feel that it merits your tame andattention.

Your reactions to each of the task statements on this inven-tory will be used to determine those tasks which are importantto local vocational administrators and those which are not.Once all the reactions have been compiled and verified, theCenter Staff will begin to develop competency-based modular-ized materials which will deliver upon the areas identified.

This is an opportunity for you to make input to a researchand development project that should result in instructionalmaterials that will be of use to many present and futureadministrators. I urge you to complete the enclosed question-naire and return it to The Center as soon as you can.

DWB:rb

Sincerely yours

c,c56-4.40*e.,

David W. BerrymanPresident, NCLA

THE CENTER FOR VOCATIONAL EDUCATIONJThe Ohio State Universit' 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486-3655 Cable: CTVOC.:EDOSU/Columbus, Ohio

May 25, 1976

Upon the recommendation of your state director of vocational education, we recently asked if you would be willingto assist us with a USOE funded administrator research project.Recently we sent you an "Administrator Task Inventory" and askedfor your cooperation in reviewing and responding to the taskstatements contained in it.

if you have not yet completed the Inventory, we hope thatwithin trie next few days you will take some time to complete andmail it. If you have misplaced the Inventory and need anothercopy, please write or call me at (614-48-3655). We will behappy to send another- copy. Your expert help is needed to assistus in identifying and verifying the competencies which are mostimportant and for which training is needed.

If you have already mailed the completed Inventory to us,please accept this letter as a note of thanks. Your responseswill contribute significantly to our research efforts and arevery much appreciated.

Sincerely,

Robe t E. NortonProject Director

REN:ly

LETTER SENT TO 60 ADMINISTRATORS WHO FAILED TO RESPOND TO FIRST MAILING

59

THE CENTER FOR VOCATIONAL EDUCATIONThe Ohio State University 1960 Kenny Road Columbus, Ohio 43210Tel: (614) 486 3655 Cable: CTVOCEDOSU/Columbus, Ohio

Juno 14, 1976

receni-ly mailed you an "Administrat^r Task Inventory" andasked for yolir assistance in verifying the administrator taskstaements cou._ainod in it. You were one of a select group of10ca1 administrators recommended by state directors for voca-tional education to assist us in this USOE-funded researchproj-ct.

We have received many responses to the inventory, (ever 80%)and they promise to he a tremendous aid to our research efforts.However, we feel that a 100 percent response is needed tc posi-tively verify these task statements and we are hoping fo7 every-one's help.

Now that school is out, we hope you can find some time tn:layto complete this Inventory. We feel that your input is veryimportant to cur findings. Your responses will help us t(:

develop individualized competency-based instructional materialsthat should he a help to vou and to other administrators.

We are enclosing another questionnaire in case the first onewe sent has been mislaid. We hope that you will help us byfinding some time to complete it today.

Thank you for your assistance.

Sinct

Robert r. NortonProject Director

P.EN/d1::

APPENDIX

ADVISORY COMMITTEE MEMBERSfor

DEVELOPMENT OP COMPETENCY-BASED INSTRUCTIONAL MATERIALSFOR LOCAL ADMINISTRATORS OF VOCATIONAL EDUCATION

1. Dr. Walter G. flackProfessor, Educational AdministrationCollege of EducationThe Ohio State UniversityColumbus, Ohio 43210 (614) 422-2574

Mrs. Rosnary 1<oteDirectorDiamonL, Oaks CLL6375 Harrisor. AvenueCincinnati_, Ohio 4')239

3. Mr. Paul LentzDirectorOccupational EducationP.O. Box 388Concord, North Carolina 28025

(513) 574-1300

(704) 786-6191

4. Mrs. Peggy PatrickProgram AnalystDivision of Vocational- --chnical EducationState Department of 1 .ttionLittle 1:ock, Arkan- i201 (501) 371-1855

Or. Merle StrongProfessor and DirectorCenter for. Studies in Vocational andTechnical Education

University of WisconsinMadison, Wisconsin 53705 (608) '3-2714

61

ADMINISTRATOR ADVISORY COMMITTEE AGENDA

8:30 a.m. Introductions and WelcomeOverview of project

9:00 a.m. Development of Administrator Task/Competency ListPrevious studiesDACUM workshopAdministrator task inventory

10:00 a.m. Break

10:15 a.m. Review of Research FindingsImportance of tasks,Need for training

Identification of unique elements

11:45 a.m. Lunch

1:15 p.m. Review of Research (cont.)Clustering of competencies/tasks

3:00 p.m. Break

3:15 p.m. Review of Priorities for DevelopmentInputs used on first three modulesRecommendations on second three modules

4:00 p.m. Review of First ModuleReview of User's Guide

4:45 p.m. Adjourn

: 30 a.m.

9:30 a.m.

2nd Day

Comments and Discussion Re: Module and GuideFormat suggestionsSuggestions for learning experiencesNature of final experienceAudiovisual materials

Alternative Modes of DeliveryInternExtern, other?Who as resource persons?

10:15 a.m. Break

10:30 a.m. Review of Field Test PlansInstrumentationSites

11:00 a.m, FutureRevisionAdditional modules-funding

11:45 a.m. Adjourn62

81

LOCAL ADMINISTRATORS

OF

VOCATIONAL EDFCATION

Y1'ENCY TASK STATFMENTS

Resuit.'4 of National Survey to Identify andVerifq the Importance of, and the Need for,Training for 191 Voational Administrator Tasks

Summary of Responses to I'll Administrative Tasks in Terms of Perceived

Imilortance and Training; for Task Colapetence

Professional bevelopm,:nt in Vocational Education Program

Competeny-Based Vocational Administrator ProjectThe Center far Vocational Education

The Ohio State University

1960 Kenny Road

Columbus, Ohio 43210

sl.mmAi(y I13 1.0.,;.,,NsEs ro 191 .\ IN I tclftM:c 1-11.1.1! kll'OR 'Mick, AN! I.RAININt, 1-19t Ili),(34"'Nl

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1,113;i t i et. ,;( t r rnrtig tio most ,Idm1ntors til'.1 in order to eff Jet tvele per!this task! (", Iii.spond log)

NI'111, 5 4 1 2 1

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51.7 15.5 11.0 1.7

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so

Lstahlish and imi,!ement a cur-

riculum design that achieve

the' school's instructiona: goals

guide staff in intrgrat in trid

arch ulat ing the vocat lona: pro-

gram %dui, the total eits at Iona!

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tional student ,a-pnizationa:

activities intl., the instruc-

tional program.

coopc tt \'e odu-

';',3', ton progr,onis.

Pro,ide for supplemental!

r .11 t tOtla progrATU, .

f ,r tag nee!'s ;1r,,

grams.

Provide for adulrfontinuing

i -,11 progr.ms.

Arrange tOr student,, t, Attend

program,, .,t,ered hv other ed-

th Iona: .1 0,enc

it 1:n1,1 t IIIt1 .

se, oni.ir% mu 11;t io.t.onkt.or y

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t lend I win druent .

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tional mAteriak.

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1,7 I 72 116

6.0 I 72o, 114

13.7 1 167 1ln

3.4 I 80 115

1.7 92 116

1.7 116 116

5,9 142 .15

---What degrue of training do most administrh.

tors need in order to effectively perform

thi. task? (". Pesponding1

6.6 51,1' 29.8 9.6 3.5

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'

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program.

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professional matt'rc.

dr,1 e st a f t rk

loads.

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.411 IONS. and 4;ahhati

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and other school pc-,onnel,

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yommuni car iuns desiAned t

keen slat! informed.

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performan.e.

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on lve,a1 matter,' a!!...tirr th,

f..chrfol

Interpret and appl.,. I

and alt i l (at ion regular ,ns.

112

115

116

117

How tIportrint is the perforaonre of this

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56 112

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116

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25.4 26.1 26. 6.8 6.1

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I. Interpret And Apple Libor

13%14 Ant' regulations.

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I Lye t t n I,IWS In,l reguiLl

I 1011S,

t .111(108V IIAFF 10 V121.01',1,1..N!

I Assess %tat! dev,, pment

needs.

Ai8:s[ ,rAt lon of

individual stAft profiles.

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personnel development needs

And activities,

itablish And tmintain A srAtf

learning resourc., enter

C,IiduLt worksho.,-, And other

ry ,gra;11., tor pr.)

fessional personnel.

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other tnsetvi .t) rnrofessional )1eronnel.

Pro),1de for 0 or,.

dram~ for sopportive personnel

M. Provide for preservice pro-

grams fo7 protessional per-

sonnel.

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with business in industry,

10. AiSiSt teac,hers

in planning 'or ill working

With stAdenc

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What degreeistratorsperform this

of

need

training do most admin-n order to effectively

kl Responding)in y,ur job

RPsrzrn1ine1 task?

Mdn. 5A 3 2 1 0 Mdn. 5 4 3 2 1 0

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;tablish procedures forlarging for student work. 115 2.P 9.6 20.0 29.6 8.7 9.6 22.6 120 110 2.4 3.6 10.9 32.7 25.5 11.8 15.5

!termine insurance cover-;e needs. 115 1.0 26.1 14.8 18.3 9.6 7.0 24.3 162 107 3.2 16.8 25.2 26.2 15.0 5.6 11.2

!lect and maintain an in-irance program. 114 25.4 14.0 14.0 7.0 7.0 32.5 175 106 2.9 17.9 18.9 23.6 21.7 4.7 13.2

terpret and apply in-rance laws and regulations. 114 2.8 22.8 14.0 20.2 7.0 8.8 27.2 170 106 3.0 21.7 17.0 23.6 20.8 6.6 10.4

spond to business cor-spondence. 117 4.3 . 35.9 12.R 3.4 0.9 2.6 60 115 3.2 9.6 31.3 34.8 14.8 6.1 3.5

epdr, lo,al, ct3tv, ,.1%:1

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90

APPENDIX

LOCAL ADMINISTRATORS

OF

VOCATIONAL EDUCATION

COMPETENCY TASK STATEMENTS

Results of a National Survey to Identify andVerify the Importance of, and the Need for,Training for 191 Vocational Administrator Tasks

Rank Order of the Perceived Importance of the

191 Administrative Tasks

Professional Development in Vocational Education ProgramCompetency-Based Vocational Administrator Project

The Center for Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

79 9 1

RANK ORDER OF THE PERCEIVED IMPORTANCE OF THE 191 ADMINISTRATIVE TASKS

Task Number and StatementRink MedianOrder Importance

A-5 Involve community representatives in program planningand devel.Ipment. 4.8

A-22 Evaluate the effectiveness of the instructional program. 1. 4.8

D-6 Recruit and interview potential staff. 1 4.8

D-19 Observe and evaluate staff performance. 4.8

F-1 Maintain ethical standards expected of a professionaleducator. 1 4.g

F-2 Develop and maintain professional relationships with otheradministrators. 1 4.8

A-7 Cooperate with district, county, regional, and stateagencies in developing and operating qcational programs. 7 4.7

A-10 Develop overall vocational program wits. 7 7

A-15 Implement local board and administrative policies. 4.7

A -iS Develop plans for evaluating instructional program. 7 4.7

A-25 Recommend curriculum revisions based on evaluation data. 7 4.7

B-8 Establish and implement a curriculum design that willachieve the school's instructional goals. 4.7

1)- 7 Recommend potential staff to the administration andboard.

D-20 Recommend staff promotions and dismissals.

F-3 Develop and maintain professional relationships with statedepartment of education personnel.

F-7 Promote professional image through personal appearanceand conduct.

F-12 Develop effective interpersonal skills.

;7 Assess personal performance as an administrator

C -5 Develop working relationships with employers and agencies.

G-10 Promote good relationships between vocational and generaleducation staff.

H-1 Assess the need for physical facilities.

80

9

7

7

7

4.7

4.7

4.7

7 4.7

4.7

4.7

7 4.7

7 4.7

4.7

Task Number and StatementRank MedianOrder Importance

1-4 Prepare and recommend financial policies. 7 4.7

I-5 Prepare and regulate program budgets. 7 4.7

1-22 erepare local, state, and federal reports. 7 4.7

A-8 Prepare annual program plans. 25 4.6

A-9 Prepare and update long-range program plans. 4.6

A-14 Recommend program policies to the administration andboard.

25 4.6

A-19 Direct self-evaluation of the district vocational program. 25 4.6

A-28 Write proposals for the funding of new programs and theimprovement of existing programs. 25 4.6

B-9 staff in integrating and articulating the voca-!tonal program loth the total educational program. 25 4.6

D-3 As:ic'ss program staffing requirements. 25 4.6

D-17 Plan and conduct staff meetings. 25 4.6

F-6 Participate in professional meetings for self-improvement. 25 4.6

F-16 Develop cooperative problem-solving and decision-makingskills.

25 4.6

G-1 Dc.velop and plan for promoting good public relations. 25 4.6

G-4 W- size and work with a general vocational advisory..t,al, i 1 .

25 4.6

G-16 M.,- public presentations on school programs and

1-7 Prepare long-range budgets based on total program re-quirements.

75 4.6

25 4.6

.A-2 Co.,t,t_ and analyze manpower needs assessment data. 39 4.5

A-16 interpret and apply state and/or federal vocationaled ation legislation. 39 4.5

(.aide staff in selecting and using effective instruc-tional strategies (such as individualized instruction). 39

D-5 EstaOlish staff selection and recruitment procedures. 39

14.5

F-1 A-i-,esn staff development needs. 39 4.()

81

9J

Task Number and StatementRankOrder

MedianimportancF

F-11 Represent teacher interests and concerns to otheradministrators and the board. 19 4.5

G-3 Coordinate use of occupational(craft) advisorycommittees. 19 4.5

H-13 Plan space requirements for programs. 39 4.'

Prepare and recommend financial policies. 39 4.5

1-10 Locate sources of funds for program development andoperation. 39 4.5

[ -12 Approve all major expenditures. 39 4.5

A-23 Initiate student and employer follow-up studies. 50 4.4

A-24 Analyze student and employer follow-up studies. 50 4.4

D-1 Prepare and recommend personnel policies. 50 4.4

D-10 Resolve staff grievances and complaints. 50 4.4

D-15 Oversee the work of teachers and other school personnel. 50 4.4

F-5 Participate in professional organizations. 50 4.4

F-4 Develop and maintain relationships with personnel inprofessional organizations. 50 4.4

0-15 Conduct informational programs for the public (such asopen house and career awareness programs). 50 4.4

H-29 Develop long-range facility ,and equipment plans. 50 4.4

1-9 Analyze the cost of operating various instructionalprograms. 3P 4.4

A-3 Direct occupational task analysis for use in curriculumdevelopment. 60 4.3

A-6 Obtain state and federal services and re3ources forprogram development. 60 4.1

B-11 Provide for cooperative education programs. 60 4.3

D-4 Prepare job descriptions. 60 4.3

D-13 Schedule staff work loads. 60 4.1

E-5 Conduct workshops and other inservicc progrnm54 f Orprofessional personnel. 6r! 4.1

82

1

It !,1odianTask Namher and Statement Order Importance

E-6 Arrange for workshops and other insery ice programsfor professional personnel. 60 4.3

F-8 Assist with the development of state and/or federalplans for vocational education. 60 4.3

C; -7 Involve community leaders (political and non-polici..11)in school programs and activities. 60 4.3

11-7 Submit facility and equipment specifications. 60 4.3

I-6 Prepare and regulate capital improvement budgets. 60 4.3

i-21 Respond to business correspondence. 60 4.3

A-11 Coordinate district curriculum develop'..tent efforts. 72 4.2

A-21 Design and select instruments for evaluating the instruc-tional program. 72 4.7

B-li Provide for special needs programs. 72 4.2

B-14 Provide for adult/continuing education programs. 72 4.2

E-11 Fvalaate staff development programs. 72 4.2

F-10 Prepare policy and commendation statements. 72 4.2

G-9 Participate in community organizations. 72 4.2

H-25 Develop and implement safety programs. 72 4.2

A-1 Survey student and parent interests. 80 4.1

A-12 Approve courses of study. 80 4.1

A-27 Analyze the school and community's feelings towardeducational change.

81) 4.1

A-32 Develop supplemental/remedial instructional programsto meet student needs. 80 4.1

B-16 Guide the articulation of secondary and postsecondaryvocational program objectives. 80

C-6 Oversee student job placement and follow-up services. 80 4.1

D-I2 Counsel and advise staff on professional matters. 80 4.1

I) -18 Prepare bulletins and other communications designedto keep staff informed. 80 4.1

83

101

TasK Number and StatementRankOrder

MedinnTrrip,,rt:Inc(

F-9 Participate in the development )f vocational educationlegislation. 80 4.1

F-I4 Read and use information from professional journals,reports, and related materials for self-improvement. g0 4.1

G-I4 Meet and confer with visitors. 80 4.1

H-26 Establish emergency plans (such ns fire and disaster). 8n 4.1

A-4 Direct the identification of entry-level requirementsfor jobs. 92 4.0

A -2() Involve external evaluation personnel in assessingprogram effectiveness.

A-29 Coordinate local demonstration, pilot, and exemplaryprograms.

4.0

4.0

A-3I Interpret and use research results for program developmentand improvement. ,)2 4.0

B-6 Prepare a master schedule of ceuo offerings.

B-1(? Promote the integration of vocational student organization-:11 activities into the instructional program.

) 4.0

7 4,n

B-12 Provide for supplemental/remedial instructional programs. 92 4.0

R-17 Approve selection of instructional equipment. u) /4,0

Interpret and apply affirmative action laws and regula-tions. 92 4.0

E-3 Counsel with staff regarding personnel development needsand activities. 92 4.0

E-S Provide for preservice programs for professional personnel.

F-15 Apply management by objectives (MBO) techniques topersonal work assignments.

c..) Prepare and recommend public relations and communicationspolicies.

G-6 Prepare and recommend cooperative agreements with otheragencies.

G-I1 Encourage staff pArticipation in community civic, service,,trld

84

92

14.n

4.0

0

4,0

/4 r)

Task Number And Statement

G- 1 1

Rank MedianOrder Importance

Conduct conferences with individuals relative to thevocational programs. 92 4.O

G-19 Conduct orientation programs for students and staff. 92 4.0

G-22 Develop materials to promote the vocational programs. 92 4.0

G-25 valoate the public relations program. 92 4.0

H-I4 Assign space According to priority needs. 92 4.0

H-15 Develop and implement an equipment and supply inventorysystem. 4.0

H-24 Interpret and apply health and safety laws and regulations. 92 4.0

H-30 Prepare and submit renovation Ind alteration plans. 92 4.0

1-13 Approve requisitions and work orders. 92 4.0

A-17 interpret and apply ',ther relevant state and federal leg-islation (such as CFTA). 116 3.1)

/1-1 Establish instructional program entry and completion re-quirements.

11-18 Approve selection or instructional materials.

G-8 Participate in school organizations.

G-24 Obtain and analyze informal feedback auout the school.

H- 12 Procnre equipment and furnishings.

1-2 Es:Ahlish purchasing and payment procedures.

1-8 Mont An appropriate financial accounting system.

C-9 Int.:prot_ And apply student rights, Laws, and regula-tions.

1) -8 Paiticipate in new- ,Ing stall working agreements.

D-21 :v_le guidance I staff (,11 legal matters affectingthe school program.

116

116

116

3.

"3. 9

116 3.g

116

116

116

124

124

124

ft-')2 Int..rpret and apply licensing .anti certification regula-tions. 124

(; -23 Write news releases for school and area media.

85

10.3

124

3, (4

3.9

.1.

3.."1

3.8

Task Number and StatementRankOrder

MedianImportane.

8-5 Oversee architectural planning. 124 8

11-16 Establish preventative maintenance program for equipmentfacilities. 1.'4 1.8

C-1 Oversee student recruitment activities. 131 3,7

C-8 Provide for a student record keeping system. 1 n 3.7

1) -2 Prepare and maintain a personnel handbook.I 31 3.7

1) -16 Provide for a staff record-keeping system. 1 ! 1./

D-23 Interpret and apply labor laws and regulations.I a 3.7

G-20 Conduct recognition programs for students, staff, andcommunity supporters.

1 11 3.7

8-2 Establish student rules and policies (such as attendanceand discipline). 1z7 3.6

C-5 Oversee student guidance and testing services. 137 3.6

D-9 Establish staff grievance procedures. 137 3.6

R-2 Assist in the preparation of individual staff profiles. 117 3.6

8-2 Conduct land and facility feasibility studies. 117 16

A-13 Estahlish school admission and graduation requirements. 142 3.S

B-19 Maintain a learning resources center for students. 14:: 3;

F-7 Provide for inservice programs for supportive personnel. 142 3.r.

E-9 Arrange for staff exchanges with business and industry. 142 1.;

G-12 Promote cooperative efforts of parent and teacher groups. 142 3.5

11-1 Recommend building sites. 142 1.5

A-26 Assess student testing and grading procedures. 148 3.4

C-26 Interpret and apply public "richt-to-know" laws andregulations. 148 1, 4

H-H Analyze buildir4; and equipment contract bids. 148 3,4

H-21 Estahlish And oversee a security program. 148 3.4

B-4 Design and oversee student progress reporting procedures. 1 5.' 3.3

86

104

Task Humber and SiatemcnLRankOrder

MedianImportance

C-9 Overs:e school admission service. . 152 .3D-II Interpret the staff benefits program. 152 1.1

1-3 Establish receiving and shipping procedures. 152 3.1

C-4 Arrange for work study programs. 156 1.2

E-4 Establish and maintain a taff learning resources center. 156 3.2

C-21 Plan for exhibits and displays. 156 '3.2

A-30 Design and oversee local research studies. 159 3.1

II-1 Enforce student rules and policies. 159 3.1

11-28 Schedule and oversee community's use of facilities. 159 3.1

D-I4 Schedule staff leaves, vacations, and sabbaticals. 162 3.0

C-17 Conduct public hearings and meetings on school issues. 162 3.0

H-4 Recommend the selection of an architect. 162 1.0

H-10 Ke.'ommend acceptance of new building. 162 3.0

1-18 Determine insurance coverage needs. 162 1.0

B-15 Arrange for students to attend programs offered byother educational agencies. 167 2.9

H-h Apply building code regulations to school facilities. 167

H-9 Oversee the construction of facilities. 167 2.9

C-I0 Interpret and apply Veteran's Administration laws andregulations. 170

F -It) As ,J supervising teachers in planning for and workingw i t udent teachers. 1 70 2.8

F-I3 'Jr,.. articles and materials for journals and otherpr, I ssional media. 170

1-1/ I i :1sh procedures tor charging tor student work. 170

1-20 110c:pret and apply insurance laws and regulations. 170 2 ,..

h-5 App..,ve student promotions/reassignments. 175 2.7

C-7 merse extracurricular organizations and activities. 175 7

8/

lUo

Task Number and StatementRankOrder

Pied 1;in

Import anc r

H-18 Oversee the daily maintenance and upkeep of facilities. 175 2.7

1-15 Provide for the collection of student fees. 175 2.7

1-19 Select and maintain an insurance program. 175 2.7

H-21 Arrange for student transportation services. 180

-114 Arrange for the investment of surplus funds. 180

C -I 8 Conduct alumni relations program. 182 2. I

H-I9 Oversee the daily maintenance and upkeep of grounds.

H-17 Establish vehicle maintonance program.

H-20 Interpret and apply trawTortition laws and regulations. 18' !,I

1-16 Establisl. and ma,,.!ain a petty cash fund. 184 2.1

C-3 Arrange for student loan and grant programs. 187 2.0

1-11 Present levies and bond issues to voters. 187

H-22 Over,:e 5-;choc;! cafeteria services. 189 If

H-23 1rr is ,r vending services. 190 0.7

H-1 l'rovid, And maintain residential facilities for students. 191

88

1

APPENDIX K

COMPETENCIES IMPORTANT TO SECONDARY AND PGST-SECONDAR YLOCAL ADMINISTRATORS OF VOCATIONAL EDUCATION

Master List of Categories and Task Statements

CA r EG01-4 s' A Prcni_rem Planning, Development, and Evoluution

1 Survey student and parent interests.

2 Comi, ! and analyze manpower needs assessment data.

3 Direct or% upational task analysis for use in curriculum development

4 Dant :)ie identification of entry-level requirements for lobs.

5, lovnive community epresentalivel in program planning and development,

6 1..)Idain state and federal services and resources for program development.

7 Cooperate with district, county, regional, and state agencies in developing and operating vocational programs.

H Prepare annual program plaits

9 Prepare and update longange program plans

10. Develop overall vocational program goals.

11 Coordinate district curriculum development et forts.

12 AppriAie i_oursos of study

13 Est et.l,an s,:t.00l admission end grddliatIOn requIrernentS

14 fieroin,1,,..id program policies to the administration and board.

15 ; local board and administrative policies.

16 InturOret and apply state and/or federal vocational education legislation.

1 I Inten,i -t and apply other relevant state and federal legislation (such as CETA).

1H Deve,op plans for evaluating instructional programs.

19 DI( eyaluat'ln of the district vocational programs.

20 Involve- ester nal evaluation personnel in assessing program effectiveness

21 Design n .1 select instruments lor evaluating the instructional program

22 In- effectiveness of the instructional program.

23 initiate student and employer followup studies

24 Analyze student and employe: follow-up studies.

25 Nr, 4/11101t11111 i_urriCtilum I ovisions based on evaluation data

26 A NC Student testing and grading procedures

21 Aridly tc) the school's and comrnunny's feelings toward educational change.

2H Mite p,i1rx.isais for the funding of new programs and the improvement of existing programs

29 Gundu,atr, local demonstration. pilot, and exemplary programs.

30 Ueslyi ..,1,1i)verliee local research studies

31 use research results for p ogrem development anti improvement

32 Devei.ip supplemental/remedial Jost, uct tonal prOgraMS to meet student needs

89

1

CATEGORY B Instructional Management

33 Establish instructional program entry and completion requirements

34. Establish student rules and policies (such as attendance end discipline)

35 Enforce student rules and porcies.

36 Design and oversee student p,...?gress reporting procedures.

37. Prepare a master schedule of cours& offerings.

38 Guide statf in selecting and using effective instructional strategies (such as indrvidualired instruction)

39. Establish and implement a CU!! Cldiurn design that will achieve the school's instructional goals

40 Gll 100 still in integrating and aiticulatinq the vocational prn.harn with the total educational program

41 Promote the integration of vocational student niganirational activities into the instructional program

42 Provide for cooperative educat ion programs

43 Provide f or supplernentalfrernechal instructional programs

44 Provid leer special needs piograrris

45 Provide I or adult/continuing education prograrrs

46 Guide the articulation of secondary and postsecondary vocational program 0(111.1'ns/es

47 Approve selection of instructional equipment

48 Approve selection of instructional materials

49 Maintain a learning resources center for students.

CATEGORY C Student Ser.vices

50 Oversee student recruitment acttvit es

51 Oversee school admission services

52 Arrange for work study programs

53 Oversee student guidance and testing services

54 Oversee student lob placement and follovipup services

55 Provicfr for a student ircord keeping system

56 Interpret .lad apply student rights, laws. and regulatems

CATEGORY 1) Per sonnet Management

57 Prepare and recommend per m)IInel policies,

f08 Prepare and maintain a personnel liLnilbook

59 Mess program stalling requirements

60 Pr epare job descriptions

61 Establish staff selection and recruitment procedures.

62 Recruit and interview potential staff.

63 Recommend potential staff to the administration and board

64 P.inrcloate in negotiating stall working agreements

65 Establish staff grievance procedures

66 Resolve staff grievances and complaints.

6' Iniairpriit the stall benefits program

68 Counsel arid ,irivise staff on professional matters

69 Schedilie scat work loads

9

10 S.hexluld Wet IddVds, ydi.dliunb, and sabbaticals

/1 t I've' see the work of teacheis and other school per simnel

17 Posnde for a Staff recuici.keeping system

/3 Plan and conduct stall rnaetings

74 PI ethile. bulletins and other communications designed to keep staff informed.

75 Observe and evaluate staff per for mance.

/0 Or «lininend staff promotions and dismissals,

71 Provide guidance to tht staff on legal matte's affecting the school program.

78 Interpret and apply licensing and Certification regulations.

79 Interpret and apply labor taws and regulations

80 Interpret and apply affirmative action laws and regulations.

CA TEUOHY E Staff Development

81 Assess shaft deyelOpinent needs

82 Assist in the plena' at ion of vlihvidual staff profiles

83 (-twine; with stall regarding personnel development needs and activities.

84 Estatr.ish and maintain d staff learigng resources center.

85 Cl/1141in I uVOrkshnpsand other atser vice programs for professional personnel

86 Ai doge !al workshops and other inservice programs for prof essional personnel

87 Pioviile for inser vice programs ire supportive personnel

88 Provide iJi pleservice programs for professional per SOnnel

89 Altanie too staff exchanges with business and industry.

90 Evaluate stall development programs

CA TEGt1HY F Professional Relations rind Self Development

91 Maintain ethical standards expected of a professional educator.

92 Develop and maintain professional relationships With other administrators

t13 Develnp kind maintain professional relationships with state depaitment of education personnel

94 Develop and indintdin relationships with personnel in professional organizations.

95 Par riCipnle in professional organizations

96 Pdi t ,pate in professional meetings for self improvement

9/ P101110(11 010 leSSiOnal image through personal appear v ce and conduct.

98 Ass,.! with the development of state and/or federal plans fur vowtronal education99 Pat r .te in the development of vocational education legislation

100 Pi ep and il'ommendation statements

101 Pilo. r 'rather interests and concerns to other adminisliatois and the board102 Develop live interpersonal skins

103 Head use int cumin 1011 If OM professional reports. and 'elated mate, ials lot sell improvement1 -4 APply ..inagement by ObieCt yes IMBO) techniques to personal work assignments

105 Deyenf lye pinblein solving and decision making skins

106 Assess ,d1 per for inanLe as an ddrnin Miami

CATEGORY G: School-Community Relations

107. Develop a plan for promoting good public relations.

108. Prepare and recommend public relations and communications policies.

109. Coordinate use of occupational (craft) advisory committees.

110. Organize and work with a general vocational advisory council.

111. Develop working relationships with employers end agencies.

112. Prepare and recommend cooperethee agreements with other agencies.

113. Involve community leaders (political end non-political) In school programs end activities.

114. Participate in school organizations.

116. Participate in community organizations.

116. Promote good relationships between vocational and general education staff.

117. Encourage staff participation in community Civic, service, and social organizations.

118. Promote cooperative efforts of parent and teacher groups.

119. Conduct conferences with individuals relative to the vocational programs.

120. Meet and confer with visitors.

121. Conduct informational programs for the public (such es open house and career awareness programs).

122. Make public presentations on school programs and activities.

123. Conduct public hearings ono meetings on school issues.

124. Conduct orientation programs for students and staff.

125. Conduct recognition programs for students, staff, and community supporters.

126. Pion fnr exhibits and displays

127. Develop materials to promote the vocational programs.

128. Write news releases for school and area media.

129. Obtain and analyze Informal feedback about the school.

130. Evaluate the public reletions program.

131. Interpret and apply public "right-to-know" laws and regulations.

CATEGORY H: Facilities end Equipment Management

132. Assess the need for physical facilities.

133. Conduct land and facility feasibility studies.

134. Recommend building sites.

135. Recommend the selection of an architect.

138. Oversee architectural planning.

137. Submit facility and equipment specifications.

138. Analyze building and equipment contract bids.

139. Recommend acceptance of new building.

140. Procure equipment and furnishings.

141. Plan space requirements for programs.

4.42. Assign space according to priority needs.

143. Develop end implement an equipment and supply inventory system.

144. Establish preventive maintenance program for equipment end fecilltics.

146. Interpret end apply health and safety laws and regulations.

148. Develop and Implement safety programs.

147. Establish emergency plans (such is firs end disaster).

148. Establish and oversee a security program.

149. Schedule end oversee community's use of facilities.

150. Develop long-range facility and equipment plans.

151. Prepare and submit renovation and alteration plans.

CATEGORY I: Business end Financial inagernent

152. Prepare end recommend financial policies.

163. Establish purchasing and payment procedures.

164. Establish receiving and shipping procedures.

165. Prepare end regulate operational budgets.

156. Prepare and regulate program budgets.

167. Prepare and regulate capital improvement budgets.

158. Prepare long-range budgets based on total program requirements.

159. Adopt en appropriate financial accounting system.

180. Analyze the cost of operating various instructional programs.

181. Locate sources of funds for program development and operation.

162. Approve all rnsior expenditures.

163. Approve requisitions and work orders.

184. Determine insurance coverage needs.

165. Respond to business correspondence.

166. Prepare local, state, and federal reports.

93

1 1 i

APPENDIX L

LOCAL ADMINISTRATORS

OF

VOCATIONAL EDUCATION

COMPETENCY TASK STATEMENTS

Results of a National Survey to Identify and

Verify the Importance of, and the Need for,Training for 191 Vocational Administrator Tasks

Significant Differences (Chi-Square) in the Importance of Administrative Tasks

as Perceived by Secondary Versus Post-Secondary Level Administrators

Performance-Based Curricula Program

Competency-Based Vocational Administrator ProjectThe Center for Vocational Education

The Ohio State University

1960 Kenny Road

Columbus, Ohio 43210

ask Number and Statement

SlCNIFICANT DIFFERENCES (CHI-SQUARE) IN THE IMPORTANCE OF ADMINISTRATIVE TASKS

AS PERCEIVED BY SECONDARY VERSUS POST-SECONDARY LEVEL ADMINISTRATORS

Statis-

tical

C

?;ignif.-pond

2 Collect and analyze manpower

needs assesnmeot data. '1039 75

11 Coordinate district curriculum

development effotts. .1198

19, Direct self-evaluati)n ,t the

'district vocational programs,

3 Enforce student rules and

policies.

10 Prodote the integration of vo-

cational student organizational

activities into the instruc-

tional program.

11 Provide for cooperative educa-

tion programs,

4 Arrange for work study programs.

Nersee extracurricular organ-

izations and activitie$,

9 Interpret and app179rudenz

rignts, laws. and regulatio,ns.

lA Provide f,r a staff record-

keeping system.

In Assist suptur.'kvk ceacheri in

planning f..r and wor',4ing with

student tevhers.

Maintain ethica: standards ex-

pected of a professional ed-

tiCator.

III: 2,

1039

.0005

0j11

.0197

14 Read and ,:se inf'rmoc ion trom

Prc'essi,nal ma is, reporta,

and related :-eriali for aolf-

imProvemept.

75

71

n:,econuary t% mess naing) r ts

4dn.5

1. 31

0 spr

4.2 19.7 42.7 18,7 ,

4.5 50,0 27.0 12.2 6.1 2.7 1,4 4,

4.7 r;4.0 21.1 In.7 2.7 1.3 ..

1.6 13.1 19.7 21.1 10.7 5.3 1n.7

.2 40,5 16.5 11.5 4.1 5.4 42

4.5 49.3 32.0 1 .0 2.7 :41

3.h 21.6 )1.1 2.0 4.1 6.8 9.5 42

3.1 19.7 17.3 H.) 9.) 14.7 h 7 41

.2 :,1.9 24.) 21.6 Si 1.4 2.7 .1

1.3 2h.0 17.0 11.9 9,h ;.1. 3.; la

3.2 19.9 21,0 2..1 11.1 3.1 12.3 41

',..7 64.0 25.3 9.3 1.3 4)

4.' 15,' i! 4 ' 4.1 1.4 41

\ 1L

a.

a

Post-Secondary (' Responding)

,4(1

3.

3.2

3..1

2.5

1.1

1,2

0,9

0

3 A7,: 14.0 14.0 2.1 2.3

29.6 19.0 15,7 4.9 7.1 4.a

50.n 26.2 7.1 4.9 11,9

14.3 7,1 2.2 16.7 16.7 19.0

11.9 29.6 28.6 9.5 14.3 7.L

15.7 21.4 19.L7 4,9 7.1 11.9

11.9 1..1 23,3 11.9 9.5 28.6

2.4 98 26.8 26.9 7.3 26.3

22.0 17.1 2,.8 9.9 7.3 17.1

25.2 17.9 1i.2, 1;,, : .3 " i

12.2 12.2 12,2 '.3 1.4 46.3

76.7 14.n 2,-, 7,0

.1, 1 27,9 1'4.0 16.1

Task Number and Statement

(,4 Organize and work via a gen-

eral voLational advisory coun-

cil.

C-12 Promote cooperative effor ts of

parent and teacher groups.

G-15 Conduct informational programs

for the public (such as open

house and career awareness pr--

grams,

C-17 Conduct public hearings and

meetings on school issues.

0-18 Conduct alumni relations

program.

0-19 Conduct orientation programs

for students and staff,

C-20 Conduct recognition programs

for students, staff, and

communitY

1-21 Plan for exhibits and displays.

1-23 Write news releases for school

and area media.

1-15 Develop and implement an equip-

ment and supply inventory sys-

tem.

1-20 Interpret and apply transporta-

tion laws and regulations.

-21 Arrange for student transporta-

tion services.

-25 Develop and implement safety

programs.

-4 Prepare and regula!, opera-

tional budgets.

-11 Present levies and bond issues

to voters.

-13 Approve requisitions and work

orders.

Statis- t

tical of

Signif . spond Mdn

Level ents

Seconclar (! Res ondin ) Post-Secondary C Sespondin

5 4

' 54.5 6.8

.0000 74 3.9 25.7 40.5 24.3

140

114

25,6

16.3

18.6

3)3 0

25.6 (.1,3 2? 4,7

20.9 11.6 14.0 31.9

23.3 11.6

11.9 28.6 7.1 23.8

9.5 35.7 ')1.0

11.9 16.7 2.4 7.1

21.4 16.7 4.8 11.4

22.5 25.0 15.0 12.5

14.3 9.5 11.1

26.2 11.9 2.4 16.7

11.4 19.0 9,5

9.5 19.0 7,1 54 8

7.3 12.2 4,9 22.0

7,n 11.6

11.6 2.3 7.0 56.1

27.9 7.0 4.7 18.6

7lik NImher and Statement

1-15 Provide for the collection

of student fees.

1-17 Establish procedures for

charging for student work.

total number of respondents

Statis- 4

tical f Re Secondary (t Responding) of Re Post-Secondar (1 Reslonding)

Signif.

Level

pond

ents

5 4 3 2 1 n svnd

ents

Mcin. 5 1 2 1

n215 74 2.8 13.5 15.2 28.4 13.5 8.1 20.3 43 2.0 14.n 25.5 9.3 2.3 9.3 39

.1.1(345 72 3.2 12.5 2 33.3 3.3 8.3 11.1 42 1.3 4.8 9.5 23.8 9.5 11.9 »0

Ili

Minimum number of resrndents to any one item 110

APPENDIX M

LOCAL ADMINISTRATORS

OF

VOCATIONAL EDUCATION

COMPETENCY TASK STATEMENTS

Results of a National Survey to Identify andVerify the Importance of, and the Need for,Training for 191 Vocational Administrator Tasks

amillsant Differences (Chi-Square) in the Importance of Administrative Tasks

as Perceived by Vocational Administrators from Rural Versus Urban Areas

Performance-Based Curricula ProgramCompetency-Based Vocational Administrator Project

The Center for Vocational EducationThe Ohio State University

1960 Kenny RoadColumbus, Ohio 43210

Iasi Nu

4-14

d

A-2I D

p

A -28 W

S

3-2 E

p

a

8-7 '

8-9

a

3-4

D-16

-21

SIGNIFICANT DIFFERENCES (C0ISQUARE) IN ThE IMPORTANCE OF AONINISTRATIVE TASKS

AS PERCEIVED BY VOCATIONAL ADMINISTRATORS FRal RURAL VERSUS URBAN AREAS

1

lber and Statement

0

oral f Re

ignif. ipond

evel ents

. (% Res.ondin :) f Re-

nd-

.nts

crhaa (t Responding)

3 2 1 0Mdn, 5 4 3 2 1 0 Mdn. 5 4

pprove courses of study. .037' 71 4.3 43.7 36.6 14.1 5,6 41 3.7 22.0 36.6 34.1 7.3

Irect self-evaluation of the

[strict vocational programs.

esign and selec: instruments

or evaluating the instructionalrogram.

rite proposals for the Lund-

ng of new programs and the

mprovement of existing pro-

rams,

s:ablish student rules and

elides (su,h as attendance

nd discipline).

wide staff in selecting and

sing effective instructional

trategies (such as individual-

zed instruction).

ulde staff in Integrating and

rticulating the vocational

rogram with the total educa-

idnal program.

.0274

.0415

.0523

.0211

.0258

.0194

71

71

70

70

71

71

4,7

4.4

4.7

4.0

4.7

4.7

64.8

47,9

61.4

35.7

59.2

64.1

15.5

19.7

24.3

30.0

28.2

25.7

7.0

25.4

5.7

17.1

8.5

1.1

.:.

5.6

4.3

5.7

1.4

2.8

2.9

5.7

1.4

7.0

1.4

1.4

5.7

2.8

1.

40

4

41

41

41

41

4.4

4,1

4.4

2.1

4.0

45.0

35.6

48.8

17.1

36.6

41,9

35.0

40.0

24.4

14.6

26.1

29.1

17.5

17.5

24.4

26.8

31.7

19.5

5.0

17,1

2,4

7.3

2.5

9.8

2.5

.

14.6

2.4

'repare job descriptions.

larticipace In negotiating staff

eorking agreements.

.0506

,0078

70

64

4.6

1.7

52.9

15.9

30.0

11.2

9.6

10.9

2.9

12.5

1.4 4,3

21,

41

19

3.8

1.7

31.1

28.2

26.8

28.2

22,0

17.9

12.2

5.1 12,8 1.

'rovide for a staff record-

teping system. .0036 68 4.0 10.9 16.8 17.6 5.9 2.9 5.9 37 2.8 16.2 16.2 27.0 24,1 13.5 2.7

!rite news releases for school

Ind area media. .0195 70 1,9 24.1 44.1 15.7 4.1 8.6 2.9 40 1.4 12.5 15.0 27.5 15.0 10.0

Rural (1 Respondin )

Task "iumbEl and Statement 6

1-I Frepare and recommend financial

policies.

1-9 Analyze the cost of operating

various instructional programs. 0518 52.9

11?

1-15 Provide for the collection of

student fees.

1-:7 Establish procedures for

:horsing for student work, .0394 R.8

Total number of respondents

17.6

24.3

18.8

26.0

1

11.9

11,4

27.5

33,8

2.9 7,4

5 7 1.4

5.8 4.3

4.4 7.4

- 112

Minimum number of respondents to any one item - 104

0

2,9

4,3

26,1

20.6

0

f Re-

pond-

nts

Urban

Mdn. 5 4

40 3.9 32.5 27,5

41 4.0 26,8 46.3

41 1.6 9.8 12.2

1Q 2,0 10.3 7.7

Res ndin )

3 1 0

12.5 7.5

9.8 2.4

12.2 17,1

23.1 17,9

2.5 11.5

4.9 4.9

17.1 31.7

15. .5,6