DOCUMENT RESUME

ED 378 298 UD 030 288

AUTHOR Blatz, Amelia; And OthersTITLE Implementing the Indiana Model. Equity through

Change.

INSTITUTION Indiana Leadership Consortium.SPONS AGENCY Department of Education, Washington, DC.

PUB DATE Jun 94

NOTE 142p.; Funded by the Indiana Dept. of Education usingthe Carl D. Perkins Vocational Education Act. Somemaps contain filled and very small print.

AVAILABLE FROM Indiana Commission on Vocational and TechnicalEducation/Department of Workforce Development, 10North Senate Ave., Room E204 IGCS, Indianapolis, IN46204-2277 (free).

PUB TYPE Guides Non-Classroom Use (055) Reports

Evaluative /Feasibility (142)

EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS *Demonstration Programs; *Educational Change;

Educational Innovation; Elementary SecondaryEducation; *Equal Education; Models; NeedsAssessment; Program Descriptions; *ProgramImplementation; *Sex Fairness; State Programs

IDENTIFIERS *Coalitions; *Indiana

ABSTRACTThis manual has grown out of a multiyear statewide

effort to institutionalize gender equity in a variety of educationalsettings. It presents a step-by-step proceis model for creating aclimate for change that can be applied to educational innovations ingeneral as well as change for gender equity. The following modelcomponents are explored: (1) commit to the vision; (2) form

coalition; (3) empower coalition; (4) assess local needs; (5) adapt

the vision to needs; (6) develop a local action plan; (7) implement

strategies; (8) evaluate the process; (9) refine the model; (10)infuse change through the process; and (11) arrive at the win-winsolution. Work of the consortium in implementing change in 13demonstration sites and a technical-assistance project is describedwith some specific information on each of the sites. Descriptionsinclude discussions of experiences, roadblocks, budgets, andappropriate reporting. Fifteen maps show the location of the CareerCenters, Indiana Vocational Technical College, Vincennes University,and the various high schools. (SLD)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

]ndlana..sac.eraMp Conson/lum

U.S. DEPARTMENT OF EDUCATIONOffice or Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

dicThis document has been reproduced asreceived from the person or organiiationoriginating it

Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial 0E111 position or policy

7`iEcuRy

'mug, C langs

Implementingthe Indiana Model

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

R. C;akitoLIroI col.

70 THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

BEST COPY AVAILABLE

Funded by the Indiana Department of Educationusing the Carl D. Perkins Vocational Education Act.

The Carl D. Perkins Vocational Education Act (P.L. 98-542) fundshave been made available for programs, services, or activities designed to reduce

gender bias and stereotyping in secondary, postsecondary, and adultvocatic ial education. Federal funding: (Project Number 1-93-4500a-1425) $91,079.

One-hundred percent of this project is funded with federal funds.

Indiana University has an Affirmative Action Office on each campusand complies with all federal regulations against discrimination

on the basis of sex, age, race, religion, ethnic origin,veteran status, or disability.

June 1993, revised and published June 1994

.1

State Gender Equity Project Advisory Committee

Name Position/Agency

Barb Ado lay Admistrator, Bureau of Apprenticeship

Scott Gil lie Director, ICPAC

Donnie Hines Nontraditional Small Business Employer

Christina lbenez Carpenter Journey Woman

James Illich Nontraditional Student, 'VIC-Indianapolis

Jane Lockett Business, IBM

Coral Miller NIPSCO, Nontraditional Labor Representative

Ted Newell Administrator, North Montgomery School Corporation

Heather Johnston Nicholson Director, National Resource Center, Girl's Inc.

Catherine Reese, MD Physician

Bruce Rick lin Tech Prep Coordinator

Joanne Sanders AFL-CIO Apprenticeships

Joyce Turner Computer Equity Trainer/Educator

Hank Whitmer Vocational Administrator

Carol Williams Delco Electronics, Apprenticeship Coordinator

Small Business Representative, Indianapolis Area

Nontraditional Aviation Student, Vincennes University

Nontraditional Single Parent, McKenzie Career Center

Implementing the Indiana Model

by

The Indiana Leadership Consortium

Developmental Staff

Robert C. HarrisCathy HartAmy Sutley

Contributing Authors

Amelia "AJ" BlatzSue Downs

Linda EdingtonDebora Frazier

Sandy FritzSue Geyer

Robert C. HarrisCathy Hart

Dorothy JohnsonMike Karr

Jerry LandrumDawn MannKathy MyersPat NasserTony NonteMarge Nye

Arlene OwensRachel SmithNancy StumpAmy SutleyDon Terrell

Editorial and Graphic Assistance

Sarah Martin O

Foreword

Seventy-seven years ago, Congress passed the first pieceof Federal legislation affecting the nation's public schools.The original law supported the budding vocational educa-tion enterprise. While subsequent legislation altered Con-gress' programmatic intent, one aspect of the legislationwas never changed. It is Congress' unwavering commit-ment to vocational education and its ability to serve thenation's youth and adults. Within this commitment is adeeply felt trust in the leadership of state agencies, localschools, and postsecondary institutions. Annual appropria-tions have increased from $7.5 million to over $1 billion.

What does this trust, this investment mean to us at thestate and local level? The answer to this question is withinthe law. First, Congress is investing in the equitable devel-opment of a skilled workforce composed of people pursu-ing their career of choice. The enterprise is well equippedto provide the needed occupational development. There-fore, Congress is investing in efforts to enhance equity.Second, we must note Congress' trust. Specific programsare not dictated in the law. Rather, each state and localagency is encouraged to identify the equity problems andto render creative solutions. Thus, the law does not man-date and restrict.'It provides opportunity for creativity andanticipates variability.

The most serious equity problems are often the mostdifficult to recognize because we are so accustomed totheir status. Gender equity is a problem of this magnitudeand Congress recognized this in 1976. Since that time,there have been many gains in awareness of the problemand a number of successful program efforts. But the basicproblem remains and demands attention. However, solu-tions for the future must begin now. We must have a clearvision for change, a sound strategy for change, and aresource plan for change.

The Indiana Leadership Consortium: Equity ThroughChange has accepted Congress' challenge to createequitable learning environments in our schools and institu-tions. The Consortium recognizes the excellence of ourschools and institutions and the high quality of our voca-

tional education programs. Further, the Consortium has avision, a strategy, and a resource plan for institutionalchange. Finally, the Consortium is committed to positiveand systematic efforts which empower everyone in ourschools and postsecondary institutions so that genderequity will not be a special program, bpt a way of life.

Robert C. HarrisIndiana University

The Indiana Department of Education, in cooperation withthe Indiana Commission on Vocational and TechnicalEducation, called for a gender equity program, funded bythe Carl D. Perkins Vocational and Applied TechnicalEducation Act Amendments of 1990. The program, led bya developmental team from Indiana University, establisheda statewide Leadership Consortium representing second-ary and postsecondary institutions and representing rural,suburban, and urban demographics from around the state.

Consistent with the state's goals for gender equity, theLeadership Consortium has developed a model for institu-tional change. The model describes a change processthat infuses gender equity concepts and practices intoexisting programs and policies.

//

Table of Contents

Page

Overview 1

Introduction to the Manual 3The Indiana Model 5The Leadership Consortium 15

Impact Sites 23

Staffing Roles and Responsibilities 29Local Action Plans 33Institutional Changes 40The Student Model 43Infusion Strategies 48Impact Site Descriptions 57

Demonstration Sites 99

Demonstrating Equity and Change 103

Mentoring 107

Mentoring Chart 114

Technical Assistance 115

Three-Year Training Agenda 120Conclusions and Recommendations 123

Glossary 429

Maps 133

Overview

Introduction to the Manual

Creating an Equitable Learning Environment

"In the long run, ourgoals will Le to create

an environmentthat truly encourages

both women and men tolook beyond whatthey think they're

supposed to do to whatis actually best

for them."Leadership

Consortium Member

MII=1111111111M.

Just as the blooms in a summer garden require soil that isprepared in the spring, so it is that if we are to have soundgender equity programs, we must first create educationalenvironments that equitably nurture all aspects of thestudents' experience.

Achieving this goalgender-equitable schoolscomesabout through a process of comprehensive institutionalchange. There is no formula to bring about institutionalchange. Rather, it is the continuous growth-enhancinginteraction of the people who make up an institutionforthe lifetime of that institution. It is the process by which allpeople within an institution share in discovering and imple-menting ways to improve their teaching and learningenvironment.

Institutional change is holistic, purposeful, and system-atic. Institutional change relates to gender equity when theintended improvement focuses on removing or reducingany behaviors, procedures, policies, or programs in theteaching and learning environment which may limit thepotential of students on the basis of their gender.

While new programs may be initiated, they can be-come effective only when a supportive environment is inplace. All too often, schools are expected to implementprograms and policies betore such an environment hasbeen created. A new program will not be adopted beyondthe requirements attached to external fundingand itcertainly will not flourishin the absence of an environ-ment where institutional change is in effect.

This manual has grown out of a multi-year, statewideeffort to institutionalize gender equity in a variety of educa-tional settings. It presents a step-by-step process model forcreating a climate for chang. As participants in the Indi-ana Leadership Consortiurd: Equity Through Change havetestified, the model works in making institutions moreequitable. But the general model can be applied success-fully to other educational innovations as well.

Overview 3

The Strategic Planhas been approved by the Indiana Commissionon Vocational and Technical Education andthe U.S Department of Education

The state's strategic plan calls for several gender equityactivities and strategies to meet the future workforceshortages of the state. The strategic plan calls for, in part:

Improving ways to promote equity and eliminate biasand stereotyping in vocational and technical education andjob placement; and

Eliminating barriers to employment in nontraditionaloccupations by developing partnerships between voca-tional education and business, industry, and labor.

4 Overview

I

The Indiana Model

The Indiana Model, developed during FY 91 by the IndianaLeadership Consortium, is a sequential set of componentsthat are essential to the development of institutionalchange for gender equity initiatives. These dynamic com-ponents are best explained as a continuing processwhereby activities build on one another.

The Model and the Vision

The major components of the model were designed toreduce gender bias and sterotyping and to increase non-traditional enrollments in vocational and technical pro-grams and employment. These process steps, strategies,and activities were developed, implemented, and field-tested by the cooperating impact sites. They are based onthe vision that all students will have an equitable andsupportive environment where, based on their uniqueneeds, interests, and abilities, they can choose from thewidest array of vocational, technical, and other careeroptions.

The vision and model were designed to create anenvironment that would meet the desired outcomes ex-pressed by the Indiana Commission on Vocational andTechnical Education Commission. The environmentcreated by this vision would:

reduce gender bias and stereotyping,assist students in obtaining marketable skills,create greater access to a broad range of nontradi-tional occupations, especially those related to hightechnology,

increase enrollment and participation in the goal areasof recruitment, retention, completion, placement, andfollow-up, andenhance cooperation among secondary, postsecond-ary and other advanced training agencies and commu-nity-based organizations.

12

Overview 5

The Vision

To treat women and men fairly

so they can makeeducational and career decisions

based upon their needs, interests, abilities,and the changing labor market.

3

6 Overview

The Model Components

Commit to the Vision

Form Coalition

Key personnel including an administrator and a coordinatordesignated from each local site understand the programgoals and objectives, agree that the vision will become areality and are willing to commit personnel, resources andtime to making the vision a reality. At least two local per-sons also commit to participating in the statewide Leader-ship Consortium for training, skill building, networking, andleadership.

A local coalition is then formed that is representative ofthose persons and/or groups that will be impacted by thechange process. Typically included in local coalition mem-bership are vocational and other educators, business/industry representatives, nontraditionally employed adults,students, parents, Department of Labor representatives,and community leaders.

Empower Coalition

As a result of the Leadership Consortium training sessionsand technical assistance, coordinators are able to trainlocal coalitions in the change process and gender equityconcepts. They are also able to stimulate and direct groupdynamics and team building, moving the group towardcollaborative work on local issues.

Assess Local Needs

The local coalition assists in planning and conducting adata collection process, utilizing state and local informationto determine the status of such critical factors as enroll-ments in various student programs. Comparisions amongvarious student and advisory group memberships, person-nel, and special programs are considered as well.

14

Overview 7

Adapt Vision to Needs

The coalition follows a systematic and comprehensiveblueprint in addressing the prevocationalthroughemploy-ment continuum. Strategies target Recruitment, Retention,Completion, Placement, and Follow Up Activities. Localaction plan activities are directed at three focus areas:Individual/Student, School/Institution, and Community.

Develop Local Action Plan

Local coalition membersthose who know the communitybestdevelop the local action plan. This plan is based onthe results of the local needs assessment and includesstrategies and activities that reflect services, resources, andtime frames specific to the community's distinct needs.

Implement Strategies

The activities in the local action plan are implemented intoprograms, policies, and procedures wherever possible. Newprograms are established as warranted.

Evaluate Process

A collaborative effort to analyze and evaluate data is de-signed. Process, outcome, and impact evaluation tools andtechniques are employed to evaluate training, studentactivities, materials, institutional support, products, andtechnical assistance.

Refine Model

Through the ongoing evaluation process, strengths andweaknesses are identified. Evaluation provides the rationalefor making changes and guides the coalition as it modifiesand expands program activities.

-Infuse Through Change Process

Coalitions clarify the ways that gender equity initiatives areincorporated into programs, policies, and procedures.Infusion is the measure of how the institution accepts andpractices equity principles as the natural way they respectand interact with students.

8 Overview

15

Win-Win

A Win-Win solution will be created as a result of the suc-cessful completion of the change process. Students willhave the widest choice of career options. Schools andinstitutions will be equitable and supportive. And communi-ties will be involved.

"Everyone knowsdiscrimination basedon gender is against

the law. However,there's a big difference

between doingsomething because

it's the law and creatingan environment wherepeople are recruited

because wewant them."

LeadershipConsortium Member

16Overview 9

The Change Process

The gender equity change process implemented in theIndiana Model reflects the principle that schools and theircommunities are best at identifying and solving their ownproblems.

Comprehensive change involves many different indi-viduals who bring their individuality to the change process.As change facilitators, Leadership Consortium memberscan adapt their message to these different types and stylesof learning about and adapting to change.

The steps in the multidimensional change process ofthe Indiana Model are sequential and dynamic. They arebased on a vision where the initiatives for change developfrom local ownership; those who plan the change are thosewho are affected by the change. By infusing equity thisway, local coalitions can make long-range plans affectingthe entire continuum of student experiencefrom pre-vocational education through training and employment.

7

10 Overview

The Indiana Model

Gender EquityThrough institutional Change

The Change Process I

Commit to Vision

Form Coalitions

Empower Coalitions

Focus Areas

[Vision

To treat women and men fairlyso they can make educational and careerdecisions based upon their needs,interests, abilities, and the changinglabor market.

Assess Local NeedsO

Adapt Vision to Needs

Develop Local Action Plan

Implement Strategies

Evaluate Process

Refine Model

Infuse ThroughChange Process

Studentsare knowledgeable and empowered.

Schoolsare equitable and supportive.

Communitiesare educational partners. <

1)

Overview 11

Skill Componentsof the Change Process

LeadershipSkills

AdministrativeSkills

CognitiveSkills

InterpersonalSkills

ChangeProcess

CommunicationSkills

Occupational/TechnicalKnowledge

PersonalAdaptation

PersonalMotivation

12 Overview

The Change Process

Vision

Teamwork

Clear Goals

MI/

Positive Change.

Overview 13

The Leadership Consortium

Purpose

The purpose of the Leadership Consortium is twofold: (1)to provide a mechanism for the statewide exchange ofinformation and (2) to use that mechanism for proactive,collaborative planning for statewide equity initiatives. Theinformation generated is shared and applied by a technicalassistance staff, state education representatives, andLeadership Consortium members implementing the Indi-ana Model. This mechanism allows for continual renewal ofideas and energy as well as consistent and comprehensiveplanning for future services to students. The successes ofthis approach demonstrate that equity enhances the livesof students and gives strength and flexibility to institutions.

Consortium Membership

Leadership Consortium members are representatives fromsecondary and postsecondary institutions who are imple-menting the Indiana Model. They include school adminis-trators, counselors, teachers, social workers, state agencyrepresentatives, and technical assistance personnel.

Operation

The Consortium meets regularly throughout the projectyear. These meetings provide opportunities for strategicstatewide planning, peer review of programs and products,collaboration on local initiatives, and advocacy for studentsinterested in nontraditional careers. A larger focus of theLeadership Consortium is to advocate throughout the stateand nation that Equity Through Change, the IndianaModel, empowers schools to provide quality ongoingservices to students proactive and collaborative planningoccurs as the Leadership Consortium strives to keep thestate vision alive, monitors the progress of individual sites,adapts and refines the mechanism for statewide leader-ship, and facilitates improvements in the statewide genderequity system by promoting the Indiana Model to otherrelated institutions and agencies.

Overview 15

Official Linkages ofthe Leadership Consortium

"I see the Consortiumas a trouble-shootingbank. We help each

other at different stagesof development."

LeadershipConsortium Member

The following is a sampling of programs, agencies, andgroups that share an interest and focus with the Leader-ship Consortium. They relate to youth groups, the work-place, community-based organizations, and other educa-tional entities. State and/or local affiliates are represented.

Adult Basic EducationAmerican Association of University Women (AAUW)Apprenticeship ProgramsBusiness and Professional Women's Association (BPW)Chambers of CommerceCommunity CentersEmployment/Training ProgramsExchange ClubsExtended Day ProgramsGirls Inc. and Boys' ClubHome Economics ClubsIndiana 2000Indiana PlusInternship ProgramsParents as Successful Students (P.A.S.S.)Partnerships in EducationPrivate Industry CouncilsProgram Advisory BoardsPublic Housing AuthoritiesQuest (Science Program)RE:Leaming SchoolsSchool BoardsStep AheadSingle Parents and Displaced HomemakersTech Prep ProgramsTitle IX OfficerVocational ClubsWomen's Affairs Offices and CommissionsWomen's Bureau, U.S. Department of Labor

16 Overview

2r

1. A. K. Smith Area CareerCenter (Michigan City)

2. Elkhart Area Career Center(Elkhart)

3. Heartland Career Center(Wabash)

4. Indiana Vocational TechnicalCollege (IVTC) Bloomington(Bloomington)

5. Indiana Vocational TechnicalCollege (IVTC) Indianapolis(Indianapolis)

6. McKenzie Career Center(Indianapolis)

7. Monroe County CommunitySchool Corporation(Bloomington)

8. Prairie Heights CommunitiSchool Corporation(LaGrange)

9. Vincennes UniversityJasper Center (Jasper)

10. Vincennes UniversityVincennes (Vincennes)

11. Warsaw Comrilunity Schools(Warsaw)

12. Washington CommunitySchools (Washington)

13. White River Valley SchoolCorporation (Switz City)

14. Technical Assistance Group2805 East Tenth StreetIndiana UniversityBloomington, IN 47405Phone: (812) 855-4956Fax: (812) 855-8545

Indiana Leadership Consortium:Equity Through Change

Original Demonstration Sites

L)

Overview 17

Indiana Leadership Consortium

The Leadership Consortium membership, as of June 1993,was composed of representatives from 13 DemonstrationSites, institutions in their second or third year of implemen-tation, representing career centers, comprehensive highschools, and post-secondary institutions throughout Indi-ana. In addition, a number of Impact Sites, first-yearprojects, are being added during the 1993-94 project year.The Technical Assistance project from Indiana Universityalso serves on the Consortium and provides extensivetraining for Consortium members in the change process,educational equity issues, coalition building, and leader-ship development skills. Representatives of related stateagencies are ex-officio members of the Consortium.

Original Demonstration Site Members

Sue DownsA. K. Smith Area Career Center817 Lafayette StreetMichigan City, IN 47360(219) 873-2120

Sue Geyer / Marge NyeElkhart Area Career Center2424 California RoadElkhart, IN 46514(219) 262-5650(219) 262-5752 FAX

Amelia "AJ° BlatzHeartland Career CenterP.O. Box 606Wabash, IN 46992(219) 563-7481

18 Overview

"In the pastfew years, I believethat I have grown

both personally andprofessionally. Much ofthis growth I eagerly

attribute to myassociation with theIndiana Leadership

Consortium. The groupreally has helped to

expand my horizons."Leadership

Consortium Member

Indiana Leadership Consortium Members, continued

Kathy MyersIndiana Vocational Technical College3116 Canterbury CourtBloomington, IN 47404(812) 332-1559(812) 332-1559 FAX

Linda EdingtonIndiana Vocational Technical CollegeOne West 26th Street, P.O. Box 1763Indianapolis, IN 46206-1763(317) 921 -4566(317) 921-4753 FAX

Rachel SmithMcKenzie Career Center7802 Hague RoadIndianapolis, IN 46256(317) 576-6420(317) 543-3336 FAX

Debora FrazierMonroe County Community School Corporation315 North DriveBloomington, IN 47401(812) 330-7700, Ext. 471(812) 330-7813 FAX

Nancy StumpPrairie Heights Community School Corporation0245 S 1150 ELaGrange, IN 46761(219) 351-3214(219) 351-3614

Sandy FritzVincennes UniversityJasper Center850 College AvenueJasper, IN 47546(812) 482-7939 or 482-3030(812) 482-3040 FAX

2

Overview 19

Original Indiana Leadership Consortium Members,continued

Dorothy Johnson / Dawn MannVincennes UniversityVincennesAdministration BuildingVincennes, IN 47591(812) 885-4374 or 885-5500(812) 885-5868

Jerry LandrumWarsaw Community Schools1 Tiger LaneWarsaw, IN 46580(219) 267-5174, Ext. 2142(219) 267-5174

Arlene Owens / Anthony NonteWashington Community Schools301 East South StreetWashington, IN 47501(812) 254-5536 or 254-8352(812) 254-8346

Mike Karr / Don TerrellWhite River Valley School CorporationP.O. Box 1470Switz City, IN 47465(812) 659-2274(812) 659-2278 FAX

First State Advisory Board

Barb Ado lyChristine FitzpatrickScott GillieDonnie HinesAndre HurtPrudence LloydJane LockettTed NewellHeather Johnston NicholsonRichie PfiefferCatherine ReeseJoyce TurnerHank Witmer

20 Overview

Current Indiana Leadership Consortium:Equity Through Change

Training and Technical Assistance

Cathy HartIndiana UniversitySchool of Education2805 E. Tenth Street, Rm. 103CBloomington, IN 47405Phone: (812) 855-4956Fax: (812) 855-8545E-mail: GEIUCATHY

State Leadership

Robert C. HarrisIndiana UniversitySchool of Education3224 Wright Education BuildingBloomington, IN 47405Phone: (812) 856-8145Fax: (812) 856-8440E-mail: GEIUBOB

Mark FriedmeyerCareer Counseling and Guidance SpecialistVocational Education SectionIndiana Department of EducationState House, Room 229Indianapolis, IN 46204Phone: (317) 232-9184Fax: (317) 232-9121E-mail: GEIDOE

Resources

Jean PersonDirector of Access and EquityCommission on Vocational/Technical EducationIndiana Government Center South, E-20410 North Senate AvenueIndianapolis, IN 46204(317) 232-1823(317) 232-1815E-mail: GEWORKFORCE

Indiana Literacy and TechnicalEducation Reseource Center140 North Senate Avenue, Rm. 208Indianapolis, IN 46204Phone: (800) 233-4572; (317) 233-5200Contact: Jan Thompson, TechnicalEducation Specialist

Indiana College Placement andAssessment Center2805 East Tenth Street, Suite150Bloomington, IN 47408Phone: (800) 992-2076; (812) 855-8475Fax: (812) 855-4220E-mail: SCHMIT

Girls Incorporat'd National Resource Center441 West Michigan StreetIndianapolis, IN 46202Phone: (317) 634-7546Contact: Mary Maschino, Librarian/InformationSpecialist

2

Overview 21

INDIANA LEADERSHIP CONSORTIUM: EQUITY THROUGH CHANGE1993-1994 Demonstration Sites

A. K. Smith Area Career CenterSue Downs (7/19) / Virginia Owsley817 Lafayette StreetMichigan City, IN 47360Phone: (219) 873-2044Fax: (219) 873-2068E-Mail: GEMICHIGAN

Monroe County Community School(5/27) Debora Frazier (11/3)

315 North DriveBloomington, IN 47401Phone: (812) 330-7700 X 471Fax: (812) 330-7813E-Mail: GEMCCSCBLOOM

White River Valley School CorpMike Karr (7/2) / Don Terrell (8/26)P. 0. Box 1470Switz City, IN 47465Phone: (812) 875-3839 (Mike)

(812) 659-2274 (Don)Fax: (812) 659-2278E-Mail: GEWHITERIVER

Prairie Heights Community School CorpNancy Stump (2/6)0245 S. 1150 E.LaGrange, IN 46761Phone: (219) 351-3214Fax: (219) 351-3614E-Mail: GEPRAIRIE

Vincennes University - JasperJoseph Ruff850 College AvenueJasper, IN 47546Phone. (812) 482-7939 or 482-3030Fax: (812) 482-3040E-Mail: GEVUJASPER

Vincennes University - VincennesCorinna Vonderwell (3/22) / Ann Nixon (7/19)Welsh Administration BuildingVincennes, IN 47591Phone: (812) 885-4226 or 885-4241Fax: (812) 885-5868E-Mail: GEVINCENNESE-Mail: ANIXONOVUNET.VLNU.EDU

Rebecca Miller (2/18)Rogers High School8466 W. Pahs RoadMichigan City, IN 47360Phone: (219) 873-2044Fax:E-Mail: GEROGERS

Elkhart Area Career CenterSue Geyer (3/17) / Marge Nye (11/28)2424 California RoadElkhart, IN 46514Phone: (219) 262-5650Fax: (219) 262-5801E-Mail: GEELKHART

Heartland Career CenterAmelia "Al" Blatz (10/19)P. O. Box 606Wabash, IN 46992Phone: (219) 563-7481Fax: (219) 563-5544E-Mail: GEHEARTLAND

IVTC - BloomingtonKathy Montgomery (8/15)3116 Canterbury CourtBloomington, IN 47404Phone: (812) 332-1559Fax: (812) 332-1559 X 39E -Mail: GEIVTCBLOOM

IVTC - Indianapolis Warsaw Community SchoolsLinda Edington /Teresa Jablonski-Polk 11/18) David McGuire (5/30)One West 26th Street - PO Box 1763Indianapolis, IN 46206-1763Phone: (317) 921-4566/(317) 921-4419Fax: (317) 921-4753E-Mail: GEIVTCINDY

McKenzie Career CenterRachel Smith (3/11)7802 Hague RoadIndianapolis, IN 46256Phone: (317) 576-6420Fax: (317) 849-2546E-Mail: GEMCKENZIE

Revised: 05/94

One Tiger Lane (Alternative Learning Center)Warsaw, IN 46580Phone: (219) 267-5174 X 2142Fax: (219) 269-3770E-Mail: GEWARSAW

Washington Community SchoolsArlene Owens (9/27)Dr. Anthony E. Nonte301 East South StreetWashington, IN 47501Phone: (812) 254-5536 or 254-8352Fax: (812) 254-8346E-Mail: GEWASHINGTON

INDIANA LEADERSHIP CONSORTIUM: EQUITY THROUGH CHANGE1993-1994 Impact Sites

Mississinewa Community SchoolsKaren Miller (7/22)Mississinewa High School205 East North H StreetGas City, IN 46933Phone: (317) 677-4421Fax: (317) 674-8529E-Mail: GEGASCITY

LaPorte Community School CorporationMyrna Harder (9/9)LaPorte High School602 F StreetLaPorte, IN 46350Phone: (219) 362-3102Fax: (219) 324-2142E-Mail: GELAPORTE

MSD of Warren TownshipCindy Frey (12/2)Walker Career Center9651 East 21st StreetIndianapolis, IN 46229Phone: (317) 899-2000Fax: (317) 895-2155E-Mail: GEWALKER

Warrick County School CorporationJackie Schmitt (1/25)Boonville High SchoolP.O. Box 649Boonville, IN 47601Phone: (812) 897-4701Fax: (812) 897-6061E-Mail: GEBOONVILLE

Patoka Valley Vocational CoopJerry Hamlin (12/26)Jasper Middle School340 West 6th StreetJasper, IN 47546Phone: (812) 482-6454Fax: (812) 482-6457E-Mail: GEJASPER

Indiana Vocational Technical CollegeDee McCoy (1/6)1534 West Sample StreetSouth Bend, IN 46619Phone: (219) 289-7001Fax: (219) 236-7165E-Mail: GEIVTCSB

Revised: 05/94

Bryan Elliott (2/4)Mississinewa High School205 East North H StreetGas City, IN 46933Phone: (317) 674-2248Fax: (317) 674-8529E-Mail: GEGASCITY

Barb Papal (10/2)LaPorte High School602 F StreetLaPorte, IN 46350Phone: (219) 362-3102Fax: (219) 324-2142E-Mail: GELAPORTE

Barb McKnightWarren Township9301E 18th StreetIndianapolis, IN 46229Phone: (317) 898-5935, ext 433Fax: (317) 895-2149E-Mail: GEWARREN

Joe Loge (2/27)Castle Junior High SchoolP.O. Box 677Newburgh, IN 47629Phone: (812) 853-7347Fax: (812) 858-1089E-Mail: GECASTLE

Pam Bell (6/12)Heritage Hills High SchoolP.O. Box 1776Lincoln City, IN 47552Phone: (812) 937-4472Fax: (812) 937-4878E-Mail: GEHERITAGE

Tracy Landuit (10/29)1534 West Sample StSouth Bend, IN 46619Phone: (219) 289-7001Fax: (219) 236-7165E-Mail: GEIVTCSB

Tom PantosJohn H. Hinds Voc CenterNorth 19th StreetElwood, IN 46036Phone: (317) 552-9881Fax: (317) 552-7378

E-Mail: GEELWOOD

Sara Escue (2/18)LaPorte High School602 F StreetLaPorte, IN 46350Phone: (219) 362-3102 X 55Fax: (219) 324-2142E-Mail: GELAPORTE

Doug Collins (4/26)Southridge Middle SchoolHighway 231 SouthHuntingburg, IN 47542Phone: (812) 683-3372Fax: (812) 683-2817E-Mail: GEHUNT'1NGBURG

Impact Sites

The Local Site'sConstellation of Coalition Participants

. . . bringing about effective institutional changethrough the integration of the consortium state model

and the local coalition action plan . . .

Community-BasedOrganization

RepresentativesParents

CounselorsAdministrators*

TeachersBusiness & Industry

Representatives

Nontraditional *Students

Staff

NontraditionallyEmployed Adults

Apprenticeships

31Impact Sites 25

Infusing Equity Through Change

Funding for the Leadership Consortium began in July1991. The second year involved 13 secondary andpostsecondary institutions serving as Demonstration Sites.The technical assistance component is located at theSchool of Education, Indiana University Bloomington.

The process of infusionEquity Through Changeiswhat makes this statewide initiative so unique. Administra-tors, teachers, and counselors are trained to facilitatechange within their schools by assessing the learningenvironment and planning for more equitable practices,opportunities, programs, and policies.

Throughout this process, Consortium members havebeen continually reminded that institutional change re-quires that all who will be affected by the change be in-volved in planning for it. Change involving local ownershipdraws upon the diverse strengths of many people andcreates a shared vision that all can commit to. All membersof an institution and its environmentnot just the projectstaffcommit to the goals.

For this reason, rather than hiring a person to carry outthe project tasks, schools invite individuals who are alreadyinterested in these goals to work on assessing, planning,and refining the project's content and processes. Theadvantages of this arrangement are apparent. Theseproject personnel already know the school, the students,the faculty, and school policies and practices. The arrange-ment is cost effective: funds aren't spent on a new schoolposition. Local ownership develops naturally becauseproject personnel are already invested in their students'lives. Suggestions for change are more readily acceptedwhen they come from one's colleagues rather than fromsome "outside expert."

In this way, infusion can happen naturally. Genderequity is not a distinct program or curriculum. Rather,gender equity becomes, simply, "the way we do thingshere."

Impact Sites 27

32

The gender equity change process reflects the principle thatschools and their communities are best at identifying andsolving their own problems. This multi-dimensional changeprocess model involves many different peoplewith verydifferent styles and rates of learning and adapting tochange. As change facilitators, Leadership Consortiummembers learn how to adapt their message to differenttypes and styles.

"My initialfears were: 'anothergovernment dictated

program!' The very firstworkshop calmed andeliminated my fears.

The trainingemphasized individual

local plans andactivities. We had a

sharing of ideas. Eachsite could develop

according to its ownneeds and still

have group unity. Myfear was replacedwith enthusiasm."

LeadershipConsortium Member

28 Impact Sites33

Staffing Roles and Responsibilitiesof Equity Through Change Model

Staffing patterns for local gender equity initiatives varyfrom site to site. Some staff are full time and some are parttime. Staff site roles include counselor, teacher, adminis-trator, program planner, or special services staff. Yet, nomatter how roles are assigned at a site, the institution hasmade a commitment to have staff designated to implementthe Indiana Model locally.

A major premise of the Indiana Model is that genuine,lasting change is a product of local ownership and suchlocal ownership occurs only when the people who will beaffected by a change are directly involved in its design. Inthis context, local coalitions are the key instruments ofchange. This has direct impact on the responsibilities ofthe gender equity project staff. The focus of the designatedstaff must be twofold: (1) to facilitate change and (2) tomanage the program's infusion of equity into existingprograms, policies, and activities.

Facilitating Change

Specific change-facilitating tasks for the equity coordinatorare:

articulate clearly the tenets of the Indiana Model,develop an overall initial plan of action that includesinvolving the entire institution in the planning andimplementing phases,facilitate the development and maintenance of a localcoalition to assess, plan, and refine the local initiative,develop and maintain respect for all facets of theinstitution in each disparate area,facilitate the building of comprehensive decision-making practices using a collaborative process,promote local ownership of all planning and implemen-tation efforts,

synthesize ideas of individuals and coalitions intoaction steps,develop partnerships with diverse populations, andhelp maintain the coalition's vision and energy.

34

Impact Sites 29

Program Management

As a program manager, the equity coordinator must beable to:

organize information, materials, data, and activities in atimely fashion,communicate with diverse populations (school person-nel, business/industry, community, media, fundingsources),plan, facilitate, and delegate activities,maintain documentation for the accountability ofprogram results specific to local and state require-ments, anddevelop materials and adapt them for various audi-ences (staff, community, students).

Skills and Knowledge

The skills and knowledge needed to be a successfulcoordinator include the following:

Interpersonal Skills and KnowledgePi rticipate as a team member.Teach others new skills.Serve students/staff/administrators.Exercise leadership.Negotiate.Understand diversity issues.Solve problems/set goals/resolve conflicts.Utilize participatory management.Build and maintain coalitions.Facilitate mentoring.Maximize group dynamics.Communicate effectively.Conduct strategic planning.

information Processing SkillsAcquire and evaluate information.Organize and maintain information.Interpret and communicate information.Use computers to process information.Adapt and develop information on the Model, change,

equity, and coalition building.Review and synthesize a variety of media.

30 Impact Sites

Systems Skills and Knowledge

Understand relationships between vocational and technicaleducation and systems within and outside the school.

Understand systemsknow how systems within the schooland outside the school affect student services.

Monitor performanceknow how to include systematicevaluation components when developing the local actionplan.

improve on design of systematic interfacingknow how tomake adjustments in the best interest of the whole pictureby changing or adding new components to the system.

Understand the institutional change principles:has to be system wide,requires strategic planning,requires local ownership involving people from allparts of the system,requires strong communication skills in leaders,recognizes that communication among all membersof a system is critical to the change efforts, andrequires effective leadership.

identifying, Developing, and Utilizing Resources

Select goals and appropriate activities, rank them, allocatetime, and prepare and follow a schedule to achieve thegoals (action plan for specific activities and long rangeplan).

or prepare budgets, make projections for changes,keep records, and write proposals for supplemental funds.

Acquire, store, allocate, and use materials; identify andallocate facilities.

Build in activities to engage volunteers for appropriatetasks, monitor performance, assist when necessary, andprovide feedback.

36Impact Sites 31

Planning Issues

Planning issues that have arisen in a number of the sitesare presented. As new sites begin their planning efforts it isadvisable to anticipate the following potential barriers andplan how they might be addressed proactively:

carrying out roles and responsibilities with the Leader-ship Consortium and with Technical Assistance,providing administrative support for such things as stafftime for state leadership, outreach, consultation, sitetours, and mentoring activities, andproviding outreach to the community, including thefacilitation of nontraditional placements.

"Our projectis successful in that ithas developed keenawareness among

administratorsand staff. They are

thinking, talking, andresponding to gender

equity issues."Leadership

Consortium Member

32 impact Sites37

Developing the Local Action Plan

"You can't controlthe weather, but you

can controlthe atmosphere that

surrounds you,"Leadership

Consortium Member

The local action plan is the vehicle for implementing localinitiatives. Each of the steps is spelled out in detail andfacilitated by a local coordinator utilizing a coalition. Theplan calls for considerable groundwork to ensure success-ful long-term changes that are infused into existing pro-grams and policies of the institution. Ultimately, the realbenefactors are the students who receive the services.

How do you know if you have blended change andequity, providing an inclusive opportunity for student careerchoices?

A clear definition of the model is continuing to emergefrom initiatives being implemented at Demonstration andImpact Sites. We know it is more than giving coursesgender-neutral names, or hosting career fairs that highlightnontraditional role models. Equity is about having choicesdiverse choicesand it is about having the power andopportunity to make the best choices. Those choices mayinclude nontraditional options.

The critical milestone is passed when the "hiddencurriculum" created by well-intentioned, but unconsciouslybiased words and actions has given way to inclusiveness.In an inclusive environment, all students, staff, faculty,administrators, and community members foster eachother's choice making. In this environment, the concepts of'male subjects" and "female subjects" or "male work" and"female work* simply do not exist. There is learning, andthere is work, and they are available to anyonemale orfemalewho wants to learn or to work.

Two key aspects that contribute to the model's successare:

facilitation of the change prciess through a systematicplan, andcreation of local ownership of initiatives.

Impact Sites 33

Indiana's StudentCentered Model

Infusing equitable conceptsand practices into all of the areas that

affect the student's education

StudentActivities

Family

LearningEnvironment

Equity

StaffDevelopment

Community,Business & Industry

39

Curriculum &Instruction

34 Impact Sites

Local Action Planning Areas

The Local Action Plan includes six areas that addressequity issues. Through a variety of assessments, localneeds are identified, targeted, and prioritized. Long- andshort-term goals are incorporated into the overall plans.Often in the assessment, other groups and/or agencies arealready addressing an area of disparity. This collaborativeeffort allows local ownership and infusion, rather than thereliance on a coordinator for meeting all objectives. The sixplanning areas are:

Learning EnvironmentCurriculum and InstructionStaff DevelopmentPolicy/AdministrationCommunity/Business & IndustryFamily

While Title IX compliance ensures equitable resources,it is often the "hidden curriculum" that produces the uncon-scious, subtle biases and stereotypes that prohibit inclu-sive environments in schools. These subtle messages canbe changed so that a broader range of choices is fosteredfor all students. Examples of previously successful inter-ventions in the learning environment follow.

Educational Environment (Vocational/ Technical,Secondary, and Postsecondary)

Resource distributionActivities and practices

bulletin boardsaccess to resourcesaccess to facilitiesallocation of fundsaccess to organizations, athletics, clubscounselingbehavior managementacademic evaluationcourse descriptionsadmission to special groups, classesawards criteria

Classroom interactionsLearning styles

Impact Sites 35

Policies and practices concerning students:schedulingtimelocationseatingself-esteemskill remediation

Needs assessments for support servicesStaff surveysStudent leadership opportunitiesVocationally related extra-curricular activitiesGrouping nontraditional students into same classesCooperative learning techniquesPublicity that reinforces successful nontraditional

programsDiscrepancies in athletics

Curriculum and instruction

There was a time when the primary conc'rn of equityinitiatives was to police the languagewritten and spo-kenat institutions. Inclusive language has been incorpo-rated into the vast majority of textbooks, and blatant ste-reotypes have all but disappeared in newer materials.However, the lack of nontraditional ro._ models continuesto give those subtle messages that limit options. In additionto reviewing materials for bias, other initiatives mightinclude:

Nontraditional materials in classrooms and libraryMath and science fairsManipulatives for problem solving at earliest levelsEquitable access and admission to:

courses of studypurchase of new materialslaboratory timecomputers, non-competitive software

Variety of instructional formatsCooperative learning experiencesDiversity in curriculum (e.g., women's literature, history)Math, science, and technology accessible to all

41

36 Impact Sites

Staff Development

Wherever possible, equitably inclusive practice should beincorporated in all staff development efforts. DemonstrationSites have been able to accomplish a variety of objectivesin this planning area, including:

Awareness activitiesGender-fair language and expectationsModeling equitable practicesIdentifying and publicizing successful equity initiatives and

supportive personnelSharing professional publications and articles on equityOffering incentive grants to enrich professional develop-

ment activitiesOffering release time, food, expensesCollaborating with entire staff on team building activitiesDeveloping and sharing long- and short-range planningMonitoring each step of Model for equity implicationsAdvocating for equity concernsIdentifying and developing training as requestedReviewing job responsibilities and performance standards

Training AreasTraining areas for staff and/or students have included thefollowing:

Sexual harrassmentDealing with barriersInterviewing skillsLegal rightsWork-site training and on-the-job trainingResume preparationPre-coursesPre-apprenticeships and apprenticeshipsMeasurementBlueprint readingLabor market needsLearning stylesDiversity trainingDual role of family/workMath helpPhysical fitnessCounseling

42

Impact Sites 37

Policy/AdministrationIN

Beyond mere Title IX compliance, equitable guidelinesshould be followed for recommending, hiring, advance-ment, and dismissal. Other policy considerations mightinclude:

PlanningBudgetingDisciplinary proceduresEnrollmentsClass size allocationsSpecial programsData collectionMonitoring for diverse representation of populationAdvisory board representationMonitoring for graffiti, signs of prejudiceEstablishing upward mobility tracks for nontraditional

administrators, i.e., placing and supporting (a) womenin administration and (b) men in elementary instruction

Utilizing participatory managementEliminating sexual harrassment

Community and Business & IndustryThe Indiana Model has attempted to improve school-to-work transitions, thereby continuing to support traditionaland nontraditional choices students make as they leaveour institutions. Successfully linking and creating networkshas been accomplished by participating in and sponsoringpartnerships with:

Chambers of CommerceApprenticeshipsInternshipsMentoring ProgramsCommunity-Based OrganizationsYouth GroupsChurch GroupsService ClubsTeacher Internship ProjectsTech Prep Programs

4338 Impact Sites

Family

Families often hold the key to whether a student success-fully completes his or her chosen path. It is imperative thatlocal action planning inform parents of equity issues,provide accurate information on the workplace, and en-courage student choices. Examples from DemonstrationSites include:

Providing information packets to parentsPlanning parent meetings and activitiesParticipating in and sponsoring community events that

encourage equityIncorporating and modeling equity principles in all outside

activitiesProviding experiences at parents' places of employmentDemonstrating lifestyle and career connectionsReflecting and sharing changing workforce needs and

demographicsReflecting the reality of today's family and its concerns:

single parentslatch key' kidsparents' unemployment or underemploymenttransitory studentsnon-custodial concernschildcaretransportation needs for extra-curricular activityfunding

44Impact Sites 3' /

Institutional Changes at Impact Sites

An institutional change referred to in the Indiana Model is achange that affects more than one area of disparity orpopulation. The following are examples of how local gen-der equity projects have positively impacted the existingprograms and policies of their institutions or have initiatedon-going efforts on behalf of equity.

Selected Achievements in Change

A postsecondary institution adopted gender equity as apart of its "Institutional Mission and Philosophy." The newpolicy statement reads, "In all cases, the University iscommitted to reaching out to serve students' needsthrough quality instructional programs, individual attention,educational delivery systems, and student services thatassure student success regardless of gender."

A career media lab was developed with a computerizedresource center for student and adult use with ICPAChook-up and nontraditional emphasis.

A grant was awarded an art department for the project"Using Gender Equity in the WorkplaceHabitat of Hu-manities."

Staff training was incorporated into "Equitable LearningStyles."

Sites established collaborative relationships with theWorkforce Development Project.

The gender-neutral English education supplement "CareerChoices" was adopted by a site's English Department foruse in its English classes.

Fourteen local coalitions trained a diverse group of peopleon equity issues, and the trainees agreed to infuse thatinformation into relevant areas.

45

40 Impact Sites

Recruitment videos were produced that emphasize nontra-ditional institutional and employment opportunities.

Gender-neutral library materials featuring nontraditionaloptions were adopted for library and traveling resourcecollections.

Changes took place in recruitment and counseling proce-dures to ensure bias-free contacts.

Increased awareness of gender equity issues developedamong staff, faculty, administration, sending-school per-sonnel, advisory councils, and institutions' boards oftrustees.

Increased willingness was demonstrated among facultyand counselors to encourage and support students' nontra-ditional choices.

Increased nontraditional student involvement was demon-strated in career fair and tour planning activities.

Increases in in -kind contributions demonstrated fiscalresponsibility and commitment to on-going equity support.

A university president attended training sessions and wrotea lengthy article on change in his column in the faculty/staffnewsletter.

A postsecondary instructional services dean gave a num-ber of presentations on behalf of the project.

Procedures were put in place for all new product develop-ment at an institution to ensure non-biased, non-stereo-typed products.

Scholarship funds were made available to nontraditionalstudents.

Mechanisms for providing support groups for nontraditionalstudents were put in place.

Staff demonstrated an increased awareness of nontradi-tional career choices.

Gender-fair career education software was adopted.

46Impact Sites 41

Formal criteria for all course assessments were developedto include a textbook review for inclusiveness.

Information on gender equity was added to postsecondaryinstitutions' regular admissions counseling, orientationprocedures, and recruitment materials.

Sexual harrassment policies were adopted by schoolboards.

An assessment/evaluation subcommitee generated studiesto identify programs that qualified for action, to identify"minority-gender" students enrolled in occupational pro-grams to determine their academic success in the programand to compare their success with the success of allstudents in this program, and to develop survey instru-ments for campus-wide use.

Union leaders and school board members received orien-tation to project goals and discussed concerns.

A girls' soccer team was given varsity status.

The infusion of gender equity into teaching strategies andawareness activities was incorporated into all of acorporation's teacher trainings, specifically, trainings onCooperative Learning, Effective Teaching Strategies,Assessment for Curriculum Integration (K-12), AuthenticAssessment (K-6), Secondary Curriculum Integration (7-12), MathA Way of Thinking, Math Their Way, andIntegrated Thematic Instruction.

An extended-day program adopted equity and gender-fairactivities.

The Quest program for more than 30 science teachersincorporated gender-fair concerns.

An alternative Harmony Job Program was developed.

4 '?

42 Impact Sites

The Student Model

The life of the student begins with prevocational experi-ences and follows sequentially through secondary andthen to either postsecondary or employment experiences.The Indiana Model addresses the sequence of stages ofstudent growth by focusing on the recruitment, retention,completion, placement, and follow up aspects of thestudent's journey.

The following model depicts the interconnection ofeach of these components and emphasizes the importanceof quality services and support systems for students tomatch their interests and abilities. While coordinatorscollect the data and plan activities according to the fivecomponents of the Indiana Model (recruitment, retention,completion, placement and follow up) there is another wayof looking at the process:

The activities follow a natural sequence in the "studentlife cycle," forming three phases:

Phase OneDeciding on a life's workPhase TwoPreparing for that workPhase ThreeEntering the workforce

Recruitment: Choosing a Career

Choice is the focus of Phase One. Er.suring that studentshave adequate information about all of the possible optionsis a must in order to expand their knowledge base and,therefore, the options they will consider. They need to beable to combine knowledge about themselves, such asaccurate assessments of their talents, interests, aptitudes,and abilities,with the most up-to-date information on em-ployment trends, nontraditional opportunities, and careerrequirements.

This informationif it is presented free of any bias orstereotyping relating to race, disability, ethnicity, or gen-derwill provide students with the widest array of choices.The activities implemented during the first phase shouldensure an inclusive educational environment. Without thisinclusive environment, our schools cannot possibly hope toachieve educational excellence.

48

Impact Sites 43

While introspection is necessary in all of the phases ofthe sequence, it is clearly most necessary in the firstphase. Coordinators should make a point of encouragingintrospection not only in students, but in others within theinstitution. Attitudes are the biggest barriers to change.

Retention and Completion: Preparing for the Choice

Preparationthe second phase of the student's journeyencompasses the student's actual preparation and trainingfor employment. Providing objective workplace facts isessential, but it's not enough. Equally important is thedevelopment of self esteem and interpersonal skills tosupport a student's choices and ensure their continuedsuccess.

Examples of inclusion activities in this phase are:presenting information on careers of the future, providingdiversity in career role models, providing needed supportand skill building for nontraditional students, making theinstitution accessible to students with disabilities.

Placement and Follow tip: Entering the Workforce

Entrancethe third phaseinvolves a collaborative effortbetween school and workplace that, ideally, develops intoa framework for the student's/worker's lifelong learning.During this phase, workers who have completed the firsttwo phases of the journey provide new role models forstudents in the earlier phases.

4

44 Impact Sites

C

Making ChoicesThrough

Introspectionand Information

H

A

The Student'sJourney

from Schoolto Work

Preparing forChoices in

an InclusiveEnvironment

N

G

E

The pathof change and equity

requires a clearunderstanding of oneself

and all one's options.

50

T

Y

Impact Sites 45

The Indiana Model

Gender EquityThrough Institutional Change

1 Student-Centered Infusion

Recruitment Retention

Pre-Vocationalschoolhomeclubs andyouth groups

Career Awareness

Career Exploration

Secondaryand Vocational/Technical Education

schoolhomebusinessclubs, youth groups

Participant inWorkforce of

Choice

Student SkillsDevelopment

Employmentindividualinstitutionbusinesscommunity

Networkingwith Community

Advanced SkillsDevelopment

Postsecondaryindividualinstitution

- communitybusiness

Placement/Follow Up Completion

51Impact Sites 47

Infusion Strategies

By infusing equity through a change process, local coali-tions can conduct long-range planning to address thecomplete continuum of pre-vocational through training andemployment concerns.

Specific and sequential strategies have been identifiedas crucial for increasing enrollments of students in nontra-ditional cpurses of study and employment. The strategiesare recruitment, retention, completion, placement, andfollow up.

Recruitment

48 Impact Sites

Recruitment activities call for a "broad brush" approachcentering on preparation for programs by reaching pre-vocational, secondary, and postsecondary students, aswell as parents, educators, and employers.

Pre-vocational services include introductory activitiesfor young people to begin their career exploration. Buildingself esteem, providing self-exploration activities, andlearning basic skills are some of the most important topicsin this stage.

Recruitment activities are typically designed to infuseequity into existing programs and policies by increasingawareness of the effects of gender bias and stereotypingand increasing awareness of nontraditional career options.Other organizations, such as local community organiza-tions, alternative training and educational institutions, tradeunions, and women's groups, are vital links as you betjin to'develop recruitment strategies. A review of existing ser-vices will provide information on necessary linkages, avoidduplication of efforts, and show gaps in services.

52

Specific Recruitment StrategiesImplemented at Impact Sites

Increasing awareness of bias and stereotyping and inform-ing students of nontraditional options can take a variety offorms. Recruitment activities generally attack the barriersto choicegender bias and stereotypingand allowexploration of nontraditional and traditional choices. Re-cruitment activities successfully implemented using theIndiana plan include:

Staff Awarenessin-serviceshandoutsstate videosurveys

Career Awarenessweek/day featuring nontraditional choices"lunch bunch"career classesearly awareness explorationscareer computer programsfilm festival on nontraditional optionsmedia kitscareer profiles

Business/Community Awarenessnontraditional role models/speakersmentorsadvisory board referencesfinancial supportdonation of equipment, suppliescollege night displays

Teen Parent Awarenesslinkages with related agencies

Nontraditional Visualsvideosbrochures/postersnewslettersprogram postersrecruitment publicationsmailings

53Impact Sites 49

50 Impact Sites.1111111111114111111MINi

Computer Programs, elementaryadultChoicesDiscoverChoices CTMajor-Minor FinderCASHCOIN

Nontraditonal Library ResourcesFiction featuring equitable situationsPrevocational through postsecondary nontraditional

role modelBiographies of successful nontraditional individuals

Linkageswith BAT (Bureau of Apprenticeship Training)with GED (General Equivalency Diploma) programwith other adult education programs

Tours and Open Houses

Field Trips Featuring Nontraditional Optionsaviation career dayTop Notch (apprenticeship opportunities)postsecondary orientationsBlack Exposchool farm tours

Additional Recruitment Strategiescontacts with prospective students for nontraditional

programsendorsements from key administrators, community

leaders, e.g., state senator at postsecondaryinstitution

student involvement in planning, activitiesparent information packetsidentifying nontraditional role modelsdeveloping student support services, support groupstraining for faculty, staffsurveys/data collectionrecommending "gender-friendly" terms for class syllabipresentations to community and service organizationspresentation of equity resource materials, notebooks to

staffutilization of school newspapers, mailings for equity

concerns and awarenessdisplays at National Vocational Education Week

74

speakers' bureau representatives who are nontradi-tional

analyzing enrollment date to "target" programs fornontraditional recruitment

hands-on lab/shop experienceadventure-based activitiestraveling equity librarysimulated career experiences

Retention

Retention activities are...activities designed to make theexperiences of nontraditional students more appropriateand supportive.

Specific Retention StrategiesImplemented at Impact Sites

Retention activities support student choices by creating aninclusive environment and enhancing student self esteem.A review of previous local action plans reveals severalsuccessful retention initiatives.

Student Assistance/Support ServicesFinancial aidChild careTransportationAssistance with formsProceduresNetworkingContact with employersSupport groupsGraduation celebrationRecognition/award displayBrown bag lunchesCo-op educationInternshipsAcademic advisingTutorsReferral for family problemsTool identificationRevision of student policiesBook expensesPlacement services"Breaking in" classes

Impact Sites 51

Scheduling assistanceSupport center or roomEquity notebookLibrary section devoted to nontraditional

Use of Mentorsformer graduatesolder modelsgroup support

Identify Business Supportmentorsadvisor./ board membersprovide additional resources

Student Support Relationshipsgroupsteachers, counselorsstaffcoalition members

Develop Resources on Equity-Related Subjectstechnical educationnontraditional employment prospectsgender roles

Exhibits and DisplaysDad's Weekend BoothAfrican-American History Month displayNational Women's History Month display

Additional Retention Strategiescommunity contacts and support agenciesstudent tracking and monitoring systemtoursjob shadowingfaculty/staff continuing in-servicereview curriculum, instruction, policies for biasadopt and write sexual harrassment policycontinued endorsement by top administratorsprovide "minority-gender" students support"Tech Camp" collaborative effort with surrounding sitespanel of nontraditional students inform staff of barriers

to their programs

Skill Development AreasPre-apprenticeship or pre-vocational skill buildingSelf assessmentComputer skills

52 Impact Sites56

Self esteemAssertiveness trainingTime managementStress managementParenting and single parentingFinancesLegal problemsGoal settingDecision makingOvercoming math avoidanceGood study methodsReturning to schoolworkProblem solving strategiesTeamworkParticipatory managementCritical thinkingOraVwritten communicationCooperationNegotiationFlexibilityAdaptingHuman relationsInterpersonal relationsLeadershipRe-enteringCoping with change

Completion

Completion activities include collaborative efforts amongfaculty, staff, and students, assuring a systematic ap-proach to facilitating and monitoring resources, concernsand requirements for successful completion of nontradi-tional programs.

Specific Completion StrategiesImplemented at Impact Sites

Counseling

Group Support

Job Portfolioresume writingspecific job skill listings

5 7Impact Sites 53

collection of work produced during trainingworkshops attended

Continued Linkages with Business/Industry

Maintain Academic Files for Studentsattendance recordsspecial commendations or awardshonorsrecommendationslike experiencesattitude informationcommunity service

Community Contacts

Endorsement of Administration on Competencies ofGraduates

Placement

Placement activities include networking with local coalitionmembers and other business and industry representatives,community groups, trade unions, and other training andeducational institutions to assure smooth transitions fromschool to work and/or further study.

Specific Placement StrategiesImplemented at Impact Sites

Extended Labsinternshipscooperative experiences

Job Portfoliosforwarding to potential employers

Cooperatives with Local Business

Linkages with Tech Prep

Linkages with Secondary/Postsecondaryilndustry

Career and Job Fairs

5854 Impact Sites

Tours of Businesses and Industries

Teacher/Staff Internships in Nontraditional Positions

Follow Up

Follow-up activities are the culmination of successfuleducation/workplace partnerships, demonstrating thatcollaborative efforts have successful payoffs for all partiesconcerned. This essential step in the process provideslocal feedback, continuous evaluation, and refinement ofservices offered to all students, including nontraditionalstudents. In addition to maintaining a vital link for thestudents, the information obtained from them will help toset the direction of future planning.

Specific Follow-Up StrategiesImplemented at Impact Sites

Surveys of Graduates

Surveys of Faculty and Staff Perceptions

Feedback from Schools and Businesses

Former Students as Speakers, Role Models, Mentors

Feature Success Stories in Local Media

Update Student Files on Individual Student Program

11Impact Sites 55

Impact SiteDescriptions

=1111111111

This section of the chapter Impact Sites contains descrip-tions by first-year Impact Site personnel of their experi-ences assisting in the development and implementation ofthe Indiana Model at their sites. These descriptions includediscussions of change model experiences, roadblocks andeye openers, time-line information, budget information, andinformation on appropriate reporting. A Mentoring Chartspecifying sample expertise of Demonstration Site person-nel is available from Consortium members. Names, ad-dresses, and phone numbers of the original LeadershipConsortium membership can be found on pages 18-20 ofthis manual. Maps giving directions to the sites are foundin the last chapter of the manual, beginning on page 133.

60

57

Bloomington High SchoolDebora Frazier

Bloomington High School, in Bloomington, Indiana, is partof the Monroe County Community School Corporation,which administers two high schools, two middle schools,and fourteen elementary schools. Enrollment in 1991-92was 10,496. The student body represents the city ofBloomington and surrounding rural areas, and, with theBloomington campus of Indiana University nearby, thelocal K-12 schools have a larger than average internationalrepresentation.

Change Model ExperiencesCommitting to the Vision. This started with developingawareness through such activities as a teacher in-servicethat focused on gender bias and diversity in learningstyles.

Forming Coalitions was done through selective invita-tions and networking.

Empowering the Coalition involved sharing active leader-ship roles among members and liaisons.

Assessing Local Needs. During this step, we learnedthat surveys are helpful with assessing needs. The assess-ment included listening to the concerns and ideas ofstudents, teachers, parents, and staff, and reviewingpolicies and procedures. Local coalition members assistedwith the assessment.

Building Awareness meant using all available avenuesand paying attention to the stages of concern within thechange model.

Adapting the Vision to the Needs. To accomplish this,compiled resources and interfaced with specific site

needs. We also continued to network, build relationships,and gather information.

Developing the Local Action Plan involved developing arealistic time-line that was based on the school calendarand Department of Education regulations and that wassupported by school administration.

61

Impact SitesBloomington High School 59

Implementing Strategies. We learned that, as much aspossible, it is important to plan, coordinate, complete; andevaluate one project b..0ore committing resources to furtherprojects. Self esteem, participation, and recognition aregreat motivators.

Evaluating the Process starts early during implementa-tion. It is necessary to decide before the program beginshow evaluation will be done. At our site, "process evalua-tion" of each group activity determined how activity goalswere attained and whether objectives were achieved. Itanswered questions like: What did we do well? What dowe need to do to improve? How do we improve? "Outcomeevaluation" examines the outcome or effect of a programor activity. Depending on the project that is being evalu-ated, this kind of evaluation answers questions such as:Did the target population show any measurable changes inbehavior, attitude, knowledge, or perception? How did thetarget population react to our materials or project? Did theproject/campaigning increase the target population'sawareness of gender equity issues? "Impact evaluation"measures the program's impact in the community as wellas with the target group. It answers questions such as: Didthe community react to our materials or project? Did thecommunity show any measurable changes or increasedawareness of gender equity issues?

Refining the Model. Looking at the assessment of ourlocal coalition and the input from the Leadership Consor-tium, we learned what worked at our site and how weneeded to adjust and focus according to local needs and inreference to the Indiana Model.

Infusing Through the Change Process. We have in-fused gender-fair teaching strategies into existing pro-grams and through our staff development training.

Roadblocks & Eye Openers

Location. The project's being located in the administrationbuilding may have contributed to the perception that theproject was coming from outside the school. A school-based location would have reduced this perception andwould have given the project direct access to students,reducing the amount of time needed to build rapport.

60 Impact SitesBlOomington High School6 `)

Time. Teachers can feel overwhelmed by the amount oftime it takes to implement an innovation while keeping upwith normal teaching duties. Additionally, more time needsto be made available for teachers to attend in-services.

We need more Consortium time together. This assistslearning to work as a coalition. Committing the time andattention builds a strong network, which models andmentors local work. It is important to learn when to bepatient, working slow vs. when to move quickly. It takestime, practice, listening skills, and an awareness of youraudience to learn to infuse Gender Equity concepts into:who, what, when, where, and how effectively.

Time Line Information

See the approved MCCSC Gender Equity Grant, 1991-92.Be sure to communicate with all parties involved regardingtime lines, changes needed, updated realities, and howthat fits into your plan.

Budget Information

See the approved MCCSC Gender Equity Grant 1991-92.

Evaluation Information

See above information and refer to the approved MCCSCGender Equity Grant 1991-92.

Reporting Appropriate Information

Completed quarterly project progress report and fiscalstatus reports as required by the Indiana Department ofEducation,Vocational Education Section.

Impact SitesBloomington High School 61

63

Ivy Tech Bloomington CampusKathy Montgomery

Indiana Vocational Technical College, popularly known asIvy Tech, is a statewide vocational college organized intothirteen regions. Bloomington Ivy Tech is in region 10 andprimarily serves communities in Morgan, Brown, Lawrence,Greene, Monroe, and Owen counties.

Each fall semester, more than 1,300 students enroll atthe Bloomington campus. As of Spring 1992 semester,72% of Bloomington students were enrolled part time.Fifty-nine percent of the student population were female.The age of students varied considerably. The largest agegroup (25%) were between 20-24 years of age; 18% werebetween ages 25 and 29, 16% between ages 30 and 34,17% between ages 35 and 40, and 13% between ages 41and 49. Fifty percent of students were completing Associ-ate of Applied Science degrees, 23% were completingTechnical Certificates, and 27% were taking courses only.

Change Model Experiences

Committing to the Vision. Through training with theLeadership Consortium and the technical assistanceprovided to the Impact Sites by the state managementteam, we have been able to gain a broad perspectiveregarding the issues relating to gender equity and theinstitutional change process. Support was developedwhereby we could "share and compare" with other projectsites to assist in the development of our own strategies.

Forming the Local Coaltion. The Local Coalition hadbeen initially established. Comprised of a diverse group ofrepresentatives from Ivy TechBloomington and thesurrounding communities, these participants all have acommon interest in workforce development as it relates togender equity. Representatives include a secondaryguidance counselor; a representative from WorkforceDevelopment Services of Monroe County; a member of theEducational Training Center in Lawrence County; a mem-ber of the greater Bloomington Chamber of Commerce; amember of the local Partners in Education; Ivy Tech facultyadvisors in nontraditional programs (both male and fe-male); Ivy Tech staff involved in recruitment, retention,

62 Impact Sites Ivy TechBloomington64

placement, and completion; a member of MCCSC GenderEquity Impact Site; and a United Way liaison.

The following steps in the Change Process Model weredelayed in the first year of implementation at Ivy TechBloomington:Empowering the CoalitionAssessing Local NeedsAdapting the Vision to the NeedsDeveloping the Local Action PlanImplementing StrategiesEvaluating the ProcessRefining the ModelInfusing Through the Change Process

What Worked and Why

Through the funding provided by the first year's grant, anOutreach Coordinator was hired February of 1992 tocoordinate the activities associated with the grant. It wasthis person's responsibility to become familiar with grant-related information through the materials that had beengathered to date and to attend scheduled training ses-sions. We also started to evaluate the learning environ-ment on the campus and examine printed material pro-vided to our prospective and currently enrolled students toascertain whether gender bias existed. We began theprocess of faculty/staff development involving genderequity issues and started to develop linkages with commu-nity and business and industry personnel regarding genderequity issues. During this time period, the Outreach Coor-dinator participated in the Spring high school visits toevaluate the presentations and materials used which wouldassist us in the production of more effective recruitmentmaterials for students into nontraditional programs.

The Outreach Coordinator contacted a speaker tobegin planning an in-service that would provide informationon effective teaching strategies for college faculty andcoalition members in the context of gender equity aware-ness. Contacts were made with several nontraditionalstudents to elicit testimony on their experiences and toproduce college brochures that model nontraditional careerchokes.

Impact SitesIvy TechBloomington 6365

Roadblocks & Eye OpenersAla

Hiring of the Outreach Coordinator was more time consum-ing than expected. When the position was filled, a resigna-tion was submitted seven weeks later. The Bloomingtonsite then began the process of conducting a search foranother person to be involved with the project and continuethe efforts already underway. Due to these changes, theinitial meeting of the Local Coalition, scheduled for Springof 1992, was postponed.

Staffing. The Director of Student Services and the Admis-sions Coordinator attended statewide Leadership Coalitionmeetings while the hiring of the Outreach Coordinator wasbeing conducted.

Cooperative involvement. Because of the delay in hiringan Outreach Coordinator, Local Coalition planning wasdelayed. Contact was made with potential coalition mem-bers who agreed to be involved with the project.

Time Line Information

Budget Information

Because of the need to rehire an Outreach Coordinator,time lines for completion of local coalition objectives weredelayed. The initial local coalition meeting was not helduntil the second program year (November 1992). Untilthen, development of a local action plan by the localcoalition was not possible; consequently, time lines forproject activities were not yet established.

..10111iTotal budget for the Bloomington IVTC site included ex-penses for materials, supplies, travel, and salary andbenefits for the Outreach Coordinator position.

Evaluation Information

Formal evaluations from individual project sites were notcompleted as part of the first year project.

64 Impact Sites ivy Tech Bloomington66

Reporting Appropriate Information

Periodic updates on site activities were presented atLeadership Consortium meetings. A program year reviewof Bloomington site activities was presented in April 1992during a Leadership Consortium meeting/training thatincluded the Gender Equity grant state leadership team.

67

Impact SitesIvy Tech Bloomington 65

Prairie Heights Community SchoolsNancy Stump

Prairie Heights School Corporation was formed in1963, being made up of 2 townships (Milford andSpringfield) from LaGrange Countyand 3 townshipsfrom Steuben County (Mil !grove, Jackson, and Salem).The district has 7, small towns: Mongo, Stroh, SouthMilford, Hudson, Helmer, and Orland. We have no stoplight and only one caution light, which is at the entranceto the school from U.S. 20. It is an agricultural commu-nity but only 3% are actively involved in the productionof agricultural products. Twenty-four percent areemployed in the manufacturing of durable goods.Twenty percent are in retail, and fifteen percent are inservices, with the remainder divided between construc-tion, transportation, communications, and wholesalebusiness. Tourism in LaGrange County is the fastestgrowing in the state of Indiana.

Facts on CountiesLa Grange Steuben

Population 29,477 27,446Land area 379.6 308.7Population density 77.7 88.9Unemployment 6.4% 4.5%Per capita income 12,736 16,136Personal income over $50,000 8% 10 1-11.9%Single mothers 324

below poverty level 24.4%Families with children

below poverty level 9.7%Women working 56.8%

Prairie Heights School FactsHigh school students 495Middle school students 556Elementary (K-4) 497Milford elementary (K-4) 185Alternative school 8

Certified teachers 114Non-certified teachers 0Students on reduced lunch 7%

Students on free lunch 14%Postsecondary students 70%Students going to 4-yr programs 38%

66 Impact SitesPrairie Heights Community Schools

68

Prairie Heights has vocational classes offered atPrairie Heights in Agriculture, Business Lab, ConsumerHomemaking, Building Trades, ICE , ACE, and at othersites in the area Vocational Cooperative we offerwelding, automotive, drafting, health occupations,marine mechanics, and machine shop.

Our lack of industry in the school district makes ithard to promote many job possibilities. The staff atPrairie Heights have been very cooperative in trying toencourage the students to reach out for new goals andachieve the maximum for their ability. Seventy percentof last year's graduating class went on to post-second-ail/ training with 38% entering a four-year program.

Change Model Experiences

To implement change it is very important for the personin charge to be positive and a good salesperson. Ifound with our small school that an informal one-on-one approach with my consortium seemed to workbetter than a specially called meeting. The people onthe consortium are busy people, but their input wascritical to make this project work.

I used a Bernstein Bear Book called He Bear, SheBear to start the first graders thinking about things theycould do. Also new books and videos have been addedto the libraries at all levels to help open the eyes ofstudents and teachers.

Much of the time was spent gathering informationand planting seeds about Gender Equity wherever Icould. Use of positive newspaper articles is a good wayto reach out to the community. We need to rememberthat planting seeds and waiting for the harvest requirestime and patience.

I have been very fortunate that the school commu-nity has been very supportive and willing to be a part ofthe Gender Equity project. So far I feel we have had nonegative feedback.

Time Line Information

We used a slow method of change by planting ideas inmany people and seeing them grow into a lasting stateof mind. Use of videos, books, bulletin boards, specialinformation pages for teachers, students and commu-

Impact Sites Prairie Heights Community Schools 67

99

nity are the way I have chosen to plant the seeds butwaiting for the harvest requires time and patience.

Budget Information

As an Impact Site we came on board with a budget of$25,946 that was later raised to $38,746. It was brokendown into these categories: Personnel $18,414, Ben-efits $4,765, Contracted Services $1500, Travel $2432,Materials $1490, and Communications $145.

Evaluation Information

Assessing the activities done during the year andseeing the overall picture at Prairie Heights helpsdetermine the direction to go next. Having the coalitionmeet and discuss the year's activities is also helpful.

Reporting Appropriate Information

I found keeping a daily journal helpful in bringing thingsto mind as I prepared reports for this project.

r0

68 Impact Sites Prairie Heights Community Schools

White River Valley School CorporationMike Karr and Don Terrell

This corporation was established in 1988 and wasformed by the consolidation of three small, ruralschools in Greene County, which is located in thesouthwestern region of Indiana. The school district,which encompsses 252 square miles, has five smalltowns located within its boundaries and these are:Worthington, Switz City, Lyons, Marco, .and Newberry.

The total population of the district is 5,884, and in1990 the per capita income was $10,985. Over tenpercent of that population subsists below the povertylevel and the unemployment rate is approximately 7%even though nearly 74% of the population over the ageof 25 have high school diplomas at least. Over 7% ofthe households in the district are female-headedhouseholds with no husband present, and over 45% ofthose have children under the age of 18 living in them.Forty-seven percent of all females over the age of 16are in the labor force and 48.5% of females who havechildren under the age of six are in the labor force. Theindustrial base in the district is minimal; consequently,most employment is derived from small, service-relatedbusinesses and many workers must travel out of thedistrict to their jobs.

The student population at White River Valley ishoused in three separate first-class commissionedfacilities: K-8 at Lyons, 377 students; K-8 at Worthing-ton, 358 students; and 9-12 at Switz City, 314 students.They are served by 82 certified staff, 5 administrators,and 57 non-certified staff, and the corporation budgetfor 1993 is $6,492,400. Twenty-eight percent of thestudent population receives financial assistance in theform of free/reduced meals and book rental waivers.Students at White River Valley participate in a widevariety of academic and athletic extracurricular activi-ties throughout the school year and the school corpora-tion cooperates with many civic agencies to provideadditional opportunities for students. Approximately20% of all high school students are enrolled in at leastone vocational class, and, since the consolidation, over60% of the students who have graduated have enrolledin some type of postsecondary education.

Impact SitesWhite River Valley School Corporation 69

71.

Change Model ExperienceCommitting to the Visionprovided in-Lervice illumi-nating gender bias and learning style differences in theclassroom (effective for those who attended). Ourtrainers were Tim Nolan (Cincinnati, OH) and PatWilson (Bloomington, IN); both are excellent.

Forming the Local Coalitionused selective invita-tion process to acquire key personnel at the local leveland also utilized representatives from various state andlocal agencies when feasible.

Empowering the Coalitionencouraged suggestionsfrom members and assigned active leadership roles tocoalition members. One of our coalition, an employeeof Indiana Workforce Development, suggested aCareer Day for our students and then worked with us toplan the program and schedule over 40 presenters.

Assessing Local Needsused 1990 census informa-tion, surveyed students and area business interests.Inviting local business leaders to attend evening meet-ings proved counter-productive, as only 13 of 100attended.

Adapting the Vision to Needsincorporated practicalapplications appropriate for our site based on localinformation. We are working with area postsecondaryinstitutions to provide career-awareness opportunitiesfor our students throughout the year, including summercamps and campus visitations.

Developing the Local Action Planrealistic time linebased on school calendar evolved. Approval wasrequired for specific activities by appropriate schooladministrators.

Implementing Strategiesplanned, coordinated,completed and evaluated one project at a time beforecommitting resources to further endeavors. Successand media coverage are the best motivators for en-couraging participation in the Gender Equity project.

72

70 impact SitesWhite River Valley School Corporation

Evaluating the Processtakes multiple forms, includ-ing written evaluations for specific programs andobvious alterations in class compositions and teachingstyles.

Refining the Modeladjust to financial limitations andbuild on achievement.

Infusing Through the Change Processon-goingstudent, staff, and community activities.

Roadblocks and Eyeopeners

Some members of the faculty and staff are unwilling toevaluate and change antiquated teaching methods andto modify stereotypical attitudes, and there is no man-datory in-service training time available for staff devel-opment. Minimal exposure to diverse ethnic and cul-tural populations is found and there are few careeropportunities, due to the rural environment and scantpopulation. Coalition members are difficult to assembleand in some cases there is limited perception of theimportance of the change process by influential indi-viduals in the community and school corporation. It isoften difficult to adhere to specific dates on the pro-posed time line.

Time Line Information

Major activities were as follows: created photographydisplay of "nontraditional' occupations, July 1992; heldan all day staff/administrator in-service on learningstyles, change concept, gender bias in education, andequity, August 1992; collected data (SAT/ACT scoresin math/science), September 1992; distributed "CareerRole Models .. . Ideas for Teachers and Counselors"to all administrators, faculty, and school board mem-bers, September 1992; student tour of "Top NotchConstruction Event" (Hoosier DomeIndianapolis),October 1992; administered Choices Profiles to all highschool students, October/November 1992; leadersfrom area business explored apprenticeship optionsand skill development at the secondary level, Novem-ber 1992; coalition building activity at local site, No-vember 1992; opened evening career information and

Impact SitesWhite River Valley School Corporation 71

73

media lab for public use, December 1992; developedmaterial and resource directory, December 1992;began "career" decoration of media lab, January 1993;added video lab to media lab, February 1993; CareerDay, March 1993; postsecondary campus visitation(Vincennes Universityrobotics and electronics), April1S and many activities continue throughout theye: .3., coalition building, student and communityus -,dia lab, networking with postsecondaryin utions, news releases in school and area newspa-pers, project updates and reports to administrators,providing in-service training and gender equity informa-tion for staff development, attending leadership consor-tium meetings, and refining section II of the "How To"manual.

Budget Information

personnel $22,293.75fringe benefits $2,804.75contractual services $2,000.00travel $4,088.00materials, supplies $1,984.18telephone/postageother $10,830.00

Total $44,000.00

Evaluation Information

Evaluation of project activities, expenditure of fundsand adherence to grant specifications is regularlyreviewed by project directors, coalition members,school administrators, leadership consortium facilita-tors, and state coordinators.

Reporting Appropriate Information

Completing quarterly project reports and fiscal statusreports as required by the Indiana Department ofEducation, Vocational Education Section.

7 4

72 Impact SitesWhite River Valley School Corporation

Vincennes University--VincennesDorothy Johnson and Dawn Mann

Vincennes University is a comprehensive communitycollege serving the state of Indiana through its missionof academic transfer, occupational education, andcommunity service. In addition, Vincennes Universityoffers an expanded diversity of extended services andevening programs which provide continuing serviceand educational opportunities for adults in Vincennes,the surrounding communities, and extended servicelocations.

The main campus served 7,212 students accordingto Fall 1991 enrollment figures. The student body isprimarily composed of "traditional" students (recenthigh school graduates), although nontraditional stu-dents enrolled in occupational programs.

A total of 60% of VU students were enrolled inoccupational programs. According to the 1991-92University manuals, "Occupational programs aredesigned for those students who want to develop entry-level skills in a designated career and enter the worldof work after graduation. These programs are intendedto prepare the student for beginning positions in theirchosen field with the prospect of advancement. Theskills developed in these occupational programs aresupported by courses in mathematics, science, andother areas of general education which provide neededacademic skills, enhance the students' personalgrowth, and provide a basis for future advancement.Even though the occupational courses and curriculaare not prepared for the purpose of transfer, a propor-.tion of occupational students in all areas continue theireducation upon graduation from Vincennes Universityand seek a baccalaureate degree."

Out of student enrollments, 4,298 students wereenrolled in the occupational programs full and parttime, representing 59.5% of the total student popula-tion. Of this total number, 70% are male and 30% arefemale.

Currently 69 programs are identified at the maincampus as being occupational, of which 47, or 68%,could be designated "target programs." Target pro-grams are those occupational programs which arepredominated by one sex, according to the 75/25%gender distribution of the original grant proposal

Impact SitesVincennes UniversityVincennes 73

Thirty-one (31) of the programs are gender predomi-nated by male enrollment, especially in the Technologyand Business Divisions. Sixteen (16) programs aregender predominated by females and represent secre-tarial and health services areas with the exception ofthe Broadcasting (Sales Option) program.

Among the academic transfer programs, there alsoexist disparities in the areas of science and mathrelated careers. Applying this 75/25% gender distribu-tion principle to the academic transfer programs, 51 outof 96 programs are gender predominated, 34 by menand 17 by women. Males predominate in Law, Art(Graphic Design Option), Engineering, Physics, LabAssistant (Biology, Chemistry, and Engineering Op-tions), Math, Pre-Medicine, Natural Resources andEnvironmental Science, Pre-Optometry, and Physics.

The Education area presents an interesting dual-ism. While women predominate in Elementary, EarlyChildhood, Kindergarten/Primary Education, All GradeEducation, and All Grade with the School Media Op-tion, males predominate in All Grade Education withMusic Options and Secondary Education with theSpeech and Business Education Options.

Certain occupational programs were found to be100% predominated by one gender. Those programspredominated by males are:

Automotive MechanicAviation (Flight and Maintenance Options)Banking and FinanceInsurance OptionBuilding Materials Technology/Construction OptionBuilding Materials Technology/Retail ManagementDiesel and Heavy Equipment TechnologyElectronics Technology/Bio-Med OptionElectronics Technology/Communications OptionElectronics Technology/Computer Technology OptionMachine Trades/Tool and DieMachine Trades/Injection Mold Tool OptionSecurityWelding Technology Certificate

In addition, programs with 100% female enrollment are:

Floral Design CertificateHorticulture/Interior PlantscapingNursing, PracticalSecretarial, General Option

74 Impact SitesVincennes UniversityVincennes

76

Secretarial, Administrative Assistant Option .

Secretarial, Medical OptionSecretarial, Legal Option

After looking at all current year enrollment data, itbecomes clear the need exists for more equitabledistribution of the sexes in both occupational andtransfer programs. Although occupational programsrepresent 60% of student enrollment, there is a greatdisparity in the numbers of females in a majority ofoccupational programs.

There is also a great need to reach out into thecommunity and work with local schools in establishingthe base for gender equity. There are 1,135 studentsattending the University from Knox County. The top fiveenrollment counties after Knox are: Marion, Daviess,Greene, Lake, and Monroe. There is currently repre-sentation from several of these counties on the stateconsortium. This further demonstrates the need toestablish links in Knox County but to work with mem-bers of the state leadership consortium in other areassupplying great numbers of students to VincennesUniversity.

Change Model Experiences

What WorkedThe designation of two coordinators to work on the

project due to the size and complexity of the institutionAn advisory board with membership having knowl-

edge in teaching/learning styles, curriculum develop-ment, Tech Prep, career development, institutionalchange, communication, public relations, and organiza-tional strategies

Designing the organization in such a manner as toseek maximum involvement from university personnelwho are committed to equity and change

Using the developmental team and state leadershipconsortium as resources in planning programming andsharing resource person

What Didn't WorkThe designation of money for direct student ser-

vices such as books, supplies, and materials. Due torequirements that all other resources be utilized prior tousing funds, clients' needs were met beforehand andwere not considered important.

Impact SitesVincennes UniversityVincennes 75

77

A great deal of time needs to be spent on coordina-tion efforts and planning meetings. This requires closercooperation within the organization. The amount oftime that faculty and professional staff can spendattending meetings and planning strategies is verylimited. In some divisions, resistance is encountered atfaculty intrusion and time spent on outside projects.

Emphasizing institutional change. Most universityprofessionals are not aware of institutional change andtherefore resisted efforts to talk about and discuss thisstrategy.

Roadblocks & Eye OpenersVincennes University's Main Campus is the largestinstitution involved in the state consortium. Two majorareas that are to be addressed and are identified asproblems are university commitment and personnel.

Failure to obtain "endorsement" of the project bytop administrators

Lack of familiarity with concepts of gender equityand institutional change by key administrators chargedwith overseeing the project

Failure to designate staff to work on the project fulltime (Coordinator 40% and Asst. Coordinator 25%).The sharing of responsibilities by the staff personneldoes not allow for coordination of meetings, time todevelop and implement strategies, and work moreactively with the local structure (advisory board andcommittee-at-large).

Unwillingness and apathythe lack of universitypersonnel to get involved due to lack of information andlack of having to do so by supervisory personnel

The number of people who want to work on theproject but refuse to commit due to time limitations.

The number of hours actually required to work onthe project (plan activities, develop strategies, makecommunity connections).

Time Line InformationFirst Quarter (AugustOctober)Hold local coalition meetingCollect student enrollment baseline dataHold committee-at-large meeting

76 Impact SitesVincennes UniversityVincennes

78

Contact local schools at beginning of year to makecontact to hold joint programming

Provide in-service to admissions, career staffAttend state leadership consortium trainingsTarget articles in student and/or local news media

Second Quarter (OctoberDecember)Continue meetings for local advisory board and com-

mittee-at-largeContact Library Services DepartmentMake contact with education department and target

class presentationsMake contacts with local agencies such as single

parents, Chamber of Commerce, and other sourcesutilizing contacts from responses

Third Quarter (JanuaryMarch)Continue meetings for local advisory board and com-

mittee-at-largePlan activities for African-American History MonthPlan activities for Vocational Education WeekPlan activities for National Counselors' WeekPlan activities for National Women's History MonthBegin to develop/gather information relative to writing

next year's proposal

Fourth Quarter (AprilJune)Hold last meeting of advisory board and committee-at-

largeParticipate in Indiana Black ExpoDevelop programs for summerWrap up the activities of the grantPlan evaluation of this year's activities

Budget Information

See approved Vincennes University Grant, Part IV,project Budget.

Evaluation Information

An evaluation (assessment) subcommittee of the localcommittee-at-large has been designated to evaluate allfunctions and programs in the following manner:

Impact SitesVincennes University Vincennes 77

79

78 Impact SitesVincennes UniversityVincennes

advisory board and committee-at-large).

b 0

A survey was designed to assess board members'availability to attend meetings.

A survey was sent to all persons involved in planningproject goals and objectives such as Single Parent Pro-gram, Local Employment and Training Office, technologydivision faculty, financial aid office, and administrators toassess their needs for the gender equity project. In addi-tion, more focus should be given to Community Servicesand their needs for the grant.

A survey will be developed to assess student experi-ences in the project "target programs." This material couldbe compared to students who were in the programs 2-5years ago. Further, the site will use enrollment figures toassess the effectiveness of target areas of recruitment,retention, completion, rlacement, and follow up; evaluateall presentations, meetings, and project activities; andmaintain a record of publicity and correspondence as partof the long term evaluation process.

Reporting Appropriate Information

Filing quarterly and year-end report to Indiana Depart-ment of Education.

Gender Equity Advocate (sharing state newsletter with

McKenzie Career CenterRachel Smith

The Metropoitan School District (MSD) of Lawrence Town-ship is located entirely in Marion County, Indiana, andencompasses approximately 45 square miles and includesa part of the township of Lawrence, the City of Lawrence,and the Town of Castleton. It is approximately 12 milesnortheast of downtown Indianapolis, Indiana.

Fort Benjamin Harrison IF one of the largest militarysupport posts in the United States. The post encompassesabout 3.75 square miles and is located in the center ofLawrence Township. The Fort has 1,577 military personnelassigned permanently. Although the Department of De-fense has announced the closing of Ft. Benjamin Harrison,it is understood that the loss of student population will beminimal.

The Board is the governing body of the school corpora-tion. The Board consists of five elected members. No morethan two representatives are from the same district. Themembers serve overlapping four year terms.

As of the 1991-1992 school year, the enrollment was11,730. The pupil-to-teacher ratio for the school years1990-1991 was 16 to 1. All of the school corporation'sschools have libraries, hot lunch programs, andmutipurpose rooms or gyms for student activities. Theschool corporation cooperates with the local recreationdepartment, churches, and other community organizationsin making school facilities available for evening athletic,recreational, and enrichment activities.

Classroom teachers at all levels are supported byspecialists in reading, guidance, art, music, physicaleducation, and intramural sports. All schools have full-timeteacher aides.

Evaluation, special classes, tutoring, and out-of-districtplacement are available to handicapped students. Also, afull range of extra-curricular programs and activities areavailable to students beginning in the elementary grades.The school corporation provides a variety of vocationalsubjects at both Lawrence Central High School andLawrence North High School and, specifically, at McKenzieCareer Center.

Adult Education classes are held mainly at LawrenceNorth and Lawrence Central High Schools, with someclasses at the middle schools and grade schools in the

Impact SitesMcKenzie Career Center 79

81

township. There are 63 classes offered in the fall and againin the spring from 36 teachers.

Ten large employers in the school corporation areaare:United States Government (Ft. Benjamin Harrison)Boehringer Mannheim CorporationBest Lock CorporationAssociated GroupCommunity Hospital of IndianapolisSears Roebuck & Co.Printed Wiring, Inc.ERI-Division of Babcock & Wilcox Co., Inc.J.C. Penney Co., Inc.Edgecombe Metals Company

MSD Lawrence ISTEP ACHIEVEMENT leads MarionCounty for the second year. The graduation rate for MSDis 90%+. The attendance rate is 95 % +. The SAT scoressurpass state and national scores. Seventy percent of thestudents graduate to postsecondary education. The. Na-tional average is 50. Five schools in MSD have beennationally recognized for excellence. All schools excel inPBA. Finally, there are over $4 million annually in scholar-ships to graduating seniors in both high schools.

First Year Activities

Student ToursMCC conducted tours of the career center for all of theeighth graders that attend Lawrence Township highschools and for all of the sophomores at both LawrenceNorth and Lawrence Central.

VideoA professional video was produced about MCC and thevarious programs MCC offers. We concentrated oil genderequity concerns while filming the video. Cardinal CableCompany was hired to do the project.

Advisor), BoardWendy Wolfe developed and organized a local coalitionconsisting of 10 representatives from the community. Theyheld two meetings where they discussed the goals of thegrant and what they could do to help achieve the aims of it.

Teacher AssessmentWendy conducted an assessment of all the MCC teachers

80 Impact SitesMcKenzie Career CenterAMMENIIIIMM11!

on gender equity issues. She got a 100% return rate fromthe teachers. She then compiled the results and consoli-o ited them into one final statistical report.

Gender Equity MaterialWendy ordered several books dealing with gender equityin the classroom for our teachers, and she also orderedseveral books for the students to use. She purchasedabout 30 posters dealing with nontraditional occupationsthat are in our audio-visual room.

Bulletin BoardWendy designed a different bulletin board about every twoto three weeks that was in one of our main hallways. Eachbulletin board had a different theme that always related togender equity concerns.

Faculty NoticesAt least once a week Wendy sent some piece of informa-tion to the faculty. Whether it was a recent gender equitynews article, a 'Did you know..." fact sheet, or a reminderof a gender equity teaching strategy that they may employin the classroom, the faculty notices were intended toheighten and maintain an awareness of gender equity.

Curriculum GuideWendy reviewed, critiqued, and corrected all of the curricu-lum guide for MCC to ensure that all language was genderequitable.

Program BrochuresWendy reviewed, critiqued, and corrected all of the bro-chures on the specific programs offered at MCC that areavailable.

Student Enrollment .

Wendy collected the baseline data on the student enroll-ment in all of our vocational educational courses so thatshe could evaluate the percentage of males and females ineach course. Moreover, this allowed Wendy to determinewhich courses were the most or least gender equitable.

Presentation to TeachersWendy gave a short presentation on March 4, 1992, to theMCC staff so they were more aware of th3 project andknew their importance in it. Wendy handed out a bookletexplaining the project and its goals.

83Impact SitesMcKenzie Career Center 81

Counselor AlertWendy sent frequent letters to the counselors alerting themto gender equity concerns and asking for their support inefforts to guide all students to take courses that interestthem, regardless of their gender.

Counselor AssessmentNot completed last year.

News/MediaArticles about this gender equity project have been pub-lished in the local and school papers. The school newspa-per article focused on the past, present, and future effectsconnected with the grant. The article in the township paperwas purely informational and was directed toward parentsand other community readers.

VES LibraryWendy made several trips to the Vocational EducationalServices Library in Bloomington to research current mate-rial on gender equity. Wendy collected resources thatfocus on classroom activities, teacher training techniques,and up-to-date models of gender equity efforts in otherstates.

What didn't workWhy?Wendy said she could not think of anything that she hadtried that did not work.

Roadblocks & Eye Openers

In the first year, a full-time person to coordinate activitieswas not hired until the second semester of the 1991-1992school year and this slowed the project's beginning.

Time Line Information

Activities were completed so as to coordinate with schoolevents as well as the time table established in the grantproposal.

Budget Information.1111111I

Money was spent on a professional video about McKenzieCareer Center and focusing on the fact that the career

82 Impact SitesMcKenzie Career Center

84

center was gender equitable. The coordinator also pur-chased several books dealing with gender equity in trclassroom for the teachers, and she ordered books for thestudents to use. Also, she bought many posters portrayingnontraditional occupations.

Evaluation Information

No formal evaluation was conducted. Although at localcoalition meetings, members helped the coordinator byassessing and evaluating activities and projects on an on-going basis.

Reporting Appropriate InformationReports filed quarterly and a year-end report were com-pleted. Periodic report updates of on-site activities weregiven at Leadership Consortium meetings.

85Impact SitesMcKenzie Career Center 83

Vincennes UniversityJasperSandy Fritz

Vincennes University Jasper Center is an extension ofVincennes University, the oldest institution of higher edu-cation in Indiana. The 130-acre campus, purchased anddeveloped by private funding, is located in a quiet, rusticsetting south of Jasper on Indiana Highway 162.

Each semester, a (full- and part-time) faculty of 73educators instructs over 1,000 (both on- and off-campus)students from Crawford, Davies, Dibpos, Gibson,Lawrence, Martin, Orange, Perry, Pike, Spencer, andWarrick Counties. Campus housing is not available. Thestudent body is 70% part time, 30% full time, 69% female,31% male, and the average age is 28. VUJC has a stu-dentprofessor ratio of 17 to 1.

Vincennes University Jasper Center is a comprehen-sive community junior college. It offers two-year degrees inAssociate of Arts, Associate of Science, and Associate ofApplied Science as well as Certificates of Graduation andCertificates of Program Completion. Students may choosethe two-year college transfer program or the two-yearoccupational program.

Change Model Experiences

Committing to the Vision and Forming the Local Coali-tion. We are now in our second Gender Equity grant yearas a Demonstration Site. The first year activities werebased on attaining a greater awareness among our Univer-sity faculty and staff. A committed local coalition with anucleus of university personnel was formed in the firstyear. The original local coalition and their positions were asfollows: Virginia Eichmiller (Gender Equity Coordinator/Admissions Counselor), Jane Bowman (Asst. G.E. Coordi-nator/Clerk), Max Meuser (Director, Student Services),Maureen Gregory (Dept. Chair, Humanities/Social Stud-

, ies), Linda Bieker (Director of Continuing Education),Robert Reeves (Workplace Learning Coordinator), JeanneMelchior (Asst. Professor of English), and Jean Mitchell(Library Clerk). Grant Year II began with gender equitypersonnel changes, with Jane Bowman, assistant GenderEquity Coordinator, being replaced by Sandra Fritz as theGender Equity Coordinator. Virginia Eichmiller remained as

84 impact SitesVincennes UniversityJasper

86

the Gender Equity Advisor/Supervisor. More memberswere also added in Grant Year II from the Student Govern-ment Association, student body (nontraditional student), arepresentative from Workforce Development, and repre-sentatives of industry. The original representatives devel-oped the following mission statement: WE BELIEVE ALLPEOPLE SHOULD HAVE THE OPPORTUNITIES TODEVELOP INTERESTS, ABILITIES, AND APTITUDES TOACHIEVE THEIR FULLEST POTENTIAL. THEREFORE,WE PROVIDE NON-BIASED INFORMATION TO STU-DENTS ON COURSEWORK AND CAREERS IN A SUP-PORTIVE AND ENCOURAGING MANNER AND COMMU-NICATE TO FACULTY'AND STAFF THE IMPORTANCEOF EQUITABLE TREATMENT FOR ALL STUDENTS.

Empowering the Coalition and Assessing Local Needs.Local coordinators worked with the local coalition to buildconsensus and team building skills. Factors that madeteam building perhaps more difficult were the time elementand lack of clear program directives. The coalition was,however, working as a cooperative team to reach a com-mon goal.

Adapting the Vision to NeedsThe basis was formed in the first grant year for adaptingthe vision to the needs through utilization of the LocalAction Plan. The Local Action Plan focused on activities toassist with the areas of recruitment, retention, completion,placement, and follow up. (For a list of activities see Time-line Information.) These activities were appropriate to thefirst-year program needs.

Roadblocks & Eye Openers

The Gender Equity Advisory Board members experiencedthe following roadblocks and eye openers: 1) no definitesense of direction, 2) the understanding of gender equitywas so vague it was a struggle, because no one wasknowledgeable enough, nor an expert on gender equity, 3)easy for board to get caught up on one issue, 4) not know-ing the big picture of where the project is heading, 5) didnot know what was expected, 6) more information wasneeded, and 7) goals were not well defined.

Impact SiteJVincennes UniversityJasper 85

87

Time Line Information

The first-year local coalition assisted in formulating goalsand activities, as well as sharing a common vision thatbound the group to a commitment to address institutionalchange. The following activities were utilized to meet theircommon goals: 1) A column was written for the studentnewspaper to foster a greater awareness among students,faculty and staff about gender equity issues. 2) A genderequity newsletter was issued periodically. 3) Books relatedto gender issues were added to the campus library. 4) TheVincennes University Jasper catalog was reviewed forgender bias with recommendations for changes. 5) Text-books were also reviewed for gender-biased language. 6)Choices CT information was also made available to assiststudents with career decisions. 7) A survey of VU Jaspergraduates from 1989 to present was initiated to gatherinformation about gender bias and placement success inbusiness and industry. (Survey information was compiledin September of Grant Year II.) The results were positivefor VUJC. A total of 88% responded affirmatively, whenasked if presently employed. Those who are employedreplied to the question of inequitable treatment in employ-ment because of gender in the following manner: 12%answered "yes', 80% 'no", and 8% responded "some". 8)VUJC also participated in the training sessions and meet-ings of the Gender Equity Leadership Consortium.

Budget Information

The project was supported by a grant from the IndianaDepartment of Education. The grant's budget includedcosts for personnel, personnel benefits, contracted ser-vices, travel, materials and supplies, and communication.By the completion of the project, the program was wellwithin all budgeted categories and a substantial amount ofmoney was returned to the Department of Education.

The major reason the project did not use the full levelof funding was related to staffing concerns. During theinitial months of the project, we were unable to appoint acoordinator at the level of effort anticipated. During thesubsequent phase of the project, we were able to appointa coordinator at the level of effort desired, but with addi-tional cost savings.

86 Impact SitesVincennes UniversityJasper88

The funds provided to the project were essential forcarrying out the activities. The Department of Educaitonanticipated well local site needs.

Evaluation Information11111IM

Evaluation of the FY 91 VUJC Gender Equity Grant Pro-gram was determined by the effect of activities which wereutilized to meet the site objectives. The first year activities.served to attain a greater awareness among our staff andfaculty of equity issues. A greater awareness about genderequity issues was attained through written materials in TheGleanings, our student newspaper, and a newsletter thatwas issued periodically. Books about gender equity issueswere also added to the campus library. Choices CT careerinformation assisted students with career decisions. Theformation of a university gender equity advisory committeeserved to provide a base for a local coalition which wascompleted in the second grant year. A survey of formergraduates served as a basis for future surveys to assist uswith placement and follow up. The university catalog wasreviewed for gender bias and recommendations forchanges were addressed. Textbooks were also reviewedfor gender bias, and information regarding these bookswas recorded. Attendance at Impact Site training sessionsand participating in Leadership Consortium meetings alsoserved to empower local leadership.

Evaluation is an on-going process to determine whichactivities assist in realizing our goal of increased enroll-ment and completion of students in nontraditional area.Change and the change process are both vital and neces-sary in implementing a program. The first year as anImpact Site was difficult to evaluate in terms of change, butnew ideas and participation were acquirad through groupdynamics, which assisted us in forming our local coalition.

Reporting Appropriate Information

Reporting appropriate information was attained throughperiodic project status reports to the Vincennes UniversityJasper Center Gender Equity Advisory Board. The IndianaLeadership Consortium meetings also provided opportuni-ties for our site to share site activities and project updates.An Individual Impact Site Action Plan was completed nearthe end of the first grant year. This plan provided informa-

Impact SitesVincennes UniversityJasper 87

tion about the site local coalition, roles and responsibilities,mission statement, goals, benefits and barriers, time linefor site activities, official linkages and project reflections.The action plan assisted with project direction of thesubsequent year's activities by providing baseline informa-tion.

88 Impact SitesVincennes UniversityJasper

90

Elkhart Area Career CenterSue Geyer and Marge Nye

The Elkhart Area Career Center is a vocational schoollocated in northern Indiana, and has a feeder schoolsystem which involves 16 schools from the surroundingareas including rural and urban locales. The enrollment atthe Elkhart Area Career Center is approximately 750students who are juniors and seniors in high school. Thestudents are at the Career Center for half of their schoolday, during which time they receive training in their choicefrom 24 vocational areas. The staff at the Career Center atthe present time consists of 70 individuals..

Change Model Experiences

1. In-service for counselors from sending schools.Topic: GrantAudience: 25Material: overhead, lecture, handout of their choiceComments: good, worked well for introductionSetting: small auditorium

2. Visited 14 elementary schools in our district withdisplays of Elkhart Area Career Center programexplain-ing traditional and nontraditional occupations; studentschoosing one traditional and one nontraditional are toexperience hands-on exploration on a future tour.Topic: traditional and nontraditional careersAudience: 14 elementary-6th grade classesMaterials: displays of products made in each career centerareaComments: great response and interestSetting: elementary school classrooms or cafeteria

3. Hosted tours for 14 elementary schools. Allowed halfhour in traditional and half hour in nontraditional coursewith students taking home products they made.Topic: Vocational Education and Gender EquityAudience: total count for 6 daysone thousand studentsMaterials: whatever needed for various work areasComments: good response, high interestSetting: Elkhart Area Career Center

91

Impact SitesElkhart Area Career Center 89

4. Presentation for the Elkhart Area Career Center Voca-tional Advisory Committee.Topic: Gender EquityAudience: 28 adultsMaterials: handoutsActivity: Gender Equity awareness group workComments: good responseSetting: Elkhart Area Career Center

5. Indiana University South Bend education class presen-tation.Topic: Gender Equity in vocational educationAudience: 28 college students (undergrad)Materials: Career Center and Gender Equity materialComments: goodSetting: Indiana University South Bend classroom

6. Worked with Teenage Parent Program.Topic: Gender Equity in vocational educationAudience: 22 students in Teenage Parent ProgramMaterials: Gender Equity, Career Center video, and selfdevelopment searchComments: positive, numerousSetting: Teenage Parent Program classroom at RiceSchool

7. Addressed 8th Grade Parents Night.Topic: Career Center, Vocation Education, and GenderEquityAudience: 8th grade students and parents in our schoolsystemMaterials: Career Center and Gender Equity videoComments: good, but most at this meeting were moreconcerned with high school schedulingSetting: Elkhart Community High Schools

8. Teen Search in South Bend.Topic: Career Center, Vocational Education, and GenderEquityAudience: thirty 7th and 8th grade studentsMaterials: tour of Career Center with nontraditional stu-dents assistingComments: good

9. Hosted State Gender Equity Consortium Meeting.See other attendees for comments

90 Impact SitesElkhart Area Career Center 96.

10. Presented three in-services to staff.I. Mark FriedmeyerTopic: introduction to Gender EquityAudience: Career Center StaffMaterials: Video and overheadsComments: good, manySetting: Elkhart Area Career CenterII. FacultyTopic: was allowed to keep staff abreast of developmentsby being given time at each faculty meetingIll. Tim NolanTopic: ChangeAudience: CareerMaterials: video, handouts, activities of Tim'sComments: very good

11. Morning Optimist Club.Topic: Vocational Education and Gender EquityAudience: Members of the Morning Optimist ClubMaterials: Career Center and Gender Equity videoComments: good

12. LaGrange Professional Business Women's Club.Topic: Gender EquityAudience: 32 professional business womenMaterials: video, assorted Gender Equity activities, ener-gizers, and handoutsComments: good

Roadblocks & Er Openers

Working with our staff has been rewarding because of thecooperation we have received. The response of our staffhas been very positive, as has the change process, whichis the largest obstacle to overcome.

The Advisory Committee worked cooperatively fromthe beginning, endorsing the many plans we placed beforethem. We selected individuals from various grade levelswithin the school system and from diverse working back-grounds.

Impact SitesElkhart Area Career Center 91

93

Time Line Information1991September: Attended conferenceOctober: Addressed and did Gender Equity exercise with

EACC staffSpoke to counselors from sending schoolsAttended conferenceVisited 14 elementary schools

November: Career Week tour for all Elkhart 6th gradersGender Equity with EACC staffPresentation to Vocational Advisory CouncilAddressed TAPP students to inform of Gender Equity

December: Attended Gender Equity meetingProvided on-going support for students in nontradi-tional areasWorked with Teen Search in South Bendthirty 7thand 8th graders

1992January: Added two staff members to our committee,

Chuck Brownewell and Neil Klockow8th grade pilot program for at-risk students

February: Addressed 8th grade parent night at sendingschoolsHosted conference on Gender Equity for state mem-bersMall displayUniversity Park

March: Tour TAPP studentsVisited McKenzie Career Center, IndianapolisAddressed Gender Equity and Carl Perkins with spe-cial education teachers

April: Expanded into Adult EducationMay: Worked with graduating nontraditional studentsJune: Finalized the 1992-93 Gender Equity Grant Pro-

posal

Budget Information

The 1991-92 grant year was truly an educational yearwhere the budget was concerned. Our Vocational Directorattended, but there was some miscommunication to the co-administrators as to how to report monthly expenditures,thus we did not always know the balance that was left inthe grant. As a result, we returned some money at the endof the grant year.

92 Impact SitesElkhart Area Career Center94

The consortium meetings helped us clarify questionsabout funds being used for meals, etc. We feel the expen-ditures we incurred were put to good use. Our budget lineswere: contracted services, stipends, travel, materials andsupplies, and other expensesthe largest amount havingbeen spent on stipends, which included amounts to the co-administrators and our staff. (We did pay stipends to ourstaff for three in-service workshops.) The next largestamount was spent on materials and supplies.

Evaluation Information

The evaluations for the first year were received may ways:questionnaires were given to Elkhart Area CareerCenter teachers and students;Elkhart Area Career Center teachers and students wereasked questions one on one;comments made by visitors (tours, etc.);our higher enrollment figures in nontraditional classes;response from elementary schools;response from sending schools counselors;willingness of advisory board members to get involved;written evaluations from attendees following eachpresentation.

Reporting Appropriate Information

Reporting appropriate information was done throughcorrespondence, telephone, conferences, and personalcontact with:

local administrators and f ancial office;quarterly reports;final report to state;correspondence with Cathy Hart, Amy Sutley. JeanPerson, and Mark Friedmeyer; andshared information with state consortium members.

Impact SitesElkhart Area Career Center 93

95

Heartland Career CenterAmelia 'A.J." Blatz

Heartland Career Center is located in Wabash, Indiana,. which is in the northern third of the state, 45 miles south-

east of Fort Wayne. It is a rural/small town community,serving approximately 500 students from seven differentsending high schools from Wabash, Miami, and Huntingtoncounties. Many of the students have a learning disability.

Change Model Experiences

What Didn't WorkTrying to get program advisory committees and

Heartland's General Advisory Committee gender-fairrepresentation. This needs to be done by another method,since no change was made in any of the committees.

Introducing the school staff to gender equity through abrief presentation and mailbox materials. The staff shouldbe introduced thoroughly from the beginning with an in-service, followed by frequent information. The staff wasresistant with too little information at the beginning anddeveloped inaccurate ideas.

Individually meeting with nontraditional students as asupport method and method of gaining information. Itwould have been better to have met with them as a groupand made it a scheduled group activity because meetingthem individually did not cause group interaction andsupport.

What Did WorkPresentations to local groups made the community

aware of the project and gender equity in general. Onepresentation led to another because of net% forking.

Bulletin board displays made the faculty and studentsaware of gender equity issues. They developed interestand awareness.

Flyers to parents through sending school mailingsmade schools and parents aware of how to assist theirchildren in selecting careers, including traditional andnontraditional ones.

Video about HCC depicting gender equity in the schoolinvolved the entire staff and students and developedgender equity awareness in the entire school and commu-

94 Impact SitesHeartland Career Center

96

nity. It was done in a subtle manner that should opencareer choices to everyone who saw it.

Articles with local student p;:.;tures about the projectand showing nontraditional students developed genderequity awareness among the community as well as prideand a "spotlight" for the nontraditional students. Thesearticles appeared in state and local newspapers as well asschool papers. Nontraditional students received a greatdeal of attention as a result of these articles and pictures.

Gender Equity workshops for faculty got staff memberstalking and thinking about gender equity. (These shouldhave been done earlier, however.)

Frequent flyers to faculty on gender equity assisted instaff knowledge and consciousness of gender equity.

Roadblocks & Eye Openers

RoadblocksWe encountered the fact that many people in the

school and community viewed gender equity as awomen's liberation movement and were very resistant.

Many members of HCC staff were reluctant to learnabout gender equity and the change process.

Employers in the Wabash/Miami county areas arereluctant to hire nontraditional workers.

Eye OpenersStudent hall bulletin board displays prepared by HCC

student clubs were well received.Eye-openers at meetings involved an activity with

balloons containing nontraditional jobs inside. Participantswould pop balloons and then tell about the benefits andproblems of having the particular job.

A warm-up activity for meetings called "Human Bingo"helped participants get acquainted. Bingo cards containedinformation about each participant and required that every-one talk to others in the group. This was well received.

Staffing: An administrator at HCC was actively involvedin the project and all of the training. This not only helpedthe project but is a necessity for a successful project.

Time Line Information

We were given a time line in order to know when weshould have a certain thing accomplished with the project,such as when to have our Local Coalition formed. This wasnot only helpful but a definite "must."

Impact SitesHeartland Career Center 95

97

Budget Information

HCC received $28,442 as an Impact Site. The largerportion of this amount was pre-determined by the initiatorsof the Gender Equity project. A smaller portion wasawarded at a later date. Monies received were used forpersonnel wage and benefits (a partial contract), travel,materials, supplies, phone, postage, and miscellaneousexpenses.

Evaluation InformationEvaluation of each activity was done during the first year ofthe project. A standard form should be developed andutilized in order to evaluate each activity and compareresults. Evaluations were utilized after any group presenta-tion in order to improve each activity.

Reporting Appropriate Information

At the end of the project we were provided with a basicoutline in order to report information for our project. Itwould be helpful to have this form at the beginning of theproject so that an on-going report could be maintained bymeans of a computer. Weekly or even monthly journals arehelpful to record and recall information also.

96 Impact SitesHeartland Career Center

Impact Site Products

This is a partial list of the materials that have been pro-duced locally by Demonstration and Impact Sites to informaudiences of site initiatives and to assist in infusing equityinto the programs and policies of institutions following ttieIndiana Model.

A.K. Smith Career Center

Employer HandbookNontraditional Occupations VideoWelding/Machine Trades Brochure

Elkhart Career Center

Workbook for Elementary and Middle School Students

Ivy TechBloomingtonCounselor's ManualEffective Teaching Strategies (notebook and in-service)Managing Educational Innovations (in-service video)Ivy Tech CollegeBloomington, 1992: Your Key to the

Future (video)Nontraditional student recruiting display

Monroe County Community School Corporation

What is Gender Equity? (parent brochure)

Prairie Heights Community Schools

Education is a Family Affair (elementary brochure)Programmed to Learn (middle school brochure)Picture Yourself Employed (high school brochure)Expanding Your Horizons (T-shirt with motto)Gender Equity notebooks for teachers and staff

99

Impact Sites 97

Vincennes UniversityJasperYour Key to the Future (VUJC video)Brochures, handouts, newsletters, bulletin boardsSurvey instruments

Vincennes University Vincennes

Expanding Horizons (brochure)

Warsaw Area Career Center

Exploring Possibiliities (brochure)Career center/gender equity video

White River Valley School Corporation

Poster set of nontraditional workersT-shirts with state gender equity project logoSlide presentation

Project Deveiopment Team Products

Indiana University

Opening Doors to Equity (video and viewer guide)Opening DoorsThe Indiana Model (strategies and activi-

ties)Change Process Model (flyer)Pre-conference proceedings (notebook)Leadership Consortium mailerImplementing the Indiana Model (How-To Manual)

98 Impact Sites10u

Demonstration Sites

101

Original Demonstration Sites

Elkhart Career Center(Elkhart)

Heartland Career Center(Wabash)

Indiana Vocational Technical College(Bloomington)

Indiana Vocational Technical College(Indianapolis)

McKenzie Career Center(Lawrence)

Mar; e County Community School Corporation(Bloomington)

Prairie Heights Community School Corporation(LaGrange)

A.K. Smith Career Ceraer(Michigan City)

Vincennes UniversityJasper(Jasper)

Vincennes University(Vincennes)

Warsaw Community School Corporation(Warsaw)

Washington Community School Corporation(Washington)

White River Valley School Corportation(Switz City)

102Demonstration Sites 101

Demonstrating Equity and Change

Within the Indiana Model, Demonstration Sites are institu-tions in their second or third year of implementing thechange process of infusing gender equity throughout theirinstitutions. Like Impact Sites, Demonstration Sites exist indemographic contexts that are urban, suburban, and rural.Also like Impact Sites, Demonstration Sites include com-prehensive secondary schools, career centers, andpostsecondary institutions.

Both Demonstration Sites and Impact Sites are com-mitted to carrying out local initiatives, but the tasks andresponsibilities of Demonstration Sites go beyond those ofImpact Sites. Demonstration ,Sites mentor to new ImpactSites and are committed to facilitating change statewidethrough the Leadership Consortium. They have receivedleadership development training to facilitate effective andefficient statewide planning and mentoring.

Demonstration Site personnel understand the interac-tion of systems and how to effect change within thosesystems. They work collaboratively with other Consortiummembers to promote the Indiana Model. Because each siteis unique, the responsibilities assigned to specific person-nel will vary from site to site, but the collaborative respons!-bilities of personnel at each Demonstration Site are consis-tent. They are, in general:

to institutionalize equity into state and local policies,programs, and standards,to expand statewide leadership,to keep the state vision alive,to assist in program development and management,to coordinate visitation to Demonstration Sites,to monitor the progress of Impact Site initiatives,to facilitate program improvements,to explore alternative funding,to assist the technical assistance team with leadershipdevelopment and training for Impact Sites,to help promote the Model throughout the state, andto serve as resources for any interested institution,agency, organization, or business interested in equity.

103Demonstration Sites 103

How Demonstration Sites Develop

4111104 Demonstration Sites

Local gender equity initiatives have been developed andimplemented at Demonstration Sites while their projectpersonnel have been full participants in the statewideLeadership Consortium. Each site has moved throughstages of growth in content and process, and each site hasdeveloped its own version of expertise.

The developmental stages leading to Demonstration Siteexpertise are as follows.

The site accepts responsibility for and commits tobringing about institutional change and equity.

Site personnel commit to participating in statewideImpact and Demonstration Site training.

The site provides necessary resources for coalitionmembers and program coordinators to implement thelocal action plan.

Successes and limitations of local change efforts andequity activities are documented.

Staff and resources are committed to evaluate, refine,and maintain change and equity initiatives locally,assuring that institutional change will be long term.

Personnel are committed to participating in LeadershipConsortium meetings, planning efforts, presentations atstatewide conferences, etc.

Personnel and resources are committed to planningand consulting with other Leadership Consortiummembers, other educational institutions, and commu-nity agencies and organizations interestedin equity.

Personnel are committed to participating in the plan-ning process with technical assistance staff and statemonitors.

104

How Demonstration Sites Serve

Having successfully completed a minimum of one year ofimplementing the Indiana Model, Demonstration Sites canprovide current Impact Sites and interested institutions with.daluable.assistance based on their experience in develop-ing a local gender equity initiative using the Indiana Model.Demonstration Sites are available to assist with theseservices:

reviewing and critiquing the local action plan for devel-oping and implementing the Model

providing descriptive processes and materials thatsupport the change process and equity activities locally

providing on-site observation of coalition meetings, in-services, and student services that directly relate todecreasing bias and stereotyping

providing on-site consultation with gender equitycoordinators and other involved personnel

generating ideas of process and content for presenta-tionsformal and informalto sp9cific audiences

reviewing and critiquing written materials for marketinglocal initiatives, in-services, coalition meetings, andstudent materials

assisting with training sessions and transfer and appli-cation of knowledge and skills

pry,iding inservice with single-parent project staff

working with agencies such as Private Industry Coun-cils to foster nontraditional choice and equitable cli-mate.

105Demonstration Sites 105

Mentoring

Being an Anchor

Amid life's challengesand disappointments,

your friends arean anchor in a storm,

and I urge you tokeep them.

President Clinton

While the Leadership Consortium poses challenges andhas even an occasional disappointment, it has added acomponent to the Indiana Model to help provide an"anchor in the storm" for those beginning and implement-ing the change process at new sites. Mentoringnow afamiliar strategy in business and educational settingsis that anchor.

As they have shown through their collaborative efforts,Demonstration Site personnel have been able to draw onthe strengths and talents of the individual coordinators andadministrators involved in developing equitable learningenvironments through their loco; projects throughout thestate. The Leadership Consortium has provided the meansfor developing the professionals needed to lead this state-wide effort. The knowledge and common language theseprofessionals share have facilitated this effort.

Many of the successes of this model are a result of thecommunication and understanding shared among thesites. Because of this willingness to share experiences soopenly, all have benefitted. As one of the coordinatorswrote for an evaluation, "optimism, positive outlook, andthe willingness to experiment and take risks were keyfactors in the projects success."

The Consortium has proven time and time again thatempowering leadership is truly synergistic. When onemember of the group benefits, the whole group benefits,and the result is far greater than the mere accumulation ofsingle efforts.

The synergy that benefitted all projects in the Leader-ship Consortium will be available at Demonstration Sites inthe mentoring component of the program. The third year ofstatewide implementation has yielded helpful products andservices to ease and speed up the local implementation ofthe Indiana Model. Mentoring is an added benefit. Mentorswill be able to answer questions, provide trustv.Jrthysupport, and help newcomers learn from the successesand disappointments of those with more experience in theprogram.

Mentoring 109

10"7

Mentoring Defined

Mentoring can be defined as having the five following keyfeatures:

3

4

5

Mentoring is an intentional process of interactionbetween at least two individuals.

Mentoring is a nurturing process that fosters thegrowth and development of the protege.

Mentoring is an insightful process in which thewisdom of the mentor is acquired and applied bythe protege.

Mentoring is a supportive, often protective process.The mentor can serve as an important guide or*reality checker" in introducing the protege to theenvironment he or she is preparing for.

An essential component of serving as a mentor isrole modeling.

Because Demonstration Site personnel have hadexperience in each of the roles mentioned above andbecause they have been role models and mentors for otherprogram personnel during the early phases of the Model'sdevelopment, these individuals are ideally prepared andeager to pass along their experience and expertise to newsites.

110 Mentoring

108

The Functions of Effective Mentoring

Leadership Consortium Mentors will serve Impact Sites byproviding two functions: a) psychosocial and b) vocational.They are represented by their areas of expertise in thechart at the end of this chapter. The functions of an effec-tive mentor include the activities of role modeling, encour-aging, counseling, and building professional relationshipsamong colleagues.Examples of these activities are:

Psychosocial Functions (Process)

Role Modelingsuccessful practiceemotional support

Encouragingmotivateencourage attendance, follow up/transfer of learningsystem supportprovide site toursencourage site meetingsassist with in-services and other local effortsshare resources and promotional activitic-

Counselingrecordsdevelop specific strategiesgoal settingadministrative assistancelearning stylesevaluation

Building Professional Relationshipsnetworkingexposurevisibilitytaking responsibility for continuation of Model

More practical mentoring activities include:brokeringnetworkingaccess to resources

109Mentoring 111

advocating (with state)advise state of current statusidentify future direction, goalsdevise long-range planningrelate on data collection and analysis

Vocational Functions (Content)

Vocational functions of mentoring include:education, consulting, and coachingproviding bothexposure to learning experiences and protection fromharmful errors or misunderstandings.

Educatingnew or improved skills, knowledge, contentopportunitiesresources

Consultinghow to work collaboratively

Coachingsupport development of quality behaviorbrainstormingtechnical assistancesurveys/assessments/information gathering

Sponsoringsavvy for learning in the systemimprovement in systembridge to career maturity

Protectingthe future and your role

Program Goalsenhance projectincrease capacitymodel transfer processdevelop, implement, refine the Indiana Modelmodel active participation in the programbuilding skillsfoster the development of leaders

112 Mentoring

The Benefits of Mentoring

Project Benefits

Mentoring enhances the project.The development of future state leadership helps withinfusion, speeds the change process and is more longlasting than the "activity trap." It also maximizes time andresources, the costs of travel, and economies of scale.

Professional Benefits

Mentoring enhances professional development.It increases opportunities for networking and school ad-vancement. It allows practice and feedback in writingproposals. It enhances the transferability of skills. It hasapplications to the reform movement in education.

111

Mentoring 113

Sam

ple

Men

torin

g G

uide

The

Indi

ana

Mod

e!:

Gen

der

Equ

ityT

hrou

gh In

stitu

tiona

l Cha

nge

Dem

onst

ratio

n S

ites

and

Men

tors

co =

r°c

=.0

51

16

a ri

1-; 03

32"

m c8 g a

Er.

0

R

a :0 mo

0 t..

).R 63 a

.11

... 0r = .

F. 6 1

..13

° i

v.).ii

c= aEr

" ti

'I' 13.

.3.4

.

a2.

a'.

.5

-1at

a 5

5. & 5 .

(1

3 0

0

gf2

.

v. g

0 c. 1 ;

12< 7.

:

a°

: co

os.- :0 30.

.4.

us

i- m Eli

.

.2.

X' 0

V 0 =.

,3

>gi

a Li

Z. F 5 :.

F.' >

0 8

ow a a ".

" °

t.I'

30,

5-

0, ii

.4 6

clA

' a =

Mon

roe

Cou

nty

Com

mun

ity S

choo

l Cor

p.D

ebor

a F

razi

erD

FD

FD

F

Pra

irie

Hei

ghts

Com

mun

ity S

choo

lsN

ancy

Stu

mp

NS

NS

NS

NS

NS

NS

Whi

te R

iver

Val

ley

Sch

ool C

orpo

ratio

nM

ike

Kar

r, D

on T

erre

llM

KD

T

MK

DT

MK

DT

MK

DT

MK

DT

MK

DT

MK

DT

DT

MK

DT

MK

DT

MK

DT

Elk

hart

Are

a C

aree

r C

ente

rS

ue G

eyer

SG

SG

SG

SG

1

SG

Hea

rtla

nd C

aree

r C

ente

rA

mel

ia 'A

J° B

latz

, Han

k W

itmer

AB

HW

AB

HW

AB

HW

HW

AB

HW

McK

enzi

e C

aree

r C

ente

rM

iriam

Laz

oM

L

Indi

ana

Voc

atio

nal T

echn

ical

Col

lege

Dia

na J

acob

s, N

eil F

rede

rick,

Kat

hy M

yers

DJ

N KF

KM

DJ

DJ

NF

KM

DJ

NF

KM

DJ

NF

KM

DJ

Vin

cenn

es U

nive

rsity

-Vin

cenn

esD

orot

hy J

ohns

on, D

awn

Man

nsD

JD

M

DJ

DM

DJ

DM

DM

DJ

DM

Vin

cenn

es U

nive

rsity

-Jas

per

San

dy F

ritz

SF

SF

SF

112.

113

o/

Technical Assistance

114

Weaving the Threads ofEquity and Change

The purpose of technical assistance is to help sitesweave the threads of equity and change thoughout theinstitution to ensure that equitable practices are lasting.Technical assistance enhances state and local efforts byproviding training, consultation, and boundary manage-ment. The technical assistance effort is grounded in thefollowing set of beliefs.

Principles of Technical Assistance

Change is a dynamic process. It affects us personally andit affects our institutions. The exact nature of the changewe experience is itself affected by our values and beliefs.Change is inevitable, on going, and most effective if it isslowly infused into existing programs and policies throughcooperation and collaboration among the participants. Tobe lasting, there must be a comprehensive approach tocontent and process.

People are our most important resource. They learndifferently, they are lifelong learners, and they learn bestfrom other people. People must be responsible to them-selves and to others. They prosper in environments thatare supportive and where high expectations are given.

Equity appreciates our likenesses, celebrates ourdiversity, and expands our options. In the workplace,equity means choice. Choice includes having the requiredinformation and the power to make wise decisions.

Institutions develop lasting and equitable changeswhen they have ownership of the change process by:

using local coalitions,assessing local needs,determining local initiatives, andinfusing equity initiatives into the existing programs andpolicies of the institution.

115

Technical Assistance 117

In the Indiana Model, local sites have coordinators whoare staff professionals with the responsibility to improve orchange a situation but without complete or direct controlover the implementation. Training and technical assistanceactivities are designed to enhance the coordinators' abilityto positively affect the options of their students by creatingequitable environments. Coordinators have an excitingchallenge with on-the-job training beginning immediatelyand with complex responsibilities at state and local levels.To borrow a motto from the environmental movement, thistask asks us to "think globally and act locally."

The technical assistance dimensions attempt to assessthe needed skills and expertise and then to design andimplement training and consultation to ensure that state-wide goals are being targeted locally. Technical assistanceprovides an immediate application of new skills, appropri-ate and structured feedback, a systematic blueprint tofollow, a statewide network using participatory manage-ment, and help for coordinators to become leaders andvisionaries.

Technical assistance and training services are de-signed:1. through participatory learning to explore and learn to

select appropriate styles, strategies, and processes;2. through action planning to set appropriate goals for

continued development; and3. as a laboratory for increasing the knowledge base and

skill building to:make productive and successful leaderspromote change in othersinspire students, coalitions, and institutionsfoster innovation and creativitystimulate support and commitmentengage in challenging exercises to build effective-ness and group capacity.

118 Technical Assistance

116

Technical Assistance Modelfor Infusion

GenderEquity

Commitmentto Vision

ChangeProcess

CoalitionBuilding

LeadershipSkills

Infusion

AdministrativeSkills

Interpersonaland Team Skills

CommunicationSkills

Knowledge ofEducational Process

Knowledge ofWorkplace

Technical Assistance 119

117

Training and Technical AssistanceThree-Year Agenda

for Leadership Consortium Members

First Year

change processlearning stylesequity conceptsproblem solvingdecision makingcommunication skillspresentation skillscoalition buildinglocal action planningteam building

Second Year

joint strategic planningdemonstration site functionsparticipatory managementleadership stylesdevelopment of data collection systemproposal writing/capacity building

Third Year

train-the-trainer programstraining materials developmentassistance with long- and short-range strategic planningcontinuation planninggradual transfer of leadership to consortium membersleadership development training in visionary thinking,

strategic planning, participatory management, em-powering others, career and life planning, and rekin-dling commitment to the vision

120 Technical Assistance

118

The First Two Years

An overview of the first two years of the technical assis-tance project of the Indiana Model includes the followingmajor accomplishments.

Products and Services

"They grounded usin the change process

work."

A variety of products and services were developed, fieldtested, and refined by the Indiana University staff in con-junction with Leadership Consortium members. Theyinclude:

Gender equity, change process, coalition building, andworkplace information from other state programs andnational organizations were identified, reviewed, andsynthesized.

Training materials were developed.

Training program to incorporate new concepts andfindings and condense time lines was refined.

A Leadership Consortium composed of the develop-mental staff and impact and demonstration site personnelwas formed and coordinated by the technical assistancestaff.

A management system was developed and imple-mented for the statewide effort.

An institutional change model addressing genderequity was developed.

A comprehensive package of gender equity resourceswas produced and disseminated, including a video describ-ing the Indiana Model and an accompanying set ofpresentation materials (transparency masters; a viewerguide with resources; and a booklet of strategies andactivities relating to recruitment, retention, completion,placement, and follow up)

119

Technical Assistance 121

"The vision of GenderEquity would be difficult

to make a realitywithout the leadershipand assistance of thetechnical assistance

component."

A systematic local action plan that included datagathering methods for accountability purposes was devel-oped and refined to provide a sustaining blueprint forinfusing equity into existing local programs and policies.

Training was carried out for a consortium of 30 pluseducators, including a number of key administrators fromacross the state who are now able to develop and imple-ment gender equity initiatives through the institutionalchange model.

Thirteen local coalitions committing time and resourceswere formed. They conducted needs assessments andbegan implementing local initiatives to attack gender-biased barriers and to encourage students to expand theircareer options.

Local sites produced a variety of brochures, videos,flyers, and other materials to inform targeted audiences oftheir efforts.

Statewide linkages and networking opportunities wereenhanced with the implementation of an electronic net-working system to be coordinated by Indiana PLAN.

A systematic mentoring package with training moduleswas developed for demonstration site personnel to use asthey assist in the transfer of information and training of newimpact site personnel.

A manual, implementing the Indiana Model, was co-produced by the technical assistance team and membersof the Leadership Consortium.

A Celebration Package, including planning documenta-tion, a conference booklet, and evaluation summary wasproduced, marking the end of a successful two-year effort.

A resouce listing was developed and made available toLeadership Consortium personnel and the Indiana LiteracyCenter, including identification of materials and resourcespertaining to the Indiana Model; acquisitions weft, re-quested to support training and implementation ofmodel.

Presentations and other linkages were made withnational, state, and local organizations and agencies.

122 Technical Assistance.1 a' 0

"They educated us incutting-edge

equity concerns."

Evaluation of each of the local site initiatives wasrecorded with the collection of the year-end Local ActionPlans, detailing local activities, baseline data collection,evaluation methods, and official linkages.

A synthesis of local action plans found a number ofgender equity initiatives being instituted.

Wri,ten reports of state site visits conducted by thetechnical assistance teem were used to continually updateand monitor local levels of effort, types of services needed,and activities developed, assuring accountability of overallproject goals and objectives.

These reports were also used in discussing concernswith state and local administrators in regularly scheduledmeetings in order to continually adjust anticipated prob-lems and progress.

121Technical Assistance 123

Conclusions and Recommendations

As a result of the information gathered by those affected bythe project and those actually implementing the Indianamodel, a number of conclusions are offered:

The Leadership Consortium is the key ingredient in thesuccessful implementation of the Indiana Model. Thiscohesive cadre of professionals serve as dynamic leadersand visionaries of equity for the state. These particularvoices of experience should be supported in their efforts.

Institutional change is a process that requires patienceand perseverance. Allowing considerable time and effortfor laying the groundwork ensures a supportive environ-ment for positive change to occur and be maintained.

Infusion of equity into existing programs and policieswhere possible is always the recommended strategy.

The change process should be based on local owner-ship of initiatives using a model that addresses localconcerns. The people affected by the change processmust be involved in plans ing and carrying out the proposedchanges.

Leadership and implementation can be effectivelyshared with coalition members and other staff, as opposedto a sole coordinator responsible for meeting all objectives.This broader involvement is part of the local ownershipconcept.

Activities should be linked with comprehensive localplans for vocational education, and those linkages shouldbe strengthened.

Training, technical assistance, consultation, and con-tinual support for transfer and application of training remaincritical areas of need< While the efforts of new sites can beintensified, the timing of the transfer and application con-tinue to require periods of intensive meetings and also"soaking time" for assimilation.

122

Technical Assistance 125

echnical assistance should include regular andperiodic site visits, structured with specific agenda itemsand evaluated for productiveness.

The process of building on small successes and diffus-ing through a systematic plan of support and mentoring isrealistic, manageable, and applicable for annual expansionof additional Impact Sites to the statewide effort.

While content and skill can be taught, the real successof the project has been the supportive atmosphere of thecollaborative effort. State capacity will be expanded asLeadership Consortium members assume training respon-sibilities with technical assistance staff for the third projectyear.

Active administrative involvement becomes even moreimperative as institutional changes are attempted. Methodsto address administrative concerns and involvement needto continue as a training and implementation component.

While the training manual, Implementing the IndianaModel, will become a valuable tool, the need remains for astrong training and technical assistance component toensure successful expansion of the Indiana Model.

Concerns from new impact sites involved the tendencyto rely on an outside "expert" for training purposes. Thisissue began to resolve itself as consortium membersstrengthened specific skills and mutual support of eachothers' efforts.

Initially, new sites tended to rely on hiring a coordinator"from the outside." Our findings suggest that coordinator ,

tasks are best assumed by one of or a combination ofpresent staff.

To keep the Indiana Consortium on the cutting edge ofequity, a concerted effort must be made to continuallyreview educational trends. Sufficient resources must beallocated to keep leaders informed of trends and to trans-late them for local site application.

Continued support should be given to demonstrationsites as they:

(a) become mentors and expand their roles as demon-stration sites to promote truly outstanding levels of

126 Technical Assistance123

performance between mentors and proteges, ratherthan occasional phone calls or visits,(b) assume even greater management and leadershipof Consortium activities,(c) complete the final phases of the model's implemen-tation and refinement, namely completion, placement,and follow up of student activities, requiring involve-ment more closely aligned with the private sector, and(d) consult on specific expansion challenges andaccountability issues.

Evaluation of both the statewide effort and local initia-tives must continue to take into account the process andthe outcome aspects of the model.

There continues to be the need for a Single Point ofContact to administer services, facilitate peer review,collaborate on joint initiatives, provide linkages amongsites, provide consistency in mailings and informationdissemination, make arrangements for meetings andtraining, and coordinate efforts to ensure a truly statewideeffort and identity.

Statewide strategic long- and short-range planning forgender equity issues should include the trained and expe-rienced membership of the Leadership Consortium,including the technical assistance staff and official stateadministrators. This dialogue should expand to other stateprojects working on the elimination of gender inequities.

A number of potential products, including a media/video package of project model implementation and train-ing modules, could be developed by the technicalassistance project in conjunction with the LeadershipConsortium. These products should be included in theloni-range planning needs of the state.

All new or experienced personnel, whether Impact Siteor Demonstration Site representatives, should proceedthrough training in a systematic and sequential method.Competencies should be developed by the LeadershipConsortium for each of the levels of effort.

124

Technical Assistance 127

Summary

"This projecthas opened Jp such

a world of newexperiences and greater

awareness of equityissuesnot only forthe people directly

involved.The benefits for

the students, faculty,and staff in the future

will be enormous."Leadership

Consortium Member

Institutional change is a process requiring patience andperseverance. Key tenets for making institutional changework include: the concept of local ownership, infusion intoexisting programs and policies wherever possible, and theuse of sufficient resources to support efforts. These re-sources include training, technical assistance,administrative support, and implementation materials. Acoordinated effort is essential and must involve localpersonnel, technical assistance staff and state agencypersonnel in statewide strategic planning.

128 Technical Assistance

125

Glossary

Definitions

Demonstration SiteAn Impact Site that has successfully implemented theLocal Action Plan locally, that participates actively in theLeadership Consortium, and that agrees to participate inmentoring and other Demonstration Site activities.

Gender BiasBehavior, often unconscious, resulting from the assump-tion that one gender is superior to the other.

Gender EquityThe quality of being fairtaking affirmative steps to elimi-nate gender bias and stereotyping.

Gender StereotypingAttributing behaviors, abilities, values, and roles to aperson or group of people on the basis of their gender.

Impact SiteA secondary or postsecondary institution that is committedto creating an equitable environment for studentsonethat is free of bias and stereotyping and that encouragesnontraditional options.

InfusionThe process of blending gender equity concepts intoexisting programs, policies, procedures, activities, cur-ricula, and physical environments.

Institutional Change for Gender EquityAn environment where the vision of the gender equityprogram has become a realitywhere the school institu-tion is equitable and supportive in their unique programsand policies, their environment, and their interactions.

Leadership ConsortiumThe members of Demonstration and Impact Sites andTechnical Assistance project personnel.

Nontraditional Program/OccupationAn educational program or occupation in which 25% orfewer of the students or workforce are a single gender.

127

Glossary 131

Maps

128

A.K. Smith Area Career Center

Michigan City

Hobart

S.R.49

Vali) also

Exit U.S. 421 north to Michigan City.U.S. 421 becomes Franklin St.Franklin St. to 11th St.; turn right.11th St. to Lafayette St.; turn right.A.K. Smith Career Center: 817 Lafayette St.

134

129

La Porte

Elkhart Area Career Center

SMMI=MI..a.mgma..11111=111111101=,

1 3 0 BEST COPY AVAILABLE

135

Heartland Career Center

16 miles east of U.S. 31 on U.S. 241/2 mile east of intersection of U.S. 24and State Road 15

BEST COPY AVAILABLE

136

131 BEST COPY AVAILABLE

WHERE IN THE WORLD ISIVY TECH COLLEGE

BLOOMINGTON?

mentewwle

IvyTechCollege

Ivy TechIndiana Vocational Technical College

Bloomington

(1)

Ivy Tech aCollege -

Bloomington islocated at theintersection of

State Highways46 and 37, in

Westbury Village.

Campus Map

Urn Illttl II ['MI 1

Highway 37

132BEST COPY AVAILABLE

137

Indiana Vocational Technical CollegeOne West 26th StreetIndianapolis, IN 46208

(317) 921-4800

3Sth Swat

IndianaSlats fAintrounds

Fat Creak Parkwa

sv

11111r41 all Dock

138

133BEST COPY AVAILABLE

McKenzie Career Centeris located on the south end of the building

where the greenhouses are.

Directions:Route 1-465 exit 1-69.1-69 exit 82nd.Go east on 82nd four blocks.Turn south on Hague Road.Go three blocks.School on right (west) side.

134

139

Monroe County CommunitySchool Corporation

TOIAA!

10010101.

BEST COPY AVAILABLE

woolLOW OD.

T. AO. at

iF. ST. RD. al

(=LUGO

WOOLS Poi

ROOM Rt.

TOLAxl 100NROO

0 COURTHOUSE SQUARE

140

LaG

Prairie Heights ft Nool

Michigan State Line

U.S.20rairieightsSt

ola

St St dr3'7 I 9

State Line

1.36141

7thb. 1;4

4T.sr.

142

ovhivib.,3

1Thilgt4

Vincennes UniversityJasper Center

.3.) I0.

:Stye. Mg.'..-

coiarr

'')"1 5'1"."1-1.4a;vies.t.rdertee.aso.k

iLatrhyli.1+1

08.1.3 .

_ -64-

MI b. b ft

reLlINIW

raltbit, 7., 01.Ltui se. lit

137 BEST COPY AVAILABLE

Hill Tim: iimmillrill

co_ MI 1phritilco

OM" -I ill II

co < 0 liglin;;N:iit(,) z" I-1

0 iiiiiirlimm_<_,.

rilc r )

zzm

11111111110111,_.-.2--- Phil 1

I

I II I 111

Warsaw Community Schools

,14..

1 Tiger Laneon Hwy 15 south of townon west side of road

144

139BEST COPY AVAILABLE

Washington High School

Directions:

Take Hwy 57 north.Cross Railroad tracks.Go through 'four stop lights.Go two blocks (hospital sign- -go toward hospital).Turn left on Bedford Road.Water tower is in front of you.Go straight on Bedford Road.One block, turn right on 7thSt.Pass Gate 4, then there is anentrance to a parking lot nextto the school. Park there.Enter Gate 6, which is at theend of the block.

FCC/SALL STADIUM

140BEST COPY A'.'r I; t I

145

White River Valley High Schoolis located on Highway 54 West in Switz City, IN.The campus is less than one milefrom the intersection of Routes 67 and 54.

146

141REST COPY AVAILABLE

$T. 4$

VT. PIO. al

TAP. OD.

(An

Technical Assistance Group2805 East Tenth Street

Indiana UniversityBloomington, IN 47405Phone: (812) 855-4956

Fax: (812) 855-8545

Smith Research Center

OLOOMONLO

COLWORTCiJA

OOCKPOPIT OD.

TO

*MOM

rr. ie. es

VT. ?O. MI

4.14201011CAM

111101141410

MOTOR

11100161 PRI

AAA

1

TOU6SI 11010101

0 COURTHOUSE SQUARE

142PEST COPY AVAILABLE

147