xt7ht727dm28 https://exploreuk.uky.edu/dips/xt7ht727dm28/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1963-02 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Reporting Progress in Preparation of Kentucky's Teachers", vol. XXXI, no. 2, February 1963 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Reporting Progress in Preparation of Kentucky's Teachers", vol. XXXI, no. 2, February 1963 1963 1963-02 2022 true xt7ht727dm28 section xt7ht727dm28  

 

 

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PREPARATION OF KENTUCKY’S TEACHERS

 

 

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 TABLE OF CONTENTS

Page

Foreword __________________________________________________ 1

Introduction _________________________________________________ 5

Highlights ____________________________________________________ 7
Part I

The Story of Progress in Teacher Education ____________________ 8
Part 11

Statistics Supporting Progress in Teacher Preparation ___________ 24
Part III

Closing the Gap—Between Qualified and Sub-Standard

Teachers _________________________________________________ 43
Part IV

Supply of New Teachers _____________________________________ 63

 

 

 

 

 

 

 

 

 

  

 

 

The NEA Research Bulletin for February, 1963, states that 85.6
per cent of the nation’s teachers have the bachelor’s degree or higher
preparation. During the current school year, 86.1 per cent of the
27,181 public school elementary and secondary teachers have the
bachelor’s degree or higher preparation. Thus, on this crucial measure
of education—teacher preparation—Kentucky has this year passed the
mid—point on the educational ladder and is continuing its upward
climb.

\Vendell P. Butler

Superintendent of Public Instruction

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The Teacher-Scholar*

Teaching and teachers, I repeat, are the “cutting edge” of edu-
cation, and we need in our schools what I call teacher-scholars. I
must quickly define a teacher-scholar in a school. He is a teacher
who has time to read and to think. If he masters his subject and does
a good job in the classroom, he will be promoted and given a better
salary as a teacher.

The teacher-scholar teaches and does not have the duties that can
be done by a clerk or an aide. Every now and again he has oppor-
tunities to recharge his intellectual batteries—by study for a semester
or a year or in a summer institute. He talks with and works with
college teachers of his subject and with teachers of his subject in
other parts and levels of his school system and in nearby schools.
Although he has tenure, he is not happy unless he believes that he
deserves it. He feels that he is a member of a group—a profession—
dedieated to improving learning and to helping students develop
their minds. A professional in the best sense of the word, he possesses
two of the most important and most needed attributes of a teacher:
self-confidence and self-respect.

Teacher-scholars we must have in our schools to make the “cutting
edge” of education really sharp. Teacher-scholars we must have to
glve our young people the best possible education.

 

*Excerpt from address given by Charles R. Keller at the 27th Educational Conference
Sponsored by the Educational Records Bureau. Place: New York City. Date: Novem-
ber 2, 1962. Mr. Keller is director of the John Hay Fellows Program.

 

 

 

 

 

  

 

 

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INTRODUCTION

This Bulletin tells the story of the growth and improvement in
the preparation and supply of teachers for Kentucky’s children and
youth. The basic principle which has undergirded the movements
toward higher standards has been—“higher standards attract a higher
quality and a greater number of prospective teachers.”

In terms of teacher preparation and certification Kentucky is
recognized as one of the high standard states. The story of the im—
provement of teacher preparation in Kentucky is truly a dramatic
one. This improvement has taken place during the most severe short-
age of teachers the nation has ever faced. The following statements
made by the Booz, Allen, & Hamilton Management Consultants to
the Governor’s Commission on Public Education are significant and
reflect the contribution high certification standards have made to
raising the level of teacher preparation and to improving the
quality of instruction in the classrooms:

Kentucky long has recognized the pivotal role of teacher cer-
tification in improving the quality of instruction in the public
schools. For this reason, the Division of Teacher Education and
Certification has sought consistently to mirror the states’ edu-
cational aspirations in its certification requirements. In so doing,
certification requirements in Kentucky have operated to raise
the level of teacher preparation throughout the State. . ..
Kentucky’s experience has paralleled that of other states With
respect to the success of higher standards in attracting larger
numbers of teachers. By maintaining—and raising—its stand-
ards during the critical shortage of teachers, Kentucky was able
to improve its relative position, while several states encountered
great difficulties in maintaining their percentages of qualified
teachers.

Further, the higher levels of teacher preparation induced by
certification requirements can be assumed to have had a salu-
tary effect on the quality of instruction in Kentucky’s public
schools. Beyond question, the fact that an increasing proportion
of Kentucky’s teachers are better prepared than ever before has
led to improved instruction in the classroom. During the course
of this program evaluation, large numbers of school officials
have commented on the improvement in teacher quality in
recent years. Undoubtedly, certification requirements have been
a constructive influence.

 

 

 

  

 

 

Based on the current college enrollments and the percentage of
college students preparing to teach, there is evidence that Kentucky
colleges will provide 3,500 or more new teachers annually during the
next four years. In light of this supply, the future looks brighter
than ever before. In reality the severe shortage of teachers for
Kentucky classrooms during the past two decades has not been a
shortage of teachers but a shortage of qualified teachers who would
accept employment in Kentucky. Salaries were inadequate in Ken-
tucky for many years. The Kentucky colleges have graduated more
than enough teachers during the past two decades to fill the vacan-
cies annually in the Kentucky classrooms. During the past four years
the salaries have been more adequate. The staff is more stable now
than in previous years; career teachers are remaining in Kentucky; ‘
in increasing numbers new teachers are accepting employment; and
Kentucky has the best prepared staff of teachers in its history. The
story revealed in this Bulletin is testimony to the fact that when sala-
ries are adequate and comparable to those offered teachers in other
states significant gains can be made in staffing the schools in
Kentucky.

Beginning with the school term 1966-67 Kentucky will have
99% college degree teachers and will rank among the top fourth of
the states in the nation in teacher preparation, provided the 1964
Legislature makes adequate appropriations for education during the
next biennium (1964-66).

The Foundation Program with significant increases in the ap-
propriations for education by the Kentucky General Assembly has
started the state toward the realization of the right of every child
to learn under the guidance of a college-educated teacher.

Louise Combs
Sidney Simandle

Division of Teacher Education and
Certification

  

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HIGHLIGHTS

THE GOAL: A Professionally Prepared
College Degree Teacher in
Each Classroom”

1/ Kentucky ranks higher on teacher preparation than on any

other measure by which states are ranked educationally.

The median preparation of the 27,181 teachers in Kentucky
this year is the bachelor’s degree plus 17.6 semester hours.
Of the teachers employed this year 86.1% hold the four-
year college degree.

There has been a 102% increase in the number of degree
teachers in Kentucky’s classrooms during the period 1952-53
—1962-63. This year the number has reached 23,413 in-
cluding the 5,590 who hold the master’s degree.

In 1959 there were 7,930 non-degree teachers. This year
the number has been cut to 3,768—a 52.5% decrease.

Sixty-seven of the 206 school systems employed no emer-
gency teachers in 1962—63.

The percentage of teachers employed on emergency cer-
tificates decreased from 28.7% of the total staff in 1947-48
to 7.2% of total staff in 1962-63.

The number of emergency teachers decreased from 5,300
in 1947-48 to 1,951 in 1962-63. The preparation level of
emergency teachers has increased significantly.

By 1966-67, 99% of Kentucky’s teachers will hold the bache-
lor’s or higher degree provided current trends continue.
Kentucky will rank in the top fourth of the states in the
nation. (This achievement is contingent upon reasonable
and essential increases in appropriations for education by the
1964 Legislature for the biennium 1964-66.)

 

*Set by the citizens of Kentucky in a study preceding the Foundation
Program Law on education enacted in 1954.

7

 

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PART I

THE STORY OF PROGRESS IN
TEACHER PREPARATION

PROPORTION O

' WHO ARE F0

THE PEI
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>PROPORTION OF KENTUCKY PUBLIC SCHOOL TEACHERS 95:71 r_65-66
WHO ARE FOUR-YEAR COLLEGE GRADUATZS — FOR —4 I
THE PERIOD 1952.53 THROUGH mam: AND [—64-65
1 PROJECTED FOR THE NEXT FOUR YEARS 917; I
[—6164 I
86.1% I z
6263 I
81.2”; I
_61-62 I
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75.2% I
60-61 I
69.9”; I
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REPORTING PROGRESS :
IN I
PREPARATION OF KENTUCKY'S TEACHERS
53.3% 59.37.; 1
54-55 55.56 I
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TEACHER PREPARATION—A TWELVE-YEAR REVIEW
OF GOALS, PROGRESS, AND PROJECTION

The Goal: A Professionally Prepared Degree Teacher
in Every Classroom

The goal of “a professionally—trained teacher, with a college de-
gree, for each classroom. . was expressed more than ten years ago
in the final report, dated August, 1953, by the Kentucky Leglislative
Research Commission of a study representing the thinking of 5,225

citizens. The Legislative Research Commission reported that although p

the study shows only the votes of the 5,225 participants, actually
more than twenty thousand citizens were consulted in the survey.

It should be noted that for certification purposes the degree stand-
ard was set as a minimum for the certification of high school teachers
as early as 1934, but, at the time of the Commission report in 1953,
regular certificates were still being issued to elementary school
teachers on the basis of a two-year program of preparation. The
issuance of regular elementary certificates on less than a college
degree was discontinued in 1959.

Ten Years of Progress—The Coal Is at Hand

The graph shoan on the cover page of this Bulletin portrays the
dramatic progress which has been made toward staffing the Kentucky
public schools with teachers who are college graduates and pro-
fessionally trained for teaching. The projections for 1963—64, 1964-65,
1965-66, and 1966-67 indicate that the goal set by the citizens com-
mittees in 1953 is near at hand.

The projection of a teaching staff for 1966-67 with 99% having the
bachelor’s degree is considered to be a realistic expectation. A small
proportion of teachers are still serving on “Life” certificates, who
will probably retire before earning the bachelor’s degree. These
teachers have had long years of distinguished service, and throughout
their teaching careers they have had what was considered as “stand-
ard” preparation for the times. These “Life” certificates were issued
under the law which was in effect at the time of issuance, and future
laws have made it clear that new laws providing for higher standards
were not retroactive.

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For the current school year, 1962-63, 86.1% of all Kentucky public
school personnel“ (all personnel except the school superintendents)
have the bachelor’s degree or higher preparation. It should be noted
that at the secondary level the percentage of degree teachers leveled
off many years ago at 97% to 98% due to the fact that the degree
standard has been in effect at the secondary level since 1934. In
fact, one out of three of the personnel classified in the “secondary”
category have the master‘s degree or higher preparation. (These
figures are shown in the statistical section of this report.) Conse-
quently, the tremendous progress in the proportion of teachers attain-
ing the bachelor’s degree which is reflected in the graph on the cover
page is due primarily to the advance in preparation of the teachers
at the elementary school level. A separate chart has been prepared
to show the progress in preparation of teachers at the elemntary
school level.

Progress of Teacher Preparation at the Elementary School Level

The graph shown in F ICURE I begins with the data for 1939-40,
which was the pre-war year preceding the beginning of the so—called
“emergency” period of teacher shortage created by World War II.
The data for 1948-49 is presented as one of the post-war years when
the teacher shortage was most acute—when nearly one out of every
four teachers served on an “emergency” basis. It is significant, never-
theless, that during this period of acute shortage the proportion of
degree teachers was higher than the pre—war year of 1939-40.

The report of the Legislative Research Commission was made in
August, 1953, and the data for the 1953-54 school year reflects the
status of the preparation of elementary school teachers at’ the time
the report was made. The graph shows the data, year by year, for the
ten-year period following the report.

It is apparent that very little progress was made in the four-year
period, 1952-53 to 1955—56. The progress began with the 1956-57
school year, immediately following the financing of the Foundation
Law by the 1956 session of the General Assembly.

It is of significance that the advances shown during this period
Were made in the face of an addition of over 3,000 new teaching

*5 .

i 3:31:11 superintendents are not included in the tabulations of teacher preparation

of theer that the data may be comparable to all of the previous studies. Nearly all
superintendents have the master’s degree or more preparation.

11

 

 

 

 

 

   

 

 

positions at the elementary level. The proportion of emergency teach-
ers has been reduced even though the standards for the issuance of
emergency certificates were gradually raised. The median preparation
of the emergency teachers at the elementary school level for 1962-63
is comparable to the median preparation of all the elementary teachers
employed in 193940 who were considered fully qualified.

In making the projections for 1963-64, for 1964—65, for 196566,
and for 1966—67, it is anticipated that the same conditions which have
brought about the impressive advances thus far will continue or even
improve for the next four years. The small proportion of emergency
teachers indicated in the projections will be employed in the very
remote rural and mountain one and two-room schools. As these
schools are eliminated by consolidation and improved road conditions,
the need for emergency teachers will disappear. A few teachers are
still serving on “Life” certificates based on two years of college
preparation and will. probably retire before finishing the bachelor’s
degree. As indicated above, these teachers have a lifetime of dis-
tinguished service during which their preparation was considered
“standard” in every respect.

The goal set in 1953 is new almost at hand. It would be well to
review the factors which have contributed to such an improvement
in the teaching staff for Kentucky schools.

Contributing Factors to the Progress in Teacher Preparation

After the citizens’ committees had expressed what they wanted in
a minimum program of education for the State (which they were
willing to support financially), many forces were brought to hear to
implement these goals. What were some of the factors which con-
tributed to the progress in teacher preparation?

The Foundation Law Included A Provision For Adjusting The
Allotments For Teachers Salaries In Accordance With Teacher Prep-
aration. In distributing State Funds to the local school districts, the
Law provided that teachers be classified according to seven qualifi-
cation ranks depending on the academic preparation. (Each step ill
ranking corresponds roughly to one year of additional college prepa—
ration.) This formula for the financial support for teachers’ salaries
had several different effects on teacher preparation which are best
listed separately.

12

    

1 School

Year

‘ 1966-67*
’ 1965-66*
l964-65*

. l963-64*

“1962-63

1961-62
. 1960-61
.1959-60

1958-59
’ 1957-58
' 1956-57
1 1955-56
1954—55
1 1953-54

‘ 1948-49

l939-40
LEGEND

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ers,RegU
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Progress of Elementary School Teachers Toward the Goal of
Professional Preparation and a Four-Year College Degree

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number
its.“ #:2151333
1966-67* WM "5% ‘7’ l
1965-66*T94-0% 3% 3% ill
i964-65* l 900% 5% ml

. i963-64* l 86W» 7% 7%]
1962-63 l78.6% 10.8% 10.6%] 16883
1961-62 l71.3% 17.0% 11.7%] 16410
1960-61 [63.0% , 23.7% 13.3%] 16083
1959.60 b6.5% . . -2?-.2% ii .‘.4-$%l 16020
1958.59 L52.2% 35.6%_ , 12.2%] 15608
' 1957-58 L48J% 37.1% _ ' 14.8%] 15415
i 1956-57 L43.9% 41.6%. a 14.5,73j 15045
1955-56 [42.6% 44.1% 13.3%1 14482
195455 Ifim 43-13% 13-5%J 14197
. 195354 [3.1% 43.5% “‘ 04.4% I 13857
194849 [11.2% 447% . H 241%“ “T 13300
. 1939.40 lfl-W’ ' 72.5% A: Mil 13683
‘ LEGEND:M

Shows percentage of teachers with the bachelor's degree and
regular teaching certificates based on a teacher preparation program.

ShOWS percentage of teachers with less than a bachelor's degree
b_ut havmg regular teaching certificates based on a teacher prepara—
tlon program.

.ShOWS percentage of teachers serving on emergency certificates -—
Issued only when qualified teachers are not Jvailable.

FlGLrlQRE : _ Comparison of the Proportion of Regularly Certified Degree Teach-
in Ith egltégrly Certified Non-Degree Teachers, and Emergenc Teachers Employed
Throueh 8)NfTUCKY PUBLlC ELEMENTARY SCHOOLS Generally Grades I
if Fgr ‘ _or 193940, T948-49, and the Ten-Year Period l953-54 to 1962-63
0|ections to l966-67.
‘Pro'ected
“A ill see notes on reverse side

 

 

 

 

  

 

 

Notes on FIGURE 1.

1. The first emergency certificates were issued in 1940—41; the status for the last pro.
war year before the issuance of emergency certificates is shown for 1939-40.

2. The issuance of regular elementary certificates based on a two-year preparation pro.
gram was discontinued in 1958-59. For 1959—60, a regular elementary certificate was
issued on a three-year preparation program, but since the 1059-60 school year, all
new certificates have been based on a four-year program and a bachelor's degree.

14

 last pre-

;ion pro-
cate was
year, all
: degree.

l

a. The adoption of the Foundation Law served as a signal to all
of the young people of the Commonwealth that Kentucky was
really concerned about education and had launched a far-reaching
program for the future which offered promise for young people
making a vocational choice. It is believed that the Foundation
Law served to attract more young people to prepare for the
teaching profession.

b. The boost in salaries which became effective in 1956-57 served
to hold a greater proportion of the young college graduates
from teacher education institutions in Kentucky.

0. The 1956 revision of the Foundation Law provided for a salary
increase of from $300-$500, as a teacher moved from one quali-
fication rank to a higher rank. The system of salary incentives
encouraged teachers who were already employed to return to
college during the summer sessions to further their preparation.

d. At the local school district level, the salary scales provided for
increments based on teaching experience. Thus, a teacher could
look forward to a small salary increase for each subsequent year
of experience. This provision has helped to hold teachers on the
job once they have been recruited.

The Teacher Certification Program Was Designed To Upgrade
Teacher Preparation. Research has indicated that teacher certification
requirements, teacher supply, and teacher salaries are interlocked. The
State Department of Education with the support of the teaching pro—
fession made a decision in the decade of the ’40’s to break the circle
by raising certification standards. It is significant to note the follow-
ing: teacher preparation advanced; teacher supply increased; and
salaries for teachers became more adequate. Some of the specific

:letails of the certification program as related to teacher preparation
ollow:

a. All of the regular teaching certificates which were issued to non-
degree teachers were issued for short periods of time, either two

or three years, with the requirement that additional college credit
he earned for renewal.

1)- Before issuing any Emergency Certificates for a school district,
the local school board was asked to declare an emergency short-

age of teachers and give evidence that qualified teachers were
not available.

15

 

 

 

 

  

 

 

The fact that priority in employment had to be given to regularly
certified teachers encouraged the emergency teachers to upgrade
their preparation to obtain a regular teaching certificate.

d. In 1958-59, the issuance of the Temporary Elementary Certificate
based on two years of college preparation was discontinued. As
an intermediate measure, a temporary certificate based on three
years of preparation was issued during the 1959-60 school year.
Since that time, all new regular elementary certificates have re-
quired a four-year program of preparation and the bachelor’s
degree. Thus, no regular teaching certificate is now issued on
less than the bachelor’s degree.

The Program of In-Service Teacher Education Has Stimulated Teach-
ers To Continue Their Preparation. The in—service program provided
for by the Legislature of 1950 had as its over-all purpose the im-
provement of instruction in grades one through twelve. The focus
was upon the provision of experiences through which the total instruc-
tional and administrative staff (with special emphasis upon the
emergency teachers) would come to an awareness of the need for im—
proving the quality of teaching in grades one through twelve, and
to an awareness that the quality of instruction would improve as
each local staff identified its own instructional problems and worked
together cooperatively to find solutions.

The in-service teacher education program, in which college fac-
ulty members were always invited to participate, stimulated many
teachers to return to college or to enroll in extension courses to ad-
vance their preparation. The added preparation served to improve
their teaching or to qualify them for other areas of services needed
in the school, such as library science, guidance counselor, science
teacher, music teacher, art teacher, etc.

After twelve years of experience with a state—wide program of in-
service teacher education, there is ample evidence that pre-service
programs of teacher preparation have been made more meaningful
to teachers. The pre-service programs have been improved through
the close relationship of college faculty members with local school
systems, as they work cooperatively in curriculum improvement in
the local schools.

The State Aid For Certain Special Units Under The Foundation Law
Was Allotted Only When The Programs Were Served By Qualified
Personnel. In addition to the regular classroom teachers, the Founda-

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tion Program made provisions for special teachers in such subjects as
art, music, physical education, industrial arts, vocational agriculture,
vocational home economics; for administrative services such as school
principals, supervisors, superinendents and their assistants; for such
services as school librarians, visiting teachers, guidance counselors,
directors of pupil personnel, school lunch directors; and for the in-
struction of exceptional children, such as the mentally retarded, the
home-bound, the physically handicapped, etc. Special regulations
were adopted by the State Board of Education regarding these vari-
ous programs which included qualification standards for the personnel.
Thus, in order for a school district to receive state aid for these serv-
ices, it was necessary to find qualified personnel. Many persons were
encouraged to qualify for these positions in order that these services
could be available to the school district.

New Standards of Accreditation For Elementary and High Schools
Were Adopted Which Included Emphasis On Teacher Qualifications.
The old standards for the accreditation of high schools, which were
in effect when the Foundation Law was enacted, included pro-
visions for the assignment of teachers to the subjects in which they
were specially prepared. The new standards which were adopted by
the State Board of Education in 1959 gave added weight to proper
teacher assignment in determining the final accreditation rating of
the school. The standards for the elementary schools included pro-
visions regarding the proportion of degree teachers employed. Teach-
ers who did not meet the accreditation standards for their respective
assignments were encouraged to earn the additional college credit
necessary in order to be fully qualified.

Academic Preparation But One Measure of Teacher Effectiveness

The teaching profession would be the first to acknowledge that
academic preparation in itself is no guarantee of good teaching, but
at the same time it must be recognized that academic preparation is
one of the major contributing factors to teachers effectiveness. Cer-
tainly, the corps of elementary teachers in 1962—63, with more than
three teachers out of four having the bachelor’s degree, should give
f1 Significantly better performance than the corps of teachers serving
111 1953-54, when less than two out of four had the bachelor’s degree.
If We are to have “teacher—scholars” in our schools who measure up
to the definition given by Charles R. Keller (see the quotation on
Page -) they must be well educated, with a professional purpose.

l7

 

 

 

 

 

 

  

 

 

While the emphasis of this report is on the academic preparation
of the teacher, it is well to take note also of some of the other factors
which are contributing to the effectiveness of the teachers in Ken-

tucky.

Recent Developments Which Help Improve Teacher Effectiveness

Several developments have come about during the last ten—year
period which have served to strengthen the quality of the present corps
of teachers. Some of these developments follow:

The Teaching Profession Is More Active and More Effective In Re-
cruitment Than Ever Before. Through the Kentucky Education
Association, participating Chapters of the Future Teachers of America
have been established in high schools in almost every school district
in the state. The FTA organization serves to give accurate informa-
tion about the teaching profession to high school youth and to stimu-
late their interest in teaching. The organization also helps to provide
worthwhile experiences for high school students who have already
made teaching their vocational choice. Stronger units of the Student
National Education Association are operative on the college campuses.
The SNEA groups have helped to give the prospective teachers a
higher status and, in some instances, a position of prestige on the
college campuses. Both the FTA and the SNEA organizations foster
a professional spirit and attitude among the prospective teachers.

The Kentucky Teacher Education Institutions Have Strengthened
Their Programs of Selection and Admission To Teacher Education.
Definite procedures have been established for screening candidates
for the teacher preparation programs. The new programs of teacher
preparation adopted by the State Board of Education with the sup-
port of the teaching profession became effective September, 1960.
The guidelines for these new programs specify that each college shall
develop a program of selection and admission to the teacher prepa—
ration program. Each of the twenty—four senior colleges and uni-
versities has developed the criteria and put the program into effect.
This process of selection and admission usually begins at the sopho-
more level, but may begin at the freshman level, and continues until
graduation from college.

Preparation Programs Have Been Strengthened Through Specific AC-
creditation For Teacher Education. The teaching profession, in CO-
operation with the teacher education institutions, has established a
National Council for the Accreditation of Teacher Education. This

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Council has developed standards of quality which must be met by
institutions seeking accreditation for teacher education. These stand-
ards are now being used in the process of state accreditation in Ken-
tucky. Nine Kentucky colleges and universities which prepare more
than three-fourths of Kentucky’s teachers have achieved national
accreditation. Other institutions are scheduled for accreditation visits
by the national group.

Colleges and Universities Have Developed Graduate Programs For
Classroom Teachers. In the earlier years, most graduate programs
were designed primarily for prospective school administrators. In
response to the needs of the classroom teachers, the colleges and
universities have gradually developed programs beyond the bachelor’s
degree level which are designed specifically for classroom teachers.

The Teacher Preparation-Certificati0n Regulations of The State Have
Undergone A Comprehensive Revision. In 1959, the State Board of
Education adopted. revised programs of teacher preparation-certifi-
cation which were the result of a two—year study by the Council on
Public Higher Education and its Advisory Committee on Teacher
Education. The general design of the new and the revised programs
was: first, the determination of the competencies necessary for the
performance of the position; second, the establishment of criteria
of selection and admission of candidates for the preparation program;
and third, the development of a curriculum in terms of the competen-
cies. A thread of similarity which runs through all of the new and
revised programs is the renewed emphasis on scholarship.

The Concept of The In-Service Education of Teachers Has Been
Accepted Throughout The State. Throughout the operation of the
Foundation Program, th