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EDUCATIONAL BULLETIN

GUIDELINES
FOR I
PROGRAMS 0F TEAGIIEII PREPARATION-
GEBTIFIGATIOII "

(For Institutional Flaming and State Board' Approval)

Published by

DEPARTMENT OF EDUCATION

WENDELL P. BUTLER.
Superintendent of Public Instruction
Frankfort, Kentucky

ISSUED MONTHLY

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

POSTMASTER: SEND NOTICES OF
CHANGES OF ADDRESS ON FORM 3579

Vol. XXX January, I962 No. I

GUIDELINES
FOR
PROGRAMS 0F TEAGHEB PREPARATION-
GERTIFIGATION

(For Institutional Planning and State Board Approval)

BUREAU OF INSTRUCTION

Division of
Teacher Education and Certification

Staff Members

Louise Combs, Director

Sidney Simandle, Assistant Director

William C. Sanders, Jr., Supervisor of Certification”

Clara DeMoss, Administrative Assistant

Elizabeth Robinson, Transcript Analyst

James Brown, Consultant, In-Service Teacher Education
Eugene Russell, Consultant, In-Service Teacher Education

Robert E. Woosley, Consultant, In-Service Teacher Education

Jean Burdine Dorothy Mefford
Elizabeth Doane Elsie Parker

Deanna W. Hume Glenda Robinson
Mary M. Jones Emogene Stucker

Margaret Marshall

“On leave since September, 1961, serving with the 100th Division.

—

Why Teach . . .

“I teach because I am a teacher. It is an ancient and
honorable profession and the only one where I would feel
comfortable. For professional teachers are like saints in that
they cannot help being what they are. (Any other resem-
blances are purely coincidental.)”

—Professor F. Earl Ward
in the Macalester College Bulletin,
February, 1958.

Is Competent . . .

“What is a competent teacher? He is one whose general
liberal education has both breadth and depth. He knows
his own areas of teaching well. He understands human growth
and development and knows how learning takes place. He
can appraise and help individuals. He is an expert in group
processes. He possesses skill in methods of teaching, in stimu-
lating careful thinking, in preserving and extending creativity
of his students, skill in making them aware of the values they
exhibit and in helping them re-examine those values from time
to time.”

——Francis C. Rosecrance, “The Teacher
and the Teaching Job—VVhat Com-
petencies Should Teacher Possess?”
from Working Papers for Partici-
pants in the Second Bowling Green
Conference, p. 50, National Educa-
tion Association, Washington, DC.
1958.

TABLE OF CONTENTS

Page
Foreword __________________________________________________ 6
Introduction ________________________________________________ 7
Types and Validity of Kentucky Certificates ___________________ 14
New Developments in Teacher Preparation~
Certification in Kentucky __________________________________ 18
l Section I
Legal Provisions for Teacher Education and Certification ________ 21
Section II
Teacher Education and Certification Regulations
and Guidelines for Program Planning _______________________ 31
‘ Filing Curricula ____________________________________________ 35
l Accredited and Approved Colleges ____________________________ 37
‘ ‘ Standards for Professional Laboratory Experiences ______________ 43
Standards for Courses in Professional Education ________________ 46
Commissions for Supervising Teachers ________________________ 47
Graduate Study _____________________________________________ 49
Applications and Transfer of Credits __________________________ 52
Certification of Elementary Teachers _________________________ 54
Provisional Elementary Certificate _______________________ 54
Provisional Elementary Certificate with Professional
1 Commitment _________________________________________ 58
‘ Standard Elementary Certificate _________________________ 59
l Certification of Secondary Teachers ___________________________ 63
Provisional High School Certificate _______________________ 63
Majors and Minors ______________________________________ 66
l Teaching Areas _________________________________________ 66
1 Vocational Agriculture Curriculum _______________________ 70
3 Vocational Home Economics Curriculum __________________ 71
Provisional High School Certificate with
Professional Commitment _____________________________ 74
Standard High School Certificate _________________________ 76
i Extended Validity of High School Teaching _______________ 79
‘ i Certificates for Experimental Programs in
1 Elementary Schools ___________________________________ 79
Competencies of the Teacher of Home Economics __________ 80
4

Page

Competencies of Teacher of Industrial Arts ________________ 81
Competencies of the Music Teacher ______________________ 84
Plan for Endorsing High School Certificates in Art or Music or
Physical Education for Service at the Elementary Level _______ 87
Conversion of High School Certificates to the Elementary Level.-- 87
Conversion of Elementary Certificates to the Secondary Level____ 88
The Certification of School Leaders __________________________ 89
The Preparation Programs ___________________________________ 93
Certification Standards for School Librarianship ________________ 99
Preparation—Certification of Guidance Counselors ______________ 104
Preparation—Certification of School Psychometrists _____________ 108

Regulations Governing Issuance and Renewal of Certificates
in the Field of Trade and Industrial Education and Dis-

tributive Education _______________________________________ 110
Certification of Teachers of Exceptional Children ______________ 113
Emergency Certificate Regulations ___________________________ 124
Correspondence and Extension Work Regulations ______________ 134
Certification of Director of Pupil Personnel ____________________ 138
Miscellaneous Certificate Regulations _________________________ 140

Experience in Armed Forces ____________________________ 140
Teaching Experience ____________________________________ 140
Validating City Certificates ______________________________ 140
Reissuance of Certificates _______________________________ 141
College Credits Earned in Classes Conducted by the
State Department of Education _________________________ 141
Reinstatement of Certificates _____________________________ 141
Renewal and/or Extension of Certificates Formerly
Issued by the State Colleges ___________________________ 141
Issuing Certificates for Ten-Year Periods __________________ 142
Extension of Elementary Certificates ______________________ 142
Qualifications of Teachers for Banking ________________________ 144

Section III

In-Service Teacher Education ________________________________ 147
Section IV
How to Secure a Certificate _________________________________ 152
Appendix A—Agreements on General Education Including
Teacher Competencies ____________________________________ 154
Appendix B—Teacher Competencies—AACTE __________________ 156

FOREWORD

This bulletin is a revision of the April, 1961, bulletin entitled
“Guidelines for Programs of Teacher Preparation-Certification.” The
supply of the April issue is exhausted. This revision brings up to date
State Board regulations in regard to guidelines for programs of teacher
preparation—certification.

Basic to an efficient system of education in Kentucky is the com-
petence of the school personnel. A good school starts with a competent
teacher. Full significance of the Foundation Program will be achieved
to the degree that there is an adequate supply of competent teachers
in every area of learning. The Foundation Program with its tre-
mendous challenge has stimulated re-examination and revision of
programs of preparation and certification of Kentucky’s teachers.

This bulletin will serve as a guide and resource to college staffs
for program planning and for counseling with students. It will give
to the public the “why” and the “how” of teacher certification and will
clarify many current questions in regard to certification. It will be
a resource to those who are responsible for working directly with
matters involving the selection, preparation, and employment of school
personnel for Kentucky’s boys and girls. These guidelines represent
not only significant national trends but some pioneering efforts in
Kentucky in the processes of preparation and certification of school
personnel.

WENDELL P. BUTLER
Superintendent of Public Instruction

INTRODUCTION

Kentucky’s program for teacher preparation-certification has been
the vehicle through which the preparation of Kentucky’s teachers has
moved steadily upward during the past decade. Kentucky ranks higher
on the preparation of teachers employed in its classrooms today than
on any other major measure by which states are ranked educationally.
Even though there is an annual exodus of well qualified teachers from
our Commonwealth, significant gains have been made in the prepara-
tion level of teachers who are remaining to teach the Kentucky boys
and girls. In 1940, 40 per cent of the elementary and secondary public
school teachers were college graduates. In 1950, 50 per cent were
college graduates. In 1961-62, approximately 80 per cent of the 26,000
public school teachers hold a college degree. College preparation is
not the sole criterion by which teacher effectiveness is measured; how—
ever, college graduation is one distinguishing mark of any profession,
and to deny that there is a relationship between teacher preparation
and classroom effectiveness is to ignore the very foundation of the
teaching profession.

This Bulletin presents the newly adopted guidelines for prepara-
tion—certification programs of school personnel in Kentucky in the
future. It has new elements and new emphases which hold promise
for deeper quality. The new plan is called the “approved program”
approach. This approach has been emerging for a decade and has now
clearly crystalized. Kentucky is in the forefront in this approach to
teacher preparation and certification. Fifteen states still use exclu-
sively the method of checking courses completed against specific
course requirements of the state. All other states employ a combina-
tion of the two processes, according to T. M. Stinnett and W. Earl Arm-
strong.1 In the “approved program” approach, the State Board adopts
guidelines and standards for a program of teacher preparation and
certification instead of specifying in detail courses to be completed.
This leaves opportunity to each college and university to plan a unified
program to meet the individual needs of the prospective teachers and
to develop a program consistent with the philosophy and resources
of the faculty and college facilities.

1Armstrong, W. Earl and Stinnett, T. M., A Manual on Certification Require-
ments for School Personnel in the United States, 1959 Edition, National Education
Association of the United States, 1201 Sixteenth Street, Northwest, Washington
6, D. C.

Other emphases in the new program are:

1. Selection and admission to teacher preparation programs

2. The development of the program in each institution by the
total university or college staff

3. Four and five and six-year programs of preparation including
broad general education, specialization in academic subjects,
and professional education—a balanced curriculum

Competencies essential for each type of school position

Flexibility for large blocks of courses
Guidance by college staff

>193er

Recommendation of each candidate for certification by the
college

8 Accreditation of the college or university for teacher prepa-
ration.

In planning for teacher preparation and certification in Kentucky
the members of the profession are given opportunity to help in setting
standards and guidelines. Certification in Kentucky very early was
democratized. Soon after the State Department of Education was
given authority to issue all certificates, an Advisory Committee on
Teacher Education and Certification was established. The member-
ship has expanded gradually since 1933, when it was first organized,
and now includes, in addition to deans of colleges, school superin-
tendents, principals, teachers, and laymen.

Teacher preparation was further democratized in Kentucky in
1950, when the Commission on Teacher Education and Professional
Standards was established by the Kentucky Education Association.
This Commission provides a plan whereby all members of the teaching
profession may have a “voice” in setting the standards for their pro-
fession. This process is based on the democratic principle that “those
who are affected by a decision should have a part in making the
decision.” Further, this process is based on another distinguished mark

of a profession—that members of a profession should set the standards
of that profession.

The Division of Teacher Education and Certification of the
Bureau of Instruction works continuously in cooperation with the
Advrsory Committee on Teacher Education in keeping certification
and teacher preparation responsive to the changing needs as revealed

by research and as reflected in the evaluation from time to time of
the educational program throughout the state. There is a continuing
study under way in Kentucky in regard to the process and experiences
in teacher preparation which really make a difference in the quality
of classroom learning opportunities. This program and guidelines
being presented at this particular time, however, evolved out of state
and national studies during the past few years and from experimenta-
tion during this period in Kentucky in both the pre-service and in-
serv1ce programs.

Kentucky was well represented in the following conferences at
the national, regional, or state level which devoted critical attention
to teacher preparation and certification:

1. Conferences of the Southern States Cooperative Program in
Education Administration, 1950-1955

Better Teaching in School Administration, Southern
States Cooperative Program in Educational Administra-
tion, 1955.

2. The Daytona Beach Conferences sponsored by the Southern
States Work Conference on Educational Problems, Series of
Conferences 1951-1954

Coordinating Teacher Certification in the Southern
States, T. George Walker, Distributor of Publications for
the Southern States Work-Conference, State Depart-
ment of Education, Tallahassee, Florida, 1954.

3. Annual Conference of the Council on Cooperation in Teacher
Education sponsored by the CCTE of the American Council
on Education, October 7-8, 1955

The Learned Societies and the Crisis in Teacher Supply
and Preparation, Council on Cooperation in Teacher
Education, American Council on Education, 1785 Massa-
chusetts Avenue, N. W., Washington 6, D. C., 1956.

4. The Princeton, New Jersey, Conference sponsored by the
American Council on Education, September 28~29, 1956

The Preparation of Secondary School Teachers, Council
on Cooperation in Teacher Education, American Council
on Education, 1785 Massachusetts Avenue, N. W., Wash-
ington 6, D. C., 1957.

i 5. Annual Conference of Council on Cooperation in Teacher
Education sponsored by CCTE of the American Council on
5‘ Education, November 8-10, 1956

The Preparation of Teachers to Meet the Changing De-
mands of the Future, Minutes of the Fifteenth Annual
Meeting, Council on Cooperation in Teacher Education
of the American Council on Education, 1785 Massachu-
setts Avenue, N. W., Washington 6, D. C.

6. Chicago meeting sponsored by the Council on Cooperation in
Teacher Education of the American Council on Education,
October 81—November 2, 1957

Desirable Policies for the Certification of Teachers,
Council on Cooperation in Teacher Education, American
Council on Education, 1785 Massachusetts Avenue, N.W.,
Washington 6, D. C., 1958.

7. The Louisville, Kentucky, Regional Conference sponsored by
the Council on Cooperation in Teacher Education of the
American Council on Education, December 9-10, 1957

The Preparation of Secondary School Teachers, Council
on Cooperation in Teacher Education, American Council
on Education, 1785 Massachusetts Avenue, N.W., Wash-
ington 6, D. C., 1959.

8. The New Orleans Regional Conference sponsored by the
National Commission on Teacher Education and Professional
Standards, January 12-14, 1958

The Teacher Education Program— Basic Principles and
Issues, The National Commission on Teacher Education

and Professional Standards, 1201 Sixteenth Street, N.W.,
Washington 6, D. C., 1958.

9. The Lexington, Kentucky, Conference on Curriculum and

Accreditation sponsored by the State Department of Educa-
tion, February 14, 1958

Conference Report — Curriculum and Accreditation,
Teacher Education Circular No. 113, State Department
of Education, Frankfort, Kentucky, March, 1958.

10. The Bowling Green, Ohio, Conference sponsored by the Na-

11.

12.

13.

14.

15.

tional Commission on Teacher Education and Professional
Standards, June 24-28, 1958

The Education of Teachers—New Perspectives, National
Commission on Teacher Education and Professional
Standards, 1201 Sixteenth Street, N. W., Washington 6,
D. C., 1958.

Forty-first Annual Meeting of the American Council on Edu-
cation, October 9-10, 1958, Chicago, Illinois

Education Accepts New Challenges, American Council
on Education, 1785 Massachusetts Avenue, N. W., \Vash—
ington 6, D. C.

The Washington Conference on Programs of Graduate Edu-
cation for Teachers sponsored by the Council on Cooperation
in Teacher Education of the American Council on Education,
October 80—November 1, 1958

Programs of Graduate Education for Teachers with
Emphasis on Academic Fields, Council on Cooperation
in Teacher Education, American Council on Education,
1785 Massachusetts Avenue, N. W., Washington 6, D. C.,
1959.

The Annual Conference of the American Association of Col-
leges for Teacher Education sponsored by the American As-
sociation of Colleges for Teacher Education, January 11-15,
1959, Chicago, Illinois

The Daytona Beach Conference sponsored by the Southern
States Work Conference on Educational Problems, June 5—14,
1959

The Kansas Conference sponsored by the National Commis—
sion on Teacher Education and Professional Standards, June
23-26, 1959

The Education of Teachers: Curriculum Programs, Na-
tional Commission on Teacher Education and Profes—
sional Standards, National Education Association of the
United States, 1201 Sixteenth Street, Northwest, Wash-
ington 6, D. C.

16. The San Diego Conference sponsored by the National Com—
mission on Teacher Education and Professional Standards,
June 21-24, 1960

17.

18.

The Education of Teachers: Role of Certification, Na—
tional Commission on Teacher Education and Profes—
sional Standards, National Education Association of the
United States, 1201 Sixteenth Street, Northwest, VVash-
ington 6, D. C.

The study sponsored by the American Association for the
Advancement of Science and the National Association of State
Directors of Teacher Education and Certification initiated
December 1, 1959 (See June, 1960, SCIENCE EDUCATION
NEWS.)

Guidelines for Preparation Programs of Teachers of
Secondary School Science and Mathematics (1515 Massa—
chusetts Avenue, N. W., Washington 5, D. C.)

The Pennsylvania Conference sponsored by the National Com-
mission on Teacher Education and Professional Standards,
June 20-23, 1961
A Becoming Journey for the Teaching Profession, Na-
tional Commission on Teacher Education and Profes—
sional Standards, 1201 Sixteenth Street, N. W., Washing—
ton 6, D. C. (Will be ready for release soon.)

20. Meetings of the Advisory Committee and its sub—committees

during the period, 1957~61

Teacher Education Circulars No. 126 through No. 164,

State Department of Education, Frankfort, Kentucky,
1961.

In addition to the above conferences, the Division of Teacher

Education and Certification, in cooperation with the teacher educa-
tion institutions in the state, held a series of science conferences in
April and May, 1957, with the support of funds from the National
Science Foundation. Approximately 500 persons participated in this
series of conferences in which wa
preparation of teachers in the area of science. Also, the Division of
Teacher Education and Certification sponsored, in cooperation with

ys were discussed for improving the

he
ite
ed
)N

305

Western Kentucky State College and the National Science Foundation,
a State conference on the preparation of science and mathematics
teachers in September, 1960, with 150 persons participating, including
academic professors, professors in professional education, and public
school representatives.

A conference on the preparation of English teachers was held in
December, 1957, with 75 persons in attendance. Regional conferences
of the Kentucky Commission on Teacher Education and Professional
Standards of the Kentucky Education Association during the past few
years have provided another opportunity for the State Department of
Education, local school personnel, and college staffs to share View—
points on the preparation of teachers at all levels.

In addition to the Kentucky participants in the studies and con—
ferences referred to above, over 100 members of the teaching profes-
sion served on sub—committees of the Advisory Committee on Teacher
Education when this organization launched its concerted effort to
revise the teacher preparation—certification standards. These individu-
als presented, in addition to their own viewpoints, the viewpoints of
the organization they were representing. Thus, the total profession at
all levels, as well as laymen, had opportunity to add quality to the
decisions represented in the newly adopted program of teacher prep-
aration and certification.

Appreciation is expressed to all who contributed directly or in-
directly to Kentucky’s Program of Teacher Preparation-Certification.

Louise Combs, Director

Division of Teacher Education
and Certification

TYPES AND VALIDITY OF KENTUCKY CERTIFICATES

Issued Prior to September 1, 1935, and
Between September 1, 1935, and September 1, 1953

Positions for which Valid
1 l .
1 ;
‘ >3 >} i g.‘ l ,_4 F:
“‘ L1 ‘4 1-4 7-3 ‘ 9) 1 is 0 :1
Name of Certificate Standards £2 32 ‘ .9 ‘ 11E ‘ Sag E
U ‘ i
“’8 5%: :33 0:20:33;
E: a; -: w a v5 3
F1 m ‘“ w i ”*1

(Issued Prior to September 1,
1985) Each certificate was
numbered below 10,000
Advanced 2 years college x °
College AB Degree x a
College Elementary 1 year college x __
Local Elementary Examination x
Standard Administrative AB Degree x X
Provisional High School 2 years college x °
Standard High School AB Degree x ”
Standard Elementary 2 years college x “113:1
Standard 2 years college 1‘
Attendance Officer 2 years college X
(Issued between September 1,
1935, and September 1, 1953)
Each certificate was numbered
10,000 or above
Provisional Elementary 2 years college
Provisional Administrative AB Degree X
Provisional High School AB Degree
Standard Elementary AB Degree
Standard Administrative MA Degree X
Standard High School MA Degree
Attendance Officer 2 years college x
Provisional Attendance Officer AB Degree X
Standard Attendance Officer MA Degree x
Provisional for School

Librarians AB Degree
Standard for School Librarians MA Degree

‘Certificate may be end

with State Board regulation which 5
or supermtendency may be endorsed

orsed upon request for position of director of pupil personnel in ke§20mn
pecifies that any certificate valid for principalship. s'uperV151
for position of director of pupil personnel.

Tem
( mu

( nui

Stan

( nut

Prov
Dire

( nur

Stani
Direi

( nur

Stani
Scho

( nur

IATES TYPES AND VALIDITY OF KENTUCKY CERTIFICATES
Issued after September 1, 1953

m
_.
F4.
:34

Personnel .

Libraria n

”1311511” ‘

ll
ll

'm keep,1m
upemslon

Name of Certificate

Standards

Positions for which Valid

Temporary Elementary
(numbered 10,000 or above)

(numbered 30,000 or above)

Provisional Elementary

(numbered 40,000 or above)

64 semester hours
until September,
1958

96 semester hours
until September,
1960

AB Degree

Valid at elementary level, grades 1
through 8. If holder has degree cer-
tificate valid in 7th and 8th grades in
junior high and in 9th grade junior
high in subjects with 18 or more
semester hours.

Validity same as above.

Standard Elementary

(numbered 40,000 or above)

MA Degree

Validity same as above.

Provisional High School
(numbered 10,000 or above)

Prov. High with Professional
Commitment

Standard High School

(numbered 10,000 or above)

Provisional Certificate for
Director of Pupil Personnel

(numbered 10,000 or above)

AB Degree

AB without professional
courses (1 year)

MA Degree

AB Degree

Standard Certificate for
Director of Pupil Personnel

(numbered 10,000 or above)

MA Degree

Valid for teaching any subject to
which assigned in grades 7 and 8 in
any type of school organization and
in grades 9 through 12 in any subject
in which holder has a major or minor
or area of concentration or other sub-
jects in according with regulations
and policies adopted from time to
time by the State Board of Education.
Validity same as for Provisional High
School.

Valid for the position of director of
pupil personnel, and this certificate
may be endorsed for teaching in ac-
cordance with program of teacher
preparation completed.

Validity same as for Provisional Cer—

tificate for Director of Pupil Per—
sonncl.

Standard Certificate for
School Librarians

(numbered 10,000 or above)

MA Degree or

MS Degree in

Library Science

On provisional basis
with completion of 18
semester hours, teach—
ing certificates are en—
dorsed for librarianship
instead of a separate
certificate being issued.

Valid for librarianship at the level
for which the holder qualifies for
teaching certificate. By completing
certain additional work, the certifi-
cate may be validated for twelve-
grade librarianship.

TYPES AND VALIDITY OF KENTUCKY CERTIFICATES TY]

” Issued after September 1, 1953

Name of Certificate Standards Positions for which Valid
Stand
Standard Special Education AB Degree Valid for serving in one of seven Guid;
areas of special education at the ele-
(numbered 10,000 or above) mentary, secondary, or twelve-grade
level.
“Provisional Certificate for MA Degree became Valid for service at a level consistent
Supervisors minimum standard on with the type of program completed.
September 16, 1960
May be endorsed for the appropriate
teaching level.
Trade
”Standard Certificate for Until September 15, Validity same as for Provisional Cer- Educ:
Supervisors1 1960, the MA Degree tificate for Supervisors.
°Provisional Certificate for MA Degree became Valid for service at a level consistent
Principalship minimum standard on with the type of program completed
September 16, 1960 Emer;
May be endorsed for the appropriate
teaching level. 2
”Standard Certificate for Until September 15, Validity same as for Provisional Cer'
Principalship1 1960, the MA Degree tificate for Principalship.
“Provisional Certificate for MA Degree Valid for serving as superintendent.
Superintendency
May be endorsed for the appropriate
teaching level.
“Standard Certificate for Until September 15, Validity same as for Provisional Cer< SI]
Superintendency1 1960, the MA Degree tiﬁcate for Superintendency.
+ 24 semester hours
graduate work
”Standard Certificate for After September 1, Valid for serving as principal, 511199"
School Leaders1 1964, 24-semester- visor, and superintendent.
hour program will be
raised to 30 semester
hours
lgoydismnal Certificate for After September 1, Valid for service as guidance counse-
m ance Counselor 1959, MA Degree lor at elementary, secondary, and
became minimum twelve-grade levels.
standard

‘Certificate may be endorsed upon request f ‘t' ' ‘ ' int
with State Board regulation which specifies thgf $5lég¥ti¥if direcmr °f pupil Person-"£1 m Re?!)
' c 1; lid . , rvrsloﬂr
and supermtendency may be endorsed for position 03f director? gfvgupilfggrgdnnmtefalsmp supe

1 t . .
sep'g‘iptesgrlingiirgtgsertihcate for School Leaders after September 15, 1960, will replace these W“

\TES

ilid

)f seven
the ele-
ve-grade

onsistent

mpleted.

propriate

mal Cer-

onsistenl

mpletedr

propriate

)nal Cer‘

itendent
propriate

___/

)nal Cert

___/

11, super'

3 counse'
ary, an

m keeping
pen/i510“,

ese three

TYPES AND VALIDITY OF KENTUCKY CERTIFICATES

Issued after September 1, 1953

Name of Certificate

Standards

Positions for which Valid

Standard Certificate for
Guidance Counselor

MA Degree + 24 se-
mester hours graduate
work.

Until September, 1959,
the MA Degree was the
standard. Teaching cer-
tificates were endorsed
for the position instead
of having a separate
certificate issued.

Validity same as for Provisional Cer-
tificate for Guidance Counselor.

Trades and Industrial
Education

Issued on specially de—
veloped requirements in
the ﬁeld of trade, in-
dustrial, and distribu-
tive education

Valid for teaching a specific subject
in trades and industrial education.

Emergency

Standards are set
annually

See Pages 124-133

Information on pages 14—17 is exactly as

Since that time revisions have been made as follows:

1. A new program for certificates in Special Education
(See pages 113-123.)

2. A new program for certification of School Psychometrist
(See pages 108-109.)

given in the 1961 Bulletin.

‘ NEW DEVELOPMENTS IN TEACHER
H PREPARATION-CERTIFICATION IN KENTUCKY

In order for classroom teachers to be prepared for offering an
instructional program that is appropriate to the needs of boys and
girls in this rapidly changing society, the agencies and institutions
responsible for teacher preparation strive continuously to maintain
up-to-date programs which keep pace with the modern classroom
needs and in keeping with current research findings. Following are
some of the current trends and developments in the teacher prepara-

§ Hon-certification programs in Kentucky:

1 ‘ 1. The “approved program” approach: (a) a planned program by

I each college for each type of certification, (b) State Board ap-
proval, (0) recommendation by the college for each applicant’s
certification upon completion of the planned and approved
program, (d) issuance of certificate by the Division of Teacher
Education and Certification of the State Department of Edu-
cation.

2. Teacher education accepted as a responsibility of the total in-
structional and administrative staff of an institution.

3. State structure for certification so designed to encourage each
teacher education institution to develop a program of teacher
preparation in the pursuit of excellence rather than in meeting
minimum state standards.

4. Identification of competencies essential for each type school
position with attention given to attitudes, values, and behavior
1n addition to completion of required courses.

5. Acceptance of importance of selection of teacher education
students who hold values consistent with the democratic so-

ciety.

6. Wider representation of all elements of the profession on com-
mittees making decisions and recommendations to the State
Board in regard to teacher education and certification.

7. Accreditation of colleges and universities for teacher prepara-
tlon by the State Department of Education in addition to the
general accreditation by the Southern Association of Colleges
and Secondary Schools.

rns
[in
)m
ire
ra-

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1er

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ior

ra-
:he

{es

10.

11.

12.

13.

14.

15.

16.

Structure of state certification designed to provide guidelines
for program development instead of specificity and rigidity in
detailed course requirements.

Common core of broad general education in elementary an