operates is a powerful determining factor in the nature and extent of the growth of professional teacher training. Changes in Administrative Organization and Relationships Suggested by Teacher Trainers Changes in the administrative organization and relationships of the teacher-training units believed desirable by teacher-training officials in the land-grant institutions were reported in detail. These changes reported by teacher-training officials may by no means represent the opinion of the administrative officers or staff members of the institution not primarily interested in teacher training; nor indeed will the teacher-training staff members in all cases agree. It is believed, however, that the expression of the opinions and attitudes of the teacher trainers in the several institutions, is of interest and value. TABLE 15.-Activities in respect to which improvement is desired by officials of the institutions in the coordination of separated teacher-training activities in two or more major divisions of the institutions Item Order of frequency of mention Student guidance and advisement in reference to selection of teachertraining curricula....... Interchange of professional knowledge and viewpoints among departments; conduct of staff conferences__- Securing adequate budgetary appropriations for teacher-training programs_ Selection of courses in field of specialization (exclusive of education) which constitute a part of the teacher-training curricula___ Placement of teachers trained in different departments.. Standardization of course requirements---‒‒‒ Formulation and revision of courses in education offered by different units_ 1 23 45678 9 Avoidance of duplication in specific content of courses.. 10 Avoidance of duplication in staff in two or more units--- 11 Avoidance by departments of duplications in courses offered... 12 Supervision and coordination of student teaching and observation____. 13 14 Elimination of competition for students in classes offering equivalent work Distribution of time and services of part-time teachers serving two or more teacher-training units 15 16 Allotment of adequate funds to the several teacher-training units_-_Cooperation between subject-matter departments and the major division of education---- 17 18 Elimination of competition for students as between major divisions_____ Provision of adequate practice and observation facilities for students in minor separated teacher-training units___ 23 21 Promotion of professional as well as academic interests of teachers---- 25 Of the 29 institutions reporting, two-thirds express the opinion that the present organization should be strengthened by further consolidation or cooperation of administrative units. Less than onefifth of the entire number of institutions in which the problem applies report no further changes necessary. Evidence that the mere catalogue creation of a school or college of education by no means insures harmony and coordination of activities is seen in the fact that as many institutions having schools and colleges of education reported the need for further coordination of teacher training, as was the case of institutions having no such major units. There is abundant evidence that the major divisions of education in many institutions are still in the process of administrative and professional development, and that their objectives and powers are still in the making. Table 15 indicates in approximate order of frequency the specific administrative functions in respect to which difficulty is encountered by the institutional administration in the coordination of profes sional activities, both in dispersed teacher-training units and in colleges, schools, or major divisions of education. These difficulties must be considered in any program of reorganization. Some of them will automatically disappear upon the establishment of a unified teacher-training organization. The extent to which this will happen depends upon the thoroughness and soundness of the organization set-up. In any case, these difficulties must be faced in the development of constructive reorganization programs, and their solution one by one will mark the course of future progress. Numerous changes in administrative organization of separated teacher-training units may precede the establishment of a unified organization. A school or college of education may be established in name only. Thereafter there is nearly always the need for putting the organization on a sound functional basis. A number of changes toward this end are reported. Typical among such changes during the past three years are the following: In Colorado Agricultural College home economics education was transferred from the department of home economics to rural education; in Oregon Agricultural College the requirement was made that all teacher-training registrations be brought to the attention of the dean of education; in the University of Tennessee, the school of education was made into a college of education with its own dean, faculty, and curricula; in Rutgers University teacher training was extended to new departments of art, physical education, and library; in Cornell University a division of education was formed for closer cooperation of the department of education in the arts college and the department of rural education in the colleges of agriculture and home economics; in the University of Vermont a commercial curric ulum was arranged through the cooperation of the departments of education and of commerce and economics; in the State College of Washington definite subject-matter requirements for teachers' certificates were agreed upon by the school of education and subjectmatter departments. Many other changes and adjustments could be listed, pointing in various degrees to increasing cooperation among units. There is every reason to believe that this movement will continue. Reorganization will not be attained all at once nor can any one set type of organization meet the needs of all the States. The growing professionalization of public-school teaching, which necessitates increased and more effective professional preparation of teachers, will ultimately result in appropriate administrative organization and offerings. Chapter VI.-Fiscal Aspects Existing systems of accounting do not render it possible to state the exact amounts expended by the land-grant institutions for teacher training. The proportion of expenditures for the instruction of trainees and for other students attending together classes in technical and in academic subjects is not commonly differentiated. The expenses for maintenance and upkeep of plant, supplies, overhead expenses, and other expenditures for trainees and for other students can not be apportioned accurately. Reports, however, were received stating the total paid in salaries of teachers of education. The approximate total reported for 1927-28 was $1,637,190. This constitutes about 2 per cent of the total for all salaries officially reported in 1918 for the land-grant institutions and about 4 per cent of the amount spent for salaries in resident instruction only. Since roughly one-seventh of the training of the typical graduate in teacher training is in professional education and in view of the fact that from one-fourth to one-half or more of the resident students in land-grant institutions plan to teach, the amount spent for instruction in professional education courses appears very small. Of the total of approximately $1,637,190 spent in 1927-28 for salaries of teachers of education in the teacher units of all land-grant institutions, $331,615 was spent for salaries of teachers of professional courses in agricultural education; $296,593 in home-economics education; $150,121 in industrial education; $780,811 in general education; and $77,050 for salaries of teachers of education in other teacher-training units, such as physical education, music, art, etc. These amounts are approximate since many courses in general education are attended alike by prospective teachers of agriculture, home economics, arts and science, and the other teacher-training units. The amounts afford, however, a rough indication of the distribution of expenditures for salaries of teachers of courses in education among the several teachertraining units. Scholarships and Fellowships Scholarships, fellowships, and other forms of financial assistance offered to students of the institutions are discussed in another part of the survey report. About one-fourth of the land-grant institutions afford some kind of financial assistance that is offered exclusively or primarily to teachers in training. The most common form of assistance is by awarding scholarships or fellowships, re *See Vol. I, Part VI, Student Relations and Welfare. ported by nine institutions. The money value of these scholarships and fellowships ranges from $30 to $100. Fees and tuitions are remitted wholly or in part for prospective teachers during the regular session in four institutions. In North Carolina State College free tuition is granted students on their promise to teach. In Pennsylvania State College students in vocational agriculture, home economics, and industrial education have fees remitted for Vocational courses. In the University of Vermont tuition fees of $200 per year are allowed elementary education students by the State board of education. In the Virginia Agricultural and Mechanical College tuition allowances are made during the summer school, but not during the regular session, for those employed as teachers in the State. Self-Help for Prospective Teachers Nineteen institutions report that opportunities are available for students to assist in the payment of college expenses by securing employment in teaching. Openings for tutors, of course, are common. Evening schools afford employment in 6 institutions; while 24 institutions report that student instructors are employed, and 34 report the employment of student assistants. A variety of special teaching employments is reported, such as the teaching of music. Only occasionally may the student expect to defray any considerable part of his expenses by part-time teaching in public schools. |